NAE Vowels--Part 2NAE Vowels--Part 2

• Study guide #12: Name 4 factors

that increase the length of vowels.

Exemplify.

Environmental effects on VsEnvironmental effects on Vs

Vowels are longer if . . .

1) the V is tense, not lax.

2) the V is syllable final.

3) the following C is voiced.

Environmental effects on VsEnvironmental effects on Vs

Vowels are longer if . . .

4) the following C is a sonorant

(nasal or approximant; not an

obstruent [stop, fricative,

affricate] or a glide.

Vowel lengthVowel length

Longer <----------------------> Shorter• hill hid hit• bell bed bet• bull could cook

• bee, beer bead beat• go, goal goad goat• boy, boil void voice

Study guide #13Study guide #13

• Describe how /r/-coloring causes

vowel phoneme groups to merge.

Why is this?

/r/-coloring/r/-coloring

• “Rhotic varieties” of English have a

syllable-final /r/ after vowels.

• V anticipates articulation of /r/; often

alters V a lot (i.e., it’s rhoticized)

• A type of assimilation, positional

variation

/r/-coloring/r/-coloring

/ə/

/ər/

/r/-less & /r/-colored Vs (Table 4.5, p. 128)/r/-less & /r/-colored Vs (Table 4.5, p. 128)

/r/-coloring/r/-coloring

• /r/-coloring merges the distinction

between /eyr, ɛr, ær/ as in

Mary, merry, & marry

• How would these words be

pronounced in an “r-less dialect”?

Study guide #14Study guide #14

• Offer 3 strategies for teaching the

pronunciation of /r/-colored vowels

to struggling ELLs. (/ə/ insertion)

• 2 more ideas in Lane, pp. 195-

196

/r/-coloring/r/-coloring

• Often /r/-colored Vs sound like the

initial vowel + /ər/

• Care /kɛr/ sounds like /kɛər/

• Teaching the V + /ər/ is very

helpful to students.

/r/-coloring examples/r/-coloring examples

• Hire = high +er; /hayər/

• Flower = flou + er; /flawər/

• Store = stow + er; /stoər/ (for

glides + /r/ in same syllable, I drop

the second part of the glide)

Study guide #15Study guide #15

• Exemplify the effect of /l/-coloring

on vowels. (/ə/ insertion)

• See also Lane, p. 195

/l/-coloring/l/-coloring

• Similar effect as /r/, but not as

much

• [ɫ] pulls vowels to a more central

location; especially front vowels

• Compare see & seal, say & sale

/l/-coloring/l/-coloring

• But does not neutralize the

distinction between lax & tense

vowels

• Examples: seal & sill, sale & sell

More on study guide #15More on study guide #15

• Exemplify CMBG’s recommended

representation of /l/-coloring in

transcription. (/ə/ insertion)

• List pedagogical techniques for

helping students articulate /r/- &

/l/-colored vowels.

/l/-coloring/l/-coloring

• CMBG again insert schwa

between V and [ɫ] for teaching

• For example, seal = /siəl/, tool =

/tuwəl/, boil = /boyəl/

• Why the /y/ in boil?

/l/-coloring/l/-coloring

• When teaching syllable-final -rl,

CMBG start with 2-syllable words

• For example, curly, then curl;

twirling, then twirl; girly, then girl

• Problem? light vs. dark /l/