UNIT-02 Notes

# UNIT-02 ## Distinguishing Comprehension - Identify general & specific info. - Note taking, drawing inferences - Intro to Phonetics: Articulation of Consonant & Vowel Sounds ## Listening: Process of Receiving & Interpreting Spoken Words | Sensing | Decoding | Evaluation | Response | | ---------...

# UNIT-02 ## Distinguishing Comprehension - Identify general & specific info. - Note taking, drawing inferences - Intro to Phonetics: Articulation of Consonant & Vowel Sounds ## Listening: Process of Receiving & Interpreting Spoken Words | Sensing | Decoding | Evaluation | Response | | ---------- | ----------- | ----------- | ----------- | | Listener hears sounds and focuses on them | Listener decodes the message | Listener evaluates the meaning | Listener responds | ## Note Taking - While listening, make the notes. - **Quick Process** - Can be done at any place. - Very slow (can be done slowly). ## Prejudices - One-way thinking - Opiniions, importance, facts, relevant, irrelevant, implicit, explicit. ## Basic: Effective - Involves not only recognizing units but also the recognition of: - Boundary Halut - Pause - Stress - Hesitation - Intonation - Rhythm Patterns ## Message Interpretation: Process of Understanding the Message While Assessing the Effectiveness of the Message - Full Process: - Evaluate the language used - Collect feedback - Analyze the results ## Sensing - Recognizing physical hearing of the message and phonologically taking note of it. - Study of sounds in a language. ## Decoding - Refers to the process of changing the coded message to evaluate into information. - Involves understanding of spoken language. - If the message can't be decoded, communication fails. ## Evaluation - The intention and attitude of the speaker also have to be analyzed and understood. ### Prejudices - Unfair opinion about something when we listen to the message based on the sound clues received from a speaker. - We should be aware of our own prejudices ### Response - Action / reaction of the listener to the message. - **If** the message is correctly analyzed, interpreted, and evaluated, then the response is accurate. - **If** the message is correctly analyzed, interpreted, and evaluated, then the response is accurate. # Hearing vs Listening ## Hearing - Involuntary - Happens automatically - Passive ## Listening - Voluntary. - Requires conscious efforts. - Active Process. - Listener plays an active part. - 2 way interactive Process. - Engaging the speaker as listener. - One-Way Process. # Types of Listening - **Superficial:** Listener has little awareness of content. Output = 0 (Listener tends to ignore the message) - **Appreciative:** Purpose of appreciative listening is to enjoy the moment. Common ex: Songs, jokes. - **Format focused:** Most common type in non-formal oral communicative. Involves listening for specific info that might be used to take a decision. Ex: Television (listening to railway announcements), Radio. - **Evaluative:** Evaluation of oral message. - Interprets and analyzes the explicit/implicit meaning. - Main purpose is to evaluate the content of the oral message. - Select appropriate info. - Output can be oral. - Ex: Classroom Lecture, Seminar, Structured talks. - **Attentive:** Complete attention of listener. - Ex: Group discussions, meetings, interviews. - Never pays attention to all parts of the message. - Interactive, productive messages. - Gives proper interaction, which helps in the listener-speaker relationship - **Empathetic:** Listening not only to what the speaker is saying, how he is saying, like his feelings, emotions, state of mind. - Listener has to understand and respond to signals and also has to interpret nonverbal clues and B.L of speaker. # Effective Listening - Listener is aware of a clear and specific purpose of listening. - The listener understands language of the speaker. - Content is familiar from the listener’s knowledge. - Listener pays attention to the speaker’s speech. - As a listener, concentrate, he/she thinks ahead and pay some amount of attention. - Listener asks questions for clarification. - Listener uses background information to help understand the lecture. - Listener interprets and analyzes while he/she listen. - Listener uses different strategies for different kinds of oral discussions. ## Explicit vs Implicit - Explicit is clear and direct, whilst implicit is understood but not directly said. # Comprehension - The art of understanding oral messages. - A complex process which involves interpreting the sounds correctly as well as understanding the meaning of oral message. - This skill includes explicit/implicit meaning of oral messages. ## Scanning - Ability to locate specific information in conversations where prediction is guessing. # Speech Decoding - Sound recognition: - Word Recognition - Accent Recognition # Comprehending - A verbal message involves the ability to: - Identify the central theme, main ideas. - Concentrate and understand long speeches. - Identify the level of formality. - Deduce incomplete information. - Decode unfamiliar vocabulary. ## Oral Discourse Analysis - Process of identifying relationships among different units within speech - Critical skills, attitude analysis, inferential skills. # Effective Listening Strategies - Ten Rules for Good Listening. - Active listening practices # Note Taking vs Note Making ## Note Taking - Process of writing down quickly, briefly, and clearly the important points of structured verbal messages. - It involves summarizing and paraphrasing (making it shorter). Write in own words. - **Quick process** - **Passive activity**: Mainly focused on listening or reading. - For revisiting content later. - Typically done on the spot. - Gathers information. - May not involve flowcharts, algorithms, drawings. ## Note Making - Process of reviewing, combining ideas from your lecture or reading. - Taking everything what the lecturer tells you. Look for what is needed. - **Slow.** - **Active Process:** Focusing on understanding. - **Precisely (more)** - Can be done at quiet places. - Not done on the spot. - Happens after gathering information. - Vice versa. # Phonetics - Branch of linguistics that studies how humans produce and perceive sounds. - **Ex**: International Phonetic Alphabet (IPA) which standardizes the pronunciation of a word from any language so that anyone reading a word in any language can pronounce it properly. ## Speech Process - Checking a message. - Analyzing the listener. # Mechanism of Speech - The production of speech is a complicated process. - A concept is formulated in a linguistic form in the speaker's brain and then the message is transmitted to the organs of speech via the nervous system, which produces speech sounds. - They cause disturbances in the air, in the form of varying air pressures and these sound waves strike the listener's ear. - The ear receives these waves which are carried by the nervous system. - It’s brain decodes the message, which is interpreted, it's an essential that speaker and listener should share a common language code. # Organs of Speech - Three systems involved while speaking: - **Respiratory:** Lungs (muscles used to expand and compress them). - Bronchial tube and wind pipe - Trachea. - **Phonatory:** Contains Larynx, which contains vocal chords. - **Articulatory:** Includes Nose, mouth, tongue, teeth and lips. - Lips - Teeth - Teeth ridge & when we put tongue behind teeth that "rough" - Tongue - Mouth cavity (sound vibrates here too) - Nasal cavity (tip of tongue at top, that hard part) - Hard Palate (after more backward, soft part) - Soft Palate (more backward yuula) - Usula - Pharynx - Larynx: Adam’s apple, kc vocal chords both hai usme. - Limit that wind pipe. # Phonemes - Unit of sound in a specific language. - Distinguish one word from another. - Ex: Sit, Sin. Differing Phonemes: /t/, /n/ - Total = 44 Phonemes - 20 vowel sounds. - 24 consonant sounds. # Vowel Sounds - Produce without stopping the air. - In a free airflow. # Consonant Sounds - With constriction of air. - Stopage - 20 vowel sounds. - 8 dipthongs. - 12 pure vowel: - 7 short - 5 long # Allophones - Refers to a variant of phoneme. - Ex: IPI - Pen, Cap, Temper. Same ‘P’ but different pronunciations, they are allophones. # Phonetic Transcription - Kind of alphabetical writing in which each letter represents one sound. - The writing of a language by means of separate symbols for each sound. # Consonant Sounds - Subcategorized as: - Plosive - Affricates - Nasal - Lateral - Fricative - Approximant # Vowel Sounds - Obstructive (air) # Terms - **Dipthong**: Means double sounds, when a vowel sound is changing its quality, as it is being pronounced, that ends up as another. - **Ex**: Cloud, Night. # Plosives - Sounds which are produced by closing air passage which is afterwards released. - /p/, /t/, /k/, /b/, /d/, /g/, /ʃ/, /tʃ/, /dʒ/, /ʒ/ # Fricatives - Sounds having partial closure of the close air passage. Air passes through a small passage and makes hissing sound. - /f/, /θ/, /s/, /ʃ/, /h/, /v/, /ð/, /z/, /ʒ/, /j/ # Nasal Sounds - Air is passed through the nose. - /m/, /n/, /ŋ/ # Lateral Sound - Touching the teeth ridge with the tip of the tongue at the center of mouth and air passes out. - /l/ # Semi-Vowel - Sound begins as a consonant but ends like a vowel. Ex: /w/, /j/, /r/ # Affricate - Kind of plosive consonant which is pronounced with a rather slow articulation of organs of speech. The effort is produced by a slow release of air. Begins as a Plosive and ends as fricative. - Ex: Chance, judge /tʃ/, /dʒ/, /tʃ/, /dʒ/. # Approximant - Tip of the tongue approaches the alveolar area without actually making contact with any part of the roof within the mouth. - /w/, /j/, /ɹ/ # Voiced and Voiceless Consonant - Can be get it sound by blockage of air passage. - But, do it pronouncing a vowel. - This sound, this consonant turns to the voiceless rather than voiced. - Ex: Life - /f/ ka sound not proper, lives - /v/ ka sound proper. # Categories of Consonant Sounds | Category | Numbers | | ---------- | ----------- | | Plosive | 1-6 | | Affricate | 7-8 | | Fricatives | 9-16 | | Nasal | 17-19 | | Lateral | 20 | | Fricative | 21 | | Approximant | R, W, J | # Vowel Sounds - Pg 123 - 8.4: Long - 8.5: Short - 8.6: Dipthong - Pg. 134 in book: Words are made up of one or more than one syllable. - Pronounced separately. - Ex: Leadership, Engineering, Opportunity. - 3 syllables, 4, 5. - (Pronounce them) # Stress - Degree of force with which we pronounce a sound. - The air pressure from the air stream in words of 2 or more syllables. - The rest of the syllables stands out from the stress. - Relatively loud, long in duration, said clearly and distinctly and made noticeable by the pith of the voice. - Also known as accented. # Primary and Secondary Stress - Pg. 135 and Table 9.4 - In longer English words, may be more than one prominent syllable. - The main strong stress = Primary and the other sy may have weak stress = Secondary stress. - Pg. 144 - Rhythm: A pattern of successive stress (accented) or unstressed (unaccented) sy. in an utterance or in a sentence. - Same sy. stand our from the rest and our stressed syllables remain unstressed. - This pattern makes a pattern in connected speech. - Thus stress sy. occur at regular interval of time, is this regularity of occurrence of stress sy. that results in rhythm. # Intonation - Modulation of voice expressing a particular feeling or mood. - To be fluent we need to develop the correct tone or intonation. - Important role in verbal interaction. ## Gives implicit information by indicating the type of sentence spoken by the speaker. # Tonic Syllable (Nucleus) - Syllable on which the pitch changes begin. - What’s your father’s stress? - Tonic! - What do you want? # Types of Tones - Falling, rising, falling-rising tone. - The pitch of your voice begins to fall on the tonic syllable: - Ordinary statements - WH- questions (contains falling tone) - Greetings - Exclamatory sentences - Ex: What’s the problem here # Rising Tone - Pitch of voice rises on tonic syllable. - Polite questions, conditional expression, requests, direct questions - Incomplete utterances (sentence pura nahi) - Ex: How’s your study? - Did you attend the meeting? # Falling-rising Tone - Changes in pitch from high to low. - Used when in doubt/what want to convey same special or implicit meaning. - Her husband is smart (but not intelligent) - I don’t want to go to the party (can you force). # Tone Groups - Utterance or a sentence divided into Tone groups. - Ex: 1 Tone, 2 Tone, 3 Tone. - By net: - 2 Tone: Could you please tell me something about your career goals? - 2 Tone: If I attend the meeting, I will put you pov before the board. - 3 Tone: Luckily, there was no one in the room when the explosion started.