But when it comes to learning another language, the syllable can be a very useful idea. There are entire methods of learning languages based on the idea that „words are imaginary“ while „syllables are real.“ The constitution of language as a syllable can certainly help the learner to grasp the phonetics of a foreign language. If you focus on sounds, you can see the spelling of a word. English is particularly difficult in this regard. A Spanish spokesperson might add, for example.B. an extra syllable at the end of a word like progressed, because, reasonably, a vowel between two consonants is very often silbic. Practical language learning and linguistics are different fields, with different objectives. Peter Ladefoged writes in A Course in Phonetics: „Although almost anyone can identify the syllable, almost no one can define them.“ Phonetics is the kind of linguistics that studies the sound of human language. According to Ladefoged, it is „strangely difficult“ for experts to find „an objective phonetic method for locating the number of syllables in a word or expression in any language.“ Phonologists, who study how sounds are organized in language, have also attacked the problem of syllable. These two types of linguists have slightly different goals. Phonetics wants to describe exactly what happens in your speech organs when a syllable arrives. The phonologist wants to develop a formal and solid definition of what the syllable is part of the language.
There are other approaches to syllable in phonetics. But these problems are real and only become more amazing as you take a closer look at them. It is a little easier for phonologists, because phonology tells us that there are rules governing how syllables behave. It is difficult for a phonologist to respect rules about how the sound works in syllables without a good phonetic definition of what they are at all, but not impossible. In English, z.B. the sound is prolonged if it is in a syllable that ends with a vocal stop (sounds like /b/ and /d/, where the vocal cords vibrate, unlike non-vocal stops like /p/ or /t/). So the /n/ is long in the sand or lending where the /n/ and the /d / are part of the same syllable. If there are rules about how the syllable works, it makes sense that they exist. So, because the sounds in a sentence will be relatively more or less noisy, every time you encounter a „top“ of sound fullness, it could count as a syllable. However, Ladefoged says it doesn`t always work. For example, how do you tell the difference between hidden names and hidden targets that have the same number of sound spikes, but different syllabicities? The variation in syllable counting between humans is not always random: people pay attention to different things when analyzing words. Ladefoged cites the example of the meteor and notes that it will be „two syllables for some people, but three syllables for those who think it is the same strain as the tribe in „meteoric.“ The last part is crucial.
What she and her employees find is that English diphthongs like [a` are a special case where the liquid wants to be in the core, but not either — perhaps because of mora problems, but certainly because of artistic problems.