Вопрос |
Ответ |
provides objective ways of describing and analyzing the range of sounds humans use in their languages начать обучение
|
|
|
|
|
identifies precisely which speech organs and muscles are involved in producing the different sounds of the world’s languages начать обучение
|
|
|
|
|
focuses on the physics of speech as it travels through the air in the form of sound waves начать обучение
|
|
|
|
|
focuses on the effect those waves have on a hearer’s ears and brain начать обучение
|
|
|
|
|
the sound patterns of particular languages, and in what speakers and hearers need to know, and children need to learn, to be speakers of those languages: in that sense, it is close to psychology начать обучение
|
|
|
|
|
the realizations of an abstract unit, appears between slash brackets, and is conventionally represented by IPA symbols, in (e.x. /k/) начать обучение
|
|
|
|
|
the sound the speaker is producing - phonetic representation of a phoneme начать обучение
|
|
|
|
|
their distribution must be predictable, and, if one phone is exceptionally substituted for the other in the same context, that substitution must not correspond to a meaning difference. начать обучение
|
|
|
|
|
- a current of lung air set in motion by the respiratory muscles in the production of speech. начать обучение
|
|
|
|
|
the direction of airflow is inwards начать обучение
|
|
|
|
|
the direction of airflow is outwards начать обучение
|
|
|
|
|
any speech sound produced by pushing air up from the lungs and out through the mouth and/or nose, they are usually classified according to place of articulation, the manner of articulation and the presence or absence of voicing. начать обучение
|
|
|
|
|
the sound in which the air comes out without any friction, they are mainly divided into two parts - monophthongs and начать обучение
|
|
|
|
|
the vibration of the vocal cords during the production of a sound начать обучение
|
|
|
|
|
the noise that is made when air escapes after a plosive consonant sound. In English, aspiration is an important feature in whether we hear a sound as /p/ or /b/ at the beginning of a word. начать обучение
|
|
|
|
|
a mark near or through an orthographic or phonetic character or combination of characters indicating a phonetic value different from that given the unmarked or otherwise marked element начать обучение
|
|
|
|
|
determined by the physical place of articulators within the mouth where a speech sound is made. начать обучение
|
|
|
|
|
the active articulator is the bottom lip, and the passive articulator is the top lip начать обучение
|
|
|
|
|
the active articulator is again the bottom lip, but this time it moves up to the top front teeth начать обучение
|
|
|
|
|
passive articulator is the top front teeth; the active articulator is the tip of the tongue начать обучение
|
|
|
|
|
produced by the tip or blade of the tongue moving up towards the alveolar ridge начать обучение
|
|
|
|
|
are produced with the blade of the tongue as the active articulator, and the adjoining parts of the alveolar ridge and the hard palate as the passive one начать обучение
|
|
|
|
|
are produced by the front of the tongue, which moves up towards the hard palate начать обучение
|
|
|
|
|
the active articulator is the back of the tongue, and the passive articulator is the velum, or soft palate начать обучение
|
|
|
|
|
they do not involve the tongue: instead, the articulators are the vocal folds, which constitute a place of articulation as well as having a crucial role in voicing начать обучение
|
|
|
|
|
determined by how close the active and passive articulators get начать обучение
|
|
|
|
|
- the sound articulated if the active and passive articulators actually touch, stopping airflow through the oral cavity completely for a brief period of time начать обучение
|
|
|
|
|
during their production the active and passive articulators are brought close together, but not near enough to totally block the oral cavity начать обучение
|
|
|
|
|
the subclass that consists of sounds which start as stops and end up as fricatives начать обучение
|
|
|
|
|
the active and passive articulator never become sufficiently close to create audible friction. Instead, the open approximation of the articulators alters the shape of the oral cavity, and leads to the production of a particular sound quality. начать обучение
|
|
|
|
|
the velum is raised and pushed against the back wall of the pharynx, cutting off access to the nose начать обучение
|
|
|
|
|
are produced with air only passing through the nasal cavity for at least part of their production начать обучение
|
|
|
|
|
binary feature that describes vowels which are produced with the front of the tongue raised towards the hard palate начать обучение
|
|
|
|
|
binary feature that describes vowels that have the tongue raised most towards the roof of the mouth начать обучение
|
|
|
|
|
vowels may be either rounded, where the lips are protruded forwards, or unrounded, where the lips may be either in a neutral position, or sometimes slightly spread начать обучение
|
|
|
|
|
they change in quality during their production, and are typically transcribed with one starting point, and a quite different end point; they are typically long vowels. начать обучение
|
|
|
|
|
diphthongs that have the first element as longer and more prominent than the second начать обучение
|
|
|
|
|
they all have the mid central vowel schwa as the second element начать обучение
|
|
|
|
|
where the second element is more close than the first, this includes all the diphthongs ending in /ɪ/ and /ʊ/ начать обучение
|
|
|
|
|
the perceived number of syllables corresponds to the number of peaks in a sonority profile, assuming the sonority scale. начать обучение
|
|
|
|
|
the consonants that are preceding the peak (they are not obligatory in a making of a syllable) начать обучение
|
|
|
|
|
contains the ‘syllabic’ element, the segment that is more sonorous than both its neighbors (typically a vowel) начать обучение
|
|
|
|
|
resulting unit of grouping the peak and the coda together, it plays an important role in the rhyming conventions of poetry начать обучение
|
|
|
|
|
consonants that follow the peak (they are not obligatory in a making of a syllable) начать обучение
|
|
|
|
|
the aspect of phonology that answers the questions about the syllable: any constraints on possible clusters and sequences hold within the syllable rather than the word. начать обучение
|
|
|
|
|
a group of consonants that appear together in a word without any vowels between them начать обучение
|
|
|
|
|
principle states that consonants should be assigned to the syllable onset rather than the syllable coda начать обучение
|
|
|
|
|
it has a ‘syllabic’ segment (the peak), single, unbroken sound of spoken or written word начать обучение
|
|
|
|
|
- occurs when a vowel is at the end of the syllable, resulting in the long vowel sound (words are not closed by a consonant) - CV начать обучение
|
|
|
|
|
occurs when a syllable ends with a consonant, resulting in a short vowel sound - CVC, VC начать обучение
|
|
|
|
|
consists only of a nucleus, as in the English words "eye" or "owe" начать обучение
|
|
|
|
|
a syllable that has a single-X rhyme - unstressed syllable are light начать обучение
|
|
|
|
|
a syllable that has a two-X rhyme - stressed syllables are heavy начать обучение
|
|
|
|
|
consonants that belong to both the preceding and the following syllable - they are syllabified ambiguously начать обучение
|
|
|
|
|
a consonant that forms a syllable on its own (a syllable where there’s no vowel) ex. button, bottle, sudden, history, widen начать обучение
|
|
|
|
|