Relevant bibliographies by topics / English vowels and consonants

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  2. Dissertations / Theses
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Academic literature on the topic 'English vowels and consonants'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "English vowels and consonants"

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Wang, Jun, Jordan R. Green, Ashok Samal, and Yana Yunusova. "Articulatory Distinctiveness of Vowels and Consonants: A Data-Driven Approach." Journal of Speech, Language, and Hearing Research 56, no. 5 (October 2013): 1539–51. http://dx.doi.org/10.1044/1092-4388(2013/12-0030).

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Purpose To quantify the articulatory distinctiveness of 8 major English vowels and 11 English consonants based on tongue and lip movement time series data using a data-driven approach. Method Tongue and lip movements of 8 vowels and 11 consonants from 10 healthy talkers were collected. First, classification accuracies were obtained using 2 complementary approaches: (a) Procrustes analysis and (b) a support vector machine. Procrustes distance was then used to measure the articulatory distinctiveness among vowels and consonants. Finally, the distance (distinctiveness) matrices of different vowel pairs and consonant pairs were used to derive articulatory vowel and consonant spaces using multidimensional scaling. Results Vowel classification accuracies of 91.67% and 89.05% and consonant classification accuracies of 91.37% and 88.94% were obtained using Procrustes analysis and a support vector machine, respectively. Articulatory vowel and consonant spaces were derived based on the pairwise Procrustes distances. Conclusions The articulatory vowel space derived in this study resembled the long-standing descriptive articulatory vowel space defined by tongue height and advancement. The articulatory consonant space was consistent with feature-based classification of English consonants. The derived articulatory vowel and consonant spaces may have clinical implications, including serving as an objective measure of the severity of articulatory impairment.
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FLOCCIA, CAROLINE, THIERRY NAZZI, CLAIRE DELLE LUCHE, SILVANA POLTROCK, and JEREMY GOSLIN. "English-learning one- to two-year-olds do not show a consonant bias in word learning." Journal of Child Language 41, no. 5 (July 19, 2013): 1085–114. http://dx.doi.org/10.1017/s0305000913000287.

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ABSTRACTFollowing the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña & Mehler, 2003), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to 2;0 in English. As different tasks were used in French and English, we sought to clarify this ambiguity by using an interactive word-learning study similar to that used in French, with British-English-learning toddlers aged 1;4 and 1;11. Children were taught two CVC labels differing on either a consonant or vowel and tested on their pairing of a third object named with one of the previously taught labels, or part of them. In concert with previous research on British-English toddlers, our results provided no evidence of a general consonant bias. The language-specific mechanisms explaining the differential status for consonants and vowels in lexical development are discussed.
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Habib, Muhammad Asad, and Arshad Ali Khan. "Vowel Epenthesis in Loanword Integration: A Study of English Consonant Cluster at Onset." International Journal of English Linguistics 9, no. 4 (July 12, 2019): 332. http://dx.doi.org/10.5539/ijel.v9n4p332.

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This study examines the process of vowel epenthesis used by the Punjabi speakers to integrate the English consonant cluster at onset position of the syllable. English and Punjabi are two different phonological system where English allows consonant cluster and complex consonants at onset while Punjabi only allows complex consonants. Hence for the integration of syllables with consonant cluster, Punjabi speakers have to insert a vowel to make the consonant configuration according to Punjabi phonotactics. The data for this study are collected from recordings of focus group discussions, interviews and video clips. The data are analyzed by using CV phonology and Distinct Feature theory. The results suggest that Punjabi speakers insert vowels to modify the English consonant clusters according to Punjabi phonological environment. Thus, they add another vowel node and resyllabify the consonant clusters. The mid central /ə/ vowel is the default epenthetic vowel while in some cases /e/ is also used before the consonant clusters.
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KISSLING, ELIZABETH M. "Cross-linguistic differences in the immediate serial recall of consonants versus vowels." Applied Psycholinguistics 33, no. 3 (August 5, 2011): 605–21. http://dx.doi.org/10.1017/s014271641100049x.

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ABSTRACTThe current study investigated native English and native Arabic speakers’ phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n= 39) heard series of six consonant–vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing.
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BAUER, LAURIE. "English phonotactics." English Language and Linguistics 19, no. 3 (August 4, 2015): 437–75. http://dx.doi.org/10.1017/s1360674315000179.

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This article presents an analysis of the phonotactic structures of English presented inThe Cambridge English Pronouncing Dictionary, paying attention to morphological boundaries, the difference between stressed and unstressed syllables, the difference between native and non-native, and considering the distribution of vowels as well as consonants. The phonotactic status of names turns out to be unlike the status of other morphologically unanalysable words, and some new observations are made on consonant clusters as well as vowel sequences, which have previously been overlooked.
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Ristati, Bahing, Lesly Martha, and Maida Norahmi. "Implementation Of Contrastive Analysis To Overcome The Difficulties of Learning English Pronunciation Sub-Skill." Jurnal Pendidikan 21, no. 2 (January 21, 2021): 139–56. http://dx.doi.org/10.52850/jpn.v21i2.2017.

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This research was conducted to investigate and understand pronunciation problems, which is the sub-skill of speaking in the first semester students of the UPR FKIP English Education Study Program through contrastive analysis. The purpose of this study was to analyze pronunciation errors in English words and the causes of the errors made by students who were the research subjects. The design used in this study to present the data is descriptive qualitative. The results of data analysis were classified into consonant errors (consonants), vowels (vowels), and vowels (diphthongs) and the causes why these errors occured. Based on the results of data analysis, the English segmental sounds that were difficult to pronounce by students of the English Education Study Program semester I in the academic year 2020/2021 were (1) long vowels or tense vowels (i:, u:, ?:, ?:, ?:]; (2) short vowels soundor lax vowels low vowel sound [æ], and neutral vowel (schwa) [?]; (3) the sound of diphthongs (double vowels), namely rising diphthongs [??] and falling diphthongs [??], [e?], and [??]; and (4) fricative consonant sounds [f, v, z, ?, ð, ?, ?]. The causes of difficulty in learning pronunciation of English segmental sounds are (1) differences in Indonesian and English sound systems and (2) lack of knowledge of the English sound system.
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LEE, SUE ANN S., BARBARA DAVIS, and PETER MACNEILAGE. "Universal production patterns and ambient language influences in babbling: A cross-linguistic study of Korean- and English-learning infants*." Journal of Child Language 37, no. 2 (July 2, 2009): 293–318. http://dx.doi.org/10.1017/s0305000909009532.

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ABSTRACTThe phonetic characteristics of canonical babbling produced by Korean- and English-learning infants were compared with consonant and vowel frequencies observed in infant-directed speech produced by Korean- and English-speaking mothers. For infant output, babbling samples from six Korean-learning infants were compared with an existing English babbling database (Davis & MacNeilage, 1995). For ambient language comparisons, consonants and vowels in ten Korean and ten English infant-directed speech (IDS) samples were analyzed. The two infant groups demonstrated similar consonant patterns, but showed different vowel patterns from one another. For both languages, infant vowel patterns were related to those of ambient language IDS. Ambient language patterns were manifested in infant vowel output, perhaps because vowels are more perceptually and motorically available in the input and output capacities of babbling infants.
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MILES, KELLY, IVAN YUEN, FELICITY COX, and KATHERINE DEMUTH. "The prosodic licensing of coda consonants in early speech: interactions with vowel length." Journal of Child Language 43, no. 2 (May 28, 2015): 265–83. http://dx.doi.org/10.1017/s0305000915000185.

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AbstractEnglish has a word-minimality requirement that all open-class lexical items must contain at least two moras of structure, forming a bimoraic foot (Hayes, 1995).Thus, a word with either a long vowel, or a short vowel and a coda consonant, satisfies this requirement. This raises the question of when and how young children might learn this language-specific constraint, and if they would use coda consonants earlier and more reliably after short vowels compared to long vowels. To evaluate this possibility we conducted an elicited imitation experiment with 15 two-year-old Australian English-speaking children, using both perceptual and acoustic analysis. As predicted, the children produced codas more often when preceded by short vowels. The findings suggest that English-speaking two-year-olds are sensitive to language-specific lexical constraints, and are more likely to use coda consonants when prosodically required.
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Moran, Michael J. "Final Consonant Deletion in African American Children Speaking Black English." Language, Speech, and Hearing Services in Schools 24, no. 3 (July 1993): 161–66. http://dx.doi.org/10.1044/0161-1461.2403.161.

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The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.
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Chwesiuk, Urszula. "Insertion of vowels in English syllabic consonantal clusters pronounced by L1 Polish speakers." Open Linguistics 7, no. 1 (January 1, 2021): 331–41. http://dx.doi.org/10.1515/opli-2021-0014.

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Abstract The aim of this study was an attempt to verify whether Polish speakers of English insert a vowel in the word-final clusters containing a consonant and a syllabic /l/ or /n/ due to the L1–L2 transfer. L1 Polish speakers are mostly unaware of the existence of syllabic consonants; hence, they use the Polish phonotactics and articulate a vocalic sound before a final sonorant which is deprived of its syllabicity. This phenomenon was examined among L1 Polish speakers, 1-year students of English studies, and the recording sessions were repeated a year later. Since, over that time, they were instructed with regard to phonetics and phonology but also the overall practical language learning, the results demonstrated the occurrence of the phenomenon of vowel insertion on different levels of advanced command of English. If the vowels were inserted, their quality and length were monitored and analysed. With regard to the English system, pronouncing vowel /ə/ before a syllabic consonant is possible, yet not usual. That is why another aim of this study is to examine to what extent the vowels articulated by the subjects differ from the standard pronunciation of non-final /ə/. The quality differences between the vowels articulated in the words ending with /l/ and /n/ were examined as well as the potential influence from the difference between /l/ and /n/ on the occurrence of vowel reduction. Even though Polish phonotactics permit numerous consonantal combinations in all word positions, it proved to be challenging for L1 Polish speakers to pronounce word-final consonantal clusters containing both syllabic sonorants. This result carries practical implications for the teaching methodology of English phonetics.
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Dissertations / Theses on the topic "English vowels and consonants"

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Foresti, Carlet Angélica. "L2 perception and production of English consonants and vowels by Catalan speakers: The effects of attention and training task in a cross-training study." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/403758.

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Este estudio compara el efecto de dos métodos de entrenamiento de alta variabilidad fonética o ‘high variability phonetic training’ (HVPT) sobre sonidos específicamente entrenados y sobre sonidos no entrenados pero implícitamente presentados. Con este fin, se implementan diversos regímenes de entrenamiento fonético cuyo objetivo es mejorar la percepción y la producción de 5 vocales del inglés británico (/i ɪ æ ʌ ɜː/) y de las consonantes oclusivas en posición inicial y final de palabra por hablantes bilingües de catalán y castellano. Así, este estudio investiga: (a) si el entrenamiento fonético recibido puede mejorar la percepción y la producción de segmentos entrenados y no entrenados, (b) si la mejora se generaliza a nuevos estímulos y hablantes, (c) si la mejora se mantiene un tiempo después, (d) qué método de entrenamiento, identificación (ID) o discriminación categórica (DIS) es más eficaz, y (e) cuáles son las impresiones de los participantes sobre el entrenamiento fonético como una herramienta de instrucción fonética. Cien estudiantes de inglés como lengua extranjera fueron divididos en cuatro grupos experimentales y un grupo de control. Los grupos entrenados diferían tanto en método de entrenamiento (ID, DIS) como en el enfoque del entrenamiento (consonantes, vocales) dando lugar a cuatro grupos diferentes. Crucialmente, los cuatro grupos fueron entrenados con los mismos estímulos CVC (por ejemplo, zat, zut, zad, zud), exponiendo a los participantes a los contrastes fonéticos entrenados y a los contrastes fonéticos no entrenados. Los resultados revelan que todos los grupos experimentales superaron significativamente al grupo de control en su identificación de sonidos entrenados (vocales y consonantes oclusivas en posición inicial), mostrando la eficacia de ambas metodologías de entrenamiento fonético (ID y AX DIS). Sin embargo, mientras que ambos grupos experimentales mejoran su percepción de las oclusivas iniciales de manera similar, los aprendices de ID superan a los aprendices de DIS en la percepción de vocales específicamente entrenadas después del entrenamiento fonético. Estos resultados sugieren que la modificación de la percepción de los diferentes tipos de segmentos (vocales, consonantes) puede requerir diferentes procedimientos y duraciones de entrenamiento distintas. Curiosamente, sólo los aprendices de DIS mostraron una mejora significativa en la percepción de los sonidos no específicamente entrenados, lo que indica que este método de entrenamiento puede proporcionar mejoras en la percepción de sonidos entrenados y sonidos no entrenados pero implícitamente presentados. En cuanto a la generalización y a la retención de los efectos del entrenamiento, los resultados con sonidos vocálicos apuntan a la superioridad de la tarea de ID sobre la tarea categórica de DIS. Además, ambos métodos son adecuados para entrenar consonantes iniciales de manera similar. Con respecto a la producción, sólo los aprendices de ID entrenados en vocales fueron capaces de mejorar significativamente su producción de los sonidos vocálicos. Por último, las opiniones de los estudiantes acerca del entrenamiento fonético como una herramienta de enseñanza de L2 fueron en general positivas, e ID fue más valorado que DIS como un método de formación. Globalmente, estos resultados sugieren que ambos métodos son efectivos para entrenar la percepción de una L2. Sin embargo, los métodos pueden promover mejoras, generalización y retención de los distintos segmentos en diferentes grados. Los mejores resultados obtenidos con el método ID, en particular con las vocales, y el hecho de que sólo el método DIS proporcione la mejora de sonidos no entrenados pueden estar relacionados con la naturaleza y el fin de cada metodología y/o con las propiedades acústicas de cada segmento. Las consecuencias teóricas y prácticas de estos resultados pueden ser de utilidad para futuros trabajos de investigación y aplicaciones prácticas de aprendizaje de la pronunciación.
This study compares the effect of two high variability phonetic training (HVPT) methods on specifically attended sounds and on implicitly exposed but unattended sounds. Several training regimes are implemented aimed at improving the perception and production of a subset of English vowels (/i ɪ æ ʌ ɜː/) and initial and final stops by Spanish/Catalan bilingual learners of English. Thus this study addresses the following questions: (a) whether training can improve the perception and production of trained as well as untrained segments, (b) whether improvement generalizes to novel stimuli and talkers, (c) if improvement is retained over time, (d) which training method (Identification (ID) or categorical Discrimination (DIS)) is more effective, and (e) what are the participants’ impressions of phonetic training as a L2 training tool. A total of 100 bilingual Catalan/Spanish learners of English were divided into four experimental groups and a control group and were tested on their identification of English sounds presented in CVC non-words before and after a five-week training period, and two months later. L2 production was assessed before and immediately after training through a picture naming task and analysed by means of native speaker judgments. The trained groups differed either in terms of training method (ID, DIS) or focus of training (consonants, vowels), resulting in four different groups. Crucially, all four groups were trained with the same sets of CVC non-words (e.g. zat, zut, zad, zud), exposing learners to attended contrasts within trials and to unattended contrasts across trials. The results reveal that all experimental groups significantly outperform the controls in their identification of trained sounds (vowels and initial stops), showing the efficacy of both phonetic training methodologies (ID and categorical AX DIS). However, while both experimental groups perform similarly when modifying initial stop perception, the ID trainees outperform the DIS trainees on trained vowel perception. These results suggest that modifying the perception of different types of segments might require different training procedures and amounts of training time. Interestingly, only the DIS trainees show a significant improvement in the perception of untrained/unattended L2 sounds, indicating that this training method may be more suited to enhance learners’ perception of attended as well as unattended target sounds. Regarding generalization and retention, the results point to the superiority of the ID task over a categorical DIS task when training vowel sounds. Moreover, the results indicate that both methods are well suited for training initial consonants to the same extent. With respect to production, only the vowel ID trainees are able to significantly improve their production of trained sounds, which shows that pronunciation improvement might take place as a result of an identification perceptual training regime, even in the absence of production training. Finally, students’ opinions of phonetic training as an EFL tool are overall positive and ID is favoured over DIS as a training method. Globally, these findings suggest that while both methods are effective for training L2 perception, ID and DIS methods may promote improvement, generalization and retention for vowels and for consonants to different degrees. The better results obtained with ID training, particularly for vowels, and the fact that only DIS promoted improvement with untrained sounds (cross-training effects) may be related to the nature and focus of the tasks and/or to the acoustic characteristics of the target sounds. These results may have implications for future research on phonetic training and practical applications in the teaching of L2 pronunciation.
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Islam, S. M. Arifull. "English Vowels: A World English Perspective." Thesis, Högskolan Dalarna, Engelska, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-1241.

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In spite of having a fixed standard of pronunciation, English is being used in various ways in parts of the world, particularly in its way of utterance. English vowel is playing one of the significant roles in making different varieties of English language. This essay tries to see into detail how some phonetic features (formant movement, frequency, pitch) of English vowels vary in relation to Bengali, Catalan, Italian, Spanish and Swedish speakers. It has been found that all these speakers vary a lot from each other in the utterance of English vowels.
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Hajek, John. "The interrelationship between vowels and nasal consonants : a case study in Northern Italian." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334252.

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McMahon, April M. S. "Constraining lexical phonology : evidence from English vowels." Thesis, University of Edinburgh, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236336.

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Nguyen, Thi Thu Thao. "Difficulties for Vietnamese when pronouncing English : Final Consonants." Thesis, Högskolan Dalarna, Engelska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2915.

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Vietnamese people have many difficulties when pronouncing English. Among those, this paper will firstly deal with the hypothesis “English word-final consonants are not pronounced in a native-like way by Vietnamese speakers”. Theoretical phonological research about final consonants in the Vietnamese language and English has been carried out to characterize the difficulties. Data from Vietnamese informants were collected and analyzed, then synthesized to the most significant problems. Vietnamese effort to pronounce English word-final consonants will be towards omitting, adding schwa or replacing by sounds closer to those existing in their mother-tongue. Results of native speakers’ evaluation of Vietnamese-accented final consonants are also concluded to clarify how comprehensible informants’ pronunciation is. These findings will hopefully be useful for those who are interested in the topic and for further research.
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Bekker, Ian. "The vowels of South African English / Ian Bekker." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2003.

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This thesis provides a comparative analysis of vowel quality in South African English (SAE) using the following data: firstly, the existing impressionistic literature on SAE and other relevant accents of English, the former of which is subject to a critical review; secondly, acoustic data from a similar range of accents, including new SAE data, collected and instrumentally analyzed specifically for the purposes of this research. These various data are used to position, on both a descriptive and theoretical level, the SAE vowel system. In addition, and in the service of providing a careful reconstruction of the linguistic history of this variety, it offers a three-stage koin´eization model which helps, in many respects, to illuminate the respective roles played by endogenous and exogenous factors in SAE’s development. More generally, the analysis is focussed on rendering explicit the extent to which the synchronic status and diachronic development of SAE more generally, and SAE vowel quality more particularly, provides support for a number of descriptive and theoretical frameworks, including those provided in Labov (1994), Torgersen and Kerswill (2004), Trudgill (2004) and Schneider (2003; 2007). With respect to these frameworks, and based on the results of the analysis, it proposes an extension to Schneider’s (2007) Dynamic Model, shows Trudgill’s (2004) model of new-dialect formation to be inadequate in accounting for some of the SAE data, provides evidence that SAE is a possibly imminent but ‘conservative’ member of Torgersen and Kerswill’s (2004) SECS-Shift and uses SAE data to question the applicability of the SECS-Shift to FOOT-Fronting. Furthermore, this thesis provides evidence that SAE has undergone an indexicallydriven arrestment of the Diphthong and Southern Shifts and a subsequent and related diffusion of GenSAE values at the expense of BrSAE ones. Similarly, it shows that SAE’s possible participation in the SECS-Shift constitutes an effective chain-shift reversal ‘from above’. It stresses that, in order to understand such phenomena, recourse needs to be made to a theory of indexicality that takes into account the unique sociohistorical development of SAE and its speakers. Lastly, the adoption of the three-stage koin´eization model mentioned above highlights the merits of considering both endogenous and exogenous factors in the historical reconstruction of new-dialect formation and, for research into SAE in particular, strengthens the case for further investigation into the possible effects of 19th-century Afrikaans/Dutch, Yiddish and north-of-English dialects on the formation of modern SAE.
Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2009.
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Tunley, Alison. "Coarticulatory influences of liquids on vowels in English." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423951.

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Park, Chi-youn 1981. "Recognition of English vowels using top-down method." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28538.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.
Includes bibliographical references (p. 69-70).
Many recognizers use bottom-up methods for recognizing each phoneme or feature, and use the cues and the context to find the most appropriate words or sentences. But humans recognize words not just through bottom-up processing, but also top-down. In many cases of listening, one can usually predict what will come based on the preceding context, or one can determine what has been pronounced by listening to the following sounds. Therefore, if some cues to a word are given, it would be possible to refine the recognition by using the top-down method. This thesis deals with the improvement of the performance of recognition by using the top-down method. And most of the work will be concentrated on the problem of vowel recognition, when the adjacent consonants are known.
by Park Chi-youn.
S.M.
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Tollfree, Laura. "Modelling phonological variation and change : evidence from English consonants." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309701.

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Srinivasan, Nandini. "Acoustic Analysis of English Vowels by Young Spanish-English Bilingual Language Learners." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815722.

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Several studies across various languages have shown that monolingual listeners perceive significant differences between the speech of monolinguals and bilinguals. However, these differences may not always affect the phoneme category as identified by the listener or the speaker; differences may often be found between tokens corresponding to unique phonological categories and, as such, be more easily detectable through acoustic analysis. We hypothesized that unshared English vowels produced by young Spanish-English bilinguals would have measurably different formant values and duration than the same vowels produced by young English monolinguals because of Spanish influence on English phonology. We did not find significant differences in formant values between the two groups, but we found that SpanishEnglish bilinguals produced certain vowels with longer duration than English monolinguals. Our findings add to the ever-growing body of literature on bilingual language acquisition and the perception of accentedness.

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Books on the topic "English vowels and consonants"

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ill, Turner Whitney, ed. The war between the vowels and the consonants. New York: Farrar, Straus and Giroux, 1996.

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Kohfeldt, Joyce. Tongue twisters to teach phonemic awareness and phonics.: Beginning consonants & vowels. Edited by Marini Tara. Greensboro, NC: Carson-Dellosa Pub. Co., 2000.

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Rapid review of vowel and prosodic contexts: Improving spoken English : consonants in context. Ann Arbor: University of Michigan Press, 1992.

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Six vowels and twenty three consonants: An anthology of Persian poetry from Rudaki to Langroodi. Todmorden, UK: ARC Publications, 2012.

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Rice, Gail. Focus on phonics - 4: Other vowel sounds and consonant spellings. Syracuse, N.Y: New Readers Press, 1991.

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Rice, Gail. Focus on phonics - 4: Other vowel sounds and consonant spellings : student workbook. Syracuse, N.Y: New Readers Press, 1991.

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ill, Miskimins Jason, and Maday Alice M, eds. The frail snail on the trail: Long vowel sounds with consonant blends. Minneapolis: Millbrook Press, 2009.

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ill, Miskimins Jason, and Maday Alice M, eds. The thing on the wing can sing: Short vowel sounds & consonant digraphs. Minneapolis: University of Minnesota/Millbrook Press, 2009.

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Go Diego go! phonics reading program. [New York, NY]: Scholastic/Viacom International Inc., 2007.

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Zocchi, Judith Mazzeo. Uri's "U" book. Sea Girt, NJ: Dingles and Co., 2007.

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Book chapters on the topic "English vowels and consonants"

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Rogerson-Revell, Pamela. "English vowels and consonants." In The Routledge Handbook of Contemporary English Pronunciation, 92–121. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-7.

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Carley, Paul, and Inger M. Mees. "The familiar consonants /p b t d k ɡ f v s z h m n w l r/ and the vowels /ɪ æ ɛ ə ʊ/." In American English Phonetic Transcription, 3–8. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003008088-2.

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Carley, Paul, and Inger M. Mees. "The familiar consonants /p b t d k ɡ f v s z h m n w l r/ and the vowels /ɪ æ e ɒ ʌ ʊ/." In British English Phonetic Transcription, 3–8. Abingdon, Oxon; New York, N.Y.: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003007890-2.

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Shin, Jiyoung. "Vowels and Consonants." In The Handbook of Korean Linguistics, 1–21. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118371008.ch1.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "English Consonants." In Practical English Phonetics and Phonology, 63–78. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-6.

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Beňuš, Štefan. "English Consonants." In Investigating Spoken English, 93–113. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_6.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "English Vowels." In Practical English Phonetics and Phonology, 89–98. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-8.

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Beňuš, Štefan. "English Vowels." In Investigating Spoken English, 63–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-54349-5_5.

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Smakman, Dick. "Unpronounced consonants." In Clear English Pronunciation, 125–29. New York : Taylor and Francis, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429347382-24.

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Carley, Paul, and Inger M. Mees. "Consonants." In American English Phonetics and Pronunciation Practice, 7–34. 1. | New York : Taylor and Francis, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429492228-2.

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Conference papers on the topic "English vowels and consonants"

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Karpava, Sviatlana, and Elena Kkese. "Acoustic-orthographic interface in L2 phonology by L1 Cypriot-Greek speakers." In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0026/000441.

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The present study investigated the acoustic-orthographic interface in the phonology of L2 English by L1 Cypriot-Greek (CG) speakers. Seventy L1 CG undergraduate students completed a written dictation task, which examined how contrastive English vowels and consonants on word-level are perceived by CG and how the use of L2 affects these perceptions based on the different phoneme inventories and orthographies of CG and English. The findings suggest that there is an effect of L1 CG phonological and orthographic systems on L2 English vowel and consonant sound perception and written production.
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Joto, Akiyo. "Effect of dynamic information of formants on discrimination of English vowels in consonantal contexts by Japanese listeners." In Interspeech 2006. ISCA: ISCA, 2006. http://dx.doi.org/10.21437/interspeech.2006-294.

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Keisuke, Huziwara. "Devising an Orthography for the Cak Language by Using the Cak Script." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-4.

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Cak (ISO 639-3 ckh) represents a Tibeto-Burman language spoken in the Chittagong Hill Tracts, Bangladesh. The language is known as Sak in Rakhaing State, Burma. The total number of native speakers of the language is estimated at approximately 3,000 in Bangladesh and 1,000 in Burma (Simons and Fennig eds. 2017). Although Cak and Sak are mutually understandable where native words are concerned, comprehensibility becomes arduous with Bangla loan words in Cak, and with Arakanese/Burmese loan words in Sak. Until recently, Cak/Sak did not have a script of its own. However, by the beginning of the 21st century, the Cak script was developed and finally published as Ong Khyaing Cak (2013), in which its fundamental system is described. Although well designed overall, the current Cak writing system found in Ong Khyaing Cak (2013) has several shortcomings. Huziwara (2015) discusses the following five instances: (a) No independent letter for /v/, (b) unnecessary letters for the non-phonemic elements such as the voiced aspirated stops and the retroflexes, (c) the arbitrary use of short and long vowel signs, (d) a frequent omission of high tone marks in checked syllables, and (e) multiple ways to denote coda consonants. In this paper, Huziwara (2015) will first be reviewed. Then, the basic phonetic correspondences between Cak in Bangladesh and Sak in Burma will be examined. Finally, based on these two discussions, an orthography to be employed in the forthcoming Cak-English-Bangla-Burmese dictionary, a revised version of Huziwara (2016), will be demonstrated.
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Cavar, Malgorzata E., Steven M. Lulich, and Max Nelson. "Allophonic variation of Polish vowels in the context of prepalatal consonants." In 173rd Meeting of Acoustical Society of America and 8th Forum Acusticum. Acoustical Society of America, 2017. http://dx.doi.org/10.1121/2.0000755.

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Oh, Yoon Mi, François Pellegrino, Christophe Coupé, and Egidio Marsico. "Cross-language comparison of functional load for vowels, consonants, and tones." In Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-662.

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Lei, Jiayu, Wanying Cui, Jeroen van de Weijer, and Hongyan Wang. "American, French and Chinese English Vowels." In ACAI 2019: 2019 2nd International Conference on Algorithms, Computing and Artificial Intelligence. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3377713.3377782.

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Butcher, Andrew, and Victoria Anderson. "The vowels of Australian Aboriginal English." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-145.

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Tushar, S. Roshan, O. Jayashree, U. Asmitha, G. Jyothish Lal, and K. P. Soman. "Analysis of Stop Consonants and Vowels in Indian Languages: A Multifractal Approach." In 2021 Fourth International Conference on Microelectronics, Signals & Systems (ICMSS). IEEE, 2021. http://dx.doi.org/10.1109/icmss53060.2021.9673639.

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Kim, Ji-Eun, and Mun-Koo Kang. "Production of English Vowels by Korean English learners: Vowels in a Reading Passage and Isolated Sentences." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.28.

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Tahmina, Qudsia, Fei Chen, and Yi Hu. "Perceptual contribution of vowels and consonants to sentence intelligibility by cochlear implant users." In 2014 International Symposium on Integrated Circuits (ISIC). IEEE, 2014. http://dx.doi.org/10.1109/isicir.2014.7029553.

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