Title Phonology and Phonetics Review Description A review unit for students of phonology and

phonetics Keywords phonetics phonology review Objectives No Objectives metadata Author Dr Pamela Rogerson-Revell Organisation University of Leicester Version One Date January 2008 Copyright Subject Centre for Languages, Linguistics and Area

Studies

Home

Phonology & Phonetics Review: a practice and

review unit for students of phonology and

phonetics

These resources were developed by Pamela Rogerson-Revell with funding

from the Higher Education Academy’s Subject Centre for Languages,

Linguistics and Area Studies

Aim and objectives

Aim of the unit

This unit will help you review some of the key concepts and elements of English

phonology and phonetics.

Objectives

By providing a variety of multimedia resources and activities, this unit aims to help

you

a) review segmental and suprasegmental elements of English phonology

b) practice phonemic transcription and

c) analyse authentic speech data.

Getting started

fənetɪks

Firstly, can you see the symbols in the word above?

If so, you’ll be able to read the phonemic fonts used in these resources.

If you can't then download Lucida Sans Unicode, free of charge from

http://www.phon.ucl.ac.uk/home/wells/ipa-unicode.htm

Install them to the fonts folder on your hard disk. The directory for Windows is

usually C:\WINDOWS\FONTS.

Flash

File whitebird1.swf Path F:\RLO\Flash files\ Width 500 Height 400 Autostart True Autoloop True Align Left Long description

Caption Link to player False

Can you see the animation above?

If you can, you already have Flash Player and will be able to see the animations used

in these resources. If not, when you open a page when you are online you should be

prompted to download the player automatically (a message asking you for

authorisation will appear - just click ‘OK’ and it will be installed) Alternatively, go to

www.macromedia.com and download Flash Palyer from the website.

You may need to wait a while for some of the multimedia files to load.

Introduction

The nature of phonology and phonetics

If we hear a unknown language for the first time, we perceive a stream of unid

entifiable sounds , ie an auditory impression which we often use to make prejudged

reactions about the language - eg English-speakers often find French romantic,

sophisticated etc and German hard, gutteral, masculine etc)

Speech sounds are different from other sorts of vocal

sounds (vocalisations) because they make regular,

meaningful patterns. Speech is a series of meaningful

sounds and silences .

What do we understand by phonology?

Popup

Hyperlink text Click here to check Popup content Phonology is the study of the sound patterns or system

within a particular language, or variety of language

Width 300 Height 300

What do we mean by phonetics.?

Popup

Hyperlink text Click here to check Popup content Phonetics is the study and description of the production of

speech sounds and silences across languages, - ie not

related to a specific language.

Width 300 Height 300

Vocal tract

Human speech is a combination of sounds and silences generated by the speech

mechanism of the vocal tract into meaningful patterns.

Popup

Hyperlink text Click here to see a diagram of the vocal tract Popup content

Width 400 Height 400

All speech begins as a silent breath of air, created by muscular activity in the chest.

The air then comes up from the lungs, via the vocal tract and exiting as a sound

wave.

Basically, the speech mechanism as four components: muscular activity, air, some

type of resistance or obstruction to the air which causes some sort of sound to be

made, and amplification to make the sound loud enough to be heard.

Changes to the air flow between the lungs and mouth and nose produce different

sounds.

Air starts off in the lungs, flows up through the trachea ( or windpipe), through the

larynx, past the epiglottis and through the pharynx. From there, the air can go either

through the mouth or nose.

The Vocal tract is the channel of air flow between the larynx and the mouth and

nose.

Articulators

There are quite a lot of terms, including technical terms, used to describe the

articulators involved in producing sounds:

everyday name technical term adjective

lips labia labial

teeth dental

tooth ridge alveolar ridge alveolar

(hard) palate palatal

soft palate velum velar

uvula uvular

upper throat pharynx pharyngeal

voicebox larynx laryngeal

tongue tip apex apical

tongue blade lamina laminal

tongue body dorsum (back) dorsal

tongue root radical

Move your mouse over the image to see an explanation of the different articulators

Flash

File Anatomy[1].swf Path F:\RLO\Flash files\ Width Height Autostart False Autoloop False Align Left Long description Caption Link to player False

This articulatory anatomy diagram is reproduced with permission from the website of the Phonetics Flash Animation Project; a collaboration between the Departments of Spanish and Portuguese, German, Speech Pathology and Audiology and Academic Technologies at the University of Iowa.(See Resources section).

Consonants

A consonant is a speech sound which obstructs the flow of air through the vocal

tract. Some consonants do this a lot and some do it very little: the ones that make

maximum obstruction ( ie plosives, which make a complete stoppage of air stream)

are the most consonantal. Nasal consonants are less obstructive than plosives as

they stop the air completely in the oral cavity but allow it to escape through the

nasal cavity. Fricatives obstruct the air flow considerably, causing friction, but do not

involve total closure. Laterals obstruct the air flow only in the centre of the mouth,

no the sides, so the obstruction is slight. Some other sounds, classed as

approximants, obstruct the air flow so little that they could almost be classed as

vowels if they were in a different context ( eg /w/ or /j/).

There are 24 consonants in standard southern British English. They are plotted on

the chart in Table 1 below.

Consonant practice

Activity

Use the interactive ‘speech animator’ to review the articulation of English

consonants.

Flash

File speech_animator.swf Path F:\RLO\Flash files\ Width Height Autostart False Autoloop False Align Left Long description Caption Link to player False

The ‘Speech Animator’ is reproduced with permission from David Brett (website in Resources section).

IPA consonants Activity

Use the interactive chart below to familiarise yourself with the consonants from the International Phonetic Alphabet (IPA). consonants Chart reproduced with permission from Eric Armstrong’s Voice and Speech website (see Resources section).

Vowels The English vowel system

The RP variety of British English, with twenty vowel phonemes (standard American

English has fifteen), has a relatively large vowel system, which is characteristic of

Germanic languages (Swedish has even more vowels). There are seven short vowels,

five long vowels and eight diphthongs. The vowels and their corresponding

phonemic symbols are shown in the table below:

The articulation of the vowels is represented in the vowel chart below. The shape of

the chart is modelled on the shape of the phonetic space ie the shape of the oral

cavity produced by various positions of the tongue. For English, the phonetic space is

represented as a trapezoid but some languages would be represented by a triangle.

Cardinal vowels

As well as looking at the vowel system of a specific language, ie English vowel

phonemes, there is also a way of describing vowels irrespective of language, ie

phonetically. One system of such vowel reference positions is called the Cardinal

Vowel system. The Cardinal Vowels can be used to plot the exact location of vowels

in any specific language.

Activity

Use the interactive chart below to familiarise yourself with the IPA vowels. Vowels Chart reproduced with permission from Eric Armstrong’s Voice and Speech website (see Resources section).

Vowel practice Activity

Move your mouse over the image to see an explanation of the different diphthongs

of English.

Flash

File diphthongs1.swf Path F:\RLO\Flash files\ Width Height Autostart False Autoloop False Align Left Long description Caption Link to player False

This interactive chart is reproduced with permission from David Brett (website in Resources section).

Phonemic symbols Activity

Use the interactive ‘’phonemic typewriter’ to review the articulation of English

phonemes. You can also use the typewriter as a quick way to copy and paste

phonemic symbols.

Flash

File phonemicClipboard.swf Path F:\RLO\Flash files\pamela\phonemicTypewriter\ Width Height Autostart False Autoloop False Align Left Long description Caption Link to player False

The ‘Speech Animator’ is reproduced with permission from David Brett (see Resources section).

Test yourself

Consonants

Truefalse1

Title

Text In English there are four affricates, two voiced and two voiceless

Answer True

Answer * False

Feedback Correct Yes. There are only two.

Feedback Incorrect No. There are only two.

Truefalse1

Title Text Plosives form the largest group of consonants in

English Answer True Answer * False Feedback Correct Yes. There are more fricatives than plosives. Feedback Incorrect No. There are more fricatives than plosives.

Truefalse1

Title Text In English, syllable-initial voiceless plosives are

aspirated. Answer * True Answer False Feedback Correct Yes, that's right. Feedback Incorrect Sorry, no. They are aspirated.

Truefalse1

Title Text There are two nasal consonants in English. Answer True Answer * False Feedback Correct Yes. There are three. Feedback Incorrect No. There are three.

Vowels

Truefalse1

Title Text Vowels are usually lengthened before syllable final

voiced consonants. Answer * True Answer False Feedback Correct Yes, that's right. Feedback Incorrect No. They are usually lengthened before final voiced

consonants.

Truefalse1

Title Text Unstressed syllables never have full vowels. Answer True Answer * False Feedback Correct That's right. You can have a full vowel in an

unstressed syllable, such as window. Feedback Incorrect Sorry, no. You can have a full vowel in an unstressed

syllable, such as window.

Truefalse1

Title Text There are no lip-rounded front vowels in English. Answer * True Answer False Feedback Correct That's right. Feedback Incorrect No, there aren't.

Truefalse1

Title Text /j/ and /w/ are semivowels. Answer * True Answer False Feedback Correct Yes, that's right Feedback Incorrect No, they are semi vowels.

phonemes

Multichoice2

Title 1 Text Which of these is the phonemic script for car? Answer /kɑ:r/ Answer /kæ/ Answer /kɑ:/ Answer /ka/ Feedback /ka:r/ the /r/ is not pronounced in standard southern

British English Feedback /kæ/does not exist in English Feedback that's right Feedback /ka/does not exist in English

Multichoice2

Title 2 Text Which if these is the phonemic script for witch? Answer /wɪs/ Answer /wɪʃ/ Answer /wɪtʃ/ Answer /wɪʒ/ Feedback That word does not exist in English Feedback That is ‘wish’ Feedback that's right Feedback ‘That does not exist in English

Multichoice2

Title 3 Text Which of these is the phonemic script for rude? Answer /ru:d/ Answer /ri:d/ Answer /rud/ Answer /rɑd/ Feedback that's right Feedback that is ‘read’ Feedback That word does not exist in English Feedback That word does not exist in English

Multichoice2

Title 4 Text Which of these is the phonemic script for women ? Answer /wɪmən/ Answer /wɪmen/ Answer /wʌmən/ Answer /wʌmɪn/ Feedback That's right Feedback the second syllable is not stressed Feedback that's 'woman' Feedback the first syllable is wrong

Multichoice2

Title Text Which of these is the phonemic script for judge? Answer /jʌdʒ/ Answer /jʌj/ Answer /juj/ Answer /dʒʌdʒ/ Feedback the first consonant is wrong Feedback only the vowel is right Feedback That word does not exist in English Feedback that's right

Stress

Word Stress

Stress placement in English is mobile. ie the syllable or syllables that are stressed can

vary depending on , for instance, the structure and function of a word. For English

stress placement rules exist, but they are rather complex, this means that although

first language speakers can usually predict accurately where to put the stress on an

unknown word it can be very difficult for second language learners..

Stress placement depends on:

1. whether a word is morphologically simple or complex or a compound

2. the grammatical category of a word

3. the number of syllables in a word

4. the phonological stucture of the syllables

Activity

See what you know about word stress patterns

Multichoice1

Title Text Which of the following words is the odd one out - and

why? Answer biology Answer * photographic Answer photography Answer geography Feedback Correct photographic is the odd one out because the stress

is on the second last syllable unlike in words ending in 'phy' or 'gy' where the stress goes on the third last syllable

Feedback Incorrect No, sorry

Multichoice1

Title Text Which of the following words is the odd one out and

why? Answer station Answer relation Answer information Answer * relate Feedback Correct relate is the odd one out because the stress is on the

last syllable unlike all the other words ending in '..tion' where the stress goes on the second last syllable

Feedback Incorrect

Multichoice1

Title Text Which of the following words is the odd one out and

why? Answer static Answer * economy Answer economic Answer pneumatic Feedback Correct economy is the odd one out because the stress goes

on the third last syllable unlike all the words words ending in 'ic' where the stress goes on the second last syllable

Feedback Incorrect

Word and sentence stress

English rhythm is based not only on word stress but also on sentence stress or

accent. A clear distinction between words which are emphasised and words which

are not is essential to intelligibility, both for speech production and listening

comprehension.

Activity

Use the activities below to practice word and sentence stress

Flash

File stress[1].swf Path F:\RLO\Flash files\ Width Height Autostart False Autoloop False Align Left Long description Caption Link to player False

This activity is reproduced with permission from Cambridge University Press (see Resources section).

Aspects of connected speech

Various features contribute to characterise natural connected speech:

o rhythm

o weak forms ( reductions)

o assimilation

o elision ( contractions)

o linking

These features combine to produce "concatenation" or linking together of sounds in

connected speech.

Activity

Use the interactive exercises below to practice and review aspects of connected

speech

here These activities are from David Brett’s website (David’s website is in the Resources section).

Intonation

Intonation generally refers to linguistically significant variations in pitch level across

an utterance or part of an utterance. Intonation in English is an important vehicle for

meaning. It helps the listener to get a clearer picture of what the speaker intends to

mean. Intonation in English fulfills many, overlapping functions including attitudinal,

grammatical, discursive and pragmatic. However, there is still much to be learned

about how we acquire and use intonation systematically and how it can be taught to

second language learners.

Activity

Divide the following utterances into tone units and decide where the tonic or

nucleus might fall in each tone unit:

Textentry1

Title Text The first student to finish can go early Feedback //The first student to finish// can go early//

Textentry1

Title

Text Sadly, Maurice has gone away Feedback //Sadly// Maurice has gone away//

Textentry1

Title Text The person who was watching me left a ticket behind Feedback // The person who was watching me //left a ticket

behind//

Textentry1

Title Text Alan couldn't make it so Ken took his place Feedback //Alan couldn't make it //so Ken took his place//

Pitch curves Activity

Use the interactive ‘’pitch curves’ exercise to practice analysing pitch movement

across phrases.

Pitch curves

The ‘’Pitch Curves’ activity is reproduced with permission from David Brett (see Resources section).

More intonation practice Activity

For more practice, try the exercises below by John Maidment . These are from the

web tutorials by University College London’s Department of Phonetics and

Linguistics (the link is in the ‘Resources’ section).

Intonation exercises

Speech transcription

If we want to represent speech sounds in writing we can transcribe the sounds using

either:

a) phonemic symbols / /

b) phonetic symbols [ ]

a) phonemic symbols represent the phonemes of English - eg / / ( and all its

allophonic variations) They are generalisations, not auditory realities. There are 44

phonemes in English

b) phonetic symbols represent auditory realities and are not related to a specific

language: they are international (IPA = International Phonetic Alphabet) .

Phonetic transcription is much more precise than phonemic transcription. A broad

phonetic transcription gives some more information than phonemic transcription

and a narrow transcription gives much more information than phonemic

transcription.

Diacritics are symbols used to add more, precise information to phonetic symbols, eg

the symbol [ ~ ] shows that the sound is nasalised.

Phonemic transcription does not represent precise phonetic qualities and therefore

it is possible to use several possible symbols to represent one phoneme. We will

follow the IPA consonants and use length marks for vowels , ie as Roach and

Longman dictionary ( ie recognises qualitative and quantitative differences )

Activity

Use the interactive exercise below to practice transcribing phrases phonemically.

Phonemic transcription This activity is reproduced with permission from David Brett (see Resources section).

More transcription practice

Activity

If you want more practice transcibing speech phonemically or phonectically, go to the

Speech Accent Archive website where you can find many speech samples from

speakers of Englsih from a variety of language backgrounds. You can practise

listening to the speakers and transcribing what they say and then compare one

speech sample with another to extend your recognition and transcription skills.

Elisions

When native speakers of English talk naturally, quite a lot of sounds are not actually

pronounced. This process is called elision or gradation

Activity

Listen to each of the recordings below and try to write down the phrases you hear (don’t do a phonemic transcription). Now listen again and mark any elisions you hear. Put a bracket around any elided sounds. When you have finished ,look at the transcription, compare it with your own and listen to the recording while reading. Audio 1

Winmedia

File WS330008.WMA Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 1

D(o) y(o)u know if (h)e (i)s busy this afternoon

Width 500 Height 400

Audio 2

Winmedia

File WS330010.WMA Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 2

If I (ha)d known about the party I (woul)d (h)ave come

Width 500 Height 400

Audio 3

Winmedia

File WS330013.WMA Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Audio 4

Winmedia

File WS330011.WMA Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript

Popup content Transcript 4 D(o) y(o)u know what time (h)e (wi)ll be back

Width 500

Height 400

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 3

D(id) y(ou )ask (h)er who (h)e was with

Width 500 Height 400

Click here to find more practice exercises on aspects of connected speech from David Brett (David’s website is in the Resources section).

Speech analysis Now you can practise analysing suprasegmental features of natural speech, rather

than segmental or phonemic transcription. Focus on how the speakers chunk speech

into tone units through the use of pauses, stress placement and tonicity. Try to note

also whether they use a falling (\) or rising (/) tone at the end of tone units. Use the

symbols in the key below to mark up your transcription.

Activity

Now listen to each of the recordings below and try to do your own suprasegmental analysis. Listen as many times as you like and:

a. Write down what you hear – word for word (don’t write phonemically) b. When you’ve written all the words down, listen again several times and mark

pauses c. Now listen again and mark all the stressed words d. Listen again and mark tonic words e. Finally, listen again and decide if the final word before each pause has a

falling or rising tone f. When you’ve done as much as you can, look at the transcription, compare it

with your own and listen to the recording while reading. Audio 1

Quicktime

File England 1 talk.mp3 Path F:\RLO\audio files\ Width 300

Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 1

I was ‘born in ‘nineteen ‘forty two/ - in - - Salisbury/ - England\

- which is -south ‘west/ – and I was ‘there because my ‘father

was in the ‘army during the war/- and ‘Salisbury Plain /- was

the ‘place where ‘all the ‘military training/ -‘went on/ – and

‘still does\ - I was – ‘educated ‘in – Sussex/ - which is -

‘southern England /– I lived in ‘Sussex/ for ‘most of my

‘formative years/ but I was ‘educated under the British

‘system/ – of boarding ‘schools\

Width 500 Height 400

Audio 2

Quicktime

File england 5 talk.mp3 Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 2

er – my ‘name is ‘Jo Clayton – I’m British/ - at the ‘moment I

‘live in Tulsa/ - in ‘Oklahoma/ - but I ‘come from – - Lancashire

‘actually/ - I was ‘born in Lancashire\ - and ‘then ‘moved to

London/ - which is in the ‘south of England/ - about/ – ‘when I

was about/ – twenty\

Width 500 Height 400

Audio 3

Quicktime

File England 7 talk.mp3 Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript Popup content Transcript 3

when I was sixteen/ - and I ‘d ‘taken my ‘school exams/ - with

a ‘whole bunch of ‘us/ -‘that’s an American ‘expression/ - isn’t

it\ - erm / -- they ‘didn’t ‘know ‘what to do with us – for the

‘last ‘two weeks /– at the school/ – ‘so they ‘sent us ‘all off

/- on an archeological excavation\ – for two weeks\

Width 500 Height 400

Audio 4

Quicktime

File England 10 talk.mp3 Path F:\RLO\audio files\ Width 300 Height 80 Autostart False Align Left Long description Caption Link to player False

Popup

Hyperlink text Click here to see a transcript

Popup content Transcript 4

OK/ – I’m a ‘student from Manchester/ - I was born/ – and

raised/ – in Manchester/ – erm my ‘dad’s Irish /– my ‘mum’s

English/ – erm/ – I ‘studied in Greece/ – for some time /– and

I’ve ‘travelled ‘quite a lot /– erm/ – I’m ‘now ‘doing my

masters/ – in Dublin/

Width 500 Height 400

Recording and text file used by permission of the International Dialects of English Archive

(see Resources section).

You can find lots more similar recordings on the IDEA website.

Glossary

Allophone: Phonetic variations in sounds which do not change meaning. For instance, the

various ways that /r/ can be produced in English are allophones, they are still all recognised

as the same phoneme.

Alveolar Ridge: The small boney ridge behind the upper front teeth.

Alveolar: A sound produced near or on the alveolar ridge.

Assimilation: A process where one sound is iinfluenced by the characteristics of an adjacent

sound.

Bilabial: A sound that involves contact between the two lips.

Continuant A sound which involves the continuous expulsion of air, as opposed to a stop

sound where the air is blocked by one or more articulator.

Dental: A dental sound is made when the place of articulation is on or near the teeth.

Elision or Ellipsis: The deletion of certain sounds in connected speech.

Egressive The normal direction of airflow is out through the mouth or nose called egressive.

Final position: The position of a sound at the end of a syllable or word.

Fortis: A fortis sound involves greater effort, ie muscular tension, to produce and are usually

voiceless.

Fricative: A term applied to the manner of articulation of consonants where the constiction

of the air flow between articulators causes friction.

Glottal: Sound made where the vocal folds are the articulators.

Glottis: The space between the focal folds or cords.

Initial position: Tthe position of a sound at the beginning of a syllable or word.

Ingressive Speech produced by breathing in is called ingressive.

Intervocalic: A sound that comes between vowel sounds, as for the / t / in butter.

IPA :The International Phonetic Association

Labial: A sound articulated with the lips.

Labiodental: Place of articulation involving the upper lip and the lower teeth, such as /f/.

Larynx (also known as the voice-box): An organ at the top of the windpipe, containing the

vocal cords which produce voice.

Lateral: Describes a manner of articulation of consonants where contact between

articulators restricts central air flow so that the air escapes around the sides or laterally, as

in /l/

Lenis:. A lenis sound is pronounced with less muscular tension than a fortis sound and is

usually voiced.

Medial position: A consonant is in medial position (or intervocalic position) when it comes

between vowel sounds, as the /t/ in butter.

Nasal: A consonant sound, produced with the soft palate lowered so that air passes through

the nasal cavity, such as /n/.

Palatal: A sound produced on or near the hard palate.

Palato-alveolar: Describes sounds produced just behind the alveolar ridge.

Palate: The roof of the mouth whcih can be subdivided into the hard and the soft palate

(velum)

Phoneme: An abstract unit representing the smallest distinctive speech sound that

distinguishes one word from another.

Plosive (also described as a ’stop’): Describes a manner of articulation of consonants where

the air is compressed behind a closure within the mouth, before being released as the

sound is produced, such as /p/ pr /t/.

Prosodic: describes features of speech above the level of phonemes or segments, such as

stress and intonation.

RP: Received Pronunciation. A term used to define a variety of southern English which is

commonly used as the standard pronunciation model, despite the fact that few people

speak it in its full form.

Stress: Refers to the relative prominence of a syllable within a word (ie word sress), or a

word within in a sentence (ie sentence stress). .

Tone unit: a chunck of speech, either a phrase or word, that is gnerally marked by pauses at

its boundary

Tonic syllables: The syllable within a tone unit that carries the most prominence.

Sonorant: refers to sounds where there is no constriction of the air flow by the articulators,

as for example with vowels.

Syllable: A phonological unit describing the number of speech sounds into which a word

may be divided. Syllable structure can vary considerably from language to language.

Unvoiced / voiceless sound: describes sounds where the vocal cords do not vibrate.

Velar: A velar sound is produced at the velum, or the soft palate.

Velum: The soft palate, ie tThe part of the palate that is just behind the hard palate. A sound

produced in this area is called a velar sound.

Vocal cords or folds: Voice-producing part of the larynx.

Voiced sound: a sound produced with vibration of the vocal chords

Resources Pronunciation animations One of Cambridge University Press’s ELT resources sites.

Clickable IPA vowels chart to hear what they sound like

Common mistakes in English by language background Ted Powers website on

common pronunciation errors by language group

David Brett’s excellent interactive Flash-based resources for phonology and

phonetics

Easily confused phonetic symbols

John Wells' list of common errors when using the International Phonetic Alphabet.

International Phonetic Association

Phonetics information and resources (e.g. downloadable IPA charts and sound files).

Paul Meier’s Dialect Services Fascinating online resources from the international

voice and dialect coach.

Peter Ladefoged's phonetics resource page includes language maps, IPA symbol

search, sound index and a phonetics of English course

Phonetics Flash Animation Project This site contains animated diagrams of speech

sounds for English, German and Spanish. Developed by the University of Iowa.

Phonetics resources a wide range of useful and interesting resources from the

University of Aberdeen.

Speech Accent Archive hundreds of samples of English accents recorded with

detailed transcriptions and notes on phonological features for each accent.

Speech Internet Dictionary Comprehensive dictionary of phonetics and phonology

edited by John Maidment

Voice and Speech Sounds lots of interactive voice and speech resources, including

phonetics charts by Eric Armstrong, University of York, Canada.

Web Tutorials in phonetics by John Maidment. Lots more from University College

London’s Department of Phonetics and Linguistics.

Feedback

If you could give your feedback by completing this questionnaire, it would be

greatly appreciated.

Questionnaire