Professional Documents
Culture Documents
ARTICULATORY PHONETICS
by
WILLIAM A. SMALLEY
M A N U A L OF
A R T I C U L A T O R Y
P H O N E T I C S
Revised Edition
by
WILLIAM A. SMALLEY
PRACTICAL ANTHROPOLOGY
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CONTENTS
PREFACE i
Learning [u] and [v] 203} Learning [o] and [A] 208|
Off-glides on t h e New Vowels 212
Appendix
The Air Stream l+90j Effect of the Larynx on Lung Air U91j
The Cavities and their Modifications U92j Articulators
and Points of Articulation h93t Manners of Articulation
U9Uj Vowels and Vowel Glides 1+975 Other Features h,91i
Combining the Geatures of Articulation* Segmentation h$9
BIBLIOGRAPHY 500
INDEX £02
vlii
\
PREFACE
The Manual of Articulatory Phonetics has been designed for
courses in practical phonetics for beginning students.1 The
point of view behind this book is that general phonetics is a
primary skill of great importance to language students who want
to acquire a fluent and accurate spoken mastery of a language
in adulthood, as well as to linguists who need it as a basic
tool of their profession. To that end one of the goals of this
course is to sharpen the student's hearing of sounds which may
be exotic and strange to him, and to make him conscious of
sounds which he may use constantly in his own speech, but of
which he is unaware. A second goal is the development of a
flexibility of the speech apparatus such that the student can
control the various parts of the mouth and throat which are
used in pronunciation. He can learn to manipulate them and
produce combinations of movement which he does not use in his
own speech but which are necessary for other languages. Anoth-
er goal is the development of the skill of mimicry. This is
the skill of being able to reproduce quickly and accurately a
sound, a word, a sentence, in a language which the student is
in the process of learning.
A lesser goal for the language learner (but not any less
for the linguist) and one which is involved in the reaching of
the previous goals, is the development of a sound-symbol asso-
ciation. This means the ability to correlate a given segment
of sound in a stream of speech with some symbol which is con-
sistently used to represent it on paper. English spelling
habits are such that many speakers of English are not conditioned
to a sound-symbol association of high consistency.
Phonetic Theory
Workbook Supplement
Teacher's Guide
Acknowledgments
as well as many ideas which have been woven into the teaching
of phonetics formalized in this Manual. The American Bible So-
ciety gave me much of the time needed in its preparation. Lyn-
dora Smith contributed to the writing of Lessons 10, 12, ll+, 16,
18, and 22, and offered suggestions for the remainder. Jane
Smalley wrote some of the drills, and typed the pages for photo-
graphing the lithoprinted editions, as well as stencils of pre-
vious mimeographed editions. Richard 0. Crane served as re-
cording technician for all thirty-three tapes. Anna-Lisa
Madeira prepared the index. Judy Wood drew the "Sammies."
Garner Hoyt prepared models for some exercises. The thirty or
more different people who served as drill instructors with me,
teaching these lessons and earlier versions of them over the
past eight years, have contributed by their criticisms and
suggestions. Of these, several deserve particular mentioni G.
Linwood Barney, Esther Cummings, Robert E. Maston, Fred C. C.
Peng, and Earl W. Stevick. But more than anyone else, Donald N.
Larson brought his skill in teaching phonetics, his keen sense
of pedagogical progression, and his faculty for creative criti-
cism to bear on these lessons and greatly influenced their
development.
William A. Smalley
January, 1°63
Facial Diagrams
Pharyngeal
cavity
Alveopalatal
region
Alveolar ridge -Velum
Upper lip
Upper teeth. •Uvula
Alveopalatal-
Alveolar
Labial
Dental
RE 1 . 1 . Labial Point of A r t i c u l a t i o n
a. Mimicry b . D i f f e r e n t i a l ! IABIAL or NO
a . Mimicry b . D i f f e r e n t i a l ! VELAR o r NO
RE l . U . A l v e o l a r P o i n t of A r t i c u l a t i o n
a . Mimicry b . D i f f e r e n t i a l ! ALVE01!AR o r NO
RE 1 . 5 . A l v e o p a l a t a l P o i n t of A r t i c u l a t i o n
a . Mimicry b . D i f f e r e n t i a l ! ALVEOJ3ALATAL o r I 10
Major A r t i c u l a t o r s
Mid-
1. [ a t h a ] k. [ a l a ] 5 . [ak^a]
2. [ada] 6 . [aga]
3 . [ana] 7 . [ana]
Description of Sounds 11
e. Differential* TIP or BACK
Some Manners of A r t i c u l a t i o n
Stops
Fricatives
RE 1 . 1 5 . D i f f e r e n t i a l t STOP o r FRICATIVE
Nasals
Laterals
LABIAL STOP
DENTAL FRICATIVE
ALVEOLAR NASAL
ALVEOPAIATAL LATERAL
VELAR
The answer given on the tape will give both possible cor-
rect responses. But remember, only one of them is correct for
you, unless you actually fluctuate in your pronunciation be-
tween the one and the other.
BILABIAL STOP
IABIO-DENTAL FRICATIVE
TIP-DENTAL NASAL
TIP-ALVEOLAR LATERAL
BLADE-ALVEOIAR
TIP-ALVEOPALATAL
BIADE-ALVEOPAIATAL
BACK-VELAR
2ii. [ a s ] T I P - ( o r BLADE-)
ALVEOLAR F
2k Lesson 1
5 . LABIO-DENTAL F [ a v a ] o r [afa]
1 1 . TIP-DENTAL F [ a d a ] o r [aGa]
1 3 . BILABIAL N [ama]
H i . TIP-ALVEOLAR L [ala]
S u g g e s t e d Reading
C h a r l e s F . H o c k e t t , A Course i n Modern L i n g u i s t i c s , p p .
62-7U.
LESSON TWO
Hearing Pitch Distinctions
On the tape you will now work with exercises which are
different from those you have found up to the present. In
RE 2.1 each utterance will consist of three syllables in the
sequence [mo pi su]. This sequence will be repeated twice.
You will be asked to decide which of the three syllables in
the sequence' is different in pitch from the other syllables of
the sequence. You are to listen to the utterances and in the
space following them you* are to respond by pronouncing the syl-
lable which is different. That is, if the first syllable is
different from the other two, you will respond with [mo]. If
the second syllable is different, you will respond with [pi],
etc. If they are all the same, you will respond with NONE,
because none of the syllables is different.
Now turn on the tape recorder and try the exercise without
watching the transcription below. A demonstration is given to
you first before the exercises actually begin. If this gives
you difficulty, try humming them in imitation of the tape. If
you still do not get them, watch the transcription of the exer-
cise and watch the drawings of the pitch levels as you listen
and hum.
3. [somebikuna] [me]
1 3 . [somebikuna] NONE
U. [somebikuna] [ku]
lU. [somebikuna] [ku]
5. [somebikuna] NONE
1 5 . [somebikuna] [bi]
1. w e l l L 7. wejH R
2 . wejH R 8. itelK R
3 . we}l R 9 . y&L R
U. w e l l L 10. w e l l L
S>. w e l l L 1 1 . W^LL R
6. well L 12. w e l l L
RE 2 . 1 2 . D i f f e r e n t i a l ! LEVEL or FALLING
1. mine L 7. mine L
2 . mine L 8. mq.ne F
3 . m^ne F 9. ifts^ne F
5 . mine L 1 1 . ih^ne F
RE 2 . 1 3 . D i f f e r e n t i a l ! RISING or FALLING
1* «* R 3.NP F
2. W* R U. "to F
Hearing Pitch D i s t i n c t i o n s 39
7. / c i / 'older s i s t e r ' R
1. / g e / «chair« R U. / t h e / 'ability' R
Suggested Readings
LESSON THREE1
Vocal cords
(glottis)
Tip-(or
Tip-(or blade-)
Labio- Tip- blade-) alveo- Back-
Bilabial dental dental alveolar palatal velar
Voiceless G
Voiced d z
hhhhhhhhhhaaaaaaaaaa
[sssssssssszzzzzzzzzz]
[ffffffffffwwwww]
ir S~ r r IP ir lr" ir h^ J
[szszszszszszszszszsz]
hahahahahahahahahaha
[pfepfepfepbpfepfeptepfeptepfe]
Prolong t h e [b]» bbboy (as though you were not sure you
wanted t o f i n i s h i t , or as though you were waiting f o r the word
"Gol" t o f i n i s h i t . Be sure i t i s the i n i t i a l consonant you
prolong, not t h e vowel. You cannot prolong i t f o r long, as
your mouth w i l l f i l l up with a i r . )
Say i t i n i s o l a t i o n i [febbbfe].
Learning t h e Velar F r i c a t i v e s [x g]
The v o i c e l e s s v e l a r f r i c a t i v e [x] occurs i n German i n
Voiced and Voiceless Fricatives 53
such words as ach. If you have not studied German, or did not
learn to pronounce this sound then, or if you do not succeed in
learning the velar fricatives by mimicry of an instructor, try
the following exercises.
c. Think [k], but relax the tongue to blow air through the
slot.
you did with [p], A voiced [x], of course, gives you [g]. Fol-
low the transcription.
a. Mimic the tape on this sequencei
hhhhhhhhaaaaaaaa
sssssssszzzzzzzzj
[sssssssszzzzzzzz]
[ffffffffwwww]
[xxxxxxxxgggggggg]
[fvfvfvfvfvfvfvfv]
hahahahahahahaha
c. Think [g], but relax the tongue and blow air through
the slot.
RE 3 . 1 2 . D i f f e r e n t i a l t FRICATIVE o r WRONG
Give the technical label for the consonant you hear, just
as you did for Lesson 1.
Voiced and Voiceless Fricatives 57
RE 3.15. Description of Sounds
Here you w i l l h a v e o n l y t h e new f r i c a t i v e s you h a v e l e a r n e d
i n t h i s c h a p t e r . That means t h a t you h a v e t h e f o l l o w i n g c h o i c e
of r e s p o n s e s ( o n e i t e m from each l i s t ) i
VOICELESS BACK-VELAR
Don't peekj
RE 3 . 1 6 . D e s c r i p t i o n of Sounds
VOICELESS LABIO-DENTAL
TIP-DENTAL
T I P - ( o r BLADE-) ALVEOLAR
T I P - ( o r BLADE-) ALVEOPALATAL
BACK-VELAR
58 Lesson 3
Folloir along as you listen to the tape and mimic it. Tou
will hear each utterance twice, but you will mimic the tape in
the silent space provided, rather than respond to it. The ex-
ercises increase in complexity. As you listen and watch the
page before you, try to associate the sound with the symbol, as
well as to mimic the syllable.
RE 3 . 1 7 . Mimicry
RE 3.19» Mimicry
1. [abda] h. [vaba] 7. [pabab]
2. [axsa] 5. [fagax] 8. [zazdab]
3. [sapae] 6. [pagaz] 9. [xaSQas]
RE 3.20. Mimicry* Vietnamese
This exercise gives you actual language materials, spoken
by a native informant. Drill it so that you can mimic it with
accuracy. If it helps you to do so, watch the transcription of
the exercise and follow along as you mimic. Remember that this
will be more difficult for you than the previous exercise be-
cause it contains other unfamiliar sounds, in addition to the
ones you are working on. Concentrate on the fricatives as you
work.
Transcription Exercises
With your book closed, transcribe RE 3.18 and RE 3.19.
Correct your transcription by comparing it with the printed
transcription in the Manual. When you transcribe, be sure to
write all the consonants and vowels which you hear.
Reading Exercises
Check your skill in reading the new sounds by the use of
RE 3.17-3.19. Read off the syllable before the tape says it,
and compare your reading with the tape. The dialogue will
sound like thist
Youi [cqscx]
lout [aba]
Suggested Reading
LESSON FOUR
Finer Distinctions in Hearing Pitch
5. Bi-kok-S tseng—th5n-5
•the Americans* •finger(s)'
1* 2 Johnpy 3 . 2 Johnjny-
1 1
3 3 .
5. 2 Jfchn 7. 2 Johif
3 3
6. 2 John 8. 2 John
1 \ 1 /
Notice that this time there was a glide between pitch levels,
and that some of the glides were longer than others, depending
on the distance between the levels.
The distinction between long and short glides applies
whether the glides start at the same point or not. If one
starts higher than the other, and they both rise' to the same
pitch, the one which started lower is the longer. Or if one
starts lower than the other and both fall to the same pitch,
the one which started higher is the longer. We can illustrate
that by the next items of the exercise. Notice that we include
a comparison of the same rise or fall as a step in Column b.
Compare this group with the preceding group.
Glide
3 3
9a. 2 J/e»hn 9b. 2 Johrtny
1 1
3 3
10a. 2 John 10b. 2 Jonriny"
1 1
3 3
11a. 2 John lib. 2 Johnny
1 \ 1
3 3
12a. 2 }bhn 12b. 2 Johnhy
1 1
-&
-&
O
Fig. U.li Short and Long Rising Glides with Different Durations
^
X
x: £
Fig. U.2» Two Short Falls and Two Long Falls
8. "n^h
high LONG F 13. high SHORT R 18. "high LONG F
/ \
RE U.8. D i f f e r e n t i a l s LONG RISE, SHORT RISE, LONG FALL, SHORT
FALL, LEVEL
Re U.8 has longer sequences. You a r e t o l i s t e n t o t h e
f i n a l s y l l a b l e f o r t h e long or short g l i d e , or l e v e l p i t c h .
The r e s t of t h e sentence w i l l be held approximately c o n s t a n t .
2. W g « RISE-FALL 8. l a ^ e RISE-FALL
r e FALL
15. V
^lare 18. large LEVEL
U.li? i s t h e same as U . l l .
RE U.17. Mimicry
The tones used will be low level, high level, and falling,
lou are to mimic the tape, the first time through by humming,
and then through by articulating the consonants and vowels
also.
70 Lesson h
3 . [mTisefpaThrf 9 . [mosobafu]
imusobafu] 1 5 . [irascJpafiT)
l£, [muscipafir
RE U.19. Mimicry
The g l i d e may be e i t h e r r i s i n g or f a l l i n g .
Transcription Exercises
[\ ] LONG FALL
The c o r r e c t t r a n s c r i p t i o n i s given i n t h e t e x t .
v 8
Boonrt B i P P V &oorvi PIDPVBOOO^ &oorr\ B»ooiV\...
7U
LESSON FIVE
On a Big Blank Sammy, draw [b] and [m], using two differ-
ent colored pencils, pencil and ink, or different kinds of
lines (like regular line and dotted line). On another Big
Blank Sammy do the same for [d] and [n] and on a third do the
same for [g] and [rj]» What constitutes the difference between
these pairs of sounds in each diagrams
Voiced Stops
following diagramt
Voiceless stops /p t k
Voiceless stops [p t k
Voiced stops b d g]
1. [can* a am* a ab*a ab*a] 7» [am* ab* am* ab* am* ab*]
2 . [an*a an*a ad*a ad*a] 8. [an* ad* an* ad* an* ad*]
3 . [an*a an*a ag*a ag*a] o . [an* ag* an* ag* an* ag*]
U. [am*a ab*a am*a ab*a] 10. [m*a b*a m*a b*a m*a b*a]
5. [an*a ad*a an*a ad*a] 1 1 . [n*a d*a n*a d*a n*a d*a]
RE 5 . 6 . D i f f e r e n t i a l ! VOICED OR VOICELESS
I n t h i s e x e r c i s e you a r e asked t o recognize voicing or
v o i c e l e s s n e s s , as you did i n Lesson 3 , but now, of c o u r s e ,
stops are included i n the d r i l l . Be sure t o l i s t e n for voicing
or v o i c e l e s s n e s s i n the u t t e r a n c e on the t a p e . Do not r e l y on
your own pronunciation of t h e corresponding English phoneme.
Your pronunciation may not be what i s on t h e t a p e . Listen t o
voicing on t h e t a p e . Try t o do the exercise without watching
the transcription.
RE 5.7
Use one term from each column below. Listen to the tape
and give the label. Do not consult the transcription which
follows unless you have to do so,
VOICED STOP
VOICELESS FRICATIVE
LATERAL
RE 5.8
Take one t e r m from each column. D o n ' t peeki
ALVEOLAR NASAL
ALVEOPAIATAL LATERAL
VELAR
Facial Diagramsj Voiced Stops 85
1* [ofa] VL DENTAL F 1 3 . [aQa] VL DENTAL F
2. [ava] VD DENTAL F ll+. [ana] VD VELAR N
RE 5.9
Take one term from each column. Don't peekj
TIP-DENTAL NASAL
TIP-ALVEOLAR LATERAL
BLADE-ALVEOLAR
TIP-ALVEOPALATAL
BLADE-ALVEOPALATAL
BACK-VELAR
ALVEOPALATAL F 1 8 . [ a b a ] VD BILABIAL S
RE g . 1 0 .
RE 5«12. Mimicry! F r i c a t i v e s
RE 5.13. Transcription
In the following exercise you are to write what you hear
on the tape, using the phonetic symbols you have been learning.
The voTfels in these utterances will be kept constant as a frame,
and will be [a]. You, however, should write the vowel every
time you hear it, along with the correct consonants. Check
your work with the key below after you finish your transcrip-
tion to your satisfaction.
LESSON SIX
Controlled I n t o n a t i o n
Vietnamese Phonetic
Meaning Spellix Transcription
cheek ma [ma"*]
ghost ma [ma-]
?
tomb
ma
[ma*]
. y
l a . Did you go j'yesterday? lb. Did you go;'yesterday?
, •
3 a. Did j'you? 3b. Didj'yW
1. 'JoKh 6. 'John
2. «J*hn 7. 'John
3. 'Jol 8. 'John
U. 'John 1. 'John
/
6a.
i, 03am 6 b . 'S^m
? a . 'Hijbit 9b. i h j b i t
I
t
1 c . h e r I'husband I d . h e r 'husband
i 1 i 1 i — \ 1
disagreed 'very much about !'-wotmen'si 'hats. 'SamiMansfiel^
/ or R for RISING
or L for LEVEL
Warmup
1. 'never F h. gow'pz,y RF
2. HiJ R 5 . ,sz,mAn FR
3 . Ouch; L
Test
1. w e l l F 5. good RF
2 . no R 6 . mine R
3 . John R 7. some F
U. yes L 8. gas L
Lesson 6
Choose one from each column. Or you may draw the contour if
you prefer. In each case of a long fall, it will start high,
and in each case of a long rise, it will start low. Don't peek!
98 Lesson 6
RE 6 . 1 1 . D i f f e r e n t i a l * Various Contours
N
6. my 'bV)k LONG H F 2iu my 'book SHORT H F
N
7. my 'book SHORT H F 1 5 . my 'book
k LONG H F
_y
8. my 'book SHORT H R 1 6 . my 'book SHORT H R
100 Lesson 6
N N
6 . t h i s car SHORT H F 16. t o y t r a i n SHORT H F
9. i nlihere
Uier/ LONG L R 19. t i r e d ' , LONG L R
•7
10. some!gum SHORT L R 20. long!nose SHORT L F
i s i
RE 6.33. Transcriptiont Pitch Contours
8. e v e W 2 1 . r u l e s 1 rfc
13. sure %6
102
LESSON SEVEN
Voiceless Aspirated and Unaspirated Stops
RE 7.1
RE 7 . 3 . Demonstration* I n i t i a l G l o t t a l Stop
l a . [so»»o] l b . [so"»o]
Recognizing G l o t t a l Stops
RE 7 . 9 . D i f f e r e n t i a l ! GLOTTAL or NO
2 . [«ma»] NO 8. ['kakaka] NO
RE 7 10. D i f f e r e n t i a l * GLOTTAL or NO
2. [ ma»] NO 9. ['ma'ak] NO
RE 7 1 1 . D i f f e r e n t i a l ! GLOTTAL o r NO
L i s t e n for i n i t i a l p o s i t i o n only. Don't peekJ
2. [ a] NO 9. [»a*a?ak] NO
RE 7 . 1 2 i T o ^ a ' b a ^ i t a ( S o l o m o n s ) . 1 Mimicry
(a) loose pill [Ivws p^z-l] vs. (let) Lou spill (it) [Ivw sptl]
Diagrammatically, the difference between an aspirated stop
and an unaspirated one may be shown as follows. The "word"
being diagrammed is shown in the first line. The dashes show
the occurrence of the feature (articulation or manner of artic-
ulation) shown in the left column.
[a a] [a a]
Air stream
Voicing —
Stop closure
In the unaspirated stop the voiceless stop release coincides
very closely with the onset of voicing in the vowel, in the
aspirated stop the release of the stop is followed by a brief
period of continued voicelessness before the voicing of the
vowel begins. It is this voiceless current of air which is
called aspiration.
Voiceless
unaspirated p t k *
Voiceless
aspirated p*1 t*1 k11
Voicing —
Stop closure
2 . [«apa] VL 9. [•apano] VL
RE 7 . 1 6 . D i f f e r e n t i a l ! VOICED or VOICELESS
2. [•ad] VD 17. [ • a l a s a t ] VL
1. [hohahaha] 3« [hahahaha]
[phapbaphapha] [l^al^akbakba]
[spbaspkaspkaspba] [sk^askhaskbaskha]
2. [hahahaha] k. [hajfratfid&a]
[thathathatha] 5 . [haspbastbaskba]
[sthasthasthastha]
interpretation
ssssssssssss'kill
2. Make a break between the [s] and the rest of the word*
ssssssssssss 'pill
ssssssssssss 'till
ssssssssssss 'kill
•pill
•till
'kill
ssssssssss ss'pill
ssssssssssss 'pill
'pill
5. ['pzJHl pa p i po pu]
[«t&Hl t a t i t o t u ]
[•laHl ka ki ko ku]
U. [•babababa] 8. [ ' k ^ x k ^ x A d ^ a ]
5. [•thobhathobho] 9. [•kakakaka]
This time the tape will repeat each item more than once
when it comes to the longer sequences. Mimic after each repe-
tition. As in the previous exercise, the first number is writ-
ten out in full so that you can see the progression. From
there on, however, only the sequence to which you are building
is written out. You will build toward it in the same fashion
as in number one. Follow the transcription.
1. ["aj&x] 5. [ • * cqpkapabaeapa]
["cqAcfcVl 6 . [*malafabap"a]
["aphathakha] 7. ['pakaxabata]
2. ["apatotka] 8. [»'afeagasada]
3. ["abadaga] 9. [ 'pakaphabala]
RE 7 . 2 3 . T r a n s c r i p t i o n
Listen to the tape, and write down the utterances you hear.
The vowels will all be [a], but be sure to write them in in
their proper places. Watch for the new sounds or sound distinc-
tions which you have been drilling. Check your transcription
afterwards against the correct transcription below, but do not
peek until you are satisfied with your transcription.
Read off the items in RE 7.23 before you hear them pro-
nounced on the tape. Then listen to the tape to compare with
what you have just said. Stop the machine between items if
necessary to give yourself the time to read them off.
Suggested Reading
n
JUST A BAD CASf 0P ToH60E FATI60E.
118
LESSON EIGHT
Longer Sequences of Pitch
(1) 'Saljly was ;'angry. (2) She was •'sensitive when Sam
(h) "'That;i;'dea jis abj*surd," she said. (5) "I have never
t h e | » b i r d ; o n myj;'' W
h a t.. (19) The I•cat I thought the i 'bird!was
_aj*li®-e and she i' .jumped i upon i t . (20) 'TOiat I s h a l l IJ' cto, Sam? *
\ 1
(21) 'Sam|tried; ' n o t j t o T'l^ugh but he could j 'hardily }
prej'vent; himself.
•said i L about_j'hats."
appear unfrhappy about the f'"h\t, the j"'c\t, and the j"'"5ird.
anything.
10. low; high; mid 12-. low! high] low llw low mid mid
I ! ' ;
1 i i i
1 1 . low low low 1 3 . low! high high I S . low raid.; high
_i
Here the words of your frame are one, two, and three. As
in the last exercise, these words will correllate with the
pitches you will hear. One will be low pitch, two mid, and
three high. The initial syllable will always be low.
I i
U. one ;three t h r e e 1 1 . twp_twpj t h r e e
i
1. mid low;high
I i
high; mid lowIhigh
i i
mid;high;mid low|high
i
i
i i
1 I I I
two [three .one two two one fthree t h r e e
I ! 1 !
: i I i
2. three lone two jthree [one two two jthree
U. three jtwo
i
two two iJthree three i lone one
[ g i ; ! ^ s e j s o t n i | h a k^e mu]
[xejsa; po i bo t ^ i ]
i F It
[ x e | s a ' p o bo t i zu]
126 Lesson 8
5. [pfrp be pi be;vilpoifalp^o]
1. ii^e f a l l rgse
ri 9. rfse
cse f i l l rise
2 . riaej
i rise!rise 10. r a t t - T a l l r±/i
h. f&n|fVu[fsai 12 . r^"fasLLJl*all
3. fo£Vh$o] 1 1 . [ w £ ^ n$)<|
i. rui're m
oJYe piA^o]
^Ve p/^oi>]
[W^e p / ^ | W | > u ]
Dk<!Ve p/\horSupjm WJ
¥^i]
3. [p^^yjn^\e;>o yigpO
i. [ l a f ^ i zj/>u Wjkir^u:im]
5. [ ^ i ^ o ^ ^ r f k ]
Longer Sequences of Pitch 129
RE 8. ill, Mimicryt Levels and Glides
I n t h i s d r i l l you w i l l hear t h r e e l e v e l s plus r i s i n g and
f a l l i n g p i t c h e s . The s y l l a b l e s w i l l c o n s i s t of the words which
describe t h e p i t c h i high, mid, low, r i s e , f a l l . Each item w i l l
c o n s i s t of t h r e e s y l l a b l e s . The l a s t s y l l a b l e w i l l be the con-
s t a n t frame.
9. [wa palni
nefl 13. [do p u ^ a ]
\
10. [tu[phj ye] lU. [©e me^ga]
1. lowffall ndd
_J X T -
low ("fall mid ndd
5. ri&gilow mid|high
^h]ris€ £ a l l low mi
mid (not recorded)
! I
Longer Sequences of Pitch 131
1. [ba l e fa]
[ba l e f a j x i ]
[ba l e f a j x i su]
[ba l e f a j x i sujmo7]
r u
[ba l e fa ixL su jm/| Wj
1 1/1/
[ba l e fa jxi su Imo/jbo
2. [teirq/&/frjL\^a go k i za]
3. [siyz, sye sye] /siye syr sye/ 'very good Palm nut'
6. [nawa syj sye] /nyaw£ sye" sye/ 'very good bush rope'
1. [SbanSba sye sye] /gbaqgba sye- sye/ 'very good stock fish'
3. [gojlo sye sye] /gol5 sye" sye/ 'very good palm cabbage'
!• [gbe[tu sy^ sye] /gbetu sye sye/ 'very good play devil'
\ ' V
1. [kuma sye sye] /kuraa sye" sye"/ 'very good shirt'
11, [fiawa sye sye] 12. [nawa fgXdn] /gun/ 'one bush r o p e '
Transcription Exercises
LESSON NINE
Affricates
[ a a ] [ a a ]
air stream
voicing
stop closure
fricative closure
You may have noticed that the stop and fricative in some
of the affricates had the same point of articulation, and in
others had different points of articulation. For example, [ps]
has a stop with a labial point and a fricative with alveolar,
whereas [ts] has both stop and fricative at the same point.
Table 9.1 gives you the possibilities so far of affricates with
both segments at the same point of articulation. Note that the
tongue tip actually changes point of articulation to coincide
with the point of [©], [s], and [s] on the stop part of the
affricate in which it is involved.
single unit to you than do the ones in 1 - 10. This, and other
more sophisticated reasons we cannot mention here, make many
linguists analyze these particular affricates in English as
single units phonemically (although they are complex phoneti-
cally). See Archibald A. Hill, Introduction to English Struc-
tures, pp. 36-37. This is why we asked you to transcribe these
sequences as /c J/ in your phonemic writing of English. In the
examples above we included the [ts dz] transcription to empha-
size the phonetic complexity of the affricates. From here on,
however, we will transcribe these affricates as [c J] wherever
we find them in this course, on the analogy of English, simply
to avoid the confusion of double symbolization.
338 Lesson 9
Voiceless
Unaspirated pp t© ts c (or t s ) kx
pf p6 ps ps px
pf h pe11 ps h p s h px*1
bv bel bz hZ bg
tp tf tx
t* tfk tx*1
dfe dv dg
kp kf ke ks kS
1 1
kjJ1 kf* ksJ ks11 ks*
gfe gv gd gz gz
Table 9«2» Affricates with Segments at Different Points
RE 9 . 3 . D i f f e r e n t i a l s ASPIRATED or UNA.SPIRATED
Do not watch t h e t e x t .
1. [ t s ^ a ] A 6. [ppa] U 1 1 . [tpa] U
2. [ t s a ] U 7. [ p ^ a ] A 12. [kpa] U
Don't peekt
RE 9.5. Mimicry
RE 9 . 7 . Mimicry
RE 9»10« Mimicry
Cup your hands over your ears to hear the voicing as you
work this exercise. Keep the voicing for the full duration of
each •'word".
1» [ada ada ada ada] 3. [aja aja a^fa aja]
2. [a2a aza aza aza] U. [ada aza aja]
Practice the other affricates in the same manner if you have
difficulty in developing adequate aspiration, or voicing, or
in keeping the sequence unaspirated.
RE 9»H» Buildup* Stops and Affricates
These exercises parallel RE 7.21-7.22, with the addition
of the three affricates studied above. Mimic the tape. You
may watch the transcription below or not, just as you find most
helpful.
1. [*a'a] k, [dadadada] 9. [pfapfapfapfa]
['a'a'a] 5. [chachachacha] 10. [bzabzabzabza]
['a'a'a'a] 6. [cacacaca]
2. [phap^apkap^a] 7. [Jajajctfa]
3. [tatatata] • 8. [tshatshatshatsha]
Affricates lh3
Velar F r i c a t i v e s and Affricates
Velar a f f r i c a t e s , l i k e v e l a r f r i c a t i v e s , r e q u i r e s p e c i a l
a t t e n t i o n f o r speakers of English, although t h e y seem somewhat
l e s s d i f f i c u l t than f r i c a t i v e s . Continue careful p r a c t i c e of
both f r i c a t i v e s and a f f r i c a t e s through t h e use of t h e following
exercises,
[xaxaxa] 6. [pxapxapxapxa]
[xaxaxaxa] 7. [txatxatxatxa]
2. [kxakxakxakxa] 8. [bgabgabgabga]
3 . [kxhakxhakxhcOocha] 9 . [pxrapx^opx^aFD^a]
1. ['makacabap^a] 5. ['gadzap^adaxa]
3 . ['tsa'abagasa] 7. ['falabapp^aja]
U. ['^akap^akfala] 8. [«dasak^abaxa]
Follow the same procedure with the second and third col-
umns of RE 9.15.
RE 9.20
This time you will be drilling across the columns in
RE 9.15. Follow the same procedure of mimicking after the ut-
terances on the tape.
RE 9.21-9.2U
RE 9.25. Transcription
Suggested Reading
LESSON NINE R
Review
Review lessons in the Manual merely give condensed sum-
maries of the material covered to the present. They are in-
tended to be supplemented by extensive review of exercises in
the previous lessons.
Alveo-
Alveolar
Tip-
Bilabial
Labio- H
dental
palatal
dental
CO O
fc"T 8-
4 H
STOPS
Voiceless
Unaspirated P t k
Aspirated I* th kh
Voiced b d g
AFFRICATES
Voiceless
V
Unaspirated PP Pf ts kx
c
Aspirated pph pfh tsh ch kxh
Voiced bb bv dz J gg
FRICATIVES
Voiceless J> f Q s s X
Voiced B V d z z g
NASALS m n
LATERAL 1
2. Drawing of Sammies
LESSON TEN
Syllables and Some of Their Characteristics
1. f a ] 1
2 . ['cupha] 2
3. t ' a . p h a . t h a ] 3
U. ['a.p h a.t h a.xa] k
h
5. [*a.p a.t a.xa.ma] 5
In the above example, each of the syllables was character-
ized by one of the consonants you have been practicing followed
by an [a]. Any other vowel would do just as well as [a]. Any-
other consonant would do just as well as the consonants used.
We can call this kind of syllable a CV syllable (with C repre-
senting consonant and V representing vowel). Other kinds of
syllables also occur, some of which are illustrated in the fol-
lowing exercise.
I n t h i s e x e r c i s e each u t t e r a n c e w i l l have t h r e e s y l l a b l e s ,
and each of the s y l l a b l e s w i t h i n a p a r t i c u l a r utterance w i l l be
s i m i l a r i n consonant-vowel sequence. L i s t e n t o t h e t a p e and
beat out t h e s y l l a b l e s as you study t h e s y l l a b l e s t r u c t u r e of
each s y l l a b l e t r a n s c r i b e d below. You w i l l hear two r e p e t i t i o n s
of each utterance on t h e t a p e .
Syllable Structure
1. [pam.tkctk.sof] CVC
2. [gla.ksa.s'na] GOT
3 . [feas.mrakh.sma?] 1 CCVC
lu [ a . e . i ] V
5. [ a p . e t . i k ] VC
Syllable Structure
1. [ba.ba.ba.ba.ba.ba.ba.ba] CV
2. [a-a.a.a.a.a.a.a] V
3. [u.u.u.u.u.u.u.u] V
h. [m. m. m. m. m. m. m. m]
1 t 1 I ! 1 1 1J
c
5. [1.1.1.1.1.1.1.1]
t t l l t t t l
c
6. [ s . s . s . s . s . s . s . s ] c
Notice how the syllables have no break in sound between
them, but there is still an audible pulse, even when the same
vowel or consonant quality carries through.
RE 1 0 . 5 . D i f f e r e n t i a l s SYLLABIC or NON-SYLLABIC
1. [ k l km kn kf ks ks" kx k r ]
1 1 1 1 1 1 1 t
2. [ p s t h p f t h p S t h p v t h p l t n p r t h p b t h p n t h ]
5. [xa l a v t S a pz ka
t i t 1
[m A n v y]
Stress
1. [ ' l a l a ] [lala] D
2. [ l a ' l a ] [la'la] S
3. [la'la] ['lala] D
U. [ ' l a l a ] ['lala] S
5. [ l a ' l a ] [la'la] S
6. [ l a ' l a l a ] ['lalala] D
7. [ l a l a ' l a ] ['lalala] D
9. [la«la»la] [la'la'la] S
Juncture
Juncture, as i l l u s t r a t e d i n t h e s e examples, i s c l o s e l y
t i e d i n with s t r e s s , i n t o n a t i o n , and other f e a t u r e s , some of
them d i f f i c u l t t o s o r t o u t . An e a r quick t o d e t e c t t h e s e f e a -
t u r e s , and a ready mimicry of them can go a long way toward
n a t u r a l n e s s of speech.
Rhythm
H-H and H-L L-H and H-L H-H and L-H H-H, H-L, and L-H
I d . kuka l e . ub£ If. kff* l g . giwS
2d. nima 2e. kare 2f. xni 2g. rago
3d. j e j i 3 e . <iaki 3f. ubS 3 g . bako
H-H and H-L L-H and H-L H-H and L-H H-H, H-L, and L-H
8d. zSki 8 e . y£ro 8f. addl 8g. zaki
Suggested Reading
LESSON ELEVEN
Dental, Retroflexed, Grooved, and Flat Articulations
Voiced b * g
Affricates
Grooved
Voiceless unasp. ts ts c ts
^» A
••
Voiceless asp. ts11 ts h ch ts*
••
Voiced dz
AA
dz J dz
••
Flat
Voiceless
unasp. pp te kx
Sammy ll.lt Dental Stop [t] Sammy 11.2t Dental Fricative [s]
others l i k e theini
Take Tommy t o t h e t r a i n . Dear Daddy, d o n ' t do t h a t .
A. ~ ^ A" A. /•, ^ A * * /^ A. A
start the word with the tongue in this cupped position. Now
say car top, making the /t/ in the same position as the curled-
up /r/, but closing the gap to the point of articulation, of
course, to make a stop. The result should be [tr1]. Try the
same with car seat to get [s]» Listen to the tape, and mimic
these words with retroflexed tongue whether you normally pro-
nounce English /r/ in this fashion or not.
1. Take
. Tommy
. . to.the.train, [ts^eyn]
«•
2. Dear Daddy, don't do that.
• • • ** • • •
3. S
• i s• t e r Sue
• s• i t••
s sewing
# socks
• • for seasick
• • stiffering
• s a i•l o r •s ,
U. Zany
« zebras
• • zip
• and zoom.
•
RE l l . U . Differential* RETROFLEXED or MO
RE 11.11. Review* F r i c a t i v e s
Practice mimicry of t h e following sequences, as you read
along i n your t e x t . Work e s p e c i a l l y on [x g ] .
RE 11.12. S u b s t i t u t i o n
!• [,t"a.ja.psa.'ma.xa.san.'za] 6. [It"a»sa.psa.'za.ta.s'an.'za]
1
2. • kxa. l a 7. tsa.za
3. 'ppa.na 8. «gga.da
U. •ca.Ja 9. •psa.ya
Mimic the tape and follow in your book The buildups will
begin with the first syllables in each case
1. [•t^a.bba.vax.ga.pa] 2. [•za.la.ba.da.ta]
Dental, Retroflexed, Grooved and Flat 173
3. [•da.tsa.k^a.ba.kxa] 7. [»path.bag.ma|.dax]
RE H.lU. Transcription
Listen to the tape, and transcribe the full utterances
without looking at the text below. When you are satisfied with
your transcriptions, check them with the text of the exercise.
RE U«l5» Reading
Read off t h e following items before you hear them p r o -
nounced on the t a p e . Then l i s t e n t o the tape t o compare with
what you have j u s t s a i d .
LESSON TWELVE
Vowels and Vowel Glides
High
Mid e 0
Low a
Table 12.lt Chart of Basic Vowel Articulations
Vowel Glides
Later on i n t h i s lesson ire w i l l p r a c t i c e t h e pronunciation
of t h e t h r e e vowels charted above. F i r s t , however, we need t o
176 Lesson 12
The [y] off-glide begins with any vowel position and moves
upward and forward, as illustrated in Sammies 12.5 and 12.6.
We are not concerned with any exact point to which it moves,
but the glide consists in the audible upward and forward move-
Yowels and Vowel Glides 177
ment, as in Table 12.2.
Mid e J • o
^5^
Low ^ a
The [ir] off-glide begins with any vowel position and moves
upward and back, together with a lip rounding, as illustrated
Vowels and Vowel Glides 179
i n Sammies 12.7 and 1 2 . 8 . As i n t h e case of the [y] o f f - g l i d e ,
we are not concerned with t h e exact point t o which i t moves,
but with the audible upward and back movement, t o g e t h e r with
the l i p movement. See Table 1 2 . 3 .
High
Mid
Low
High
Mid o
ft * f « H
Low- a
RE 1 2 . 7 . Diff e r e n t i a l i [y w r H]
Mid
\s;
e^"~
~——~^-<f~~~ ~~~
-y"l —* 0
Low ^ a
Table 12.5t Movements Which Constitute
the [y] and [w] On-glides
We do not d r i l l [H] as an o n - g l i d e .
Syllabicity
1. [yayayoyayayayayay] 2. [yoyoyoyoyoyoyoyoy]
Towels and Vowel Glides 185
3 . [yeyeyeyeysyeyeyey] 8. [rorororororororor]
k [WCWCOTOWOWOWOWOWOW] 9 . [rarararararararar]
6. [wewewewewewewewew] 1 1 . [eHeHeHeHeHeHeHeH]
As you drilled the above did you notice that sometimes you
could not tell whether the glide was off-glide or on-glide?
Actually it slurred imperceptibly from one to the other. This
illustrates the point made about syllables in Lesson 10, that
the syllabic is easy to identify, but the point of syllable
boundary may not be audible. Note also that the tongue stops
just as long at the end of the glide position as it does at the
vowel position. The fact that the vowel is syllabic, however,
helps to distinguish the glide.-*-
[a p w a] [a P 7 a] [a P r a]
Stop closure ——
Glide
,
This is especially easy to notice in English with the [w] on-
glide because the lips round for the preceding consonant. No-
tice how your lips round for the /k/ in quick. Column b con-
tains words without the on-glide so that you can feel and hear
the difference. The tape recording reads across. Follow the
text as you mimic.
Pure vowels [a o s]
RE 12.12. Demonstration* [a o e]
Look back at Table 12.1, and read the first two paragraphs
188 Lesson 12
of this lesson again. Get a clear picture of the table in your
mind, and then do the following exercise. Listen to the tape,
and mimic it, following along in your text. Try to sense the
position of your tongue and lips, in accordance with the chart.
Be very careful not to get any glides. [•] indicates a pro-
longing of the vowel. For the [h] just blow out without chang-
ing the articulation. Each item will be given three times.
1. [*a« 'a 'a »a 'a] U. [»o»h]
1* [»da.now.from.'k^ey.mo.ben.»p"er.gay.seH.'soy]
LESSON THIRTEEN
Nasals
Nasals
Voiced ra n n n n n
h* [•ne'ne'n.e'ne]
5. [«no'no»rjO»]3o]
6. ['na'ga'na'na]
RE 1 3 . 2 . Mimicry* I n i t i a l [nj
Production of W
Be sure your tongue t i p i s down behind your lower t e e t h .
Hold i t t h e r e with t h e t i p of your f i n g e r . A r t i c u l a t e w i t h
your blade where i t n a t u r a l l y touches the a l v e o p a l a t a l region.
RE 1 3 . 5 . Mimicry! [n]
Be very careful t o see t h a t your tongue t i p stays behind
your lower t e e t h . If necessary, place the t i p of your f i n g e r
l i g h t l y a t the edge of your lower t e e t h t o hold your tongue
down. Follow the t r a n s c r i p t i o n .
Production of [n n]
RE 1 3 . 6 . Mimicry! [n n]
Don't peek.
1. [oSo] A V 11. [ono] V
2. [ono] R 6. [ene] A 32. [ene] R
•
3. [ono] V 7. [ene] A 13. [ana] A
U. [ono] R 8. [efie] V lU. [ene] R
• •
5. [ene] R 9 . [ana] R 15. [ana] V
•
Voiceless Nasals 10. [ana]
RE 13.10. Negative P r a c t i c e i [N N N, Mj
3. 'noz 8. •dana
U. 'nenN 9. 'neso
2 b . [Nna«y] I d . [Nna-p]
'there' •yawn1
3 a. [Mmo»n] 3 b . , [Nno«n]
'sad' 'be remaining'
RE 1 3 , l 5 i Khimi?. F i n a l [n]
T
5. [SQ 'odor' 10. [Nn] 'man'
•Mme]
RE 13.18. Reviewt [x g q]
1 . [gerj'xona] U. [gego<gaxar|]
2 . ['nagogex] 5 . [nen'xag.non.xa]
3 . [xe'naneno] 6. [xsx'xaxoq.goxo]
RE 13.19. Transcription
Transcribe the utterances on t h e t a p e , when you are s a t -
i s f i e d with your t r a n s c r i p t i o n , check i t with t h e t r a n s c r i p t i o n
below. U n t i l t h e n , d o n ' t peeki
1 . [Nnem] 6 . [Gasa»]J]og]
U. [ne'Mman] 9. [pax.'zenM.nad]
RE 13.20. Reading
Read off each of the following items, and l i s t e n t o t h e
c o r r e c t reading on the t a p e . Go through t h e exercise s e v e r a l
times if necessary.
1 . ['mane] 6. [dz'o't^sn]
2. [«Nneno] 7. ['I^ef.tsa]
3 . f'xena] 8. [mok^'Niiep]
LESSON FOURTEEN
Mid 0
Lower-mid 6
Low A 0
Lower-low
Do not let this chart, and the careful drilling which you
will be doing give you a false sense of absolute precision on
these vowel qualities and positions we chart for them. You
will be working toward enormously increased control over vowel
articulation, but even so you should think of the areas of the
vowel chart and the positions of the various symbols as "target
areas." In actual languages there is a considerable variation
in the pronunciation of a single vowel phoneme, the various
pronunciations clustering in an area of the chart, giving a
scatter-shot effect. In this course we will be working toward
RE l U . 3 . Mimicry* [u v o]
a b c
Jack b u i l t .
Jack b u i l t .
a b c
a b c
s b c
RE l U . 6 . Mimicryt [o o a A]
1. t ' e ] FU 7. [ t s a f ] CU 1 3 . [dfm] BR
RE l i i . 1 0 . D i f f e r e n t i a l ! Tongue Height
LOW
LOWER-LOW
RE 1U.12. D i f f e r e n t i a l GLIDED or NO
Mimic t h e t a p e , and w a t c h t h e t r a n s c r i p t i o n .
U&. [i*o] Ub. [thoy] Uc. [thow] Ud. [thoH] lie. [thor]
a b c d
\y \ L_J \ _J
U. [p^owfnby* zer d^s.kvrj'gAHlzuy'v
RE I k . 2 0 . S u b s t i t u t i o n
Mimic t h e tape i n the following u t t e r a n c e s . The f i r s t one
216 Lesson lU
RE l U . 2 1 . Transcription
RE l l t . 2 2 . Reading
Read off the item and check your reading with t h e tape i n
t h e usual manner.
LESSON FIFTEEN
Laterals
Alveo-
Dental Alveolar palatal Retroflexed Velar
Laterals
Oral
Voiced
High tongue r i* i U) 1
Low tongue ¥ r (1)
Voiceless <L> L (L) (L) U)
•
Fricative
Voiced (!) i (i) (1)
•
w
Voiceless (*> i (!) (B) (%>
Affricate
Voiced :<&) di (di) (ft)
Voiceless
Unaspirated (t|) t£ (tL)
Sammy l5.1» [1*]. Note the Sammy l5.2« [1*]. Note the
relatively high position of relatively low position of
the tongue surface behind the tongue surface behind the
the point of articulation. point of articulation.
language system. [1A] occurs before high front vowels (p. 232)
and the [1"] in other positions, making them allophones of one
phoneme. Many languages, such as French and Spanish, do not
have this use of [l v ], and the carryover of this unconscious
English habit is one of the causes of an undesirable
pronunciation.
11. [Y-] ie., [1] with [i] 12. [lv] ie., [1] with [A]
quality quality
1. [ e l l H 6. [ r a ] H 11. [ T o p s z ] H
2. [cOT] L 7. [ l v a ] L 12. [ » 1 ¥ 0 P 6 Z ] L
3. [ o r ] H 8. [ l v o ] L 13. [ l A e » t e ] H
h. [mal A ] H 9. [ l v u ] L A
l i l . [ku«l e] H
1. Let me call little IAl later. 2. Will Nell feel ill all day?
3. Little Lulu loaned Lynn the lumber.
Laterals 221
RE lg.Ui French^Mimicryi [1* ]
RE l 5 « 5 . Demonstrationt [L]
Listen t o the t a p e , and t r y the English words f o r yourself.
Notice how the / l / i s v o i c e l e s s because i t coincides with the
a s p i r a t i o n from the s t o p , or a t times t h e r e i s a v o i c e l e s s
l a t e r a l followed by a b r i e f voiced l a t e r a l [ L I ] . This i s the
t h i r d allophone of English /!/ demonstrated i n t h i s l e s s o n .
L i s t e n t o the examples, and p r a c t i c e t h e words u n t i l you can
sense the v o i c e l e s s [L] i n t h e examples below. Follow the
t r a n s c r i p t i o n , reading a c r o s s .
Fricative Laterals
I n t h i s d r i l l t h e r e w i l l be the same v a r i e t y of s t i m u l i as
i n t h e l a s t , but your response i s d i f f e r e n t . Again you can t r y
your hand a t t r a n s c r i p t i o n a f t e r you do t h e o r a l p r a c t i c e . Pay
p a r t i c u l a r a t t e n t i o n t o t h e l a t e r a l s . Don't peek.
v
1. [1 A ] NO 7. [ a l a ] NO 13. [ l e ' s o n ] F
2. [ i ] F 8. tele] NO Hu [La'duH] F
v
3 . [L] NO 9. [olo] F 15. [l o'mAn] NO
[a a] [a 1 L 1 a] [p a]
Lateral
articulation
Voicing
Alveopalatal L a t e r a l
RE 1 5 . 1 3 . D i f f e r e n t i a l ALVEOLAR or ALVEOPAIATAL
1. [ a l a ] AP 3. [aTa] AL 5. [ala] AP
2 . [al A a] AL it. [al A a] AL 6. [l A a] AL
226 Lesson 15
Dental Laterals
Run the tape back and repeat RE 15.1U, this time substitu-
ting a dental lateral for each of the alveolar ones in that
exercise. The acoustic result will not be any different, per-
haps, but you should consciously place the tip of your tongue
solidly behind the upper teeth.
Laterals 227
RE l5.16« I t a l i a n . 1 Mimicry* [1 1A]
RE 1 5 . 1 8 . D i f f e r e n t i a l ! ASPIRATED or UNASPIRATED
RE 15.19. Mimicryt A f f r i c a t e s
Mimic the tape, repeating those parts •which give you dif-
ficulty as often as necessary. Follow along in your Manual.
When you have gained oral fluency, transcribe the utterances,
running the tape back as many times as necessary.
LESSON SIXTEEN
High i u
Lower-high z. V
Mid e 0
Lower-mid s
Low 88 A 0
Lower-low a
Table 16.It Vowels to Date
RE 1 6 . g . D i f f e r e n t i a l ! [y w r H]
I n t h e t r a n s c r i p t i o n of t h i s e x e r c i s e [>] r e p r e s e n t s a
pronunciation which i s not a r t i c u l a t e d a t the norm indicated
by t h e symbol, but s l i g h t l y back from i t . Thus, [i>J i s
s l i g h t l y back from [ i ] , e t c . If t h e [ i ] i s pronounced i n
t r u l y high front p o s i t i o n a [y] o f f - g l i d e i s v i r t u a l l y impos-
s i b l e . [i>y] i s a more c h a r a c t e r i s t i c English pronunciation.
I n the t r a n s c r i p t i o n of t h i s e x e r c i s e [ v ] r e p r e s e n t s a
Some Front Vowels 237
with the nearest pure vowel on our vowel chart. Read across
as you mimic the tape.
5 a . [ we w y] 5 b . [we] way
a b c d
Ua. [ru,b] Ub. [ru-yb] Uc. [nz,wb] Ud. [8&Hb] Ue. [Sz-rb]
8a, [neb] 8b. [neyb] 8c. [nawb] 8d, [&eHb] 8e. [naerb]
c. [me]
e. [miw]
f. [mz-w]
g. On around w i t h [w] o f f - g l i d e s ,
Review of On-glides
On-glides [y w r ] occur with a l l vowels t o d a t e , except
f o r t h e combinations [yi] and [wu] when t h e vowel q u a l i t i e s
are t r u l y high front and high back r e s p e c t i v e l y .
RE 1 6 . 1 1 . Mimicryt [y w r ] On-glides
"To talk of
many things 2a. [eyz-nz] 2b. [ewujz] 2c. [ernjz]
Of shoes—and ships—
and sealing w a x — 3 a . [yaks] 3 b . [waaks] 3c. [raks]
Of cabbages—
and kings Ua. [kkyz-nz] kb, [kWnz] Uc. [ k ^ i r n z ]
"A l o a f of b r e a d , "
t h e Walrus s a i d 7a. [syed] 7b. [swed] 7c. [sred]
"Is what we
chiefly needt a.. [nyi>yd] 8b. [nwi>yd] 8c. [nri>yd]
Pepper and v i n e g a r
besides 9a. [syaydz] 9b. [swaydz] 9c. [sraydz]
We can begin
t o feed." 12a. [fyi»yd] 12b. [fwi>yd] 12c. [fri»yd]
RE 1 6 . 1 3 . D i f f e r e n t i a l * I d e n t i f i c a t i o n of Vowels
3 . [ne] F U 9. [ W 1 ] F U 1 5 . [tlftnk] CU
RE l o . l 6 . D i f f e r e n t i a l * F u l l Labels
MID BACK
LOWER-MID
LOW
LOWER-LOW
RE 16.18. T r a n s c r i p t i o n
Reading
LESSON SEVENTEEN
Tip-
Tip- Tip- alveopalatal
Bilabial dental alveolar (retroflexed) Uvular
Flaps
Nasal (*) n (?)
Lateral (D 1
Stop (D
Flat tongue
Voiced (4) <J
Voiceless (?) « (?)
Cupped tongue
V
Voiced (?) r (!)
V
Voiceless (f) R
(?)
Trills
Voiced (b) (?) r (?) r
Voiceless (p) (?) R R
Flaps
RE 1 7 . 1 Demonstration* Flap A r t i c u l a t i o n
K
Tongue tip flicking Tongue tip flicking Tongue tip flicking
up against point of point of articula- point of articula-
articulation and tion as it passes tion as it passes
away from front to back from back to front
Fig. 17.1
2U8 Lesson 17
RE 1 7 . 3 . D i f f e r e n t i a l ! [I f ]
RE 17.U. D i f f e r e n t i a l ! [£ I ?]
HE 1 7 . g . D i f f e r e n t i a l * [ft 1 & I fl
RE 1 7 . 6 . D i f f e r e n t i a l ! FLAP or GLIDE
RE 1 7 . 7 . MimLcryt [*]
Mimic t h e t a p e , paying p a r t i c u l a r a t t e n t i o n t o c l e a r f l a p
a r t i c u l a t i o n , e s p e c i a l l y i n i n i t i a l and f i n a l p o s i t i o n . Follow
along i n t h e Manual.
RE 1 7 . 8 . Mimicry! [ft]
RE 1 7 . 9 . D i f f e r e n t i a l ! VOICED or VOICELESS
U. [ l e f ] VD 8 . [fo'tfcv] VD 1 2 . ['fet^A] VD
Trills
RE 17.11. Mimicry* [r R]
RE 1 7 . 1 2 . Demonstration! |if |]
Mimic and follow along in your Manual.
RE 1 7 . 1 8 I Khmu''.1 Mimicry* [ r ]
i n t h i s e x e r c i s e we w i l l emphasize t h r e e kinds of a r t i c u -
l a t i o n ! b i l a b i a l , t i p - a l v e o l a r , and b l a d e - a l v e o p a l a t a l . Mimic
the tape and follow along i n your Manual. Make sure t h a t your
v o i c i n g , or v o i c e l e s s n e s s , or a s p i r a t i o n i s c l e a r , as well as
your a r t i c u l a t i o n .
Ub. [l v ol v 6Bl v ]
5b. [Llva.LlvilvL]
6b. [dlu.dlj.dl]
256 Lesson 17
7b. [ t £ o . t £ e t £ ]
RE 17.20. S u b s t i t u t i o n
Mimic t h e tape on t h e following e x e r c i s e . The f i r s t one
w i l l be b u i l t up, and t h e remainder w i l l c o n s i s t of s u b s t i t u -
t i o n s made i n t h e f i r s t one. P r a c t i c e f o r fluency. Work on
p i t c h , timing, s t r e s s , j u n c t u r e , e t c . , as w e l l as consonants
and vowels.
1. [NnBSwi'niH.po.nAr d*f.fe«l*iwt h ]
i i i /
2. [ ^v ia.xeg
ccxsn ]
3. [ RofJSil v ]
I
1
U. [ SAr.pfAtfc ]
Transcription
Use RE 1 7 . 2 , 1 7 . 9 , 17.13~17.17 as t r a n s c r i p t i o n e x e r c i s e s .
Transcribe r e p e a t e d l y those which give you t r o u b l e . Do your
t r a n s c r i p t i o n on a t r a n s c r i p t i o n form, and keep t r a c k of your
e r r o r s . Watch your progress on sounds which give you d i f f i -
c u l t y , and d r i l l with those sounds and symbols which tend t o
confuse you, going back t o t h e lesson where the sound was i n -
troduced, i f necessary.
Reading
LESSON SEVENTEEN R
Review
Consonants
VI. unasp. P t t k
A
•
VI. asp. P* tf th t* kh
Voiced b d d
VI. flap
Vd. flap
FRICATIVES
Lip articulation
Voiceless P f
Voiced b V
Tongue articulation
Grooved
Voiceless s
Voiced
Flat
Voiceless 0 X
Voiced g
Lateral
Voiceless
Voiced 1
AFFRICATES1
Grooved
VI. unasp. ts ts c ts
A *
••
VI. a s p . ts 11 ts 11 fih tsh
A A
••
Voiced dz dz 5 d2
••
Flat
VI. unasp. pj te kx
A
Voiced b\ del gg
Lateral
VI. unasp. t£
VI. a s p . t£h
Voiced dl
NASALS
Voiceless M N
N N
N N,
Voiced m n n fii
f n n
Vd. flap n
LATERALS1
Voiceless L
TRILLS
Voiceless R R
Voiced f f
Voiced r
Vowels
Table 16.1, p. 232, charts the vowel qualities to date.
Review the vowel symbols and the qualities they represent from
that lesson. Review also the on-glides [w y r] and the off-
glides [w y r H] in Lesson 12, p. 175ff., and subsequent
S y l l a b l e s and Their C h a r a c t e r i s t i c s
Review Lesson 10 ( p . l ^ O f f . ) .
Pitch
Transcription
Reading
LESSON EIGHTEEN
Mid e 0
Lower-mid E
Low 83 A 0
Lowei—low a a
Production of [ee a a p o]
Sammy 18.It [a]. Note that Sammy 18.21 [*>]• Note that
the whole tongue is low and the whole tongue is low and
flat, but that the highest flat, but that the highest
point is in the front. point is in the back.
RE 1 8 . 1 1 . D i f f e r e n t i a l ! F u l l Labels
MID BACK
LOWER-MID
LOW
LOWER-LOW
RE 1 8 . 1 5 . D i f f e r e n t i a l * VOWEL or CONSONANT
Listen f o r 'whether t h e consonant or the vowel i s long,
and respond accordingly. Don't peek.
l a . [ku«l*a] l b . [-euTa] 2
•bullet' 'melted'
A
l b . ['tg'lca «tu<l e» 'l*V*ka«] 'Here i t blows too much.'
LESSON NINETEEN
Alveopalatal Stops
Alveopalatal
Labial Alveolar Alveopalatal (retroflexed) Velar
Stops
TTai f*(*l (aqc;
V v l \J v7i-CO O
Unaspirated P t c t k
Aspirated ph th ch •
th kh
•
Voiced b d J d g
•
Affricates
Voiceless
Unaspirated PP ts e (<or t S ) tS kx
••
Aspirated pph tsh 6h (or t s h ) tsh kx h
••
Voiced bfe dz J ( o r dg) dg gg
Vd. n a s a l s m n n n n
«
Vd. l a t e r a l s 1 1
Table 19.lt Alveopalatal Stops in Relation to Some Other
Consonants
The three new consonants boxed in the chart above fill in
a blank space in the consonant chart as it has been developing
(see Table 17R.1, P« 257). This means that we do not have any
new point or manner of articulation, but simply a new combina-
tion of these. Note the resemblance in the symbolization of
these stops to that of the affricates [6fihJ] (which may also
be represented [tS t§ n dg]). This difference in symbolization
represents the difference between stop and affricate, as indi-
cated on the chart| it usually represents, however, a differ-
ence of articulator as well. Whereas the English affricates
are usually pronounced with tongue tip articulation for the
[t], dropping the tip for the [S], the alveopalatal stops of
many languages are pronounced with blade articulator, the
tongue tip being kept down at the lower teeth. (See Sammy 13.1,
p. l$?lj, for the articulation. The velic, of course, is closed
for [c j ] , and voicing is absent for [c] and present for [j].)
276 Lesson 19
h. [ e c A ] S 9. [fiigA] A lU. [ s a j c - r ] S
RE 1 9 . 5 . D i f f e r e n t i a l ! VOICED or VOICELESS
1. [jeHl v ] TO 3 . [JAH1V] TO 5 . ['NnAjokh] TO
HE 1 9 . 6 . D i f f e r e n t i a l / ALVEOLAR or ALVEOPAIATAL
RE 1 9 . 7 . D i f f e r e n t i a l ! ALVEOPAIATAL or VELAR
Depending somewhat on where i t i s a r t i c u l a t e d , t h e alveo-
p a l a t a l stops a r e sometimes confused with v e l a r s t o p s . Re-
spond with ALVEOPALATAL or VELAR. Don't peek. This exercise
may be used for t r a n s c r i p t i o n as w e l l .
1. f o c i ] AP 5 . [gya'yebm] V 9. [ r u r ' k y o l ] V
•
2. fekyo] V 6 . [jo'yebm] AP 10. [ f u l / ' c a l ] AP
•
3 . [«tje] AP 7. [kya'yebm] V 1 1 . [fur'ckui] AP
t
•
U. f v c h v ] AP 8. [l^yA'yebm] V 12. [rur«gyz.l] V
•
RE 1 9 . 8 . D i f f e r e n t i a l ! Name the Symbol
P r a c t i c e t h e following s e n t e n c e s , making t h e i n d i c a t e d
s u b s t i t u t i o n s . Mimic t h e tape and watch t h e d i r e c t i o n s below.
l a . S u b s t i t u t e [c*1] f o r the a l v e o p a l a t a l a f f r i c a t e s . Bo
not get too much a f f r i c a t i o n . Be careful of your tongue
position.
l b . S u b s t i t u t e [c] f o r t h e a l v e o p a l a t a l a f f r i c a t e s . Get
a s l i g h t [y] o f f - g l i d e . Not t o o much a f f r i c a t i o n .
2a. S u b s t i t u t e [ j ] ,
2b. S u b s t i t u t e [ c ] .
2c. Substitute
RE 19.10. Mimicryt [c c h j ]
Follow t h e t r a n s c r i p t i o n as you mimic t h e t a p e . Note
t h a t the a l v e o p a l a t a l stops i n f i n a l p o s i t i o n a r e included,
and l i s t e n f o r the s l i g h t [y] o f f - g l i d e from the vowel which
helps t o s i g n a l them.
280 Lesson 19
l a . [ca»] lb. [l"o«ca»] lc. [Ta»c]
2a. [c h a»] 2b. [l-o'c^a*] 2c. [ r a«c h ]
3 a . [ja»] 3b. [l*o»ja»] 3c. [l'a-j]
Ua. [ce»m] Ub. [nu'ce»m] Uc. [ne»c]
RE 19.17. S u b s t i t u t i o n
1 f\ \
1 . rro«d t xis.nMm^n fxas'Ro. • l o v j l ]
< i \ \ - s
3. [ We
k. [ ksay'cuK
5. [ 'gufii
6. [ ze 'Mma^
7. [ jt'dlo
8. [ •vz-.t£i
RE 19.18. Transcription
To transcribe t h i s exercise use the special transcription
form for RE 19.18 (pp. 55~56 i n the Workbook Supplement).
Listen to the tape and f i l l in the blanks in the Supplement.
Follow the same directions as for RE 16.18 (p.2U!TJ. If you
find t h i s easy, take a transcription form and transcribe the
whole utterance for each item. If you find i t too difficult,
use the following exercises as transcription exercises instead*
RE 19.3-19.8.
1. ['so».dza] 8. Oz,w»ree-f] 15. [yAnNtiuH]
2. [»spin.5i»] 9. [n»ob'Mmete] 16. [di?p'zwTD«]
Reading
Use RE 19.18 as a reading exercise, checking your reading
28U Lesson 1?
with the tape after you have practiced i t . If this i s too
d i f f i c u l t , t r y the same process with RE 19.2-19.8 f i r s t .
LESSON TWENTY
Some Central Vowelsj Vowel Clusters
High i u
Lower-high V 4 V
Mid e o
Lower-mid 6 9
Low ee A
Lower-low a a
RE 2 0 . 1 . Demonstrations Table 2 0 . 1
RE 20.U. Negative P r a c t i c e
Mimic t h e s u b s t i t u t i o n of d i f f e r e n t c e n t r a l vowels and
others i n the English words. Watch the t r a n s c r i p t i o n .
RE 2 0 . 5 . Mimicry» [i]
Mimic the tape and follow the t r a n s c r i p t i o n . Work with
your buddy on t h i s m a t e r i a l . Use t h i s exercise f o r t r a n s c r i p -
t i o n as w e l l .
RE 2 0 . 6 . Mimic:ry« [e]
Mimic the t a p e and follow the t r a n s c r i p t i o n . Work with
your buddy. Then use t h e exercise f o r t r a n s c r i p t i o n .
O e ] l i t t l e , [»«] l i t t l e , f a ] l i t t l e I n d i a n s ,
f a ] l i t t l e , fro] l i t t l e , f o] l i t t l e Indians,
f o ] l i t t l e Indian boys.
f u ] l i t t l e , f t>] l i t t l e , f o] l i t t l e I n d i a n s ,
f o] l i t t l e , f B ] l i t t l e , ['a] l i t t l e I n d i a n s ,
['A] l i t t l e , f a ] l i t t l e , f i ] l i t t l e Indians,
a. [wi] l i t t l e . . .
b . [yi] l i t t l e . . .
c. [ r i ] l i t t l e . . .
d. [pwi] l i t t l e . . .
e. The same with other consonants, and other o n - g l i d e s .
f. Off-glides.
RE 2 0 . 8 . D i f f e r e n t i a l ! Tongue Height
RE 20.10. D i f f e r e n t i a l ! F u l l Labels
MID BACK
LOWER-MID
LOW
LOWER-LOW
Vowel Clusters
Up t o t h i s time we have worked with s i n g l e vowels, vowels
separated by consonants, vowels with on-glides and o f f - g l i d e s ,
but never with c l u s t e r s of vowels.
2°U Lesson 20
3a. [ ' i ' e ' a ] 3b, [i.e.a] 3c. [i'e.a] 3d, [4,e'a]
1. [»bowahi«] 6 . [«XA»do]
2. [«tig«te] 7. [»g«afi]
3 . [»ke»gAy] 8. ['kiwfwy]
U. [»gowp«9] 9 . [»««a»v9]
Transcription
Reading
LESSON TWENTY-ONE
Double Stops and Nasals
Alveo - Alveopalatal
Labial Alveolar palatal (retroflexed) Velar
Single
Voiceless
Unasp. P t c t k
Asp. P* th oh th kh
*
Voiced b d 5 d g
Double
VI. Unasp. kp ( k t) :
Voiced Sb (8d)
Nasals
Single
Voiceless M N N
Voiced m n a ID
n
Double, vd. m Pin)
Table 21.li Double Stops and Nasals in Relation to Some
Other Consonants
t ' mArjA' mAnA1 mAnA1 maqA' mAqA1 nmAn• n mAn' rm/vn * nmArj ]
make p a s t e ( r e p e a t s e v e r a l times)
big boy
[btg'boy]
[bi,g«'boy]
[bz,» ,g boy]
[» g boy]
[tgbo » g ba » g bi » g bu]
h . Try t h e same kind of sequence t o produce [^m],
bring mine
[bruj'moyn]
302 Lesson 21
[bi"z,n»'mayn]
[brt,»«nmayn]
['^mayn]
3 a . [e«Sbe»] 3 b . [e»Sbe»]
RE 2 1 . 8 . D i f f e r e n t i a l s DOUBLE or SINGLE
RE 2 1 . l i t Kaka. Mimicryt [ g b]
2. [ d u * % g ^ ] ' o t h e r one'
r ____ 6 . [fbp^Tv 7 ] 'leather'
3 . [gbe»rc(eTh] ' t o be i n need'
tP
1 . [ pe'baba* 'o^bunjnd. minon]
2. ['iilu.Mmm.ki'sil^Nno^inBBt 11 !©!]
3 . [cA»4£si8i a'W^feHcksH]
1. [o h A«raks.row] 1 1 . [sA.«d&>gbz,n]
• ••
2. [«fiert»z,b.cW3] 12. [nu«ppabel A ]
RE 21.17. Reading
Practice the following words t o yourself, and read them
aloud i n the space provided before t h e tape recording. Have
your buddy help you by l i s t e n i n g t o how c l o s e l y you approximate
t h e t a p e . If you need i t , you can use RE 21.16 f o r the same
purpose.
LESSON TWENTY-TWO
High i 1i u
Lower-high V i V
Mid e 0 o
Lower-mid s 9
Low a ce A
Lower-low a a
6d. k
p e ' jiir k
pe«jtfr] D 6e. gbi'hspJ 1 ebi'fijjp 11 ] D
7d. k
pe'joer kpe'joer] S 7e. Sbi'W1 Sbl'ns^1] D
k k
8d. pe'jcer pe'j0r] D 8e. Sbi'fijti^1 Sbi'S^p* 1 ] S
9d. kpe'jiztf k
pe'jur] D 9e. Sbi'nap 11 gbi'abp 1 1 ] D
lOd. k
pe'ji6f k
pe«jcer] D lOe. gbi'nep 11 Sbi'nsp 1 1 ] S
Production of [u i> ce ]
For some of you the new sounds w i l l not seem too strange
as you had sounds of t h i s kind i n French or German, but do not
r e l y on t h e h a b i t s you made there unless you are sure that
they are good ones. Sometimes some bad s u b s t i t u t i o n s go un-
corrected i n American students of these languages. There are,
of course, differences i n front rounded vowels from language
t o language, and the French ones are not i d e n t i c a l with cor-
responding German ones.
o
Sammy 22.1» [u] Degree of Lip Rounding for [ii]
O
Sammy 22.3» [03] Degree of Lip Rounding f o r [oe]
RE 2 2 . 6 . D i f f e r e n t i a l ! ROUNDED or UNROUNDED
RE 2 2 . 8 . D i f f e r e n t i a l s GLIDED or NO
Of shoes—and ships—
and s e a l i n g wax— 3 a . [woiks] 3 b . [wtfks] 3 c . [weeks]
Of cabbages— , , .
and kings Ua. [k^unz] Ub. [k 0nz] Uc. [k osnz]
And why t h e sea
i s b o i l i n g hot— 5a. [hlit h ] 5b. [heit h ] 5c [hoet h ]
And whether pigs
have wings. 6a. [wiinz] 6b. [wtfnz] 6 c . [wcenz]
316 Lesson 22
"A loaf of bread,"
t h e Walrus said 7a. [slid] 7b. [s*sd] 7c. [seed]
"Is what we
chiefly needt 8a. [nuyd] 8b. [nj6yd] 8c. [noeyd]
RE 2 2 . 1 1 . D i f f e r e n t i a l ! Tongue Height
1. [ j i ] F 5 . [pSrfk11] F 9. [kper] F
RE 2 2 , 3 3 , D i f f e r e n t i a l * ROUNDED or UNROUNDED
MID BACK
LOWER-MID
LOW
LOWER-LOW
1. f i r e l a . [«fayr] l b . [»foyr]
2. tower 2a. [«t h oarr] 2b. [«t h awr]
6 a . [s)6»lA] 6b . [sfl61A]
LESSON TWENTY-THREE
Fronted Velar
(or Palatal) Mid Velar Backed Velar
Stops
Voiceless
Unaspirated k k k
A •
Aspirated kh k* kh
A
•
Voiced g g
A
§
Fricatives
Voiceless 3 X X
•
Voiced g g g
•
Affricates
Voiceless
Unaspirated kx kx kx
••
Aspirated & h kxh kx h
••
Voiced gg gg
?? ••
Nasals
Voiceless 8 N »
Voiced Q Q q
Table 23.lt Fronted and Backed Velars
An examination of Table 23.1 will show that no new symbols;
are involved. Two diacritics are used in a way which may seem
different from their previous use at first glance, but which
may be thought of as essentially the same. [ ] , for example,
marked the "dental" series when used with the*"alveolar" con-
sonant symbols on p. 161;. The dental series, however, is
"fronted" in relation to the alveolar series, and it is in
that meaning that the diacritic is used again here. [.], like-
wise, was used for "retroflexed" sounds on p. 161;, but these
retroflexed sounds are "backed" from the corresponding alveo-
lars or alveopalatals, and it is backing which is intended when
the diacritic is used with velar consonants. It was used for
Fronted and Backed Velar Consonants 323
"uvular" trill on p. 2H6, but this trill is again "backed"
from other trills.
h
••
lUa. [e.kx e] 3i+b. [e.kxhe] l U c [e 0 kx"e
" A A
••
15a. [ggo] 35b. [ § i ° ] 1 5 c [ggo]
A A
Note that when new words are introduced on the tape, they
are first introduced alone, or in combination with words already
introduced, before the full phrase is given. As the tape moves
from single words to longer phrases, notice how some of the
vowel clusters tend to become glides, and how the long conso-
nants tend to become shorter.
1. ['polka]
2. ['poika'istui]
3. ['poika'istui 'varyoe^a]1
Uo ['poika'istui 'li»k»umat»a'vafyoe»a]
5. ['poika'istui 'ayvan'li»k»umat»a 'varyoe»a]
6. ['poika'istui 'ayvan'li»k»umat»a »pu»n(9)'varyoe»a]
7. ['pieni'poika'istui 'ayvan'li»k»umat»a 'pu»n(8)'vafyo€»a]
8. ['pieni'poika'istui 'eesken 'ayvan'li»k»umat*a »pu«n(9)
»vafyo€»a]
9. ['pieni'poika'istui 'aesken 'tun»in 'ayvan»li»k»umat»a
»pu»n(9) 'varyoe»a]
10. ['pieni'poika'istui 'sesken 'koko'tun»in 'ayvan'li»k»umat»a
«pu»n(G)*varyoea]
11. ['pieni'poika'istui 'eesken 'koko'tumin 'ayvan'li»k«umat»a
•tuoc»a 'pu*n(9)'varyoc»a]
12. ['peeni'poika'istui 'asken 'koko'tun»in 'ayvan'li»k»umat*a
•tuoc»a 'tu»hean'pu»n(9)'varyoe»a]
2. [ U^vHl
3. [ jep«ni»'yv»i3
A ' A
U. [ xux^g'a'aSe
•—.—•
5. [ d4o!» gbe»mowrp
i < •
RE 23.lU. Transcription
U. [ n e a . t 3 0 » v « E r i ] 1 1 . [fclekr-eu'kpiH]
5. [» g begce«goe]
A A
12. [lowkyeo»Ytruaftm]
A
6. [ r i r w n - ' ^ m e o ] 1 3 . [ »§a»-^§ol .8»ass3u]
•
7. [pr>»nuyIjQ»A*] Ik. lbv9^amPs»E]
332 Lesson 23
RE 23.15. Reading
... i
SAIO'HOW'S VOOR voioec Mov/EiwewT TOPAV?'
333
LESSON TWENTY-FOUR
Nasalized and Oral Vowels
High i V u
t
Lower-high V V
1 I
Mid e * 0
c I
Lower-mid e a
Low ae SP A 0
t t
Lower-low a a
i t
Sammy 2^.1* [n]. Note the Sanmy 2U.2» [51] heavily na-
tongue articulation and salized, with velic wide
open velic which produce open,
a nasal consonant.
[a r n] [a n]
Oral closure
Velic closure
In the first diagram the [a] starts oral, but the velic quickly
opens in anticipation of the nasal consonant, and remains open
through the rest of the sequence, giving a slight nasalized
quality to the latter part of the first vowel and all of the
second. In the second case the velic opening coincides with
the oral closure for the nasal consonant, leaving no trace of
nasalization on the vowels.
1. [ k i ] F 5 . [ki6f] F 9 . [SbfR] F
MID BACK
LOWEMJID
LOW
LOWER-LOW
7. [ n k ^ t s ] i WITH HOOK
'mouth' 'word'
j nppARTmeMT OF A R C H A E O L O G Y
J
. . . AMP SO YOU TH/NK , PROFESSOR, THAT THIS
C U L T U R E HAP m A l N W PROMT-ROUMDED V 0 \ U 6 L S ?
3k$
LESSON TWENTY-FIVE
Unreleased Sounds
[k ev »]
stop closure
bilabial
velar
voicelessness
U. [eb'dA.] c
h
9. [naf 'fiw] 0 m. [nAetedeS] 0
RE 2 5 . 8 . D i f f e r e n t i a l GLOTTAL or NO
with your lungs. Be sure you get good voicing on the stops
also.
RE 25.1U. D i f f e r e n t i a l ! GLOTTAL o r NO
1. [*zi6] GL U. [ z o ] NO 7. [ceb''] GL
[kfa kfa kfa kfa ' f a ' f a ' f a ' f a kfa ' f a kfa ' f a ]
RE 25.19. D i f f e r e n t i a l ! GLOTTAL or NO
LESSON TWENTY-FIVE R
Review
Consonants
Vowels
Doub
to
P CO
H
£
cr s
CO H-
P»
3
o
ental
H
STOPS
VI, unaspirated *P
VI, aspirated P A
Voiced % b d
VI. flap
Vd, flap
FRICATIVES
VI. flat P Q
Vd. flat b d
VI. grooved s
A
Vd. grooved z
VI, lateral
Vd, lateral
AFFRICATES1
VI. flat unaspirated pp pf te
A
Vd, lateral
Review 3$9
1
> > W n *-Q
{O
K e
H-
W 5 S R
*' 'H CL
*"^ S^J Li ZL
CD <D
H P
p CD
PT 1 »1
r- <+
cr
O JO O c+ <
JU a
ai . H H H
M H
&> P H H H - ,.
P
1
£ 8. £
t c t k k k
d J d g g g
#
* •
d*
(-c) x x x
g g g
s & S
•
z i 2
*
i>
kx
A A
kx kx
kx11 kx 11 kx 11
gg gg gg
»* •• •
ts 5 ••
1
ts* 6h tSh
•»
dz 5 dz
••
t£
«?»
dl
360 Lesson 25R
o M M o
Q H« fa (D
a1 5> H« ct-
H a* q »
H
® S J,
H 2
3-
H
NASALS
Voiceless M N
r
Voiced m m n
Voiced f l a p
LATERALS2
Voiceless
Vd. f l a p
TRILLS
Voiceless
Voiced
Voiced
Table 25R.lt
W a o
s
5
CD
CO
9-
3
p. P-
<i
P>
o
CD
2
£
H
O
o CD p. 4 P.
P5 4 CD
c+
fo
CD
P- £
H
N N
! 9 9
n n ID j] 13
1"
lv
(r)
Consonants t o Date
362 Lesson 2^R
Transcription
Reading
Sammies
LESSON TWENTY-SIX
Lower-high v i V
Mid e t> V o
Lower-mid e 9
Low ffi 08 A
Lower-low a a
a. Begin with a tight high back [u] and unround your lips
to get [m]. Experiment with modifying the position of the back
of your tongue until you can mimic the tape closelyi [dm» dm
dm dm dm].
b. Start with [i] and shift the highest part of the tongue
up and back to get [mj.
RE 2 6 . 5 . D i f f e r e n t i a l ! ROUNDED or UNROUNDED
RE 26.7. D i f f e r e n t i a l ! GLIDED or NO
5a. [ s k ^ V t ] 5b. [ s k V t ] 5c [ s k ^ t ]
6a. [ k V t ] 6b. [ A s t ] 6 c . [k^ist]
a b c d
We will not ask you to use such symbols as these for trans-
cribing in this course. They are suggested as an aid in actual
language analysis and study. We will, however, practice making
articulatory modifications from the vowel reference points with
which we are working.
8. [ ' e ' *ae» ' e A » ] 10. [ 9 e» °e« »e*»] 12. [ * « • "*m* »»•]
1. [l'ow'sewra] 8. [nmH'swAir]
2 . [l A ou«seom] 9. [nuiH'suiAir]
k» [l A rm'sevm] H. [fwisw'xuisei]
' ba»wnos CWXAS m' d"e >n] ' T e l l him why he d i d n ' t come.'
35. [ld*e>nBo^wno« Sa'WXAQm] •Go and say t o him, "Why n o t ? " '
Suggested Reading
H. A. Gleason, An I n t r o d u c t i o n t o D e s c r i p t i v e L i n g u i s t i c s ,
pp. 158-26$ (1955 e d i t i o n ] , or pp. 239~372 (1961 e d i t i o n ) .
Nida's LAFL
This Manual (and o t h e r s ) Other
u u y
<> o
Modification of Vowel Quality 377
Nida's LA.FL
This Manual (and others)
OS S
m ••
1
t e
A ^^7-
Consultant
•LESSON TWENTY-SEVEN
Velar
Alveopalatal
Dental/
Bilabial
Double
Alveolar
STOPS
Lung air
VI. unaspirated k t c k
P P
VI. aspirated * # ch k*
Voiced Sb b d i g
Ingressive pharynx air
Voiceless H £ i € k
gD b d
Voiced $ g"
FRICATIVES1
Lung air
Voiceless P s s X
Voiced b z i. g
If you will examine Table 27.1 you will see that we have
listed a sampling of ingressive pharynx air stops and frica-
tives. The fricatives are more rare and will not be drilled
in this course, although some of them will be used in the dem-
onstrations to help you develop a feel for the proper larynx
movement. The stops are often called implosives because of
the ingressive air stream.
Sammy 27.5i [£] Just Re- Sammy 27.6* [g~] Just Re-
leased. Note the single leased. Note the two air
air stream. streams going into the
pharynx.
3 a . [ g bu g
bu] S 3b. [ ^ o k
Po] D
RE 2 7 . 3 . D i f f e r e n t i a l ! IMPLOSIVE or NO
EE 2 7 . 8 . D i f f e r e n t i a l ! GLOTTAL o r IMPLOSIVE
h. [ d i t e ] 'fire'
/gbalala^/ 'They a t e an a n t e l o p e . 1
Implosivesj Fortis and Lenis Articulation 391
/ona«jmia!he/
'j—' —P The scorpion i s n ' t h e r e . '
1 i
/ojtia«miahey The snake i s n ' t h e r e . '
T r a n s c r i p t i o n and Reading
LESSON TWENTY-EIGHT
U. R. U. R. U. R.
High I U U
Lower-high I
Mid E 0 0
Lower-mid
Low M CE 0
Lower-low a
Voiceless Glides
RE 28.9. Miinicryi P r e a s p i r a t i o n
Laryngealized Vowels
c. Note t h e symbolization f o r l a r y n g e a l i z a t i o n . I t i s a
g l o t t a l stop w r i t t e n over the vowel. You can t h i n k of l a r y n -
g e a l i z a t i o n as being a kind of g l o t t a l t r i l l , and you see t h e
significance of using the g l o t t a l symbol. Here i s a s e l e c t i o n
of the vowels from t h e vowel c h a r t . Listen t o the tape demon-
s t r a t i o n and mimic i t . (See Table 28.2)
RE 28.11. D i f f e r e n t i a l LARYNGEALIZED or NO
9
Lower-high
i
Mid •> I 9
e o
Lower-mid
9 9 9
Low ee CB
A o
9 9
Lower-low a a 13
5. [ s t f a ] NO 8. [ s t r e ] NO n. p^l* 8v] NO
a b
5. [be—] bay
8. [p?"«] pain
9. [k*V« s] case
c d
7. [ l a - i ] line 7. [ r t p ] rib
e f
1. [si-] seen 1. [pAp] pup
2. [ b i - ] bean 2. [dek11] duck
h (not recorded) i 1( n o t r e c o r d e d )
7. [sj-e] sell
8. [bee* 1 ] bench
9. [re«d] red
10. [ f c s ] / [ J ij s t ] guest
RE 2 8 . 1 7 . T r a n s c r i p t i o n
LESSON TWENTY-NINE
Dental/
Alveopalatal
Double
Velar
Bilabial
Alveolar
STOPS
Lung a i r
VI. unaspirated *P P t c k
VI. a s p i r a t e d ^ th ch k*
Voiced §b b d j g
I n g r e s s i v e pharynx a i r
Voiceless H P £ tf £
Voiced gs 6 £ J sf
Egressive pharynx air
0
Voiceless t* 0° k'
p
Voiced (b°) (d°) (f) (g*)
FRICATIVES1
Lung a i r
Voiceless ? s S" X
Voiced fe z 2 g
Egressive pharynx a i r
0
Voiceless
p
s S' x*
As you study Table 29.1 you will notice that voiced egres-
sive pharynx air sounds are included there for the record, but
that they are not to be drilled in this course. They are rela-
tively rare. In these sounds lung air builds up pressure be-
hind the larynx and is leaked through into the pharynx simul-
taneously with the upward movement of the larynx in similar man-
ner to that of voiced implosives.
G l o t t a l i z e d Consonants li07
c . Try t h i s sequencet
3. Try to hold on tight to the [k] while you force out the
[']# ['ok^o 'ok*'© 'ok'^o *>ok*9o] or, if you do it with
the right timing and force* [*ok*9o 'ok0'© 'ok*',>o »ok*'o].
Correct Incorrect
l a . [p 9 p 9 p 9 p 9 ] l b . [ p - p-» p - p-»]
Good T r a n s i t i o n Poor T r a n s i t i o n
RE 2 9 . 2 . D i s c r i m i n a t i o n ! SAME o r DIFFERENT
RE 2 9 . 3 . D i f f e r e n t i a l ! IMPLOSIVE o r GLOTTALIZED
3a. [ c ' i ] 3 b . Lc ic *J 3c [c i c ic ]
Ua. [k%] lib. [ k W * ] ko. [k*0kW]
5a. [ts'z,] 5b. [ts t . t s V] 5c [ts z,.ts t-ts ]
6a. [ks 9] 6b. [ks e.ks' a] 6 c . [ks a.ks 9ks ]
RE 2 9 . 6 . D i f f e r e n t i a l s I d e n t i f i c a t i o n of Symbols
1. [Hes'i] 2. ['kok'a] 3. p c W ]
More Consonant Clusters Ul3
k. [ H * ^ ] 7. [ t V z i « ] 10. [p'o'te]
5. ['p'oSte'] 8. [ ' t ' e ' n e ] 11. [tai'ak'e]
11
6. [nAif'i] 9. [s'ak ] 12. [ t a » " a t ' e ]
More Consonant Clusters
Up to the present we have emphasized consonant clusters
consisting of stop plus fricative (affricates), clusters in-
volving [ ' ] , clusters with voiceless and voiced nasals or voice-
less and voiced l a t e r a l s , e t c . In addition, there have been
many different clusters included i n more random fashion in the
d r i l l s from time to time, so that you have had considerable ex-
posure t o certain kinds of consonant clusters before. In t h i s
following section we are going to d r i l l some of these same kinds
of combinations and then go on to a sampling of some longer con-
sonant clusters,,
RE 29.108 Kuy. Mimicry* [?nk »nkl]
1. ['n'ka*'] 'coarse, rough' £. ['n'kow] 'husked r i c e '
2. ['n'ksn] 'tomatoes' 6. ['n'kl* a«n]'carry on pole be-
1
' tween people 1
A
3 . ['n'kat] ' t o press' 7. [•>n'kl r)«n] 'large red ants'
k. t'n'ksh] 'short' 8. p>ii'kl' , e'l A ] 'gnaw'
•
3a. [«gudo] 3b. fgudo] 3 c . [»gudo]
More Consonant Clusters
7 a . [ycSsQdtfnQ'dift] 7 b . [ytfs.dein'd/i]
RE 29.19. S u b s t i t u t i o n
2. [ *refewo ]
3. [ 'yudlen ]
k. [ »SffilA ]
5". [ «cj6^c«5 ]
LESSON THIRTY
Retroflexed Vowels} Breathy Vowelsj Voiced Aspirated Stops
Lower-low a a
Table 30,li Retroflexed Vowels
1. [ro»] RE 5. [xe»t h ] RE 9 . [ b l o c k s ] NO
2. [ra*] RE 6 . [xA»t h ] NO 10. [ble»nks] RE
•
7. [x»»t h ] NO 11. [ b l i n k s ] RE
3 . [ra«] NO
8. [xe»t h ] RE 12. [ b l i ' n k s ] RE
U. [ & . • ] RE
RE 3Q.U» Demonstration! Producing Retroflexed Vowels
Breathy Vowels
Lower-high V i V
4 +-
Mid e t
+ +- X ?
Lower-mid e e
•*
Low ae OS A. 0
4 +
Lower-low a if TO
+
RE 3 0 . 1 0 . D i f f e r e n t i a l ! BREATHY or NO
1. [vo»] BR 5. [xe»th] BR 9 . [ b l o c k s ] NO
RE 3 0 . 1 1 . D i f f e r e n t i a l ! RETROFLEXED or BREATHY
VI. unasp. P t c t k
•
VI. a s p . P* th ch kh
•
Vd. unasp. b d i d g
•
Vd. a s p . 1ft d* £ g*
a. Start with a sequence like Tab Hunter and make the fol-
lowing adaptations in mimicry of the tape.
1. Tab Hunter
2. [t h ae»b'hAntr]
3. [t^'b^Antr]
b . Try the same procedure w i t h bad h a r v e s t , and big
hangar.
1. [abaha]
2. [abaa]
3. [ab h a]
5 . g v o o e y g v o o e y g+urodrops
RE 3 0 . 1 7 . D i f f e r e n t i a l ! VOICED or VOICELESS
The d i s t i n c t i o n between voiced and v o i c e l e s s a s p i r a t e d
stops i s not d i f f i c u l t t o h e a r . Respond with VOICED or
VOICELESS. Don't peeki
3 . [c h e] VL 7. [djiy] VD 1 1 . [ng'lf^as] VL
6. [ko»] 'cow'
T r a n s c r i p t i o n and Reading
Use RE 3 0 . 2 - 3 0 . 3 , 3 0 . 5 - 3 0 . 6 , 3 0 . 9 ~ 3 0 . 1 1 , 3 0 . 1 3 ~ 3 0 . l l i ,
30.17-30.23.
LESSON THIRTY-ONE
Clicks
Retrofli
Alveopa latal
Alveola
Dental
Bilabi?
H 4
K
CO
Central1
VI. unaspirated P* t* t«- c* t«-
•
VIo a s p i r a t e d ^ th* th*" c^*
Voiced dL*
Nasalized Hi*-
la. [t*- t«- t*- %*• t*-] lb. [t*- t<- t«- t*- t*-]
2a. [at*- at*- at*- ai<*- at*-] 2b. [at*- at*- at*- at*- at*-]
3a. [t*-a t*-a t*-a t*-a t*-a] 3b. [t*-a t*-a t*-a t*-a t*-a]
1. [t*- t«- t*- t*- t*-] 3 . [t*-a t*-a t<-a t*-a t*-a]
1. [ p ^ a p ^ a ph^-a p ^ a pk-a]
2. [ t ^ a t ^ a t ^ a t ^ a ij^a]
3 . [ t ^ a th*-a t ^ a t ^ a t h «-a]
k» [ c ^ a c ^ a c^t-a ch*-a c ^ a ]
5. [ t ^ a t ^ a t ^ a t ^ a t ^ a ]
6. [ t t ^ a t & ^ a t & ^ a tl£*-a tl£*-a]
I f t h e r e l e a s e of t h e c l i c k i s l a t e r a l respond with
LATERAL. Otherwise respond with CENTRAL.
Clicks U31
h
1. [a«tt<-a] L 5. [pw«t«-o] C 9. [mu«t *-Ay] C
RE 3 1 . 3 . D i f f e r e n t i a l * GLOTTALIZED or CLICK
RE 3 1 . 5 . D i f f e r e n t i a l ! ASPIRATED o r UNASPIRATED
RE 3 1 . 6 . D i f f e r e n t i a l i Point of A r t i c u l a t i o n
RE 3 1. 7 . Mimicry* V o i c e l e s s C l i c k s
[a i#- o]
B i l a b i a l closure
Velar c l o s u r e
Mouth a i r
Lung a i r
Velic open
Voicing
RE 3 1 . 9 . D i f f e r e n t i a l ! VOICELESS o r NASALIZED
RE 3 1 . 1 3 . D i f f e r e n t i a l ! VOICED or VOICELESS
RE 3 1 . 1 5 . D i f f e r e n t i a l ! CLICK or IMPLOSIVE
1. [e«d«-o] C 5. [xa»cfoe] I 9 . [gi'dlai*!] I
• • • • •
[t«d.'t<-o v l A iam t^-i't^o-lMam t ^ i ' t ^ o ^ i a m t<-i't^o^] (Repeat)
• * • • • • • *
Set 1 Set 2
Set 1 Set 2
Set 3 Set It
£. fuj'thi-t&'-o] 'God'
Set 5 Set 6
5. [t£n*-u«tLn<-u«1ma] 'to be
restless'
Set 7 Set 8
6. [i | n*-o v «l / l a] 'wagon'
Set 9 Set 10
Set 11 Set 12
• i
U. ['d«-u«jia] ' t o groan' [dfc*"uf me^ga] 'plunge i n t o
1 ground'
LESSON THIRTY-TTO
Pharyngealized Sounds
Lower-high v i V
r-J
Mid e 0
Lower-mid 6
Low ffi A 0
Lower-low
Table 32. lj Pharyngealized Vowels
a. Start with the vowel [a] and pull the root of the
tongue downwards (opening up a larger cavity in the back of
the mouth) and backwards (pushing into the pharyngeal cavity
hh2 Lesson 32
Sammy 32.It [ej. The pha- Sammy 32.2t [g]. The solid
ryngealized vowel is shown line shows the pharyngealized
by the solid line. A non- vowel and the broken one
pharyngealized [e] is the corresponding non-
shown by the broken line. pharyngealized vowel.
U. [«•] P 9. [ZA«] P m. r
Lnu'vA.]
9
-,
L
Pharyngealized Glides
The Arabic languages have two sounds which are a c t u a l l y
pharyngealized vowel g l i d e s , although they are used as conso-
nants i n t h e phonemic system. This should not be s u r p r i s i n g ,
since English g l i d e s such as [y w r ] are used as consonants
a l s o . I n Arabic t h e s e pharyngealized g l i d e s are c a l l e d ayin
and ha, and are voiced and v o i c e l e s s r e s p e c t i v e l y . They are
d i s t i n g u i s h e d from pharyngealized vowels by t h e f a c t t h a t t h e y
are n o n - s y l l a b i c , t h a t they do not carry the s y l l a b l e b e a t .
They move i n t o , or out of, roughly an [a] p o s i t i o n .
RE 3 2 . 5 . D i f f e r e n t i a l * GLOTTAL or PHARYNGEALIZED
RE 3 2 . 6 . D i f f e r e n t i a l * [h] or PHARYNGEALIZED
RE 3 2 . 7 . Mimicry* [2]
RE 3 2 . 9 . Mimicryi [9]1
la. [»ta9a] lb. [9u»d] lc. [be«ra9]
f4
P h a r y n g e a l i z e d Consonants
VI. stops
$ t k
Vd. stops b d g
VI. fricatives f s X
Vd. fricatives V z 8
Nasals m n
Lateral 1
V
Flap r
Voiceless
Voiced 9
AT
1. [a*9*a"9*a,,9*a»l 3. [z»z»z«z»z»z«z»]
2. [m»m«m*m«m«m»m«] U. [1#1»1*1»1»1»1#]
*V *w *V ^ *v «v
c. Central unrounded! [ A Q i]
Pharyngealized Vowels hh9
d. Nasalizedi [ a e e e e z - i o o y u a A g i oe j6 u » y ra] J
'•l T i l l i X i l i . T C l t I i 1 i I i
e . Voiceless/ [I E /E A 0 0 U]
f. Laryngealized* [ I e ! o 1 o o u]
g. Pharyngealized* [§ e i a A o o ij]
h . Breathyi [se e i a A o o u]
i . With o f f - g l i d e s [ywrH°YWhh]
j . With on-glides [y w r 9 Y W h h ]
k. Clusters [ea e i ©o OA iee]
1» Longi [a» as* e» e» t« i« o* o» v u« a* A» 8« i» CE •
g* u» o» *• ra»]
— i *
r r 9
1. [ tyt.fi t wa|'yi] y i l i wa y i
'Trees are not t h e r e . '
2. [tzpfutwal'yi] zulu wa y i
"Driver ants a r e not t h e r e . '
3 . [twill»wa|'yi] w >>
i i wa* y i
—i 'Animals are not t h e r e . '
km [,ko'ka .geya'fa] ko ka gg yala
j—' 'We saw a house y e s t e r d a y . •
RE 3 2 . 1 6 . Transcription
Reading
u # i» u a a
t i.i] t HQ wala wala buj bsq]
u* i* u a a
t z,n t esq wala wala bz,rj ban]
v5\V
•e* <u.y
?UA "O-^
LESSON THIRTY-THREE
Consonants
Double
Dental
Bilabial
Labio-Dental
EGRESSIVE LUNG AIR
STOPS
VI. unaspirated *P P t
^ A
VI. grooved s
Vd. grooved z
Vd. grooved 45
VI. lateral unaspirated C1ft)
VI. lateral aspirated (tLh)
Review and Summary U55
Alveolar
Alveopalatal
Mid Velar
Retroflexed
Backed Velar
Glottal
Palatal
Uvular
t c t k k k •>
A
• •
th ch th kh kh kh
A
* •
d J' d g g g
• •
h
d jh dh gh gh gh
• A
•
I ({) (?)
I
(9) (•e) X X X h
A
•
(A) (5) g g g
A
•
s S
• (? X x)1
•
z 2
• (g g g)1
•
L (£) <%> 03)
•
1 (i) (1) (%) (%)
•
kx kx kx
-v A
••
kxh kx11 k^
••
gg gg gg
A A
ts s t§
••
ts h 6h t2 h
••
dz 5 d2
••
ti (cl) (t&) (ft) m
h h
t£ (cjh) (t£ ) (k|h) ( k % h)
h%
a i*
a- t»
H a"
(D H-
S»
H
Vd. l a t e r a l
Nfl.SALS
Voiceless M
Voiced 5m m
Vd. f l a p
LATERALS3
Voiceless
TRILLS
Voiceless (p)
Voiced (b)
Voiced
Vd. unaspirated (b
FRICATIVES
Voiceless p
Vd. unaspirated So b
Review and Summary U57
!»
H
>
H
W
CD
•Tj
P
S
H- $ a
<i <D c+ I-1 a o H
CD C 4 Cll
?r O
O O O c+ CO c+
H -a Hj
fu <
CD p. d-
ft) pj H H H P
H H CD ru <
CD
!->
p X 4
c+ CD H
P &
H
S
di (jl) (dl) (g%) (g%)
N N N N
• 3 »
n n n 3*
3 q
V
•
n •
L (L) a) (*)
•
r 1 (D (1)
v
l (1)
V •
1 (i)
R
R
v
r (r)
t C t* k* k^ k'
k k
cf J d"
U58 Lesson 33
Dental
Labio-Dental
Bilabial
I
FRICATIVES
Voiceless (£) if) (§)
Voiced <*> (•) (<0
DIGRESSIVE MOUTH AIR (CLICK)
CENTRAL
VI. unaspirated p*- t«-
VI. a s p i r a t e d p^ ^
Voiced b*
LATERAL
VI. unaspirated
VI. a s p i r a t e d
Voiced
Nasalized
TTor a f f r i c a t e s with d i f f e r e n t p o i n t s of a r t i c u l a t i o n on
the s t o p and f r i c a t i v e , see p . 138.
Pi * I?
t«- cf t«-
t£h*"
<&+
f. With voiced open transition (p. 3U8)t [ban tsl sek nad]
Vi \\ \\
i . F o r t i s ( p . 387)* [p s p* t*-]
n « it •
j . Lenis ( p . 387)t [p s p ' t«-]
k. Nasalized ( p . 333)i [1 z v g]
1. Laryngealizedt [m n 1 z b]
m. Breathy* [m n 1 z v]
n. Roundedi [ t m f t s ]
o. Unrounded* [2 r s z]
e. Rounded ( p . 371)* [ i e g a]
f. Unrounded ( p . 371)* [u u a »]
/\ f\ A *\
j . Retroflexed ( p . Ul7)* [a A o 0]
• • • •
k . Breathy ( p . k20)t [«5 t v E]
1. Laryngealized ( p . 398)* [u x a a]
m. Pharyngealized ( p . hhl)t [o v a A]
Glides
High High Retro- Central- Laryn- Fharyn-
Front Back flex izing geal geal
Voiced w y r H 9
Voiceless W T h h
Pitch
• ^
1. We spared the rod for all these years, and look what we
wound up with — the beat generation.
2. All men are not homeless, but some are home less than
others.
a. Nasalized f. Breathy
1. F a l l i n g p i t c h
TE 3 3 . 1 . Matching Symbols
T r a n s c r i p t i o n Review
Reading Review
Sammies
I LEARNED "nOOLLESE SO u ) £ j . L
IM LINGUISTICS S T U P I E S TH/VT I
U>ANT TO TRANSFER To "/HOLLAND"/
U67
Appendix
LESSON A
Jill
Tudge
A / writ A/Ahit
Tear
Fhonemic
transcription
Symbol NameJ of name^ Notes
Transcription Exercises
/<?/ /©/ w
la. she /*/ lb. thin M lc. then /d/
/V 75/
Id. chain /$/ le. Jane /J/
2d. cheap /c/ 2e. jeep /J/
M A/ A/
la. hitch / / lb. which / / lc. witch / /
2a. heather / / 2b. whether / / 2c. weather / /
3a. hither / / 3b. whither / / 3c. wither / /
lia. hen / / ' Ub. when / / Uc. wen / /
English Consonant Fhonemes U73
M W A/
5a. heel / / 5b. wheel / / 5c. weal / /
6a. hack / / 6b. whack / / 6c. WAC / /
Suggested Readings
The following readings are selected because they discuss
English consonant phonemes from one standpoint or another. They
inevitably introduce also material which we have not yet covered.
This should provide excellent background for your further
study.
c c ts, t
5 i dz, d
s
2
y i
w hw,W w hw hw hw JL
Y hy,Y y hj hy hy c
i
LESSON B
Reading
Spelling Nucleus
a. Read any two words aloud together, one after the other.
If the vowel nuclei have the same sound (the spelling is totally
irrelevant) list the two words together in the same list. If
the vowel nucleus of one word is different from that of the
other use them to start two separate lists. Your only con-
sideration is that of the sameness or difference in the sound
of the vowel nuclei.
Or, if the original two words went into different lists try
the new word with each of the original two separately. If it is
the same as either one list it with that one. If it is differ-
ent from both of them use it to start a new list.
e. To save time and give you ideas you may use a diction-
ary or any other source to remind you of words, but list them
as you pronounce them, not as the dictionary says they should
be pronounced. Use only words which are natural to you. If
the list is alphabetical, skip through it in order not to have
your words all begin with the same few letters of the alphabet.
bid [bz-d] U]
After you decide upon the phonetic notation for the nucleus
of each list, then these nuclei should be entered in the blank
vowel charts in the Workbook Supplement, p. 53-81;. It would be
wise to use pencil, as you may make changes. Thus, for my list
in the previous paragraph, I would enter [;,] in the lower-high
front unrounded position of Blank Vowel Chart 1. [ow] would be
entered in the mid back rounded position of Chart 3, writing in
both vowel and glide. [i>y] I would enter in the high front
unrounded position of Chart U. The diacritic [*] shows the
fact that it is slightly backed from this position.
Two and too are not minimal pairs in my speech. They are
pronounced the same way. Neither are rim and ran, for there is
a consonant difference as well as a vowel difference. Ram and
ran are, of course, minimal pairs, but are of no use to us here,
because we want minimal pairs which differ by vowel nucleus.
If this is what your chart looks like, you will now look for
minimal pairs between [v e ] , [z. ae], [v A ] , [L a ] , [z, w<],
[v o ] , [e ae], [e A ] , etc. It helps a great deal if you can
find a minimal series like pin, pen, pan, pun, taking care of
[L S ] , [t as], [v A ] , [S as], U A ] , and [as Aj all at once.
When you cannot find a series like this you have to work by
individual pairs like book, buck [v< A ] , nook, neck [v< e ] ,
e t c around the chart.
This step is a very important step, for when you find min-
imal pairs, they prove that the sounds which make the differ-
ence between the words do not belong to the same phoneme but
to different phonemes. If you can find minimal pairs separat-
ing all of your sounds in Chart 1, these sounds are all differ-
ent phonemes. You do not yet know the full story about these
phonemes, but you have established these particular phonetic
qualities as belonging to separate phonemes in your dialect of
English.
TOien you were collecting your lists you found some words
in which your pronunciation fluctuated, and you listed the
words in more than one list. Now you want to study the pho-
nemic significance of that fluctuation.
You may find a problem in that you still have vowel sounds
for which you do not ha.ve minimal pairs, and for which you
English Vowel Phonemes U89
cannot find complementary distribution or free fluctuation.
For the purposes of this exercise consider them separate
phonemes.1
LESSON C
The vocal cords may close momentarily to stop the air stream
and produce a glottal stop (pp. 102-108). In another configura-
tion they modify the air stream to provide the basis for the
various forms of [h] (pp. 392, 396-398).
Other air streams than the lung air stream use fewer
cavities because any air stream uses only cavities between its
origin and its point of egress or ingress. Mouth air uses only
the oral cavity (p. U29). Pharynx air theoretically can use
both oral and nasal cavities but in actual practice is almost
always restricted to oral (pp. 380-381). The simultaneous
nasalization or voicing which occurs with clicks (mouth air
sounds) is produced by lung air, and not by mouth air (pp. h33~
1*36).
For people with a bit of agility the tongue blade and tip
likewise are capable of articulating from the uvula to the upper
lip. In actual languages the blade normally articulates against
the palate, alveopalatal region (pp. 193-19U, 275~28l), or the
h9h Lesson C
Manners of Articulation
•Non- -Single
continu- r
ant Stops —I
LDouble
-Trills
S
o
u
n
d
s
Single
rNasals
i •Double
Lateral
Continu- •-Fricatives •
ant Grooved
^ Flat
LOrals
r-Glides
rCentral—
Lvowels
-Resonants —
•Lateral
Other Features
There are many other ways in which the air stream can be
modified, a few of which will be mentioned now. Rounded or
spread lips, with various degrees between may be characteristic
of consonants as well as of vowels and glides.
Lung a i r
Voicing
Air goes
thru phar.
Air goes
thru mouth
Air goes
thru nose
Tip a r t i c .
Lower l i p
Upper l i p
point
Alveolar
Stop
Nasal
Fricative
Lateral
Glide
Front
Center
Back
High
Low
Lower-low
Retroflex
Hounding
Fig. C.2» Segmentation Diagram
Descriptive Summary of Articulation U99
maybe a juncture (pp. 158-159), a slight hesitation or pause
between sounds. Sounds may be forcibly articulated (fortis)
because of extra lung pressure and/or extra tenseness of the
articulator, or the articulation may be lenis (pp. 387 - 389).
Suggested Reading
BIBLIOGRAPHY
Blooh, Bernard, and George L. Trager, Outline of Linguistic
Analysis. L. S. A. Waver ly Press, Inc., Baltimore, kd., 19^2.
INDEX
a a B f f i b b c i S d d e e e f g ^ b g h i i i j J k ^ l l m i i n n
n $m o p o re p p q r r f s S t u u v v A w x y z z ' 9 e r .