Fanatic About Phonetics
( L.M. Baskaran )
Welcome to the world of Phonetics,
Just hope you don't turn too frenetic,
Nor end up too lunatic,
But only just be kind of fanatic
In attempting to understand
This universal language of man
Try not to be too elan
But just hope that your minds'll expand.
The unpredictability of sound and symbol
Makes language-learning not too simple
Take cough, tough, bough, although and through
Each spells "ough" but sounds individually new.
Then how about bush and rush
You really can't compare them much,
Then there's break, beak, read and reed.
For some sanity there is much need !
Isles, aisles, beguile, and mile
Can we ever easily smile
And say "we'll bear it" - just for a while ?
Oh no - then there's women, orange and business
When orthograpic o, e, a, u are pronounced /i/,
Knew, hour, pneumonia, psychology
Have an unnecessary piece of orthography
The "silenced" one they often call it,
Why in the first place ever use it ?
Hour, our, grower and bower
Aren't these enough to make one cower
In fright and with no respite
Mind you, not really with delight !
High, buy, bye, and lie,
Can easily make a new learner cry
One surely cannot deny
That some sanity is now well night !
Selasa, 22 Maret 2016
Selasa, 15 Maret 2016
A Little Of Story
About Me
My name is ayu anggita. You can call me Ayu, Anggi or Gita. I was born in Bandung, 22 May 1997. I live in Rumbai, Pekanbaru, Riau.
I have a litle of story. My experience is that when I am sick and my parent can not see me. Wanted to cry, but it was not possible. Because I have to believe that parents always wish the best.
I can only hope that I can see them. And God always protect them. Maybe this sick is not comparable the sick they receive. Heat, rain, they have felt.
That's a little story that I have mentioned. Final, I say.. Thank you
My name is ayu anggita. You can call me Ayu, Anggi or Gita. I was born in Bandung, 22 May 1997. I live in Rumbai, Pekanbaru, Riau.
I have a litle of story. My experience is that when I am sick and my parent can not see me. Wanted to cry, but it was not possible. Because I have to believe that parents always wish the best.
I can only hope that I can see them. And God always protect them. Maybe this sick is not comparable the sick they receive. Heat, rain, they have felt.
That's a little story that I have mentioned. Final, I say.. Thank you
Phonetics
What is Phonetics?
There are three types of the study of the sounds of language. Acoustic Phonetics is the study of the physical properties of sounds. Auditory Phonetics is the study of the way listeners perceive sounds. Articulatory Phonetics is the study of how the vocal tracts produce the sounds. This article will only describe articulatory phonetics.
The orthography (spelling) of words in misleading, especially in
English. One sound can be represented by several different combinations
of letters. For example, all of the following words contain the same
vowel sound: he, believe, Lee, Caesar, key, amoeba, loudly, machine, people, and sea. The following poem illustrates this fact of English humorously (note the pronunciation of the bold words):
I take it you already know of tough and bough and cough and dough?
Some may stumble, but not you, on hiccough, thorough, slough, and through?
So now you are ready, perhaps, to learn of less familiar traps?
Beware of heard, a dreadful word, that looks like beard, but sounds like bird.
And dead, it’s said like bed, not bead; for goodness’ sake, don’t call it deed!
Watch out for meat and great and threat. (They rhyme with suite and straight and debt.)
A moth is not a moth in mother, nor both in bother, broth in brother.
And here is not a match for there, nor dear and fear, for bear and pear.
And then there’s dose and rose and lose – just look them up – and goose and choose
And cork and work and card and ward and font and front and word and sword
And do and go, then thwart and cart, come, come! I’ve hardly made a start.
A dreadful language? Why man alive! I’ve learned to talk it when I was five.
And yet to write it, the more I tried, I hadn’t learned it at fifty-five.
– Author Unknown
Some may stumble, but not you, on hiccough, thorough, slough, and through?
So now you are ready, perhaps, to learn of less familiar traps?
Beware of heard, a dreadful word, that looks like beard, but sounds like bird.
And dead, it’s said like bed, not bead; for goodness’ sake, don’t call it deed!
Watch out for meat and great and threat. (They rhyme with suite and straight and debt.)
A moth is not a moth in mother, nor both in bother, broth in brother.
And here is not a match for there, nor dear and fear, for bear and pear.
And then there’s dose and rose and lose – just look them up – and goose and choose
And cork and work and card and ward and font and front and word and sword
And do and go, then thwart and cart, come, come! I’ve hardly made a start.
A dreadful language? Why man alive! I’ve learned to talk it when I was five.
And yet to write it, the more I tried, I hadn’t learned it at fifty-five.
– Author Unknown
The discrepancy between spelling and sounds led to the formation of the International Phonetics Alphabet (IPA.)
The symbols used in this alphabet can be used to represent all sounds
of all human languages. The following is the English Phonetic alphabet.
You might want to memorize all of these symbols, as most foreign
language dictionaries use the IPA.
| p | pill | d | dill | h | heal | ʌ | but |
| b | bill | n | neal | l | leaf | aj | light |
| m | mill | s | seal | r | reef | ɔj | boy |
| f | feel | z | zeal | j | you | ɪ | bit |
| v | veal | č | chill | w | witch | ɛ | bet |
| θ | thigh | ǰ | Jill | i | beet | ʊ | foot |
| ð | thy | ʍ | which | e | bait | ɔ | awe |
| š | shill | k | kill | u | boot | a | bar |
| ž | azure | g | gill | o | boat | ə | sofa |
| t | till | ŋ | ring | æ | bat | aw | cow |
Some speakers of English pronounce the words which and witch
differently, but if you pronounce both words identically, just use w for
both words. The sounds /ʌ/ and /ə/ are pronounced the same, but
the former is used in stressed syllables, while the latter is used in
unstressed syllables. This list does not even begin to include all of
the phonetic symbols though. One other symbol is the glottal stop, ʔ
which is somewhat rare in English. Some linguists in the United States
traditionally use different symbols than the IPA symbols. These are
listed below.
| U.S. | IPA |
|---|---|
| š | ʃ |
| ž | ʒ |
| č | tʃ |
| ǰ | dʒ |
| U | ʊ |
The production of any speech sound involves the movement of air.
Air is pushed through the lungs, larynx (vocal folds) and vocal tract
(the oral and nasal cavities.) Sounds produced by using air from the
lungs are called pulmonic sounds. If the air is pushed out, it is called egressive. If the air is sucked in, it is called ingressive. Sounds
produced by ingressive airstreams are ejectives, implosives,
and clicks. These sounds are common among African and Native
American languages. The majority of languages in the world use pulmonic
egressive airstream mechanisms, and I will present only these types of
sounds in this lesson.
Consonants
Consonants are produced as air from the lungs is pushed through the glottis (the opening between the vocal cords) and out the mouth. They are classified according to voicing, aspiration, nasal/oral sounds, places of articulation and manners of articulation. Voicing is whether the vocal folds vibrate or not. The sound /s/ is called voiceless because there is no vibration, and the sound /z/ is called voiced because the vocal folds do vibrate (you can feel on your neck if there is vibration.) Only three sounds in English have aspiration, the sounds /b/, /p/ and /t/. An extra puff of air is pushed out when these sounds begin a word or stressed syllable. Hold a piece of paper close to your mouth when saying the words pin and spin. You should notice extra air when you say pin. Aspiration is indicated in writing with a superscript h, as in /pʰ/. Nasal sounds are produced when the velum (the soft palate located in the back of the roof of the mouth) is lowered and air is passed through the nose and mouth. Oral sounds are produced when the velum is raised and air passes only through the mouth.
Consonants are produced as air from the lungs is pushed through the glottis (the opening between the vocal cords) and out the mouth. They are classified according to voicing, aspiration, nasal/oral sounds, places of articulation and manners of articulation. Voicing is whether the vocal folds vibrate or not. The sound /s/ is called voiceless because there is no vibration, and the sound /z/ is called voiced because the vocal folds do vibrate (you can feel on your neck if there is vibration.) Only three sounds in English have aspiration, the sounds /b/, /p/ and /t/. An extra puff of air is pushed out when these sounds begin a word or stressed syllable. Hold a piece of paper close to your mouth when saying the words pin and spin. You should notice extra air when you say pin. Aspiration is indicated in writing with a superscript h, as in /pʰ/. Nasal sounds are produced when the velum (the soft palate located in the back of the roof of the mouth) is lowered and air is passed through the nose and mouth. Oral sounds are produced when the velum is raised and air passes only through the mouth.
Places of Articulation
Bilabial: lips together
Labiodental: lower lip against front teeth
Interdental: tongue between teeth
Alveolar: tongue near alveolar ridge on roof of mouth (in between teeth
and hard palate)
Palatal: tongue on hard palate
Velar: tongue near velum
Glottal: space between vocal folds
Bilabial: lips together
Labiodental: lower lip against front teeth
Interdental: tongue between teeth
Alveolar: tongue near alveolar ridge on roof of mouth (in between teeth
and hard palate)
Palatal: tongue on hard palate
Velar: tongue near velum
Glottal: space between vocal folds
The following sound is not found in the English language, although it is common in languages such as French and Arabic:
Uvular: raise back of tongue to uvula (the appendage hanging down from the velum)
Uvular: raise back of tongue to uvula (the appendage hanging down from the velum)
Manners of Articulation
Stop: obstruct airstream completely
Fricative: partial obstruction with friction
Affricate: stop airstream, then release
Liquids: partial obstruction, no friction
Glides: little or no obstruction, must occur with a vowel
Stop: obstruct airstream completely
Fricative: partial obstruction with friction
Affricate: stop airstream, then release
Liquids: partial obstruction, no friction
Glides: little or no obstruction, must occur with a vowel
You should practice saying the sounds of the English alphabet to
see if you can identify the places of articulation in the mouth. The
sounds are described by voicing, place and then manner of articulation,
so the sound /j/ would be called a voiced palatal glide and the sound
/s/ would be called a voiceless alveolar fricative.
| Bilabial | Labiodental | Interdental | Alveolar | Palatal | Velar | Glottal | |
|---|---|---|---|---|---|---|---|
| Stop (oral) |
p
b |
t
d |
k
g |
||||
| Nasal (stop) |
m
|
n
|
ŋ
|
||||
| Fricative |
f
v |
θ
ð |
s
z |
š
ž |
h
|
||
| Affricate |
č
ǰ |
||||||
| Glide |
ʍ
w |
j
|
ʍ
w |
h
|
|||
| Liquid |
l r
|
For rows that have two consonants, the top consonant is voiceless and
the bottom consonant is voiced. Nasal stops are all voiced, as are
liquids. The sound /j/ is also voiced. If sounds are in two places on
the chart, that means they can be pronounced either way.
Vowels
Vowels are produced by a continuous airstream and all are voiced (at least in English – Japanese does have voiceless vowels, however). They are classified according to height of the tongue, part of tongue involved, and position of the lips. The tongue can be high, mid, or low; and the part of the tongue used can be front, central or back. Only four vowels are produced with rounded lips and only four vowels are considered tense instead of lax. The sound /a/ would be written as a low back lax unrounded vowel. Many languages also have vowels called diphthongs, a sequence of two sounds, vowel + glide. Examples in English include oy in boy and ow in cow. In addition, vowels can be nasalized when they occur before nasal consonants. A diacritic mark [~] is placed over the vowel to show this. The vowel sounds in bee and bean are considered different because the sound in bean is nasalized.
Vowels are produced by a continuous airstream and all are voiced (at least in English – Japanese does have voiceless vowels, however). They are classified according to height of the tongue, part of tongue involved, and position of the lips. The tongue can be high, mid, or low; and the part of the tongue used can be front, central or back. Only four vowels are produced with rounded lips and only four vowels are considered tense instead of lax. The sound /a/ would be written as a low back lax unrounded vowel. Many languages also have vowels called diphthongs, a sequence of two sounds, vowel + glide. Examples in English include oy in boy and ow in cow. In addition, vowels can be nasalized when they occur before nasal consonants. A diacritic mark [~] is placed over the vowel to show this. The vowel sounds in bee and bean are considered different because the sound in bean is nasalized.
| Part of Tongue | ||||
|---|---|---|---|---|
| Front | Central | Back | ||
| Tongue Height |
High |
i
ɪ |
u
ʊ |
|
| Mid |
e
ɛ |
ə
ʌ |
o
ɔ |
|
| Low |
æ
|
a
|
||
The bold vowels are tense, and the italic vowels are rounded. English
also includes the diphthongs: [aj] as in bite, [aw] as in cow, and [oj]
as in boy.
For the complete IPA chart with symbols for the sounds of every human language, please visit the International Phonetic Association’s website. If you’re looking for a way to type English IPA symbols online, please visit ipa.typeit.org
Major Classes of Sounds (Distinctive Features)
All of the classes of sounds described above can be put into more general classes that include the patterning of sounds in the world’s languages. Continuant sounds indicate a continuous airflow, while non-continuant sounds indicate total obstruction of the airstream. Obstruent sounds do not allow air to escape through the nose, while sonorant sounds
have a relatively free airflow through the mouth or nose. The following table summarizes this information:
All of the classes of sounds described above can be put into more general classes that include the patterning of sounds in the world’s languages. Continuant sounds indicate a continuous airflow, while non-continuant sounds indicate total obstruction of the airstream. Obstruent sounds do not allow air to escape through the nose, while sonorant sounds
have a relatively free airflow through the mouth or nose. The following table summarizes this information:
| Obstruent | Sonorant | |
|---|---|---|
| Continuant | fricatives | liquids, glides, vowels |
| Non-Continuant | oral stops, affricates | nasal stops |
Major Class Features
[+ Consonantal] consonants
[- Consonantal] vowels
[+ Consonantal] consonants
[- Consonantal] vowels
[+Sonorant] nasals, liquids, glides, vowels
[- Sonorant] stops, fricatives, affricates (obstruents) [+ Approximant] glides [j, w] [- Approximant] everything else
[- Sonorant] stops, fricatives, affricates (obstruents) [+ Approximant] glides [j, w] [- Approximant] everything else
Voice Features
[+ Voice] voiced
[- Voice] voiceless
[+ Voice] voiced
[- Voice] voiceless
[+ Spread Glottis] aspirated [pʰ, tʰ, kʰ]
[- Spread Glottis] unaspirated
[+ Constricted Glottis] ejectives, implosives
[- Constricted Glottis] everything else
[- Constricted Glottis] everything else
Manner Features
[+ Continuant] fricatives [f, v, s, z, š, ž, θ, ð] [- Continuant] stops [p, b, t, d, k, g, ʔ] [+ Nasal] nasal consonants [m, n, ŋ] [- Nasal] all oral consonants
[+ Continuant] fricatives [f, v, s, z, š, ž, θ, ð] [- Continuant] stops [p, b, t, d, k, g, ʔ] [+ Nasal] nasal consonants [m, n, ŋ] [- Nasal] all oral consonants
[+ Lateral] [l]
[- Lateral] [r]
[+ Delayed Release] affricates [č, ǰ]
[- Delayed Release] stops [p, b, t, d, k, g, ʔ]
[+ Strident] “noisy” fricatives [f, v, s, z, š, ž]
[- Strident] [?, ð, h]
Place Features
[Labial] involves lips [f, v, p, b, w] [Coronal] alveolar ridge to palate [θ, ð, s, z, t, d, š, ž, n, r, l] [+ Anterior] interdentals and true alveolars
[- Anterior] retroflex and palatals [š, ž, č, ǰ, j] [Dorsal] from velum back [k, g, ŋ] [Glottal] in larynx [h, ʔ]
[Labial] involves lips [f, v, p, b, w] [Coronal] alveolar ridge to palate [θ, ð, s, z, t, d, š, ž, n, r, l] [+ Anterior] interdentals and true alveolars
[- Anterior] retroflex and palatals [š, ž, č, ǰ, j] [Dorsal] from velum back [k, g, ŋ] [Glottal] in larynx [h, ʔ]
Vowels
Height [± high] [± low] Backness [± back] Lip Rounding [± round] Tenseness [± tense]
http://ielanguages.com/phonetics/
Height [± high] [± low] Backness [± back] Lip Rounding [± round] Tenseness [± tense]
http://ielanguages.com/phonetics/
Kamis, 10 Maret 2016
Introduce Of Linguistics
What is Linguistics?
Linguistics is the science of language, including
the sounds or signs, words, and grammar rules. Words in languages are
finite, but sentences are not. It is this creative aspect of human
language that sets it apart from animal languages, which are essentially
responses to stimuli.
The rules of a language, also called grammar, are learned as one acquires a language. These rules include phonology the sound system, morphology, the structure of words, syntax, the combination of words into sentences, semantics, the ways in which sounds and meanings are related, and the lexicon, or mental dictionary of words. When you know a language, you know words in that language, i.e. sound units or signs that are related to specific meanings. However, the sounds or signs and meanings of words are arbitrary. For the most part, there is no relationship between the way a word is pronounced (or signed) and its meaning.
Knowing a language encompasses this entire system, but this knowledge (called competence) is different from behavior (called performance). You may know a language, but you may also choose to not speak it. Although you are not speaking the language, you still have the knowledge of it. However, if you don’t know a language, you cannot speak it at all.
There are two types of grammars: descriptive and prescriptive. Descriptive grammars represent the unconscious knowledge of a language. English speakers, for example, know that “me likes apples” is incorrect and “I like apples” is correct, although the speaker may not be able to explain why. Descriptive grammars do not teach the rules of a language, but rather describe rules that are already known. In contrast, prescriptive grammars dictate what a speaker’s grammar should be and they include teaching grammars, which are written to help teach a foreign language.
There are about 7,000 languages in the world right now (a rough estimate), and linguists have discovered that these languages are more alike than different from each other. There are universal concepts and properties that are shared by all languages, and these principles are contained in the Universal Grammar, which forms the basis of all possible human languages.
http://ielanguages.com/what-is-linguistics/
Thank you for visit my blog
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The rules of a language, also called grammar, are learned as one acquires a language. These rules include phonology the sound system, morphology, the structure of words, syntax, the combination of words into sentences, semantics, the ways in which sounds and meanings are related, and the lexicon, or mental dictionary of words. When you know a language, you know words in that language, i.e. sound units or signs that are related to specific meanings. However, the sounds or signs and meanings of words are arbitrary. For the most part, there is no relationship between the way a word is pronounced (or signed) and its meaning.
Knowing a language encompasses this entire system, but this knowledge (called competence) is different from behavior (called performance). You may know a language, but you may also choose to not speak it. Although you are not speaking the language, you still have the knowledge of it. However, if you don’t know a language, you cannot speak it at all.
There are two types of grammars: descriptive and prescriptive. Descriptive grammars represent the unconscious knowledge of a language. English speakers, for example, know that “me likes apples” is incorrect and “I like apples” is correct, although the speaker may not be able to explain why. Descriptive grammars do not teach the rules of a language, but rather describe rules that are already known. In contrast, prescriptive grammars dictate what a speaker’s grammar should be and they include teaching grammars, which are written to help teach a foreign language.
There are about 7,000 languages in the world right now (a rough estimate), and linguists have discovered that these languages are more alike than different from each other. There are universal concepts and properties that are shared by all languages, and these principles are contained in the Universal Grammar, which forms the basis of all possible human languages.
http://ielanguages.com/what-is-linguistics/
Thank you for visit my blog
fb : https://www.facebook.com/ayu.anggita1
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