pedagogy

1
The Scream (detail),
by Edvard Munch
Chapter 1 ¡V Phonetics and phonology: understanding the sounds of speech
Robert Kirchner, University of Alberta
Introduction
In most fields of study, language is thought of principally in terms of the written word,
for it is in this form that we usually make permanent records of important ideas. Relatively
little attention is spared for something as fleeting and unremarkable as spoken conversation.
In linguistics, however, speech, rather than writing, is regarded as more central
to human language, for several reasons. First, humans have probably used spoken languages
for 100,000 years, perhaps longer. Writing is a relatively recent development,
only a few thousand years old. Even today, most of the world's 5,000 or so languages
have no established writing system. But there is no society which communicates just by
writing, without a spoken language. Furthermore, children learn to speak long before they
learn to read and write; indeed, learning of spoken language takes place without formal
instruction.
But does ordinary speech really warrant scientific attention?
Although we generally take the processes of speech production
and recognition for granted, they involve a range of
surprisingly intricate mental abilities ¡V part of the knowledge
we have of the language(s) we speak. The words that we wish
to express seem to emerge inexplicably from our mouths, as
soundwaves. These soundwaves then hit the hearer's ear, sending
auditory signals to the brain, which are interpreted ¡V again,
seemingly magic ¡V as the words intended by the speaker. What
kind of mental system might underlie this capacity to produce
and recognize speech? Which aspects of this system appear to
be common to all humans, and which aspects vary from language
to language? And what exactly goes on in the mouth and throat to produce speech?
These sorts of questions are the domain of phonetics and phonology (both from the
Greek root phon- 'sound'), the two subfields of linguistics concerned with speech sounds.
In the remainder of this chapter, we examine some basic observations, terminology, and
techniques of analysis used by phoneticians and phonologists to address these questions.
Phonetics, phonology ¡V what's the difference?
Traditionally, phonetics deals with measurable, physical properties of speech sounds
themselves, i.e. precisely how the mouth produces certain sounds, and the characteristics
of the resulting soundwaves; while phonology investigates the mental system for
representing and processing speech sounds within particular languages. In recent years,
however, the two fields have increasingly overlapped in scope. For our purposes, the important
point is that linguists (whether they're called phoneticians or phonologists) have
accumulated some basic observations about how the speech systems of human language
'work,' and these principles have a good deal to do with the physical properties of the
speech sounds in question.
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I. Forget letters, we're talking„Âsounds„Ã
Sound energy is disturbance of air molecules: the disturbance radiates outward from its
source, in waves of fluctuating air pressure ('soundwaves'), like ripples from a stone
dropped in a pond. When we speak of an individual sound of speech, however, we
mean something more specific: a portion of the speech in which the sound energy (and
the configuration of the mouth to produce that sound energy) remains relatively stable.
In the word so, for example, the sound energy changes, from a hissing sound at the beginning
(with the mouth relatively closed) to a more open, singable sound at the end. But
within each of these two portions of the word ¡V the hissing sound of the s, and the singable
sound of the o, there is relatively stability. We can therefore say that so is composed
of two distinct sounds. Indeed, this decomposition of words into individual speech
sounds is reflected to some extent in our writing system, for we spell so with two letters.
Nevertheless, it is important to bear in mind, throughout this chapter, that we are
interested in the sounds which make up words, not the letters with which they are spelled.
The word fought, for example, has six letters, but only three sounds: the f, followed by a
single vowel sound (written with two letters, ou, in this word), and the final t. The gh is,
of course, 'silent'; it is not part of the word's sounds, so we disregard it.
In fact, for the purpose of representing sounds, the English spelling system is
quite unreliable ¡V as generations of schoolchildren, struggling to memorize English
spellings, can appreciate. The letter c, for instance, is pronounced like s in some words
(e.g. cell), and k in others (e.g. call). Similarly, o corresponds to one vowel sound in Robert
and a different one in robe.
The inadequacies become even more obvious if we try to transcribe (write down)
the words of other languages ¡V as linguists must do. The language might have no established
writing system, or it may have sounds which don't occur in English. We might invent
our own way of transcribing such sounds, using the closest-sounding letters of
English. But how is a Russian linguist going to understand our English-based transcriptions,
if she is not fluent in English? And how are we to understand this Russian's transcriptions
of an unusual Kurdish dialect, written in the Russian (Cyrillic) alphabet, if we
are not fluent in Russian? Linguists need an internationally agreed-upon system of transcription,
in which the symbols correspond straightforwardly to sounds, and in which
there are enough symbols to represent all the sounds of the world's languages.
This system is called the International Phonetic Alphabet (IPA), first developed
in 1886 and since modified in light of subsequent linguistic discoveries. For your
interest, the full chart of IPA symbols appears at the end of this chapter. For present purposes
however, we'll focus on the symbols needed for the basic sounds of North American
English, adding other symbols as needed.
A. Consonants. If your first language is not English, and you are not sure how to
pronounce any of the example words in Table 1, check with a native English-speaker.
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Table 1: IPA symbols for the basic consonant sounds of North American English
IPA symbol Example words
p pat, hippy, trip
t top, return, pat
k cat, biker, stick
b bat, rubber, snob
d day, adore, bad
g guts, baggy, rig
f photo, coffee, laugh
v voice, river, live
T think, author, teeth
D this, weather, teethe
s sit, receive, bass
z zoom, fuzzy, maze
IPA symbol Example words
S ship, pressure, rash
Z Jacques, measure, rouge
m mice, lemon, him
n nick, funny, gain
N singer, bang, bank
l light, yellow, feel
R rice, arrive, very
w winter, away
j yell, onion
h hill, ahead
tS chop, nature, itch
dZ judge, region, age
Most of these consonant symbols in Table 1 correspond to familiar letters, and represent
their usual sound values. For example, [f] and [h] in IPA are pronounced exactly as an
English-speaker would expect from their spellings in force and horse. Let's consider the
less familiar symbols:
[T,D]. English has two distinct consonant sounds (theme vs. these), both spelled
with th; since these two consonant sounds are not the same, they should each have their
own symbol. Moreover, a guiding principle of the IPA is that each individual speech
sound corresponds to a unique symbol, and each symbol to a sound; while a sequence of
sounds must be represented as a sequence of symbols. We therefore shouldn't use a twoletter
sequence, th, to represent a single consonant sound, as this could be confused with a
true sequence of consonants, e.g. the th in sweetheart. We therefore require two special
IPA symbols, [T] and [D].
[S,Z]. For similar reasons, the sh sound in ship deserves its own symbol, [S]. And
the middle consonant in measure (sometimes represented as zh in pronunciation guides)
is [Z].
[N]. Stinger does not really contain an [ng] sequence phonetically: it's a single
consonant sound, similar to n, but with the tongue in the position of a [g]. If you want to
confirm that there's no [g] in stinger, compare it to finger, which has an [Ng] sequence.
[tS,dZ]. Why then are the ch and j (or 'soft g') sounds represented as a sequence of
symbols? These are actually not single consonants at all: they are [t] plus [S], and [d] plus
[Z], sequences. Wheat ship spoken quickly is indistinguishable from wee chip. Similarly,
if you say aid Jacques quickly, the d-j sequence sounds the same as the end of age.
[R]. This symbol ('turned r') represents the English r sound. In IPA, [r] is reserved
for the (more common) trilled r, as in Spanish rojo ('red') or perro ('dog').
[j]. As in German, [j] represents the sound usually written in English as y. [j] is
never pronounced as in just. (In IPA, the [y] symbol refers to a different sound, not found
in the basic sounds of English.)
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[g]. This symbol is always pronounced as a 'hard' g, as in get or bag, never as in
gem or age.
By the same token, a number of letters of the alphabet are not needed as IPA symbols for
transcribing English consonant sounds. For example, the qu in quick is the same as [kw],
and the end of tax is simply a [ks] sequence. As we already noted, either [s] or [k] can
replace c, depending on the word. These extra letters are used in IPA to denote different
sounds, not found among the basic sounds of English.
B. Vowels. The vowels require more careful study, as the symbols are less familiar;
and even the familiar symbols generally do not have the phonetic values we would
expect from English spelling. They're more like the spelling-pronunciation correspondences
of Spanish or Italian.
Table 2: IPA symbols for the basic vowel sounds of North American English
IPA symbol Example words IPA symbol Example words
i see, funny, bead U pull, good, would
I bit, sing, rib o go, boat, pole, sew
e haze, great, obey O caught, dawn, boss
E bet, send, affect A cot, Don, father
oe stamp, pack, yeah a shut, come, bug1
u loon, flute, who ¡¦ about, Alberta, element
Note that, for many of these vowel sounds, a number of different spellings are used in
English. The [U] sound, for example is spelled oo in good, but ou in would; nevertheless,
the vowel sound is the same in both words: would and good rhyme, which tells us that the
vowel sounds (as well as the final consonants) in these two words are identical.
Examine the example words for the other vowel symbols as well, to satisfy yourself
that the sounds corresponding to each symbol really are the same.
The point of this mental exercise is to develop an awareness of the distinct vowel
SOUNDS, independent of their spelling in particular words.
[O,A]. Except in certain regions, most younger North American English speakers
nowadays make no distinction between [O] (as in caught) and [A] (as in cot), instead using
[O] for both cases; or [A] for both cases; or a vowel somewhere between the two ([A]). If
you pronounce cot/caught and Don/Dawn the same, you're in this group of cutting-edge
English speakers.
Dialect variation. More generally, bear in mind that the symbols and examples in
Table 2 hold true for most dialects of North American English. But if you speak a dialect
distinct from the North American mainstream, your vowels may vary significantly, as
English dialects differ mainly in the vowels. Remember: the 'right' way to transcribe a
word depends on its pronunciation in the speech you are transcribing, not on any external
standard of correctness.
1 The symbol [o] is widely used for this vowel of North American English (although it represents a different
vowel according to the IPA chart). Either symbol is acceptable for our purposes.
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Diphthongs. English also has a few 'vowels'
that are really a sequence of two vowels.
These are called diphthongs (from Greek di-
'two' + phthongos 'sound'). The most common
diphthong is the sound in hide or eye. It begins
something like [A], and moves smoothly into [I].
If you say eye slowly, you can hear the one vowel
change into the other. Because the sounds of a
diphthong change from beginning to end, they are
transcribed in IPA with two vowel symbols, as
shown in Table 3.
Table 3: Diphthongs
IPA symbol Examples
AI hide, eye, sigh
AU how, round
OI boy, avoid
Vowel + [R] sequences. When a vowel appears before [R] in North American
English, the [R] has a strong effect on the vowel's sound, making identification of the
vowel tricky, in some cases, for beginners at phonetic transcription. Here, then, is a list of
examples.
Table 4: Vowel + [R] sequences
IPA symbol Examples
eR hair, cared, where, bear
iR here, weird, ear, beer ([IR] in many dialects)
AR barred, far, arm
OR born, store, pour, shore ([oR] in a few dialects)
UR tour, poor, sure ([uR] or [OR] in many dialects)
Check this list carefully, thinking about how you pronounce these words. Are the
vowel + [R] sequences in the examples on each row the same for you? Are the sounds
of each row different from those of the other rows? For example, do you pronounce
pour and poor differently, or the same?
A generation ago, many dialects of North American English had even more distinct
vowel + [R] sequences. The author's father, for example, pronounces Mary, merry, and
The Queen's English?
We beg your Majesty's pardon, but there is nothing inherently
superior about any particular dialect of English ¡V or any
other language. The populations of Alabama, Manitoba, and
Oxfordshire are equally 'good' English speakers, from a linguist's
perspective. Each distinct dialect presents an equally
valid object of study. The belief that some dialects are better
than others is just another form of the attitude that
some ethnic groups or social classes are better than others
(more simply, 'prejudice'). For we tend (often unconsciously)
to attach prestige to the dialects of groups we admire, and
to stigmatize the dialects of groups we look down upon.
Dude, that attitude
is, like, s0oo last
millenium!
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marry differently: [meRi], [mERi], [moeRi]. The author himself pronounces Mary and
merry both as [meRi], while sometimes observing a distinction between these and marry.
But most university-age speakers now pronounce all three as [meRi].
What about the vowel sound in her or bird? In fact, there is no distinct vowel + [R]
sequence in these words. In the examples in Table 4, there is a clear change from the
vowel into the [R], much like the change in the diphthongs in Table 3, as you can confirm
by pronouncing the examples slowly. But in her and bird, there is just a single vowel
sound: that is, the [R] itself is 'serving as' the vowel. Her and bird should therefore be
transcribed simply as [hR], [bRd].
Stress. Consider the word refund [Rifand]. As a verb, the second vowel is
stressed (it is a bit louder, longer and higher in pitch) than the first, whereas as a noun,
the first vowel is stressed. This difference is reflect in IPA with a vertical accent mark
immediately before the stressed syllable.2 Thus, the sentence, Will you refund me the
money? is transcribed [wIl ju Ri"fand mi D¡¦ "mani?]; whereas the sentence, I got my refund
is transcribed [AI gAt mAI "Rifand].
C. Summary. A few remaining points: Never capitalize IPA symbols. For example,
use [g], not [G], for the initial consonant in get, even at the beginning of a sentence,
and even in names. [G] stands for a different sound, not found in English. Also, take care
to keep your IPA symbols distinct: it can be difficult for a reader to distinguish a sloppily
written [U] from [u], or [¡¦] from [O], [D] from [d], etc.
No system of transcription can reflect all the minute differences between two utterances.
There will be, for example, some differences in pronunciation between a fortyyear-
old man singing Happy Birthday, and a ten-year-old girl singing the same song. Indeed,
even two forty-year-old men singing this will have individual voice characteristics,
making the sounds somewhat different. For this level of detail, you need a recording. The
IPA nevertheless provides a compact, low-tech, reasonably precise way of notating how
the words of a language are pronounced. A transcriber has to decide how much detail is
needed, depending on the uses to which the transcription will be put: for a precise description
of the sounds, a lot of detail is needed (narrow transcription); for a description
of word-order in sentences, much less detail is needed ¡V just enough to distinguish one
word from another (broad transcription). Narrow transcriptions are enclosed in [square
brackets], broad transcriptions in /slashes/.
2 Syllables can be thought of as (meaningless) 'mini-words' into which longer words can be broken down.
Each of these mini-words contains a single vowel (or diphthong), together with any consonants that can be
grouped with that vowel. Thus, appendicitis, for example, can be broken down into [¡¦.pEn.dI.sAI.tIs].
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Finally, a warning: beginners often
approach IPA transcription by trying to
translate directly from English spellings
into IPA symbols: e.g. ea (as in treat) = [i]
in IPA. But the ea in great, for example, is
not [i], it's [e]. As we've noted above,
English spellings of sounds are notoriously
inconsistent, making this strategy
fundamentally unworkable. Rather, always
be aware of how the word sounds
in any exercise involving phonetic transcription.
Here's the paragraph to the left, in IPA:
[fAIn¡¦li, ¡¦ wARnIN: bigInRz Of¡¦n ¡¦pRotS AI
pi e tRoenskRIpS¡¦n bAI tRAIN t¡¦ tRoenzlet
dAIREktli fr¡¦m INglIS spElINz Int¡¦ AI pi e
sImb¡¦lz. bat D¡¦ i e In gRet, fR ¡¦gzoempl, Iz
nAt i, Its e. oez wiv not¡¦d ¡¦bav, INglIS
spElINz ¡¦v sAUndz R notORI¡¦sli INk¡¦nsIst¡¦nt,
mekIN DIs stRoet¡¦dZi fand¡¦mEnt¡¦li
anwRk¡¦bl. RoeDR, Olwiz bi ¡¦weR ¡¦v hAU D¡¦
wRd sAUndz In Eni EksRsAIz InvAlvIN
f¡¦nEtIk tRoenskRIpS¡¦n.]
Now here is the opening paragraph of this chapter in IPA. See if you can read it
without referring back to page one:
In most fildz ¡¦v stadi, loeNgw¡¦dZ Iz TOt ¡¦v prIns¡¦pli In tRmz ¡¦v D¡¦ RIt¡¦n
wRd, fR It Iz In DIs fORm Doet wi juZ¡¦li mek pRm¡¦n¡¦nt REkRdz ¡¦v ImpORt¡¦nt
AIdi¡¦z. REl¡¦tIvli lIt¡¦l ¡¦tEnS¡¦n Iz speRd fR sampTIN ¡¦z flitIN ¡¦nd
¡¦nRimARk¡¦b¡¦l ¡¦z spok¡¦n kAnvRseS¡¦n. In lINgwIstIks, hAwEvR, spitS, RoeDR
D¡¦n RAItIN, Iz RigARd¡¦d ¡¦z mOR sEntR¡¦l t¡¦ hjum¡¦n loeNgw¡¦dZ, fR sEvR¡¦l
Riz¡¦nz. fRst, hjum¡¦nz h¡¦v pRAb¡¦bli spok¡¦n loeNgw¡¦dZ¡¦z fR fIfti TAuz¡¦nd
jiRz, pRhoeps matS lONgR. RAItIN Iz a REl¡¦tIvli Ris¡¦nt d¡¦vEl¡¦pm¡¦nt, onli ¡¦
fju TAuz¡¦nd jiRz old. iv¡¦n t¡¦de, DeR R s¡¦sAI¡¦tiz witS spik loeNgw¡¦dZ¡¦z wIT
no RAItIN sist¡¦m, OR weR RAItIN Iz sEld¡¦m juzd. bat DeR Iz no s¡¦sAI¡¦ti wItS
k¡¦mjunIkets dZast bAI RAItIN, wITAUt ¡¦ spok¡¦n loeNgw¡¦dZ. fRDRmOR,
tSIldR¡¦n lRn t¡¦ spik lON bifOR De lRn t¡¦ Rid ¡¦nd RAIt; Indid, lRnIN ¡¦v spok¡¦n
loeNgw¡¦dZ teks ples wIDAUt fORm¡¦l InstRakS¡¦n. bat d¡¦z ORdIneRi spitS Rili
wOR¡¦nt sAI¡¦ntIfIk ¡¦t¡¦nS¡¦n? OlDo wi dZEnR¡¦li tek D¡¦ pRAsEs¡¦z ¡¦v spitS
pR¡¦dakS¡¦n ¡¦nd REk¡¦gnIS¡¦n fR gRoent¡¦d, De InvAlv ¡¦ RendZ ¡¦v sRpRAIzINli
IntRIk¡¦t mEnt¡¦l ¡¦bIl¡¦tiz ¡V pARt ¡¦v D¡¦ nAl¡¦dZ wi hoev ¡¦v D¡¦ loeNgw¡¦dZ¡¦z wi
spik. D¡¦ wRdz D¡¦t wi wIS tu ¡¦kspREs sim tu imRdZ Ot¡¦moetIkli fR¡¦m AUR
mAUDz, ¡¦z sAUnd wevz. Dise sAUnd wevz DEn hIt D¡¦ hiRRz iR, sEndIN
Od¡¦tORi sIgn¡¦lz t¡¦ D¡¦ bRen, wItS R IntRpR¡¦t¡¦d ¡V ¡¦gEn, simINli Ot¡¦moet¡¦kli ¡V
¡¦z D¡¦ wRdz IntEnd¡¦d bAi D¡¦ spikR. wat kAInd ¡¦v mEnt¡¦l sist¡¦m mAIt
andRlAI DIs k¡¦poes¡¦ti t¡¦ REk¡¦gnAIz ¡¦nd pR¡¦dus spitS? wItS oespEkts ¡¦v DIs
sist¡¦m ¡¦piR t¡¦ bi kAm¡¦n tu Ol hjum¡¦nz, ¡¦nd wItS oespEkts veRi fR¡¦m
loeNgw¡¦dZ t¡¦ loeNgw¡¦dZ? ¡¦nd wat ¡¦gzoektli goz An In D¡¦ mAUT ¡¦nd TRot
In ORdR t¡¦ pR¡¦dus Dis sAUndz? Diz sORts ¡¦v kwEstS¡¦ns R D¡¦ domen ¡¦v
f¡¦nEtIks ¡¦nd f¡¦nAl¡¦dZi (boT fR¡¦m D¡¦ gRik Rut fon- 'sAUnd'), D¡¦ tu sabfildz
¡¦v lINgwIstIks k¡¦nsRnd wIT spitS sAUndz. In D¡¦ RimendR ¡¦v DIs tSoeptR, wi
¡¦gzoem¡¦n s¡¦m besIk AbzRveS¡¦nz, tRm¡¦nAl¡¦dZi, ¡¦nd tEkniks ¡¦v ¡¦noel¡¦sIs
juzd bAI fon¡¦tIS¡¦nz ¡¦nd f¡¦nAl¡¦dZIsts tu ¡¦dREs Dis kwEstS¡¦nz.
Note that the pronunciation of particular words in a phrase may vary from their pronunciation
in isolation, e.g. and as [¡¦nd] rather than [oend].
For your convenient reference, we repeat, in consolidated form, the IPA symbols
discussed above:
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Table 5: IPA symbols for the basic sounds of North American English
Consonants Vowels
p pat, hippy, trip i see, funny, bead
t top, return, pat I bit, sing, rib
k cat, biker, stick e haze, great, obey
b bat, rubber, snob E bet, send, affect
d day, adore, bad oe stamp, pack, yeah
g guts, baggy, rig u loon, flute, soup, who
f photo, coffee, laugh U pull, good, book
v voice, river, live o go, boat, pole, sew
T think, author, teeth O caught, dawn, boss
D this, weather, teethe A cot, Don, father
s sit, receive, bass a shut, come, bug
z zoom, fuzzy, maze ¡¦ around, Alberta, element
S ship, pressure, rash
tS chip, future, stitch Diphthongs
Z Jacques, leisure, rouge AI hide, eye, I, sigh
dZ jerk, procedure, edge AU how, round
m mice, lemon, him OI boy, avoid
n nick, funny, gain
N singer, bang, bank Vowels + R
l light, yellow, feel AR barred, far, arm
R rice, very, bird, her, fur eR hair, cared, where
w winter, away iR here, weird, beer
j yell, onion OR born, store
h hill, ahead UR tour, moor
Exercises
1. Each word below (as pronounced by a native speaker of any dialect of English) has
one clear mistake in its transcription. Circle the specific part of the transcription
where the mistake occurs, and show what the correct symbol(s) (if any) should be.
(Ex: honest, [hAn¡¦st], should be O (i.e. nothing); rain, [RAIn], should be e .)
Written: IPA: Should be: Written: IPA: Should be:
a. shine [shAIn] ___________ b. beauty [bjuty] ___________
c. wrench [wREntS] ___________ d. paper [papR] ___________
e. jumping [jampIN] ___________ f. savage [soevoedZ] ___________
g. user [uzR] ___________ h. shed [Sed] ___________
i. teacher [tichR] ___________ j. his [hIs] ___________
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2. Give the English words corresponding to the following IPA transcriptions:
a. [bAks] ___________________ b. [bled] __________________
c. [sin] ___________________ d. [kloD] ___________________
e. [saN] ___________________ f. [steR] ___________________
g. [but] ___________________ h. [Rod] ___________________
i. [joem] ___________________ j. [itS] ___________________
3. Transcribe the following English words using IPA, based on your own pronunciation;
if you are not a (near-) native speaker of English, use the pronunciation of a friend
who is.
a. board ___________________ b. touch ___________________
c. queen ___________________ d. graph ___________________
e. feelings ___________________ f. laundry ___________________
g. crime ___________________ h. thigh ___________________
i. shoot ___________________ j. belong ___________________
4. What does this passage say? Write it in English spelling.
[wAI Iz INglIS spElIN so INk¡¦nsIst¡¦nt? INglIS spElIN RilAI¡¦bli kOR¡¦spAndz t¡¦
pR¡¦nansieS¡¦n ¡V ¡¦z D¡¦ loeNgw¡¦dZ w¡¦z spok¡¦n fAIv handR¡¦d jiRz ¡¦go, Doet Iz. D¡¦
pR¡¦nansieS¡¦n ¡¦v wRdz h¡¦z tSendZd dR¡¦moetIkli In Doet tAIm, bat spElINz hoev¡¦nt bin
sIst¡¦moetIkli apdet¡¦d t¡¦ riflEkt Diz saUnd tSendZ¡¦s. EksEpS¡¦nz Olso ¡¦RAIz dju t¡¦
bAR¡¦wINz fR¡¦m aDR loeNgw¡¦dZ¡¦s. D¡¦ spElINgz AR Ofn bARod tu, ¡¦nd D¡¦ R¡¦zalts
fRikw¡¦ntli k¡¦nflIkt wID nORm¡¦l INglIS spElIN Rulz, fR Egzoemp¡¦l, Itoelj¡¦n tSelo (weR D¡¦
lEtR si Iz pR¡¦nAUnst tS) vRs¡¦z INglIS sEl (weR si Iz pR¡¦nAUnst s).]
II. Articulatory phonetics
The study of how speech sounds are formed in the mouth (or 'articulated') is called articulatory
phonetics. Speech sounds are produced by the vocal tract: the mouth, nose,
throat, and lungs. Let's take a look inside:
trachea
(leading down to lungs)
nose
teeth lips
nasal passages
tip
alveolar ridge
body
palate velum
tongue
larynx
(vocal
cords)
pharynx
uvula
vertebrae
spinal
cord
esophagus
epiglottis
velo-pharyngeal
port
Figure 1: Anatomy of the vocal tract
root
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A. Anatomy. The alveolar ridge refers to the gums just behind the upper teeth.
The palate refers to the 'hard palate,' i.e. the roof of the mouth. The 'soft palate' is called
the velum, and ends in the uvula (this is the fleshy appendage you can see hanging down
in the back of your throat). If the velum is raised, this closes the velo-pharyngeal port,
preventing airflow between the nasal passages and the rest of the vocal tract. The tongue
is a mass of muscle, which we can divide into tip (the only part you usually see), body,
and root. The epiglottis is a flap below
the pharynx (the back of the
throat): it covers the trachea (or
'windpipe') when you swallow, so that
food goes down the esophagus instead.
Lastly, the larynx is a sort of
valve, encased in cartilage (the
'Adam's apple,' more prominent in
males, but present in all humans), at
the top of the trachea. It opens wide
during breathing (Fig. 2a); closes
when you swallow (b); and when you
say a vowel, the two sides draw together,
so that they vibrate as air
passes through (c). This voicing
(pulsing of air in the glottis as it
passes through the vibrating larynx) is
what creates the sound of your voice.
B. Consonants. Speech sounds are the result of movements of parts of the vocal
tract, particularly the lips, tongue tip, tongue body, and larynx (the major articulators)
which affect the flow of air as you exhale. Consonants are formed with significant obstruction
of this airflow by one or more of the articulators; whereas in vowels, the mouth
remains relatively open. We can describe particular types of consonants in terms of how
much obstruction is involved (manner of articulation).
! Stops ([p,t,k,b,d,g]) involve a complete blockage of airflow, due to full closure at
some point in the mouth.
! Nasals ([m,n,N]) involve complete closure in the mouth, but the back of the velum is
lowered, allowing the airflow to pass through the velo-pharyngeal port, and out the
nose.
! Fricatives ([f,v,T,D,s,z,S,Z,.h]) involve a partial constriction in the mouth, such that
airflow is forced through a narrow channel, creating a hissing sound.
! Affricates is a term sometimes used for stop + fricative sequences made with the
same articulator, including ([tS,dZ]).
! Approximants ([l,R,j,w]) involve less obstruction than a fricative, but more than a
vowel. In an [l], the tip of the tongue often makes full contact with the alveolar ridge,
Figure 2: Schematic representations of the
larynx (not to scale)
neck
(crosssection
from
above)
trachea
a. Adam's apple
spine
glottis
larynx
b. c.
11
but one side of the tongue is lowered: [l] is therefore called a lateral approximant;
the others are central.
We can also classify consonants in terms of the
state of the larynx (phonation) during their pronunciation.
! Voiced consonants ([b,d,g,v,D,z,Z,m,n,N,l,R,j,w]) are
accompanied by voicing (Fig 2c).
! In voiceless consonants ([p,t,k,f,T,s,S,h]), the glottis is
more open, as in Fig. 2a, so that air passes through
without vibrating.
Finally, consonants can be described in terms of
where the obstruction occurs in the vocal tract (place of
articulation).
! Bilabials ([p,b,m,w]) involve closure or constriction of the two lips.
! Labiodentals ([f,v]) involve constriction of the upper teeth and lower lip.
! Dentals ([T,D]) involve constriction of the tongue tip and the upper teeth.
! Alveolars ([t,d,n,s,z,R,l]) involve constriction of the tongue tip and the alveolar ridge.
! Post-alveolars (or palato-alveolars) ([S,Z]) involve constriction of the tongue tip and
the palate, just behind the alveolar ridge.
! Palatals ([j]) involve constriction of the tongue body and the palate.
! Velars ([k,g,N,(w)]) involve constriction of the tongue body and the velum. ([w] is
considered a velar as well as a bilabial because it involves constrictions both at the
lips and velum.)
! Glottals ([h]) involve constriction of the glottis (in this case, sufficient constriction to
create a fricative, but not enough to cause voicing).
These classifications of consonants are summarized in the following chart:
Table 6 : Classification of English consonants by manner, place and phonation type
bilabial
labiodental
dental
alveolar
postalveolar
palatal
velar glottal
stops voiceless p t k voiced b d g
voiceless f T s S fricatives voiced v D z Z h
voiceless tS affricates voiced dZ
nasals m n N
approximants central w R j (w) lateral l
We can thus articulatorily describe [s] as a voiceless alveolar fricative; [N] as a (voiced)
velar stop; etc. Likewise, we can refer to the set [b,d,g] as the class of voiced stops. A
Feel the buzz!
With two fingers on
your Adam's apple, say
[sssszzzzsssszzzz... ].
You should be able to
feel a vibration under
your fingers, during the
[zzzz] parts only. That
'buzz' is voicing.
12
natural class of sounds is a set such as this, which can be defined in terms of some
shared phonetic property or properties.
C. Vowels. Unlike consonants, the various vowels are distinguished by the way
the shape of the mouth ¡V in particular, the position of the tongue body ¡V affects the sound
of your voice ¡V in particular, the position of the tongue body.
Figure 3: Tongue body positions
Using height and frontness of the tongue body (Fig. 3), we can classify the vowels of
English as shown in Table 6.
Table 6: Classification of English vowels by height and frontness, etc.
front central back
close i u high open I U
close e ¡¦ o mid open E O
close oe a low open a A
Note that the term 'mid' refers to vowel height, while 'central' refers to the front/back
dimension.
! We use 'close' and 'open' to further differentiate vowel heights within the high, mid,
and low ranges.3
! In addition to tongue-body position, vowels are affected by rounding of the lips. The
rounded vowels of English are enclosed in the oval in Table 6. We can thus describe
[u] as a close-high back rounded vowel; [E] is an open-mid front unrounded vowel;
[a] is a low central unrounded vowel; etc.
33 Our terminology here is an extension of the IPA's 'close' and 'open' for the mid vowels. More standardly,
[i,e,o,u] are called 'tense,' and [U,I,E,O], 'lax', reflecting an early hypothesis that [i,e,o,u] are articulated with
greater 'muscular tension' in the vocal tract. But tenseness does not distinguish [a] from [a]; and subsequent
research has indicated that the 'tense' vs. 'lax' vowels are not distinguished by any single property, but by
height, duration, and centralization, in differing combinations for each of the vowels.
high low back front
13
Exercises
1. Give the IPA symbols for the sounds corresponding the articulations shown in the
following diagrams. (Voicing is indicated with a zig-zag line at the larynx.)
2. Give the IPA symbols for the sounds with the following articulatory descriptions:
a. voiceless glottal fricative _______ b. voiced bilabial nasal _______
c. open-high back rounded vowel _______ d. voiced palatal approx. _______
e. voiced post-alveolar fricative _______
3. Give the articulatory description for the following sounds:
a. [N] ________________________ b. [j] ________________________
c. [T] ________________________ d. [v] ________________________
e. [e] ________________________
4. The following sets of sounds are natural classes, characterized by shared articulatory
properties. For each of the sets, identify these properties. Examples: [t,d] are the set of
alveolar stops. [m,n,N] are the set of nasals; they are also voiced, but the voiced set
includes other sounds as well, so only nasals is correct.
a. [i,I,e,E,oe] _____________________________
b. [p,b] _____________________________
c. [R,l,j,w] _____________________________
d. [v,D,z,Z] _____________________________
e. [i,I,u,U] _____________________________
III. Acoustic phonetics
A. Fundamentals of sound. Speech sounds can also be understood in terms of their
acoustic properties, i.e. properties of the soundwaves. Soundwaves are simply waves of
fluctuating air pressure, radiating out from their source. It is the structure of these waves
which distinguishes one sound from another.
In a pure tone (approximated by the sound of a tuning fork) these ripples of air
pressure correspond to a simple sine function, where the x-axis is time, and the y-axis is
pressure. Such a wave has a particular frequency, measured in Herz (cycles per second):
the higher the frequency, the higher the sound is in pitch. The sine wave in Fig. 4a
a. b. c. d.
14
has a little over 3 cycles per 10 milliseconds, or 300 cycles per second, i.e. 300 Hz.4
Moreover, the more extreme the fluctuations in pressure, the greater the amplitude of the
wave (measured in decibels), and the louder the sound. In comparison to Fig. 4a, the
wave in Fig. 4b is higher and quieter. If we sum the two waves above, the result is a
complex waveform (4c). The more individual sine waves we combine, the more complex
the resulting waveform.
Figure 4
a. A sine function:
b. A higher frequency, lower amplitude wave
c. A complex waveform, the sum of (a) and (b)
d. Actual waveform of the author's voice, saying [A]
The sound signals of speech are always complex waveforms (see Fig. 4d). But
just as we can sum simple sine waves to yield the complex wave in Fig. 4c, we can also
take a complex waveform and break it down into simple waves, each with its own frequency
and amplitude (a mathematical technique called Fourier analysis). The lowestfrequency
component of the waveform is called the fundamental frequency (F0), which
4 That's roughly D below concert A, for you musicians.
1 cycle
time (in milliseconds) !
pressure
amplitude
(in decibels)
15
we hear as the basic pitch of the speaker's voice. The higher-frequency waves, all naturalnumber
multiples of the fundamental, are called harmonics. In speech, particular harmonics
can be louder or quieter, depending on the position of the tongue and other organs
of the vocal tract. The amplitude profile (the dotted line in Fig. 5) of these harmonics (the
vertical bars of varying heights) forms a spectrum.
Figure 5: Schematic spectrum of a complex waveform
0
20
40
60
80
100
120
140
160
l1ow 2 3 4 5 6 fre7quen8cy 9 10 11 12 13 14 hi1g5h
Peaks in the spectrum are called formants: the lowest-frequency peak above the fundamental
is called the first formant, or F1; the next is F2, and so on (only the first three
formants are relevant for speech perception).
Fig. 5 shows a spectrum of a speech sound at a single point in time. It is more informative,
however, to show how the spectrum changes from moment to moment during
speech. Such a display is called a spectrogram ¡V with time on the x-axis, frequency on
the y-axis, and the higher-amplitude frequency regions shown as darker areas (Fig. 6).
Figure 6: Spectrogram of 'Are you working late, Nanny?'
[ A R j u w R k I N l e t n oe n i ]
The thick horizontal bands in Fig. 6 are the formants. The grainy vertical 'ridges' (striations)
are individual pulses of voicing. This display helps us understand which cues
(acoustic properties) identify particular consonants and vowels.
F1
F2
F3
F4
F1
F2
16
B. Vowel cues. Vowels are acoustically distinguished principally by the frequencies
of the formants.
! The higher the vowel articulatorily, the lower the F1 frequency.
! The backer the vowel, the lower the F2 frequency.
! Lip rounding further lowers F2.
! The formants smoothly change in frequency during a diphthong, from the values of
the first vowel to those of the second.
C. Approximant cues. Approximants are similar in cues to vowels.
! [w,j] are very similar in their formant frequencies to the high vowels [u,i] respectively,
but a bit shorter in duration, with a slightly lower F1, and a slight weakening
of the higher formants, particularly in [w].
! [R] is similar in formant frequencies to [¡¦], but with low F3.
! [l] is similar to [R], but with high F3.
D. Fricative cues. Up to this point, we have focussed on periodic (humming)
sounds. Periodic sounds, such as the vowel shown in Fig. 4d, have a repeating pattern to
the waveform. Fricatives, however, involve aperiodic (hissing or crackling) noise. Note
in Fig. 7 the fricatives [s] and [S], which look like charcoal smudges, vs. the vowels [u]
and [i], which have clear vertical striations and clear formants.
Although they have no fundamental frequency, aperiodic signals can be stronger
in some frequencies and weaker in others.
! The alveolar [s] has almost all of its noise above 4000 Hz ([z] too), whereas the postalveolar
fricative's noise extends down to 2000 Hz.
! Voiced fricatives are generally
shorter than the voiceless
ones, and may have a band of
voicing striations along the
bottom of the spectrogram.
! The other fricatives
([f,v,T,D,h]) are all much quieter
than [s , S , z , Z ]. The
labiodentals ([f,v]) are typically
slightly louder than the
interdentals, with more noise
below 4000 Hz. [h] has bands
of aperiodic energy in the
same frequency regions as the
formants of adjacent vowels.
E. Stop cues. The complete articulatory closure in a stop results in an interval of
silence, which shows up as a blank column on a spectrogram, followed by a brief burst of
aperiodic noise when the closure is released (see the [k] and [t] in Fig. 6). The stops are
Figure 7: Spectrogram of [suSi]
[ s u S i ]
17
distinguished from each other by movement of the formants before and after closure
(formant transitions) and by properties of the burst.
! In bilabial stops, all formants move downward
heading into the closure, and upward
coming out of the closure.
! In alveolar stops, F2 heads towards a frequency
of around 1800 Hz moving into closure,
and originates from the same frequency
coming out of closure. The release burst has
considerable energy above 4000 Hz (note the burst after the [t] in Fig. 5).
! In velar stops, F2 and F3 move toward each other heading into closure, and split apart
coming out of closure. Velars also frequently have a double burst note the two vertical
'blips' of noise after the [k] in Fig. 5).
! Voiced stops are shorter than voiceless stops, and they may have a narrow band of
dark striations (a voicing bar) at the very bottom of the spectrogram. Voiceless stops,
particularly in English, have a delay between the release burst and the start-up of full
voicing in the following vowel.
F. Nasal cues. Nasals are acoustically somewhat like approximants, and somewhat
like stops.
! They resemble approximants in that one can see formants and voicing striations during
the whole consonant. Nasals have a low F1, and a marked weakening of the
higher formants.
! Like stops, identification of the nasal's place of articulation depends on formant transitions,
into and out of closure. The transitions in a bilabial nasal are similar to those
of a bilabial stop; likewise for nasals and stops at other places of articulation.
Exercises
1. Fill in the blanks:
a. A soundwave without a repeating pattern is _____.
b. A graphic display of sound showing changes in formants over time is a _____.
c. The basic pitch of a voice is its _____ frequency.
d. Voicing appears on a spectrogram as _____.
e. Stops appear on a spectrogram as _____.
2. Fill in the blanks:
a. The differences between [s] and [Z], as they appear on a spectrogram, are _____.
b. The differences between [m] and [N], as they appear on a spectrogram, are _____.
c. The differences between [e] and [o] , as they appear on a spectrogram, are _____.
d. The vowel [i] has _____ F1 frequency and _____ F2 frequency (high or low).
e. The vowel [A] has _____ F1 frequency and _____ F2 frequency (high or low).
3. The following spectrogram contains two single-digit numbers of English. What are
they (in order)? To help you, dotted lines are drawn between the sounds, a pause between
the words is marked, and F1-F3 are highlighted.
Figure 7: Formant transitions
bilabial alveolar velar
1800
Hz
18
IV. The problem of variation in speech.
One potato, two potato, three potato, four¡K
Behind this childhood counting-game lies a profound scientific
puzzle. For each utterance of potato as someone recites this
rhyme, the actual soundwaves hitting a listener's ear are
somewhat different, depending on such factors as speech rate,
loudness, background noise, position within the sentence. If several people say it, there
are even greater differences, depending on the age, gender, and dialect of each speaker.
More generally, we can say that, like snowflakes or fingerprints (or potatoes, for that
matter), no two utterances of a word are ever exactly the same, in English or any other
language.
But except in extreme cases, we are able to instantly recognize each utterance as a
mere repetition of the same word, potato; indeed, we are generally not even aware of the
variation. How is it that English-speakers can zero in ¡V without any conscious thought ¡V
on the properties of the sound signal which distinguish the intended word, in this case
potato, from similar-sounding words (e.g. tomato or petunia), without getting sidetracked
by the irrelevant differences? Speakers of other languages show the same facility in recognizing
words of their language, despite similar types of variation in the signal. In fact,
humans' ability in this regard is far more sophisticated than that of any existing speech
recognition software, even running on the world's most powerful supercomputer.
Furthermore, the particular properties of the sound signal which distinguish one
word from another vary from language to language. For example, in English, in the word
boot ([but]), you can draw out the vowel for 400 msec (0.4 seconds), or shorten it to 150
msec (0.15 seconds): such a vowel duration difference is merely an irrelevant detail.
However, in Cree, an indigenous language spoken through much of Canada, these distinct
vowel durations can mean the difference between one word and another. Conversely,
English has a distinction between the vowel sounds in greet ([gRit]) and grit
([gRIt]), whereas this vowel distinction is absent in French.
In sum, there is no uniform set of sound properties which are relevant for speech
across all languages. And since we grow up speaking the language(s) of the society
1000 Hz
3000 Hz
5000 Hz
2000 Hz
4000 Hz
6000 Hz
19
around us (not necessarily those of our biological ancestors), our ability to zero in on the
particular set of sound properties which are relevant for our language can't be attributed
to our genes, like hair colour. Important aspects of this mental speech system have to be
learned. Indeed, this is a crucial part of learning a language fluently. But in the case of a
first language, we seem to pick up this knowledge within a few years of birth, without
any formal instruction ¡V in fact, without much conscious thought at all.
In the remainder of
this chapter, we focus on
the observation that languages
obey phonological
rules ¡V rules concerning
what sounds may occur in
the language, and how
these sounds may be put
together to form words of
the language. Have you
ever overheard someone
speaking a language you
don't understand ¡V nevertheless
you've been able to
recognize the language as
French, Spanish, Chinese,
etc.? How can you identify
a language without being
able to recognize any of the
words? The answer is that
you're recognizing the phonological rules which characterize the language.
A plausible hypothesis is that phonological rules arise as particular languages' responses
to this problem of maintaining recognizable words despite variation.5 Consider
the fact that language sound systems (henceforth 'phonological systems') must be able to
convey a broad range of information, with a minimum of confusion, for a broad range of
speakers and hearers, across a broad range of situations. This practical consideration introduces
two important constraints on phonological systems:
Ease of perception: recovery of meaning must not depend on cues which are
! subtle, i.e. difficult to hear, nor
! unstable, i.e. not always present in the signal, nor
! singular, i.e. differences in meaning are not supported by multiple cues; misperception
of just one cue could result in confusion of meaning.
Ease of articulation: recovery of meaning must not depend on cues that require
highly effortful or precise articulations.
5 Although this hypothesis is accepted, in some form, by most phoneticians and phonologists, the question
of how directly phonetic pressures constrain phonological systems, and whether some aspects of
phonological systems are independent of these phonetic constraints, are topics of debate in current linguistic
theory.
So what do you know?
If you speak English fluently, you must already 'know'
the phonological rules of English. But how can you 'know'
something that you've never even thought about before?
Actually you know a great many things, without being at
all conscious of that knowledge. For example, you probably
know how to pick up a carton of milk, a complex task
requiring nearly instantaneous assessment of the weight
of the milk vs. the strength of the container, so that you
neither drop nor crush it (robots are terrible at this
task). But humans do this without conscious thought; and
it is difficult to put this knowledge into precise words.
Psychologists call this 'implicit knowledge.' Speakers'
knowledge of the phonological rules of their language is
likewise implicit. We're generally unaware of these rules
(outside of linguistics courses). But we instantly detect
violations of these rules, e.g. in speech with a foreign
accent, or in computer-synthesized speech.
20
Each language develops its own particular set of rules, as strategies for satisfying these
constraints. This is not to say that anyone ever sat down and consciously designed a
phonological system. Rather, these systems continually evolve, through the back-andforth
of communication, and miscommunication, between speakers and hearers ¡V including
young children learning the language. Moreover, these rules are not prescriptive
rules, which speakers are explicitly taught that they should obey (e.g. don't say 'ain't'):
speakers follow these rules without even thinking about them. Indeed, it requires careful
analysis, and some understanding of phonetics, to be able to figure out what the rules are
¡V even for one's own language.
V. Phonemes and allophones
A. Allophonic variation. Because the organs of the vocal tract generally move in
smooth trajectories rather than abrupt jerks, sounds are inevitably influenced by the
sounds around them. As a case in point, consider the influence of nasal consonants on
preceding vowels in English. In words such as ran, doom, or sing, the velum begins to
lower, opening the nasal passages, well before the oral closure in the nasal consonant begins.
This results in a significant part of the vowel being nasalized. This sort of overlap
in movements of the articulators is called coarticulation. In a narrow transcription, these
examples should therefore be transcribed as [Roe)n], [du)m], [sI)N] ([~] is the IPA diacritic,
or supplementary symbol, for nasalization).
We thus have two different sets of vowels in English:
! nasal ([i),u),I),U),e),¡¦),o),E),O),oe),a),A)]), and
! oral ([i,u,I,U,e,¡¦,o,E,O,oe,a,A]).
Weird phonology:
A language might consist of nothing but sequences of [f] and [T], where [fTTfT] means
'dog', [TffTTf] means 'cat', etc. It might be 'spoken' by singing particular sequences of
exact pitches. More imaginatively, Kurt Vonnegut's novel Slaughterhouse Five presents
a race of extraterrestrials who communicate by tapdancing and making other bodily
noises. Clearly, none of these is remotely like a real human language. But what's the difference;
and why hasn't any human society ever developed anything like them? A plausible
answer is that these imaginary systems seriously violate Ease of Perception or
Ease of Articulation. The [fTfT] language depends upon accurate perception of quiet
fricatives, which are easily confused with each other, and easily masked by background
noise. Vonnegut's alien language would be considerably more strenuous (for earthlings,
at any rate) than speech. And the singing language would require all speaker/hearers to
have perfect pitch (in perception) and flawless intonation (in production).
On the other hand, language doesn't need sound at all. Sign languages (principally
used by deaf communities) are complete human languages, independent of the
sound-based languages of the societies around them; and they are sight- rather than
sound-based. Nevertheless, sign languages are subject to similar functional constraints:
they avoid signs which involve extreme physical exertion or dexterity (e.g. walking on
one's hands), or which require perception of extremely subtle gestures (e.g. a twitch of
the calf muscles).
21
English speakers are generally unaware of this phonetic distinction in their speech, because
there are no words solely distinguished by nasalization of vowels. We have bow
([bo]) and bone ([bo)n]), but not [bo)]. On the other hand, this nasalization is not simply
an automatic physiological consequence of pronouncing a vowel before a nasal consonant.
Some languages do have this distinction in words, e.g. French [bo] ('handsome') vs.
[bo)] ('good'), or Dene Su)Oine (an indigenous language of Northwestern Canada) [tAbil]
('net for water') vs. [tA)bil] ('net in water').
Languages also cope with variation by enhancing certain phonetic distinctions
with additional cues. Consider the close and open mid vowels of English, [e,o] vs. [E,O].
The close vowels generally have lower F1 then the open ones; but this is a slight difference,
and it's far from 100% reliable: some [E]'s have lower F1 than [e]'s, even for the
same speaker. The height distinction is therefore reinforced by a duration distinction:
[e,o] are typically considerably longer than [E,O]. But the duration cue is not reliable either:
in fast speech, all vowels shorten, potentially wiping out the difference between
long and short vowels. English has one more trick up its sleeve: the close mid vowels are
heavily diphthongized in most dialects. Words such as day, fake, and so, boat, are therefore
narrowly transcribed [deI], [feIk] and [soU], [boUt] (the extra duration of the close
mid vowels is also reflected in this transcription, since there are two vowel symbols
rather than one). These three cues, all working together, make the close/open distinction
in mid vowels more robust (i.e. less likely to be misperceived). Other languages, such as
Spanish, avoid these potential problems of variation, and resulting possibilities of miscommunication,
by having a simpler vowel system: [i,e,u,o,a]. Since there are no words
in Spanish differentiated by the close/open distinction, Spanish speakers' mid vowels can
vary between [e] and [E] without risk of confusion.
In many cases, coarticulation and perceptual enhancement are both involved in a
particular pattern of variation. The English vowel nasalization coarticulation described
above, for example, can also be viewed as a kind of perceptual enhancement: the nasalization
of the vowel enhances perception of the following nasal consonant, thus preventing
a word such as bone from being confused with bowl or bowed. In sum, this pattern of
variation in English can be viewed as having both an articulatory and a perceptual basis:
! By allowing the velum to lower sluggishly over the course of the vowel + nasal sequence,
rather than abruptly at the beginning of the nasal, less articulatory precision
and effort are required.
! And by extending the span of the nasal cue into the preceding vowel, perception of
the nasal consonant is improved.
B. Phonemic analysis. To help us concisely describe the role of particular cues in
particular languages' sound systems, linguists use the following terminology:
! A distinction between two sounds (or sequences of sounds) is phonemic if it corresponds
to a difference in the meaning of words, either by itself (e.g. vowel nasalization
in French and Dene Su)Oine), or as the primary distinction among a set of cues
(e.g. the open/close distinction in mid vowels in English).
! Otherwise, the distinction is allophonic (e.g. vowel duration and diphthongization in
mid vowels, and vowel nasalization, in English), from Greek allo- 'other' + phon
'sound', i.e. a variant sound.
22
The fact that a particular distinction can be phonemic in one language and allophonic
in another, gives rise to a problem for newcomers to a language: how do you determine
which distinctions are phonemic? Most language learners eventually figure this
out (more or less) through trial and error, with little awareness of what they're trying to
learn (particularly in first-language acquisition). Linguists, on the other hand, who are
interested in understanding and explicitly describing the structure of languages, tackle
this problem using a technique called phonemic analysis, examining sets of words ¡V in
phonetic transcription, or in spectrograms if more detail is needed ¡V and looking for patterns
in the sounds. No further knowledge of the language is required. We will apply this
technique to the following data set, from Finnish (the [¡K] diacritic indicates that the preceding
vowel is long).
(1) ku¡Kzi 'six' li¡Ksa 'Lisa' kade 'envious'
kadot 'failures' madon 'of a worm' ku¡Kzi 'six'
kate 'cover' maton 'of a rug' li¡Kza 'Lisa'
katot 'roofs' ratas 'wheel' radan 'of a track'
Minimal pairs. The first step in solving a phonemic analysis problem is to look
for a minimal pair in the data set, i.e. two words with different meanings, which are
identical except for the phonetic distinction in question: such a minimal pair establishes
that the distinction is phonemic. Let's say we're interested in determining whether the
distinction between [t] and [d] is phonemic in Finnish. In the list above, [kadot] and [katot]
are identical except for this very distinction; and these two words clearly have different
meanings ('failures' vs. 'roofs'). They therefore count as a minimal pair, establishing
that voicing in alveolar stops is phonemic in Finnish. There are other minimal pairs in
this data set establishing the same thing ([kate] vs. [kade], [maton] vs. [madon]); but once
you've found one minimal pair for a given distinction, its phonemic status is conclusively
established, and you don't have to look any further.
Free variation. Now let's turn to the distinction between [s] and [z] in Finnish.
We find the pair [ku¡Kzi] vs. [ku¡Ksi]; but note that they both mean 'six'. That is, we don't
have two words with different meanings here, but two transcriptions of the same word,
with some variation in pronunciation. They are therefore not a minimal pair. The same is
true for [li¡Ksa] vs. [li¡Kza]. We now have to look for positive evidence of allophonic status.
We see in [ku¡Kzi] vs. [ku¡Ksi] that voicing in alveolar fricatives does not correspond to a
difference in meaning. This kind of allophonic pattern is called free variation: either
sound is free to occur, in the exact same position in a word, but no difference in meaning
results.6
Complementary distribution. Recall the discussion of vowel nasalization in
English: nasal vowels occur immediately before nasal consonants, and nowhere else;
whereas oral vowels can occur everywhere except before nasal consonants. That is, one
6 The diphthongization of English close mid vowels can also be viewed as an allophonic pattern of this
type. In normal English, [e] and [o] don't occur by themselves at all; they are always diphthongized to [eI]
and [oU]. Nevertheless, when English speakers hear [med] or [mod] ¡V for example, in foreign-accented
English or bad computerized speech ¡V they do not judge these to be unknown words, but (slightly odd) pronunciations
of [meId] and [moUd] (i.e. made and mode). This fact establishes that the distinction between
[e,o] and [eI,oU] is allophonic in English.
23
class of sounds occurs in a particular phonetic context, and the other occurs elsewhere.
To describe this kind of distribution of sounds (i.e. which sounds can occur where), linguists
borrow some terminology from set theory in mathematics:
Figure 8: Some set relations
As illustrated in the Fig. 8, the complement of a set is everything that lies outside that
set. Two sounds (or two groups of sounds) are therefore said to be in complementary
distribution when one group occurs in one set of contexts, and the other group occurs in
the complement of contexts ¡V i.e. everywhere else. When two phonetically similar sounds
or natural classes are in complementary
distribution, we may conclude
that the distinction between them is
allophonic.7 This is clearly the case for
nasal and oral vowels in English. You
can predict whether any given vowel
will be nasal or oral just by knowing
the phonetic context it occurs in. The
distinction does not correspond to a
difference in meaning.
We must further state a rule governing the contexts in which each class of allophones
occur. We could state that [i),u),I),U),e),¡¦),.),o),E),O), oe),a),a),A)] occur before [n,m,N], and
that [i,u,I,U,e,¡¦,.,o,E,O,oe,a,a,A] occur elsewhere. But the pattern can be stated more simply
and insightfully by referring to the phonetic properties of the natural classes affected
by the rule: a vowel is nasal before a nasal consonant, and oral elsewhere. We can express
this rule in a visually clear way using the following notation:
vowel ! nasal / __ nasal vowel ! oral / elsewhere
vowel ! nasal should be understood as an implicational statement: if a sound is a vowel,
then it is nasalized. Everything following the '/' concerns the context in which the rule
applies. The blank '__' stands for the position where the sound occurs: '__ nasal' means
'before a nasal'; conversely, 'nasal __' would mean 'after a nasal.'
As a further example, consider the following data set, from Canadian English:
(2) taI 'tie' h¡¦Ik 'hike' l¡¦If 'life' tR¡¦Ip 'tripe'
k¡¦UtS 'couch' s¡¦UT 'south' ¡¦Is 'ice' RaID 'writhe'
R¡¦It 'right' sp¡¦Ut 'spout' ¡¦laIv 'alive' h¡¦Us 'house'
tRaIb 'tribe' gaUdZ 'gouge' bRaUz 'browse' laIm 'lime'
faUnd 'found' haU 'how' faIl 'file' maUnt 'mount'
7 Note that if the sounds are in complementary distribution, there logically cannot be a minimal pair. For
there to be a minimal pair, both sounds would have to occur in exactly the same context, in which case the
distribution is not complementary, but overlapping.
B
A and B overlap B is a subset of A
A B
A is the complement of B
A A B
phonetic
similarity +
complementary
distribution
= allophonic
variation
24
In narrow transcription, the diphthongs /AI/ and /AU/ are more accurately transcribed [aI]
and [aU]. That is, they begin as a central low vowel [a], rather than a back low vowel [A].
More interestingly, these diphthongs, [aI] and [aU], each have an allophonic counterpart,
[¡¦I] and [¡¦U] respectively: these are similar to the diphthongs, but start with a central mid
vowel rather than a low one, therefore this pattern is called raising.8 But which allophones
occur where? A useful strategy is to
make a context chart (see Table 7), listing
the adjacent sounds for each allophone.
(The symbol # indicates a word boundary.)
Looking at the sounds preceding these
diphthongs, there is no common element:
we find all manner and place of consonants,
or no consonant at all. Looking at the following
sounds, however, a generalization
emerges: the raised diphthongs [¡¦I, ¡¦U] only
occur before voiceless consonants (circled
in Table 7); while [aI, aU] never occur before
them ¡V complementary distribution. We can conclude that the distinction between
[aI, aU] and [¡¦I, ¡¦U] is allophonic in Canadian English. The rule can be stated as follows:
!
central
diphthong
ending high
"
#
$
$
$
%
&
'
'
'
(
begins
mid
"
#
$
%
&
' voiceless
£á
central
diphthong
ending high
.
.
.
.
.
.
.
.
.
.
¡÷
begins
low
.
.
.
.
.
. elsewhere
! Note that this statement
of the rule claims that
both diphthongs raise
before any voiceless
sound, though we have
no evidence in the data
set that [aU] raises to
[¡¦U] before [k], or that
[aI] fails to raise before
[D]. On the other hand,
this rule is not contradicted
by any of the
data; and the broader
formulation of the rule is
in accordance with our
strategy of forming the
most general hypothesis
that the data permit (see
sidebar).
8 Indeed, this raising, together with use of eh, are the two most distinctive features of Canadian English, vs.
the dialects of the United States. There is some dialect variation within Canadian English: some speakers
raise their diphthongs in other contexts as well.
Table 7: Context chart for data set (2)
[aI] vs. [¡¦I] [aU] vs. [¡¦U]
[aI] [¡¦I] [aU] [¡¦U]
t__# R__t f__n k__t
R__b h__k R__b s__T
l__v l__f m__n p__t
f__l #__s l__v #__s
R__D R__p g__d R__p
l__m h__#
R__z
Words enough and time ...
How can you be sure that your analysis wouldn't be contradicted
if you just had more data? The best strategy is
to form as general and far-reaching a hypothesis about the
sound patterns of the language as the current data set
permits. For present purposes, you can assume that any
data set you're given is fully representative of the sound
patterns of the language. In real linguistic fieldwork, once
you've collected enough words to show each consonant and
vowel in a range of positions, you can form a reasonably
confident analysis. But you can never be certain that your
analysis will hold up in the face of further data. Scientific
theories (including linguistic theories) allow us to make
predictions about future data, by making sense of the data
we have, and assuming future data will behave in the same
way. But no scientific theory offers certainty as to how
future data will turn out.
25
! In fact, this rule is not too broad for English. The vowel + [R] sequences (which could
be regarded as a kind of diphthong) are excluded from the rule, by its reference to a
high vowel as the second half of the diphthong. The rule does not apply to [OI], [eI], or
[oU], because these are not central. MORAL: you have to think carefully about how you
formulate the rule, and the phonetic properties it refers to, so as to include the classes of
sounds you want to include, and exclude the others.
! The raising rule appears to have an articulatory basis: all vowels in English tend to be
significantly shorter before a voiceless consonant. A diphthong beginning with a low
vowel and ending with a high vowel involves considerable movement of the tongue
body. When the tongue has less time to make this movement, due to the shortening induced
by the following voiceless consonant, it 'cheats' by starting from a higher position,
[¡¦] rather than [a]. Observe, however, that we can identify the pattern of
allophonic variation without considering its phonetic basis at all.
D. If all else fails. What do you conclude if you can find neither a minimal pair
nor evidence of allophonic variation (free variation or complementary distribution)? This
is a tricky issue, because there may be a pattern of complementary distribution which you
have simply not spotted yet. But assuming that there really is no pattern, it must be the
case that you can find, if not an exact minimal pair, then a near minimal pair. For example,
imagine that the Finnish data set (1) did not contain the exact minimal pairs [katot]
vs. [kadot], [kate] vs. [kade], nor [maton] vs. [madon]. This leaves us with [ratas] vs.
[radan]. Though they are not strictly identical but for the [t/d] distinction, this pair shows
that [t] and [d] both occur in the context /a__a ¡V that is, the distribution overlaps. Nor is it
plausible that the other distinction, the final [s] vs. [n], could play any role in the [t/d]
distinction; because we see in other words (e.g. [maton]) that a [t] can occur in a word
ending in [n]. The pair [ratas] vs. [radan] can therefore be treated as equivalent to a
minimal pair, establishing that the [t] vs. [d] distinction is phonemic in Finnish. Solving a
phonemic analysis problem thus involves the following procedure:
Exercises
1. The following data are from North American English. [pO,tO,kO] are aspirated allophones
of /p,t,k/ respectively (i.e. the stop's release is accompanied by a strong puff
of air). Identify the context in which the aspirated stops occur, and state a rule governing
their distribution.
tOoep 'tap' tOIpI)N 'tipping' kORim 'cream' pOIkR 'picker'
stAp 'stop' stup 'stoop' pOoUk 'poke' tOE)n 'ten'
skRi)m 'scream' tOwik 'tweak'
which
distinction
are you
looking at?
minimal
pair?
free
variation?
complementary
distibution?
near
minimal
pair?
phonemic allophonic
NO NO NO
allophonic,
state the rule
phonemic
YES YES YES YES
Figure 9: Phonemic analysis
26
2. The following data are from North American English. [:] is velarized allophone of /l/
(i.e. it involves tongue body raising). Identify the contexts in which the plain vs. velarized
lateral approximants occur, and state a rule governing their distribution.
fi: 'feel' lod 'load' da: 'dull' mI:k 'milk'
slip 'sleep' pOIk: 'pickle' kOa:tSR 'culture' pOu: 'pool'
lARdZ 'large' pOla)m 'plum' splIt 'split' jE: 'yell'
fA:tR 'falter' wiz: 'weasel' neI: 'nail' pOoe: 'pal'
3. The following data are from Quebecois French. [y] represents a high front rounded
vowel (like [i] with your lips in position for [u]). Is the distinction between [i] and [y]
phonemic or allophonic in Quebecois French? If phonemic, support your answer with
examples from the data set. If allophonic, state a rule governing the distribution of [i]
and [y].
p¡¦tsi 'little' tsy 'you' tryi 'sow (pig)' by 'drank'
trE)S 'slice' lu 'wolf' drapo 'flag' du 'sweet, gentle'
dam 'lady' bu 'mud' pErdzy 'lost' tu 'all'
dzimE)S 'Sunday' dzy 'of' sortsi 'exit' ly 'read'
to 'early' temwE) 'witness' pAt 'paw' kry 'believed'
4. Same data set as the previous question. Is the distinction between [t,d] and [ts,dz]
phonemic or allophonic in Quebecois French? If phonemic, support your answer with
examples from the data set. If allophonic, state a rule governing the distribution of
[t,d] vs. [ts,dz].
5. The following data are from Dene Su)Oine, an Athabaskan language widely spoken in
Northwestern Canada. [O,V] are voiceless lateral and voiced velar fricatives respectively.
[t',k',ts',tT',tO'] are ejective stops and affricates. Vowels marked with [¡¦]
are pronounced with a high tone. Determine whether the ejective vs. aspirated distinction
in the stops and affricates is phonemic or allophonic in Dene. If phonemic,
support your answer with examples from the data set. If allophonic, state a rule governing
the distribution of ejection vs. aspiration.
tOu Te kOA) 'there's the water' tOEn 'ice'
tOOEs 'lard/oil' bEk'o). li)lijAw 'don't you know that one?'
nA.hi)lt'I '2 people' tT'¡¦.i 'cup'
k'Abi). 'morning' ts'i 'porcupine'
k'oaT 'cloud' bAneOt'u OAVA)ldE. 'they both got killed'
kOo¡¦.n 'fire' sAs jadakO 'a bear killed (someone) '
tOot'inE. 'English' nAkOE 'two'
k'i 'birch' tOAVE 'three'
tTOe 'rock' k'EtOAVE 'six'
tO'izE 'horse fly' EdinEk'A 'I am fat'
tOiEt'EVE 'night' tT'En 'bone'
VI. Phonotactics
A. Possible and impossible words. Allophonic rules govern the distribution of
variants (allophones) of the basic sounds of a language. But there are also phonological
27
rules that restrict how even the basic sounds of the language can be assembled into
words. Perhaps the clearest way to demonstrate the existence of such rules is by considering
the possible words of a language. For example, among the many thousands of
words of English, there happens not to be a word spink [spI)Nk]. But English speakers
would generally agree that it could be a word. For example, one might name a new toy,
or a newly discovered sub-atomic particle, a spink, and English speakers would easily
accept and use this new word. On the other hand, something like [tftkt] could not possibly
be a word of English. It's not that [tftkt] is physically unpronounceable: in fact, it's an
actual word (it means 'you sprained') in Tashlhiyt Berber, a language of North Africa.
Nor is the unacceptability of [tftkt] due to any of the allophonic rules of English: [tOftkt]
(with allophonic aspiration of the initial /t/) is still unacceptable. The distinct status of
[spI)Nk] (a non-occurring but possible word) vs. [tftkt] demonstrates
! that there are certain phonological rules which English words conform to, above and
beyond patterns of allophonic variation;
! that these rules are different from those of other languages (such as Berber); and
! that English speakers are in some sense aware of these rules, as reflected in consistent
judgments about possible vs. impossible words.
These sorts of rules, concerning how the sounds can be sequenced to form possible words
of a language, are known as phonotactic rules (or simply 'phonotactics,' from phon
'sound' + Latin -tact- 'touching'). Possible words, which obey the phonotactics, are wellformed;
while the remaining sequences of sounds are ill-formed.
What are the phonotactic rules to which English words must conform? For starters,
words must contain at least one vowel, a rule which [tftkt] obviously violates.
Moreover, words cannot begin with a sequence of stops: indeed, a word can begin with
no more than two voiceless consonants: either an affricate, or an [s] + stop sequence, as
in [spINk]. In addition, note that
! [spINk] is well-formed (while *[spImk] and *[spInk] are not; the '*' indicates illformedness).
Similarly,
! [spInt], [spImp] (vs. *[spImt], *[spINt], *[spINp], *[spInp]).
The generalization here is that within words, a nasal + stop sequence must have the same
place of articulation: bilabial [mp], alveolar [nt], or velar [Nk]. These are but a few examples
of English phonotactic rules.
Compared to Tashlhiyt Berber, English phonotactics seem rather strict. But compared
to Japanese, English seems quite permissive. In Japanese, words can begin with no
more than one consonant; words must end in a vowel or nasal; and the only permissable
word-internal consonant sequences are double (geminate) consonants (e.g. [tootte]
'passing', [nippo¡V] 'Japan', [gakkoo] 'school', and nasal + stop or fricative sequences with
the same place of articulation (like English) (e.g. [tombo] 'dragonfly', [kande] 'teaching',
[kaNkee] 'relation', [sensee] 'teacher'). Thus, when English words are borrowed into Japanese,
they are adapted to Japanese phonotactics, e.g. [s¡Lto|aik¡L] ('strike'). ([¡L] = unrounded
[u], [|] = a 'flapped' [d] (i.e. very brief closure), [¡V] = uvular nasal).
As we've seen from this brief glimpse at English and Japanese, phonotactic rules,
like allophonic rules, refer to phonetically defined natural classes of sounds: nasals, stops,
28
bilabials, etc., not to arbitrary collections of sounds such as [m,j,T,e]. The rule requiring
nasals to be at the same place of articulation as the following stop can be expressed as
follows:
!
nasal" placei /__
consonant
placei
#
$
%
&
'
(
(The co-indexation of the place variable in the two parts of the rule mean that the place of
the nasal must match the place of the following consonant.)
B. Why do languages have phonotactic rules? As with allophonic rules,
phonotactic rules can plausibly be viewed as set of trade-offs and strategies for satisfying
the two functional constraints on language sound systems: Ease of Articulation and Ease
of Perception. For example, why might Japanese and English place restrictions on consonant
sequences within words? Vowels are typically the loudest part of the sound signal,
and the perception of most consonants depends on, or is aided by, formant transitions in
adjacent (or at least nearby) vowels. Requiring vowels to be regularly interspersed among
the consonants, i.e. placing limits on consonant sequences, thus improves the consonants'
perceptibility. Tashlhiyt Berber represents the extreme end of the spectrum, in terms of
languages' tolerance for consonant sequences; but even in this language, most of the
words do have vowels interspersed among the consonants. Thus, there are languages
which place strict conditions on sequences of consonants (some even stricter than Japanese),
there are languages such as English, which tolerate a broader range of consonant
sequences, or at the extreme end, Tashlhiyt Berber. But no language prohibits vowels
from being interspersed among consonants.
Similarly, the requirement of shared place of articulation in nasal + stop sequences,
seen in both English and Japanese, can be understood as a response to Ease of
Articulation. Presumably, more energy is required to produce, e.g., an [mt] sequence ¡V
with two closures, than an [nt], with only a single closure (see Fig. 8). There is a perceptual
side to this story as well. The cues to place of articulation in a nasal are relatively
weak before a stop, due to the absence of formant transitions into a following vowel.
Since the place cues to the nasal in this position are weak to begin with, the phonological
system 'decides'
(so to speak), that
maintaining a distinct
place of articulation
in the
nasal, is not worth
the extra articulatory
effort it would
require.
Exercises
1. The following data are from Chumash, an indigenous language of Southern California,
now extinct. [q] = back (uvular) [k]. [k',ts',tS'] = ejective stops and affricates
Figure 8: Closures in nasal + stop sequences
m t n t
lip closure
alveolar clos.
nasal opening
alveolar closure
nasal opening
29
(release is accompanied by a 'pop', caused by shutting and raising the larynx during
closure). Identify the phonotactic rule concerning multiple fricatives within a word.
osos 'heel' ats'is 'beard' SiS 'gopher hole'
pSoS 'snake' SoqS 'gall' itS'itS 'young sibling'
jasis 'poison oak' SoSo 'squirrel' tS'ijuS 'break wind'
katskaw 'I sin' SiSk'ij 'it aches' skinus 'I saved it for him'
2. The following data are from Russian. [x] = voiceless velar fricative; [£G] indicates a
palatalized preceding consonant has a palatalized (j-like) release. Identify the phonotactic
rule concerning voicing in word-final consonants and consonant sequences.
trut 'labour' mox 'moss' rof 'ditch'
krof£G 'blood' slavar£G 'dictionary' d£Gen£G 'day'
doSt£G 'rain' at£Gets 'father' p¡¦dar¡¦k 'gift
Zivot 'belly' rot 'mouth' fkus 'taste'
sn£Gek 'snow' stol 'table' zup 'tooth'
vrak 'enemy' platok 'kerchief' kalxos 'collective farm'
garaS 'garage' kav£Gor 'rug' muz£Gej 'museum'
VI. Alternations
Up till now, we have been been concerned with distributional patterns ¡V statements about
what sounds can occur in what contexts. We see phonological rules applying more 'actively,'
however, in alternations. These concern changes to a particular word's pronunciation
depending on the phonetic context in which it occurs. For example, in North
American English, the final consonant in beat changes from [t] to [|] (an alveolar flap, cf.
Japanese examples in sec. 4.2), when the -ing suffix (ending) is added: [bi|I)N]. In fact, as
a result of this alternation, beat becomes indistinguishable, in most dialects, from bead
when -ing is added, for the [d] also changes to [|] in this context.9 These alternations are
the result of a general rule of North American English, whereby alveolar stops ([t,d]) are
'flapped' (voiced and shortened) when they occur between two vowels, and the first
vowel is stressed. The rule can be expressed as follows:
!
alveolar
stop
"
#
$
%
&
' ( flap
stressed
vowel
"
#
$
%
&
' vowel
!
alveolar
stop
"
#
$
%
&
' (
not
flap
"
#
$
%
&
' elsewhere
That is, in other contexts ('elsewhere'), the stop remains either a [t] or [d] (or another allophone
thereof, such as [tO]). Thus ['foU|¡¦gRoef] ('photograph'), but [f¡¦'tOAgR¡¦fi] ('photography');
['RE|i] ('ready'), but [Ri'dim] ('redeem').
Of further interest is the finding that English speakers readily apply this rule to
words that they've never heard before. For example, let's introduce another possible word,
[klEt]; assume that it means 'to smell mouldy or rotten'. Example: Jeez Tom, you [klEt]
like a dead vulture! What's the -ing form of this verb? If you're like most native speakers
of North American English, you would say that Tom is [klE|IN] rather than [klEtIN].
While it's quite possible that you've heard the words beating, beading, photography, etc.
9 If a distinction does remain, it's probably in the preceding vowel (slightly longer in beading, cf. the observation
in sec. V that vowels are shorter before voiceless consonants), rather than in the consonant itself.
30
before, and therefore learned their flapped pronunciations by direct imitation, it is quite
impossible that you've ever heard [klE|IN] before. So how did you know that it's [klE|IN]
rather than [klEtIN]? (It's not that some external authority prescribes that [klE|IN] is the
'correct' pronunciation; it's that speakers of North American English would overwhelmingly
converge on this same pronunciation.) This result demonstrates the psychological
reality of the flapping rule: North American English speakers actively (albeit unconsciously)
apply this rule to the words that they come up with in the course of speaking.
Whereas distributional patterns show the effects of the phonological system on the words
of the language, alternations catch the phonological system red-handed, so to speak, in
the very act of applying to new words.
Finally, note that alternations are not a different kind of rule from the phonotactic
and allophonic rules discussed in previous sections. Alternations are a result of phonotactic
and/or allophonic rules. Indeed, the flapping rule above is allophonic, in that it
governs the allophonic distinction between [t] and [|] (and also between [d] and [|]).10
Rather, alternations provide an additional source of data, and an additional analytic technique,
for discovering the rules of a language's phonological system. The technique is as
follows:
! For a given set of related words, i.e. words containing some identifiable, meaningful
common subpart (e.g. {cat, cats, catty}; {photograph, photography, photographed};
{reread, replay, resettle}, etc.), identify a basic form of the stem (the main part of
the word), and of the suffixes (or prefixes, e.g. re- in reread).
" For present purposes, we can equate the basic form of the stem with its pronunciation
in the absence of suffixes or prefixes. The stem in hitting, for example, is
[hI|], but its basic form is [hIt].
" The basic form of a suffix or prefix can be equated with its pronunciation in the
broadest range of contexts in which it occurs. For example, the basic form of the
prefix seen in {indiscreet, inherent, inactive, imprecise, imbalance, incredible, ingratitude}
is [I)n], which occurs in all contexts except before bilabial stops [p,b]
(where we get [I)m]) and velar stops [k,g] (where we get [I)N]).
! Whenever the resulting word (e.g. [hI|I)N]) differs from the basic form of the stem and
the basic form of any suffix or prefix therein ([hIt]+[I)N]), identify a phonotactic or
allophonic rule (or set of rules) to account for the alternation(s). The alternations in
the in- prefix, for example, can be attributed to the phonotactic rule identified in sec.
VI, requiring nasal + stop clusters to have the same place of articulation.
As a further example, consider the following data, from Dutch. The diminutive
suffix indicates an attitude of endearment toward the noun, similar to English -y as in
birdy or sonny. [c] = a voiceless palatal stop, somewhere between a [k] and a [t] with a
[j]-like release. [P] = rounded [e].
10 Its status as an allophonic rule is complicated somewhat by the fact [t] and [d] both have [|] as an allophone;
thus the flapping rule neutralizes the distinction between [t] and [d] in the /stressed vowel__vowel
context.
31
(3) Noun Diminutive Noun Diminutive
zo¡Kn zo¡Knc¡¦ ¡¥son¡¦ dP¡Kr dP¡Krc¡¦ ¡¥door¡¦
le¡Kp¡¦l le¡Kp¡¦lc¡¦ ¡¥spoon¡¦ de¡Kk¡¦n de¡Kk¡¦nc¡¦ ¡¥blanket¡¦
zak zakj¡¦ ¡¥bag¡¦ bu¡Kk bu¡Kkj¡¦ ¡¥book¡¦
bri¡Kf bri¡Kfj¡¦ ¡¥letter¡¦ sxip sxipj¡¦ ¡¥ship¡¦
bo¡Kt bo¡Kc¡¦ ¡¥boat¡¦ kat kac¡¦ ¡¥cat¡¦
We can equate the base form of the noun stem in the diminutive with the bare noun (the
first column). Looking down the second column, however, we see two forms of the diminutive
suffix: [c¡¦] and [j¡¦]. A context chart would show that [c¡¦] occurs after base
forms ending in [n,l,t,r]; while [j] occurs after base forms ending in [k,f,p]. Although
there are more examples with [c¡¦] than with [j¡¦], the contexts for [j¡¦] includes velars,
bilabials, and labiodentals. In contrast, the context for [c¡¦] boils down to a single natural
class: alveolars. Since [j¡¦] occurs in a broader range of contexts, it is the basic form of the
suffix. We can now state a rule:
palatal ! stop / alveolar __ palatal ! approximant / elsewhere
This accounts for the alternations in the nouns ending in [n,l,r] (the alveolar nasal and
approximants). However, it incorrectly predicts, e.g., [kat]+[j¡¦] ! [katc¡¦], whereas the
actual word is [kac¡¦]. This problem can be addressed with a further rule:
!
alveolar
stop
"
#
$
%
&
' (!
palatal
stop
"
#
$
%
&
'
That is, [t] deletes (i.e. it alternates with nil) when it precedes a palatal stop.
Exercises
1. The following data are from English. State a rule to ccount for the alternations.
Noun Plural Noun Plural
boek boeks 'back' fli fliz 'flea'
floeNk floeNks 'flank' deI deIz 'day'
hO.d hO.dz 'hoard' kOlu kOluz 'clue'
dOg dOgz 'dog' hE)m hE)mz 'hem'
R¡¦It R¡¦Its 'right' wIg wIgz 'wig'
veI: veI:z 'veil' sON sONz 'song'
slip slips 'sleep' f. f.z 'fur'
bRaIb bRaIbz 'bribe' stIk stIks 'stick'
2. The following data are from Karok (slightly simplified), an indigenous language of
Central California. [/] represents a glottal stop (the consonant in the middle of English
interjection uh-oh). Identify the basic forms of the stems and prefixes, and state
rules to account for any alternations. Are the rules phonotactic or allophonic?
32
Further reading
Kenstowicz, Michael and Charles Kisseberth (1979) Generative Phonology. Academic
Press.
Ladefoged, Peter (2001) A Course in Phonetics (4th Ed.), Harcourt Brace.
Ladefoged, Peter (1996) Elements of Acoustic Phonetics (2nd Ed.). University of Chicago
Press.
Glossary
Acoustic: Pertaining to the properties of soundwaves.
Affricates: A stop+fricative sequence, made with the same articulator, sometimes
treated as a single consonant.
Allophonic: Different in pronunciation, but not indicating a difference in meaning (cf.
phonemic).
Alternations: Changes to a word's pronunciation depending on the phonetic context in
which it occurs.
Alveolar ridge: The ridge of gum-covered bone behind the upper teeth.
Amplitude: Loudness.
Aperiodic: Without any repeating pattern, characteristic of the waveforms of fricatives
and stop releases.
Approximant: A consonant produced with less constriction than that of a fricative, but
more than a vowel.
Articulator: An organ of the vocal tract used in speech production.
Basic form: The form of a stem (or prefix/suffix) prior to undergoing any alternations.
Bilabial: Produced with the two lips.
Broad transcription: A less detailed phonetic transcription, reflecting only phonemic
distinctions, enclosed in /slashes/ (cf. Narrow transcription).
Central: Produced with the tongue body neither forward nor retracted.
Imperative I-form You-form
pasip nipasip /upasip 'shoot'
si¡Ktva niSi¡Ktva /usi¡Ktva 'steal'
kifnuk nikifnuk /ukifnuk 'stoop'
suprih niSuprih /usuprih 'measure'
/ifik ni/ifik /u/ifik 'pick up'
/aktuv ni/aktuv /u/aktuv 'pluck at'
axyar nixyar /uxyar 'fill'
iSkak niSkak /uskak 'jump'
iSriv niSriv /usriv 'shoot at a target'
33
Close: With greater constriction, opposite of open.
Coarticulation: Overlapping movements of the articulators.
Complementary distribution: When one sound occurs in one context only, and another
sound never occurs in that context, only occurring elsewhere.
Complex waveform: A waveform containing a number of component frequencies.
Consonant: A speech sound involving significant obstruction of airflow.
Cues: Properties of the acoustic signal, used in recognizing speech.
Cycles per second: A measure of frequency of a soundwave, also called Hertz.
Decibels: A measure of loudness (abreviated dB).
Dental: Produced with the tongue tip and the upper teeth.
Diacritic: A supplementary phonetic symbol, usually appearing above or below the main
symbol.
Dialect: A regional variant of a language.
Distribution: Where things are found: specifically, the phonetic contexts in which a
given set of speech sounds occur.
Formants: Peaks in the spectrum of a complex waveform.
Fourier analysis: A mathematical technique of breaking complex waveforms down into
their component frequencies, used in spectrograms.
Free variation: A kind of allophonic variation, where either allophone can be used in a
given context without affecting the meaning of the word.
Frequency: The number of cycles of a periodic wave, heard as pitch.
Fricative: A consonant produced with a close but incomplete constriction, resulting in a
hissing noise.
Fundamental frequency: The lowest frequency component of a complex waveform,
heard as the basic pitch of the speakers voice, also called F0.
Geminate: A consonant maintained for roughly twice the normal duration of the corresponding
single consonant.
Glottis: The space between the folds of the larynx.
Harmonics: Higher-frequency components of a complex waveform (cf. fundamental
frequency).
Hertz: Cycles per second, a measure of frequency (abbreviated Hz).
Ill-formed: Violating the phonological rules of a language.
International Phonetic Alphabet (IPA): A convention for phonetic transcription,
widely used by linguists.
Labiodental: Produced with the lower lip and upper teeth.
34
Larynx: The valve at the top of the trachea, the source of voicing.
Lateral: Produced with lowering of the side(s) of the tongue.
Manner of articulation: The degree of obstruction of airflow involved in a given consonant.
Mid: Produced with the tongue body neither high nor low.
Minimal pair: Two words with different meanings, which are identical except for the
phonetic distinction in question, used to establish the phonemic status of the phonetic
distinction.
Narrow transcription: A fully detailed phonetic transcription, reflecting allophonic
variation, enclosed in [square brackets].
Nasalized: Produced with lowering of the velum, allowing air to flow through the nasal
passages.
Natural class of sounds: A set of sounds within a given language which can be defined
in terms of some shared phonetic property or properties.
Obstruction: Blockage, specifically blockage of airflow in the vocal tract.
Open With less constriction, opposite of close.
Palatal: Produced by the tongue body in the region of the palate.
Palate: The roof of the mouth, commonly called the 'hard palate.'
Periodic: Characterized by a regular, repeating pattern. Periodic waveforms have a
'humming' sound.
Pharynx: The back of the throat.
Phonation: The state of the larynx during a speech sound.
Phonemic: A distinction between two sounds (or sequences of sounds) which corresponds
to a difference in the meaning of words, either by itself, or as the primary
distinction among a set of cues.
Phonotactic rules: Rules restricting how sounds can be combined to form words within
a given language.
Place of articulation: The location of a consonant's obstruction in the vocal tract.
Possible word: A nonsense word which satisfies the phonological rules of the language.
Post-alveolar: Produced with the tongue tip in the region behind the alveolar ridge.
Pure tone: Sound energy characterized by a simple sine wave, approximated by the
sound of a tuning fork.
Robust: As applied to phonemic distinctions, unlikely to be misperceived, due to strong
cues.
Rounding: Drawing together of the corners of the lips, as in rounded vowels.
35
Sound: A portion of the speech signal during which the sound energy (and the configuration
of the mouth to produce that sound energy) remains relatively stable.
Spectrogram: A visual display of sound energy, showing how the spectrum changes
over time.
Spectrum: The amplitude profile of the harmonics of a complex waveform.
Stops: Consonants produced with complete closure of the vocal tract.
Stress: Greater loudness, duration and pitch of particular vowels within words.
Striation: A stripe-like pattern.
Suffix: A word 'ending' with a recognizable meaning, such as the -s at the end of cats.
Syllable: 'Mini-words' into which longer words can be broken down, each consisting of a
single vowel (or diphthong), together with any consonants that can be grouped
with it.
Trachea: The 'windpipe,' lead from the through down to the lungs.
Uvula: The fleshy appendage at the back of the velum.
Velo-pharyngeal port: The space between the velum and the pharynx, leading into the
nasal passages.
Velum: The 'soft palate'.
Vocal tract: The lungs, throat, mouth and nose, particularly as used in speech.
Voicing: Pulsing of air in the glottis as it passes through the vibrating larynx.
Vowel: Sounds produced without significant obstruction of airflow in the vocal tract.
Well-formed: Obeying the phonological rules of the language.
36
This chart is reprinted here by permission of the International Phonetic Association.

notification wbssc

শিক্ষক নিয়োগে রাজ্যে এবার দু’টি পৃথক পরীক্ষা৷ ন্যূনতম স্নাতক যোগ্যতায় দেওয়া যাবে টেট৷ অনার্স বা স্নাতকোত্তর যোগ্যতায় আলাদা লিখিত পরীক্ষা৷ পরীক্ষা হবে দু’দিনে৷ এসএসসি টেট হবে ৯ মার্চ৷ ৩০ জানুয়ারি থেকে টেট-এর ফর্ম বিলি ডাকঘর থেকে৷ ৮ ফেব্রুয়ারি ফর্ম তোলা ও জমা দেওয়ার শেষ দিন৷রাজ্যের ৮৪৭টি ডাকঘর থেকে ফর্ম তোলা যাবে৷ নবম থেকে দ্বাদশের জন্য বিষয় ভিত্তিক পরীক্ষা৷ টেট-এর ফল প্রকাশের পর জানানো হবে সেই পরীক্ষার দিন৷ সেই পরীক্ষার জন্য ১২ ফেব্রুয়ারি থেকে ফর্ম তোলা যাবে ফর্ম জমা দেওয়ার শেষ দিন ২৫ ফেব্রুয়ারি। এবার পরীক্ষা বিধিতে এসেছে বদল৷অষ্টম শ্রেণি পর্যন্ত পঠনপাঠনের জন্য নেওয়া হবে টেট৷ টেটে বসার ন্যূনতম শিক্ষাগত যোগ্যতা স্নাতকে ৫০ শতাংশ নম্বর৷ পরীক্ষার পূর্ণমান হবে ১৫০৷তার মধ্যে প্রথম ও দ্বিতীয় ভাষা এবং শিশুমনস্তত্ত্ব থাকবে ৯০ নম্বরের৷ বিজ্ঞান বা কলা বিষয়ে পরীক্ষা হবে বাকি ৬০ নম্বরের৷সমস্ত প্রশ্নপত্রই হবে মাল্টিপল চয়েস পদ্ধতিতে৷ নবম থেকে দ্বাদশ শ্রেণিতে শিক্ষকতার জন্য আরেক পরীক্ষা৷ টেটে না বসেও সরাসরি বসা যাবে এই পরীক্ষায়৷ এই পরীক্ষায় বসার ন্যূনতম যোগ্যতা অনার্স বা স্নাতকোত্তরে ৪০ শতাংশ নম্বর৷ এখানে পরীক্ষা হবে বিষয়ভিত্তিক৷ পরীক্ষার পূর্নমান ৬০৷ প্রাথমিক শিক্ষা পর্যদ ঘোষণা করেছে টেট-র দিন৷ আপাতত শূন্য পদ ২২ হাজার৷ তার ওপর স্কুল সার্ভিস কমিশনের পরীক্ষার শূন্য পদ প্রায় ৩০ হাজার৷ সব মিলিয়ে নিয়োগ বিতর্কের মধ্যেই ফের ৫০ হাজারের বেশি শূন্য পদে শিক্ষক নিয়োগের বার্তা সরকারের৷

STRUCTURE AND CONTENT OF SYLLABUS

STRUCTURE AND CONTENT OF SYLLABUS
(Paper I and Paper II)
Paper I (for classes I to V) Primary Stage:
I. Child Development and Pedagogy 30 Questions
a) Child Development (Primary School Child) 15 Questions
 Concept of development and its relationship with learning
 Principles of the development of children
 Influence of Heredity & Environment
 Socialization processes: Social world & children (Teacher, Parents, Peers)
 Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
 Concepts of child-centered and progressive education
 Critical perspective of the construct of Intelligence
 Multi Dimensional Intelligence
 Language & Thought
 Gender as a social construct; gender roles, gender-bias and educational practice
 Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
 Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
 Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs 5 Questions
 Addressing learners from diverse backgrounds including disadvantaged and deprived
 Addressing the needs of children with learning difficulties, ‘impairment’ etc.
 Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy 10 Questions
 How children think and learn; how and why children ‘fail’ to achieve success in school performance.
 Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
 Child as a problem solver and a ‘scientific investigator’
 Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
 Cognition & Emotions
 Motivation and learning
 Factors contributing to learning – personal & environmental
II. Language I. 30 Questions
a) Language Comprehension 15 Questions
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development 15 Questions
 Learning and acquisition
 Principles of language Teaching
 Role of listening and speaking; function of language and how children use it as a tool
 Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
 Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
 Language Skills
 Evaluating language comprehension and proficiency: speaking, listening, reading and writing
 Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
 Remedial Teaching
III. Language – II 30 Questions
a) Comprehension 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15 Questions
 Learning and acquisition
 Principles of language Teaching
 Role of listening and speaking; function of language and how children use it as a tool
 Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
 Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
 Language Skills
 Evaluating language comprehension and proficiency: speaking, listening, reading and writing
 Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
 Remedial Teaching
IV. Mathematics 30 Questions
a) Content 15 Questions
 Geometry
 Shapes & Spatial Understanding
 Solids around Us
 Numbers
 Addition and Subtraction
 Multiplication
 Division
 Measurement
 Weight
 Time
 Volume
 Data Handling
 Patterns
 Money
b) Pedagogical issues 15 Questions
 Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
 Place of Mathematics in Curriculum
 Language of Mathematics
 Community Mathematics
 Evaluation through formal and informal methods
 Problems of Teaching
 Error analysis and related aspects of learning and teaching
 Diagnostic and Remedial Teaching
V. Environmental Studies 30 Questions
a) Content 15 Questions
I. Family and Friends:
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 Plants
II. Food
III. Shelter
IV. Water
V. Travel
VI. Things We Make and Do
b) Pedagogical Issues 15 Questions
 Concept and scope of EVS
 Significance of EVS, integrated EVS
 Environmental Studies & Environmental Education
 Learning Principles
 Scope & relation to Science & Social Science
 Approaches of presenting concepts
 Activities
 Experimentation/Practical Work
 Discussion
 CCE
 Teaching material/Aids
Problems
Paper II (for classes VI to VIII) Elementary Stage:
I. Child Development and Pedagogy 30 Questions
a) Child Development (Elementary School Child) 15 Questions
 Concept of development and its relationship with learning
 Principles of the development of children
 Influence of Heredity & Environment
 Socialization processes: Social world & children (Teacher, Parents, Peers)
 Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
 Concepts of child-centered and progressive education
 Critical perspective of the construct of Intelligence
 Multi Dimensional Intelligence
 Language & Thought
 Gender as a social construct; gender roles, gender-bias and educational practice
 Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
 Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
 Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.
b) Concept of Inclusive education and understanding children with special needs 5 Questions
 Addressing learners from diverse backgrounds including disadvantaged and deprived
 Addressing the needs of children with learning difficulties, ‘impairment’ etc.
 Addressing the Talented, Creative, Specially abled Learners
c) Learning and Pedagogy 10 Questions
 How children think and learn; how and why children ‘fail’ to achieve success in school performance.
 Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
 Child as a problem solver and a ‘scientific investigator’
 Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
 Cognition & Emotions
 Motivation and learning
 Factors contributing to learning – personal & environmental
II. Language I. 30 Questions
a) Language Comprehension 15 Questions
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension, inference, grammar
and verbal ability (Prose passage may be literary, scientific, narrative or discursive)
b) Pedagogy of Language Development 15 Questions
 Learning and acquisition
 Principles of language Teaching
 Role of listening and speaking; function of language and how children use it as a tool
 Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
 Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
 Language Skills
 Evaluating language comprehension and proficiency: speaking, listening, reading and writing
 Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom
 Remedial Teaching
III. Language – II 30 Questions
a) Comprehension 15 Questions
Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15 Questions
 Learning and acquisition
 Principles of language Teaching
 Role of listening and speaking; function of language and how children use it as a tool
 Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
 Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
 Language Skills
 Evaluating language comprehension and proficiency: speaking, listening, reading and writing
 Teaching – learning materials: Textbook, multi-media materials, multilingual resource of the classroom
 Remedial Teaching
IV. (A) Mathematics and Science:60 Questions
(i) Mathematics 30 Questions
a) Content 20 Questions
 Number System
 Knowing our Numbers
 Playing with Numbers
 Whole Numbers
 Negative Numbers and Integers
 Fractions
 Algebra
 Introduction to Algebra
 Ratio and Proportion
 Geometry
 Basic geometrical ideas (2-D)
 Understanding Elementary Shapes (2-D and 3-D)
 Symmetry: (reflection)
 Construction (using Straight edge Scale, protractor, compasses)
 Mensuration
 Data handling
b) Pedagogical issues 10 Questions
 Nature of Mathematics/Logical thinking
 Place of Mathematics in Curriculum
 Language of Mathematics
 Community Mathematics
 Evaluation
 Remedial Teaching
 Problem of Teaching
(ii) Science 30 Questions
a) Content 20 Questions
I. Food
 Sources of food
 Components of food
 Cleaning food
II. Materials
 Materials of daily use
III. The World of the Living
IV. Moving Things People and Ideas
V. How things work
 Electric current and circuits
 Magnets
VI. Natural Phenomena
VII. Natural Resources
b) Pedagogical issues 10 Questions
 Nature & Structure of Sciences
 Natural Science/Aims & objectives
 Understanding & Appreciating Science
 Approaches/Integrated Approach
 Observation/Experiment/Discovery (Method of Science)
 Innovation
 Text Material/Aids
 Evaluation – cognitive/psychomotor/affective
 Problems
 Remedial Teaching
V. Social Studies/Social Sciences 60 Questions
a) Content 40 Questions
I. History
 When, Where and How
 The Earliest Societies
 The First Farmers and Herders
 The First Cities
 Early States
 New Ideas
 The First Empire
 Contacts with Distant lands
 Political Developments
 Culture and Science
 New Kings and Kingdoms
 Sultans of Delhi
 Architecture
 Creation of an Empire
 Social Change
 Regional Cultures
 The Establishment of Company Power
 Rural Life and Society
 Colonialism and Tribal Societies
 The Revolt of 1857-58
 Women and reform
 Challenging the Caste System
 The Nationalist Movement
 India After Independence
II. Geography
 Geography as a social study and as a science
 Planet: Earth in the solar system
 Globe
 Environment in its totality: natural and human environment
 Air
 Water
 Human Environment: settlement, transport and communication
 Resources: Types-Natural and Human
 Agriculture
III. Social and Political Life
 Diversity
 Government
 Local Government
 Making a Living
 Democracy
 State Government
 Understanding Media
 Unpacking Gender
 The Constitution
 Parliamentary Government
 The Judiciary
 Social Justice and the Marginalised
b) Pedagogical issues 20 Questions
 Concept & Nature of Social Science/Social Studies
 Class Room Processes, activities and discourse
 Developing Critical thinking
 Enquiry/Empirical Evidence
 Problems of teaching Social Science/Social Studies
 Sources – Primary & Secondary
 Projects Work
 Evaluation
Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks