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Phonetics and Phonology
of English
An introductory course
II Seminrio de Letras/UEPB
Depto. de Letras-CH/Campus III
Lenidas Silva Jr.
Speech is achieved by compression of the lung
volume causing air flow which may be made
audible if set into vibration by the activity of the
larynx. This sound can then be made into speech
by various modifications of the supralaryngeal
vocal tract.
Lungs provide the energy source - Respiration
Vocal folds convert the energy into audible sound
- Phonation
Articulators transform the sound into intelligible
speech - Articulation

Overview of Speech Production

Each language makes a different use of
the articulatory system. Phonology is the
science that studies the sound patterns of
the language, especially its matrix of
phonemes. (RAUBER, 2004).
The study of speech sounds in language
or a language with reference to their
distribution and patterning and to tacit
rules governing pronunciation.

DEFINITIONS
PHONETICS vs.
PHONOLOGY
Phonetics studies speech sounds in ways that are
close to the speech stream, focusing on production,
acoustics, and perception (HAYES, 2007).
Phonology tends to be more abstract, dealing not
directly with the physical nature of speech sounds
but rather with the largely unconscious rules for
sound patterning that are found in the mind/brain of
a person who speaks a particular language. It could
be said that a phonologist is a kind of grammarian,
and the area of grammar that it is studied is the
sound pattern of a language (HAYES, 2007).

PHONETICS vs PHONOLOGY
Phonetics study shows that sounds vary with
their context, often in complex ways.
Phonology hypothesize rules to characterize
this variation.
The sequencing and distribution of speech
sounds is not arbitrary, but follows patterns
also describable with rules.
Phonology is interfaced with other
components of the grammar, particularly
morphology and syntax.

PHONETICS vs PHONOLOGY
PHONOLOGY
PHONETICS
Phoneme is the smallest unit of sound in
its abstract representation in a language
(CRYSTAL, 1995; HAYES, 2007).
Phone is the smallest unit of sound that
can be articulated through a phonetics
perspective (CRYSTAL, 1995; HAYES,
2007).

PHONETICS vs PHONOLOGY
CLASSIFICATION OF
CONSONANTS
Most English consonants can be classified
using three articulatory parameters:
Voicing: vibration or lack of vibration of the
vocal folds.
Place of Articulation: the point at which the
air stream is most restricted.
Manner of Articulation: what happens to
the moving column of air. This represents the
form/way of how the articulatory system will
be projected for sound production.

Classification of Consonants
VOICING PROCESS
----------------

Voicing introduces vibration into the
resonating column of air. When the vocal
folds are tensed, they vibrate as the air
stream passes them. The result is a
voiced sound, such as /z/ and /v/.
When the vocal folds relax, the air stream
passes them without causing vibration.
The result is a voiceless sound, such
as /s/, /f/ and /t/.

Classification of Consonants
 PLACE OF
ARTICULATION

Classification of Consonants
Lips: BILABIAL consonants /p/, /b/, /m/, /w/;
Lips and teeth: LABIODENTAL consonants: /f/,
/v/;
Teeth: INTERDENTAL consonants //, //;
Alveolar ridge: ALVEOLAR consonants /t/, /d/, /s/,
/z/, /n/, /l/;
Central palate/hard palate): PALATAL consonants
//, //, /r/, /t/, /d/, /y/;
Velum/soft palate): VELAR consonants /k/, /g/,
//;
Glottis: GLOTTAL (fricative) /h/.

Classification of Consonants
 MANNER OF
ARTICULATON

Classification of Consonants
The process by which the moving column of air
is shaped; It defines the form/way of how
consonants are articulated:
Stops: /p, t, k, b, d, g/;
Fricatives: /f, v, , , s, z, , , h/;
Affricates: / , /;
Nasals: /m, n, / (sometimes called nasal
stops);
Liquids: /l, r/;
Glides: /w, y, hw/.
A consonant shall considered to be
simultaneously classified by place and
manner of articulation with no
interference between each category.
Denominations will come for both or more
features.
For instance, the consonant/phoneme /b/
is a BILABIAL/STOP and // is
VELAR/NASAL.

IMPORTANT!!!
Answer the questions below;

Why are these consonants called

a) Stops;
b) Fricatives;
c) Affricates;
d) Nasals;
e) Liquids;
f) Glides.

Classification of Consonants
Fricatives occur when the air stream is audibly
disrupted but not stopped completely.
Voiced fricatives are the /v/ in very and
shove, the // in thy and bathe, the /z/ in zoo
and wise, and the // in measure and Zha Zha.
Voiceless fricatives are the /f/ in fool and
laugh, the // in thigh and bath;
The // in shock and nation, the /s/ in soup and
miss, and the /h/ in hope and hand.

FRICATIVES
Affricates start out as a stop, but end up
as a fricative. There are two affricates in
English, both of which are palatal.
Therefore we do not need to mention
place of articulation to describe afficates.
The voiceless affricate is the /t/ in
lunch and chapter.
The voiced affricate is the /d/in germ,
journal and edge.

AFFRICATES
Nasals occur when the velum is lowered
allowing the air stream to pass through
the nasal cavity instead of the mouth. The
air stream is stopped in the oral cavity, so
sometimes nasals are called nasal stops.
Nasals are the /m/ in mind and sum,
the /n/ in now and sign, and the // in
sing, longer and bank.

NASALS
Liquids occur when the air stream flows
continuously through the mouth with less
obstruction than that of a fricative. Both
liquids in English are voiced, there is no
need to mention voicing for description of
the liquids.
Liquids were also called fluids because
of their manner of articulation.

LIQUIDS
The lateral liquid, /l/, is pronounced with the
restriction in the alveolar region at the beginning of
syllables, as in low and syllable, but in the velar region
at the end of syllables, as in call, health. It is called
lateral because air flows around the sides of the
tongue.
The central liquid is the /r/ in rough and chore. This
also has various pronunciations. It is called central
because air flows over the center of the tongue.
So the terms central and lateral replace the place
of articulation in descriptions of the liquids

LIQUIDS
Glides occur when the air stream is
unobstructed, producing an articulation
that is vowel-like, but moves quickly to
another articulation making it a
consonant. Sometimes glides are
described as semivowels.
The glides in English include the /w/ as in
witch, away, and one;
The /y/ in yes and yoyo.

GLIDES
Checking out
phonological
processes in
CARTOONS
/r/ [ ] /cluster - b,p,f,v,t,d,k,g ___ /

[bd]
[payz]
[f:idm]
[v:um]
[tay]
[ds]
[k]
[gs]

/r/ [w] //

Some enviromental realization of

the phoneme /r/
CLASSIFICATION OF
VOWELS
Vowels sounds are produced without stopping
the flow of air from the lungs as it comes out
of ones mouth, and sounds one can produce
with very little or no friction.
A vowel is a type of sound for which there is
no closure of the throat or mouth at any point
where vocalization occurs.
Vowel sounds are produced with a continuum
of air from the lungs until its passage through
the vocal tract.
Vowels can be contrasted with consonants
in features such as their manner of
articulation which there are one or more
points where air is stopped.
In nearly all languages, words must
contain at least one vowel.
Distinctive features of vowel phonemes
are for instance
[+voiced/sonorant/continuant].
VOWEL GRID
CARDINAL VOWELS
ENGLISH VOWELS
BRITISH ENGLISH VOWELS
AMERICAN ENGLISH VOWELS
ONE-VOWEL SOUND INVENTORY
Note that the two central vowels sound
pretty much the same in isolation. The
main difference between the two is that
the [] sound occurs in stressed syllables
(like "funny"), while the schwa sound []
occurs in unstressed syllables (like
mechanic").

ONE-VOWEL SOUND INVENTORY

PROSODIC ASPECTS OF
ENGLISH; Stress and
Rhythm
PROSODY is understood to comprise the musical
atributes of speech in its auditory effects such as
melody, dynamics, rhythm, tempo and pause
(COUPER-KHULEN; SELTING, 1996);
PROSODY comprehends - in linguistics
(phonetically realized) - the use of pitch, loudness,
tempo, and rhythm in speech to convey
information about the structure and meaning of an
utterance as well as the patterns of stress and
intonation in a language (CRYSTAL, 1994).

DEFINITIONS
STRESS is the relative emphasis that may
be given to certain syllables in a word, or
to certain words in a phrase or sentence.
The term is also used for similar patterns
of phonetic prominence inside syllables.
The word accent is sometimes also used
within this sense.

STRESS
 *
* *
TWEN ty
*
* *
PLA ces

STRESS Syllable level ()

 *
* *
* * * *
Twenty Places

STRESS Foot Level ()

 *
* *
* * * *
* * * * * * *

Twenty Places Further Back

STRESS PhP Level ()

 Sentence stress
she WENT to the MOvies aLONE.

Contrastive stress
SHE went to the movies alone;
She WENT to the movies alone;
She went to the MOVIES alone;
She went to the movies ALONE.

PITCH Sentence Stress /

Contrastive Stress
According to Pike (1945), rhythm in languages can be
determined as STRESS-TIMED and SYLLABLE-TIMED
rhythm.
English is considered to have a stress-timed rhythm. It
implies that stressed syllables will tend to occur at relatively
regular intervals whether they are separated by unstressed
syllables or not. The time from each stressed syllable to the
next wilbe the same.
Interstress intervals shall be realized in regular intervals of
time as well.
In syllable-timed languages, such as Brazilian Portuguese,
ALL syllables unstressed or not tend to occur in regular
intervals of time (ROACH, 2005 ).

RHYTHM
RHYTHM is denote to be involved in
events happening with regular intervals of
time (ROACH, 2005).
One can detect RHYTHM on heart beat or
on a piece of music.
Linguistically, Eglish language is consider
rhythmical or eurhythmic and that the
rhythm is found , perceptivvely, in regular
occurences of stress syllables.

RHYTHM
HAVING FUN
WITH STRESS
AND RHYTHM
 She work it girl, she work the pole
She break it down, she take it low
She fine as hell, she about the dough
She doing her thing out on the floor
Her money money, she makin
Look at the way she shakin
Make you want to touch it, make you want
to taste it
Have you lustin' for her, go crazy face it

FUN TIME
 She's so much more than you're used to
She know just how to move to seduce you
She gone do the right thing and touch the right spot
Dance in you're lap till you're ready to pop

She always ready, when you want it she want it

Like a nympho, the info, I show you where to meet
her
On the late night, till daylight the club jumpin'
If you want a good time, she gone give you what you
want

FUN TIME
 Baby its a new age, you like my new craze
Let's get together maybe we can start a new
phase
The smokes got the club all hazy, spotlights
don't do you justice baby
Why don't you come over here, you got me
saying Aayooh
I'm tired using technology, why don't you sit
down on top of me?

FUN TIME
 PHONETICS AND PHONOLOGY
APPLIED TO PRONUNCIATION
TEACHING: A handout for teachers
inferences
It is important to emphasize that
pronunciation teaching is currently
undergoing a revival after several decades of
neglect. There are many questions requiring
detailed research and empirical
investigation. The account presented here
represents a current best guess for which
there is considerable evidence but which is
most certainly not the last word on the
subject (FRASER, 2001).

INTRODUCTION
Pronunciation lessons work best if they
involve the students in speaking, rather than
in only learning facts or rules of
pronunciation.
Students feel more comfortable learning the
rules of the language because it is less
threatening than actually speaking. However,
the transfer of explicit knowledge of rules
into pronunciation practice is very limited
(JENKINS, 2000).

RELEVANCE IN PRONUNCIATION
TEACHING
Learning pronunciation requires an
enormous amount of practice, ,especially
at early stages.
Drilling process is paramount.
When Drilling meets real and useful
situations of talk (spontaneous verbal
interaction) phrases and/or sentences are
highly advantageous to learners
(WIDDOWSON, 1978).

RELEVANCE IN PRONUNCIATION
TEACHING
/kju fr k
m/
leonidas.silvajr@gmail.com

leonidas.silvajr@gmail.com
 CRYSTAL, D. (1995), The Dictionary of Linguistics. Cambridge, Cambridge University Press.
BRIGGS, D; DUMMET, P. (1995) Listening and Speaking Advanced. London, Macmillan.
FRASER, H. (2001) Teaching Pronunciation: A handbook for teachers and trainers.
Sydney, TAFE NSW - Access Division.
HAYES, B. (2007), Introductory Phonology. Los Angeles, Blackwell.
JENKINS, J. (2000) The Phonology of English as na International Language. Oxford,
Oxford University Press.
LADEFOGED, P. (2001). A Course in Phonetics (4th ed.). Fort Worth: Harcourt College
Publishers.
LADEFGED P. (1996). Sounds of World Languges, Blackwell.
RAUBER, A. (2004), Accurate Pronunciation for Efficient Communication. Florianpolis,
Revista Expectativa.
ROACH, P. (2005). English Phonetics and Phonology, Cambridge, Cambridge University
Press.
WIDDOWSON, H. G. (1978) Teaching Language as Communication, Oxford, Oxford
University Press.
http://www.utexas.edu/courses/linguistics/resources/phonetics/vowelmap/index.html Access in 2011
http://www.phonetics.ucla.edu/course/chapter9/cardinal/cardinal.html Access in 2011
http://www.ESL-GALAXY.com Access n 2012.
http://www.esl-galaxy.com/ Access in 2012.

SOME REFERENCES