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Phonetics & Phonology

Phonetics & Phonology. John Corbett: USP-CAPES International Fellow Session 14: Review and roundup. Segmentals : Consonants of English Segmentals : Vowels of English Suprasegmentals : Elision , assimilation , stress & rhythm , weak forms

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Phonetics & Phonology

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  1. Phonetics & Phonology John Corbett: USP-CAPES International Fellow Session 14: Review and roundup

  2. Segmentals: ConsonantsofEnglish • Segmentals: VowelsofEnglish • Suprasegmentals: Elision, assimilation, stress & rhythm, weakforms • Contrastivelinguistics: English versus Portuguese • Teachingpronunciation: Games and drama activities • English as a lingua franca: thelingua franca core Coursetopicsrevisited

  3. An overview of a pronunciationtextbook for Brazilians • Samplesoflearningactivities • Yourthoughts? Today’ssession

  4. The body of the text focuses on the sounds of American English (vowels and consonants), and this variety was chosen as it is most commonly the one Brazilian students are interested in learning. • […] Brazilians in general have good pronunciation when learning a foreign language. However, according to our personality and characteristics, we want to go beyond intelligibility, as most people want to sound as native-like as possible. This book provides enough practice in foreign accent reduction, introducing students to the pronunciation of English in North America as it is spoken by educated native speakers in fluent speech. FromthePreface (p.7)The emphasisis in the original text.

  5. Does Portuguesehave a final /l/? Do Brazilians in general pronounce it? Whathappens in English? • How do youpronouncethesewords? • welltablecold • realsimple false • Didyourtonguetouchtheareajustbehindyourupper front teethevery time youpronounce /l/? Wereyourlipsrounded? Unit 4 – final /l/

  6. Exercise: Repeatthesewordslookingatyourteacher’smouthoratyourself in themirror. Be carefulnotto round yourlips. • kill – call – Brazil – tell • possible – bicycle – jungle – uncle • shelf – milk – twelve - old • Exercise: Repeatthesephrasesafterthemodel: • allpossible – smallbicycle – in themiddleofthetable • in a littlewhile – help oldpeople – doubletrouble • wholearticle – fillthebottle – kill a bull Unit 4 – final /l/

  7. Exercise: Repeatthelinkingsounds. [Note thatthe /l/ soundistransferredtothebeginningofthe final word, egBra-zi-liz.] Brazilispeople are beautifulattractionstravelon ampleenvironmentwillenjoy carefulaboutwillalways Unit 4 – final /l/

  8. Exercise: Listentotherecordingandcirclethewordsyouhear. A or B? • The womansewed/soldtheoldclothes. • John putthebow/bowlonthetable. • I likethecoat/colt. • Getthefirstrow/role. • Do youhave a code/cold? Work in pairs. Student A reads out a sentencechoosingoneofthewords , andStudent B hastoidentifywhichwordwasused, A or B. Unit 4 – final /l/

  9. Exercise: Match thetranscriptionswiththedefinitions • /sku:l/ a. theplacewhereyou go whenyou are sick • /´dʒu:əl/ b. complete • /tʃaɪld/ c. you use it tosew • /’lɔɪəl/ d. not big • /smɔl/ e. a preciousstone • /’ni:dl̩ / f. theplacewhereyoustudy • /’hɑspɪtl̩ / g. not an adult • /hoʊl/ h. usedtodescribe a dog Unit 4 – final /l/

  10. Fun time. Do youknowthisfamous Abraham Lincoln quote? In pairs, fill in theblankswiththewords in the box. The firstpairto complete thequotecorrectlygets 10 points! Eachwordpronouncedcorrectlyisworth 2 points. Goodluck! fool – people - all “ Youcan ___ ___ the ___ some ofthe time, and some ofthe ___ ___ ofthe time, butyoucannot ___ ___ the ___ ____ ofthe time.” Unit 4 – final /l/

  11. Final, unvocalised /l/ isNOTpartofthelingua franca core. • Howimportantis it toteach? • Is it worthspendingclassroom time teachingthisfeature? • Wouldyou do it? Howwas it for you?

  12. Thinkabout it. • Discussthesequestions. • Do youpronouncemanandmen in thesameway? • Do youthinkBrazilianshaveproblemsdifferentiatingthesesounds? Why (not)? • Howisthesound /æ/ as in catusuallyspelled? • Pronounce /ɛ/ as in getand /æ/ as in cat. Nowpronounceé in Portuguese. Payattentiontohowmuchyou open yourmouthtopronouncethesethreesounds. Nowplace /ɛ/ and /æ/ andé in thisscale • ___ less open • ___ in between • ___ more open Part C, Unit 2/ɛ/ as in <get>/æ/ as in <cat>

  13. Think about it. • Discuss these questions. • Do you pronounce man and men in the same way? • Do you think Brazilians have problems differentiating these sounds? Why (not)? • How is the sound /æ/ as in cat usually spelled? • Pronounce /ɛ/ as in get and /æ/ as in cat. Now pronounce é in Portuguese. Pay attention to how much you open your mouth to pronounce these three sounds. Now place /ɛ/ and /æ/ and é in this scale • /ɛ/ less open, as in egg • é in between, Portuguesepé • /æ/ more open, as in cat Part C, Unit 2/ɛ/ as in <get>/æ/ as in <cat>

  14. Exercise: Work in pairs. Articulateoneofthewordsbelowsilently. Yourfriendwillhavetoidentify/æ/ or /ɛ/ justbylookingatyourmouthandsaying ´long’ or ‘short’. Note thatifyou move yourmusclescorrectlyandpayattentiontoduration, youdon’tactuallyhavetohearthesoundtoidentify it. Part C, Unit 2/ɛ/ as in <get>/æ/ as in <cat>

  15. Work in pairs. Choose one of the possibilities in each question and ask a classmate. He/She has to listen up and give an appropriate free response that shows he/she has identified the sound. Example: What do you use a pedal OR paddle for? To make a bike go. OR To row a boat. • Do you know why he left/laughed? • Why do you need a pen/pan? • Why did the man/men run away? • Who is going to marry Ellen/Alan? • Where did you find that wonderful gem/jam? Part C, Unit 2/ɛ/ as in <get>/æ/ as in <cat>

  16. Fun time. In groups, complete the chart with words with /ɛ/ and /æ/. The first group to finish is the winner! Month /ɛ/ Country /ɛ/ /æ/ /æ/ Animal /ɛ/ Part of the house /ɛ/ /æ/ /æ/ Food /ɛ/ Color /ɛ/ /æ/ /æ/ Object /ɛ/ Place in town /ɛ/ /æ/ /æ/ Part C, Unit 2/ɛ/ as in <get>/æ/ as in <cat>

  17. The /æ/ and/ɛ/ phonemes are contrastive in Englishbutaccentsvary a lot, andifyou are consistent in your use, thenintelligibilitymaynotbecompromised, evenifyou do not use thesevowels in a ‘native-like’ way. • “However, according to our personality and characteristics, we want to go beyond intelligibility, as most people want to sound as native-like as possible.” • Do youagree? Reflections

  18. Probabletopics... • More IPA transcriptionpractice • AccentsofEnglish (NS and NNS) • Recognisingandteachingintonationpatterns • ??? • Please do thecoursesurvey! • Have a goodrecess!! Topics in phonetics

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