Thursday, July 14, 2011

English Phonetic & Phonolgy




PLACE OF ARTICULATION

Labial: Consonants whose main restriction is formed by the two lips coming together have a bilabial place of articulation. In English these include [p] as in possum, [b] as in bear, and [m] as in marmot. The English labiodentals consonants [v] and [f] are made by pressing the bottom lip against the upper row of teeth and letting the air flow through the space in the upper teeth


Dental: Sounds that are made by placing the tongue against the teeth are dentals. The main dentals in English are the [th] of thing or the [dh] of though, which are made by placing the tongue behind the teeth with the tip slightly between the teeth.

Alveolar: The alveolar ridge is the portion of the roof of the mouth just behind ALVEOLAR the upper teeth. Most speakers of American English make the phones [s], [z], [t], and [d] by placing the tip of the tongue against the alveolar ridge. The word cooronal is often used to refer to both dental and alveolar.

Palatal: The roof of the mouth (the palate) rises sharply from the back of the alveolar ridge. The palato-alveolar sounds [sh] (shrimp), [ch] (china), [zh] (Asian), and [jh] (jar) are made with the blade of the tongue against this rising back of the alveolar ridge. The palatal sound [y] of yak is made by placing the front of the tongue up close to the palate.

Velar: The velum or soft palate is a movable muscular flap at the very back of the roof of the mouth. The sounds [k] (cuckoo), [g] (goose), and [N] (kingfisher) are made by pressing the back of the tongue up against the velum.

Glottal: The glottal stop [q] (IPA [P]) is made by closing the glottis (by bringing the vocal folds together).

MANNER OF ARTICULATION

         All consonants are produced by restriction of airflow
         Manner of Articulation: How the restriction is produced:
        complete or partial stoppage
         A stop is a consonant in which airflow is completely blocked for a short time.
         This blockage is followed by an explosive sound as the air is released. The period of blockage is called the closure and the explosion is called the release.
         English has voiced stops like [b], [d], and [g] as well as unvoiced stops like [p], [t], and [k].
         Stops are also called plosives
         Nasal sounds [n], [m], and [ng] are made by lowering the velum and allowing air to pass into the nasal cavity.
         Fricatives, airflow is constricted but not cut off completely. The turbulent airflow that results from the constriction produces a characteristic “hissing” sound.
        The English labiodental fricatives [f] and [v] are produced by pressing the lower lip against the upper teeth, allowing a restricted airflow between the upper teeth. The dental fricatives [th] and [dh] allow air to flow around the tongue between the teeth.
        The alveolar fricatives [s] and [z] are produced with the tongue against the alveolar ridge, forcing air over the edge of the teeth.
        In the palato-alveolar fricatives [sh] and [zh] the tongue is at the back of the alveolar ridge forcing air through a groove formed in the tongue.
         Fricatives, airflow is constricted but not cut off completely. The turbulent airflow that results from the constriction produces a characteristic “hissing” sound.
        The higher-pitched fricatives (in English [s], [z], [sh] and [zh]) are called sibilants
        Stops that are followed immediately by fricatives are called affricates; these include English [ch] (chicken) and [jh] (giraffe).
         In approximants, the two articulators are close together but not close enough to cause turbulent airflow. In English [y] (yellow), the tongue moves close to the roof of the mouth but not close enough to cause the turbulence that would characterize a fricative.
         In English [w] (wood), the back of the tongue comes close to the velum.
         American [r] can be formed in at least two ways; with just the tip of the tongue extended and close to the palate or with the whole tongue bunched up near the palate.
         [l] is formed with the tip of the tongue up against the alveolar ridge or the teeth, with one or both sides of the tongue lowered to allow air to flow over it. [l] is called a lateral sound because of the drop in the sides of the tongue.
         A tap or flap [dx] (or IPA [R]) is a quick motion of the tongue against the alveolar ridge. The consonant in the middle of the word lotus ([l ow dx ax s]) is a tap in most dialects of American English; speakers of many UK dialects would use a [t] instead of a tap in this word.

VOWELS







p/s: I'm ready to study again..

Thursday, July 7, 2011

Behaviourism: Learning Theory

“Education is what survives when what has been learned has been forgotten”

- B.F. Skinner 

  Behaviorism is described as a developmental theory that measures observable behaviors produced by a learner’s response to stimuli. Responses to stimuli can be reinforced with positive or negative feedback to condition desired behaviors. Punishment is sometimes used in eliminating or reducing incorrect actions, followed by clarifying desired actions. Educational effects of behaviorism are key in developing basic skills and foundations of understanding in all subject areas and in classroom management. 

      According to behaviorism, knowing is giving the correct response when exposed to a particular stimulus. The behaviorist is not concerned with how or why knowledge is obtained, but rather if the correct response is given. 
Yu Ching Chen’s web site on behaviorism states that, “Learning is defined as nothing more than the acquisition of new behavior”.

      In terms of the concept of learning, the process tends to be passive with regard to the behaviorist theory. The learner uses low level processing skills to understand material and the material is often isolated from real-world contexts or situations. Little responsibility is placed on the learner concerning his/her own education.

      Typical classroom instruction consistent with the behaviorist theory includes; classroom management, rote memorization, and drill and practice. Several examples of behaviorism used in classroom management were highlighted in the reading section titled, “Behavioral Views of Learning” by A. Woolfolk. 

      One example, used by two of our own group members, is using a token system to reinforce positive academic performance and student behavior. A classroom application of using drill and practice includes computer software, such as Math Blaster’s. These types of software provide positive and negative reinforcements for answering math problems correctly or incorrectly. A final example highlighting the behaviorist theory is rote memorization. Rote memorization may include memorizing addition or multiplication facts or memorizing state capitals. 

      The behaviorist approach to teaching has practical applications in education. In particular, understanding basic skills and core subject knowledge. The approach of using positive and negative reinforcements to elicit desired behaviors of students is also useful in establishing and maintaining classroom management.


source : https://www.msu.edu/~purcelll/behaviorism%20theory.htm?pagewanted=all