Wednesday, February 28, 2007

What age should children have phonological awareness skills?

Phonological awareness develops overtime beginning in the preschool years. When children enter kindergarten they are generally expected to be able to syllabicate and rhyme words. Children entering first grade are generally expected to be able to blend sounds into words and to isolate the beginning sound in a word.

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During first grade the child will learn to isolate the last sound in the word and may begin to segment familiar words into the individual sounds. By the end of second grade a child should be segmenting all sounds into individual sounds and delete beginning or ending sounds and tell the remaining word. The second grade child will also be expected to perform all of these tasks with sound cluster (i.e. ‘st’, ‘ft’, ‘sk’ etc.)

Tuesday, February 27, 2007

The phonological awareness skills

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  1. Syllabification and rhyming as discussed above are the first skills
  2. Blending sounds into words such as “f--i---sh” is “fish”
  3. Isolating the beginning or ending sounds in a word i.e. “fish” starts with “f” “boat” ends with “t”
  4. Segmenting words into sounds i.e. “what sounds are in the word ‘dish’-d—i—sh”
  5. Deleting the beginning or ending sound and telling what word remains i.e. “say ‘beat’ now say it again without the ‘b’---eat

Sunday, February 25, 2007

Phonological Awareness

Phonological awareness is the knowledge that words are made up of individual sounds. Phonological awareness is the precursor to phonics which is frequently the method used to teach children to read. If a child can not “sound out a word” or does not have good “word attack skills”, it is possible that he may not have the underlying phonological awareness skills necessary to understand and use phonics skills.

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The development of phonological awareness begins during the preschool years. It is not unusual for a child of 4 years to be able to tell a syllable of a word when ask to “tell me a little bit of telephone.” Even though she does not know the word syllable, she will say “tel” or “a” or “phone” in response to this request. By 5 years it is not unusual for a child who has been exposed to rhyme to detect a rhyme, that is she will fill in the missing rhyming word in a familiar rhyme. Also by 5 years, most children have memorized poems or finger plays which is also a part of phonological awareness development.

Saturday, February 24, 2007

Comparison

A phone is …
  • One of many possible sounds in the languages of the world.
  • The smallest identifiable unit found in a stream of speech.
  • Pronounced in a defined way.
  • Represented between brackets by convention.

Example: [b], [j], [o]


A phoneme is …
  • A contrastive unit in the sound system of a particular language.
  • A minimal unit that serves to distinguish between meanings of words.
  • Pronounced in one or more ways, depending on the number of allophones.
  • Represented between slashes by convention.

Example: /b/, /j/, /o/


Friday, February 23, 2007

Phoneme

A phoneme is the smallest contrastive unit in the sound system of a language.
Phonologists have differing views of the phoneme. Following are the two major views considered here:
  • In the American structuralist tradition, a phoneme is defined according to its allophones and environments.
  • In the generative tradition, a phoneme is defined as a set of distinctive features.

Thursday, February 22, 2007

Examples (English)

Here is an example of an application of lexical phonology:

Here are the words to be considered in this example:

  • sane [sejn] / sanity [sQnIti]
  • neighbor [nejb«&u0279;] / neighborhood [nejb«&u0279;hUd] *[nQb«&u0279;hUd]

The following rule applies across level 1 morpheme boundaries:

  • A tense vowel becomes lax when a short word is lengthened by adding a suffix, so that the words ends up having at least three syllables.

Katamba 1989 139

Wednesday, February 21, 2007

Bracket erasure convention

The bracket erasure convention is an important convention in lexical phonology. It ensures that the morphological brackets introduced within a certain level are erased before entering the next level.

Example:
Here is an example of the bracket erasure convention. The brackets in pressurize are erased before it enters Level II.

Level I
[press] [-ure] [-ize]
+sfx
[press] [-ure]
+sfx
[[[press] [-ure]] [-ize]]
Level II
[re-] [pressurize] (Bracket erasure)
+pfx
[[re-] [pressurize]]

Tuesday, February 20, 2007

The first two levels of affixation

We will consider the first two levels of affixation because they differ significantly. Here is a table that compares affixation on Levels 1 and 2:

Level 1
Affixes include:
-ate, -ion, -ity, -ic, sub-, de-, in-

Affixation causes stress shift:
photograph/photographic

Trisyllabic shortening occurs:
divine/divinity

Nasal assimilation occurs:
in + legal -> illegal

Affixes may attach to stems:
re-mit, de-duce

Affixation is less productive and more exception ridden.

Level 2
Affixes include:
-ly, -ful, -some, -ness, re-, un-, non-

Affixation does not affect stress:
revenge/revengeful

No trisyllabic shortening occurs:
leader/leaderless

Nasal assimilation is blocked:
un + ladylike -> unladylike, not *ulladylike

Affixes attach only to words:re-open, de-regulate

Affixation is more productive and less exception ridden.

Monday, February 19, 2007

Lexical phonology Levels

English has between two and four levels of morphology in the lexicon. The levels within the lexicon are ordered so that, to get to Level 3 from Level 1, a word must pass through Level 2. A word cannot go back to a previous level once it has left one level and gone on to another level.Halle and Mohanan propose the following four levels of morphology in the lexicon:
  • Level 1: Class 1 derivation, irregular inflection
  • Level 2: Class 2 derivation
  • Level 3: Compounding
  • Level 4: Regular inflection

Sunday, February 18, 2007

Lexical phonology Components

The following are crucial components of lexical phonology:

Lexical and post-lexical rules

Lexical rules …
Apply only within words.
Are prone to exceptions.
Require morphological information.
Must be structure-preserving.
Will not be blocked by pauses.Apply first.

Post-lexical rules …
Apply within words or across word boundaries.
Do not have exceptions.
Require syntactic information, or no grammatical information at all.
Are not necessarily structure-preserving.
Can be blocked by pauses.
Apply later.

Saturday, February 17, 2007

Lexical phonology Discussion

Here is a diagram of the overall structure of the lexical phonology model:


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Friday, February 16, 2007

Lexical phonology

Lexical phonology is an approach to phonology that accounts for the interactions of morphology and phonology in the word building process.

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The lexicon plays a central, productive role in the theory. It consists of ordered levels, which are the domain for certain phonological or morphological processes.

Wednesday, February 14, 2007

Example (metrical tree)

Here is an example of a metrical tree of the word metricality:

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On the word and foot level, s and w indicate relative stress. The w indicates weaker prominence, and the s indicates relative stronger prominence.The internal syllable structure in the above figure has been omitted and is represented by triangles. Within the syllable, s and w refer to stronger and weaker degrees of sonorance, not stress, and s corresponds to the syllable nucleus, which is the most sonorant segment in a syllable.In metrical trees, the strongest unit of the word is the one that is dominated by s all the way up the tree.

Tuesday, February 13, 2007

Metrical phonology

Metrical phonology is a phonological theory concerned with organizing segments into groups of relative prominence. Segments are organized into syllables, syllables into metrical feet, feet into phonological words, and words into larger units. This organization is represented formally by metrical trees and grids.

Monday, February 12, 2007

Multi-dimensional representations

Autosegmental phonology treats phonological representations as multi-dimensional, having several tiers. Each tier is made up of a linear arrangement of segments. The tiers are linked to each other by association lines that indicate how the segments on each tier are to be pronounced at the same time.

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Sunday, February 11, 2007

Segmental phonology

Autosegmental phonology is a non-linear approach to phonology that allows phonological processes, such as tone and vowel harmony, to be independent of and extend beyond individual consonants and vowels.

As a result, the phonological processes may influence more than one vowel or consonant at a time.

Saturday, February 10, 2007

Models of phonology

Different models of phonology contribute to our knowledge of phonological representations and processes:
  • In classical phonemics, phonemes and their possible combinations are central.
  • In standard generative phonology, distinctive features are central. A stream of speech is portrayed as linear sequence of discrete sound-segments. Each segment is composed of simultaneously occurring features.
  • In non-linear models of phonology, a stream of speech is represented as multidimensional, not simply as a linear sequence of sound segments. These non-linear models grew out of generative phonology:
    o autosegmental phonology
    o metrical phonology
    o lexical phonology

SIL International



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Friday, February 9, 2007

Phonology and phonetics

Phonology …
Is the basis for further work in morphology, syntax, discourse, and orthography design.

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Analyzes the sound patterns of a particular language by
• determining which phonetic sounds are significant, and
• explaining how these sounds are interpreted by the native speaker.

Phonetics …
Is the basis for phonological analysis.
Analyzes the production of all human speech sounds, regardless of language.

Thursday, February 8, 2007

Phonology

What is phonology?
Phonology is the study of how sounds are organized and used in natural languages.
The phonological system of a language includes



  • an inventory of sounds and their features, and

  • rules which specify how sounds interact with each other.

Phonology is just one of several aspects of language. It is related to other aspects such as phonetics, morphology, syntax, and pragmatics.



Here is an illustration that shows the place of phonology in an interacting hierarchy of levels in linguistics:






Wednesday, February 7, 2007

Development of the field

In ancient India, the Sanskrit grammarian Pāṇini (c. 520–460 BC), who is considered the founder of linguistics, in his text of Sanskrit phonology, the Shiva Sutras, discovers the concepts of the phoneme, the morpheme and the root. The Shiva Sutras describe a phonemic notational system in the fourteen initial lines of the Aṣṭādhyāyī. The notational system introduces different clusters of phonemes that serve special roles in the morphology of Sanskrit, and are referred to throughout the text. Panini's grammar of Sanskrit had a significant influence on Ferdinand de Saussure, the father of modern structuralism, who was a professor of Sanskrit.

The Polish scholar Jan Baudouin de Courtenay coined the word phoneme in 1876, and his work, though often unacknowledged, is considered to be the starting point of modern phonology. He worked not only on the theory of the phoneme but also on phonetic alternations (i.e., what is now called allophony and morphophonology). His influence on Ferdinand de Saussure was also significant.

Prince Nikolai Trubetzkoy's posthumously published work, the Principles of Phonology (1939), is considered the foundation of the Prague School of phonology. Directly influenced by Baudouin de Courtenay, Trubetskoy is considered the founder of morphophonology, though morphophonology was first recognized by Baudouin de Courtenay. Trubetzkoy split phonology into phonemics and archiphonemics; the former has had more influence than the latter. Another important figure in the Prague School was Roman Jakobson, who was one of the most prominent linguists of the twentieth century.

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In 1968, Noam Chomsky and Morris Halle published The Sound Pattern of English (SPE), the basis for Generative Phonology. In this view, phonological representations (surface forms) are structures whose phonetic part is a sequence of phonemes which are made up of distinctive features. These features were an expansion of earlier work by Roman Jakobson, Gunnar Fant, and Halle. The features describe aspects of articulation and perception, are from a universally fixed set, and have the binary values + or -. Ordered phonological rules govern how this phonological representation (also called underlying representation) is transformed into the actual pronunciation (also called surface form.) An important consequence of the influence SPE had on phonological theory was the downplaying of the syllable and the emphasis on segments. Furthermore, the Generativists folded morphology into phonology, which both solved and created problems.

In the late 1960s, David Stampe introduced Natural Phonology. In this view, phonology is based on a set of universal phonological processes which interact with one another; which ones are active and which are suppressed are language-specific. Rather than acting on segments, phonological processes act on distinctive features within prosodic groups. Prosodic groups can be as small as a part of a syllable or as large as an entire utterance. Phonological processes are unordered with respect to each other and apply simultaneously (though the output of one process may be the input to another). The second-most prominent Natural Phonologist is Stampe's wife, Patricia Donegan; there are many Natural Phonologists in Europe, though also a few others in the U.S., such as Geoffrey Pullum. The principles of Natural Phonology were extended to morphology by Wolfgang U. Dressler, who founded Natural Morphology.

In 1976 John Goldsmith introduced autosegmental phonology. Phonological phenomena are no longer seen as one linear sequence of segments, called phonemes or feature combinations, but rather as some parallel sequences of features which reside on multiple tiers.Government Phonology, which originated in the early 1980s as an attempt to unify theoretical notions of syntactic and phonological structures, is based on the notion that all languages necessarily follow a small set of principles and vary according to their selection of certain binary parameters. That is, all languages' phonological structures are essentially the same, but there is restricted variation that accounts for differences in surface realizations. Principles are held to be inviolable, though parameters may sometimes come into conflict. Prominent figures include Jonathan Kaye (Linguist), Jean Lowenstamm, Jean-Roger Vergnaud, Monik Charette, John Harris, and many others.

In a course at the LSA summer institute in 1991, Alan Prince and Paul Smolensky developed Optimality Theory—an overall architecture for phonology according to which languages choose a pronunciation of a word that best satisfies a list of constraints which is ordered by importance: a lower-ranked constraint can be violated when the violation is necessary in order to obey a higher-ranked constraint. The approach was soon extended to morphology by John McCarthy and Alan Prince, and has become the dominant trend in phonology. Though this usually goes unacknowledged, Optimality Theory was strongly influenced by Natural Phonology; both view phonology in terms of constraints on speakers and their production, though these constraints are formalized in very different ways.

Monday, February 5, 2007

Change of a phoneme inventory over time

The particular sounds which are phonemic in a language can change over time. At one time, [f] and [v] were allophones in English, but these later changed into separate phonemes. This is one of the main factors of historical change of languages as described in historical linguistics.

Sunday, February 4, 2007

Phonemic distinctions or allophones

If two similar sounds do not belong to separate phonemes, they are called allophones of the same underlying phoneme. For instance, voiceless stops (/p/, /t/, /k/) can be aspirated. In English, voiceless stops at the beginning of a word are aspirated, whereas after /s/ they are not aspirated. (This can be seen by putting the fingers right in front of the lips and noticing the difference in breathiness in saying 'pin' versus 'spin'.) There is no English word 'pin' that starts with an unaspirated p, therefore in English, aspirated [ph] (the [h] means aspirated) and unaspirated [p] are allophones of an underlying phoneme /p/.

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The /t/ sounds in the words 'tub', 'stub', 'but', and 'butter' are all pronounced differently (in American English at least), yet are all perceived as "the same sound", therefore they constitute another example of allophones in English.

Another example: in English and many other languages, the liquids /l/ and /r/ are two separate phonemes (minimal pair 'life', 'rife'); however, in Korean these two liquids are allophones of the same phoneme, and the general rule is that [r] comes before a vowel, and [l] does not (e.g. Seoul, Korea). A native speaker will tell you that the [l] in Seoul and the [r] in Korean are in fact the same sound. What happens is that a native Korean speaker's brain recognises the underlying phoneme /l/, and, depending on the phonetic context (whether before a vowel or not), expresses it as either [r] or [l]. Another Korean speaker will hear both sounds as the underlying phoneme and think of them as the same sound. This is one reason why most people have a marked accent when they attempt to speak a language that they did not grow up hearing; their brains sort the sounds they hear in terms of the phonemes of their own native language.

Saturday, February 3, 2007

Phoneme inventories

Doing a phoneme inventory
The vowels of modern (Standard) Arabic and (Israeli) Hebrew from the phonetic point of view. Note that the two circles are totally separate—none of the vowel-sounds made by speakers of one language are made by speakers of the other.



Part of the phonological study of a language involves looking at data (phonetic transcriptions of the speech of native speakers) and trying to deduce what the underlying phonemes are and what the sound inventory of the language is. Even though a language may make distinctions between a small number of phonemes, speakers actually produce many more phonetic sounds. Thus, a phoneme in a particular language can be pronounced in many ways.

Looking for minimal pairs forms part of the research in studying the phoneme inventory of a language. A minimal pair is a pair of words from the same language, that differ by only a single sound, and that are recognized by speakers as being two different words. When there is a minimal pair, the two sounds represent separate phonemes.

Friday, February 2, 2007

Avoiding Confusion from Orthographical Ambiguity, the IPA

The vowels of modern (Standard) Arabic and (Israeli) Hebrew from the phonological point of view. Note the intersection of the two circles—the distinction between short a, i and u is made by both speakers, but Arabic lacks the mid articulation of short vowels, while Hebrew lacks the distinction of vowel length.

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The writing systems of some languages are based on the phonemic principle of having one letter (or combination of letters) per phoneme and vice-versa. Ideally, speakers can correctly write whatever they can say, and can correctly read anything that is written. In practice, this ideal is more nearly achieved in some languages than in others. In the writing systems of many languages, different spellings can be used for the same phoneme (e.g. English: "rude" /ɹu:d/ and "food" /fu:d/ have the same medial vowel sound but that sound is represented differently in each word), and the same letter (or combination of letters) can represent different phonemes. For instance, the letter combination "th" is used in English to represent /θ/ in "thin" /θɪn/ and /ð/ in "this" /ðɪs/, or the "c" of European Spanish represents /θ/ in "gracias" ['gra.θi.əs] (thank you) or /k/ in "cabo" ['ka.bo] (cape). In order to avoid confusion based on orthography, phonologists represent sounds by writing them in a phonetic alphabet which ascribes rigorous characteristics to each symbol. This system of writing is called the International Phonetic Alaphabet, it is used universally amongst people who require accurate descriptions of phonetic material, and is often referred to as the IPA.

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IPA symbols are sometimes written between two slashes: " / / " (but without the quotes) as a way to denote what is minimally distinctive in a particular language (phonemes). On the other hand, a representation of the actual sounds produced by a speaker is enclosed by square brackets: " [ ] " (again, without quotes). This notation is used to convey a transcription of what sounds were produced in a particular instance of speech. For example, our English grammar will include a phoneme /p/ that will be realized as [p] or [pʰ] in a particular act of speech. Remember, whether a particular speaker produces [p] or [pʰ] is unimportant to meaning in the case of English (a listener only has to distinguish /p/ from /d/ or any other English phoneme which is minimally distinctive). nonetheless, the case of aspirated [p] could be interesting to linguists for many other reasons.