Letters
The International Phonetic Association organizes the letters of the IPA into three categories: pulmonic consonants, non-pulmonic consonants, and vowels.
Pulmonic consonant letters are arranged singly or in pairs of voiceless (tenuis) and voiced sounds, with these then grouped in columns from front (labial) sounds on the left to back (glottal) sounds on the right. In official publications by the IPA, two columns are omitted to save space, with the letters listed among 'other symbols', and with the remaining consonants arranged in rows from full closure (occlusives: stops and nasals), to brief closure (vibrants: trills and taps), to partial closure (fricatives) and minimal closure (approximants), again with a row left out to save space. In the table below, a slightly different arrangement is made: All pulmonic consonants are included in the pulmonic-consonant table, and the vibrants and laterals are separated out so that the rows reflect the common lenition pathway of stop → fricative → approximant, as well as the fact that several letters pull double duty as both fricative and approximant; affricates may be created by joining stops and fricatives from adjacent cells. Shaded cells are judged to be implausible.
Vowel letters are also grouped in pairs—of unrounded and rounded vowel sounds,—with these pairs also arranged from front on the left to back on the right, and from maximal closure at top to minimal closure at bottom. No vowel letters are omitted from the chart, though in the past some of the mid central vowels were listed among the 'other symbols'.
Each character is assigned a number, to prevent confusion between similar letters (such as ɵ and θ, ɤ and ɣ, or ʃ and ʄ) in such situations as the printing of manuscripts. The categories of sounds are assigned different ranges of numbers.
Read more about this topic: International Phonetic Alphabet
Famous quotes containing the word letters:
“Do not write me studied letters but ramble as you please.”
—Thomas Jefferson (1743–1826)
“Certainly, young children can begin to practice making letters and numbers and solving problems, but this should be done without workbooks. Young children need to learn initiative, autonomy, industry, and competence before they learn that answers can be right or wrong.”
—David Elkind (20th century)
“...he sent letters to all the royal provinces, to every province in its own script and to every people in its own language, declaring that every man should be master in his own house.”
—Bible: Hebrew, Esther 1:22.
King Ahasuerus, after his Queen Vashti refused to come at the king’s command.