Understanding Phonetics and Phonemics: Language, Dialects, and Pronunciation Teaching
This exploration of modern linguistics delves into the principles of phonetics and phonemics, emphasizing the legitimacy of all languages and dialects. It discusses the systematic and rule-governed nature of language, highlighting the complexities of dialect competition and varying pronunciation (e.g., Northern vs. Southern American English). Key distinctions in prescriptive and descriptive language studies are covered, alongside the natural progression of language change. Finally, it raises critical questions about pronunciation instruction in teaching and its significance in conveying accurate versus fluent communication.
Understanding Phonetics and Phonemics: Language, Dialects, and Pronunciation Teaching
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Presentation Transcript
Language Study Phonetics/Phonemics Apling 627 Spring 2008
Languages and Dialects • Legitimate systems of communication • Systematic and rule-governed • No one language/dialect is better than another • All languages have a standard dialect • Dialects of languages ‘compete’ for varying levels of status and legitimacy • Northern American English ‘five’ [faiv] • Southern American English ‘five’ [fa:v]
Necessary Distinctions • Prescriptive vs. descriptive approaches to language study • Descriptive: vowels are lengthened before voiced consonants (e.g. [fæt] vs. [fæ:d]) • Prescriptive: [nukliər] is the ‘correct’ pronunciation of nuclear; [nukyulər] is incorrect
Language Change • Natural • Does not involve decline or decay • Variations in the pronunciation of nuclear, for instance, natural/inevitable • Newer changes take time to gain full acceptance
Speech and Writing • Speech is primary • Writing is secondary • Recently these claims have come under criticism
Components of Language • Grammar • Psychological • Pragmatics • Social
Controversies • Not all linguists study grammar/pragmatics • Importance of each disputed • Boundary between grammar/pragmatics not always clear
Teaching Considerations Can pronunciation be taught? • Is pronunciation that important? • Should we strive for ‘accurate’ or ‘fluent’ pronunciation? • How much formal instruction in pronunciation should students be given? • What types of practice with pronunciation should they receive?
