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Concourse 2

Vowels

vowels

If anything in the first part of this guide is unfamiliar to you, you should probably take a little time to refresh your memory concerning the essential concepts in pronunciation.  You can open that guide in a new tab or window by clicking here.

Two questions:

  1. Can you define 'vowel'?
  2. What are the vowel sounds of English?

Click here when you have an answer.

Because we only have 6 letters for 21 sounds, we need to use the symbols above to represent things accurately.
Estimates of the number of vowels vary because, unlike consonants, it is sometimes hard to determine when one vowel ends and the next begins.
It is also the case that the distinction between a vowel and a consonant is not quite as straightforward as some references (especially those for learners) would have you believe.  For example, /h/ and /w/ are usually defined as consonants but in English the sounds are made with an unrestricted airflow and are therefore more vowel-like than obvious consonants such as /p/ or /v/.
Languages differ, too, in how vowels are categorised so, for example, /r/ is, in English, generally recognised as a consonant but in Mandarin it is a vowel.
Following some analyses, it makes more sense to talk about the distribution of sounds rather than their manner of production so, for example, sounds which, in English, can come between and initial /p/ and a final /t/ are all vowels as are those which can follow an initially placed /m/.  This is specific to English, because other languages allow different distributions and, for example, in German, /f/ may follow /p/ and in Greek, /n/ may follow /ɡ/ but in English that is not permitted.  (We are talking about sounds not letters here, naturally.)
Vowel sounds are one of the areas in which regional or various standard differences in pronunciation show most clearly.  For this reason, multiple examples are given above.  What follows in this area is based, slightly loosely, on RP or the British variety known as Received Pronunciation or BBC English.  For example, the word house is given as an example of the /aʊ/ diphthong but in many varieties of English the vowel would closer to /æ/ or /uː/.


classify

Classifying vowels

Monophthong vs. Diphthong

Monophthongs are produced and perceived as having a single quality.  These are sometimes called the pure vowels.  An example is the /ʊ/ sound in foot .
Diphthongs are perceived as starting with one vowel and gliding towards another.  An example is the vowel /ʊə/ in pour which is formed by starting with the /ʊ/sound and then moving to the /ə/ sound.

Monophthongs first
1

There are four things to know about any vowel:

  1. Tongue height: is main part of the tongue high in the mouth or low?  Three positions are recognised:
    1. High: at the top of the mouth in vowels such as /iː/ and /uː/ in beat and boot respectively.
    2. Mid: in an intermediate position in vowels such as /e/ and /ɔː/ in bet and bought respectively.
    3. Low: lying flat on the bottom of the mouth in vowels such as /æ/ and /ɒ/ in pat and pot respectively.
  2. Tongue position: where is the main part of the tongue?  Three more positions are recognised:
    1. Front: with the tongue towards the front of the mouth as in the vowels /e/ and /iː/ in bed and bead.
    2. Central: with the tongue central in the mouth in vowels such as /ə/ and /ɜː/ in about and verse.
    3. Back: with the tongue at the back of the mouth as in the vowels /ɒ/ and /ɑː/ as in hot and heart.

Traditionally, these two characteristics are plotted on a grid like this (the front of the mouth is to the left):

VOWEL GRID

If you try saying beat, bit, bet, about, verse, cup, cap, cruise, foot, hot, fought, bark you will feel the tongue position change from left to right, top to bottom of the grid.  In your mouth, it'll move up and down and forward and back depending on the vowel.  Try it.

  1. Length: some vowels are represented with a colon following them.  This is the length mark.  Compare the sounds of /ə/ and /ɜː/, for example, in Herbert (the first is longer).  Length is, of course, relative and vowels can be made longer or shorter by any speaker of English.
    1. Short vowels
      Conventionally, there are, in English the following eight short vowels (although the last of this is often conflated with the first):
      1. /ɪ/ as in kid or blip.  To make this sound, the lips are only slightly spread.  Spreading them further produces the longer sound /iː/ and that is a common error for speakers whose languages do not have the short vowel.
      2. /e/ as in dead or said.
      3. /æ/ as in hat or ban.
      4. /ʌ/ as in cup or luck.
      5. /ɒ/ as in got or pot.
      6. /ʊ/ as in foot or put.
      7. /ə/ as in the first syllable of about and the last of father.
      8. /i/ as at the end of happy or savvy
    2. Long vowels
      The following are the long vowels which are all marked to show length with the length mark: 'ː'.  The length mark is actually only for convenience in terms of remembering that the vowel is long.  The symbols are, with one exception, different from the short vowels even without the length mark.  The following five are the long vowels:
      1. /iː/ as in sheep or neat.
      2. /ɜː/ as in verse or nurse.
      3. /ɑː/ as in car or bar.
      4. /ɔː/ as in taught or bought.
      5. /uː/ as in moose or shoe.
  2. Lip rounding: some vowels are formed in English with rounded lips.  These are /ʊ/, /uː/, /ɔː/ and /əʊ/.  Try looking in a mirror and saying, foot, loose, caught, load.  You can see the lips rounding.  The amount of rounding varies and this affects the sound.  Other vowels, such as /e/ and /iː/ are not rounded but the latter requires lateral stretching of the mouth – say cheese.
    There are, in fact three basic alternatives, although there is a cline from fully rounded to fully stretched via the neutral position.  If you look at yourself in a mirror while pronouncing the vowels in the table above, you will be able to see how your lips are positioned for each sound:
    1. rounding as in /ʊ/ or /ɔː/ etc.
    2. stretching as in /iː/ or /e/ etc.
    3. neutral as in /ə/ or /ɜː/ etc.

Now it's possible for you to classify all vowels in English by type.  For example, /uː/ is a high, back, long, rounded vowel.

Diphthongs
2

As we said, these are sounds made by starting with one pure vowel and gliding towards another.  There are eight of these in English.  The easiest way to remember them is to see where they are going.  There are three sorts:

  1. Ending in /ə/.  Because the /ə/ is the archetypal central vowel in English, these are called the centring diphthongs and there are three of them:
    1. /ɪə/ as in here or beer.  The sound starts with the short vowel /ɪ/ and glides at the end to the /ə/ sound.
    2. /eə/ as in lair or pair.  Start with /e/ and move to the /ə/.
    3. /ʊə/ as sure or pour.  Start with /ʊ/ and move to /ə/.
      This sound is now becoming quite rare, being confined mostly to dialect or very careful RP speech.  These days, the vowel on words such as sure and poor is usually transcribable as /ɔː/.
  2. Ending in /ɪ/.  These are described as closing diphthongs because the tongue moves towards the roof of the mouth, closing off the airflow.  There are also three of these:
    1. /eɪ/ as in day or hay.  Start with /e/ and move to /ɪ/.
    2. /aɪ/ as in price or nice.  Start with /a/ and move to /ɪ/.
    3. /ɔɪ/ as in boy or coy.  Start with /ɔ/ and move to /ɪ/.  In this diphthong, the first sound is a little more open and shorter than the sound /ɔː/ in bought or caught.
  3. Ending in /ʊ/.  These are also closing diphthongs because the tongue moves towards the roof of the mouth.  There are only two (in English):
    1. /əʊ/ as in boat or vote.  Start with /ə/ and move to /ʊ/.
    2. /aʊ/ as in south or louse.  Start with /a/ and move to /ʊ/.

The most important thing to know about diphthongs (apart from how to produce, recognise and transcribe them) is that the initial sound is the most recognisable with the second vowel usually being much shorter and less distinct.
Here's a diagram to help you remember all this:

vowels

Triphthongs
3

These sounds do not appear in the diagram above for two reasons (apart from the fact that they wouldn't fit):

  1. They are by no means easy to identify
  2. They only exist in certain varieties of English and can, for learners, generally be safely ignored

They do, nevertheless exist and there are, what's more, five of them.  Whether you produce all five when you speak is a matter of the accent you use and your background as well as how carefully and slowly you are trying to enunciate.
These sounds are diphthongs which then take a further glide towards the schwa /ə/.
The diphthong with which these sounds begin is the most noticeable sound and the final glide to the schwa is, for many people, unrecognisable and also not produced in a lot of people's speech.
Here's the list with the example words:

  1. /eɪə/ as in player or mayor.  Start with the diphthong /eɪə/ (as in say) and glide from the end of that to the /ə/.
  2. /aɪə/ as in liar or shire.  Start with the diphthong /aɪ/ (as in nice) and glide to the /ə/.
  3. /ɔɪə/ as in soil or loyal.  Start with the diphthong /ɔɪə/ (as in toy) and glide to the /ə/.
  4. /əʊə/ as in lower or knower.  This one has a schwa at both ends.  Start with the diphthong /əʊ/ (as in coat) and glide to the /ə/.
  5. /aʊə/ as in tower or our.  Start with the diphthong /aʊ/ (as in mouth) and glide to the /ə/.

mark

Markedness in vowels

Markedness in this sense refers to how widely vowels are represented in the world's languages.  That, is is sometimes averred, is a measure of how hard they are to acquire.  The common sounds will give few problems but vowels which are not represented in the learners' first language(s) will, understandably, cause significant problems.

There is evidence to suggest that the high vowels, especially, /ʊ/, /uː/, /iː/ and /ɒ/ are common to a wide range of languages and are, therefore, considered unmarked.  They should cause few learners any significant trouble.
On the other hand, some lower vowels, particularly /ɑː/, /ɔː/, /ɜː/, /ʌ/ and /æ/ are marked in that they do not universally occur with anything like the same frequency so they require more attention.
Some languages have no equivalents of these sounds and learners will usually produce the nearest fit with their first-language sounds resulting in, notably, mistaking /iː/ for /ɪ/ and /ɒ/ for /ɑː/.  This is a form of phonemic substitution.  Some attention to where the tongue is positioned and vowel length is called for in terms of teaching these.


semi

Semi vowels

Semi-vowels are sounds which are produced like vowels but actually don't function like them.  An example is the /j/ sound at the beginning of the word yet (/jet/).  The y letter represents a consonant in this case but at the end of the word fly, it is a vowel and transcribed as /flaɪ̯/.
The letter w also has this characteristic: at the beginning of was it is close to being a consonant (called a glide, in the trade) but in the centre of cower it is a triphthong vowel sound so the transcription of was cowering is /wəz ˈkaʊər.ɪŋ/.


If you would like to hear these sounds, the ideal place to go has been kindly provided by the British Council.


Other areas in the pronunciation section of the in-service guides:

the overview of pronunciation connected speech consonants
intonation key concepts of intonation sentence stress
the syllable teach yourself transcription teaching pronunciation
vowels word stress a word-stress exercise for learners


Of course there's a test.