Methods for Integrating Phonetic and Phonological Knowledge
零基础英语音标课件ppt发音拼读规律

When students become familiar with phonetic symbols, they can more easily distinguish different pronunciations, thereby improving their listening skills
Through the above content, learners can have a preliminary understanding of the International Phonetic Alphabet and American Phonetic Alphabet, laying a foundation for subsequent English learning. Meanwhile, understanding the differences and connections between the two phonetic symbols can help learners better grasp the rules of English pronunciation and improve their oral expression ability.
bye, try.
/When pronouncing au/, slide from/a/to/u/, and the mouth shape
changes from large to small. For example: now, how, out.
/ ɔɪ/ Pronounced by/ ɔ/ Slide towards/ ɪ/, The mouth shape changes from round to flat. For
Phonetics and Phonology

Phonetics and PhonologyKey words: phonetics, phonology, introduction, difference, relationship, IPA, Consonants, Vowels,Phone, Phoneme, Allophone, Minimal Pair,Phonological RulesIntroductions of Phonetics and Phonology1. PhoneticsPhonetics and phonology are two branches of linguistics that deal primarily with the structure of human language sounds. Without them we will live as deaf or dumb. Phonetics is about the production of sounds, including the production of sound, that is how speech sounds a re actually made, transmitted and received, the description and classification of speech sounds. The study of sounds is divided into three main areas: Articulator Phonetics, Acoustic Phonetics and Perceptual Phonetics. Phonology studies the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables. It deals with the sound system of a language by treating phoneme as the point of departure.Phonetics is the study of speech sounds that the human voice is capable of creating whereas phonology is the study of a subset of those sounds that constitute language and meaning. The first focuses on chaos while the second focuses on order.It approache s speech on different levels. “At one level, it studies organs such as tongue and larynx and their function in the production of speech. At another level, it focuses on the speech sounds produced by these organs by identifying and classifying the individual sounds. This is the domain of articulator phonetics. It also investigates the properties of the sound waves—acoustic phonetics. As speech is intended to be hard or perceived, it is therefore possible to focus on the way in which a listener analyses or processes a sound wave—auditory phonetics.Study of Phonetics, we…d better know something about the speech organs. For example, their places their function during an air stream producing speech sounds and so on. The knowledge of speech organs can help us in the further learning of PhoneticsThe most important part of Phonetics is the International Phonetic Alphabet (IPA), which analyses the speech sound in two ways—“the manners of articulation and the places of articulation”. IPA is the basic part of the lear ning of Phonology, too. We can‟t learn consonants without it. There are some important consonants which we should remember their place in IPA, such as [p] voiceless bilabial plosive; [d] voiced alveolar plosive; [f] voiceless labiodentals fricative and so no, especially the English consonants.----Consonants:In the production of consonants at least two articulators are involved. The categoriesof consonant are established on the basis of several factors: the actual relationship between the articulators and thus the way in which the air passes through certain parts of the vocal tract, known as the manner of articulation; and where in the vocal tract there is approximation, narrowing or the obstruction of air, known as the place of articulation. The manner of articulation: stop [p, b, t, d, k, g], nasal [m, n], fricative [f, v, si], approximant [w, j], lateral [l], trill [r], tap and flap, affricate [ts, dz, tr, dr]. The place of articulation: bilabial [p, b, m], labiodentals [f, v], dental, alveolar [t, d, n, s, z], post alveolar, retroflex, palatal [j], velar [k, g], uvular, pharyngeal, glottal [h]. Description: Three parameters to identify a consonant:①place of articulation: place in the mouth where obstruction occurs.②manners of articulation: ways in which articulation can be accomplished.③state of vocal cords: voiced VS. Voiceless--Vowels:A vowel is a sound in spoken language pronounced with an open vocal tract so that there is no build-up of air pressure at any point above the glottis. A vowel is also understood to be syllabic: an equivalent open but non-syllabic sound is called a semivowel. In all languages, vowels form the nucleus or peak of syllables, whereas consonants form the onset and (in languages which have them) coda. However, some languages also allow other sounds to form the nucleus of a syllable. The description of English vowels needs to fulfill four basic requirements:①the height of tongue raising (high, mid, low);②the position of the highest part of the tongue (front, central, back);③the length or tenseness of the vowels (tense vs. lax or long vs. short);④the lip-rounding (rounded vs. unrounded)2. PhonologyPhonology is about sound patterns. “It deals with the sound system of language by treating phoneme as the point of departure. A phoneme is the smallest linguistic unit of sound that can signal difference in meaning. English has approximately forty-five phonemes”.Another thing we should know is that the sound segments can be grouped into consonants and vowels. V owels are the speech sound made without audible stopping of the breath by the tongue, lips and so on.-- Phone: the speech sounds we hear and produce during linguistic communication are all phones. It‟s a phonetic unit or segment (in the mouth). Conventionally, phones are placed within square brackets “[]”(phonetic transcription). Phones do not necessarily distinguish meaning. Usually phones of different phonemes distinguish meaning.--Phoneme: A sound which is capable of distinguishing one word or one shape of a word from another in a given language is a phoneme. It‟s a basic unit in phonological analysis. It is not any particular sound, but an abstract segment. In actual speech, a phoneme is realized phonetically as a certain phone. The phoneme is the smallest meaning-distinguishing unit. Phonemes are placed in slashes “//” (phonemic transcription)--Allophone: when we have a set of phones, all of which are versions of one phoneme, we refer to them as the allophones of that phoneme. One phoneme may have several allophones, but the choice of an allophone is rule-governed.--Minimal Pair: When two different forms are identical in every way except for one sound segment, which occurs in the same place in the strings, the two sound combinations are said to form a minimal pair. When two words such as pat and bat are identical in form except for a contrast in one phoneme, occurring in the same position, the two words are described as a minimal pair. Minimal pairs are established on the basis of sound and not spelling. Three requirements for a minimal pair:①same number of segment②one phonetic difference in the same place③different meaning--Phonological RulesThe rules contain three parts: class of sounds affected; phonetic change; phonemic environment. There are several rules. Devoice a voiced consonant after a voiceless consonant. Nasalize vowels before nasals. An alveolar stop becomes a flap when preceded by a stressed vowel and followed by an unstressed vowel. Voiceless stops are aspirated when they occur initially in a stressed syllable. They are called nasalization rule, tantalization rule, and valorization rule and so on. Egg. Voiced fricaive→voiceless /__ voiceless.Difference between Phonetics and PhonologyHowever, there is difference between them. And they focus on different areas.Phonetics focuses on the physical manifestations of speech sounds and on theories of speech production and perception.Phonology is concerned with the systems of rules (or constraints) that determine how the sounds of a language combine and influence one another.For an example: in [leap] and [peel], in phonetics, we focus on the [l].In [leap],[l] is a clear sound. However, in [peel], the [l] is a dark sound. In phonology, we focus on the letters and their positions.The relationship between Phonetics and PhonologyAlthough they have difference, they influent each other in some degree.Phonetics is the basic part Phonology when we learn linguistics. As we learn Phonology step by step we can find it connects with Phonetics closely. For example, consonants and vowels belong to the categories of Phonology, while the ways of telling or naming them bases on the principles of Phonetics.First, we learn consonants by using IPA which belongs to Phonetics. From the definition of consonants we know that realizing how to pronounce them is the best way for us to learn them well. That means we should know enough knowledge about both the organs and the manners of articulation. “In the production of consonants at least two articulators are involved. The most important factors that the categories of consonants are established on are a) the actual relationship between the articulators and thus the way in which their passes through certain parts of the vocal tract—the manners of articulation and b) where in the vocal tract there is approximation, narrowing, or the obstruction of air-- the places of a rticulation” . And the two factors are the basic structures of IPA.Second, the criteria of vowel description bassoon the position of tongue or the kind of opening made at the lips which are analyzed by Phonetics. Concretely, “the description of vowels needs to fulfill four criteria: the part of tongue that is raised—front, center, or back; the extent to which the tongue rises in the direction of the palate—mid-high, mid-low, and low; the kind of opening made at the lips—rounded or unrounded; the position of the soft palate—raised for oral vowels, and lowed for vowels which have been nasalized”.At least since Trubetzkoy many have thought of phonology and phonetics as separate, largely autonomous, disciplines with distinct goals and distinct methodologies. Some linguists even seem to doubt whether phonetics is properly part of linguistics at all. The commonly encountered expression …the interface between phonology and phonetics‟ implies that the two domains are largely separate and interact only at specific, proscribed points.Now I will attempt to make the case that phonetics is one of the essential areas of study for phonology. Without phonetics, I would maintain, (and allied empirical disciplines such as psycholinguistics and sociolinguistics) phonology runs the risk of being a sterile, purely descriptive and taxonomic, discipline; with phonetics it can achieve a high level of explanation and prediction as well as finding applications in areas such as language teaching, communication disorders, and speech technology.In a word, phonetics is one of the disciplines that help to provide answers to phonology‟s questions about why speech sounds behave as they do. Moreover, in its growth over the past couple of centuries it has developed a respectable level o f scientific rigor in creating and testing models of various aspects of the speech mechanism. Phonology can benefit from phonetics‟ methods, data, and theories. Reference: 胡壮麟《语言学教程》语言学论文题目:Phonetics and Phonology。
教资科目三英语简答题必备知识点

教资科目三英语简答题必备知识点全文共3篇示例,供读者参考篇1Essential Knowledge Points for the English Short Answer Questions in the Teacher Qualification ExamAs students preparing for the English section of the teacher qualification exam, we all know that the short answer questions can be quite challenging. They test our understanding of key linguistic concepts and our ability to express ourselves clearly and concisely. To help you ace this part of the exam, I've compiled a list of essential knowledge points that you should thoroughly review and practice.Phonology and Phonetics:The International Phonetic Alphabet (IPA) - Be familiar with the IPA symbols and their corresponding sounds in English. You may be asked to transcribe words or identify sounds represented by IPA symbols.Stress patterns - Understand the rules for placing stress on words, including compound words, and how stress can change the meaning of a word.Intonation patterns - Recognize the different intonation patterns used in statements, questions, and other speech acts.Phonological processes - Know common phonological processes such as assimilation, elision, and epenthesis, and how they affect the pronunciation of words.Morphology and Word Formation:Affixes - Be able to identify and explain the meanings of common prefixes (e.g., un-, re-, dis-) and suffixes (e.g., -ful, -less, -tion).Compounding - Understand the process of compounding and how it creates new words.Conversion - Recognize how words can change their part of speech without any morphological change (e.g., "a walk" as a noun and "to walk" as a verb).Acronyms and abbreviations - Know how acronyms (e.g., NATO, AIDS) and abbreviations (e.g., Dr., Ltd.) are formed and used in English.Syntax and Grammar:Parts of speech - Have a solid grasp of the different parts of speech (nouns, verbs, adjectives, adverbs, etc.) and their functions in a sentence.Phrase structure - Understand the structure of different types of phrases (noun phrases, verb phrases, prepositional phrases, etc.) and how they combine to form clauses and sentences.Clause types - Be able to identify and distinguish between different clause types (main clauses, subordinate clauses, relative clauses, etc.).Sentence types - Recognize the different sentence types (declarative, interrogative, imperative, exclamatory) and their structures.Tense and aspect - Master the usage of different tenses (present, past, future) and aspects (simple, progressive, perfect) in English.Active and passive voice - Understand the difference between active and passive voice and when to use each.Modality - Be familiar with modal verbs (can, could, may, might, must, should, etc.) and their meanings and uses.Semantics and Pragmatics:Word meanings - Understand different types of word meanings, including denotation, connotation, and figurative language (metaphor, metonymy, etc.).Semantic relations - Recognize different semantic relations between words, such as synonymy, antonymy, hyponymy, and meronymy.Speech acts - Be aware of different speech acts (requests, commands, apologies, etc.) and the appropriate language to use for each.Politeness strategies - Understand various politeness strategies (e.g., indirectness, hedging, etc.) and their role in effective communication.Conversational implicature - Recognize the concept of conversational implicature and how context influences meaning.Sociolinguistics and Language Variation:Regional and social dialects - Understand the existence of different regional and social dialects of English and the factors that contribute to their development.Language and gender - Be aware of the relationship between language and gender, including potential differences in language use and societal attitudes.Language and culture - Recognize how language and culture are interconnected, and how cultural norms and values can influence language use.Language and power - Understand the role of language in establishing and maintaining power relationships in society.Language and identity - Be familiar with the concept of language as a marker of individual and group identity.These knowledge points cover a broad range of topics in English linguistics, and mastering them will not only help you succeed in the short answer questions but also develop a deeper understanding of the English language. Remember, practice is key – try to apply these concepts to various examples and scenarios to solidify your knowledge.Good luck with your preparation!篇2Acing the Short-Answer Questions: A Comprehensive Guide to English Subject KnowledgeAs aspiring educators, we all know the pivotal role the Teacher's Qualification Examination plays in shaping our future careers. Among the various subjects, the English section can beparticularly daunting, especially when it comes to theshort-answer questions. These questions demand a concise yet comprehensive understanding of various linguistic concepts, literary devices, and pedagogical approaches. Fear not, fellow students, for I've compiled a comprehensive guide to help you navigate through this challenging terrain with confidence.Mastering the Fundamentals of English GrammarGrammatical proficiency is the bedrock of effective communication, and it's imperative for educators to possess a deep understanding of the English language's structural intricacies. From parts of speech to sentence structures, familiarize yourself with the nuances of grammar rules and exceptions. Pay close attention to concepts like subject-verb agreement, tense consistency, and proper use of punctuation. Additionally, stay updated on the latest developments in grammar guidelines, as language evolves over time.Unlocking the Power of VocabularyA rich vocabulary is a potent tool for articulating thoughts with precision and clarity. Dedicate time to expanding your lexicon by studying word roots, prefixes, and suffixes. Explore synonyms, antonyms, and idiomatic expressions to express nuanced meanings effectively. Moreover, familiarize yourselfwith academic and literary vocabulary, as these will be essential for analyzing and discussing various texts.Decoding Literary DevicesLiterature is a treasure trove of figurative language and rhetorical techniques. Develop a keen eye for identifying and interpreting literary devices such as metaphors, similes, personification, imagery, and symbolism. Understanding these devices will not only enhance your ability to analyze literary works but also enrich your own written and spoken expression.Mastering Reading Comprehension StrategiesEffective reading comprehension is a cornerstone of language proficiency. Equip yourself with strategies like skimming, scanning, inferring, and summarizing to extract essential information from texts. Practice analyzing tone, purpose, and intended audience to develop critical thinking skills. Additionally, hone your ability to identify main ideas, supporting details, and author's perspectives, as these skills will be invaluable when answering short-answer questions.Embracing Diversity in LiteratureLiterature is a mirror that reflects the richness and diversity of human experiences. Familiarize yourself with various literarygenres, from poetry and drama to novels and short stories. Explore works from diverse cultural backgrounds, time periods, and perspectives. Developing an appreciation for literary diversity will not only broaden your horizons but also foster empathy and cultural sensitivity, essential qualities for successful educators.Integrating Technology in Language LearningIn our increasingly digital age, it's crucial to understand the role of technology in language education. Explore various educational technologies, such as online learning platforms, multimedia resources, and language learning apps. Develop strategies for integrating these tools effectively into your future classrooms to engage and motivate students.Applying Pedagogical ApproachesAs future educators, it's essential to understand various pedagogical approaches to language teaching. Familiarize yourself with methods like communicative language teaching, task-based learning, and content-based instruction. Develop strategies for creating learner-centered environments that foster active participation, critical thinking, and real-world language use.Fostering Cross-Cultural CompetenceLanguage is inextricably intertwined with culture, and as educators, we must cultivate cross-cultural competence. Develop an understanding of how cultural norms, values, and beliefs influence language use and communication styles. Explore strategies for promoting cultural awareness and sensitivity in the classroom, fostering an inclusive and respectful learning environment.Embracing Continuous Professional DevelopmentEducation is a dynamic field, and it's essential to embrace a mindset of continuous professional development. Stay updated on the latest research, trends, and best practices in language teaching and learning. Attend workshops, conferences, and professional development programs to expand your knowledge and refine your teaching skills.Practicing, Practicing, and More PracticeUltimately, the key to success lies in consistent practice. Regularly attempt practice questions, mock exams, and timed exercises to develop time management skills and improve your ability to provide concise yet comprehensive responses. Seekfeedback from peers, mentors, or instructors to identify areas for improvement and refine your strategies.Remember, the journey to becoming an exceptional educator is paved with dedication, perseverance, and a genuine passion for learning. Embrace these essential knowledge points, and you'll be well-equipped to tackle the short-answer questions of the English subject with confidence and proficiency.Wishing you all the best in your endeavors!篇3Sure, here's an article on "Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification Exam," written from a student's perspective, with a length of around 2,000 words in English.Title: Essential Knowledge Points for Short Answer Questions in English for the Teacher Qualification ExamAs a student preparing for the English section of the Teacher Qualification Exam, one of the most challenging aspects is tackling the short answer questions. These questions require concise yet comprehensive responses, testing your understanding of various language concepts and teaching methodologies. To help you ace this section, I've compiled a listof essential knowledge points that you should have at your fingertips.Phonetics and Phonology:Mastering the basics of phonetics and phonology is crucial for teaching English pronunciation effectively. Familiarize yourself with the International Phonetic Alphabet (IPA) symbols, stress patterns, intonation, and the production of different speech sounds. Understanding the mechanisms behind speech production and the factors that influence pronunciation will aid you in addressing common pronunciation challenges faced by English language learners.Grammar and Syntax:A solid grasp of English grammar and syntax is indispensable for any language teacher. Be prepared to explain the rules governing sentence structure, tenses, parts of speech, clauses, and other grammatical concepts. Additionally, understand the different approaches to teaching grammar, such as deductive vs. inductive methods, and their respective advantages and limitations.Vocabulary Acquisition:Vocabulary is the building block of language learning, and as a teacher, you'll need to guide students in acquiring and retaining new words effectively. Familiarize yourself with various vocabulary teaching strategies, such as using context clues, word families, mnemonic devices, and multimedia resources. Understanding the principles of vocabulary acquisition, including the role of frequency, repetition, and meaningful contexts, will enhance your ability to facilitate vocabulary development.Reading Comprehension Strategies:Reading comprehension is a fundamental skill in language learning, and as a teacher, you should be well-versed in various reading strategies. These include skimming, scanning, making inferences, identifying main ideas, and summarizing. Understand the different reading genres (e.g., narratives, expository texts, persuasive writing) and how to adapt your teaching approach accordingly.Writing Instruction:Teaching writing is a multifaceted task that requires knowledge of the writing process, genre conventions, and effective feedback strategies. Be prepared to discuss the stages of the writing process (prewriting, drafting, revising, editing, and publishing), as well as techniques for developing ideas,organizing content, and enhancing coherence and cohesion. Additionally, familiarize yourself with various writing genres, such as narratives, descriptive essays, argumentative essays, and research papers.Classroom Management Techniques:Effective classroom management is essential for creating a conducive learning environment. Understand the principles of establishing clear routines, setting expectations, and managing student behavior using positive reinforcement strategies. Be familiar with techniques for promoting student engagement, maximizing instructional time, and fostering a respectful and inclusive classroom culture.Language Acquisition Theories:Gain a solid understanding of the various language acquisition theories, including Behaviorism, In。
语言学资料 phonetics and phonology

Chapter 2 Phonetics and Phonology◆Teaching Objectives✓To know the difference between phonetics and phonology✓To have some ideas about the classification of English consonants and vowels✓To understand some important concepts in phonology◆Time Arrangement✓Altogether 3 periods.2.1 The Phonic Medium of LanguageSpeech and writing are the two media used by natural languages as vehicles for communication. Of the two media of language, speech is more basis than writing. Language is primarily spoken. The writing system of any language is always “invented”by its users to record speech when there are needs.Language is first perceived through its sounds. Thus the study of sounds is of great importance in linguistics. Naturally, linguists are not interested in all sounds that humans are capable of producing; they are concerned with those sounds that are produced by humans through their speech organs and have a role to play in linguistic communication. These sounds are not only limited in number, but also universal to some extent.The limited range of sounds which are meaningful in human communication constitute the phonic medium of language, and the individual sounds within this range are the speech sounds.2.2 Phonetics2.2.1 Definition and Scope◆Phonetics is the scientific study of the phonic medium of language and is concernedwith defining and classifying speech sounds◆Generally, the study of phonetics is composed of the 3 separate branches: articulatoryphonetics, acoustic phonetics, and auditory phonetics.--- aritculatory phonetics: study the sounds from the speaker’s point of view, i.e., how a speaker uses his speech organs to produce the sounds. It also deals with theidentification and classification of individual sounds.--- acoustic phonetics: focus on the analysis and measurement of sound waves, the physical means by which sounds are transmitted through the air from one personto another.--- auditory phonetics: study the sounds from the hearer’s point of view, i.e., how the sounds are perceived (感知) by the hearer.◆The 3 branches are closely related to each other. Speech sounds cannot be divorcedfrom the organs that articulate them and a sound wave does not exist in isolation from the source that generates it. All the approaches are indispensable to an understanding of phonetics.◆In this part we’ll focus on articulatory phonetics and at the same time make somereference to the acoustic properties of sounds when necessary.2.2.2 Vocal Organs / Articulatory Apparatus (p.16)The articulatory apparatus of a human being are contained in 3 important areas: the pharyngeal cavity – the throat, the oral cavity – the mouth, and the nasal cavity – the nose.The air stream coming from the lungs may be modified in the larynx, and in these cavities in various ways. Such modification results from kind of interference with the movement of the air stream.➢The pharyngeal cavity--- when vocal cords are relaxed and folded back at each side to let air flow through freely and silently without causing vibration, the sounds produced in such acondition are voiceless.--- when vocal cords are held together tightly so that the air stream vibrates them at different speeds while forcing its passage through them, the vibration of the vocalcords results in a quality of speech sounds called voicing, which is a feature of allvowels and some consonants in English.➢The oral cavity--- the greatest source of modification of the air stream is found here.--- of all the speech organs in this cavity, the tongue is the most flexible and is responsible for more varieties of articulation. [k] [g] [j] [t] [d] [] [] --- apart from the tongue and the roof of the mouth, obstruction can be created between the upper teeth and the lower lip and between the lips [f] [v] [p] [b] ➢The nasal cavity--- when the passage of air to the mouth is closed so that air is allowed to exit through the nose, the sounds pronounce are nasalized. [m] [n] []2.2.3 Transcription of Sounds (p.17)✓With the need for a standardized and internationally accepted system of phonetic transcription, the International Phonetic Alphabet (IPA)came into being in 1888,whose basic principle is using one letter selected from major European languages to represent speech in the form of segments, or individual speech sounds.✓As some speech sounds produced differ only in some detailed aspects, the IPA provides its users with another set of symbols called diacritics, which are added to the letter-symbols to bring out the finer distinctions than the letters alone may possibly do.✓Thus there are two ways to transcribe speech sounds: broad transcription-- the transcription with letter-symbols only and narrow transcription -- the transcription with letter-symbols together with the diacritics.✓Broad transcription is the transcription normally used in dictionaries and teaching textbooks for general purposes. Narrow transcription is the transcription needed and used by the phoneticians in their study of speech sounds.✓Example 1:[l] in the four words leaf [li:f], feel [fi:l], build [bild], health [hel] and play [plei] –differ [l] in [li:f], occurring before a vowel, --- a clear [l]清晰音, no diacritic is needed[l] in [fi:l] and [bild], occurring at the end of a word or before another consonant, --- a dark [l]模糊音--- in narrow transcription the diacritic [~] is used [l] in [hel], followed by the dental sound and affected by it, --- a dental [l] --- in narrow transcription the diacritic is used[l] in [plei], following a voiceless plosive (p), -- a devoiced [l] 清音化--- in narrow transcription the diacritic [0] is used.✓Example 2:[p] in [pit] and [spit][p] in [pit], pronounced with a strong puff of air --- aspirated [p] --- [p h it][p] in [spit], pronounced with a withheld puff of air--- unaspirated [p] --- [spit]✓Example 3:play broad [plei] narrow [ ] aspiration, devoicingtenth broad [ten] narrow [ ] aspiration, nasalization, dentalization 2.2.4 Classification of English sounds2.2.4.1 English Consonants (24 / 28) p.18An initial classification will divide the speech sounds into two broad categories: vowels and consonants,In the pronunciation of consonants the air that comes from the lungs meets with obstruction in one way or another.Traditional linguists think there are altogether 28 consonants. But modern linguistics believe that there are 24 consonants, not including /tr/, /dr/, /ts/, /dz/because they are notconsidered as independent sounds, but the consonant clusters.Consonants are usually classified according to their place of articulation and manner of articulation.--- in terms of manner of articulation:6 stops / plosives; 9 fricatives; 2 affricates; 2 liquids (a lateral & a retroflex)3 nasals; 2 glides / semivowels; (trills in some regional accents)--- in terms of place of articulation:4 bilabials; 2 labiodentals; 2 dental sounds; 7 alveolar sounds;5 palatal sounds; 3 velar sounds; 1 glottal2.2.4.2 English Vowels (20/25) p.20As in the production of vowels the air stream meets with no obstruction, they cannot be classified in terms of manner of articulation or place of articulation as consonants. Other criteria have to be found for their classification.1) Openness of the mouth (close, semi-close, semi-open, open)2) Position of the highest part of the tongue (front, central, back)3) Degree of lip rounding/shape of lips (rounded, unrounded)4) Length of the vowel (long, short)5) Pure or gliding (monophthong, diphthong, triphthong)Diphthongs – A vowel sound that glides from one quality to another: 8Triphthongs -- a vowel sound that glides successively through three qualities: 52.3 Phonology2.3.1 Phonology and PhoneticsSimilarity: research objects ---- the speech soundsDifference: research approaches and focusesPhonetics – general study of all the speech sounds used in all human languages about how they are produced, how they differ from each other, what phoneticfeatures they possess, how they can be classified, etc.Phonology – about how speech sounds in a language form patterns and how they areused to convey meaning in linguistic communication.2.3.2 Phone, Phoneme, and allophone◆Phone and phonemeA phone is A phoneme isA phonetic unit, concrete A phonological unit, abstractOne of many possible sounds Not any particular sound, but represented or heard or produced in languages realized as a certain phoneThe smallest identifiable unit The smallest contrastive unit distinguishing found in a stream of speech, not between meanings of words in the sound necessarily distinguish meaning system of a particular language.Pronounced in a defined way. Pronounced in one or more ways,depending on the number of allophones.Represented between brackets Represented between slashesby convention. E.g. [b], [j], [o] by convention. E.g. /b/, /j/, /o/◆Allophones--- different phones that can represent a phoneme in different phonetic environment.--- variants of a phoneme which do not change the meaning with substitution--- For example, /p/ → [p h i: k] & [spi:k]/t/ → [t h i: k] & [sti:k]/l/ → [li:k] & [fi:l] & [hel] & [milk]--- Distinctive features (p.24):the features that a phoneme possesses, making it different from other phonemes;shown in the form of a binary opposition, only one of two values [+] or [-];e.g.: /p/ → -syllabic +consonantal –sonorant +anterior –coronal -voiced –nasal构成音节的响音前面的舌尖音的/i:/ → +syllabic –consonantal +sonorant +high – back –round +continuant响音:all vowels + consonants /l/, /m/, /n/, / /, /r/, /w/, /j/2.3.3 Phonemic contrast, complementary distribution and minimalpair (p.24)➢Phonemic contrast--- formed by two distinctive phonemes➢Complementary distribution--- Allophones of the same phoneme do not distinguish meaning, but complement each other in distribution. That is, they occur in different phonetic environmentsand they are said to be in complementary distribution.➢Minimal pair--- a basic way to determine the phonemes of a language is to see if substituting one sound for another results in a change of meaning. If it does, the two soundsthen represent different phonemes.--- an easy way to do this is to find the minimal pairs:2 different forms are identical in every way except for one sound segment whichoccurs in the same place in the strings → the 2 sound combinations forming aminimal pair → the 2 sounds representing different phonemes.more than 2 sound combinations → constituting a minimal set together.--- This way applies both to the consonants and vowels--- E.g.: pill & bill, bill & kill, kill & till, till & pill → minimal pairspill, bill, kill, till →a minimal set (identical in form except for the initialconsonant) → /p/, /b/, /k/, /t/ phonemesbeat, bet, boot, but, bait, bite, boat → a minimal set (identical except for thevowel) →/i:/, /e/, /u:/, //\/, /ei/, /ai/,/eu/ phonemes2.3.4 Phonological rules (p.25)2.3.4.1 Sequential rulesThe phonemes of a language cannot not strung together in any random order to formwords. The phonological system determines which phonemes can begin a word, end a word, and follow each other.e.g.: /b/ , /l/, /i/, /k/ p.25If a word begins with a [l] or a [r], the next sound must be a vowel.If three consonants should cluster together at the beginning of a word, the combination should obey the following 3 rules;(1)The first phoneme must be /s/(2)The second phoneme must be /p/ or /t/ or /k/(3)The third phoneme must be /l/ or /r/ or /w/e.g.: spring /spri/, strict /strict/, square/skew/, splendid /splendid/, scream /skri:m/Every word must contain at least one vowel-like segment.The rules governing the phonological patterning are language specific. What is not permissible in English might be permissible in another language.2.3.4.2 Assimilation rule⏹When we speak, we tend to increase the ease of articulation. This “sloppy” tendencymay become regularized as rules of language. The assimilation rule assimilates onesound to another by “copying” a feature of a sequential phoneme, thus making thetwo phones similar.Nasalization of vowels in certain phonetic contexts.e.g.: [i:] – bean, green, team, screamThe varying pronunciation of the alveolar nasal /n/ in some sound combinatione.g.: alveolar nasal /n/ -- still alveolar nasal in indiscreet (for /d/ is an alveolar stop)alveolar nasal /n/ -- velar nasal // in incorrect ( for /k/ is a velar stop) The sound assimilation is actually reflected in the spelling in most cases.Inpossible → impossible, as the /n/ sound is assimilated to /m/Inplausibel → implausible, inlegal → illegal, inregular --. irregular2.3.4.3 Deletion rule⏹It tells when a sound is to be deleted although it is orthographically represented.e.g.: sign, design, paradigm → no /g/ sound though it is represented in spelling bythe letter gsignature, designation, paradigmatic →/g/ represented by the letter g ispronouncedThe rule is: delete a /g/ when it occurs before a final nasal consonant.2.3.5 Suprasegmental FeaturesSegment -- any linguistic unit in a sequence which may be isolated from the rest of the sequence, e.g. a sound in an utterance or a letter in a written textSuprasegmental – (in phonetics and phonology) a unit which extends over more than one sound in an utterance., e.g. syllable, word, sentence.2.3.5.1 StressStress is the pronunciation of a word or syllable with more force than thesurrounding words or syllables. Briefly, stress is syllable prominence.Stress in a syllable is achieved by changing the pitch, making the syllablelouder, or making it longer.In a word, the basic difference is between stressed and unstressed syllables.The syllable with the greatest prominence had the primary stress and the nextstressed syllable the secondary stress. A word, if long enough, may haveseveral nonprimary stresses. However, no word has more than one primarystress.Stress has two main semantic functions: distinguishing between two words which are alike, e.g. \import (n.) and im\port (v.); emphasizing the syllable or word,e.g. I said induce, not deduce.There are two kinds of stress: word stress and sentence stress.Word stress – the location of stress distinguishes meaning.(1) a shift of stress may change the part of speech of a word form a noun to averb.e.g.: \increase (n.) – in\crease (v.); insult (n.) – insult (v.); rebel (n.) – rebel (v.)(2) the alteration of stress occurs between a compound noun and a phraseconsisting of the same elementse.g.: \blackbird (compound) – a particular kind of bird, which is notnecessarily black.black \bird (noun phrase) – a bird whose color is blackgreenhouse – green house; hotdog – hot dog(3) the meaning-distinctive role played by word stress is also manifested in the–ing + noun combinations.e.g.: \dining room (compound) -- -ing serving as a modifier of the nounreading glasses, sewing machinesleeping \baby (noun phrase) – noun as the doer of the action indicatedby the –ing form , which is an –ing participle modifierswimming fishSentence stress(1)the parts of speech that are normally stressed in English are nouns, mainverbs, adjectives, adverbs, numerals and demonstrative pronouns.(2)The other categories of words like articles, person pronouns, auxiliary verbs,prepositions and conjunctions are usually not stressed.(3)To give special emphasis to a certain notion, a word in a sentence that isusually unstressed can be stressed.e.g.: He is driving my car.2.3.5.2 ToneTone is pitch variations which are associated with the pronunciation of syllables orwords and which affects the meaning of the word.A tone language is a language in which the meaning of word depends on the toneused when pronouncing it.Mandarin Chinese, a typical ton language, makes a distinction between fourdifferent tones.Other tone languages are spoken in Vietnam, Thailand, West Africa, and CentralAmerica.2.3.5.3 IntonationWhen speaking, people usually raise and lower the pitch of their voice, formingpitch patterns. They also give some syllables in their utterances a greater degree ofloudness and change their speech rhythm. These phenomena are called intonation.In other words, when pitch, stress and sound length are tied to the sentence ratherthan the word in isolation, they are collectively known as intonation.English has four basic types of intonation, known as the four tones – the falling tone,the rising tone, the fall-rise tone, and the rise-fall tone.。
小学英语如何学好音标

小学英语如何学好音标Learning English phonetics is an essential part of mastering the English language. By understanding and practicing phonetics, students can improve their pronunciation, spelling, and overall language skills. In this article, we will explore some strategies and techniques to help elementary school students learn and master English phonetics effectively.1. Understand the Basics of PhoneticsBefore diving into the specifics of English phonetics, it is essential to have a basic understanding of what phonetics is all about. Phonetics is the study of the sounds of human speech, including how they are produced, perceived, and classified. In English, the phonetic system consists of a set of symbols called IPA (International Phonetic Alphabet), which represent each individual sound in the language.2. Learn the English Phonetic SymbolsThe next step in mastering English phonetics is to learn the phonetic symbols that correspond to each sound in the language. The IPA chart is a useful tool for students to familiarize themselves with these symbols and their corresponding sounds. Teachers can introduce the IPA chart to students in a fun and interactive way, such as playing games or using flashcards.3. Practice Pronunciation RegularlyTo improve their pronunciation skills, students should practice speaking English regularly. Teachers can assign pronunciation exercises, such as reading aloud, tongue twisters, and phonetic drills, to help students become more familiar with the sounds of English. Encouraging students to listen to native speakers and imitate their pronunciation is also beneficial in honing their phonetic skills.4. Incorporate Phonetics into Vocabulary and Spelling LessonsIntegrating phonetics into vocabulary and spelling lessons can help students reinforce their understanding of pronunciation and spelling rules. Teachers can introduce new vocabulary words along with their phonetic transcriptions, so students can associate the sounds with the written symbols. This approach can also help students recognize common spelling patterns and improve their spelling accuracy.5. Use Multimedia ResourcesUtilizing multimedia resources, such as videos, songs, and interactive games, can make learning phonetics more engaging and enjoyable for students. Teachers can incorporate multimedia materials that feature native speakers pronouncing words and sentences, as well as interactive phonetic exercises that allow students to practice identifying and producing specific sounds.6. Provide Feedback and CorrectionOffering constructive feedback and correction is essential in helping students improve their phonetic skills. Teachers can provide individualized feedback on students' pronunciation during speaking activities, pointing out specific errors and suggesting ways to correct them. Encouraging peer feedback can also be beneficial, as students can learn from each other and practice giving and receiving constructive criticism.7. Review and Reinforce Phonetics ConceptsRevisiting and reinforcing phonetics concepts regularly can help students solidify their understanding and retention of phonetic rules and patterns. Teachers can incorporate regular review activities, such as quizzes, games, and exercises, to assess students' progress and identify areas for improvement. Consistent practice and reinforcement are key to mastering English phonetics.In conclusion, mastering English phonetics is a vital skill for elementary school students learning the language. By understanding the basics of phonetics, learning phonetic symbols, practicing pronunciation, incorporating phonetics into lessons, using multimedia resources, providing feedback and correction, and reviewing and reinforcing phonetics concepts, students can enhance their pronunciation, spelling, and overall language proficiency. With dedication and practice, students can become confident and proficient English speakers.。
英语音标拼读单词

Z
As in "zebra"( ˈ Zi: br ə) Or "azure"( əˈ Z ɜ: R)
Special physics rules
Syllable division
When a Syllable division occurs within a word, the swell sound is determined by the Syllable division For example, the word "candy" is pronounced with a short "a" sound (/ ˈ K æ ndi/) because the collapsible division is between the consonant and voters
Phonetic
03 Pronunciation of Common Words
Words starting with votes
E
Elephant - promoted as "eh" as in "bed"
O
Ocean - proposed as "oh" as in "no"
A
Apple - promoted as "ah" as in "car"
I
Island - promoted as "ih" as in "sit"
U
Under - promoted as "uh" as in "cup"
Words starting with consonants
改进型music算法 相干信号

改进型music算法相干信号英文回答:Improving the music algorithm for coherent signals is an interesting challenge. Currently, the music algorithm is widely used for signal processing in various applications, including audio processing, radar systems, and wireless communications. However, there is always room for improvement to enhance its performance and accuracy.One possible improvement to the music algorithm is to incorporate machine learning techniques. By training a machine learning model with a large dataset of coherent signals, the algorithm can learn to better identify and extract relevant features from the signals. This can lead to improved accuracy and robustness in detecting and classifying coherent signals.Another improvement could be the integration of deep learning algorithms. Deep learning models, such asconvolutional neural networks (CNNs) or recurrent neural networks (RNNs), have shown great success in various signal processing tasks. By incorporating deep learning into the music algorithm, it can potentially improve the algorithm's ability to handle complex and non-linear coherent signals.Furthermore, optimizing the parameter selection process can also enhance the music algorithm's performance. The music algorithm relies on selecting the number of signal sources and the signal subspace dimension. By developing more efficient and accurate methods for determining these parameters, the algorithm can better adapt to different signal scenarios and improve its overall performance.To illustrate the potential improvements, let's consider the example of music source separation. Currently, the music algorithm is used to separate different sourcesin an audio signal. However, it may struggle when the sources are highly correlated or when there are overlapping sources. By incorporating machine learning techniques, the algorithm can learn to better distinguish between different sources and separate them more accurately.For instance, let's say we have a music recording with vocals and instruments playing simultaneously. The current music algorithm may have difficulty separating the vocals from the instruments if they are highly correlated. However, by training a machine learning model with a large datasetof vocal and instrumental tracks, the algorithm can learnto differentiate between the two and successfully separate them in the given recording.中文回答:改进相干信号的music算法是一个有趣的挑战。
Introduction to Phonetics and Phonology

汇报人: 2023-12-12
目录
• Introduction to phonetics • Introduction to
Phonology • The relationship between
phones • The Application of
Phonetic variants and language evolution
Phonetic variants are the manifestations of phonemes in different languages or dialects. With the development and evolution of language, the phenomenon of phonemic variations will also undergo changes. Therefore, studying phonemic variants helps to gain a deeper understanding of the laws and history of language evolution.
Improve vocabulary acquisition
Understanding the physiological structure of words helps learners to remember and retrieve words from their memory By associating pronunciation and spelling, physiological knowledge also facilitates vocabulary acquisition
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Methods for Integrating Phonetic and Phonological Knowledge inSpeech InversionSORIN DUSANCenter for Advanced Information ProcessingRutgers University96 Frelinghuysen Road, Piscataway, NJ 08854U.S.A.sdusan@ /~sdusanAbstract: - Exploiting the information about the vocal tract shape that produced the speech has been appealing to speech researchers and scientists for a long period of time. Experimental studies that included the articulatory information from physiological measurements supported the idea that this information could be useful in a number of areas of speech science and technology. However, the estimation of articulatory trajectories from the speech acoustic signal is known as a difficult and ill-posed problem. Among the relatively recent methods proposed to solve this problem are those trying to integrate linguistic knowledge in the form of phonetic or phonological constraints. This paper reviews and discusses upon methods for applying phonetic and phonological constraints to provide unique solutions to the acoustic-to-articulatory inversion.Key-Words: -speech inversion, acoustic-to-articulatory mapping, vocal-tract estimation, phonetics, phonology1IntroductionThe recovery of articulatory state from the speech acoustic signal could have direct applications in different areas of speech technology and science, such as automatic speech recognition, speech synthesis, speech coding, in building aids for teaching the hearing impaired people and as a means of study in phonetics and phonology. But the acoustic-to-articulatory transformation is a complex non-linear and non-unique problem, in the sense that there is no unique vocal tract shape or articulatory vector mapping to a given speech spectrum or acoustic vector. Numerous studies over the years have approached this speech research area, usually called speech inversion, and tried to provide either analytical or data-driven solutions to solve this problem. Different methods have been proposed to constrain the search and obtain a single optimal solution to the acoustic-to-articulatory mapping.Some of the most accurate approaches of the speech inversion were those methods applying continuity or dynamical constraints to the state of articulators. Such methods based on dynamical constraints were successfully applied to obtain optimal solutions to the acoustic-to-articulatory mapping for some classes of speech sounds, especially for vowels. However, these methods did not provide the same accuracy in estimating the vocal tract shapes or the articulatory states for all classes of speech sounds. New constraints were necessary to extend these methods to all classes of speech sounds. It has been observed that different classes of speech sounds, or even different sounds from the same class, need to be modeled differently or with different parameters in order to obtain a relatively uniform accuracy over all speech sounds. The need of integrating some sort of linguistic knowledge emerged as a solution to further constrain the acoustic-to-articulatory mapping for all classes of speech sounds. Various methods have been proposed to this problem, from simply building two different models to treat differently the vowels and consonants, to applying more complex phonological and higher-level linguistic constraints. This paper has the following structure. Section 2 presents a short introduction of the speech inversion problem. Section 3 reviews and discusses methods for using phonetic and phonological knowledge in speech inversion. Section 4 presents a summary and some conclusions representing the opinion of the author of this paper.2The Speech InversionThe speech inversion is a distinctive speech research area, approached by researchers and scientists to provide better solutions to different applications in speech science and technology. This section presents a brief introduction to the speech inversion research area. Those interested in a more elaborate discussionon this topic are recommended to read a review paper, such as Schroeter and Sondhi [15]. The acoustic-to-articulatory transformation f*, represented in the equation x(t) = f* (y), is both non-linear and non-unique. Here x represents the articulatory vector, y is the acoustic vector and f is the articulatory-to-acoustic speech production function. The solution of this equation is usually obtained by applying a non-linear optimization technique, according to a certain criterion. Based upon the modeling technique of the acoustic-to-articulatory transformation f*, the speech inversion methods can be divided into two classes. The first class of methods is represented by those trying to provide analytical solutions using acoustic models of the vocal tract. Among the first researchers who approached the acoustic-to-articulatory inversion were Mermelstein and Schroeder, 1965 [8], who tried to estimate a smooth area function from formant frequencies using an analytical solution. Another early study based on analytical solution was published in 1973 by Wakita [18], who proposed an inverse filtering method of the acoustic speech waveform using the reflection coefficients of the acoustic tube model. But serious constraints prevented the application of these methods to provide unique and practical solutions to the speech inversion problem for all classes of speech sounds. The multiple-to-one nature of the articulatory-to-acoustic transformation has been proven by modeling the speech production using multiple acoustic tubes, Flanagan [5], and by bite-block experiments of articulatory compensation, Lindblom et al., [7]. The second class of methods is represented by those providing numerical, heuristic solutions based on data collections of simultaneously acquired acoustic and articulatory measurements. These methods are employing different mapping techniques between the acoustic and articulatory parameters, e.g., model matching, artificial neural networks, extended Kalman filtering, codebook search, etc., for providing optimal, unique solutions according to some optimality criteria. A special case of this second class of methods is that in which the acoustic-articulatory database is acquired from a vocal-tract model such as in Atal et al., [1]. That study and many other studies that followed it dealt with the non-linearity by employing local linearization techniques in a small neighborhood. To deal with the non-uniqueness of the speech inverse transformation, different continuity constraints have been applied upon the articulatory state. These constraints are also called dynamical constraints because of their influence upon the dynamics of the articulators or vocal tract shapes. However, these methods did not provide accurate, general solutions to the speech inversion problem for all classes of speech sounds. Higher-level constraints have been proposed to extend the speech inversion methods to all classes of speech sounds and those representing a special class are presented in the next section.3Using Phonetic and Phonological Knowledge in Speech InversionOne of the first studies that integrated phonetic information into a method of estimating articulatory parameters from the speech signal was proposed by Shirai and Kobayashi in 1983 [16]. The authors employed dynamical models with non-stationary dynamical parameters, corresponding to different phonemes, in an application of continuous speech recognition based on estimated articulatory targets. They successfully applied this method to estimate the motor commands from continuously uttered sequences of five Japanese vowels and to recognize these vowels. This technique was later applied by its authors in a study of estimating the articulatory motion from the speech signal using the model matching method, Shirai and Kobayashi [17]. However, it has been applied only to vowel sequences, although the final goal was to improve the accuracy in continuous speech recognition.Another method which used higher-level constraints upon the articulatory state in acoustic-to-articulatory mapping was proposed by Rahim et al., in 1991 [11]. Although this method did not impose purely phonetic or phonological constraints to estimate the articulatory parameters from speech acoustics, this study is worth to be mentioned here because of its similarity to those using this kind of constraints. In this study, the authors used an assembly of multi-layer perceptrons (MLP), each MLP being designed to cover a specific region of the articulatory space. This method of acoustic-to-articulatory mapping was used in a speech synthesis application. The assembly of MLPs covered 128 regions in the articulatory space, which did not have specific affiliation with the speech sounds. The acoustic input vector was provided to all MLPs simultaneously and the articulatory output was selected for each frame from a different MLP, according to a criterion that ensured the smoothness of the estimated vocal tract shapes. This method was applied to all classes of speech sounds. However, using the estimated articulatory parameters the synthesizer was unable to generate some sounds like /l/ and /r/.A new method for inferring articulation and recognizing gestures that integrated phonetic knowledge was proposed by Papcun et al., in 1992 [10]. The authors used a separate neural network for each articulator to map from acoustic parameters to articulatory parameters. They used real acoustic-articulatory data recorded from an X-ray system. This represented a new way of using phonetic knowledge in acoustic-to-articulatory mapping because the phonetic information integrated was about the place of articulation and not about the classification of the speech sounds. Three networks were used for mapping from acoustic vectors for the following articulators: lower lip, tongue tip and tongue dorsum. The method was tested on continuous utterances consisting of consonant-vowel sequences. The inferred articulatory trajectories and the recognition of gestures were accurate and the method proved that integrating phonetic knowledge in acoustic-to-articulatory mapping could be useful. Another approach that proposed the integration of phonetic knowledge into the process of recovering the hidden articulatory state from acoustics was published by Ramsay and Deng in 1995 [12] and 1996 [13]. This study approached the inversion of the articulatory-to-acoustic transformation as an internal Markov process of a stochastic target model for an automatic speech recognition system. The authors employed state-space equations with different dynamical parameters, corresponding to each phonetic unit, such as a phoneme or phone, and associated to these units some hidden articulatory targets. The phonetic constraints applied in this study were implemented in the form of different dynamical parameters in the state-space models and different targets for each phonetic unit. Although the idea of treating the articulatory state as a hidden stochastic Markov process is remarkable, the huge computational cost of that stochastic method prevented so far its application to estimating the articulatory states from real speech.A different approach for integrating phonetic knowledge into a method of deriving articulatory representations from speech was proposed by Richards et al., in 1996 [14]. In this study the authors used a dynamic programming method to search for an optimal articulatory vocal tract shape in an articulatory codebook derived from a vocal tract model. The search criterion was to minimize a cost function based on the acoustic similarity and the continuity of the estimated vocal tract shapes. The authors integrated into this method some simple phonetic knowledge by constructing two different articulatory codebooks, one for voiced and one for unvoiced speech sounds. The vocal tract shape estimation performed well and the method was successfully applied in estimating the place position for stop and fricative consonants.A new method of applying higher-level phonological constraints to speech inversion was proposed by Dusan in 1997 [2]. The new idea was to build different dynamical models and articulatory-acoustic codebooks for each possible pair of successive speech sounds in a language. This method integrated higher-level phonological knowledge into the acoustic-to-articulatory mapping by modeling phonological sequences of speech sounds and not elementary sounds like phonemes or phones. The general framework of this method was based on the extended Kalman filtering. The method was successfully implemented and published in Dusan [3] and Dusan and Deng [4]. In this study, about 80 different models were built, covering different combinations of vowels, fricatives, plosives and nasals. The most important contributions of this study were the application of phonological constraints to the acoustic-to-articulatory mapping in the form of diphone models, the modeling of the articulatory-acoustic function by sub-functions, each corresponding to a diphone and the integrated method of recognizing diphones based on estimated articulatory trajectories. This method was evaluated on different articulatory-acoustic codebooks, either generated from a vocal tract model or created from physiological measurements. Figure 1 presents a sample of estimated articulatory trajectories based on this method for a continuous utterance /eh s eh/, not included in the training data. The solid lines in this figure represent the real articulatory trajectories recorded simultaneously with the speech acoustic signal using an electromagnetic midsaggital articulograph (EMA) made by Carstens GmbH. The plots represent the x and y coordinates of three articulators, lower lip (LL), tongue body (T2) and tongue dorsum (T3), respectively. The horizontal axes represent the frame number. The average root mean square error is displayed in the seventh plot. At the bottom, the midsaggital profiles are displayed at the middle frames of each phoneme, including the profile of the hard palate. The main difficulty in applying this method is represented by the increased number of models necessary to account for all possible diphones in a language. However, the method showed a potential benefit in estimating the articulatory trajectories from the speech signal and the mentioned difficulty can be treated in a way similar to that in which the triphones are used in automatic speech recognition.An interesting approach trying to apply phonological constraints corresponding to sequences of more than two successive phonemes was proposed by King and Wrench in 1999 [6]. These authors applied the estimation of hidden articulatory state in a syllable classification task using the stochastic segment modeling and the dynamical modeling framework. They built 16 different dynamical models, each corresponding to a different CVC syllable, and applied this method for estimating articulatory trajectories from LPC acoustic parameters. The codebook was created using physiological measurements from a Carstens EMA system. In this approach, however, the authors used a linear dynamic transformation matrix and a linear acoustic observation function to model all the sounds in a syllable and this represents a very crude approximation. The dynamic parameters of different sounds are different and the articulatory-to-acoustic mapping is non-linear and different for different sounds in a syllable. Neither quantitative nor qualitative results regarding the estimated articulatory states were reported in that study. However, the authors compared the classification results of this method with those from other methods not based on a hidden articulatory state. Unfortunately, the classification results using the0653130619592612msec.y<h i n i-+a bu r a o s o s o guy O n a mo n o d a>10mm LVT4T3T2T1LLULLJspFig. 2: Observed (thin lines) and estimated (thick lines) articulatory trajectories for a continuous utterance, from Okadome et al., [9].estimated articulatory state were the worst and their approach of extending the dynamical modeling to syllable units was not successful in that experiment.A new method of using phonemic information to recover the articulatory movements was proposed by Okadome et al., in [9]. These authors employed a search technique of an acoustic-articulatory codebook generated from physiological measurements from a Carstens EMA system. The search was using the minimization of a cost function based on segmental spectral distance, articulatory distance between successive states and a distance between the position designated by the code vector and that predicted by the minimum-acceleration model of the phonemic sequence. The third distance was computed using a priori phonemic information of the speech sequence, which was obtained by manual segmentation of the speech acoustic-articulatory data. Figure 2 shows an example of estimated and measured articulatory trajectories for a continuous utterance in Japanese. Nine trajectories are displayed, representing the positions of different points on articulators. The method showed that the phonemic information from an utterance is useful in obtaining a more accurate estimation of articulatory trajectories from the speech acoustic signal.4Summary and ConclusionDuring the last 35 years, a specific speech research area, called speech inversion, has attracted many researchers and scientist. The number of studies published on this topic, during this period of time, has been estimated by the author to be over 100. All of these studies were concerned with the non-uniqueness nature of the acoustic-to-articulatory transformation. The point-to-point mapping between the acoustic space and the articulatory space has been proven to be ambiguous. An important way of constraining this mapping is by applying physiological constraints in the form of continuity of the articulatory states. Although these constraints have been applied in various ways, a complete practical solution has not been provided for all classes of speech sounds. New methods have been proposed to integrate phonetic and phonological knowledge in the form of higher-level constraints. In this paper, a number of 8 studies of speech inversion using this kind of constraints have been briefly reviewed. These studies have used the phonetic and phonological knowledge in different forms. Some of them used the phonetic classification of the speech sounds to build separate codebooks, others used the phonetic information relating to the place of articulation and others used the phonological constraints imposed on combinations of elementary speech sounds.Most of these approaches showed that including higher-level phonetic and phonological knowledge into the speech inversion techniques represents a potential benefit in improving the accuracy of estimated articulatory trajectories from the speech acoustic signal. Very few speech inversion approaches have evaluated the estimated articulatory trajectories by comparing them with the real ones obtained from physiological measurements. Among these, the studies presented in [9] and [3] reported average RMS errors of 1.65 mm and 2 mm, respectively.References:1Atal, B. S., Chang, J. J., Mathews, M. V. and Tukey, J. W., “Inversion of Articulatory-to-Acoustic Transformation in the Vocal Tract by a Computer-Sorting Technique,” J.A.S.A., 63(5):1535-1555, 1978.2Dusan, S., Estimation of Articulatory Dynamics from Speech Acoustics, Ph.D. research proposal, Dept. of Electrical and Computer Engineering, Waterloo University, Canada, March 27, 1997.3Dusan, S., Statistical Estimation of Articulatory Trajectories from the Speech Signal Using Dynamical and Phonological Constraints, Ph.D.thesis, Dept. of Electrical and Computer Engineering, Waterloo University, Canada, April 20, 2000.4Dusan, S. and Deng, L., “Acoustic-to-Articulatory Inversion Using Dynamical and Phonological Constraints,” 5th Seminar on Speech Production: Models and Data, Kloster Seeon, Germany, May 1-4, 2000.5Flanagan, J. L., Speech Analysis, Synthesis and Perception, Springer-Verlag, New York, 1972. 6King, S. and Wrench, A., “Dynamical System Modeling of Articulator Movement,” in Proceedings of the International Congress of Phonetic Sciences, 1999.7Lindblom, B., Lubker, J. and Gay, R., “Formant Frequencies of Some Fixed-Mandible Vowels and a Model of Speech Motor Programming by Predictive Simulation,” Journal of Phonetics, 7:146-161, 1979.8Mermelstein, P. and Schroeder, M. R.,“Determination of Smoothed Cross-Sectional Area Functions of the Vocal Tract from Formant Frequencies,” in Proceedings of the Fifth International Congress on Acoustics, Liege, 1965.9Okadome, T., Suzuki, S. and Honda, M.,“Recovery of Articulatory Movements from Acoustics with Phonemic Information,” 5th Seminar on Speech Production: Models and Data, Kloster Seeon, Germany, May 1-4, 2000. 10Papcun, G., Hochberg, J., Thomas, T. R., Laroche, F., Zacks, J. and Levy, S., “Inferring Articulation and Recognizing Gestures from Acoustics with a Neural Network Trained on X-ray Microbeam Data,” J.A.S.A., 92(2):688-700, 1992.11Rahim, M. G., Kleijn, W. B., Schroeter, J. and Goodyear, C. C., “Acoustic to Articulatory Parameter Mapping Using an Assembly of Neural Networks,” IEEE ICASSP p. 485-488, 1991.12Ramsay, G. and Deng, L., “Maximum-Likelihood Estimation for Articulatory Speech Recognition Using a Stochastic Target Model,”In Proc. EUROSPEECH’95, pages 1401-1404, 1995.13Ramsay, G. and Deng, L., “Optimal Filtering and Smoothing for Speech Recognition Using a Stochastic Target Model,” In Proc. ICSLP, pages 1113-1116, 1996.14Richards, H. B., Mason, J. S., Hunt, M. J. and Bridle, J. S., “Deriving ArticulatoryRepresentations from Speech with Various Excitation Modes,” In Proc. ICSLP, pages 1233-1236, 1996.15Schroeter, J. and Sondhi, M. M., “Techniques for Estimating Vocal-Tract Shapes from the Speech Signal,” IEEE Trans. Speech & Audio Proc., 2(1):133-150, 199416Shirai, K. and Kobayashi, T., “Considerations on Articulatory Dynamics for Continuous Speech Recognition,” In Proc. International Conference on Acoustics, Speech and Signal Processing, pages 324-327, 1983.17Shirai, K. and Kobayashi, T., “Estimating Articulatory Motion from Speech Wave,” In Speech Communication, 5:159-170, 1986.18Wakita, H., “Direct Estimation of the Vocal Tract Shape by Inverse Filtering of Acoustic Speech Waveforms,” IEEE Trans. Audio and Electroacoustics, 21(5):417-427, 1994.。