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Question		Answer
provides objective ways of describing and analyzing the range of sounds humans use in their languages start learning		phonetics
identifies precisely which speech organs and muscles are involved in producing the different sounds of the world’s languages start learning		articulatory phonetics
focuses on the physics of speech as it travels through the air in the form of sound waves start learning		acoustic phonetics
focuses on the effect those waves have on a hearer’s ears and brain start learning		auditory phonetics
the sound patterns of particular languages, and in what speakers and hearers need to know, and children need to learn, to be speakers of those languages: in that sense, it is close to psychology start learning		phonology
the realizations of an abstract unit, appears between slash brackets, and is conventionally represented by IPA symbols, in (e.x. /k/) start learning		phoneme
the sound the speaker is producing - phonetic representation of a phoneme start learning		phone
their distribution must be predictable, and, if one phone is exceptionally substituted for the other in the same context, that substitution must not correspond to a meaning difference. start learning		allophone
- a current of lung air set in motion by the respiratory muscles in the production of speech. start learning		pulmonic airstream
the direction of airflow is inwards start learning		ingressive airstream
the direction of airflow is outwards start learning		egressive airstream
any speech sound produced by pushing air up from the lungs and out through the mouth and/or nose, they are usually classified according to place of articulation, the manner of articulation and the presence or absence of voicing. start learning		consonants
the sound in which the air comes out without any friction, they are mainly divided into two parts - monophthongs and start learning		vowels
the vibration of the vocal cords during the production of a sound start learning		voicing
the noise that is made when air escapes after a plosive consonant sound. In English, aspiration is an important feature in whether we hear a sound as /p/ or /b/ at the beginning of a word. start learning		aspiration
a mark near or through an orthographic or phonetic character or combination of characters indicating a phonetic value different from that given the unmarked or otherwise marked element start learning		diacritics
determined by the physical place of articulators within the mouth where a speech sound is made. start learning		place of articulation
the active articulator is the bottom lip, and the passive articulator is the top lip start learning		bilabial sounds
the active articulator is again the bottom lip, but this time it moves up to the top front teeth start learning		labiodental sounds
passive articulator is the top front teeth; the active articulator is the tip of the tongue start learning		dental sounds
produced by the tip or blade of the tongue moving up towards the alveolar ridge start learning		alveolar sounds
are produced with the blade of the tongue as the active articulator, and the adjoining parts of the alveolar ridge and the hard palate as the passive one start learning		postalveolar sounds
are produced by the front of the tongue, which moves up towards the hard palate start learning		palatal sounds
the active articulator is the back of the tongue, and the passive articulator is the velum, or soft palate start learning		velar sounds
they do not involve the tongue: instead, the articulators are the vocal folds, which constitute a place of articulation as well as having a crucial role in voicing start learning		glottal sounds
determined by how close the active and passive articulators get start learning		manner of articulation
- the sound articulated if the active and passive articulators actually touch, stopping airflow through the oral cavity completely for a brief period of time start learning		stop sounds
during their production the active and passive articulators are brought close together, but not near enough to totally block the oral cavity start learning		fricative sounds
the subclass that consists of sounds which start as stops and end up as fricatives start learning		affricate sounds
the active and passive articulator never become sufficiently close to create audible friction. Instead, the open approximation of the articulators alters the shape of the oral cavity, and leads to the production of a particular sound quality. start learning		approximant sounds
the velum is raised and pushed against the back wall of the pharynx, cutting off access to the nose start learning		oral sounds
are produced with air only passing through the nasal cavity for at least part of their production start learning		nasal sounds
binary feature that describes vowels which are produced with the front of the tongue raised towards the hard palate start learning		frontness
binary feature that describes vowels that have the tongue raised most towards the roof of the mouth start learning		height
vowels may be either rounded, where the lips are protruded forwards, or unrounded, where the lips may be either in a neutral position, or sometimes slightly spread start learning		rounding
they change in quality during their production, and are typically transcribed with one starting point, and a quite different end point; they are typically long vowels. start learning		diphthong
diphthongs that have the first element as longer and more prominent than the second start learning		falling diphthongs
they all have the mid central vowel schwa as the second element start learning		centring diphthongs
where the second element is more close than the first, this includes all the diphthongs ending in /ɪ/ and /ʊ/ start learning		closing diphthongs
the perceived number of syllables corresponds to the number of peaks in a sonority profile, assuming the sonority scale. start learning		sonority principle
the consonants that are preceding the peak (they are not obligatory in a making of a syllable) start learning		onset
contains the ‘syllabic’ element, the segment that is more sonorous than both its neighbors (typically a vowel) start learning		nucleus
resulting unit of grouping the peak and the coda together, it plays an important role in the rhyming conventions of poetry start learning		rhyme
consonants that follow the peak (they are not obligatory in a making of a syllable) start learning		coda
the aspect of phonology that answers the questions about the syllable: any constraints on possible clusters and sequences hold within the syllable rather than the word. start learning		phonotactics
a group of consonants that appear together in a word without any vowels between them start learning		consonant cluster
principle states that consonants should be assigned to the syllable onset rather than the syllable coda start learning		maximal onset principle
it has a ‘syllabic’ segment (the peak), single, unbroken sound of spoken or written word start learning		syllable
- occurs when a vowel is at the end of the syllable, resulting in the long vowel sound (words are not closed by a consonant) - CV start learning		open syllable
occurs when a syllable ends with a consonant, resulting in a short vowel sound - CVC, VC start learning		closed syllable
consists only of a nucleus, as in the English words "eye" or "owe" start learning		minimal syllable
a syllable that has a single-X rhyme - unstressed syllable are light start learning		light syllable
a syllable that has a two-X rhyme - stressed syllables are heavy start learning		heavy syllable
consonants that belong to both the preceding and the following syllable - they are syllabified ambiguously start learning		ambisyllabic consonant
a consonant that forms a syllable on its own (a syllable where there’s no vowel) ex. button, bottle, sudden, history, widen start learning		syllabic consonant

PHONOLOGY

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