10/20/11. Dr. Colleen Fitzgerald The University of Texas at Arlington

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1 Oklahoma Native Language Association October 20, 2011 Ada, OK Dr. Colleen Fitzgerald The University of Texas at Arlington Or maybe, what is phonetics? Phonetics is the subfield in linguistics that studies how speech sounds are made. Knowing more about phonetics can help you as an instructor in teaching your language. Your Body: Knowing more about the parts of vocal tract and how they make consonants and vowels can help you teach students to make those sounds. Your Brain Knowing some about how sounds pattern in the words of your language can help both in teaching and learning. 1

2 What are the types of speech sounds and how are they produced? What are some techniques for learning more about the sounds of your own language? How can you use this knowledge in your classroom? How can you make the sounds of your language more available to your students? What are realistic goals for students in acquiring how to pronounce your language? How can you use this knowledge in your classroom? How can you make the sounds of your language more available to your students? What are realistic goals for students in acquiring how to pronounce your language? There are a range of resources and tools, and we'll try to talk about some of those today. There'll also be links where you can find more. We'll have time at the end to try to discuss what could be helpful and relevant for your own languages. 2

3 And if you would like to try to make more use of my expertise, I can talk about how that might work for as a collaboration or partnership or service project. Colleen Fitzgerald: Southwest Native American Languages Project In order to have a common vocabulary to talk about sound, linguists have studied the body parts involved in speech production. Linguists also study how sound is perceived, both in terms of how the ears and hearing system function, and in terms of how your brain can influence what you think you hear. Linguists have also studied the physics of these sounds. We can use software to record and to see sound visually. 3

4 The basic units of sound are consonants and vowels. Consonants always have some kind of obstruction or modification to the airflow in your mouth or throat or nose. Some consonants just stop the airflow entirely, like [p, t, k] in English. Vowels are produced by vibrating the vocal cords and letting air flow from the lungs through the mouth, without having any obstruction. The most singable of all sounds. 4

5 Vowels are normally voiced. You can feel the vibration by putting a hand on your throat. It can be felt really easily in certain kinds of sounds - / aaaaa/ /ooooo/ /azazaz/ /avavavav/. We can compare those with sounds without voicing /asasasa/ /afafafa/ Where and how sounds are produced can make differences in the meanings of words. Some places or ways that sounds are pronounced are hard for English speakers when they learn that language. They may need extra time in the classroom. 5

6 Students don't always need to know the nitty-gritty details of the linguistics, but knowing the linguistics behind the speech sound helps the teacher teach more effectively. Vowels are sounds where the articulators do not come very close together, and the airstream is relatively unobstructed (open approximation). They are typically voiced and oral. The problem with vowels that it is not too easy be as physical with your mouth and body to figure out where to pronounce them. Only the lips (for rounding) are easier to figure out. 17 We have vowels that may be high, mid, or low. I'm going to use English vowels as an example for each category. However, there are lots of other vowels in the world's languages than what we have in English. High beet; bit, boot, put Mid: bait, bet, boat, caught, but Low: back, Bach 18 6

7 This refers to lip rounding. In English, round vowels must also be back vowels. Round vowels: boot, put, boat, caught All the other vowels! French has some round vowels we don't have in English, in words like vu in the phrase dèja vu. 19 Vowels can be front, back, or central. Front: beet, bit, bait, bet, bat Back: boot, put, boat, caught, father Central: but 20 Vowels can be nasalized pronounced where air goes through the nose. Common ways to write nasalized vowels is with a tilde over the vowel, or with a hook underneath it. We nasalize vowels in English before a nasal consonant: [bĩn] "bean" Nasal vowels are found in many Oklahoma languages: Osage, Jiwere, Chickasaw, Choctaw, Cherokee all have nasal vowels. [ą] [į] [ǫ] [ų] 7

8 Gayegwoni nvhgine amayehli udetiyisgv igi. The Fourth of July is America s birthday. Nasal vowel finally, and elsewhere dictionary/?p=1783 When the vowel quality remains constant like this, the vowel is known as a monophthong. Diphthongs involve a change in vowel quality within a single syllable, and can be described as sound that begins a one vowel and ends with another vowel. Diphthongs are not merely two vowels, one after the other, but a vowel whose quality changes in a single syllable. Compare seeing where the two vowels are in different syllables, with soy, where the one syllable starts and ends with your tongue in a different spot. 23 Diphthongs in Creek vo hvo 'okay' 8

9 25 There are software programs that allow you to edit speech samples, and to analyze the sounds. Audacity is free software that you could use after recording something longer, to break things up into smaller files or to convert them into itunes jukebox or podcasts for students. Praat is free software that is more specialized for linguists, and it allows you to do detailed analysis of the sounds of your language. Phoneticians are very interested in analyzing the sounds to find out what is involved in producing and perceiving them. The next slide shows an example of the Tohono O'odham word for woman, which has a vowel that is voiceless at the end of the word. 9

10 phonetics/sammy.html Is there a linguistic classification of the sounds of your language? Can you decode it using what we talked about today? What are the words in your language that are examples of each sound? Try to find "minimal pairs." Minimal pairs are words that only differ by one sound, like beet and bit. Create example sentences and dialogues that help students use those minimal pairs and let you evaluate their performance. 10

11 Students listen to a teacher-provided model and they imitate. You can use CDs, tape recordings, and of course, your own voice. This technique helps students distinguish between similar and problematic sounds in your language through listening discrimination and spoken practice. Begin with word level drills and move on to sentence level drills. However, minimal pairs aren't always something that we can find for Native American languages because of the rich morphology of the languages. A B /iy/ /i/ Sheep ship Green grin Least list Meet mitt Deed did 11

12 I. One sentence drill (contrast within a sentence) 1. Don t sit in that seat. 2. Did you at least get the list? II. Two sentence drills (contrast across 2 sentences) 1. Don t slip on the floor. 1. Don t sleep on the floor. 2. Is that a black sheep? 2. Is that a black ship? This is also a technique from speech correction strategies for native speakers. For example: She sells seashells by the seashore. Passages or scripts for learners to practice and then read aloud, focusing on stress, timing, and intonation. You can use poems, plays, speeches, or anything that is intended to be spoken. 12

13 There are some other important aspects of sound that need accuracy to get the right word meaning. Pitch/accent Stress Tone Vowel length Pitch accent Choctaw and Chickasaw and Creek have pitch accents Vowel length Important in Chickasaw, Choctaw, Cherokee, Creek, and many other Oklahoma languages Different from what people mean when they use it for English Timing for syllables Metronome more like syllable-oriented with the beat (like Spanish or Chinese) or with the stressed syllables like English. Pitch/accent in Choctaw nvni 'fish' ishi 'to grasp' vs. híshi 'fur' 13

14 Phonetic correlates of stress vary; in a given language, they may include: Pitch (frequency) Loudness (amplitude) Length (duration) Vowel quality For English, all of these are used, to some degree, to indicate stress, but the key factors are probably pitch and vowel quality Problem is that these characteristics can also be used in languages for things other than stress Think about rhythmic tools to help identify stress, tapping on syllables, clapping, shouting (to help identify loud syllables), poetry, or maybe certain phrases in your language that help make it highlighted (in English the "vocative" when you call someone's name, "Oh, Ma- RI-a") 14

15 Stress "In Lenape the stress normally falls on the vowel in the next to last syllable, as in the words salàpòn (frybread) and tipas (chicken). If the vowel in the next to last syllable is an -ë- the stress will often be placed on the preceding syllable." chëmamës 'rabbit' chëmamës 'white rabbit Tone A high or low frequency to one or more vowels. Cherokee has tone. Tone is very important for meaning and for conjugating verbs. How can you help recognize it? Eyebrows, singing, nonsense speech to focus on the frequency/pitch/tone aspect, rather than the specific vowel or consonant pronunciation 15

16 For some languages, short and long versions of vowels make a difference in word meaning. Languages can also lengthen vowels in some places in the word. pisa 'see' pisali 'I see' pisatok 'I saw' The capital letters are places where the vowels get lengthened to make the rhythm of Chickasaw more pleasing, but there's a system to where you do it. (even numbered syllables, but not if they are last in the word) 16

17 Intonation (phrasal "tunes") Intonational "tunes" of phrases depend on the primary stress of the phrase (H=highest part of the tune or pitch, L=lowest) Languages often use different tunes for different communication functions Declarative Questions Humming these, using visual levels like you're conducting music, or using musical notes or tools if your students are familiar with those. 49 Contrastive analysis: English language is contrasted with the Oklahoma target language; each one is described, then contrasted. Does the Oklahoma target language have a phonetically similar phoneme? Are the variants of the speech sounds similar in both languages? Are the speech sounds and their variants similarly distributed? 50 Contrastive analysis results used to develop teaching materials. How can you draw on what is DIFFERENT in your language to help teach pronunciation? The special and unique sounds of your Native language are probably those that your students have the most problems in learning and producing. Find ways to give them practice. 17

18 The primary purpose of language is communication. We have to remember that there is a threshold level of pronunciation for nonnative speakers of any language. If students fall below this threshold level, they will have oral communication problems no matter how excellent and extensive their control of the target language's grammar might be. Therefore, the goal of teaching pronunciation is not to make them sound exactly like native speakers of your language (because that is not realistic). A more realistic goal is to enable learners to surpass the threshold level (enough) so that their pronunciation will not detract from their ability to communicate. Acquiring a native-like phonology of another language is easiest for children and infants. Start early if your program has the resources to do this! 18

19 Are there any guides to teaching pronunciation in your language? How can you use what we talked about today to help create such a guide, for you and other language teachers in your community? What additional tools or assistance would you need for that? What don't you know about your language's sound system? (Linguists know we are always figuring out new things about a language through study; native speakers never need to consciously figure their language out, but teachers and linguists do!) Tremendous expertise at UT Arlington Department of Linguistics &TESOL in applied linguistics and language teaching and in speech sounds. How can we help serve and support your language teaching programs? 19

20 Oklahoma Phonology Project at UT Arlington Part of the Southwest Native American Languages Research ongoing in our program under my guidance Students do a lot of service-learning OK Breath of Life Project with Dr. Mary Linn of OU (see our presentation tomorrow) 20

21 Audio Enriched PDFs (like the Cherokee) Podcasts it's not that challenging to take your Word of the Week audio s or web uploads and create a site for podcasting on itunes. itpc://ling.uta.edu/~josh/podcast/feed.xml Audacity Software Praat Software 21

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