Adopted from Jennifer J. Venditti Postdoctoral Research Associate Columbia Computer Science

1. Adopted from Jennifer J. Venditti Postdoctoral Research Associate Columbia Computer Science LING384 Language and ComputersSpeech EncodingSome Speech BasicsPhonetic Transcription,Context-dependent variation,and Intonation

2. 1. Phonetic Transcription

3. Spelling vs. Sounds • same spelling = different sounds o comb, tomb, bomb oo blood, food, good c court, center, cheese s reason, surreal, shy • same sound = different spellings [i] sea, see, scene, receive, thief [s] cereal, same, miss [u] true, few, choose, lieu, do [ay] prime, buy, rhyme, lie • combination of letters = single sound ch child, beach th that, bathe oo good, foot gh laugh • single letter = combination of sounds x exit, Texas u use, music • ‘silent’ letters k knife, know p psycho, pterodactyl e moose, bone gh through

4. Figures 4.1 and 4.2: Jurafsky & Martin (2000), pages 94-95.

5. Speech Production Mechanism

6. alveolar (hard)palatal dental velar (soft palatal) uvular labial pharyngeal laryngeal/glottal Places of articulation http://www.chass.utoronto.ca/~danhall/phonetics/sammy.html

7. Voicing

8. Vocal fold vibration [UCLA Phonetics Lab demo]

9. Articulatory parameters for English consonants (in IPA)

10. American English vowel space

11. [iy] vs. [uw] (From a lecture given by Rochelle Newman)

12. [ae] vs. [aa] (From a lecture given by Rochelle Newman)

13. [p] [ix] [t] [ih] [sh] [ax] [n] [p] [ae] [t] [s] [iy] [n] [s] [ae] [l] [iy] [p] [ix] [t] [ih] Acoustic landmarks “Patricia and Patsy and Sally”

14. Exercise (1) • Write your name in: (a) IPA • Choose one of the following triplets and transcribe each word in IPA. • cone, tomb, bottom • blood, fool, hook • court, race, cheese • reason, surreal, cash • thing, these, other • laugh, through, ghoul

15. Context-dependent phonetic variation

16. Context-dependent variation • What we would consider a single ‘sound’ can be pronounced differently depending on the phonetic context. For example, the phoneme /t/: Figure 4.8: Jurafsky & Martin (2000), page 104.

17. Another regular alternation • I can ask [ay k ae n ae s k] • I can see [ay k ae n s iy] • I can bake [ay k ae m b ey k] • I can play [ay k ae m p l ey] • I can go [ay k ae ng g ow] • I can carry [ay k ae ng k ae r iy] n  m / __ [+labial stop] n  ng / __ [+velar stop] (inopportune [n], insatiable [n], impervious [m], immortal [m], incoherent [ng], ingratitude [ng])

18. 3. Intonation

19. Intonation makes the difference A: I’d like to fly to Davenport, Iowa on TWA. B: TWA doesn’t fly there ... B1: They fly to Des Moines. B2: They fly to Des Moines. A: What types of foods are a good source of vitamins? B1: Legumes are a good source of vitamins. B2: Legumes are a good source of vitamins. A1: I met Mary and Elena’s mother at the mall yesterday. A2: I met Mary and Elena’s mother at the mall yesterday.

20. Intonation is about ... • Pitch • Melody, or “tune” • Alignment • Prominence and focus • Chunking, or “phrasing” • ... and more ...

21. Vocal fold vibration Physical: Fundamental frequency (F0) rate of vibration of the vocal folds Perceptual: Pitch fundamental freq. perceived pitch [UCLA Phonetics Lab demo]

22. [from Prosody on the Web tutorial on pitch] Pitch range • Differences can be due to physical size, gender, social identity, excitement level, linguistic, etc ...

23. English Pitch Accents • Certain words in the speech stream can be made structurally and perceptually prominent by the use of pitch accents. * * Lenora works for Lucent. • Pitch accents are local pitch movements (e.g. rising, falling) or pitch maxima/minima that accompany these metrically strong syllables. • The intonational “tune” is the melody that is created by sequences of pitch accents over an utterance.

24. * * * * Intonational tunes: What do they mean? • Lenora works for Lucent. • Lenora works for Lucent. • Lenora works for Lucent. • Lenora works for Lucent. * * [Tell me something about the world ...] [... Really? I wasn’t aware of that.] [... I hope she doesn’t have stock options.] * * [I’ve told you a million times ...] [See works by Bolinger, Ladd, Hirschberg ...]

25. they fly to Des Moines they fly to Des Moines Alignment differences cue “assertion” vs. “suggestion” A: I’d like to fly to Davenport, Iowa on TWA. B: TWA doesn’t fly there ...

26. Alignment with different words B: LEGUMES are a good source of vitamins. * * Legumes are a good source of vitamins. “broad focus” A: What types of foods are a good source of vitamins? * “narrow focus” # Legumes are a good source of VITAMINS.

27. Placement of focal accent LEGUMES are a good source of vitamins The rise-falltune (= “I assert this”) shifts locations.

28. Placement of focal accent Legumes are a GOOD source of vitamins The rise-falltune (= “I assert this”) shifts locations.

29. Placement of focal accent legumes are a good source of VITAMINS The rise-falltune (= “I assert this”) shifts locations.

30. Chunking, or “phrasing” A1: I met Mary and Elena’s mother at the mall yesterday. A2: I met Mary and Elena’s mother at the mall yesterday.

31. Phrasing can disambiguate Mary & Elena’s mother mall I met Mary and Elena’s mother at the mall yesterday One intonation phrase with relatively flat overall pitch range.

32. Phrasing can disambiguate Elena’s mother mall Mary I met Mary and Elena’s mother at the mall yesterday Separate phrases, with expanded pitch movements.

33. Lists of numbers, nouns twenty.eight.five ninety.four.three seventy.three.seven forty.seven.seven seventy.seven.seven coffee cake and cream chocolate ice cream and cake fish fingers and bottles cheese sandwiches and milk cream buns and chocolate [from Prosody on the Web tutorial on chunking]

34. Exercise (2) 1. Sketch out an F0 contour of Does Manitowoc have a bowling alley? as uttered in the following two contexts: (a) “I know Green Bay has a bowling alley, but ...” (b) “I know Manitowoc has a theater, but ...” 2. How can phrasing help disambiguate the utterance: that’s right at the traffic light someone shot the servant of the actress on the balcony