...English and Vietnamese Vowels 0 Running head: ENGLISH AND VIETNAMESE VOWELS Vowels in English and Vietnamese: A Contrastive Analysis Chu Thi Thuy Tien Class: 4C.06 University of Education English and Vietnamese Vowels 1 Abstract Pronunciation is a problem which usually occurs to Vietnamese learners of English. Many learners have difficulty pronouncing English sounds, therefore; they have difficulty in listening and speaking English. While these two skills are very important for students when they begin to work in an environment using English, students need to be aware of the errors in their pronunciation. This paper aims to contrast vowels in Vietnamese and in English. From this analysis, some similarities and differences can be drawn between the two languages. Then some teaching implications will be presented. The teaching implications will help learners to correct their pronunciation and also help them improve other skills. I will divide my paper into three parts. Firstly, I will describe vowels in Vietnamese and then in English. Secondly, I will contrast these two systems through two aspects: positions and manners of articulation of vowels to find out similarities and differences between them. And lastly, I will discuss some implications for teaching language. English and Vietnamese Vowels 2 Vowels in English and Vietnamese What is a vowel? We will find that it is not easy to define exactly what it means. According to Oxford Advanced Learner’s dictionary,...
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...Differences between English and Japanese vowel and consonantal system 2.1. Similarities and Differences in Vowel System Vowels are the sounds in the production of which none of the articulators come very close together so the passage of air-stream is relatively unobstructed and the air can get out freely. Vowels are the type of sounds that depend mainly on the variations in the position of the tongue. They are normally voiced. Both English and Japanese vowels can be classified according to three variables: * Tongue height * Part of the tongue which is raised * Degree of lip rounding. Comparing the Japanese vowel system with that of English reveals some significant differences in the following two areas: * The number of vowels * Tense/lax distinctions. Charts below indicate the English and Japanese vowel system. i: u: ɪ ʊ ə e ɜ ɔ: æ ʌ ɒ ɑ: Figure 1: English vowel Chart Figure 2: Japanese vowel Chart The number of vowels: As shown through 2 charts, in the English vowel system, there are 13 different vowels identified. Besides, English vowel system includes several diphthongs such as /a ʊ /, /a ɪ /, and /o ɪ /. On the other hand, Japanese has only 5 vowels in its vowel inventory. It is shown that the number of vowels that can be identified in English and Japanese can differ...
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...MMLS NOTE- LEARNING: El Alfabeto Español/ the Spanish Alphabet If you know the alphabet in English, you can easily learn it in Spanish. That is because the Spanish alphabet is very similar to the alphabets of most other western European languages, including English. According to the Real Academia Española, which is considered the arbiter of what's official Spanish, the following letters make up the Spanish alphabet: a, b, c, d, e, f, g, h, i, j, k, l, m, n, ñ, o, p, q, r, s, t, u, v, w, x, y, z The following chart shows the capital letters along with name of each letter. |Letter |Name |Letter |Name | |A |a |N |ene | |B |be |Ñ |eñe | |C |ce |O |o | |D |de |P |pe | |E |e |Q |cu | |F |efe |R |ere ...
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...allows him or her to “translate” phonemes into actual speech sounds; knowledge of these rules forms part of the speakers linguistic competence. * Change from the underlying phonemic form to the actual phonetic form of a word by means of phonological rules can be represented with a diagram. phonemic form =rules= phonetic form Examples: I can ask {ay kaen aesk} I can see { ay kaen si} I can bake { ay kaem bek } I can play { ay kaen ple} I can go { ay kaen go } I can come { ay kaen kam } * As these transcriptions show /n/ is pronounced as /m/ when it precedes a labial stop and as /n/ when it precedes a velar stop. We can state this fact about English as descriptive rule: /n/ is pronounced as: /m/ before a labial stop /n/ before a velar stop /n/ everywhere else Flapping: Alveolar oral stops are realized as /r/ when they occur after a stressed vowel and before an unstressed syllable. Writer /raytr/- /rayrr/ and rider /raydr/-/ rayrr/ are examples of the application of this rule. Palatalization- refers to a special type of assimilation in which a consonant becomes like a neighboring sound. For example when American English speakers say Did you eat? Rapidly they very often pronounce Did you as/dija/. The sound /d/ has been turned into a palatal sound /j/ because of the influence of the following palatal glide...
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...British and American English Pronunciation Differences Paco G´omez Contents 1 Pronunciation Differences between British English and American English 2 2 Rhotic Accent 3 3 Differences in Vowel Pronunciation 5 3.1 Change of Diphthong [@U] to [oU] . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2 Change of Vowel [6] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2.1 The Main Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 3.2.2 Changes to [oU] and [2] . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.3 Change of [æ] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.4 Change from [ju:] to [u:] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 3.5 Minor Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.5.1 Change of [I] and [aI] . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 3.5.2 Changes of [i:] and [e] . . . . . . . . . . . . . . . . . . . . . . . . . . 9 4 Differences in Consonant Pronunciation 9 4.1 Pronunciation of Letter t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 5 Change of Stress 10 5.1 French Loanwords . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 5.2 Ending -ate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 5.3 Suffixes -ary, -ory, -berry, and -mony . . . . . . . . . . . . . . . . . . . . . . 11 6 Changes in Articulation 12 7 Notes 13 1 1 Pronunciation Differences...
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...Overview of Phonology Processes Phonological processes occur in every language. Phonological processes are processes that occur on sounds when a speaker pronounces these sounds in specific languages. These symbols are identifiable by the International Phonetic Alphabet (IPA) chart. These processes occur without the speaker even knowing that they occur, especially in English but linguists have identified these processes in relation to speech in specific languages. Therefore, one becomes aware when they have been linguistically educated about the various processes that occur when producing even one sound. Phonological processes may occur when a sound symbol takes on the feature of a neigbouring sound, the feature of the neighbouring sound has spread, this is known as assimilation or it takes on its own feature, this is known as non-assimilation. Many phonological processes exist like: nasalization, dentalization, velarization, affricatization, plosive release and many others that are related to the English Language but only fronting and aspiration will be discussed. Fronting is unavoidable, it is universal and hence, it occurs in every language. Fronting occurs on velar plosives, /k/ and /g/, when they occur before front vowels, /i/, /e/, /ɛ/ and /a/, in English. Consider the word key /ki:/, in order to make /i:/ the body of the tongue is brought up and forward on the hard palate and /k/ has a default position further back on the velum. The movement from /k/...
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...Faculty of Graduate Studies English Department Assimilation of Consonants in English and Assimilation of the Definite Article in Arabic By Hamada Shehdeh Abid Dawood حمادة داود Supervised by Dr. Ahmad Atawneh 2013/2014 Assimilation of Consonants in English and Assimilation of the Definite Article in Arabic Abstract This paper aims at discussing the term assimilation. Assimilation is a phonological process where a sound looks like another neighboring sound. It includes progressive, regressive, coalescent, full and partial assimilation. In addition, contextual assimilation is subject to the environment of sounds where historical assimilation is resulted from the development of languages. In Arabic, it is clear that the /l/ sound in the definite article disappears if followed by coronal consonants. It is, however, concluded that the importance of assimilation is to make pronunciation of a word or speech easier. 1. Introduction Assimilation is an everyday occurrence in every human language, and it is particularly common for nasal sounds (McMahon, 2002, p. 4). Thus, sounds in the environment of other sounds, across morpheme and word boundaries tend to undergo various phonological changes referred to as phonological processes (Ofulue et al, 2010, p. 49). Making a sound more like another in the same or next word in continuous utterance is called assimilation (Oxford Dictionary, 2008). Assimilation usually occurs because two sounds share common features in place...
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...California English: * Almost 50% of the population is made up of Latino/African Americans with separate accents. * Caucasian people pronounce the vowels in hawk and hock the same as well as cot and caught. * Moving vowels forward in the mouth is resulting in changes of vowel sound Cajun: * This dialect is a mixture of French, Canary Island Spanish, German, and English. * Some characteristics include fast talking, clipped vowels and an abundance of French terms. * The /th/ sound is usually replaced with /t/ or /d/. New York: * “on line” instead of “in line” * “dungarees” instead of “jeans” * The /o/ can make an /aw/ and /th/ can make a /t/ sound. California English: * Almost 50% of the population is made up of Latino/African Americans with separate accents. * Caucasian people pronounce the vowels in hawk and hock the same as well as cot and caught. * Moving vowels forward in the mouth is resulting in changes of vowel sound Cajun: * This dialect is a mixture of French, Canary Island Spanish, German, and English. * Some characteristics include fast talking, clipped vowels and an abundance of French terms. * The /th/ sound is usually replaced with /t/ or /d/. New York: * “on line” instead of “in line” * “dungarees” instead of “jeans” * The /o/ can make an /aw/ and /th/ can make a /t/ sound. American Varieties of English American Varieties of English Linguistic Terms Linguistic Terms - Standard...
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...1. INTRODUCTION Speaking is one of important skills to mastering English besides reading, listening and writing. In order to mastering speaking, we must have a good pronunciation and high confidence. It is also strengthened by Harmer (2001) that pronunciation is what learners have to concern with because sound or voice is a part of pronunciation. It is in the line with Brown’s statement. Brown (1974) states that one of the significant benefits of pronunciation is to helps student feel confident when speaking. However, pronunciation is one of the most difficult problems that faced by the students largely. It usually becomes the largest constraint to overcome when trying to achieve fluency in speaking. There are many students that have studied English for many years start from elementary school until Senior High School, but they are unable to speak like native speakers because of their inability to pronounce the sounds of words properly. This problem of course can create ambiguity and difficult to understand for the people who became their interlocutors. Sometimes there are some students who able to speak fluently because they knew many vocabulary to speak and also have a high confidence, but they cannot pronounce the words properly. This problem also happens in Islamic Senior High School 1 Serang. Based on my interview with Atang Santosa, an English teacher there, I found that there are many students who have problem with their pronunciation in speaking especially in the...
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...(IPA) as it is used to denote pronunciation of English words. Each symbol is treated separately, with explanation and examples that are at the same time a link to a dictionary where you can listen to the word pronounced both in American and British English. Just one technical term used in the article: a closed syllable is a syllable which ends with a consonant (in writing; for example “writ” in “writ-ten” is a closed syllable). [xː] long vowel When the symbol”ː” follows a vowel symbol, it means that the vowel is pronounced longer. [æ] cat, bad, sad, sand, land, hand Among all English vowels, the greatest problem for most learners poses “æ”. It is somewhere between “a” in “father” and “e” in “bed”. It is usually pronounced slightly longer in American English than in British English. It is always represented by the letter “a” in a stressed closed syllable, but not all such occurrences are pronounced as [æ]. [ɑː] bra, calm, palm, father, start, dark This vowel is the closest one to the sound of the letter “a” in many other languages and as such is also denoted [a] in some dictionaries. There is no reliable general rule which would tell you when “a” is pronounced as [ɑː] instead of [æ]. It is quite rare in American English to pronounce “a” as [ɑː]; it is usually pronounced [æ], as in grass, can’t, half, bath etc., all of which are pronounced with [ɑː] in British English. On the other hand, the sound is used in American English in words in which a Brit would say [ɒ] (see below)...
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...HISTORY OF THE ENGLISH LANGUAGE COURSE GUIDE Professor Michael D.C. Drout WHEATON COLLEGE A History of the English Language Professor Michael D.C. Drout Wheaton College Recorded Books™ is a trademark of Recorded Books, LLC. All rights reserved. A History of the English Language Professor Michael D.C. Drout Executive Producer John J. Alexander Executive Editor Donna F. Carnahan RECORDING Producer - David Markowitz Director - Matthew Cavnar COURSE GUIDE Editor - James Gallagher Design - Ed White Lecture content ©2006 by Michael D.C. Drout Course guide ©2006 by Recorded Books, LLC 72006 by Recorded Books, LLC Cover image: © PhotoDisc #UT088 ISBN: 978-1-4281-1730-3 All beliefs and opinions expressed in this audio/video program and accompanying course guide are those of the author and not of Recorded Books, LLC, or its employees. Course Syllabus A History of the English Language About Your Professor...................................................................................................4 Introduction Lecture 1 ...............................................................................................................5 The Foundations of Language: Brain, Development, Acquisition ......................................................................6 Signs and Meanings: Semantics .........................................................13 Sounds of Language: Phonetics..........................................................20 Sound and Meaning:...
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...The aim of the organisation was to devise a system for transcribing the sounds of speech which was independent of any particular language and applicable to all languages. A phonetic script for English created in 1847 by Isaac Pitman and Henry Ellis was used as a model for the IPA. Uses * The IPA is used in dictionaries to indicate the pronunciation of words. * The IPA has often been used as a basis for creating new writing systems for previously unwritten languages. * The IPA is used in some foreign language text books and phrase books to transcribe the sounds of languages which are written with non-latin alphabets. It is also used by non-native speakers of English when learning to speak English. Where symbols appear in pairs, the one on the right represents a voiced consonant, while the one on the left is unvoiced. Shaded areas denote articulations judged to be impossible. http://www.omniglot.com/writing/ipa.htm Contents page Contents page for Vowels and Consonants Chapter 1 Chapter 1 book links Clicking on a symbol will take you to a part of the chart where you can hear the corresponding sound. To hear the sounds in a row or column and get short definitions of the terms click here. The sounds of English and the International Phonetic Alphabet © Tomasz P. Szynalski, Antimoon.com This chart contains all the sounds (phonemes) used in the English language. For each sound, it gives: * The symbol from the International Phonetic Alphabet...
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...important and fastest way to learn. Remember that when we were young you learned a language by listening and then repeating the words while imitating the accent. This is called acquiring. Instead of learning, we acquire our native language through informal processes. In order to speak like the native speakers of English language, we must use the same way we acquire our first language or mother tongue. 2. Try to watch some good movies that can improve your overall communicative skills. • Watch movies in English with subtitles or English language satellite channels like BBC or CNN and try to understand it. If we don’t understand the meaning of certain words, we can use dictionary to find the meaning. In this modern era, it’s not that difficult to find those meanings. We can search the meaning using internet. For example, we use the online dictionaries available in the internet. This will not just enable us to find the meaning but we can also listen to the correct pronunciation of the words that we search for. From that, we will able to know on how to pronounce the words correctly. Once we think that we have acquired the good number of vocabularies, we can try to watch the English movies without relying on the subtitles. 3. Do not speak too fast. Keep your rate of speech under control. • Speak a little slower than normal. It takes more time to master a foreign language so give our listener that time. This goes along with being patient and articulating clearly. The more relaxed we...
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...When you are learning English as a second language, it is important to learn through the use of good habits. Any student, whether learning to drive or learning a new language, will need to make sure they are learning good habits and not bad ones. Once Bad habits are formed, they are extremely difficult to break, and it will make learning that little bit harder. If you are learning English as a second language through self-teaching methods rather than going to a class, it is important to find the right resources to help you. For example, just reading a translation book will not help you with your pronunciation. You might think that your pronunciation of certain words and phrases is correct, but once you are faced with a native speaker, you may find that you were wrong. Good pronunciation is a good habit you will want to make sure you keep. Why You Should Work On Pronunciation Pronunciation is extremely important when learning English as a second language. It is the pronunciation that allows you to communicate easily with others. More importantly, it allows others to understand you. It is vital that you listen to English speakers, whether that is an English speaking CD to go with a book, or in a classroom. There are lots of English words that are confusing unless you know how to pronounce them. Often, in English, there are words that sound similar, but are not spelt the same way. Also, there are many words that when you look at them, offer you no clues as to how...
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...Arabic language is harder than English. What makes a language to be difficult to learn? It is possibly very popular question examined by linguists. To define difficulties of a language, it can be meant by hard grammar, difficult technique of writing, pronunciations and it also depends on a person's native language etc. In comparison of difficulties in learning, Arabic language is harder than English because it has hard grammar and vocabulary, complex pronunciations and difficult writing system. Firstly, Arabic is harder to learn than English because it needs to learn new script, new consonant sounds, different syntax and also vocabulary with some cognates. Arabic grammar is harder than English because Arabic verb conjugations are very involved and there are lots of forms for everything. Arabic has many inconsonant roots, so rare possible to understand which words are related with which meaning. For example, The starting and the ending of words change depending on who is telling and what the speaker are referring to and whether they are asking question or not. The results of these complications that the alphabets do not replicate what they speak and what they mean. Complexities of Arabic grammar and vocabulary are much more than English grammar and vocabulary. This apparently makes English is easier than Arabic. Secondly, Arabic language sound system is completely different. Arabic pronunciation contains a good range of individual throaty sounds which are formed in an altered...
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