Unit 2: Description of Speech Sounds Questions

Fill in the blanks:

1. The physical energy behind a speech signal is perceived as ________.
2. A ________ is a complex vowel sound that “glides” from one position to another within a single syllable.
3. Consonants produced by using both lips, such as /p/ and /m/, are classified as ________.
4. The variation of pitch over a whole sentence is known as ________.
5. In the PVC framework for consonants, the “V” stands for ________.
6. The ________ is a schematic map used to represent where the tongue is positioned for various vowels.
7. When air escapes through the nose during the production of a vowel, that vowel is said to be ________.
8. The “texture” of a voice that allows us to distinguish between two people is called ________.
9. English is a ________-timed language, meaning the time between emphasized syllables is relatively constant.
10. The vowel nucleus /i/ (as in “see”) is classified as a ________-front vowel.

Answers:

1. Loudness
2. Diphthong
3. Bilabial
4. Intonation
5. Voicing
6. Vowel Quadrilateral
7. Nasalized
8. Quality (Timbre)
9. Stress
10. High

Tick the correct option:

1. Which parameter is determined by the “Fundamental Frequency” (F₀)?

a) Intensity

b) Quality

c) Pitch

d) Duration

2. “Subglottal air pressure” is the primary physical basis for:

a) Resonance

b) Loudness

c) Intonation

d) Articulation

3. Which of the following is a “Glide” or semi-vowel?

a) /s/

b) /k/

c) /w/

d) /ch/

4. A sound produced with the lower lip and upper teeth (like /f/) is:

a) Bilabial

b) Labiodental

c) Alveolar

d) Velar

5. What happens to the vocal folds during a “Voiceless” sound?

a) They vibrate rapidly

b) They are held wide apart

c) They are tightly closed

d) They produce a “buzz”

6. The word “CON-tent” (noun) vs “con-TENT” (adjective) is an example of:

a) Intonation

b) Juncture

c) Word Stress

d) Rate of speech

7. Which vowel is known as the “neutral” vowel or Schwa?

a) /a/

b) /i/

c) /u/

d) /ə/

8. “Stops” or “Plosives” are characterized by:

a) A hissing friction

b) A complete blockage and release of air

c) Air escaping through the nose

d) Minimal constriction

9. Which parameter is most visible to a child practicing speechreading?

a) Tongue height

b) Subglottal pressure

c) Lip rounding

d) Vocal fold vibration

10. A “Consonant Blend” is different from a “Digraph” because:

a) It is louder

b) Every individual sound is still heard

c) It only uses vowels

d) It occurs only at the end of words

Answers:

1. c) Pitch
2. b) Loudness
3. c) /w/
4. b) Labiodental
5. b) They are held wide apart
6. c) Word Stress
7. d) /ə/
8. b) A complete blockage and release of air
9. c) Lip rounding
10. b) Every individual sound is still heard

True or False

1. Vowels are produced with significant constriction in the vocal tract. (True/False)
2. Pitch is determined by the speed of vocal fold vibration. (True/False)
3. In a “Voiced” sound, the vocal folds do not vibrate. (True/False)
4. Stress is achieved only by making a sound louder. (True/False)
5. Hypernasality occurs when too much air escapes through the nose. (True/False)
6. Vowels carry the most acoustic energy and are the loudest parts of speech. (True/False)
7. A “Stop” consonant involves a gradual release of air. (True/False)
8. Rising intonation at the end of a sentence usually indicates a statement. (True/False)
9. The “Place” of articulation for /th/ is Linguadental. (True/False)
10. Diphthongs are treated as two separate phonemes. (True/False)

Answers:

1. False (Open vocal tract)
2. True
3. False (They vibrate)
4. False (Loudness, pitch, AND duration)
5. True
6. True
7. False (It is a sudden release or “explosion”)
8. False (Usually indicates a question)
9. True
10. False (They are treated as a single phoneme/glide)

Very Short Answer Type Questions:

1. What is the physical basis of “Vocal Quality”?
2. Define “Tongue Advancement.”
3. What are “Affricates”?
4. What does a “Falling Intonation” pattern usually signal?
5. List the three parameters used to classify consonants.
6. What is “Vowel Neutralization”?
7. Name two “Active Articulators.”
8. What is the “Nucleus” of a syllable?
9. Define “Rate of Speech.”
10. What is “Stress-Timed” rhythm?

Answers:

1. The spectrum of sound and how the vocal tract resonates/filters it.
2. The horizontal position of the tongue (Front, Central, or Back) in the mouth.
3. Sounds that start as a stop and release into a fricative (e.g., /ch/, /j/).
4. It signals the completion of a thought or a definitive statement.
5. Place, Manner, and Voicing.
6. A common HI issue where all vowels sound like the neutral “schwa” (/ə/).
7. Tongue and Lower Lip (or Lower Jaw).
8. The vowel is almost always the nucleus or center of a syllable.
9. The speed of speaking, usually measured in words per minute.
10. A rhythm where the time between stressed syllables is equal, regardless of how many unstressed syllables are between them.

Short Answer Type Questions:

1. Explain the difference between Segmental and Non-segmental aspects of speech.
2. How does a child with a hearing impairment typically struggle with “Intensity”?
3. Describe the difference between a “Monophthong” and a “Diphthong.”
4. Why are “Labiodental” and “Bilabial” sounds usually easier for children with HI to learn?
5. Describe the “PVC” framework for classifying the sound /v/.
6. How does “Sentence Stress” change the meaning of a message? Give an example.
7. Explain the parameter of “Tenseness” in vowels.
8. What is the role of “Pause” or “Juncture” in speech?
9. Why is “Lip Rounding” an important visual cue in speech training?
10. Describe the physical basis of “Pitch” and how it is perceived.

Answers:

1. Segmentals are individual units of sound (vowels/consonants). Non-segmentals (suprasegmentals) are features like pitch and stress that span across those units.
2. They cannot monitor their own volume; they may whisper because they can’t hear themselves or shout because they are trying to “feel” the air pressure.
3. A Monophthong is a pure vowel where the tongue stays still; a Diphthong is a glide where the tongue moves from one vowel position to another.
4. Because they are “visible” sounds produced at the front of the mouth, allowing the child to use visual cues (lip-reading) to supplement their hearing.
5. /v/ is: Place: Labiodental; Voice: Voiced; Manner: Fricative.
6. Stress highlights the intent. For example, “I love you” (me specifically) vs “I love YOU” (you specifically).
7. Tense vowels (like /i/ in “beat”) require more muscle effort and last longer; Lax vowels (like /ɪ/ in “bit”) are shorter and more relaxed.
8. Pauses help separate phrases for processing, create emphasis, and distinguish similar-sounding word boundaries (juncture).
9. It is highly visible. Children can easily see the difference between rounded lips (/u/) and spread lips (/i/), even if they can’t hear the frequency difference.
10. Pitch is physically the “Fundamental Frequency” (F₀) of vocal fold vibration. We perceive faster vibration as a higher pitch.

Long Answer Type Questions:

1. Provide a detailed classification of vowels based on the four primary dimensions (Height, Advancement, Rounding, and Tenseness).
2. Discuss the three pillars of Non-segmental speech (Intensity, Pitch, and Quality), including their physical bases and the issues faced by children with HI.
3. Compare and contrast Consonants, Vowels, Diphthongs, and Blends in terms of airflow and complexity.
4. Explain the classification of consonants by “Manner of Articulation,” providing definitions and examples for each category (Stops, Fricatives, etc.).
5. Analyze the importance of Supra-segmental features (Prosody) in making speech intelligible, and explain the specific challenges hearing-impaired students face with these features.

Answers:

1. Vowel Classification:
   • Height: High (tongue near palate), Mid, or Low (jaw open).
   • Advancement: Front, Central, or Back position of the tongue.
   • Rounding: Whether lips are circular (rounded) or spread (unrounded).
   • Tenseness: Tense (long/strong) vs. Lax (short/weak).
2. Three Pillars of Non-segmental:
   • Intensity: Power/Loudness; HI children struggle with volume regulation.
   • Pitch: Frequency/Melody; HI children often have monotone voices.
   • Quality: Resonance/Timbre; HI children may have hypernasal or breathy voices.
3. Comparison:
   • Vowels: Open airflow, simple complexity.
   • Consonants: Constricted airflow, specific motor targets.
   • Diphthongs: Open airflow but involve a “glide” movement (complex).
   • Blends: Multiple constrictions in a sequence (highly complex).
4. Manner of Articulation:
   • Stops: Complete block (p, b, t, d).
   • Fricatives: Hissing friction (f, s, v).
   • Affricates: Stop + Fricative (ch, j).
   • Nasals: Air through nose (m, n).
   • Glides/Liquids: Vowel-like (w, l, r).
5. Prosody & Intelligibility: Prosody (Intonation, Stress, Rhythm) provides the “context” of speech. HI children struggle with these because they are auditory-heavy. Without proper prosody, speech sounds robotic and confusing, even if the individual consonants are correct. Training focuses on rhythm and pitch variation to make speech sound “natural” and easier for listeners to follow.