Overview Between Phonetics And Phonology

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

Phonological awareness involves the detection and manipulation of sounds at three levels of sound structure: (1) syllables, (2) onsets and rimes, and (3) phonemes.

Phonology – use of sounds and how sounds are organized and used in natural languages.

R Studio was used to calculate the statistics in this experiment. We compared participant’s perception of sounds (proportion of voiced responses) with stimuli of different laterality and precursor. A voiced sound is a speech sound produced with the vibration of the vocal cords while devoiced sound is one produced with no vibration of the vocal cord. Data from 19 participants were included in the analysis. Each participant listened to 4 different types of sound: 1) Laterality of 0 (sounds presented with equal amplitude) and a precursor of 1. For example, “span” seemed to be presented to the center sounding like “s-pan.” 2) Laterality of 150 (sounds presented with opposing amplitude) and a precursor of 1. For example, “s” seemed to be presented to the right while “pan” is to the left, or vice versa. 3) Laterality of 0 (sounds presented with equal

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

The title of chapter 2 is “The Phonological Component: Phonetics”, this chapter is all about how God made our mouth and our bodies to make specific sounds to create words. This chapter goes through how we have certain parts in our body that helps us make vowels and consonants so that we can connect words and make sentences. I thought this chapter was interesting because it goes into detail about things that I would have never thought of until reading it. When you speak, you do not realize how much is actually going on in your body. First, the chapter talks about how there are certain “shapes” that are needed to articulate some words. Speech sounds are initiated by an air-stream. When that air-stream going into the vocal chords, the vibration

What is Phonics? Phonics is the teaching of the association of sounds with letter identification. With that, there is an extreme amount of emphasis on word decoding skills to help a student sound out unfamiliar words. Phonics is actually a word-recognition strategy that becomes a teaching method only through heavy emphasis. Using phonetic principles, youngsters learn to associate the correct sound with each part of a word and to recognize and pronounce words. (Farr 2004) Phonics systematically teaches a child to break the code of written language. (Ghate 2003) Children are taught to identify letter-sound correspondence with phonics, which helps them put together a word by using sounds.

First, let us look at the definitions of both phonics, and phonemic awareness. Dow and Baer point out that phonics is a method of teaching the basic phonetics of human speech sounds to a beginning reader. Whereas they define phonemic awareness as the ability to identify that a spoken word is made up of individual sounds (2013, p. 130). So, one has to ask what is really the difference

7. In each of the following pairs of words, the bold italicized sounds differ by one or more phonetic properties (features). Give the IPA symbol for each italicized sound, state their differences and, in addition, state what properties they have in common. Example: phone—phonic The o in phone is mid, tense, round. The o in phonic is low, unround. Both are back vowels. bath bathe æ = Low, central, unrounded e = Mid, tense, unrounded reduce reduction ə = Low, lax, rounded v = Low, lax, unrounded cool cold u = High, tense, rounded a = Low, tense, unrounded wife wives e = Mid, tense, unrounded i = High, front, tense cats dogs æ = Low, central, unrounded o = Mid, back, rounded impolite indecent o = Front, lax, unrounded ɛ = Mid, lax, unrounded

According to Peña-Brooks and Hegde (2015), phonological processes describe the simplification of adult speech production based on different sound classifications. Naturally, typically developing children undergo through this process while learning how to correctly articulate their speech sounds. Each phonological process describes how a child overcomes a specific sound classification by using what they have already acquired. In their attempts to follow the adult model, these phonological processes become consistent patterns. For instance, if a child has not mastered fricative sounds then he/she might replace it with a stop otherwise known as stopping.

For this assessment I have been required to compare English with another language. I have decided to choose Mandarin as my language of choice. A major elements of languages will be compared in this essay. That being phonology. Phonology is defined as being “the study of the way speech sounds form patterns”.(Victoria Fromkin 2009). As (Hammond 1999) describes, every spoken language has a unique system whereby sounds are organised. This unique pattern of pattern can be termed phonology and varies widely in geographical and social differences.

Therefore, phonemes are considered to be the basic units of speech sound by which morphemes are represented. According to Kiparsky (1985), there are two common word-internal phonological domains, level 1 or the stem level, and the word level, with the stem level being cyclic and the word level being noncyclic. Kiparsky predicts that stem-level phonological rules may precede stem and word level morphological rules, since the latter domain is noncyclic. (Gussmann,1985).

This history of phonological theory has been in bloom since it was generated some 150 years ago. The depth of phonological phenomena has, in actuality, been in abstract existence since the first spoken language was developed as it is a natural component of all human language. In this paper I hope to produce a clear, concise analysis and discussion of the phonological growth of language study through perception and production while introducing the criticisms and problems associated with these theories. The history of phonological theory goes farther back than phonemics, but for the sake of space and time, I will start during the beginning of the 20th century and finish with a contrastive analysis of the present theories of phonology.

Linguists describe consonant sounds using three criteria, which are voicing, place of articulation, and manner of articulation. First, there are two types of voicing for consonant sounds, they are either voiced (+V) or voiceless sounds (-V). voiced sounds are produced when air is passing through a vibrating vocal cords, so the vocal cords are closed, but when air passes through them