Beruflich Dokumente
Kultur Dokumente
Student
CC. 1053344672
Course 518017A_614
Group 518017_44
Teacher
Henry Lenis
Chiquinquirá Boyacá
2019
Step 4 - Speech sounds and Semantics
1. Read the following three documents “The phoneme: the same but different” Chapter
and, finally read: “Chapter 6. Semantics: The Study of Linguistic Meaning” pages
and Communication, 6th edition. Cambridge. All the material is found in UNIT 1, in
2. Based on the first document “The phoneme: the same but different” by McMahon, A,
Exercises
a. A learner of English as a second language has the following pronunciations (note that [ʃ]
is the symbol for the first sound in ship, and [d] forthe first sound in the):
pronounce the bold-faced consonants in Daddy, either, loathe; ship, pass, dish, usher ?
Practically for the synonims for the native pronunciations of those words are, Daddy = father,
either = ( either is like picking between two options ), loathe is the same as ' hate ', ship is the
same as wanting something or someone with the amount of two or more person/thing to be
together? pass is the same as skipping something, dish is meal, dont know about usher though.
b. Do the following sounds contrast in English? Find minimal pairs to support your
hypothesis, ideally for initial, medial and final position in the word. Where minimal pairs
for all positions do not seem to be available, write a short statement of where the sound in
[m n ŋ p b t d k g l r]
(m n ŋ)
(p b t d g)
– A minimal pair is two words with different meanings that are iden-cal except for one sound
– Minimal pairs whose members take different forms of the plural allomorph are par-cularly
unwritten has hired two foreign linguists to produce an orthography. Linguists A and B
have suggested two rather different systems. Which one is most in line with the
phonological structure of the language it is designed for? Why do you think the other
I think that linguist B is more in line with the phonological structure of the language for which
it is designed, because it is more similar and precise to its pronunciation and to the phonological
form. I think the other linguist could make different decisions because phonology should be more
From the second document, “Natural Language Processing & Applications Phones and
a. How many phonemes are there in (a) Keith (b) coughs? What are they in the IPA? In
each case try to demonstrate the correctness of your answer by finding words differing
One aim of the International Phonetic Alphabet (IPA) was to provide a unique symbol for each
distinctive sound in a language—that is, every sound, or phoneme, that serves to distinguish one
provided if and when necessary. However it is useful to have some practice in using
them. Study the following phonetic transcription of a verse of Lewis Carroll’s poem The
Write down the normal English spelling. If your pronunciation differs from mine, write
and kings
[ænd wɛθər pɪgz hæv wɪŋz] Correction: [wɛθər] → [wɛðər] Orthography: and whether
4.1 What is exactly the concept ‘speaker meaning’? Explain and give an example (in
Spanish or English).
the speaker meaning can difer from the linguistic meaning, depending on whether the speaker is
speaking literally or nonliterally. When we speak literally, we mean what our words mean, and in
this case there is no important di.erence between speaker meaning and linguistic meaning. But
when we speak nonliterally, we mean something diferent from what our words mean.
For example: the sarcasm and irony; ‘‘That movie was a real winner!’’
believe that the meaning of an expression is its denotation, we are committed to at least the
a. If an expression has a meaning, then it follows that it must have a denotation (meaningfulness).
b. If two expressions have the same denotation, then they have the same meaning (synonymy).
demonstrates a pair of similar sounds (e.g., “rrrr” and “llll”). However, the students
still fail to perceive the difference between the two. The thing is that students have
difficulty distinguishing between pairs of sounds when these are taught in isolation.
Pronunciation lessons are infinitely more effective when students are taught to
distinguish between words (e.g., light/right), instead of just individual sounds. Design
a mini lesson that presents the [l] and [ɹ] sounds within the context of minimal pairs.
(Option, you can select any other minimal pairs to design the mini lesson). (Adapted
Lesson:
This lesson may be helpful to students who are having difficulty clearly pronouncing /l/ and or
/r/
The teacher must tell the students that Please repeat after:
Initial Position
lock rock
lamp ramp
light right
lent rent
lies rise
load road
lack rack
loot root
Medial Position
flog frog
plowed proud
climb crime
gloom groom
bloom broom
elect erect
dial dire
gold gourd
bowling boring
hold hoard
Final position
tool tour
pole pour
deal dear
real rear
heal here
The teacher tells the students that they should Tell, if the sounds you hear (pointing out the /l/
lock- rock
lock- lock
light -right
ramp -ramp
rent -lent
lies- rise
gold -gourd
room- room
frog -frog
tool -tour
loom -room
gold- gourd
dear -deal
pole- pour
kneel -near
And the last activity is that the teacher tells the students that Tell, which sound you hear. Say
"L" when you hear /l/. Say "R" when you hear /r/.
lock
rock
lent
rent
tour
tool
lies
rise
lamp
leak
reek
near
kneel
6. Check your partners’ posts and make comments about them in order to discuss and
Retrieved from
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Coxhead, P. (2006). Natural Language Processing & Applications Phones and Phonemes.
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