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 Contents

List of Exercises vii

Contents of Audio CD xi

Preface xiii

UNIT 1 Laying the Foundation 1 10 Diphthongs 77

A Focus on Pronunciation 78
1 Thinking About the English Phonology System: Pronunciation 83
Syllables and Sounds 2
The Syllable 2
11 Rhotic/Controlled /r/
Parts of a Syllable 3
Types of Syllables 10 Diphthongs 84
Phonology and Phonetics 12 Pronunciation 87
Dialects and Accents 15
12 Term Review and
2 English Orthography 17 Practice 89

3 Paying Attention to Sounds 24

UNIT 3 Consonants 99
4 Term Review and Practice 29 13 Overview 100
Consonants and Vowels 102
Classification of Consonants 102
UNIT 2 The Vowel System 39 Voicing 103
Place of Articulation 104
5 Overview 40 Manner of Articulation 105
Characteristics of Vowel Sounds 42
Types of Vowels 44
14 Stop‐Plosives 112
The Vowel Quadrilateral 44
A Focus on Pronunciation 112
Pronunciation Notes 120
6 Monophthongs: Front Vowels 46
15 Fricatives 121
7 Monophthongs: Back Vowels 52 A Focus on Pronunciation 121

8 Monophthongs: Front and Back 58 16 Affricates 131

A Focus on Pronunciation 58 A Focus on Pronunciation 131
Allophonic Variations 59
Practice 61
17 Nasals 139
Pronunciation Notes: Dialectal Variations 67

18 Liquids 147
9 Central Vowels 71
Symbols for the Mid‐Central Vowels in Stressed
Syllables 71 19 Glides 157
Symbols for the Mid‐Central Vowels in Unstressed A Focus on Pronunciation 162
Syllables 74
Pronunciation Variation of Central Vowels 75 20 Term Review and Practice 164

v
vi Contents

UNIT 4 Transcription: The Details 183 Appendix 229

21 Overview of Transcription 184
Transcribing Speech 184 References 233

22 Stress 194
Glossary 235
Vowels in Stressed and Unstressed Syllables 194
Two‐Syllable Words 195
Stress Changes with the Addition of Prefixes and Answer Key 237
Suffixes 197
How to Decide which Syllable has the Primary
Stress? 200 Index 263
Reduction of Vowels to Schwa in Unstressed
Syllables 214
Noticing Vowel Alternations with Changes in Stress
Patterns 216
The Impact of Morphophonemic Changes on Stress and
Vowel/Consonant Changes 218
 List of Exercises
Chapter Exercise Name Chapter Exercise Name

1 1-A Counting Syllables 3 6-C Writing Words in Phonetic Symbols:

1-B Distinguishing Consonants in a Words with /i/ 47
Word in Reference to the Vowel 6-D Decoding Phonetic Symbols: Words
Sound 4 with /ɪ/ 48
1-C Focus on Consonants: Identifying 6-E Writing Words in Phonetic Symbols:
Onsets and Codas 5 Words with /ɪ/ 48
1-D Finding Words with the Same Coda 6 6-F Decoding Phonetic Symbols: Words
1-E Finding Words with the Same Onset 6 with /e/ 49

1-F Creating Syllable Trees 8 6-G Writing Words in Phonetic Symbols:

Words with /e/ 49
1-G Finding Words That Rhyme 9
6-H Decoding Phonetic Symbols: Words
1-H Identifying Syllable Parts 9 with /ɛ/ 50
1-I Determining Syllable Type: Open 6-I Writing Words in Phonetic Symbols:
versus Closed 11 Words with /ɛ/ 50
1-J Determining Syllable Type: Simple 6-J Decoding Phonetic Symbols: Words
versus Complex 12 with /æ/ 51

2 2-A Finding Consonant Sequences and 6-K Writing Words in Phonetic Symbols:
Digraphs 20 Words with /æ/ 51

3 3-A Counting Sounds in Words 24 7 7-A Sorting by Vowel Sound 52

3-B Making Comparisons: Numbers of 7-B Decoding Phonetic Symbols: Words

Sounds in Words 27 with /u/ 53

3-C Counting Sounds: Find the Errors 27 7-C Writing Words in Phonetic Symbols:
Words with /u/ 53
4 4-A Sorting Words by Number of 7-D Decoding Phonetic Symbols: Words
Syllables 30 with /ʊ/ 54
4-B Manipulating Onsets and Codas 31 7-E Writing Words in Phonetic Symbols:
4-C Counting Sounds in Words 32 Words with /ʊ/ 54
4-D Making More Comparisons: Number 7-F Decoding Phonetic Symbols: Words
of Sounds in Words 33 with /o/ 55
4-E Reversing Sounds in Words 34 7-G Writing Words in Phonetic Symbols:
Words with /o/ 55
4-F Sorting Words by Number of
Sounds 34 7-H Decoding Phonetic Symbols: Words
with /ɔ/ 56
4-G Applying Terms: Finding Words 35
7-I Writing Words in Phonetic Symbols:
4-H Applying Syllable Terms: What’s on
Words with /ɔ/ 56
the Line? 36
7-J Decoding Phonetic Symbols: Words
4-I Syllable Talk: Matching Terms with
with /ɑ/ 57
Definitions 36
7-K Writing Words in Phonetic Symbols:
4-J True‐False 36
Words with /ɑ/ 57
4-K Identify the Term 37
8 8-A Common Bonds 61
5 5-A Tuning into the Vowel Sounds in 8-B Identify the Vowel 61
Words 40
8-C Working with the Vowel
6 6-A Sorting by Vowel Sound 46 Quadrilateral 62
6-B Decoding Phonetic Symbols: Words 8-D Identifying the Vowel
with /i/ 47 Changes 63
vii
viii List of Exercises

Chapter Exercise Name Chapter Exercise Name

8-E Vowel Classification Practice: 13-C Determining the Voicing of
Creating Words 64 Consonant Sounds 103
8-F Identifying the Vowel in Words 65 13-D Determining Place of
8-G Reading IPA Symbols 66 Articulation 104
13-E Determining Manner of
9 9-A Decoding Phonetic Symbols: Words Articulation 108
with /ʌ/ 72
9-B Writing Words in Phonetic Symbols:
14 14-A Common Bonds 112
Words with /ʌ/ 72 14-B Decoding Phonetic Symbols 115
9-C Decoding Phonetic Symbols: Words 14-C Writing Words with Phonetic
with /ɝ/ 73 Symbols 115
9-D Writing Words in Phonetic Symbols: 14-D Solving Word Equations 116
Words with /ɝ/ 73 14-E Writing Word Equations 117
9-E Challenge: Two‐Syllable Words with 14-F State the Change 118
Central Vowels 75 14-G Creating Minimal Pairs (Onset) with
Stop‐Plosive Sounds 118
10 10-A Sorting Words with Diphthongs 77
14-H Creating Minimal Pairs (Coda) with
10-B Identifying the Correct Symbol for
Stop‐Plosive Sounds 119
Diphthongs 81
14-I Decoding Phonetic Symbols: Words
10-C Counting Sounds in Words 81
with Sequences 120
10-D Decoding Phonetic Symbols:
14-J Writing Words in Phonetic Symbols:
Phonemic Diphthongs 82
Words with Sequences 120
10-E Writing Words in Phonetic Symbols:
Phonemic Diphthongs 82 15 15-A Common Bonds 123
15-B Decoding Phonetic Symbols 123
11 11-A Sorting Words by Vowel Sounds 84
15-C Writing Words with Phonetic
11-B Identifying the Correct Symbol for Symbols 124
Controlled /r/ Diphthongs 86
15-D Solving Word Equations 125
11-C Decoding Phonetic Symbols:
15-E Writing Word Equations 126
Controlled /r/ Diphthongs 87
11-D Writing Words in Phonetic Symbols: 15-F State the Change 127
Controlled /r/ Diphthongs 87 15-G Creating Minimal Pairs (Onset) with
Fricatives 127
12 12-A Find What Is Asked 90 15-H Creating Minimal Pairs (Coda) with
12-B Counting Sounds 91 Fricatives 128
12-C Compare/Contrast Phonetic 15-I Decoding Phonetic Symbols: Words
Characteristics of Vowels and with Sequences 129
Diphthongs 91 15-J Writing Words in Phonetic Symbols:
12-D Odd One Out 92 Words with Sequences 130
12-E Identifying the Vowel Sound 93
16 16-A Common Bonds 132
12-F Vowel Change‐Up 94 16-B Decoding Phonetic Symbols 132
12-G Identifying the Vowel 95 16-C Writing Words with Phonetic
12-H Judge the Transcription 96 Symbols 133
12-I What’s the Word? 96 16-D Solving Word Equations 133
12-J Decode the Symbols 98 16-E Writing Word Equations 134
16-F State the Change 135
13 13-A Onset Comparison 100
16-G Creating Minimal Pairs (Onset) with
13-B Coda Comparison 101
Obstruents 136
 List of Exercises ix

Chapter Exercise Name Chapter Exercise Name

16-H Creating Minimal Pairs (Coda) with 19-H Decoding Phonetic Symbols: Words
Obstruents 137 with Sequences 163
16-I Decoding Phonetic Symbols: Words 19-I Writing Words in Phonetic Symbols:
with Sequences 137 Words with Sequences 163
16-J Writing Words in Phonetic
20 20-A Identifying Common Bonds 165
Symbols: Words with
Sequences 138 20-B Odd One Out 166
20-C Provide the Sounds That Are
17 17-A Common Bonds 139 Requested 166
17-B Decoding Phonetic Symbols 139 20-D How Are the Onsets Different? 167
17-C Writing Words with Phonetic 20-E How Are the Codas Different? 168
Symbols 140
20-F Decoding Phonetic Symbols 169
17-D Solving Word Equations 141
20-G Focus on Interdental Fricatives 169
17-E Writing Word Equations 142
20-H Differentiating Between the
17-F State the Change 143 Interdental Fricatives 171
17-G Creating Minimal Pairs (Onset) with 20-I Finding the Palatal Glide /j/ 172
Nasals and Obstruents 143
20-J Focus on Nasal Consonants 172
17-H Creating Minimal Pairs (Coda) with
20-K Follow the Clues 174
Nasals and Obstruents 144
20-L Follow More Clues 175
17-I Decoding Phonetic Symbols: Words
with Sequences 145 20-M Explain the Changes 175
17-J Writing Words in Phonetic Symbols: 20-N Identify More Changes 176
Words with Sequences 146 20-O Counting and Indentifying Sounds in
Words 177
18 18-A Common Bonds 147
20-P Identify the Third Speech Sound in
18-B Decoding Phonetic Symbols 147 Words 178
18-C Writing Words with Phonetic 20-Q Find the Words That Are
Symbols 148 Requested 179
18-D Solving Word Equations 149 20-R More or Less 180
18-E Writing Word Equations 151 20-S Mind Your Manners 180
18-F State the Change 153
21 21-A Vowel Sounds with Velar Nasal 186
18-G Creating Minimal Pairs (Onset)
with Liquids, Nasals, and 21-B Identifying the Velar Nasal in
Obstruents 153 Singleton and Sequence Contexts 186

18-H Decoding Phonetic Symbols: Words 21-C Select the Correct Transcriptions 187
with Sequences 154 21-D Transcription Practice: Velar
18-I Writing Words in Phonetic Symbols: Nasal 187
Words with Sequences 155 21-E Transcribing Words with Bound
Morphemes /s/, /z/, /əz/ or /t/,
19 19-A Common Bonds 157 /d/, /əd/ 188
19-B Decoding Phonetic Symbols 157 21-F Transcription Practice: Velar Nasals
19-C Writing Words with Phonetic and Bound Morphemes 190
Symbols 158 21-G Transcription Practice: Glides 191
19-D Solving Word Equations 158 21-H Determining the Correct
19-E Writing Word Equations 159 Transcription 191
19-F State the Change 160 21-I Judge the Transcription 192

19-G Creating Minimal Pairs (Onset) with 21-J Decode Symbols: What’s the
Sonorants and Obstruents 161 Word? 193
x List of Exercises

Chapter Exercise Name Chapter Exercise Name

22-N Identifying Stress Patterns In

22 22-A Odd One Out: Stress Patterns 196
Two‐Syllable Words 209
22-B Transcribing The Suffix –ing /ɪŋ/ 198
22-O Identify the Correct
22-C Identifying –y and –ly Suffixes That Transcription 210
Would Use /ɪ/ 199
22-P Identifying the Syllable That Is Not
22-D Transcription Practice: –y and –ly Stressed 211
Suffixes 199
22-Q Sorting U.S. States by Stress
22-E Sorting Words by Stress Patterns 201 Patterns 212
22-F Transcription Practice: /ɚ/ in Final 22-R Determining Which Syllable
Unstressed Syllables 202 Receives Primary Stress 213
22-G Transcription Practice: Schwa in 22-S Transcribing Stress Changes 220
Suffixes 202
22-T Select the Most Reasonable
22-H Transcription Practice: Unstressed Transcription from the Choices
First Syllables 203 Provided 221
22-I Transcription Practice: Syllabic 22-U Sorting Words by Stress
/l/ 204 Pattern 223
22-J Two Syllable Central Vowel Sort 204 22-V Determining Which
22-K Sorting Words by Stress Syllable Receives Primary
Pattern 206 Stress 224
22-L Where’s the Stress? 208 22-W Transcription Practice: Schwa in
22-M Judge the Accuracy of the Unstressed Syllables 225
Transcription 208 22-X What’s the Word? 227
 Contents of Audio CD
41 Tracks; Total play time 56 minutes, 42 seconds
Track Contents Time
1 Transcription practice set 1: Front/back monophthongs in isolation 1:24
2 Transcription practice set 2: Front/back monophthongs in CV/VC syllables 1:26
3 Transcription practice set 3: Front/back monophthongs in CV/VC syllables 1:25
4 Transcription practice set 4: All monophthongs in CVC syllables 1:26
5 Transcription practice set 5: Phonemic diphthongs in simple syllables 1:28
6 Transcription practice set 6: All monophthongs and phonemic diphthongs in simple syllables 1:24
7 Transcription practice set 7: Controlled /r/ diphthongs in simple syllables 1:28
8 Transcription practice set 8: All vowels in simple syllables 1:23
9 Transcription practice set 9: Stop‐plosives in simple syllables 1:22
10 Transcription practice set 10: Fricatives/affricates in simple syllables 1:25
11 Transcription practice set 11: All obstruents in simple syllables 1:22
12 Transcription practice set 12: All sonorants in simple syllables 1:20
13 Transcription practice set 13: Prevocalic sequences 1:19
14 Transcription practice set 14: Postvocalic sequences 1:19
15 Transcription practice set 15: Pre‐ and postvocalic sequences 1:23
16 Examples of coarticulation 1:00
17 Examples of alveolar flap/tap :37
18 Examples of glottal stop for intervocalic /t/ :28
19 Examples of /l/ productions 1:15
20 Examples of velar nasal with and without /g / :41
21 Introduction to stress: Vowels in stressed and unstressed syllables 1:26
22 Compound words :31
23 Stress patterns in nouns and verbs 1:04
24 Sample sentences with nouns and verbs :49
25 Exercise 22‐A 1:57
26 Exercise 22‐E 1:14
27 Exercise 22‐F :47
28 Exercise 22‐G :41
29 Exercise 22‐H :51
30 Exercise 22‐I :40
31 Exercise 22‐J 1:29
32 Exercise 22‐K 2:39
33 Exercise 22‐L 1:29
34 Exercise 22‐N 1:53
35 Exercise 22‐P :52
36 Exercise 22‐R 1:43
37 Reduction of vowels to schwa in unstressed syllables 1:32
38 Exercise 22‐S 2:15
39 Exercise 22‐U 1:35
40 Exercise 22‐V 1:24
41 Exercise 22‐W 4:33

xi
This page intentionally left blank
 Preface
About This Workbook etc., we give minimal attention to the particular sounds in
the overall message because our ability to process speech
If 10 professors who taught the undergraduate phonetics and print is very rapid and automatic. This automaticity,
courses at their respective universities came together, each however, can disrupt adult students from attending to the
of them would approach the acquisition of phonetics and sound system of their language as they are faced with the
subsequent transcription skills differently. I recall my own task of learning a symbol system that is based solely on
phonetics course, taken more than 30 years ago, taught what sounds are heard. Since becoming competent in lit-
by a professor in broadcasting (although I was majoring eracy, we have learned to bypass the auditory channel and
in communication disorders). We spent 50 minutes, three solely focus our attention on the visual forms of words.
times per week, transcribing words spoken by the profes- Van Riper and Smith (1979) refer to this as being “eye-
sor. Pianissimo is one such word that has not left my mem- minded” rather than “ear-minded.” For adult students,
ory bank! who are about to learn about the English sound system and
My background in language and phonology, and my acquire a new symbol system (IPA), attention needs to shift
research in phonological awareness and early literacy back to the auditory and kinesthetic characteristics of those
skills, have informed the way I teach my own phonetics sounds (i.e., return to being ear-minded). Learning to apply
course. I treat learning the International Phonetic Alphabet the IPA when transcribing speech will eventually require a
(IPA) in much the same way as children learn to read. balance of being both ear-minded and eye minded.
Awareness of sounds needs to be addressed prior to learn- I have learned a great deal from my students over the
ing which symbols are used to represent those sounds. past 15 years. My students have taught me that they need
Additionally, conventions of the written symbol system repeated exposure to the symbols in order to use them
need attention. Because the foundation for the IPA is accurately and efficiently. Some students encounter diffi-
sounds, it is imperative that the nuances in the pronuncia- culty isolating sounds and matching them to a new sym-
tion of sounds also are emphasized. bol. Without a solid foundation, these students encounter
The primary focus of this workbook is to prepare difficulty with subsequent transcription skills and clinical
students to be able to transcribe speech phonetically by application remains problematic. Other students seem to
increasing their awareness and knowledge about the be able to match sounds to the IPA symbols with ease, yet
English sound system, their knowledge of how individual they do not always have a solid understanding of articu-
sounds are formed, and their understanding of how sounds latory phonetics for efficient and effective application in
combine to form words. This workbook presents an active clinical situations. In order to be able to accurately tran-
learning tool for individuals studying articulatory phonet- scribe the speech of others, students need to learn about
ics and English pronunciation skills. Its goal is to provide how sounds are formed, how those sounds change in dif-
a “sound” foundation from which transcription skills can ferent contexts, what symbols represent those sounds, and
develop. This workbook is not the “typical” phonetics what rules guide the use of those symbols.
workbook. Using this workbook will provide students with Because of these issues, this workbook is based on a
a sufficient foundation needed to learn to attend to sounds “meta” approach to learning. Meta skills require that con-
in words so that learning and applying a new symbol sys- scious attention be given to a specific entity apart from
tem will be a successful experience for them. Because one understanding the meaning. To be meta requires knowl-
of its goals is to provide a sound foundation from which edge to become explicit, rather than implicit. Becoming
transcription can build, this workbook slows down the explicitly aware of the phonological structure of our lan-
learning process so that students have an opportunity to guage is a cognitive task and one that requires focused
develop the skills and strategies they need before they are attention, active learning, a great deal of practice, and a fair
required to use them. amount of reflection. Additionally, increasing awareness
In order to learn and use the IPA for transcribing of the orthographic system is needed in order to effectively
speech, students must attend to the sound structure of the shift our attention to the sounds on which that system is
language. Becoming aware of the sounds of English pho- based. The content in this workbook is presented in such a
nology can be challenging because a typical student has not way that students have to think about sounds in an explicit
paid attention to individual sounds since mastering reading manner. Information is presented in order to create cogni-
and spelling. Although we hear language on a daily basis in tive dissonance in students so that they are encouraged to
the form of conversation, television programs, music, etc., make sense from what is presented to them. My goal is to
and encounter print on a daily basis by reading, texting, have the individuals who use this workbook think about

xiii
xiv Preface

the sounds of the English language as they never have in perception. This unit lays the foundation for the informa-
the past. My primary aim throughout this workbook is to tion and exercises that will be introduced in Units 2 and 3.
design exercises for students to become reacquainted with The focus then moves to the production of individual
the English sound system through discovery. As they com- sounds (articulatory phonetics) and the IPA symbols that
plete the exercises, I would like for them to experience represent them. The second unit focuses on the vowel sys-
“ah-ha” moments as they make sense of the phonological tem of the English language. Vowels are presented first
system of English. because, in my experience, students are challenged more
by vowels than consonants. Because the symbols for 16
consonant sounds are the same in the IPA and the Roman
Explanation of Organizational alphabet, students can immediately be exposed to the vowel
Framework symbols in the context of words. Unit 2 provides exercises
for the learner to focus on the specific characteristics that
The overall presentation of information is deliberate, help to distinguish vowels from each other. It details the
explicit, and systematic to promote successful learning. individual vowels in the vowel system: 14 monophthongs
The first challenge it presents to students is to think about (Chapters 6, 7, and 9), diphthongs (Chapter 10), and rhotic/
sounds in the face of orthography (Unit 1). It then intro- controlled-r diphthongs and triphthongs (Chapter 11).
duces the vowels (Unit 2) and consonants (Unit 3) of the Understanding the specific vowel characteristics within
English phonology system. Pronunciation information, the context of the vowel quadrilateral is emphasized in the
including allophonic, dialectal, and accent variations, are exercises presented in Chapter 8 so that students under-
included within each of these units. Lastly, the topics of stand the classification of monophthongs and come to
broad transcription and word stress are introduced (Unit view the vowel quadrilateral as a useful tool in future clini-
4). Most published texts provide these three levels (i.e., cal decision making.
awareness, IPA symbols and articulatory phonetics infor- Unit 3 concentrates on the 25 consonant sounds in
mation, transcription) simultaneously, despite the fact that the English language. How consonants are classified is
most students do not learn these skills in that way. Most addressed first, and the introduction of voicing, place,
instructors supplement existing phonetics workbooks with and manner of articulation is introduced through expe-
additional practice material to insure student learning. It is riential sorting exercises (Chapter 13). The six manner
the aim of this workbook to systematically lead students classes serve as the organizational framework when indi-
through each level separately so they are able to learn new vidual sounds are described and detailed (Chapters 14–19).
information on a firmer foundation. Each chapter presents the sounds within a specific man-
The chapters within each unit lay the foundation, ner class, along with their characteristics. Once students
provide the pertinent content, and then provide ample learn the characteristics of each sound, they will be able to
practice for students to adequately learn the specifics compare and contrast sounds with each other. For speech–
and meet the established goals. The exercises build upon language pathology students, this will serve as a foundation
each other so that each student can learn solidly by taking for understanding development, phonological patterns and
from what they have previously learned and applying the processes, and articulation errors. Included in each chapter
knowledge to new material. This systematic approach to in this unit is pronunciation information (in the form of
learning provides a layering of information to scaffold stu- allowable differences) that will help students understand
dent learning. Along with a variety of practice exercises, their own and others’ sound production in words. This will
questions are posed to students to encourage them to think be followed by exercises to practice the information for
about their sound system and reflect upon specific areas. consonant singletons. Students will be asked to (1) “read”
The final chapter in each unit provides a review of terms phonetic symbols to create a familiar word, (2) translate
(Units 1–3), a focus on pronunciation (Units 2 and 3), and the sounds in a word into phonetic symbols, (3) use an
additional practice that elaborates and extends previous “equation” of phonetic information to make words, and
exercises. (4) write a phonetic equation for presented words. The
The first unit focuses on phonological awareness (i.e., consonant sounds in each manner class will then be intro-
awareness of syllables, onsets, rimes, and sounds) as well duced in the context of consonant sequences. Two familiar
as orthographic knowledge (i.e., knowledge about how exercises (reading phonetic symbols to make words and
spoken language is represented in print) and introduces writing a word in phonetic symbols) will assist students in
students to basic terminology. It briefly presents the con- focusing on the consonant sounds in sequences. Additional
cepts of phonology, phonemes, allophones, coarticulation, exercises are included in the final chapter to provide addi-
assimilation, dialects, and accents and alerts students to tional exposure to sounds that are frequently problematic
the impact these concepts may have on pronunciation and for students.
 Preface xv

Up until this point in the workbook, individual sounds Acknowledgments

in single-syllable words were emphasized using broad pho-
nemic transcription. Unit 4 discusses phonetic transcription The exercises for this workbook grew out teaching CSD
and the role it plays in clinical application. Specific rules 215, “Clinical Phonetics” at Illinois State University. I
when transcribing consonants and vowels are presented. thank the approximately 100 students each year who chal-
The role of stress in pronunciation and transcription is lenge me to do my best work. I am grateful to my past
introduced and elaborated. Exercises in reading phonetic teaching assistants Beth Maher, Renee Moore, Kandace
symbols as well as in transcribing words into symbols are Davis, and Melissa Griffin who helped me creatively
included to achieve the automaticity required for clinical find ways for students to learn and practice the symbols
application. This unit serves as the basis for transcription needed for transcription. A special thank you goes to my
exercises that occur next in the training of speech–language present teaching assistant, Ashley Ciecko, who was a
pathologists; that is, word productions are presented live or constant in assisting me when this workbook was taking
via tape presentation, and students translate what they hear shape over the past several semesters. Gratitude also goes
into phonetic symbols. Practicing transcription in this way to Sarah Huey, Christi Patterson, Maggie O’Shea, and
is outside the scope of this workbook. Jessica Uhlir, who assisted in providing their viewpoints
The supplemental audio CD that accompanies this and ideas as well as researching specific areas. Thanks
workbook serves several purposes. Fifteen practice tran- to the Pearson reviewers, Jean Andruski, Wayne State
scription sets are provided to assist the retrieval of the IPA University; Raymond Dalfonso, Kutztown University;
symbols upon hearing a nonsense syllable. Five tracks are and Laureen O’Hanlon, California State University of
provided that demonstrate pronunciation notes. Half of Sacramento. I am grateful to Elizabeth Harbers Warden
the content of the CD provides auditory models of content and Clare Maksimovich who knew nothing about pho-
and exercises from Chapter 22: Stress. Although listen- netics but were careful proofreaders. A special thank you
ing to the CD is not required to complete the exercises in also goes to Aaron Paolucci who recorded and produced
Chapter 22, it will be helpful to students because stress is the audio CD and Connie de Veer, Mark de Veer, Gwen
difficult to detect when listening to one’s own speech. de Veer, and Jeb Burris for their voices. This workbook
Most of the pronunciations used in this book reflect would not have been possible without the efforts of the
the author’s Midwestern (central Illinois) dialect. When Pearson “team.” Many thanks to Steve Dragin and Karen
transcribing a word that is not presented orally, your pro- Mason for their leadership and support, and Carrie Fox and
nunciation patterns may differ. Be assured that differences Shylaja Gattupalli and their teams for their work with the
are not errors. Based on your own dialect, how you pro- final production.
nounce specific sounds (especially vowels) may be dif-
ferent from those presented in the exercises. Please check
with your instructor for explanations of differences. To the Student About to Embark
on This Sound Journey
I hope these exercises increase your awareness of how
New! CourseSmart eTextbook Available complex and amazing speech sound perception and pro-
duction can be. Because this workbook is about sounds, it
CourseSmart is an exciting new choice for students look- is important for you to listen and feel your own pronuncia-
ing to save money. As an alternative to purchasing the tions and listen and watch how others produce their sounds
printed textbook, students can purchase an electronic ver- in words, phrases, and sentences. The sounds in the words
sion of the same content. With a CourseSmart eTextbook, used in the exercises, especially the vowel sounds, may
students can search the text, make notes online, print out not reflect your own pronunciation. There is a great deal
reading assignments that incorporate lecture notes, and of variability in how the vowels, and sometimes the con-
bookmark important passages for later review. For more sonants, in words are produced. Be patient with yourself
information, or to purchase access to the CourseSmart as you learn to train your mind to focus on sounds. May
eTextbook, visit www.coursesmart.com. your travels be filled with many insights into what most
speakers take for granted!
Van Riper, C., & Smith, D. (1979). An introduction to General
American phonetics. Prospect Heights, IL: Waveland Press.
This page intentionally left blank
UNIT

1 Laying the Foundation

Read the following groups of words aloud:
fear gear wear
meat sweat great
tough cough dough
perk cork work
chef shoe sure
who whoa white
While reading these words, you soon realize that the spellings you see do not
always reflect the sounds you hear.
As a student about to learn the International Phonetic Alphabet (IPA), you
must think more about the sounds in the words you use than about their spellings.
To do this, you need to become reacquainted with the sounds of the English lan-
guage. Van Riper and Smith (1979) refer to this as becoming “ear-minded” rather
than “eye-minded.”
The goals for the first unit include:
● To reacquaint you with the sound make-up of words in the English language
● To assist you in differentiating between the sounds you hear and the letters
you see when looking at a word
● To introduce you to basic terminology that will be used throughout the
workbook
● To provide you with exercises to improve your attention to sounds in words
in order to prepare you to learn a new symbol system—the IPA
● To introduce you to the concept of coarticulation and how it influences your
perception and production of sounds in words and connected speech
● To introduce you to the concept of dialects and accents and how these influ-
ence your perception and production of sounds

1
CHAPTER
Thinking About the
English Phonology System:
1 Syllables and Sounds

P
honology refers to the sound system of a language. The phonological sys-
tem of a language consists of (1) the group of specific sounds used in that
language, (2) the permissible variations of those sounds when produced,
and (3) the particular rules for combining those sounds.
Two groups of sounds make up a phonology system: consonants and vowels.
Consonants are speech sounds produced as a result of air moving through the
vocal tract encountering some constriction or obstruction. The articulators (i.e.,
lips, front teeth, lower jaw, tongue, or the velum) close the vocal tract in some
way by interfering with, obstructing, or modifying the outgoing breath stream to
produce these types of sounds. As a result, consonants are referred to as closed
sounds. The consonants in a word can be by themselves (singleton) or in a series
(sequence). An example of a word with consonant singletons is bat; an example
of a word with consonant sequences is stops. When consonants are in a sequence,
each consonant sound retains its identity during pronunciation. Sequences can
occur within a syllable (cluster) or across syllables. Both sequences in the earlier
example of stops can be referred to as a cluster; however, the sequences in the
words basket and husband fall across syllables.
Vowels are speech sounds produced as a result of air moving through a rela-
tively open vocal tract. Although movement of the articulators (i.e., lips, tongue,
and jaw) changes the shape of the mouth, producing different vowel sounds, the
breath stream remains unimpeded. Vowels contain the most acoustic energy and
therefore are perceived as stronger sounds (as compared with consonants).
Consonants and vowels serve different functions in our sound system. Both con-
tribute to the clearness and intelligibility of speech. Because they are the most prom-
inent, vowels carry the intonation and prosody of our language. Consonants act as
dividing units, assisting in creating boundaries in words. Think about talking while
yawning or saying something with a pen in your mouth. Depending on the context,
the listener may still understand your message because of the intonation. What is
lacking, however, is the finer distinctions and clarity made by the consonants.

The Syllable
A syllable is a unit of pronunciation consisting of a vowel sound alone or a vowel
sound with the consonants that precede or follow it. There is only one vowel sound
in a syllable. When adjacent vowels are produced as separate sounds, separate
syllables are formed (e.g., helium, rodeo). An exception to this definition is when
a consonant can serve as the nucleus of a syllable. Only three consonants (i.e., m,
n, and l) can serve this role. This special circumstance will be explained in Unit 4.
2
 Thinking About the English Phonology System: Syllables and Sounds 3

Parts of a Syllable
Vowels
Vowels are essential to syllable formation. A syllable must contain a vowel sound.
Each vowel serves as the nucleus of the syllable. Because a vowel sound has the
strongest acoustic energy, they are often referred to as the peak of the syllable.
Vowel = peak/nucleus

EXERCISE 1-A: COUNTING SYLLABLES

Say each word aloud and count the number of syllables you hear in the following words. Write the
correct number of the line that follows each word.

happy ________ catastrophe ________ sequential ________

alphabet ________ alligator ________ boys ________

retroactive ________ appropriate ________ introduce ________

imagination ________ ditches ________ oncoming ________

psychological ________ include ________ overwhelming ________

grounded ________ computer ________ spindle ________

unspeakable ________ spilled ________ unilateral ________

Return to your answers. The number of syllables = the number of vowel sounds you hear in each word.
Think of 20 more words. Say each word aloud and count the number of syllables in each.

SOMETHING TO There are many words that may be pronounced with different syllable
CONSIDER counts. Consider the following words: every, boundary, usually. Can you
say them two different ways? Think of other words that can be pronounced
Pronunciation with different syllable counts.
Variance

Consonants
Because the vowel sound is the nucleus of the syllable, consonants are described by
their relationship to the vowel. Prevocalic consonants (singleton or sequence) are
those consonants that come before the vowel. Postvocalic consonants (singleton or
sequence) are those consonants that come after the vowel. These two terms refer to
to

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