SPAN 139-Lec 1: Fonética y fonología españolas

Delia Greth

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Este curso tiene dos propósitos principales: (1) presentar los principios básicos de la fonología y fonética española y (2) examinar las características de varios dialectos del español. Por lo tanto, cada clase consistirá en una investigación teórica de los sonidos del español. Al comienzo del curso también se hará una comparación a los sonidos del inglés con atención especial en cómo pueden ocurrir posibles errores de pronunciación en los anglohablantes. Los ejercicios de clase y la tarea le darán al estudiante una oportunidad para poner en práctica los conceptos estudiados.

Programa de Estudio:

Agosto

31: Introducción al curso

Septiembre

5 La sílaba, el diptongo, triptongo e hiato
7 Las sílabas y el ritmo: Quiz (la sílaba, etc.)
12 El acento ortográfico y el prosódico
14 El fonema y el alófono: Quiz (los acentos)
19 La fonética articulatoria de las vocales
21 La fonética articulatoria de las consonantes: Quiz (el fonema y el alófono)
26 La transcripción: Quiz (fonética articulatoria)
28 Práctica: la transcripción de las vocales y consonantes

Octubre

3 Los fonemas oclusivos sordos y el africado /č/: Quiz (descripción de los fonemas)
5 Los fonemas oclusivos sonoros y el fonema /y/
10 Los fonemas nasales: Quiz (las oclusivas sordas/sonoras)
12 Los fonemas nasales
17 Vacaciones de Otoño: No Hay Clase Hoy
19 Los fonemas vibrantes: Quiz (las nasales)
24 El fonema lateral
26 Los fonemas fricativos: Quiz (las vibrantes y laterales)
31 Repaso para el examen

Noviembre

2 Examen de medio semestre
7 Entonación
9 Historia de la lengua: Quiz (entonación)
14 Introducción a la diaclectología española
16 El español peninsular: Quiz (historia y dialectología)
21 El español caribeño
23 El español andaluz
29 El español argentino
30 El español norteño mexicano : Quiz (el español caribeño, andaluz y argentino)

Diciembre

5 El español de los Estados Unidos
7 Repaso general

Examen final: miércoles, 14 de diciembre 2pm

Requisitos del curso:

¡Apaguen sus teléfonos celulares!

Participación. Los estudiantes deben asistir a clase todos los días y participar activamente en la práctica oral y escrita. La participación será un componente importante en la evaluación de la nota final. Además, si el estudiante tiene más de dos ausencias durante el semestre, se bajará el promedio final de participación cinco puntos por cada clase perdida. Por lo tanto, si uno tiene que faltar a clase por enfermedad u otro motivo justificable, es preciso notificarme.

EVALUACIÓN FINAL:

Asistencia/Participación: 10%
Tarea: 15%
Examencillos: 20%
Examen de medio semestre: 25%
Examen final: 30%

NOTAS:

A 94-100%
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 64-66
D- 60-63

Glossary exercise

Description:

This is an exercise that can be done in a history of the language course or a phonetics/phonology course that includes a section of phonological changes. [In my particular phonetics course, the changes are from Latin to Spanish but the general concept is the same.] Further practice could involve searching for words from some of the other indigenous languages (Maya, Mixtec) and doing the same type of exercise. In a history of the language class even finding the words of Greek origin would be useful.
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Rationale:

This is a great exercise for tracking several concepts because the glossary gives origins of the words along with definitions. Several indigenous languages are represented all in one place which in and of itself is rare so students can look at patterns that come from the various origins. Also, other languages are represented as well in terms of contributions to the lexicon of modern day Spanish language. Students are also exposed to the prevalence of various lexical contributions, for example seeing how Greek has left an impression on Spanish as well as English, languages from different sources, or even how a Nahuatl word such as ‘chocolate’ has made it’s way into many world languages.
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Learning objectives:

For students to be exposed to various historical lexical contributions by indigenous language groups as well as other languages. Students should be able to see certain linguistic patterns in the words (ex., “tl” in words of Nahuatl origin) as well as be able to formulate rules the generate the modern words (ex., tl > te).
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Práctica

Using Mesolore’s glossary, find 5 words of Nahuatl origin:
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Do the words have any common features?
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Can you think of other words you know that have similar features and may also come from Nahuatl?
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Make up a rule that accounts for one change that took place between the original words and their modern day counterparts.

Jansen exercise

Description:

This is an exercise that can be done after all the phonemes and allophones of Spanish have been presented. [In my particular course, these are contrasted with their English counterparts, hence the extra credit question as well.] Further practice could involve doing a standard transcription of a portion of what he says and then have students pick out the sounds that are not standard in Jansen’s speech.
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Rationale:

This is a good exercise to do for a variety of reasons. First, the speaker is a foreigner and his speech sample comes with a transcript making what he says both easy to follow and easy to keep track of. Second, it is a good way of listening to non-native/non-standard speech that does not belong to anyone in the class (i.e., a recording of a student’s voice) and thus does not put anyone (and their imperfections) in the spotlight.
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Learning objectives:

To put together all the knowledge of the features of standard/non-standard Spanish by listening to and actual sample of accented speech. It will also help students start to develop an ear for characteristics of speech that is non-native.
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Práctica

Listen to the lecture by Maarten Jansen and answer the following questions:

  1. What are some of the phonetic features in his speech that indicate that he is not a native speaker of Spanish? In what contexts are they used?
  2. How do these features deviate from those of standard Spanish?
  3. Extra credit: Can you also tell whether the speaker is a native speaker of English? Why or why not?