Module: 7
Posted by: Lieni Immarie R. Monteron
Sources: 1. Speech and Oral Communication for College
Students by Rafaela H. Diaz
2. efcom by Milagros Castillo-Espina
3. http://scitation.aip.org/getabs/servlet/GetabsServlet?prog=normal&id
********************************************************************
At the end of the module, the learners are expected to:
- Identify what juncture is;
- Differentiate juncture and pauses;
- Discuss the commonly used tunes in intonation pattern.
People can usually distinguish the word juncture in contrastive twins of word pairs such as play nice and plain ice. We can see many features which differ between the twins in spectrograms, but observation alone cannot tell us which features ate important to the perception of juncture. The contributions of pitch, amplitude, timing, and segmental features to juncture perception were studied as follows. Parametric representations of twins XY were obtained by analyzing natural speech, and the above features were exchanged between the twins in a complete factorial design. A feature f was considered important for juncture perception if exchanging fX and Y also caused perception to be exchanged; that is, listeners heard Y when presented with X possessing feature f of Y, and vice versa. Listeners' responses indicated that all the features were important, but the importance of any particular feature or set of features depended on the juncture consonant. Features also interacted prominently for some consonants and between
Junctures and pauses are just the same they are both the stop of speaking.
Juncture – is a pause or slightly delay in a continuous flow of speech
Pauses – are intervals of silence between or with in words, phrases or sentences.
This silence is an effective communicative tool if used sparingly. For better effect, pausing to breathe must be done at natural breaks in the sentences where commas and full stops would be in written prose. This provides a further benefits since relaxed breathing regulates the oxygen supply to the brain and aids clear thinking.
A.Classification:
1.Close juncture – is movement from sound to sound which has no intervening pauses or delay.
2.Open juncture – is movement which is not continuous. There is a slight stoppage of the last sound till it blends with the next.
B.Sound:
1.with in a syllable:
man ear clear bed
2.from syllable to syllable with in a word:
lady shadow faith-full
man-ly plen-ty live-ly
3.from word to word:
a)From one consonant to another: plosive to plosive: hot day (First plosive is held briefly, then exploded as part of the second).
b)From plosive to continuant: plosive is not exploded before the continuant but becomes part of the latter.
Hot water without money
c)From t to th /&/: th th /or/ should be sounded more prominently.
Ex. At the store, them, through thick and thin.
d)From consonant to a vowel: the plosive is exploded blending with the vowel.
Ex. Stop it.
It is continuous with some continuants.
Ex. Pull out.
e)From vowel to vowel: a momentary glide consonant is likely to link them together.
Ex. Do it trying see us know it
w y y w
f) The linking “r”- transition: when a syllable ends with a vowel (followed by “r”) the /r/ sound s links them together.
Ex. Star of the show moreover,
Activity:
Say the following:
1.Plosive to plosive:
A good team, the black table, on a dark day, blood bank, the sick baby, hard times.
2. Plosive – Continuant;
With a big smile, to keep late hours, old land lord, picnic supper, next month.
3. From t or d to the /or/:
Right there, about that time, tasted the pie, third theme.
4. Vowel to vowel:
My own book, every actor, flew away, with a cry of joy, the creation.
5. Consonant – Vowel:
Made it up, a cup of tea, slept an hour, some of us, an orange, in a minute, keep it up, broke a leg, a bag of apples.
6. Linking “r” transition:
Forever and ever, where and when, faster and faster, our uncle, poor orphan.
Guide Questions:
Read the following pairs. Tell the difference in meaning between each pair.
1.The president, said the secretary, is busy.
The president said, the secretary is busy.
2.Who is calling, Jingky?
Who is calling Jingky?
3.Are you leaving my child?
Are you leaving, my child?
Increase your “tonal vocabulary” through these exercises.
1.Imagine yourself in each of these situations.
Say “what’s the matter” using changing in pitch, tempo, force, pauses, and voice quality.
a)A friend is found crying.
b)There is commotion in the classroom.
c)A colleague stubbornly insists on a proposal you strongly dislike.
d)Somebody finds faults with you
2.Say ‘yes” to the following:
a)You’re happy about it.
b)You’re excited about it
c)You’re not sure of it
d)You’re forced into it
e)You’re afraid of it
f)You’re angry at it
0 comments:
Post a Comment