user avatar
Charlene Potter
00:00:04
Okay, good. So you just finished the semantics test. How is it?
I felt like it was pretty easy. I not easy. But I feel like I I understood the material. Okay, good. I know it's moving really fast, like, it's
even. I'm surprised at how fast it's moved. Yeah, but it is what it is. maybe it's it's just you know it. Just time just goes faster and faster as you get older. That's my thing. But right now we're about halfway through, and the next chapter is phonetics by this phonetics, and it's a very different.
It's a totally different aspect of linguistics. So it's gonna be crunch time. It goes really super fast. And you know, you sort of have to pay attention to phonetics because it's linked to the following module on phonology.
So phonetics just to to summarize is It's the branch it's actually 3 branches of. We're gonna only look at one, because we're not set up with a bunch of machines to analyze sound graphs and stuff
that's called acoustic phonetics, we're not doing that. But if ever you, you know, want to become a linguistics, Major, you will probably like I I I had to take a class in that and then there's auditory phonetics, and that's how we perceive sound. Also, we're not, I mean.
perception is kind of a you know, a fuzzy, a fuzzy field, anyway, but it's how our ears perceive sound and trends. Transcribe the messages to our brains. We're also not looking at that. we're looking at a branch of phonetics called articulatory phonetics. So it's about production, and I think it's the most practical in the most fun. Yay, there's kendra. Just let me let kenji in
So yeah, articulatory phonetics is all about how we, how we articulate, how we pronounce things, and no but good morning, kendra. Nice to see you.
I'm glad you joined. I was wondering. I was wondering if any I was just sitting there. It was 5 after 8. I'm like, I wonder if anybody's going to show. So yay, I know you probably just rolled out a bit. That's okay. You're not alone.
and I don't read lips.
It's that kind of morning. My kids wake up at 5 and so I I've been awake since then, but we just got everybody out of the door to school. Awesome, awesome. you know, just to a comment about lip reading lip reading is extremely difficult, even if you are deaf
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Kendra Vernon (she/her)
00:02:48
because they look the same, and you can't tell whether it's voiced or not. You can't tell whether I was just talking to my daughter last night about that, because I was going through the modules. And she was watching the videos, too. Wow, so we talked about the lip reading.
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Charlene Potter
00:03:01
Yeah. And that's so connected to what we're going to do today. Phonetics. you know, when you talk about voiced and voiceless a as speakers of any language, nobody thinks about whether it sounds or voiceless. It's like, what does that even mean? They're all voiced. We hear them all. But
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Kendra Vernon (she/her)
00:03:19
my dad was standing in the doorway to week, I said. We so almost not voice it at all. So the best way to annoy my brother Austin is go
like UN aspirated on voice. Just open your mouth so exactly. Yeah, so you can't tell the difference between a 2
user avatar
Charlene Potter
00:03:41
and the book. you know, I'm saying the P sound. It's just a there, right? So not only is the voiceless. It's also UN aspirated. There's no big.
you know. So that that's another like that's even a more fine-tuned aspect of phonetics voicing. And voiceless. That's really clear, because you can just put your your finger and your your forefinger and your thumb on your on your larynx, right on your vocal folds, right on where your Adams apple is, and you can actually feel the vocal folds vibrating or not, and if they vibrate, then it's voice. If they don't vibrate, it's voiceless. But the issue is that
we don't talk as you know, we chunk, we do a each individual a sound by itself. Everything runs together so you can't really tell what's I mean? You can if you do. acoustic linguistics. And you look at a graph you can tell what's voiced and what's not voice by looking at a graph, it clearly shows, because the voicing has this this resonance to it right? And it's louder.
So with consonants, we have voice and voiceless consonants. And then the finer division is whether they're aspirated or not aspirated. But when we talk about aspiration we're only talking over a particular group of sounds, and those are what we call stops. Some books call them closes, but stops are.
yeah. It sounds like it's almost on a meta pic. In a sense, right? So close is because, yeah, when you let the air out. First of all, you're stopped right? Or I just set a P. Of B and an M.
But it's the same right until you open your mouth and let the air out and decide whether you're going to voice or not. So the P. And the B. This they're good examples, because they're different in so many ways, but they're also exactly the same in so many ways right? They're both what we call bilateral stops, because you need both by lady, to make those sounds right, the put and the book, or even the M.
It's just with the M. Your mouth doesn't open up to make the sound as you go right. So talk a lot about the bilingual. So my son's in speech therapy. So we do. But he was approximate of speech. So we talk a lot about the bilingual stuff for lingua dental or, yeah, yeah, we basically do the same thing in phonetics, unless you're, you know, into foreign languages. And
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Kendra Vernon (she/her)
00:06:05
and I didn't see the rest of it after lingua. So we have. It begins. So there's a set of 3 cards, and you can come with
it starts with by
Bingo Dental.
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Charlene Potter
00:06:23
And the reason why it goes in that order is also important. That's the front of your mouth, and it moves back to. And then the the, the, the glottal stop. Yeah, that's very cool. Yeah. So you know what? You're already ahead of this game.
So it just just basically going over what phonetics is and what kind of phonetics we're going to do in this class. So as you probably realize, we're moving super fast. And we're not really delving into any topic super deeply.
We're just we're touching the tip of the iceberg for all these different areas of linguistics. And that's linguistics, like every field that can be subdivided into finer you know, sections of what what the the discipline is, so phonetics is very different from anything we've looked at yet, but it still applies.
you know, just to the way we look at language, except we're looking at it. When we look at phonetics, we're looking at it from the bottom up. So I mean by the bottom, I mean, you know, we looked at morphology, and that's chunks of words, chunks of of meaning Phonetics is just little individual sounds which usually have no meaning by themselves. Right?
So we're gonna look at all those individual sounds for consonants and consonants. You know, they're extremely complex. There's just so many aspects. The good thing is because I don't expect you to memorize all of this in like 3 days. So the huge benefit for having an online class is that you can have your book open during the exams. When I teach this class face to face
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Kendra Vernon (she/her)
00:08:07
to the Internet, you know you can call a friend you can like. There's just.
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Charlene Potter
00:08:11
There's so many easy ways to learn and to know right when when I did this class face to face, you don't get to open your book during an exam. You don't get access to the chart, the Ipa chart for a consonance. You don't get those benefits, so there's really no excuse
whether you like it or whether you hate it.
It is fascinating, because you never think about what your mouth is doing. You never think about what's happening in your vocal falls. You never think about. You know the roof of your mouth, or that your whether you're using one or 2 lips, or you're using it. You never think about those things because you do it. You do it automatically.
So to have to think about those things. It's like, what like, who needs to know that? Well, nobody let me do it.
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Unknown Speaker
00:09:00
Yeah, this is gonna be your favorite chapter, I can tell.
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Charlene Potter
00:09:04
So yeah, so the it is. It is just really different from anything we've done yet.
user avatar
alina nicks (she/her)
00:09:10
so either you'll love it or you'll hate it. But I think Ken is gonna love it. I I love it, too. I've liked everything that we've learned so far, but like this is definitely my favorite, and my wife was making fun of me yesterday, because I was like saying words out loud and like trying to understand, like the tones and things like that, and like
I'm from New York. So like I have a New York accent. I say things like a New Yorker, and so that is definitely a struggle to like, read the things and be like, I don't say it that way. So like, I'm having to like, relearn
user avatar
Charlene Potter
00:09:43
how to speak and how to hear. Yeah, that's true. That's interesting, because when we get to the chapter on socio linguistics, then you sort of have to have an understanding of the phonetics. Sometimes when I teach this class. I don't do it anymore. But back in the day I used to start with phonetics kind of like to start from the bottom and then move up to, you know phonology, and then move to morphology and syntax and semantics.
But for some reason this Ucla book that I like so much, it now puts been that it smacked out in the middle. And maybe that's because they don't want to discourage students right off the bat with phonetics, because it's a lot
there's a and not everybody's interested in it. People are like, I don't care right like it's it's kind of looking at the little tiny bits and pieces of sound, and it's you know you get it into smaller and smaller and smaller segments. So it's quite detailed. and then that's just for the confidence. Balls are a whole different ball game. We don't classify them the same way. And then at the beginning, we were talking about how there's no difference between the
right. They all look the same except the M. Your mouth doesn't open up, but the vowels They're not described by place and matter of articulation the way the consonants are, and vowels are also
they're always voiced. Right vowels are always voiced.
you know. Why? Right.
Kendra, do you know why? Wells are always voiced
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Kendra Vernon (she/her)
00:11:11
space bar to change. I got it. I was clicked on a different program. So they change sound based on the shape. And they they don't do any stop to articulate. They only change shape based on the shape of your vocal tract. So that that's where they impart the meeting. They have to be sort of that, that's true. But what I was getting at is that if if we, if we had voiceless vowels and we had a word like
user avatar
Charlene Potter
00:11:37
you know, a put put something disappeared. It'd be
it would be.
it would be, it would be whispered. So when we whisper, We're we're we're speaking with vowels that are unvoiced.
but it there's the you can't
right. So it's necessary that those vials are voice so that they carry meaning. And then the other thing is that people don't really care about it, because.
you know, we we don't need to. Right. Like most subfields of linguistics, we don't need to know. It's just for people who are interested. Right? And that's why we have this discipline of linguistics. So okay, let me check the chat first.
Just make sure I'm not missing anything.
Yeah. Oh, yeah, you know. big boxing it. I I don't think I have any be. I I used to have beat boxing videos in the in the section on phonetics, because it is absolutely amazing what people can do with their mouth.
It's incredible. Maybe I'll try to find one or just Google beat boxing. And just you, do, you know, have you heard them? Have you heard guys and girls beat box before.
It's fascinating what they can do with their mouth. It's just it. It blows your mind. The sounds that they can make.
and I think it takes a lot of practice, but you know, if you're into it, then you know you have motivation to do it. But yeah, that's they have an an intense understanding of phonetics without knowing probably any of the lingo, and really what's going on. But they can do it right. They're the practitioners of of phonetics.
so before I I go to the the module is, are there any questions about syntax or semantics? Because now we're going to completely change gears?
You did. Okay on the test. You have any questions about the test. I don't really want to go over it if we don't have to. But if you have questions. I'm happy to answer them.
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Kendra Vernon (she/her)
00:13:38
It. Okay, I had a question, and I don't remember it was because I wrote it down, and I don't know which binder is written in. That's okay. If you think of it later, you can always email it to me.
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Mickey Scannell
00:13:49
no, I don't have any questions. Now.
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Charlene Potter
00:13:56
you guys are good. Okay, great. Okay. So let me share my screen with you. I'm just gonna pull up the module because it's gonna go by so fast. It's very fast. It almost feels like I have less time now than any other semester. I don't know why it's it's weird.
okay, so here we have a module. 5. It just starts off with some general, you know.
There's a little comic that shows a guy asking for a an Ipa beer, and then the guy says it in Ipa, which is kind of silly because it's written in IP is all about sound. So it's kind of it's kind of funny. there's a video here. But why learning English is so difficult.
And it's not exactly connected to to phonetics. But it kind of is because when we talk about phonetics, we're talking about a one to one relationship between the sound and the symbol.
Right? So if you, if you started to read Chapter 5 in the from the textbook they give you. They give you really clear examples of how
the way we write. Certain letters can have 5 or 10 different sounds.
So that's why spelling is such a nightmare for people in English. All languages are not like that, you know Japanese and Spanish. There's a one to one relationship between the symbol and the sound. So if you know, if you know the symbol and you know the sound, basically, you could say anything in that language. You might not understand it, because that's comprehension. But you have. You would have the ability to.
you know, to make those sounds, whereas English is a complete nightmare. And that's what this video shows you that, my God! If English were phonetically consistent, we would sound we. We would sound like incomprehensible Shakespeare.
So that's just it's funny you don't have to watch it, but I got a kick out of it. So if you watch it. Oh, no sorry. That's this one here. I I'm I'm actually pointing to this one. I mean this 1, one of English for phonetically consistent. This one is not so much phonetic.
but it has to do with stress and stress is something in phonetics we call super segmental. So it's not on the the the sound that the individual sounds itself. Super segmental means above and beyond those sounds. So it's about whether whether you say record or whether you say record, it's the same word if you read it r, e, C, o, r d. But
there are 2 different words, and the difference is based on the stress. One is a noun that would be record. You know, I have a record
and that's with the stress on the first syllable record. No sorry record record. Yeah, that's not. I'm really bad with stress. So record is the noun and the stress. When words are like that, they're the same in both the down in the verb. It's using the noun that has the stress on the first syllable record. And by stress, I mean, that's where the the bigger beat is as opposed to the verb which is record or the stresses on the core. The second syllable. So
that's just this is this reasons why learning English is so difficult. It's because of those kinds of things. And we don't indicate stress in any way. In the written word. We recognize stress because we know the word and also because we recognize, even though we might not be aware of what the parts of speech are. We know what the parts of speech are, because that's part of
knowing a language. You know the words, you know the way the stress is, and a lot of times, you know the pronunciation, unless there's some sort of weird, inconsistent thing which there often is with English, because it's a nightmare. I often call it a bastard language, because it literally borrows from
every other language and pull stuff in, and then usually uses.
you know, the English stress patterns with foreign words. So we we Anglicize those words just like when Japanese borrow from English, they borrow words into the Japanese language, they Japanese, those words.
And so it makes it kind of difficult sometimes to understand right? Because if you don't speak Japanese and they're using an English word in Japanese Japanese people would expect you to understand. I don't know if I mentioned this in in the video on phonetics that I also recommend that you watch. But when I was in Japan, sometimes people would ask me.
You know what is what is a certain word And I would be like, that's not English, and there'd be like, Oh, yeah, it's English. I'm like, I don't know that we're right. It's not English to me. So I used to go every day to get my lunch at a convenience store, and I was teaching at this high school in Japan. And one day a kid asked me about.
And I'm like, I have no idea what you say. It's like, yeah, your lunch. Okay? I'm like, I don't know what that is. I could. Okay, I don't have no idea. And then finally, I realized that I go to the convenience store called Circle K.
It's it's an English word, right Circle K, but they were like.
and I'm like Sakaroo. What is sacked or so that happened like so many times in in in in Japan, and I think probably it affected me more because because of my linguistics training. If you don't have any linguistics training. Maybe that's easy for you to see. But I was always analyzing, like what the heck of Sakuru. So if you know the rules of Japanese pronunciation. Then it's easy to understand. This was in my early days in Japan.
another one was a.
you know. They asked me if I went to an
so I figured out Kudabu is club, because, you know, we had lots of clubs on campus, and so but I was like as suited to as soon. And then once you apply the rules of Japanese pronunciation like we're going to do when we do phonology, we'll do that with English. I realized that you know Japanese doesn't have a th sound. They use an S. They don't have a an l sound the use in our. So did you get it? Kendra
athletic? Yeah. Athletic club as and those examples go on and on and on. Once somebody told me that th that this word was English. It wasn't English. It turned out that it came from French, but we also use it in English. it was.
And I'm like, I have no idea that it's a tough one. It's order
or dirt.
or to, because they don't have these in Japanese. They sort of put in bees
yeah, it, anyway. So as a phone, as someone who would study phonetics, I was absolutely fascinated with the way that the Japanese do language. It's it's it was fun for me. So anyway, in order to understand all these things that you're going to do in phonetics, you have to understand the vocal tract.
you know, where things are. I think, Kendra, with your little book there you probably have a really good start, but I think it's important. If you look at
if you watch these videos. And you look at these diagrams. normally, we start sorry. This is just a screenshot. So it's not great. But it's also in your book. You'll find this. I think it's in the very front part of the book along with the Ipa chart. So we start at the front
2 lips. those sounds here. Those like the number one. Those are called bilay deals. That just simply means 2 lips. If you use your lips and your teeth that would be, and it's always your top teeth and your bottom lip. There are no sounds with your water on teeth and your pop there. No, that we try that a lot, though, in my family we try to do that because it was funny.
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Kendra Vernon (she/her)
00:21:58
but my family pronounces their S. Using their tongue up the tip of their tongue up. Everybody has the tip of their tongue down in my family. I was wondering if that's
it's kind of not a bore down. It's kind of just straight, because it is in the videos. They were saying, you put your tongue up on the
user avatar
Charlene Potter
00:22:16
I'll it. No, not not not touching just close in the the vicinity of your. So because it can't be touching, because then you're you're gonna have a stop right like a Ted.
So your your tongue will touch your album or ridge, but it will it. It creates some friction, and that's why S is called the friction so, and you could pronounce it even with your the tip of your tongue right behind your teeth, or even you could put your tongue between your teeth
and get a different sound of S, but it's still an S sound right? It'll change the frequency of the sound a little bit. But
yeah, so that's why the ss, and I'll be able to frickative but it's always your top teeth and your lower lip, and that's called a a labio dental. That basically means lips, and tea inter dental. That would be a a sound like a
the theta, the t h sound.
When you put your tongue between your teeth, we call that an inter dental between the teeth. Al feeler. It talks about this little bump right here that's on the top of your the roof of your mouth right behind your upper teeth. Pizza Ridge, the Wet, the Pizza Ridge. Why, one of the videos, they said it was Taylor. They call it the Pizza ridge. Sometimes, because that's when you get a kind of a hot slice, you go.
Okay, I forgot that. But yeah, that little bump. Actually, that we have 2 of them. We also have one below our bottom teeth, but because we don't make any sounds down there, no one cares about the the lower. We're talking about the one on the roof of your mouth, not the one on the bottom.
user avatar
Unknown Speaker
00:23:50
and then also
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Charlene Potter
00:23:52
excuse me, there's the the hard palette which is just called the palette or the hard palette. and those sounds are palatal here. It calls an Elvio PAL. Little. I'm okay with just palatal.
You don't need to call them alvial pallet, or that's why they have this in brackets. And then that's your hard palette. If you take your tongue a little bit further back. You're going to get to your soft palette, and we call that the villa.
Okay, not vellum. But
and that's the noun. The adjective form would be dealer. So alvailer sounds palatable sounds dealer sounds, and then the little fleshy thing at the back of your month that's called it Youvila, and that's
We don't really use it in English, but we use it in like French and Arabic.
and then, of course, the body of the tongue. We have the the, the tip of the tongue, the blade of the tongue, and then the root of the tongue, and I forgot to mention the nasal cavity. That's a big airspace right behind your your nose, where air gets warmed before we take it down into our lungs. It's kind of an important thing, but it's also important for making nasal sounds. Sounds will resonate in the cavity when we're going to get to a more detailed picture here.
But you see your vehem right here. Sometimes your vehem is raised, and if your Vlm. Is raised it it's see where my arrow is. If you raise your veil, it goes to the back of your the back of your
your mouth. I guess the very, very back, and it blocks the air from going up into the nasal cavity. So if the vehem is raised, you cannot make a nasal sound. It would be what we call it oral sound. The opposite nasal is oral. That means the sound is going to come to your oral cabinet, which is your mouth when the villain is lowered.
That's when air can go up into your nasal cavity and resonate. And that's how we get nasal sounds. So the drawing here is for either A. M. Well, actually, no, because the lips aren't closed all right, which is an and also not an albumiler, because your tongue is not on your albular ridge.
or a an which is like a an Ng. Together like running, and it's also not that, because with running, Mmm. Your tongue is up on your veiler bridge because it's a dealer sound. So this is kind of a weird time, but it is what it is. And then, as we go down the larynx
we come to the
and inside this. This is your fern right here, and the ferrics is where you have your vocal folds. if you know they're right behind the the cartilage on on your neck, and that's where we have the glottis. So any sound that's made in the glottis when you make a sound with the glottis there is no sound. I know that's kind of weird, but your glottis closes.
and that means, if your blood is is close, your vocal folds are close and no air can come up, so those would only be a certain kind of stop.
user avatar
Kendra Vernon (she/her)
00:26:48
kendra question, is there a difference between your and your trachea, or is that a region of the trachea
user avatar
Charlene Potter
00:26:54
the trachea, I think, is the whole thing right, and it your trachea goes all the way down into your lungs right? The trick is what we call the wind pipe. Right?
So I think lyrics and fern are just sort of subdividing, and maybe it has to do with
I don't know like the medical term is is trachea. But if you're thinking about sounds or something, maybe it's I don't know. It's a good question, but they're not exactly the same.
but they're in the same place. This is your tricia, right?
Yeah. And the tricky it goes like it goes quite far down, like even the where the you know that little hole is right there.
where your your vocal folds are
like people who I don't know. Some people sometimes have some sort of lung can or throat cancer, and this gets cut out. And then, in order to talk, they have to seal that
to make sound. Otherwise, it's just a whole, because it's how they they're breathing
weird. Right? So yeah.
anyway. So this is just the beginning. It's good to have a visual to know about those sounds, because it'll help you realize that, you know, sounds are made in in different places.
this is just a video, not a video, just a screenshot showing you the difference between the lowered vylum and the raised to be alum. So lowered. V alum, and you've got the the bilateral here, you'll let it close. So this is a a bilateral bilingual stop. But it's also a nasal, because air can go up into the nasal cavity. That's the M. Sound.
And when the vlom, so when the vlom is lowered, when the vlm is raised, that means nowhere can go into the nasal cavity, and that's when you get these 2 bilateral stops the book and the
they don't go so far as to show you the glottis, and show you whether there's voicing or not. But you know that the book is voiced, and that is not voiced right?
so let's see. Oh, there's some great videos. I want you to just watch these videos. Just because,
they're just fascinating. They put a camera right down into the into the the larynx, and they give you. They show you the vocal falls. They show them vibrating, they explain what's going on. It's fascinating
It must be very uncomfortable. They must have some sort of a numbing effect, because I think I would gagged if I had a canvas that was creepy. Right? yeah. And then there's Taylor's videos. She's got one for consonants, and she's got one for bowels, and I sort of attack them, you know, differently, because they are quite different.
let's have a look at this just really quickly. I I do go over these this in quite a lot of detail in the other video, so I don't want to spend too much time on it unless you have questions.
This is the chart for English Ipa. If we were looking at the full, Ipa, that chart would be full of a lot of other funky looking sounds. So across the top place of articulation. That's where, down the side. It's manner of articulation, that's how. And then you just you go through and you can see that A. P, for example.
is, and the the white ones are voiceless, and the shaded ones are voiced, so is a voiceless bilateral stop. The book is a voiced by lady. You'll stop.
and then where there's blanks. That means we don't have any. We don't have these sounds in standard American English. We don't have a lady of dental stop. Impossible! Maybe a dental stop can't exist, because how could you put your teeth
on your lips and expect air not to come out?
It's impossible, right? I don't think that it sound exist in any language? It's not physiologically possible. An inter dental stop.
It's you got a spit right? It's gonna come out.
Lviler stops. We have the and the the We don't have any Apollo stops, but we could
like a the
you know, the sounds maybe in like some African languages like Zulu or something. Those those those are actually clicks. But it means you're you're stopping the air at your palette. But then you're also clicking.
and there's many different kinds of clicks which are fascinating. If you want to. Just Google, you know, click sounds in different languages. It just it's it's fascinating what some languages do with their mouths, and then we have. The dealer stops the and the good, and then this is the one I was referring to that stops the air and the glottis. It's it's the
no sound, right?
It's a glottal. Stop your your glottis. The vocal folds close, and because your vocal folds are close. No air can come up through your blot as it stops right there, and we only get it in
where it's like. you know when we when it says, Say that man, we say that
man
huh! we we use gotten stopped all the time often in in replacing a t
co
coat rack. We don't say coat rack, we say coat.
rack coat.
it's a it's not a T. Even though we write a t right coat, Brack. It's that brief little millisecond pause. That's your blot will stop when we say, Oh, oh, we have 2 bloggle stops right at the beginning of each each one.
Oh.
oh, that's 2 bottle stops back to back And then we've got these funky characters from usually from Greek characters. So we've got we don't have any bilingual fricative. That would be weird. That would be like
the voices, one in a voice one
labial dental. We have that, and the hmm the inter dental. These are both t h's. This is a voiceless one, like in thanks for
thoughtful, and then this is your voice th as in this or that, or these are those. The difference is your vocal folks don't vibrate for this. It's just
thank you, this one. They do vibrate. Hmm, you feel the vibration with just when you start to say this.
yeah. And then our algebraic is this, and then
and then the weird ones again. Here these are palatal, Frick. It is so sh as in like ship, and then you voice the sh! And you get the zoom.
We usually don't have this word initially in English, but we do for some borrowed B world words from other languages, like
chandra from French, genre G. E, n, r, e. and then at the ends of words, we have it like beige.
or in the middles of words, like measure or treasure. It's a sound. The h is just simply air coming through the glottis, but not coming freely through the glottis. Frick. That means it's a little bit of friction. So
house.
part little bit of friction there.
Africa. We only got 2, and you'll notice it's a combination of that symbol, the T. And then the ash. These these have words right? This is a, this is an f, this is a a yog, so it's a combination of the and the sound which gives you a
like chuck
checkers church.
and then this is the voice counterpart the J.
So you start with the dip, and then you go to the. So you get like, J. J. J. J. J July. judge John.
the flap is it's kind of a and we're gonna talk about all of phones of phonemes the flap is an allophone of the phoning. T.
Okay. So whenever we have a T
like in my name, Potter, no one, says Potter.
Well, you might say, if you're a British, or if you're Japanese, or it's not indeed it's not pod dur. That would be a different name. So we flap this T, and we get this thing. It looks like an R, but it's actually an elephant of the of the phoning T, and it's the the hotter that that your tongue hits. Your ridge taps it sometimes. It's the slap is also called the tap, like later. See you later.
I sent a letter. We don't say later and letter I mean you can. But in standard American English we flap that sound between vowels. It's called an inter volcanic flat
nasal suite did those is the the the, the, the, the the, and then the which is a combination of the in the Chi
going, and it's called a dealer nasal. We have 2 liquids. We have the lateral liquid, the lateral liquid l, and the retroflex liquid, because your tongue sort of
curves in a little bit, and then it pulls back it. So retroflex
And the English are as in right and wrong that is written, I can upside down our. I know we should have gotten the right side up one, but we didn't. Spanish got that one. The Spanish, I think, is like the second most spoken language in the world, well
spoken. In most places Chinese is first, and then English, maybe
maybe third, maybe third. So the but when we're only talking about English. You can be lazy, and most American fanaticians and linguists will write. The English are as a right side of our, even though technically, that's the Spanish art. This is our our our, but anyway, last few sounds are called glides.
We've got a voiceless W and a voice. W. It's the difference between
which, like W. H. I. Ch. Which, and the wicked, which of the West, which so the which is not voiced, but the which
of the wicked W. What we could, which of the West is voiced? But in our dialect we voice both of them.
so we say, which sandwich and the wicked, which but a lot of people from other areas, Midwest. older people, this voiceless W is really common. It's like a breathy. What did you say? Where did you go? It's all. And whenever I hear people use that, I always wonder where they're from, because it's just so not very common. but you hear it.
and and most of the time you don't, you don't. It doesn't register because you understand what they're saying. But now that you're aware you're going to hear people doing it all the time. It's like, Oh, my God! Where are you from? It's probably not come here, Andrew.
user avatar
Kendra Vernon (she/her)
00:38:12
Annual little older generation, Western Pennsylvania does a lot of that, and we were just drilled on that so much in third grade, over and over which we would not point off if we didn't do the which and and fought back because the ages after the W. Why are you gonna play that?
user avatar
Charlene Potter
00:38:29
Yes.
exactly. Yeah. Why are you gonna put the h first. So you know, I teach a class in phonetics. It's called Linguistics 13. And it's an introduction to phonetics. It's this expanded into a full 3 unit class.
you'd be surprised how much deeper this can go. I will not be teaching the linguistics. 13 in the fall. Professor Karen Carlisi will be teaching it if you're interested in it, Kendra or Alina. She's going to teach it from New York because she'll be in New York. So it's going to be an online class. It's the first time ever we offer phonetics as a as a fully online class. Usually I teach it as a hybrid.
So we do in class and based and online, which is, I think, a nice combination. But because she's going to be in New York. It's going to be 100 online, so you can take it whenever you want. And I'm assuming she'll also have, you know, face to face meetups. Oh, no, hang on! It's not. It's not online, asynchronous. It's online, synchronous. That's the catch online synchronous. So she's usually I teach that class
Wednesday mornings from 8 to 9 30. She's gonna do it.
Monday, Wednesday, 8 to 9 30 your time, but for her that'll be 11 it'll be 11 to one 1230. So for her, that's, you know, an afternoon class. But for you guys, it would still be a morning class. So it's online synchronous. That means you meet like this at a specific time twice a week for 90 min.
and it's her first time teaching it. But she's a great teacher. she got a Ph. D. From
an Australian. No sorry news. The I don't know Australian or New Zealand University, and she used to be in Esl faculty. She's retired. She's Professor emeritus She likes to teach linguistics 12, which is the intercultural communication.
she doesn't really do esl anymore, just because we don't have that many classes and because she is retired. But she should do a pretty good job with this class. I've lent her my entire canvas shell, so she's free to use whatever she wants. but it's always fun, you know, when it teaches teaching the class for the first time
as they, you know, they're sort of doing it with you right? Going through the the motions at the same time as the the students are.
So yeah. And then the last sound, which is called a palatal glide, and its voice is the year. I know it looks like a J. But it's the you sound as in yellow or yoke.
It's a year
and you can feel your tongue going up to the palette when you make that sound. Yep, your tongue is right up right up, you know, near the roof of your mouth. Zoom
and it's a glide right, because it's just like the
it's a glide or the root. Is it like you glide into the sound with the you? You can't. You have to move your tongue right. You have to glide your tongue. You can't just go.
You have to follow through you, and you feel your tongue moving in your mouth as you do that. Any questions about the consonants?
Okay. The vowels, on the other hand, are completely different.
We don't talk about a place in matter of articulation we talk more about where in the mouth the bowel is sort of articulated. So we have 2 kinds of valves. We have the monophones, which are the simple single sounds. And we have these diff phones, which are 2 sounds together. It's almost like a glide, except we're talking about vowels.
So to describe falls. You need to know, the height of the vow, whether it's low, mid or high, the height in your mouth. This is your mouth, this little weird
quadr lateral thing that's your mouth. This is your top teeth. This is your bottom. T. We also need to know the tongue advancement. So it's your tongue at the back of your mouth? Is it central part of your mouth, or is your tongue at the front part of your mouth? And then you also have to know whether the sounds are tense or lax. Lax means these are the shaded ones your tongue doesn't have to use
too many muscles kind of relaxed, and the tense ones are at the extremities. So there's the E.
There's also the a sound which is not a real clear English sound, but it's just like an E. It's it's pronounced A, and then there's the oo at the back, and then there's also the the the old sound, which again in English, is not really a clear cut sound. It's it's more like in French. It's all as opposed to the English, we say, oh, like boat. We don't say
we say, Bo, when you slow it down, you hear that diphthong. And then the fourth thing you need to know is whether the vowel is rounded. These there's 4 in here that are rounded, that the o, and the all
call, or the the rounded. Oh, it looks like a backwards. See what we call an open O
And then all everything else is UN rounded and rounded, refers to your lips or your lips round or not so when you say your lips around when you say ee, e e, e, e, e, e, e, e, e e e e e ellipse are spread that tents and they're not rounded.
and then that leads us to the diphthongs. You can see how the sounds glide. So this, oh, oh! Would be like in boat, or oh, no, it's not. Oh, no, it's oh, no! But when a French person would say, Oh, no! They might say, oh, no, no, no, no, no, no, no! I suppose no.
We've got the oh, it's starting here and moving up, boy, as in holy. So that's a glide. It's not just Bull, and it's not it. It's only you start out with the oy, and then you go up to the. It's sound, boy, boy, E. E. I've got the A A
like 8 or 8 or late. It's not just a clear to this E here, that's an eighth sound, but we don't really have that as a mon of long in English. It's not just that. It we always say a but in French, you know it. It it.
patience, we don't say, but if you were to say but they in English, you might say pate pate, and this is the English sound, but a
I I I I oh, boy, a yeah. So those are called the songs. basically a glide from one bowl to another. Any questions about the the box.
Okay, I know I'm going super super fast. But
that's what this chapter is. You get a little. You have to watch the other phonetics video, so that you can do this little 3 point quiz. It should be easy. I've given you 2 attempts. there's a time limit. No time limit. It should be pretty easy. I'm not going to review it with you, but I think you should be able to get to to be able to get 100 on it
again. There's a lot of homework question, kendra. Well, I was gonna do that one last night, and then, right as I was starting my littlest one woke up, and then I put him back to bed, and I fell asleep with him, so I didn't get it in on time, and I'm so sorry, and I don't worry. Don't worry, not a problem at all. You can see only 5 submissions so far. you've got you've got until see, here it is due June fourth, but until June 6, so you've got until tomorrow night at midnight.
Okay, I and I know it's late, but I don't really penalize students for lateness as long as they get it in before it closes, because once it closes I'm not bound to open it up again, because I've already given you. You know you should give you 24 h, sometimes more like Grace a grace period just to get your stuff in
I think it's important that you look at the homework for the frumpkin book because it's good. don't you know? It's it's overkill there's like, you know so many questions for each thing. You don't have to do them all. But you know
I know what the questions are. It might make it a little bit easier for the
for the test.
user avatar
alina nicks (she/her)
00:47:00
the where you we're supposed to write down the phonetics of how you say the word I was like for from kid it.
user avatar
Charlene Potter
00:47:13
we're in the homework. Yeah. And I was like, Oh, boy, I'm I'm probably gonna spell these all wrong. Well, no, because I mean, even though you know you, you from a different place, you you still speak sort of standard. You still speak, you know, this ideal sort of nobody really speaks it, but everybody speaks it. Standard American English
like. I understand you perfectly. You understand me perfectly, and I don't think that you sound like you don't have a really notable dialectal difference.
You probably could if you wanted to like. If you're back in on the East coast. Yeah, you could probably sound quite different. and you might not even be aware of it. When I go back to Canada
I noticed that everybody sounds weird, but then, you know, by the time I leave I am also sounding weird again. And even, you know, I feel like I don't sound Canadian anymore, because I don't. I've been gone so long. But still people notice things that I say that are a little bit weird.
Yeah. even though I think I sound just like everyone else here, I'm sure that's not the way you perceive me. But it's normal, right?
Yeah, So this exercise
it's quite difficult the sagittal section. it's meant to sort of be done together. And so if you were completely at a loss, it's okay as long as you did your best. And you tried reading the instructions. It's super important, because there are no liquids. That means no r, no. L. There's also no Africa, because the Africans.
It's 2. You have 2 articulation points. You start with the stop, and then you have a fricative. So you can't really show that with a you know, a one dimensional picture of the sagil section. But you can. I'm just gonna open it up real quickly. Here.
you can see. And by by just knowing what you can see. You can determine what the sounds are by, you know, if you've got your little guide with you, your little chart of the consonance you'll be able to see, for example, with this one.
it's not a nasal because the vehem is raised.
It's It's obviously a dealer sound, because the back of the tongue is raised on the soft palette, and you can see here in the glottis that it is a voiceless sound. So there's only one sound in English like that. It's the
the voiceless albular stop.
I think I give you the answers on a video, but we could go through some of them just for fun. What's the second one here?
It's a voiceless
user avatar
alina nicks (she/her)
00:50:02
yeah, because there's only one sound that is a voiceless
user avatar
Charlene Potter
00:50:09
stop. Only the T. If you had this, the the vocal folds vibrating, then it would be a d.
because they have these sort of cognates right the t in the d, the p in the book, the cook and the good, the sip and the zoom
just with voicing a different this one. You can see that it's a voice sound. You can see that it's a by label, and you can see that it's nasal. What sound would that be?
user avatar
alina nicks (she/her)
00:50:36
yeah, right? So did you already do these?
user avatar
Mickey Scannell
00:50:40
Yeah, I did them because I was. I really like this assignment. And so I was trying to like, absorb as much of it as I could. Okay, and, Mickey, how about you?
Yeah.
it's going to be voiced so that it looks like a backwards D, with a little line through the back. It's called an Ed Ethn.
user avatar
Charlene Potter
00:51:13
or sometimes people call it a delta, but Delta makes it sound like it's a this sound. It's it's actually an m what about this one?
that one is a p good. What about this one?
Zoom? Yeah, the Z, right the Z, and you can see that the tongue is not touching the Alva ridge, so that means air is escaping in between the tongue and the album, so that makes it a fricative. So
what about this one down here with the tongue between the teeth?
user avatar
alina nicks (she/her)
00:51:49
That one is
user avatar
Charlene Potter
00:51:51
is that one called Theta Y, that's the theta. Yeah, the th, the voiceless th. And then this one voiced Albular ridge and not nasal.
user avatar
Mickey Scannell
00:52:03
Yeah, just like the T only voice right? And then this one with the radio dental voiceless and not nasal.
user avatar
Charlene Potter
00:52:13
Yeah, the sound. And then the last 3. We've got this one, which is a veiler, a voice to veal or nasal.
That's the yeah. The Angla is E, n, g, m, a, yeah. So
and then this 1 s to last one.
user avatar
Mickey Scannell
00:52:37
Yeah, exactly like the F,
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Charlene Potter
00:52:41
except exactly like this one only voice, right? So this is the F, and this is the the V, and then the last one.
user avatar
Mickey Scannell
00:52:51
Yeah, so so again exactly like the
user avatar
Charlene Potter
00:52:56
the P. Up here except voiced. Okay, so that was pretty easy. I'm glad you guys did well on that
I'm wondering if that is, let me just double check here where I'm at. I can't. Oh, I know, because I haven't zoomed out so I couldn't see the little
user avatar
Mickey Scannell
00:53:13
a little next. So we had to turn that in right?
user avatar
Charlene Potter
00:53:16
Yeah, I I I like, I would like you to turn it in. Just so, you know, it's it's easy points for you guys. And of course you have until tomorrow, I mean, tomorrow, 1159.
yeah. So so not really difficult. And it's just it's easy points, right?
and then the vowels. we've sort of already gone over these. But in this picture I just added, in these these monothongs here that are not really in English.
Okay, but I wanted you to sort of see that there's this, this cognate relationship between the tents and the lax E here a. A. Oh, oh! And then you've got this bottom one, and then this back one all.
and then in the center mid these really easy bowels to pronounce are the the schwa, which is really super super common. Anytime we reduce the syllable in English it becomes a schwa. If it's in an unstressed part of the word, if it's a stressed part of the word, then it's this upside down V or this carrot. It's basically like a schwa, except it's more. It's it's in a stress syllable.
yeah. Or if there's only one syllable in the word, then it's gonna be this one. So we would say up
or cup.
we wouldn't. That wouldn't be a
oh, it it would be And if you just if you just try those 2 sounds you'll feel when you do the Your tongue is quite low, and when you do the the the your tongue goes up a little bit.
but the right smack dab in the center of your mouth, so they're really easy to pronounce. Your tongue doesn't have to go to any extremities in your mouth. They're lack. So you don't have to use any muscles, and it's just super common in standard American English, because it's
it's easy to pronounce. I don't want to say lazy, but it's easy, right? It's just easy easy
when these sounds. You know you have to go. It's why we have so many dialects in in the United States.
People just have different ways of interpreting these sounds. And there's if you take the the history of the English language linguistics 11 it it talks about the the way the vowels have changed over the years, the way we why, we don't sound like, you know, people who spoke, you know, 2030, 4,100 years ago. The vowels keep moving. They keep changing. It's the the great vowel movement.
and it has to do with
it has to do with social linguistics. It has to do with
people trying to emulate people that they admire or respect. So you know, if you want to sound, if you want to get a better job, or you want to make a better impression on somebody. You're more careful about the way you pronounce things.
You don't want to talk like this and use words like 8. And just it sound, really, you know, sort of lazy and just like whatever right? You want to articulate carefully so that you are perceived, and it and maybe you want to be perceived in in a lesser light, you want to be perceived as not someone with a good education or with money. You want to be perceived. As you know, one of the people, one of the
you know. You just want to
pass as something else. You change the way you talk in order to be
more accepted or more
relatable to the people that you're talking with. And people do that automatically, we all do it. It's it's it's about accommodation, and and it depends whether you want it, whether you want to make yourself one of the in crowd like you want to be part of a particular group, or whether you want to distance yourself from a particular group the way you talk does that.
And everybody can can talk different ways. Sometimes people don't, for whatever reason, but there's usually reasons behind it, right? It's not just
right there, there's no.
it's not just random.
So these vowels are are often shifting, as people usually from lower social classes aim to become the next social class. and I know we're not a caste system.
but we do have this thing where we respect.
you respect certain people. It might be, you know, a President, or it might be, you know, a Kardashian, whoever it is, you're gonna change the way you talk. Remember the whole Valley Girl thing and the up speak.
You know, that created an entire generation of of people sounding like that. yeah, anyway. it's It is fascinating, and phonetics is is directly related to socio linguistics.
Then there's the crash course from Taylor on the bowels. Super important. And I think that's These are the answers like, if you're going to do the prompt can the from homework.
check your answers, because it's just so much there's so much there. I don't have time to go over all of it. So what I've done is, I've just. I put the answers here so that you can check. I used to ask people to to this homework in and for number N. You know, it says, I think it says.
if I think this is right, your name, or something like that. And one time a student wrote someone else's name because she copied someone else's homework. She didn't even realize what she was doing. But you could, you know, if you're not careful when you're copying you. But now I don't care if you want to copy, you can copy. I don't care. The on. This is on you right to to understand it. Number 4 is quite difficult.
it's a poem. They'll always send the
walrus and the whatever it is I can't remember. It's a Lewis Carroll palm
quite difficult, because spelling of English gets in the way.
But remember, you know, for example, here.
Wax, you might. You might look at this and think, oh, that's the word wax wax, but it's not X is not a standard American. English phonetic sound. The way wax wax is pronounced is whack
swacks. It's a wax, so don't be confused by the English letters that we use right. This is whether
the weather is good today and this is weather. right? This is this.
this and this is is so. Sometimes people are confused. They they they let the spelling get in the way.
and then number 5. There's just there's so much homework for this particular chapter. You're gonna get bored if you do them all, or maybe not, maybe you'll find it challenging and fun. But I wanted to put the answers here for you, just so that you are not like wondering whether you not you got it right or whether you got it wrong.
and you're not gonna have to, you know. Ask me, what's the answer for this? What's the answer for that? I just put everything right there for you.
so you can. You can check with yourself. Check for yourself
and This is not necessary to watch, but a student sent it to me once, and I thought it was interesting. I should probably put
that. It's a little controversial, because, I don't know how much can you say? Whistling?
Apparently a whole language.
But even these people who whistle as communication, they still have language. Okay? So it's not whistling as language. It's whistling as communication. And there's a lot, they can say by whistling, but a dog can sail can say a lot too right? Or bees can say a lot, but it's not necessarily language. It's communication.
I think I have disabled the
I published it. I'll leave it. But you know you don't have to do the cahoots because they're not really fun by yourself to be fun when you do it with a group of people in class.
and then on to the
you know the extra material, the oer stuff. There's the language of language. And then there's also the essential linguistics. You can read about phonetics in those 2 books as well. And then I think after that it's the
it's the test. If I'm not mistaken. we get to 2 module 5,
yeah, June sixth, which is
June sixth that's tomorrow.
Oh, my God, isn't that too soon?
user avatar
Mickey Scannell
01:02:24
Hmm!
user avatar
Charlene Potter
01:02:26
Kind of huh!
I don't know everything. It seems very accelerated to me. But you guys want me to give you an extra day.
but then it'll be the same day as the phonology quiz. I think I should give you an extra day.
Yes. Alena, do you need an extra day?
user avatar
alina nicks (she/her)
01:02:47
I don't know. I mean, it would be helpful. But I guess I mean, I don't know.
user avatar
Mickey Scannell
01:02:54
Yeah, I think I'm going to, just because by the time this video gets processed.
user avatar
Charlene Potter
01:02:59
And
I mean, of course, it's still open. It's open until the night. But I know that it's stressful when you have things do so quickly. So I'm going to change that to the seventh. But remember that phonology is like boom right away.
okay, that might help you a little bit
Phonology is very interconnected with phonetics, and I know that we're going to start that like almost immediately.
so phonology, or where am I here?
Okay, so phonology?
it's the sounds that we looked at in phonetics only as patterns. The sounds that go together to make patterns. The patterns are different for each language.
So it's not a difficult chapter, but it can be
because you have to remember when you did the morphology you had to analyze, you know. What are the more themes of the language. Well, here it's about. What are the rules for the way. Sounds are going together in different languages. So it's like the morphology, only it's at the sound level. And I think it's a little more difficult. I remember studying phonology
at at the graduate level, and, to be honest with you, I I hated it.
I did not enjoy phonology, it was God so much reading and so boring for me, but you know, to do it just sort of at a superficial level. It is fascinating. It's just when you look at.
you know, studies. It's just not very tantalizing.
You've got to be a certain kind of person who wants to be a phonologist. and it's very technical.
but we look at it from the fun side. I just want you to be aware, be aware of what a complementary distribution is in language. But then I want you to give me an example of a non linguistic complementary distribution. So like Superman and Clark Kent.
okay, those 2 characters cannot be at the same place at the same time.
and that's what complementary distribution is in phonetics and phonology. It's you have 2 sounds and they can't be in the same place at the same time, for example, the aspirated P. And the UN aspirated P. We have rules in English for the P. T. And K.
Where, if the sound is word initial.
a Pt. Or K, it will be aspirated. If it's not word initial, it will be UN aspirated. So you can do that test by taking your hand, put it in front of your mouth and say the word, pit, pit, pit, pit! You can feel the puff of air hit it quite a strong pop of air. That's an aspirated P,
and then.
if you make it so that that P is not word initial, you put another sound in front of it like an S. And you say, spit, spit! You don't feel that same puff of air on the peak. Spit it, spit
you. It's a little pop over there because it is a an aspirated It's a a a bilateral stop. So there is some air when you release your lips. But there's a big difference in the air pressure.
So the aspir to P and the unexpected P are examples of complementary distribution.
Okay, in English. It doesn't necessarily hold for other languages
other like, for example, whether I said Pit or whether I said bit
each bit, it's still Peach pit, but I could say it UN aspirated. I could say peach bit, and not aspirate those piece, but in other languages the piece may be not in complementary distribution. They may have different, completely different meanings, whether you said P. Or whether you said
they could be different words, like river and
ocean, like 2 completely different words, but in English, whether I said peach, pit, or beach it, they're going to be the same word.
So whenever we have an aspirated sound and aspirated sound. We can't put
an UN aspirate some we can, but you know it. It will cause a problem with understanding. So this sounds very complimentary distribution, because we have rules
right?
and that's what the phonological processes are all about.
There's a flow chart.
the phonological processes, just different kinds of rules that we apply in language
like Whether we assimilate sounds, whether we dissimulate sounds, whether we skip sounds, we delete sounds, we do it all the time, or whether we insert sounds. An example of insertion would be in. You know the little fuzzy animal that some people like to keep in a cage
Hamster
hamsters the word Hamster is H. A. M. S. T. R. Hemster, but no one, says Hemster. We insert a P. There, Hamster.
but there's no P. In Hamster
Hamster, but we do it because the M. And the him stir. It's just really hard to go from one sound to the next. It's easier if you insert another sound.
and we do that all the time. In English insertion is not as common as a deletion. Deletion is much more common, or even reduction. When we reduce sounds, or sometimes we get rid of them completely, because it makes a word easier to pronounce. And you see that all the time.
you know just
the way we talk. We don't. We don't clearly articulate every single sound in every single word.
It yeah, probably has become probably
probably. Yeah, probably. Yeah. So that's a phonological process. That's it's deletion, right? It's easier and then assimilation is just when 2 sounds become when one sound becomes more like another sound, because it's closer in terms of where it's located in the mouth.
An example of a assimilation. Can't you do it, can't you? We don't say, can't you? Going from that to to the glide the year it'll become palatalized, it'll become, can't you?
Can't? You can't you
so, can't you? What's can't you? I can't. You doesn't even sound like an English word, can't you? K. A. N. Shu, can't you? But that's the way everybody says it. Can't you?
Right? That's an example of assimilation, super super common dissimulation, a little less common. But it still happens when 2 sounds are too too much alike. They're too similar. We like to change one of them to make it easier to pronounce.
6,
6, 6.
You have to go from this to 6.
It's a mouthful right? Or desks desks So instead of 6,
or even if it's what about 6 like, I'm going to divide it into 6. It's sort of multiple, right? You got all this consonant clusters, and it's really difficult to say sounds like you have a. You have a speech, a speech problem. So sometimes, some speakers will say 6 to the sixth one.
we'll put a T in there so that the sixth one or some people will just say the 6 one and get rid of the th. That'll be deletion, but sometimes it's assimilation
or dissimulation, I should say so. There's some problems. There. There's a flow chart.
The flow chart is simply to you know what. Let's just take a minute to take a look at that flow chart because I think I do explain it in the in the other video.
which you could probably watch at like high speed. Because we yeah, you're here now. So in phonology you'll always be told what sounds you're going to investigate? What? What are you going to be looking at?
you'll be given a list of the phonetic environments in which that sound appears. So the phonetic environments will be all in Ipa. It will be a little bit difficult, because you're probably not going to master your Ipa, but everything will be written in Ipa, and that's really the only way you can do phonology. You can't do it if it's written in English, because English sounds are a nightmare.
Okay? So things are written in Ipa. And then you ask yourself the sounds that you're looking at? Do they occur in the same environment
if they occur in the exact same environment? For example. you know lake and Rake
lake and rake, we would say that those sounds are. They're both, you know. We're in it. Show those sounds of current overlapping distribution, so you can't predict the different words you can't predict when it's going to be lake, and when it's going to be right, there are 2 different words. So you would ask yourself? Do those words have the same meaning? Do lake and rape have the same meaning? No, they don't. Once the lake and one's a rate. So in that case the words form a near minimal pair. Minimal pair means you're changing just one part of the word
So you'd be changing the initial sound. You could have late break take make, and those sounds are in contrast to distribution. That means an r is not an l, and then L, it's not an R. So we call those sounds allophones of different phone names. The L, of course, is an elephant of the phone name L, and the R. Is an elephant of the phoning R. So this is just, you know, the different sounds. They contrast meetings. However, if the words have the same meeting.
let's say, you know I don't know tomato and tomato. They have the same meaning. So yes, they have the same meaning. So you just say those sounds as well, sounds are in free variation.
Some people say tomato. Some people say tomato doesn't matter. They just did. You know, they have the same meeting, but they have different sounds. The interesting situation is the first one.
So do the sounds occur in the same environment. So if they, if they do not occur in the same environment. For example, you use an aspirated P in this case, and you use an aspirate P in another case. then we call the sounds in complementary distribution. That means wherever there's one there will not be the other.
And so prediction, therefore, is possible. So you know when to use an aspirated P. And when, to use an a. An aspirated P, and we would call those 2 different P. Sounds the aspirated P. And the UN aspirated P. We would call them elephants with the same phone name.
because it doesn't change the meaning of the word. So whether I say Peach pit with an as with 2 aspirated piece, or whether I say each, it's still beach bit.
So those sounds are in a complimentary distribution, and the aspirated P. In the unesperated p they're allophones with the same phony, because Peach Pit and Peach Pit don't have different meetings. They have the same meaning.
So now you're starting to see that you know, the sounds are connected to
I mean the individual sounds, but they're connected to meaning when you do phonology problems. And so you come up with one of these 3 situations most of the time you'll be coming up with this one, because that's the exciting one, this one that's so exciting. This one, you know, it's common sense. Right? Lake and rake, are not
they? They're not related at all. They're ours and l's are different unless you're Japanese, you might say, well, yeah, they they. The words don't have the same meaning.
but
they do sound to say lake and rake. I went swimming in a rake. So anyway.
yeah, I think it's important to take a look at at the flow chart and then attempt to do the the problems. Okay, if you, if you don't get all of them. That's okay. It's
It's not easy. Right?
Do you guys? Okay, my student, I have a a Esl student to just join. I'm not going to let her in yet, because she's here for a placement test. But do you guys have any questions before I let you go. You're still going to do a video like this on the the next chapter. Correct, even though you've yeah. Cause you just did a little introduction. But we're still. Gonna
user avatar
Mickey Scannell
01:15:36
I'm going to just jump over to the module for a second.
user avatar
Charlene Potter
01:15:42
just give me a second here.
Okay, so phonology, let me share my screen with you one more time.
it's just it's coming up so quickly. I I don't know that I will have a lot of time, but let's have a look at
So you're gonna you're gonna watch these videos stress time versus syllable time languages. Just you know, the way sounds are are distributed in languages are different, and that's why we have accents when we speak another language. This perceptual psychology is very interesting. It has to do with phonetics and phonology. And then, of course.
you know site cycle linguistics. There's the crash course, there's the quiz. This is a discussion. So make sure you you post, and then you respond to 2 other classmates for full points. There's the processes, assimilation to simulations, the flow check. And then there's the problems.
and then
there's not a whole lot.
why do we have phonological rules? I think that's also important. And then the exam on the tenth you know what we could have a quick meeting for the phonology problems, because that's the only thing that I'm I think might cause you some hardship, because it's a lot of material to absorb in a very quick time.
and this might be problematic for you, so we could have a quick meeting. Maybe maybe Thursday morning, Wednesday or Thursday morning.
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Mickey Scannell
01:17:24
What's your guys schedule like this, either, either of those work for me?
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Charlene Potter
01:17:30
So no preference
user avatar
Mickey Scannell
01:17:33
no, I don't think so
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Charlene Potter
01:17:40
to the eighth or the seventh. the seventh right. and so the sixth.
So why don't we make this for the morning
of the eighth?
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Unknown Speaker
01:17:53
Hmm.
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Charlene Potter
01:17:54
That way we could go over the phonology problems before they actually do.
And then I could also post the video. You know, people could correct before they did the test on the tenth.
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Mickey Scannell
01:18:07
Is that okay?
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Charlene Potter
01:18:09
Okay, is 80'clock also. Okay.
user avatar
Mickey Scannell
01:18:12
yes.
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Charlene Potter
01:18:13
all right. I'm just gonna put it in my calendar. So I don't forget phonology problems.
All right.
So are you going to do an announcement for that? Or is this? Okay? Okay, yeah, I I'll put an announcement. I'm gonna write that down, too, because it's a Thursday
an 8 for the phonology problems. Yes, when I post this video, I'll also post that we're going to meet on Thursday morning for the technology problems
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Unknown Speaker
01:18:43
cool.
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Charlene Potter
01:18:45
I know we're going super fast, right? It's shocking and fast.
or almost to the end.
After phonetics and phonology. We just have social linguistics cycle linguistics, a little bit language acquisition. And then language in the brain. The second half
is, I think it's gonna be easier.
user avatar
Mickey Scannell
01:19:04
It's more the applied linguistics instead of the theoretical.
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Charlene Potter
01:19:09
Yeah. because you already know so much. Once you know, all the
yeah, it's been very technical, I think right. Some students don't like that. It's it's there's too many, too many vocabulary items and concepts that are just new. But the the applied stuff. It might be a little more interesting. Yeah.
all right.
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