1 / 16

Phonological Knowledge permits native speakers 1

Phonological Knowledge permits native speakers 1.  to produce sounds that form meaningful utterances  to recognize a foreign “accent”  to invent words  to add the appropriate phonetic segments to form plurals and past tenses

lethia
Download Presentation

Phonological Knowledge permits native speakers 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Phonological Knowledge permits native speakers 1  to produce sounds that form meaningful utterances  to recognize a foreign “accent”  to invent words  to add the appropriate phonetic segments to form plurals and past tenses • to produce aspirated and unaspirated voiceless stops in the appropriate context Fromkin, Victoria, Robert Rodman & Nina Hyams. 2007. An Introduction to Language, 8th edition. Boston, MA: Thomson Wadsworth, p. 256.

  2. Phonological Knowledge permits native speakers 2  to know what is or is not a sound in one’s language  to know that different phonetic strings may represent the same morpheme  to know which sounds can occur at the beginning or end of a word or syllable  to know which sounds can occur next to each other within a syllable Fromkin, Victoria, Robert Rodman & Nina Hyams. 2007. An Introduction to Language, 8th edition. Boston, MA: Thomson Wadsworth, p. 256.

  3. Language-Specific Rules  Aspirated / unaspirated Rule: English YES Chinese NO • Tones differentiating syllables / words; English NO Chinese YES  Stops at end of words being devoiced English NO German YES

  4. Regular English Plural Data A B C D cab cap bus child cad cat bush ox bag back buzz mouse love cuff garage criterion lathe faith match sheep cam badge can bang call bar spa boy Fromkin, Victoria, Robert Rodman & Nina Hyams. 2007. An Introduction to Language, 8th edition. Boston, MA: Thomson Wadsworth, pp. 256-257.

  5. Analysis Procedure 1. Collect data. 2. Look for phonological patterns and the contexts (or environments) that show similarities or differences. (Any minimal pairs?) 3. Organize data according to patterns or contexts. 4. Identify the allomorphs and their associated environments. 5. Formulate a generalization or rule.

  6. Environments for Regular Plurals Allomorph Environment Generalization [z] after voiced sound [s] after voiceless sound [ǝz] after sibilant Fromkin, Victoria, Robert Rodman & Nina Hyams. 2007. An Introduction to Language, 8th edition. Boston, MA: Thomson Wadsworth, p. 257.

  7. Regular Past Tense Data A B C D grab reap gloat run hug poke raid bring faze kiss hunt see roam watch roast eat play rush be call Fromkin, Victoria, Robert Rodman & Nina Hyams. 2007. An Introduction to Language, 8th edition. Boston, MA: Thomson Wadsworth, p. 259.

  8. Phonemes “Phonemes are not physical sounds. They are abstract mental representations of the phonological units of a langue, the units used to represent the forms of words in our mental lexicons. The phonological rules apply to the phonemic representation to determine the pronunciation of the words.” Fromkin, Victoria, Robert Rodman & Nina Hyams. 2003. An Introduction to Language. Boston, MA: Wadsworth, p. 285.

  9. Phoneme / Allophones pit [ p ] spit [ p ] / p / tip [ p¬ ] tip [ p ]

  10. Chapter 7 Homework(Exercise 1, pp. 299-300) Initial Final a. / k / / g / cob gob back bag b. / m / / n / my nigh lime line c. / l / / r / lap rap seal seer d. / b / / v / bat vat cab calve e. / b / / m / bite might cub come

  11. Chapter 7 Homework(Exercise 1, pp. 299-300) Initial Final f. / p / / f / pig fig goop goof g. / s / /  / seat sheet gas gash h. / t  / / d / cheer jeer watch bridge i. / s / / z / sue zoo miss Ms

  12. Chapter 7 Homework(Exercise 2, p. 300) Written word  Pronunciation  Each vowel should be pronounced. (No diphthongs; No silent letters)  Silent letter e pronounced / i /  Letter a pronounced /  /

  13. Chapter 7 Homework(Exercise 2, p. 300) Oral word  Written word  Sound of vowel is written as the name of the vowel (long vowels)

  14. Chapter 7 Homework(Exercise 3, p. 300) a. No minimal pairs b. Yes in complementary distribution c. CONTEXT for / r / : ru, ri, ra, r, ra CONTEXT for / l / : final l, lg, ls c. Pronounce it / r / before a vowel Pronounce it / l / elsewhere (i.e., NOT before a vowel) Conclusion: We have two allophones / r / and / l / belonging to one phoneme.

  15. Allomorphs of in- (not) A inexcusable inattentive intolerable indefinable innovation insurmountable B impossible imbalance immaterial Fromkin, Victoria, Robert Rodman & Nina Hyams. 2003. An Introduction to Language. Boston, MA: Wadsworth, p. 281.

  16. Allomorphs of in- (not) C incomplete inglorious D illegal irregular Fromkin, Victoria, Robert Rodman & Nina Hyams. 2003. An Introduction to Language. Boston, MA: Wadsworth, p. 281.

More Related