engl224 fonetica y fonologia inglesa iv

7/27/2019 ENGL224 Fonetica y Fonologia Inglesa IV

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FACULTAD DE EDUCACIÓN

1 de 50 Asignatura: Fonética y Fonología Inglesa IV

PROGRAMACIÓN CLASE A CLASENombre de curso : FONÉTICA Y FONOLOGÍA INGLESA IVCódigo : ENGL224Carrera : Pedagogía en Inglés

Desarrollo de las sesionesSesión N°1Descripción de la Sesión:

Como primer punto, en esta sesión se presentará el programa de la asignatura, su planificación,objetivos y sistema de evaluación semestral.

El objetivo de la primera clase es realizar un análisis respecto del ritmo del inglés.

Lectura Previa:

RHYTHM (1)In English some types of words are regularly unstressed in connected speech. Those words whichare stressed will of course only have a stress on certain syllables –in most cases on only one syllable.Overall, in connected speech this means that there will be a large number of unstressed syllablestogether with a more limited number of stressed syllables.English is often described as a stress-timed language. What this means is that a general rule of English rhythm is that we take an equal amount of time from one stressed syllable to the next, i.e. thatEnglish rhythm has an isochrony based on stresses. This is illustrated in the following example:

'What’s the 'difference between a 'sick 'elephant and a 'dead 'bee?I shall call the stretch of utterance from one stressed syllable to the next a rhythm-group (foot).Notice in the above example that the number of syllables in each rhythm-group varies considerably:

2, 5, 1, 5, 1, 1. The theory of stress-timing holds that there is a tendency in some languages (Englishbeing one) for rhythm-groups to be of approximately equal duration. If this is the case, then the fivesyllables of the second rhythm-group in the above example will be said in roughly the same amountof time as the single syllable of the third rhythm-group. It should not, however, be thought that all thesyllables within a rhythm group are of equal duration –a stressed syllable is generally longer than anunstressed one, particularly if the latter has a reduced vowel. Here is another example:

There’s a 'dreadful din 'coming from 'Dan’s 'workshopStarting from ‘dread-’ there are 3, 3, 1 and 2 syllables in the rhythm-group. But we have so far nottaken account of any unstressed syllables at the beginning of an utterance. In this case, there are twosuch syllables in ‘There’s a’. I shall call these syllables anacrusis. The general tendency in English isto produce syllables in an anacrusis with greater speed than any unstressed syllables within followingrhythm-groups; hence also such syllables are extremely liable to be reduced.Taken from ‘Intonation’ by Alan Cruttenden, pages 20-21.

RHYTHM (2)Speech is perceived as a sequence of events in time, and the word rhythm is used to refer to the waythese events are distributed in time. Obvious examples of vocal rhythms are chanting as part of games (for example, children calling words while skipping, or football crowds calling their team'sname) or in connection with work (e.g. sailor's chants used to synchronise the pulling on an anchor rope). In conversational speech the rhythms are vastly more complicated, but it is clear that the timingof speech is not random. An extreme view (though a quite common one) is that English speech has arhythm that allows us to divide it up into more or less equal intervals of time called feet, each of which





begins with a stressed syllable: this is called the stress-timed rhythm hypothesis. Languages wherethe length of each syllable remains more or less the same as that of its neighbours whether or not it isstressed are called syllable-timed. Most evidence from the study of real speech suggests that suchrhythms only exist in very careful, controlled speaking, but it appears from psychological research thatlisteners' brains tend to hear timing regularities even where there is little or no physical regularity.English rhythm is said to exhibit isochrony because it is believed that it tends to preserve equalintervals of time between stressed syllables irrespective of the number of syllables that comebetween them. For example, if the following sentence were said with isochronous stresses, the four syllables 'both of them are' would take the same amount of time as 'new' and 'here':

'both of them are 'new 'hereThis kind of timing is also known as stress-timed rhythm and is based on the notion of the foot.Experimental research suggests that isochrony is rarely found in natural speech and that (at least inthe case of English speakers) the brain judges sequences of stresses to be more nearly isochronousthan they really are: the effect is to some extent an illusion.The notion of isochrony does not necessarily have to be restricted to the intervals between stressedsyllables. It is possible to claim that some languages tend to preserve a constant quantity for allsyllables in an utterance: this is said to result in a syllable-timed rhythm. French, Spanish andJapanese have been claimed to be of this type, though laboratory studies do not give this claim muchsupport.It seems that in languages characterised as stress-timed there is a tendency for unstressed syllablesto become weak, and to contain short, centralised vowels, whereas in languages described assyllable-timed unstressed vowels tend to retain the quality and quantity found in their stressedcounterparts.Taken from ‘A little encyclopaedia of Phonetics’ by Peter Roach.

Preguntas de inicio:

- ¿Qué tipos de ritmos tienen los idiomas español e inglés respectivamente?- ¿Qué es un grupo rítmico o pie (foot)?

Referencias Bibliográfícas de la lectura previa:

CRUTTENDEN, A. (1997). Intonation (2nd Ed.). New Cork: CUP.

ROACH, P. (2009). Glossary – A little encyclopaedia of phonetics.http://www.cambridge.org/other_files/cms/PeterRoach/PeterRoach_Glossary.pdf

http://www.cambridge.org/other_files/cms/PeterRoach/PeterRoach_Glossary.pdf







Sesión N°2Descripción de la Sesión:

El objetivo que se pretende es reforzar en los estudiantes el uso de las formas fuertes y débiles eninglés.

Lectura Previa:

WEAK FORMS: GENERAL PRINCIPLES (PART 1)






- ¿Qué principios rigen el uso de las formas fuertes y débiles en inglés?- ¿Qué factores son importantes para determinar el uso de las formas débiles?





Referencias Bibliográficas de la lectura previa:

ORTIZ-LIRA, H. (2008). The 37 essential weak-form words. Universidad Metropolitana de Cienciasde la Ecuación y Universidad de Santiago de Chile.






El objetivo que se pretende es reforzar en los estudiantes el uso de las formas fuertes y débiles eninglés.

Lectura Previa:

WEAK FORMS: GENERAL PRINCIPLES (PART 2)






- ¿Qué principios rigen el uso de las formas fuertes y débiles en inglés?

- ¿Qué forma deben tomar las preposiciones antes de un pronombre?


ORTIZ-LIRA, H. (2008). The 37 essential weak-form words. Universidad Metropolitana de Cienciasde la Ecuación y Universidad de Santiago de Chile.






El objetivo que se pretende es introducir a los estudiantes a los conceptos de “tonality” y “grupoentonacional”.

Lectura Previa:

TONALITY






- ¿A qué se le denomina Tonality ?

- ¿Qué es un grupo entonacional?

- ¿Cuáles son algunas de las reglas que rigen la división de un enunciado en IG’s?


ORTIZ-LIRA, H. (2008). From Lexical to Intonational Transcription. UMCE & USACH, Santiago.






El objetivo que se pretende es presentar a los estudiantes los elementos propios de un grupoentonacional (IG).

Lectura Previa:

ELEMENTS IN AN INTONATION GROUP (IG).






- ¿Cuáles son los elementos que se pueden encontrar en un grupo entonacional?- ¿Cuál es el único de estos elementos que está siempre presente en un IG?








El objetivo que se pretende es introducir a los estudiantes a la acentuación post-léxica.

Lectura Previa:

Sentence accent It is an aspect of post-lexical phonology which some authors ascribe to the area of accentuation and others to the area of intonation.

According to the British tradition of prosody the nuclear accent is phonetically identified asthe syllable starting the last pitch movement in an intonation group and, functionally, as thesyllable that marks the beginning of the most meaningful portion of utterance.

According to the British school of prosody, the nucleus is a feature of intonation whichcoincides with a stress; in the American school, the nucleus is mainly a feature of stresswhich may or not co-occur with pitch movement. Both approaches agree in terms of one

basic notion, viz. the existence of a degree of accent which overpowers all other accents inthe intonation-group.In the prosodic literature, the term ‘sentence accent’ may be found as ‘utterance-levelaccentuation’ or ‘post-lexical accentuation’. NuclearityIn general, a definition of nucleus can be classified into three main groups:i) Phonetic definitions concentrate on the type of prominence displayed by the nuclear

syllable. For instance:a) ‘the stressed syllable of the most prominent word’. b) ‘major pitch movement’. c) ‘the syllable carrying maximal prominence’.

d) ‘the syllable at which a significant pitch movement begins’.

ii) Distributional definitions refer to the position in the intonation group. They usuallyinclude the word ‘last’. For example: a) ‘the last prominent syllable’ b) ‘the last fully stressed syllable’ c) ‘the last main accent’ d) ‘the final accented syllable’ e) ‘the rightmost of a number of assigned accents’

iii) Functional definitions, of a more phonological nature, say what the nucleus does:a) ‘the primary cue to what the speaker considers the most important part of his

utterance’. b) ‘the chief means of signaling the focus marking. c) ‘a phonological reality that is relevant outside the area of pitch contours proper’d) ‘the location which determines whether a broad focus interpretation is possible’.






- ¿A qué se le denomina sentence accent?- ¿De qué modo se podría definir al núcleo de un grupo entonacional?


ORTIZ-LIRA, H. (2000). Cuaderno Nº 16: Word Stress and Sentence Accent. UMCE, Santiago.






El objetivo que se pretende es introducir a los estudiantes a las reglas que rigen la acentuación post-léxica en inglés.

Lectura Previa:






- ¿A qué se le denomina pitch accent ?

- ¿Qué relación existe entre un acento léxico (stress) y uno contextual (accent)?








El objetivo que se pretende es presentar a los estudiantes la “regla de tres” (stress-shift).

Lectura Previa:






- ¿A qué se le llama la regla de tres (stress-shift)?

- ¿Qué tipo de palabras son las que pueden verse afectadas por stress-shift ?








El objetivo que se pretende es presentar a los estudiantes el uso predicativo y atributivo de laspalabras y sus patrones acentuales.

Lectura Previa:


- ¿En qué contexto ocurre el llamado early accent ?

- ¿ En qué contexto ocurre el llamado late accent ?








El objetivo que se pretende es presentar a los estudiantes casos especiales en que se usa stress-shift .

Lectura Previa:


- ¿En qué expresiones también se puede encontrar stress-shift ?

- ¿Qué reglas rigen en cada caso?








El objetivo que se pretende es presentar a los estudiantes casos en los cuales el uso de stress-shift es menos común. Además, se explica la función que tiene un acento secundario después de unacento primario.

Lectura Previa:


- ¿En qué casos el uso de stress-shift es menos común?

- ¿Qué función cumple un acento secundario después de un acento primario?






El objetivo que se pretende es presentar a los estudiantes la relación que existe entre los tipos depalabras y la acentuación post-léxica.

Lectura Previa:


- ¿Qué tipos de palabras incluye el grupo de ítemes léxicos?

- ¿Qué tipos de palabras incluye el grupo de ítemes estructurales?

- ¿Qué relación existe entre estos tipos de palabras y la acentuación post-léxica?








El objetivo que se pretende es presentar a los estudiantes la relación que existe entre la informaciónnueva / repetida y la acentuación post-léxica. Además, se introduce los tipos de foco presentes en un

grupo entonacional.

Lectura Previa:






- ¿Cuáles son los posibles tipos de foco a encontrar en un grupo entonacional?

- ¿Qué relación existe entre acentuación post-léxica e información nueva o repetida?








El objetivo que se pretende es presentar a los estudiantes un tipo de foco angosto: foco contrastivo.

Lectura Previa:


- ¿Cómo se podría explicar el foco contrastivo?- ¿Cuándo se utiliza el foco contrastivo?



Sesión N°15





Descripción de la Sesión:

El objetivo que se pretende es presentar a los estudiantes algunas excepciones a la regla del últimoelemento léxico (LLI rule).

Lectura Previa:

EXCEPTIONS TO THE LLI RULE (PART 1)






- ¿A qué se le llama una excepción a la regla del último elemento léxico?

- ¿Qué ocurre con los adverbios de tiempo y lugar en relación a la acentuación post-léxica?



Sesión N°16 Descripción de la Sesión:

El objetivo que se pretende es presentar a los estudiantes algunas excepciones a la regla del últimoelemento léxico (LLI rule).





Lectura Previa:

EXCEPTIONS TO THE LLI RULE (PART 2)


- ¿A qué elementos léxicos se les denomina semánticamente vacíos?

- ¿Qué ocurre con los verbos frasales en relación a la acentuación post-léxica?








El objetivo que se pretende es presentar a los estudiantes la diferencia que existe entre los idiomastonales y los entonacionales.

Lectura Previa:

TONE VS. INTONATION LANGUAGES

Pitch is used in many languages as an essential component of the pronunciation of a word, so that a

change of pitch may cause a change in meaning. In other words, the linguistic function of tone is to

change the meaning of a word: these are called tone languages. In tone languages, tone is phonemic,

and thus minimal pairs distinguished by tone exist in such languages. In Mandarin Chinese, for

example, / -ma / said on a high pitch means 'mother', while / ma / said on a low rising tone means

'hemp'.

In other languages, ‘tone’ forms the central part of intonation, and the difference between, for

example, a rising and a falling tone on a particular word may cause a different interpretation of the

sentence in which it occurs. These are called intonation languages, such as English. Intonation

languages use the pitch of the voice to show the speaker’s attitudes, for example, to convey surprise

and irony, or to change a statement into a question.

In English, intonation patterns are on groups of words, which are called intonation phrases, tone units,

intonation groups or sense groups.Preguntas de inicio:

- ¿Cómo se define un idioma tonal?

- ¿Cómo se define un idioma entonacional?


ROACH, P. (2009). Glossary – A little encyclopaedia of phonetics.http://www.cambridge.org/other_files/cms/PeterRoach/PeterRoach_Glossary.pdf


El objetivo que se pretende es presentar a los estudiantes algunas de las funciones de la entonación.








Lectura Previa:

THE FUNCTIONS OF INTONATIONa) The attitudinal function: The most obvious role of intonation is to express our attitudesand emotions – to show shock or surprise, pleasure or anger, interest or boredom,

seriousness or sarcasm, and many others. We do this by tone.b) The grammatical function: Intonation helps identify grammatical structures in speech,rather as punctuation does in writing. We use intonation to mark the beginning and end of grammatical units such as clause and sentence (the demarcative function). We do this bytonality. We also use intonation to distinguish clause types, such as question vs. statement,and to disambiguate various grammatically ambiguous structures (the syntactic function).We do this mainly by tone.c) The focusing (also called accentual or informational) function: intonation helps to showwhat information in an utterance is new and what is already known. We use it to bring someparts of the message into focus, and leave other parts out of focus; to emphasize or highlightsome parts and not others. We do this by tonicity and by the placement of other accents.

This is one of the most important functions of English intonation, and perhaps the functionmost readily taught in the EFL classroom. We combine accentuation with the choice of toneto present some longer stretches of the message as constituting the foreground of the picturewe paint, while leaving other stretches as background. These are pragmatic functions.d) The discourse (or cohesive) function: Intonation signals how sequences of clauses andsentences go together in spoken discourse, to contrast or to cohere. It functions like thedivision of written text into sentences and paragraphs. It enables us to signal whether or notwe have come to the end of the point we are making; whether we want to keep talking or areready to give another speaker a turn.e) The psychological function: Intonation helps us to organize speech into units that areeasy to perceive, memorize and perform. We can all repeat an arbitrary string of three, four

or five members, but not a string of ten – unless we split them into two units of five. This iswhy we need tonality.f) The indexical function: Just as with other pronunciation features, intonation may act as amarker of personal or social identity. What makes mothers sound like mothers, lovers soundlike lovers, lawyers sound like lawyers, clergymen sound like clergymen, newsreaders soundlike newsreaders, officials sound like officials? Partly, their characteristic intonation.


- ¿Cuáles son las funciones de la entonación?- ¿A qué se refiere cada una de estas funciones?


WELLS, J. (2006). English Intonation: An Introduction. Cambridge, CUP.





Sesión N°19

Descripción de la Sesión:

El objetivo que se pretende es presentar a los estudiantes los tipos de tonos más comunes utilizadosen el idioma inglés (parte 1).

Lectura Previa:






- ¿A qué se le llama pitch movement ?- ¿Cuál es la diferencia entre un high/low-fall y un high/low rise?








El objetivo que se pretende es presentar a los estudiantes los tipos de tonos más comunes utilizadosen el idioma inglés (parte 2).

Lectura Previa:


- ¿Cuál es la diferencia entre un fall-rise y un rise-fall ?- ¿Cómo se podría explicar un tono denominado mid-level ?








El objetivo que se pretende es presentar a los estudiantes la descripción de los tipos de tonosutilizados en inglés.

Lectura Previa:

TONE: GOING UP AND GOING DOWN (Wells, 2006: 15-68) FALL, RISE, AND FALL-RISE1. Falls: In a fall nuclear tone the pitch of the voice starts relatively high and moves downwards. The

starting point may be anywhere from mid to high. The endpoint is low.If the vowel in the nucleus syllable is short, or if this vowel is followed by a voiceless consonant, theremay be insufficient time for the fall to be heard on the nuclear syllable itself. The effect is then one of a jump from a higher-pitched syllable (the nucleus) to one or more low-pitched syllables (the tail). Theoverall pitch pattern is still a fall.Examples: Pages 18-19.

2. Rises: In a rising nuclear tone the pitch of the voice starts relatively low and then moves upwards.The starting point may be anywhere from low to mid, and the end point anywhere from mid to high.If there is a tail (syllables after the nucleus), the rising pitch movement does not happen wholly on thenuclear syllable, as in the case of a fall. Rather, the rise is spread over the nuclear syllable and all thefollowing syllables –over the whole of the nucleus plus tail. This means that the last syllable is actuallythe highest pitched, even though it is unaccented.Examples: Pages 21-22.3. Fall-rises: In a fall-rise nuclear tone, the pitch of the voice starts relatively high and then movesfirst downwards and then upwards again. The starting point may be anywhere from mid to high, themid point is low, and the endpoint is usually mid.Examples: Pages 23-24.


- ¿Qué ocurre con la voz en un tono denominado fall ?

- ¿Qué ocurre con la voz en un tono denominado rise?

- ¿Qué ocurre con la voz en un tono denominado fall-rise?




El objetivo que se pretende es presentar a los estudiantes el tipo de entonación utilizado enenunciados declarativos.

Lectura Previa:

STATEMENTS





1. The definitive fall: A fall is the default (neutral, unmarked) tone for a statement. We say statementswith a fall unless there is a particular reason to use some other tone.In general we can say that by using a fall we indicate that what we say is potentially complete andthat we express it with confidence, definitely and unreservedly. The fall thus also tends to signalfinality. We call this tone meaning the definitive fall.Examples: Pages 25-26

2. The implicational fall-rise: One very typical meaning of a non-fall is non-finality. It shows that thespeaker has not reached the end of what he or she wants to say.By making a statement with the fall-rise, the speaker typically states one thing but implies somethingfurther. Something is left unsaid –perhaps some kind of reservation or implication.The fall-rise implies something further: a contrast between what is expressed and what has not, or not yet, been expressed. Thus, the implicational fall-rise can be thought of as the tone that signals abut… to come.

A speaker who uses a fall-rise has reservations about what is said. The speaker’s statement may betrue under some conditions, but not under othersThe implicational fall-rise enables us to imply things without saying them. It makes it possible to betactful and politely indirect; it also makes it possible to be hypocritical and devious.The fall-rise can also be used to signal that the speaker is tentative about what he or she says. Thespeaker makes a statement but at the same time implies something like but I’m not sure or but I don’t

want to commit myself to this.The fall-rise tone has a special function in a negative sentence. Namely, it indicates that the scope of negation includes the word bearing the nucleus, but not the main verb (unless the main verb itself bears the nucleus). A falling tone, on the other hand, does not restrict the scope of the negation in thisway.

Listen to the following examples and then practice:i) I 'won’t eat anything. (= I’ll eat nothing.)

ii) I 'won’t eat˅anything. (= I’ll eat only certain things.)

iii) She 'didn’t do it because she was˅tired. (= She did it, but for some other reason.)

iv) She 'didn’t˅do it | because she was tired. (= She didn’t do it. Here’s why.)

Examples: Pages 27-35

3. Declarative questions: They are grammatically like statements. They can be identified asquestions only by their intonation or by the pragmatics of the situation where they are used. They areusually said with a rise: a yes-no rise.Examples: Page 36

4. Yes, no and elliptical answers: The answer to a yes-no question is usually not a completestatement. Rather, it is just yes or no (or an equivalent). Quite often we support the yes or no by anelliptical verb phrase. Moreover, to contradict what the other person says, it is possible to use adefinitive fall or a tentative fall-rise; but the most usual tone is a rise.Examples: Pages 38-41


- ¿Cuándo se utiliza un definitive fall ?





- ¿Cuándo se utiliza el implicational fall-rise?- ¿Cuándo se utiliza el yes-no rise?








El objetivo que se pretende es presentar a los estudiantes el tipo de entonación utilizado enenunciados interrogativos.

Lectura Previa:

QUESTIONS1. Wh questions: (= question-word questions) are those that are formed with a questions word suchas who, what, which, when, where, why, how . They ask for a more specific answer than just ‘yes’ or ‘no’. The default tone for wh questions is a fall. As with statements, this tone meaning is thedefinitive fall.Nevertheless, a wh question can also be said with a non-fall: a rise or, less commonly, a fall-rise. Thishas the effect of making it more gentle, kindly, encouraging, sympathetic or deferential, as opposed tothe businesslike fall. We call this tone the encouraging rise.Examples: Pages 42-45

2. Yes-no questions: (= general questions, polar questions) ask whether something is the case or not. Such questions are capable of meaningfully being answered ‘yes’ or ‘no’ (though there may beother possible answers such as ‘perhaps’ or ‘I’m not sure’). The default tone for a yes-no question is arise. We call it the yes-no rise.It is also possible for a yes-no question to be said with a fall. This makes the question more insistent.It is more businesslike, more serious, perhaps more threatening. We call this tone meaning for yes-noquestions the insistent fall.Examples: Pages 45-48

3. Tag questions: (= question tags) are short yes-no questions tagged onto the end of a statement or command. Most tag questions can be said either with a fall or with a rise, and there is an importantdifference of tone meaning between these two possibilities.If a tag question is genuinely asking for information, the tone will be a yes-no rise. This allows thespeaker to check whether the other person agrees with what he or she has just said.

The other possibility is an insistent fall. With a falling tag the speaker insists, assumes or expectsthat the other person will agree. Rather than genuinely asking for information, the speaker appeals for agreement.


4. Checking: If while you are speaking you want to check whether you have said the right thing, or whether your hearer has understood what you said, you can use an interjection such as OK? Or right? These interjections are a kind of yes-no question, and are accordingly usually said with a yes-no rise.To ask another speaker to repeat something because you did not hear it properly, you can say What?Or Sorry? Or Pardon?, with a rise. We call this tone meaning a pardon-question rise. With a pardonquestion you can query either the entire previous utterance or just one element in it.

An echo question uses some or all of the same words as used by the previous speaker, but with apardon-question rise. This may be a simple request for repetition or clarification, or it may also





express surprise and amazement at what the other speaker has said.Examples: pages 54-58


- ¿Qué tipo de tono se utiliza con los enunciados del tipo Wh questions?- ¿Qué tipo de tono se utiliza con los enunciados del tipo tag questions?








El objetivo que se pretende es presentar a los estudiantes el tipo de entonación utilizado enenunciados especiales.

Lectura Previa:

OTHER SENTENCE TYPES1. Exclamations: (= expressions of surprise, anger or excitement) virtually always have a fall. Wecall this tone meaning the exclamatory fall. It can be seen as a sub-type of the definitive fall.Examples: Pages 59-60

2. Commands: The default tone for commands is the definitive fall. In short commands (as withstatements) a rise is often used to encourage the other speaker to continue. For warnings we oftenuse an implicational fall-rise. Moreover, like negative statements, negative commands often have afall-rise without necessarily implying a warning.The differences in these tone meanings can be seen when we compare them on the same sentence:

i) Now 'move a long, please. (firm, authoritative)

ii) Now 'move a˅long, please. (urgent, warning)

iii) Now 'move a long, please. (routine, friendly)


3. Interjections and greetings: The categories of interjection and exclamation partly overlap. SO,not surprisingly, the default tone for interjections is an exclamatory (or definitive) fall.However, many short interjections can be said with an encouraging rise, inviting the other personto speak or to continue speaking.

In calling someone by name, we normally use a rise or fall-rise if trying to get their attention. A fall,on the other hand, is a straightforward greeting (or, of course, an exclamation).Examples: Pages 65-68

4. Adverbials: Adverbs and adverbial phrases that qualify a whole clause or sentence (rather thanqualifying just one word) often have their own intonation phrase. If placed at the beginning, theyusually have a leading non-final fall-rise (or rise). If placed at the end, they tend to have a trailing rise.Examples: Pages 78-80Preguntas de inicio:

- ¿Qué tipo de tono se utiliza con los enunciados del tipo exclamations?

- ¿Qué tipo de tono se utiliza con los enunciados del tipo commands?








El objetivo que se pretende es presentar a los estudiantes un resumen sobre las tres T’s revisadas enlas clases previas. A saber: tonality, tonicity, and tone (parte 1).

Lectura Previa:






- ¿Cuáles son y cómo se definen las tres T’s?- ¿A qué se refiere un enunciado con tonicidad neutra o por defecto?


Phonetics Group (2006). XI Seminar on English Phonetics. UMCE, Santiago.






El objetivo que se pretende es presentar a los estudiantes un resumen sobre las tres T’s revisadas enlas clases previas. A saber: tonality, tonicity, and tone (parte 2).

Lectura Previa:






- ¿Cuáles son los dos tipos de tonos que se pueden encontrar en un IG?- ¿Qué implicancia tiene un tono denominado non-fall ?








El objetivo que se pretende es hacer que los estudiantes practiquen el uso de las tres T’s encontextos semi-reales (parte 1).

Lectura Previa:

2. A conversation


- ¿Dónde deberían ir las divisiones para cada grupo entonacional?

- ¿Qué sílabas deberían ir acentuadas en cada IG?- ¿Qué tono debería ser utilizado en el núcleo de cada IG?









Lectura Previa:


- ¿Dónde deberían ir las divisiones para cada grupo entonacional?

- ¿Qué sílabas deberían ir acentuadas en cada IG?- ¿Qué tono debería ser utilizado en el núcleo de cada IG?









Lectura Previa:


- ¿Dónde deberían ir las divisiones para cada grupo entonacional?- ¿Qué sílabas deberían ir acentuadas en cada IG?- ¿Qué tono debería ser utilizado en el núcleo de cada IG?



engl224 fonetica y fonologia inglesa iv

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