Phonology Flashcards
Define co-articulation.
Where a sound occurs in two places in the mouth. E.g. /w/
Define allophone.
Where you have two phoneme variants. E.g. /n,/ and /n/; /l/ and /l,/.
Define monopthong.
A vowel that stays in one place in the mouth.
Define dipthong.
A vowel that moves position in the mouth.
Define the schwa vowel.
/ə/
Define the strut vowel.
/ʌ/
Define the near-close, near-back rounded vowel.
/ʊ/. E.g. ‘book’.
Define articulatory phonetics.
The umbrella term for place and manner of articulation.
Define place of articulation.
Where the sound’s made. E.g. bilabial plosive -> place of articulation is the bilabials.
Define manner of articulation.
How the sound is a made. E.g. bilabial plosive -> manner of articulation is the plosive.
Define /b/ and /p/.
Bilabial plosive. Easy phonemes for children. Often substitute harder ones for these sounds. /b/ is voiced and /p/ is voiceless.
Define /t/ and /d/.
Alveolar plosives. Fairly easy for children to grasp. /t/ is voiceless and /d/ is voiced.
Define /k/ and /g/.
Velar plosives. /k/ is voiceless and /g/ is voiced. Also fairly easy for children but not as easy as the other plosives due to their place of articulation being further back in the mouth.
Define /f/ and /v/.
Labiodental fricatives. /v/ is voiced and /f/ is voiceless. Fricatives are not as easy as plosives, but these two are the easiest fricative. Labiodental are easier than dental due to an easier place of articulation.
Define /ð/ and /θ/.
Dental fricatives. /θ/ is voiceless and /ð/ is voiced. Children often substitute these with alveolar plosives or labiodental fricatives - though this could also be an accent/idiolectal.
Define /s/ and /z/.
Alveolar fricative. Fricatives are not as easy as plosives but these two are the easier fricative phonemes.
Define /ʃ/ and /ʒ/.
Post alveolar fricatives. /ʒ/ is voiced and /ʃ/ is voiceless. Children find these challenging and often substitute these sounds for the alveolar fricatives. E.g. /ʃ/ shell; /ʒ/ treasure.
Define /tʃ/ and /ʤ/.
Post-alveolar affricates (stop the air and then release without friction). Children find these really challenging and may substitute these for alveolar plosives. E.g. /tʃ/ choose; /ʤ/ jet.
Define /l/ and /l,/.
Alveolar laterals (raise the tongue and the air flows past one or both sides of the tongue). These are neither easy or hard. /l/ is light and /l,/ is dark. E.g. /l/ lucky; /l,/ full.
Define /m/.
Bilabial nasal. These are easy phonemes - which is why children often say ‘mamma’ first.
Define /n/ and /n,/.
Alveolar nasals. /n,/ is known as a ‘syllabic’ (a consonant that replaces the vowel). E.g. ‘even’. These two variants of ‘n’ are called allophones.
Define /ŋ/.
Velar nasal. This is the ‘ing’ sound on present particle verbs like ‘dancing’. If a child misses this, it’s likely due to spontaneity and idiolect or accent.
Define /r/.
Alveolar approximant. This is a difficult phoneme as it involves curling the bottom lip to the top teeth. Children often substitute /r/ for /w/.
Define approximants.
Consonants which are similar to vowels in articulation. One articulator approaching another but without the tract becoming narrow to create friction.
Define /w/.
Labial-velar approximant. This is a ‘co-articulated’ consonant as it is labial and velar. This is fairly easy as it involves the lips as a place of articulation. Children often substitute /r/ for /w/.
Define /j/.
Palatal approximant. This is not as hard as other phonemes but it certainly isn’t the easiest. E.g. yet, yesterday.
Define /h/.
Glottal fricative. Neither easy nor hard. Likely idiolectal if deleted.
Define /ʔ/.
Glottal stop/glottal plosive. Neither easy nor hard. Idiolect feature.
Define susbtitution.
When children replace one sound for another. E.g. substituting the alveolar approximant /r/ for the labial-velar approximant /w/.
Define spoonerism.
Where we mix up sounds in words , e.g. instead of saying ‘lighting a fire’, you may accidentally say ‘fighting a liar’. This shows how sometimes assimilation is accidental.
Define unstressed syllabic deletion.
Where children drop quiet syllables - e.g. banana becomes ‘nana’.
Define initial consonant deletion.
Where the initial consonant is deleted, e.g. grass - ‘rass’.
Define final consonant deletion.
Where the end consonant is deleted, e.g. dog becomes ‘do’.
Define consonant clusters.
They are also difficult for children to grasp. These are where you get two or more consonants together. They find initial consonant clusters hard e.g. tree - tii, sky - kai. They also find final consonant clusters hard, e.g. milk - mil or mik.
Define reduplication.
Children sometimes pronounce different syllables in a word in the same way. Bottle may be ‘bubu’. Sometimes the words sound quite unlike their adult counterparts.
Define segmenting.
Identifying individual sounds.
Define phonics.
Teaching links between graphemes and the phonemes.
Phonetic spelling.
Spelling how words sound. E.g. ‘greedy’ as ‘gredi’.
Define phonic blends
Joining together the individual sound-spellings in a word.
