Vietnamese Phonology In the Vietnamese language, there is a range of 19 to 21 consonant phonemes, which differs in result of how a word is pronounced. A consonant such as “/p/” only comes about when a word is borrowed from the French language. Other consonants experience more pronunciation such as “/tʰ/”, which occurs when there is an exhale of air that is followed by the words release. The Vietnamese language is also made up of 72 vowels. Technically, there are 12 vowels in the Vietnamese language. However, the language consists of six tones which therefore leads to a total of 72 distinct vowels. (Thompson 2013). In the Vietnamese language, there are six different tones that a word may have. The tones may either be high rising, low falling or low rising. There are also high broken tones or low broken tones. These tones all differ in ways where some tones start off as high and slowly end low, or quickly end low. Some tones can start low and quickly end high or slowly end high. However, in the middle of all these tones is the mid …show more content…
The language is also made up of 25 consonants; “B (be), C (ce), CH (che), D (de), F (efe), G (ge), H (hache) J (jota), K (ka), L (ele), LL (elle), M (eme), N (ene), Ñ (eñe), P (pe), Q (cu), R (ere), RR (erre), S (ese), T (te), V (uve), W (doble ve), X (equis), Y (i griega), Z (zeta).” These letters can be stressed when the indicated with the symbol //. (Warren 2016) Examples of Spanish phonemes that do not exist in English are CH, LL, Ñ and RR. The common double letter rr holds a significance in the meaning of a word and the way it is pronounced. The word “churro” in Spanish would be pronounced with the rolling of the tongue when saying the letter r. In contrast, the English pronunciation of the word churro is often with a singular r sound. This same rolling of the tongue applies to the double LL such as in the word “amarillo” which means yellow. (Frederick
Personally, as I read this book I had a mindset of a Latin accent, and with the knowledge I have of the Spanish language, I know that many times in the speech process, things aren’t as direct or presented as in English speech.
However, there were strange vowel choices on higher notes that made it hard to understand some of the phrases that were being sung. For example, on the word “master”, the choice to use a diphthong instead of an ordinary “a” vowel, made the word take on a darker sound in a happier song.
In the essay “Mother Tongue” Amy Tan, the author, gives a different, a more upbeat outlook on the various forms of English that immigrants speak as they adapt to the American culture. Using simple language to develop her argument, she casually communicates to the audience rather than informing which helps the audience understand what is being presented at ease. Her mother plays an important role in her outlook of language, because she helps her realize that language not only allows one to be a part of a culture but create one’s identity in society. Amy Tan shares her real life stories about cultural racism and the struggle to survive in America as an immigrant without showing any emotions, which is a wonderful epiphany for the audience in realizing
... subjective are the same as well with me/I. Hmong does not include markers in the end of verbs to show their tense, such as the –ed in English. The Hmong language relies on context and assistant words to make sentences (McGuigan). The language has eight vowels and fifty-seven consonants (Hmong). Hmong also has seven lexical tones (Hmong Daw). The seven lexical tones are “High, Mid, Low, High Falling, Mid Rising, Low Falling, and Mid-Low (Hmong).”
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...
The article Mother Tongue, by Amy Tan is a personal look into how language, and the dialects of that language, can affect a person 's life. It 's a look into how the people inside the cultural circles who use dialect derivatives of a major language are treated by people who exist outside of those cultural circles. It shows us how society treats a person using a "broken" or "limited" dialect, and how society 's treatment of these people can also affect the children who grow up using these "broken" dialects. Tan wrote this article try and convey to the reader that English is a colorful, and ever-changing language that has many dialects. Tan makes the point, several times throughout the article, that society judges you based on the type of English that you use. Throughout the article, Tan uses both her mother, herself and society 's treatment of them as evidence to support her idea. The purpose of pointing this out is to show the reader that the language a person uses, whether it be taught to them in school or by a parent at home, isn 't indicative of a person 's intelligence or value, and they shouldn 't be judged as less for using it.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Phonological awareness is students understanding of sound awareness of being able to hear the sound as and continues stream know as phones. Children at a young age should be learning and understand the basic concepts of English has a streamline and be able to break down the sound components. As teachers, it is important to understand the most efficient and engaging of teaching to their students, reading and writing.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
1.2. PHONOLOGICAL BACKGROUND. This part of the first section presents the inventory of Hasawi phonemes as a good reference for Results section.
Within this utterance from Faye, four types of connected speech processes have been demonstrated. Firstly, Faye demonstrated the connected speech process of deletion in the word “just” by deleting the final consonant /t/. In isolation form, the word “just” would be pronounced as /ʤəst/, with the inclusion of the final consonant /t/. Secondly, in this utterance there was a reduction of vowels to an unstressed form by implementing a /ə/ into the function word “of”. This reduction of a vowel to a schwa in Faye’s utterance is due to a lack of stress on this function word in connected speech. In isolation form, the word “of” would be pronounced as /ɔʄ/. A second instance of reducing vowels to an unstressed form occurs in the utterance “to”, by implementing a schwa in place of a /ʉː/. In isolation, the word “to” would be pronounced as /tʉː/. A third connected speech process that has been demonstrated in Faye’s utterance is segment deletion from the removal of the unstressed syllable from “family” in connected speech, taking this word from three syllables to two syllables. In isolation form, the word “family” would be pronounced as /ʄæməliː/. Lastly, in the word “trying” the final velar nasal consonant was replaced
In the book of ‘Ye Ui’ of ‘Hunminjeongeum’, there are 17 initial sounds, which are consonants, including velar sounds (ㄱ, ㅋ, ㆁ), lingual sounds (ㄷ, ㅌ, ㄴ), labial sounds (ㅂ, ㅍ, ㅁ), dental sounds (ㅅ, ㅈ, ㅊ), guttural sounds (ㆆ ,ㅎ, ㅇ), a semi-lingual sound (ㄹ), and a semi-dental sound (ㅿ). Among these, ‘ㄱ’, ‘ㄷ’, ‘ㅂ’, ‘ㅅ’, and ‘ㅎ’ can be transformed into ‘ㄲ’, ‘ㄸ’, ‘ㅃ’, ‘ㅆ’, and ‘ᅘ’. Also, there are medial sounds, which are vowels, including basic sounds (ㆍ ,ㅡ, ㅣ), initially born sounds (ㅗ, ㅏ, ㅜ, ㅓ), and twice born sounds (ㅛ, ㅑ, ㅠ, ㅕ). In the fifteenth century, as time changes, Hangeul also experienced a transition. The biggest change of all was that the four letters ‘ㆁ’, ‘ㆆ’, ‘ㅿ’ and ‘ㆍ’ were disappeared since they were not used very often
[kær∂m] not [f3I ] and [kær ] . In “fil ” and “char ”, it is not
Except for the letters “h” and “q”, all Italian consonants can be doubled to create a stronger, prolonged sound. In the case of a double “s”, it is unvoiced. A double “z”, has no effect at all. Doubling the consonants b, c, d, g, p, or t creates a stronger stop while doubling the consonants f, l, m, n, r, s, or v results in a prolonged sound.
Syllables can be stressed in words, and this can happen in many languages. When there is a stressed syllable it can be marked by an accent mark (`), and there can be multiple words that are stressed, but there is always one stressed vowel that is stronger the other stressed vowels. “Stress, pitch, and juncture work together to create intonation. Stress is the emphasis to certain syllables, pitch is the musicality of a spoken language, and juncture is a pause between words of sentences” (Phonology lecture, 2016). There are many syllables that carry stress, but not all of them have the same stress, and it is always a vowel. The primary stress is very difficult to figure out no matter where you are from because people speak different all over the world. In a sentence or phrase, there is usually one syllable that has more stress that any other syllable. The pitch can go up and down depending on how a sentence or phrase is said. Usually, when sentences are yes or no questions, the pitch ends by rising at the end. If it is a statement or is asking something other than yes or no, the pitch will end flat or fall.