Klausur

Question 1

contrastive/ emphatic stress:

Accepted Answer

speaker highlights a word in a sentence that otherwise wouldnot normally be emphasized•when monosyllabic words are stresses a weak form such as a schwa may turn intostrong form

Question 2

syllabic consonants

Accepted Answer

a syllable that can be just a consonant like , ,

Question 3

Flaps

Accepted Answer

almost exclusively associated with intervocalic /t/ (letter t between two vowels)•/t/ sounds like /d/

Question 4

main/ primary stress: ‘ vertical mark

Accepted Answer

Belfre a syllable that stands out the most in a word

Question 5

secondary stress: ‚ mark

Accepted Answer

Used when a word has more than 3 syllables (as,soci‘ation)

Question 6

Pre-lenis lengthening:

Accepted Answer

the change from voiceless to voiced in the final consonant isaccompanied by a lengthening of the preceding vowel•Turns into • into • into

Question 7

Pre-fortis clipping

Accepted Answer

process of shortening the articulation of a phonetic segment•when a stressed vowel followed by a voiceless consonant within the same syllable,the length is reduced•e.g.: feet, rice

Question 8

semivowels

Accepted Answer

/j/ and /w/: <yes, west, universe, the other, go around>

Question 9

Central vowels:

Accepted Answer

/ɜ/, /ə/, /ʌ/

Question 10

a diphthong has a

Accepted Answer

starting point and an end point: it can only be repeated

Question 11

closing diphthong:

Accepted Answer

/aɪ/ mouth closes

Question 12

triphthong

Accepted Answer

a diphthong with adding a schwa

Question 13

problem with the symbol /ɪ/

Accepted Answer

for Americans it is represented with the symbol /i/,but in parts of the US it is represented with /ɔɪ/

Question 14

function words

Accepted Answer

form the glue within a sentence, holding together the content words•Articles: •Prepositions: •Conjunctions:

Question 15

content word

Accepted Answer

words that we can define without great difficulty <paper, pillow, plant>

Question 16

strong and weak forms

Accepted Answer

conjunction <and>: will normally reduced to „end, en“ or evena syllabic consonant n strong forms often serves communicative purpose if a German native speaker uses an English strong form where a weak form would dothe job, native speakers of English might conclude that the German is angry orimpatient

Question 17

stranding

Accepted Answer

refers to prepositions at the end of a sentence: “Where’s the library at?

Question 18

assimilation

Accepted Answer

this form of connected speech involves a sound’s adapting to it’senvironment

Question 19

progressive assimilation and regressive assimilation

Accepted Answer

depending on in which the change occurs

Question 20

Yod coalescence:

Accepted Answer

involves a change to the sounds in the citation form and the changedoes not follow any logic that a non-native speaker could predict

Question 21

elision

Accepted Answer

meaning to remove, <Wednesday, cupboard, handkerchief, paradigm>•Refers to sounds that normally occur in a word but which do not getpronounced in some environments

Question 22

silent letters:

Accepted Answer

<debt, often, sword>

Question 23

gemination

Accepted Answer

removal of sounds from an utterance containing words whose spellingssuggest those sounds should actually occur•sometimes referred to as twinning:situations in which similar sounds appearnext to each other, such as the final /t/ in and the initial /t/ in

Question 24

haplology

Accepted Answer

dropping repeated sounds from words: <probably> gets shortened to[ˈpɹɑːli

Question 25

epenthesis

Accepted Answer

inserting a sound into a word•when a plosive which is not in the spelling is inserted into a word between a nasaland another consonant, the plosive must be homorganic with the nasal, i.e. havethe same place of articulation, and it must agree with the sound following it inrespect of voicing

Question 26

Linking /r/:

Accepted Answer

articulation of /r/ which is represented in spelling of the word but notrealized in other positions in those accents of English which are non-rhotic like RP

Question 27

Intrusive /r/

Accepted Answer

insertion of an /r/ in cases where not letter <r> is represented in thespelling

Question 28

hypercorrection:

Accepted Answer

speaker tries so hard to avoid mistakes that they create others

Question 29

Phonetic hypercorrection

Accepted Answer

New Yorker often pronounce the /r/ very clearly when they try tospeak in a more formal way, but everyday language: tend not to pronounce the /r/ inthose specific words

Question 30

Grammatical hypercorrection

Accepted Answer

•„between you and me“ instead of „between you and I“•„I am rooting for whomever wins

Question 31

Common hypercorrections:

Accepted Answer

•/æ/ produced incorrectly as /e/•/ɔ:/ as /ɑ:/•/oʊ/ as /o:/•/ɜ:r/ as /ø/•/θ/ and /ð/

Question 32

spelling pronunciation:

Accepted Answer

often discrepancies between the spelling of a word and itspronunciation•One has to hear the correct pronounciation•60% of the English words have silent letters

Question 33

hard attack:

Accepted Answer

denotes the way in which the vocal folds are brought tightly together andimmediately released to create a voicing of the vowel sound, irrespective of the following sound•Glottal plosive •Gives impression of very abrupt start •Before vowels

Question 34

Fossilized errors may never be corrected until the speaker sees a reason to do so: serious hindrance in a communication reasons for fossilizations:

Accepted Answer

•Unwillingness to assimilate ad accept what the person thinks as foreign influence•Lack of self reflection and self criticism•Laziness•Being rewarded for not having mastered the language•Adults have more rigid language ego boundaries: establish their pre-existingcultural and ethnic identity

Describtive Phonetics (Subject) / Klausur (Lesson)