Transcript


00:17
all right first of all any questions
00:21
from the tutorials you've done two of
00:22
the tutorials now is that right
00:24
everybody has done the two tutorial
00:27
aren't they good aren't they useful and
00:30
clear Jamie you want to say something oh
00:33
okay you're saying oh you're wonderful
00:35
anybody have any questions I think these
00:39
tutorials are so well done and so
00:42
informative they pretty much clear up a
00:45
lot of questions that you might have
00:47
about plosives about voicing voiceless
00:50
Ness aspiration etc they make it very
00:53
very clear and they teach it step by
00:55
step so I think they're really great and
00:58
we are now assigning the third tutorial
01:02
there are three altogether please do the
01:04
third one before Monday this is plosives
01:08
part two VOT and aspiration
01:13
what is VOT what does it mean what does
01:19
VOT stand for if you don't know then
01:25
learn from the tutorial the OT stands
01:29
for something important related to what
01:31
we're doing I'm going to assign page
01:36
number 10 of phonetics one it's called
01:40
writing Chinese in IPA and the
01:43
International Phonetic Association I may
01:45
have mentioned it to you before but now
01:47
I'm formally giving you this assignment
01:49
read this page carefully and you will
01:52
find that there are several links with
01:55
several art alternative systems or
01:59
schemes for writing Chinese in IPA for
02:03
transcribing Mandarin into IPA and I
02:07
want you to pay special attention to the
02:09
one by the window
02:11
joso wind chai Li Li wen Zhao you will
02:15
find the link on the page write it down
02:17
it's important because you need to learn
02:18
his system that's basically the system
02:21
we're using in this class he's a
02:24
professor at San Francisco State also a
02:27
good friend of mine and
02:29
system makes the most sense to me there
02:32
are many different alternatives since
02:34
all of them have something strange about
02:35
them most of them are not about Taiwan
02:37
Mandarin but his is and it's very simple
02:41
it's pretty much like the other systems
02:44
you will see but it's especially adapted
02:45
for Taiwan Mandarin not a hundred
02:48
percent but we're not going for a
02:50
hundred percent because we're doing
02:52
broad transcription and we'll talk about
02:54
that very soon in our chapter so
03:00
especially look at pages 3 & 4 page 3
03:03
and page 4 if you're in a hurry and you
03:06
really don't feel like plowing through a
03:07
lot of stuff print out page 3 and page 4
03:10
by the intial eye because that will give
03:13
you tables of the consonants and vowels
03:16
of Mandarin what is the biggest
03:20
difference between romanization and IPA
03:22
as regards purpose what is the biggest
03:24
difference between the two anybody young
03:28
you're a DA as regards the use the
03:32
purpose of romanization as opposed to
03:35
IPA
03:41
you know it's all a matter of degree
03:43
both of them have their degree of
03:45
objectivity and subjectivity you can say
03:48
that also you have to decide a define
03:51
what you mean by objective and
03:52
subjective so it's a start but not quite
03:57
precise enough anybody else the purpose
04:00
what are the different purposes of these
04:02
two systems of representing Mandarin
04:05
anybody when you're out driving riding
04:11
your motorcycle walking taking buses
04:13
whatever
04:14
do you see IPA symbols anywhere no what
04:18
do you see because you have place names
04:20
here in Chinese and assuming that excuse
04:24
me that some people who come here don't
04:27
speak Chinese or don't read Chinese what
04:29
do we need for them we it's not English
04:33
it's not English don't call it English
04:38
we need something in romanization
04:41
otherwise how can they read it we need
04:44
romanization for people who don't read
04:47
Chinese characters to be able to access
04:50
certain names place names personal names
04:54
certain words for example what are some
04:57
Chinese words that are now used in
04:59
English louder please Gong foo is a good
05:06
one
05:07
we used to write it like this and some
05:10
people still do and that's because this
05:13
does not look like how your pinyin does
05:14
it it's not
05:15
it looks like kung foo and when you hear
05:18
people talking in English about it they
05:20
will say kung fu kung fu fighting you
05:22
can find the pop song on YouTube kung fu
05:25
fighting those they don't say going for
05:26
fighting but that may be changing now
05:29
because we're using pinyin more and more
05:32
for anything in Chinese this is in way
05:36
Giles weight homage to double my opinion
05:39
Yan sigue John won the you could get
05:43
Wakko and yonder II got a pinyin sheath
05:45
home you're adding to the moon don't say
05:48
it's English it's using the Latin
05:50
alphabet the idea to ease a guitar
05:52
Pierre
05:53
it's writing Chinese sounds in the Latin
05:56
alphabet it's not English people just
05:59
generalize if anything is is in letters
06:03
in in in Latin letters they often call
06:05
it English but it's writing Chinese with
06:07
the Latin alphabet so one purpose of
06:11
romanization you should know this
06:12
actually because i told you to read two
06:14
articles by lee hwon tell us if you'll
06:16
just add it no now King kanima I'm a
06:19
kind of wah put it in your homework
06:21
there are two essays about romanization
06:24
by the wind shall should and they are in
06:28
phonetics one page thirteen romanization
06:33
three niju bhajami old buddha ha because
06:36
these may also come up in the test it's
06:39
like a cow chicken anyway cut out even
06:41
the nato it's written both pieces are
06:43
written in chinese they're very easy to
06:45
read and they make the question very
06:47
clear make sure that you read them so as
06:51
I as I was saying romanization is one
06:54
important purpose is for people who
06:56
don't read Chinese but they still need
06:58
to be able to for example they need to
07:00
find a place on a map and that place is
07:02
called dong Quan we have to write gone
07:04
Guan in letters they recognize now with
07:07
with kung fu as you said the real way to
07:11
say it in Chinese is gone for going for
07:13
and now it would be written like this
07:15
and Hanyu pinyin
07:16
another popular word is Chi we talk
07:20
about Chi ok so she would sue you know
07:24
he doesn't have the right kind of Chi or
07:26
he needs to work on his Chi we now use
07:28
that quite a bit
07:29
tidy treads and its silicone yeah yo and
07:33
there's another one that's become really
07:35
popular lately which will make you laugh
07:37
yeah you know about that it's become
07:41
really popular
07:42
there are TV programs hosted often by
07:46
blonde Americans teaching you about Fung
07:48
Shui and we need to be able to write it
07:51
if we're talking about it we need to be
07:53
able to write it so that's the use of a
07:56
romanization system not the only one
07:58
another use of a romanization system or
08:01
why don't you read the articles we'll
08:02
discuss it another time when you're more
08:04
prepared okay so
08:06
assignments writing Chinese and IPA and
08:09
you concentrate on the one Giles article
08:12
it's not that I'm just number them up
08:13
you know I own a girly Windows house
08:15
don't see how I do me bad fine okay
08:17
page three and four look at them
08:19
carefully print them out because we'll
08:20
need them in class and then romanization
08:24
three two essays young by Lee Wan Chou
08:27
in Chinese about romanization so you
08:30
have a clearer idea of the differences
08:32
between romanization and IPA symbols the
08:35
different purposes of the two they have
08:36
very different purposes that's it the
08:40
rest of the class we're going to
08:41
concentrate on Chapter two let's go and
08:45
go ahead your name and please read
08:48
Vivian and for the most part we describe
08:54
only the significant articulations
08:56
rather than the details of the sounds
08:59
for example when say in the English word
09:03
I said again for example for example
09:06
when saying the the the English word
09:10
hardly really me the the English or Thai
09:16
some people pronounce the count the
09:18
consonant with the blade of the tongue
09:21
against the L village did you say Tong
09:25
Tong just make sure that it's velar
09:28
tongue okay others with the tip is it
09:32
others what is that vowel is it ah it's
09:38
not uh it's everybody please note this
09:41
uh and remember it's a Z sound at the
09:48
end everybody others and not only that
09:51
it's not uh it's up that's kind of a big
09:54
I guess I'm was being very emphatic
09:57
let's make it closer to the size of the
09:59
others of the others all right it's
10:02
wedge upside down V there it's not only
10:07
a different vowel but has a different
10:08
length which one is longer the Taiwan
10:10
English version or the standard English
10:12
version yeah which one's longer
10:18
listen here's Taiwan English the others
10:22
American English the others
10:25
the Taiwanese version is very long but
10:28
it should not be long it's ah wrong
10:30
vowel too long wrong length put your
10:33
tongue a little bit more to the center
10:36
and make it short
10:37
everyone others the others and there's a
10:41
very short linking vowel between the two
10:44
it's a year so it sounds like the yeah
10:52
and the stress is here the others the
10:58
others we have a we have an e sound here
11:02
and it's coming right before another
11:03
vowel and to link it if it's your ear we
11:07
use a year as a linking sound if and
11:10
it's not very strong don't overdo it
11:12
don't say the others Nigel Abdullah it's
11:15
just a transitional sound for to link
11:18
the two smoothly so we can avoid a
11:20
glottal stop we don't like the others
11:23
well I say I don't like it now young
11:26
people now often say the others continue
11:29
to choose to Shin's I see the others the
11:32
boo Yong Zi Donna yeah we only got
11:36
linking vowel or a linking necessary not
11:38
foul it's a it's a glide or linking
11:40
glide they just put a glottal stop there
11:42
the others the others okay Nancy Ann
11:45
handles it downtown and you always ship
11:47
listen I'm an engineer way okay but the
11:49
way I do it is the others I think that's
11:52
it's the textbook version more standard
11:54
I think it's good to learn it but just
11:56
keep your ears open you will hear
11:58
variations everybody the others the
12:01
others make it really clear in your
12:05
notes because a lot of up in Taiwan
12:08
English become ah what is the reason for
12:11
this there is a reason I've mentioned it
12:15
in class before do you remember
12:19
some of the funny pronunciations from my
12:23
point of view funny pronunciations in
12:24
Taiwan English are from the DJ period
12:27
when what was the standard British
12:30
English was the standard and this
12:32
sounded British is a little bit like ah
12:35
it's not so long it's much shorter so if
12:38
you compare this in American and British
12:41
American Cup British Cup Cup
12:44
it sounds like ah right I me about cob
12:47
be jail time but it's quite close to us
12:50
so Cup Cup so if you're learning the
12:54
British British ah it's easy for you to
12:57
say others because it's a good way that
12:59
instead of high your podium with heights
13:01
hang on and I know that in my kids tank
13:06
I'll sure I found that it said take her
13:09
in Jota you're doing for how to take it
13:11
in
13:12
yes I don't think I've kept the book
13:16
it's from about 15 years ago but I bet
13:19
you still can find books like this
13:21
because of a lot of tank I'll shoot
13:23
there is a lot of misinformation out
13:25
there the teachers probably pronounce it
13:28
that way anyway so it's going to take a
13:31
lot of effort and motivation if you want
13:33
to fix it if you want to sound better
13:34
more correct more consistent then you're
13:37
gonna have to make an effort and we have
13:39
to now mates that they will Kyla you
13:41
seems like she'd home cinta yeah sweet
13:42
may echo wedge Dhoni ins will up Union
13:45
ah all right try again others others
13:52
with the tip of the tongue good this
13:55
kind of this kind of difference in
13:57
articulation does not affect the meaning
14:00
of the word and is not usually
14:02
transcribed usually usually that's
14:06
better and we'll begin by considering
14:09
just the simplest form of transcription
14:13
sometimes called a broad transcription
14:15
very good and you didn't say bro that's
14:17
good because a lot of people do broad
14:20
everybody broad transcription
14:24
we're going to contrast it with narrow
14:27
transcription and this is a good time to
14:29
talk about this is a good time to talk
14:33
about slashes and brackets for example
14:45
this is how we write it in broad
14:47
transcription when we're using broad
14:49
transcription we're using a phonemic
14:51
system that means each phoneme has one
14:55
symbol and we don't change the symbol
14:57
even if the sound changes in certain
14:58
contexts for example it looks like watch
15:02
her but you know we don't say watch her
15:04
in American we say water they're
15:07
assuming that you know the rule that
15:09
when T comes between two vowels it often
15:12
turns into a tab they depend on you to
15:15
apply the rule yourself they just tell
15:17
you the sound we're talking about
15:19
certain a later in Tignes later in
15:22
Xiamen johan de pute on the B
15:24
who tony kanaan Shane Kazuma Picasso
15:26
Dean I can also Gigi NASA need three
15:29
teacher Dao even sure what they say
15:31
equator included 2003 Qin Yong Qi that's
15:34
what xie xie means if you didn't know
15:35
before
15:36
will you clear on this before or not but
15:39
I do da has a puts it down alright I
15:41
don't know if I mentioned it before I
15:42
may have saw et gua sha but when you are
15:46
using flashes like this that means a
15:50
broad transcription you're using a broad
15:53
transcription which means you're not
15:54
going to give a lot of phonetic detail
15:59
and it is a phonemic transcription
16:02
you're using phonemes you're not using
16:06
different allophones it's a phonemic
16:09
transcription phoneme you're using
16:12
phonemes it's a phonemic transcription
16:14
so that means you're missing a lot of
16:16
details if you start adding details we
16:20
don't use the slashes anymore we use the
16:22
brackets and we will write it for
16:24
American we'll write it like what do you
16:27
put here tap that is a more narrow
16:33
transcription
16:38
there are degrees of narrow
16:40
transcriptions you can put lucien liang
16:43
border CGS i leave me n there's no end
16:47
to the details you can put in a phonetic
16:49
transcription if you try to put in too
16:51
much detail you will get exhausted so
16:56
most of the time we don't want it to too
16:58
narrow it's too much work and it's a lot
17:00
of trivial detail we don't really need
17:01
the question is what is the right level
17:03
of detail it depends on the purpose
17:05
there is no one answer I want enough
17:09
detail so that you know how to say it
17:10
correctly that you won't use a strange
17:13
pronunciation because you forgot to
17:14
apply a rule for example for American
17:17
watch her sounds odd it's not wrong but
17:20
it's a citation form and it sounds funny
17:23
in most contexts so we'll use a tap to
17:27
remind you that tea turns into a tap
17:29
between vowels we're going to use a
17:30
narrower transcription in brackets
17:33
everyone's clear on the difference and
17:36
it's my understanding that in Taiwan
17:38
most people do not know about this
17:41
difference the teachers tell you either
17:42
one is okay and they're the same is that
17:44
right because even my editor is at sugar
17:48
they said that I was told I butchered
17:49
all Zelenka booyah they are different if
17:52
you see a different notation there's
17:54
probably some kind of difference in what
17:56
it means otherwise there wouldn't be two
17:58
notations this one is this one shows
18:02
that it's a broad transcription its
18:04
phonemic brackets show that it's a
18:06
narrow transcription it's closer to what
18:08
we actually say and it has already
18:11
applied some of the what we call Ella
18:13
phonics rules that tell you allophonic
18:16
rules were coming to those very soon
18:18
that will tell you for example a tea
18:20
between two vowels should be pronounced
18:22
as a tab everyone clear now broad
18:25
transcription narrow transcription okay
18:27
go on okay do we have any questions on
18:30
this paragraph
18:31
so remember citation style of speech
18:34
that's what you find in the dictionary
18:36
that's what rookie language teachers
18:39
often give and they don't know how to
18:40
explain the difference between that and
18:42
speech in context or connected speech
18:44
let's go on in order to understand what
18:48
we transcribe and what we don't what
18:50
we don't stop at stops everybody remind
18:53
yourself put a little stop sign in your
18:56
know it's a little red stop sign to
18:58
remind you to please stop at stops fix
19:02
that it's a systemic problem every time
19:05
you see a PT k B D G at the end of the
19:06
word you need to stop okay start
19:09
reminding yourself okay in order to
19:11
understand what we transcribe and what
19:14
we don't don't don't
19:16
no it's not don't let's go over it one
19:19
more time
19:21
continuation rises going up but it is
19:24
not a simple rise that we put at the end
19:26
of a phrase let's go over it again
19:29
remember that I do this figure like this
19:31
we have a tonic stress here drops down
19:35
low and a gentle rise this is the shape
19:38
of a continuation rise we need the tonic
19:41
stress first trejo again you're joining
19:43
the India Toby Agha will be cheat how to
19:45
jog in don't go home quieter John shout
19:49
you now hold that wait wait Shang Shung
19:51
so we don't just say and what we don't
19:55
it's in order to understand what we
19:59
transcribe and what we do' home
20:02
aunt don't don't
20:05
everybody and what we don't and what we
20:10
don't is not the way we say it and what
20:12
we were getting ready for the tonic and
20:14
what we don't
20:18
okay I'm exaggerating a bit but not too
20:20
much what we transcribe and what we
20:23
don't try it
20:28
we stopped after transcribed because
20:30
after that comes up conjunction remember
20:34
to stop before prepositions and
20:36
conjunctions what we transcribe RTO
20:38
three big wine she will mail to shin-soo
20:40
Saget baby crying she what we transcribe
20:43
and what we don't please try it again
20:49
continue it is necessary to understand
20:52
the basic principles of phonology
20:55
phonology is a description of the
20:57
systems and patterns of sounds that
21:00
occur in a language the systems and
21:03
patterns of sounds they're all important
21:05
so don't go down on sound the systems
21:07
and patterns of sounds that occur in a
21:09
language try that again
21:10
the systems and panders of sounds that
21:13
occur in the language okay that's the
21:15
chanting going shot one more time mm-hmm
21:18
the systems and patters of sounds that
21:20
occur in the language one more thing
21:22
that occur you need to link and it's a T
21:26
between vowels so we don't say that
21:28
occur we could but we like to say that
21:30
occur that occur that occur in the
21:33
language it evolves evolve stuff it
21:38
involves exactly the same thing you know
21:40
fashion Wine Train yong-su a so here we
21:43
get you to tea homey and sick of my yoga
21:45
vowel their basic move in so we don't
21:47
say it involves its it involves it
21:50
involves everyone it involves again it
21:54
involves starting a language to
21:56
determine its distinctive sounds the
21:59
distinctive sounds distinctive sounds
22:01
lettuce low still not if that is that is
22:06
those sounds that convey a difference in
22:09
meaning children have to do this when
22:12
they are learning to speak they may not
22:14
realize at first stop at stops they may
22:18
not realize at first that for example
22:21
for example for example there is a
22:24
difference between the consonants at the
22:26
beginnings of words such as right white
22:28
and right
22:29
don't say an OK I mentioned this to the
22:33
other class so I'll mention it to you
22:34
now there are a few ways that we can
22:39
reduce
22:40
the engines and it's a sheets and we
22:45
reduce it me Oh Joanie and she so we can
22:49
reduce it we can use these different
22:52
versions and and and mmm all of these
23:02
are okay and and and mmm are okay what
23:08
is not okay
23:10
and okay this is Biwa and you'll be why
23:16
do not use this we don't use this now
23:20
you think why do we use these and we
23:21
don't use this we don't that's all just
23:24
do it the way we do it now I think I've
23:26
told you the story about why grandma and
23:28
sangria don't want you why we outlined
23:31
some new um that you yeah neat so I'm
23:33
gonna send you that function you'll be
23:34
like you have to follow the native
23:36
speakers you can't make up your own ways
23:38
or you will sound weird that's all
23:40
so everybody and and and mmm let's use
23:46
salt and pepper for an example salt and
23:49
pepper
23:51
salt and pepper salt and pepper salt and
23:58
pepper all right all of those are fine
24:01
we can't say salt and pepper don't do
24:04
that please don't so remember that put
24:07
that in your notes - no aunt mmm that's
24:12
fine
24:12
Anne is fine it can you say it louder
24:20
one more time add so salt and pepper is
24:29
that what you're asking just that these
24:34
sangha heidi's Cody Sangha salt and
24:37
pepper
24:37
yeah it's okay but it sounds funny
24:39
because when you start reducing what is
24:42
the first thing to go
24:43
the first thing to go is the what woman
24:48
yo Roja take it so y'all roll harder ha
24:51
Djibouti NS&I; girl what's its name the
24:58
final consonant in this case D the D is
25:02
the first thing to go so eating jinghuan
25:04
tongue Mahoney oppa DJI phantom ship and
25:08
return to Uruguay it's not wrong it's
25:11
okay it's possible I'm sure it happens
25:12
but it's probably more natural to pick
25:15
one of those salt and pepper Felton to
25:18
pepper it sounds funny to me it's not
25:20
impossible but it's odd okay any other
25:23
questions
25:24
mm-hmm let's keep going they later
25:28
realize that this words became you guys
25:30
realize real life realize that this
25:35
words being these not least these these
25:39
yeah
25:40
these words these words begin with two
25:43
distinct sounds just two distinct sounds
25:46
is that right to choose to surround
25:49
sound to two distinct sounds two
25:53
distinct sounds you have to go higher
25:55
for the tonic stress two distinct sounds
25:58
two distinct sound there we go
26:00
so
26:01
eventually learn to distinguish all the
26:04
stones that can change the meanings of
26:06
words this paragraph is very important I
26:08
know everything's important but this is
26:10
really important when we're talking
26:13
about phonology the first thing we're
26:16
talking about is the difference between
26:17
phonemes and allophones so if changing
26:23
the sound will change the meaning of the
26:25
word entirely then we know they are
26:28
different phonemes so for example
26:29
tie-die are they different words
26:33
different meanings therefore two and two
26:36
are different phonemes but how about
26:38
Thai and Thai do they have different
26:41
meanings
26:41
no so somebody just have a lot of air
26:45
that day and said Thai for fun it's okay
26:49
we'll understand it it's a little funny
26:50
but the meaning doesn't change so those
26:53
are not different phonemes in some
26:54
languages hi and time might be entirely
26:58
different words in some languages so the
27:01
idea of what is a phoneme and what is
27:03
not changes with each language we're
27:06
going to concentrate on English now so
27:08
we need to distinguish which ones will
27:10
change the meaning of words and which
27:12
variations do not change the meanings
27:14
they're just variations of the same
27:15
phoneme and it gives an example here
27:18
little children say about three to five
27:23
years old they will often mix up which
27:25
sounds white and right and which sound
27:29
will they choose they will only choose
27:30
one of those sounds will they pick all
27:32
ours or all w's right which one is
27:37
harder to make of the two are is harder
27:40
to make some people have the idea that
27:42
languages are all equal in complexity
27:45
and difficulty but it's not true and all
27:47
sounds are not equal in difficulty or
27:49
complexity
27:50
is harder to learn and harder to
27:52
pronounce it takes more trouble well is
27:54
easier you don't have to do funny things
27:56
with your tongue it's velar but you
27:59
don't have all this funny scrunching up
28:01
of your tongue or retroflex going on
28:03
well is easier and I know from when I
28:05
was a kid and from watching little kids
28:07
many children substitute w4r and one of
28:12
my classmates in kindergarten always
28:13
called me Cowen
28:15
I was kill went to this guy yeah so I
28:18
was always kelan I don't know how when
28:20
he finally changed it he kept it pretty
28:21
long actually but that's common among
28:24
children at some point they usually
28:26
learn the art and then they start
28:28
distinguishing the two and just because
28:30
they say white and white both for right
28:34
righ T can whi te even though they call
28:38
both of them white if you mix them up
28:41
when you're speaking they will say no no
28:43
I want to write a letter if you say oh
28:47
should i white a letter the child will
28:50
say no no no you should write a letter
28:52
and I'll go yeah I want to write a
28:54
letter no no no and they will say white
28:56
but they want you to say it correctly in
28:59
other words you try it with a kid who
29:01
does this and they will get very
29:03
frustrated because they don't
29:05
distinguish it in their speech but they
29:08
can they can hear the difference
29:10
perfectly clearly they just don't
29:12
distinguish it in their own speech this
29:13
is very very common
29:15
it happens among adults especially for
29:17
sound changes ah and ah some people hear
29:22
them but they don't make the difference
29:23
themselves for example okay let's go on
29:28
um Julia when two cells can be used to
29:34
differentiate words they are said to
29:38
belong to different phonemes okay I said
29:40
belong mm-hmm everyone belong belong
29:45
belong to okay because onions are homie
29:49
Nakamura odd okay there must be a
29:53
phonemic different lemic phonemic just
29:56
like and I don't say phone either I use
29:58
it a schwa phonemic everyone phonemic
30:01
difference
30:03
right and I don't say difference I say
30:05
difference how many syllables
30:07
- okay phonemic difference there must be
30:11
a phonemic difference if two words such
30:15
as white and right okay don't make them
30:18
too long these are short white and right
30:20
white and right right right
30:23
yeah or cat and bat differ in only a
30:28
single sound single sound yes there are
30:34
however there are however there are
30:36
however some named phonetic variations
30:42
that cannot be used to distinguish words
30:45
such as the differences between the
30:49
consonants at the beginning and the end
30:52
of the word pop for the first of these
30:57
cells for the first of these sounds for
31:00
the first of these sounds these please
31:03
don't stress it but pronounce it clearly
31:06
as these for the first of these sounds
31:09
for the first of these sounds how about
31:12
if we I'll try that because this word in
31:13
Taiwan English often is this or this
31:16
this it should be these but don't stress
31:19
it because it's a shoots so listen for
31:23
the first of these sounds
31:27
okay the leaps must mean the wet return
31:35
everybody yeah we've mentioned it many
31:39
times even with three jeans I review
31:40
woman the DVD Tiger Jean Django in
31:43
Vienna hundreds so Li PS lips is short
31:47
everyone lips but mm-hmm the lips must
31:52
open and there must be a puff of air
31:55
before the foul begins after the final
31:59
consonant
32:01
consonants there may be a puff of air
32:04
may be there may be a puff of air but it
32:09
is not necessary it is not stop it stops
32:14
it is not necessary okay you don't have
32:18
to explode the tea it doesn't have to be
32:20
it is not necessary it is not necessary
32:24
to explode the tea but you need to stop
32:26
okay
32:27
the way we usually stop listen it is not
32:31
necessary
32:32
was there a long pause there it is not
32:36
necessary think applies Yomi on mine
32:39
Tonga it is not necessary so don't say
32:43
it is not necessary
32:44
that's not how we say it it is not
32:46
necessary everyone
32:50
that's the right timing puts us to stop
32:53
me higher nicotine to an estrogen high
32:55
minds hang that try it again it is not
32:58
necessary in fact you could say could
33:02
you could say pop and not open your lips
33:08
for hours your lips for our it's good
33:11
okay there's a sentence if it happened
33:15
to be the last word you say before the
33:19
last word you said suggests it's the
33:21
other day if it happened to be the last
33:25
word you said before going to sleep okay
33:29
let's just stop there a minute for pop
33:31
okay watch how I say it and listen pop
33:36
pop are those two peas the same did I
33:39
produce them in the same way no the
33:41
first one has aspiration that puff of
33:45
air he's avoiding the word because he
33:47
hasn't taught it formally yet but it's
33:50
aspiration sung Chi in Chinese some
33:53
cheap the first one is aspirated and
33:56
that's required he could sue the deed
33:59
into P or TiVo caters to how eating else
34:01
on sheet just is answer pop but when
34:05
it's the last sound in the word we often
34:08
don't explode it we don't release the
34:09
stop so we have pop now I've got
34:15
pressure inside there le Mignot chia
34:17
remember we talked about how you need to
34:19
have a higher air pressure behind the
34:22
obstruction when you make a stop now I
34:25
do have higher pressure there but I
34:26
don't have to let this stop out the
34:28
whole night if I said I just heard a pop
34:33
then I go to sleep I don't have to open
34:35
my mouth the whole night be zhehan Tong
34:37
it's like hey Babu Shou kya tau D or D
34:40
and sounds like Hyderabad that's
34:41
possible the point is that say Honig
34:44
apini come on que comenzó PL tai chi
34:47
Cola so stop there's pressure there
34:50
eventually you're gonna let the pressure
34:52
go somehow but you don't have to open
34:53
your mouth so those are two different
34:55
ways of making a p1 is pup and one is
35:00
are those different sounds are they
35:03
different phonemes do they
35:04
make a difference in the meaning No so
35:07
they belong to the same phoneme
35:10
in way in Chinese Shanina in wage it
35:13
away she away the way in way a phoneme
35:16
is in way some books call it insu
35:20
but that's easy to confuse with Jung in
35:23
the in with factor in su so I prefer
35:27
anyway that's what I learned in Chinese
35:29
linguistics in way is the word for Aleph
35:32
I'm sorry is the word for phoneme okay
35:36
the sound at the end will still be a a P
35:42
a P both consonants can can both
35:47
consonant there we go in this world for
35:51
our consonants in this word both
35:53
consonants in this world good our
35:55
voiceless bilabial stops they are
35:59
different but a friend different
36:01
different nothing different right but
36:06
the differences between them can nom nom
36:09
between them cannot be used to change
36:13
change change the meaning of a word in
36:18
English they both belong to they both
36:22
belong to the same phoneme the same
36:25
phoneme does everybody have this idea
36:28
clear now in your head I asked you to
36:30
read two pages about phonemes did you
36:32
read them
36:32
well yeah Google Mail kinda ha
36:35
eating out kind and they give you some
36:37
examples actually I may refer to them in
36:39
class anyway would say jitters would be
36:42
JA wohl we use kind of livelier ways to
36:45
talk about what phonemes are actually
36:48
it's page 15 that tells you more about
36:51
it I think I will just go through it now
36:54
to try and make the point a little more
36:57
strongly can you see it clearly
37:00
alright so I'm just gonna go through it
37:03
quickly if you've already read it
37:05
yourself it'll be review and if not I
37:07
hope it will motivate you to read it
37:09
yourself more on phonemes and allophones
37:12
I'm skipping the previous page please
37:15
read it yourself think for a minute
37:17
about what
37:17
kind of person you believe you are then
37:19
think about the many different ways you
37:21
act and speak depending on who you are
37:23
together with so when we when you're
37:26
with some people you behave one way when
37:28
you're with other people you behave a
37:29
different way how does the way you talk
37:31
with a professor differ from the way you
37:33
talk with your best friend when you are
37:36
talking to one of your teachers is it
37:40
the same as when you are talking to your
37:42
best friend are you gonna go up and tell
37:44
your teacher all about this boy that you
37:46
have a crush on and who doesn't love you
37:48
back
37:48
probably not unless they're your advisor
37:51
maybe you'll tell them I've had had
37:52
experience but you're going to be much
37:55
less on your guard with your friend
37:57
you'll be a little more at ease and
37:59
you'll be much more casual and you'll
38:02
share a lot more information with the
38:03
professor you're gonna be a little bit
38:05
Eugene and a little more careful I hope
38:07
you should be a little more respectful a
38:10
little more careful and you're going to
38:12
try to organize what you say first so
38:15
they don't take points off your grade or
38:17
something so the way you speak with the
38:19
professor is different from the way you
38:21
speak with your friend right how about
38:23
the way you speak with your little
38:25
sister your little brother compare that
38:29
to the way you speak with the professor
38:30
and your friend if you talked to your
38:33
friend the way you speak to your little
38:34
sister brother do you think your friend
38:36
would put up with it I told you to pick
38:40
up your room now go and do it now okay
38:42
you can do that to your little sister
38:44
brother right I don't think you would do
38:46
it to your friend unless unless your
38:49
relationship allows it it's possible but
38:50
not usually and the way you talk to a
38:53
department store cashier ah to Mendoza
38:56
Yin ah each and quite other comma right
38:59
you're gonna talk like that but you
39:01
won't talk back that to your friend they
39:03
would think you were being really
39:04
distant and unfriendly someone of the
39:07
opposite sex you're interested in now
39:09
you're really gonna behave differently
39:11
now you're going to start to slide y'all
39:13
right that's for first Stanley instead
39:16
of sad Joe all right
39:16
sad y'all you're gonna try to act
39:18
charming and exploitation right that's
39:22
appropriate if you're interested in this
39:23
person and they might be interested in
39:24
you you could say that a phoneme is you
39:28
and allophones are
39:31
who you become when you're around each
39:33
different person in your life you've got
39:36
a professor phoneme of elephone you've
39:38
got a little brother elephone you've got
39:40
a best friend elephone and there's a guy
39:42
like elephone those are all different
39:46
allophones of you the phony right they
39:48
are all you you are acting really
39:51
differently in each situation but you
39:53
are still you right you feel like the
39:55
same person inside right each one brings
40:01
out some different aspect of your
40:03
personality just as different phonetic
40:05
environments bring out different
40:06
allophones of the same phoneme so for
40:10
example two vowels on each side of a tea
40:12
will bring out the tap side of a tea
40:15
palette pushing the name in there are
40:20
sides of you that you would never show
40:22
in certain situations for example you
40:24
wouldn't think of being flirtatious when
40:26
giving a formal speech all right some of
40:29
thought lately and tthe Nietzschean Jam
40:32
now honey joke I said then I may mm-hmm
40:35
that's really weird and inappropriate in
40:38
spite of all the different faces you
40:40
show different people you are still the
40:43
same you right so try to carry that idea
40:47
over into phonemes you are the phony all
40:50
of those different ways you behave and
40:52
talk those are your allophones come on
40:55
teach oh my okay we're going to stop
41:01
right there I'll turn the lights back on
41:04
this idea of phoneme is very very
41:07
important but when we're talking about
41:08
phonemes we're talking basically
41:10
basically about phonology because we're
41:12
talking about the structure of the sound
41:14
system how did you go had some good Jo
41:17
Jo Jo Jo Jo the sahel woman down the
41:20
Joseph phonology are busie phonetics
41:23
young girl I shall Pusa phonetics we
41:24
need these ideas to do phonetics we need
41:27
phonetics to do phonology but when we're
41:28
talking about structure we're talking
41:30
about phonology excuse me let's go on
41:32
Stanley we cannot rely on the spelling
41:37
to tell us whether two cells are members
41:42
of different phonemes
41:45
yeah of difference for me okay
41:48
for example the words formed in a form
41:54
begin what's the second one Oh phone and
41:58
a form begin with the same sounds
42:03
although they have different spellings
42:05
to take a more complex and example
42:13
examples the sound key the worst of the
42:19
worst Keith and card begin with begin
42:24
begin begin with what we are recorded as
42:29
what what we can record as the same
42:34
sound
42:35
despite that the fact despite the fact
42:40
that one is spell spelled with the
42:44
letter K and the others will see but in
42:50
this case the two sounds are not exactly
42:56
the same the words key and card begin
43:01
with slightly different sounds if you
43:05
whisper just the first consonant in
43:10
these tooth words you can probably hurt
43:14
the difference you can you can properly
43:19
hear the difference difference
43:22
difference and you may be able to felt
43:29
that you filled that your tongue touched
43:34
the wrong way touches touches touches
43:39
the roof of the mouth in a difference in
43:48
difference placed with each word in a
43:52
different place you know in a different
43:55
place for each word
43:59
this example shows that there may be
44:03
very subtle differences between members
44:08
of a phoneme everybody noticed B is not
44:12
pronounced in subtle like a people find
44:14
it shows that shows that there may be
44:20
very subtle differences between a
44:25
members of ponies other of the phoneme
44:29
this sounds at these these sounds this
44:34
it's not both of these oh the sounds of
44:38
the south at the beginning of kids and
44:43
cars are slightly different but it is
44:48
not a difference that changed the
44:51
meaning that way that changes change
44:55
change
44:57
geez mm-hmm the meaning of a word in
45:01
English in English in English they are
45:08
both members of the same phone me very
45:13
good excellent reading so car key we've
45:16
done this before let's do it again
45:17
car key say them back and forth and feel
45:22
your tongue moving car key car key all
45:27
right now whisper just the first
45:29
consonant which one is higher
45:36
he is higher that's the f2 that's higher
45:39
remember we learned about f2 because
45:41
you're getting ready to say an e sound
45:43
so the consonant already sounds
45:45
different
45:47
all right we're going to stop there for
45:49
a break ok let's start I know there are
45:52
a couple more people we're just going to
45:54
have to put up with it
45:55
alright we're going to continue with the
45:58
third paragraph on page 34 we noted that
46:03
or we noted other small changes and
46:05
sounds that don't affect the meaning in
46:07
chapter 1 we saw with it that the tongue
46:10
is farther back and true than in tea we
46:13
already we've been over that twice at
46:14
least tea the tongue is more front true
46:16
it's a little further back and at the
46:19
end in 10th is likely to be wet what
46:25
kind of dental interdental 10-10-10
46:30
because we're getting ready to say the
46:32
first sound the N ends up interdental as
46:35
well that's called Co articulation or
46:38
assimilation tongue wha whereas the 10
46:43
the N in 10 is usually wet alveolar so
46:49
we're just touching the alveolar Ridge
46:52
for 10 because there's no food there to
46:54
make us want to stick out our tongue in
46:56
some cases the members of a phoneme are
46:58
more different from one another so mm
47:02
and mm sticking out your tongue a little
47:04
more is not really so different 10 10
47:07
Tavia Busia face onthe and most native
47:11
speakers do not notice that they are
47:13
doing that but you also don't notice the
47:17
allophonic variations of mandarin very
47:19
much either
47:20
just like my famous example if your
47:23
former student you want Lee I want the
47:26
one that your son tewi
47:27
how do you say it if you say it
47:30
carefully it's 1e but if you say it more
47:33
casually and normally it's whiny do you
47:38
have an alveolar and in there no there's
47:40
no end in there at all you have a
47:42
nasalized vowel
47:43
whyyyyyy whyyyyyy 1e Hank why tequila
47:49
you probably did not know that before
47:51
unless you're a former student and I
47:53
told you but if you're not a former
47:56
student you may not have noticed that if
47:58
you have a final unsound and then the
48:01
next word starts with a glide of some
48:04
kind some kind of approximate like E or
48:07
whoa for example 15,000 in Mandarin is
48:15
15,000 in one war is it a 100 or you
48:20
want war some of you laughed at the e
48:22
went oh you think it's really funny
48:24
because you don't say it that way you
48:26
say you want war that is the result of
48:29
an allophonic rule in mandarin that
48:31
tells you Cheng of su attend gets it
48:35
real goodfeel I can insert a shy guy
48:37
gets it should apply in there are many
48:40
kind of sounds that will change the
48:43
sound of the proceeding in sound so when
48:46
he becomes Yee that's an aliphatic rule
48:48
almost no Chinese knows this all of you
48:51
do it very few of you know it the same
48:54
is true of any person any native speaker
48:57
of any native language knee hung on a
48:59
gumbush Alda figure in Canoga anyway so
49:03
Tony in cheese's a butantã allophones
49:05
just like I never knew that there were
49:07
two L's like listen and pull order
49:10
Langer those to Elias on the top here
49:12
but listen and pull tab Johan dalla
49:16
native speakers often do not know at all
49:18
what's going on and it gets really
49:21
complex if you look at me now you anyway
49:24
Shinji out though you'll be in that's a
49:26
kind of allophonic variation in that
49:28
case we call it tone sandhi shinji ikari
49:30
that's it make a shunned out y'all homey
49:34
and high or we could make it homey enjoy
49:37
get to the hot nigga - - and yahoo 8bn
49:39
we call that tone sandhi
49:43
zooming Joe - Andy ow
49:46
if you take a class in min ie
49:49
they were college trend yeah for example
49:52
war in Mena is wah wah
49:57
patria bandoneon wah wah all right well
50:02
sure
50:03
compare those two tones bandoneon wah
50:08
now hon that was wah wah Sun Jia
50:12
Suburbia its hometown gap in Co gulping
50:15
yeah is that right that is a kind of
50:18
Ella phonic variation as well but we
50:19
call that tone sandhi trendier and you
50:23
probably don't know the rules for this
50:25
in my name is that right your children
50:28
Conan sanguine mean I need a cook Yomi
50:31
susharma Sango hey humans ate a or
50:35
sangoma me I wish insight
50:43
can I just mean gene down side side side
50:46
side side way - ah ho me - IKEA Neiman
50:54
Tyler okay even - idea Kazuo jealous
50:59
like I mean I agent Cho hun Jolla really
51:05
new menu Ola but you didn't take the
51:07
class neo base onto a cup which is a yo
51:11
ma tell you meow and yells ah there you
51:15
go there's a reason for that - and that
51:19
is maybe most of the kids already speak
51:21
me now you and they already do it
51:23
naturally
51:24
how come enhancer don't it Joe wait to
51:26
ensure that you join yeah cuz the
51:28
reversal why Sonia but way down tyre and
51:30
she sounds like a cur they will be very
51:32
confused and away nigga why is there any
51:35
I'm tired
51:36
it's we thought a ptosis is your mom so
51:38
some on like at sundown quiet every day
51:42
at Jeff Jojo solution that's the hardest
51:45
part because there are very complicated
51:47
rules how you change the tones if
51:50
there's another word after it but to
51:52
another quasar hmmm food saga and most
51:54
at least in my observation to visits
51:57
home shout do certain hello machines I
52:00
should hire you the ha
52:01
no got why certain tones on down tire
52:02
just a song yog why that's my
52:05
observation the issue what solo puts it
52:07
up okay so anyway that's an example of
52:10
Elif on ik variation that native
52:11
speakers are not aware of me mean Sunita
52:14
mo your cousin II take out your hand
52:16
foods
52:16
Jacquetta eat away inyanga huntin chip
52:19
because they eat en contra de Mayo Mayo
52:22
charge it out had at one time right that
52:25
is typical of allophonic variation and
52:27
you should put this in your notes
52:28
separately because it is like a
52:32
universal and Here I am I'm a
52:34
linguistics professor teaching phonetics
52:36
I bring things from English over into
52:39
foreign language learning that I don't
52:41
notice because it's my native language
52:43
and it's something I'm not very aware of
52:46
Jesus wasn't I know Sheena to share what
52:49
they she don't see what I said put the
52:51
butcher dial Iike what did he male hand
52:54
based on the tide without a cat on she
52:56
we tie that we go why you like young now
52:58
hope nigga wife come on me Oh nigga
53:00
Quaid's at inch I do him punch she cry
53:02
and my example is when I went to Georgia
53:05
some years ago in romanization that's
53:09
the word how would you say it okay
53:13
that's a very American sounding
53:14
pronunciation that's very good it's re
53:17
on but when I learned that I would keep
53:21
saying Audion Audion and my teacher
53:24
corrected me and he discovered where the
53:26
mistake was and I really admire him for
53:28
finding out what the problem was I was
53:31
kind of both embarrassed and happy that
53:33
he got that what did I do wrong
53:35
I said ah diong adian I used the schwa
53:39
you got it right away okay and I have
53:42
told this story before in another class
53:43
but I said area and okay en contra de
53:46
Mayo Oh Jordan is emerging in de na
53:49
hoona answer and Johnny in Swedish wha
53:51
where Maori to e1 e NS a schwa I just
53:53
did what I always do normally
53:55
so I said Audion he said no no no we
53:59
don't do it that way in Georgian it's
54:00
Ariane Ariane au choix they have no shot
54:05
so that's an example of something that I
54:08
did even with all my training and all of
54:11
my awareness I went to Georgia
54:12
specifically to watch myself learn a new
54:15
language and that I still did this so
54:18
it's very important for you to know that
54:20
allophonic processes allophonic
54:22
variations are usually something that
54:24
native speakers are not aware of at all
54:26
you make the correct variations as a
54:29
native
54:29
speaker you're not aware of them at all
54:31
so they're probably a lot of things in
54:33
Chinese that would really shock you
54:35
would surprise you because you never
54:36
noticed you do it all the time and you
54:38
don't notice just like my example of
54:40
dancer instead of teaching to an
54:43
audience Amma has a jig hung sure most
54:46
people do it all the time and you don't
54:47
notice it tonio do equal jawan yeah
54:50
you're contraction to Shan Shan that's
54:52
another example it's an owl of phonic
54:54
variation native speaker that Wolfensohn
54:57
mayo taja out how to twins I that's why
55:00
it is so hard to correct these in a
55:02
foreign language you are bringing over
55:04
habits from Chinese that you are not
55:06
aware of that are correct in Chinese but
55:08
you're not aware of them over into
55:10
English where they are not correct and
55:12
I'll give you a good example of what I
55:14
was just talking about with Wang Yi and
55:16
you want wool and this is one I hear all
55:20
the time and it's there's a lot of it in
55:22
my data how do you say that beautiful
55:27
lovely training good the way I hear it
55:31
very often is one year listen very
55:34
carefully if that sounds correct and
55:36
normal it sounds the same as what you
55:37
just said I want you to listen carefully
55:40
one year ago one year one year one year
55:47
one year does it sound like I'm saying
55:50
the same thing over and over you can
55:52
hear the difference good for you
55:54
excellent good the first one is Taiwan
55:57
English one year what am i doing
56:01
nasalized vowel with no alveolar contact
56:05
with the tongue tip for the end there's
56:08
no end there at all there's no tongue
56:11
tip touching the alveolar Ridge going
56:13
straight into the glide one year one
56:16
year and that is very very very common
56:19
in in Chinese in Taiwan in I'm sorry
56:22
in Taiwan English and where does it come
56:25
from ye ye is correct that's the way you
56:29
say it one nigga n is gone nasalized
56:33
vowels straight into the e sound ye you
56:36
see what I'm saying something you do
56:38
normally correctly in Chinese he puts it
56:41
out how to inside because any
56:43
so swollen and some chick puts the puja
56:45
Yuletide out in one lie even emails have
56:47
you doubt how the twins I need you the
56:49
England
56:49
finally can either move you young come
56:51
here jingle make a conscious thinking
56:53
how a church in the England in Willa do
56:56
you understand what I'm saying here the
56:58
same way my schwa crept into it snuck
57:03
into my Georgian the same way is the
57:05
same way that your when ye creeps into
57:08
your English and you say things like one
57:09
year it's on ye which I've seen you been
57:12
one year now homeo tied you at all clear
57:16
important point it really belongs in
57:18
your notes this is hugely important and
57:20
very few people in Taiwan seem to be
57:22
aware of this this is something you
57:24
probably won't find out from another
57:26
place so please pay attention to it okay
57:30
to continue in some cases the members of
57:37
a phoneme are more different from
57:39
another from one another for example
57:41
most Americans and some younger speakers
57:42
of British English have a tea in the
57:45
middle of pity that is very different
57:46
from the tea at the end of the word pit
57:48
so pit or pit either one and then
57:53
British it's pity Watsa pity pity how do
57:57
we do in such high in the shock what
57:59
everyday was a pity it's pity where we
58:03
didn't ask to lie that's it anyway
58:05
instead of stops beat may should hire I
58:09
cheat idea instead of sit down to it
58:12
does it had a toaster mention nigga Mon
58:14
Cala my tongue
58:16
what a pity in were improve about a lot
58:19
I'm talking about the union that gun job
58:23
what a pity teaching ok so I instruct
58:28
image to the elephant variation you
58:30
worship boo Yong now the normal way in
58:33
are P as close as I can do it well boy Y
58:36
transgenic uh Zi Jing hygena we've got
58:39
one goal our shop Mahalo
58:41
well soya temples and Bahama khasinau's
58:43
each an agenda how Dora so most of them
58:45
are a little better than before but
58:47
still not perfect so PT PT that's more
58:50
British more standard British but now a
58:52
lot of young people are saying pity
58:55
as an American they're using a tap
58:57
that's come into British English this do
59:01
is actually quite different from a tub
59:03
because normally we don't voice an
59:05
unvoiced stop a voiceless stop G was the
59:09
Bukit Bintang voice eels like a tap dish
59:11
the hallway arches co-main should equate
59:14
cuz the hunt door in window nigga Fung
59:17
imp away so the one in pity sounds more
59:22
like a D consider also the L in play you
59:26
can say just the first two consonants in
59:28
this word without any voicing but still
59:30
here the L so L is supposed to be voiced
59:33
or voiceless and I've mentioned this in
59:35
class before this is review L is voiced
59:38
or voiceless all of the approximants
59:41
that we have learned are voiced rook
59:44
whoa yeah and look
59:47
all of them are voiced but when it comes
59:50
after a voiceless sound either a
59:53
fricative or a stop the L will often
59:56
become D voiced nigga voicing Joseph
59:59
with Tiana so in theory it's get the
60:03
microphone in theory it's play play but
60:11
in practice we say play no voicing at
60:16
all you can still tell that it's an L
60:18
but we're not voicing it so try play and
60:23
maybe that's the reason why sometimes
60:25
you say pull a please come and pull a
60:28
because they're trying to voice the L
60:30
that might be the reason I'm not sure
60:31
it's on my webpage if you want to have a
60:33
look and listen so the L has become
60:38
voiceless it's become D voiced because
60:40
it's influenced by the initial stop PIPA
60:43
which is voiceless when you say the
60:49
whole word play the L is typically
60:51
voiceless and very different from the L
60:54
in lai-lay as clearly voiced play it's d
60:58
voiced say the L at the beginning of lay
61:00
and you'll hear it's definitely voiced
61:02
everybody say lay now play
61:06
so it follows from these examples that a
61:08
phoneme is not a single sound a phoneme
61:10
is not a single sound it's like a job
61:14
Zoo
61:15
it's a family of sounds dosa Tom Shean
61:19
so each RN poaching the each area
61:21
culture was a time to echo into either
61:25
in hand touch it had to be my actually a
61:29
phoneme is not a sound at all a phoneme
61:31
sigit Oh Shawn the guy in the stick of
61:35
chats with an intern to shine even got a
61:37
sheen is there somebody called Leo in
61:39
your family your mail your modem and
61:42
singly older and sign image ad C or
61:44
singly or maybe either singly old ticket
61:46
on sheet2 neo2 Meegeren shingeo me o
61:48
means yo ma Mayo
61:50
they also an image add to the Ming Chang
61:52
nan is leotardo no shell tone whatever
61:56
it is don't yo means does this will be
61:59
able to get Toshi on let's like a
62:01
child's of the dynein is that right
62:02
so this is our second analogy I'm gonna
62:06
show a current can put on there and jump
62:08
high or put on the good shampoo Tommy
62:10
John had a thumb since I see how
62:13
sham dose of shingle a old up cuz it
62:15
took a charge of the manhunt Doran all
62:17
set point Jagger
62:18
the jaw to jaw so they don't cheapen
62:20
sense at all shall again yet cuz the
62:23
minutes hunger and also cope yet it also
62:24
suits like a Java that's like a phoneme
62:26
and allophones crema okay
62:31
there is a group of sounds tea sounds
62:34
and a group of L sounds that occur in
62:36
English it is as if you had in mind in
62:38
your mind an ideal tea or an ideal L and
62:42
the ones that are actually produced are
62:44
variations that different small ways
62:45
that do not affect the meaning Pony on
62:48
dosing Nilda cuz it making and the URI
62:50
and being quiet about how young these
62:53
groups of sounds the phonemes are
62:55
abstract
62:56
units that form the basis for writing
62:58
down a language systematically and
63:00
unambiguously
63:01
Hadrian and Joanie are phoneme doe
63:04
Satoshi on the guy mia woman Sam
63:06
Youngman sister Toshi on the dong Sheena
63:08
woman yo my 30 Iike a and Osama we use
63:15
them to design what foreign language
63:17
a writing system momento my 30 eager
63:21
face hunter Samia systematic honey on
63:25
seat Honda it on sushi sheet on earth
63:28
yes unambiguous shittaka
63:31
for how does Oh Joseph take it easy
63:34
that's what we try to do when we design
63:36
a writing system for a language now you
63:40
don't have the chance really to do that
63:42
for Mandarin for Chinese because Chinese
63:44
is a special writing system you have to
63:47
in full house somebody designed that but
63:50
there are still many opportunities now
63:51
to design writing systems for languages
63:53
in what situation would we want to do
63:55
that when would we have the opportunity
64:00
to design a writing system for a
64:02
language anybody well you can do that
64:09
and people do that for example for
64:11
science fiction right in science fiction
64:14
can you think of a made-up language
64:15
there's one that's very famous which one
64:23
butter
64:25
in the Lord of the Rings what do they
64:27
have elfish right they call it elfish
64:31
babe they have elfish I'm not a fan of
64:34
Tokyo and I have to tell you so I'm
64:36
gonna rely on you for that all right
64:38
elfish that's their own language that's
64:40
a good example and I think he bases it
64:43
partly on Old English passive Salonika
64:47
goo Jung won and anglo-saxon injunction
64:49
that's my understanding
64:50
well who's a Hanoi young Jo I'm just not
64:52
a Tolkien fan all right
64:54
another really famous one is called
64:56
Klingon if you have ever watched Star
65:00
Trek the movie or the TV series I
65:03
watched the TV series when I was younger
65:05
there's a group of rather bellicose
65:10
Gyllenhaal's anda and belligerent people
65:14
called Klingons and they have their own
65:16
language and there are actually people
65:18
who do a serious study of Klingon you
65:21
can find it on the internet and one
65:23
father tried to teach his son Klingon
65:25
natively and the son learned it but as
65:29
soon as the Sun started socializing what
65:31
do you think happened how do you think
65:36
he felt about it it was okay when he was
65:38
little a kid doesn't have much choice
65:39
but we socialized very fast because we
65:42
are very very social creatures we just
65:45
can't live with other without other
65:46
people so when he was really young he
65:48
did learn Klingon but as soon as he
65:50
started playing with other kids what
65:52
happened how do you think he felt about
65:57
it when his father forced him to speak
65:59
Klingon at home would you be pleased no
66:05
you refuse later on to speak it he
66:07
thought it was stupid he thought it was
66:09
ridiculous this is what I remember this
66:11
story check it online to make sure every
66:13
all the facts are correct but this is
66:15
what I remember of it and this is
66:17
actually what happens for example if you
66:19
go to the States or Canada or some other
66:21
country and you want to bring up your
66:24
kids bilingual I think a lot of you have
66:26
this fantasy I had a student a couple
66:28
years ago pass it leads the hot dog a
66:31
whiteboard in she just decided she was
66:33
gonna marry a foreigner I said why
66:35
not all foreigners are that nice and she
66:37
said it's more interesting local guys
66:40
are so boring
66:41
excuse me she said that not me she just
66:45
decided she was gonna marry a foreigner
66:46
okay so it's a good there's a good
66:48
possibility if you marry a foreigner you
66:49
might settle in another country but you
66:51
might want your kids to be bilingual and
66:52
Ashley a lot of Taiwan kids who grow up
66:55
say in North America many of them end up
66:58
speaking only English and Taiwanese know
67:01
Mandarin I know quite a few people like
67:03
that let out Taiwan Chi Yu Jiang wen Kai
67:05
John Mina you Jonathan ha
67:07
Joseph boy oh boy hey John can you pick
67:09
up my mail anybody right into someone
67:12
like that what is huh I can't hear oh
67:21
you're kinda you're kinda yeah but I
67:24
have met quite a few people like this
67:25
light up come on hon pushy how about
67:27
dawn and boom a windy light out babe ooh
67:29
time and y'all can fetch it for you now
67:31
hoedown a boo ha the hot beer in jest
67:33
shall they feel really unhappy and
67:35
uncomfortable for a while you wait so
67:37
wait I'm United's away young one come
67:39
Joseph there and job there enjoy shell
67:41
in any case what I was going to say was
67:44
if you try to bring up your kids
67:45
bilingual it's not as easy as you might
67:47
think because if you are pushing them to
67:50
learn Chinese some kids are very
67:51
cooperative and they may go to Chinese
67:54
school on Saturday if you heard of that
67:56
many kids end up hating Chinese and
67:58
hating Chinese school because why do you
68:04
hate Chinese no unique Chinese to live
68:07
here right it makes you able to connect
68:11
with people but how about in the States
68:13
or in Canada if a kid is forced to go to
68:15
Chinese school on Saturday and their
68:17
parents want them to do homework and
68:19
speak Chinese at home how might they
68:21
feel about it just like the kid whose
68:25
father was trying to teach him clean on
68:27
my friends don't talk like this stop
68:29
forcing me and then when they turn 19
68:32
timeout shy about Taiwan I do share and
68:35
then what happens oh wait we
68:40
that's the same story over and over and
68:42
over again they really regret it - I
68:44
really wish I would have listened to my
68:45
mother but I really hate it - thank you
68:47
school
68:48
I heard that story many many times so we
68:52
want to do what our friends do okay we
68:55
want to do what our friends do let's get
68:57
back to what we're doing
68:58
oh we're talking about making up a
69:00
language the reason we took this
69:02
digression it's like it's your weed and
69:04
they got tea while I was because Stan
69:06
Lee said maybe if you make up a language
69:07
then you can design your own writing
69:09
system that was not what I had in mind
69:11
but that's true can you think of another
69:13
situation yeah that's right and how
69:18
might you come in contact with that
69:20
language with such a language how might
69:24
you come in contact with it
69:29
under what circumstances would you have
69:31
the chance to run into a language with
69:32
no writing traveling that's right you
69:38
may be doing some more exotic kind of
69:40
traveling there we go right if you are a
69:45
linguistics researcher if you're a
69:47
linguist and you're doing field work if
69:49
you're doing field work on an unwritten
69:52
language Kenya gets hot sometimes it's
69:57
written as one word fieldwork if you're
70:00
doing field work on a language that has
70:02
no writing system of its own very often
70:05
you have to invent one or maybe there
70:07
are several writing systems and nobody
70:08
can agree on which one should be used
70:10
you're going to have to decide even even
70:13
choosing romanization for Mandarin as we
70:15
read on the red paper web pages if you
70:17
read them my w's and ours sometimes get
70:19
mixed up too even now they had to decide
70:23
we want which ones I'm sure y'all shed
70:27
young not now on zhongshan sir hi I'm he
70:33
and Tony on some of you read the web
70:36
pages some of you just said you had
70:37
their web pages so high apena Antoni
70:41
only unsolved everyday and what was the
70:44
reason for defending Tony Oh does
70:50
anybody in the world use Tommy on
70:51
outside of Taiwan zero right pretty much
70:55
zero unless they're highway to Taiwan
70:56
Ian so why could we do how could we
70:59
defend using Tony oh so it's not what
71:07
what the people in the PRC are doing
71:10
well you can pollute booyah
71:12
that was all political was purely
71:14
political purely political how you
71:16
ensure you'll your Taiwan means we'll
71:19
each so that they shared your partner so
71:22
that was the case even for Mandarin just
71:25
choosing a romanization system we
71:27
already had to make choices and Tony
71:29
Hong is truly a poor system so we'll
71:31
leave that aside now if you're doing
71:34
Kenya Delta for example on an Aboriginal
71:38
language of Taiwan Taiwan are you
71:39
enjoying you yet
71:40
many of them now have writing systems
71:42
but not all of them have been thoroughly
71:44
established tamil chant waits in guy
71:46
table abdullah but i know in the past 20
71:48
years it still was not settled so for
71:51
example taiwan de rien Jew me and also
71:54
screw you now I got you she nan dolly
71:56
she kind of she out found how much so
72:00
chica how that you go
72:01
chuchito if you go to a place like in
72:04
mainland China nigga suit Ron John what
72:07
is she nine Nubian hand order you Yin
72:09
come and have no doubts ha there's a lot
72:11
of chance to do it there or a kneeboard
72:14
there are other sino-tibetan languages
72:15
their hands on you yen handle cover me
72:17
Oh Delta L so those are cases where
72:19
you'd need to design a language a
72:21
writing system
72:22
Peter latter focus book vowels and
72:24
consonants has an extended discussion of
72:26
the relationship between written
72:27
language and phonology and you can look
72:30
at that next semester or you can read it
72:33
yourself if you're interested and he
72:35
speculates that the development of
72:36
phonemic analysis was partly due to the
72:38
writing systems used by European
72:40
linguists Oh Dora she enjoys - Etienne
72:45
now hold on hamon city tae yong de su XI
72:48
Shi Tong Tong has the country's Asia
72:51
also should sir - this home and
72:53
very often American or Europeans who
72:56
went to these countries were there for
72:59
what purpose not just to study language
73:03
but
73:05
as missionaries trying to ow hand ELISA
73:08
trying ja so actually a lot of really
73:10
outstanding field work in unwritten
73:14
languages has been done by missionaries
73:16
and there's an organization that will
73:20
tell you a lot about this sial Summer
73:26
Institute of linguistics shins I Jojo
73:28
Delta si el if you look online you'll
73:30
find them they have lots and lots of
73:32
materials on unusual languages and a lot
73:35
of them were created by missionaries ok
73:39
so very often religion brought writing
73:42
to people we often want to record all
73:46
and only the variations between sounds
73:50
that cause a difference in meaning we
73:53
don't want to have a lot of symbols for
73:55
example we don't use a separate tap
73:58
symbol in English right women things huh
74:01
the spelling me men come in we only tap
74:04
take a symbol the other day we only want
74:07
to use enough symbols so that we can
74:10
tell the difference in meaning you
74:12
mighty can tap chooses an
74:13
interchangeable watcher is OK
74:15
water is ok too no difference in meaning
74:18
therefore we should not add an extra
74:20
symbol just because we say it in a
74:22
different way we only want to use as
74:24
many symbols as we need to show the
74:27
differences between the meanings of
74:30
different words to show that two
74:31
different words have different meanings
74:33
well men y'all should be a boot on the
74:35
food your boot on is that's woman's I
74:38
own and I'm a daughter
74:39
for how we are child war woman she want
74:41
so you can hunt in G we hope we use a
74:44
very economical system to describe
74:46
language to create a writing system for
74:48
it and when we do this a transcription
74:53
of this kind is called a phonemic
74:54
transcription we've already written it
74:55
on the board abroad transcription a
74:58
phonemic transcription so we only write
75:01
down the sounds in the form of a symbol
75:05
that make a difference in meaning
75:07
languages that have been written down
75:09
only comparatively recently such as
75:11
Swahili and most of the other
75:13
languages of Africa have a fairly
75:16
phonemic spelling system why if you
75:20
learn Swahili it's almost like reading
75:23
the language in IPA why and the phonemic
75:27
a phonemic version of the language the
75:30
cha cha the variation hamachi
75:32
Pedrosa face hyung the economical hapa
75:35
Chiba is the soy tofu hawlucha - isla
75:38
mayo Toyota Yemanja
75:40
why is that if you learn an African
75:43
language that will often be the case why
75:49
this is not including Arabic in the
75:52
north
75:52
Arabic is older and that's had a writing
75:56
system for a longer time but how about
75:57
for the languages most of the languages
75:59
of Africa why is there writing system
76:03
pretty much like a phonemic
76:04
transcription of the language
76:11
that's right because the writing system
76:14
was created only very recently because
76:17
it was recent the language has not yet
76:20
had time to
76:25
- what why as English spelling so
76:28
strange l IG HT lights we don't
76:31
pronounce the gh but in German it's
76:33
leashed that tells you that that GH used
76:36
to be pronounced something like her so
76:39
it used to be something like the German
76:41
lift but now it's light the gh is gone
76:43
so our spelling system is not like an
76:46
African language it is not a phonemic
76:47
transcription of spoken English we've
76:50
got a lot of symbols that have no sound
76:52
at all and we have symbols that have
76:54
more than one sound so it is not a
76:56
really tight tight system right we've
77:01
got extra symbols and we've got symbols
77:02
that we use for more than one purpose
77:04
because
77:08
because
77:12
that's right because the time
77:15
how long has English had a writing
77:17
system since about what year some of you
77:23
are my former freshman English students
77:25
we talked about this in freshman English
77:27
fine shiny with a G done about how old
77:33
is English goes back to about what year
77:36
did you bring your freshman English
77:37
notes about what year
77:41
how long has English been in existence
77:43
as a language with writing there was
77:45
already writing at the time because of
77:46
Latin he xenical adding we need england
77:49
jolla so the writing was already there
77:51
so we have English began an independent
77:56
existence around what year there we go
78:02
around 400 or 450 we don't have a lot of
78:05
things from that period you've got it in
78:07
your notes your own system a notes
78:17
ah you got that's fine okay so about 400
78:24
or 450 since about the fifth century
78:27
that's how long English has been around
78:28
we have some very scant writings from
78:31
that period the first really long work
78:34
we have is from about 900 AD we have
78:37
Beowulf
78:38
but there are other things from earlier
78:40
periods so about 450 ad at that time the
78:45
spelling of English was much more wet it
78:51
was much more phonemic and phonetic both
78:53
what you wrote was pretty much the way
78:55
you spoke but English changed a lot
78:57
since 450 or we can be more more
79:02
conservative about it 800 or 900 in
79:04
English has changed a lot in the mean
79:05
time and the written language has also
79:08
changed somewhat but not a lot if you
79:12
look at Old English and then you look at
79:13
Middle English you'll see changes but
79:15
modern English spelling is very
79:17
conservative it keeps a lot of the
79:19
things from a very early period of
79:20
English the spoken language has changed
79:23
in the meantime
79:23
but we've kept a lot of the Spelling's
79:26
okay this is probably gonna be a test
79:29
that's why I'm spending time on it ok
79:30
suddenly they're ready notes okay so
79:33
make sure you're able to answer this
79:34
question many many languages now like
79:38
African languages or languages of other
79:40
places that have recently been been
79:43
studied and then writing systems
79:45
designed for them their writing systems
79:47
are much more Hoodie than English
79:49
because English is so conservative we've
79:51
kept a lot of GU don't a lot of
79:53
dinosaurs in our spelling but we get
79:56
attached to them it's not without
79:58
advantage can you think of any advantage
80:00
in a conservative spelling system
80:09
okay
80:15
it's the same argument that you can use
80:17
for Wai ghin teeth are better than fine
80:20
fancy to son I'm sorry not me not me not
80:22
me that wasn't me
80:23
why fine deeds are better than to
80:26
antiques is it because they connect you
80:31
with your past you can read anything in
80:33
Chinese basically of course the forms
80:35
were different very early but starting
80:38
from about chin Chow ho you can read
80:40
anything no problem and things have been
80:42
transcribed so all of the literature
80:44
that we have in Chinese is available to
80:46
you if you know fancied sit but you'll
80:48
have trouble if you only know Dan teats
80:50
it's the same thing people have proposed
80:53
spelling reforms for English but none of
80:55
them has happened why do you think
80:58
German recently passed some spelling
81:01
reforms some years ago but they're very
81:03
very small and German in any case is not
81:06
difficult to spell German is not that
81:09
bad as spelling systems go but English
81:12
is quite a confused mess and there are
81:15
people who are really crazy about this
81:17
idea of spelling reform there's I don't
81:20
want to mention names I happen to know
81:21
some that I met on the internet and they
81:24
try to promote these systems but they
81:26
don't get much support why I think the
81:33
reason is because we know that American
81:37
tried to change change those values make
81:40
difference from British spelling to
81:44
establish their own style so maybe if we
81:48
have the spelling reform some American
81:52
well you that oh oh it's
81:57
established our own language that
81:59
happened with Noah Webster and his
82:01
dictionary Webster's dictionary that's
82:03
what happened but since then we have not
82:06
changed our spelling very much and there
82:08
are some small differences between
82:09
British and American English but they
82:11
are not great they really are small it's
82:13
an essential one other problem Wendy
82:17
mentioned one reason it connects us
82:19
better with our past
82:21
another reason is do we all speak
82:25
English the same no there are many
82:27
different dialects and what I and one
82:30
dialect maybe a or E or in another
82:33
dialect there are quite a few
82:35
differences of pronunciation so if we
82:37
start especially the vowels vowels are
82:40
very very different in different
82:42
dialects of English just a fan pianist
82:44
rate door that's epitome that even found
82:46
a man doesn't move in so if we started
82:48
changing vowels we started writing
82:51
vowels the way they sound with one
82:52
particular system you'd have to choose a
82:55
dialect as your standard we're gonna
82:57
write it as they found in American
82:59
English alright who's not gonna be happy
83:01
about that
83:02
everybody outside of America will not be
83:05
how happy about that the Canadians may
83:07
be okay but the rest of the world know
83:09
so it's not going to work we can't we
83:12
can't represent all dialects if we want
83:15
to have a really phonetic writing system
83:17
so that's another reason there are
83:19
further reasons and one thing is that
83:22
English words with a strange spelling
83:25
like fight you guys today - hi-yah -
83:29
chinga nigga IG HT the P in five need
83:32
how you're encouraging fight right
83:34
fright slight hand or to those down to
83:39
Panda it's almost like don't wanna pan
83:42
pan Pancham don't wanna p.m. pani kind
83:44
of a p.m. pan he creates I had a vine
83:45
sir a nigga penpal the boot even
83:48
surrounding a pimp on the fine cuz your
83:49
nigga p.m. down at Zuni degree Creed's
83:51
hi we have that sort of feeling so in a
83:54
way English words are something like
83:56
Chinese characters you mean how yo eat
83:59
bad way to to the don't see it
84:01
that way for ha women baby on in school
84:03
I cuz the day and
84:04
cheerio each eye each other put on a
84:07
jazz older session in fact it's just
84:10
like if I'm sure you can shake what a
84:13
cool creamy and cool
84:15
Mohandas Changwon is an inker you're a
84:17
Virginian core finishing yo yo is she at
84:20
me and Zuma
84:21
why job I can use what y'all go okay so
84:30
what I'm saying is that there are
84:32
various reasons why it happened and why
84:35
we keep it why we don't want to change
84:36
it okay other languages either they have
84:40
recently just recently received or been
84:43
given a writing system or they have gone
84:45
through some spelling reforms already
84:47
see by yawen yes a dingo cheats so the
84:49
nicotine Zedekiah
84:50
sochi by yawen is a shout out phonemic
84:53
and the funny thing about Spanish is
84:55
there are very few things that you can
84:57
spell wrong if you can pronounce a word
84:59
in Spanish but those are the things that
85:01
Mexicans will always spell wrong for
85:04
example in Mexican Spanish Double L can
85:07
Y città mean so they spell them wrong
85:11
all the time
85:12
num pins for the in dinner boudoir
85:15
because it's genial annette you get in
85:17
town i chose the way pins fall so guys
85:19
should double else how moisture why
85:21
everything okay
85:22
you might have no weight how many guys
85:25
are han phonetic that alright mmm
85:28
let's go on the transcription of
85:30
consonants we can begin searching for
85:32
phonemes by considering the contrasting
85:34
consonant sounds in English a good way
85:36
to find is to find sets of words that
85:38
rhyme so we keep the same minimal and we
85:42
just changed the show mode that way we
85:44
can find what the different consonants
85:46
of English are the distinctive sounds of
85:48
English
85:49
let's try words that rhyme for example
85:52
with PI and they have only a single
85:54
consonant at the beginning so we can't
85:56
use spy because in when you're down 15
85:59
hi Kelly psycho because it's five okay a
86:03
set of words in which each differs from
86:06
all the others by only one sound is
86:08
called a minimal set if there are only
86:11
two of them we call it up we had that in
86:14
an earlier class minimal
86:16
pair if it's only two we called a
86:18
minimal pair if it's more than two we
86:20
call it a minimal set everyone minimal
86:22
set all right
86:24
the second column of table 2.1 and we
86:27
have to turn to page 2 to column i start
86:29
the table 2.1 on the next page and then
86:36
you will see just such a list it lists
86:41
many words that rhyme with pi but we're
86:46
not going to take ones that have two or
86:48
more consonants some have three like
86:50
spry spy means cygnets home pay all
86:54
right we're not going to put those in
86:57
some of them begin with two consonant
86:59
letters but how about shy does that
87:03
start with two consonants shy no because
87:07
she is only a single consonant it's
87:10
written with two letters it's called a
87:11
digraph digraph means we write it with
87:14
two symbols but it's really only one
87:18
sound
87:19
it's a digraph okay some consonants do
87:27
not occur in words rhyming with PI if we
87:30
allow using the names of the letters as
87:33
words then we can find another large set
87:36
of constants beginning constants
87:39
beginning words rhyming with P a lot of
87:42
letters rhyme with P for example a b c d
87:46
they all rhyme with p so that's another
87:50
good vowel that we can use a word ending
87:54
we can use to find lists of distinctive
87:57
consonants and it says speakers of
88:00
British English we'll have to remember
88:01
that the last letter of the alphabet is
88:04
what inning in American an American we
88:07
learn X Y Z aho it speaking dear my song
88:14
Johnse they good English to help be
88:16
found by a team from gee I should
88:18
swallow so it may have been a Taiwan
88:21
English problem it may have been a phone
88:23
problem but anyway in American English
88:25
its X Y Z but in British English
88:27
it's X Y Z and not just British outside
88:32
of the United States I believe other
88:35
countries I'll call it Z in Canada - all
88:38
right so as far as I know the United
88:40
States is the only place that says X Y Z
88:43
is that funny it's just another example
88:46
I didn't go into that spiel all right
88:48
mmm even in this set of words we are
88:50
still missing some consonant sounds that
88:54
contrast with others only in the
88:55
Middle's are at the ends of words
88:56
remember we said that what are two
88:58
consonants that there's one that usually
89:01
doesn't begin a word there's one that
89:02
never begins a word which one never
89:04
begins a word no the nut sound egg ma
89:08
and there's one that usually doesn't
89:10
begin a word what's that sure that
89:13
usually begins a word only in what kinds
89:15
of words foreign words yeah foreign
89:20
loans like genre and genre is actually a
89:23
good example because we actually use
89:25
that word we have a contrast between
89:31
change' in mission and vision we're now
89:35
at the bottom of 35 but there are only
89:38
very few pairs of words that are
89:40
distinguished by this contrast he has
89:42
another one Ellucian Nessa a Lhasa Giada
89:45
Qin Bao Chau Aleutian Islands and
89:49
illusions at the end goo gone how to
89:52
deal with a minimal pair illusion and
89:54
illusion and they have these in the
89:59
fourth column words like this using
90:02
these consonants and most of the symbols
90:07
we use in IPA are the same as the ones
90:09
we use in spelling just symbols from the
90:11
alphabet but there are some differences
90:12
and most of you know these if you don't
90:15
know KK already um listen quick and see
90:18
if you can pick up things that you
90:21
didn't get before the letters see we're
90:23
not going to use it see is in fact an
90:25
IPA symbol but it's the symbol for for
90:29
example chat yeah hassey got palatal
90:32
stop we don't use it in English so no
90:36
seas
90:36
and transcript transcribing English we
90:40
use a cuss out or sometimes it's a sound
90:43
like in city seller receive or sometimes
90:47
to seize together have two different
90:49
sounds and that's something also in
90:51
Taiwan English how do you say chum go to
90:57
seize write the first C is pronounced is
90:59
and the second is and many time when he
91:02
say success they don't say success it
91:05
should be success success and jo-jo
91:09
except lose except it's except right and
91:13
also another one is to G's in American
91:17
it's suggest anxious is suggest may only
91:21
a good man should suggest digas are good
91:24
yoga said Joe so watch out for that G
91:28
and IPA is always good
91:30
took us it may only wider see our IP any
91:33
shaker for how hot young man Justin if
91:35
it in so G is always good K is always
91:38
cooked is always etcetera we need to add
91:42
a few symbols because the alphabet
91:43
doesn't provide us with them and the
91:47
International Phonetic Association was
91:48
founded in what year eighteen sixty
91:52
eighteen eighty six Ron bottom of 36 now
91:55
and where were these leading fauna
91:57
tissues from who designed the IPA from
92:04
and Denmark okay France Germany and
92:07
don't mix up German and Germany don't
92:09
say I'm going to German and I'm learning
92:12
Germany remember to get those right I'm
92:15
learning German and I'm going to Germany
92:16
and we've got the IPA symbols on the
92:20
inside covers of the books you always
92:21
know where to find them the velar nasal
92:24
at the end of brain is written you
92:28
already know it's written like an N with
92:30
a curly Q at the bottom so if you don't
92:33
know IPA make sure you learn this quick
92:34
and I told you don't put a line here and
92:36
let the line stick up here we call it
92:38
egg ma we often call it egg ma or an MA
92:41
and then we have the theta and make it
92:45
long and thin I'm just gonna have to
92:47
take some time to erase here it's
92:48
getting too crowded hang on
92:50
so we have egg MA then we have theta
92:53
make it long and thin because this is a
92:56
different symbol if it's short mostly
93:01
it'll move in you can find it in the
93:03
table I don't want to confuse you right
93:04
now but don't make it too short it
93:06
should be tall and thin that's a theta
93:08
and that's the first sound as in three
93:12
one two three
93:13
and not the British one two three one
93:15
two three
93:17
we use it in words such as five thin
93:19
thimble ether remember it's not voiced
93:22
breath mouth if it's voice we call it
93:25
Ella
93:26
it's a D a a a bent D like this with a
93:31
line through it that's the voiced the
93:34
voice interdental
93:39
it says that both these symbols are
93:41
ascenders that means that this is going
93:44
to stick above the line you may owe me
93:46
all four houses she'd say yeah I'm Carol
93:48
Shea I'm dumb doll come on some tall
93:51
buddha watch just what a cinder and
93:53
every year somebody laughs he says
93:55
diddle still don't see how a tubby to
93:58
show you MA if it's got something
94:00
sticking up its got it's an ascender if
94:02
it's got one going below it's called a
94:04
defender sudden sau I guess we're okay
94:07
asunder descender and let's just throw
94:15
in shut you already know these symbols
94:18
an elongated X is the show sound and
94:22
then this symbol that looks sort of like
94:25
a three with a point over here is jut
94:28
it's just the voiced version of shook
94:30
and as I mentioned it's usually only
94:33
found at the beginning of words in
94:34
foreign loans like Jean in French Jean
94:37
down and foreign names like Zsa Zsa and
94:41
you probably don't know Jahjaga bore you
94:42
too young and then just one more thing
94:45
before we stop it says in earlier
94:48
editions we wrote the English arse and
94:53
upside down are and they're probably
94:56
going to tell you that they've made it
94:57
right side up again they do it because
95:01
in a lot of British dictionaries like
95:03
John Wells dictionary just for
95:05
convenience they write it right side up
95:06
but we are going to continue using the
95:08
upside down are so put a little note in
95:11
your book we will consider it sorry
95:13
continue using the upside down art for
95:15
the English are and that's a good place
95:18
to stop what do you have to do for next
95:21
time
95:22
all those web pages you haven't read you
95:25
need to catch up especially those two
95:27
essays by the window make sure you don't
95:29
miss those also the pay the piece on
95:32
writing Chinese and IPA
95:35
page three and four of the wooden table
95:37
also the thing why here and also what
95:40
else the tutorial tutorial number three
95:43
and any of the ones that you have not
95:45
already read like when I asked you about
95:48
things some of you didn't have the
95:49
answers ready so I'm wondering
95:50
really read them please make sure you go
95:52
over and read them don't try to do it
95:54
all at once just take one or half a page
95:57
at a time and go back to it later okay
95:59
we'll see you next Monday