TEST 1

Question 1

What is Phonology?

Answer 1

the sound patterns of language
the pronunciation patterns of speakers
the study of (1) and/or (2)

Question 2

Questions addressed in phonology?

Answer 2

How does the sound system of a language work?
What are similarities/differences in sound systems across languages?
How do individuals differ in their pronunciation patterns?
How do individuals learn pronunciation patterns?

Question 3

Phonology signals :

Answer 3

linguistic meaning,
personal and group identity,
affect (mood and emotion).

Question 4

A learner’s native language influences both his/her:

Answer 4

perception (i.e., listening) and production (i.e., speaking) abilities

Question 5

An important goal of teaching pronunciation is for learners to achieve:

Answer 5

overall comprehensibility (intelligibility).

Question 6

There are 3 phases in the production of sounds:

Answer 6

the initiation phase
the phonation phase
the articulation phase

Question 7

This phase depends on the activity of the vocal cords (bands or flaps):

Answer 7

the phonation phase

Question 8

in the phonation phase, The flaps control the size of the:

Answer 8

glottis, the opening of the windpipe

Question 9

the three types of glottis openings:

Answer 9

slightly open and vibrating
open and not vibrating
closed

Question 10

when the air leaves the glottis, stage is called:

Answer 10

the articulation phase

Question 11

what areas does the air pass through after leaving the glottis?

Answer 11

the pharyngeal cavity
the oral cavity
the nasal cavity

Question 12

How to describe consonants

Answer 12

Where? Place of articulation
How? Manner of articulation
Voice? Voiced or voiceless

Question 13

In the oral cavity, sounds are shaped by using “movable” parts of the mouth -articulators:
(WHERE)

Answer 13

lower lip
tip of the tongue
blade of the tongue
back of the tongue

Question 14

The places of contact or near the contact are called places of articulation:

Answer 14

upper lip  labial
upper teeth  dental
behind teeth  alveolar 
palate of mouth  alveopalatal 
back of mouth  velar
glottis  glottal

Question 15

The airstream passing through the mouth can be modified in several ways (HOW)

Answer 15

stop
fricative
affricate
nasal
liquid
glide

Question 16

Depending on whether vocal folds vibrate, consonants can be:

Answer 16

voiced

voiceless

Question 17

How to describe vowels:

Answer 17

Where? high-low dimension
Where? front-back dimension
How? tense-lax dimension
Lips rounded-unrounded

Question 18

beat-beat-bait-bait-bat-bat is an example of the:

Answer 18

high-low dimension

Question 19

beat-boot-beat-boot-beat-boot is an example of the:

Answer 19

front-back dimension

Question 20

beat-bit
bait-bet
boot-book
are examples of:

Answer 20

the tense-lax distinction

Question 21

beat-bit-bait-bet-bat
boot-good-boat-code-vote
knot-nut-but-cot
are examples of:

Answer 21

lips rounded or unrounded

Question 22

Schwa occurs only in:

Answer 22

unstressed syllables

Question 23

Contrastive sounds indicate

Answer 23

meaning differences at the level of a word

Question 24

The phoneme is a :

Answer 24

contrastive sound; it distinguishes meaning in a language.

Question 25

“cave-pave” is a

Answer 25

minimal pair

Question 26

Thus, /p/ is a _______ of English (a contrastive sound) and all its “physical” variants are its ______

Answer 26

phoneme, allophones.

Question 27

A phoneme is a class of sounds which :

Answer 27

(1) are “physically” similar and (2) show certain characteristic patterns of distribution in a language (Gleason, 1961).

Question 28

English /p/, /t/, and /k/ are aspirated at the beginning of a stressed syllable, but :

Answer 28

never after /s/ (as in “speed”, “stop” or “skate”).

Question 29

English /t/ and /d/ become _____ between two vowels, before an unstressed syllable

Answer 29

flaps /D/

Question 30

When pronouncing English /t/ before an unstressed syllable with an /n/ or before another consonant, airflow is :

Answer 30

blocked in the glottis

Question 31

English /l/ at the end of syllables (or words) is _____–it is produced with the back of the tongue raised to the velum

Answer 31

dark

Question 32

English /r/ changes the quality of:

Answer 32

every vowel that occurs before it. For example, it may minimize the tense-lax distinction.