1. Anne Fabricius RUC 1

2.  Administrative matters  Course procedure  Course content overview  Review chapters section A and cover chapters B1 and C1  Practice exercises: a (re-)introduction to transcription 2

3.  Assigned Textbook readings form background to lectures (sections A, B, C, D)  Lectures 8 times ending 2nd November  2 hours per class  lectures (questions) and practice exercises  Exam runs for 1 week (take home paper) from 29th November to 6th December  One week without classes in October: extra homework and practice exercises to do 3

4.  Textbook and CD with audio material  An accompanying website to the book with web links  See pages 290 and 291  BCSW server folder to be subscribed to (AF)  Teaching Phonetics Autumn 2010 Teaching Phonetics Autumn 20  ’Portalino/RUC Links/Services/BSCW samarbejdsværktøj’ 4

5.  Wells 2008, accompanying CD  As reference work for words whose pronunciation you may not yet know  a valuable condensed guide to English Phonetics and Phonology in the beginning of the book  Records both British and American pronunciations (in that order) 5

6.  A thorough study of English Phonetics and Phonology  Knowing one model for transcription purposes  but also being aware of differences between major models (GA and N-RP)  Segmental and suprasegmental features  Articulation description  Plus a good deal of global variation examined  Training your observational/listening skills  Plus theoretical knowledge of aspects of phonetics: anatomy, general phonetic theory 6

7.  Use a detailed standardized transcription system for one major variety of English both in production and reception  Work with a pronunciation dictionary  be able to explain pronunciation phenomena in English varieties to others  Understand how a language’s sound system is built up and be able to systematically observe new varieties of English you come across  Understand basic phonetic anatomy and other technical terms 7

8.  Familiarity with the phonetic alphabet  Knowledge of terms of consonant and vowel description  Be able to distinguish basic intonational contrasts 8

9.  Segmental Phonological organisation within varieties of English (phoneme sets and their characteristics, syllable structures)  Phonetics of English  The nature of connected speech  Lexical and phrasal stress, rhythm and intonational characteristics of varieties of English  Sociophonetic characteristics (regional accent varieties)  Articulation description (allophonic variation)  2nd language phonetics and phonology 9

10.  The important major concepts from A1:  ’Accent’ and ’dialect’ in English  The sociolinguistic pyramid  N-RP  World Englishes and GA 10

11.  Trubetzkoy (1939: ) wrote  "It is the task of phonology to study which differences in sound are related to differences in meaning in a given language, in which way the discriminative elements... are related to each other, and the rules according to which they may be combined into words and sentences.“ Trubetzkoy, N.S. (1939) "Grundzüge der Phonologie". Travaux du Cercle Linguistique de Prague 7, Reprinted 1958, Göttingen: Vandenhoek & Ruprecht. Translated into English by C.A.M.Baltaxe 1969 as Principles of Phonology, Berkeley: University of California Press. 11

12.  Linguistic units which cannot be substituted for each other without a change in meaning can be referred to as linguistically contrastive or significant units. Such units may be phonological, morphological, syntactic, semantic etc. 12

13. IF unit X in context A GIVES meaning 1 AND IF unit Y in context A GIVES meaning 2 THEN unit X AND unit Y belong to separate linguistic units eg. IF sound [k] in context [_æt] GIVES meaning "cat" AND IF sound [m] in context [_æt] GIVES meaning "mat" THEN sound [k] and sound [m] belong to separate linguistic units: phonemes 13

14.  It’s not true to say that a phoneme is a sound,  In some sense it represents a class of sounds  Phonemes exist in human brains (result of learning)  abstract cognitive (linguistic) entities  Spoonerisms:  conventions shared by a speech community  can vary, sometimes very significantly, between speech communities even within the ’same’ language eg LOT and THOUGHT in the US 14

15.  When we speak we intend our listeners to understand what words we have uttered.  A word in the brain might be represented/stored as an abstract sequence of phonemes  But we also have Exemplar Memory (lots of detailed fine grained phonetic information is stored as well) 15

16.  To communicate a sequence of words we must utter a sequence of sounds  A spoken word results from the production of a sequence of vocal tract gestures  These gestures result in a sequence of sounds.  We interpret this sequence of sounds as corresponding to a stored sequence of phonemes  Or we store it anew... 16

17.  Phonemes are the linguistically contrastive building blocks of a language.  contrast is demonstrated by minimal pairs or contrast in identical environment (C.I.E.).  Minimal pairs are pairs of words varying only by the identity of the segment at a single location in the word  If two segments contrast in identical environment then they must belong to different phonemes.  A paradigm of minimal phonological contrasts is a set of words differing only by one speech sound  In most languages it is rare to find a paradigm that contrasts a complete class of phonemes (eg. all vowels, all consonants, all stops). 17

18.  Defining the English stop consonants phonemes /p ɪ n/ vs /b ɪ n/ vs /t ɪ n/ vs /d ɪ n/ vs /k ɪ n/ */g ɪ n/  Problem: / ɡ / does not occur in this paradigm:  Is it a variant form ? / ɡ  n/ vs /p  n/ vs /b  n/ vs /t  n/ vs /d  n/ */k  n/  Still need to contrast / ɡ / and /k/ / ɡ e ɪ n/ vs /ke ɪ n/ 18

19.  A phoneme may be realised by more than one speech sound  the selection of each variant is usually conditioned by the phonetic environment of the phoneme (coarticulation/connected speech) This is known as mutually exclusive or complementary distribution 19

20.  If two sounds are in contrastive distribution then they can be assumed to be distinct phonemes  If two sounds are phonetically similar (cf j and  ) and they are in complementary distribution then they can be assumed to be allophones of the same phoneme  Languages organise their phonemes and allophones differently  Eg we have seen that voiced and voiceless stops are different phonemes in English… 20

21.  In some Australian Aboriginal languages word medial stops are voiced if both adjacent sounds are voiced (e.g. between two vowels)  voiceless if at least one of the adjacent sounds is voiceless…  For stops at the beginning of words in these languages the patterns varies between languages and even between dialects  some prefer voiced or voiceless, or even allow individual choice (free variation) 21

22.  Intervocalic t productions  ’butter’   (voiceless aspirated alveolar stop)   (voiced alveolar tap)   (glottal stop)  The quantitative rates at which these variants are used carry important sociolinguistic information 22

23.  Connected speech and phonemic (broad) transcription  Grammatical words: strong, weak and contracted forms  Note the contexts (page 20)  See especially tables on page 18 and 19  Transcription procedures (we will revise these later in class) 23

24.  The anatomy of speech production  The phonatory system (breathing and voice production; voice qualities)  The articulatory system (articulators in the mouth)  Active and passive articulators 24

25.  Consonant possibilities in English  The consonant system  Energy of articulation (Table A5.3, page 52)  Place of articulation  Manner of articulation  (Different types of stricture and the consonant types that match them)  Secondary articulations (eg glottalisation, nasalisation and others)  Articulatory setting 25

26.  Vowel possibilities:  Vowel description models  Tongue height and frontness/backness’, lip positions, nasality, duration  The cardinal vowels (Daniel Jones)  http://www.let.uu.nl/~audiufon/data/e_prima ry_long.html http://www.let.uu.nl/~audiufon/data/e_prima ry_long.html 26

27.  Additional concepts from phonemic theory:  complementary distribution (allophonic)  Free variation (the source of sociolinguistic variation)  Phoneme neutralisations in specific positions  Different systems in different accents  The syllable revisited  Consonants/vowels and the sonority hierarchy  The relationship between phonetics and phonology 27

28.  Phoneme / x/ versus allophone [x 1 ] [x 2 ] [x 3 ]  Definitions? What levels?  Example: /l/ ≠ /r/ ≠ /w/  A set of minimal pairs?  and /l/’s allophones  Clear [ ], where?  Dark [  ], where?  Voiceless allophone [  ], where?  Explain the neutralization in spar, star, scar, 28

29.  (Onset (Rhyme: Nucleus + Coda)); see p74  Syllable divisions in English debatable  Dictionary aims to syllabify according to allophonic phenomena/ maximise allowable clusters?  Syllable divisions here:  Nostalgic:  not  (aspiration)  Practical use of syllabification here: for transcriptions to identify onset of primary stressed syllable 29

30.  Page 77  Sonority is related to acoustic properties: the most ’wave like’ sounds as opposed to sounds exhibiting random noise 30

31. 31

32.  Phonology: Upper level; system within a language (variety); sound organization principles in relation to meaning making  Phonetics: Lower level; observational, fine grained details of speech production,  System lies latently behind what we observe as speech production/perception 32

33.  Types of variation between accents  The characteristics of GA 33

34.  Northern UK varieties of English: STRUT/FOOT, (but, cut, hut)  GOOSE/FOOT in Scottish English (who’d, hood)  In US: COT/CAUGHT are identical for some varieties of US English  Ear/air in New Zealand (NEAR/ SQUARE)  Speakers cannot make differentiations if they only know these varieties 34

35.  Welsh English example in textbook:  GOOSE blue/blew are distinct. (  ) Similarly for through/threw and goose/juice  Wh/w in which witch in Scottish, US  Norfolk English: GOAT   moan, road, rose   mown, rowed, rows  Australian English: madder and ladder do not rhyme (gladder? Sadder? Adder?)  Cool in US...an emerging split? 35

36.  Eg FLEECE or KIT in happY words (traditional RP, Northern England vs modern RP and AusE)  Presence or absence of /r( post-vocalically) (rhotic versus non-rhotic accents (US vs most UK) Another example:  Vowels before /r/ are distinct in many varieties of English    (Mary, marry, merry, Murray)  These three vowels are merged for some speakers on the east coast US  or even   (Lynette in Desperate Housewives: ’Parker’)         36

37.  The vowel in BATH words (castle, grass, dance, plastic)  Docile (US vs UK)  One 37

38.  Many many examples to come when we look at the different varieties of English around the world........  See also these websites:  http://www.hum.au.dk/engelsk/engosb/english. html http://www.hum.au.dk/engelsk/engosb/english. html Speech accent archive at  http://accent.gmu.edu/ http://accent.gmu.edu/ 38

39.  See textbook pages 152-158  Segment track 41 (track 40 in first edition) 39

40.  See handout ONE VIEW OF PHYSICS  try doing a rough transcription of this  Solutions handed out afterwards for comparison 40

41. Thank you for listening! 41