- •The subject-matter of Phonetics. Branches of Phonetics.
- •Types of Phonetics according to its specific fields of investigation.
- •Phonology. The relationship between Phonetics and Phonology.
- •The difference between phonemes and allophones. Classification of allophones.
- •Common features of consonants as opposed to vowels.
- •Common features of vowel as opposed to conconants.
- •Main principals of consonant classification. Classification of English consonants.
- •11. Syllabic structure if English words. Functional characteristics if syllables.
- •12. Word stress in English.
- •13. Pronunciation. Phonemic and phonetic transcription. The Phonemic Chart.
- •14. The Reform Movement in the language teaching and the foundation of the ipa.
- •15. Approaches to the intonation study. Functions of intonation. Stylistic use of intonation.
- •If more or less phonetically similar sounds occur in mutually exclusive positions they are called allophones of one and the same phoneme.
- •If more or less phonetically different sounds occur in the same phonetic contexts they are called allophones of different phonemes.
- •In British isles: southern English, Northern, Scottish
- •Vowels:
- •Vowels of full formation
- •1.Phonemic principle
- •2. Differentiating principle
- •Intonation
- •Indented line
12. Word stress in English.
S-s – special emphasis, given to syl-s in words. In speech the actual prom-ce of a s-le is not only the result of stress. S-s is variable – any syl-le of a polys-c word can carry the main stress. Signals: pitch of voice (level), sonority of sound (vowel quality: strong, weak; stressed syl-s have strong v-s – pot, Tom, office, odd, man, uns-ed – weak: potato, official, addition, woman), duration in time (length – syl-s are extra long when they are prominant) – together they make syl-s sound louder. Degrees of s-s: primary, secondary (partial), weak. S-s is the comb-n of factors.
S-s may be semantically contrasted (verb – noun: contrast, present). Modify of s-s: photogragh-photographer-photographic).
Rules:1) ‘front weight’ in nouns & adj-s (have s-s on the 1-st syl-le); 2) 2 & 3-syl-le words have a prefix (not stressed), majority are verbs; 3) w-s with suf-s (unstr-ed); 4) certain suf-s cause the syl-le to be st-ed: -ive, -ient, -iant, -ial, -ion, -ic, -ous, -ish, -ify, -ible; 5) –able – doesn’t change the stress; 6) in polys-c w-ds certain suf-s cause the s-s to be placed on the 4-th syl-le fr. the end - -ary, -ator, alimony, literacy, inventory; 7) in compound w-ds – singlestressed – reading-room, music-hall; but adj-es & verbs – 2-stressed – well-bred, give in.
13. Pronunciation. Phonemic and phonetic transcription. The Phonemic Chart.
Transcription – system of phonetic notations, a set of symbols representing speech sounds.
It can be:
Broad /phonemic/ - gives the special symbol of the phonemes of the language.
Narrow [allophonic] – gives the special symbols for allophonic feature.
14. The Reform Movement in the language teaching and the foundation of the ipa.
Methods in language teaching: grammatical-translation; direct; by 1850 the situation changed: focus on oral communication -> situational l-ge teaching; audiolingualism; communic.l-ge teaching (Alexander); silent way; community l-ge teaching; total physical response (for children); suggestopedia. So there was a great shift from gr.tr. to the oral communicative. Now – a collectical method.
Revolutioners, who denied gr-tr method: Marcel – invented the oral m-d, following the way how the children heard the language; Prendergast – to learn a language you need a context, suggested the idea of structural patterns; Gouin – anything you say must be facilitated by movements. They started looking for the ways of describing the language. Henry Sweet, Wilhelm Vietor, Paul Passy. International Phonetic Association (1886 in Paris by Paul Passy):
The tasks:
1.the study of the spoken language;
2.ph-c training in order to establish good pron-n habits;
3.the use of conversational texts & dialogues (not literary), introduction of idioms;
4. inductive approach to the learning grammar;
5. the use of direct method – teaching new meanings through establishing associations in the target language. The Association introduces International Phonetic Alphabet (1886).