Each student must complete and submit their own assignment. That means: all components that you submit should have been performed by you and written by you in your own words.
However, we recognize that some students may benefit from being able to work through the technical aspects of this assignment with others. In order to maintain Academic Integrity: if you discussed this assignment with other students, such as in a study group or group chat, you should credit them by writing their name(s) in the space below and briefly stating how they helped you with working through the assignment.
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Please consult this website for more information on Academic Integrity and sharing work:
https://www.academicintegrity.utoronto.ca/smart-strategies/students-sharing-academic-work/
…and the following page for things to watch out for when working in a study group:
https://www.academicintegrity.utoronto.ca/smart-strategies/group-work/
STEP 1: Recordings and Spectrograms
Record yourself saying the following sets of words. Be sure to record directly in .wav format and aim to eliminate any background noise.
You must upload these recordings together with your assignment.
Then, use PRAAT to draw pictures of the corresponding spectrograms and insert them into the document below. Your spectrogram images should be as clear as possible, they should show frequencies up to at least 6000Hz, and they should include marks on the vertical axis at every 1000Hz.
(See video titled “Drawing Images in PRAAT” posted in Lecture 5 for demonstration.)
(1) Spectrogram picture of beat /bit/, bit /bɪt/, bait /bejt/, bet /bɛt/, bat /bæt/
(2) Spectrogram picture of bought /bɑt/, boat /bowt/, book /bʊk/, boot /but/, but /bʌt/
(3) Spectrogram picture of boy /bɔj/, bowed /bawd/, bout /bawt/, bide /bajd/, bite /bajt/
(4) Spectrogram picture of beer /bɪɹ/, bear /bɛɹ/, bar /bɑɹ/, bore /bɔɹ/
(5) Spectrogram picture of ban /bæn/, bag /bæg/, and bang /bæŋ/
STEP 2: Formant values
Use PRAAT to determine the values of the first two formants (F1 and F2) of the vowels you produced in your recording.
Remember:
• For monophthongs, measure the formants at the midpoint of the vowel.
• For diphthongs, measure the formants at the vowel portion of the diphthong (about 1/3rd or 1/4th of the way in).
• For vowels are followed by /ɹ/, you should measure the formants in the same way you would for diphthongs: about 1/3rd or 1/4th of the way in.
(See video titled “Measuring Formants in PRAAT” posted in Lecture 5 for demonstration.)
Enter the formant values (rounded to the nearest whole number) into the following tables.
Table 1: Front vowels
F1 F2
beat /bit/
bit /bɪt/
bait /bejt/
bet /bɛt/
bat /bæt/
Table 2: Back and central vowels
F1 F2
bought /bɑt/
boat /bowt/
book /bʊk/
boot /but/
but /bʌt/
Table 3: Diphthongs and potential Canadian Raising
F1 F2
boy /bɔj/
bowed /bawd/
bout /bawt/
bide /bajd/
bite /bajt/
Table 4: Vowels before /ɹ/
F1 F2
beer /bɪɹ/
bear /bɛɹ/
bar /bɑɹ/
bore /bɔɹ/
Table 5: Potential /æ/-raising
F1 F2
ban /bæn/
bag /bæg/
bang /bæŋ/
STEP 3: Formant chart
Plot your words on the attached vowel formant chart. (i.e. For each word/vowel, draw a dot where the F1 and F2 intersect and label it with the corresponding word.)