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The following is the chart of the International Phonetic Alphabet, a standardized system of phonetic symbols devised and maintained by the International Phonetic Association.
The following are the non-pulmonic consonants.They are sounds whose airflow is not dependent on the lungs. These include clicks (found in the Khoisan languages and some neighboring Bantu languages of Africa), implosives (found in languages such as Sindhi, Hausa, Swahili and Vietnamese), and ejectives (found in many Amerindian and Caucasian languages).
It was devised by the International Phonetic Association in the late 19th century as a standard written representation for the sounds of speech. [1] The IPA is used by lexicographers, foreign language students and teachers, linguists, speech–language pathologists, singers, actors, constructed language creators, and translators. [2] [3]
The letters s, t, n, l are frequently called 'alveolar', and the language examples below are all alveolar sounds. (The Extended IPA diacritic was devised for speech pathology and is frequently used to mean "alveolarized", as in the labioalveolar sounds [p͇, b͇, m͇, f͇, v͇], where the lower lip contacts the alveolar ridge.)
Later studies have shown that articulatory strength is not completely irrelevant. The articulators in the mouth can move with a greater velocity [4] and/or with higher electromyographic activation levels of the relevant articulatory muscles [5] with fortis consonants than with lenis ones.
s: word-final - s morpheme after a fortis sound /s/ pets, shops: word-final - s morpheme after a lenis sound /z/ beds, magazines: between vowels /z/ phrases, prison, pleasing /s/ /ʒ/ bases, bison, leasing vision, closure elsewhere /s/ song, ask, misled /z/ /ʃ/ ∅: is, lens, raspberry sugar, tension island, aisle, debris, mesne sc: before e ...
The 2 primary phases include Non-speech-like vocalizations and Speech-like vocalizations. Non-speech-like vocalizations include a. vegetative sounds such as burping and b. fixed vocal signals like crying or laughing. Speech-like vocalizations consist of a. quasi-vowels, b. primitive articulation, c. expansion stage and d. canonical babbling.
Of course, the reason why children need to learn the sound distinctions of their language is because then they also have to learn the meaning associated with those different sounds. Young children have a remarkable ability to learn meanings for the words they extract from the speech they are exposed to, i.e., to map meaning onto the sounds.
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