Seminar paper from the year 2003 in the subject English Language and Literature Studies - Linguistics, grade: 2,3, University of Cologne (Englisches Seminar), course: Hauptseminar: Writing Systems, language: English, abstract: Phonological developments in English after the standardization of the orthography and their consequences for the relationship between phonology and orthographyThis essay first explains what sound change is and then describes differences between Middle English and New English concerning consonant and especially vowel patterns due to the Great English Vowel Shift. Then the standardization of the orthography and phonological changes after the 17th century are discussed. Finally, the results of these changes for the relationship between phonology and orthography today are depicted. Sound change is referred to modifications in the language that lead to the introduction or loss of phonological elements (Lehmann 1992: 183). Sound change means a modification of distinctive features of the phonemes (Lehmann 1992: 191). Today sound changes are mostly indicated by means of distinctive features rather than by means of rules as it was in earlier times, because an indication by means of distinctive features is more precise. Generally, a sound can change in its place or manner of articulation, in the position of the velum or in its glottal articulation (Lehmann 1992: 191-193). Furthermore, changes may take place in the characteristic features of a vowel, i.e. in the degree of vowel opening, in the degree of fronting or in the labial articulation (Lehmann 1992: 193-194). A sound change can either be conditioned or unconditioned. Within a conditioned change an allophone of a phoneme changes only in a specific environment and stays the same in all others, whereas within an unconditioned change, a phoneme changes in all possible environments, which happens very seldom (Lehmann 1992: 190-191). Simple treatments of sound changes are normally unrealistic, i.e. to assume that all phonemes /x/ have become /y/ at time z (Lehmann 1992: 190). Usually a tabloid which shows that each phoneme /x/ became /y/ and each phoneme /y/ became /z/ depicts only the most common cases. But often a change is restricted to a certain environment and does not take place in others. Changes can be interpreted as addition, as alteration or as loss of a feature. Accordingly, when changes are described by rules they are described as rule addition, rule loss or rule recording. (Lehmann 1992: 204-205). A “sound change only occurs when there is a disruption of the phonological system”. This disruption may take place by two mechanisms, either by merger or by split. [...]

Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom. An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a present-day perspective. The final chapter focuses on lesson design and provides practical advice to teachers on diagnosing and responding to students' pronunciation difficulties. As central themes, the book examines English seen from the perspective of international usage and considers the relationship of phonology to communication and the broader language curriculum. Consistent with its practical and communicative orientation each chapter concludes with pedagogical exercises and ideas for classroom and community research projects.

Can ghoti really be pronounced fish? Why is "o" short in glove and love, but long in rove and cove? Why do English words carry such extra baggage as the silent "b" in doubt, the silent "k" in knee, and the silent "n" in autumn? And why do names like Phabulous Phoods and Hi-Ener-G stand out? Addressing these and many other questions about letters and the sounds they make, this engaging volume provides a comprehensive analysis of American English spelling and pronunciation. Venezky illuminates the fully functional system underlying what can at times be a bewildering array of exceptions, focusing on the basic units that serve to signal word form or pronunciation, where these units can occur within words, and how they relate to sound. Also examined are how our current spelling system has developed, efforts to reform it, and ways that spelling rules or patterns are violated in commercial usage. From one of the world's foremost orthographic authorities, the book affords new insight into the teaching of reading and the acquisition and processing of spelling sound relationships.

Accompanying CD contains ... "[all] the sounds described in this book."--Page 4 of cover.

This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop children’s word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty.

While investigating endangered languages, many researchers become interested in developing literacy for these languages. However, often their linguistic training has not provided practical guidance in this area. This book, with contributions by experienced practitioners, helps fill this gap. Both foundational theory and specific case studies are addressed in this work. Non-linguistic factors are described, particularly sociolinguistic issues that determine acceptability of orthographies. A principled approach to the level of phonological representation for orthographies is proposed, applying recent phonological theory. The thorny issues of how to determine word breaks and how to mark tone in an orthography are explored. "Overly hasty orthographies" and the benefits of allowing time for an orthography to settle are discussed. Principles of the foundational chapters are further exemplified by detailed case studies from Mexico, Peru, California, Nepal, and Southeast Asia, which vividly illustrate the variety of local conditions that must be taken into account. The combination of theoretical and practical makes this book unique. It will benefit those involved in helping establish orthographies for hitherto-unwritten languages, and provide concrete guidance through crucial issues. Michael Cahill (Ph.D. 1999, Ohio State University) developed the Konni orthography in Ghana. He was SIL's International Linguistics Coordinator for eleven years, and is on the LSA's Committee on Endangered Languages and their Preservation. Keren Rice (Ph.D. 1976, University of Toronto) helped standardize the orthography of Slavey, and has taught on orthography development at InField/CoLang. She was LSA President in 2012 and is currently University Professor at the University of Toronto.