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An r-colored or rhotic vowel (also called a retroflex vowel, vocalic r, or a rhotacized vowel) is a vowel that is modified in a way that results in a lowering in frequency of the third formant. [1] R-colored vowels can be articulated in various ways: the tip or blade of the tongue may be turned up during at least part of the articulation of the ...
pseudo-blend = an abbreviation whose extra or omitted letters mean that it cannot stand as a true acronym, initialism, or portmanteau (a word formed by combining two or more words). (a) = acronym, e.g.: SARS – (a) severe acute respiratory syndrome
In linguistics, a blend—also known as a blend word, lexical blend, or portmanteau [a] —is a word formed by combining the meanings, and parts of the sounds, of two or more words together. [ 2 ] [ 3 ] [ 4 ] English examples include smog , coined by blending smoke and fog , [ 3 ] [ 5 ] as well as motel , from motor ( motorist ) and hotel .
The voiced alveolar trill is a type of consonantal sound used in some spoken languages.The symbol in the International Phonetic Alphabet that represents dental, alveolar, and postalveolar trills is r , and the equivalent X-SAMPA symbol is r.
The sound is often analyzed and thus interpreted by non-native English-speakers as an 'R-sound' in many foreign languages. In languages for which the segment is present but not phonemic, it is often an allophone of either an alveolar stop ( [ t ] , [ d ] , or both) or a rhotic consonant (like the alveolar trill or the alveolar approximant ).
Linking R and intrusive R are sandhi phenomena [1] where a rhotic consonant is pronounced between two consecutive vowels with the purpose of avoiding a hiatus, that would otherwise occur in the expressions, such as tuner amp, although in isolation tuner is pronounced the same as tuna /ˈtjuːnə/ (or /ˈtuːnə/) in non-rhotic varieties of English.
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Then the learners are taught words with these sounds (e.g. sat, pat, tap, at). They are taught to pronounce each phoneme in a word, then to blend the phonemes together to form the word (e.g. s - a - t; "sat"). Sounds are taught in all positions of the words, but the emphasis is on all-through-the-word segmenting and blending from week one.