Phonetics and Phonology

REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA FONETICA Y FONOLOGIA II AN ANALYSIS OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF ENGLISH vowel sound sound sound sound sound SOUNDS Authors Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a variety of famous linguists consider do an attempt to define the tricky question of what row is. For instance, Halliday (1973) affirms that words is an instrument of communication among members of a social group.In relation to this, Gimson (1962) states that a language is a system of conventional signals ingestiond for a communication by a whole community. On the other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection between the use of language and the mental processes speaker experiences. He states that language, far from being independent of the mind, was so inextricably bind to the mind that the study of language was virtually the study of human mind.These several(predicate) assumptions of what language is impel us, as future EFL teachers, to recognize the enormous responsibility teaching incline as a contrasted language involves. Due to the fact that we will necessarily have to handle several definitions of what language is and its components (syntax, grammar, phonetics and phonology, semantics,) in target to help students realize the variety of elements they use when communicating with others.For instance, when teaching our students a language level much(prenominal) as phonetics and phonology, which primary involves orthoepy we have to make them aw ar that it is not lonesome(prenominal) a content of pronouncing sounds in isolation, but that these sounds are part of a communicative system the use in day-to-day life. In relation to this, Strickland ( U. D ) states that learning a language, whet her it is the mother tongue or a foreign one, is learning a system of sounds and their arrangements in words and patterns of organization together with the concepts the words and patterns represent.The fol broken ining scripted work has as a primary proposal, the analysis of a speech sample recorded from a beginner speaker of slope language who read a four paragraph newspaper bind in which the fol starting vocalic sounds were immersed middle(prenominal)dledle(prenominal)(prenominal)(prenominal) measly stand /? /, poor foregoing man /? / , mid - proud back / /, mid mellow bet /? / . Through the record we will be analyzing the substitution the speaker make or not of every of the four vocalic sounds mentioned before.We will be justifying why the speaker do that substitution, which factors influenced in the substitution and finally, we will be giving a variety of suggestions / recommendations for the appropriated production of vowel sounds of English and the rest of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exist to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish divergent factors that affect the Speaker when pronouncing English vowels. ? To provide students accurate and useful pronunciation techniques that will make them improve their pronunciation of English. ONE of the few surprises at the Golden humanitys two weeks past youll be forgiven if youve already forgotten about that odd little broadcast was the award given to Carlos, the french director Olivier Assayass five-hour-plus reconstruction of the life and career of the notorious terrorist of the 1970s and 80s Carlos the Jackal.The award represented a high point of cosmopolitanism at a predictably parochial event 11 languages spoken on screen dozens of locations ac ross Europe and the Middle East a polyglot cast take by a Venezuelan star, Edgar Ramirez, who has the softwoodential to become an international sex symbol. What more could you want from a foreign film? /w? n ? v fju s? rprajz? z ? t gold? n globz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt t ? d l? t? l br? dk? st w? z ?w? rd g? v? n tu k? rlos, fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k n ? lajf ? nd k? r? r ? v not? ri? s t? r? r? st ? v 1970s ? nd 80s k? rlos d k? l. ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt 11 l gw? d z spok? n ? n skrin d? z? nz ? v loke nz ? kr? s j? r? p ? nd m? d? l ist ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z p? t? n l tu b? k? m ? n ? nt? rn n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ phonetic Transcription Well say mis sound out Segment used for substitution /? / /? f/ repla cement of the mid-high drift vowel /I/ for the Spanish /i/ / t/ /l? t? l/ /br? k? st/ Back closing diphthong /ou/ instead of the mid low back /? / in the first syllable. /br? dk? st/ substitute of the low social movement vowel /? / for the profound schwa /? in the second syllable. /g? v? n/ /ol? vie/ /? nd/ substitution of the low await vowel /? / for the underlying schwa /? in the second syllable. /k? r? r/ /t? r? r? st/ re-sentencing of the Mid- high lie vowel /I/ for the Spanish /i/ /sev? nt? / excision of the mid-high back vowel. /? nd/ /e? t? / Deletion of the mid-high back vowel. /d k? l/ /? t/ /pr? ? kt? b? l/ Substitution o the Mid- high drive vowel /I/ for the mid front in the first syllable and substitution of Mid- high front vowel /I/ for the Spanish /i/ in the second syllable. /? v? nt /l gw? d z/ Substitution of the low front vowel /? / for the central /? / in the first syllable. /? kr? s/ Substitution of the mid-low back /? , for the Spanish /o/ /? nd/ Substitution of the low front vowel /? / for the central schwa /? / in the second syllable. /m? d? / Substitution of the Mid- high front vowel /I/ for the Spanish /i/ /k? st/ Substitution of the low front vowel /? / for the Mid-low back /? / /r? mirez/ Substitution of the low front vowel /? for the central shwa /? / /h? z/ Substitution of the low front vowel /? / for the Mid-low back /? / /b? k? m/ /? n/ Substitution of the low front vowel /? for the central schwa /? / /? nt? rn n? l/ Substitution of the low front vowel /? / for the central Schwa /? / /? nt? rn n? l/ /s? mb? l/ /k? / /f? lm/ Except that Carlos was not nominated for the Golden Globe in that category (the winner was In a Better World, from Denmark) it was made for, and first shown on, French television, a fact that also rendered it inel igible for consideration as a foreign-language or any other sorting of film by the academy of Motion Picture Arts and Sciences, which announced its nominees put out Tuesday.Mr. Assayass dark-horse achievement at the Globes was for best mini serial or motion picture made for television. Fair enough, given its origins. Then again, Carlos has encountered its Ameri apprise audience in the way more and more foreign films do these days on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars seems somewhat arbitrary. /? ks? pt t k? rlos w? z n? t n? m? net? d f? r gold? n glob ? n t k? t? g? ri ( w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk) ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v n, ? f? kt t ? so r? nd? rd ? t ? n? l? d b? l f? r k? ns? d? re n ? z ? f? r? n- l gw? d? ?r ? ni r kajnd ? v f? lm baj ?k? d? mi ? v mo n p? kt r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t globz w? z f? r b? st m? nisiriz ? r mo n p? kt r med f? r t? l? v n. f? r ? n? f, g? v? n ? ts ? r? d nz. n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n we m? r ? nd m? r f? r? n f? lmz du ? iz dez ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu n fr? m sk? rz simz s? mw? t ? rb? tr? ri/ Phonetic Transcription Well pronounced mispronounced Segment used for substitution /? ks? pt/ Substitution of the mid high front /I/ for the mid front /e/ / t/ Substitution of the low front vowel /? / for the Mid-low back /? /? n/ / t/ Substitution of the low front vowel /? / for the central Schwa /? / /k? t? g? ri/ Substitution of the low front vowel /? / for the Mid-low back /? /w? n? r/ Substitution of the mid high front /I/ for the highest front /i/ /? n/ /? t/ /? nd/ Substitution of the low front vowel /? for the central Schw a /? / /t? l? v n/ Substitution of the mid high front /I/ for the highest front /i/ /f? kt/ / t/ Substitution of the low front vowel /? for the central Schwa /? / /? t/ /? n? l? d b? l/ Substitution of the mid high front /I/ for the highest front /i/ in the second syllable. /k? ns? d? re / /? z/ /l gw? d? / Substitution of the low front vowel /? / for the mid-front /e/ /en? / /f? m/ /? k? d? mi/ /p? kt r/ /? nd/ /w? t? / /? s/ /l? st/ Substitution of the low front vowel /? / for the Mid-low back /? / /m? st? r/ /v? kt? ri/ Substitution of the mid high front /I/ for the highest front /i/ /? t/ Substitution of the low front vowel /? / for the central Schwa /? / /m? st? r? z/ Substitution of the mid high front /I/ for the highest front /i/ /p? kt / /t? l? v n/ Substitution of the mid high front /I/ for the highest front /i/ /g? v? n/ /? ts/ /? ? d nz/ Substitutio n of schwa /? / for the highest front vowel /i/ in the second syllable, Substitution of the mid high front /I/ for the highest front /i/ in the third syllable. /h? / Substitution of the low front vowel /? / for the central Schwa /? / /? ts/ /? n/ Substitution of the mid high front /I/ for the highest front /i/ /? d/ Substitution of the low front vowel /? / for the central Schwa /? / /f? lmz/ /h? ndf? l/ /h? ndf? l/ /? / /b? g/ Substitution of the mid high front /I/ for the highest front /i/ /s? tiz/ Substitution of the mid high front /I/ for the highest front /i/ /? d/ /v? dio/ /d? m? nd/ /d? m? nd/ ? s ? ksklu n ? sk? rz Substitution of the mid low back /? /, for the Spanish /o/ But so does everything else about the way the Academy deals with movies from the rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This y ear they are eye tooth from Greece, Incendies from Canada, Biutiful from Mexico, Outside the Law from Algeria and In a Better World, which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri ?ls ? bawt we ?k? d? mi dilz w muviz fr? m r? st ? v w? rld. ?n ? l? br? t ? nd m? st? ri? w? no pr? s? s p? rz dawn ?awz? ndz ? v p? t? n l n? m? niz tu fajv. s j? r ? e ? r dogtooth violet fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd l? fr? m ? ld ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd fr? nt- r? n? r ? f ju tek globz ? z ? n om? n/ Phonetic Transcription Well pronounced mispronounced Segment used for substitution /? vri / /? k? d? i/ /w / /? n/ /? l? br? t/ Substitution of the low front vowel /? / for the central Schwa /? /? nd/ Substitution of the low front vowel /? / for the central Schwa /? / /m? st? r? z/ Substitution of mid high front /I/ for the mid-front / e/ in the second syllable. /w? no / s/ Replacement of the mid high front /I/ for the highest front /i/ /j? r/ /k? n? d? / The speaker did not produce de vowel sound. /? ld ri? / Substitution of mid high front /I/ for the mid-front /e/ in the second syllable. /? ld ri? / Substitution of the low front vowel /? / for the Mid-low back /? / in the first syllable /? n/ /w? ? / /k? ns? d? rd/ /? f/ /? z/ Substitution of the low front vowel /? / for the central Schwa /? /? n/ Substitution of the low front vowel /? / for the central Schwa /? / Dogtooth came and went on a few American screens last spring, and Outside the Law had a brief run in December (and may return short circuitly) only Biutiful, whose globally famous star, Javier Bardem, was nominated for best actor, is likely to be playing now at a theater near you.The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bo unce. The usual pre-nomination handicapping the canvassing of critical opinion and the weighing of general sentiment does not apply to these movies, which might in principle make the choices less compromised, but in practice only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr , ? nd awtsajd l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn rtli) onli biutiful, huz glob? i fem? s st? r, h? vi? r bardem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple naw ? t ? ?i? t? r n? r ju. rz w? l bi rilist ? n let w? nt? r ? r ? rli spr , ? n hops ? v ril? jz s? m kajnd ? v b? ks ? f? s bawns. ju w? l pri- n? m? ne n h? ndik? p k? nv? s ?v kr? t? k? l ? p? nj? n ? nd we ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek t js? z l? s k? mpr? m? jzd, b? t ? n pr? kt? s onli s? rvz tu mek m m? r k? nfjuz / Phonetic Transcription Well pronounced mispronounced Segment used for substitution /? nd/ Substitution of the low front vowel /? / for the central Schwa /? / /l? st/ Substitution of the low front vowel /? for the low-back. /spr / /? nd/ /h? d/ /? n/ /? d/ /? kt? r/ /? z/ /ple / /? t/ /n? / Substitution of the mid-high back vowel /I/ for the central diphthong /I? / /w? l/ Substitution of the mid-high back vowel /I/ for the Spanish /i/ /? / /w? nt? r/ /spr / /? n/ /ril? jz / /? ? s/ Substitution of the mid low back /? /, for the Spanish /o/ /h? ndik? p / Substitution of the mid-high back vowel /I/ for the Spanish /i/ /h? ndik? p /k? nv? s / /k? nv? s / Substitution of the mid-high back vowel /I/ for the Spanish /i/ /kr? t? k? l/ /? p? j? n/ /? nd/ /we / /w? t? / /? n/ /pr? s? p? l/ /? n/ /pr? kt? s/ /k? nfjuz / METHODOLOGYAn IPC student from the Second semester was selected for the recording of the sp eech sample which was one of the main concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic device used was a low quality electric cell phone whose recording application allowed us to record the students speech and then, through USB connection, transferred the audio frequency to the PC and copied the data in a CD-ROM. ANALYSIS OF THE RESULTS CHART N? 1 Production of the vowel sound mid low back /? / in a text read by a student of the second semester at the IPC. Pronunciation well Substitution Well Pronounced Mispronounced Substitution of the mid /? 0 4 low back /? /, for the 0% 100 % Spanish /o/ in some of the cases. For the vowel sound low front /? / (fifty three times). For the vowel sound mid -high back /? / (two times). For the vowel sound mid high front /? / (eighty two times). For the vowel sound mid-low back /? / ( four times) Sound mightily Wrong Substitution 2 0 /? / 100% 0% None Sound Right Wrong Substitution 57 24 /? 70% 30% In just about of the cases, replacement of the mid high front /I/ for the highest front /i/ Sound Right Wrong Substitution 22 31 /? / 42% 58% In most of the cases, Substitution of the low front vowel /? for the central Schwa /? / 1- The speakers most troublesome sound was the mid low back vowel of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is equal to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due to the fact that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. Some aspects that may cause trouble fo r the speaker is the word spell, because sometimes they draw to get confused or doubtful when pronouncing a word, in the moment they see a tight or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to go on our students to learn the language while developing effective skills, being speaking our main concern, the researchers selected a series of educational techniques ? ReadingsAs future EFL teachers we have to expose our students to English language through readings in which students will check a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of literature made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as Romeo and Juliet by William Shakespeare. Students will read or hear structures like pot stop, tip sleep, car bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop listening skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a useful and practical technique that will allow students to receive a phonic background and then to analyze the spelling data involved, that is, graphemes. The most important part of this method is that students will be able to create the pieces of writings that will be read by the teacher or among the classmates and whose content will be match to their interests and experiences, so student? creative expression will also be taken into account as essential part of the learning process. ? Poetry According to Stuckland (1962) students like poetry first for its singing quality, for its rhyme, circle and all that goes into the melody of verse. That is, the enjoyable environment poetry creates when students interpret its content. Suggested poems will be Hickory, Dicko ry, Dock by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONSIn order to make our students aware of the different vowels in English, we as English teachers, have to clarify and exemplify several exercises for them, to make a short letter in pronunciation patterns of the sounds they can come on more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these.Furthermore, if we teach these spelling patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our attention on these vowels /? / and /? /. As another useful activity, we can encourage our students to produce the diffe rent vowels of English by different techniques, and be aware of common mistakes in the utterance of the mid-low back and /? / and the low front /? /.Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and others. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a comparison and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. BIBLIOGRAPHICAL REFERENCESSAPIR, EDWARD(1921)Language An Introduction to the Study of Speech. Harcourt Brace and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C Health and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 Hill Street, London. Professor Viktor Carrasquero Hickory, dickory, dock The mouse ran up the clock The clock strike one, The mouse ran down, Hickory, dickory, dock