Okay,
so today we are going to explain the manner of
articulation of consonants and then We are going
to shift to speak about the diphthongs of English
because we have already explained the place of
articulation, short vowels, and long vowels last
lecture, and we missed the manner of articulation
of consonants. Okay? We also spoke about
clusterization system. For the place of
articulation, we have the air obstructs in while
the air stream passes through the air pipe and the
mouth, producing the consonant sounds. However, in
manner of articulation, we have the air stream
configured in certain positions or certain manners
in the air pipe and the mouth. This comes out with
the manner of articulation.
So, the place of articulation is different from
the manner of articulation. We speak about the
areas where the airstream is stopped. This comes
out with the place of articulation. However, how
the airstream is configured comes out with the
manner of articulation. So, the two sounds, T and
S, are both alveolar sounds in English. This is
for the place of articulation. But the way they
are pronounced is called the manner of
articulation.
So we are going to see now the English stop
sounds. We have these
sounds are called stop consonants because the air
stream in the vocal track is completely stopped at
some point. So we have the sounds ta, da,
These sounds are stop Okay Now we have the Arabic
sounds We have qa, dha, and ta as well Also we
have ka, qa We have the sound ba as well These are
stop in Arabic So if you compare between these
sounds and the English sounds, you'll find
difference since you have extra sounds in Arabic
which are stopped. Like the dh sound, dh sound, q,
q and k sound. However, in English, we only have
the p sound, the g sound, t sound, okay?
We have the English fricative sounds.
We have, in producing such sounds, we have
incomplete closure at some point in the mouth.
Okay? This manner of articulation is used in
producing a set of sounds which include the
labiodental fricatives like th and th. The dental
fricative th, th.
And the alveopilatal fricatives The alveolar
fricative And the glottal fricative These are
altogether fricative sounds However, in Arabic, we
have the sounds ف ص س ذ ث ش خ
These sounds are fricative in Arabic. So you see
that they are more than English. And you have some
sounds that are not available in English. So this
causes interlingual errors committed by the
English native speakers of Arabic. Those people
commit serious mistakes in pronouncing these
sounds because they are not originally found in
English. Okay? So, we expect them to commit
serious errors resulting from either the
difficulty of Arabic or negative interference from
English.
We have the English affricate.
This is a combination of two sounds, as you see,
which starts with a complete closure, then it is
followed by a slow release of air with friction.
This includes the alveopilatal sounds However,
in Arabic, we only have one sound that is
So, the problem is represented in these two sounds
for the Arab learners because these two sounds are
not originally found in Arabic. So, we expect them
to commit interlingual errors. Instead of saying,
they will say, okay?
We have the nasal sounds.
This includes, in pronouncing such sounds, we have
complete closure of the mouth, the velum is
lowered and air stream is allowed to flow out
through the nose producing the bilabial nasal, the
alveolar nasal and the velar nasal. These are the
three soundswhich are called nasal in English.
However, in Arabic, we only have two sounds, n and
n. But we don't have n mainly because this sound
originally was not found in Arabic. So we expect
our students to replace it with the n sound. So
instead of saying playing, they say playing,
reading, reading. There's nothing called Reading,
okay? Singer, singer. Not, so you find your
students say singer, which is wrong. Okay? This is
called interlingual error or interlingual mistake.
Resulted from the interference, the negative
interference between Arabic and English.
We have the English lateral sound that is ill
sound. Okay? L sound. It is alveolar for the place
of articulation. It is lateral at the same time.
It is pronounced with partial closure in the mouth
where the air stream is blocked by the tip of the
tongue but allowed to escape around the side of
the tongue. This is However, in case of having the
dark L, you have the right side of the tongue
articulating against the alveolar ridge. Okay? So,
we have light L in English, light L, and dark L.
But in Arabic, we only have the light L. Okay? So,
it becomes very difficult for the Arab learners to
pronounce the dark L, okay, which comes at the
final part of a word or before consonant. Okay? I
say will, deal, mill, but leader, lead.
Live, life. This is because it is followed by a
vowel. This comes out with the light l. However,
coming finally or before a consonant, then it is
considered as dark l. In Arabic, we have only the
l sound, which is light l, except only in the name
of Allah, the Almighty, we have Allah.
Subhanallah, this sound is different.
It's quite dark arrow.
We have the semivowels, the English glide sounds.
We have the rah sound, yah, wah, three sounds.
However, in Arabic, we only have two sounds, wa
and ya. Okay?
This is the manner of articulation. So, we see
that
The consonants of English differ from the
consonants of Arabic in either the place of
articulation and the manner of articulation. So,
they represent a rich area of difficulties of
interlingual and interlingual errors. We've seen
also the short vowels last time and the long
vowels. And we spotted several areas of
difficulties. we came with a conclusion that these
sounds also differ from the Arabic vowels. We have
a larger number of vowels in English than Arabic.
Okay? So this comes out of intralingual errors.
Most of the mistakes are intralingual, resulting
from the difficulty of English. Now we need to
shift to what is called the deaf tongues of
English.
And see the situation.
So, the diphthongs, as you know, are a combination
of two vowel sounds which take some duration of
time. Okay?
So, while producing diphthongs, the tongue moves
from one position or one vocalic position to
another. English has eight diphthongs. They are
divided into two types. Centering, centering
diphthongs and closing diphthongs.
So the centering diphthongs, they end with a glide
towards the central vowel, a, a, a schwa.
Like Air, air, as in bear, fair. Okay? So we have
the
glide sound or the glide difference that begin,
that have the tongue beginning in a certain
position, then gliding into another position.
Okay?
We are going to see these sounds pronounced.
They are pronounced by native speakers and we are
going to
Compare between them and Arabic.
Ear. Did you notice how the shape of my mouth
changed? Again, to the end of the cell. Listen to
your approach. Ear. Now you try. Listen to how I
repeat after you. Ear. Ear.
Third, this is the same as the word ear.
Now here are some words with this sound in them.
Near, here, weary. Now you try. Listen again and
repeat after me. Near, here, weary. Good.
So it is not fear, it is fear as I pronounce it,
okay? This is interlingual or intralingual
mistake.
Interlingual, okay? Resulting from the difficulty
of English sounds. Yes?
This diphthong, the centering diphthongs, they end
with a schwa. So, we have fear, beer, not beer.
This is a mistake committed by the Arab learners.
We have o as in show, tour, okay? It glides from a
tongue position. It is used for towards more open
type that is schwa. It appears in the words like
schwa, two. We have e as in chair, stair.
Another centering diphthong. Then we have the
closing diphthongs.
This is a, as in say, way. Okay? Again, the tongue
glides from one position to another. The glide
begins at a point behind the front open position
and moves in direction of the position of a. We
find the words like say, way, gate, hate, date,
place, etc.
We have the closing sound, the closing diphthong,
oy, as in toy,
enjoy, employ,
boil, The glide begins with a tongue position that
is for O and moves in the direction of I as in
toy, enjoy, employ, boil, etc. We have the I
sound. The glide begins at a point slightly behind
the front open position and moves in the direction
of the position associated with I sound. It occurs
in words such as high, by, by, light, I, yes,
okay, once, stressed, etc. So, let's now see these
sounds pronounced by native speakers.
This is a diphthong, a double vowel sound. The
shape the mouth makes changes from the beginning
of the sound to the end. It's pronounced ear. Did
you notice how the shape of my mouth changed from
the beginning to the end of the sound? Listen and
watch. Ear. Now you try. Listen again and repeat
after me. Ear. ear in fact this is the same as the
word ear which you hear with now hear are some
words with this sound in them near hear weary now
you try listen again and repeat after me near hear
weary
Good. This is a diphthong, a double vowel sound.
The shape the mouth makes changes from the
beginning of the sound to the end. It's pronounced
air. Did you notice how my mouth changed from the
beginning to the end of the sound? Watch. Air. Now
you try. Air. Air. Now here are some words that
have the air sound. Square. Fair. Pair. Now you
try. Listen and repeat. Square. Fair. Hair. Good.
So we have here a confusion between the pair,
square, and square. So we have difficulty just in
pronouncing the two sounds, the two diphthongs. A
and air. For each example, I'm going to say the
word with air. Dad, dad. Glad, glad. Mary, Mary.
Now you try, listen again and repeat after me
Dared Dad Glared Glad Merry Marry Good Yes, we
have confusion now between the diphthongs and also
the short vowels So this comes out with
intralingual errors
This is the last centering diphthong.
This is a diphthong, a double vowel sound. The
shape the mouth makes changes from the beginning
of the sound to the end. It's pronounced ua. Did
you notice how my mouth changed shape from the
beginning of the sound to the end? Ua. Now you
try. Listen and repeat after me. Ua. Ua. Now here
are some words which have this sound Now
you try, listen again and repeat after me Good
Now
we come to closing diphthongs
This is I. This is a diphthong, a double vowel
sound. The shape the mouth makes changes from the
beginning of the sound to the end. It's pronounced
I. Did you notice how the shape of my mouth
changed? Watch. I. Now you try. Listen again and
repeat after me. I. I. Say I, yeah. It's the same
as the word for I. Now here are some words with
this sound in them. Price. High. Try. Now you try.
Listen again and repeat after me. Price. High.
Try. Good.
This is a diphthong, a double vowel sound. The
shape the mouth makes changes from the beginning
of the sound to the end. It's pronounced ow. Now
did you notice the shape of my mouth? Ow. Now you
try. Watch, listen and repeat. Ow. Ow. Now here
are some words that have the ow sound. Mouth. Now.
Foul. Now you try. Listen and repeat. Mouth, now,
foul. Good.
We have the sound O. This is a diphthong, a double
vowel sound. The shape the mouth makes changes
from the beginning of the sound to the end. It's
pronounced O. Did you notice how my mouth changed
shape? Watch. O. Now you try. Listen, watch and
repeat after me. O. O. Now here are some words
that have the O sound. Boat, show, know. Now you
try. Listen and repeat after me. Boat, show, know.
Good. So there is a big difference between know
and no. For speakers of some languages, it may be
difficult to tell the difference between the
diphthong and the long vowel. Listen carefully to
hear the difference. For each example, I shall say
the word with the diphthong O first. coat, court,
dough, door, sew, saw, flow, Floor Now you try
Listen again and repeat after me Coat Court Dough
Door Sew Saw Flow Floor Good This mixing between
the Diphthong and the long vowel comes out with
intralingual errors resulting from the difficulty
of English itself. Now the last diphthong this
is A This is a diphthong, a double vowel sound.
The shape the mouth makes changes from the
beginning of the sound to the end. It's pronounced
A. Did you notice how my mouth changed shape? A.
Now you try. Listen, watch and repeat. A. A. Now
here are some words that have the A sound. Face.
They break. Now you try. Listen and repeat. Face.
They break.
Good. Yes. So we see these areas of difficulties
which produce intralingual errors and most of the
time mainly because these sounds are not found in
Arabic. We only have two diphthongs in Arabic.
This is L and A. So we are going to see just now.
We've seen the centering diphthongs, the three
centering diphthongs and the closing diphthongs.
However,
In Arabic, we only have two sounds. Okay? These
two sounds originally are not found in English.
Okay? So, we have aw, as you see, as in noun,
and ay,
as in bait. So, they completely differ from
English. This means that the difficulties in this
area come to what is called intralingual errors
because the diphthongs of English are not
available in Arabic. So this clarifies clearly the
difficulty of pronouncing English by the Arab
learners. This means that when you need to explain
these sounds to your students, you first of all
must master them very efficiently. Then you must
teach them properly and contextually through
dialogues, for example, or other activities of
teaching that facilitate the process of
pronunciation. Better to employ their ears and
their eyes completely like I did now. Okay? So
this helped them very much. Teaching formally
comes out with misunderstanding, comes out of
difficulty in understanding these sounds. So
better to let them Practice pronouncing these
sounds along with the vowels and the short vowels
because, you know, the English sound system
differs from Arabic. As we mentioned earlier, we
have 31 sounds in Arabic while we have 44 sounds
in English. These sounds do not relate to each
other, even the consonants, which we thought that
they are similar. Most of you assumed or believed
that the alveolar sounds are like the dental
sounds of Arabic, which is completely wrong. So,
you have to take care. You have to understand the
manner and place of articulation of these sounds.
You have to understand the position of pronouncing
the vowels, either the short vowels, long vowels,
You have to differentiate between them and your
Arabic sounds. Better to use the minimal pairs,
the minimal pairs here, as completely done by the
speaker, by the native speaker, once producing the
diphthongs. The minimal pairs are very, very
important for teaching the sound system of
English. Still, we have other difficulties. It's
not limited just in pronouncing these sounds.
These sounds are difficult just in isolation once
they are pronounced in one word. However, in
connected speech, we have shift available in
stress, for example. So, we have stress shift. We
have stress both in words in English. Okay? We
have rules for that. So if you master these rules,
this means that you are going to pronounce the
subrasegmental phonemes of English very correctly.
You are going to pronounce the
English sounds in connected utterance very
efficiently. So this means that U.S. teachers must
master the consonants, the vowels, the stress, the
intonation, the rhythm of English, because the
child, before producing his language, masters the
subrasegmental phonemes once the musculature of
the mouth is grown. So you find the child, a
language acquisition, you find the child masters
the sound system of his native tongue, say Arabic,
after one year, faith, trust, the child starts
listening and understanding. So he or she
understands the language, knows about the sound
system of the language, then you find the child
begins producing Sounds of English starting from
the bilabial sound m, b, b, b, b, b, b, b, b, b,
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,
b, b, b, b, b, b, b, b, b, b, b, b, b,
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,
through the babbling stage, then one-word
utterance, two-word utterance, three-word
utterance, et cetera, then the simple sentence. So
after three years or four years in maximum, you
find the child producing the language, but after
mastering the subrasegmental phonemes. So you as
teachers must master the subrasegmental phonemes
of English before teaching English. Otherwise, you
commit serious errors. You produce heavy accents
that can't be understood by native speakers,
mainly because of the insertion of your Arabic
sounds into English. So this is our area of
contrastive linguistics. We differentiate or we
compare between Arabic sounds and English sounds
and we come with spotting the areas of
difficulties. These are represented... The most
difficult area is the schwa, as we've seen,
because it represents the weak form. Okay? We
don't have weak forms in Arabic. So you find your
students cannot pronounce the weak form correctly,
as I mentioned previously. Today I want to show
you the anatomy of a horse. Today I want to show
you. Today I want to show you this is wrong. So
having all words stressed in English is completely
wrong. But this is available in Arabic. اليوم
سأريكم تشريح الحصان. So we don't have weak forms
in Arabic, but we have them In English, it is an
area of difficulty causing interlingual or
interlingual errors. Interlingual errors because
you insert Arabic, the Arabic stress system into
English. Okay, we have the glottal sound A, which
is inserted into your pronunciation once you
pronounce English instead of the schwa. So instead
of saying about, you say about instead of saying
above you say above above okay instead of saying
amount you say amount also we have the doubling
state the doubling phenomenon you have university
students insert the gemination of Arabic into
English so instead of saying amount amount they
say amount comment They say comment, collapse.
They say collapse, collapse. Illegal, they say
illegal, which is completely wrong. Okay? So you
have to take this into your consideration once you
pronounce English and once you teach this
language. This language is very simple, it's very
clear, but you have to accustom yourselves to such
language. Now, next time I'm going to speak about
the stress system we have stress and isolation I
mean word stress okay where the nouns have a
certain position of stress that is different from
the verb okay the adjectives have a stress system
that differs from the noun okay we have different
positions of stress The suffix system is always or
is mostly stressed in English except only in
certain cases. We have to understand the stress
system before coming to the class next time. So,
for example, we have the noun stress which is
available in the first syllable like for example
subject is the first syllable stressed.Subject,
this is a verb. Object, this is a noun. Object,
verb. Report, what do you say? Is it a verb or a
noun? It is a verb. Report is a noun. Report is a
verb. Export, noun. Export, verb. Import. in part
there. So you have to be familiar with the stress
system either in word stress and also in sentence
stress. We also have what is called contrastive
stress. I'm sure that you are familiar with these
items in the course which was explained to you
last time which is entitled phonetics and
phonology. I hope that you could revise this area
and come ready for discussion next time and for
understanding just to understand the stress very
neatly and very efficiently. See you next time.
Thank you.