The pedagogical implications of variability in transcription, the case of [i] and [u].
Résumé
The problem of variability in transcription is raised in this paper through the analysis of the two sounds [i] and [u] in English which appear in pronunciation dictionaries. The distribution for these sounds is not clear, the dictionaries often give different transcriptions and the litterature does not help us with rules concerning the apparition of these sounds.
This paper shows that from the study of the distribution of [i] and [u] and of the variants that are given in the two reference pronunciation dictionaries (CEPD and LPD), rules can be drawn. We show that as Wells mentions in LPD (2008 : 892), there are « implications for syllabification [...] and for rhythm. ». Morphology is also dealt with since the question of prefixes for example is determinant in the pronunciation of initial unstressed syllables.
This study sheds light on many obscure details and brings a contribution to the pedagogical field of teaching English pronunciation because rules are given that enable the teacher and the student to understand the distribution of [i] and [u] and the different variants associated to them.
This paper shows that from the study of the distribution of [i] and [u] and of the variants that are given in the two reference pronunciation dictionaries (CEPD and LPD), rules can be drawn. We show that as Wells mentions in LPD (2008 : 892), there are « implications for syllabification [...] and for rhythm. ». Morphology is also dealt with since the question of prefixes for example is determinant in the pronunciation of initial unstressed syllables.
This study sheds light on many obscure details and brings a contribution to the pedagogical field of teaching English pronunciation because rules are given that enable the teacher and the student to understand the distribution of [i] and [u] and the different variants associated to them.
Domaines
Linguistique
Origine : Fichiers produits par l'(les) auteur(s)
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