Test three review - complementary. contrastive...

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Post #1 1.) Know what the phonetic symbols are for all english sounds. Use the "Fun-etics" handout as your guide. 2.) Be able to describe a phonetic symbol by Voicing, Place of Articulation, and Manner of Articulation. Know how to give a phonetic symbol when given those three. 3.) Be able to provide "key word" examples for all English vowels. 4.) Know how to go from phonemic form to phonetic form when given a set of four or five phonological rules. 5.) Be able to describe sets of sounds with distinctive features / natural class labels. 6.) Be able to define, describe, understand, etc. the following: voicing, place(s) of articulation, manner(s) of articulation, free variation: when you cant find a pattern to show anything. But when you know there is no difference there it is. Either, and either (long I, ither); i and a ɪ complementary distribution: when 2 sounds are this they are both allophomes of the same underlying phoneme. Things need to occur in the same environment for all words to be
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Unformatted text preview: complementary. contrastive distribution: they are allophomes of different underlying phonemes. minimal pair: you can put all 15 vowels between h and d. Three places you need to find minimal pairs to have contrasted distribution: word initially, medially, and finally. allophone, phoneme, phonetic, phonemic, [ ], / /, labial, round, coronal: (inc. s,z,n) liquid, lateral: l sounds glide: j rhotic: r sounds sibilant: words that have loud something sounds (s,z,sh, and ) continuant: sounds where the air keeps blowing, inc. the fricatives, vowels, liquids and glides. consonant, vowel, nasal: n, m, ng(engma) aspirated: has the little h on it. Like top, put, cot; t h , p h , k h anterior & posterior: anterior- made with front of mouth; posterior- made with back of mouth assimilation, dissimilation, schwa: surface form, underlying form, everything on the Funetics/Funology handout except phonotactic constraints....
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Test three review - complementary. contrastive...

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