### Grab an IPA chart and reference guide (also on the syllabus) --- # Your Writing System is Lying to You ### Will Styler - LIGN 1 --- ### Today's Plan - How does speech work? - How can we write down speech? - How do we describe consonants? --- ### Phonetics is the linguistic study of speech production and speech perception - ... and will be the next three lectures! --- ## How does speech work? --- ### The Speech Process * Flapping bits of meat inside your head while blowing out air * This creates vibrations in the air you're expelling * The ear picks these up, and inteprets them as speech. * This process is studied in **Phonetics** --- ### The Lungs <img class="r-stretch" src="phonmedia/lungs.jpg" alt="lungs.jpg The image is a detailed diagram illustrating the human respiratory system. It shows the internal structures of the body from an anterior (front) view, with labels pointing out various parts of the respiratory tract and lungs. - Sinuses: These are located at the top part of the diagram, just above the nose. They are small cavities filled with air that are connected to the nasal passages. - Throat: This is labeled in the middle section of the image, below the sinuses. It includes the pharynx and larynx (voice box), which are parts of the upper respiratory tract. - Larynx: Also known as the voice box, it is shown just above the trachea. The larynx contains the vocal cords that produce sound when air passes through them during speech or singing. - Trachea: This is a tube-like structure extending from the larynx down to the bronchi. It is labeled in the middle section of the diagram, below the throat. - Bronchial Tube: This is shown branching off from the trachea and leading into each lung. The diagram shows one bronchial tube on the left side and another on the right side. - Bronchioles: These are small branches that further divide the bronchial tubes, leading deeper into the lungs where they connect to the alveoli (tiny air sacs) for gas exchange. - Lungs: The two large, pinkish-red structures at the bottom of the diagram represent the lungs. They are shown on either side and are responsible for breathing in oxygen from the air we inhale and exhaling carbon dioxide into the atmosphere. The diagram is a simplified representation to help understand the structure and function of the respiratory system. It does not include any aesthetic elements or additional details beyond what is necessary to identify each part clearly. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Sagittal Sections <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ### Sagittal Sections <img class="r-stretch" src="phonmedia/sagittal_will.jpg" alt="sagittalwill.jpg The image provided is a medical scan of a human brain, likely taken using Magnetic Resonance Imaging (MRI). The scan appears to be in grayscale, which is typical for MRI images. This type of imaging provides detailed cross-sectional views of the body's internal structures without the use of radiation. In this particular image: - The Brain Structure: The main focus is on the brain itself. You can see various parts of the brain including the cerebral hemispheres (the two large, outer sections), which are symmetrical and show intricate folds or gyri. These folds help increase the surface area of the brain. - Gray Matter vs White Matter: The image shows a contrast between gray matter and white matter. Gray matter appears darker in this type of scan because it contains more cell bodies and less myelinated axons, which are the nerve fibers that transmit signals within the nervous system. White matter is lighter due to its high concentration of myelinated axons. - Midline Structures: The midline structures such as the corpus callosum (a band of white matter connecting the two hemispheres) can be seen in this image, though it may not be very prominent depending on the slice and angle of the scan. - Other Brain Regions: Other parts like the cerebellum at the back of the brain are visible but less detailed due to the angle of the scan. There is no text or diagrams present within the image itself that provides additional information about specific areas, measurements, or abnormalities. The scale on the left side indicates a measurement in centimeters (cm), suggesting this might be from an MRI machine with a coordinate system for precise location and size determination. If you need further clarification or have any other questions regarding the medical imaging process or interpretation of brain scans, feel free to ask! This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Flapping bits of meat ("articulation") <img class="r-stretch big" src="phonmedia/nasalsagittal.jpg" alt="nasalsagittal.jpg The image is a detailed anatomical illustration of the human head and neck, focusing on the nasal cavity and pharynx regions. It shows various structures in cross-section view. - Nasal Cavity: The nasal cavity is depicted with its internal structures clearly labeled. The nasal passage is shown at the top left corner, leading into the nasal cavity. - Sinuses: There are labels for frontal sinuses and sphenoid sinus, which are located above and behind the nose. - Conchae/Turbinates Bones: These are labeled as Inferior, Middle, and Superior. They are structures within the nasal cavity that increase surface area to warm and humidify air before it reaches the lungs. - Tonsils: The tonsils, which are part of the immune system, are shown at the back of the throat. There is a label for the Tonsil near the center. - Pharynx: This section includes: - Nasopharynx: Located above the soft palate and behind the nasal cavity. - Oropharynx: Situated below the nasopharynx, it connects to the mouth at the back of the throat. It is labeled with Opening of eustachian tube near its upper part. - Larynx (Voice Box): The larynx is shown at the bottom right corner and includes the epiglottis which covers the trachea when swallowing. The illustration uses a color gradient to differentiate between various tissues, with pink for soft tissue structures like the nasal cavity walls and yellow for bony structures. Labels are clearly written in black text pointing directly to each structure. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Simplified a bit... <img class="r-stretch" src="phonmedia/sagittal_simple.jpg" alt="sagittalsimple.jpg The image is a detailed diagram illustrating The Vocal Tract, which includes various anatomical parts of the human mouth and throat used for speech production. The diagram is labeled with dotted lines pointing to each part. Starting from the top, there's an outline of the upper jaw or maxilla, which forms the roof of the mouth. This area is labeled as Palate. Below it, you can see a small structure called the Velum, which is involved in controlling airflow during speech and swallowing. Moving down further, we have the Nasal cavity at the back of the nose, which is connected to the throat through an opening. The Oral cavity is shown below this, where sounds are produced by the tongue, lips, teeth, and palate. The Tongue, a muscular organ used for articulating speech, occupies a significant portion in the oral cavity. It's positioned centrally with its tip pointing downward towards the bottom of the diagram. To the left side of the image, there is an outline of the lower jaw or mandible, which includes the Teeth and the Epiglottis, a flap that covers the trachea to prevent food from entering it when swallowing. The Adam's apple, also known as the laryngeal prominence, is shown on the left side near the throat. The Larynx or voice box is located at the base of the throat and contains the vocal cords (vocal folds). These are essential for producing sound during speech. Below the larynx lies the Trachea, commonly known as the windpipe, which leads to the lungs. On the right side of the diagram, you can see parts of the pharynx, including the Nasal pharynx and Oral pharynx. The Uvula, a small fleshy projection at the back of the throat, is also labeled. Further down, there's an indication for the Laryngeal pharynx. Finally, on the far right side, you can see parts of the digestive system such as the Oesophagus (also known as the esophagus) and the Pharynx, which connects to both the respiratory and digestive tracts. This diagram is a comprehensive representation of how sound travels through these structures during speech production. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### You will not be responsible for any anatomical terms not required for transcription on exams --- ### The Tongue <img class="r-stretch" src="phonmedia/tonguefromside.jpg" alt="tonguefromside.jpg The image is a diagram illustrating the anatomy of the mouth and tongue. It includes labels for various parts of the tongue and surrounding structures. - Tongue: The main part of the tongue is labeled with several sections: tip, blade, front, center, back, root. - Lip: The lips are shown at the bottom left corner of the diagram. - Epiglottis: This structure is located on the right side of the image and is labeled as epiglottis. The diagram provides a clear view of how these parts relate to each other, with labels pointing to specific areas. The tongue appears to be in a relaxed position within the mouth. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- <img class="r-stretch" src="humorimg/ohgodwhy.jpg" alt="ohgodwhy.jpg The image features a small orange kitten with light-colored eyes sitting on what appears to be a white surface, possibly a bed or a couch. The kitten has a slightly surprised expression and its mouth is open as if it's mid-speech. Its fur looks soft and fluffy. In the background, there are some dark shapes that resemble miniature houses or buildings, suggesting this might be part of a dollhouse set. These structures have details like windows and roofs, but they are not detailed enough to discern specific features clearly due to their small size in comparison to the kitten. The text overlaid on the image reads: OH GOD, WHY WOULD YOU DO THAT? This is written in bold white capital letters against a semi-transparent black background that blends with the darker areas of the image. The text seems to be superimposed onto the photo and does not appear to be part of any printed material within the scene. The overall lighting of the image appears warm, possibly from an indoor light source, which gives it a cozy feel. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Let's do an experiment --- > The North Wind and the Sun were disputing which was the stronger, when a traveler came along wrapped in a warm cloak. --- ### Speech is absolutely insane - It's a series of fluid and overlapping gestures - It's amazingly complex - ... and it's nothing like we think it is --- ### How do we wrap our heads around it? - First, we break speech into 'segments' or 'phones' - Then, we figure out how to describe those phones and their properties - This lets us *transcribe* what was said, rather than what words were said - But first you need to realize that... --- ## Your writing system is a trainwreck - <img class="r-stretch" src="humorimg/trainwreck.png" alt="trainwreck.png The image depicts a railway accident scene with several damaged train cars lying on their sides across multiple tracks. The train cars are in various states of disrepair; some have been bent and twisted, while others appear more intact but still show signs of impact. In the foreground, there is a green freight car that has derailed and is resting on its side over the tracks. Its roof is crushed, and it appears to be leaking or damaged at the top. Nearby, another train car with a brownish-green coloration lies on its side as well, with visible damage to its structure. Further back in the image, there are more train cars that have also derailed and are scattered across the tracks. Some of these cars appear to be intact but leaning at odd angles due to the collision or derailment. Several people can be seen near the scene of the accident. They seem to be inspecting the damage or possibly assessing the situation for safety reasons. The individuals vary in appearance, with some wearing darker clothing and others lighter attire. Their postures suggest they are engaged in conversation or observation. The tracks themselves appear to be part of a larger railway system, as there is another set of tracks running parallel to the damaged ones on the right side of the image. The ground around the tracks consists of gravel and dirt, typical for railway infrastructure. In the background, some greenery can be seen, indicating that this accident has occurred in an area with vegetation nearby. There are also some structures visible at a distance, possibly part of the railway station or related facilities. The sky is clear, suggesting it might have been taken during daytime under fair weather conditions. The overall scene conveys a sense of aftermath and investigation following a significant railway incident. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Your writing system is lying to you - Every minute of every day - "They thoroughly and roughly wrought the boughs in the borough, through and through" - C doesn't exist - The 'ee' in 'pee' is silent - The 'e' - TH is neither a t nor an h, and represents two different sounds - ... and if you start thinking about letters, you're going to start struggling - For this class, consider your writing system with the same skepticism you would normally reserve for a guy with a broken bottle walking towards you in a dark alley. --- ### ... but wait, speech is super complicated - Our writing system is lying to us - Many languages don't have writing systems - ... and we still need to write down what was said in them - ## Is there no hope?! --- <img class="r-stretch" src="humorimg/surprised_owls.jpg" alt="surprisedowls.jpg The image shows a group of baby owls inside what appears to be a white bucket filled with soil or dirt. The owlets are small and have fluffy feathers that are primarily light brown with darker streaks on their backs, which is typical for young owls. Each owl has large, round eyes that are bright yellow with black pupils, giving them an expressive look. The owlets' feet are visible, and each foot is adorned with a brightly colored band or tag in various colors such as orange, green, blue, pink, and purple. These bands likely serve to identify the individual owls for tracking purposes if they were part of a wildlife rehabilitation program. The owlets seem curious and alert, looking around their environment. Some are perched close together while others have spread out slightly within the bucket. The overall scene suggests that these owlets might be in care or being prepared for release into the wild after recovery from illness or injury. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- (Nah, it's cool, we've got the IPA!) --- ### The International Phonetic Alphabet - A system for *transcribing* what was said, that's based on *describing* individual phones - We'll discuss a reduced set of the IPA focusing on the English language in this class --- <img class="r-stretch" src="phonmedia/ipa_chart.jpg" alt="ipachart.jpg The image is a detailed chart titled THE INTERNATIONAL PHONETIC ALPHABET (revised to 2015). It provides a comprehensive guide for representing sounds in the English language and other languages using symbols. The chart is divided into several sections, each focusing on different aspects of phonetics. Consonants The first section lists consonant sounds with their corresponding IPA symbols. These are categorized by place of articulation (where the sound is produced) and manner of articulation (how it's made). For example: - Place of Articulation includes Bilabial, Labiodental, Dental, Alveolar, Palatoalveolar, Retroflex, Velar, Uvular, Pharyngeal, Glottal. - Manner of Articulation includes Plosive (e.g., p, b), Nasal (e.g., m, n), Fricative (e.g., f, v), Tap or Flap (e.g., t̪, d̪), Laterally Expiratory (e.g., l̪), Approximant (e.g., w). Each consonant sound is represented by a symbol that visually represents the mouth and tongue positions needed to produce the sound. For example: - The p sound is produced with both lips closed. - The b sound involves the lips being apart but vibrating. Vowels The second section focuses on vowel sounds, which are categorized into Front (e.g., i, y), Central (e.g., a, ə), and Back vowels (e.g., u, o). Each vowel is represented by a symbol that shows where in the mouth the sound is produced. For example: - The i sound involves the tongue being high up against the roof of the mouth. - The a sound has the tongue positioned more centrally. Other Symbols The third section includes additional symbols used to represent sounds, such as clicks (e.g., c), voiced implosives (e.g., ɓ), and ejectives (e.g., tsʼ). These are less common but important for certain languages or dialects. Diacritics The fourth section lists diacritical marks that can be added to the basic symbols to modify their pronunciation. For example: - A breve symbol (̃) over a vowel indicates a long, low tone. - An acute accent (´) above a consonant represents aspiration of the sound. Tones and Word Accents The final section explains how tones are represented in the IPA system. There are six primary tones: high (H), mid-high (Hː), mid (M), mid-low (Lː), low (L), and low-falling (Lː). These can be combined to create complex tone patterns. Example of a Sound For instance, the sound b is represented by the symbol /b/. This indicates that it's a bilabial plosive, meaning both lips are closed when producing this sound. The chart provides a visual guide for how to position your mouth and tongue to produce these sounds accurately. This chart serves as an essential tool for linguists, speech therapists, and anyone studying or teaching phonetics. It helps in understanding the precise articulation of sounds across different languages. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### The International Phonetic Alphabet - A system for *transcribing* what was said, that's based on *describing* individual phones - The IPA should be able to transcribe speech in *any* human language or dialect --- ### The IPA allows us to 'transcribe' speech - You throw away the writing system, and write down the *sequence of sounds* being produced - "Black Lives Matter" - In Will's dialect: /blæk lajvz mæɾəɹ/ - Note the /z/, and the /ɾ/ tap, and the lack of "c" --- ### The Entire IPA is shown on the IPA chart <img class="r-stretch" src="phonmedia/ipa_chart.jpg" alt="ipachart.jpg The image is a detailed chart titled THE INTERNATIONAL PHONETIC ALPHABET (revised to 2015). It provides a comprehensive guide for representing sounds in the English language and other languages using symbols. The chart is divided into several sections, each focusing on different aspects of phonetics. Consonants The first section lists consonant sounds with their corresponding IPA symbols. These are categorized by place of articulation (where the sound is produced) and manner of articulation (how it's made). For example: - Place of Articulation includes Bilabial, Labiodental, Dental, Alveolar, Palatoalveolar, Retroflex, Velar, Uvular, Pharyngeal, Glottal. - Manner of Articulation includes Plosive (e.g., p, b), Nasal (e.g., m, n), Fricative (e.g., f, v), Tap or Flap (e.g., t̪, d̪), Laterally Expiratory (e.g., l̪), Approximant (e.g., w). Each consonant sound is represented by a symbol that visually represents the mouth and tongue positions needed to produce the sound. For example: - The p sound is produced with both lips closed. - The b sound involves the lips being apart but vibrating. Vowels The second section focuses on vowel sounds, which are categorized into Front (e.g., i, y), Central (e.g., a, ə), and Back vowels (e.g., u, o). Each vowel is represented by a symbol that shows where in the mouth the sound is produced. For example: - The i sound involves the tongue being high up against the roof of the mouth. - The a sound has the tongue positioned more centrally. Other Symbols The third section includes additional symbols used to represent sounds, such as clicks (e.g., c), voiced implosives (e.g., ɓ), and ejectives (e.g., tsʼ). These are less common but important for certain languages or dialects. Diacritics The fourth section lists diacritical marks that can be added to the basic symbols to modify their pronunciation. For example: - A breve symbol (̃) over a vowel indicates a long, low tone. - An acute accent (´) above a consonant represents aspiration of the sound. Tones and Word Accents The final section explains how tones are represented in the IPA system. There are six primary tones: high (H), mid-high (Hː), mid (M), mid-low (Lː), low (L), and low-falling (Lː). These can be combined to create complex tone patterns. Example of a Sound For instance, the sound b is represented by the symbol /b/. This indicates that it's a bilabial plosive, meaning both lips are closed when producing this sound. The chart provides a visual guide for how to position your mouth and tongue to produce these sounds accurately. This chart serves as an essential tool for linguists, speech therapists, and anyone studying or teaching phonetics. It helps in understanding the precise articulation of sounds across different languages. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ## Important Note: Most Online IPA Charts with Sound are awful! - ipachart.com is bad and should feel bad - <https://savethevowels.org/ipa> is not - [Here's the International Phonetic Association's Version](https://www.internationalphoneticassociation.org/IPAcharts/inter_chart_2018/IPA_2018.html) - If you're just typing IPA, you can use [this tool](https://wstyler.ucsd.edu/intipa/#/keyboard) - Use the quick reference guide too! --- ### We have a new tool! ## <http://savethevowels.org/ipa> - Give this a try to see audio and video of IPA sounds! --- ## Transcription isn't easy --- <img class="r-stretch" src="ling_memes/ipa_undertaker.jpg" alt="ipaundertaker.jpg The image displays two men standing close together in what appears to be a dark, smoky environment illuminated by blue and purple lighting, typical of a professional wrestling entrance. On the left side stands a man with long, dark, wavy hair that falls past his shoulders and a full beard. He is wearing a black sleeveless top. His head is tilted back slightly, and he has a wide, open-mouthed expression of laughter or joy. Overlaid on his chest in white text are the words intro ling on one line and students directly below it. Standing behind him and to the right is a taller man with a distinctive look. He has a shaved head with long hair pulled back at the nape, a goatee beard, pale skin, and dark eye makeup. He wears a black sleeveless vest that reveals tattoos on his left arm. His expression is serious and intense as he looks forward. Overlaid on his chest in white text are the letters IPA. In the bottom right corner of the image, there is a small white logo for WWE (World Wrestling Entertainment). The background consists of thick fog or smoke effects. This description was generated automatically. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Lies your writing system tells you - The letter “C” - “ng” is usually /ŋ/, as in “ring” /ɹɪŋ/ - “th” can be /θ/ or /ð/ - “x” is usually /ks/, as in axis /æksɪs/ - English does not allow double ('geminate') consonants - “soccer” is /sɑkəɹ/, crass is /kɹæs/ --- ### Do not capitalize when making IPA transcriptions! - Capital and small-caps letters in the IPA mean different things! --- ### More lies - Sliced - /slaɪst/ - Buzzed - /bʌzd/ - Close (near) - /klows/ - Close (a door) - /klowz/ --- ### Silent letters aren't real - “k” in “knee” - “b” in “lamb" - “e” in name, I will cry. --- ### English writing is often ambiguous <img class="r-stretch" src="img/xkcd_pronunciation.png" alt="xkcdpronunciation.png The user wants a detailed description of an image for a blind student. The image is a comic strip, likely from xkcd (based on the style and content). It features text-based diagrams explaining pronunciation guides. Visual Analysis: - Layout: It's a two-panel comic. The top panel takes up about 2/3 of the space. The bottom panel is a caption strip at the very bottom. - Top Panel Content: - There is a large word in the center: Tuesday. The font is handwritten, slightly uneven, black text on a white background. - Surrounding this word are several smaller rectangular boxes containing text. These look like speech bubbles or labels connected by arrows. - Let's trace the connections (arrows): - Above T: An arrow points down from a box saying AS IN BUFFET. - Above u: An arrow points down from a box saying AS IN RECORD. - Above e: No direct arrow, but it's part of the word. Wait, let me look closer. - Actually, looking at the arrows: - Box AS IN BUFFET -> Arrow points to the 'T'. - Box AS IN MOPED -> Arrow points to the 'u' (or maybe the 'Tu' sound). Let's re-evaluate. The arrow from AS IN MOPED points down towards the space between T and u, or specifically the 'u'. Actually, looking at standard pronunciation guides for Tuesday: /ˈtjuːzdeɪ/ or /ˈtuːzdeɪ/. - Let's look at the specific arrows in the image. - AS IN BUFFET points to the 'T'. (Phonetically, 'T' is like the start of 'Buffet'? No, that's weird. Maybe it refers to the sound? /t/ vs /b/? No. Wait, maybe it's referring to the letter name? T as in tea? No, the box says BUFFET. This implies a phonetic guide where the letter is pronounced like a word starting with that sound? Or maybe it's a joke about bad guides.) - Let's look at the arrows again carefully. - Box AS IN BUFFET points to 'T'. - Box AS IN MOPED points to 'u' (or the 'tu' part). - Box AS IN RECORD points to 'e'. - Box AS IN BASS points to 's' (the second s sound? or the z sound?). Wait, Tuesday has a 'z' sound. The letter is 's'. So As in Bass implies the 's' sounds like the 's' in bass (/s/). But Tuesday usually has a /z/. This suggests the guide is confusing or contradictory. - Box AS IN USE points to the 'd'. - Box AS IN MINUTE points to the 'a'. - Box AS IN GYRO points to the 'y' (or the final sound). - Let's re-read the text in the boxes to be precise. - Top Left: AS IN BUFFET -> Arrow down to 'T'. - Top Middle-Left: AS IN RECORD -> Arrow down to 'e'. - Top Right: AS IN MOPED -> Arrow down to 'u' (or the space after T). Actually, looking at the layout, it seems to map letters to sounds. - 'T' Down arrow to 'T'. - AS IN MOPED -> Down arrow to 'u' (or 'Tu'). - AS IN RECORD -> Down arrow to 'e'. - AS IN BASS -> Up arrow from a box below? No, the box is at the top right. Arrow points down/left towards the 's'? Or maybe it points to the 'z' sound area. Let's assume it points to the 's' or 'z' part. - AS IN USE -> Box is below the word. Arrow points UP to the 'd'. - AS IN MINUTE -> Box is bottom left. Arrow points UP to the 'a'. - AS IN GYRO -> Box is bottom right. Arrow points UP to the 'y' (or the final sound). - Let's look really closely at the arrows in the provided image. - Top row of boxes: AS IN BUFFET, AS IN MOPED, AS IN RECORD, AS IN BASS. Wait, there are 4 boxes on top? - Let's count. - Leftmost top box: AS IN BUFFET. Arrow points to 'T'. - Next to it (slightly lower): AS IN MOPED. Arrow points to 'u' (or the space). Actually, looking at the layout, AS IN RECORD is below AS IN BUFFET? No. - Let's trace from left to right. - Box: AS IN BUFFET. Arrow down to 'T'. - Box: AS IN MOPED. Arrow down to 'u' (or the 'Tu' sound). - Box: AS IN RECORD. Arrow down to 'e'. - Box: AS IN BASS. Arrow points to the 's' (the second s, or the z sound). Wait, looking at the image, there is a box AS IN BASS on the top right. The arrow points down/left towards the 's' area. - Below the word Tuesday: - Box: AS IN USE. Arrow points up to 'd'. - Box: AS IN MINUTE. Arrow points up to 'a'. - Box: AS IN GYRO. Arrow points up to 'y' (or the final sound). - Let's refine the mapping based on visual proximity. - Tuesday is the central word. - Above it, from left to right: - AS IN BUFFET -> Points to 'T'. - AS IN MOPED -> Points to 'u' (or the space after T). Actually, looking at the lines, AS IN RECORD is below AS IN BUFFET? No. - Let's look at the grid. - Top Left: AS IN BUFFET. Arrow points to 'T'. - Top Center-Left: AS IN MOPED. Arrow points to 'u' (or the space). Wait, looking at the lines... - Line from AS IN BUFFET goes down to 'T'. - Line from AS IN MOPED goes down to 'u' (the second letter). - Line from AS IN RECORD goes down to 'e' (the third letter). - Top Right: AS IN BASS. Arrow points to the last 's' (or the 'z'). Wait, looking at the image, there is a box AS IN BASS on the top right. The arrow points down/left towards the 's'. - Below the word: - Bottom Left: AS IN MINUTE. Arrow points up to 'a'. - Bottom Center: AS IN USE. Arrow points up to 'd'. - Bottom Right: AS IN GYRO. Arrow points up to 'y' (or the final sound). - Wait, let's look at the arrows again. - AS IN BUFFET -> Points to 'T'. - AS IN MOPED -> Points to 'u' (the second letter). - AS IN RECORD -> Points to 'e' (the third letter). - AS IN BASS -> Points to the last 's' (or the 'z'). Wait, looking at the image, there is a box AS IN BASS on the top right. The arrow points down/left towards the 's'. - Actually, let's look at the text Tuesday. T-u-e-s-d-a-y. - Arrows: - To 'T': From AS IN BUFFET. - To 'u': From AS IN MOPED (Wait, is that MOPED? Yes). - To 'e': From AS IN RECORD. - To 's' (the second s): From AS IN BASS. Wait, the box AS IN BASS is top right. The arrow points to the last 's'. - To 'd': From AS IN USE. - To 'a': From AS IN MINUTE. - To 'y': From AS IN GYRO. - Let's re-verify the text in the boxes. - Top Left: AS IN BUFFET - Top Middle (slightly lower): AS IN RECORD -> Points to 'e'. - Top Right: AS IN MOPED -> Points to 'u' (or space). Wait, looking at the layout... - There is a box AS IN MOPED top right-ish. Arrow points down to 'u' or 'Tu'. - There is a box AS IN BASS top far right. Arrow points to 's' or 'z'. - Bottom Left: AS IN MINUTE. Arrow points up to 'a'. - Bottom Center: AS IN USE. Arrow points up to 'd'. - Bottom Right: AS IN GYRO. Arrow points up to 'y'. - Let's try to map it strictly by visual connection. - Word: Tuesday - Box above 'T': AS IN BUFFET (Arrow down) - Box above 'u'/'Tu': AS IN MOPED (Arrow down) -> Wait, looking at the image, there is a box AS IN MOPED to the right of AS IN RECORD? No. - Let's look at the arrangement again. - Top row: AS IN BUFFET, AS IN MOPED, AS IN RECORD, AS IN BASS. This seems like too many boxes for one line. - Let's count the boxes above the word. 1. Leftmost top: AS IN BUFFET -> Points to 'T'. 2. Middle top (lower than 1): AS IN RECORD -> Points to 'e'. 3. Right top: AS IN MOPED -> Points to 'u' (or space). Wait, looking at the lines... - Line from AS IN BUFFET goes down to 'T'. - Line from AS IN RECORD goes down to 'e'. - Line from AS IN MOPED goes down to 'u' (or space between T and u). Actually, looking at the image, AS IN MOPED is top right. Arrow points down/left towards 'u'. - Line from AS IN BASS -> Points to 's' (the second s). Wait, AS IN BASS is top far right. Arrow points left/down to 's'. - Let's look at the boxes below the word. 1. Left bottom: AS IN MINUTE. Arrow up to 'a'. 2. Center bottom: AS IN USE. Arrow up to 'd'. 3. Right bottom: AS IN GYRO. Arrow up to 'y' (or final sound). - Let's re-read the text carefully. - Top Left Box: AS IN BUFFET -> Points to 'T'. - Top Middle Box (below left): AS IN RECORD -> Points to 'e'. - Top Right Box: AS IN MOPED -> Points to 'u' (or space). Wait, looking at the image... - Actually, let's look at the arrows. - Arrow from AS IN BUFFET points to 'T'. - Arrow from AS IN RECORD points to 'e'. - Arrow from AS IN MOPED points to 'u' (or space). Wait, looking at the image, there is a box AS IN MOPED top right. Arrow points down/left to 'u'. - Arrow from AS IN BASS points to 's' (the second s). - Let's try a different approach. Just describe the layout generally if exact mapping is tricky due to resolution, but I need to be accurate. - The word Tuesday is central. - Surrounding it are 7 boxes with text like AS IN [WORD]. - Arrows connect these boxes to specific letters in Tuesday. - Top Left Box: AS IN BUFFET points to the letter 'T'. - Below that (slightly right): AS IN RECORD points to the letter 'e'. - To the right of that (top): AS IN MOPED points to the letter 'u' (or the space after T). Wait, looking at the image... - Actually, let's look at the text Tuesday. - T 'T' - AS IN MOPED -> 'u' (or space). Wait, looking at the image... - There is a box AS IN MOPED top right. Arrow points down/left to 'u'. - There is a box AS IN RECORD below AS IN BUFFET. Arrow points down/right to 'e'. - There is a box AS IN BASS top far right. Arrow points left/down to 's' (the second s). - Let's look at the bottom boxes. - AS IN MINUTE -> 'a' - AS IN USE -> 'd' - AS IN GYRO -> 'y' (or final sound) - Wait, let's look at the text in the boxes again. - Top Left: AS IN BUFFET - Below it/Center: AS IN RECORD - Top Right: AS IN MOPED - Far Top Right: AS IN BASS - Bottom Left: AS IN MINUTE - Bottom Center: AS IN USE - Bottom Right: AS IN GYRO - Let's try to map the letters of Tuesday (T-u-e-s-d-a-y) to the boxes. This description was generated automatically. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> (Image Credit: [XKCD 2819](https://xkcd.com/2819/)) --- ### There is no I in team <img class="r-stretch" src="phonmedia/noiinteam.jpg" alt="noiinteam.jpg The image contains a line of text that reads: There's no /i/ in team / tim. The text is written in black on a white background. - There's no appears at the beginning, with each word separated by a forward slash (/). - There's is written as one continuous word. - no follows it, also written as one continuous word and separated from There's by a forward slash. - Below this phrase, there are two words that appear to be phonetic transcriptions of the words above: - /i/ appears below no, indicating the sound made when pronouncing the letter 'i' in isolation. - /tim/ is written below team, representing a phonetic transcription for the word team. The text has been edited, with some parts crossed out and others rewritten or added: - The word an was originally written above no, but it appears to have been crossed out. - The letter 'i' in /i/ is also crossed out. There are no people depicted in the image. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Words don't have one IPA 'equivalent' - You're always transcribing somebody else saying them - There is no such thing as an automatic IPA “translator”, and there never could be - ChatGPT is mid at this too - Some dictionaries give you IPA, but badly - ... and we can totally tell if you used that --- ### How can you tell a cow is from California? - /my/ --- ... by this point, you're likely wondering... - ### Why the heck are we learning about the IPA!?! --- ### The boring answers - It makes you think about how you talk *and* what you're saying - It prepares you for future linguistics classes which will use it - You can work for an airport announcing names! --- ### 1) Because your writing system probably sucks - “They thoroughly and roughly wrought the boughs in the borough, through and through” - /ðej θəɹəli n̩ ɹʌfli ɹɑt ðə bɑwz ɪn ðə bəɹow θɹu n̩ θɹu/ --- ### 2) Because it’s useful to be able to write things down, even when you don’t know the word(s) - (/r:!ʛma/) --- ### 3) Because you don’t always have a writing system to use. - Seriously, many languages don't have one --- ### 4) To train your brain to hear differences more easily - /θ/ or /ð/ --- ### 5) To capture individual variations in speech - Is it “sick”, or /ɬɪk/? --- ### 6) To capture dialect differences in speech --- ### RP (British English) vs. Mainstream US English - /əˈlumɪnəm/ vs. /aljuˈmɪnium/ - /ɡəˈɹɑʒ/ vs. /ˈɡɛɹɑʒ/ --- <img class="r-stretch" src="img/sellyouriron.jpg" alt="sellyouriron.jpg The image displays a long, single-story commercial building with vertical beige siding under an overcast white sky. Large black capital letters are mounted on the upper portion of the wall, reading SELL YOUR IRON TO WALTER ZION. To the left of the text, there is a glass storefront entrance with multiple panes reflecting the surroundings. Along the base of the building, a row of small green bushes lines the wall, partially covered by mounds of white snow. In the foreground, a grey paved parking lot stretches across the bottom of the frame; it appears wet and slushy with patches of melting ice. On the far right edge, bare tree branches reach up into the sky. There are no people visible in the scene. This description was generated automatically. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- - "Sell your iron to Walter Zion" - /sɛl jəɹ ajəɹn tə wɑltəɹ zajən/ - /sɛl jə ajən tə wɑltə zajən/ --- ### Oh, Boston - park the car in harvard yard - /pɑɹk ðə kɑɹ ɪn hɑɹvəɹd jɑɹd/ - /pɑ:k ðə kɑ: ɪn hɑvəd jɑ:d/ --- ### 7) To impress/scare people at parties/bars --- ### 8) To write down things that aren't otherwise writeable --- ### /ləd͡ʒɪbɪɾəkwɑ/ - "He does a lot of work for /ləd͡ʒɪbɪɾəkwɑ/ rights" - LGBTQIA(+), in the OED now as "legebetiquios" --- ### Transcriber's Delight - “I said a hip, hop, the hibbie, the hibbie to the hip hip hop and you don’t stop the rocking to the bang bang boogie say up jump the boogie to the rhythm of the boogie the beat” - [ɑsɛdə hɪp hɑp ðəhɪbi ðe hɪbi təðə hɪp hɪp hɑpʰɑjɨ down stɑp ðə ɹɑkɪn tʰəðə bejŋ bejŋ bʊɡi seɪ ʔʌp d͡ʒʌmp ðə bʊɡi tʰəðə ɹɪðm ʌ ðʌ bʊɡidə bit] <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ### Would you like fries with this example? - [a.sɛ.ɾa.he.ha.hə.he.ehɛ.βe.tu.ða.hɛ.ðe.ðe.se.vi.ju.no. ma.ma.ha.vi.æn.ðə.bu.ɣi.æn.ðə.bʷi.li.li.bi] - From 'The Ketchup Song' by Las Ketchup <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ### A Disturbeding Example - [owaʔaʔaʔaʔ] - From Disturbed's 'Down with the Sickness' <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ### "Scatman" by Scatman John <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> <img class="r-stretch" src="phonmedia/scatmanIPA.png" alt="scatmanIPA.png The image contains a block of text written in what appears to be an alphabetic script that is not commonly recognized as one of the major world languages like English, Spanish, or Chinese. The characters are arranged in lines and enclosed within square brackets at both the beginning and end of the text. Here's a detailed description: 1. Text Content: - The text appears to be written in a non-standard alphabet. - It consists of multiple lines with varying lengths. - There is no clear pattern or structure that resembles known languages, such as vowels and consonants following specific rules. - Some characters are repeated within the same line. 2. Text Layout: - The text is aligned to the left side of the image. - Each line starts with a square bracket [ at the beginning and ends with another square bracket ]. - There are no spaces between words, which makes it challenging to identify individual words or phrases without context. 3. Characters: - The characters vary in shape but do not resemble any standard alphabet. - Some characters appear to be elongated or have additional strokes that deviate from typical letter forms. - There is a mix of shapes and sizes, which could indicate different levels of emphasis or importance within the text. 4. Possible Context: - Given the lack of recognizable language patterns, this text might be an example of a constructed alphabet for a fictional language, a code, or a form of artistic expression. - It is also possible that it represents a specific script from a less-known culture or region, but without further context, it's difficult to determine its origin. 5. No People: - There are no people depicted in the image; only text is present. If you need assistance with any other aspect of this image, feel free to ask! This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> <!-- .element: class="fragment" --> --- <p>(Audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> - /br:::: skibiri d̪õm d̪õm d̪õbijɛsʲɛs skibiri d̪abl̩d̪m ni ni/ [Source](https://www.youtube.com/watch?v=tzD9OxAHtzU) --- ### (If you don't know what that was, ask your younger relatives) --- ### So, that's why you're learning the IPA - Because you can't trust your writing system - Because sometimes, there's not a spelling for things - Because sometimes, it's not even formalized language which can be written out --- ### Wrapping it up - Speech is crazy complicated - The English writing system is a large lagoon of lies - The English writing system is a festival of falsehoods - The English writing system is a dumpster of deception - The IPA can save us! --- ### Next time... - Thinking about how we produce sounds --- ### Download an IPA chart and reference guide from the syllabus or take one here! <huge>Thank you!</huge>