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Overview
This fully revised third edition integrates updated references, new findings, and modern theories, to present readers with the most thorough and complete introduction to phonetics and phonology.
- Exceptionally thorough, including detailed attention to articulatory and acoustic phonetics as well as to the foundations of phonological analysis
- Features a number of valuable changes, incorporating new material on the latest findings in speech production studies; greater coverage of prosody, including a major section on autosegmental metrical models; expanded coverage of phonology, including Optimality Theory; and sections on L1 and L2 acquisition, and sociolectal variation
- Integrates new findings, theories references throughout, offering students the most thorough and complete knowledge of the subject to date
- Includes 125 figures throughout
Synopsis
Asssuming no prior knowledge of the subject, this book offers a thorough introduction to phonetics and phonology. It is unusually comprehensive, including detailed attention to articulatory and acoustic phonetics as well as to the foundations of phonological analysis.
The second edition of this hughly successful textbook incorporates several improvements: a completely new chapter on speech perception has been added, the material on anaotomy and physiology has been rearranged and much of the detail placed later in the book to make it less demanding on readers, and the entire text has been edited to help bring it up to date.
Editorials
From the Publisher
βA key general-reference text, which assumes no prior knowledge. In this edition, emphasis is placed on acoustic phonetics and phonological analysis, and it incorporates new material on developments in speech production studies, prosody, optimality theory in phonology, L1 and L2 acquisition and sociolectal variation.β Times Higher Education Supplement
βThe third edition of An Introduction to Phonetics and Phonology is a welcome update to an introductory volume which for many years has informed and challenged students in equal measures, and will clearly continue to do so.β
Gerry Docherty, University of Newcastle upon Tyne