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the phonetics of english pronunciation week 6 n.
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The Phonetics of English Pronunciation - Week 6

The Phonetics of English Pronunciation - Week 6

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The Phonetics of English Pronunciation - Week 6

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  1. Version SS 2008 The Phonetics of English Pronunciation - Week 6 W.Barry Institut für Phonetik Universität des Saarlandes IPUS

  2. There were two tasks for homework! • Identification and description of pronunciation problems • Articulogram of „Index finger“

  3. What problems did you identify? Sentence 3 & 4: One of the secretaries had whispered rather loudly to her friend that there were plans being hatched to close the local primary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building.

  4. What problems did you identify? How many < th > -related points? One of the secretaries had whispered rather loudly to her friendthat there were plans being hatched to closethe local primary schooland bus the children to the neighbouring village. The doors and windows wouldthen be bricked up to discourage vandals, pending a decision on the future use of the building. Potential < th > problems: 11

  5. What problems did you identify? How many FVC-related points? One of the secretaries had whispered rather loudly to her friend that there were plans being hatched to close the local primary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building. Potential FVC problems: 15

  6. What problems did you identify? How many /l/-related points? One of the secretaries had whispered rather loudly to her friend that there were plans being hatched to close the localprimary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building. Potential /l/ problems: 5 (+5 US)

  7. What problems did you identify? How many R-related points? One of the secretaries had whispered rather loudly to herfriend that there were plans being hatched to close the local primary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building. Total potential problems: 9 (+7 US)

  8. What problems did you identify? How many /w/-related points? One of the secretaries had whispered rather loudly to her friend that there were plans being hatched to close the local primary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building. Potential /w/ problems: 5 (+ 2 over-correction danger spots)

  9. What problems did you identify? How many < ng > dangers? One of the secretaries had whispered rather loudly to her friend that there were plans being hatched to close the local primary school and bus the children to the neighbouring village. The doors and windows would then be bricked up to discourage vandals, pending a decision on the future use of the building. Potential < ng >problems: 0

  10. mouth velum glottis xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx xxxxxxxx Your second task: Articulogram of: „Index finger“ /  I n d e k s  f I N g  / alv alv vel alv lab-d vel vel

  11. No vowels: Both: No consonants: G_rm_ns’ pr_bl_ms w_th _ngl_sh v_w_ls • In written language, the consonant letters carry more information than the vowel letters. • In spoken language, vowels carry much more information than the consonants. Wh–n • th–• s–nl–ght • str–k–s • r– –ndr–ps •–n • th–•––r

  12. Vowels When the sun - light strikes rain - drops in the air Conson. [e aI aI eI /A I i E] [w nD s nl str ksr ndr ps nD ?]

  13. Which vowels are problematical? • We identified the German pure vowels (monophthongs) in our second lecture: FRONTBACK unroundedroundedrounded Long bieten /i:/ hüten /y:/ Bude /u:/ CLOSE Short bitten /I/ Hütten /Y/ bitte// Butter /U/ Long beten /e:/ löten /O:/ Boden /o:/ (Long bäten) /E:/ Short Betten /E/ Götter // Dotter // bitter // Long raten /a:/ Short Ratten /a/ OPEN

  14. // Which vowels are problematical 2? • We can fit some of the English „pure“ vowels (Brit&USA) into the same framework: FRONTBACK unroundedroundedrounded Long beaten ----- booty CLOSE Short bitten ----- fitter bushes Long ----- ----- ------ Long (fairground) Short better ----- bottle (fitter) Long father Short fatter OPEN

  15. /u:/ /U/ /i:/ // // US US // /A/ // /A/ Which vowels are problematical 3? • Some of the English vowels seem to fit the framework….. but they are NOT identical FRONTBACK unroundedroundedrounded Long beaten ----- booty CLOSE Short bitten ----- fitter bushes Long ----- ----- ------ Long (fairground) Short better ----- bottle (fitter) Long father Short fatter OPEN

  16. /u:/ /U/ boat /U/ bait /eI/ // US US // /A/ /A/ Which vowels are problematic 3? • We can fit some of the English „pure“ vowels (Brit&USA) into the same framework: FRONTBACK unroundedroundedrounded Long beaten ----- bootyCLOSE Shortbitten ----- fitterbushes Long ----- ----- ------ Long (fairground) Shortbetter ----- bottle (fitter) Longfather ShortfatterOPEN /i:/ // //

  17. Close i/y /u   U I/Y Close-mid   o/ e/O Open-mid   / E/   Open A/ a/ Vowel quality and symbols Universal Vowel Framework (Cardinal Vowels) Front Central Back 

  18. English German i u u y I Y U U O e o  eI U  Br / (E) /  E () Br US  US  US  US   Br Br US  A a/a A Vowel quality and symbols 2 ?i I ?e (E) ?

  19. BrI I USI Br aI aU aI USaI USaU BraU Vowel quality and symbols 3: (diphthongs) English German I I U U

  20. i e I i  i I I e e   Vowel quality variants beat /i/ bit /I/ bet /e/ bat // SBE NZ & SA NBE

  21. Vowel quality variants 3 “No hope”/U/ • SBE/US-South Mid-West Conserv. RP NZ & Aus. Scottish NBE •

  22. Summary & Conclusions • Vowels are very prominent signals of the sort of accent you speak • The symbols used to represent vowels are only a roughindication of the vowel quality to produce. • Nearly all English vowels (whether American or British)are phonetically different from German vowels. • You need to understand what the differences are, hearthem, and automate their production! Read Chap. 5, pp. 105 ff Complete and hand in the exercise (see exercise sheet)