Transcript


00:17
I asked you are ready to look at how to
00:21
represent Chinese in IPA symbols right
00:24
we haven't done that yet right you know
00:27
the reason because we have to learn
00:30
painting well first so as long as there
00:33
are people who still don't quite have
00:35
pinion mastered we're going to hold off
00:37
on that part it's going to be kind of a
00:40
crunch will be very busy then but I
00:41
don't want to start writing Chinese or
00:44
transcribing Mandarin into IPA until you
00:47
have fully mastered Canyon and this is a
00:50
very mechanical exercise if you know
00:52
boku mo fo or bupa mofo whatever you
00:54
want to call it pinion is just not
00:57
difficult there are a few differences
00:58
like with chun is EO for example another
01:01
one i went out another one to watch out
01:03
for is you won't go whoa how do you
01:05
write wall w/e not not wo and you can
01:11
ask sophia about that because that's
01:13
your name right so she knows just look
01:16
at the spelling of her name so you need
01:18
to watch out for those things and
01:19
remember them you need to know them
01:21
completely by heart they need to be
01:22
automated as much as you need to learn a
01:25
language and automate your language
01:27
skills and the other thing is the IPA
01:32
transcription the dictation part that
01:35
one is a separate skill because that one
01:38
is not just learning things from a
01:39
textbook not just memorizing that one
01:41
involves hearing and your brain gets
01:46
what's going on that involves a special
01:49
kind of auditory brain coordination and
01:52
training and practice and some of you
01:54
simply didn't have it before you came to
01:56
this class and I'm not surprised because
01:58
after teaching so many years most Taiwan
02:01
students don't have that skill it's not
02:03
very well developed by the time you get
02:06
here because of the way you are taught
02:08
English in schools I'm thinking about
02:10
this question all the time and this is
02:11
not to be negative about it but the way
02:15
English is taught here is not sound
02:16
based you know that right mainly the way
02:19
you learn English is based on rules
02:22
vocabulary multiple choice tests that's
02:25
the main those are the main features of
02:26
how you learn English
02:28
very blatantly missing is the sound
02:32
component and after all these years of
02:34
thinking about it i'm convinced that
02:36
sound is the basis of learning a
02:38
language well without that sound
02:40
component you're just not going to learn
02:41
it well you will only learn to jin tian
02:42
jian bao so some of you are needing to
02:46
compensate for that yell me boo and it's
02:49
going to take time and practice so you
02:52
will not feel the class if you keep on
02:53
having problems with it but I do hope to
02:55
see progress on the dictations because
02:58
that in the end is the real skill that
03:00
we're after understanding the gia is
03:02
very important but that's only part of
03:05
the class after that you need to be able
03:06
to distinguish through hearing and to
03:09
produce it correctly through speaking
03:10
and if you got less than eighty percent
03:13
on the dictation that means you really
03:16
need to work on those skills more and
03:18
some of you did get a hundred on that
03:19
part too so if it's below 80 you need to
03:23
work on it more and there are some
03:25
practice dictations on the website that
03:27
you're all aware of right do they help
03:30
or not so much are they helpful somewhat
03:34
helpful I think there are a bit improved
03:37
from before because before I had
03:38
unreleased stops at the end and
03:40
listening to the recording to myself I
03:42
couldn't hear a lot of the words clearly
03:44
so I made mostly release stops at the
03:47
end and now I think it's more useful
03:49
it's clearer if you've already done them
03:53
do them again maybe you've memorized the
03:55
words but in any case use that for
03:57
practice this is how an S sounds this is
04:00
how an a sound sounds this is how it
04:02
sounds this is how it does sounds
04:04
because those are the two main problems
04:06
in those simple dictation vowel quality
04:08
and voice voiceless distinction and
04:12
stops those are the two main things and
04:13
also alveolar and velar distinctions in
04:16
nasal so that's a third thing those
04:18
three things are the biggest problems
04:20
that I have observed observed this is
04:23
just tyy but I thought you might be
04:25
interested i think i will be going to
04:28
georgia again this July to sing I love
04:31
to sing Georgian choral music and
04:33
there's an opportunity that I'm probably
04:35
going to apply for it and I thought you
04:37
might be interested in my Georgian
04:39
textbook my Georgian language
04:41
but you can see it's very worn and beat
04:42
up because I studied very hard from it
04:46
but it was really hard for me to learn
04:47
because George is unrelated to any
04:49
language at all it's not related to any
04:51
language we know of it's only related to
04:53
other George and dialects as far as we
04:55
know so I found it really difficult to
04:58
learn vocabulary because everything was
05:00
unfamiliar there were just a few words
05:02
like who neither seat safety what does
05:05
that sound like yeah Scola Scola school
05:12
ya basta basta ya post post office today
05:19
pony all right those words I could
05:23
handle I remember those really fast but
05:26
as for the others it really took a lot
05:27
of effort so I'm going back to my
05:29
Georgian textbook now and it's like
05:30
candy it's a lot of fun now so after
05:32
suffering the first time it's now a lot
05:35
of fun i'm going to try and learn it
05:37
better this time so this is that just in
05:43
case you're interested start with Sophie
05:45
so that was booked sharing and now would
05:48
you please get out your hand copied
05:51
rules for English consonant allophones
05:54
we're just going to read through them
05:55
quickly I will go over the explanations
05:58
in the middle and before just to make
06:03
sure you understand everything now just
06:06
a quick show of hands after you having
06:10
now copied them all by hand are there
06:13
still things that are not so clear just
06:15
be honest I'm not going to count this
06:16
against you I just want to know if after
06:18
copying the rules by hand there's still
06:20
things you're still not very clear on
06:21
please raise your hand if there's still
06:23
a couple things not so clear just one I
06:25
don't believe it's just one two okay
06:28
that's I like honesty here right so
06:31
there are still things you don't
06:32
understand you are responsible for
06:34
asking and to keep on asking until you
06:38
get a completely satisfactory
06:40
explanation that makes it clear to you
06:42
okay everybody please ask until it's
06:44
clear and you'll notice that some of the
06:46
number references are wrong right yeah
06:49
and that that is a problem
06:51
more than 10 years old it's a very old
06:52
problem and they still haven't fixed it
06:54
and you can see that these are people
06:56
who don't really care about all this
06:58
indexing and this busy work because
07:00
that's one weakness it's not a serious
07:03
one but it's one weakness of this book
07:05
and it's been that way almost since I
07:07
started using it as I can remember
07:08
because with each new addition they
07:10
change substantial things things that
07:13
have to do with content but they often
07:16
forget to do the mechanics so we're
07:19
going to go over the rules whose turn is
07:23
it we know okay so we'll have you read
07:27
the rule but I'll just kind of go over
07:29
the stuff in between it says you're a
07:31
good way of summarizing and slightly
07:33
extending or the other thing I wanted to
07:35
say that I didn't quite finish I started
07:37
but didn't finish did you find that by
07:40
writing out the rules by hand even if
07:42
you didn't understand everything that
07:43
you understand it better now than you
07:45
did before did writing it out by hand
07:48
help you absorb some of the stuff we
07:50
covered this is what other students have
07:53
told me so I've done this I think ever
07:54
since I started teaching this class and
07:56
the students have told me now I get it
07:58
better because you have to slow down
08:00
slowly absorb the content as you're
08:03
writing it out it slows you down right
08:05
so if there are still things you don't
08:07
understand we'll clear them up now so a
08:10
good way of summarizing and slightly
08:12
extending all that we have said about
08:14
English consonants so far is to list a
08:17
set of formal statements when we talk
08:21
about formal statements in linguistics
08:23
that means we have a very clear rule we
08:26
just write out and explicit a clear and
08:28
explicit rule and you should know
08:32
slightly off the topic of phonetics but
08:34
we're very relevant to linguistics that
08:37
linguistics you can pretty much divided
08:39
into two schools it's sort of like
08:41
Democrats Republicans in the US or the
08:43
green and the blue in Taiwan they just
08:45
have different ways of thinking and when
08:48
one side thinks the other side just has
08:51
wrong thinking each side thinks that
08:53
about the other now some people are a
08:55
little more open-minded and flexible
08:56
than others some people are very radical
08:59
and very partisan partisan means Phaeton
09:03
pi find really annoyed about pie you
09:04
need to be aware of that that there are
09:06
still wars going on in linguistics now
09:09
you're all students of literature are
09:10
you aware of a similar kind of dichotomy
09:13
in literature as well or not a lot of
09:19
you are seniors already you should be
09:20
aware of this because there's the same
09:22
thing in literature so I'm inclined to
09:24
think that it's just two different kinds
09:28
of brains we all have the same brain but
09:30
some brains seem to be wired to think
09:32
one way and others think the other way
09:34
what are the two different parties in
09:38
literature anybody who's a lip piercing
09:43
if your lip person you wouldn't be here
09:46
right okay now what are the two
09:49
different ways of viewing literature
09:54
anybody jerrell okay you're a ling
09:59
person yeah Karen
10:05
I louder please see you after um
10:15
Oh
10:20
oh okay that's sort of in the right
10:22
direction basically it's the people who
10:24
are most interested in linguistic theory
10:26
and the people who care more about non
10:30
linguistic sorry literary literary
10:32
theory and those who really care about
10:34
the literary canon the cannon is a it's
10:39
a set of very basic widely acknowledged
10:44
classics the books that are really
10:46
really respected and viewed as the basis
10:51
of literature because there's such good
10:52
books they're written so well and
10:54
they're so important good ideas etc
10:56
that's the literary canon that's the set
10:58
of books that if you study literature if
11:01
you claim to have any knowledge of a
11:03
culture at all you should have read the
11:05
literary canon of that culture including
11:08
for example for English literature
11:10
obviously Shakespeare the Bible Jane
11:14
Austen Dickens they're all part of the
11:16
literary canon those are the most basic
11:19
the most important works of literature
11:21
and people who tend to the literary
11:23
canon side they are very much into the
11:26
texts themselves to appreciating
11:28
literature enjoying it x.x placated
11:31
literature etc the people on the theory
11:33
side are more interested in theories and
11:36
structure now have we heard something
11:38
like this before in our study of
11:40
phonetics this kind of a dichotomy
11:45
you've just taken a test on it
11:52
that's right that's a similar kind of
11:55
dichotomy isn't it with phonetics we're
11:58
interested in every single thing that
12:00
happens every detail that we observe
12:02
we're just very interested in at some
12:04
point we get exhausted and then we
12:06
stopped but we're just interested in any
12:09
kind of detail we see but the phonology
12:11
SAR more interested in patterns
12:15
structure and systems right rules so
12:19
that's a similar kind of dichotomy
12:21
phonetics phonology in literature it's
12:26
the literary canon people and the
12:29
literary theory people and in
12:31
linguistics in general it's also
12:33
linguistic theory and the formalists and
12:35
then the rest of us are sometimes called
12:39
called what are we called non formal vez
12:42
sometimes sometimes they say structural
12:45
is there are many different names for us
12:48
we don't have a set name because it
12:50
includes everything that is not
12:51
formalist and informal is linguistics
12:53
it's more like phonology and it's more
12:55
like literary theory we're interested in
12:57
systems rules logic how things fit
13:00
together that's literary sorry
13:03
linguistic theory and the non formalist
13:07
the structural is they do everything
13:09
else and they're more interested the
13:12
coral it or the counterpart of the
13:15
literary canon and linguistics is data
13:18
we're more interested in data the theory
13:23
people want to organize the data we've
13:25
got what they hope that things will fit
13:27
into the rules that they find they're
13:28
really interested in those rules and
13:29
structure the people with the data just
13:32
go crazy over data we want to get lots
13:33
of data obviously you have to organize
13:35
data so data alone is not enough
13:38
structure alone is not enough you need
13:40
both okay just so you're aware of that
13:43
but this all started because of this
13:45
particular word formal okay so formal
13:51
statements that means we make very clear
13:52
and explicit rules about what happens
13:55
the problem is some of these are not
13:57
watertight they're not watertight
14:00
there's this famous saying that says all
14:02
grammars leak that means they're always
14:04
exception
14:05
and we have exceptions here some of the
14:07
rules are not watertight they're not
14:10
they don't describe the whole situation
14:12
okay so it says that these rules are
14:16
simply descriptions of language behavior
14:17
they are not the kind of rules that
14:19
prescribe what people ought to do this
14:21
goes off on another tangent what is
14:24
prescriptive linguistics we usually say
14:28
things like prescriptive grammar for
14:34
example prescriptive grammar what is
14:37
that what is prescriptive grammar that's
14:45
telling people that they should talk
14:47
like this and they shouldn't talk like
14:48
that for example I told you about my
14:50
third grade teacher I think who said not
14:54
just her a number of them said that
14:55
don't say can I go you have to say may I
14:58
go that's the kind of grammar we often
15:01
learn in that in the states we learn
15:02
prescriptive grammar they're trying to
15:04
correct what they think are mistakes in
15:05
the speech of a lot of people that's
15:08
prescriptive you're telling you what to
15:10
do they think that can I go is not
15:13
grammatically correct they want to fix
15:14
it they tell you not to use eight can't
15:17
comment no good etc okay that's
15:22
prescriptive and he's saying here that
15:24
these are not prescriptive rules they're
15:26
just descriptions of what people
15:27
actually do like most fauna tutions we
15:31
would not presume to be arbiters
15:33
arbiters are what do we call those what
15:41
are arbiters there are people who decide
15:44
when there's a dispute if people can't
15:48
agree then you go to a third person to
15:50
try and resolve something that means we
15:52
make the decision he said we're not
15:53
going to do that and we're not going to
15:56
say it's as arbiters of fashion Shoshana
15:59
what is good and what is not but on the
16:04
other hand phonetics it's a part of an
16:05
exact scientific discipline because
16:07
we're describing physical phenomena and
16:10
that means we should be able to
16:12
formalize descriptions of speech in
16:13
terms of a set of precise statements
16:15
we're going to try to make them precise
16:18
and Peter ladder foger also once said
16:20
you don't really know anything until you
16:22
can express it in a number and he used
16:26
to study physics he was very good at
16:28
physics and math so he said you have to
16:31
be able to express something with a
16:32
number before you really really know it
16:34
so here we're going to try to be more
16:36
precise even if we don't have all
16:38
numbers for everything all right given
16:41
the discussion of consonant allophones
16:43
in this chapter we can give a number of
16:45
descriptive rules one of these deals
16:48
with consonant length okay our first
16:50
reader number one consonants are longer
16:55
with at the end of a phrase all right
16:57
that's our first rule that means if we
17:00
have come to applause a break in the
17:02
discourse tingle in the dhitha then the
17:08
consonants are going to be longer you
17:10
wait teen teen the default your income
17:13
genkai far away is that right so that's
17:16
our first rule you can see the
17:17
application of this statement by
17:19
comparing the consonants in words such
17:21
as bib did Don and nod use wave surfer
17:27
to make a recording then play the
17:29
recording backward are the first two
17:32
words the same backward and forward do
17:34
the third and fourth words sound like
17:36
each other when played in Reverse well
17:38
we play the word lull in reverse you
17:39
know that if it's towards the end we're
17:42
going to lengthen it we naturally
17:43
lengthen things at the end that's all
17:45
it's saying okay and why don't you let's
17:49
let's go on to another reader for rule
17:50
two will change person after person
17:56
most of the aliphatic rules apply to
17:59
only selected groups of consonants so
18:02
we're going to just talk about a certain
18:04
group of consonants at a time ok Alex
18:13
2x2 voiceless stops okay don't make it
18:16
too long a lot of time he's do that
18:18
spoofs a voiceless it's voiceless make
18:21
it really short voiceless voiceless
18:23
stops that is what is IE mean it s Latin
18:29
two words ID second where does EST it s
18:31
that means that is it is that is ptk are
18:39
aspirated when they are syllable initial
18:42
as in words such as pip test kick very
18:48
good I think we'll stay with you for the
18:49
next 12 so everyone knows this rule this
18:51
one's really easy right so if it's at
18:54
the beginning of a word then we aspirate
18:57
the voiceless stops okay syllable
19:01
initial not just the beginning of a word
19:03
also the beginning of a syllable but the
19:05
one at the beginning of the word will be
19:07
aspirated more it's not in the rule but
19:09
that will happen so if it's also the
19:11
beginning of a soul but it's later in
19:13
the word it will be aspirated less good
19:15
continue Alex three options stops and
19:20
fricatives classified as voiced that is
19:25
EDG but but the good
19:33
gee our voice through only a small part
19:38
of the articulation when they are when
19:42
they occur at the end okay again when
19:45
they occur no D at the end ya know when
19:49
they occur at the end i still hate it's
19:51
probably a tortilla Lincoln and then I
19:54
won't hear a deep when they occur at
19:56
when their current at the end of an
19:59
utterance or before a voiceless sound
20:03
listen to the when you say try to
20:07
improve and that when you say at two
20:11
okay so if it's at the end of an
20:14
utterance it will only be voiced halfway
20:16
through and if it comes right before a
20:19
voiceless sound it also will only be
20:21
partly voice voiced in the first half
20:22
the second half probably not voice so
20:24
listen carefully improve everybody you
20:29
hear that at the end no voicing their
20:32
and the second one is add to add we're
20:36
already turning off the voice thing to
20:37
get ready for tea so add to everyone
20:41
yeah the ad it's going to be cut off
20:44
rather than making it fully voice as it
20:47
would be if there were a vile next for
20:49
example added and did there's no turning
20:52
off of the voice thing then good okay I
20:55
think we can switch now sherry okay so
20:59
call boy stops in the number please on
21:01
number four yeah so called voiced stops
21:06
and affricates but gotcha are voiceless
21:09
when syllable in the show except when
21:12
immediately preceded by a boy sound as
21:15
in a voiced sound a voiced sound as in a
21:19
day as compared with this day use wave
21:22
surfer to listen to the stay part of
21:26
this part a part of this day the state
21:30
the stay part of this day does this
21:33
sound like stay all right and the answer
21:35
is yes their point is at the beginning
21:39
of an utterance if we've just had a
21:42
pause and we're starting a new utter
21:44
then it says so-called voice stops in
21:48
Africa underlying leads IDs hung they
21:51
are definitely voiced no arguing about
21:53
that but I belgium on the surface many
21:56
of them are not voiced when they are
21:59
very often they are not voiced when
22:01
they're at the beginning of an utterance
22:02
so we silly like we say things like boy
22:04
does go judge no voice thing instead of
22:08
saying boy does go judge and note that
22:12
Africa's tend to behave a little more
22:14
like stops than F than fricatives
22:16
affricates they tend to behave more like
22:18
stops they are both they have the
22:21
character characteristics of both but
22:23
they're a little bit more like stops
22:24
good continue again sherry number five
22:28
voiceless stops but are unless porated
22:32
after us in words such as speed a speed
22:40
try fe w and it rhymes with that word
22:44
how do you say feww a few right oh good
22:50
nice with you do skew good alright so
22:54
spew we definitely have the use sound in
22:57
American but how about the next word we
23:02
don't usually say stew that sounds
23:05
pretty funny we say stew soup and the
23:08
Brits they wouldn't say steel either
23:10
they would say Stu Stu they would have
23:14
application there and force to we've
23:18
dropped it for slu we've also dropped
23:21
the years sound so why is there a
23:23
difference spew we can't drop that you
23:25
sound we can't say spoon cebu Toyota
23:27
there's no word spoo except on Halloween
23:29
maybe his spook I don't know boo I but
23:32
anyways it had there has to be a year
23:34
therefore spew but for stew and skew
23:38
okay I thought it was slow sorry no
23:41
Diane t all right it's skew the third
23:43
one is skewed skew means to what lambda
23:46
talk I light new joint function that's
23:48
skew to skew the results that means to
23:51
distort the results so we say spew and
23:54
we say stew and then we say skew again
23:57
what
23:58
the rule that determines that it's not
24:00
an airtight rule again not watertight or
24:03
airtight why can we get rid of the year
24:06
in stew but not in spew and skew there's
24:13
a there's a good way to explain it it
24:15
has to do it fell to the zoo if you
24:17
remember some people didn't understand
24:19
that analogy one person asked me after
24:21
class it has to do with the belt o'toole
24:28
anybody explain
24:32
any any idea
24:41
with e.t okay not just tea but remember
24:46
i work on swallow without wearing my
24:48
reading glasses I thought it was SlOO
24:49
SlOO is Slade of what you should SAS SAS
24:53
again day slay SL a why gorgeous a slew
24:58
he slew ten men whatever you can say
25:01
slew instead of slough we wouldn't say
25:03
slew at all so L also has the same rule
25:07
you can drop the year and it's for the
25:08
same reason so it's right and he's right
25:11
that it has to do with the tea but it's
25:12
bigger than just tea it includes al
25:16
veelers because the largest number of
25:19
sounds of consonants in English RL
25:21
veelers that's the biggest group they
25:23
have the most clout CL 0 UT clout that
25:26
means tons of something you gently they
25:29
have the biggest clout the most clout
25:32
the biggest influence so an L T those
25:37
words will often lose their youth after
25:40
them if there's a vowel after them and
25:42
they originally had yeah okay so
25:47
voiceless stops are unaspirated after s
25:50
I think everybody's got that now no
25:51
problem and we just that's a big part of
25:53
your pot assignment and since I
25:57
mentioned clap just to tell you very
25:58
quickly it's three words per file there
26:02
are six groups six counts of words each
26:04
one's a separate file so six files with
26:08
three words each and then in the seventh
26:10
file cut off the S that's your seventh
26:12
okay so seven files all together okay
26:17
let's read the next rule number six
26:23
voiceless ops ruins put two
26:29
are longer than the corresponding voice
26:33
options but the Jew the Jew when at the
26:41
end of a syllable ok n and and and at
26:46
the end of a syllable good everybody
26:48
watch and some of you are still saying
26:53
and at the end of a syllable should be
26:56
in if you put your hand here my
26:57
experience so far this semester is
26:59
everybody gets it immediately no
27:02
mistakes every one end and not just
27:05
doing this won't do it yeah chances this
27:08
works and perfect good okay mm-hmm and
27:13
so voiceless abstinence put two coats
27:17
that are all longer and somebody asked
27:19
on into you phonetics on facebook why
27:23
they would be longer it's because you
27:26
need to imagine that there was a word
27:28
that starts with a consonant right after
27:30
it so if we have for example for example
27:36
for example top dog top dog top home in
27:42
Tingo nigga she didn't Tom but if it's
27:45
been for example rob Peter rob Peter
27:50
home in teen doing this again being me
27:52
on my time and there's voicing and part
27:55
of it so top dog but rob Peter developed
27:59
one okay that's how it works is that
28:02
clear you have to imagine that right
28:04
after that word that ends in a consonant
28:07
there's another word that starts with a
28:09
consonant and that will show you how
28:11
long that so wait applause is it could
28:13
be an empty pause or could be a filled
28:16
applause with some boys sing in it like
28:17
rob Peter Robin it's got some voicing in
28:21
it is everybody clear on what I just
28:24
said is there anybody who didn't get it
28:26
please raise your hand I want to make
28:28
sure it's clear because it's a good
28:30
question so I think that should be
28:35
pretty clear so that applies both to
28:37
stops and to fricatives and after
28:40
cuss words exemplifying this rule our
28:45
cup as opposed to a cap sorry cap as
28:49
opposed to cab and back as opposed to
28:51
bag try contrasting these words and
28:54
sentences and you may be able to hear
28:56
the differences more clearly okay next
28:58
seven number seven the approximate Z the
29:03
approximate what or who are at least
29:07
partially voiceless when they occurred
29:10
after an initial put as in play dewayne
29:16
q hmm play to win uh-huh play 20 q good
29:22
and we use that little empty circle
29:25
underneath the approximate to show that
29:28
it's voiceless and remember what we said
29:30
I think in last class when do we usually
29:32
use that circle because there are all
29:35
kinds of voiceless sounds we don't write
29:37
V with a little circle under it for the
29:39
puss ound right or the sound we could
29:42
use it no not in spot we wouldn't use it
29:44
there either we don't normally use that
29:46
unless what yes unless we expect it to
29:52
be voiced usually when it was originally
29:54
voiced and we expect it to be voiced but
29:56
it's not then we can use this symbol to
29:58
show that it is d voiced this is due to
30:02
the overlapping of the gesture required
30:04
for aspiration with the voicing gesture
30:06
required for the approximate so we have
30:12
aspiration from the first voiceless stop
30:15
that aspiration is sort of extinguishing
30:18
the voicing I tracy lee jung and note
30:22
that the formal statement says at least
30:24
partially voiceless but the
30:27
transcription marks that marks the
30:29
approximants as being completely
30:30
voiceless so they may be partly voiced
30:32
so that just tells you to salsa Wolfen
30:35
so mashonda okay conflicts between
30:40
statements and transcriptions of this
30:42
kind will be further discussed below or
30:44
discuss further below let's go on next
30:46
one D
30:49
number nine number eight right the
30:53
gestures for console cute of stops over
30:56
left so that stops are unexploded when
31:01
they occur before another stop another
31:04
sad before another stop in words such as
31:09
a pet I n rub rub rub rub everybody act
31:16
instead of saying apt you could say that
31:18
it's pretty awful with a microphone I
31:20
know abot you could say that but we
31:23
almost never do it's usually unexploded
31:25
because there's another consonant after
31:28
it so if we have two consonants two
31:30
stops in a row then the first one will
31:32
generally be unexploded the second one
31:34
probably will be too if it's at the end
31:36
of an utterance and rob a rubbed rather
31:38
everyone rubbed we don't say rub Buddha
31:41
rabid there's naka de choix there rubbed
31:44
and nine in many accents in english of
31:48
english syllable final our syllable
31:53
final syllable final put took are
31:56
accompanied by an overlapping glottal
31:59
stop gesture us in pronunciations of tip
32:05
pits kick okay as tip hitch kick so tip
32:13
we got a little creek in there hit kick
32:16
okay I'm exaggerating just so you can
32:19
hear it so it says here this is another
32:23
case for transcription cannot fully
32:25
describe what is going on and that is
32:27
true of transcriptions in general you
32:29
can see so far that he keeps spoko
32:31
saying well it says voiceless but maybe
32:33
it's only partially voiceless right so
32:36
given that you would in vallco the other
32:38
day now I want you to think how do most
32:41
people learn how to pronounce a word
32:42
they don't know in Taiwan not you people
32:45
here who've had this training but just
32:47
somebody who wants to know how to
32:48
pronounce an English word what do they
32:50
do oh hey guess yeah that's the first
32:53
thing I'll do which is not bad because
32:56
you can't always run to the dictionary
32:57
that's true but if they really want to
32:59
know what do they think it means to
33:01
really know the pronunciation look it up
33:06
in the dictionary and use the kk symbols
33:09
now do you understand why kk symbols I'm
33:13
not criticizing kk kk is great i think
33:15
we should keep it but do you understand
33:17
why that's not enough because kk is list
33:20
is missing so much information we're
33:22
giving you a lot more here and we're
33:24
still apologizing but kk has a lot yet a
33:26
lot less information for example do they
33:29
tell you that the tea is tapped in water
33:32
and little do they tell you that no so
33:35
kk is missing lots and lots and lots and
33:37
lots of information things that we don't
33:40
describe here either you need to get by
33:42
hearing and that goes back to what i was
33:43
saying you need to learn a language by
33:45
hearing and that's what's missing okay
33:48
one you mean number ten in many accents
33:54
of english to is replaced by a glottal
33:57
stop when you curse before an a villain
34:00
a so silly every there no not really
34:04
alveolar I'm feeling okay so in the sim
34:07
worth paying same word as in bidden what
34:11
bill hat look at it carefully look at
34:14
the symbol the bill is not what we need
34:18
here be yeah that's right ok B & B & B
34:25
yeah usually if I'm saying it slowly i'm
34:28
going to put a tea in there I guess I
34:30
didn't do that paragraph before I'll
34:31
come back to that so normally i would
34:34
put an unreleased t their feet hmm if
34:36
I'm saying it really clearly and slowly
34:39
b/c my tongue eat beat hmm everyone
34:43
beaten but I don't have to have that tea
34:46
they're beaten be hmm okay but you have
34:50
to have a really clear strong glottal
34:52
stop they're beaten
34:55
right okay oh wait we're not done with
34:59
this yet first of all I need to go back
35:01
to that paragraph i skipped we were
35:03
talking about that Creek before or at
35:06
the same time as a final stop final
35:09
voiceless stop here it says it doesn't
35:11
apply to all varieties of English for a
35:13
long time I did not know what they were
35:14
talking about I said I must not have it
35:16
and I don't think I do usually I don't
35:18
usually do this but I can do it I
35:20
finally got it so pick pick if you've
35:24
got pit if you cut it off and you're at
35:27
you're Gladys pick pick then you've got
35:30
the glottal stop there because I just
35:33
usually don't do that I don't think I
35:35
don't do that as far as I know but I get
35:38
it now and it so he says it doesn't
35:40
apply to all varieties of English when I
35:41
saw that I felt a little better because
35:43
at the beginning I really didn't know
35:44
what he was talking about some people do
35:46
not have any glottal stops in these
35:48
circumstances and others have global
35:50
stats completely replacing some or all
35:52
of the voiceless stops but usually that
35:56
doesn't happen except with T or before a
36:00
word starting with another consonant is
36:02
possible sometimes but usually it's T in
36:05
any case even for those who simply add a
36:08
glottal stop this statement is not
36:10
completely accurate many people will
36:13
have a glottal stop at the end of cat
36:15
and phrases such as that's a cat cat
36:18
they've got one there or the cat sat on
36:22
the mat but they will not have this
36:24
elephone of tea in the cat eats fish or
36:29
the cat eats fish if it's an American
36:31
cat eats we've got a tab there for
36:32
example and we don't need a glottal stop
36:34
just do you understand this paragraph ok
36:37
if you don't please just read your hand
36:39
please do not be shy there is no shame
36:42
remember the the old saying is there's
36:46
no stupid question except the one you
36:48
don't ask that's a stupid question if
36:50
you have a question don't ask it that's
36:52
stupid but no question is stupid usually
36:54
the more basic a question is the more
36:55
important it is because if it's a really
36:58
basic question it challenges assumptions
37:00
and whatever happens whenever you go
37:02
deeply into a subject you get further
37:05
and further
37:06
from your initial assumptions right
37:07
neither to live dnd Jessica each other
37:10
so we need a G to the Joshua the more
37:13
deeply you go the less you will go back
37:15
to those basic beginning assumptions do
37:17
you see what I'm saying and the further
37:19
away you get from those the less likely
37:21
you are to challenge them but some of
37:23
them could be wrong some of them may be
37:27
quite wrong what will happen is some
37:31
student especially a freshman they will
37:33
ask a very basic question because they
37:35
really don't get it and suddenly it
37:37
makes everybody think and challenge and
37:40
challenge those initial assumptions so
37:42
never be ashamed of a basic question
37:44
they're often the most important and
37:46
they're the ones that really make us
37:47
think the hardest things we forget to
37:49
think about alright so we already did
37:54
tea and glottal stops and this one it's
37:59
often replaced by a glottal stop when we
38:01
have an alveolar nasal in the same word
38:03
we call those two sounds which have the
38:07
same place of articulation we call that
38:10
home organic home organic remember a
38:14
home organic nasal h0 MO our GA and I
38:19
see home organic same place of
38:21
articulation ok and 11 number 11 nasos
38:28
our syllabic at the end of a word went
38:31
immediately after an abstract as in
38:34
lettin Kadim very good leaden has them
38:39
usually they are syllabic chasm I have
38:43
no vowel their chasm I could take Hassim
38:45
some people say chasm so I could have a
38:48
vowel their legend is ok but usually we
38:51
fight we say ledin with nasal plosion
38:55
nasal plosion ok mmm note that we cannot
38:58
say that nasals become syllabic where
39:01
whenever they occur at the end of a word
39:03
or yeah and after consonant the nasals
39:08
in kiln film are not syllabic in most
39:12
accents of english kiln is y'all just at
39:15
all how I only nigga
39:17
and film film do we have an extra
39:22
syllable with the M film how many
39:26
syllables one however some people say
39:29
fill them it's not standard but you will
39:32
hear it filem my father used to say it
39:34
as a joke okay he just thought it was
39:36
funny so he would say I'll go get the
39:38
film just for fun okay he'd say a lot of
39:40
funny things for fun okay and we can
39:45
however state are real describing the
39:48
syllabus it e syllabus it e is a good
39:50
word just how to NJ sing the Scylla
39:53
bisset e of old by saying simply number
39:56
12 CB number 12 lateral L is syllabic at
40:02
the end of the word when immediately
40:04
after a consonant alright but we have a
40:06
trouble we have trouble with that don't
40:08
we how do you say new heights it yeah is
40:11
it syllabic know so do we have problems
40:14
with this rule and this this problem is
40:17
also more than ten years old it's
40:19
probably much longer than ten years
40:21
because this book goes back to the 50s I
40:23
think so this this one has not really
40:26
been sorted out yet it's still not
40:28
really correct we will use these as
40:30
rules of thumb we want it to be really
40:32
rigorous rigorous is y ng that's a
40:34
really good word to no rigorous we want
40:36
to be rigorous but all most of the rules
40:39
leak most of them have exceptions
40:41
they're not they don't describe all of
40:44
the eventualities all the possibilities
40:46
all right and this statement summarizes
40:50
the fact that Lula is syllabic not only
40:52
after stops and fricatives as in paddle
40:55
whistle and it's not syllabic for me
40:57
there paddle whistle right if it were
41:01
syllabic it would be Pat bull with
41:03
school it would be it would have lateral
41:07
with full whistle Pabu cool what's that
41:12
called lateral everybody it's the same
41:19
word as I asked for a minute ago with
41:20
nasal lateral plosion right if they had
41:25
lateral plosion then they would be
41:27
syllabic because there's
41:29
intervening vowel no schwa there but in
41:32
my speech they are not syllabic because
41:36
there's a vowel there they're just a
41:37
separate syllable if it's a separate
41:39
syllable with the vowel we don't say
41:40
that's a syllabic L so this doesn't
41:42
apply to my English it does apply to the
41:46
way Peter latta fo'get spoke papule
41:48
whistle all right whistle no vowel but
41:53
also after nasals as in kennel channel
41:58
are those syllabic else for me kennel
42:00
channel no so would have to be candle
42:04
candle and I want to throw in here
42:07
before we go on how many of you have
42:10
studied some German a few of you German
42:14
is full of this kind of pronunciation so
42:18
for example a guten morgen is good
42:22
morning right now G and n are they home
42:25
organic GNN no they're not one is velar
42:29
one is alveolar but this is the way
42:32
Germans usually say guten morgen guten
42:35
morgen guten mo yeah just about anything
42:42
ending in a nasal in German with a with
42:44
a AB strength before it with an abstract
42:46
before it will turn into a syllabic
42:49
nasal at the end it's very very cool
42:51
bein in German it's interesting because
42:53
I've had German students before I Qaeda
42:55
and not not wiring just plain old
42:57
Germans and they're usually unaware of
43:00
these rules first of all they will say
43:02
oh we don't do that in German and then
43:04
they just think about me go hey we do it
43:06
all the time that's what happened just
43:09
like when we said that final voice stops
43:13
in German our d voice they're not voiced
43:16
at all for example the word for bath
43:22
what's that one when English it's bad
43:26
but this is German but and what is the
43:30
decent life is it voice or not no so
43:33
final voiced consonants final voice
43:36
stops and German are not voiced they
43:39
look like their voice they were
43:40
originally voiced we assume but they are
43:42
not voiced and i had a german student
43:44
who protested he said no no no we
43:46
pronounced those I said how do you say
43:47
this word he said but oh he said uh yeah
43:52
ok he suddenly was confronted with the
43:55
way he really speaks so that has
43:56
happened to me a number of times with
43:58
different rules with Germans they're not
44:00
really aware of their language either
44:02
just like I told you things about
44:03
Chinese you didn't know before like with
44:04
ye etc so don't feel bad the Germans do
44:07
it too ok um I'd like to get through
44:11
these before you run off to your break
44:13
let's let's kind of push through so we
44:17
have words like barrel
44:21
kennel channel barrel none of these for
44:25
me are syllabic I have a schwa on all of
44:27
them snarl in theory should be syllabic
44:30
snarl snarl but how many syllables does
44:34
it sound like to your ears snarl snarl
44:40
does anybody here too ok to me as the
44:46
speaker of this particular variety it
44:48
sounds like to snarl snarl I hear schwa
44:51
so that's true with a lot of words but
44:55
not all with different vowels will be
44:56
different girl girl that's pretty much
44:59
clearly only one syllable for me all
45:02
right when it is not part of the vowel
45:04
or is like in most forms of American
45:06
English in that it too can be syllabic
45:09
when it occurs at the end of a word and
45:10
after a consonant as in I'm going to
45:15
have to put on my glasses because I keep
45:16
mistaking letters here just a minute ok
45:19
sabre sabre is a kind of gee gee gee you
45:25
know that one anyway saber razor hammer
45:30
Taylor you could say them a syllabic or
45:33
you could call them syllabic because her
45:35
has are from beginning to the end in
45:38
it's the only vowel the avowal when we
45:42
have our coloring the r starts
45:43
immediately at the beginning and is and
45:45
it goes all the way through if it is
45:47
another vowel like oh like 44 chim in
45:53
mayo are but the earth sound the schwa
45:56
that has are all the way through
45:58
everybody see what I'm saying so in
46:01
these cases you can say that it's a
46:02
syllabic are if you want to because the
46:05
vowel and the AR are inseparable one
46:08
turns a phone book haida neon suppose
46:10
the earth because its uses those a
46:11
tongue should jing jinga so we could
46:13
call that also a syllabic are if we
46:18
introduce a new term liquid and we've
46:20
already had that it's called wet in
46:22
chinese do in which is used simply as a
46:26
cover term for the consonance oh and
46:27
earth we may rephrase the statement in
46:30
12 and say 12 a sane person number 12 a
46:33
the liquids are syllabic at the end of a
46:37
word when immediately after a consonant
46:40
but we have to remember this is very
46:41
problematic there are many many
46:43
exceptions and it depends on your
46:44
variety of English a different dialect
46:46
will do different things so it's almost
46:48
impossible to generalize the next
46:50
statement also applies more to American
46:51
English than to British English it
46:53
accounts for the tea in fatty data but
46:56
note that these are not the only context
46:58
in which these changes occur this is not
47:00
simply a change that affects after a
47:02
stressed vowel and before it an
47:03
unstressed one in that too between two
47:06
unstressed vowels as in divinity is also
47:09
affected however not all cases of tow
47:12
between vowels change in this way the
47:14
tub in attack is voiceless we don't say
47:18
a back because what we say a tack we
47:23
don't say adapt the till is between two
47:26
vowels but why don't we say a bad
47:28
because the second syllable is stressed
47:31
so it doesn't work there and I also say
47:34
fricative I don't say forget it I
47:36
suppose it's possible but it sounds I i
47:38
say fricative I don't have a rule for it
47:41
but this rule is really hard to write in
47:44
a really comprehensive way and took
47:46
after another consonant for example in
47:48
hasty and captive is also voiceless
47:50
listen hasty captive captive like
47:55
fricative justly young but fricative
47:58
look s africa there's a vowel so this
48:01
thing is very messy it's messy the rules
48:04
really don't cover everything english
48:06
speakers have a very similar
48:08
articulatory gesture and words
48:09
containing done in similar circumstances
48:12
such as daddy and man and many the first
48:16
of these words these two words could
48:18
well be transcribed as daddy if we say
48:21
it quickly we're not lengthening this
48:23
the double D there it is a tap daddy
48:26
daddy but in theory we could we could
48:30
lengthen it if we wanted to daddy daddy
48:33
cicada but waters bukhari though so on
48:38
the surface we may have a tap but
48:41
underneath it's still a d but in water
48:43
underneath it's a tea but that's a tap
48:46
deep down okay the second has the same
48:49
sound except that it's nasalized so we
48:52
could do this this is unusual and I
48:54
don't encourage it but just
48:55
theoretically you can take a tap symbol
48:57
and put a bowl out how over it which
48:59
means nasalization so if it's a
49:03
nasalized tap then we get many right we
49:07
could do that in a narrow transcription
49:09
to show that the end is really really a
49:11
short tap it's a very short touching of
49:15
the tip of the tongue to the alveolar
49:16
Ridge nasalization is shown by the
49:17
diacritic Tildy over a symbol the
49:20
following statement accounts for all
49:22
these facts I'm 13 next year I'm Cathy k
49:26
13 alveolar stops become voice taps when
49:29
they occur between two vowels second of
49:31
which is unstressed alright we've
49:33
already talked about that many speakers
49:34
of American English require a similar
49:36
rule to describe a sequence of an
49:38
alveolar nasal followed by a stop in the
49:41
words in words such as painter and
49:43
splinter the t is lost and a nasal tap
49:46
occurs now it didn't sound like that the
49:48
way I just said it I said it carefully
49:50
painter splinter but I could say painter
49:53
splinter I would say that if I were
49:55
talking really casually but when i'm
49:57
reading from a book i will say painter
49:59
and splinter the tea is lost from nasal
50:01
tap occurs this has resulted in winter
50:03
and winter and paint at panting and
50:06
panning being pronounced in the same way
50:08
so winner last winter I usually say that
50:11
last winter instead of last winter that
50:13
sounds too formal last winter last
50:15
winter the winner is and panting and
50:18
panning being pronounced in the same way
50:20
for these speakers we can restate 13
50:22
making it Cathy alveolar stops in
50:25
alveolar nasal plus stop sequences
50:28
became become voice taps when they occur
50:30
between two vowels the second of which
50:32
is unstressed we follow that alveolar
50:34
stops to an alveolar nasal m+ stop
50:39
sequences with another stop after like
50:41
winter become voiced taps when they
50:44
occur between two vowels the second of
50:47
which is unstressed alright so alveolar
50:51
stops and L velar nasal + at this I'm
50:54
sorry like I miss
50:55
I didn't didn't explain this correctly
50:57
it should be alveolar stats just took
50:58
that becomes a tap between two vowels or
51:01
if you have an alveolar nasal hmm plus
51:04
an alveolar stop then you get winner all
51:09
right they become voice taps when they
51:11
occur between two vowels the second of
51:12
which is unstressed in the second case
51:14
it is a nasal tab there's a great deal
51:17
of variation among speakers with respect
51:18
to the statements some make taps and
51:21
familiar words such as auntie some say
51:24
ani come some can say oo D or ani ani
51:27
ani you'll heed Indian the negativo
51:30
gangjae but not in less common words
51:32
such as Dante nobody would say Donnie
51:35
book coming Dante some make them only in
51:40
fast speech I'm I do it in fast speech
51:42
not for every single one but I do it a
51:44
lot try to formulate a statement in a
51:46
way that describes your own speech let's
51:48
continue 14 Jerome 14 alveolar
51:54
consonants become dentals before dental
51:57
consonants as in 8th 10th wealth notes
52:04
that this statement applies to all
52:06
alveolar consonants not just stops and
52:09
often applies across where word
52:12
boundaries with money were crowned word
52:15
boundaries as in at least this is a
52:20
statement in which in English the
52:23
gestures for these two consonants
52:25
overlapped over that overlap so much so
52:28
much that's the place of articulation
52:31
for the first consonant is changed ok in
52:34
this case the th is so strong it
52:38
influences the consonant before it to
52:41
become dental in a more rapid style of
52:43
speech some of these dental constants
52:45
tend to be omitted all together and i
52:48
omit the two and eighth I've never said
52:50
the T in 8th as far as I know say these
52:52
words for slowly and then we're rapidly
52:54
and see what you do yourself it is
52:56
difficult to make precise statements
52:58
about when consonants get deleted
53:01
because this depends so much on the
53:02
style of speech being used that's
53:05
something I pay attention for the
53:06
test all right how do we know how can we
53:09
generalize how do we make the rules when
53:12
we don't know the style of speech that's
53:14
one thing that is going to influence
53:15
strongly what we say in the rule and
53:18
that's one reason why we can't make
53:19
really good rules because the style of
53:21
speech will determine what we actually
53:24
do and we do many different things
53:26
alveolar stops often appear to get
53:28
dropped and phrases such a spec finding
53:31
fact-finding I don't drop it can you
53:34
hear it listen and watch fact-finding
53:37
did I drop the T fact-finding I didn't
53:42
drop it it's just unreleased it's
53:45
unreleased but my tongue is there and I
53:47
held in the air so that was most
53:49
definitely an alveolar stop you just
53:51
can't hear it most people say most
53:53
people you can't hear the tea with no
53:55
audible T and they produce phrases such
53:58
as send papers with no audible audible d
54:01
we could state this as follow as follows
54:04
so send papers send papers the D often
54:07
is not audible but your tongue maybe
54:09
they're making the D number 15 15 our
54:14
leader stops are reduced or emitted when
54:18
between two consonants ok so if we have
54:22
a tea between two other consonants we
54:24
reduce them and I think they're more
54:26
often reduced and omitted but they are
54:28
also emitted rule 15 raises an
54:30
interesting point of phonetic theory
54:32
note that we said alveolar staffs often
54:34
up here to get dropped and there may be
54:37
no audible D that means the DS there but
54:39
you can't hear it however the tongue tip
54:42
gesture for the alveolar stop in most
54:44
people may be present but just not
54:47
audible because it is completely
54:48
overlapped by the labial stop following
54:52
so most people I've got my tea there
54:54
I've got my tongue there for the tea but
54:56
the P kind of drowns it out so this one
55:00
is also hard to formulate just because
55:02
you can't hear it doesn't mean it's not
55:04
there more commonly it is partially
55:07
omitted that is to say
55:12
the tongue tip moves up for the alveolar
55:14
stop but does not make a complete
55:16
closure so your tongue goes up but maybe
55:18
you're not making a really solid tee
55:20
there canon in the busa face honga tia
55:22
males will face on the T as an ally when
55:25
we think in terms of phonetic symbols we
55:27
can write most people or most people
55:30
this makes it a question of whether the
55:32
t is there or not but that is not really
55:34
the issue part of the tongue tip gesture
55:36
may have been made a fact we have no way
55:40
of symbolizing so a lot of things happen
55:42
we just can't describe we can write what
55:44
we hear but we really don't know what's
55:46
happening so we can't describe it check
55:48
how you say phrases such as best game
55:51
and grandmaster everybody tried best
55:53
game grandmaster are ending careful so I
55:58
say the D but in context i might say
56:00
grandmaster and you don't hear the d at
56:01
all say these in familiar faces and
56:04
phrases with and without the alveolar
56:06
stop you may find it difficult to
56:07
formulate a statement that takes into
56:09
account all the contexts where alveolar
56:11
steps may not appear in your speech it's
56:13
really hard to describe exactly what
56:14
happens in what situation we must state
56:17
not only where consonants get dropped
56:19
but also where they get added words such
56:22
as something and youngster often get
56:24
pronounced as something and you'll stir
56:27
we finally come to the place in the text
56:29
where they tell us about it I told you
56:31
in class quite a while ago these are
56:33
called epithet ixtapa in a similar way
56:37
many people do not distinguish between
56:38
Prince Prince and Prince or tense and
56:43
tense it's hard for me to distinguish
56:44
all these words may be pronounced with a
56:46
short voiceless stop between the nasal
56:48
and the voiceless fricative but the stop
56:50
is not really an added gesture it's
56:52
simply the result of changing the timing
56:54
of the nasal gesture underline that why
56:57
do we get that epithet ixtapa because we
57:00
stopped nasal izing so if our tongue is
57:03
on our alveolar ridge to make an end but
57:05
then we turn off the nasalization we
57:07
turn off the the airstream going through
57:10
the nose what happens button is going to
57:13
turn into if we turn on the the nasal
57:17
part of mmm we make it oral what's going
57:20
to happen it turns into right that's why
57:24
we get it it's
57:25
matter of timing we turned off the nasal
57:27
part so it becomes oral and that's why
57:29
we get that epithet except so it's not
57:32
like we made a woman Joseph hunted
57:35
either chew toy got you got you got
57:38
deleted gesture life I was 18 it just
57:40
happens due to timing by rushing the
57:43
raising of the vellum for a nasal a
57:45
moment of complete closure a stop occurs
57:47
the apparent insertion of a stop into
57:51
the middle of a word in this way is
57:52
known as a pen thesis pata toejam inks
57:55
is a pen thesis everyone apprentices if
57:59
we wanted to make a formal statement of
58:01
this phenomenon we could say sixteen
58:03
Claire a home organic voiceless stop may
58:08
occur after a nasal before a voiceless
58:11
fricative followed by an unstressed
58:14
vowel in the same word alright that's
58:16
the rule we have a nasal and then we
58:22
have it it is followed by it's followed
58:25
by a voiceless everybody we have a nasal
58:30
followed by a voiceless fricative right
58:35
and what do we get that we didn't expect
58:38
we get an epithet ixtapa and we can add
58:42
one more adjectives in there we get a
58:46
home organic voiceless stop home organic
58:51
with the preceding sound or the
58:53
following sound home organic with the
58:57
nasal or homework or mogan home organic
58:59
with the voiceless fricative there
59:01
follows home organic with the previous
59:06
sound the nasal right so Prince tea is
59:09
home organic with thee and sound right
59:13
in the sound speakers who have an
59:16
epithet ixtapa in the noun noun concert
59:19
can you hear it concert is there tea in
59:21
their concert concert so give me a
59:25
concert I can say concert but it'll
59:29
usually be concert can you hear a tea in
59:31
there too you'll get soda in do not
59:33
usually have one in verbal derivatives
59:36
such as
59:36
concerted or in words such as concern
59:40
because the second syllable is stressed
59:42
that's going to take away the appendices
59:45
nothing need be said about the vowel
59:47
before the nasal apprentices may like
59:49
the tea to tap change in statement 13
59:52
occur between unstressed vowels nam bian
59:54
dou suit me Oh Jong en de mundo hot job
59:58
yummy fashion it is possible to hear an
60:01
inserted tea in both agency grievances
60:04
agency just attach a giant gummy or
60:07
joining the mg adamo statement 16 raises
60:10
a theoretical point similar to that
60:12
discussed in connection with 15 where we
60:14
were concerned with whether a segment
60:16
have been deleted remember winter winner
60:19
to be deleted or not now we are
60:22
concerned with whether a segment has
60:24
been added click is a ganache I'm fine
60:26
brucellosis jolly good in blue coat
60:28
after the Gertrude alaga in such a
60:30
leader in in each case it is better to
60:34
treat these as misleading questions
60:36
we're asking the wrong question and to
60:38
think about the gestures involved rather
60:40
than worry about the symbols that might
60:42
or might not represent the separate
60:44
segments so we have high tea tells us
60:46
you're for how just think about it says
60:51
think about the gestures involved
60:53
illness is some amount of domes or
60:55
nighttime sins I get II think about the
60:57
gestures don't worry so much about the
60:58
symbols it may be convenient to
61:00
transcribe something as something
61:03
something and we often hear the P I have
61:06
something for you there's a Peter but
61:09
transcription is only a tool and should
61:10
not be thought of as necessarily
61:12
portraying the eunice used in the
61:14
production of speech so does the old
61:15
father so if you don't put the P in
61:17
there yeah hi how just make sure you
61:19
understand the gestures the next
61:21
statement accounts for the shortening
61:22
effects that occur when two identical
61:24
consonants come next to one another as a
61:26
big gain and top post somebody asked
61:30
about this in freshman English today it
61:33
is usually not accurate to say that one
61:35
of these consonants is dropping bo shu
61:37
qi gong ye kuchulu there are two
61:39
continental gestures but they overlap
61:42
considerably even in casual speech most
61:44
people would distinguish between
61:46
straight issue and straight issue
61:49
well especially because of the tap
61:51
straight tissue straight straight issue
61:54
straight issue for me there's a pause or
61:57
tab and straight tissue not think it's a
62:02
tingling Toyota straight tissue let's
62:04
try those three everybody straight issue
62:08
straight issue straight tissue okay
62:14
these are good examples for contrasting
62:16
the different possibilities pricing
62:19
these sentences such as in in sentences
62:22
such as that's a stray tissue that's a
62:25
straight issue that's a straight tissue
62:29
but there clearly is a shortening effect
62:32
that we can state as follows a consonant
62:34
is shortened when it is before an
62:36
identical consonant so straight tissue
62:39
boot done you down gatita be lianca T so
62:42
I do I didn't say you go find the time
62:44
do that's what they're saying sorry ego
62:46
fan homayon nigga bang yo D enter code
62:49
blue suit Leon got some good ones on the
62:51
teeth so eager yo pongo so they're say
62:53
cheese only good how champagne and wine
62:55
that's what they're saying here we
62:58
can describe the overlapping gestures
63:00
that result in more advanced
63:02
articulations of cook and cap kept kit
63:05
key and a good in gap get give geese you
63:11
should be able to feel the fronted
63:13
position of your tongue your tongue
63:15
contact in the latter words of these
63:17
series we can say so everybody let's
63:19
just say them go through the series go
63:22
cap
63:27
let's try that again go the second one
63:32
is kept everybody kept not cat kept okay
63:38
do that series again cap very good the g
63:43
series it's not jeez talk first of all
63:52
the s is it an sr z it's an S and second
63:56
since it's a nest we have e a really
63:58
long e no geese geese right this morning
64:03
some students were saying clothes for
64:07
clothes and then they they got rid of
64:09
the Z and then they said it's very close
64:11
is that right no hi sad when everyone
64:15
close close close all right number 18
64:21
please Baylor stops become more front
64:25
before more front vowels all right we
64:27
know that so four wheeler stops we have
64:33
like good gap get give geese they're
64:39
more front when we have more front
64:41
vowels so let's it's better to look at
64:44
something like a cat character get all
64:47
of these are more friend okay because
64:49
they're all front vowels but if we have
64:51
like gah orca that's going to be more
64:53
back all right and then finally we need
64:56
to note the difference in the quality of
64:58
all in life and in file the dark L or
65:02
clap my clap is a bit dark and talc
65:06
helps it nigga some effect what stack
65:12
talc that's we write a nigga should hope
65:17
flashes that's exactly I couldn't think
65:19
of it washes that that's talc or feeling
65:24
and feel fueling because of the Conte of
65:27
the vowel that comes after the L it's a
65:30
clear L feeling or could be dark plus a
65:33
clear l feel Lincoln in so lambda L then
65:36
she
65:37
and the other one is feel that's
65:39
definitely dark everyone feeling I have
65:42
both I have dark plus clear and then
65:44
feel as just dark k-19 the lateral L is
65:49
paralyzed me feel really rise when after
65:54
a vowel before a consonant at the end of
65:57
the world and that's easy to remember
65:58
just put a Tildy in the middle of the L
66:00
that means velar eyes note that there
66:02
are clearly distinct gestures required
66:04
for all in the different circumstances
66:07
these are not differences that can be
66:09
ascribed to overlapping gestures let's
66:12
take a break one page 77 we're going to
66:14
talk about the last paragraph diacritics
66:16
and i will just go over this for you
66:23
diacritics we know those are extra
66:26
symbols that we add for example
66:28
nasalization or voiceless pneus or that
66:31
a sound is dental those are diacritics
66:34
extra marks that we add make sure you
66:36
can define diacritics let's look at the
66:39
glossary in the back to make sure we can
66:42
define diacritics what page is it on I
66:47
have it in the glossary in the back of
66:51
the book
66:56
306 good whose turn is it whose turn I
67:01
want you to read the definition in the
67:04
glossary wait a minute for the camera
67:06
joy diacritic small added mark that can
67:12
be used to distinguish different values
67:14
of a symbol of other of other symbol
67:19
right for example the addition to the
67:22
addition of a Tildy Tildy distinguishes
67:26
a villa right knee feel arised from an
67:29
envelope right now I'm realizing non
67:32
villainized sound as in all Oh as
67:37
opposed to look look alright i would
67:40
suggest everybody copy this into your
67:42
notes and when i say i would suggest you
67:46
can understand that as as what Amy right
67:55
and not just that that's not really what
67:57
I meant if i say i would suggest you do
67:59
something it's because what it may well
68:03
be on the test so i already tell you
68:05
ahead of time what's going to be on the
68:06
test right that should have helped you
68:08
prepare a bit be able to define a
68:10
diacritic just like you needed to be
68:13
able to define phonetics and phonology
68:15
and the differences between the two
68:18
whenever you've got a really important
68:20
concept like that this is actually
68:23
fairly important it's a tool I mean not
68:26
hugely hugely important but important
68:28
enough make sure you can define it
68:29
memorized the definition because my
68:32
experience is if somebody just asked me
68:35
what's phonetics I teach it but each as
68:38
it would jumble to I have to look it up
68:39
in the book because I don't have a short
68:42
to the point definition ready it's too
68:45
much I can't tell you in one sentence ah
68:47
but the book usually can so any kind of
68:50
a new concept especially in bold but
68:53
sometimes they're not involved any new
68:55
concept effing thetic is another one
68:57
right make sure that you can define a
68:59
pathetic home organic make sure you can
69:03
define that all of those memorize the
69:05
definitions that will make life easier
69:08
not only
69:08
you but for the TAS and me as well
69:10
because otherwise we have the champagne
69:12
in your coat chief o'neill's 20 fan and
69:15
right men d-2 and i have to say
69:19
himalayan cat soon as your ticket and
69:21
send both of them can be really good
69:22
teachers you might have a cold and they
69:24
go fer note how much water to the face
69:26
on to it no idea that many of the fates
69:28
on its way usually it's exactly what I
69:30
would have done so but does it take
69:34
extra time when somebody gets a half
69:35
right answer if it's a completely wrong
69:38
answer is that hard completely wrong is
69:41
not hard completely right is that hard
69:43
no half right that's the worst band 3
69:47
sit sweet home CUDA I can just tell when
69:49
I was looking at their ahora me lo
69:52
chin chin now how yo can young leader
69:53
I'm a young actor you guys are
69:55
Coley I'm vanilla and honk ooh right
69:57
it's really tiring so either either just
70:01
decide you're not going to pass the test
70:02
and don't study or otherwise get it all
70:04
correct does it get to get bad day bands
70:06
hold its in LA alright so diacritics you
70:09
can now define that I hope it should go
70:11
in your notes in this end the previous
70:13
chapter we have seen how the
70:14
transcription of English can be made
70:16
more detailed by the use of diacritic
70:18
small marks added to a symbol to narrow
70:21
its meaning that means to make it more
70:24
specific on tagging she coming true is
70:28
awakened gong xi gong xiang shi you got
70:32
so much more detailed the six diacritics
70:36
we have introduced so far are shown in
70:37
table 3.2 you should learn the use of
70:40
these diacritics before you attempt any
70:42
further detailed transcription exercises
70:44
note that the nasalization diacritic is
70:47
a small wavy line called a TLD and it's
70:50
written above the symbol and velar
70:54
ization is also written with a tilde
70:56
through the middle of the symbol
70:57
nasalization is more common among vowels
71:00
which will be discussed in the next
71:02
chapter but we're going to do chapter 5
71:04
next we're going to save for to last
71:06
because we'll probably rush we're going
71:08
to go through five slightly in a
71:10
slightly less rushed away and Stanley
71:13
just pointed out something quite
71:14
interesting in table 3.2 something
71:16
inconsistent can the rest of you find
71:18
what he found look at the whole tables
71:21
there's something a little odd
71:22
the villa rise symbol it's shown as the
71:26
Tildy in the middle of the L but on the
71:28
Left they wrote an o n and o is not
71:31
strange because that's a velar sound its
71:34
way back its high and it's back that's
71:36
in the velar area but they didn't
71:38
explain it they just threw it in there
71:40
so I would say that that's something
71:43
that needs to be fixed last class after
71:46
class somebody asked me if there's a way
71:48
of indicating indicating that a sound is
71:50
more front or more back like cot and key
71:52
right or if it's more or less rounded
71:55
for example o is very rounded Oh is less
71:59
rounded or twin the t is rounded there
72:02
right yes whenever you're wondering if
72:05
we can indicate something in your
72:07
transcription where do you go we just
72:12
talked about diacritics so if we want to
72:14
indicate some more detail like key and
72:18
kah one is more front one is more back
72:21
if we want to indicate that kind of
72:22
detail where do we go here we are right
72:27
here where do we go the inside front
72:34
cover the inside of the front cover can
72:37
you see it how about if you all just
72:41
read to me the different things that we
72:43
can indicate with diacritics see that
72:45
whole shamu is called diacritics and if
72:48
you're using that I speak online
72:50
software that application they have
72:54
different categories pulmonic one
72:56
pulmonic two vowels diacritics all right
73:00
let's just read them all together
73:01
everybody go voiceless and don't say
73:05
voiceless voiceless all right little
73:08
circle underneath the symbol next and
73:10
you can see that looks like your DNE
73:13
gosh you get sighs shouting it's a bar
73:16
right that's voiced we don't usually use
73:18
that one that much take a busa in
73:20
comment we could okay but we really
73:23
don't use it very often next very good
73:27
more rounded
73:29
right and it's pointing which way is it
73:36
pointing left it's pointing right isn't
73:40
it pointing so they can go to either
73:44
defund or nuisance or chick chuckles I
73:46
not eat every day I'm saying that Gucci
73:49
Leather they found an ally so it's
73:51
pointing right in my conception okay the
73:54
next one read okay and next mm-hmm
74:01
advanced means more to the front beach
74:04
out yet more front that's what advanced
74:07
means next and that's easy to remember
74:10
Wang Chan has plus Wong Howe is a minus
74:13
easy to remember retracted means one
74:15
hole twice all of these next centralized
74:20
we've got that little two dots just like
74:23
in which language
74:28
albanian yeah remember albanian that II
74:31
with little two dots good next mid
74:35
centralized we don't use that so much
74:37
but when we needed it's their next
74:40
syllabic everyone knows that you used a
74:42
dot before now it's a little line next
74:45
non syllabic also not so common I have
74:48
not seen that that much but it's useful
74:50
I'm sure in some cases next rotisserie
74:55
good that little hook we all know that
74:56
next no we say breathy breathy that's
75:01
from the noun breath not the mound ree
75:03
another verb breathe so bresee we
75:05
haven't learned that yet will learn that
75:07
second semester next creaky voice we
75:10
know creaky from ah when we were
75:12
learning about formants and this again
75:14
is a tilde written we're under the
75:17
symbol so we've got above middle and
75:20
under they all have different meanings
75:21
next lingual labial this is a new symbol
75:26
this was only instituted less than 10
75:29
years ago I think so lingo is tongue
75:31
labial look like this alright next labia
75:39
lized good that means lip rounding right
75:44
twin wha some kind of lip rounding but
75:46
not necessarily as round as ooh it may
75:50
more be more like Shh so their degrees
75:53
of label ization next palatal eyes and
75:59
that's like Tia yeah yeah yeahs etc
76:04
there's a lot of that in in konoha next
76:08
viola rised now they just gave us an 0
76:11
for that symbol right but it's not a new
76:14
you can see here it's a gamma that's the
76:16
Greek letter gamma and this sound is
76:20
pronounced look it's a Tonga huh twanda
76:25
sigimor in like to the justices soo
76:29
nigga blah tie you to make a lot and a
76:32
caddy fun or could sit good sit there
76:36
look good if you're doing a beijing
76:38
accent
76:39
this is a gamma and then this is a vowel
76:42
you can find this file everybody find
76:43
this file so you know where it is we
76:45
talked about it before it's mid high
76:48
rounded and unrounded and back so mid
76:52
high back unrounded everybody find it
76:55
inside of the back cover it good so viel
76:58
Erised is shogun wat or rum Lacroix is a
77:03
gamma huh nigga who hot buns and you'll
77:06
salute voice dealer what who is a voiced
77:12
velar fricative write that down or make
77:15
some kind of note of it it's worth
77:16
knowing huh we're going to need that
77:18
symbol in the future and I think you'll
77:21
find it in some formosan languages let's
77:26
see how far did we get so label eyes
77:28
palette allies velar eyes next for in
77:30
July's that's found in Arabic for
77:33
example and also I think in some
77:35
asian languages cow desolation shoot you
77:37
yet hyerollah boy that's really low down
77:41
there view arise or for realized salonga
77:47
yo show poopin in Widow hung home yet
77:49
and raised we know from wheeler raising
77:53
if we turn it upside down its lowered
77:56
bjd it's a capital T advanced tongue
78:00
route will learn that next semester it's
78:02
on the slit ho so the so gonna be until
78:04
one qin shi huang jin ji that's advanced
78:07
tongue root and then retract it's the
78:10
wang ho chi of this so good then next is
78:14
dental next apical apex is nigga dan
78:20
Foley is Jim just three sleep dinged
78:23
Wanda ego d found ego geofoam is apical
78:26
and we use apical for the very very tip
78:30
of the tongue just a shuttle surgeon
78:32
haeseong's agenda in the apex a Picasso
78:35
surgeon face on a surgeon in for example
78:38
in Chinese food food food are apical
78:43
they're usually called dental image so
78:45
once you find your own passive
78:46
articulator line now show they call them
78:49
in but in English we call them
78:51
apical that's worth knowing
78:53
our apical write it down it's useful
78:57
next year's laminal laminal that means
79:02
sure yeah sure yeah in it's just a
79:04
little square actually it's a rectangle
79:07
I think next nasalized is B qua not
79:12
being its bwaaah for example a a you can
79:17
also nasalized sounds like L well then
79:22
lr Yoko hazel eyes be ha so that means
79:25
we've got air coming out of both the
79:26
nose and the mouth then we've got a
79:29
nasal release like no no in Russian okay
79:35
then we have a lateral release blah blah
79:40
and you'll find that in some Native
79:41
American languages I think with T
79:43
especially lateral release no audible
79:47
release is unreleased no audible
79:50
releases unreleased we've already talked
79:51
about that boo boo tool to do you sit
79:53
and then we've got a couple of others we
79:59
don't need to cover those now I think
80:00
that's quite enough for now and
80:01
additional things need ciggies xie xiao
80:04
we're going to learn super seg medals in
80:06
chapter 5 so we have now finished
80:12
chapter 3 and to remind you the
80:17
exercises again have numbering problems
80:19
be aware of that Sophia have you already
80:22
posted the numbering problems okay maybe
80:24
you can do that again you're so good at
80:25
finding that before i do but these
80:27
things happen year after year and I
80:29
usually forget to mention it myself mmm
80:32
so next time will be the 26th you hand
80:35
in your class notes plus the plats
80:36
assignment and your written and
80:39
performance exercises I do also next
80:41
Monday written and performance exercises
80:43
have both ready make sure you've written
80:46
them all out not just thought about them
80:47
in your head and get as many examples as
80:50
they ask for try to be exhaustive yeah
80:52
sweet three houses you know Shawn elbows
80:55
out Joe de Lucia but don't exhaust
80:57
yourself honey honey I'll instance oil
80:59
because it will get a little tiring it's
81:01
not that bad that you're really really
81:03
terrible but this one is actually quite
81:06
labor
81:06
intensive yasha and you will get some
81:09
help from the website if you need it and
81:11
there's a tool that I can tell you about
81:13
that might be helpful it's the one look
81:15
dictionary do you all know about it
81:18
because in the one look dictionary if
81:20
you're working looking for a word for
81:22
example that ends in en you can just
81:26
stashing how than en all the words that
81:29
end in en you'll find it that way or
81:31
maybe you want where's it in an t en or
81:34
maybe you just want all of the words
81:38
that start with B and n with t and have
81:41
one letter between them just put a
81:45
question mark ? is one character ego to
81:48
the UN take us to the rule guy we shan't
81:50
duo de jugando a saw and it also has
81:54
other search functions read the site
81:58
they have instructions they will tell
82:00
you how to look for for example four
82:02
consonants and vowels they have separate
82:04
symbols so check those out they're very
82:06
useful one look is truly useful for
82:08
phone atactic exercises and other
82:11
phonetic exercises sometimes you know I
82:14
think that's it unless we have questions
82:16
the rest of the questions we're going to
82:17
cover on the 26 when we go through the
82:20
exercises anybody have anything you want
82:22
to ask we're going to go to chapter 5
82:26
let's go actually the exercises for
82:30
chapter four that's when you'll really
82:32
need one look this one is not so bad but
82:34
for chapter four you're going to need
82:36
this so you might want to start the
82:37
exercises for chapter four early because
82:39
that's what that's the one where we want
82:41
as many examples as you can find for
82:43
chapter three actually they usually tell
82:45
you only give so many examples maybe
82:47
three examples but for chapter four we
82:50
want as many as you can find everybody
82:52
get that So Solid Ian crisis will
82:54
chapter four maybe not right now because
82:56
you're very busy but before too long
82:58
start working on the chapter four
83:00
exercises because those are those really
83:03
take a lot of fought in time alright
83:05
we're going to chapter five well we do
83:08
have a time to start so our next reader
83:12
alles ok chapter 5 english words and
83:16
sentences words in connected speech in
83:20
previous chapters we consider in
83:22
previous chapters left ap in previous
83:25
chapters we considered this of words
83:27
that illustrated the contrast between
83:30
continents and the contrast between
83:32
vowels this is a good way of starting to
83:35
look at the gestures that make up the
83:37
words of English or indeed of any
83:40
language as we will see you later but
83:44
speech is not really composed with a not
83:46
that oh it's not really composed of a
83:49
series of distinct gestures and anyway
83:53
we don't usually in any way why is the
83:56
continuation rise and anyway we don't
83:59
usually speak using isolated words pay
84:02
attention to that because in this
84:04
chapter we're going to put a lot of
84:05
emphasis on this idea that we don't
84:07
usually speak using isolated words and
84:09
words in context we'll have a lot of
84:13
changes that take place in them okay as
84:16
we saw in chapter 1 when looking at the
84:19
short movie clip on a short movie clip
84:23
short movie clip on top of his death all
84:26
the all the actions run together making
84:29
it very hard to see separate gestures
84:32
it's useful to look at Short specially
84:36
constructed phrases so as to be able to
84:39
see the main aspects of individual
84:41
vowels individual individual it's not V
84:45
it's the individual individual
84:48
individual that's better individual
84:51
vowels and consonants consonance
84:54
consonant Alice Nia Jay I need a nigga
84:56
continuation neither consonants as we
84:59
did using x-ray clips x-ray eclipses
85:02
x-ray clips in chapter 2 and 3 chapters
85:07
chapters 2 and 3 but now we must look at
85:11
how pronunciations of
85:13
vidual in the individual the individual
85:17
I individual words individual individual
85:22
asking words compared with what happens
85:25
in more normal connected speech all
85:27
right that's the theme of this chapter
85:30
what happens to sounds in so at a normal
85:34
more normal connected speech and if you
85:38
look at a word all by itself it's called
85:40
the citation form ok I'm going to
85:45
summarize now it's almost time at least
85:47
one syllable is fully stressed and
85:49
there's no reduction of vowel quality
85:51
that's an important idea so in a word
85:55
especially a Content word because if
85:58
it's a function word we often pronounced
85:59
it in with a reduced foul so in a word
86:03
one syllable at least one syllable will
86:06
be stressed and that's syllable have a
86:08
vowel that is not a schwa it will not be
86:13
a schwa it will have at least one
86:15
stressed syllable it will be a clear
86:17
full vowel not a schwa but in connected
86:21
speech many changes may take place
86:23
consider for example the spectrogram and
86:25
figure 5.1 now look at that on the next
86:30
page bottom of 108 to see the
86:33
spectrogram there oh this is too early
86:36
to try and teach you all about
86:38
spectrograms we're going to go into
86:39
these in detail second semester but I
86:42
will just tell you basically what to
86:43
look at the vertical black lines you can
86:46
see there are vertical black lines they
86:48
were there those are the pulses of the
86:50
vocal folds so each vertical black line
86:54
like with the waveform is one pulse of
86:56
the vocal folds don't Jana nigga by the
86:59
niggas it don't gender nigga low
87:02
pressure to show how it has that wave
87:03
food a nigga chahal then you see those
87:07
dark bands just a 3d boo or 3 3d
87:10
Charlotte Aoife just down to the each
87:13
option gochi that's called a voice bar
87:15
if you have voicing you inside three
87:18
shama in the puffin three ok take a
87:21
ticket to be outraged a me in the
87:22
bullpen you will see just a shooter
87:26
eager and the good just each how each
87:28
other badal haida mega hey share that's
87:30
a color voice bar let's bail so you're
87:32
voicing mayo the hydro samuel voicing
87:35
then you'll see these big bars to eat or
87:38
assign sugar your mo tablets the towel
87:41
nigga hey hey des Cronk wanda bar right
87:44
there everybody is everybody with me
87:47
those are formats those are formats
87:50
we've already learned what form and
87:52
stars so since we worked so much on it
87:55
early in the semester this is going to
87:56
be a lot easier especially second
87:58
semester because na et al we tell dat
88:00
those performance f1 f2 f3 f4 f4 is not
88:04
important for our purposes f1 f2 are the
88:07
most important f3 concerns rounding lip
88:10
rounding especially and ours lip
88:13
rounding and ours and ours are rounded
88:14
anyway so that's what those are now it
88:18
says to look at the spectrogram and it
88:22
says this is our first spectrogram of
88:23
speech so you shouldn't expect to get
88:25
much out of it at first but even with
88:27
only a little explanation of how to read
88:29
a spectrogram you should be able to tell
88:31
that the word opposite was set in two
88:33
different ways in this utterance it says
88:36
the opposite direction and I went in the
88:40
opposite direction so we have two
88:43
phrases two uses of the word two
88:48
occurrences of the word opposite the
88:50
first one is shorter the opposite
88:53
direction the second one is in a longer
88:57
phrase and I went in the opposite
88:59
direction which one do you think is
89:02
going to be more detailed and more like
89:05
the citation form the first one just
89:08
because there are fewer words right and
89:10
if you look at the spectrogram just look
89:14
where it says opposite on the left and
89:16
opposite on the right what happened to
89:19
the one on the right that you can just
89:20
see visually just looking at it knowing
89:22
very little or nothing at all about
89:24
spectrograms what can you say it's
89:28
shorter good what else the darkness of
89:33
the lines reflects how loud the sound is
89:36
so if it's very dark gets louder if it's
89:39
very light it's softer so what else can
89:41
you say it's softer it's not as loud
89:45
right the formants are not quite as
89:47
clear so while those two things those
89:52
are those are already quite a bit of
89:53
information the speaker was being
89:59
interviewed and the topic of life life
90:01
choices came up he was talking about
90:03
choosing between a life of crime or a
90:06
life in a religious discipline and he
90:07
said and he said or I was going to go in
90:12
the opposite direction and I went in the
90:15
opposite direction now what happened the
90:17
second time or I was going to go in the
90:22
opposite direction and I went in the
90:24
opposite direction what did I do it's
90:29
distressed in the second part because
90:31
it's old information it's repeated
90:34
information so you can see that clearly
90:37
in the spectrogram and that's typical of
90:39
some of the changes that we're going to
90:41
be discussing they both seem to be
90:43
perfectly perfectly acceptable American
90:46
pronunciations of the word but the
90:47
spectrogram shows some differences the
90:49
second opposite is phonetically reduced
90:52
because it's old information we don't
90:54
need to stress everything and make it so
90:56
clear there are arrows under the
90:58
portions of the spectrogram that
90:59
correspond to vowel sounds the first
91:02
opposite has three arrows corresponding
91:04
to the three vowels that we expect in
91:06
the citation form of the word while in
91:09
the second production we can only
91:11
identify two vowels segments alright
91:13
that's a good introduction to the
91:15
chapter that's going to give you an idea
91:16
of the direction that we're going in any
91:19
questions before we wrap up for today
91:21
any questions at all remember that NTU
91:26
phonetics is always open even at three
91:28
in the morning sometimes for your
91:30
questions and comments and contributions
91:32
and let me emphasize again even those of
91:36
you who did okay on the test but could
91:38
do better I recommend that 20 minutes in
91:41
the morning 20 minutes in the afternoon
91:42
or evening some time reading sentence by
91:44
sentence to make sure that you have all
91:47
this stuff really solid in your head so
91:50
no questions
91:51
we'll see you next Monday don't forget
91:53
to bring all your homework