Vowel Sound Symbols and Schools of Transcriptions

Majid Mohammed Saadoon

doi:doi:10.11648/j.cls.20180401.11

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Vowel Sound Symbols and Schools of Transcriptions

Majid Mohammed Saadoon

Published in Communication and Linguistics Studies (Volume 4, Issue 1)

Received: 13 January 2018 Accepted: 24 February 2018 Published: 8 April 2018

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Abstract

The recognition usually made between phonetics and phonology is that phonetics studies the physical or physiological aspects of speech, including its articulatory, aerodynamic, acoustic, auditory, and perceptual aspects, whereas phonology is concerned with accounting for variation in speech sounds in different but related languages and dialects, and within a given language in the environment of different morphemes, different positions within an utterance, word, or other speech sounds. A simple phonetic transcription is based on using the minimum number of different symbols, of the simplest possible and most familiar shapes. Whereas the allophonic transcription uses more than the minimum number of different symbols. In such transcription more than one symbol are used for one phoneme. A comparative transcription is the one in which all the symbols are not of the most simple and familiar shapes. It uses symbols some of which are more specific in their reference than these of a simple transcription. The problem of this research is that different symbols are used for the same sound representation in their way of transcription or the same symbols are used for the different sounds representations of different schools of transcriptions. This causes confusion for learners of English when their program uses different sources from different schools without mentioning these differences between these schools of transcriptions or when they use different dictionaries used different symbols of different school of transcriptions. It is hypothesized that confusion for learners of English because of the different or same symbols are used for the same phonetic representation in the phonetic transcription of different schools of transcriptions. The concern in this research is on program of these learners of English who learn phonetics and phonology text books of a certain school of transcription and their sources are taken from different schools of transcriptions or use different dictionaries used different symbols of different schools but nothing mentioned about these schools. Also, the concentration will be on the vowels not the consonants. The concentration will be on British and American schools of transcriptions. The aims of this research are to remove this confusion and build concrete program for teaching English for different levels of learners. Finding the similarities and differences between different schools of transcriptions in the use of the same and different phonetic symbols. Enable students to use different dictionaries (American or British) and understand their symbols easily. Developing the learners’ pronunciation abilities concerning different accents of English (American and British English).

Published in	Communication and Linguistics Studies (Volume 4, Issue 1)
DOI	10.11648/j.cls.20180401.11
Page(s)	1-13
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Optimal Allocation, Doubling Sampling, Non-Linear Cost Function, Non-Response

References

[1]	Peter Roach (2004). "British English: Received Pronunciation". Journal of the International Phonetic Association 34 (2): 239–245.
[2]	British Wikipedia (2001) UK.
[3]	David Abercrombie Chamber's Universal Learner's Dictionary (1987). Pronunciations "supervised" by David Abercrombie. Pronunciation symbols: Jones's "Simplified" notation. (P 86-87).
[4]	Deniel Jones (1977-91). Editors A. C. Gimson and in 1988 S. Ramsaran. English Pronouncing Dictionary. London: firstly Dent; from 1991 Cambridge University Press. Pronunciation symbols: EPD14. [PP: 125-6].
[5]	Crystal, David (1996) A Dictionary of Linguistics and Phonology. Cornwall:Blackwell Publishers Ltd.
[6]	Roach, Peter (2002) A Little Encyclopedia of Phonetics UK: University of Reading
[7]	ABERCROMBIE, DAVID (1964). English Phonetic Texts. London: Faber& Faber Ltd. (pp127-131)
[8]	GIMSON, A. C. (1962/80). An introduction to the pronunciation of English. London: Edward Arnold.
[9]	KRETZSCHMAR, WILLIAM A. (1994). The Oxford Concise Dictionary of Pronunciation. In RASK 1 pp 83-93. Denmark: Odense University Press. [The work described was eventually published not under this provisional title but as the Oxford Dictionary of Pronunciation for Current English.
[10]	WIIK, KALEVI (1965). Finnish and English vowels. Finland: Turku University Press. British Wikipidia (2001) UK.
[11]	WELLS, J. C. & G. COLMAN (1982). Accents of English. II: The British Isles. Cambridge, New York: Cambridge University Press.
[12]	WELLS, J. C. & G. COLMAN (2001) IPA transcription systems for English (first versions in Wells's personal website but printed in) P[honetics] G[roup] Bulletin 9, 3-8 Santiago, Chile (editor H. Ortiz-Lira).
[13]	BÖHN, INGER (1966). The RP Phoneme. Unpublished thesis. University of Oslo.
[14]	SOAMES, LAURA (1891). Introduction to English, French and German Phonetics. (Reprinted 1913) London: MacMillan.
[15]	JESPERSEN, OTTO (1909). A Modern English Grammar. Vol. 1. London: Allen and Unwin.
[16]	Jones, Daniel (1932/64). An Outline of English Phonetics. Leipzig: Teubner; Cambridge: Heffer then CUP. Pronunciation symbols: Old EPD.
[17]	STREVENS, PETER (1954). Representation of rate-of-change of tongue-position. Le Maître Phonétique 24-26.
[18]	Pike, K. L. (1945) Phonetics: a Critical Analysis of Phonetic Theory and a Technic for the Practical Description of Sounds Ann Arbor USA: California.
[19]	Freeman, D. E., Y. S. Freeman Essential Linguistics (2004) Pearson Education: Canada
[20]	(http://faculty.washington.edu/dillon/PhonResources/newstart.html 2015-12-2 10:12pm.

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Majid Mohammed Saadoon. (2018). Vowel Sound Symbols and Schools of Transcriptions. Communication and Linguistics Studies, 4(1), 1-13. https://doi.org/10.11648/j.cls.20180401.11

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Majid Mohammed Saadoon. Vowel Sound Symbols and Schools of Transcriptions. Commun. Linguist. Stud. 2018, 4(1), 1-13. doi: 10.11648/j.cls.20180401.11

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AMA Style

Majid Mohammed Saadoon. Vowel Sound Symbols and Schools of Transcriptions. Commun Linguist Stud. 2018;4(1):1-13. doi: 10.11648/j.cls.20180401.11

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@article{10.11648/j.cls.20180401.11,
  author = {Majid Mohammed Saadoon},
  title = {Vowel Sound Symbols and Schools of Transcriptions},
  journal = {Communication and Linguistics Studies},
  volume = {4},
  number = {1},
  pages = {1-13},
  doi = {10.11648/j.cls.20180401.11},
  url = {https://doi.org/10.11648/j.cls.20180401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20180401.11},
  abstract = {The recognition usually made between phonetics and phonology is that phonetics studies the physical or physiological aspects of speech, including its articulatory, aerodynamic, acoustic, auditory, and perceptual aspects, whereas phonology is concerned with accounting for variation in speech sounds in different but related languages and dialects, and within a given language in the environment of different morphemes, different positions within an utterance, word, or other speech sounds. A simple phonetic transcription is based on using the minimum number of different symbols, of the simplest possible and most familiar shapes. Whereas the allophonic transcription uses more than the minimum number of different symbols. In such transcription more than one symbol are used for one phoneme. A comparative transcription is the one in which all the symbols are not of the most simple and familiar shapes. It uses symbols some of which are more specific in their reference than these of a simple transcription. The problem of this research is that different symbols are used for the same sound representation in their way of transcription or the same symbols are used for the different sounds representations of different schools of transcriptions. This causes confusion for learners of English when their program uses different sources from different schools without mentioning these differences between these schools of transcriptions or when they use different dictionaries used different symbols of different school of transcriptions. It is hypothesized that confusion for learners of English because of the different or same symbols are used for the same phonetic representation in the phonetic transcription of different schools of transcriptions. The concern in this research is on program of these learners of English who learn phonetics and phonology text books of a certain school of transcription and their sources are taken from different schools of transcriptions or use different dictionaries used different symbols of different schools but nothing mentioned about these schools. Also, the concentration will be on the vowels not the consonants. The concentration will be on British and American schools of transcriptions. The aims of this research are to remove this confusion and build concrete program for teaching English for different levels of learners. Finding the similarities and differences between different schools of transcriptions in the use of the same and different phonetic symbols. Enable students to use different dictionaries (American or British) and understand their symbols easily. Developing the learners’ pronunciation abilities concerning different accents of English (American and British English).},
 year = {2018}
}

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TY  - JOUR
T1  - Vowel Sound Symbols and Schools of Transcriptions
AU  - Majid Mohammed Saadoon
Y1  - 2018/04/08
PY  - 2018
N1  - https://doi.org/10.11648/j.cls.20180401.11
DO  - 10.11648/j.cls.20180401.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 1
EP  - 13
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20180401.11
AB  - The recognition usually made between phonetics and phonology is that phonetics studies the physical or physiological aspects of speech, including its articulatory, aerodynamic, acoustic, auditory, and perceptual aspects, whereas phonology is concerned with accounting for variation in speech sounds in different but related languages and dialects, and within a given language in the environment of different morphemes, different positions within an utterance, word, or other speech sounds. A simple phonetic transcription is based on using the minimum number of different symbols, of the simplest possible and most familiar shapes. Whereas the allophonic transcription uses more than the minimum number of different symbols. In such transcription more than one symbol are used for one phoneme. A comparative transcription is the one in which all the symbols are not of the most simple and familiar shapes. It uses symbols some of which are more specific in their reference than these of a simple transcription. The problem of this research is that different symbols are used for the same sound representation in their way of transcription or the same symbols are used for the different sounds representations of different schools of transcriptions. This causes confusion for learners of English when their program uses different sources from different schools without mentioning these differences between these schools of transcriptions or when they use different dictionaries used different symbols of different school of transcriptions. It is hypothesized that confusion for learners of English because of the different or same symbols are used for the same phonetic representation in the phonetic transcription of different schools of transcriptions. The concern in this research is on program of these learners of English who learn phonetics and phonology text books of a certain school of transcription and their sources are taken from different schools of transcriptions or use different dictionaries used different symbols of different schools but nothing mentioned about these schools. Also, the concentration will be on the vowels not the consonants. The concentration will be on British and American schools of transcriptions. The aims of this research are to remove this confusion and build concrete program for teaching English for different levels of learners. Finding the similarities and differences between different schools of transcriptions in the use of the same and different phonetic symbols. Enable students to use different dictionaries (American or British) and understand their symbols easily. Developing the learners’ pronunciation abilities concerning different accents of English (American and British English).
VL  - 4
IS  - 1
ER  -

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Author Information

Majid Mohammed Saadoon

College of Education, University of Kufa, Najaf, Iraq

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Majid Mohammed Saadoon. (2018). Vowel Sound Symbols and Schools of Transcriptions. Communication and Linguistics Studies, 4(1), 1-13. https://doi.org/10.11648/j.cls.20180401.11

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ACS Style

Majid Mohammed Saadoon. Vowel Sound Symbols and Schools of Transcriptions. Commun. Linguist. Stud. 2018, 4(1), 1-13. doi: 10.11648/j.cls.20180401.11

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AMA Style

Majid Mohammed Saadoon. Vowel Sound Symbols and Schools of Transcriptions. Commun Linguist Stud. 2018;4(1):1-13. doi: 10.11648/j.cls.20180401.11

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@article{10.11648/j.cls.20180401.11,
  author = {Majid Mohammed Saadoon},
  title = {Vowel Sound Symbols and Schools of Transcriptions},
  journal = {Communication and Linguistics Studies},
  volume = {4},
  number = {1},
  pages = {1-13},
  doi = {10.11648/j.cls.20180401.11},
  url = {https://doi.org/10.11648/j.cls.20180401.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.cls.20180401.11},
  abstract = {The recognition usually made between phonetics and phonology is that phonetics studies the physical or physiological aspects of speech, including its articulatory, aerodynamic, acoustic, auditory, and perceptual aspects, whereas phonology is concerned with accounting for variation in speech sounds in different but related languages and dialects, and within a given language in the environment of different morphemes, different positions within an utterance, word, or other speech sounds. A simple phonetic transcription is based on using the minimum number of different symbols, of the simplest possible and most familiar shapes. Whereas the allophonic transcription uses more than the minimum number of different symbols. In such transcription more than one symbol are used for one phoneme. A comparative transcription is the one in which all the symbols are not of the most simple and familiar shapes. It uses symbols some of which are more specific in their reference than these of a simple transcription. The problem of this research is that different symbols are used for the same sound representation in their way of transcription or the same symbols are used for the different sounds representations of different schools of transcriptions. This causes confusion for learners of English when their program uses different sources from different schools without mentioning these differences between these schools of transcriptions or when they use different dictionaries used different symbols of different school of transcriptions. It is hypothesized that confusion for learners of English because of the different or same symbols are used for the same phonetic representation in the phonetic transcription of different schools of transcriptions. The concern in this research is on program of these learners of English who learn phonetics and phonology text books of a certain school of transcription and their sources are taken from different schools of transcriptions or use different dictionaries used different symbols of different schools but nothing mentioned about these schools. Also, the concentration will be on the vowels not the consonants. The concentration will be on British and American schools of transcriptions. The aims of this research are to remove this confusion and build concrete program for teaching English for different levels of learners. Finding the similarities and differences between different schools of transcriptions in the use of the same and different phonetic symbols. Enable students to use different dictionaries (American or British) and understand their symbols easily. Developing the learners’ pronunciation abilities concerning different accents of English (American and British English).},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - Vowel Sound Symbols and Schools of Transcriptions
AU  - Majid Mohammed Saadoon
Y1  - 2018/04/08
PY  - 2018
N1  - https://doi.org/10.11648/j.cls.20180401.11
DO  - 10.11648/j.cls.20180401.11
T2  - Communication and Linguistics Studies
JF  - Communication and Linguistics Studies
JO  - Communication and Linguistics Studies
SP  - 1
EP  - 13
PB  - Science Publishing Group
SN  - 2380-2529
UR  - https://doi.org/10.11648/j.cls.20180401.11
AB  - The recognition usually made between phonetics and phonology is that phonetics studies the physical or physiological aspects of speech, including its articulatory, aerodynamic, acoustic, auditory, and perceptual aspects, whereas phonology is concerned with accounting for variation in speech sounds in different but related languages and dialects, and within a given language in the environment of different morphemes, different positions within an utterance, word, or other speech sounds. A simple phonetic transcription is based on using the minimum number of different symbols, of the simplest possible and most familiar shapes. Whereas the allophonic transcription uses more than the minimum number of different symbols. In such transcription more than one symbol are used for one phoneme. A comparative transcription is the one in which all the symbols are not of the most simple and familiar shapes. It uses symbols some of which are more specific in their reference than these of a simple transcription. The problem of this research is that different symbols are used for the same sound representation in their way of transcription or the same symbols are used for the different sounds representations of different schools of transcriptions. This causes confusion for learners of English when their program uses different sources from different schools without mentioning these differences between these schools of transcriptions or when they use different dictionaries used different symbols of different school of transcriptions. It is hypothesized that confusion for learners of English because of the different or same symbols are used for the same phonetic representation in the phonetic transcription of different schools of transcriptions. The concern in this research is on program of these learners of English who learn phonetics and phonology text books of a certain school of transcription and their sources are taken from different schools of transcriptions or use different dictionaries used different symbols of different schools but nothing mentioned about these schools. Also, the concentration will be on the vowels not the consonants. The concentration will be on British and American schools of transcriptions. The aims of this research are to remove this confusion and build concrete program for teaching English for different levels of learners. Finding the similarities and differences between different schools of transcriptions in the use of the same and different phonetic symbols. Enable students to use different dictionaries (American or British) and understand their symbols easily. Developing the learners’ pronunciation abilities concerning different accents of English (American and British English).
VL  - 4
IS  - 1
ER  -

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