Voice and Articulation Drillbook

228 Pages·1960·63.53 MB·English

by  Grant Fairbanks

VOICE AND
ARTICULATION
DRILLBOOK
Second Edition
by GRANT FAIRBANKS
HARPER & RO\r, PUBLISHERS
New York, Eaanston. and. London
VOICE AND ARTICULATION DRILIBOOK, Sccond Editin
Copyright O 1937, 1938, 1939, 1960 by Grant Fairbanks
Copyright 1940by Harper & Row, Publishers, Incorporated
Printcd in thc United Statcs of Amcrica
All rigbtr in this book are teserued.
No Par, ol the booh may be *ed or reprod*ed
in any matn* uhatsoecer u;thor.t ur;rten pel
,n;stion exceQt in the case ol briel q*otations
enbodied in qitical artieles and teaieus. For
inlormation address Harper & Row, Pablishers,
lncot|orated,
49 Edst 3jrd Srteet, NePYork 16, N'Y.
Libraryt of Congrcss catalog card number: 59-13926
Prefoce
This is a book of practice materials for the improvement of
voice and articulation. It stresses auditory discrimination, and
takes its organization from the phonetic and acoustic features
of speech. It includes some introductory information about
these features. It is designed for use either as a textbook (Voice
and Articulation, Voice and Phonetics, Speech Improvement,
etc.), or as a source of materials for correction of disorders.
The present edition replaces that of 1940, and in its prepa-
ration the entire book has been rewritten. The original edition
appeared in 1937, was revised in 1938, and again in 1939;
Athens Press of Iowa City printed all three. The next revision
was published in 1940 by Harper & Row, Publishers.
It is a pleasure to record my gratitude to many contributors.
During the early period, Edward C. Mabie and Carl E. Sea-
shore encouraged and supported the project; Harry G. Barnes
offered numerous suggestions, and allowed use of his unpub-
lished research on pronunciation in the early editions; Milton
Cowan criticized some of the manuscripts; Spencer F. Brown,
Jack C. Cotton, Ernest C. Fossum, Giles W. Gray, and Ernest
H. Henrikson tried preliminary editions and made creative
comments; among those who assisted in construction and trial
of materials were Phyllis Franke Brown, E. Thayer Curry,
Frederic L. Darley, David L.Johnson, C. W. Mclntosh,Jr.,
Dorothy Oliver, Wilbert Pronovost, John C. Snidecor, and
D. C. Spriestersbach. In connection with the present edition,
Professor Snidecor, John W. Black, Stanley Fletcher, Lee S.
Hultz6n,James C. Kelly, Burrill Phillips, Karl R. Wallace,
and Karl A. Windesheim made contributions of various kinds;
CharlesJ. Davies, Anthony Holbrook, Barbara W. Hodson,
and Jo Ann Williamson helped with special data;Jennifer M.
PREFACE
Hindell prepared the typescript. The figures are the work of
Herbert L. Sterrett, Art Director of the University of Illinois
Press. I am also indebted to representatives of Harper & Row,
Publishers, especially to Lousene Rousseau. The contribu-
tions of my wife, Helen, have been particular and pervasive.
Gnaxr F,c,rRBANrs
Urbana, Illinois
March, 1959
Contents
Pnnrncn
FonBwono ro rHE INsrnucron ix
1. Speech: A Graphic Introduction I
2. Phonetic Transcription 9
3. Vowels I 22
4. Vowels II 34
5. Diphthongs 47
6. Consonants I 3t
7. II 7l
Consonants
B. Consonants III B6
9. Pronunciation 104
10. Time 113
11. Pitch r22
12. Intensity 135
13. Phrasing t44
14. Intonation and Stress 155
15. Voice Quality 170
RBnsneNces 185
INosx 193

Foreword to the lnstructor
Practice materials and informational content are inter-
woven throughout this book, but their mannerofuse and rela-
tive prominence in your program are subject to your control.
You may use the practice materials, for instance, in a program
of speech improvement or correction that gives negligible at-
tention to content. On the other hand, you may stress the
content and employ the practice materials in the manner of
laboratory exercises, primarily for their value in demonstra-
tion. You will notice the references, cited numerically in the
text and listed at the end.
The practice materials begin in Chapter 2, and have been
developed in numbered units. In Chapters 2 and 9-15 your
students will find separate directions included in each unit,
but in Chapters 3-8, which cover the phonemes individually,
unnecessary repetition has been avoided by following a stand-
ard outline fairly closely and reducing directions to minimum.
This arrangement is explained to the student where first
needed (Notes on Plan of Materials, Clrlapter 3), but explicit in-
structions from you will be necessary at that point. As you
well know, practice with voice and articulation is consider-
ably aided by equipment. Naturally you will use it as much as
possible, and that has been assumed in the preparation of all
the materials. However, no procedure is described in which
equipment is obligatory. If you are using this book as a source
of material for work with children, as in a speech clinic.or
school program, you will want to know that vocabulary con-
trol has been exerted in Chapters 3-8. Each phoneme has a
numbered unit on Words and another on Sentences. In these,
the first ten words listed for each position and the words used
in the first five sentences were drawn from the elementary vo-
X FOREWORD TO THE INSTRUCTOR
Form l. EVALUATION OF CONNECTED SPEECH
r234567
Anrrcur-nrroN
General errors. . - Vowel errors Consonant errors. . .
PnouuNcInrtoN | 23 4 5 6
7
Phonetic errors . Misplaced stress .
Regional dialect Foreign dialect
Tttr,tp 1234 567
Rate too fast . Rate too slow
Monotonous Patterned
JerkY.
Phonations too short . . long. . Pauses too short . ' long. ' .
Phrases too short. . . lons. . .
Prrcn 1234 567
Level too low. . . Level too high. .
Monotonous Patterned Affected
In'rnxsrrvl234567
Level inadequate Level excessive. . .
Patterned
Monotonous. . . Too variable
.
Vocer-MenNtNc | 2 3 4 5 6
7
Phrasing faulty . Intonation faulty.
Emphasis faulty. . Generally unexpressrve
.
VorceQunr-nv | 2 3 4 5 6
7
..... Harsh Breathy Floarse""'
Nasal
r234567
Tornl Errpcr
FOREWORD TO THE INSTRUCTOR xl
Form 2. PHONETIC INVENTORY
Type of Erroro Type of Erroro
Sub. Om. Dis. ,S/. Sub. Om. Dis. ,S/.
lil rl
I IB
2 ['] l9 ll
3 ["t ] 20 ml
4 Ie] 2r nl
5 rel 22 rl
6 nl 23 ril
ol 24 [*]
cl lh*l
B 25
9 oul 26 thl
10 U 27 P]
l1 u 28 bl
I2 U"l
13 Iaul 30 [d
l4 [.t ] 3l Ik
l5 crl 32 [s]
*l
l6 lfl
33
r7 a-l 34 ["]
Remarks 35 tel
36 t6l
37 [.]
3B V]
39 tJl
40 tsl
4l ttJl
42 ldsl
"Substitution, Omission,
Distortion, Slighting
Xii
FOREWORD TO THE INSTRUCIOR
cabulary whenever feasible. The sections on phonetic inven-
tory below include materials for children.
Eualuation of Connected SPeech
On page x you will find Form 1, which may be used as a
guide to systematic description of speech. Its main headings
are factors that correspond to chapters or grouPs ofchaPters
in the text, and are arranged in the same order. Each is pro-
vided with a rating scale and check list. You may develop a
speech profile by means of the rating scales, and use the check
lists, supplemented by notes, to indicate problems that need
special attention. The scale at the bottom may be used to in-
dicate your overall impression. When completed, Form I may
be presented to the student as the basis of a preliminary work
plan. It is suggested that you interpret the scale points from
I to 7 as Inferior, Very Poor, Poor, Average, Good, Very
Good, Superior.
The kind of speech sample that you arrange to observe will
be determined, of course, by your particular objectives. For
general work it has been found practical to make a complete,
basic evaluation on Form I while the student reads simple,
factual, unprepared prose. This is then supplemented by ask-
ing him to summarize what he has just read, or to make a
brief statement about a familiar subject (home town, future
job, etc.). Points ofdifference are recorded.
Phonetic Inuentorlt
The purpose of Form 2 (p. xi) is to outline a complete sur-
vey and provide a place to record the results. It is intended for
use in conjunction with the sentences that follow. T}re 42
items cover the phonemic system of the General American
dialect, with the exception of Ia ], and are applicable to other
dialects with minor changes. Each phoneme is sampled by a
pair ofsentences that call for usage in representative positions
and environments. The pairs are numbered to correspond