Brigitte Ghorayeb – Presentation
Chapter 10 : Syllable Complexity
This chapter covers the principles of syllabification, with a specific focus on the phonotatic restrictions of English branching on onsets and on codas.
1- Complex Codas
A - Dimensions of possibility and existence of words in a language:
• Existing words
• Non-existent but possible words (words used for advertisements : blick)
• Non-existent and impossible words
• Possibility depends on well-formedness of words (based on grammar rules)
• Existence depends on the lexical inclusion in a language.
B- Complex codas: CVCC • Unlike in onsets, there are no sonority restrictions on English complex codas.
- ‘camp’, ‘pink’, and ‘film’ have a sonority distance of
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« The OCP »
• ‘w’ in twin is parsed into the onset because:
- ‘twin’ and ‘tin’ rhyme.
- Criterion for rhyming in English verse is that the segments in the syllable rhyme be identical.
- The high vowel represented by w in the spelling is assigned to the onset.
- Possibility of assigning high vowels to the onset because:
English forms do not accept labial consonant + labial high vowel + another vowel.
• English forms do not accept words that start with [tl] [dl]
• English forms accept words that start with [pl] [bl] [fl] [kl]
English dislikes segments with an identical place of articulation in the same subsyllabic constituent:
- Ex: no words starting with [pw] [bw] [vw] because they are both labial)
Obligatory Contour Principle (OCP): refers to the tendency of constituent siblings not to have similar places of articulation.
• High vowels can be included in the English onset in accordance with the sonority scale. Minimum sonority distance restriction on English onset siblings is equal to a minimum of 2.
5- Syllabification of [iu]
• If [i] is followed by [u], they are seen as one. If [i] is followed by [e] or [a], there is a segmental
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English speakers avoid the sequence [i] + vowel in one syllable unless the vowel is [u].
• In [iu], [u] is the lexicalized peak and thus [i] is assigned to the onset.
English system lacks [iu] after onsets with two consonants.
High vowels can partake in the English onset.
6- Onset fulfilment
• “Parsing” refers to the action of turning elements into constituents.
• “Parsing” is guided by the sonority profile of the sequence of segments.
• Ex: vowels require a minimum sonority level of 4 and this level has to be the peak level in the word. • Minimal Onset Satisfaction: Minimal satisfaction of onsets takes priority over satisfaction of codas. / imposes the formation of a minimal onset in preference to a coda in the preceding syllable, to conform to the universally basic CV syllable. Examples:
- Tendency of assigning an intervocalic consonant to the onset.
- VCVCV will be syllabified V.CV.CV. and not VC.VC.V because CV is the universal core syllable.
- In non-rhotic accents, there is no phonetic [r] in car and thus do not admit the [r] in codas and is parsed in the
In an experiment, around 350 Chicagoans, were recorded reading the following paragraph, titled “Too Hot for Hockey”, this script was written specifically to force readers to vocalize vowels “that reveal how closely key sounds resemble the accent's dominant traits” (Wbez). The paragraph is as follows:
Seikel, J. A., King, D. W., & Drumright, D. G. (2010). 12. Anatomy & physiology for speech,
Session #1: The speech language pathologist (SLP) modeled and role-played different types of voice tone. According to Jed Baker (2003), when demonstrat...
Evidence for the existence of the phonological loop comes from Baddeley (1966 in Passer, 2009) They examined the word length effect in which they presented participants with visual presentations of word lists and asked them to write t...
Unlike English, the Japanese language uses a phonetic system, so in tanka and waka, where there are syllabic constraints, space must be used as wisely as possi...
Peter R. Mitchell and John Schoeffel. New York: New Press, 2002. 135. The syllable of the syllable. Loewen, James.
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
Soderstrom (2007) found that ID speech is present in most spoken languages. She also found that ID speech is characterized different properties that include prosodic, phonological, and syntactic properties. Prosodic properties of ID speech include higher pitch of the voice, varying the pitch of one’s voice, elongating vowels, and lengthening the pauses between words in a sentence. Many researchers suggest that these prosodic properties grab the infants’ attention and hold their attention. Phonological properties of ID speech include differences in voice onset time distinction and exaggerating certain words in a sentence. Soderstrom found varying opinions on whether or not the phonological properties were actually helpful in language acquisition. Syntactic properties of ID speech include shorte...
O'Brien, Tracy. "Three Subtypes are Orthographic, Phonological, and Mixed." suite101.com. N.p., 28 Feb 2009. Web. 1 Jun 2010.
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
Analyzing dialects can be difficult due to the fact that is it hard to transcribe the pronunciation of an individual dialect because English is not spelled the same way it is pronounced. Furthermore, one person’s interpretation of spelling a dialect might not match up with another’s, so the reader might not “hear” the dialect properly. Regardless, written versions of dialects are essential to discussing dialectical differences.
The focus of this study, written by Brady, Duewer, and King, was to examine nonnative speakers of English and how proficient a vowel-targeted intervention is. By using established articulation strategies combined with a visual feedback program, they were able to conduct a successful experiment. In order to test this, the experiment used a single-subject multiple-probe design. The experiment targeted three vowels and an additional untrained vowel as a control. Each vowel was presented in three words, two of which were monosyllabic and one that was multisyllabic. Before training began, the participant read the vowel assessment list three times. Two authors, who decided whether the vowel was accurate or inaccurate, judged the participant. The
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning.