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provides objective ways of describing and analyzing the range of sounds humans use in their languages öğrenmeye başla
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identifies precisely which speech organs and muscles are involved in producing the different sounds of the world’s languages öğrenmeye başla
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focuses on the physics of speech as it travels through the air in the form of sound waves öğrenmeye başla
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focuses on the effect those waves have on a hearer’s ears and brain öğrenmeye başla
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the sound patterns of particular languages, and in what speakers and hearers need to know, and children need to learn, to be speakers of those languages: in that sense, it is close to psychology öğrenmeye başla
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the realizations of an abstract unit, appears between slash brackets, and is conventionally represented by IPA symbols, in (e.x. /k/) öğrenmeye başla
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the sound the speaker is producing - phonetic representation of a phoneme öğrenmeye başla
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their distribution must be predictable, and, if one phone is exceptionally substituted for the other in the same context, that substitution must not correspond to a meaning difference. öğrenmeye başla
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- a current of lung air set in motion by the respiratory muscles in the production of speech. öğrenmeye başla
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the direction of airflow is inwards öğrenmeye başla
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the direction of airflow is outwards öğrenmeye başla
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any speech sound produced by pushing air up from the lungs and out through the mouth and/or nose, they are usually classified according to place of articulation, the manner of articulation and the presence or absence of voicing. öğrenmeye başla
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the sound in which the air comes out without any friction, they are mainly divided into two parts - monophthongs and öğrenmeye başla
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the vibration of the vocal cords during the production of a sound öğrenmeye başla
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the noise that is made when air escapes after a plosive consonant sound. In English, aspiration is an important feature in whether we hear a sound as /p/ or /b/ at the beginning of a word. öğrenmeye başla
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a mark near or through an orthographic or phonetic character or combination of characters indicating a phonetic value different from that given the unmarked or otherwise marked element öğrenmeye başla
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determined by the physical place of articulators within the mouth where a speech sound is made. öğrenmeye başla
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the active articulator is the bottom lip, and the passive articulator is the top lip öğrenmeye başla
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the active articulator is again the bottom lip, but this time it moves up to the top front teeth öğrenmeye başla
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passive articulator is the top front teeth; the active articulator is the tip of the tongue öğrenmeye başla
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produced by the tip or blade of the tongue moving up towards the alveolar ridge öğrenmeye başla
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are produced with the blade of the tongue as the active articulator, and the adjoining parts of the alveolar ridge and the hard palate as the passive one öğrenmeye başla
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are produced by the front of the tongue, which moves up towards the hard palate öğrenmeye başla
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the active articulator is the back of the tongue, and the passive articulator is the velum, or soft palate öğrenmeye başla
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they do not involve the tongue: instead, the articulators are the vocal folds, which constitute a place of articulation as well as having a crucial role in voicing öğrenmeye başla
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determined by how close the active and passive articulators get öğrenmeye başla
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- the sound articulated if the active and passive articulators actually touch, stopping airflow through the oral cavity completely for a brief period of time öğrenmeye başla
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during their production the active and passive articulators are brought close together, but not near enough to totally block the oral cavity öğrenmeye başla
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the subclass that consists of sounds which start as stops and end up as fricatives öğrenmeye başla
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the active and passive articulator never become sufficiently close to create audible friction. Instead, the open approximation of the articulators alters the shape of the oral cavity, and leads to the production of a particular sound quality. öğrenmeye başla
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the velum is raised and pushed against the back wall of the pharynx, cutting off access to the nose öğrenmeye başla
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are produced with air only passing through the nasal cavity for at least part of their production öğrenmeye başla
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binary feature that describes vowels which are produced with the front of the tongue raised towards the hard palate öğrenmeye başla
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binary feature that describes vowels that have the tongue raised most towards the roof of the mouth öğrenmeye başla
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vowels may be either rounded, where the lips are protruded forwards, or unrounded, where the lips may be either in a neutral position, or sometimes slightly spread öğrenmeye başla
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they change in quality during their production, and are typically transcribed with one starting point, and a quite different end point; they are typically long vowels. öğrenmeye başla
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diphthongs that have the first element as longer and more prominent than the second öğrenmeye başla
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they all have the mid central vowel schwa as the second element öğrenmeye başla
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where the second element is more close than the first, this includes all the diphthongs ending in /ɪ/ and /ʊ/ öğrenmeye başla
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the perceived number of syllables corresponds to the number of peaks in a sonority profile, assuming the sonority scale. öğrenmeye başla
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the consonants that are preceding the peak (they are not obligatory in a making of a syllable) öğrenmeye başla
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contains the ‘syllabic’ element, the segment that is more sonorous than both its neighbors (typically a vowel) öğrenmeye başla
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resulting unit of grouping the peak and the coda together, it plays an important role in the rhyming conventions of poetry öğrenmeye başla
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consonants that follow the peak (they are not obligatory in a making of a syllable) öğrenmeye başla
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the aspect of phonology that answers the questions about the syllable: any constraints on possible clusters and sequences hold within the syllable rather than the word. öğrenmeye başla
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a group of consonants that appear together in a word without any vowels between them öğrenmeye başla
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principle states that consonants should be assigned to the syllable onset rather than the syllable coda öğrenmeye başla
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it has a ‘syllabic’ segment (the peak), single, unbroken sound of spoken or written word öğrenmeye başla
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- occurs when a vowel is at the end of the syllable, resulting in the long vowel sound (words are not closed by a consonant) - CV öğrenmeye başla
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occurs when a syllable ends with a consonant, resulting in a short vowel sound - CVC, VC öğrenmeye başla
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consists only of a nucleus, as in the English words "eye" or "owe" öğrenmeye başla
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a syllable that has a single-X rhyme - unstressed syllable are light öğrenmeye başla
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a syllable that has a two-X rhyme - stressed syllables are heavy öğrenmeye başla
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consonants that belong to both the preceding and the following syllable - they are syllabified ambiguously öğrenmeye başla
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a consonant that forms a syllable on its own (a syllable where there’s no vowel) ex. button, bottle, sudden, history, widen öğrenmeye başla
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