Language in a Social Context PDF - University Lecture Notes

NOTEBOOK Topic: Social Context Language in a Date: September or November Misc: Lecture Notes and Slides  ||| 1 Notebook Index 11 7 2 22...

NOTEBOOK Topic: Social Context Language in a Date: September or November Misc: Lecture Notes and Slides  ||| 1 Notebook Index 11 7 2 22 8 3 33 9 4 4 10 4 55 11 5 66 12 6  Language in a social context S2024 Univ.Prof. U. Smit Tuesday sessions: 9:45 - 11:15, lecture hall C1 (Campus, Hof 2) Friday sessions: 8:00 - 9:30, lecture hall A (Campus, Hof 2) Date Place Topic Readings 1 Fri, March 8 A Introduction / Phonetics & Phonology 1 Plag et al, 2 Tue, March 19 C1 chs. 1 & 2 Phonetics & Phonology 2 3 Fri, March 22 A Phonetics & Phonology 3 4 Tue, April 9 C1 Sociolinguistics Plag et al, ch. 7.3 5 Tue, April 16 C1 Sociolinguistics 6 Tue, April 23 C1 Sociolinguistics / Pragmatics Plag et al, 7 Tue, April 30 C1 ch. 6 Pragmatics & Discourse Analysis 8 Tue, May 7 C1 Pragmatics & Discourse Analysis 9 Tue, May 14 C1 First Language Acquisition Lightbown & 10 Tue, May 28 C1 Spada, Second Language Learning chs. 1-4 11 Tue, June 4 C1 Second Language Learning 12 Tue, June 11 C1 Second Language Learning 13 Tue, June 18 C1 Revision for exam – Q&A Tue, June 25 C1 Exam (1st sitting / 1. Termin) Note: NO Tuesday meetings on March 5 & 12, May 21. Dates to take the exam: '1. Termin': 25 June 2023, 8:30 - max.11:00, C1 '2. Termin': early Oct. 2024 '3. Termin': Nov. 2024 ‘4. Termin’: Jan. 2025 Required course books: Lightbown, Patsy M. & Nina Spada. 2013. How languages are learned. (4th edition) Oxford: Oxford Unversity Press. (3rd edition also acceptable). Plag, Ingo, Maria Braun, Sabine Lappe & Mareile Schramm. 2015 (or 2009). Introduction to English Linguistics. 3rd (or 2nd) rev. ed. Berlin: Mouton de Gruyter. (available as e-book via library). Transcription courses (optional; accompany the lecture course, focus on transcription): 2 parallel courses taught by Prof Christiane Dalton-Puffer, both in Helene-Richter-Saal https://uspace.univie.ac.at/web/lehre/rauminfo/raumdetails/-/raumdetails/18855 A. Tue, 12:00-12:45 (starting 19 March) B. Thu, 16:00-16:45 (starting 14 March) sign up here: https://ufind.univie.ac.at/en/course.html?lv=129002&semester=2024S Materials: Transcription booklet (see Moodle) Garcia Lecumberri & John A. Maidment. 2013. English Transcription Course. New York et al.: Routledge. Sauer, Walter. 2011. American English Pronunciation: A Drillbook. (4th ed.). Heidelberg: Winter.  ||| Section 1 1 1. go through slides and highlight 2. watch stream and take notes 3 read through summary and add notes 2 3 4 5 6  Topics today Course organisation Language in a Social Context Phonetics & Phonology 1 (1) What is phonetics? Basic considerations & IPA Articulatory phonetics & describing consonants Schedule Monday, 9.45am – 11.15am ONLINE (via Zoom) Course organisation 4 Required course books Required course books Plag/Braun/Lappe/Schramm. 2015 (or 2009). Introduction to English (Highly!) recommended: Linguistics. 3rd (or 2nd) rev. ed. Berlin: Mouton de Gruyter. Longman Pronunciation Dictionary. (available as e-book via library). (ed.) J.C. Wells Lightbown, P.M./Spada, N. 2013. How languages are learned. (4th edition). Oxford: Oxford Unversity Press. (3rd edition or 5th also acceptable). Exam Workflow … typically… 90-minute written exam based on both lecture and readings, consisting of 3 parts (each 1/3): readings multiple-choice questions (all topics of lecture course) slides application & open questions (no essay questions) IPA transcription (in GA or RP), and translation of IPA into written English. lecture pass-rate of 60% (50% on each part) transcription 4 possible dates (‘Termine’) readings course Self test quizzes transcription practice Transcription practice (=important to start early, not just before the exam!!) regular individual practice: use pronunciation dictionary & materials on Moodle (see ‘Transcription: Individual practice’ on moodle) Classes (AR Phonetic Transcription) 2 parallel courses with Prof Christiane Dalton-Puffer: Tue 12-12:45 (starting 19/03) Helene-Richter-Saal UniCampus Hof 8 3G-EG-21 Phonetics & Phonology Thu 16-16:45 (starting 14/03) Helene-Richter-Saal UniCampus Hof 8 3G-EG-21 What is a speech sound? For example … /i:/ What is phonetics? Branches of phonetics Phonetics describes how speech sounds … … are produced … sound … how they are Articulatory phonetics: Acoustic phonetics: Auditory phonetics: identified in investigates how speech describes the physical investigates how perception Phonology sounds are properties of speech speech sounds are articulated/produced sounds themselves heard and perceived The problem For labelling and representing speech sounds, the Latin alphabet is insufficient, because it was invented to represent, well, Latin. Furthermore, many conventionalized spelling systems have been unable to keep up with changing pronunciation. This particularly true of English, which is still spelt roughly as it was spoken in the late 15th century. International Phonetic Alphabet In short, written English represents spoken English VERY VERY BADLY. A ghoti? For representing speech better, the IPA was invented. Interesting (?) video Spelling is REALLY not like Pronunciation No one-to-one correspondence of sound and orthographic symbol (=letter) Pronunciation Poem: The Chaos one sound – many spellings One spelling – many sounds (by G. Nolst Trenité, a.k.a. "Charivarius"; 1870 - 1946) who beat http://www.youtube.com/watch?v=1edPxKqiptw shoe head moon great you heard true heart 17 Now that is better, is it not …? International Phonetic Alphabet (IPA) Nice correspondence of sound and IPA symbol one sound – one symbol many symbols – many sounds Conventionalised way of writing sounds based roughly on Latin spelling system with some new symbols huː biːt cf. Plag et al. (2015), last page for complete IPA ʃuː hed muːn greɪt juː hɜːd truː hɑːt Can you answer this question ….? International Phonetic Alphabet (IPA) Intended to work for all languages, being able to ˈwaɪ ˌdʌzn̩t ˈevriːˌbɒdiː ˈɹaɪt ɪn ˌaɪpiːˈeɪ represent about 900 different sounds (more than 550 consonants, more than 300 vowels and dipthongs Luckily, for English we need only about 50 symbols http://www.phonetics.ucla.edu/course/chapter1/chapter1.html Overview of IPA symbols needed for English IPA: “new symbols” for consonants … and ʃ ship Write down and say … Write down and say … as in touch as in sing Write down and say … Write down and say … as in pleasure as in judge Write down and say … Write down and say … as in throw as in pleasure Write down and say … Write down and say … as in there as in that Write down and say … Write down and say … as in about as in chew The pronunciation of what English? Exercise: Find the IPA symbol for the underlined letters in the following words: RP – “Received Pronunciation”: Southern British accent shop frequently used as model/norm church only spoken by about 5% of the British population ring GA – “General American” think - perceived as neutral (cf. “TV voices”) hat - represents accent closest to Midwest (i.e. eastern Nebraska, central Iowa, western Illinois) pull about IPA: Consonants (RP & GA) Write down and say … as in bit Write down and say … Write down and say … as in wood as in floor Write down and say … Write down and say … as in pot as in part (GB) pot (US) Write down and say … Write down and say … as in burn (US) as in burn (GB) IPA: Vowels (GA) IPA: Vowels (RP) A few words on some conventions & terms The letters we know from normal writing are called graphemes by linguists. The sounds that a language uses to distinguish words are called phonemes. Graphemes are written between angled brackets ARTICULATORY PHONETICS Sounds are written between slashes (or brackets). [ʃiːp ] [ʃɪp ] How do we produce speech sounds? Basic components … of the “speech sound production system”  The lungs contract and produce an outgoing stream of air. LUNGS LARYNX VOCAL TRACT  Pulmonic-egressive airstream (= breathing out) for sound production  Pulmonic-ingressive airstream (= breathing in) for some paralinguistic features Larynx Vocal tract above larynx contains the vocal folds/glottis The air stream is modified by organs of speech (articulators). Classification The vocal folds are a pair of membranes of sounds depends mainly on where the air stream is modified and how. stretched across the larynx. Articulators To test whether a certain sound is voiced or voiceless, Active articulators put your finger against your larynx. If you feel it Movable vibrating the sound is voiced. Lips, tongue, … Passive articulators Non-movable Alveolar ridge, upper teeth, hard palate,… Vocal Tract Oral cavity VOWELS CONSONANTS without obstruction vs. with obstruction of the airstream of the airstream Source: Yule 2006  What distinguishes the consonants below? a) /s/: Sue, price, place /z/: Zoo, prize, plays b) /p/: pride, pick, pan English consonants /t/: tried, tick, tan c) /w/: win, war /b/: bin, boar 56 Consonants are classified according to three criteria Voice 1. Voicing Consonants often come in voiced and unvoiced pairs, e.g. 2. Place of articulation 3. Manner of articulation /p/ vs. /b/ /t/ vs. /d/ /s/ vs. /z/ → relates to the state & activity of the vocal folds/cords /f/ vs. /v/  Are the vocal cords vibrating or not? (voiced vs. voiceless) 58 Voicing Consonants are classified according to three  Voiceless consonants: criteria 1. Voicing → voice cords are open and air passes through unimpeded 2. Place of articulation 3. Manner of articulation  Voiced consonants: → production happens with voice cords drawn together; air flow causes them to vibrate → tells us where the sound is produced  Which articulators are involved in production? Where e.g. /p/ and /b/ in the words and /t/ and /d/ in the words and in the vocal tract does the airflow obstruction occur? /s/ and /z/ in the words and Place of articulation Place of articulation Bilabial: both lips together [b,p,m,w] /p/ and /b/ bilabial /t/ and /d/ alveolar Labiodental: upper teeth with the lower lip [f,v] Dental: the tongue behind the upper teeth or between teeth [θ,ð] Alveolar: the tongue and the alveolar ridge [t, d, s, z, n, l, r] Palato-alveolar: [ʃ, tʃ, Ʒ, dƷ] Palatal: [j] Velar: the back of the tongue on the velum [k, g, ŋ] Glottal: using the glottis, open space between vocal folds [h] 61 62 Place of articulation Place of articulation & articulators active articulator passive articulator /k/ & /g/ bilabial upper and lower lips none labiodental lower lips upper front teeth dental tongue tip upper front teeth alveolar tongue tip or blade alveolar ridge palato-alveolar tongue tip or blade btw. alveolar ridge and hard palate palatal tongue front hard palate velar tongue back soft palate glottal vocal folds none 63 64 Consonants are classified according to Manner of articulation three criteria [b] and [w] 1. Voicing both bilabial – but distinguishable 2. Place of articulation →airstream obstructed in different ways 3. Manner of articulation →different sound qualities → tells us how the sound is produced manner of articulation, i.e. way in which sounds are produced  How do the organs of articulation come together?  What happens to the airstream? [b]: plosive / stop [w]: approximant Manner of articulation: groups Manner of articulation Plosives/Stops: In producing a stop consonant we block the airflow briefly, then let it go abruptly: [b,d,p,t,k,g] Fricatives: We almost block the airflow, force it through a narrow gap [f,v,θ,ð,s,z,ʃ,Ʒ,h] Affricates: Combine a stop with a fricative [tʃ, dƷ] Nasals: air flows out through the nose [m,n,ŋ] 68 Manner of articulation Use three dimensions to describe all English Approximants: consonants Lateral approximant: We let air flow around the sides of the tongue as the tip touches near the alveolar ridge /l/ /k/ is an unvoiced velar plosive , /g/ is a voiced Glides/semi-vowels/central approximant: Tongue is in motion, gliding to a position of a vowel, semi-vowels velar plosive /m/ is a voiced bilabial nasal, /n/ is a voiced alveolar nasal /s/ is an unvoiced alveolar fricative, /ʃ/ is an unvoiced palato-alveolar fricative …. 69 70 Summary: Consonants Practice at home: IPA & transcription Highly useful video: introduction to IPA: Voicing, Place and Manner http://www.youtube.com/watch?v=-e66ByetpDY  Readings Useful literature For next session: Plag et al. (2015) ch. 1 For the one after: Plag et al. (2015) ch. 2 74 Interesting videos Consonants of the world: http://www.youtube.com/watch?v=jJR1VPzayu0 Articulation of Consonants - lecture video & slides: https://www.youtube.com/watch?v=dfoRdKuPF9I IPA: https://www.youtube.com/watch?v=-e66ByetpDY 75  ||| Section 2 1 2 3 4 5 6  Practise Language in a Social Context Session 2 / Phonetics & Phonology 2 Department of English and American Studies Prof Ute Smit 2024S Practice - solutions ARTICULATORY PHONETICS: [ some revision 3 Basic components Vocal Tract (hard) palate velum (soft palate) … of the “speech sound production system” alveolar ridge LUNGS LARYNX VOCAL TRACT pharyngeal cavity teeth lips produce an airstream can make the air vibrate Can assume all sorts of (or not) shapes that affect the active quality of (speech) sounds. passive cavities larynx  What happens in the oral cavity … … when we produce speech sounds? Dimensions of Contrast (used in English) When the air flows When the airflow gets through the oral cavity obstructed, or even unimpeded, stopped, Consonants VOICING ✓ PLACE ✓ MANNER ✓ you produce vowel sounds you produce consonants like like /aɪ/, /ɔː/, /ɪ/, /e/ /f/, /s/, /d/, /n/ … Voicing Place of articulation bin /b/ /p/ pin down /d/ /t/ town gum /g/ /k/ come → tells us where the sound is produced  Which articulators are involved in veal /v/ /f/ feel production? Where in the vocal tract Vocal folds Vocal folds does the airflow obstruction occur? tightened & graze /z/ /s/ grace open & vibrating jews /dʒ/ /tʃ/ choose relaxed 9 10 Manner of articulation Summary: Consonants Airflow completely blocked (stopped), The passage of air then the air pressure forces through the mouth is the obstruction open, ‚explosivley‘ Airflow obstructed narrowed, but not but not blocked. really obstructed. This results in friction, a noisy sound. The velum is lowered, Airflow first blocked, and the air escapes then the blockage is through the nose, relaxed, but there is still because the way some obstruction. through the mouth is blocked. Know thy consonants (exercise) voiceless bilablial stop voiced dental fricative voiceless velar stop voiced palato-alveolar affricate voiced alveolar fricative ARTICULATORY PHONETICS: VOWELS (voiced) alveolar nasal voiced palatal approximant voiceless labio-dental fricative Dimensions of Contrast (used in English) Dimensions of Contrast (Vowels) Consonants Vowels VOICING  all the same: all voiced VOICING ✓  PLACE ✓ PLACE ✓ ✓ MANNER ✓ no obstruction in mouth, but lips can be rounded or not MANNER ✓ ✓ LENGTH ✓ LENGTH  ✓ Dimensions of Contrast (Vowels) PLACE (0) Dimensions of Contrast (Vowels) PLACE (1) When one produces a vowel, the tongue can … front central back (a) either stay more or less in the same place, MONOPTHONGS: i:, ʊ, ɔː, ɜː, … (b) or move around DIPTHONGS: eɪ, aʊ, ɪə, … Let us look a monophthongs first … beat /iː/, bit /ɪ/, boot /uː/, put /ʊ/, but /ʌ/, bird /ɜː/ bet /e/, bat /æ/ pot /ɒ/, part /ɑː/  Dimensions of Contrast (Vowels) PLACE (2) Dimensions of Contrast (Vowels) PLACE (3) high mid low Overview (vowel square or beat boot quadrangle) bit put bird bet board but bat part pot beat /iː/, bit /ɪ/, bet /e/, but /ʌ/, bat /æ/, pot /ɒ/, boot /uː/, put /ʊ/, bird /ɜː/ part /ɑː/ Dimensions of Contrast (Vowels) PLACE (4) Dimensions of Contrast (Vowels) LENGTH Now let us look at diphthongs If you move the tongue moves towards the high If you move the tongue moves towards the centre Some vowels front or back of the oral cavity … of the the oral cavity … are intended to last systematically longer than RP GA RP their shorter only!! counterparts. … the diphthongs you get are called … the diphthongs you get are called ‘closing diphthongs’ ‘centring diphthongs’ Dimensions of Contrast (Vowels) LIPS Dimensions / criteria of contrast … needed in describing vowels: Dimension / Criterion Possibilities (English!) beat boot bit put Height of tongue (closeness) high – mid – low bird Position in mouth/ part of front - central – back bet tongue (frontness) board /uː/, /ʊ/ Length long – short all others bat but part pot /ɔː/, /ɒ/ Position of lips rounded – unrounded unrounded rounded 24 Know thy vowels (exercise) Know thy vowels (exercise) iː ʌ ʊ ɑː ɔː ɪ æ uː RP vs. GA RP vs. GA Received Pronunciation General American Received Pronunciation General American IPA exercises: Which words contain the sound ]? , , , , Which sounds correspond to the letters in bold (in RP and GA)? , , , , Transcribe (+word stress): PHONOLOGY The system behind the sounds: , , , , , , 29 30 What is phonology? Phonological knowledge is about … Phonetics describes how 1. Distinguishing words from one another by making them sound speech sounds … different. 2. Making words pronounceable and perceivable. … are produced 3. The sound patterns that are allowed in a language (to make word … sound forms more predictable and more learnable). … how they are identified in perception Phonology Linguists try to discover and describe that knowledge. 32 Phonological knowledge is about … Phonemes Languages select small sets of sounds to distinguish words Distinguishing words from one another from each other. For that purpose, by making them sound different. also the sounds must be distinguishable, The meanings of bin and pin are very different, but i.e. unlike each the words for them differ only in a single sound: bin other. begins with /b/, and pin with /p/. 33 34 Phonemes: minimal pairs Phonemes: minimal sets /r Words that differ To find the /d only in a single phonemes of a sound, are called language, you /p minimal pairs. just need to look for minimal /w pairs. If you are lucky you will /b /f The sounds that differ in minimal pairs are called phonemes. even find Phonemes are the smallest meaning-distinguishing units of language. (Although they have no meanings themselves.) 35 minimal sets. ɪg/ 36 Phonemes vs. allophones Phonemes vs. allophones It is not enough for a sound In Spanish [w] is just the way in which to be different to qualify as In English for example, /b/ and /w/ are different phonemes, because a /b/ is pronounced between vowels. a phoneme. /bɪl/ bill is not a /wɪl/ will. The two So bebé ‘baby’ is pronounced [bewe] words are distinguished just by the and vivir ‘live’ is pronounced [biwir]. difference between /b/ and /w/. When you say [bebe] or [wiwir], you will not be misunderstood, you will just sound a bit weird. The æ̃ in can is nasalized, the æ in cat is not. But æ̃ only ever occurs bevor nasals, æ never does. Since the difference betwen æ̃ and æ is not distinctive, our brain makes us deaf to it, and we do not even notice it. Phonemes: /b/ : /w/ Phoneme: /b/ æ and æ̃ are not different phonemes, but are both allophones of /æ/. Allophones: - Allophones: [b] [w] 37 Why are there allophones? Assimilation Nasals are easier to pronounce when you can begin to lower your velum Phonology is about making words while still producing a pronounceable and perceivable. preceding vowel. If you do that, the vowel So we learn to adjust our phonemes to our will get nasalized. V → + nasal / __ nasals. Vowels get nasalized before nasals. articulatory preferences. It will become similar to the nasal. That is called Our minds have internalized this process, so we know that a nasalized vowel that occurs before a nasal is assimilation. actually meant to be non-nasal. 39 40 Assimilation Free vs. systematic variation Some allophonic variation is quite arbitrary, or free. Some people pronounce very like [veɹiː] with an alveolar approximant, road trip others say [veɾiː] with a tap. But we always identify the sound as the After voiceless consonants /ˈɹəʊd tɹ̥ɪp/ phoneme /r/. it is difficult to voice /r/. So one produces an unvoiced At the end of words, there are various ways of pronouncing voiceless variant. /r/ →[-voice]/ [-voice]__ stops. /r/ gets devoiced after voiceless consonants. but Our minds have internalized this process, so we know bʌth (aspirated), bʌt (unaspirated), that a voiceless [ɹ̥] that follows a voiceless consonants is bʌt˺ (unreleased), bʌɁ (glottal stop) actually meant to be a normal /ɹ/. 41 42 Free vs. systematic variation Phoneme vs. (Allo)phone Some allophonic variation is rule governed, and we Phonemes are mental abstractions. need to know these rules to get it right. They represent idealized articulatory targets meant to produce specific sound impressions. E.g. voiceless stops are always aspirated at the But the sounds that are actually produced are quite variable. beginning of words before vowels: One hardly ever produces exactly the same sound twice, and when two people think they produce the same sound, in reality they hardly ever do. pill, till, kill [phɪɫ, thɪɫ, khɪɫ] Fortunately, our mental phonology hides this fact from us. This is why we understand one another. 43 44 The case of /l/: a very systematic variation (in e.g. RP) How are the two /l/-allophones distributed? Light [l]: The phoneme /l/ comes in clip, slay, flea C_V two variants that do not miller, silly, kneeler V_V only before vowels affect meaning. lip, lay, lean #_V Dark [ɫ]: pill, ale, kneel V_# never before vowels silk, salt V_C 45 46 How are the two /l/-allophones distributed? Summary: phoneme and (allo)phones Languages select small subsets of all possible sounds to distinguish words from each other. Sounds that are meant to distinguish meanings are called phonemes, and each language has its own phoneme inventory. Sounds that are different, but do not distinguish meaning, are variants of one phoneme. The are known as allophones. What counts as a phoneme and what counts as an allophone differs between languages. → minimal pairs identify phonemes. 48  ||| Section 3 1 2 3 4 5 6  IPA exercises: Which words contain the sound ]? Language in a Social Context , , , , Session 3 / Phonetics & Phonology 3 Which sounds correspond to the letters in bold (in RP and GA)? Department of English and American Studies , , , , Prof Ute Smit Transcribe (+word stress): 2024S , , , , , , 2 IPA exercises: solutions Phonological knowledge is about … … the sound patterns that are allowed in a language. 3 4 Syllable and foot To build words and phrases, sounds are not simply put together randomly. Instead, they form syllables, and syllables form feet. SUPRASEGMENTAL PHONOLOGY Syllables are units at whose nucleus is a vowel (or syllabic sonorant), which can be – and typically is preceded – by a The (knowledge) of sound patterns consonantal onset, and also by a consonantal coda. A foot is a sequence of a stressed and unstressed syllables. 5 The syllable-internal structure The syllable obligatory σ (Syllable) σ (Syllable) optional Onset Rhyme Rhyme Nucleus Coda Nucleus C V C V V bit /b ɪ t/ eye /a ɪ/ 7 8 The syllable The syllable σ (Syllable) σ (Syllable) Onset Rhyme Onset Rhyme Nucleus Coda Nucleus Coda Diphthongs and long C C V V C C C V V C monophthongs are both bright /b r a ɪ t/ brute /b r u ː t/ VV 9 10 The syllable The syllable & sonority σ (Syllable) The nucleus of syllables is usually the most sonorous element, and the sonority Onset Rhyme of segements typically decreases towards the periphery. Nucleus Coda Sonority scale: sonorants (can be nuclei) obstruents C C C V C C C /s t r e ŋ k θ/ MOST LEAST strength Vowels /j, wˈsaɪkəʊ/, tsunami /suːˈnɑːmiː/ university Every major-class monosyllable must have a branch in its rhyme. eyebrow Sequences like /gn/ or /kn/ can only occur across syllable boundaries: awesome agnostic /ægˈnɒstɪk/, acknoweldge /əkˈnɒlɪʤ/ , but gnaw /nɔː/, knee /niː/ photographer 20 How many syllables? Stress and rhythm Sequences of syllables are characterized by alternations between stressed and unstressed ones. awe □ eyebrow, awesome □ □ Stress is expressed, as increased loudness, higher pitch, and longer duration. Patricia, computer, neighbourhood □ □ □ All major class lexical items have at least one stressed syllable. photographer □ □ □ □ When a word has more than a single syllable one needs to know which one carries the main stress university □ □ □ □ □ Do you know which syllable carries the main stress in the following words? Larynx, idea, potato, alive, baloney, mulligatawny, … Carribean, content, access, Chinese 22 Stress and rhythm Stress and rhythm Do you know which syllable carries the main stress in the following Words with more that two syllables can have a secondary stress too. words? cinema /ˈsɪnəmə/ (no secondary stress) ˈLarynx, iˈdea, poˈtato, aˈlive, baˈloney, mulligaˈtawny vs. conˈtent Adj – ˈcontent N ˈaccess N – acˈcess V Chiˈnese – ˈChinese Whispers photograph /ˈfəʊtəˌgrɑːf/ Carriˈbean – Caˈribean kangaroo /ˌkæŋgəˈruː/ opportunity /ˌɒpəˈʧuːnəti/ 23 24 Some 'rules' for complex words Sentence stress & function words To some extent, the position of main stress is predictable, but In sentences, major class lexical items typically retain their not quite. There are some useful rules involving suffixes, though. stress, while function words often get reduced, sometimes quite spectacularly so. ‘-eous’: ‘-graphy’: At this time of the year, Jack and Jill suffer from allergies. ‘-ial’: ‘-ic’: æt ˈðɪs ˈtaɪm ɒv ðə ˈjɪə ˈʤæk ænd ˈʤɪl ˈsʌfə frɒm ˈæləʤiːz. ‘-ion’: ‘-ious’: ət ˈðɪs ˈtaɪm əv ðə ˈjɪə ˈʤæk n̩ ˈʤɪl ˈsʌfə frəm ˈæləʤiz. ‘-ity’: ‘-ive’: 25 Sentence stress and focus marking Intonation Apart from rhythm, utterances also have a sort of melody, i.e. a so- called pitch contour, or intonation. Usually, one word Pitch can rise, or fall, or stay level, or show combinations of such carries more stress moves. than all the others. In some languages, pitch movement can occur within words and This is often used to be phonemic, i.e. distinguish them. These languages are called mark what is the tone languages (e.g. Chinese). focus of a sentence English is no tone language, it uses pitch to convey something about the utterance rather than words. It’s an intonation language The tone unit 'Typical meanings' of tones This is the unit on which intonation patterns are applied: it typically has the follwing structure. fall: new information It‘s difficult. declaratives, wh-questions (pre-head) (head) NUCLEUS (tail) rise: ‘more is to follow’, It‘s difficult. It’s not my BRO- ther’s fault yes/no questions, lists nucleus: obligatory, most prominent syll. of tone unit. It usually carries fall-rise: ‘limited agreement’, It‘s difficult. the tone. polite & friendly requests, head: begins at first stressed syll., stretch of speech up to (but excluding) nucleus rise-fall: strong feelings of approval, It‘s difficult. tail: any syll. in tone unit following nucleus disapproval, surprise pre-head: unstressed syll. before 1st stressed syll. It‘s difficult. level: bored, routine Connected speech Assimilation: some examples Recall that phonology has the function to make speech pronounceable. In casual speech, sounds can be shortened assimilated to each other, and even deleted without impeding communication. Assimilation: some examples Linking and intrusive /r/ (perseveratory) Some connected speech processes facilitate perception rather than production. After word-final non-high vowels an [ɹ] gets inserted when the next word starts with another vowel. Linking ‘r’ here [ɹ] and there Intrusive ‘r’ the idea [ɹ] of it law [ɹ] and order A little home exercise for transcription practice Required reading for next time The north wind and the sun were disputing which was stronger. When a traveller came along wrapped in a warm For sociolinguistics sessions coming next: cloak, they agreed that the one who first succeeded in making the traveller take his Plag et al. (2015 or 2009), ch. 7.3 [just 5 pages ☺ - ] coat off should be considered stronger than the other. Try it out: first identify content words, then identify stressed words & the stressed syllables in them; then decide on the weak forms 36  Interesting links Syllables https://www.youtube.com/watch?v=1LBKaVPGgHo Syllable structure https://www.youtube.com/watch?v=YON1pOcEhrA Syllables and stress https://www.youtube.com/watch?v=Vu6UVwkUgzc On the rhythm of speech https://www.youtube.com/watch?v=MdId9wnMNg8 For typing IPA phonetic symbols (see ‘Transcription: individual practice on moodle): https://ipa.typeit.org/ 37  ||| Section 4 1 2 3 4 5 6  Preparations for this session Language in a Social Context – Sociolinguistics 1 Flipped Classroom (on moodle): Department of English and American Studies, University of Vienna o watch the info video, and then o go through “Flipped Classroom 1” (videos + quiz) Prof Ute Smit SS2024 Readings for sociolinguistics sessions: o Plag et al. (2015 or 2009), ch. 7.3 [just 5 pages ☺ - ] 2 Overview ~ next 2.5 sessions Overview – Sociolinguistics 1 o Sociolinguistics 1 1) introduction basic concepts 2) basic concepts standard vs. non-standard variety, accent, language, dialect factors influencing linguistic variation prescriptive vs. descriptive o Sociolinguistics 2 standard vs. non-standard, standardization regional & social variation 3) context and variation World Englishes bi/multilingualism: individual & societal Required reading: Plag et al. (2015), ch. 7.3 language attitudes & language policies LaSC 3 4 Sociolinguistics Sociolinguistics "Sociolinguistics is the field that studies the relation between "Sociolinguistics is the field that studies the relation between language and society, between the uses of language and the social language and society, between the uses of language and the social structures in which the users of language live." structures in which the users of language live." (Spolsky 1998:3) (Spolsky 1998:3) regional variation bilingualism variation according to context (e.g. language intercultural …) dialectology attitudes social … variation language policy & language planning 5 6 To begin with – some monolingual examples 1. "I only say this because I love you.“ language 2. "Wenn man Hochsprache spricht, entsteht der Eindruck, verschleiern zu wollen, woher man kommt.„ 3. A: "Du hast versprochen, mir Geld zu geben!“ B: "Ich weiß nicht, wovon Sie sprechen.“ 4. "Everybody has the right to cast their vote." society 7 Some bi-/multilingual examples 2) Basic concepts variety accent language dialect standard 9 10 VARIETY Aside: Synchronic vs. diachronic o Schneider (2011): A set of language habits that is shared by a certain group of o synchronic = study of the state of a speakers for use in certain contexts language at a given time then now o Crystal (2003): A term used in sociolinguistics and stylistics to refer to any system of linguistic expression whose use is governed by situational variables. o diachronic = study of the development of language over time (→ language 1300 1650 1950 1980 2010 o Spolsky (1998): Term used to denote any identifiable kind of language change) o Ferguson (1972): Any body of human speech patterns which is sufficiently ▪ synchronic vs. diachronic homogeneous to be analyzed by available techniques of synchronic description ▪ syntagmatic vs. paradigmatic […] ▪ langue vs. parole ▪ signifier vs. signified 11 12 ISL 1 Everything changes… VARIETY o Schneider (2011): A set of language habits that is shared by a certain group of speakers for use in certain contexts Language variation and language change o Crystal (2003): A term used in sociolinguistics and stylistics to refer to any system of linguistic expression whose use is governed by situational variables. two sides of the same coin o Spolsky (1998): Term used to denote any identifiable kind of language o Ferguson (1972): Any body of human speech patterns which is sufficiently homogeneous to be analyzed by available techniques of synchronic description […] 14 VARIETY e. g. Grammaticality o Schneider (2011): A set of language habits that is shared by a certain group of speakers for use in certain contexts o Crystal (2003): A term used in sociolinguistics and stylistics to refer to any system of linguistic expression whose use is governed by situational variables. prescriptive descriptive (linguist's) o Spolsky (1998): Term used to denote any identifiable kind of language perspective perspective referent: 'standard' language referent: forms of language o Ferguson (1972): Any body of human speech patterns which is sufficiently and its norms and rules, and their rules and norms, homogeneous to be analyzed by available techniques of synchronic description as CODIFIED in grammar as ATTESTED in speakers' […] books, dictionaries, actual usage schoolbooks no value judgment! DESCRIPTION usually connected with a value judgment (good vs. bad) 15 e. g. VARIETY Grammaticality o Schneider (2011): A set of language habits that is shared by a certain group of speakers for use in certain contexts o Crystal (2003): A term used in sociolinguistics and stylistics to refer to any system of linguistic expression whose use is governed by situational variables. prescriptive descriptive (linguist's) perspective perspective o Spolsky (1998): Term used to denote any identifiable kind of language o Ferguson (1972): Any body of human speech patterns which is sufficiently homogeneous to be analyzed by available techniques of synchronic description […] (Baugh 1993:25) 18 ACCENT LANGUAGE, DIALECT, STANDARD Think about your own languages/dialects that you feel ‘close to’. refers to the phonological and prosodic (= pronunciation) aspects of a linguistic variety 1. How are the terms language and dialect and accent used by laypeople? In general, but specifically in relation to your examples. 2. What might sociolinguists say in response to some typical views by laypeople? 3. How are these issues linked to the notion of standard/standard language? 4. How does a language/dialect/variety become a standard? 19 20 Standardization: from dialect to standard Standard and non-standard varieties Developmental process (Haugen 1966): "[A]ll human language systems - spoken, signed and written - are socio-political aspects linguistic aspects fundamentally regular" selection elaboration → characterizations of socially disfavored varieties as "slang, mutant, implementation defective, ungrammatical or broken English are [linguistically] acceptance codification incorrect and demeaning.“ Linguistic Society of America – resolution (1997) (cf. Yule 2020) → language norms 21 ISL1 22 Non-standard varieties / dialects AAE (African American English) I BIN ran. I done ran. have their own grammars that are inherently systematic I be running. I steady running. She running. *Das hat ihm überrascht. * I running. *Er hat einen Spieler die rote Karte gezeigt. I bin eating that soup. I done ate that soup. Des hot eam überroscht. * I bin't eating that soup. Er hot an Spüla die rote Koatn zagt. I ain't bin eating that soup. * I donen't ate that soup. I ain't done ate that soup. * Des hot ean übarroscht. * Er hot am Spüla die rote Koatn zagt. Source: Green (2004) 23 24 'Grammaticality' 3) Context and variation (a) He came by a large sum of money. o The SPEAKING heuristic (b) He came a large sum of money by. (c) Has the nurse slept the baby yet? (d) What did Alice eat the mushroom with? (e) What did Alice eat the mushroom and? (f) Don't tell anyone, this is just between you and I. (g) I can't get no satisfaction. (i) Drive slow. (j) Da hab ich genug von. (k) Da treffma sich! (l) Er hot an Spüla die rote Koatn zagt. 25 ISL 1 1 Language use may vary in correlation with: settings Hymes (1972) Part