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Voice and Speech Production
Published in John C Watkinson, Raymond W Clarke, Terry M Jones, Vinidh Paleri, Nicholas White, Tim Woolford, Head & Neck Surgery Plastic Surgery, 2018
Paul Carding, Lesley Mathieson
Phonetics is the study of speech sounds and how the rules of language organize and change sounds in different contexts.13, 14 The consonant and vowel articulation described in the previous section is theoretically accurate but, in reality, can be modified and varied on an almost infinite level. Any speech sound (or phoneme) may be articulated slightly differently according to the other sounds around it. These variations of the same phoneme are called ‘allophones’. For example, the sound ‘t’ in the words ‘tea’ and ‘tree’ are, in fact, articulated with a slightly different tongue position. This is one reason why simulated (computerized) speech does not sound natural. In more extreme cases, speech sounds may change altogether depending on their phonetic environment or even be omitted altogether. For example, consider how ‘handbag’ is regularly pronounced ‘hambag’ and ‘nightmare’ is pronounced ‘nigh’mare’. Phonology is the sound patterns of a particular language. The way children develop the phonology of the language is well understood15 and the differentiation between development phonological deviance as opposed to phonological delay is an important clinical consideration.15 Clearly, different languages have different phonological sets and therefore will include some consonants and vowels that may not feature in English speaking at all.
Speech and its perception
Published in Stanley A. Gelfand, Hearing, 2017
By a phoneme we mean a group of sounds that are classified as being the same by native speakers of a given language. Let us see what the “sameness” refers to. Consider the phoneme /pi/ as it appears at the beginning and end of the word “pipe.” There are actually several differences between the two productions of /p/ in this word. For example, the initial /p/ is accompanied by a release of a puff of air (aspiration) whereas the final /p/ is not. In other words, the actual sounds are different or distinct phonetic elements. (By convention, phonemes are enclosed between slashes and phonetic elements between brackets.) In spite of this, native speakers of English will classify both as belonging to the family designated as the /p/ phoneme. Such phonetically dissimilar members of the same phonemic class are called allophones of that phoneme. Consider a second example. The words “beet” and “bit” (/bit/ and /bIt/, respectively) sound different to speakers of English but the same to speakers of French. This happens because the phonetic elements [i] and [I] are different phonemes in English, but are allophones of the same phoneme in French. Since the French person classifies [i] and [I] as members of the same phonemic family, he hears them as being the same, just as English speakers hear the aspirated and unaspirated productions of /p/ to be the same.
Effect of dialect on identification and severity of speech sound disorder in Fijian children
Published in Speech, Language and Hearing, 2023
Holly McAlister, Suzanne C. Hopf, Sharynne McLeod
During the relational error analysis for singleton consonants, allophones or phonetic/phonological variants appropriate for the Fiji English dialects were considered as correct productions. Correct and incorrect productions of individual phonemes are summarized in Supplemental Appendix A. There were few errors for plosives and nasals. There were also few errors for fricatives /f, v, s, z, ʃ, ʒ, h/, approximants /w, j/ and lateral approximant /l/. The voiceless dental fricative /θ/ was substituted with [f] in word-initial position (e.g., thumb) by both Year 1 (n = 14, 41.18%) and Year 4 students (n = 3, 7.50%), and with [f] in word-final position (e.g., teeth) by three Year 1 students (8.82%). Other /θ/ substitutions included [s] (e.g., thankyou, thumb) and omission (e.g., teeth, toothbrush). The voiced dental fricative /ð/ was omitted by four Year 1 students (11.77%) and by one Year 4 student (2.50%) in production of this. Production of singleton alveolar trill /r/, tap/flap /ɾ/, or approximant /ɹ/ was variable for Year 1 students. Omission of ‘r’ was a feature of the samples for five Year 1 students (14.71%). Substitution errors included [l], [w], [d] and [β]. Errors for voiceless alveolar affricate /ʧ/ included substitution of [t] in watch or kitchen (Year 1: n = 6, 17.65%). Errors for the voiced alveolar affricate /ʤ/ included substitution of [d] in jam, giraffe, or sausage (Year 1: n = 10, 29.41%).
Acquisition of Tok Pisin phonology in the multilingual highlands of Papua New Guinea
Published in International Journal of Speech-Language Pathology, 2022
Jennifer Boer, Mary Claessen, Cori Williams
Although the flap [ɾ] was the most consistent form of the /r/ phoneme the presence of the trill and English [ɹ] in numbers under our criterion may have contributed to its lack of appearance in all available positions at any age group. It is our opinion that the use of the rhotic allophone of /r/ was stylistic. Examination of the data showed that the younger children used a more even distribution of all three of the possible allophones of /r/ used in this population, the flap, the trill, and the English approximant. English loanwords which were the targets for voiced consonants SFWF [v] ‘five, dive’ and [g] ‘flag’ were not produced by 75% of children either voiced or unvoiced in any age group but SIWW [v] was seen in 100% of participants once. This suggests that children had mastered [v] articulation but were not uniformly using it as a phoneme in all syllabic positions but rather allophonically as dictated by the influence of loanwords. It therefore may be of value in early studies of children acquiring multiple phonologies to choose the ‘once only’ criterion and examine instances smaller than 75% of an age group.
Turkish stimulability treatment program for children with speech sound disorders: a preliminary study
Published in Logopedics Phoniatrics Vocology, 2021
Esra Özcebe, Aysin Noyan Erbas, Sadiye Bacik Tirank, Bulent Gunduz
Turkish is a non-Indo-European language belonging to the Altaic branch of the Ural-Altay linguistic family [21,22] and is the descendant of Ottoman Turkish and its predecessor, the so-called Old Anatolian Turkish [21,22]. Modern standard Turkish is the official and native language of the Republic of Turkey [21,22]. In Turkish language, there are 20 consonant phonemes, /p, b, t, d, k, g, f, v, s, z, 22,23]. There are allophones of some Turkish consonants. /l/ has two allophones: with front vowels /ɛ, i, y/, it is [l] (e.g. [limon] “lemon”), whereas with back vowels, it is velarized [22,23]. The alveolar flap /22,23].