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Ministry of Science and Education of The Republic of Kazakhstan

Kazakh Ablai Khan University of International Relations and World Languages

Faculty of Translation and Philology

Chair of English Philology

PROJECT WORK

The role of a phonetic/ phonemic alphabet as a set of special symbols by means of which sounds may be represented

Made by: Netbay Liya, Oshurova Kamila,

Ibdiminova Lyazzat, Tillabaldy Rizvangul,

Khafizova Maria

Checked by: Senior Lecturer Rozieva D.S.

Almaty, 2016

Content

• Introduction
• 1. The sounds of English and the International Phonetic Alphabet
• 2. Sound and spelling correspondence
• 3. Sounds and Symbols
• 4. Reading and Constructing Words
• 5. What is the Alphabetic Principle?
• 6. Regular Word Reading
• 7. Irregular Word Reading
• 8. Advanced word analysis
• 9. Phonetic Alphabet
• References

Introduction

We all know what is the alphabet. Because it is the first step in learning the language. And this is the first that we are studying. But we must also take into account that the alphabet can be of several types, for example the phonetic alphabet.

If at first glance it seems that the alphabet is just a collection of letters - the letters, then it is actually much deeper. Go to the centuries to pull together, to lay down the alphabet.

1. The sounds of English and the International Phonetic Alphabet

The International Phonetic Alphabet (IPA) is an alphabetic system of phonetic notation based primarily on the Latin alphabet. It was devised by the International Phonetic Association as a standardized representation of the sounds of spoken language. The IPA is used by lexicographers, foreign language students and teachers, linguists, speech-language pathologists, singers, actors, constructed language creators, and translators.

The symbol from the International Phonetic Alphabet (IPA), as used in phonetic transcriptions in modern dictionaries for English learners - that is, in A. C. Gimson's phonemic system with a few additional symbols.

The chart represents British and American phonemes with one symbol. One symbol can mean two different phonemes in American and British English. See the footnotes for British-only and American-only symbols.

Two English words which use the sound. The underline shows where the sound is heard.

The links labeled AM and BR play sound recordings where the words are pronounced in American and British English. The British version is given only where it is very different from the American version.

Although the IPA offers over 160 symbols for transcribing speech, only a relatively small subset of these will be used to transcribe any one language. It is possible to transcribe speech with various levels of precision. A precise phonetic transcription, in which sounds are described in a great deal of detail, is known as a narrow transcription. A coarser transcription which ignores some of this detail is called a broad transcription. Both are relative terms, and both are generally enclosed in square brackets. Broad phonetic transcriptions may restrict themselves to easily heard details, or only to details that are relevant to the discussion at hand, and may differ little if at all from phonemic transcriptions, but they make no theoretical claim that all the distinctions transcribed are necessarily meaningful in the language.

Phonetic transcriptions of the word international in two English dialects

For example, the English word little may be transcribed broadly using the IPA as [?l?t?l], and this broad (imprecise) transcription is a more or less accurate description of many pronunciations. A narrower transcription may focus on individual or dialectical details: [?????] in General American, [?l??o] in Cockney, or [?????] in Southern US English.

Many British dictionaries, including the Oxford English Dictionary and some learner's dictionaries such as the Oxford Advanced Learner's Dictionary and the Cambridge Advanced Learner's Dictionary, now use the International Phonetic Alphabet to represent the pronunciation of words. However, most American (and some British) volumes use one of a variety of pronunciation respelling systems, intended to be more comfortable for readers of English. For example, the respelling systems in many American dictionaries (such as Merriam-Webster) use ?y? for IPA [j] and ?sh? for IPA [?], reflecting common representations of those sounds in written English, using only letters of the English Roman alphabet and variations of them. (In IPA, [y] represents the sound of the French ?u? (as in tu), and [sh] represents the pair of sounds in grasshopper.)

2. Sound and spelling correspondence

The chart can also be used to highlight both patterns and variations in sound and spelling correspondence.

For example, as a discovery activity to help learners notice the effect of adding an 'e' to the end of a word, you could give the learners some of the words from the following list:

cap - cape

mat - mate

pin - pine

not - note

pet - Pete

kit - kite

sit - site

win - wine

hat - hate

cut - cute

Learners use the chart to help them write the phonemic transcription for each word, checking with a dictionary if necessary. The teacher then asks them to formulate a general 'rule' for the effect of adding an 'e' to the end of a word. (It makes the vowel sound 'say its name', i.e. the 'a' in 'cape' sounds like the letter A as it is said in the alphabet.)

It is not advisable to over-emphasise the irregularity of English spelling, given that 80% of English words do fit into regular patterns. However, speakers of languages such as Spanish, Italian or Japanese where there is a very high correspondence between sound and spelling may need to have their attention drawn to the different possibilities for pronunciation in English.

One way of doing this is to give them a list of known words where the same letter or combination of letters, normally a vowel or vowels, represent different sounds. Learners will have at least some idea of how these words are pronounced, and can categorise the words according to the sound represented, using the chart to help them, before holding a final class check. For example, you could give learners the following list of words including the letter a, which they categorise according to how the as are pronounced. Where the word contains more than one a with different sounds, underline which a you want them to use to make their categorisations.

Spanish, capital, make, art, car, understand, average, banana, take, practice.

To make the activity easier, give the students the phonemic symbols for the different possible pronunciations of e.

3. Sounds and Symbols

alphabet phonetic symbol transcription

When you look at a letter, you are able to immediately identify that letter's name and the sounds it symbolizes. It can be hard to recall that there was a time when you didn't have this knowledge and had to be taught the sounds of each letter.

Now imagine you want to learn Japanese. You see Japanese characters but don't know what sounds to make when you read them. This is a bit like how a child feels at first when learning to read and write.

This lesson highlights this relationship between sound and symbol, including reading and constructing words. You'll also learn the challenges new readers face as they work to develop literacy skills.

4. Reading and Constructing Words

Why is phonics so important? The process of connecting sounds to each symbol is a significant part of literacy development. Understanding phonics helps those learning to read with two major pieces of literacy: reading words and constructing words.

Reading words involves taking the symbols on the page, understanding the sounds that are related to those symbols, and then decoding the words they represent.

As a person learns to read, she is doing a bit of detective work, using clues to decipher what's in front of her. While it may seem obvious to you and me as experienced readers, to a new reader, the letters and words on the page are puzzles at first.

Deciphering the sounds in a word takes practice.

The ability to construct words is another benefit of learning phonics. When a new reader begins to understand the relationship between sounds and symbols, she can then create words herself, in addition to reading them.

A student learning to build words is a bit like an artist, using materials to create something. While you and I may put words on the page with ease as experienced writers, a new writer must carefully piece together symbols to represent the sounds she has in mind, until this becomes more second nature.

Establishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word-identification skills. Most educators would agree that the major purpose of reading should be the construction of meaning -- comprehending and actively responding to what is read. Two of the most widely cited and agreed-upon definitions of reading are the following:

Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information (Anderson et al., 1985).

Reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation (Wixson, Peters, Weber, & Roeber, 1987, citing the new definition of reading for Michigan).

Older, mechanistic definitions of reading as the translation of printed symbols into oral language equivalents are incomplete, given the progress made in understanding the nature of the reading process. There is widespread agreement that without the activation of relevant prior knowledge by a cognitively active reader and the melding of that prior knowledge with the text information, there can be no reading of text.

Even definitions of reading that emphasize meaning indicate that reading is activated by print. The reader must be able to translate the written words into meaningful language. Virtually all four- and five-year-old children can communicate with and learn from oral language, but very few can read, because they lack the ability to identify printed words. While simply being able to recognize or "say" the printed words of text without constructing the meaning of that text is not reading, constructing meaning from written text is impossible without being able to identify the words.

5. What is the Alphabetic Principle?

The alphabetic principle is composed of two parts:

Alphabetic Understanding: Words are composed of letters that represent sounds.

Phonological Recoding: Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words. Phonological recoding consists of:

Regular Word Reading

Irregular Word Reading

Advanced Word Analysis

Learning the connection between written letters and spoken sounds has been viewed as a critical heuristic to word identification for decades. Understanding that there is a direct relationship between letters and sounds enables an emergent reader to decode the pronunciation of an unknown written word and associate it with a known spoken word. Typically, emergent readers identify the majority of unfamiliar printed words by sounding them out. Similarly, understanding the relationship of letters and sounds is also seen as a critical heuristic for learning to spell.

Two contrasting philosophies exist with regard to emergent readers learning to associate letters to speech sounds. Proponents of phonics argue that this relationship needs to be taught explicitly and to be learned to automaticity, in order to facilitate the rapid word recognition upon which comprehension depends.Others, including advocates of whole-language who hold that reading should be taught holistically, assert that children can naturally intuit the relationship between letters and sounds.

6. Regular Word Reading

A regular word is a word in which all the letters represent their most common sounds. Regular words are words that can be decoded (phonologically recoded).

Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy.

Beginning decoding ("phonological recoding") is the ability to:

read from left to right, simple, unfamiliar regular words.

generate the sounds for all letters.

blend sounds into recognizable words.

Beginning spelling is the ability to:

Translate speech to print using phonemic awareness and knowledge of letter-sounds.

7. Irregular Word Reading

Although decoding is a highly reliable strategy for a majority of words, some irregular words in the English language do not conform to word-analysis instruction (e.g., the, was, night). Those words are referred to as irregular words.

Irregular Word: A word that cannot be decoded because either (a) the sounds of the letters are unique to that word or a few words, or (b) the student has not yet learned the letter-sound correspondences in the word (Carnine, Silbert & Kame'enui, 1997; see References). In beginning reading there will be passages that contain words that are "decodable" yet the letter sound correspondences in those words may not yet be familiar to students. In this case, we also teach these words as irregular words.

To strengthen students' reliance on the decoding strategy and communicate the utility of that strategy, we recommend not introducing irregular words until students can reliably decode words at a rate of one letter-sound per second. At this point, irregular words may be introduced, but on a limited scale.

The key to irregular word recognition is not how to teach them. The teaching procedure is simple. The critical design considerations are how many to introduce and how many to review.

8. Advanced word analysis

Advanced word analysis involves being skilled at phonological processing (recognizing and producing the speech sounds in words) and having an awareness of letter-sound correspondences in words.

Advanced word analysis skills include:

Knowledge of common letter combinations and the sounds they make

Identification of VCe pattern words and their derivatives

Knolwedge of prefixes, suffixes, and roots, and how to use them to "chunk" word parts within a larger word to gain access to meaning.

Knowledge of advanced word analysis skills is essential if students are to progress in their knowledge of the alphabetic writing system and gain the ability to read fluently and broadly.

9. Phonetic Alphabet

The International Radiotelephony Spelling Alphabet, commonly known as the ICAO phonetic alphabet, sometimes called the NATO alphabet or spelling alphabet and the ITU radiotelephonic or phonetic alphabet, is the most widely used radiotelephonic spelling alphabet. Although often called "phonetic alphabets", spelling alphabets are not associated with phonetic transcription systems such as the International Phonetic Alphabet. Instead, the International Civil Aviation Organization (ICAO) alphabet assigned codewords acrophonically to the letters of the English alphabet, so that critical combinations of letters and numbers can be pronounced and understood by those who exchange voice messages by radio or telephone regardless of language barriers or the quality of the communication channel.

The 26 code words in the NATO phonetic alphabet are assigned to the 26 letters of the English alphabet in alphabetical order as follows: Alfa, Bravo, Charlie, Delta, Echo, Foxtrot, Golf, Hotel, India, Juliett, Kilo, Lima, Mike, November, Oscar, Papa, Quebec, Romeo, Sierra, Tango, Uniform, Victor, Whiskey, X-ray, Yankee, Zulu.

References

1. https://en.wikipedia.org/wiki/NATO_phonetic_alphabet

2. https://en.wikipedia.org/wiki/Alphabetic_principle

3. http://reading.uoregon.edu/big_ideas/au/au_what.php

4. https://www.eduplace.com/rdg/res/teach/def.html

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