The Production of Speech Sounds (Final)

8/12/2019 The Production of Speech Sounds (Final)

1/27

1

The production of speech sounds. ( Fazilah Abd Hamid )

All the sounds we make when we speak are the result of muscles contracting. The

muscles in the chest that we use for breathing produce the flow of air that is needed

for almost all speech sound; muscles in the larynx produce many different

modifications in the flow of air from the chest to the mouth. After passing through the

larynx, the air goes through what we call the vocal tract, which ends at the mouth

and nostrils; we call the part comprising the mouth the oral cavity and the part that

leads to the nostrils the nasal cavity. Here the air from the lungs escapes into the

atmosphere. We have a large and complex set of muscles that can produce

changes in the shape of the vocal tract, and in order to learn how the sounds of

speech are produced it is necessary to become familiar with the different part of the

vocal tract. These different parts are called articulators, and the study of them is

called articulary phonetics.

Fig. I is a diagram that is used frequently in the study of phonetics. It represents the

human head, seen from the side, displayed as though it had been cut the half. You

will need to look at it carefully as the articulators are described, and you will find it

useful to have a mirror and a good light placed so that you can look at the inside of

your mouth.


2/27

2

Fig 1 The articulators

i) The pharynx is a tube which begins just above the larynx. It is about 7 cm

long in women and about 8 cm in men, and at its top end it is divided

into two, one part being the back of the oral cavity and the other being the

beginning of the way through the nasal cavity. If you look in the mirror with

the mouth open , you can see the back of the pharynx.

ii) The soft palate or velum is seen in the diagram in a position that allows air

to pass through the nose and through the mouth. The other important

thing about the soft palate is that it is one of the articulators that can be

touched by the tongue. When we make the sound k, g the tongue is in

contact with the lower side of the soft palate, and we call these velar

consonant.

iii) The hard palat eis often called the roof of the mouth. You can feels its

smooth curved surface with your tongue. A consonant made with the

tongue close to the hard palate is called palatal. The sound j in yes is

palatal.

iv) The alveolar ridge is between the top front teeth and the hard palate. You

can feel its shape with your tongue. Its surface is really much rougher than

its feels, and its covered with little ridges. You can only see these if you

have a mirror small enough to go inside your mouth, such as those used

by dentists. Sounds made with the tongue touching here (such t, d, n,) are

called alveolar.

v) The tongue is a very important articulator and it can be moved into many

different places and different shapes. It is usual to divide the tongue info

different parts, though there are no clear dividing lines within its structure.

Fig. 2 shows the tongue on a larger scale with these parts shown: tip,blade, front, back and root. (This use of the word front often seems

rather strange at first.)

vi) The teeth (upper and lower) are usually shown in diagrams like fig. I only

at the front of the mouth, immediately behind the lips. This ia for sake of a

simple diagram, and you should remember that most speakers have teeth


3/27

3

to the sides of their mouths, back almost to the soft palate. The tongue is

in contact with the upper side teeth for most speech sound.

vii) The lips are important in speech. They can be pressed together (when we

produce the sounds p, b) ,brought into contact with the teeth (as f, v ) , or

rounded to produce the lip-shape for vowels like u:. sounds in which the

lips are in contact with each other are called bilabial, while those with lip-

to-teeth contact are called labiodentals. Another important thing about the

lips is that they can take different shapes and positions. Therefore, lip-

rounding is considered as a major criterion for describing vowel sounds.

The lips may have the following positions:

Vowel lips posture

Fig 2 Subdivision of the tongue


4/27

4

There are seven articulators used in speech. All these articulators are

important to produce speech sound.


5/27

5

The production of speech sounds ( Shahidah Mohd Kharin )

There are seven articulators involved in the production of speech sound. The

articulators mentioned are positioned above the larynx. All the sounds made are the

result of muscles contracting. The muscles in the chest that are used for breathing

produce the flow of air that is needed for almost all speech sounds; muscles in the

larynx produce many different modifications in the flow of air from the chest to the

mouth. After passing through the larynx, the air goes through the vocal tract, which

ends at the mouth and nostrils. The process by which air is pushed out is called anegressive pulmonic air stream.Iin order to learn how the sounds of speech are

produced it is necessary to become familiar with the different parts of the vocal tract.

These different parts are called articulators.

Fig. 1 is a diagram that is used frequently in the study of phonetics. It represents the

human head seen from the side.

Fig. 1 The articulators.

(i) The pharynx is a tube which begins just above the larynx. It is about 7 cm

long in women and about 8 cm in men, and at its top end it is divided into two,


6/27

6

one part being the back of the mouth and the other being the beginning of the

way through the nasal cavity.

(ii) The Alveolar Ridge/Teeth RidgeThe alveolar ridge is situated immediately after the upper front teeth. The

sounds which are produced touching this convex part are called alveolar

sounds. Some alveolar sounds in English include /t / and /d/.

(iii) The Hard Palate

The hard palate is the concave part of the roof of the mouth. It is situated on

the middle part of the roof.

(iv) The Velum or Soft Palate

The lower part of the roof of the mouth is called soft palate. It could be

lowered or raised. When it is lowered, the air stream from the lungs has

access to the nasal cavity. When it is raised the passage to the nasal cavity

is blocked. The important thing about the velum is that it is on of the

articulators that can be touched by the tongue. The sounds /k/ and /g/ are

produced when the tongue is in contact with the lower side of the velum.

They are called velar sounds.

(v) The Lips

The lips also play an important role in the matter of articulation. They can be

pressed together or brought into contact with the teeth.

The consonant sounds which are articulated by touching two lips with each

other are called bilabial sounds. For example, /p/ and /b/ are bilabial soundsin English. Whereas, the sounds which are produced with lip to teeth contact

are called labiodental sounds. In English there are two labiodental sounds: /f/

and /v/.


7/27

7

Another important thing about the lips is that they can take different shapes

and positions. Therefore, lip-rounding is considered as a major criterion for

describing vowel sounds. The lips may have the following positions:

a. Rounded - a position where the corners of the lips are brought towards each

other and the lips are pushed forwards. And the resulting vowel from this

position is a rounded one. For example, / /.

b. Spread -. In this position the lips are moved away from each other (i.e.

when we smile). The vowel that we articulate from this position is

an unrounded. For example, in English /i: /is a long vowel with slightly spread

lips.

c. Neutral - a position where the lips are not noticeably rounded or spread. and

the articulated vowel from this position is referred to as unrounded vowel. For

example, in English /: / is a long vowel with neutral lips.

Vowel Lip Postures : adapted from Jeremy Harmer

(vi) The Teeth

The teeth are also very much helpful in producing various speech sounds.

The tongue is in contact with the upper side teeth for many speech sounds.

The sounds which are made with the tongue touching the teeth are

called dental sounds. Some examples of dental sounds in English include //

and //.


8/27

8

(vii) The tongue is, of course, a very important articulator and it can be

moved into many different places and different shapes. It is usual to divide

the tongue into different parts, though there are no clear dividing lines

within the tongue. Fig. 2 shows the tongue on a larger scale with these

parts shown: tip, blade, front, back and root.

The tongue is responsible for the production of many speech sounds, since

it can move very fast to different places and is also capable of assuming

different shapes. The shape and the position of the tongue are especially

crucial for the production of vowel sounds. Thus, when describing the vowel

sounds consider the following criteria:

Tongue Height: It is concerned with the vertical distance between the

upper surface of the tongue and the hard palate. From this perspective the

vowels can be described as close and open. For instance, because of the

different distance between the surface of the tongue and the roof of the

mouth, the vowel /i: /has to be described as a relatively close vowel,

whereas / / has to be described as a relatively open vowel.

Tongue Frontness / Backness: It is concerned with the part of tongue

between the front and the back, which is raised high. From this point of view

the vowel sounds can be classified as front vowels and back vowels. By

changing the shape of the tongue we can produce vowels in which a

different part of the tongue is the highest point. That means, a vowel having

the back of the tongue as the highest point is a back vowel, whereas the

one having the front of the tongue as the highest point is called a front


9/27

9

vowel. For example: during the articulation of the vowel / u: / the back of the

tongue is raised high, so its a back vowel. On the other hand, during the

articulation of the vowel / / the front of the tongue is raise high, therefore,

it is a frontvowel.

The seven articulators described above are the main ones used in speech,

but there are three other things to remember. Firstly, the larynx could also

be described as an articulator - a very complex and independent one.

Secondly, the jaws are sometimes called articulators; because the lower

jaw moves a lot . But the jaws are not articulators in the same way as the

others, because they cannot themselves make contact with other

articulators. Finally, the nose and the nasal cavity are very important

equipment for making sounds , particularly nasal consonants such

as m , n . Then again, the nose and the nasal cavity could not be

considered as articulators in the same sense as (i) to (vii).


10/27

10

How are vowel describe ? Explain using the vowel chart quadrilateral?

( Lee Chim Siew )

The alphabet which we use to write English has 26 letters but 44 speech

sounds. There are 20 vowel sounds in English and 24 consonants. In the vowel

sounds, there are 7 short vowels, 5 long vowels , and 8 diphthongs.

VOWELS

The symbols for these short vowels are: //, /e/ , // , // , // , //, and //.

The diagram below represent the vowel space in the centre of the mouth.

Front Central Back

Close

Half close U High

:

Half opene3: Mid

Open Low

a:

The characteristic sound of a vowel is determined by the horizontal tongue

position.The front vowels are/ i:/ ,//, /e/ and// .The vertical tongue position

are high for the vowels / I/ , /u/,/i:/ and /u:/ , the mid vowels are /e/, //, //,/:/

and /3:/ and low vowels are //,// and /a:/. For the vowels /u/, /u:/, //, and /a:/,

i: U:


11/27

11

the lip is rounded. The 7 lax vowels are //, /e/ ,//, //,//, /u/ and//.The

rest are tensevowel.

/i:/ is describe as front,high, tense unrounded vowel. /e/ is front, mid lax

unrounded vowel. / / is front, low,lax unrounded vowel./ / iscentral , high, lax

unrounded vowel. // is central, mid, lax unrounded vowel. // is central ,mid,

lax unrounded vowel. /u/ is back, high ,lax rounded vowel. /u:/ is back, high,

tense rounded vowel. /:/ is back, mid tense rounded vowel. // is back, low lax

rounded vowel. /a: / is back ,low, tense, unrouded vowel./:/ is back, mid tense,

rounded vowel. /3:/ is central, mid, tense, unrounded vowel.

DIPHTHONGS

A diphthong is a vowel sound consisting of an intentional glide, the organs of

speech starting in the position of one vowel and immediately moving in the direction

of another vowel.

A diphthong, moreover, consists of a single syllable, that the vowel glide

is performed in a single impulse of breath. Thus, a diphthong always occupies one

syllable.

For example, boy, lay and try are diphthongs but not laying, trying, etc.


12/27

12

because laying and trying consist of two different vowels. One end of the diphthong

is generally more prominent than the other.

In English there are two kinds of diphthongs: the closing diphthongs and the

centering diphthongs. The centering diphthongs are /i/ as in /bi / (beer), /e/ as in

/pe / (pair) and /u / as in /pu / (poor).

Centering diphthongs chart ending in

The closing diphthongs in English ending in I are: /ei/ as in /lei/ (lay) , /ai/ as in

/flai/ (fly) , /

i/ as in /t

i/ (toy) and the clothing diphthongs ending in u are /ou/as in /bout/ (boat) and/ au/ as in /bau/ (bough).


13/27

13

The closing diphthongs The closing diphthongsending in I

chart ending in u chart

U

au u

i

ai au

TRIPHTHONGS.

A combination of three vowel sounds in a single syllable, forming a simple or

compound sound; also, a union of three vowel characters, representing together

a single sound; as, eye, -ieu in adieu, -eau in beau, are examples of

triphthongs.In English, schwa is the most common vowel sound.

The triphthong are composed of the 5 closing diphthongs with added on the

end. They are:

- e+ = e. as in layer, player

- a+ = a. as in lire, fire

- + = , as in loyal, royal

- + = u, as in lower, mower

- a+ = au, as in power, hour.

Lee Chim Siew


14/27

14

Text read by the student

Languish In Ailen

The Republic of Ailen is officially billingual wif its two languish being English and Iris

or Iris Gaelic. (Iris is decended from the languish of the Celts and is similar to

Scottish Gaelic and also related to Wels.)Signs and oficial documents are supported

to be billingual. Students are required to study Iris in schools for 13 years,but wif the

empasis on gramme,Few people can acually speak Iris,acet for some native

speakers in some areas in the Western part of Iris. There is an Iris radio station and

the nasional broadkesting station carries some programs in Iris.

| lw n |

rpblk v z fli ts tu lw bi l nd ars

r ars |elk | ars z frm lw v kelts nd z sml t

skt elk nd |ls rletd t | sanz nd dkjments

sptd tbi |stjudnts rkwad tstdi ars n skulz ftin jz

| bt n rm |fju il kn sik ars | f

sm netv sikz n sm eriz n i: |westn pt v ars | z n ars red

stennd nsinl sten|krz sm rrmz n ars |


15/27

15

Language In Ireland

The Republic of Ireland is officially bilingual, with its two languages being

English and Irish or Irish Gaelic. (Irish is descended from the language of the

Celts and is similar to Scottish Gaelic and also related to Welsh.) Signs and

official documents are supposed to be bilingual. Students are required to study

Irish in school for 13 years, but with the emphasis on grammar, few people can

actually speak Irish, except for some native speakers in some areas in the

western part of Ireland. There is an Irish radio station and the national

broadcasting station carries some programs in Irish.

(100 words)

lwd n alnd |

rpblk v alnd z fli balwl | w ts tu lwdz bi

l nd ar r ar elk | ar z dsendd frm lwd v

kelts nd z sml t skt elk nd ls rletd t wel | sanz nd

fl dkjments spzd t bi balwl | stjudnts rkwad t stdi

ar n skul f tin jz | bt w i emfss n rm | fju pipl kn

ktuli spik ar | ksept f sm netv spikz n sm eriz n

westn pt valnd | z n ar red sten nd nnl

brdkst sten krz sm prrmz n ar |


16/27

16

Raja Anis Sofia , a Year 4 pupil who endured a local nursery at 6. The

communicated language is Bahasa Melayu.She learns her English through

watching English cartoon, attending English tuition class and joined the English

Smart Reading program while she is in Year 1 and 2. There are English been

taught in school.

The passage chosen by us is entitle Language in Ireland. There were mistakes

that commonly make by pupils and even teachers. We will bracket the mistakes

done. The mistakes found were with ( wif ), Welsh ( Wels ), official ( oficial ),

Irish ( Iris ), emphasis ( empasis ) , grammar ( gramme ), actually ( acually ),

except ( acet ) and broadcasting ( broadkesting ).

Common pronunciation problems are happen when speaking a second

language because most people are used to hearing and making sounds which

only exist in their mother tongue.There are many sounds in BahasaMelayu and

English that are similar. Some however, are only partially similar and others are

totally different. When you hear or are trying to say the partially similar or totally

different sounds, it's easy to make mistakes because you are used to hearing

and making sounds in your mother tongue. It is important therefore, to make

yourself aware of how sounds in a different language are made and practise

listening to them and saying them as much as possible.

To make language sounds we move our jaw, tongue, lips, and the vocal cords in

our throat in a number of different ways. If, for example, your brain is not used to

telling your tongue to move into a certain position in your mouth in order to make

a particular sound, then you may have difficulty saying that sound clearly.

Here are a few suggestions on how to train your brain. First, learn to recognise

that there are differences between some English sounds and some

BahasaMelayu sounds. Second, learn to hear clearly and think about how

sounds are made when you are listening. Third, discover how these sounds are

made. Find out for example,how far open your jaw should bewhether the tip of


17/27


18/27

18

became( gramme ), anyway, there is no effect on the meaning.Depending on the

student`s original language the following can also be issues: Certain

consonants. Asian nationalities often have difficulties pronouncing or

distinguishing "l" and "r". They tend to left out the / r / while pronouncing

(grammar) to ( gramme ).

To create the sh sound, the tongue is a little farther back, away from the top

front teeth. The air is forced between the tip of the tongue and the back of the

tooth ridge. The front sides of your tongue will touch your side teeth farther back

in your mouth than where they touch during the s sound.So ,the s sound is more

forward in the mouth, and uses more of the front of the tongue, more tooth ridge,

and even the top front teeth. The sh sound is farther back, and uses the back of

the tooth ridge, and just the tip of the tongue.

The /sh/ sound and the /s/ sound are very similar. For both sounds, the tongue

tip is rounded and air escapes through the rounded tip. The sides of the tongue

touch the upper teeth to prevent the air from escaping sideways.

To move from a /s/ sound to a /sh/ sound, start by making a good /s/, then slide

your tongue backwards, keeping your tongue in the same rounded position. Try

this a few times, going as far back as you can (i.e., past the correct /sh/

position). This helps us get a feeling for moving your tongue around. Then do it

again, and stop when the /sh/ sound seems just right to you. Once we can do

the /s -->sh/ slide, learn how to make the sound well in isolation, then phrases,

then sentences, then spontaneous conversation.

One other note: sometimes we actually already know how to produce a problem

sound in some contexts. Can we say /sh/ ever, in any words? If so, don't bother

with the /s -->sh/ slide. Just start with the context that works, then move onto

other contexts from there.We can see fro what the pupul do while pronouncing the words

Welsh to ( Wels ) and Irish to ( Iris ).


19/27

19

There are possible causes for the pronunciation problem:

First at,exposure to English generally used longer sentences and a more varied

vocabulary than those with less extramural exposure to English.exposure to the

target language makes it easier to acquire good pronunciation. Pupils with

extensive exposure to English in their free time feel particularly confident in

contexts involving everyday language, which is not surprising.

Second, another factor is the amount of exposure to the practice of English.

English is not only used in the classroom environment. We can handle this

subject from the point of view whether the learner has been living in a country

where English has been spoken or not.

Third, If learners have had good pronunciation training before, this will help

them. If theyve hadineffective training or no training, theyre at a disadvantage.

The others are aptitude, attitude, and motivation, natural ability of some people

who may have a talent for pronunciation , the personality factors such as

people who are more adaptable may have more success in

pronunciation,motivation of oneself in order to improve pronunciation where the

learner must want to improve, the role of the native language can affects the

learning of pronunciation. Sometimes this effect is bad, but sometimes it is good.

There can be both positive transfer and negative transfer. Unfamiliar sounds or

sound combinations may be difficult to pronounce. For example, an L1 sound

may be substituted for an L2 sound or the phonological rules of L1 may be

mistakenly applied to L2. Lastly, the voice quality of a speaker, such as average

pitch, tenseness of the muscles of the throat and vocal tractor whether the

speakers voice sounds breathy and nasal.

Improving your English pronunciation is not just about understanding and

practising the differences between vowel sounds and consonant sounds, it is

also very important to be aware of how all the different elements that create

speech are put together. Understanding and practising English word stress and

sentence stress and linking. will help you enormously in hearing connected


20/27

20

speech clearly and in being able to speak English with confidence and more

fluency.If you want to speak English fluently, you need to practice, practice and

practice English some more every day.


21/27

21

Reflection ( Fazilah bt Abd Hamid )

I think phonetis and Phonology is the most difficult subject of another subject. I

have to work hard to memorize and understand all charts and symbols that

appear in the module. First introduced the subject of the first semester I felt alittle depressed about not being able to fully understand the chart given. I am

confused by the term and position the lips while producing speech. During this

second semester phonetics and phonology syllabus is more difficult. I have to

work hard. I have a lot of reference to the International Alphabet Association

while refer also the dictionary. I also feel confused to transribe homophone

words which I had to repeat several times until I managed to get the correct

answer. I also learn the relation between speech sounds and phonemes, explore

the links between phonetics and phonology. I feel this knowledge is very

important to my students in correcting their pronunciation as well as me. The

knowledge in Phonetic is useful to guide my students' pronunciation.

After two weeks read the module, I get clue of what I've learned. I should be

competent to read and memorize the diagram and symbol given . I have also

been trying to answer online questions prepared by Mr. Raja, our lecturers. So I

can increase the level of my knowledge and improve the existing knowledge. I

also have a problem when I want to correct my pronunciation where I often

mistake by. I realized that, if I was mistaken give information to my students,

they will be repeat the mistakes forever.

There are some tips to improve our learning of phonology. I realize that,

somebody must refer to dictionary at least one word a day. Always talk with

friend with the correct pronunciation. You will learn it from song, song lyrics, your

favourite movies especially from other countries. I think if we always sing our

favourite song, we will be better in our pronunciation.


22/27

22

Now, I think my knowledge in phonology better than before. I hope I will

success in my next examination.


23/27


24/27

24

Apart from pronunciation of the speech sounds themselves, another important

aspect of phonetics is intonation. Both learners and teachers often forget that

intonation carries meaning, and expresses speakers emotions and attitudes. When

learning a foreign language, students tend to transfer the intonation habits from their

native language into the second language, forgetting that when used inappropriately,

intonation can lead to misunderstanding and even complete communication

breakdown between speakers coming from two different linguistic backgrounds. This

is when phonetics comes in handy. Phonetics also describes intonation and helps

students to recognize, understand and practice intonation patterns.

With all the knowledge that I obtained throughout this course and with the guidance

of my lecturer Encik Mohd Raja Abdullah , I hope I can implement the information in

my classroom teaching .


25/27

25

Reflection ( Lee Chim Siew )

Teaching phonetic transcription to beginning speech-language pathology

students offers unique challenges. Although phonetic transcription is a complex

process that requires a deep understanding of the phoneme, many phonetics

instructors attest that some students seem to master this process with little effort

and others have a great deal of difficulty with it. In Semester 1, when I first

introduced to phonology, I found myself very difficult to catch up with the

lesson.After 20 days learning one sound and going over and over it, I just cant

seem to retain it. I am starting to worry .Language-based learning disabilities are

problems with age-appropriate reading, spelling, and/or writing. This disorder is

not about how smart a person is.and my self to fall behind. I am worry that I

might have some sort of learning difficulty.

Everything that come to me is new and in the bottom of my heart, I rejected it. In

the semester 1 exam, I found out that there is only a few questions that came

put. Oh! What a relief! But, when it comes to semester 2, I have to study

phonology in a more detail stage. However, I have to face it and pass the paper.

I read and read the model whenever I am free. Nearly hundred times and at last,

I started to love this subject. Now, I have a clearer idea on it.

Although we come from two very different linguistic backgrounds, we both

enjoyed studying phonetics from the start, learning about the underlying

principles of speech sounds and becoming aware of its many applications in

everyday life.Apart from pronunciation of the speech sounds themselves,

another important aspect of phonetics that is often neglected in foreign language

learning and teaching is intonation. Both learners and teachers often forget that

intonation carries meaning, and expresses speakers emotions and attitudes.When learning a foreign language, students tend to transfer the intonation habits

from their native language into the second language, forgetting that when used

inappropriately, intonation can lead to misunderstanding and even complete

communication breakdown between speakers coming from two different

linguistic backgrounds.


26/27

26

There are some tips to improve our learning of phonology. First, Mark at least

words a day from a dictionary and memorize them and use dictionary keys to

learn their pronunciation.Nowadays talking dictionaries are also available.It

makes learning easier.If there is an opportunity, talk with your friends in the

language you want to be fluent in, avoid all other languages. You will learn from

your mistakes. Besides, watch the movies in that language extensively and

listen to songs in that language & try understanding the lyrics.

People measure success in many different ways and on many different levels.

When setting goals in life, its important that we identify what success means to

us personally, so that when we succeed we will know it. I had set a good

example for my children that continuing revising lesson will make

bettermastering.


27/27

References

Harmer, Jeremy. The Practice of English Language Teaching.3rded.England:Longman-

Pearson, 2001. 28-35.

Yule, George. The Study of Language. 2nd

ed. Cambridge: CUP, 1996. 40-50.

Varshney, Dr. R.L. An Introduction of Linguistics & Phonetics. Dhaka: BOC, n.d.

38-42.

NB This Article is Essentially in the Tentative Stage. Further Revision is

Required.

http://www.answers.com/topic/diphthong#ixzz13gYTFPGL

http://thinkexist.com/dictionary/meaning/triphthong/

http://en.wikipedia.org/wiki/Schwa

http://www.personal.rdg.ac.uk/~llsroach/phon2/artic-basics.htm

http://catalogue.pearsoned.co.uk/samplechapter/013242942X.pdf

Read more: http://www.answers.com/topic/speech#ixzz22sBEE48e

Modul phonetics and phonology
http://www.answers.com/topic/diphthong#ixzz13gYTFPGLhttp://thinkexist.com/dictionary/meaning/triphthong/http://en.wikipedia.org/wiki/Schwahttp://www.personal.rdg.ac.uk/~llsroach/phon2/artic-basics.htmhttp://catalogue.pearsoned.co.uk/samplechapter/013242942X.pdfhttp://www.answers.com/topic/speech#ixzz22sBEE48ehttp://www.answers.com/topic/speech#ixzz22sBEE48ehttp://catalogue.pearsoned.co.uk/samplechapter/013242942X.pdfhttp://www.personal.rdg.ac.uk/~llsroach/phon2/artic-basics.htmhttp://en.wikipedia.org/wiki/Schwahttp://thinkexist.com/dictionary/meaning/triphthong/http://www.answers.com/topic/diphthong#ixzz13gYTFPGL

Documents

The Production of Speech Sounds (Final)