Template de Aula Fonética e Fonologia do Inglês Aula 1 revista

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Estudo Dirigido
Disciplina: LÍNGUA INGLESA - FONÉTICA E FONOLOGIA
Aula 01: O CARÁTER CIENTÍFICO DO ESTUDO DA FONÉTICA E DA FONOLOGIA
Nesta aula, serão apresentadas considerações sobre a diferença entre fonética e fonologia, priorizando-se as noções de fonema (som elementar - vogal ou consoante- da linguagem articulada. A menor unidade fonética significativa para qualquer língua) e letra (grafema) (cada um dos símbolos gráficos com que se representam os fonemas ou sons articulados de um idioma). 
In this class, you will be introduced to some considerations about the differences between phonetics and phonology, prioritizing the notions of phoneme (basic sound – vowel and consonant – of the articulated language. The smallest significant phonetic unit to any language) and letter (grapheme) (each graphic symbol that represents the phonemes or the articulated sounds of an idiom).
*Nesta aula, você deverá:
Conhecer os aspectos e particularidades do inglês quando oralmente atualizado pelos falantes. (Know the aspects and peculiarities of the English language when orally updated by the speakers)
Compreender a sistematização e construção de um arcabouço teórico que permita a investigação minuciosa da manifestação sonora da língua. (Understand the systematizations and the construction of a theoretical understructure that allows a detailed sound manifestation of the language).
 Introdução da aula
A língua é fundamentalmente um fenômeno oral. Nunca é demais salientar a importância da forma oral da língua. A forma escrita é mera decorrência da língua falada. Estudar pronúncia, portanto, é olhar para aquilo que não se enxerga, mas que é a essência da língua. O domínio sobre a língua falada começa com o entendimento oral, e este começa com o reconhecimento das palavras contidas no fluxo de produção oral. Conseguir isolar cada conjunto de fonemas correspondentes a cada unidade semântica (palavra), dentro da seqüência ininterrupta de sons no fluxo da produção oral é um desafio considerável. 
O uso que o ser humano faz de seu aparelho articulatório para comunicar-se varia consideravelmente de idioma para idioma, o que explica por que na pronúncia a interferência entre duas línguas se torna mais evidente e é mais crítica. A interferência fonológica da língua materna na língua estrangeira, na maioria dos casos, permanece para sempre, mesmo com pessoas que já adquiriram pleno domínio sobre o vocabulário e a gramática da língua estrangeira.
Os ouvidos do aprendiz não irão reconhecer os sons da língua estrangeira como eles realmente são. Este é um forte argumento em favor de um estudo fonológico detalhado dos contrastes entre a língua materna e a língua que se busca aprender - condição imprescindível para um bom professor de inglês. Uma apresentação detalhada dos dois sistemas fonológicos ajudará o aluno a tomar consciência cedo de que os sons de um e outro idioma não são exatamente iguais, e que essas diferenças podem ser relevantes no significado, afetando o entendimento.
Vamos apresentar, a partir desta unidade, considerações sobre a fonética e a fonologia do inglês de modo a melhor instrumentalizá-lo para uma pronúncia consciente de acordo com as diferenças entre inglês e português e suas particularidades.
Language is basically an oral phenomenon. It’s worth to highlight the importance of the oral form of the language. The written form is a mere consequence of the spoken language. Studying pronunciation, therefore, is to look at something that cannot be seen, but that is the essence of the language. The dominion over spoken language starts with oral understanding, and this one starts with the recognition of the words in the flux of the oral production. Managing to isolate each ensemble of phonemes that corresponds to each semantic unit (word) inside the uninterrupted sequence of the sounds in the flux of oral production is a considerable challenge.
The use that human being makes of its articulator system to communicate considerably varies from language to language, what explains the reason why in pronunciation the interference between two languages is each time more evident and more critical. The phonological interference from the mother language in the foreign language, most of times, remains forever, even with people that have already acquired full domain over the vocabulary and the grammar of the foreign language.
The ears of the learner will not recognize the sounds of a foreign language as they really are. This is a strong argument in favor of a detailed phonological study of the differences between the mother language and the one that one searches to learn – a vital condition for a good English teacher. A detailed presentation of both phonological systems will help the student soon be aware that the sounds of one and other language are not exactly the same, and that these differences may be relevant in meaning, affecting understanding.
We will present, from this unit on, considerations about phonetics and phonology of the English language, in a way to better instrumentalize the students to a conscious pronunciation according to the differences between English and Portuguese and their particularities.
 Material Didático 
Não há no material didático.
Aprenda mais!
Pesquise publicações, sites, vídeos e artigos relacionados ao conteúdo da aula a fim de aprender mais sobre os tópicos estudados.
Qualquer dúvida solicite orientação ao seu professor online utilizando os recursos disponíveis no ambiente de aprendizagem.
http://www.ic.arizona.edu/~lsp/Phonetics.html 
http://en.wikipedia.org/wiki/English_phonology 
http://www.uoregon.edu/~tpayne/APP2007/APPSession02-3-2007-Payne-print.pdf http://dspace.mit.edu/handle/1721.1/16065 
http://www.teachit.co.uk/armoore/lang/phonology.htm http://journals.cambridge.org/action/displayJournal?jid=PHO 
http://www.antimoon.com/how/pronunc-trans.htm 
http://www.antimoon.com/how/pronunctransdemo.htm 
http://www.verbalink.com/phonetic-transcription/ 
http://www.atkielski.com/ESLPublic/Phonetics%20-%20Using%20Phonetic%20Transcription%20in%20Class.pdf http://www.antimoon.com/how/pronunc-soundsipa.htm 
Nesta aula, você:
- Aprendeu a diferença entre fonética e fonologia, fonema e letra. (Learned the difference between phonetics and phonology, phoneme and letter)
- Inteirou-se sobre os dialetos e as variações de acento existentes no inglês. (Acquainted about the dialects and the accent variations in English)
Próxima aula 
Na próxima aula, você estudará sobre os seguintes assuntos:
- Assunto 1 – Os conceitos de fala e escrita (The concepts of speaking and writing) 
- Assunto 2 - As diferenças entre fala e escrita (The differences between reading and writing)
- Assunto 3 – As diferenças lingüísticas entre o inglês formal e o informal (The linguistic differences between formal and informal English)
 Atividade
Read the text and the poem below:
SAY THIS IN ENGLISH 
I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you
On hiccough, thorough, slough, and through?
Well done! And now you wish, perhaps
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird.
And dead; it's said like bed, not bead;
For goodness sake, don't call it deed!
Watch out for meat and great and threat,
(they rhyme with suite and straight and debt)
A moth is not a moth in mother.
Nor both in bother, broth in brother.
And here is not a match for there.
And dear and fear for bear and pear.
And then there's dose and rose and lose -
Just look them up -- and goose and choose.
And cork and work and card and ward,
And font and front and word and sword.
And do and go, then thwart and cart.
Come, come, I've hardly made a start.
A dreadful language? Why, man alive,
I'd learned to talk it when I was five,
And yet towrite it, the more I tried,
I hadn't learned it at fifty-five!
Now, state the words that have the same written group of the letters but sound differently:
E.g.: tough and bough and cough and dough – they all have –ough, but they sound differently
Objetivo da Questão: Levar o aluno à reflexão sobre o sistema fonológico do inglês quanto a fonemas e grafemas, de forma a atentar para as diferenças entre escrita e fala, além de tecer algumas considerações sobre o problema da pronúncia de uma língua estrangeira. (Lead the student to reflect about the English phonological system as for phonemes and graphemes, in a way to notice the differences between writing and speaking, besides weaving some considerations about the pronunciation problem that involves a foreign language)
Posição: início da unidade (Position: at the beginning of the unit)
Resposta Sugerida:
Hiccough X thorough X slough X through
Heard X beard
dead X bead;
meat X great X threat
moth X mother
both X bother X broth 
here X there
dear X bear (dear X pear)
fear X pear (fear X bear)
dose X rose X lose 
goose X choose.
 cork X work
card X ward
font X front 
word X sword
do X go
 thwart X cart.
1. How many phonemes are there in the following words: cat, chat, fish, stick, blue?
a) 3, 3, 3, 4, 3
b) 3, 3, 3, 4, 4
c) 3, 3, 3, 3, 4
d) 3, 4, 4, 4, 4
e) 3, 4, 4, 5, 4
2. How many graphemes are in the following words: cat, chat, fish, stick, blue?
a) 3, 3, 4, 5, 4
b) 3, 4, 4, 5, 3
c) 3, 4, 4, 4, 4
d) 3, 3, 4, 4, 4
e) 3, 4, 4, 5, 4
3. Which two words from the following list have the same vowel sound: kept, bag, weigh, head, be?
a) be and head
b) kept and head 
c) weigh and head
d) be and weigh
e) bag and weigh
4. Which word has the same number of phonemes as in SHIP?
a) it
b) bee
c) takes
d) pig
e) I
GABARITO:
1.A
2.E
3.B
4.D
Conteúdo Online
1. INTRODUCTION
Without communicative intent, pronunciation is not true speech; it is not more than the manipulation of linguistic forms. The basic process whereby one learns to pronounce English, or any other language, is by imitating the pronunciation of those who speak the language natively. Direct imitation is most effective, but circumstances often make second-hand, indirect imitation necessary. And the imitation is also most effective if it takes place under conditions that approach as nearly as possible those of normal communication. Analyzing how sounds are produced is helpful but not basic.
Learning to pronounce is as a process that is normally achieved in three steps:
Learning to hear and identify a sound or sound contrast when a native speaker produces it;
Learning to produce it when the learner’s attention is focused on pronunciation;
Mastering it to the point of automatic production when attention is focused on meaning.
2. PHONETICS AND PHONOLOGY
Phonetics studies the sounds of a language. 
For example in Portuguese there are 26 letters (agora com o Novo Acordo Ortográfico) and 31 phonemes 
In English there are 26 letters and 36 phonemes. (24 consonant sounds, 12 vowel sounds), and 8 diphthongs.
Phonology studies the variation of these sounds according to accents and dialects.
Let’s see how it works:
Em Português temos, por exemplo, o “s” chiado do carioca: Casas, folhas
O “r” retroflexo dos paulistas: porta, portão, porteira
A vogal mais aberta no Nordeste Menino
And in English:
For example, in English, the "p" sound in pot is aspirated (pronounced [pʰ]), while that in spot is not aspirated (pronounced [p]). However, English speakers intuitively treat both sounds as variations (allophones) of the same phonological category, that is, of the phoneme /p/.
The pot is on the table.
There is a spot on the sun.
English has a historic writing system. What does it mean? 
As línguas podem ser classificadas em 3 tipos quanto à grafia: fonético, misto e histórico. Um exemplo de fonético é o espanhol em que cada letra (grafema) corresponde a um som (fonema). O português possui um sistema misto em que algumas palavras são lidas como escritas, ex: saída e outras são grafadas por razões históricas, como hoje, em que o h é escrito mas não pronunciado. O terceiro tipo é o Inglês em que o sistema gráfico é histórico que segue o famoso ditado, o que eu digo não se escreve.
3. PHONEME AND GRAPHEME
Phonemes are the sounds of the sounds of the words
Graphemes are the written forms of the words.
Example 1: /pIt/ pit   and /bIt/ bit are different words with different meanings.  The only distinction relies on the manner of articulation of the bilabial consonant.  Therefore /p/ and /b/ are different phonemes in English.
Example 2: /biyt/ beet   and /bIt/ bit are also different words with different meanings.  The only distinction relies on the manner of articulation of these high-front vowels.  Therefore /iy/ and /I/ are different phonemes in English.
Look at the chart below for some examples:
	Phoneme 
(sound) 
	Examples 
	Graphemes 
(written patterns) 
	Phoneme 
(sound) 
	Examples 
	Graphemes 
(written patterns) 
	/b/ 
	banana, 
bubbles 
	b, bb 
	/s/ 
	sun, mouse 
	s, ss, ce, se, c, sc 
	/c/ 
	car, duck 
	c, k, ck, q, ch 
	/t/ 
	turtle, little 
	t, tt 
	/d/ 
	dinosaur, puddle 
	d, dd, 
	/v/ 
	volcano, halve 
	v , ve 
	/f/ 
	fish, giraffe 
	f, ff, ph, gh 
	/w/ 
	watch, queen 
	w, wh, u 
	/g/ 
	guitar, goggles 
	g, gg, 
	/x/ 
	fox 
	x 
	/h/ 
	helicopter 
	h 
	/y/ 
	yo-yo 
	y 
	/j/ 
	jellyfish, fridge 
	j, g, dge, ge 
	/z/ 
	zip, please 
	z, zz, ze, s, se 
	/l/ 
	leaf, bell 
	l, ll, le 
	/sh/ 
	shoes, 
television 
	sh, ch, si, ti 
	/m/ 
	monkey, 
hammer 
	m, mm, mb 
	/ch/ 
	children, stitch 
	ch, tch 
	/n/ 
	nail, knot 
	n, nn, kn 
	/th/ 
	mother 
	th 
	/p/ 
	pumpkin, 
puppets 
	p, pp 
	/th/ 
	thong 
	th 
	/r/ 
	rain, write 
	r, rr, wr 
	/ng/ 
	sing, ankle 
	ng, n 
T.S.W. Hints on Pronunciation for Foreigners
http://www.youtube.com/watch?v=Y-GDoVBlVeA
http://www.youtube.com/watch?v=cRe-j2EC1j8
The following poem is less an introduction to the system of English pronunciation than a demonstration of the seemingly chaotic relationship between spelling and pronunciation in English.
I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you
On hiccough, thorough, slough, and through?
Well done! And now you wish, perhaps
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird.
And dead; it's said like bed, not bead;
For goodness sake, don't call it deed!
Watch out for meat and great and threat,
(they rhyme with suite and straight and debt)
A moth is not a moth in mother.
Nor both in bother, broth in brother.
And here is not a match for there.
And dear and fear for bear and pear.
And then there's dose and rose and lose -
Just look them up -- and goose and choose.
And cork and work and card and ward,
And font and front and word and sword.
And do and go, then thwart and cart.
Come, come, I've hardly made a start.
A dreadful language? Why, man alive,
I'd learned to talk it when I was five,
And yet to write it, the more I tried,
I hadn't learned it at fifty-five!
"UFF" tough, enough 
"OFF" cough 
"OW" bough, slough 
"OH" though, dough 
"OR" thought Pronounced "AW" in American English
"OO" through 
"UH" thorough Pronounced "OH" in American English
"UP" hiccough variant spelling of "hiccup", though the latter form is recommended in both British and US .
For other examples, watch: http://www.youtube.com/watch?v=131GfEv4WVg&feature=related
http://www.wordhord.com/humor/english-pronunciation-poems/
4. DIALECT AND ACCENT
It is usual to distinguish between dialect and accent. Both terms are used to identifydifferent varieties of a particular language, but the word ‘accent’ is used for varieties which differ from each other only in matters of pronunciation while ‘dialect’ also covers differences in such things as vocabulary and grammar. 
BRITISH DIALECTS
THE DIALECTS OF THE UNITED STATES 
YOU SHOULD BE PROUD OF HAVING AN ACCENT OR NOT?
We’d like to discuss “foreign accents” in general. Webster’s Dictionary defines accent as “speech habits typical of the natives of a region.” SO – we all have accents!!!
You should be proud of having an accent. In fact, there are advantages to having one. YES, we said advantages! A foreign accent tells listeners that you speak at least TWO languages. That certainly puts you far ahead of a person who can speak only one language. The world would be very dull if we all sounded tha same. After all, VARIETY IS THE SPICE OF LIFE!!!!!
Unfortunately, there is a disavantage to having a foreign accent. It may hinder affective communication in your non-native language and cause you to be misunderstood. 
You have probably discovered that there is a big difference between the way words are spelled in English and how they are pronounced. For example the letters ch are used to represent three different sounds: machine chain mechanic.
Pretty confusing, right? That’s why we need to study 
SOCIAL CLASS AND ACCENT
SOCIAL STRUCTURE OF THE UNITED KINGDOM
The social structure of the United Kingdom has historically been highly influenced by the concept of social class, with the concept still affecting British society in the early-21st century. Although definitions of social class in the United Kingdom vary and are highly controversial, most are influenced by factors of wealth, occupation and education. Until recently the Parliament of the United Kingdom was organised on a class basis, with the House of Lords representing the hereditary upper class and the House of Commons representing everyone else, and the British monarch is often viewed as being at the top of the social class structure.
A 1972 survey carried out by National Opinion Polls in England provides an example of how significantly speech differences are associated with social class differences. The following question was asked:
"Which of the these [eleven specified factors] would you say are most important in being able to tell which class a person is?" Respondents were randomly chosen from the British public. The factor that scored the highest was "the way they speak" followed by "where they live." At the bottom of the list was "the amount of money they have." All this is evidence that then, and to some degree even now, "speech is regarded as more indicative of social class than occupation, education and income." 
After reading the above, watch: http://www.youtube.com/watch?v=CYHTsmvdthc (EastEnders)
http://www.youtube.com/watch?v=OFLlW0HQL_g&feature=related (My Fair Lady)
http://www.youtube.com/watch?v=mxmXaVL60Zg&feature=related (My Fair Lady)
ACCENTS WITHIN ENGLAND
RECEIVED PRONUNCIATION (RP)
There seems to be some disagreement as to the origins of the term "received" in the phrase, "Received Pronunciation" but both A.J. Ellis’ On Early English Pronunciation, 1869-1889, as well as John Walker’s Critical Pronouncing Dictionary and Expositor of the English Language of 1791 are among the possibilities for it’s early appearance. Regardless of its exact origins, the term "received" originally meant "that which is generally accepted" or "that accepted by the best society." 
RP has for many years epitomized the "top end of the scale" of British English and it is what English people have traditionally meant when they’ve said that someone "hasn’t got an accent." It remains that RP is often regarded as a "neutral" and often "correct" accent. It is also referred to under the terms "BBC English," "Public School English" or even "Standard English. 
RP is also the accent that Americans and possibly other foreigners would likely refer to as the typical British accent. It should also be noted that there is no single accent whose role and status in the United States correspond to that of RP in England. 
Features of Received Pronunciation (RP) English
Intrusive R
It involves the "insertion of an r-sound at the end of a word ending in a non-high vowel where the next word begins with a vowel. 
Examples: the idea[r] of I saw[r] it happen 
Now watch: http://www.youtube.com/watch?v=bIemPxHSb6Q
COCKNEY ENGLISH
Um cockney, é um habitante do East End , um subúrbio da classe trabalhadora de Londres, Inglaterra, composta por 12 distritos. 
The area and its colorful characters and accents have often become the foundation for British "soap operas" and other television specials. Currently, the BBC is showing one of the most popular soaps set in this region. "East Enders" and the characters’ accents and lives within this television program provide wonderful opportunities for observers of language and culture.
You can watch some episodes on: 
http://www.youtube.com/user/EastEnders
Features of Cockney English
MOUTH vowel 
Example:mouth = mauf rather than mouth 
Glottal stop
A bare as the realization of word internal intervocalic /t/
Examples: Waterloo = Wa’erloo 
City = Ci’y 
A drink of water = A drin' a wa'er 
A little bit of bread with a bit of butter on it = A li'le bi' of breab wiv a bi' of bu'er on i'. 
Dropped ‘h’ at beginning of words (Voiceless glottal fricative) 
In the working-class ("common") accents throughout England, ‘h’ dropping at the beginning of certain words is heard often, but it’s certainly heard more in Cockney, and in accents closer to Cockney on the continuum between that and RP. The usage is strongly stigmatized by teachers and many other standard speakers. 
Examples:house = ‘ouse
hammer = ‘ammer
TH fronting 
Another very well known characteristic of Cockney is th fronting which involves the replacement of the dental fricatives, and by labiodentals [f] and [v] respectively. 
Examples:thin = fin 
brother = bruvver 
three = free 
Vowel lowering 
Examples:dinner = dinna 
marrow= marra 
ESTUARY ENGLISH (EE)
Defined as a variety of modified regional speech it becomes a mixture of non-regional and local south-eastern English pronunciation and intonation. The Sunday Times, one of Britain’s most famous newspapers, has described it as a dialect existing between "Cockney and the Queen" and the Tory (Conservative) Minister of Education condemned it as a "bastardized version of Cockney dialect.
Features of Estuary English (EE)
Variations do exist within Estuary English and its speakers exhibit a mixture of "London" and General RP forms of phonemes. 
L vocalization
Use of /w/ where RP uses /l/ in the final positions or in a final consonant cluster. 
Examples: Use of /w/ where RP uses /l/ in the final positions or in a final consonant cluster. An Estuary English speaker may use an articulation like a /w/ instead of the /l/ as many as ten times in the following utterance. "A real salesman will always feel a fool if he fails to sell or his deal falls through." 
Vocabulary 
Cheers is often used in place of thank you, but it’s also possible for it to mean good-bye. The word basically is used frequently in conversation. An increased use of Americanisms can also be seen in EE and evidenced by such examples: There you go being used in place of the more standard Here you are and There is acts as an invariable form of usage in both singular and plural contexts. In addition, sorry is often replaced with excuse me and engaged in the context of the telephone, has been replaced by the word busy.
Grammar 
The major difference between EE and Cockney as being grammatical correctness. Cockney speakers use more non-standard grammar than do speakers of EE. 
Examples: EE - you were		Cockney - you was
QUEEN’S ENGLISH
The notion of the "Queen’s"English or "King’s" English, depending on who is the ruler of the time, can be traced back to the sixteenth and seventeenth centuries where the idea that the monarch’s usage of the language should be a model in speech and writing. During these times there was a development of a prestigious speech associated with the court and aristocracy. The phrase "The King’s English" was first used during the reign of James I. The accents of the Queen Mother and Princess Margaret (the Queen’s sister) reflect the conservative RP as epitomized by the old British films and Pathe newsreels of the first part of the century. The younger members of the royal family such as Prince Edward, Prince Andrew and the in-laws of the family, the Duchess of York (Fergie) as well as the late Princess of Wales (Diana), all speak an RP closer to "advanced" RP than to the conservative, more traditional accent. 
Features of "Queen’s" English
General pronunciation
The Queen and Older Royals might pronounce the following words as noted.
Examples:house = hice 		off = orf 		tower = tar 		refined = refained 
Younger royals might exhibit the following types of pronunciations:
really = rairly 		milk = miuk 		yes = yah 		St. Paul’s = St. Pauw’s
The "Royal ONE"
The pronominal usage of "one" is not only stereotypically associated with the upper classes, and especially the Royal Family, but that is also used frequently in their real life. There are a number of ways that the word "one" used in place of "I" and it has also been seen to be commonly used in those people connected with the Royal Family. Friends of the family as well as household help like the Queen’s dresser or an ex-cook have been heard to use the phrase "one" in place of "I."
Examples:"One says to oneself: "Oh God, there’s one’s daughter"
(Father of the Duchess of York – quoted from The Star, July 1986)
"One hesitates to use such a trite word as delighted, but of course one IS delighted"
(The Queen’s dresser – quoted on receiving his knighthood – The Guardian, June 1989)
Listen to the way it is: http://www.youtube.com/watch?v=TzDPWMT5raQ
ACCENTS WITHIN THE UNITED STATES
General American (GA), also known as Standard American English (SAE), is a major accent of American English. The accent is not restricted to the United States. Within American English, General American and accents approximating it are contrasted with Southern American English, several Northeastern accents, and other distinct regional accents and social group accents like African American Vernacular English.
General American, like British Received Pronunciation (RP) and most standard language varieties of many other societies, has never been the accent of the entire nation. However, it has become widely spoken in many American films, TV series, national news, commercial ads, and American radio broadcasts.
Regional home of General American
It is commonly believed that General American English evolved as a result of an aggregation of rural and suburban Midwestern dialects, though the English of the Upper Midwest can deviate quite dramatically from what would be considered a "regular" American Accent. The local accent often gets more distinct the farther north one goes within the Midwest, and the more rural the area, with the Northern Midwest featuring its own dialect North Central American English. The fact that a Midwestern dialect became the basis of what is General American English is often attributed to the mass migration of Midwestern farmers to California and the Pacific Northwest from where it spread.
SOUTHERN AMERICAN ENGLISH is a group of dialects of the English language spoken throughout the Southern region of the United States, from Southern and Eastern Maryland, West Virginia and Kentucky to the Gulf Coast, and from the Atlantic coast to most of Texas and Oklahoma.
This linguistic region includes Alabama, Georgia, Tennessee, Mississippi, North Carolina, South Carolina, Louisiana, and Arkansas, as well as most of Texas, Virginia, Oklahoma, Kentucky, and West Virginia. It also includes parts of southern and central Missouri, and parts of Florida and Maryland. 
More information: http://www.youtube.com/watch?v=4Q6sQUmPmuA 
The NORTHEASTERN UNITED STATES is a region of the United States as defined by the United States Census Bureau. The region comprises nine states: the New England states of Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont; and the Mid-Atlantic states of New Jersey, New York and Pennsylvania. The Census Bureau regions are "widely used...for data collection and analysis." 
IMPROVING YOUR ENGLISH PRONUNCIATION
If you want to check some tips in order to improve your English pronunciation go to:
http://www.english-at-home.com/pronunciation/improving-your-pronunciation/