Voicing place and manner
/ɛ/
mid front lax unrounded
Phonological processes that characterize unintelligible and intelligible speech in early childhood.
Results:
50-60 of intelligible children used devoicing of final consonant
50-60 Unintelligible used cluster reduction, stridency deletion(sibilants?), stopping, liquid deviations, assimilations
Takeaway: there are patterns that can predict unintelligible speech+ addition of phonological speech errors lead to more unintelligible speech
water/wɑwɑ
baby/bɑbɑ
reduplication
off/on glides
;)
three types of intonation
rising-falling contour
rising contour
through of scorn
/ŋ/
voiced velar nasal
Phonological features of child african american english
Results:
Problems within later grades with better developed language that had more opportunity to use
Second graders used 3x AAE
Phonological processes observed characterizing speech: cluster reduction, monothongization(getting rid of diphthongs), substitution of ፀ and ð
look/wʊk/jʊk
silly rabbit/sɪwi wæbɪt
gliding
tongue raised or lowered during vowel sound
=^..^=
coronals
[t,d,n,s,l] articulated with the tongue tip/blade
/h/
voiceless glottal fricative
A Comparison of Phonological Skills of Boys With Fragile X Syndrome and Down Syndrome
Results:
Boys with down syndrome lowest scores
Boys with fragile x performing similar to typical development
stripe/taɪp
ɡreen/ɡin
cluster reduction
retroflexed
Formants and harmonics
produced by the harmonics resonating at certain frequencies when they travel through the vocal tract - what happens after harmonics (source) go through the oral tract (filter)
/ʒ/
voiced post-alveolar fricative
An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish- English Bilingual Children
Results:
Bilingual children similar to monolingual english speaking children
Consonant clusters were better in bilingual than spanish speakers
Bilingual speaker produced flap and trilled r less correctly than a monolingual speaker
wash/wɑs
chip/tɪp/tsɪp
fronting
palatalized
<3
THE EFFECTS OF COMPUTER-ASSISTED PRONUNCIATION READINGS ON ESL LEARNERS’ USE OF PAUSING, STRESS, INTONATION, AND OVERALL COMPREHENSIBILITY
Results:
CPR is a cued pronunciation reading task- helped but not for intonation
Didn't improve comprehensibility- lack of effort and time- not the best b/c self direction
/ɾ/
voiced alveolar tap/flap
(How) Can We Teach Foreign Language Pronunciation? On the Effects of a Spanish Phonetics Course
Results:
No significance between ESL pre and post-test
Significance between native speakers pre and posttest - closer to native English speakers
telephone/tɛfoʊn
tomato/meɪɾoʊ
weak syllable deletion
lateralized
:)))))))
voiced or both are voiceless (wished=[wɪʃ], desk=[dɛs])
Postvocalic /l/ may be deleted (less common now) (wolf=[wʊf])
Word-initial /ð/ and /θ/ may become stops /d/ and /t/ (these=[diz])
The vowel /ɛ/ may be raised to /ɪ/ before /n/ (from southern dialects) (any=[ɪnɪ])
Fricatives /θ/ and /ð/ are sometimes produced as /f/ and /v/ respectively, especially medially and finally (brother=[bɹʌvə])