Hello everyone. Today we are going to talk about chapter 5, which is the
classification of consonants. Again this PowerPoint is kind of long so I will
probably make two videos, so this will be video one and please watch for video two
as well. We have about 50 slides in this PowerPoint but a lot of it is really
talking about exactly how to make every sound that we're going to be working
with, especially when it comes to transcription projects which are coming
up. So let's get started, again we are looking at the classification of
consonants so we have skipped over Chapter 4, we will go back two vowels
after this.
Okay? So first, some common terminology. Singletons - that's one consonant with no
consonant adjacent to it.
For instance, in the example "head" you have "h" there is not, if "h" is the
consonant, then there is no additional consonant right next to it, that's called
a singleton. So typically, it's a consonant and then the next one, the next
one would be a vowel.
Okay? Same thing is "cat" at the final "t" there's no consonant adjacent to it.
Okay, slide 3. Let's continue with some common terminology. We have sequences or
clusters. That's when two or more consonants are in, are right together in
succession, in the same syllable or word. For instance, we have blends those are
two or more adjacent consonant occurring in the same syllable. For instance, "blue".
So we have "buh" and "luh" right next to each other to make "blue". So that's going
to be a blend. And then you have a budding clusters - that's two or more
adjacent consonants that cross a syllable boundary. So for instance, in the
word "toothbrush".
Okay? And if we continue to slide 4
we have prevocalic consonants. Those are going to be the consonants that
occur prior or before a vowel pre-vocalic ,before a vowel, for instance "tea"
the "t" in the word "tea" occurs before the vowel. You have intervocalic,
so this is a consonant occurring between two vowels in a multisyllabic word. For
instance, in the word "bicycle", you see the "ss" sound in "bicycle" is in between two
vowels.
Okay, next we have postvocalic. That those are going to be consonant that occur
after, so post-vowel, after a vowel. In the example here listed "house" the "ss" comes
after the vowel. Okay. When we're talking about more traditional classification
though, we're talking about how to describe the production of consonants
along three very broad parameters of production, we have: place of production,
voicing, and manner of production. Now we're going to talk about each of these
little bit more specific but those are the three broad parameters.
Let's talk about place first. Place refers to the location of your
articulators, so it's where in the vocal tract the sound is actually being
made: is it bilabial, linguadental, etc. So if we look on slide 7 we have front
or interior placements: bilabial, linguadental, labiodental and lingua-
alveolar and then we have posterior, in the back, so as a place of production. So
we have our linguo palatal or lingua- velar so that our tongue and in the back
the velar and then the glottal. Remember we talked about the glottis,
that's at the level of vocal folds. We have consonant sounds by place of
production. So you'll see here, there's a list and it also gives you the sound, so
there's the place on the left, and the sounds on the right.
So bilabial sounds include: "puh", "buh", "muh" and "hua". Linguadental include: "fuh"
and "vuh". We'll talk about those, but those are cognates. Linguadental or sometimes
called interdental, basically the voiceless and voiced "th" sound "thuh".
Lingua-alveolar - meaning tongue plus the alveolar ridge so "tuh", "duh", "suh", "zuh",
"nuh" and "luh". We have lingua-palatal, that's our "shuh", "zhuh",
"chuh", "dzuh", "ruh" and "yuh". And then lingua-velar; "kuh", "guh", "ing" and sometimes "w". And
then also the glottal sounds like that "huh" and in the sound that we make in the
word like "uh.. oh".
Okay? Terms associated with places of production. So we have glottal, would be
glottis, laryngal or larynx, we have pharyngal - made in the pharynx,
nasal sounds - made in the nose,
buccal sounds - made in the cheeks, labial sounds - made with the lips, dental sounds -
made with the teeth, lingual - with the tongue,
alveolar - with using the alveolar ridge, palatal - using the hard palate, ve.. excuse
me, velar sounds are used making the velum or soft palate, remember that's an
interchangeable, those are interchangeable terms, mandibular - that's
going to be sounds made with the mandible, and maxillary - with your maxillae.
Now let's talk a little bit about voicing. So voicing describes whether or
not a sound is produced with vocal fold vibration. So there are two categories,
there is voiced and voiceless, and the way I explain it to my patients is you
know, whether our motor is turned on or not.
Okay? So I talk about - we have this motor in our throat and when we turn our
motor on, you know we can feel it.
So if we touch our throat we can feel when the motor is on and so those would
be our voiced sounds. So for using "kuh" and "guh" for instance, "guh" if we touched our
throat you can feel it vibrate. "Kuh", with the "k" you can not feel it vibrate.
Now you may feel the vowel afterwards vibrate, so be careful there. But again,
two categories the sounds. So voice sounds, looking on slide 11, require the
vibration of the vocal folds and the larynx. Voiced sounds are listed below.
You'll also see that voiceless sounds are produced with the glattis being open
so there is no vocal fold vibration, so those vocal folds are not coming
together with those voiceless sounds listed there as well. There is something
to consider
and I've talked about this a little bit, when discussing voiced and voiceless
sounds you can talk about them in pairs and when I talk about them in pairs, I
call them cognates so it's a consonant sound that differs from another
consonant sound by voicing alone. So both - the place and the manner are the same, the
only difference is the voicing. So you'll see listed below
on slide 12, we have "puh" and "buh". Same place, same manner, only differences "puh"
is voiceless and "buh" is voiced. Same thing with "tuh" and "duh", "kuh" and "guh", "fuh" and "vuh".
Both the "th" sounds, there's the voiced is always second in this list, the
voiceless always comes first. So when you see like "puh" and "buh" the first sound is
voiceless, the second sound is voiced, okay? Let's move on to slide 13, which is
talking about the manner of production. So the manner refers to how the sound is
produced. The way in which the airstream is modified in our vocal tract in
order to form that consonant. So there are six manners of production and if we
go to slide 14 there's a really great illustration here that hopefully makes
it a little easier to understand. So we have consonants to start, which divide
off into obstruents and sonorants. In an obstruent we have stops, fricatives
and affricates, which are a combination of both of those stops and fricatives. On
the sonorants side we have liquids, glides and nasals. So let's talk about all of those.
Let's get a little bit more information about the obstruents and the sonorants and
then I'll go into each of those separately. So obstruents, the vocal
tract airflow is obstructed - either partially or completely. For example, "buh"
and "fuh". Where sonorants are produced with unobstructed vocal tracts, so oral and
nasal cavities are relatively open. Semi- vowels would be consonant with vowel like
resonant qualities and examples of that would be like "el", "la" and "ma" and moving on
to slide 16 we are going to talk about stops first. So remember those are
obstruents, they are made with a complete stoppage of airflow through the vocal
tract. So air pressure builds in our oral cavity the vular pharynx is
closed, so that's blocking off the nasal passage. All the air will come through
the oral cavity
and we're going to build up this air pressure and then release,
okay? So "puh" and then we will release. These are now called plosives as of the 1996 revision
so you'll hear them sometimes interchangeably but they're either stops
or plosives and typically in deaf speakers they'll use all voiced stops, they
don't, they tend not to use voiceless stops. Now let's look at some specific
stop consonants. So we have "puh", which I just did for you an example of, so this is
a voiceless bilabial stop and it's going to be in words such as "pie" or "hap-py" so
that's medial, and then final "top".
Okay, now let's do its cognate, so it's pair. This is now a voiced bilabial stop in the
words "be", "obe" and "cab".
Ok, now we're going to go a little further back to our alveolar ridge so
we're still working with stop consonants this is a "t" so it's a voiceless
lingual alveolar stop,
meaning we use our tongue and our alveolar ridge to make this stop.
It's in the words "tie", "city", "sit". There is something called a flap. It's an alephone
of the "t" or the "d" and it occurrs intervocallicly. So it's kind of a
tap or bounce of the tongue on the alveolar ridge and it's typically when we look at
the word wherein in graphemes, so in the words "ladder" and "butter" you'll see maybe
two "d's" together, to "t's" next to each other. So typically when that happens
we'll use a flat instead of, we usually don't say "la-dder", we would say "ladder" so
that changes it to a flap, it's just kind of a little tap
of the alveolar ridge, rather than saying "bu-tter" we would say "butter" so just a
quick tap. Okay and then "t" cognate is "d" so that's a voiced velar, excuse me, lingual
alveolar stop and that you can find in the words "day", "muddy" and "fade".
Okay. Now we're going to go back to some velar sounds, so using our velum and we
are going to look at "k" first so "kuh", the "kuh" sound. It's a voiceless alveolar, excuse
me, linguavelar stop, as in the words "key", "become" and "back". Its cognate is "g" the
"guh" sound and it's a voiced linguavelar stop
so it sounds, you can find "guh" in the words "go", "soggy" and "log".
Okay. Let's continue with one more stop and then I will stop this video and we can
pick it back up on video two. So to end the stop place I want to look at the
glottal stop.
So the glottal stop we talked about before, we can use this in a typical
appropriate English, however, there are children with cleft palate that actually
replace the velar sounds like the "k" and the "g" with a glottal stop so they move
that sound even further down the throat. So to make this sound one of the easiest
words I think to hear is in the word "uh oh"
so between "uh" and "oh" I've stopped the airflow at the level of the glottis or
that space between the vocal folds. Also in "mit-tin" and "but-ton" so that's
where we stopped
that sound. Okay, so let's stop here. Let's pick up with video two to continue
through the slideshow. That was slide 23 so we'll begin with slide 24 in the next
video.