CSCD 2209 Study Guide - Spring 2018, Comprehensive Midterm Notes - Allophone, Vowel, Phoneme
12 Oct 2018
School
Department
Course
Professor
CSCD 2209
MIDTERM EXAM
STUDY GUIDE
Fall 2018
Phonetics and Phonology
Exam 1
I. Overview
a. Modularity: the 5 modules of grammar
i. Semantics: meaning of words & sentences
ii. Syntax: sentence structure & word order
iii. Morphology: word structure & the Lexicon
iv. Phonology: pronunciation (mental representation)
v. Phonetics: pronunciation (mechanics)
b. Phonetics vs. Phonology
i. Phonetics: concerned with the physical properties of speech sounds, as
phones, and the mechanics of speech
ii. Phonology: analyzes the cognitive properties of sounds, as phonemes, and
their behavior in the grammar of individual languages.
iii. Phonological “behavior” means…
1. Patterns of contrast in the phonemic inventories of various
languages
2. Allophony: variant pronunciations of phonemes, predictable by
rule
3. Alternations in the pronunciation of morphemes, predictable by
rule
4. Phonotactics: constraints on what phonemes can occur were in the
syllable in a given language
c. Learning Outcomes for Phonetics
i. Learning Outcome 1: Demonstrate and apply knowledge of phonetic
taxonomy:
ii. Learning Outcome 2: Demonstrate ideological growth
iii. Learning Outcome 3: Distinguish speech from writing
iv. Learning Outcome 4: Distinguish broad & narrow transcription
v. Learning Outcome 5: Learn to engage in critical thinking with regard to
alternative transcription systems
d. Phonetic & Phonology useful in __ to understand __
i. Neurolinguistics
1. Role of phonological short-term memory loss in aphasia
ii. Psycholinguistics and Child Lg Acquisition
1. Tip of the tongue phenomena, speech errors often based on
phonological similarity
2. Role of syllable structure in spoonerisms
3. Stages in children’s acquisition of phonemes
4. Child lg as window on phonological markedness, universals of
syllable structure
iii. Applied Lx & 2nd Lg Acquisition
1. How to minimize one’s foreign accent in an L2
2. How to improve L2 learners’ intelligibility
3. Comprehension of native speakers’ fast speech
find more resources at oneclass.com
find more resources at oneclass.com
iv. Pragmatics
1. Role of intonation, contrastive stress in distinguishing speech acts
& regulating information flow
v. Historical Linguistics
1. Sound change, the main focus of comparative work to reconstruct
proto-languages
vi. Sociolinguistics/Anthropological Lx
1. Dialect variation involving pronunciation differences (regional
accents)
e. Places of Articulation
i. Bilabial: the two lips coming together
ii. Labiodental: the lower lip near the upper lip
iii. Dental: the tip of the tongue near the upper front teeth
iv. Alveolar: the tip or blade of the tongue touching or near the alveolar ridge
v. Post-alveolar: the blade of the tongue near the forward part of the hard
palate just behind the alveolar ridge
vi. Palatal: the front of the tongue near the hard palate
vii. Velar: the back of the tongue touching the soft palate (the velum)
viii. Labiovelar: the two lips approaching one another, and the back of the
tongue raised towards the soft palate
f. Manners of Articulation
i. Stop: complete closure of the vocal tract, air is blocked from going out
through the nose and the mouth
ii. Nasal: closure of the vocal tract such that air can go out through the nose,
but not through the mouth
iii. Fricative: constriction of the vocal tract so that a noisy airstream is formed
iv. Affricate: a stop followed by a fricative made at the same place of
articulation
v. Approximant: constriction of the vocal tract to a smaller extent than that
required for a noisy airstream
vi. Lateral: the tongue touching the roof of the mouth but without contacting
the teeth at the sides
g. Speech vs. Writing
i. Historically, writing developed much later than spoken language, many
languages still exist throughout the world with no writing system.
Ontogeny recapitulates phylogeny.
1. In phylogeny, development of our species, spoken language
precedes writing
2. ɚn otogeny, development of individuals, children don’t learn to
read until they have acquired spoken language
ii. Spoken language is spontaneous, acquired without instruction, writing
requires forethought and must be taught.
iii. Speech is primary; writing is secondary to speech
h. A Writing System (orthography)
i. A writing system is a consciously devised system of conventions for
representing the words of a language
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Writing: historically, writing developed much later than spoken language, many languages still exist throughout the world with no writing system. [+spread: airstream mechanisms, initiators of airflow: pulmonic (normal case), glottalic, velaric (clicks, airstream direction: egressive (out through the mouth- default case), Fricatives: near-total stoppage, creating bottleneck for air molecules: affricates: stops released gradually, like fricatives xi. Approximants: active articulator almost makes contact with passive, but not quite xiii. Vowels & approximants: acoustic formants (amplifications of select harmonic resonances) xiv. Stops/plosives: none during closure; identified mostly by release (plosion), secondarily by transition from preceding vocoid if any xv. Nasal: place formants + added nasal formant xvi. Fricatives & affricates: white noise (random acoustic energy) resulting from frication of molecular collisions at bottleneck xvii. Initial sonorant cs: nasals, liquids & glides /m, l, r, w, y, n/ in all words. But zoo since /z/ is an obstruent despite being voiced. xviii.
