3.Assignment 3_The Sounds of English Consonants
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ENGL 228 Structure of Modern English
Prof. Susana Huidobro
Name _____________________________________
The Sounds of English Consonants
Assignment 3
Total Points: 58
A.
CONSONANTS
. 1.
Give the proper articulatory terms and the IPA symbol for each of the following consonants: (6 points)
a.
A consonant that is made by bringing the middle part of the tongue body up toward the middle part of the hard palate, while vibrating the vocal folds, but which allows a large body of air to pass through smoothly.
b.
A consonant that is made by placing the tip of the tongue in between the teeth, while allowing air to pass through this narrow passageway, and not vibrating the vocal folds.
c.
A consonant that is made by placing the tip of the tongue in between the teeth, while allowing air to pass through this narrow passageway, and not vibrating the vocal folds.
2.
Give proper articulatory terms for the following IPA symbols: (12 points)
a.
[ʃ] b.
[w]
c.
[ʤ]
d.
[z]
e.
[p]
f.
[n]
3.
Some younger children have trouble producing /k/ and /g/; they substitute /t/ and /d/ for these sounds. Thus the word key
would be pronounced [ti] and go
as [doʊ]. Both of the target sounds and the substitutions are stop-plosives. Compare the two articulations and describe what they would have to do to change the articulation from /t/ to /k/ and from /d/ to /g/. (6 points)
1
Susana.huidobro@hunter.cuny.edu
ENGL 228 Structure of Modern English
Prof. Susana Huidobro
4.
What articulatory property distinguishes between each of the following pairs of sounds? The first one is done as an example. (4 points)
[k] and [ɡ]
Example answer: Vocal folds are vibrated for [g] while they are not for [k].
a.
[ɡ] and [ŋ]
b.
[s] and [z]
5.
Amanda is a 4-year-old child who is having difficulty in pre-school. She isn’t able to do the tasks that the other 4-year-old children can do, and she is very difficult to understand. Here are a few words that a speech-language therapist transcribed from Amanda’s speech. Explain what is wrong with each of the following consonant substitutions (the first one is done as an example): (6 points)
saying [θwɪŋ] for the word “swing”
Example answer: This is incorrect because Amanda has used an inter-dental instead of an alveolar place of articulation.
saying [fwɑɡ] for the word “frog
EXTRA-CREDIT
: 6 points!
There are a lot of variation in the articulation of English [ɹ]. Many people say [ɹ] with the tongue of the tip curled up (the retroflex [ɹ]). But there are many people who instead produced a so-called bunched [ɹ] with the body of the tongue pulled up to the roof of the mouth. You can explore this variation in articulation between retroflex and bunched [ɹ] by asking some friends to help you with the toothpick test. Have your friend say far and hold the final [ɹ], as in [fɑɹɹɹɹɹɹɹɹ].
While holding the [ɹ], have him/her carefully insert a toothpick into the space between the upper and lower front teeth (try not to point the toothpick at a angle up or down, but keep it level with the space between the teeth).
If the toothpick pokes the opt of the tongue, your friend is producing a bunched [ɹ]; if it pokes the underside of the tongue, your friend is producing a retroflex [ɹ].
Try the same test on other friends. Do all of your friends say [ɹ] the same way?
Try the same with other words containing [ɹ]. Do you always produce [ɹ] the same way in all the words? Do you and your friends have the same patterns of variation across words? 2
Susana.huidobro@hunter.cuny.edu
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