PL9fwy3NUQKwa0Sd0s-XLQCrtFM4_s2KMt/4cblgZSFVv8.srt

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Okay,

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so today we are going to explain the manner of

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articulation of consonants and then we are going

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to shift to speak about the diphthongs of English

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because we have already explained the place of

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articulation, short vowels, and long vowels last

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lecture, and we missed the manner of articulation

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of consonants. Okay? We also spoke about

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clusterization system. For the place of

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articulation, we have the air obstructs in while

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the air stream passes through the air pipe and the

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mouth, producing the consonant sounds. However, in

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manner of articulation, we have the air stream

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configured in certain positions or certain manners

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in the air pipe and the mouth. This comes out with

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the manner of articulation.

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So, the place of articulation is different from

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the manner of articulation. We speak about the

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areas where the airstream is stopped. This comes

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out with the place of articulation. However, how

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the airstream is configured comes out with the

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manner of articulation. So, the two sounds, T and

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S, are both alveolar sounds in English. This is

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for the place of articulation. But the way they

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are pronounced is called the manner of

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articulation.

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So we are going to see now the English stop

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sounds. We have these

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sounds are called stop consonants because the air

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stream in the vocal track is completely stopped at

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some point. So we have the sounds ta, da,

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These sounds are stop. Okay. Now we have the Arabic

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sounds. We have qa, dha, and ta as well. Also we

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have ka, qa. We have the sound ba as well. These are

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stop in Arabic. So if you compare between these

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sounds and the English sounds, you'll find

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difference since you have extra sounds in Arabic

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which are stopped. Like the dh sound, dh sound, q,

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q and k sound. However, in English, we only have

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the p sound, the g sound, t sound, okay?

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We have the English fricative sounds.

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We have, in producing such sounds, we have

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incomplete closure at some point in the mouth.

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Okay? This manner of articulation is used in

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producing a set of sounds which include the

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labiodental fricatives like th and th. The dental

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fricative th, th.

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And the alveopilatal fricatives. The alveolar

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fricative. And the glottal fricative. These are

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altogether fricative sounds. However, in Arabic, we

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have the sounds ف ص س ذ ث ش خ

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These sounds are fricative in Arabic. So you see

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that they are more than English. And you have some

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sounds that are not available in English. So this

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causes interlingual errors committed by the

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English native speakers of Arabic. Those people

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commit serious mistakes in pronouncing these

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sounds because they are not originally found in

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English. Okay? So, we expect them to commit

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serious errors resulting from either the

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difficulty of Arabic or negative interference from

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English.

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We have the English affricate.

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This is a combination of two sounds, as you see,

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which starts with a complete closure, then it is

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followed by a slow release of air with friction.

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This includes the alveopilatal sounds. However,

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in Arabic, we only have one sound that is

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So, the problem is represented in these two sounds

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for the Arab learners because these two sounds are

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not originally found in Arabic. So, we expect them

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to commit interlingual errors. Instead of saying,

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they will say, okay?

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We have the nasal sounds.

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This includes, in pronouncing such sounds, we have

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complete closure of the mouth, the velum is

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lowered and air stream is allowed to flow out

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through the nose producing the bilabial nasal, the

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alveolar nasal and the velar nasal. These are the

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three soundswhich are called nasal in English.

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However, in Arabic, we only have two sounds, n and

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n. But we don't have n mainly because this sound

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originally was not found in Arabic. So we expect

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our students to replace it with the n sound. So

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instead of saying playing, they say playing,

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reading, reading. There's nothing called Reading,

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okay? Singer, singer. Not, so you find your

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students say singer, which is wrong. Okay? This is

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called interlingual error or interlingual mistake.

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Resulted from the interference, the negative

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interference between Arabic and English.

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We have the English lateral sound that is ill

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sound. Okay? L sound. It is alveolar for the place

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of articulation. It is lateral at the same time.

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It is pronounced with partial closure in the mouth

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where the air stream is blocked by the tip of the

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tongue but allowed to escape around the side of

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the tongue. This is. However, in case of having the

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dark L, you have the right side of the tongue

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articulating against the alveolar ridge. Okay? So,

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we have light L in English, light L, and dark L.

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But in Arabic, we only have the light L. Okay? So,

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it becomes very difficult for the Arab learners to

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pronounce the dark L, okay, which comes at the

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final part of a word or before consonant. Okay? I

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say will, deal, mill, but leader, lead.

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Live, life. This is because it is followed by a

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vowel. This comes out with the light l. However,

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coming finally or before a consonant, then it is

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considered as dark l. In Arabic, we have only the

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l sound, which is light l, except only in the name

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of Allah, the Almighty, we have Allah.

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Subhanallah, this sound is different.

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It's quite dark arrow.

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We have the semivowels, the English glide sounds.

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We have the rah sound, yah, wah, three sounds.

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However, in Arabic, we only have two sounds, wa

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and ya. Okay?

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This is the manner of articulation. So, we see

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that

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The consonants of English differ from the

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consonants of Arabic in either the place of

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articulation and the manner of articulation. So,

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they represent a rich area of difficulties of

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interlingual and interlingual errors. We've seen

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also the short vowels last time and the long

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vowels. And we spotted several areas of

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difficulties. we came with a conclusion that these

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sounds also differ from the Arabic vowels. We have

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a larger number of vowels in English than Arabic.

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Okay? So this comes out of intralingual errors.

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Most of the mistakes are intralingual, resulting

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from the difficulty of English. Now we need to

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shift to what is called the deaf tongues of

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English.

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And see the situation.

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So, the diphthongs, as you know, are a combination

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of two vowel sounds which take some duration of

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time. Okay?

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So, while producing diphthongs, the tongue moves

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from one position or one vocalic position to

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another. English has eight diphthongs. They are

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divided into two types. Centering, centering

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diphthongs and closing diphthongs.

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So the centering diphthongs, they end with a glide

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towards the central vowel, a, a, a schwa.

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Like Air, air, as in bear, fair. Okay? So we have

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the

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glide sound or the glide difference that begin,

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that have the tongue beginning in a certain

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position, then gliding into another position.

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Okay?

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We are going to see these sounds pronounced.

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They are pronounced by native speakers and we are

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going to

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Compare between them and Arabic.

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Ear. Did you notice how the shape of my mouth

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changed? Again, to the end of the cell. Listen to

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your approach. Ear. Now you try. Listen to how I

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repeat after you. Ear. Ear.

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Third, this is the same as the word ear.

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Now here are some words with this sound in them.

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Near, here, weary. Now you try. Listen again and

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repeat after me. Near, here, weary. Good.

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So it is not fear, it is fear as I pronounce it,

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okay? This is interlingual or intralingual

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mistake.

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Interlingual, okay? Resulting from the difficulty

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of English sounds. Yes?

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This diphthong, the centering diphthongs, they end

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with a schwa. So, we have fear, beer, not beer.

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This is a mistake committed by the Arab learners.

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We have o as in show, tour, okay? It glides from a

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tongue position. It is used for towards more open

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type that is schwa. It appears in the words like

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schwa, two. We have e as in chair, stair.

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Another centering diphthong. Then we have the

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closing diphthongs.

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This is a, as in say, way. Okay? Again, the tongue

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glides from one position to another. The glide

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begins at a point behind the front open position

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and moves in direction of the position of a. We

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find the words like say, way, gate, hate, date,

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place, etc.

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We have the closing sound, the closing diphthong,

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oy, as in toy,

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enjoy, employ,

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boil. The glide begins with a tongue position that

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is for O and moves in the direction of I as in

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toy, enjoy, employ, boil, etc. We have the I

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sound. The glide begins at a point slightly behind

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the front open position and moves in the direction

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of the position associated with I sound. It occurs

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in words such as high, by, by, light, I, yes,

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okay, once, stressed, etc. So, let's now see these

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sounds pronounced by native speakers.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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I have confusion now between the diphthongs and also

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the short vowels So this comes out with

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intralingual errors

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This is the last centering diphthong.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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of the sound to the end. It's pronounced ua. Did

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you notice how my mouth changed shape from the

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beginning of the sound to the end? Ua. Now you

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try. Listen and repeat after me. Ua. Ua. Now here

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are some words which have this sound Now

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you try, listen again and repeat after me Good

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Now

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we come to closing diphthongs

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This is I. This is a diphthong, a double vowel

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sound. The shape the mouth makes changes from the

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beginning of the sound to the end. It's pronounced

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I. Did you notice how the shape of my mouth

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changed? Watch. I. Now you try. Listen again and

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repeat after me. I. I. Say I, yeah. It's the same

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as the word for I. Now here are some words with

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this sound in them. Price. High. Try. Now you try.

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Listen again and repeat after me. Price. High.

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Try. Good.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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of the sound to the end. It's pronounced ow. Now

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did you notice the shape of my mouth? Ow. Now you

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try. Watch, listen and repeat. Ow. Ow. Now here

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are some words that have the ow sound. Mouth. Now.

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Foul. Now you try. Listen and repeat. Mouth, now,

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foul. Good.

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We have the sound O. This is a diphthong, a double

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vowel sound. The shape the mouth makes changes

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from the beginning of the sound to the end. It's

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pronounced O. Did you notice how my mouth changed

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shape? Watch. O. Now you try. Listen, watch and

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repeat after me. O. O. Now here are some words

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that have the O sound. Boat, show, know. Now you

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try. Listen and repeat after me. Boat, show, know.

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Good. So there is a big difference between know

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and no. For speakers of some languages, it may be

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difficult to tell the difference between the

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diphthong and the long vowel. Listen carefully to

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hear the difference. For each example, I shall say

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the word with the diphthong O first. coat, court,

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dough, door, sew, saw, flow, Floor Now you try

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Listen again and repeat after me Coat Court Dough

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Door Sew Saw Flow Floor Good This mixing between

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the Diphthong and the long vowel comes out with

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intralingual errors resulting from the difficulty

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of English itself. Now the last diphthong this

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is A This is a diphthong, a double vowel sound.

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The shape the mouth makes changes from the

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beginning of the sound to the end. It's pronounced

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A. Did you notice how my mouth changed shape? A.

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Now you try. Listen, watch and repeat. A. A. Now

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here are some words that have the A sound. Face.

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They break. Now you try. Listen and repeat. Face.

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They break.

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Good. Yes. So we see these areas of difficulties

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which produce intralingual errors and most of the

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time mainly because these sounds are not found in

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Arabic. We only have two diphthongs in Arabic.

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This is L and A. So we are going to see just now.

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We've seen the centering diphthongs, the three

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centering diphthongs and the closing diphthongs.

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However,

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In Arabic, we only have two sounds. Okay? These

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two sounds originally are not found in English.

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Okay? So, we have aw, as you see, as in noun,

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and ay,

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as in bait. So, they completely differ from

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English. This means that the difficulties in this

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area come to what is called intralingual errors

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because the diphthongs of English are not

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available in Arabic. So this clarifies clearly the

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difficulty of pronouncing English by the Arab

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learners. This means that when you need to explain

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these sounds to your students, you first of all

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must master them very efficiently. Then you must

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teach them properly and contextually through

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dialogues, for example, or other activities of

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teaching that facilitate the process of

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pronunciation. Better to employ their ears and

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their eyes completely like I did now. Okay? So

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this helped them very much. Teaching formally

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comes out with misunderstanding, comes out of

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difficulty in understanding these sounds. So

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better to let them Practice pronouncing these

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sounds along with the vowels and the short vowels

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because, you know, the English sound system

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differs from Arabic. As we mentioned earlier, we

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have 31 sounds in Arabic while we have 44 sounds

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in English. These sounds do not relate to each

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other, even the consonants, which we thought that

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they are similar. Most of you assumed or believed

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that the alveolar sounds are like the dental

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sounds of Arabic, which is completely wrong. So,

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you have to take care. You have to understand the

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manner and place of articulation of these sounds.

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You have to understand the position of pronouncing

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the vowels, either the short vowels, long vowels,

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You have to differentiate between them and your

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Arabic sounds. Better to use the minimal pairs,

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the minimal pairs here, as completely done by the

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speaker, by the native speaker, once producing the

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diphthongs. The minimal pairs are very, very

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important for teaching the sound system of

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English. Still, we have other difficulties. It's

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not limited just in pronouncing these sounds.

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These sounds are difficult just in isolation once

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they are pronounced in one word. However, in

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connected speech, we have shift available in

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stress, for example. So, we have stress shift. We

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have stress both in words in English. Okay? We

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have rules for that. So if you master these rules,

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this means that you are going to pronounce the

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subrasegmental phonemes of English very correctly.

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You are going to pronounce the

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English sounds in connected utterance very

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efficiently. So this means that U.S. teachers must

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master the consonants, the vowels, the stress, the

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00:34:26,470 --> 00:34:30,970
intonation, the rhythm of English, because the

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child, before producing his language, masters the

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00:34:37,250 --> 00:34:40,850
subrasegmental phonemes once the musculature of

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the mouth is grown. So you find the child, a

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language acquisition, you find the child masters

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00:34:48,680 --> 00:34:52,140
the sound system of his native tongue, say Arabic,

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after one year, faith, trust, the child starts

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listening and understanding. So he or she

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understands the language, knows about the sound

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system of the language, then you find the child

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begins producing Sounds of English starting from

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the bilabial sound m, b, b, b, b, b, b, b, b, b,

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b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

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b, b, b, b, b, b, b, b, b, b, b, b, b,

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00:35:25,800 --> 00:35:31,220
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

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00:35:31,220 --> 00:35:31,240
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

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00:35:31,240 --> 00:35:32,080
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

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through the babbling stage, then one-word

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utterance, two-word utterance, three-word

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utterance, et cetera, then the simple sentence. So

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after three years or four years in maximum, you

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00:35:45,730 --> 00:35:49,930
find the child producing the language, but after

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00:35:49,930 --> 00:35:54,310
mastering the subrasegmental phonemes. So you as

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teachers must master the subrasegmental phonemes

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of English before teaching English. Otherwise, you

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00:36:02,060 --> 00:36:05,980
commit serious errors. You produce heavy accents

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that can't be understood by native speakers,

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mainly because of the insertion of your Arabic

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sounds into English. So this is our area of

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00:36:17,260 --> 00:36:22,080
contrastive linguistics. We differentiate or we

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00:36:22,080 --> 00:36:25,820
compare between Arabic sounds and English sounds

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and we come with spotting the areas of

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difficulties. These are represented... The most

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00:36:34,550 --> 00:36:39,070
difficult area is the schwa, as we've seen,

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00:36:40,010 --> 00:36:44,650
because it represents the weak form. Okay? We

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00:36:44,650 --> 00:36:48,390
don't have weak forms in Arabic. So you find your

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00:36:48,390 --> 00:36:51,850
students cannot pronounce the weak form correctly,

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00:36:52,050 --> 00:36:55,770
as I mentioned previously. Today I want to show

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00:36:55,770 --> 00:36:58,910
you the anatomy of a horse. Today I want to show

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00:36:58,910 --> 00:37:01,690
you the anatomy of a horse. Today I want to show

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00:37:01,690 --> 00:37:06,610
you. Today I want to show you this is wrong. So

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00:37:06,610 --> 00:37:11,030
having all words stressed in English is completely

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00:37:11,030 --> 00:37:14,850
wrong. But this is available in Arabic. اليوم

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00:37:14,850 --> 00:37:21,230
سأريكم تشريح الحصان. So we don't have weak forms

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00:37:21,230 --> 00:37:23,960
in Arabic, but we have them In English, it is an

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00:37:23,960 --> 00:37:28,540
area of difficulty causing interlingual or

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00:37:28,540 --> 00:37:32,680
interlingual errors. Interlingual errors because

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00:37:32,680 --> 00:37:37,100
you insert Arabic, the Arabic stress system into

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00:37:37,100 --> 00:37:43,860
English. Okay, we have the glottal sound A, which

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00:37:43,860 --> 00:37:46,740
is inserted into your pronunciation once you

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00:37:46,740 --> 00:37:50,140
pronounce English instead of the schwa. So instead

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00:37:50,140 --> 00:37:54,020
of saying about, you say about instead of saying

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00:37:54,020 --> 00:38:00,200
above you say above above okay instead of saying

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00:38:00,200 --> 00:38:04,320
amount you say amount also we have the doubling

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00:38:04,320 --> 00:38:08,840
state the doubling phenomenon you have university

401
00:38:08,840 --> 00:38:13,660
students insert the gemination of Arabic into

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00:38:13,660 --> 00:38:18,660
English so instead of saying amount amount they

403
00:38:18,660 --> 00:38:23,590
say amount comment They say comment, collapse.

404
00:38:23,990 --> 00:38:27,950
They say collapse, collapse. Illegal, they say

405
00:38:27,950 --> 00:38:32,090
illegal, which is completely wrong. Okay? So you

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00:38:32,090 --> 00:38:35,010
have to take this into your consideration once you

407
00:38:35,010 --> 00:38:38,290
pronounce English and once you teach this

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00:38:38,290 --> 00:38:41,550
language. This language is very simple, it's very

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00:38:41,550 --> 00:38:45,650
clear, but you have to accustom yourselves to such

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00:38:45,650 --> 00:38:50,690
language. Now, next time I'm going to speak about

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00:38:51,300 --> 00:38:56,480
the stress system we have stress and isolation I

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00:38:56,480 --> 00:39:02,460
mean word stress okay where the nouns have a

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00:39:02,460 --> 00:39:05,600
certain position of stress that is different from

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00:39:05,600 -->