Transcript


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[Music]
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in fact I learned about Michael Sandel
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through his TED talk do you all know
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about TED talks if you don't you should
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there are a great way to practice
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English listening and they have really
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good content I learned about Michael
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Sandel through his TED talk and I was
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just going to write Ted and I guess I'll
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write it in a funky color a really
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really good way to practice your English
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listening and learn good content because
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they have a lot of up-and-coming ideas
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and once they're on TED Talks lots of
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people are talking about them it's
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extremely popular that's how I first
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found out about Michael Sandel cuz I
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listened to his TED talk I'm on Ted's
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mailing list so I get a newsletter and
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found out about it and I thought it was
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a great talk so as soon as I finished
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listening to it I ordered two of his
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books this was about two years ago I
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think and I ordered them because I
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thought it would be good for freshman
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English he has a lot of moral dilemmas
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that he discusses and the whole process
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of trying to decide in when you have a
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moral dilemma that's what the whole
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thing is about I think what I like best
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about the talk overall it was great
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because he handled it so smoothly the
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whole event was run very smoothly and
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there was a lot of participation from
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the audience but what I think I really
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liked best was at the end his conclusion
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he said that a lot of people have the
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idea that the market should decide a lot
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of things just leave it to the market
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and it will be decided do people like to
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buy this well then well manufacture it
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and will allow it if they don't like it
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then not but he's saying there are a lot
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of important questions that we should do
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what first rather than just leaving it
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to chance in the market what should we
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do anybody who went to the talker
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watched it I watched it on online yes
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they're right I think to me the his
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biggest point was at the end he said
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that for a lot of these questions did
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everybody agree did everybody have the
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same idea no very often it was half and
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half half for half against which means
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that we need to talk about it people who
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are informed and who care about an issue
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you need to do a little research on it a
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little discussion I talked about it then
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get together and have a big discussion
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on it what do we want for our society
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and think before we just leave it to the
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market and chance it's the thing is it's
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not left to chance it's left to a number
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of things it's left to people with power
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and money because they can manipulate
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events because they have money in
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Chinese what do you say yo-chan none
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should right so if you have money you
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can do all kinds of things but it
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doesn't mean that you have the interests
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of other people in mind all the time you
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probably want to just forward your own
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agenda advance your own your own
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position so we should not just leave it
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to chance because it's not chance at all
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it's left to the people with power
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people with all kinds of power and
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especially money so we need to get
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together and think about things
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carefully discuss them a lot of things
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we can't think ourselves we can't think
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of ourselves because we have too many
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blind spots but in the process of
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discussing something a lot of things
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will come up you'll think with gee I
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never thought about that
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and then when we've really discussed it
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thoroughly thought about it then we make
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our decision it seems that would be a
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much more informed way of proceeding
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rather than just letting whoever has
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motivation and money and power take over
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the decision for us
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so I'll pass the books around this is
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book sharing because it just came up
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last night I didn't know about the talk
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talk till about two hours before the
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talk is Professor Thompson Carol
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Thompson he said Karen you used to work
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at the GAO can you get tickets and I
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said no no no I don't have any
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connection there and I don't think they
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would help me anyway we found out there
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were no tickets available at all and I
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there were zero empty seats but my
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student in freshman English said there
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was one empty seat next to him he said
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there was one empty seat so it was
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thousands of people I'm sure thousands
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of people and it was a great event
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so I'll just share with you the books
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justice what's the right thing to do and
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justice a reader so have a look I think
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these are very easy to get in Taipei so
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if you're interested you might consider
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getting them I wouldn't bother with the
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library cuz at least nine people are in
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line waiting to borrow the book you will
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never get it so you might as well just
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buy your own copy or get it from
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somebody if you have an e-reader you can
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get an electronic copy whatever so I
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just wanted to mention that first I
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think Wendy performed admirably she did
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a really good job it was such a surprise
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a very pleasant surprise it was great
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and another thing that we observed Wendy
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and I were just talking is that a lot of
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the people who have the courage and
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confidence to stand up and talk what
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kind of background do they have
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besides being from China that's what my
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other students said people from the PRC
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in general were much more aggressive
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confident but they didn't always listen
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they didn't always answer the question
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but they got up and spoke with
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confidence but in Taiwan there's a group
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of people that tend to attend these
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events and get up and talk which people
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are they
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louder Wendy people who are participate
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in the Model United Nations have you
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heard of that what's it called in
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Chinese yeah so I have noticed that not
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just recently over many years some of my
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students who are the most engaged
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involved and who like to speak up they
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have been members of the Model United
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Nations that's a good way to train
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yourself because you need to interact
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with people in English you have to or
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otherwise you're just out of the picture
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everybody ignores you right okay and so
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this is not totally off topic for all of
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you here who are learning English who
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are majoring in English this is one way
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to give yourself motivation because it
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seems to me it boils down to motivation
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with my freshman English class this year
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I've been doing different things but I
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still have this
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problem of they're doing what I assign
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because I assigned it and they do it
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reluctantly because they don't like
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people telling them what to do that's
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the way we all are right we don't like
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being forced to do things so in the end
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a lot of the things were things that I
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chose and they do it but it's just
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schoolwork however when you start to
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give people choices they do something
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because they like it because they think
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it's useful to them they're usually much
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more engaged so these people in the
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Model United Nations they chose to do it
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and they find that if they want to get
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any attention or if they want to be
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successful at all they have to stand up
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be brave be confident and use English
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and you train yourself quite quickly I
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think you know even if at the beginning
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you think you're you won't remember your
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grammar or the words or anything you
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just have to train yourself to get up
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and talk isn't that how it works do you
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think so
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ten minutes to prepare and one minute to
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talk
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pretty good training now a lot of you if
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you pushed yourself harder
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you could do it yourself but this is
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where the environment really pushes you
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and you progress fast okay so I just
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wanted to share that with you again
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does anybody have any back homework that
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you need to hand in anything that's
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missing bring yourself up to date as
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soon as possible I have posted the link
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for the Jennifer Jenkins video have you
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all noticed that if you haven't please
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go to Facebook under NTU phonetics the
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Jennifer Jenkins video has been up for
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everything two days in addition I asked
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you about the neutral tone in the
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southern Maine dialect did you do your
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research in that okay okay do you want
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to share just a little bit Jerome what I
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found is that we have neutral tones in
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southern Maine and we use it to express
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something that it's like in because I
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found like a teaching website and the
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internet and it said that sometimes we
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use it to express some to express
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emotions or to express that something is
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just it's just attached words to to
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makeup Pro kab you Larry what do we call
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those something like I don't know if
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this is what you're talking about but it
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sounds like you're talking about clinics
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that's the plural clinics
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clinics are morphemes they have meaning
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but they can't stand alone they have to
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be attached to something before them for
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example John's book
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how many morphemes do we have in John's
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book anybody how many morphemes in
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John's book 3 John loose oi yoga and
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book right now what is that zu what's
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the status of sorry
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it's a possessive but is it a word is it
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a function word when we think of word we
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think of something that can stand alone
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so that's where this comes in handy this
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term it's a clinic it has to be affixed
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to something before it it can't exist
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alone but it has meaning it's a very
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important part of the language is that
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what you're talking about or not yes and
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it's said that some some some words may
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sounds the same but with a neutral term
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the meanings will differ like yeah
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gallon means dirty but when we are
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saying that how scary we can say Karen
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uh-huh and the second word is neutral
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tone yeah that's true I'll give you
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another example take a don't she Gainey
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say it in southern E
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seems yeah holiday is that right
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are you sure how good is your southern
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name who has pretty strong southern
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means someone from the central or
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southern part of Taiwan to be preferable
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how about didn't yah wholly did it
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wholly right that's it
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how does that sound to you holy and holy
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the table yeah it sounds more soft and
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not so strong that's the point that's
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where we're going with this I'll give
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you another easy example and this is
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something that I understand that why
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shouldn't sometimes get wrong when
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they're trying to speak me now here why
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I be there we go it should be right
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why I D seems G I is low falling tone i
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but if you say why I leave it's not
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wrong but what does it mean yeah
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something like that oh we had a suddenly
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he it was a beard
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okay think about that now that's a start
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that's not everything I want you to
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figure out what not figure it out you
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can look it up but I also want you to
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introspect if you know Southern mean try
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a whole bunch of sentences like that or
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phrases like that yourself and see what
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happens
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if you use the full tone or if you use a
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neutral tone because that's an example
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of a neutral tone and I only gave you an
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example I didn't describe the whole
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thing so there's a lot about it you
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still don't know explicitly you may say
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it correctly but you don't know the
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rules
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so for your notes for next Monday I want
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all of you to write about the neutral
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tone in southern Maine even if you don't
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know Southern Maine still do the
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research you can ask a speaker but they
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can't tell you what the rule normally
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because most people haven't studied them
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so what you can do is find the
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information online and then find a
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native speaker
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not just any native speaker but someone
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who speaks it really well not who says
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something like she seeing
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the liens is the minion Donna jingling
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how about the rest of you Sean Moline
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jingling how do you say it in southern
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Asia same as Mandarin or any different
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yes you're good okay Jerome's good
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anybody else
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Shing lien the lien how do you say lien
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and in Amina you what is the final
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consonant there we go okay in my whole
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class in another class everybody thought
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it was the same as Mandarin she singing
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and I was very shocked because it's an M
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at the end say indeed the I used to live
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with a family named leaden so I heard it
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a lot and they spoke me now you I don't
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speak it well but I definitely know that
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one so if you are not sure about theme
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or lean then you may have other changes
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in your mean I knew that are different
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from your parents and grandparents it
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would be good to ask an older person
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like if you have a grandma get your
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materials ready first first do your
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research have some sentences ready and
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give different versions John sound ago
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why I need and why I D you know
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comparison and then see what you're mean
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southern in speaker says okay so for
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next week everybody I want notes on
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neutral tone and southern mean got it
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okay I want you to find out about it and
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then test it out on yourself if you know
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southern mean or on somebody else if you
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don't speak that well or if you just
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want to confirm what you're what you're
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looking at the information you found
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another thing is I was talking last time
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about how I know that there's a lot of
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stuff coming at you at once it's a lot
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of information we're going to have to
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finish another chapter very quickly
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these last few chapters will be in the
15:06
final exam with no chapter test but I
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just want to mention that very often
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when you're learning you have to do that
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with limited time you muddle your way
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through and then after the class is over
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you've somehow made it through the final
15:19
exam and got in your final grade and
15:22
credit then you go back and you learn it
15:24
carefully because now I
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no a lot of you have a lot of subjects
15:27
allowed to do not that it's an excuse
15:29
but I know you're all really stressed
15:30
and busy probably anyway so do your very
15:33
very best prioritize learn the most
15:36
important things that we're doing now
15:39
that you think you need to pass the test
15:40
and do the homework and as for the rest
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of it it's worth it for all of you even
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if you don't take second semester even
15:47
if you don't go on in linguistics or
15:48
phonetics at all make it through the
15:51
semester and then go back and read it
15:53
very carefully it definitely be will be
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one gorgeous gene you need to have all
15:58
that stuff really clear in your head it
15:59
will be a huge advantage to you no
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matter what you do I promise you it
16:02
really will so if you're feeling a
16:05
little frustrated and suffering overload
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do your very best and then after the
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semester when you have time and you're
16:12
sick of sleeping and watching TV all the
16:14
time during vacation you can go back to
16:16
your textbook and review it carefully
16:18
bit by bit okay I think I mentioned that
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was my experience with Georgia it was
16:23
just too much at once but I was only in
16:25
Georgia for about a month and a half so
16:27
I had to grab whatever I could even
16:29
though I couldn't digest it take it home
16:31
and then go over it bit by bit and
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that's actually a good way of learning
16:35
and then do it again the third time and
16:37
by the third time you probably will
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learn it pretty well most of us do not
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learn I think probably anybody's event
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it's true of anybody we don't learn in a
16:45
linear fashion it doesn't mean this bit
16:48
of information we've got that let's take
16:49
the next one next one and we've got it
16:51
like a string of beads it doesn't work
16:53
that way our learning jumps all over the
16:56
place and then we start I like a little
16:57
colony here and it grows and grows and
16:59
grows and then stuff over here is not
17:01
familiar we have to start a new colony
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and eventually they can grow together
17:04
and we connect it and then it feels
17:06
really good so keep in mind that that
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will happen probably with all your
17:10
learning be ready for that and have and
17:12
have a method for dealing with it okay I
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just want to mention that so if you're
17:17
feeling overwhelmed do your best
17:19
go back and review later we are going to
17:24
have to also copy the vowel allophones
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for this chapter we'll have to finish it
17:28
it'll have to be quickly we don't have
17:29
any classes left remember we have class
17:31
in the 22nd one advantage of getting
17:35
through things quickly I know I'm kind
17:36
of taking a lot of time now lecturing
17:39
if we have time we will maybe have one
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hour of Christmas carol singing on the
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24th oh it's just so how so if if we're
17:48
doing okay if it looks like we can
17:51
finish in time one hour of class on
17:53
Monday second hour will be Christmas
17:55
Carol singing unless we're panicking and
17:57
we don't have time then we'll cancel it
17:58
but I think you would prefer to have the
18:01
singing right I think it'd be fun
18:03
because we'll try some unusual languages
18:05
you maybe haven't had contact with
18:07
before oh and there's another very
18:11
important thing for this class you will
18:12
need to write a class evaluation first
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of all you know that you have to do a
18:17
class evaluation for all your classes
18:19
online right and absolutely do an
18:22
evaluation for every single class you
18:24
have don't be lazy about that it's
18:26
extremely important you students now
18:29
have a lot of power that you didn't have
18:31
20 years ago
18:32
you really do because in the past there
18:35
was no evaluation system and there were
18:38
a lot of teachers who got old in the job
18:40
and we're not very responsible they're
18:42
gone now so I'm not worried about
18:44
anybody hearing this but at the time
18:46
you're a CEO and elosha it's true and I
18:49
don't mind saying this to the world on
18:50
video as soon as they instituted an
18:54
evaluation system they were gone
18:56
immediately that year so the people who
18:59
are left were people who can pass
19:00
evaluations and they're all good
19:02
teachers you may not like every single
19:03
teacher equally well but hi dad
19:06
generally does not have bad teachers
19:08
because they can't survive here but we
19:10
need to be evaluated frequently we need
19:12
to a lot of us want to get ourselves
19:14
promoted and your feedback is always one
19:18
of the references for anything that we
19:20
do if we want to get evaluated if you
19:22
want to get promoted if you want to
19:24
apply for something they will often look
19:26
at student evaluations so you are really
19:29
really very powerful don't cheat your
19:31
and make sure that you go online and do
19:33
an evaluation for all your classes in
19:35
addition you also need to do a written
19:37
it has doesn't have to be handwritten
19:39
but you have to do another evaluation
19:41
for this class that you give to me you
19:44
put your name on it
19:45
LG Ming so you need to be a little bit
19:47
cut sheet that's all but be honest
19:49
criticisms are welcome
19:52
negative ones are okay all you have to
19:53
do besides being a little polite is be
19:55
constructive that's the only thing if
19:58
you found something was really not
20:00
helpful to you spend too much time on
20:02
something was not explained clearly
20:03
whatever your complaint is go ahead and
20:06
put it in your evaluation just be
20:08
constructive suggests a way to correct
20:10
it and I will tell you how to structure
20:12
you eval your evaluation now you need to
20:14
take notes this is due by the last day
20:18
of class and that's something like
20:21
January what third what is our last day
20:25
of class second January second okay and
20:30
you need to turn it into a PDF file and
20:32
email it to my account to khartoum okay
20:35
this is what you need to put in it part
20:38
one is you evaluate the class everything
20:40
about it the textbook the way it's
20:44
taught the lectures even the OCW part of
20:48
it being videoed the TAS everything
20:53
about the class the discussion the gene
20:56
duel the web pages everything evaluate
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it how helpful you think it was or how
21:03
not helpful what you think should be
21:05
taken away what should be added
21:06
everything about the class that's part
21:10
one part two is evaluate yourself how
21:14
did you do in this class how much effort
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did you put into the class did you come
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to every class did you come on time did
21:21
you hand in your assignments did you put
21:23
effort into assignments did you prepare
21:25
for the tests how much do you think you
21:27
learned from the class what do you think
21:31
you could improve in your own
21:32
performance what are you satisfied with
21:33
in your own performance so part two is
21:35
all about you how you did in the class
21:37
that's part two part three is going to
21:42
be a little bit bigger but you should
21:43
have ready-made materials for it part
21:46
three is a sum of your notes you need to
21:50
put it into an electronic file a Word
21:53
file you can just genteel it's fine but
21:56
organize your notes
21:58
it'll be mainly about pronunciation
22:00
pronunciation rules and things about
22:02
phonetics I want all of your notes organ
22:05
into a set of master notes now teeny
22:09
tiny details you think are really
22:10
irrelevant you don't have to be that
22:13
sheet but the main points of your notes
22:16
especially things that you've got
22:17
corrected on more than once or that got
22:20
mentioned in class more than once
22:21
anything you didn't know before I should
22:23
go in your notes so part three is a
22:26
summary of your notes for this class
22:32
then actually that should have been part
22:35
4 part three we'll go back a little bit
22:38
part three is your plan for how you can
22:41
plan to continue improving your English
22:44
because some of you are not going to
22:46
take second semester some of you maybe
22:49
will never have another oral training
22:51
class again how are you going to
22:54
continue growing improving your English
22:57
and your knowledge of linguistics so
23:02
some of you may not want to continue in
23:03
linguistics so whatever it is that you
23:05
need to keep on learning today is not
23:08
going to give you everything you need
23:09
not by far you need to do it yourself so
23:13
that's actually part three the first
23:16
part the some is part four so part three
23:18
is how are you going to continue
23:20
improving your English learning more
23:22
about phonetics learning more about
23:24
linguistics growing intellectually
23:27
spiritually everything like that it
23:29
doesn't have to be huge and it
23:31
comprehensive but you need a plan for
23:33
independent learning is the point so
23:36
it's your it's the beginning of a plan
23:39
for your lifelong learning plan okay is
23:43
that all clear it needs to be you can
23:46
type it into a word file change it to
23:48
PDF I want only PDF and it can all go in
23:52
one file well no actually let's keep the
23:55
evaluation in one file master notes in
23:57
another file two files sorry yeah so
23:59
evaluation part one two three one file
24:02
master notes second file both in PDF so
24:06
send me an email with a nice little note
24:08
here are my evaluation and my master
24:11
notes my summary of my classroom now
24:13
it's my class notes okay do you remember
24:17
the recording you did way at the
24:19
beginning
24:19
the semester okay you still have it I
24:23
hope right I want you to this is another
24:26
part you need to add this you need to
24:28
add this okay you need to listen to your
24:31
file again and write another guy's job
24:35
write another another little essay of
24:39
your own feedback your own reaction to
24:42
your recording after one semester in
24:45
this class I really did almost forget in
24:47
some years I totally forget but I just
24:49
thought of it now okay so your feedback
24:52
now after one semester of phonetics on
24:55
the recording assignment from the
24:58
beginning of the semester put that
25:00
together with the evaluation put that
25:02
together with the evaluation so that's a
25:04
lot of parts start on it early you don't
25:06
have to finish it right away but do a
25:08
little bit at a time so it doesn't just
25:11
come down on you suddenly when you don't
25:13
have much time because I know that
25:14
there's a lot of work that's falling due
25:16
now I would prefer that you write it in
25:19
English however if writing in English
25:22
means you only write a few sentences but
25:26
being allowed to write in Chinese means
25:27
you would write a lot more then I would
25:29
rather you write more and you can write
25:32
Chinese I prefer you do it in English
25:33
but if there's a lot of things that you
25:35
wouldn't say in English if you have to
25:37
write it in English then go ahead and
25:38
write in Chinese everybody understand
25:40
what I'm saying right so I prefer
25:42
English but if you have a lot of things
25:44
and you want to be really fluent and
25:47
fast go ahead and you can put it in
25:49
Chinese it'll just take me longer to
25:50
read that's all right we're going to
25:53
move on now to chapter 4 and we will
25:55
have you read a bit but whenever I worry
25:57
about time I'm gonna start jumping in
25:59
and summarizing myself so our next
26:01
reader last time was only sherry I
26:02
remember right so our next reader and
26:08
remember to identify yourself still
26:10
we're going to start chapter 4 page 85
26:14
please this is Justine English vowels
26:19
transcription chapter 4 did you say that
26:22
Oh
26:22
chapter 4 everybody remembers that but
26:24
this is our last chance to do it this
26:25
semester so I won't nag you on that
26:27
again
26:29
therefore English vowels transcription
26:32
and phonetic test dictionaries the
26:36
vowels of English can be transcribed in
26:38
many different ways
26:40
totally different ways in many different
26:44
ways
26:45
partly because accidents have English
26:48
differed greatly in the vowels they use
26:50
and partly because there is no one right
26:54
way there's no one right way of
26:57
transcribing even a single accent of
26:59
English okay sorry to stop you but I
27:01
want to mention two things first of all
27:02
this is important one reason why there
27:06
are many different styles of
27:08
transcribing English is because what
27:11
there many different accents and British
27:14
English and American English differ more
27:16
involved are in consonants more in
27:19
vowels they also different consonants
27:21
but they differ much more involves
27:24
thats the first point the second point
27:25
is the third line how do we stress that
27:28
I want you to think before I give you an
27:30
answer because there what yes I heard
27:36
one say it louder
27:37
was that a me who was it Julia who was
27:40
it it's in that way go ahead
27:48
beautiful what did you do at the
27:50
beginning that's exactly what you did
27:55
what did she do she stressed every word
27:58
and one more thing
28:00
pause because there are only one
28:05
syllable and they are all stressed so we
28:08
don't like too many stresses piled up
28:10
together there is no one right way of
28:14
transcribing we're being emphatic and
28:16
they all have single syllables and
28:17
they're stressed so if you say because
28:20
there is no one right way of
28:21
transcribing your listener is probably
28:23
not going to understand what you meant
28:25
to say probably will not get it at all
28:27
and this is something we've mentioned
28:30
many times but here's a really good
28:32
example of it single syllables with
28:34
stress stress them so that they're
28:38
really clear and pause afterwards
28:40
because we have no padding in between
28:42
there's no unstressed syllables there to
28:44
pad them there is no one right way of
28:47
transcribing every one try it
28:53
beautiful alright and no one right don't
28:57
say no one right
28:58
watch that no one the end I didn't hear
29:02
it wrong but just reminding you
29:03
very good continue the set of symbols
29:07
you've sets not that set the set of
29:09
symbols used depends on bunchy you have
29:15
to read ahead to get the right phrasing
29:17
the set of symbols used depends on the
29:22
reason for making the transcription did
29:24
everybody catch that the first time if
29:27
she said the set of symbols used depends
29:31
your listener again would probably not
29:33
get it the set of symbols which you use
29:36
is what it means the set of symbols used
29:38
big pause depends on the reason go ahead
29:41
everyone is aiming to reduce English to
29:45
the smallest possible set of symbols
29:47
symbols set of symbols right then sheep
29:52
and ship blue sheep and ship sheep and
29:56
ship Luke and look Luke a same thing
29:59
same pattern try again Luke and look
30:03
Luke Luke and look who can look and all
30:08
the other pairs of vowels that differing
30:10
lengths could be transcribed using one
30:13
scribe using a syndicate phrase yeah see
30:18
Nick a class could be transcribed using
30:21
one symbol per pair positive length mark
30:24
one symbol prepare plus plus thanks
30:28
Callie and Judes
30:29
right it means and so remember to pause
30:32
before prepositions and conjunctions
30:34
okay as sheep sheep sheep ship Sheep
30:41
ship Luke look alright what are they
30:45
doing here they're using one symbol we
30:48
talked about this earlier right so for I
30:52
you can use just one symbol this is e
30:56
and this is if we can use the same
31:00
symbol that's what they do in the DJ
31:01
daniel Jones system and same with
31:03
actually these are supposed to be trying
31:06
but we just use colons for ooh
31:09
length and oh no thanks fine and how do
31:13
we say length let's review links good
31:16
okay
31:18
in this way one could reduce the number
31:23
of vowel symbols considerably but at the
31:27
expense of making the empty but at the
31:29
expense of making the reader once more
31:32
expense home Anika asked AP invoice ma
31:34
but expensive but at the expense of
31:39
making the reader remember that the
31:41
vowel pairs that differed by the use of
31:45
the length by differed by the use of the
31:49
that differed by the use of the length
31:51
mark links back valid length mark also
31:54
differed in quality here good that's
31:56
enough alright so we can reduce the
32:00
number of symbols and make it a more
32:02
economical system but we pay a price we
32:05
pay a price for it what is that price
32:11
does it make more or fewer demands on
32:14
the reader we've made fewer demands on
32:16
symbols we can get by with fewer symbols
32:17
we don't need the symbol yeah and we
32:21
don't need the symbol Lua we don't need
32:24
these two symbols because we can just
32:26
add a length mark to the to the other
32:29
corresponding symbol right so we're
32:32
making fewer demands on the number of
32:34
symbols right we're using fewer symbols
32:36
but how about the reader are we making
32:40
more or fewer demands on the reader
32:42
because how are we making more demands
32:48
on the reader if we use this system yeah
32:53
II we use this system how is that making
32:56
more demands on the reader
33:02
Alex quality that's true they have
33:09
different quality you're sort of getting
33:11
to what I'm trying to trying to get at
33:14
what does the reader have to do they
33:16
have to know a rule right if you learn
33:19
just this and this as separate symbols
33:21
you don't have to relate the two to each
33:23
other you don't have to think that these
33:24
are basically the same sound but two
33:26
versions of it this one is higher it's
33:29
longer it's got a different quality here
33:31
this one's shorter and lower right we
33:37
don't really have to relate these two
33:38
symbols to each other even though they
33:40
do sort of look alike but we don't have
33:41
to have the idea that they are related
33:43
closely related but this system forces
33:47
you to put these into a pair that is
33:50
closely related and you have to learn a
33:52
rule that turns it into e because just
33:56
following your previous habit from
33:58
learning KK what would you probably do
34:01
when you saw this you'd say e and then
34:03
you'd see this and you go e right but
34:07
that's not the only difference this is e
34:09
and this is actually it so you have to
34:12
you have to require that your reader
34:14
learn a rule and learn how to turn this
34:17
this into this with another with a
34:20
diacritic okay so that's making more
34:23
demands on your reader they have to
34:24
apply a rule before they can read a
34:26
symbol correctly let's go to the next
34:28
reader please Wendy a different approach
34:32
which would be emphasize Olo difference
34:35
which would be which would a different
34:41
approach which be to emphasizing this
34:45
time that the two was correct but your
34:47
wood was sloppy one more time would be
34:50
to emphasize all the differences between
34:53
English vowels between and between my
34:57
English vowels this would require noting
35:02
that both length and length and quality
35:06
difference occur quality way quality
35:10
differences occur making sheep
35:13
shit the preferable inscription okay
35:19
stop for a minute he says now that E and
35:22
E is preferable because what gets back
35:27
to what Alex was saying he says that
35:30
under certain conditions this is a
35:33
preferable transcription because why
35:35
Alex that's right we think of the
35:41
quality difference and not just the
35:43
length difference this one suggests that
35:44
length is the only difference but this
35:46
one reminds us that they also have a
35:48
quality difference okay using this kind
35:52
of transcription but to hide the fact
35:55
that vowel quality of all lengths are
35:58
linked and there is no need to mark both
36:02
unless books in this book they we have
36:07
chosen to use their transcription that
36:10
most fanatics instructors prefer and
36:13
right ship ship ship sheep not ship
36:18
right it's sheep ship sheep ship mm-hmm
36:21
leaving the reader to infer the
36:24
difference in length okay I made a
36:27
mistake here because here they're doing
36:29
two things they're not just doing either
36:32
this or this they're doing this and this
36:36
plus a length mark so sheep would be
36:40
like this and ship would be like this
36:46
they're reminding us that this has a
36:49
different quality and it is also longer
36:53
these dots are really hard to make here
36:55
all right so sheep ship but in a way
36:58
it's redundant we don't need to give
37:01
that much information because what do we
37:03
know if it is e then we know it's out we
37:09
already know it's longer if it's it
37:11
happed ends on the jaws of be jailed
37:12
wine so we don't really have to put that
37:15
links mark in there that's what most
37:17
systems prefer so what most textbooks
37:20
prefer that's what this one started out
37:22
as there was one edition where they
37:25
switched to this system
37:27
so Latta feel good himself was kind of
37:31
teeter-tottering back and forth and then
37:33
they switched it back to no length mark
37:36
and it was inconsistent lots of typos it
37:41
was very inconsistent so he had this
37:43
egon it he shadow so Digga ijazat length
37:47
marking yeah and it was quite a mess
37:49
now it's been mostly cleaned up and
37:51
they've gone back to a simple Ian it no
37:53
length mark unless we're doing a narrow
37:54
transcription now this may seem like a
37:56
minor point but it's actually pretty
37:58
important because when you're doing a
38:00
phonemic transcription abroad
38:02
transcription do you want to have a lot
38:04
of extra diacritics no you want to keep
38:07
it straightforward you only want the
38:09
phonemes of the language and then most
38:11
of the allophones you should be able to
38:13
figure out yourself or most of the extra
38:15
features and this is basically an extra
38:18
feature they have different quality in
38:19
addition this one's longer and one
38:22
problem I think in a lot of English
38:23
teaching textbooks is they teach you
38:26
long and short but do they explain to
38:29
you that they have different qualities
38:30
no so many people are very confused
38:33
because they sound different but the
38:35
book only tells you long and short and
38:37
you think that this is cheap and this is
38:40
cheap but it's not didn't a lot of you
38:44
have that confusion before some of you
38:46
at least former students have told me
38:49
that they really didn't know it was not
38:51
clear to them at all so whatever you do
38:54
you it's a trade-off you're going to
38:56
you're going to win some and lose some
38:58
maybe you'll make it more economical but
39:00
you'll make it a little harder to read
39:01
or you won't show relationships between
39:03
sounds etc so the point of this
39:06
paragraph is you have many choices when
39:08
you're transcribing any language you
39:10
always have choices you have to decide
39:11
what your purpose is and then choose a
39:14
suitable transcription style you may
39:17
want to mark extra lengths or you may
39:19
not depending on your purpose all right
39:22
we finished our paragraph next one
39:23
please next reader you mean using this
39:28
simple style of transcription which was
39:31
interested introduced in chapter 2
39:34
carries a small penalty there are some
39:38
widely accepted
39:39
four is widely wet why they accept mmm
39:44
accept it this because you've got caught
39:49
the first time so you tried something
39:51
else do you know the rule do you member
39:54
the rule everybody pay attention write
39:58
it down if you still don't remember can
40:00
you just kind of shout out the rule when
40:03
we add Edie when do we get an extra
40:05
syllable
40:06
if the sugan ends with T or D everybody
40:14
please remember that for the rest of
40:15
your life we've been over it many times
40:17
the article that I just finished where
40:19
she has this rule in it I haven't given
40:22
it to you yet
40:22
just look on how they run why not just
40:24
yes just today actually I got their
40:26
email Dame finally the editor says yes
40:29
we agree now she made some changes I
40:31
made some changes back and she said okay
40:33
that just happened today so that article
40:36
maybe I will post it on NTU phonetics
40:38
please go to Facebook and look for it
40:39
I'll post it there but it's very
40:41
pre-publication doesn't mean Ian sign
40:43
you're the one job remember that if it
40:46
ends with T or D add an extra syllable
40:49
what's the other rule other two rules if
40:53
it ends with a voiceless sound then add
40:57
two if it ends with a voiced sound add
41:00
mmm right please remember that that's a
41:04
really basic rule for plurals make sure
41:06
you know the rule as well for plurals
41:08
voiceless becomes voice becomes like
41:14
beads and then finally which ones need
41:20
is a separate syllable at it if it ends
41:24
with aa you don't call it a strident
41:29
sibilant Slean
41:31
right so hoga in if it is Suzu then we
41:37
add us if you don't remember that rule
41:39
please review it because those two are
41:41
very very very basic okay what now
41:45
exactly this style one is an updated
41:49
version of it of the dictionary
41:52
dictionary produced by the English fan
41:56
politician far far far wait that's not
42:00
Phoenician it's by politician yeah
42:04
daniel Jones Daniel Jones then your
42:07
Jones whose accurate whose I could angry
42:14
try something else
42:16
cute nah it's not a it's a theory
42:20
yeah a cute generator a cute and also
42:24
means G Ginga like acute appendicitis
42:27
Zhi Jing Wang Chongyang mine Shing de is
42:31
chronic okay acute but here it means
42:33
sharp go ahead
42:34
who's acute observations of English in
42:39
its observation that observations of
42:42
English dominated dominated dominated
42:46
British British phonetics in the first
42:50
half of the 20th century I please stop
42:52
there there's just a lot of information
42:54
here on dictionaries we're going to skip
42:56
over it you can read that yourself it's
42:58
just mainly a lot of information about
43:01
people who compiled dictionaries and the
43:04
names of the dictionaries and so forth
43:06
so the English pronouncing dictionary
43:08
the current edition still has Jen Daniel
43:12
Jones's name but it's been revised by
43:14
new editors Peter Roach James Hartman
43:16
Jane Sutter and I know two of those
43:19
people online very well and they turn up
43:22
at phonetics consular conferences and
43:26
another authoritative work is the
43:29
Longman pronunciation dictionary by by
43:34
who John Wells we've talked about him
43:37
before he's on our nto pronunciation
43:40
okay and he's actually probably he was
43:43
just in Japan and Shanghai I don't know
43:45
if he's gone back to England yet even
43:47
after his his stroke he he got up and
43:50
traveled and gave papers so totally
43:52
amazing and it says that he holds the
43:55
chair in phonetics at University College
43:57
London but he's now retired and the rest
44:00
is about authorities and dictionaries
44:03
read that yourself
44:04
all right we don't really need that and
44:06
it says everybody interested in English
44:09
pronunciation should be using one of
44:10
these dictionaries they are excellent
44:11
and they're very useful especially if
44:13
you get the CD with them however it's
44:16
already it's also okay without them
44:18
because you now have so many choices
44:20
online both British and American and
44:22
they're very reliable they're very very
44:23
good so although these are great if
44:27
you're gonna continue in phonetics
44:28
actually the resources you have online
44:30
are adequate they're enough
44:32
she's a pushy Oh mmm I want to also
44:36
cover another point before break and it
44:40
says in the second paragraph on page 86
44:44
the pronunciation that they show is the
44:47
one typically used by national
44:49
newscasters they're talking now about
44:51
American English and we can call it
44:54
standard American newscaster English and
44:57
for British Standard BBC English or we
45:01
just say American English British
45:02
English and we know what we're talking
45:03
about of course it's not clear if we
45:06
just say those we have to understand
45:08
that it's a short shortened form of her
45:10
an abbreviation of standard American
45:12
newscaster English and standard BBC
45:14
English standard BBC English is also
45:16
called
45:18
RP received pronunciation and I told you
45:23
when we were talking about professor
45:25
Jenkins last time that she feels this is
45:27
not a suitable model for people in their
45:29
20s and after my discussion with my
45:32
British teacher of course he belongs to
45:34
my generation he's a little older
45:35
actually he feels that you still need a
45:38
standard to aim for because we don't
45:40
have something to replace it yet if you
45:43
learn directly from 20 year olds you're
45:45
gonna say one tool free and that's going
45:47
to be wrong at a lot of context they
45:49
still expect you to speak in some kind
45:52
of standard British so as a foreigner I
45:54
still believe that RP is your best model
45:57
for British general American is your
46:00
best model for American when you go to
46:02
the country you can make your
46:03
adjustments you will know what's
46:04
appropriate in the group that you hang
46:06
out with make your adjustments but start
46:08
out with the bells window needs on needs
46:12
on version
46:13
start out with the standard accent this
46:15
is my personal point of view you can
46:18
adopt another one other people will
46:19
disagree with me it's not popular right
46:21
now but it's one I strongly believe
46:23
learn a standard version very well and
46:25
then you will have the power to pick up
46:28
other versions very easily because you
46:29
have a solid foundation if you start
46:31
picking up bits and pieces here and
46:33
there you will have a patchwork quilt
46:35
just a bleeding shoulda nodes don't
46:38
found again it doesn't belong to
46:39
anything and it will often confuse
46:41
people because possible is it kanungo is
46:45
a catch-all - we don't know so this is
46:48
just my point of view that I'm throwing
46:49
in here they're saying that these
46:53
dictionaries allow you to compare
46:54
British and American pronunciations for
46:56
example it says that British speakers
46:59
tend to say Caribbean Americans say
47:01
Caribbean but this is not really valid
47:04
all the time because I say both I say a
47:09
Caribbean cruise
47:10
it sounds more romantic I'll say the
47:13
Caribbean Sea but a Caribbean cruise so
47:16
often it depends on the context and it
47:19
has some kind of emotional a baggage
47:22
with it for me and it says that American
47:25
College dictionaries will also give you
47:27
pronunciations but I think I may have
47:29
warned you more than once
47:30
don't bother with the NBL of American
47:33
published dictionaries because they are
47:35
ad hoc you will need to know this for
47:37
the test please pay attention
47:39
ad hoc means John Jill de Pinto chill
47:45
either the insert pins hold it Changjo
47:47
deshita ad hoc it means for this
47:51
basically it's just for this particular
47:53
purpose
47:54
Jilla Whalum info Mojica Jia Pat Lisa P
47:59
and Anika which the face on your she
48:00
told us she was supposed to face on how
48:02
they got Itoh how does it jump Jota most
48:05
American dictionaries do not use IPA
48:07
they use an ad hoc system every
48:09
dictionary is different and I really
48:11
don't recommend even bothering with it
48:13
with boots Aloha negotiation I can use
48:17
it but I have to look at the key every
48:19
time when I pick up a dictionary whale
48:20
tank I'll pad a nigga key sasame
48:23
and it's it would be better if we use
48:26
IPA but America is America they're not
48:28
gonna do it so use a British dictionary
48:31
and they will also give you American
48:32
pronunciations however sometimes they're
48:34
wrong I have found that sometimes
48:36
they're American pronunciations are not
48:38
totally reliable but cheese's don't
48:41
change booster hunter usually they have
48:42
Native Americans reading the
48:44
pronunciation so usually there's not a
48:46
problem in some written dictionaries and
48:48
so printed dictionaries I have found
48:49
little problems okay mmm and then it
48:55
says let's see American dictionaries
49:01
often being cheong they often say that
49:04
they don't use IPA because the
49:06
dictionaries are for people with
49:07
different regional accents and they want
49:09
everybody to be able to know how to read
49:10
the words but that's not a good example
49:12
because IPA can be used to represent
49:14
broad regions of sounds so if we use the
49:18
open o in American in my dialect open o
49:22
is pronounce how for example la W la la
49:28
but in British its Lowell and in
49:32
California it's la la they don't have so
49:37
much rounding it's more like ah we can
49:39
still use the same symbol and everybody
49:40
knows what it is so this is not really a
49:43
good excuse for not using the IPA in
49:46
other words we're all really against ad
49:49
hoc symbols in the past students have
49:50
tried to use them they didn't know it
49:52
wasn't KK and they were totally confused
49:54
they say Laos it's like it's a Meccano
49:56
yeah okay and then there's more on
49:59
dictionaries the Oxford Dictionary
50:01
pronunciation don't done we don't really
50:03
need that we're now at the top of 87 at
50:06
vowel quality we can take a break and
50:07
the other thing I want to mention is a
50:10
lot of you don't get what I'm saying
50:12
when I talk about the ching chong in
50:14
mina you the reason is because a lot of
50:16
you have not studied mean IE
50:20
specifically as a language or you
50:22
haven't studied its tone system for
50:25
example and it's very very interesting
50:28
Mandarin has one of the simplest tone
50:30
systems among the Han dialects just how
50:33
you found them in the Mandarin that we
50:37
speak is the national language in both
50:39
mainland China and Taiwan it has one of
50:42
the simplest systems there is a system
50:44
even simpler with only three tones
50:46
y-yo Sangha shangai all the fungi and
50:48
yes is a beifong
50:49
but Mandarin is one of the simplest and
50:52
another reason Mandarin was chosen is
50:54
because for centuries it has been the
50:55
language of government and culture so
50:59
there are a lot of good reasons why
51:00
Mandarin was chosen it really is easier
51:02
to learn some dialects are doubly
51:04
complicated if you want to learn the
51:07
tone system for example of nigga mean
51:10
bei hua forget it it's just crazy a
51:12
specialist in mean me Fong yen the
51:15
Trangia he said be out you pawn nigga
51:17
mean beifong yen we heard your poem
51:19
Thais - Zara so that's one reason we did
51:23
not choose food agua as a gory it's very
51:26
complex we don't need all that
51:28
complexity for language you want
51:30
everybody to speak no matter what their
51:32
home dialect is you want something
51:34
that's fairly easy to learn and Mandarin
51:36
is honestly quite easy to learn compared
51:38
to a lot of these so you're familiar
51:40
with Mandarin but you haven't received
51:42
the same conscious training in me now
51:44
you most of you some of you have
51:55
from your father okay
52:07
you're pretty lucky actually that you
52:09
have a father like that who's interested
52:10
in that I have about eight dictionaries
52:13
of Taiwanese I have a lot I've collected
52:15
them over the years I've stopped
52:16
recently but I have a lot of very thick
52:19
dictionaries with me now you and I
52:20
studied it there's a course that I use
52:23
it's one of the best language courses
52:24
I've taken for any language it's called
52:26
simply Taiwanese and it was put out by
52:30
the Mary and all fathers it's you up on
52:34
that
52:36
so meirin all those are the publishers
52:39
there should be a tangible jiaoshan food
52:44
that you get sochi Marinol you can find
52:47
the book in the library if you wanna if
52:49
you're interested go to the library and
52:51
look for it it's called simply Taiwanese
52:53
there are three volumes and there are a
52:55
lot of kasha Lou and I with it I've got
52:57
them at home
52:57
next semester we'll probably do some
53:00
gene in M&IE we haven't done Mandarin
53:02
yet way out Gigi in Chula before the end
53:05
of the semester dandy and make a career
53:07
the IPA The Naked Jean Nicolet and she
53:11
but this is one of the really one of the
53:14
best language courses I've taken for any
53:16
language it's very very well done I used
53:18
to listen to it on the way to the scene
53:21
when gee what an inch in size she
53:22
wouldn't you Jules I'd lose Shang that
53:24
going to the song 18 and how can kerbin
53:26
I read the textbook at home and listen
53:29
to the tapes on the way so if you want
53:32
to know how it works this this series if
53:34
the three books explain it very very
53:36
clearly and in order to understand the
53:39
neutral tone you first have to
53:40
understand the Taiwanese tone system and
53:42
if you don't know it you should learn it
53:43
you are Taiwanese right everybody here
53:47
except for me
53:48
I'm the only one and I know more about
53:51
it than you do
53:51
okay but that's because I studied it
53:53
doesn't mean I speak mean on you well
53:55
but I know I know how the tone system
53:57
works and that's how I found out about
53:58
the neutral tone system and it's very
54:00
interesting because like I said Beijing
54:02
hua has a very highly developed neutral
54:04
tone system mean I oh yeah yo so
54:07
Shangdong the ing Father the eager
54:09
change some bigger sheet oh but Taiwan
54:12
Mandarin does not so a lot of the things
54:15
in Taiwan Mandarin people blame I mean I
54:17
you does male Dalida sir
54:19
in many ways in fact there's a guy who's
54:22
shall not lead at you kept on yo face on
54:24
Lou he's he has written a whole article
54:27
about the similarities between Beijing
54:29
ha I mean are you just a tywanda why you
54:32
fired Joseph your cheek why isn't that
54:35
strange
54:36
isn't that strange because I think this
54:39
is my personal opinion about why it
54:40
happened
54:41
Beijing wha and mean I you they are both
54:44
natural languages they're just the way
54:46
people speak now for us boy you saw a yo
54:50
Adrian Cheung in your injunction but for
54:53
people from Beijing it's a trick to do
54:55
you don't so how the function is baking
54:57
hot so their language grew up naturally
55:00
and then the Ching Chung developed
55:02
naturally we say that Beijing Mandarin
55:04
has a trochaic rhythm trochaic if you
55:08
know that from literature trochaic
55:14
anybody know yeah you remember from
55:16
banging win good for you good that's
55:20
what ye that I you want I do da Wei Bao
55:22
okay how that that that that that that
55:25
just like gobo robot that's trochaic
55:29
chairman and team so homie in Szczecin
55:31
shown that that that that we say that
55:33
Beijing Mandarin has a trochaic rhythm
55:35
Taiwan Mandarin does it have a trochaic
55:38
rhythm Global global no Taiwan Mandarin
55:47
does not have a trochaic rhythm this is
55:49
beijing mandarin taiwan mandarin has not
55:53
really been satisfactorily analyzed is
55:56
it a syllable time language it is a is
55:58
it a stress time language I want you to
56:00
think about that I have my own personal
56:02
answer to this that's another thing to
56:04
put in your notes with the MENA area I
56:05
want you to think about it and this is
56:06
when you just have to introspect about
56:08
yourself you're all native speakers of
56:11
Mandarin maybe you learn me now you
56:13
first but you're all native speakers of
56:15
Mandarin I want you to put put it in
56:17
your notes assignment assignment you now
56:23
know what stress timed and syllable
56:25
timed is right
56:26
English is what stress or syllable time
56:30
like ding dong bell but killed the mice
56:33
and his father's barn right that's an
56:35
example of a stress time language and
56:37
syllable timings each syllable tableau
56:40
dumptown like French now is Mandarin
56:44
more stress timed or is it more syllable
56:47
time I want you to think about that put
56:49
it in your notes for Monday and I'll
56:52
write it down so I remember to check
56:53
okay I want you to think about it and
56:57
the answer is not very dense when I have
56:59
my own answer people are still doing
57:02
research on it so they found it out it
57:04
is also not so straightforward I want
57:07
you to think about it what's your hand
57:09
want as a speaker of Mandarin you can
57:11
listen to Mandarin everywhere and be an
57:14
excellent judge cuz you're Ming kind do
57:17
is perfect so I want you to think about
57:19
would you classify Taiwan Mandarin more
57:21
as a syllable time language or is a
57:23
stressed time language and why give give
57:25
us proof give us an example why you
57:27
think so okay anyway what I was saying
57:30
that if you want to be able to do this
57:32
assignment I've just given you finding
57:34
out about the Ching Chung and me 90 the
57:36
first thing you need to know is mean I
57:37
addition gauchito how many tones in
57:41
southern name you're not sure you really
57:46
have to do some work you have to do some
57:48
work as Taiwanese you have this you have
57:49
some work to do in addition to the this
57:52
number of tones which I won't say right
57:54
now each tone turns into something else
57:56
I'll just give you a very small example
57:58
whoa
57:59
Amina is good how do you say washer
58:04
alright what happened to the tone
58:10
okay Jerome I know you know let's see if
58:12
the rest people now yeah Wow
58:14
right Wow and then washi what happened
58:18
yeah it changed try another tone and see
58:22
what happens let's go don't you know huh
58:28
okay now say Coolidge ha okay and then
58:34
try that with lots of words uh-huh okay
58:41
be right you do it that's your job find
58:47
out you'll find the information online
58:48
easily every tone turns into another
58:51
tone what is the rule under what
58:53
circumstances oh that's we're giving it
58:57
an explanation but I'm saying under what
58:59
circumstances some achene quant how he
59:01
being mean are you so submitting wants a
59:06
shot like a un Lida shon-di pending my
59:08
gosh um yeah Kyani leads any clearly to
59:12
I okay you need to find that out too
59:15
we call that tone sandhi when a tone
59:17
changes into another tone in a certain
59:20
environment that's called a tone sandhi
59:23
this is a fan Wendy that's it by the way
59:25
busulfan one's a fan why not a lot of
59:28
people say it with the wrong tone tone
59:30
sandhi just like in mandarin what do we
59:32
have what's the what's the most common
59:35
tone sandhi and Mandarin now go sunshine
59:40
do you could be our song alright that's
59:42
that's the one you know about because
59:44
they teach it in school but these other
59:45
ones they don't teach you about so mean
59:48
IU is full of tone sandhi under what
59:51
circumstances does a tone turn into a
59:52
different tone okay do your research
59:54
it's well worth it so nothing to do
59:56
because you you should know that it's
59:58
like basic cultural knowledge is Chiba
60:00
no one watches you okay anything else
60:02
about assignments before we move on any
60:06
other questions
60:07
can we really do need to move on we're
60:09
on vowel quality on page 87 pages 86 and
60:12
85 humans inside the we PN some of you
60:16
may not do it but you should because
60:18
there may be stuff in the test
60:21
especially regarding what
60:24
ad-hoc pronunciation symbols in what
60:27
kind of dictionaries there may be a
60:32
question about that hmm not promising
60:35
but there may be but usually when I say
60:37
it's probably gonna be in the test is it
60:38
usually on the test usually it is okay
60:41
we're on page 87 bowel quality I'm going
60:46
to summarize some of it and then for
60:48
some maybe if we have time I'll have
60:49
people read a bit in the discussion so
60:53
far we have deliberately avoided making
60:54
precise remarks about the quality of
60:56
different vowels this is because as we
60:58
said in Chapter one the traditional
61:00
articulatory descriptions of vowels are
61:02
not very satisfactory all right going
61:04
back to what we said a long time ago
61:06
which are easier to describe in terms of
61:10
articulation vowels or consonants
61:14
consonants are much easier to describe
61:16
bilabial nasal hmm easy but as for E
61:20
what's the difference between E and it's
61:22
much harder cuz we can't show you
61:23
exactly what to do with your tongue
61:25
where to put it because what you do is
61:27
different from what somebody else does
61:28
you're kind of how did you just suddenly
61:30
go it's all quit boy yeah all we need to
61:33
do is get a certain sound quality that's
61:35
what we're after with vowels try asking
61:39
people who know as much about phonetics
61:41
as you do to describe where the tongue
61:43
is at the beginning of the vowel in boy
61:45
which is all away where is your tongue
61:48
oh now a little em'ly it's trans I need
61:54
be in somewhere right oh boy we know now
61:57
that it's a bit back to say exactly
61:58
where it is so someone else can produce
62:00
the same vowel just by your description
62:03
is really difficult you'll get a variety
62:06
of responses if you do this can you
62:07
describe where your own tongue is it's
62:09
difficult to describe the tongue
62:11
position of a vowel in one's own speech
62:13
and that's what I really felt
62:14
early on in phonetics well gunk Isis
62:16
yeah nigga phonetics disco house it eat
62:19
your chili onion back nigga so how would
62:21
you do the vowels dinner ham I find what
62:23
job will travel to lie just a troubled
62:25
hitori Sonali very often people can only
62:28
repeat what the books have told them and
62:30
that's not just true of vowels it's true
62:32
of all learning a lot of our learning
62:35
we're
62:36
repeating what the books have told us
62:38
and I feel that strongly having been in
62:40
English education so long in Taiwan what
62:44
people know often came from books but
62:46
they don't apply what they know and very
62:48
often what they learn from books is no
62:50
longer used eating bien la for example
62:53
I'd better take an umbrella lest it rain
62:56
everybody seems to learn lest they go so
62:58
far but nobody says last in English but
63:01
it's still in the textbooks at least
63:03
some of them maybe now they're changing
63:04
it my point is that often the stuff in
63:08
textbooks is dead it's dead nobody has
63:12
really tried it out because instead of
63:15
putting it in practice it's just theory
63:17
to be used for what what happens to a
63:23
lot of the dead knowledge in your
63:24
textbooks here in Taiwan it's not just
63:26
Taiwan of course there's a lot of dead
63:30
knowledge it's already changed or maybe
63:33
it's true but the teacher himself or
63:36
herself doesn't know how to apply it for
63:37
example compound stress did some of you
63:40
learn compound stress in school a little
63:41
bit no not at all
63:44
some students say they learned a rule
63:46
once one day and then they never paid
63:48
attention to it after that so some
63:50
things you learn the theory of the
63:51
theory is correct but does it get
63:54
applied doesn't get used so a lot of
63:58
times what we're doing in our education
64:01
system in all kinds of shit one
64:03
we're just mouthing we're just parroting
64:05
stuff that we've seen in books and where
64:08
did the books get it from the previous
64:11
edition and where did the previous
64:12
edition get it from Sango said I write
64:18
so it's come down to us a lot of it is
64:21
out of date it's untested is not put
64:23
into practice a lot of the knowledge in
64:25
books is dead either an accurate or not
64:27
applied and one thing that I really
64:31
really want you to take away from this
64:32
class is all of this stuff is applied
64:35
it's for application it's not just to be
64:38
dead knowledge for books it all applies
64:40
to English all of it okay
64:44
let's see it says that it's quite easy
64:48
for a book to build up a set of
64:50
that are not really description
64:52
descriptive but are in fact only labels
64:54
because we don't apply these things
64:56
we'll say that oh this is compound
64:58
stress or this is a high vowel that's a
65:01
back vowel but we don't really know what
65:03
our tongue is doing so it does a teashop
65:05
we could just as well call it 1 2 or 3 4
65:07
or ABCD jung-un asia pouch and cheese
65:11
the Mione hein they only serve to
65:13
identify or to distinguish one from
65:15
another right so he's saying that of a
65:18
lot of our learning and especially in
65:19
phonetics they're just bein they don't
65:22
really reflect reflect reality or people
65:25
don't apply it and in this book he's
65:27
going to repeat this many many times
65:29
second semester he'll repeat it many
65:30
more times so he's saying that
65:33
especially with vowels you Elizabeth
65:34
you will see a bow chin but they don't
65:37
necessarily mean a lot they're just ABC
65:40
labels kinds of labels mmm we started
65:43
introducing terms of this kind for vowel
65:46
qualities and chapters 1 & 2 and we'll
65:47
continue with a procedure here but it's
65:49
important for you to remember that the
65:51
terms we are using are simply labels
65:53
that describe how vowels sound in
65:56
relation to one another they're just
65:58
used to distinguish one vowel from
66:00
another in addition their relative value
66:04
is usually correct but they don't tell
66:06
us about the absolute values so for
66:09
example we can with some confidence say
66:11
that E is higher than it does the mail
66:13
tour but where exactly is e where
66:15
exactly is it Kyoto and wha-ho Strobel
66:19
to lie huh 9 so the relative values
66:23
usually are accurate take you can take
66:25
of the grind she chose to take a vinegar
66:26
cow cuz of Judah the gammad have been
66:28
posed to face on cow how does it be
66:30
naked girl we share so these are
66:32
relative values and they're not
66:34
extremely helpful somewhat helpful but
66:37
not as helpful as we maybe thought they
66:39
would be part of the problem in
66:42
describing vowels is that there are no
66:43
distinct boundaries between one type of
66:45
vowel and another so we have Ian it is
66:48
separate vowels in English and you have
66:50
them as separate vowels in Chinese
66:52
they're not separate phonemes but
66:53
they're different vowels so er a sign
66:55
and they have different functions for
66:58
you right you can hear them perfectly
67:00
clearly you cream all Fox variants to
67:02
throwing a phony
67:03
but those those are still two different
67:05
subsets there are two different
67:07
variations two different allophones
67:08
actually of II but in between E and if
67:12
for example so yo Russia and WA there's
67:15
an infinite number of points between
67:18
them right like you learn in calculus an
67:22
infinite number of points between these
67:23
two points so
67:27
it takes a long time to get to it and
67:29
all of those sounds in between our
67:32
potential vowels may be exactly one of
67:34
those points is the target vowel for
67:37
another language so it doesn't mean that
67:39
Ian it are set in stone they just happen
67:42
to be the vowels we use in one variety
67:44
of English everything in between them is
67:47
another possibility
67:48
any place you put your tongue in your
67:49
mouth practically is a potential vowel
67:53
okay that's what they're saying here
67:57
when talking about consonants the
67:59
categories are much more distinct a
68:01
sound may be a stop or a fricative or a
68:03
sequence of the too if it's a suit
68:04
consequence of the two we call it up and
68:08
affricate right stop plus a fricative an
68:11
affricate but it cannot be halfway
68:13
between a stop and a fricative now is
68:15
that totally true we can have a stop
68:17
that's slowly turning into a fricative
68:19
it's sort of possible but it's probably
68:22
gonna get classified as one or the other
68:24
because normally a stop put cutoff
68:26
that's a stop if it's put now it's
68:30
starting to turn into a fricative so
68:33
it's not really normal to have something
68:35
between a stop and a fricative and for a
68:39
consonant so usually it's one or the
68:41
other
68:41
even fricative too to approximate we
68:45
have a definition we don't hear what
68:48
with an approximate what do we not hear
68:50
when like with you we don't hear turbo
68:56
turbulence or friction that's right with
68:57
you unless it is voiceless so we hear
69:02
kind of dough but we don't really hear
69:03
friction but with now we can hear the
69:07
friction so we have a definition for
69:09
distinguishing between fricatives and
69:10
approximate which are actually very
69:12
similar and how they're articulated okay
69:16
bowels are different it's perfectly
69:17
possible to make a vowel that is halfway
69:19
between a high vowel in the mid file
69:20
which we just discussed in theory it is
69:24
possible to make a word at any specified
69:26
distance between any two other vowels in
69:29
order to appreciate the fact that vowel
69:30
sounds form a continuum
69:32
you got excuse me you can call a lien
69:36
shootie or yen shootie I call the yen
69:39
shoot again yes UT a continuum try
69:42
gliding from one vowel to another let's
69:44
just do it from a and then go to e so
69:47
slowly start with a very low front vowel
69:49
at and go very very slowly up to E and
69:52
listen to all the sounds in between ant
69:54
and E let's start now with a go
69:57
[Music]
70:03
all kinds of sounds in between those two
70:06
vowels all of those could be a regular
70:09
you know vowel for a certain language
70:13
and he wants you to try it with you
70:18
should pass through sound sounding like
70:19
a in head and a and hey and if you
70:22
didn't if you didn't hear it the first
70:24
time try it again okay I think that was
70:26
enough though now do the same in Reverse
70:27
going slowly and smoothly from E to ad
70:31
let's go from E to a go slowly
70:40
okay very good
70:42
take as long as possible between over
70:44
the in-between sounds you should learn
70:46
to stop at any point in this continuum
70:49
so that you can make for example a vowel
70:51
like a as in head but slightly closer to
70:53
act let's draw and that's really easy
70:55
for Taiwanese cuz you do it all the time
70:57
when you're supposed to say air you
71:00
actually say something like ah like
71:02
Betts sounds like that and I keep going
71:04
like this whenever I go like this that
71:07
means you've gone too much in the
71:08
direction of ah so bet some you say bat
71:13
then I say put your hand up here that
71:16
bet
71:17
right but it's a possible vowel I don't
71:19
like it for English cuz that's not what
71:21
we do but it's the possible vowel okay
71:26
next try going from at in front it's a
71:28
low front vowel to ah in the back a low
71:31
back foul from ad to art right
71:40
very good
71:41
did you recognize any of those vowels in
71:43
the middle he says you probably won't
71:48
because English does not really have any
71:49
mana thongs in the middle but we have
71:51
some diphthongs like I an owl they start
71:57
somewhere in the middle between a and I
71:59
so the beginning of a couple difference
72:02
in English maybe if you were really
72:05
looking for it you could hear them some
72:08
forms of Scottish English for example do
72:10
not distinguish between the vowels in
72:12
these words or between kam and calm and
72:15
I had a really wonderful example of it
72:18
it's in the shitting gwaan I didn't
72:19
bring it but if you listen to educated
72:22
Scottish English you will hear that they
72:24
do not distinguish between a and aa so
72:27
how do you think they say 14 I want you
72:32
to say yo yo yo hav e yo and 14 try to
72:37
say it both of them with the same vowel
72:39
in between because that's what Scottish
72:41
people do and so instead of have they
72:44
probably say have somewhere in the
72:47
middle and instead of father they'll say
72:49
father father have father it's the same
72:53
vowel okay uh what arm will be all doing
72:55
but I've heard a lot of Scottish English
72:57
and it's fun because they don't
72:59
distinguish those two vowels it's all
73:01
our Father feathers okay
73:08
okay that takes care of that page next
73:10
page please some speakers of American
73:12
English in the Boston area pronounce
73:14
words such as car and park with a vowel
73:17
between the more usual American vowels
73:20
in cam and com those are my vowels can
73:23
calm and they have this very famous
73:26
sentence anybody know what it is when
73:28
people want to imitate the Boston accent
73:31
they always say the same sentence with
73:33
those words anybody know it in fact I
73:36
lived in Boston for one semester I went
73:38
to Harvard one semester as a visiting
73:39
student and my landlady who is Irish
73:42
background but she's from Boston
73:44
she had exactly this accent exactly
73:48
Margaret of flirty yeah I wonder if
73:51
she's still around and she it sounds
73:54
like this this is the sentence nobody
73:55
knows it offhand okay if you look it up
73:58
you'll find it easily on the Internet
73:59
excuse me it's go pack your car and have
74:02
it Yad go pack your car and have it yard
74:08
you've got some of the words here go
74:12
pack your car in the habit yes okay it's
74:15
a bad imitation so excuse me bus
74:18
Bostonians who are listening to this
74:19
video they'll say oh what a terrible
74:22
accent but it gives you the idea and I
74:25
have a Boston friend a Bostonian friend
74:27
he used to teach at the UN John machine
74:29
his name is Eric and he a lot of people
74:32
who speak with a Bostonian accent when
74:35
they leave Boston or when they interact
74:37
with people in a more educated class
74:39
they hurry up and get rid of their
74:41
Boston accent because people make fun of
74:43
it remember what I told you about a
74:44
Texan accent remember that story okay
74:47
well the same is true of a very strong
74:49
Boston accent and I asked Eric my friend
74:52
he speaks with a strong accent sometimes
74:55
and I have to say huh I sometimes don't
74:57
understand him but it's also very
74:59
charming I love listening to it because
75:02
in America a lot of us are pretty
75:04
homogenized so much is the same across
75:06
from coast to coast
75:07
you know the mcdonaldization of culture
75:09
is happening all over the world so when
75:11
you hear somebody with a different
75:13
accent at least for me it's a lot of fun
75:15
even though I don't always understand
75:17
him I have to say
75:18
a couple times so they often will try to
75:22
change to a more standard accent and
75:24
I've given this example before but
75:26
somebody from Elon you don't say Jeff
75:29
bung and Elon you say Jeff buoy and
75:32
usually at least a taxi driver told me
75:34
this when he came to Taipei people
75:36
laughed at him so he changed his Jeff
75:38
way into Japan because he would get
75:40
laughed up moonship things like that his
75:43
his Elan accent got laughed at in Taipei
75:45
so we changed it's the same thing
75:46
exactly the same thing all right so if
75:49
you have an accent that people kind of
75:51
think is a bit tool you often will
75:54
change and also I don't know if the
75:58
Boston accent is dying out maybe not as
76:00
many people speak it but I know it is
76:02
still spoken mmm-hmm let's see and then
76:07
we want to go from ah it's a low back to
76:09
a high back ooh
76:10
so go from ah to very very slowly try it
76:13
you should go through a lot of familiar
76:14
vowels go
76:22
you have to add rounding yeah how your
76:24
insulin Oh
76:26
you should go through Oh somewhere in
76:28
the middle and it's difficult to be
76:34
specific as to the vowels you'll go
76:35
through because English accents differ
76:37
considerably in this respect those
76:39
vowels that there they often differ a
76:41
lot in different accents for example we
76:44
just mentioned aw in my dialect more ah
76:47
in California and all in British like
76:50
Polk Lowell right so a lot of those
76:54
vowels in the butt back are quite
76:55
different and I say oh and in our P it's
76:58
O so those back vowels we have quite a
77:01
bit of variation in different dialects
77:03
that's it
77:04
we're to the auditory vowel space or for
77:08
short we just call it the vowel space
77:09
this figure at the bottom of the page
77:11
that trapezoid Magus Sabine Ching is
77:14
called the vowel space and we draw that
77:17
when we want to show where the relative
77:20
positions of vowels are when you move
77:24
from one file to another you are
77:26
changing the auditory quality of the
77:28
vowel so remember when we're describing
77:31
vowels we're really describing not
77:33
articulatory organs and positions but
77:37
but he just said last word of the first
77:40
line auditory qualities so for vowels
77:45
when we describe bowels we're going to
77:47
describe auditory qualities not places
77:50
of articulation we do give places of
77:52
articulation but they're kind of murky
77:55
even in Quinto you're putting a matching
77:57
shoe you didn't hang but I tend to so
78:00
actually for vowels we rely on auditory
78:03
quality we're describing auditory
78:04
qualities we're not really saying where
78:06
the tongue is we call it high low front
78:10
back etc for convenience but what we're
78:12
really describing is the quality of the
78:14
sound its auditory consequently because
78:18
politicians cannot be very precise about
78:20
the positions of the vocal organs and
78:22
vowels unless we use x-ray or MRI to
78:26
monitor the tongue we often simply use
78:28
labels for the auditory qualities so we
78:30
call things high low front back center
78:32
mid whatever for convenience
78:35
found bin it's what we sort of what we
78:37
do for consonants so we do it for vowels
78:39
but it gives us a tour jet that we're
78:43
talking about the tongue when we're
78:44
talking about sound we're not talking
78:45
about the tongue we're really talking
78:46
about sound okay and the rest I think is
78:53
just repeating what we've already said
78:54
we're gonna go jump to 89 read it over
78:57
yourself but we've really already
78:59
covered it none of the vowels has been
79:03
put in an extreme corner of the space in
79:05
Figure 4.1
79:07
well actually we should go over a little
79:09
bit of it because we're kind of jumping
79:10
in the middle let's look at this vowel
79:13
space at the bottom of the page and we
79:16
say E is high front you can see that E
79:19
is towards that point at the top right
79:22
everybody found e upper right hand upper
79:24
let's our our upper left hand corner got
79:27
it
79:27
so E it's high and it's front it's not
79:31
all the way front right it's not way in
79:33
that jinjo it's not way in there not
79:36
quite that front and it's not completely
79:39
high either because if it were it turned
79:40
into a year and we put a as low front so
79:47
it's two extremes of the front vowels
79:49
your language e Y so you call the sweet
79:52
D the chimú in well put those in first
79:55
those are easy
79:56
it helps us sort of mark the boundaries
80:00
of our space by picking the most extreme
80:03
the vowels in the most extreme positions
80:05
and then for low back we have what ah
80:09
and then high back u which is not really
80:12
very back we could make it more back try
80:14
to make Oh more back we've done it
80:15
before
80:16
try it again mmm
80:19
it turns almost into a dark L like full
80:22
if you make a very very back ooh you'll
80:25
get a dark L as in full full with no
80:28
alveolar contact okay so none of these
80:33
vowels has been put in an extreme corner
80:35
it is possible to make vowels that are
80:38
more back than ooh we just did that more
80:40
front than e etc and so he wants you to
80:43
practice that he wants you to say first
80:48
of all he's going to give
80:49
a little diet critic for a very back you
80:52
he's gonna put a line under it we're now
80:54
about the end the second last line of
80:58
the first paragraph on 89 Joseph's
81:01
passage oh yeah to eat that the earth so
81:05
what little symbol are we using here
81:08
it's a little line under the you that
81:09
means a more back you may go Oh young in
81:11
the gun home you need in this is not
81:14
really standard IPA he's just doing this
81:17
for the point he's trying to make here
81:19
so let's try making those three sounds
81:22
in the series also dior homme what are
81:24
they e ooh that really deep back okay
81:33
mmm so who is between e and o similarly
81:38
similarly it's possible to make vowels
81:40
with a more extreme quality than E and
81:43
and ah so try it first with E make up an
81:47
even more extreme E everybody can you
81:51
feel it turning into a yes sound yeah
81:53
and let's try for a let's make it even
81:55
lower try ah it sounds like a little kid
82:01
like yeah yeah it sounds pretty funny in
82:05
English too the same as Mandarin and
82:07
then for ah let's make that even lower
82:09
and more back ah it's going to become
82:12
pharyngeal at some point halfway Dahlia
82:14
and be not eat you okay mmm and alright
82:21
we're now in the middle of 89 third
82:22
paragraph given a notion of an auditory
82:24
vowel space of this kind we can plot the
82:26
relative quality of the different vowels
82:28
remember that the labels high low front
82:30
back should not be taken as descriptions
82:33
of tongue positions they're just talking
82:37
about the relation of one sound to
82:38
another the next part is again about the
82:43
labels again deja Vu's voicemails of a
82:46
young now it's mainly tradition you look
82:48
at wine home and there is another reason
82:50
and that is if we plot the sounds if we
82:55
plot the formants remember formants if
82:57
we plot them out we get the vowel space
83:00
with the vowels spread around theirs
83:02
why don't you ping sunny or pussy home
83:04
shuttle turns on the way to okay so
83:06
that's another reason why we use them so
83:11
if you looked at x-rays of people
83:14
talking and plotted these vowels or you
83:16
located the vowel from these x-rays you
83:20
would find that the positions were not
83:21
quite like these foul spaces that we
83:24
draw with vowels in them not quite the
83:25
same but they do have the same
83:28
relationships I'm who's young to gender
83:30
guanxi eager-beaver got either bigger
83:32
chin like a Quan Chi hi-c yo just a
83:34
nigga making sure the weights is your
83:35
bleep thing and sometimes linguists use
83:39
the terms acute that means sharp
83:41
remember we just had that acute and
83:43
grave grave means doing or dull acute
83:48
and grave instead of front and back cuz
83:51
it's Iggy you made some east and you
83:52
want to get to the Hashi yeah so don't
83:54
you don't need that for the test by the
83:55
way I will not test you on that thing at
83:58
that point so American and British
84:00
vowels most of the vowels of a form of
84:02
standard American newscaster English
84:04
typical of many Midwestern speakers are
84:06
shown in 4.2 and then we've also got the
84:10
British version on page 90 it shows you
84:13
both monophthongs and diphthongs but
84:16
it's got one very important vowel that's
84:18
missing and somebody asked me that many
84:21
weeks ago both of these vowel spaces are
84:25
missing one very very important violet
84:27
what is it the schwa that's right and
84:30
schwa is kind of problematic because is
84:33
it really a phoneme I suppose you could
84:35
count it as one but it's got a special
84:37
status as the neutral vowel and
84:39
unstressed syllables and many unstressed
84:41
syllables okay but the schwa is still
84:44
the most common vowel in English just a
84:46
- Shin Sayed what is the schwa hmm okay
84:52
and we've got dots for monophthongs and
84:54
we've got these wedges for for
85:00
diphthongs and we have a jinjo and then
85:03
we have a a wider base what does that
85:06
mean because one of them is a little
85:08
confusing can you explain why they're
85:13
they have a wider base and then
85:16
a very point at the other end a pointy
85:19
point at the other end you need to
85:23
understand this because otherwise it's
85:24
gonna confuse you I will ask you to draw
85:26
these in a test call suit and Yelp AIDS
85:29
exam oh fuck I'm telling you right now
85:31
so practice drying it and placing the
85:34
vowels in the vowel space calsilica and
85:39
i don't mind giving away the the
85:41
question because you need to know how to
85:42
do this no matter what and if I tell you
85:44
it's on the test work harder at it but I
85:47
will put that in the test so why are
85:50
they wide at one end and pointed at the
85:52
other end
86:03
that's that's the torture and that will
86:08
confuse you with one of tho with one of
86:10
the diphthong it works for all of them
86:11
but one that's right and remember how
86:14
did we distinguish these two kinds of
86:16
diffe tongues somebody besides Jerome
86:18
Jerome is giving a lot of answers now
86:19
someone else remember we had two kinds
86:25
of diffe songs what what did we call
86:28
them rising and that's easy if I told
86:36
you rising and falling
86:39
do you remember rising and falling
86:40
diphthongs okay let's review that what's
86:47
the difference between a rising and a
86:48
falling diphthong in the five most
86:54
comment we'll see the ones that the the
86:57
difference that we usually think of when
86:58
we think of diphthongs in English are
87:00
what I a just go in then join for how
87:05
order they're easy to remember that way
87:06
I a I oh sorry
87:09
I hate out oh you know not you you
87:15
doesn't go here one more for English boy
87:17
right Chinese doesn't have a Mandarin
87:20
doesn't have a Cantonese does Mandarin
87:23
does not so I a ow oh boy right
87:27
what kind of diphthongs are they are
87:30
they rising or falling and why why
87:41
okay that's not what we mean by rising
87:43
and falling and that's why I'm
87:44
mentioning it so you clarify it in your
87:46
head if we're if we have a fowling
87:49
diphthong we're going from a more
87:53
prominent to a less prominent vowel ego
87:56
be Josh in through the vowel darling
87:57
like a bit up push into the vowel that's
87:59
a falling different so i what is which
88:03
is more prominent the i part of the
88:05
'part i is i more pop is AA more
88:11
prominent or is the e more prominent ah
88:14
you need to know that for english and
88:16
it's true of chinese remember the IAO
88:18
the tone mark goes on the left right
88:21
everybody following me hiya Pete now
88:25
you've got a hundred you got a hundred
88:26
this time okay so you know so I owe the
88:30
toe mark goes on the left that's the
88:32
main vowel so that's the more prominent
88:33
one that's the main vowel and it's true
88:35
of English as well so if we're starting
88:38
from a more prominent vowel and then
88:39
we're drifting off to a less prominent
88:41
vowel it's falling down that's I shall
88:43
she hasn't occurred shall shout she
88:46
gonna be child zombie Joe chin to bitch
88:49
about bitch I'll push him to okay so I
88:52
make it personal matter Tom goes in the
88:55
middle shame to that's called a falling
88:57
diphthong so we have five falling
88:59
diphthongs I and then we have one rising
89:03
diphthong which is you which is more
89:07
prominent in this case the ooh and
89:10
that's why it's rising it's going from a
89:12
less prominent sound to a more prominent
89:15
sound and that explains why you is so
89:18
strange because the e the year sound is
89:21
on the left it's got the point it goes
89:24
to the more prominent oh and it's
89:26
thicker so now it makes sense right
89:28
Clemmie if it's not clear if somebody
89:31
hurry up and raise your hand because the
89:32
Bell's gonna ring in a second you need
89:35
to know this for the test as well
89:36
because Nemo quadrature ho take a night
89:39
BMB dellacroix an ibn Sachin gentle
89:42
Nikki how hot doing and you need to know
89:44
that U is different from the other five
89:47
you was rising the other five are
89:49
falling prominent - more / - less
89:52
prominent is
89:53
falling less prominent to more prominent
89:55
is rising that's all clear
89:56
cream on continued we can at least get
90:00
to 91 mmm alright and we also know that
90:09
we use a special symbol for I and ow we
90:11
don't use we don't use the ah because
90:17
it's too back I an owl they're more in
90:20
the center we ran into it probably when
90:22
we're going from at ah so we use that
90:25
separate symbol it's an arm or in the
90:28
center like pink and I on that's a good
90:30
way to thing way John when the pin and
90:32
and just I can our the kite hole that I
90:35
gotta wait shit did you hear if you
90:37
understood what I said you should write
90:38
it down because it's really useful okay
90:41
don't want ping and and everybody say an
90:44
alright now take the knife just say the
90:47
vowel paying and paying that at is about
90:51
the starting point of I and out in
90:54
English it's also the vowel that you'll
90:58
hear in for example Texas instead of I
91:01
like it it'll be I like it I like it and
91:04
that's also a horrible accident hey okay
91:06
but anyway that's how they do it Lac
91:07
instead of like tacit songs trauma
91:10
invent ammo in hydros about home and
91:13
treat our son shouted Joseph digger ah
91:15
or boosted Sega I don't want pain under
91:19
and Giordani who know each other nigga
91:20
don't see negativa I got you mmm let's
91:24
finish the paragraph and then we're done
91:30
it says that although different
91:32
varieties of English will differ in some
91:34
aspects especially in vowels the
91:37
majority of the relationships are the
91:39
same sweet initially angry time winded
91:42
thing way we can make sure you're in
91:44
booyah for example hand in American hand
91:47
and British telling me already yeah cuz
91:51
the moon Halloween who shines agenda
91:53
nigga shunned by the Quan Chi I see yeah
91:55
so so nigga you gets hung Medien with
91:57
the ego cow it in didn't and done cuz
92:01
who shouts agenda nigga
92:02
relative relationship stays the same
92:05
and it says well no cases where in which
92:08
there are substantial differences as we
92:10
discuss the individual vowels we've
92:12
already talked about individual vowels
92:14
but we're going to do it again and I
92:19
expect to finish this in 2 more 2 more
92:22
hours so he cites the GABA Holloman
92:24
during the end of wine we're going
92:25
really fast and if we do though we will
92:29
have a little time to first of all to
92:31
sing on Christmas and then also to go
92:34
over things that you want more work on
92:36
you want to spend more time on so I
92:38
would recommend you start looking at the
92:41
vowel allophones but if you find you
92:43
really don't understand it you do what's
92:44
in the combo dong she's not happy I'll
92:46
share I mean each other don't you bites
92:47
how you may put them don't know any case
92:49
the audience only shows lights house and
92:51
create them but yeah she needs one pay
92:52
you need to copy them by hand but how
92:55
many are there they go up to page 102
93:00
how many elephant accruals are there for
93:02
English vowels only six no big deal so
93:06
when you copy it I want you to do it
93:08
when you understand what's going on not
93:09
just copying letters there's no point in
93:11
that
93:11
and also I recommend starting to do the
93:16
exercises the exercises here actually I
93:20
want you to be exhaustive they say I
93:23
want you to find a certain kind of fun
93:25
atactic pattern Nanyang pass Toyota
93:29
you'll take a sequence to England's
93:31
adults who lie so what tool are you
93:33
going to use one look one look is really
93:37
useful you can find just about
93:38
everything there that you need so I
93:41
would recommend start looking at the
93:44
allophones and look at the exercises
93:46
maybe do some that are easy do the easy
93:49
ones first and then what's left won't be
93:52
so bad I think we will finish pretty
93:55
quickly we will be able to finish all
93:56
five chapters excuse me before the end
93:59
of the semester please review everything
94:02
you will be tested mostly on the last
94:04
two chapters for the final exam but I
94:07
will also include material from the
94:09
whole course from the tutorials from the
94:11
webpages from class discussions ok don't
94:14
feel overwhelmed heizak urban wait Jule
94:17
but you need to know the other stuff and
94:18
we're still
94:19
going to be doing probably compound
94:22
nouns dress Negi out to eat so he in
94:26
your Joshua Soochow foo humming song in
94:29
Nepean yah yah all - we can't just yell
94:32
so she the kind I think that's it I told
94:35
you at the beginning of the class the
94:36
assignments does anybody have any
94:38
questions
94:39
TAS do you have anything that you
94:42
thought of that I forgot well okay
94:46
that's it we're done we'll see you on
94:48
Monday