Descriptive GrammarDescriptive Grammarof English:of English:

Phonetics and PhonologyPhonetics and Phonology

dr dr Iwona KokorniakIwona Kokorniak

(with contribution from dr Jarosław Weckwerth)(with contribution from dr Jarosław Weckwerth)

2727 SeptSept 200 20088

Teacher:Teacher: dr dr Iwona KokorniakIwona Kokorniak

Office:Office: 223223A, Collegium NovumA, Collegium Novum

Niepodległości 4Niepodległości 4

Office hrs:Office hrs:FridayFriday:: 12:00 12:00 -13:00-13:00

Wednesday: 15.30 – 16.30 Wednesday: 15.30 – 16.30

(by appointment)(by appointment)

E-mail:E-mail: kokorniakkokorniak@ifa.amu.edu.pl@ifa.amu.edu.pl

33

AimsAims

Thorough overview of English Thorough overview of English phonetics phonetics and and phonology.phonology.

Some basic information on other Some basic information on other languages (especially Polish) will languages (especially Polish) will also be provided.also be provided.

44

What for?What for?

Two main reasons:Two main reasons:– it will enable you to consciously control it will enable you to consciously control

your own English pronunciation;your own English pronunciation;– it will enable you to detect, analyse and it will enable you to detect, analyse and

possibly correct the pronunciation possibly correct the pronunciation errors of your future students.errors of your future students.

55

Why do you need this???Why do you need this???You are to become ‘language You are to become ‘language professionals’professionals’– TeachersTeachers

– TranslatorsTranslators

– LinguistsLinguists

– etc.etc.

Role models: TV people, actors...Role models: TV people, actors... – – people who do public speaking people who do public speaking professionallyprofessionally

66

Why do you need this???Why do you need this???

Therefore, you need more than Therefore, you need more than just communication.just communication.

You need You need professional professional accuracyaccuracy..

Achieving this accuracy needs Achieving this accuracy needs solid solid conscious knowledgeconscious knowledge......

... and ... and a lot of individual practicea lot of individual practice

77

Quick & dirty estimateQuick & dirty estimate

A child acquiring English, starts at A child acquiring English, starts at age 0age 0

30 mins x 365 days x 10 years30 mins x 365 days x 10 years

1825 hours1825 hours

88

Quick & dirty estimateQuick & dirty estimate

English learner, three-year courseEnglish learner, three-year course

Group of 9 studentsGroup of 9 students

3 classes x 90 mins a week3 classes x 90 mins a week

10 mins x 25 classes x 3 years10 mins x 25 classes x 3 years

750 mins = 12.5 hours750 mins = 12.5 hours

99

Aims – summaryAims – summaryYou need to know what you are You need to know what you are doingdoingto do it right.to do it right.

Intuition and talent is not enough.Intuition and talent is not enough.

But tBut this course his course is notis not ‘theoretical’! ‘theoretical’!

You’ve got to learn by You’ve got to learn by doingdoing things. things.

You must make every effort to You must make every effort to apply this knowledge apply this knowledge in practicein practice..

Practice individuallyPractice individually

1010

AssessmentAssessment

Written examinationWritten examination

Core content agreed by all teachersCore content agreed by all teachers

To take the exam, you need a To take the exam, you need a passing grade for the classes passing grade for the classes (‘ćwiczenia’)(‘ćwiczenia’)

The final grade: 30% for the classes The final grade: 30% for the classes + 70% for the final test+ 70% for the final test

1111

Grammar?Grammar?

Consider:Consider:– He has went yesterday.He has went yesterday.

What normal people call ‘grammar’ What normal people call ‘grammar’ is is SYNTAXSYNTAX..

But in linguistics, sBut in linguistics, syntax is yntax is only only about how sentences are built.about how sentences are built.

1212

Other branches of linguisticsOther branches of linguistics

dobrydobry – – dobdobroro – – dobrdobrzeze

MORPHOLOGYMORPHOLOGY: How words are : How words are constructed.constructed.

This includes This includes inflectioninflection::mammam – – maszmasz – – mama......

...and ...and derivationderivation: : dobrydobry – – dobdobroro – – dobrdobrzeze

1313

PhonologyPhonology

batbat – – ratrat – – catcat

PHONOLOGYPHONOLOGY is mainly about sound is mainly about sound contrasts.contrasts.

How sounds can change meaning.How sounds can change meaning.....

......how sounds functionhow sounds functionas a as a SYSTEMSYSTEM in a language. in a language.

1414

PhoneticsPhonetics

szafaszafa

The physical details of The physical details of pronunciation.pronunciation.

Different from language to Different from language to language...language...

That’s why That’s why YOUYOU need phonetics! need phonetics!

1515

PhoneticsPhonetics

articulatory auditory

acoustic

1616

Other branches of linguisticsOther branches of linguistics

Historical linguisticsHistorical linguistics

SociolinguisticsSociolinguistics

PsycholinguisticsPsycholinguistics

Discourse analysisDiscourse analysis

Text linguisticsText linguistics

etc... etc...etc... etc...

1717

Descriptive?Descriptive?

Consider:Consider:

I ain’t got noneI ain’t got none..

Przyszłem za wczePrzyszłem za wcześśnienie..

Prof. Miodek would say, “These areProf. Miodek would say, “These are incorrect”.incorrect”. This is This is prescriptiveprescriptive..

But But some some people speak like that...people speak like that...

1818

Descriptive?Descriptive?

Compare:Compare:

He has went yesterday.He has went yesterday. – – I ain’t got I ain’t got nonenone..

We will describe what people do, We will describe what people do, not what should be done.not what should be done.

But this But this doesn’tdoesn’t mean mean that that anything goes.anything goes.

1919

Lecture topicsLecture topics 1 1

Introduction. Course aims and Introduction. Course aims and overviewoverview.. BBranches of linguisticsranches of linguistics.. PPhonetics versus phonology.honetics versus phonology.

Pronunciation versus writing. Pronunciation versus writing. Phonetic transcription.Phonetic transcription.

2020

Lecture topicsLecture topics 2 2

The vocal tract – what organs are The vocal tract – what organs are used to produce speech. Phonation used to produce speech. Phonation – what is the source of sound for – what is the source of sound for speech. speech. pplaces and manners of laces and manners of articulationarticulation for consonants for consonants..

English consonants.English consonants.

English consonantsEnglish consonants: compa: compared with red with Polish.Polish.

2121

Lecture topicsLecture topics 3 3

Cardinal vowels. English vowels.Cardinal vowels. English vowels.

English vowels – continued. Compared English vowels – continued. Compared with Polish.with Polish.

Phoneme vs. allophone. English Phoneme vs. allophone. English allophonesallophones

Weak formsWeak forms

Phonotactics – how sounds can be Phonotactics – how sounds can be combined in English and Polish wordscombined in English and Polish words

2222

Lecture topicsLecture topics 4 4

Coarticulation – how sounds Coarticulation – how sounds influence each other.influence each other.

Phonostylistics – how sounds Phonostylistics – how sounds change in running speechchange in running speech. . Compared Compared with Polish.with Polish.

2323

Lecture topicsLecture topics 5 5

Standard American English vs. Standard American English vs. Standard British English.Standard British English.

Other varieties of English.Other varieties of English.

2424

Essential sources 1Essential sources 1

Ashby, M. and J. Maidment. 2005. Ashby, M. and J. Maidment. 2005. Introducing phonetic scienceIntroducing phonetic science. . Cambridge: Cambridge University Press.Cambridge: Cambridge University Press.

Collins, B. and I. Mees. 2003. Collins, B. and I. Mees. 2003. Practical Practical phonetics and phonology. phonetics and phonology. London: London: Routledge.Routledge.

Cruttenden, A. 2001. Cruttenden, A. 2001. Gimson’s Gimson’s ppronunciation of English. ronunciation of English. ((6th edition.6th edition.)) London: Arnold.London: Arnold.

2525

Essential sources 2Essential sources 2Garcia Lecumberri, M.L. and J. Maidment. Garcia Lecumberri, M.L. and J. Maidment. 2000. 2000. English transcription course. English transcription course. London: London: Arnold.Arnold.

Jones, D. 2003. Jones, D. 2003. Cambridge English Cambridge English pronouncing dictionarypronouncing dictionary. . ((16th edition by 16th edition by Peter Roach, James Hartman and Jane Peter Roach, James Hartman and Jane Setter.Setter.)) Cambridge: Cambridge University Cambridge: Cambridge University Press. [with CD-ROM]Press. [with CD-ROM]

Ladefoged, P. 2001. Ladefoged, P. 2001. A course in phoneticsA course in phonetics. . ((4th edition.4th edition.)) Boston: Heinle & Heinle. Boston: Heinle & Heinle.

2626

Essential sources 3Essential sources 3Roach, P. 2001. Roach, P. 2001. English phonetics and English phonetics and phonology.phonology. ((3rd edition.3rd edition.)) Cambridge Cambridge University Press.University Press.

Sobkowiak, W. and J. Szpyra. 2001. Sobkowiak, W. and J. Szpyra. 2001. Workbook in English phonetics for Polish Workbook in English phonetics for Polish students of Englishstudents of English. Lublin: . Lublin: Wydawnictwo UMCS.Wydawnictwo UMCS.

Sobkowiak, W. 200Sobkowiak, W. 20044. . English phonetics English phonetics for Polesfor Poles. . (3rd(3rd edition. edition.)) Poznań: Poznań: Wydawnictwo Poznańskie.Wydawnictwo Poznańskie.

2727

Essential sources 4Essential sources 4

Upton, C., W. Kretzschmar and R. Upton, C., W. Kretzschmar and R. Konopka. 2003. Konopka. 2003. Oxford pronunciation Oxford pronunciation dictionary for current Englishdictionary for current English. Oxford: . Oxford: Oxford University Press.Oxford University Press.

Wells, J. C. 2000. Wells, J. C. 2000. Longman Longman pronunciation dictionary.pronunciation dictionary. ((2nd 2nd eedition.dition.)) London: Pearson Education.London: Pearson Education.

2828

Transcription – why?Transcription – why?

Is normal writing not enough?!Is normal writing not enough?!

Different writing systemsDifferent writing systems

– AlphabetsAlphabets

– SyllabariesSyllabaries

– Logographic systemsLogographic systems

Based on different language unitsBased on different language units

All have their weaknessesAll have their weaknesses

2929

Some problemsSome problems

Bóg – Bug – bukBóg – Bug – buk

może – morzemoże – morze

pain – panepain – pane

French: vingt – vinFrench: vingt – vin

German: Rad – RatGerman: Rad – Rat

Japanese: Japanese: 汽車汽車 – – 記者記者

Homophones

3030

HomophonesHomophones

Words spelt differently but pronounced Words spelt differently but pronounced

the samethe same

Because in most languages the spelling Because in most languages the spelling

represents a historical staterepresents a historical state

E.g. E.g. óó and and uu in Polish were different in in Polish were different in

the pastthe past

3131

Even more problemsEven more problems

Some letters aren’t pronouncedSome letters aren’t pronounced

English English rideride, , lamblamb, , thoughthough

Sometimes sounds aren’t shown in Sometimes sounds aren’t shown in

spellingspelling

KępaKępa??/kempa/

3232

Still more problemsStill more problems

In English, the relation may beIn English, the relation may be

very ambiguousvery ambiguous

ghotighoti– gh as in ‘enough’gh as in ‘enough’

– o as in ‘women’o as in ‘women’

– ti as in ‘lotion’ti as in ‘lotion’

/fɪʃ/ fish

3333

Alphabetic writingAlphabetic writing

Generally based on the phonemic Generally based on the phonemic

principleprinciple

Each letter tries to represent one Each letter tries to represent one

phonemephoneme

Excellent evidence of the psychological Excellent evidence of the psychological

reality of the phoneme...reality of the phoneme...

...but sometimes fails...but sometimes fails

3434

Alphabets – Latin-derivedAlphabets – Latin-derived

Represents the phonemes of LatinRepresents the phonemes of Latin

Today used around the worldToday used around the world

In numerous languages, too many In numerous languages, too many

phonemesphonemes to be represented to be represented

Hence, Hence, digraphsdigraphs – cz, sz, sh, th – cz, sz, sh, th

Hence, Hence, diacriticsdiacritics – ó, ę, ż, é, â, ü – ó, ę, ż, é, â, ü

3535

Extreme case: VietnameseExtreme case: Vietnamese

Trăm năm trong cõi người ta,Trăm năm trong cõi người ta,

Chữ tài chữ mệnh khéo là ghét nhau.Chữ tài chữ mệnh khéo là ghét nhau.

Trải qua một cuộc bể dâu,Trải qua một cuộc bể dâu,

Những điều trông thấy mà đau đớn Những điều trông thấy mà đau đớn

lòng.lòng.

Lạ gì bỉ sắc tư phong,Lạ gì bỉ sắc tư phong,

Trời xanh quen thói má hồng đánh Trời xanh quen thói má hồng đánh

ghen.ghen.

3636

Other alphabetsOther alphabets

Greek: Greek: α β γ δ ε ζ η θ ι κ λ μ...α β γ δ ε ζ η θ ι κ λ μ...

Cyrillic (Russian, Ukrainian, Serbian, Cyrillic (Russian, Ukrainian, Serbian,

Belarussian...): Belarussian...): а б в г д е ё ж з и йа б в г д е ё ж з и й

Hebrew: Hebrew: ככ ךך יי טט חח זז וו הה דד גג בב אא

Arabic: Arabic: دد خخ حح جج ثث تت بب اا

3737

Alphabets – special casesAlphabets – special cases

Thai: Thai: ก ข ฃ ค ฅ ฆ ง จ ก ข ฃ ค ฅ ฆ ง จDevanāgarī (Hindi): Devanāgarī (Hindi): अ आ इ ई उ ऊ ऋअ आ इ ई उ ऊ ऋ

Hangul (Korean): Hangul (Korean): ᄉᄌᄎᄑᄒᄉᄌᄎᄑᄒ

3838

Syllabaries – examplesSyllabaries – examples

Japanese katakana and Japanese katakana and hiraganahiragana

ka か sa さ ta た na な

ki き si し ti ち ni に

ku く su す tu つ nu ぬ

3939

SyllabariesSyllabaries

Based on the syllabic principleBased on the syllabic principle

Each symbol represents one syllableEach symbol represents one syllable

Excellent evidence of the psychological Excellent evidence of the psychological

reality of the syllablereality of the syllable

But no information on sounds shared But no information on sounds shared

across syllablesacross syllables

4040

Logographic writingLogographic writing

Chinese logographsChinese logographs

木木 mùmù ‘tree’ ‘tree’

本本 benben ‘root’ ‘root’

4141

Chinese logographsChinese logographsMeaning relations are clearMeaning relations are clear

Each character represents a word or morphemeEach character represents a word or morpheme

But the speaker needs to learn the But the speaker needs to learn the

pronunciation separatelypronunciation separately

nàng‘unclear pronouncing

due to snuffle’

4242

And finally...And finally...

Many languages do not have a writing Many languages do not have a writing

system at allsystem at all

People who can’t write can speak People who can’t write can speak

(almost always)(almost always)

Speech is primary!Speech is primary!

4343

And finally...And finally...

Writing is an important invention...Writing is an important invention...

...but it is separate from speech and ...but it is separate from speech and

secondarysecondary

And not always helpful for pronunciationAnd not always helpful for pronunciation

In this course, we’ll learn to think of how In this course, we’ll learn to think of how

you pronounce things...you pronounce things...

...irrespective of how they’re spelt...irrespective of how they’re spelt

4444

Transcription – that’s whyTranscription – that’s why

Transcription can show Transcription can show anyany sound in sound in anyany

language using language using only one set of symbolsonly one set of symbols

If you know the symbols you can If you know the symbols you can

pronounce any word in any languagepronounce any word in any language

(With some practice, and with varying (With some practice, and with varying

degrees of success, of course)degrees of success, of course)

4545

Phonemic transcriptionPhonemic transcription

Phonemic transcription shows sound Phonemic transcription shows sound

contrasts...contrasts...

bat – pat – rat – hat bat – pat – rat – hat /bæt pæt ræt /bæt pæt ræt

hæt/hæt/

Similar to spelling but far more consistentSimilar to spelling but far more consistent

Dictionaries use phonemic transcriptionDictionaries use phonemic transcription

Is it enough?Is it enough?

4646

Who needs the detail?Who needs the detail?

Crazy phoneticiansCrazy phoneticians

(Amibitious) foreign learners = you(Amibitious) foreign learners = you

Because details of pronunciation are Because details of pronunciation are

different in different languagesdifferent in different languages

4747

Allophonic transcriptionAllophonic transcription

Allophonic transcription shows more Allophonic transcription shows more

detail (below the level of the detail (below the level of the phonemephoneme))

/pæt/ [phæt]

broad

(phonemic)

narrow

(allophonic)

4848

Transcription – the basicsTranscription – the basics

Controlled by the International Phonetic Controlled by the International Phonetic

Association (IPA)Association (IPA)

Known as the International Phonetic Known as the International Phonetic

Alphabet (IPA)Alphabet (IPA)

Designed on the basis of the Latin Designed on the basis of the Latin

alphabetalphabet

With added symbolsWith added symbols

4949

Transcription – principles 1Transcription – principles 1

Always the same symbol for the same Always the same symbol for the same

soundsound

Exact shapes of symbols are Exact shapes of symbols are importantimportant::

n N ɲ ɳ ŋFive different sounds!

a ɑTwo different

sounds!

5050

Transcription – principles 2Transcription – principles 2

For English, don’t use these symbols:For English, don’t use these symbols:

c c xx yy qq oo

Don’t use CAPITAL LETTERSDon’t use CAPITAL LETTERS

5151

Transcription – principles 3Transcription – principles 3

Diacritics add detailDiacritics add detail

ˈsʌdˈsʌdnnn̄n̄diacritics

stress mark

5252

Korean HangulKorean Hangul

g g ᄀᄀ k k ᄏᄏd d ᄃᄃ t t ᄐᄐj j ᄌᄌ chch ᄎᄎb b ᄇᄇ p p ᄑᄑ

Represents phonological features

Goes ‘below’ the phoneme

But not ‘deep enough’

5353

The vocal tractThe vocal tract

5454

Active and passive articulatorsActive and passive articulators

Active: tongue, lips, uvulaActive: tongue, lips, uvula

Passive: teeth, alveolar ridge, hard Passive: teeth, alveolar ridge, hard palate, soft palate (=velum)palate, soft palate (=velum)..