Comparison-of-English-and-Tagalog-Sound-System-Phonology

English 205: Comparative Analysis of English and Philippine Language Comparison of English and Tagalog Sound System / Phonology Denmark DC. Avecilla Brenda R. Delos Santos MODULE 1

Denmark DC. Avecilla Brenda R. Delos Santos MODULE 1 Comparison of English and Tagalog Sound System / Phonology English 205: Comparative Analysis of English and Philippine Language

English 205: Comparative Analysis of English and Philippine Language introduction Welcome to the module of comparative analysis of English and Tagalog phonology. English and Tagalog are two very different languages, with distinct phonetic and phonological systems. Language is a vital aspect of human communication and a crucial part of our cultural heritage. The sounds of language, or phonology, play an essential role in how we understand and communicate with each other. English and Tagalog are two widely spoken languages, with unique phonological systems that contribute to their distinct sounds and structures. We can better understand these two languages ' distinctive characteristics and improve our ability to interact with native speakers by researching their phonologies. In this module, we will explore the similarities and differences between English and Tagalog phonology, and examine how these differences affect the pronunciation of each language. By the end of this module, you will have a deeper understanding of the sound systems of English and Tagalog, and be able to compare and contrast the sound systems of these two languages.

English 205: Comparative Analysis of English and Philippine Language table of contents A D A P T IMING FOR COMPETENCIES pg 1 EVELOPING SCHEMA CQUIRING NEW KNOWLEDGE RACTICING THE SKILLS EST YOUR KNOWLEDGE pg 2 pg 3 pg 11 pg 16 Answer key References Author ' s Information pg 17 pg 18 pg 19

Compare and Contrast of English Phonology and Tagalog Phonology Understand the Phonological System of English and Tagalog Differentiate the pronunciation, stress, rhythm and intonation Transcribe the words using IPA symbols in English to Tagalog At the end of this module, you are able to: 1. 2. 3. 4. Aiming for Competencies English 205: Comparative Analysis of English and Philippine Language 1

Developing Schema PRE-TEST English 205: Comparative Analysis of English and Philippine Language 2Read each question carefully and encircle the best answer choice from the options provided. 1. Which of the following is not a vowel sound in English? a) /æ/ b) /u/ c) /ð/ d) /i/ 2. Which of the following is a glottal sound in Tagalog? a) /a/ b) /e/ c) /o/ d) /ʔ/ 3. In English, which of the following consonants is voiceless? a) /b/ b) /d/ c) /g/ d) /f/ 4. Which of the following Tagalog words has a diphthong? a) bahay b) aso c) misa d) pasa 5. Which of the following Tagalog words has a palatal nasal sound? a) "basa" b) "tingin" c) "kalsada" d) "laban" 6. What is the IPA transcription for the Tagalog word "bagay"? a) /ba:haj/ b) /bagai/ c) /bagaʔi/ d) /bagia/ 7. How many vowel phonemes in Tagalog? a) 4 b) 6 c) 5 d) 7 8. What is the meaning of this Tagalog transcription of this word /ˈkaːhɔj/ a) wood b) food c) house d) dog 9. What is the IPA transcription for the Tagalog word /ˈbaːsa/? a. read b) wet c) speak d)dry 10. What is the IPA transcription for the Tagalog word /baˈsaʔ/ ? a)read b) wet c) speak d)dry

Knowing a language includes knowing the sounds of that language. Delahunty and Garvey (2010) define phonology as one that concerns itself with the ways in which languages make use of sounds to distinguish words from each other”. Phonology, according to Forel and Puskás (1986), gives “…gives us insight into how the human mind works”. Briefly, phonology is the study of the relations of sounds in a system(language), how their relationship with each other produce contrasts or similarities in words. Reid and Schachter‟s Tagalog chapter in the second edition of the book The World‟s Major Languages (2009) provides an updated and summarized presentation of the phonology and orthography of Tagalog. It also includes a brief discussion of Tagalog‟s syntax and morphology and a brief but comprehensive history of how the language acquired some of its sounds. Reid and Schachter‟s work maybe not that lengthy but it sure did explain the important notes one needs to know about Tagalog. Tagalog phonology has been significantly affected by the incorporation into the language of many loanwords from Spanish, English and other languages. One effect of this incorporation has been an expansion of the phonemic inventory of the language, an expansion that has influenced both the vowel and the consonant systems Contemporary Tagalog has the five vowel phonemes shown in Table 1. Acquiring New Knowledge 3Comparison of English and Tagalog Sound System / Phonology Front Central Back Table 1. Tagalog Vowel Phonemes High i u Mid e o Low a

This five-vowel system no doubt developed out of a three-vowel system in which [i] and [e] were allophones of a single phoneme and [u] and [o] were allophones of another. Vowel length in non-word-final syllables is phonemic, as the following examples illustrate: The Tagalog language has 25 phonemes: 23 segmental phonemes and 2 suprasegmentals (i.e. stress /ˈ/ at vowel length /ː/). The 23 segmental phonemes are made up of 18 consonants and 5 vowels. /i/ transcription meaning /e/ transcription meaning misa /mi:sa/ mass mesa /me:sa/ table iwan /?i:wan/ leave aywan /?e:wan/ not known /u/ transcription meaning /o/ transcription meaning bus /bu:s/ bus bos /bo:s/ boss babuy /?ba:buy/ pig-like person baboy /ba:boy/ pig /a/ transcription meaning transcription meaning aso /?a:so/ dog /?aso/ smoke maglalakbay /magla:lakbay/ will travel /maglalakbay/ travel a lot Acquiring New Knowledge 4Table 2. Tagalog Consonant Phonemes

This inventory is updated based on the data. It can be noticed that /ʧ/ and /ʤ/ are the additions to this inventory. These two phonemes probably came from the palatalized versions of the phonemes /t/ and /d/ (ts, ty, and dy). Acquiring New Knowledge 5Table 2. Tagalog Consonant Phonemes p /paˈʔaʔ/ „foot‟ b /ˈbaːgaj/ „thing‟ t /ˈtaːʔɔ/ „human‟ d /daˈhas/ „violence‟ k /ˈkaːhɔj/ „wood‟ g /gaˈmɔt/ „medicine‟ l /lɪˈkɔd/ „back‟ r /ˈrʊːrɔk/ „peak‟ m /maŋˈga/ „mango‟ n /ˈnaːmɪn/ „our ŋ /ŋaˈjɔn/ „now‟ w /waˈkas/ „end‟ s /saˈŋa/ „branch‟ h /ˈhaːŋɪn/ „wind‟ ʔ /ʔaˈtaj/ „liver‟ j /janˈtɔk/ „rattan‟ ʧ /ʧan/ „tummy‟ ʤ /ʤan/ „there‟ A. /t/ vs. /d/ 1. ˈtɪːlaʔ „stop (rain)‟ ˈdɪːlaʔ „tongue‟ 2. tʊˈlaʔ „poem‟ dʊˈlaʔ „stage play‟ B. /p/ vs. /b/ 1. paˈsaʔ „bruise‟ baˈsaʔ „wet (adj)‟ 2. paˈla „expression for „thought so‟‟ ˈbaːla „bullet‟ C. /g/ vs. /k/ 1. ˈkaːmɔt „scratch (something itchy) (n)‟ gaˈmɔt „medicine‟ 2. kaˈhɔl „bark (of a dog) (n)‟ gaˈhɔl „hassle (n)‟ D. /m/ vs. /n/ 1. ˈmaːna „inheritance‟ ˈnaːnaʔ „pus‟ 2. ˈsaːma „to go with‟ ˈsaːna „wishing‟ E. /l/ vs. /r/ 1. ˈbaːlɔʔ „widow‟ ˈbaːrɔʔ „clothes‟ 2. ˈpalaʔ „shovel‟ ˈpaːra „stop (spoken when getting off a jeepney)‟ F. Glottal stop /ʔ/ 1. ˈbaːsa „read‟ baˈsaʔ „wet‟ G. Glides (/w/ vs. /j/) 1. hɪˈnaw „rinse‟ ˈhɪːnaj „slowly‟ 2. ˈʔaːraw „sun/ day‟ ʔaˈraj „interj. for something painful (ouch)‟ Phonemic contrasts

Acquiring New Knowledge 6Phonotactics of Tagalog A. /ɛ/ vs. /ɪ/ 1. ˈmɛːsa „table‟ ˈmɪːsa „mass‟ B. /ɔ/ vs. /ʊ/ 1. ˈtɔːjɔʔ „soy sauce‟ tʊˈjɔʔ „dried fish‟ 2. ˈtɔːrɔ „bull‟ ˈtʊːrɔʔ „teaching (n)‟ Vowels (Figure 1) a /ˈʔaːsɔ/ „dog‟ ʊ /ˈʔʊːbas/ „grape‟ ɪ /ʔɪˈjak/ „cry (n)‟ ɛ /ˈʔɛːpal/ „one who always intrudes‟ ɔ /ˈʔɔːsɔ/ „bear‟ Diphthongs (Figure 2) ʔaj /ˈbaːhaj/ „house‟ ʔaw /ˈlaːŋaw/ „fly (insect)‟ ʔɔj /ˈʔʊːgɔj/ „cradle (n)‟ ʔʊj /baˈdʊj/ „not trendy‟ ʔɪw /pakˈsiw/ „viand cooked with vinegar‟ ʔɛj /ˈrɛːjna/ „queen‟ A. Stress 1. pɪˈtɔ „seven‟ ˈpɪːtɔ „whistle (n)‟ B. Vowel length 1. ʔaːsɔ „dog‟ ʔasɔ „smoke‟ Suprasegmentals Phonemic contrasts

Probably [d] and [r] were once allophones of a single phoneme, as is evidenced by a good deal of free or morphophonemically conditioned alternation between them (e.g. daw /daw/ ~ raw /raw/ ‘they say’ , dalita /da:lita?/ ‘poverty’ vs maralita /mara:lita?/ ‘poor’). There is no doubt, however, that they now contrast, not only in loanwords (dos /do:s/ ‘two’ vs Rose /ro:s/ ‘Rose’) but in native words as well (maramdamin /maramda:min/ ‘sensitive’ vs madamdamin /madamda:min/ ‘moving’). In addition to the consonant phonemes found in native Tagalog words, shown in Table 2, there are several others that only occur in loanwords but are commonly heard in the speech of many Tagalog speakers, especially those with higher education in English. These include the labio-dental fricatives /f/ and /v/ and the alveolar affricates /ʧ/ and / ʤ/ (typically represented as ts and dy respectively), e.g. Flora /flo:ra/ ‘Flora’ , Victor /vi:ktor/ ‘Victor’ , tsuper /ʧu:per/ ‘driver of a motor vehicle’ , kotse /ko:ʧe/ ‘car’ and dyip /ʤi:p/ ‘jeep’ , although their status as fully adopted phonemes in the language is questionable (French 1988: 56). Consonant clusters are restricted to syllable-initial clusters in which the second consonant is a glide Some clusters are results of deletion and palatalization in some words and this phenomenon is usually seen in native words (Reid & Schachter, 2009). : e.g. diyan /dyan/ ‘there’ , buwan /bwan/ ‘month’. In loanwords syllable-initial clusters whose second consonant is /l/ or /r/ are also common, e.g. plato /pla:to/ ‘plate’ , grado /gra:do/ ‘grade’ ; and various syllable-final clusters are found in borrowings from English, e.g. homework /ho:mwo:rk/, dimples /di:mpols/, bridge /bri:ds/. The most common syllable patterns are CVand CVC, in both final and nonfinal syllables, and CV:, in non-final syllables only.When a CVC syllable occurs as the initial syllable of disyllabic word, a very wide range of medial CC clusters is attested. Word-internal geminate clusters do not, however, occur. Acquiring New Knowledge 7

Stress is closely tied to vowel length, with some analysts considering stress as primary, while others consider vowel length to be primary. Syllables with phonemically long vowels are always stressed. Syllables with vowels that are not phonemically long but are phonetically long as a result of their occurrence in phrase-final position are also stressed if there are no phonemically long vowels in the phrase-final word. Thus the final syllable of magaling /magaliŋ/ [magali:ŋ] ‘excellent’ is stressed in citation, but in magaling na /magaliŋ na/ [magaliŋ na:] ‘it’s excellent now’ , the stress falls on na instead. Unstressed vowels are not reduced and the language is syllable-timed rather than stress-timed. Tagalog is not a tone language. It does, however, have a complex intonational system. As in English, intonation may be used to distinguish pragmatically different sentence types (e.g. requests for information vs requests for repetition), to express speaker attitudes (e.g. cordiality), to indicate contrast or emphasis, etc. Prior to the Spanish colonization of the Philippines, a syllabary, probably ultimately of Indian origin, had been used for writing Tagalog, but under the Spanish this was supplanted by a version of the Roman alphabet. Nowadays Tagalog uses the same 26 letters that are used for writing English, although the seven letters c, f, j, q, v, x and z are used chiefly in proper names of foreign origin and in certain other borrowings from English or Spanish. These seven letters are not included in the conventional Tagalog alphabet, or abakada, which consists of 20 letters (including the digraph ng, used for /ŋ/), in the following order: a b k d e g h i l m n ng o p r s t u w y. The writing system does not indicate vowel length (or stress), and does not mark /?/ except as a hyphen between consonant final prefixes and words that begin with a glottal stop that would otherwise be written as vowel-initial, for example mag-iigi /mag?i:?i:gi/ ‘to adjust’. Thus words that differ from one another only in vowel length (see examples above) or only in that one ends in a vowel and the other in /?/ (e.g. bata /ba:ta/ ‘bathrobe’ and bata /ba:ta?/ ‘child’) are spelled identically. Acquiring New Knowledge 8

English 205: Comparative Analysis of English and Philippine Language Topic Comparison English Filipino phonology English has a number of complex vowel and consonant sounds, including diphthongs, which are vowel sounds that change over the course of a syllable. Filipinos have a simple vowel system, with only five basic vowel sounds. phonemes English has a relatively large phoneme inventory, with approximately 44 distinct phonemes in standard American English.Roach, P. (2009). English phonetics and phonology paperback with audio CDs (2): Filipino has a smaller phoneme inventory compared to English,Filipino has five vowel phonemes and 23 consonant phonemes (Jose et al., 2013). pronunciation English has a stress-based accent system, which means that the pronunciation of words is heavily influenced by the position of stress within the word.Teschner, R. V., & Whitley, M. S. (2004). Unlike English, Filipino is a tonal language, which means that the meaning of a word can change based on the pitch contour used to say it. Le, H. T. Comparison of Machine Learning Algorithms Based on Filipino-Vietnamese Speeches. stress .In English and many other languages one or more syllables in every word has stress. It can be contrastive and helps to distinguish nouns from verbs. British English and American English have different stress patterns which also leads to reduction of different vowels, both of which cause differences in pronunciation Stress is usually phonemic and is on either of the last two syllables in root words (Himmelmann, 2000). Tagalog uses stress to differentiate meaning in words spelled the same, e.g., táyo (us) versus tayó (to stand) (Nationmaster, 2008). Acquiring New Knowledge 9Comparison of English and Tagalog

English 205: Comparative Analysis of English and Philippine Language Topic Comparison English Filipino Rhythm Rhythm is one of the elements of speech that talks about motions. It describes the movements- speech and cadence of the words used in a sentence. Just like intonation and stress, rhythm is an important factor in expressing effective sentence making or speech delivering. However, we need to know the underlying factors that affect rhythm.We should be aware that rhythm has two elements that are vital in mastering it. Syllables and stress in English are the two elements of rhythm. These two elements are the factors of rhythm that affect in delivering the speech. Intonation Intonation is the way the voice rises or falls when communicating. In short, it is the music of speech.It focuses more on how you say it rather than what is being said. This is important in English communication because sentences may vary in meaning depending on the intonation. In Filipino, intonation can be used to indicate a wide range of emotions and attitudes, including excitement, anger, sarcasm, and respect. For example, a rising tone might indicate excitement or enthusiasm, while a falling tone might indicate anger or annoyance. Additionally, in Filipino, the length and pitch of syllables can also affect the meaning of a word, making intonation even more important in conveying meaning. Fricatives English has a rather extensive consonant sound inventory when compared to Tagalog, having 25 distinctive phonemes, including a fricative inventory of nine distinct sounds and two affricate consonants (Celce-Murcia, et al., 2010, p. 52). The native sounds of Tagalog contains only 16 phonemes, with only two fricatives and no affricates (Schachter, 2008).Tagalog has two fricative phonemes / s / and /h/ . In the articulation o f /s/ , the tongue blade is raised toward the alveolar ridge , the sides ofthe tongue come into contact with the gums, but the blade is free , /s / may therefore be characterized as a shallow-groove alveolar fricative , Acquiring New Knowledge 10Comparison of English and Tagalog

Practicing the Skills WORKSHEET #1 English 205: Comparative Analysis of English and Philippine Language 11 Bigkasin at isulat ang kahulugan ng mga pares ng salita na pareho ang baybay subalit magkaiba ang bigkas. 1./BU:hay/ - /bu:HAY/- 2./HA:pon/ - /ha:PON/ - 3./LA:bi/ - /la:BI/ - 4./BA:sa/ - /ba:SA/ - 5./TU:bo/- /tu:BO/ -

English 205: Comparative Analysis of English and Philippine Language NOUN (1st Syllable Stress) Verb (2nd Syllable Stress) Export Export Compound Compound Object Object Address Address Combat Combat Insult Insult Decrease Decrease Conduct Conduct Present Present Transport Transport Practicing the Skills WORKSHEET #2 12Look at the words in table below. They are all heteronyms. Practice saying the following words

English 205: Comparative Analysis of English and Philippine Language Practicing the Skills WORKSHEET #3 13Complete the table below by means of providing their IPA transcription or English equivalents.

Practicing the Skills WORKSHEET #4 English 205: Comparative Analysis of English and Philippine Language 14Read the following sentences. If the sentence has a falling intonation, write F, if it has a rising intonation, write R. 1. There are wonderful places in the Philippines. 2. Have you met our new principal? 3. Girls are interested in dances, but boys are interested in sports. 4. Where did you leave your bag? 5. Mrs. Legaspi bakes tarts, cakes, cookies, and pieces of bread. 6. What will you wear for the party? 7. Please come to my party. 8. My mother bought rice, viand, vegetables, and fruits. 9. Can you come with me? 10. Together with his cousins, Krystal flew to Davao.

Practicing the Skills WORKSHEET #4 English 205: Comparative Analysis of English and Philippine Language 14Read the following sentences. Write a downward arrow, if the sentence has a falling intonation and an upward if it has a rising intonation, upward-downward arrow for rising-falling and downward-upward for falling rising intonation. 1. We all got high grades. 2. May I see your assignment? 3. The contestants qualified for the contest. 4. Some people like to read books, play tennis, swim, and watch movies. 5 . Did he recite the poem well? 6. Who won in the contest? 7. Are you coming with us? 8. The Cebuano's make good guitars. 9. There are many places to visit in Vietnam, Malaysia, Indonesia, and Thailand. 10. Please seat beside each other. ⬆️ ⬆️ ⬆️ ⬆️

English 205: Comparative Analysis of English and Philippine Language Practicing the Skills WORKSHEET #5 15Compare and Contrast of English Phonology and Tagalog Phonology Tagalog Phonology English Phonology

Test your knowledge POST-TEST English 205: Comparative Analysis of English and Philippine Language 16Read each question carefully and encircle the best answer choice from the options provided. 1. Which of the following is not a vowel sound in English? a) /æ/ b) /u/ c) /ð/ d) /i/ 2. Which of the following is a glottal sound in Tagalog? a) /a/ b) /e/ c) /o/ d) /ʔ/ 3. In English, which of the following consonants is voiceless? a) /b/ b) /d/ c) /g/ d) /f/ 4. Which of the following Tagalog words has a diphthong? a) bahay b) aso c) misa d) pasa 5. Which of the following Tagalog words has a palatal nasal sound? a) "basa" b) "tingin" c) "kalsada" d) "laban" 6. What is the IPA transcription for the Tagalog word "bagay"? a) /ba:haj/ b) /bagai/ c) /bagaʔi/ d) /bagia/ 7. How many vowel phonemes in Tagalog? a) 4 b) 6 c) 5 d) 7 8. What is the meaning of this Tagalog transcription of this word /ˈkaːhɔj/ a) wood b) food c) house d) dog 9. What is the IPA transcription for the Tagalog word /ˈbaːsa/? a. read b) wet c) speak d)dry 10. What is the IPA transcription for the Tagalog word /baˈsaʔ/ ? a)read b) wet c) speak d)dry

English 205: Comparative Analysis of English and Philippine Language Answer Key 17 C D D A B A C A A B PRE-TEST/ POST-TEST 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. WORKSHEET 1 1. Life / alive 2. Japanese/ Afternoon 3. Lip / Remains 4. Read / Wet 5. Pipe / Sugarcane WORKSHEET 2 WORKSHEET 3 Practice Reading ANSWER KEY 1.Friend 2.Lover 3.Flower pot 4.burn 5.Sprout 6.pipe 7.Bullet 8.threat 9. /pi:to/ 10./?pi:to/ 11. open 12. night 13. /pu:no/ 14. /?pu:no/ 15./?u:po/ 16./u:po/ 17./ta:lon/ 18. /?ta:lon/ 19. /?ba:ka/ 20./ba:ka/ WORKSHEET 4 1.⬇️ 2. ⬆️ 3.⬇️ 4.⬆️⬇️ 5.⬆️ WORKSHEET 5 Venn Diagram answers may vary. 6. ⬇️ 7. ⬆️ 8. ⬇️ 9.⬆️⬇️ 10. ⬇️

References English 205: Comparative Analysis of English and Philippine Language 18Roach, P. (2009). English phonetics and phonology paperback with audio CDs (2): A practical course. Cambridge university press. Berowa, A. M. C., & Regala-Flores, E. (2020). Toward an inclusive description of the segmental phonology of Philippine English. The Asian ESP Journal, 16(4), 211-232. Avery, P. & Ehrlich, S. (2012). Teaching American English pronunciation. Oxford University Press. Jose, L., Lemi, L., & Lalunio, L. (2013). Bagong Filipino tungo sa globalisasyon: Aklat sa wika at pagbasa 1. VIBAL Group, Inc. Teschner, R. V., & Whitley, M. S. (2004). Pronouncing English: a stress-based approach, with CD-rom. Georgetown University Press. Le, H. T. Comparison of Machine Learning Algorithms Based on Filipino-Vietnamese Speeches. Reyes, R. (1997). About the Tagalog language. In A handbook and grammar of the Tagalog language. Retrieved from http://tagalog.ryanreyes.com/ tagalog.htm Schachter, P., & Reid, L. A. (2018). Tagalog. In The world's major languages (pp. 852-876). Routledge.

About The Professor Brenda Ramos Delos Santos is a graduate of Bachelor of Secondary Education major in English and currently Masters Degree. She is employed as Secondary School Teacher l at Libo National High School. She is highly skilled at motivating students through positive encouragement and reinforcement of concepts via interactive classroom instruction and observation. Brenda R. Delos Santos MAED-ENGLISH Libo National High School Teacher I Dr. Mercedita Alberto insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here insert text here Author's Information 19About The Student Sir Denmark DC. Avecilla, a professional teacher at Bagumbong Elementary School, graduate of Bachelor of Secondary Education, major in English at Universitiy of Rizal System, Pililla Campus, currently taking Master of Arts in Education major in English at Laguna State Polytechnic University Siniloan Campus. He believe that teaching is not simply a job, but a calling driven by a deep desire to make a positive difference in the lives of learners. Denmark DC. Avecilla MAED-ENGLISH Bagumbong Elementary School Teacher I English 205: Comparative Analysis of English and Philippine Language English 205: Comparative Analysis of English and Philippine Language