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8/3/2019 PKB3105 Phonology
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COMPONENT OF LANGUAGE
~ PHONOLOGY ~
NUR IKHWATUN HASANAH SEZALI
PISMP S3 PEND. KHAS (BM) / PJ
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DEFINITION
A word from Ancient Greek voice,sound
Phonology is the study of the sound system of languages
the study of the sound system of a given language and
the analysis and classification of its phonemes The study of the way sounds function in languages,
including phonemes, syllable structure, stress, accent,
intonation, and which sounds are distinctive units within
a language; The way sounds function within a givenlanguage
Phonology is the aspects of language related to the
distinctive features of the representation and reception
of sounds of language.
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CONCLUSION OF DEFINITION
PHONOLOGY is the study of the rule system
that governs how particular speech sounds
are used to produce meaningful words. Itinvestigates the systematic organization of
sounds in a particular language.
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ASPECTS OF PHONOLOGY
Pausing -the variable that determines speech
rate (Goldman Eisler ,1968)
Phrasing shortening or lengthening of pauses
Intonation - the amplitude of pitch
movements, the overall pitch range, or the
segmental alignment of pitch targets
Segments pronunciation,fast or slow
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PHONOLOGY PROCESS
How well words can be understood by
parents
By 18 months a child's speech is normally 25%
intelligible
By 24 months a child's speech is normally 50 -
75% intelligible
By 36 months a child's speech is normally 75-100% intelligible
Source: Lynch, J.I., Brookshire, B.L., and Fox, D.R. (1980). A Parent - Child Cleft Palate
Curriculum: Developing Speech and Language. CC Publications, Oregon. Page 102
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PHONOLOGY DISORDER AMONG
CHILDREN It occurs when a child does not develop the
ability to produce some or all sounds necessaryfor speech that are normally used at his or her
age. Characteristics of phonological disorder children have other speech and language difficulties such as
immature grammar and syntax, stuttering or word-retrieval difficulties
no subsequent reading and spelling problems difficulties with written expression in primary school
Systematically altering the structure of words and/orsubstituting speech sounds.
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CAUSES
structural problems -> (abnormalities in the areasnecessary for speech sound production, such as thetongue or the roof of the mouth) difficult for children to produce certain sounds
in some cases make it impossible for a child to produce thesounds at all
Treated with languange therapy
neurological problems or abnormalities includes problems with the muscles of the mouth that do
not allow the child sufficient fine motor control over themuscles to produce all speech sounds
phonological disorder of an unknown cause slight brain abnormalities, causes rooted in the child's
environment, and immature development of the
neurological system
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TYPES OF PROBLEMS
1)consonant deletion2) speech difficulty
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CONSONANT DELETION
Consonants are one such segment that is readilyomitted.
Children may omit sounds at the beginning of
words -> referred to as initial consonant deletion
Example :
catbecomes at
hitbecomes it
boatbecomes oat
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In addition,a child may leave off consonants
that appear at the ends of words.
This is known as final consonant deletion, Example :
top becomes to
bedbecomes beman becomes ma
CONSONANT DELETION
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SPEECH DIFFICULTY
speech sound skills develop slowly develops speech sounds more slowly than his
or her peers
there are some very common mistakes thatthey made when they are talking including the
omission of sounds, (i.e. frequently at the end
of words), the distortion of sounds, or the
substitution of one sound for another
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HOW TO SOLVE/HELP?
phon
olog
ical
ther
apy- the application of phonological principles to thetreatment of children with developmental phonological disorders
Grunwell's (1992) -> 7 principles in treatment planning
Variability should be targeted in order to establish stable & accurate
realisations.
The system of contrasts should be expanded to increase communicative
adequacy.
New contrasts should be introduced first in well-established structures.
The phonotactic potential should be extended to increase communicative
adequacy.
New structures should be introduced using well-established consonants.
Where possible the treatment programme should follow the normal
developmental sequence.
Where appropriate, patterns to be targeted first are those:
(a) most deviant from normal phonology
(b) most destructive of communicative adequacy.
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References
wordnetweb.princeton.edu/perl/webwn en.wiktionary.org/wiki/phonology
www.education.vic.gov.au/studentlearning/teachingresources/english/englishcontinuum/englishglossaryl-z.htm
http://www.coli.uni-saarland.de/~trouvain/trouvain_1999.pdf
http://www.speech-therapy-information-and-resources.com/phonological-processes.html
http://www.minddisorders.com/Ob-Ps/Phonological-disorder.html
http://www.teachit.co.uk/armoore/lang/phonology.htm
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