Monday, August 18, 2025

MA in Linguistics Department of Linguistics University of Kelaniya 19.08.2025

Active and passive articulators

Active and passive articulators are crucial in speech production as they determine how sounds are formed. Active articulators (like the tongue and lips) move to create constrictions in the vocal tract, while passive articulators (like the teeth and palate) remain relatively stationary, providing surfaces for the active articulators to interact with. Understanding these roles helps in analyzing and producing speech sounds accurately. 

Active and passive articulators modify the air stream into speech sounds. They help to articulate the sounds of a language.

Let’s take the role of active and passive articulators during the articulation of English speech sounds.

We use the lung air that we breathe out during the articulation of all English speech sounds. The organs of speech modify the lung air into speech sounds. These organs that help to modify the air into speech sounds are called articulators.

These organs of speech are divided into two parts, active articulators and passive articulators.

The organ of speech is called active articulator because it moves towards the passive organ of speech during the articulation of a sound. The organ of speech that is not movable during the articulation of a sound is called passive articulator.

All the parts of the roof of the mouth are labelled as passive organs of speech. The roof of the mouth has three parts (1) teeth or alveolar ridge (2) hard palate (3) soft palate. Though soft-palate is movable and it determines whether the sound is oral or nasal, but it is termed as passive articulator because it is the back of the tongue that is raised toward it.

The lower part of the mouth is movable. Lower lip and tongue are movable. Tongue is highly flexible; all its parts are called active articulators. The first part of the tongue is called tip, the part opposite the teeth-ridge is called blade, the part opposite the hard palate is called front, and the part opposite the soft-palate is called back of the tongue.

The classification of all consonant sounds is done on the basis of (1) Place of articulation (we have to know the active organ of speech and passive organ of speech) (2) Manner of Articulation (we have to know how the active articulator comes against the passive articulator to articulate the sound).

Let’s take the consonant sound /t/. It is classified as alveolar because blade is the active articulator that moves toward the alveolar-ridge which is a passive articulator. That’s why it is called alveolar sound.

All vowel sounds are classified according to the part of the tongue (active articulator) raised toward its opposite part (passive articulator). This is how vowels are classified as front, back and central vowels.

Let’s take the vowel sound /i:/. It is classified as front vowel because front of the tongue (active articulator) comes against the hard-palate (passive articulator).

Active and passive articulators play a very important role to articulate speech sounds of a language.

 

Articulatory Phonetics

The production of speech involves 3 processes:

Initiation: Setting air in motion through the vocal tract.

Phonation: The modification of airflow as it passes through the larynx (related to voicing).

Articulation: The shaping of airflow to generate particular sound types (related to manner)

Articulatory phonetics refers to the “aspects of phonetics which looks at how the sounds of speech are made with the organs of the vocal tract” Ogden (2009:173).

Articulatory phonetics can be seen as divided up into three areas to describe consonants. These are voice, place and manner respectively. Each of these will now be discussed separately, although all three areas combine together in the production of speech.


1) Voice

In English we have both voiced and voiceless sounds. A sound fits into one of these categories according to how the vocal folds behave when a speech sound is produced.

Voiced: Voiced sounds are sounds that involve vocal fold vibrations when they are produced. Examples of voiced sounds are /b,d,v,m/.

If you place two fingers on either side of the front of your neck, just below your jawbone, and produce a sound, you should be able to feel a vibrating sensation. This tells you that a sound is voiced.

Voiceless: Voiceless sounds are sounds that are produced with no vocal fold vibration. Examples of voiceless sounds in English are /s,t,p,f/.


2) Place

The vocal tract is made up of different sections, which play a pivotal role in the production of speech. These sections are called articulators and are what make speech sounds possible. They can be divided into two types.

The active articulator is the articulator that moves towards another articulator in the production of a speech sound. This articulator moves towards another articulator to form a closure of some type in the vocal tract (i.e., open approximation, close, etc – define)

The passive articulator is the articulator that remains stationary in the production of a speech sound. Often, this is the destination that the active articulator moves towards (i.e., the hard palate).

I will now talk about the different places of articulation in the vocal tract

  • Bilabial: Bilabial sounds involve the upper and lower lips. In the production of a bilabial sound, the lips come into contact with each other to form an effective constriction. In English, /p,b,m/ are bilabial sounds.
  • Labiodental: Labiodental sounds involve the lower lip (labial) and upper teeth (dental) coming into contact with each other to form an effective constriction in the vocal tract. Examples of labiodental sounds in English are /f,v/. Labiodental sounds can be divided into two types.

a) Endolabial: sounds produced where the upper teeth are pressed against the inside of the lower lip.

b) Exolabial: sounds produced where the upper teeth are pressed against the outer side of the lower lip.

  • Dental: Dental sounds involve the tongue tip (active articulator) making contact with the upper teeth to form a constriction. Examples of Dental sounds in English are / θ, ð/.   If a sound is produced where the tongue is between the upper and lower teeth, it is attributed the term ‘interdental’.
  • Alveolar: First of all, before I explain what an alveolar sound is, it’s useful to locate the alveolar ridge itself. If you place your tongue just behind your teeth and move it around, you’ll feel a bony sort of ridge. This is known as the alveolar ridge. Alveolar sounds involve the front portion of the tongue making contact with the alveolar ridge to form an effective constriction in the vocal tract. Examples of alveolar sounds in English are /t,d,n,l,s/.
  • Postalveolar: Postalveolar sounds are made a little further back (‘post’) from the alveolar ridge. A postalveolar sound is produced when the blade of the tongue comes into contact with the post-alveolar region of your mouth. Examples of post-alveolar sounds in English are /  ʃ, ʒ    /.
  • Palatal: Palatal sounds are made with the tongue body (the big, fleshy part of your tongue). The tongue body raises up towards the hard-palate in your mouth (the dome shaped roof of your mouth) to form an effective constriction. An example of a palatal sounds in English is /j/, usually spelt as <y>.
  • Velar: Velar sounds are made when the back of the tongue (tongue dorsum) raises towards the soft palate, which is located at the back of the roof of the mouth. This soft palate is known as the velum. An effective constriction is then formed when these two articulators come into contact with each other. Examples of velar sounds in English are /k,g ŋ  /.

3) Manner

In simple terms, the manner of articulation refers to the way a sound is made, as opposed to where it’s made. Sounds differ in the way they are produced. When the articulators are brought towards each other, the flow of air differs according to the specific sound type. For instance, the airflow can be completely blocked off or made turbulent.

1) Stop articulations:

Stop articulations are sounds that involve a complete closure in the vocal tract. The closure is formed when two articulators come together to prevent air escaping between them. Stop articulations can be categorized according to the kind of airflow involved. The type of airflow can be oral (plosives) or nasal (nasals). I will now talk about both plosives and nasals separately.

1a) Plosives are sounds that are made with a complete closure in the oral (vocal) tract.  The velum is raised during a plosive sound, which prevents air from escaping via the nasal cavity. English plosives are the sounds /p,b,t,d,k,g/. Plosives can be held for quite a long time and are thus also called ‘maintainable stops’.

1b) Nasals are similar to plosives in regard to being sounds that are made with a complete closure in the oral (vocal) tract. However, the velum is lowered during nasal sounds, which allows airflow to escape through the nasal cavity. There are 3 nasal sounds that occur in English /m,n, ŋ/

2) Fricatives:

Fricative sounds are produced by narrowing the distance between the active and passive articulators causing them to be in close approximation. This causes the airflow to become turbulent when it passes between the two articulators involved in producing a fricative sound. English fricatives are sounds such as / f,v, θ,ð, s,z, ʃ,ʒ     /

3) Approximants:

Approximant sounds are created by narrowing the distance between the two articulators. Although, unlike fricatives, the distance isn’t wide enough to create turbulent airflow.  English has 4 approximant sounds which are /w,j,r,l/.


Vowels

When it comes to vowels, we use a different specification to describe them. We look at the vertical position of the tongue, the horizontal position of the tongue and lip position.

Vowels are made with a free passage of airflow down the mid-line of the vocal tract. They are usually voiced and are produced without friction.

1) Vertical tongue position (close-open): vertical tongue position refers to how close the tongue is to the roof of the mouth in the production of a vowel. If the tongue is close, it is given the label close. However, if the tongue is low in the mouth when a vowel is produced, it’s given the label open.  + close-mid/open mid (see below).

Some examples of open vowels: ɪ, ʊ

Some examples of close vowels: æ, ɒ, 

2) Horizontal tongue position (front, mid, back): Horizontal tongue refers to where the tongue is positioned in the vocal tract in terms of ‘at the front’ or ‘at the back’ when a vowel is produced. If the tongue is at the front of the mouth, it’s given the label front, if the tongue is in the middle of the mouth, it’s given the label mid and if the tongue is at the back of the mouth, it’s given the label back.

Some examples of front vowels: ɪ , e, æ

Some examples of mid vowels: ə

Some examples of back vowels:  ʌ,ɒ

3) Lip position: As is inferred, lip position concerns the position of the lips when a vowel is produced. The lips can either be round, spread or neutral.

Examples of round vowels: u, o

Examples of spread vowels: ɪ, ɛ

There are also different categories of vowels, for example: monophthongs and diphthongs.

Monophthongs: Monophthongs are vowels that are produced by a relatively stable tongue position.

Monophthongs can be divided into two categories according to their duration. These are long and short vowels, and their duration is mirrored in their names.

Examples of short vowels: e, æ, ɪ, ʊ

Examples of long vowels: ɔ: ɜ:, i:, u:

Diphthongs: Diphthongs are vowels where the tongue moves from one part of the mouth to another. They can be seen as starting of as one vowel and ending as a different vowel.

 

 

 

Sunday, August 17, 2025

MA Degree Program 2025 Linguistics English Medium
University of Kelaniya
Department of Linguistics
Student Dilhani English Teacher
Describe the significance of active and passive articulators in production of speech sounds.
First Lesson on 19.08.2025 Tuesday 9.00 am-11.00 am
Those who are interested in Linguistics can join the lesson both virtual and physical.
Dr. D.N. Aloysius.
Senior Lecturer in English and Linguistics

19.08.2025 

https://www.scribd.com/document/392129729/Passive-and-Active-Articulators

Thursday, January 23, 2025

Cambridge University English Courses KET PET FCE CAE IELTS classes Friday 2.30/4.30 pm

KET PET FCE CAE IELTS classes  

Aloysius College Jaffna Junction 2.30/4.30 pm

Aloysius College City Branch Thursday 2.00/6.00 pm


                                                                                                                                                                                      

 


Monday, October 28, 2024

Grammar Test Aloysius College 2024

 

Aloysius College

Anuradhapura

025-2236029          071-8309137   076-5246914     aloysiusrjt@gmail.com         dnaloysius.blogspot.

Grammar Test

be verbs  (am/is/are/was/were/will be)

1.   You and I ……… absent last Monday.

2.   What ………. these? They are some fruits.

3.   They …………. in the UK next January.

4.   There ……… no water in my bottle now.

5.   …………. there a wedding in your village last Thursday?

6.   In 2030, there ………… more people in our country.

7.   Both father and mother ………... not at home now.

8.   France and Canada ………. developed countries. They are very rich.

9.   Where ……. your uncle? Is he at home?

10.                There ……. much money in my account last year.

Pronouns

1.   Please help…………(they).

2.   You can come with ……………(he) father.

3.   She did it …………........(she).

4.   I had my lunch. Did you have…………………… (you)?

5.   This is ………... (we) house.

6.   Sri Lanka exports …………... (it) vegetables.

7.   You can speak to ……………...(she).

8.   I want to buy that bag………………(it).

9.   We do our work …………………... (we).

10.                This is ours. That is …………………(they).

Prepositions

1.   The class begins …………... (at/on/to) 9.00 am.

2.   I will meet him ……………………(to/on/at) Monday.

3.   The cow is sleeping ………………... (along/under/on) the tree.

4.   They go ……………………………. (along/between/of) the road.

5.   The children are sitting ……………...(at/on/with) the bench.

6.   He lives ………… (on/at/in) Colombo.

7.   Ravi is ……………(between/to/from) Sumudu and Raju.

8.   The teacher is standing ………… (along/of/in front of) the class.

9.   The garage is ………(to/from/beside) the house.

10.                The parents are always ………. (behind/on/at) their children.

do/does/did

1.   They swept the garden.

2.   What………………………………………………………………...

3.   The children shouted in the classroom.

4.   Where……………………………………………………………….

5.   Mother makes milk rice every Sunday.

6.   When…………………………………………………………………

7.   They saw the elephants in a video.

8.   How……………………………………………………………………

9.   The people shout. They are very angry.

10.                Why ……………………………………………………………

11.                She sold 100 mangoes.

12.                How many…………………………………………………….

13.                The bag costs Rs.1000.00.

14.                How much…………………………………………………….

15.                They visit their parents once a month.

16.                How often……………………………………………………….

17.                I spend two hours in the library reading books.

18.                How long…………………………………………………………

19.                He takes five hours to go to Colombo.

20.                How long ………………………………………………………..

 

 

Aloysius College Anuradhapura

Grammar Test

be verbs a (am/is/are/was/were/will be)

1.   You and I ……… absent last Monday.

2.   What ………. these? They are some fruits.

3.   They …………. in the UK next January.

4.   There ……… no water in my bottle now.

5.   …………. there a wedding in your village last Thursday?

6.   In 2030, there ………… more people in our country.

7.   Both father and mother ………... not at home now.

8.   France and Canada ………. developed countries. They are very rich.

9.   Where ……. your uncle? Is he at home?

10.                There ……. much money in my account last year.

Saturday, July 20, 2024

The 24th Annual International Postgraduate Research Conference (IPRC) – 2024 of the Faculty of Graduate Studies, University of Kelaniya, Sri Lanka will be held on 29th November 2024, under the theme of “Research and Innovation for economic development”

INTERNATIONAL POSTGRADUATE RESEARCH CONFERENCE (IPRC) - 2024

29th November, 2024, Sri Lanka

 INTERNATIONAL POSTGRADUATE RESEARCH CONFERENCE (IPRC) - 2024

29th November, 2024, Sri Lanka

INTERNATIONAL POSTGRADUATE RESEARCH CONFERENCE (IPRC) - 2024

29th November, 2024, Sri Lanka

Impact of English Proficiency of Sri Lankan Pre-school Teachers on the Employability in Overseas Countries Dr. D.N. Aloysius Senior Lecturer (Retired) Visiting Lecturer (Postgraduate Diploma in Education Unit) Rajarata University of Sri Lanka Mihintale Email: aloysiusrjt@gmail.com

 Introduction

At present, there are about 18,800 pre-schools in Sri Lanka and it is a serious matter that most of the pre-school teachers are not diploma holders. According to the Minister of Education, only 6,000 out of 34,000 pre-school teachers in Sri Lanka are diploma holders.  First of all, these teachers should have academic and professional qualifications for the employment opportunities in overseas countries. In addition to that, they must also have a sound English knowledge to teach in English medium. It is now apparent that these pre-school teachers are required to meet three main requirements; namely, academic and professional qualifications and competence in the English language. Those who are incompetent in English can be employed in Sri Lanka as preschool teachers whereas those who are competent in English can get job opportunities in overseas countries. Both sources directly or indirectly contribute to the national economy of the country. The objective of the present study is to ascertain whether these teachers are academically and professionally qualified with a sound English knowledge to be employed as pre-school teachers in foreign countries, which brings foreign exchange to Sri Lanka. The sample for the research was taken from the North Central Province (NCP). Both primary and secondary data were used for the research. Qualitative method was also applied to collect information. Results and findings of the study imply that pre-school teachers of the NCP are much weaker in English whereas to some extent, they are academically and professionally qualified respectively it is ……. % and ……%, which is also below the required international standard. It was also found that only ……% of the pre-school teachers are competent in English. Hence, it is suggested that while they should be academically and professionally promoted as pre-school teachers for the national and international job market, they should also follow an instant and effective English course for improving their English knowledge for teaching in English medium in the overseas countries.

Keywords: Pre-school Teachers, Overseas Job Market, Academic and Professional, English