Descriptive GrammarDescriptive Grammarof English:of English:
Phonetics and PhonologyPhonetics and Phonology
dr dr Iwona KokorniakIwona Kokorniak
(with contribution from dr Jarosław Weckwerth)(with contribution from dr Jarosław Weckwerth)
2727 SeptSept 200 20088
Teacher:Teacher: dr dr Iwona KokorniakIwona Kokorniak
Office:Office: 223223A, Collegium NovumA, Collegium Novum
Niepodległości 4Niepodległości 4
Office hrs:Office hrs:FridayFriday:: 12:00 12:00 -13:00-13:00
Wednesday: 15.30 – 16.30 Wednesday: 15.30 – 16.30
(by appointment)(by appointment)
E-mail:E-mail: [email protected]@ifa.amu.edu.pl
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AimsAims
Thorough overview of English Thorough overview of English phonetics phonetics and and phonology.phonology.
Some basic information on other Some basic information on other languages (especially Polish) will languages (especially Polish) will also be provided.also be provided.
44
What for?What for?
Two main reasons:Two main reasons:– it will enable you to consciously control it will enable you to consciously control
your own English pronunciation;your own English pronunciation;– it will enable you to detect, analyse and it will enable you to detect, analyse and
possibly correct the pronunciation possibly correct the pronunciation errors of your future students.errors of your future students.
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Why do you need this???Why do you need this???You are to become ‘language You are to become ‘language professionals’professionals’– TeachersTeachers
– TranslatorsTranslators
– LinguistsLinguists
– etc.etc.
Role models: TV people, actors...Role models: TV people, actors... – – people who do public speaking people who do public speaking professionallyprofessionally
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Why do you need this???Why do you need this???
Therefore, you need more than Therefore, you need more than just communication.just communication.
You need You need professional professional accuracyaccuracy..
Achieving this accuracy needs Achieving this accuracy needs solid solid conscious knowledgeconscious knowledge......
... and ... and a lot of individual practicea lot of individual practice
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Quick & dirty estimateQuick & dirty estimate
A child acquiring English, starts at A child acquiring English, starts at age 0age 0
30 mins x 365 days x 10 years30 mins x 365 days x 10 years
1825 hours1825 hours
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Quick & dirty estimateQuick & dirty estimate
English learner, three-year courseEnglish learner, three-year course
Group of 9 studentsGroup of 9 students
3 classes x 90 mins a week3 classes x 90 mins a week
10 mins x 25 classes x 3 years10 mins x 25 classes x 3 years
750 mins = 12.5 hours750 mins = 12.5 hours
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Aims – summaryAims – summaryYou need to know what you are You need to know what you are doingdoingto do it right.to do it right.
Intuition and talent is not enough.Intuition and talent is not enough.
But tBut this course his course is notis not ‘theoretical’! ‘theoretical’!
You’ve got to learn by You’ve got to learn by doingdoing things. things.
You must make every effort to You must make every effort to apply this knowledge apply this knowledge in practicein practice..
Practice individuallyPractice individually
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AssessmentAssessment
Written examinationWritten examination
Core content agreed by all teachersCore content agreed by all teachers
To take the exam, you need a To take the exam, you need a passing grade for the classes passing grade for the classes (‘ćwiczenia’)(‘ćwiczenia’)
The final grade: 30% for the classes The final grade: 30% for the classes + 70% for the final test+ 70% for the final test
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Grammar?Grammar?
Consider:Consider:– He has went yesterday.He has went yesterday.
What normal people call ‘grammar’ What normal people call ‘grammar’ is is SYNTAXSYNTAX..
But in linguistics, sBut in linguistics, syntax is yntax is only only about how sentences are built.about how sentences are built.
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Other branches of linguisticsOther branches of linguistics
dobrydobry – – dobdobroro – – dobrdobrzeze
MORPHOLOGYMORPHOLOGY: How words are : How words are constructed.constructed.
This includes This includes inflectioninflection::mammam – – maszmasz – – mama......
...and ...and derivationderivation: : dobrydobry – – dobdobroro – – dobrdobrzeze
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PhonologyPhonology
batbat – – ratrat – – catcat
PHONOLOGYPHONOLOGY is mainly about sound is mainly about sound contrasts.contrasts.
How sounds can change meaning.How sounds can change meaning.....
......how sounds functionhow sounds functionas a as a SYSTEMSYSTEM in a language. in a language.
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PhoneticsPhonetics
szafaszafa
The physical details of The physical details of pronunciation.pronunciation.
Different from language to Different from language to language...language...
That’s why That’s why YOUYOU need phonetics! need phonetics!
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PhoneticsPhonetics
articulatory auditory
acoustic
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Other branches of linguisticsOther branches of linguistics
Historical linguisticsHistorical linguistics
SociolinguisticsSociolinguistics
PsycholinguisticsPsycholinguistics
Discourse analysisDiscourse analysis
Text linguisticsText linguistics
etc... etc...etc... etc...
1717
Descriptive?Descriptive?
Consider:Consider:
I ain’t got noneI ain’t got none..
Przyszłem za wczePrzyszłem za wcześśnienie..
Prof. Miodek would say, “These areProf. Miodek would say, “These are incorrect”.incorrect”. This is This is prescriptiveprescriptive..
But But some some people speak like that...people speak like that...
1818
Descriptive?Descriptive?
Compare:Compare:
He has went yesterday.He has went yesterday. – – I ain’t got I ain’t got nonenone..
We will describe what people do, We will describe what people do, not what should be done.not what should be done.
But this But this doesn’tdoesn’t mean mean that that anything goes.anything goes.
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Lecture topicsLecture topics 1 1
Introduction. Course aims and Introduction. Course aims and overviewoverview.. BBranches of linguisticsranches of linguistics.. PPhonetics versus phonology.honetics versus phonology.
Pronunciation versus writing. Pronunciation versus writing. Phonetic transcription.Phonetic transcription.
2020
Lecture topicsLecture topics 2 2
The vocal tract – what organs are The vocal tract – what organs are used to produce speech. Phonation used to produce speech. Phonation – what is the source of sound for – what is the source of sound for speech. speech. pplaces and manners of laces and manners of articulationarticulation for consonants for consonants..
English consonants.English consonants.
English consonantsEnglish consonants: compa: compared with red with Polish.Polish.
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Lecture topicsLecture topics 3 3
Cardinal vowels. English vowels.Cardinal vowels. English vowels.
English vowels – continued. Compared English vowels – continued. Compared with Polish.with Polish.
Phoneme vs. allophone. English Phoneme vs. allophone. English allophonesallophones
Weak formsWeak forms
Phonotactics – how sounds can be Phonotactics – how sounds can be combined in English and Polish wordscombined in English and Polish words
2222
Lecture topicsLecture topics 4 4
Coarticulation – how sounds Coarticulation – how sounds influence each other.influence each other.
Phonostylistics – how sounds Phonostylistics – how sounds change in running speechchange in running speech. . Compared Compared with Polish.with Polish.
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Lecture topicsLecture topics 5 5
Standard American English vs. Standard American English vs. Standard British English.Standard British English.
Other varieties of English.Other varieties of English.
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Essential sources 1Essential sources 1
Ashby, M. and J. Maidment. 2005. Ashby, M. and J. Maidment. 2005. Introducing phonetic scienceIntroducing phonetic science. . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.
Collins, B. and I. Mees. 2003. Collins, B. and I. Mees. 2003. Practical Practical phonetics and phonology. phonetics and phonology. London: London: Routledge.Routledge.
Cruttenden, A. 2001. Cruttenden, A. 2001. Gimson’s Gimson’s ppronunciation of English. ronunciation of English. ((6th edition.6th edition.)) London: Arnold.London: Arnold.
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Essential sources 2Essential sources 2Garcia Lecumberri, M.L. and J. Maidment. Garcia Lecumberri, M.L. and J. Maidment. 2000. 2000. English transcription course. English transcription course. London: London: Arnold.Arnold.
Jones, D. 2003. Jones, D. 2003. Cambridge English Cambridge English pronouncing dictionarypronouncing dictionary. . ((16th edition by 16th edition by Peter Roach, James Hartman and Jane Peter Roach, James Hartman and Jane Setter.Setter.)) Cambridge: Cambridge University Cambridge: Cambridge University Press. [with CD-ROM]Press. [with CD-ROM]
Ladefoged, P. 2001. Ladefoged, P. 2001. A course in phoneticsA course in phonetics. . ((4th edition.4th edition.)) Boston: Heinle & Heinle. Boston: Heinle & Heinle.
2626
Essential sources 3Essential sources 3Roach, P. 2001. Roach, P. 2001. English phonetics and English phonetics and phonology.phonology. ((3rd edition.3rd edition.)) Cambridge Cambridge University Press.University Press.
Sobkowiak, W. and J. Szpyra. 2001. Sobkowiak, W. and J. Szpyra. 2001. Workbook in English phonetics for Polish Workbook in English phonetics for Polish students of Englishstudents of English. Lublin: . Lublin: Wydawnictwo UMCS.Wydawnictwo UMCS.
Sobkowiak, W. 200Sobkowiak, W. 20044. . English phonetics English phonetics for Polesfor Poles. . (3rd(3rd edition. edition.)) Poznań: Poznań: Wydawnictwo Poznańskie.Wydawnictwo Poznańskie.
2727
Essential sources 4Essential sources 4
Upton, C., W. Kretzschmar and R. Upton, C., W. Kretzschmar and R. Konopka. 2003. Konopka. 2003. Oxford pronunciation Oxford pronunciation dictionary for current Englishdictionary for current English. Oxford: . Oxford: Oxford University Press.Oxford University Press.
Wells, J. C. 2000. Wells, J. C. 2000. Longman Longman pronunciation dictionary.pronunciation dictionary. ((2nd 2nd eedition.dition.)) London: Pearson Education.London: Pearson Education.
2828
Transcription – why?Transcription – why?
Is normal writing not enough?!Is normal writing not enough?!
Different writing systemsDifferent writing systems
– AlphabetsAlphabets
– SyllabariesSyllabaries
– Logographic systemsLogographic systems
Based on different language unitsBased on different language units
All have their weaknessesAll have their weaknesses
2929
Some problemsSome problems
Bóg – Bug – bukBóg – Bug – buk
może – morzemoże – morze
pain – panepain – pane
French: vingt – vinFrench: vingt – vin
German: Rad – RatGerman: Rad – Rat
Japanese: Japanese: 汽車汽車 – – 記者記者
Homophones
3030
HomophonesHomophones
Words spelt differently but pronounced Words spelt differently but pronounced
the samethe same
Because in most languages the spelling Because in most languages the spelling
represents a historical staterepresents a historical state
E.g. E.g. óó and and uu in Polish were different in in Polish were different in
the pastthe past
3131
Even more problemsEven more problems
Some letters aren’t pronouncedSome letters aren’t pronounced
English English rideride, , lamblamb, , thoughthough
Sometimes sounds aren’t shown in Sometimes sounds aren’t shown in
spellingspelling
KępaKępa??/kempa/
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Still more problemsStill more problems
In English, the relation may beIn English, the relation may be
very ambiguousvery ambiguous
ghotighoti– gh as in ‘enough’gh as in ‘enough’
– o as in ‘women’o as in ‘women’
– ti as in ‘lotion’ti as in ‘lotion’
/fɪʃ/ fish
3333
Alphabetic writingAlphabetic writing
Generally based on the phonemic Generally based on the phonemic
principleprinciple
Each letter tries to represent one Each letter tries to represent one
phonemephoneme
Excellent evidence of the psychological Excellent evidence of the psychological
reality of the phoneme...reality of the phoneme...
...but sometimes fails...but sometimes fails
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Alphabets – Latin-derivedAlphabets – Latin-derived
Represents the phonemes of LatinRepresents the phonemes of Latin
Today used around the worldToday used around the world
In numerous languages, too many In numerous languages, too many
phonemesphonemes to be represented to be represented
Hence, Hence, digraphsdigraphs – cz, sz, sh, th – cz, sz, sh, th
Hence, Hence, diacriticsdiacritics – ó, ę, ż, é, â, ü – ó, ę, ż, é, â, ü
3535
Extreme case: VietnameseExtreme case: Vietnamese
Trăm năm trong cõi người ta,Trăm năm trong cõi người ta,
Chữ tài chữ mệnh khéo là ghét nhau.Chữ tài chữ mệnh khéo là ghét nhau.
Trải qua một cuộc bể dâu,Trải qua một cuộc bể dâu,
Những điều trông thấy mà đau đớn Những điều trông thấy mà đau đớn
lòng.lòng.
Lạ gì bỉ sắc tư phong,Lạ gì bỉ sắc tư phong,
Trời xanh quen thói má hồng đánh Trời xanh quen thói má hồng đánh
ghen.ghen.
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Other alphabetsOther alphabets
Greek: Greek: α β γ δ ε ζ η θ ι κ λ μ...α β γ δ ε ζ η θ ι κ λ μ...
Cyrillic (Russian, Ukrainian, Serbian, Cyrillic (Russian, Ukrainian, Serbian,
Belarussian...): Belarussian...): а б в г д е ё ж з и йа б в г д е ё ж з и й
Hebrew: Hebrew: ככ ךך יי טט חח זז וו הה דד גג בב אא
Arabic: Arabic: دد خخ حح جج ثث تت بب اا
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Alphabets – special casesAlphabets – special cases
Thai: Thai: ก ข ฃ ค ฅ ฆ ง จ ก ข ฃ ค ฅ ฆ ง จDevanāgarī (Hindi): Devanāgarī (Hindi): अ आ इ ई उ ऊ ऋअ आ इ ई उ ऊ ऋ
Hangul (Korean): Hangul (Korean): ᄉᄌᄎᄑᄒᄉᄌᄎᄑᄒ
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Syllabaries – examplesSyllabaries – examples
Japanese katakana and Japanese katakana and hiraganahiragana
ka か sa さ ta た na な
ki き si し ti ち ni に
ku く su す tu つ nu ぬ
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SyllabariesSyllabaries
Based on the syllabic principleBased on the syllabic principle
Each symbol represents one syllableEach symbol represents one syllable
Excellent evidence of the psychological Excellent evidence of the psychological
reality of the syllablereality of the syllable
But no information on sounds shared But no information on sounds shared
across syllablesacross syllables
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Logographic writingLogographic writing
Chinese logographsChinese logographs
木木 mùmù ‘tree’ ‘tree’
本本 benben ‘root’ ‘root’
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Chinese logographsChinese logographsMeaning relations are clearMeaning relations are clear
Each character represents a word or morphemeEach character represents a word or morpheme
But the speaker needs to learn the But the speaker needs to learn the
pronunciation separatelypronunciation separately
nàng‘unclear pronouncing
due to snuffle’
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And finally...And finally...
Many languages do not have a writing Many languages do not have a writing
system at allsystem at all
People who can’t write can speak People who can’t write can speak
(almost always)(almost always)
Speech is primary!Speech is primary!
4343
And finally...And finally...
Writing is an important invention...Writing is an important invention...
...but it is separate from speech and ...but it is separate from speech and
secondarysecondary
And not always helpful for pronunciationAnd not always helpful for pronunciation
In this course, we’ll learn to think of how In this course, we’ll learn to think of how
you pronounce things...you pronounce things...
...irrespective of how they’re spelt...irrespective of how they’re spelt
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Transcription – that’s whyTranscription – that’s why
Transcription can show Transcription can show anyany sound in sound in anyany
language using language using only one set of symbolsonly one set of symbols
If you know the symbols you can If you know the symbols you can
pronounce any word in any languagepronounce any word in any language
(With some practice, and with varying (With some practice, and with varying
degrees of success, of course)degrees of success, of course)
4545
Phonemic transcriptionPhonemic transcription
Phonemic transcription shows sound Phonemic transcription shows sound
contrasts...contrasts...
bat – pat – rat – hat bat – pat – rat – hat /bæt pæt ræt /bæt pæt ræt
hæt/hæt/
Similar to spelling but far more consistentSimilar to spelling but far more consistent
Dictionaries use phonemic transcriptionDictionaries use phonemic transcription
Is it enough?Is it enough?
4646
Who needs the detail?Who needs the detail?
Crazy phoneticiansCrazy phoneticians
(Amibitious) foreign learners = you(Amibitious) foreign learners = you
Because details of pronunciation are Because details of pronunciation are
different in different languagesdifferent in different languages
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Allophonic transcriptionAllophonic transcription
Allophonic transcription shows more Allophonic transcription shows more
detail (below the level of the detail (below the level of the phonemephoneme))
/pæt/ [phæt]
broad
(phonemic)
narrow
(allophonic)
4848
Transcription – the basicsTranscription – the basics
Controlled by the International Phonetic Controlled by the International Phonetic
Association (IPA)Association (IPA)
Known as the International Phonetic Known as the International Phonetic
Alphabet (IPA)Alphabet (IPA)
Designed on the basis of the Latin Designed on the basis of the Latin
alphabetalphabet
With added symbolsWith added symbols
4949
Transcription – principles 1Transcription – principles 1
Always the same symbol for the same Always the same symbol for the same
soundsound
Exact shapes of symbols are Exact shapes of symbols are importantimportant::
n N ɲ ɳ ŋFive different sounds!
a ɑTwo different
sounds!
5050
Transcription – principles 2Transcription – principles 2
For English, don’t use these symbols:For English, don’t use these symbols:
c c xx yy qq oo
Don’t use CAPITAL LETTERSDon’t use CAPITAL LETTERS
5151
Transcription – principles 3Transcription – principles 3
Diacritics add detailDiacritics add detail
ˈsʌdˈsʌdnnn̄n̄diacritics
stress mark
5252
Korean HangulKorean Hangul
g g ᄀᄀ k k ᄏᄏd d ᄃᄃ t t ᄐᄐj j ᄌᄌ chch ᄎᄎb b ᄇᄇ p p ᄑᄑ
Represents phonological features
Goes ‘below’ the phoneme
But not ‘deep enough’
5353
The vocal tractThe vocal tract
5454
Active and passive articulatorsActive and passive articulators
Active: tongue, lips, uvulaActive: tongue, lips, uvula
Passive: teeth, alveolar ridge, hard Passive: teeth, alveolar ridge, hard palate, soft palate (=velum)palate, soft palate (=velum)..