Phonology and phonetics exercise p ladefoged

Chapter 1, exercise E E Define the consonant sounds in the middle of each of the following words as indicated in the example: voiceless articulation articulation father singing etching r

Chapter 1, exercise B

B Describe the consonants in the word skinflint using

the chart below Fill in all five columns, and put parenthesesaround the terms that may be left out, as shown for the firstconsonant

voiced orvoiceless

place ofarticulation

central orlateral

oral ornasal

ariculatoryaction

s voiceless alveolar (central) (oral) fricative

knflt

Chapter 1, exercise C

C  Figure 1.15 a–g (below) illustrates all the places of articulation we have discussed so

far, except for retroflex sounds (which will be illustrated in Chapter 7) In the spacesprovided below, state (1) the place of articulation and (2) the manner of articulation ofeach sound In addition, give (3) an example of an English word beginning with thesound illustrated

(1) Place of articulation (2) Manner of articulation 3) Example)

a b c d e f g

Chapter 1, exercise D

D  Studying a new subject often involves learning a large number of technical terms.

Phonetics is particularly difficult in this respect Read over the definitions of the terms inChapter 1 before completing the exercises below Say each of the words, and listen to thesounds, Be careful not to be confused by spellings Using a mirror may be helpful

1.  Mark the words that begin with a bilabial consonant:

Chapter 1, exercise E

E  Define the consonant sounds in the middle of each of the following words as

indicated in the example:

voiceless articulation articulation

father singing etching robber ether pleasure hopper selling sunny lodger

Name _

Chapter 1, exercise F Complete the diagrams in Figure 1.16 below so as to illustrate thetarget for the gesture of the vocal organs for the first consonants in each of the followingwords If the sound is voiced, schematize the vibrating vocal folds by a wavy line at theglottis If it is voiceless, use a straight line

Example:

mat

day

2

Chapter 1, exercise G

G Figure 1.17 shows the waveform of the phrase Tom saw nine wasps Mark this figure

in a way similar to that in figure 1.10 Using just ordinary spelling show the center ofeach sound, Also indicate the manner of articulation

Figure 1.17  The waveform of the phrase Tom saw nine wasps.

Name _

Chapter 1 Exercise H

H Recall the pitch of the first formant (heard best in creaky voice) and the

second formant (heard best when whispering) in the vowels in the words heed, hid, head, had, hod, hawed, hood, who’d Compare their formants to those in the

first parts of the vowels in the following words:

First formant similar to Second formant similar to that in the vowel in: that in the vowel in:

Name _

Chapter 1 Exercise I

I In the next chapter we will start using phonetic transcriptions The following exercises prepare for this by pointing up the differences between sounds and spelling

How many distinct sounds are there in each of the following words? Circle the correct number

Name _

Chapter 1 Exercise J

J In the following sets of words the sound of the vowel is the same in every case but one Circle the word that has a different vowel sound

1 pen said death mess mean

2 meat steak weak theme green

3 sane paid eight lace mast

4 ton toast both note toes

5 hoot good moon grew suit

6 dud died mine eye guy

1 Practice in transcription, IPA to English Write out the following passages inEnglish spelling The transcriptions represent a fairly careful “GeneralAmerican” accent.

»sUd´nli D@´ »wçR´rz ´»raUnd DEm »sloli swEld In brçd

»sIrk´lz, DEn »kwIkli «√p»hivd, Qz If »said«wez »slaIRIN fr´m ´

«s√b»mIrdZd bIrg ´v aIs, »swIfli »raIzIN t´ D´ »sIrf´s ´ lo

»r√mblIN saUnd w´z hIrd, ´ «s√btE»reni´s h√m, Qnd DEn çlhEld Der brETs, Qz b´»drQg´ld wIT »trelIN rops, Qnd

«har»punz, Qnd »lQnsˆz, ´ vQst form Sat »lENT«waIz, b´t

«o»blikli fr´m D´ si »SraUdˆd In ´ TIn »drupIN vel ´v mist, It

»h√v´rd for ´ »momEnt In D´ »ren«bod er, Qnd DEn fEl

»swampIN bQk »Intu D´ dip kr√St »TIrRi fit »√pwIrdz, D´

»wçR´rz flQSt for Qn »Inst´n/ laIk hips ´v »faUnt´nz, DEn

»brok´nli sQNk In ´ »SaUw´r ´v fleks, »livIN D´ »sIrklIN »sIrf´skrimd laIk nu mIlk raUnd D´ »marb´l tr√Nk ´v D´ wel

o, b√t hi w√z ´ »taIt«fIstˆd hQnd Q/ D´ »grain«ston, skrudZ ´

»skwizIN, »rEntSIN, »grQspIN, »skrepIN, »kl√tSIN, »k√v´t´s old

»sIn´r hard Qnd Sarp Qz flIn/, fr´m wItS no stil hQd »Ev´rstr√k aut »dZEn´r´s »faI´r, »sikrIt Qnd »sElfk´n«tend, Qnd

»salI«teri Qz Qn »çIst´r D´ kold wI»TIn hIm froz hIz old

»fitS´rz, nIpt hIz »pçIntˆd noz, »SrIv´ld hIz tSIk, »stIfInd hIz get,med hIz aIz rEd, hIz TIn lIps blu, Qnd spok aUt »Srudli In hIz

»gretIN vçIs ´ »frçsti raIm w√z çn hIz hEd, Qnd çn hIz

»aI«broz, Qnd hIz »waIri tSIn hi »kQrid hIz on lo »temprItS´r

»çl«wez ´»baUt hIm, hi aIst hIz »çfIs In D´ dçg dez, Qnd »dIdˆn/

Tç I/ w√n d´»gri Q/ »krIsmIs

»mIst´r »bINli w√z gUd »lUkIN Qnd »dZEnt´lmEn«laIk, hi hQd ´

»plEs´n/ »kaUnt´n´ns Qnd »izi «√n´»fEktˆd »mQn´rz hIz

»sIst´rz wEr faIn »wImIm, wIT Qn er ´v d´»saIRˆd »fQS´n hIz

»br√D´r In lç, »mIst´r hIrst, »mirli lUkt D´ »dZEnt´lm´n, b√/ hIzfrEnd »mIst´r »darsi sun dru Di ´»tEnS´n ´v D´ rum baI hIz

faIn, tçl »pIrs´n, »hQns´m »fitS´rz, »nob´l »mi´n, Qnd D´

r´»port, wItS w√z In »dZEnr´l sIrkju»leS´n wI»TIn faIv »mInIts

»Qft´r hIz »EntrEns, ´v hIz »hQvIN tEn »TaUz´nd ´ jir D´

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»dZEnt´lmEn pro»naUnst hIm t´ bi ´ faIn »fIgj´r ´v ´ mQn, D´

»lediz d´»klerd hi w√z m√tS »hQns´m´r DQn »mIst´r »bINli,Qnd hi w√z lUkt A/ wIT gret «QdmI»reS´n for ´»baUt hQf Di

»ivnIN

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2 For extra practice in transcribing English to IPA, choose any passage from yourfavorite book or a recent newspaper or website, and write it out in the IPA Saythe words to yourself as you transcribe, to help ensure you’re going from sound totranscription, not spelling to transcription Ask another student in your class toread what you’ve written.

3 Circle every tenth consonant in one of the passages above Describe the

consonant in terms of voicing, nasality, place of articulation, manner of

articulation, and sonorant vs obstruent

4 Circle every tenth vowel in one of the passages above Describe the vowel interms of height, rounding, backness, and tense vs lax

5 Find the transcription errors in the following well-known lines There is at leastone mistake in each line

twInk´l, twInk´l lIR´l starhoU aI w√nd´r wat ju ar

meri hQd a lIR´l lQmbIts flis w√s waIt Qz snoQnd Evriwer TQt meri wEn/

D´ lQmb w√z Sur t´ go

w√n tu b√k´l my SooTri for SUt D´ dorfaIv sIx pIk √p stIckssev´n et le DEm stret

6 Say the following groups of words:

Describe your pronunciation of the medial nasal consonant in each group Are theredifferences between the three groups? To what do you attribute any differences?

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7 Ask five different people you know to say the following line, and carefully

transcribe each person’s pronunciation Try to include people with diverse

language backgrounds What differences do you notice? To what would youattribute the differences? Dialectal variation? Free variation? Influence of nativelanguage?

Can’t you bring Laurie to the Veteran’s Day parade in the park?

8 Do you know a language other than English? If so, try to discover some of thephonotactic constraints of that language For example

a Transcribe as many words as you can think of that contain sequences of nasal+ stop (Remember to write down sounds, not spellings!) Do the nasal and stop alwaysagree in place of articulation?

b Transcribe as many words as you can think of that end with different

consonants Are there some sounds that are not allowed in final position? Try to

formulate any relevant coda constraints with reference to natural classes of sounds

c Do any words begin with consonant clusters? If so, what consonant clustersare allowed? Do the consonant clusters follow sonority sequencing?

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9 Phonemes and allophones in Korean Consider the following Korean words (datacourtesy of Soojeong Eom, and from Martin and Lee, 1969, “Beginning Korean,”Yale University Press) In Korean, is aspiration contrastive (as it is in Thai) orpredictable (as it is in English)? Argue for your answer.

10 An alternation in Korean Consider the following words and phrases in Korean(data courtesy of Soojeong Eom) Note that in Korean, the verb comes last, sothat “medicine sell” means “sell medicine” Describe the alternation in the finalconsonant of the nouns, making reference to natural classes What class ofsounds is affected? What class of sounds causes a change? What is the change?

jak phalta medicine sell

jaN mekta medicine take

ot pilita clothes borrow

on mantulta clothes make

on neta clothes put insideHow might a Korean speaker learning to speak English pronounce the phrase “pick me”?

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11 Phonemes and allophones in Setswana (Southern Africa) Consider the

distribution of [l] and [d] in the following Setswana words (data courtesy of OneTlale) Do [l] and [d] belong to different phonemes, or are they allophones of onephoneme?

dip-a refuse to move

lep-a observe something

lEm-a lead astray

Also consider [l] and [d] in the following borrowed words:

English: baIb´l “bible” Setswana: bibela

Afrikaans: xlas “glass” Setswana: xalasi

English: p´lis “police”Setswana: podisi

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12 For extra thought We often think that if two sounds are allophones of one

phoneme (that is, two alternate ways of saying “the same sound”) that they ought

to be “phonetically similar.” How might the notion of phonetic similarity apply to[l] and [d] in the Setswana problem above? What about the possible variantpronunciations of the English phrase below?

“won’t be” very careful speech: [wonth bi]

careful speech: [wont/ bi]

casual speech: [won/ bi]

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13 An alternation in Setswana (Southern Africa) Consider the following words andphrases in Setswana (data courtesy of One Tlale) Describe the change thatoccurs to the first segment of the verb when the prefix meaning “me” is added.Describe the changes that occur in the prefix.

n-tshupa point at me

¯-tShapa hit me

N-kxhapa capture me

m-p∏hula shoot me (actually [mph

ula], due to a second change)Compare:

pha¯a slapm-ph

tSh

tSampa haughty person

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Chapter 2, exercise A

A Find the errors in the transcription of the consonantsounds in the following words In each word there is oneerror, indicating an impossible pronunciation of that wordfor a native speaker of English of any variety Make acorrect transcription in the space provided after the word

Chapter 2, exercise C

C Make a correct transcription of the following words There

is still only one error per word, but it may be among the vowels,

the consonants, or the stress marks

Chapter 2, exercise D

D Transcribe the following words or phrases as theyare pronounced by either the British or the Americanspeaker on the CD Be careful to put in stress marks at theproper places Use a phonemic transcription, and notewhich speaker you are transcribing

Betty cried as she left in the plane.

(a) ["b”ti 
 "kra Id
 Ez
 Si
 "l”f t
 In
 DE
 "ple In]

(b) ["b”di 
 "kr9a Id
 Ez
 Si…
 "l”ft 
 In1
 DE
 "pl9∞eIn]

State rules for converting the transcription in (a) above intothat in (b) Make your rules as general as possible, so thatthey cover not only this pair of transcriptions but also othersimilar sentences (for example, [t]→ [d] when it occursafter a vowel and before an unstressed vowel)

F Pirahã, a language spoken by about 300 hunter gatherers

living in the Amazonian rain forest, has only three vowels, i, a, o, and eight consonants, p, t, k, /, b, g, s, h (/ is the symbol for a glottal

stop, a sound that does not have any lip or tongue action.) How many different gestures of the tongue and lips do the speakers of this language have to make? Note which are vocalic gestures and which are consonantal gestures

_ _ _ _ _ _

G Hawaiian, now undergoing a revival although spoken natively

by only a few hundred people, has the following vowels and

consonants: i, e, a, o, u, p, k, /, m, n, w, l, h How many different

gestures of the tongue and lips do the speakers of this language have to make? Note which are vocalic gestures and which are consonantal gestures

_ _ _ _ _ _

1 We can see three real trees.

2 He still lives in the big city

3 The waiter gave the lady stale cakes

4 They sell ten red pens for a penny

5 His pal packed his bag with jackets

6 Father calmly parked the car in the yard

7 The doll at the top costs lots

8 He was always calling for more laws

9 Don’t stroll slowly on a lonely road

10 The good-looking cook pulled sugar

11 Sue threw the soup into the pool

12 He loved a dull muddy colored rug

13 The girl with curls has furs and pearls

14 I like miles of bright lights

15 He howled out loud as the cow drowned

16 The boy was annoyed by boiled oysters

Chapter 2, exercise I

I Transcribe the following phrases as they are pronounced by eitherthe British English or the American English speaker on the CD Makeboth (a) a broad transcription, and (b) a narrower transcription

Say whether the British or American English speaker is beingtranscribed

Please come home

Chapter 2, exercise J

J Read the following passages in phonetic transcription The first, which represents

a form of British English of the kind I speak myself, is a broad transcription Thesecond, which represents an American pronunciation typical of a Midwestern or farWestern speaker, is slightly narrower, showing a few allophones By this time youshould be able to read transcriptions of different forms of English, although you mayhave difficulty in pronouncing each word exactly as it is represented Nevertheless, readeach passage several times and try to pronounce it as indicated Take care to put thestresses on the correct syllables, and say the unstressed syllables with the vowels asshown

Now listen to these passages on the CD, and comment on any problems with thetranscriptions

British English

It
 Iz
 "pÅsEbl
 tE
 trœ n"skra Ib
 fE"n”tIkl I

"”ni
 "Øtr Ens,
 In
 "”nI
 "lœN gwIdZ,

In
 "s”vrEl
 "dIf rEnt
 "weIz

"Ol
 Ev
 DEm 
 "juzIN
 Di
 "œlf Eb”t
 End
 kEn "v”nSnz

Ev
 Di
 "aI
 "pi
 "eI

DE
 "seIm
 "TIN 
 Iz
 "pÅsEbl

wID 
 "mEÁ st
 "ØD E
 Int E"nœSE nl
 fE"n”tIk
 "œlf Eb”ts

E
 trœ n"skrIpSn
 wIt S
 Iz
 "meId
 baI
 "juzIN
 "l”t Ez
 Ev
 DE
 "sIm plIst
 "pÅsEbl
 "SeIps,

En
 In
 DE
 "sIm plIst
 "pÅsEbl
 "nØm bE,

Iz
 "kOl d
 E
 "sIm pl
 fEÁ "nimIk 
 trœ n"skrIpSn

American English

(This transcription includes a new symbol, [|], which will be discussed more fully in thenext chapter Here it represents the form of /t/ that occurs between vowels.)

If
 DE
 "nØm bE±
 Ev
 "dIf rEnt
 "l”|E±z
 Iz
 "mOr 
 Den1
 DE
 "mIn EmEm

Ez
 dE"faInd
 E"bØv

DE
 trœ n"skrIpSn
 wIl 
 "nAt 
 bi
 E
 fE"nimIk,

bE|
 En
 œlE "fAnIk 
 wØn

"sØm 
 Ev
 D´
 "foÁ nimz,
 "Dœ|
 Iz
 tE
 "seI,

wIl 
 bI
 r”p rE"z”n tEd
 baI
 "mOr 
 DEn
 "wØn 
 "dIf rEnt
 "sIm bl

In
 "ØDE±
 "w∏±dz
 "sØm 
 "œlE foÁnz
 Ev
 "sØm 
 "foÁ nimz

wIl 
 bI
 "sIN gld
 "aÁt 
 fE±
 "r”p rEz”n"teISn
 In1
 DE 
 trœ n"skrIpSn,

"h”n s
 DE
 "t∏±m
 "œlE "fAnIk

(Both the above passages are adapted from David Abercrombie, English Phonetic Texts

[Salem, N.H.: Faber & Faber, 1964].)

Comments

Chapter 3, exercise A

A The sequence of annotated diagrams below illustrates the actions that

take place during the consonants at the end of the word bench Fill in

the blanks

Before the vowel ends, the soft palate _so that air _ _

At the end of the vowel the blade of the tongue is raised to make contact with preventing air from _ The lips remain The vocal folds continue _

Then the is raised and the _of the tongue

The _remains throughout the end of the word.

After a short period the moves downward, but the _remains close enough to the alveolar ridge to _ The are _ The vocal folds

Chapter 3, exercise B

B Annotate the diagrams below so as to describe the actions required for the

consonants in the middle of the word implant Make sure that your annotations mention

the action of the lips, the different parts of the tongue, the soft palate, and the vocal folds

in each diagram Try to make clear which of the vocal organs moves first in going fromone consonant to another The pronunciation illustrated is that of a normal conversationalutterance; note the position of the tongue during the bilabial nasal

Chapter 3, exercise C

C Draw and annotate diagrams similar to those in the previous exercises,but this time illustrate the actions that occur in pronouncing the

consonants in the middle of the phrase thick snow Make sure that you

show clearly the sequence of events, noting what the lips, tongue, softpalate, and vocal folds do at each moment Say the phrase over toyourself several times at a normal speed before you begin Noteespecially whether the back of your tongue lowers before or after thetip of the tongue forms the articulation for subsequent consonants

Chapter 3, exercise D

D As a transcription exercise, give a number of examples for each ofrules (2) through (19) by making a narrow transcription of someadditional words that fit the rules Your examples should not includeany words that have been transcribed in this book so far Remember tomark the stress on words of more than one syllable

Rule (2) three examples (one for each voiceless stop)

Rule (6) three examples (one for each voiceless stop)

Rule (8) six examples (one for each voiced and voiceless stop)