Transcript Phonology and Phonological Process in ASL and English EDU 707.01 Class 3 –Sept. 10

Phonology and
Phonological Process in
ASL and English
EDU 707.01
Class 3 –Sept. 10
Today’s Agenda
• Housekeeping
• Finish last week’s topic
• Phonology
– The Stokoe System
– The Movement-Hold Model
• Reading assignment for next week
Housekeeping
• Teams for the group project
– I need a final list with all new members’
names and specialization.
• Please sit next to your team members
you will be working together today
Homework!!
Questions?
What did you learn from this
practice?
What was easy?
What was difficult?
Phonology:
• “Phonology is the study of the sound system of
language: the rules that govern pronunciation.”
(P&R, pg. 105)
• “The study of the smallest contrastive units of
language and how they are structured and
organized.” (V&L, 2005)
• Since ASL does not use sounds as its building
blocks, Stokoe initially suggested to use the
term Cherology to refer to the study of the
smallest contrastive units in a signed language.
Terminology
• Phonemes: The smallest unit in a language
without meaning.
• A.K.A: Segments, discrete units, contrastive
units. (ex. Consonants, vowels).
• Segments contain distinctive features.
• In spoken languages, segments correspond
to speech sounds.
• Speech sounds are spoken and heard as
continuous sounds but perceived (by your
brain) as discrete segments.
Phonemes:
Phonology
Mental or
Psychological
representation
/aɪ/kən/nat/bəliv/
/aɪ/hæv/tu/
tek//ðɪs/klæs/
blahblahblahblah
blahblahblahblah
Speech
Physical Production
Speech
Cross-section of the vocal
tract
Physical dimensions
Terminology
• Phoneme: type of segment perceived when
we hear speech. The velar \k\ of cool and
cop and the palatal \k\ of keel and keep .
• Phonemes are not easily represented by
spelling. pea, key, me = /i/
• Variations of the same phonemes are called
allophones. /t/ = [th], [t]
• Stokoe suggested the term Cheremes to
refer to ASL parameters.
Consider the two lists
ough
Spelling
pronunciation
cough
“off”
Tough
“uff”
Bough
“ow”
Through
“u”
Though
“o”
Thoroughfare “a”
See
Senile
Sea
Seize
Siege
Ceiling
Cedar
Cease
Juicy
Glossy
Sexy
/si/
Terminology
• Phonemic Transcription System:
Developed to capture phonemic
distinctions by assigning one
symbol to one phoneme.
(International Phonetic Alphabet).
– Phonemic description is enclosed in
slashes // to distinguish it from
conventional orthography.
Distinctive Features
• Vowels = described in terms of 4
physical dimensions: height,
frontness, rounding & tenseness (R&L fig.
6.2)
• Consonant = described in terms
of three physical dimensions.
place, manner & voicing (R&L fig 6.3)
English Segment or
Phoneme
Place:
/b/
bilabial
Manner: stop
Voice :
+voice
/i/
Tongue:
+high
Frontness:
+front
Lip Rounding +spread
Tenseness: : +tense
– The segment or phoneme /b/ or /i/ are divisible
units in themselves and contain distinctive
features.
The phoneme /b/ could be the first sound in the
words bat, boy, busy, baby, bear, etc.
Lets play!
Use your charts pgs. 109 & 113 to
describe the distinctive features in
each segment
• VOWELS
/ε/
• CONSONANTS
/Ĵ/
/æ/
/ ŋ/
/o/
/ š/
Open your book (R&L) to page 115 exercise B section 1
Minimal Pair
• Label for words (or signs) that are
contrastive in meaning but are
identical in all segments except for
one.
Pat
bat (initial consonant)
Feet
foot (vowel sound)
Cat
cap (final segment)
Minimal pairs are helpful because they
show that units are made out of
segments.
Simultaneous contrast
• Dictates that distinctive features
combine simultaneously to form
meaningless segments.
Place:
bilabial
Manner: stop
Voice :
Place:
/b/
voiced
Distinctive features
bilabial
Manner: stop
Voice :
/p/
voiceless
Distinctive features
Sequential Contrast
• Dictates that segments can combine
with other segments and form words.
Phonemes: /r/, /p/, /o/, and /s/.
pores, spores ropes *prso
When ordered, some combinations have
meaning but not all combinations are
allowed in English.
Sequential Contrast
p
Place:
bilabial
Manner: stop
Voice :
Voiceless
æ
æ
t
b
alveolar
bilabial
alveolar
stop
stop
stop
voiceless
voiced
t
voiceless
This kind of contrast demonstrates that pat and bat have
different meanings and the different meaning is linked to p
and b making them different words.
Terminology
• ASL Parameters include:
–
–
–
–
–
Handshape
Location
Movements
Orientation
Nonmanual signals
• Stokoe called each parameter cheremes
believing that each parameter was
equivalent to a phoneme.
Stokoe’s Transcription
System
• He aimed to create a phonemic
system to analyze and transcribe
ASL signs.
• In order to begin describing signs,
he proposed that signs had three
parts: TAB (place), DEZ
(handshape) and SIG (movement).
See chart in V,L&M pgs. 25,26.
Practice Using Stokoe’s
System
Now go to V,L&M pg. 27 transcribe a-d
Think about this…
• All languages known to linguists
exhibit both sequential and
simultaneous contrast. In Stokoe’s
System contrast is seen as
simultaneous contrast and sequential
contrast is not discussed.
• Any problems here?
In addition, is this comparison
equivalent?
• English
• ASL
Place:
Place:
bilabial
forehead
Manner: nasal
/m/ Hdshp: B
Voice : +voice
Mvt:
T
FATHER
Liddell and Johnson (1984)
Questions about Stokoe’s
model
• Signs seem to have sequential
movement.
• NMS match only certain manual
sequences.
• Some signs have internal
movement.
Sequentially in ASL signs
• Handshape: RUN-OUT, GET, GUESS
• Location: PARENTS, CHRIST
BODY
• Orientation: DIE, DON’T-KNOW,
REVOLT, BAD
The Movement-Hold Model
Liddell and Johnson (1989).
• It is a notation system that aims to represent
both the sequential and simultaneous contrast in
ASL.
• Consists of:
– Holds (H)- times when all features of the articulation
bundle are in a steady state. (likely to occur when there
is a contact during the segment)
– Movements (M)- times when some aspects of the
articulation are in transition.
– “X” segments- Much like Hold segments but with a
shorter duration. (less likely to include a contact)
Can you see a beginning, middle
and an end to this signs?
GOOD
Hold - H
Movement - M
Hold - H
THINK
X- segment
Movement- M
Hold - H
GOOD
Unit 1
Timing Unit
Unit 2
Unit 3
H
M
H
+
-
+
Contour
Contact
L. Mvt.
Strong Hand
HS
Placement
(Location)
Focal site
Rotation
(Orien)
Weak Hand
HS
Placement
Rotation
NMS
Focal site
B
B
At mouth
Palm of weak
hand
Palm faces
face
Palm faces up
B
B
In front of
torso
In front of
torso
Palm up
Palm up
Pursed lips
Pursed lips
Pursed lips
Articulatory
Bundle
Articulatory
Bundle
THINK
Unit 1
Timing Unit
Unit 2
Unit 3
X
M
H
-
-
+
Contour
Contact
L. Mvt.
HS
Placement
(Location)
Rotation
(Orien)
NMS
1
F. site
1
At fore- Articulatory
head
Bundle
Palm
face
down
Ipsi
forehead
Palm
face
down
_
_
_
Let’s try these in small
groups.
FALSE
INTERESTING
EAT
TREE
SO what has this model
accomplished?
• This model shows sequential contrasts
exists in ASL just like in any other
language.
• Provides a more complete way to
transcribe ASL signs and solves the
problems that Stokoe’s System had.
• Claims that the 5 ASL parameter are
distinctive features within articulation
bundles and not segments themselves.
This comparison provides a closer equivalency.
Place
Bilabial
Manner
Stop
Voice
+voice
This segment could be the first sound in the
words bat, boy, busy, baby, bear etc
/b/
Unit 1
Timing
Unit
H
Contour
Contact
+
This segment could be the first
position for the sign GOOD, BAD,
GOOD-MORNING, etc.
L. Mvt.
HS
Placement
(Location)
Rotation
(Orien)
B
Focal site
At mouth
Palm
faces
face
•Each segment is a bundle of features
(simultaneous opposition) . Alone they are
meaningless, but if you combine them in
sequence with other segments, they form
meaningful words and signs (sequential
contrast).
As future teachers, why should
any of this matter to you?
• The number one concern in the education
of deaf children is the development of
language and literacy skills.
• The written systems of spoken languages
are broadly based on a sound-symbol
association.
• As we saw earlier, in English this
graphophonemic relationship is not always
consistent nor predictable.
• The field of deaf education has long
debated the issue of whether or not deaf
children should be exposed to phonemic
awareness and phonics instruction.
• The field of bilingual education for deaf
children argues in favor of transference
of skills from the child’s first language to
their second language. Therefore
understanding that words are made out of
segments should come after or in
conjunction with understanding that signs
are made out of parts.
Reading assignment for
next week
• Phonological processes in ASL and
English
• Valli, Lucas & Mulrooney (VL&M) pgs
40-45
• Parker and Riley (P&R) pgs 118-127.
• Trask and Mayblin (T&M) pgs 14-25