0THE ROLE OF ENGLISH CONSONANTS IN LANGUAGE DEVELOPMENT
Durdona Ilxomjonovna Nuritdinova
Student, Chirchik state pedagogical university deeyanax2@gmail .com Scientific adviser: Mavluda Abduvaliyevna Komiljonova Teacher, Chirchik State Pedagogical University mavlyudadiurayeval @gmail.com
ABSTRACT
In this article, the acquisition and articulation processes of English consonants are examined in relation to their critical role in a person's language development.
It looks at how kids learn and become proficient with English language, highlighting the major milestones in their articulation development. The development of English consonants is essential to a child's overall language development. It entails accurately producing and perceiving consonant sounds as well as gradually learning phonetic distinctions. The phases of consonant acquisition are covered in this article, from early babble to the creation of a more complex consonant inventory. The actual production of speech sounds, or articulation, is a crucial step in the acquisition of consonants. The significance of precise articulation for efficient communication is emphasized throughout the text.
Keywords: phonetics, manner of articulation, place of articulation, vocal tract.
INTRODUCTION
The process of developing language is intricate and intriguing, involving phonetics, phonology, and articulation, among other things. Out of all these linguistic elements, consonants are important for language learning and expression, especially when it comes to English.
The phonetic differences between English consonants are extensive, and correct production of these sounds necessitates precise articulatory movements. These consonant sounds are gradually learned and mastered by children studying English as a first or second language. In order to support efficient learning and handle any difficulties that students may encounter, educators, parents, and speech-language pathologists must have a thorough understanding of the function of consonants in language development.
Additionally, for multicultural and multilingual situations, the study of English consonants in language development is essential. Around the world, English is a
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language that is frequently used and studied as a second language. People with different linguistic backgrounds encounter particular difficulties when learning and using the language.
Consonants in English These difficulties could result from variations in their original languages' and English's phonetic inventories, sound combinations, and articulatory processes.
Knowing the unique challenges experienced by students from various language backgrounds can help with the creation of focused teaching strategies and interventions. Through the identification of common faults and misarticulation patterns, educators and speech-language pathologists can modify their teaching strategies to better meet the unique requirements of these students.Effective communication is encouraged by this inclusive approach, which also creates a welcoming and inclusive learning atmosphere.
Consonants are letter combinations that represent specific phonemes used in speech. These sounds require either a partial or whole closure of the vocal tract. For the consonants t and d, for example, you would place your tongue behind your front teeth; for the consonants b, m, and p, you would close your lips. Vowels are the reverse of consonants in that they do not require the vocal tract to be closed.
DEFINITION OF CONSONANTS
The majority of the English alphabet's letters are consonants. On the other hand, certain letters can stand for both vowel and consonant sounds. We refer to these letters as "sometimes consonants."
Vowels do not require the vocal tract to be closed, in contrast to consonants. Rather, they distinguish sounds according to their pitch, accent, loudness, and duration.
A, E, I, O, and u are the vowels; y is also used occasionally. Nevertheless, h, r, and w can also produce vowel sounds depending on how they are used; yet, in grammar, they are still classified as consonants and do not adhere to the same rules as the vowels.
Spelling rules are greatly aided by understanding the distinction between vowels and consonants. It can be particularly difficult to choose when to spell words with two consonants. A word's use of double consonants with a suffix, like drop and dropped or begin and beginning, is determined by its combination of letters as well as number of syllables.
MANNER OF ARTICULATION
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The way the airflow is impacted when it exits the lungs through the nose and mouth is known as the method of articulation.There are six distinct English articulation techniques that help to tell one consonant from another. Nasal
Nasal consonants are created when you completely block air flow through your mouth and let the air pass through your nose.
There are three nasal consonants in English.
/m/ - "mad" and "clam" - oral passage is blocked by closing the lips (bilabial). /n/ - "no" and "man' - oral passage is blocked by pressing tongue tip against the alveolar ridge (alveolar).
/g/ - "going" and "funk" - Oral passage is blocked by pressing the the back of your tongue against the soft palate (velar). Stop
Like nasal consonants, stop consonants occur when the vocal tract is closed completely. But for stops the airflow is NOT redirected through the nose. Instead, the air quickly builds up pressure behind the articulators and then releases in a burst. English contains the following stop consonants.
/p/ - purse and rap - oral passage is blocked by closing the lips (bilabial). /b/ - "back" and "cab" - oral passage is blocked by closing the lips (bilabial). /t/ - "tab" and "rat" - oral passage is blocked by pressing the tongue tip against the alveolar ridge (alveolar)
/d/ - "dip" and "bad" - oral passage is blocked by pressing the tongue tip against the alveolar ridge (alveolar)
/k/ - "kite" and "back" - block airflow with the back of the tongue against the soft palate (velar).
/g/ - "good" and "bug" - block airflow with the back of the tongue against the soft palate (velar). Fricative
While nasal and stop consonants involve a complete blockage of the vocal tract, fricative sounds involve only a partial blockage of the vocal tract so that air has to be forced through a narrow channel.
For example, you create a /t/ stop consonant when you block airflow completely with your tongue against the alveolar ridge. But if you let up with the tongue a bit and let the air seep through, you make an /s/ fricative consonant. The English fricative sounds are as follows:
/f/ - "fro" and "calf"- air is forced through the upper teeth and lower lip (labiodental)
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/v/ - "vine" and "have" - air is forced through the upper teeth and lower lip (labiodental)
/0/ - "thick" and "bath" - air is forced through upper teeth and tongue (dental) /5/ - "the" and "rather" - air is forced through upper teeth and tongue (dental) /s/ - "suit" and "bus" - air is forced through tongue and alveolar ridge (alveolar)
/z/ - "zit" and "jazz" - air is forced through tongue and alveolar ridge (alveolar)
/J7 - "shot" and "brash" - air is forced through the tongue and point just beyond alveolar ridge (post-alveolar)
/3/ - "vision" and "measure" - air is forced through the tongue and point just beyond alveolar ridge (post-alveolar)
/h/ - "happy" and "hope" - actually /h/ isn't a fricative. It's technically not even a real consonant sound since there's no constriction/obstruction of airflow. Affricate
When stop consonants mix with fricative consonants, the result is an affricate consonant. Affricate consonants start as stop sounds with air building up behind an articulator which then releases through a narrow channel as a fricative (instead of a clean burst as stops do).
The English affricate sounds are:
/tj/ - "chick" and "match" - air is blocked with tongue just beyond the alveolar ridge (post-alveolar), then released as a fricative.
/d3/ - "jam" and "badge" - air is blocked with tongue just beyond the alveolar ridge (post-alveolar), then released as a fricative. Approximant
Approximants are when two articulators come close together but not quite close enough to create air turbulence.
The resulting sound is more like a fast vowel than anything else. For example, the /w/ approximant is like a fast /u/ sound (say /u/ + /ai/ really fast and you get the word "why"). Notice how your tongue never actually comes in contact with the top of your mouth.
There are three English approximants:
/w/ - "wet" and "howard" - back of tongue raises to velum (but not too close!) and lips are rounded (velar)
/j/ - "yes" and "bayou" - tongue raises to hard palate (but not too close!) (palatal)
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/i/ - "right" and "roar" - tongue raises to hard palate (but not too close) (alveolar/post-alveolar) Lateral
Lateral consonants are when the tongue blocks the the middle of your mouth so that air has to pass around the sides. You create this when you There is one lateral consonant in English
/l/ - "luck"- place the tip of the tongue at the alveolar ridge (alveolar) You might want to return to this after you spend some more time thinking about your English sounds and fidgeting around with your speech organ. So feel free to bookmark these pages for further reference. PLACE OF ARTICULATION
Typically, the constriction is made by movement of the active articulator. Usually, the passive articulator does nothing but wait to be addressed.
The Latin adjective for the active articulator of a sound (which ends in a "o") is typically used to name the point of articulation of that sound, followed by the Latin adjective for the passive articulator. For example, a sound where the tongue tip (the "apex") approaches or touches the upper teeth is called a "apico-dental". The majority of frequently occurring pairs of active and passive articulators have shortened names (often omitting the active portion)
The English places of articulation are known by these shortened names: bilabial
The articulators are the two lips. (We could say that the lower lip is the active articulator and the upper lip the passive articulator, though the upper lip usually moves too, at least a little.) English bilabial sounds include [p], [b], and [m]. labio-dental
The lower lip is the active articulator and the upper teeth are the passive articulator. English labio-dental sounds include [f] and [v]. dental
Dental sounds involve the upper teeth as the passive articulator. The active articulator may be either the tongue tip or (usually) the tongue blade -- diacritic symbols can be used if it matters which. Extreme lamino-dental sounds are often called interdental. English interdental sounds include [0] and [0]. alveolar
Alveolar sounds involve the alveolar ridge as the passive articulator. The active articulator may be either the tongue blade or (usually) the tongue tip -- diacritic symbols can be used if it matters which. English alveolar sounds include [t], [d], [n],
[s], [z], [l].
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postalveolar
Postalveolar sounds involve the area just behind the alveolar ridge as the passive articulator. The active articulator may be either the tongue tip or (usually) the tongue blade -- diacritic symbols can be used if it matters which.
Linguists have traditionally used very inconsistent terminology in referring to the postalveolar POA. Some of the terms you may encounter for it include: palato-alveolar, alveo-palatal, alveolo-palatal, and even (especially among English-speakers) palatal. Many insist that palato-alveolar and alveo(lo)-palatal are two different things -- though they don't agree which is which. "Postalveolar", the official term used by the International Phonetic Association, is unambiguous, not to mention easier to spell.
palatal
The active articulator is the tongue body and the passive articulator is the hard palate. The English glide [j] is a palatal.
velar
The active articulator is the tongue body and the passive articulator is the soft palate. English velars include [k], [g], and [g].
glottal
This isn't strictly a place of articulation, but they had to put it in the chart somewhere. Glottal sounds are made in the larynx. For the glottal stop, the vocal cords close momentarily and cut off all airflow through the vocal tract.In [h], the vocal cords are open, but close enough together that air passing between them creates friction noise.
CONCLUSION
To sum up, all consonants involve some obstruction in the vocal tract. We classify consonants according to three pieces of information: -the voicing: is it voiced or voiceless,
-the place of articulation: where is the vocal tract obstructed, and -the manner of articulation: how is the vocal tract obstructed. These three pieces of information make up the articulatory description for each speech sound, so we can talk about the voiceless labiodental fricative [f] or the voiced velar stop [g], and so on.
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