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provides objective ways of describing and analyzing the range of sounds humans use in their languages Lernen beginnen
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identifies precisely which speech organs and muscles are involved in producing the different sounds of the world’s languages Lernen beginnen
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focuses on the physics of speech as it travels through the air in the form of sound waves Lernen beginnen
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focuses on the effect those waves have on a hearer’s ears and brain Lernen beginnen
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the sound patterns of particular languages, and in what speakers and hearers need to know, and children need to learn, to be speakers of those languages: in that sense, it is close to psychology Lernen beginnen
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the realizations of an abstract unit, appears between slash brackets, and is conventionally represented by IPA symbols, in (e.x. /k/) Lernen beginnen
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the sound the speaker is producing - phonetic representation of a phoneme Lernen beginnen
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their distribution must be predictable, and, if one phone is exceptionally substituted for the other in the same context, that substitution must not correspond to a meaning difference. Lernen beginnen
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- a current of lung air set in motion by the respiratory muscles in the production of speech. Lernen beginnen
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the direction of airflow is inwards Lernen beginnen
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the direction of airflow is outwards Lernen beginnen
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any speech sound produced by pushing air up from the lungs and out through the mouth and/or nose, they are usually classified according to place of articulation, the manner of articulation and the presence or absence of voicing. Lernen beginnen
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the sound in which the air comes out without any friction, they are mainly divided into two parts - monophthongs and Lernen beginnen
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the vibration of the vocal cords during the production of a sound Lernen beginnen
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the noise that is made when air escapes after a plosive consonant sound. In English, aspiration is an important feature in whether we hear a sound as /p/ or /b/ at the beginning of a word. Lernen beginnen
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a mark near or through an orthographic or phonetic character or combination of characters indicating a phonetic value different from that given the unmarked or otherwise marked element Lernen beginnen
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determined by the physical place of articulators within the mouth where a speech sound is made. Lernen beginnen
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the active articulator is the bottom lip, and the passive articulator is the top lip Lernen beginnen
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the active articulator is again the bottom lip, but this time it moves up to the top front teeth Lernen beginnen
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passive articulator is the top front teeth; the active articulator is the tip of the tongue Lernen beginnen
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produced by the tip or blade of the tongue moving up towards the alveolar ridge Lernen beginnen
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are produced with the blade of the tongue as the active articulator, and the adjoining parts of the alveolar ridge and the hard palate as the passive one Lernen beginnen
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are produced by the front of the tongue, which moves up towards the hard palate Lernen beginnen
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the active articulator is the back of the tongue, and the passive articulator is the velum, or soft palate Lernen beginnen
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they do not involve the tongue: instead, the articulators are the vocal folds, which constitute a place of articulation as well as having a crucial role in voicing Lernen beginnen
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determined by how close the active and passive articulators get Lernen beginnen
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- the sound articulated if the active and passive articulators actually touch, stopping airflow through the oral cavity completely for a brief period of time Lernen beginnen
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during their production the active and passive articulators are brought close together, but not near enough to totally block the oral cavity Lernen beginnen
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the subclass that consists of sounds which start as stops and end up as fricatives Lernen beginnen
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the active and passive articulator never become sufficiently close to create audible friction. Instead, the open approximation of the articulators alters the shape of the oral cavity, and leads to the production of a particular sound quality. Lernen beginnen
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the velum is raised and pushed against the back wall of the pharynx, cutting off access to the nose Lernen beginnen
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are produced with air only passing through the nasal cavity for at least part of their production Lernen beginnen
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binary feature that describes vowels which are produced with the front of the tongue raised towards the hard palate Lernen beginnen
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binary feature that describes vowels that have the tongue raised most towards the roof of the mouth Lernen beginnen
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vowels may be either rounded, where the lips are protruded forwards, or unrounded, where the lips may be either in a neutral position, or sometimes slightly spread Lernen beginnen
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they change in quality during their production, and are typically transcribed with one starting point, and a quite different end point; they are typically long vowels. Lernen beginnen
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diphthongs that have the first element as longer and more prominent than the second Lernen beginnen
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they all have the mid central vowel schwa as the second element Lernen beginnen
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where the second element is more close than the first, this includes all the diphthongs ending in /ɪ/ and /ʊ/ Lernen beginnen
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the perceived number of syllables corresponds to the number of peaks in a sonority profile, assuming the sonority scale. Lernen beginnen
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the consonants that are preceding the peak (they are not obligatory in a making of a syllable) Lernen beginnen
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contains the ‘syllabic’ element, the segment that is more sonorous than both its neighbors (typically a vowel) Lernen beginnen
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resulting unit of grouping the peak and the coda together, it plays an important role in the rhyming conventions of poetry Lernen beginnen
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consonants that follow the peak (they are not obligatory in a making of a syllable) Lernen beginnen
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the aspect of phonology that answers the questions about the syllable: any constraints on possible clusters and sequences hold within the syllable rather than the word. Lernen beginnen
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a group of consonants that appear together in a word without any vowels between them Lernen beginnen
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principle states that consonants should be assigned to the syllable onset rather than the syllable coda Lernen beginnen
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it has a ‘syllabic’ segment (the peak), single, unbroken sound of spoken or written word Lernen beginnen
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- occurs when a vowel is at the end of the syllable, resulting in the long vowel sound (words are not closed by a consonant) - CV Lernen beginnen
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occurs when a syllable ends with a consonant, resulting in a short vowel sound - CVC, VC Lernen beginnen
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consists only of a nucleus, as in the English words "eye" or "owe" Lernen beginnen
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a syllable that has a single-X rhyme - unstressed syllable are light Lernen beginnen
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a syllable that has a two-X rhyme - stressed syllables are heavy Lernen beginnen
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consonants that belong to both the preceding and the following syllable - they are syllabified ambiguously Lernen beginnen
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a consonant that forms a syllable on its own (a syllable where there’s no vowel) ex. button, bottle, sudden, history, widen Lernen beginnen
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