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Евстифеева
ТЕОРЕТИЧЕСКАЯ ФОНЕТИКА
АНГЛИЙСКОГО ЯЗЫКА
Лекции, семинары, упражнения
Москва
Издательство «ФЛИНТА»
Издательство «Наука»
2012
1
УДК 811.111’34(075.8)
ББК 81.2Англ-1-923
Е26
Р е ц е н з е н т ы:
докт. филол. наук, профессор, ректор,
Новый гуманитарный институт Монина Т.С.;
канд. филол. наук, доцент кафедры иностранных языков,
Владимирский государственный университет Камайданова Н.А.;
канд. пед. наук, доцент кафедры английского языка,
Московский государственный областной гуманитарный институт Котова Е.Г.
Евстифеева М.В.
Е26 Теоретическая фонетика английского языка. Лекции, семинары,
упражнения : учеб. пособие / М.В. Евстифеева. — М. : ФЛИНТА :
Наука, 2012. — 168 с.
ISBN 978-5-9765-1115-6 (ФЛИНТА)
ISBN 978-5-02-037670-0 (Наука)
В пособии в сжатом виде изложены основные аспекты фонетической
теории и практики английского языка в современной лингвистике; приведе-
на обобщенная информация о компонентах фонетической системы. Посо-
бие содержит лекционную часть и методические разработки к семинарским
занятиям, а также практические упражнения.
Для студентов факультетов иностранных языков педвузов.
УДК 811.111’34(075.8)
ББК 81.2Англ-1-923
2
CONTENTS
Предисловие .................................................................................................................. 6
От автора ........................................................................................................................ 8
3
3.4. Problem of diphthongs and diphthongoids ......................................... 45
3.5. Problem of vowel length .................................................................... 47
Seminar 3 ....................................................................................................................... 49
Lecture 4. MODIFICATIONS AND ALTERNATIONS
OF SPEECH SOUNDS IN THE ENGLISH LANGUAGE ....................... 51
§ 1. Types of sound variations in connected speech ...................................... 51
§ 2. Modifications of sounds in connected speech ......................................... 52
2.1. Modifications of consonants in connected speech ....................... 52
2.2. Modifications of vowels in connected speech ................................. 56
2.3. Complex vowel and consonant modifications .................................... 57
§ 3. Notion of alternation and its types ............................................................. 57
§ 4. Problem of phoneme identification. Main phonological schools ............... 60
Seminar 4 ...................................................................................................................... 61
Lecture 5. SYLLABIC STRUCTURE OF ENGLISH WORDS ................................ 63
§ 1. Theories on syllable formation and division .............................................. 63
§ 2. Syllable formation in English .................................................................... 66
§ 3. Syllable division in English ....................................................................... 68
§ 4. Functional characteristics of the syllable ................................................... 70
§ 5. Graphic representation of syllables in English ........................................... 71
Seminar 5 ...................................................................................................................... 72
Lecture 6. WORD STRESS IN ENGLISH ................................................................. 74
§ 1. Nature of word stress ................................................................................. 74
§ 2. Placement of word stress in English ........................................................... 76
§ 3. Degrees of word stress in English .............................................................. 76
§ 4. Phonemic distribution in stressed syllables ................................................ 78
§ 5. Functions of the English word stress .......................................................... 79
§ 6. Stress tendencies in modern English .......................................................... 80
§ 7. Stress patterns of English words ................................................................ 81
§ 8. Basic rules of accentuation ........................................................................ 83
§ 9. Variations of word stress in connected speech. Sentence stress ................. 84
Seminar 6 ...................................................................................................................... 86
Lecture 7. INTONATION IN ENGLISH ................................................................... 88
§ 1. General characteristics of intonation ......................................................... 88
§ 2. Foreign views of the problem of intonation ............................................... 88
§ 3. Problem of intonation in Russian linguistics .............................................. 90
4
§ 4. Prosodic components of intonation. Structure
of English intonation patterns .................................................................... 91
§ 5. Methods of indicating intonation ............................................................... 95
§ 6. Functions of intonation .............................................................................. 96
§ 7. Phonological aspect of intonation .............................................................. 98
§ 8. English rhythm .......................................................................................... 99
Seminar 7 .................................................................................................................... 100
5
Предисловие
7
От автора
Дорогие друзья!
Перед вами — учебное пособие по теоретической фонетике ан-
глийского языка, в котором в сжатом виде изложены основные
аспекты фонетической теории и практики. Книга предназначена для
тех, кто хочет не только правильно произносить английские слова и
хорошо интонировать предложения, но также знать и уметь объяс-
нить причины возникновения и существования тех или иных фоне-
тических явлений в изучаемом языке.
Фонетика — одна из важнейших лингвистических наук. Соглас-
но общепринятой иерархии, в лингвистике выделяются следующие
уровни изучения языка: фонетический, морфологический, лексиче-
ский, словосочетания, предложения, текста. При этом фонетический
уровень принимается за базовый, поскольку он составляет основу
любого языка. Образно говоря, звуки являются своеобразной ‘пи-
щей’ языка, из них, как из кирпичиков, строятся слоги, слова, слово-
сочетания и предложения, реализуя наивысшую человеческую по-
требность — потребность в общении.
Возможно, этот учебник станет Вашим гидом в многообразии
английских звуков, благодаря чему Вы сможете свободно общаться
на изучаемом языке. Понятное и последовательное объяснение мно-
гочисленных фонетических теорий, существующих в современной
лингвистике, поможет Вам овладеть навыками теоретического ана-
лиза языкового материала, которые пригодятся как при изучении
других лингвистических дисциплин, так и в написании рефератов,
курсовых и квалификационных работ. Знания и умения, полученные
Вами, также будут способствовать профессиональному росту и по-
надобятся при обучении уже Ваших учеников.
8
PART I
9
Lecture 1
INTRODUCTION
§ 1. Phonetics as a science
The word ‘phonetics’ comes from the Greek word fonetika meaning
‘the science of the voice’. Nowadays it means the study of the way humans
make, transmit, and receive speech sounds. Phonetics is an independent
branch of linguistics like lexicology or grammar. These linguistic sciences
study language from three different points of view. Lexicology deals with
the language vocabulary, the origin and development of words, their mean-
ing and word building. Grammar defines the rules governing the modifica-
tion of words and the combination of words into sentences.
Phonetics is a basic branch of linguistics, which deals with speech
sounds and studies the outer form of the language. Neither linguistic the-
ory nor linguistic practice can exist without phonetics, because language
is a system and its components are inseparably connected.
The connection of phonetics with grammar is exercised through or-
thography and intonation. Thus for example, the system of reading rules
helps to pronounce singular and plural forms of nouns correctly (man —
men, foot — feet). The use of the necessary nuclear tone helps to distin-
guish between different types of sentences. It’s especially important in
colloquial speech where one and the same sentence may be understood as
a statement when pronounced with the falling tone (He came \ home.) or
a question when pronounced with the rising tone (He came / home?).
The connection of phonetics with lexicology is exercised through pro-
nunciation and word-stress. For instance, some corresponding forms of
verbs and nouns are homographs identical in spelling. They may be distin-
guished with the help of pronunciation (wind [wınd] — to wind [waınd]),
word-stress ('object — to ob'ject), or the combinative use of word-stress and
pronunciation (increase ['ınkrıs] — to increase [in'kri:z]).
The connection of phonetics with stylistics is exercised through into-
national components or graphical expressive means. For example, repeti-
10
tion of words serves as the basis of rhythm and rhyme; capitalization or
italics highlightning underline special prominence of information:
Look to left and look to right,
Note what traffic is in sight.
Note, too, which light can be seen:
The Red, the Amber, or the Green.
Children, keep from dangerous play
And THINK before you cross today.
Phonetics as a science examines the inventory, structure and func-
tions of speech sounds. On the expression level phoneticians investigate
the sound system of the language: phonemes and their allophones, word
stress, syllabic structure and intonation. On the content level phoneticians
are interested in the analysis and characteristics of phonetic phenomena
and their role in a language. Thus phonetics occupies itself with the study
of the ways of sound organization into a system of units, variations and
functions of these units in all types and styles of spoken language.
Phonetics is the kind of a science that may have application in various
fields of knowledge besides linguistics. Phonetics is also connected with
non-linguistic sciences which have educational or social value, like meth-
ods of language teaching, logics, history, psychology, sociology. The study
of the structure of sound system is indispensable from sciences studying
different aspects of speech production, like acoustics, physiology. The con-
nection of phonetics with other sciences is easily observed by the example
of its branches. Thus, acoustic phonetics is related to physics and mathe-
matics; articulatory phonetics — to physiology, anatomy, and anthropolo-
gy; historical phonetics — to general history and archaeology; functional
phonetics — to communication theory and statistics.
Phonetics is also a part of some interdisciplinary subjects like socio-
linguistics, psycholinguistics, mathematical linguistics, etc. Each of these
sciences can have theoretical or practical application in the sphere of
phonetic investigation.
11
acoustic, reception, transmission, linguistic interpretation. They are inter-
connected and constitute two parts of the speech act.
I. The first part of the speech act contains the stages made by the
speaker. It includes the following:
1) the psychological stage concerns the formation of the concept in
the brain of a speaker;
2) when the message is formed, it is transmitted along the nervous
system to the speech organs which produce particular speech
sounds within the physiological stage;
3) the movements of the speech apparatus disturb the air and pro-
duce sound waves during the acoustic stage.
II. The second part of the speech act includes the stages made by the
listener, because any communication requires a listener as well as a speaker:
1) the sound waves are percepted by the listener’s ear within the
reception stage;
2) the spoken message is transmitted through the nervous system to
the listener’s brain during the transmission stage;
3) the information conveyed gets its linguistic interpretation.
The analysis of the process of oral speech production makes it pos-
sible to define four levels of speech production: articulatory, acoustic,
auditory and functional. They are inseparable in the real process of com-
munication. But each of them can be singled out in order to characterize
different aspects of sound phenomena which in their turn are necessary
to define the main branches of pnonetics: articulatory, acoustic, auditory
and functional.
§ 3. Aspects of phonetics
§ 5. Branches of phonetics
16
consist in observing and fixing the movements and positions of one’s
own or other people’s organs of speech in the production of various
speech sounds, as well as in analyzing and comparing one’s own articula-
tory and auditory impressions.
Objective (instrumental) methods of phonetic analysis appeared in the
second half of the XXth century with the development of such sciences as
physiology and physics. They involve the use of various instrumental tech-
niques like palatography, laryngoscopy, X-ray photography, electromyogra-
phy, etc. The use of the data of instrumental analysis gives a detailed study
of different phonetic phenomena and articulatory processes. It’s quite clear
that many instruments, which are used in analyzing different phonetic phe-
nomena, derive from other sciences. For instance, the articulatory parameters
of speech are observed and fixed with the help of articulograph. The spectra
of speech sounds are investigated by means of sound spectrograph. The pitch
component of intonation is studied with the help of intonograph.
Nowadays practically no area of practical phonetic investigation can
do without the combination of subjective and objective methods when the
results of instrumental analysis supplement those available from intro-
spective analysis.
Seminar 1
§ 1. Phoneme:
definition and functions
19
E.g., cap [khæph] / [khæp]
— the loss of plosion in the final phoneme [p] doesn’t bring any
change of meaning.
3. The phoneme is also an abstract and generalized unit, which performs
the recognitive function. The phoneme serves to distinguish and un-
derstand the meaning, because the use of the right allophone in the
certain phonetic context helps the listener to understand the message
and thus facilitates normal recognition.
E.g., take it — tape it
— the difference in two phrases is understood by two different pho-
nemes.
This materialistic conception of the phoneme is regarded as the most
suitable for the purpose of language teaching in modern linguistics.
stylistic variation
phoneme à allophone à dialectal variation à phone
individual variation
23
— linking [r] in the expression car owner [karǩunǩ];
— reciprocal influence of sounds [n] and [ð] in the expression in the
yard [ın↔ðǩ ja:d].
The broad transcription is mainly used for practical experience while
the narrow one serves the purposes of research work. In practical teaching
the most important variants of allophones should be mentioned to teach
the students correct pronunciation.
Seminar 2
29
Lecture 3
THE SYSTEM OF ENGLISH PHONEMES
§ 1. Vowel and
consonant phonemes
33
M.A. Sokolova suggests another approach and states the degree of
noise to be the first and basic principle of classification. Thus conso-
nants are divided into noise consonants and sonorants because of
great articulatory and acoustic differences between them. The phono-
logical relevance of this factor is proved by contrastive oppositions:
bake [beık] — make [meık], veal [vi:l] — wheel [wi:l].
Each of the classes then undergoes further subdivisions.
consonants
÷ ø
noise
sonorants
consonants
÷ ò ø ÷ ø
occlusive-
occlusive constrictive occlusive constrictive
constrictive
÷ ø
lateral medial
consonants
÷ ò ø
labial lingual glottal
÷ ø ÷ ò ø
bilabial labio-dental forelingual mediolingual backlingual
[a]
37
Sounds [e, o] may be added to them to mark the medium degree of
unlikeness in the acoustic and articulatory characteristics. Thus we get
the most common vowel system with 5 vowels.
[i] [u]
[e] [o]
[a]
1 8
2 7
3 6
4 5
38
The system of cardinal vowels is an international standard, but in
spite of great theoretical significance its practical application is limited.
In language teaching this system can be learned only by oral instructions
from a teacher who knows how to pronounce the vowels.
The model pronunciation can be illustrated by the following examples:
1 [i] — German Biene, Russian пили;
2 [e] — Russian тесть;
3 [ε] — Russian эта;
4 [a] — French la;
5 [α] — English hot;
6 [ɔ] — German Sonne;
7 [o] — French Rose;
8 [u] — German gut.
The system of cardinal vowels gets necessary transformations when
applied to a particular language.
The standard of English pronunciation, called Received Pronuncia-
tion or BBC English, contains 20 vowel phonemes [ı, e, æ, a:, ɔ, o:, u, ʤ,
ǩ:, ǩ, i:, u:, eı, aı, ɔı, au, ǩu, ıǩ, εǩ, uǩ].
They may be exemplified by the following words: [ı] ink, [e] net, [æ]
act, [a:] arc, [ɔ] on, [o:] all, [u] put, [∧] utter, [ǩ:] earn, [ǩ] about, [i:]
neat, [u:] pool, [eı] eight, [aı] my, [au] how, [ɔı] oil, [ıǩ] ear, [εǩ] air, [uǩ]
doer, [ǩu] no.
42
Russian scholars single out the criterion of the stability of articula-
tion, according to which vowels are subdivided into:
— monophthongs with stable tongue position;
— diphthongs with unstable articulation which implies gradual glide
of the tongue from one position to another;
— diphthongoids, with relatively unstable articulation which implies
a slight glide only.
The classification suggested by Russian linguists is more exact from
the articulatory point of view and thus it is more suitable for teaching
purposes. Yet the phonemic status of diphthongs and diphthongoids
causes much argument.
II. The position of the tongue in the mouth cavity is the criterion
acknowledged as phonologically relevant by all linguists. Still the clas-
sifications suggested by Russian and foreign scientists have considerable
meaningful differences.
According to the horizontal movements of the tongue our phoneti-
cians distinguish five classes of vowels: front, front-retracted, central,
back, back-advanced. Foreign phoneticians distinguish only three classes:
front, central and back.
The classification of English vowels according to the vertical move-
ments of the tongue is also variable. British scholars distinguish three
classes of vowels: high, mid and low. Russian phoneticians make this
classification more detailed and distinguish two subclasses in each class,
all in all constituting six classes: broad and narrow variations of close,
mid and open vertical positions.
The controversy in the treatment of this criterion naturally leads to
different views on the next criterion — the length of vowels.
III. The distribution of vowels according to their length into long and
short from the articulatory point of view is stated by all linguists. The
antagonism of foreign and home linguists lies in the field of phonology.
British and American phoneticians consider vowel length to be an
essential phonemic feature whereas Russian scientists don’t treat it as
phonologically relevant. They underline that physical duration of a vow-
el in connected speech depends on many factors and doesn’t always serve
as the only distinctive feature.
43
The explanation of such a considerable difference in the approaches
to the second and third criteria is quite simple. In fact, the criteria of
tongue position and vowel length are interconnected from the point of
view of their functional significance. Foreign linguists do not single out
the classes of front-retracted and back-advanced vowels when analyzing
the horizontal movements of the tongue. They also do not distribute vo-
wels into broad and narrow variants when dealing with the vertical move-
ments of the tongue. So the number of vowel classes distinguished on the
basis of the tongue position is fairly smaller which results in different
views on the criterion of vowel length.
This can be clearly illustrated by the example of vowels [i:, ı, u:, u].
According to the approach of Russian linguists, they belong to the
same vowel classes, but differ in subclases:
[i:] front, close narrow vowel — [ı] front-retracted, close broad
vowel;
[u:] back, close narrow vowel — [u] back-advanced, close broad
vowel.
Therefore the distinction of minimal pairs like Pete [pi:t] — pit [pıt],
pool [pu:l] — pull [pul] is made with the help of functional features based
on different positions of the tongue. Thus the length of vowels is not
considered to be relevant.
In foreign linguistics the classification of vowels according to the
tongue position is not so precise. Therefore both [i:] and [ı] are classed as
front vowels, both [u:] and [u] — as back ones. In this case word-meaning
in oppositions like beat [bi:t] — bit [bıt], seat [si:t] — sit [sıt] can be dif-
ferentiated only with the help of vowel length which should be taken into
consideration as a phonologically relevant factor.
IV. The traditional classification of vowels according to the lip
position into spread, neutral and rounded, may be reduced to two posi-
tions: rounded and unrounded.
Still lip rounding is not phonologically relevant because it takes place
only due to physiological reasons. From the phonological point of view
lip rounding is caused by different positions of the tongue. Any back
vowel is pronounced with lip rounding and the degree of rounding de-
pends on the height of the raised part of the tongue.
44
V. The degree of vowel checkness or the character of vowel end
concerns the quality of vowels in stressed syllables under the influence of
the following consonant.
According to it all English long vowels are free as their pronunciation
doesn’t depend on the next consonant phoneme.
The pronunciation of English short vowels is checked when they are
stressed. The degree of checkness is terminated by the following conso-
nant: it is greater before a voiceless consonant and smaller before a voiced
one or a sonorant.
But this characteristic has no phonological value and it is important
only for practical application in language teaching.
VI. The degree of tenseness characterizes the state of the organs of
speech at the moment of vowel production. Special instrumental analysis
shows that long vowels are tense while short ones are lax. This characte-
ristic is also non-phonological and it is used only in teaching practice.
The criteria of vowel checkness and tenseness are phonologically
non-relevant, because they are realized only in connection with other
phonetic phenomena, namely the syllabic structure and the word stress.
Thus in the word pity ['pıtı] the sounds [ı] in the first and second syllables
have different degrees of checkness and tenseness because of the diffe-
rences in their placement and accentuation.
48
Such an approach to phonological relevance of the quantity of English
vowels is shared by most Russian and many British phoneticians.
The problem of vowel length also concerns the status of phoneme
[æ]. It is treated as a historically short vowel that tends to be lengthened
before lenis consonants [b, d, g, m, n, z] almost the same as long vowels.
Nowadays the most part of phoneticians considers that [æ] belongs to the
subclass of long vowels on the basis of its qualitative — quantitative rela-
tions in the opposition [æ] vs. [ǩ].
Seminar 3
52
2.1. Modifications of consonants in connected speech
Consonants are characterized by the following types of sound modi-
fications: assimilation, accommodation, elision, and inserting.
I. Assimilation is the adaptive modification of a consonant by a
neighbouring consonant within a speech chain. There are different types
of assimilation.
1. According to the direction of sound modification assimilation is di-
vided into:
— progressive (dogs — voiced [z], cats — voiceless [s]);
— regressive (width — [d] becomes dental);
— reciprocal (tree — [t] becomes post-alveolar, [r] is partly de-
voiced).
2. According to the degree of sound modification assimilation can be:
— complete, when two sounds become completely alike or merge
into one another (sandwich ['sænnwıʤ] → ['sænwıʤ] →
['sænıʤ]);
— incomplete, when the adjoining sounds are partially alike (sweet
[w] is partially devoiced).
These types of assimilation may result in different modifications of
the place of articulation, the manner of articulation, and the force of ar-
ticulation.
1) Assimilation affecting the place of articulation includes the following
modifications of consonants:
— alveolar [t, d, n, l, s, z] become dental before interdental [ð, θ]
(eighth, breadth, on the, all the, guess that, does that);
— alveolar [t, d] become post-alveolar before post-alveolar [r] (true,
dream);
— alveolar [s, z] become post-alveolar before apical forelingual [∫]
(this shelf, does she);
— alveolar [t, d] become fricative before palatal mediolingual [j]
(graduate, congratulate);
— nasal [m, n] become labio-dental before labio-dental [f, v] (com-
fort, infant);
53
— nasal [n] becomes dental before interdental [θ] (seventh);
— nasal [n] becomes velar before backlingual [k] (think);
— nasal [n] becomes palato-alveolar before palato-alveolar [t∫, ʤ]
(pinch, change).
2) Assimilation affecting the manner of articulation includes the follow-
ing modifications of consonants:
— loss of plosion in the sequence of two stops [p, t, k, b, d, g] (and
dad, that tape, fact) or in the sequence of a stop and an affricate
(a pointed chin, a sad joke);
— nasal plosion in the combination of a plosive consonant and a
nasal sonorant (sudden, happen, at night, submarine, let me);
— lateral plosion in the sequence of an occlusive consonant and a
lateral sonorant (settle, please, apple);
— anticipating lip-rounded position in the combination of conso-
nants [t, d, k, g, s] and a sonorant [w] (quite, swim, dweller).
3) Assimilation affecting the work of the vocal cords includes the fol-
lowing modifications of consonants:
— progressive partial devoicing of the sonorous [m, n, l, w, r, j] be-
fore voiceless [s, p, t, k, f, θ, ∫] (small, slow, place, fly, sneer, try,
throw, square, twilight, pure, few, tune, at last, at rest);
— progressive voicing or devoicing of the contracted forms of the
auxiliary verbs is, has depending on the preceding phoneme
(That’s right. Jack’s gone. John’s come.);
— progressive voicing or devoicing of the possessive suffixes -’s /
-s’, the plural suffix -(e)s of nouns or the third person singular
ending -(e)s of verbs according to the phonetic context (Jack’s,
Tom’s, Mary’s, George’s; girls, boys, dishes, maps; reads, writes,
watches);
— progressive voicing or devoicing of the suffix -ed depending on
the preceding sound (lived, played, worked);
— regressive voicing or devoicing in compound words (gooseberry,
newspaper);
54
— regressive voicing or devoicing in closely connected pairs of
words, which usually include two functional words or a combina-
tion of a notional and a functional word (I have to do this. She’s
fine. Of course.).
It’s important to mention that English consonants are not subjected to
voiced-voiceless or voiceless-voiced assimilation within non-compound
words (anecdote, birthday, obstinate) or in free combinations of two no-
tional words (sit down, this book, these socks, white dress).
II. Accommodation is the adaptive modification of a consonant un-
der the influence of a neighbouring vowel which includes the following
changes:
— labialization of consonants under the influence of the following
back vowels [ɔ, o:, u, u:, a:], resulting in lip rounding (pool, rude,
ball, car);
— labialization of consonants under the influence of the following
or preceding front vowels [ı, i:], resulting in lip spreading (tea
— eat, feet — leaf , keep — leak, pill — tip);
— palatalization of consonants under the influence of front vowels [ı,
i:] (cf: part — pit, top — tip, far — feet, hard — hit, chance —
cheese).
III. Elision is a complete loss of sound in the word structure in con-
nected speech. The following examples of consonant elision are observed
in modern English:
— loss of [h] in personal and possessive pronouns he, his, her, hers
and the forms of the auxiliary verb have (What has he done?);
— loss of [l] when preceded by [o:] (always);
— loss of plosives [p, t, k, b, d, g] in clusters followed by another
consonant (next day, just one, last time, old man);
— loss of [θ, ð] in clusters with [s, z, f, v] (months, clothes, fifth, sixth);
— loss of [v] before other consonants in rapid speech (give me your
pen).
IV. Insertion is a process of sound addition to the word structure. There
are the following cases of this consonant modification type in English:
55
— linking [r], which reveals its potential pronunciation
(carzowner);
— intrusive [r] pronounced in word combinations with vowels in the
word-final and word-starting positions (chinazand glass);
— inserted [j] after word-final diphthongs gliding to [ı] (saying,
trying);
— inserted [w] after word-final diphthongs gliding to [u] (going, al-
lowing);
— inserted [t∫, ʤ] instead of word-final [t, d] before [j] (could
you).
There are different views on the problem of the phonemic status of sounds
in neutral positions and the identification of phonemes they belong to.
I. The representatives of Moscow phonological school (R.I. Avane-
sov, P.S. Kuznetsov, A.A. Reformatsky, and others) support the theory of
morphological neutralization of phonemes. They state that a phoneme
may lose one or more of its distinctive features in a weak position within
a morpheme. Thus phonemic alternations within one and the same unit
are connected with morphology. According to this view:
— two different phonemes in different allomorphs of the same mor-
pheme may be represented on the synchronic level by one and
the same sound which is their common variant (вода — вóды, мо-
роз — морóзы) and, consequently,
— one and the same sound may belong to one phoneme in one word
and to another phoneme in another word (кот — код).
In order to decide to which phoneme the sounds in a phonologically
weak position belong, it is necessary to find another allomorph of the same
morpheme, in which the phoneme occurs in its strong position and retains
all the distinctive features. The strong position of a Russian consonant is
before a vowel in the same word, the strong position of a vowel is that
under stress. So the given examples may get the following treatment:
— in ‘вода — вóды’ [a] and [o] are allophones of the same phoneme
[o], in ‘мороз — морóзы’ [с] and [з] are allophones of the same
phoneme [з];
— in ‘кот — код’ the identification of the allophone depends on the
identification of the strong position of allomorphs ‘коты — коды’.
II. The representatives of Leningrad (St. Petersburg) phonological
school (L.V. Shcherba, L.R. Zinder, M.I. Matusevich, and others) sup-
60
port another view and advocate the autonomy of the phoneme and its
independence from the morpheme. They state that allomorphs of a single
morpheme may differ from each other on the synchronic level not only in
their allophonic, but also in their phonemic composition. The content of
the morpheme is constant. Speech sounds in phonologically neutral posi-
tions belong to that phoneme with whose principal variant they com-
pletely or nearly coincide. Thus:
— in ‘вода’ the first vowel sound should be assigned to phoneme [a];
— in ‘кот — код’ the sound in question belongs to phoneme [т].
III. According to the representatives of Prague phonological school
(N.S. Trubetzkoy, R. Jacobson, and others), there are types of units higher
and broader than phonemes: the so-called ‘archiphonemes’. An archipho-
neme represents a combination of distinctive features common to two
different phonemes excluding their specific features. So in ‘кот — код’
the sound in question is neither [т] nor [д] but an abstract unit combining
their voiceless-fortis and voiced-lenis characteristics and making them
similar in neutral positions.
It should be mentioned that none of these conceptions is recognized
as ideal in modern linguistics.
Seminar 4
p l a: n t
The most serious drawback of this theory is that many English syl-
lables contradict it. For example, in this case a sound sequence like stops
[stops] should have three syllables instead of the actual one.
Further experimental work resulted in a lot of other theories, but the
question of the articulatory and acoustic mechanism of syllable formation
is still open in phonetics. It might be fair to suppose that this mechanism
is similar in all languages and can be regarded as a phonetic and physio-
logical universal.
The theory of muscular tension by L.V. Shcherba has prevailed for
a long time in Russian linguistics. It states that the syllabic peak in most
languages is formed with the help of a vowel or sometimes a sonorant,
and the phonemes preceding or following the peak are marginal. The syl-
lable is defined as an arc of muscular tension in which the tension of ar-
ticulation increases within the range of prevocalic consonants and then
decreases within the range of postvocalic consonants. This theory has
been further modified by V.A. Vassilyev, who suggested that the physical
parameters of pitch, intensity and length also vary within the range of the
syllable. So on the speech production level the syllable can be treated as
64
an arc of articulatory effort which combines the changes in the muscular
tension of articulation and the acoustic data.
l
l l
l l
p l a: n t
Still all the theories mentioned above analyze the syllable either on
production or perception levels. An outstanding Russian linguist and psy-
chologist N.I. Zhinkin has made an attempt to combine these levels of
analysis in the so-called loudness theory. His experiments showed that
the loudness of sounds depends on the variations of the pharyngeal pas-
sage modified by the narrowing of its walls. Thus the increase of muscu-
lar tension results in the increase of actual loudness of a sound. So on the
perception level the syllable is the arc оf loudness which correlates with
the arc of articulatory effort on the production level, since variations in
loudness are due to the work of all speech mechanisms.
Speaking about the definition of the syllable, it is perfectly obvious
that no phonetician has so far succeeded in it. The attempts to define the
concept of the syllable resulted in the existence of different approaches.
Some linguists treat the syllable as a purely articulatory unit universal
for all languages, which lacks any functional value, because its boundar-
ies do not always coincide with those of morphemes.
Still the majority of linguists regard the syllable as the smallest pro-
nounceable unit with a certain linguistic function which refers to the
structure of a particular language. In this case the definition of the syl-
lable tends to single out the following features:
— a syllable is a chain of phonemes of varying length;
— a syllable is constructed on the basis of the contrast of its con-
stituents, usually of vowel-consonant (VC) type;
— the nucleus of a syllable is a vowel, but there are languages in
which this function is performed by a consonant;
— the presence of consonants in a syllable is optional;
— the distribution of phonemes in the syllable follows the rules of a
particular language.
65
Thus the definition of the syllable presents a sum of features charac-
teristic of this suprasegmental unit.
Seminar 5
§ 4. Phonemic distribution
in stressed syllables
79
transport ['trænspo:rt] — to transport [trǩns'po:t];
mankind ['mænkaınd] — mankind [mæn'kaınd];
blackboard ['blækbo:d] — black board ['blæk 'bo:d].
The same functions characterize the processes of word-building and
word-formation in the Russian language: зáмок — замóк, безобразнáя —
безóбразная, ногú — нóги.
82
The pattern with two secondary stresses preceding the primary
one is found in a very small number of words with the stressed pre-
fixes, roots and suffixes ('sub'organ'ization, 'indilviduali'zation).
8. [┴ ┴ (─) ┬ ─].
The pattern with two primary stresses preceding the secondary
one is rarely found in compound words with separable prefixes
('un'trustlworthy).
The patters described above suggest the idea of great variability
in the accentuation of English words. The most widely used are pat-
terns # 1, 2, 4 and 5, which cover the main part of common English
vocabulary. Still there are a lot of words which have variants in ac-
centuation. They may differ in:
— number of stresses: UNSC [┴ ┴ ┴ ┴] or [┴ ─ ─ ┴];
— place of stress: laryngoscope [┴ ─ ─ ─] or [─ ┴ ─ ─];
— degree of stress: disability [┴ ─ ┴ ─ ─] or [┬ ─ ┴ ─ ─]; etc.
This fact underlines the instability of English accentual structure mul-
tiplied in connected speech.
The realization of English word stress in actual speech may not coin-
cide with that in individual words. As it’s been stated before, the notion
84
of word stress is closely connected with the notion of sentence stress.
This connection is exercised with the help of their similar and different
features.
On the one hand, word stress and sentence stress have a lot in common:
— the accentual structure of a word predetermines the arrangement
of stresses in a phrase, because sentence stress usually falls on the
syllables marked by word stress;
— the stress pattern of a phrase is conditioned by the semantic and
syntactical value of words, as only notional words are generally
stressed;
— the rhythmical tendency of words and phrases is observed in the
alternation of stressed and unstressed syllables at approximately
equal intervals.
On the other hand, the demarcation of word stress and sentence stress
is rather distinct:
— the sphere of application is different, as they characterize diffe-
rent language units: word stress is applied to a word, but sentence
stress is applied to a phrase;
— the syntactical value of words isn’t always kept, because there are
cases when notional words are not stressed in a phrase (I 'don’t
like that 'man!);
— the rhythmic structure of a word and a phrase may not coincide,
as the number of stresses varies within isolated words and diffe-
rent phrases ('Fif 'teen. → 'Open 'page 'fifteen. → He 'mounted
'fifteen 'hills.);
— the stress characteristics of a word are changed under the influ-
ence of the tempo of phrases, because quick speed of articulation
usually causes the dropping of secondary stress (The 'mass
demons'tration was sup'pressed by 'local au'thorities.).
So in connected speech the accentual structure of a word obtains ad-
ditional characteristics. This fact sometimes presents difficulties for lan-
guage learners. They should be aware of the most widely spread accen-
tual patterns of words, as well as of their modifications caused by rhythm,
melody and tempo of utterances.
85
Seminar 6
1. Prove that the syllabic and accentual structures of words are closely
connected.
2. What definitions of the term ‘word stress’ do you know? Which one
do you consider to be the most appropriate?
3. Name and characterize the components determining the nature of
word stress.
4. Discuss the nature of English word stress. What is the traditional
approach? What approach does modern phonology suggest? Illus-
trate your opinion.
5. What differences can you trace between word stress in English and
in Russian?
6. Speak about the classification of languages into those with fixed
stress and those with free stress.
7. What are the tendencies of the placement of stress in English
words?
8. Give a brief overview of a general classification of word stress made
on the basis of the degree of prominence.
9. How many degrees of word stress are possible? Discuss the opin-
ions of:
a) Russian linguists;
b) British linguists;
c) American linguists.
10. Explain the peculiarities of polysyllabic words in English which
concern the degrees of word stress. Are these retained in connected
speech?
11. What differences can you notice in the degrees and the position of
word stress in the English and Russian languages?
12. Give an account of the distribution of English vowel and consonant
phonemes in stressed syllables.
86
13. What functions does word stress perform?
14. Give a definition of the term ‘accenteme’. Where is it studied? What
types of accentemes do you know?
15. What are the functions of accentuation oppositions?
16. What tendencies effect the position of word stress in English?
17. Speak about the recessive tendency. Give examples to illustrate its
influence on borrowings in English.
18. What caused the appearance of rhythmical tendency?
19. Prove the interrelation of both tendencies in the accentual structure
of English words.
20. What peculiarity marks the accentual structure of English words
with retentive tendency?
21. Which stress tendency prevails in modern English?
22. What are the most typical stress patterns of English words? What
other stress patterns do you know? Give examples to illustrate
them.
23. Is the accentual structure of English stable? Why? / Why not?
24. What are the basic rules of word accentuation? Speak about:
a) peculiarities of word stress in simple and derivative words;
b) peculiarities of word stress in compound words.
25. What is the connection of word stress and sentence stress? Comment
on the similar and different features of these phenomena.
26. Why does the study of the accentual structure of English words
cause difficulties for language learners?
87
Lecture 7
INTONATION IN ENGLISH
§ 3. Problem of intonation
in Russian linguistics
As it’s been stated before, there are three prosodic components of in-
tonation: pitch, loudness and tempo, which serve to actualize syntagms
and sentences. They are interdependent and form the structure of an into-
nation pattern.
I. The pitch component or speech melody includes distinct varia-
tions of intonation in the direction of pitch, pitch level and pitch range.
It’s necessary to consider them thoroughly.
1. Variations in the direction of pitch give greater prominence to one of
the syllables and form the nucleus of an intonation pattern.
There are eight nuclear tones in modern English: Low Fall (\ No),
High Fall (\ No), Low Rise (/ No), High Rise (/ No), Fall-Rise (\/ No),
Rise-Fall (/\ No), Rise-Fall-Rise (/\/ No) and Mid-Level (> No).
91
The first five of these are the most important nuclear tones cha-
racteristic of English. They have different meanings. Low Fall and
High Fall usually express certainty, completeness, and independence.
Low Rise and High Rise vise versa express uncertainty, incomplete-
ness or dependence. Fall-Rise combines the meaning of certainty
with that of incompleteness, thus suggesting that there is something
else to be said. It may occur within one syllable or spread over two or
more syllables (\Fortunately I /do.).
The last three tones are not considered to be essential ones. Rise-
Fall and Rise-Fall-Rise add some refinement to speech and can be
easily replaced by basic nuclear tones without making considerable
changes in the meaning of the utterance: Rise-Fall by High Fall and
Rise-Fall-Rise by Fall-Rise. Mid-Level tone is characteristic of spon-
taneous speech when replacing the rising tone (After 'everything
you’ve >said | I 'don’t want to \go there!).
2. The pitch level parameter includes variations of the normal range of
speaking voice within a given interval between its lower and upper
limits. There are three pitch levels: high, medium, and low.
High level
Medium level
Low level
3. The pitch range is the interval between two pitch levels from the
highest-pitched to the lowest-pitched syllables. The pitch range may
be normal, wide, and narrow.
↑ ↑ ↕
↓ ↑ | ↕
↓ ↓ ↕
Normal Wide Narrow
(of high, medium, low levels)
92
They may cause various semantic differences. For example, an over-
all loudness level conveys extreme emotions, such as anger, menace, or
excitement. Loudness changes are inseparably connected with pitch vari-
ations, because both of them create the effect of accentuation.
III. The tempo component of intonation implies variations in the
rate of the utterance and pausation.
a) The rate of speech is divided into normal, fast and slow.
It differs according to the importance of the parts of the utterance,
since the important ones are spoken slower, but unimportant ones are
pronounced at a greater speed.
b) Pauses are complete stops of phonation dividing a stretch of
speech into smaller units.
According to their length, the following kinds of pauses are distin-
guished:
— short pauses, which separate intonation groups within a phrase;
— longer pauses, which manifest the end of the phrase;
— very long pauses, which are used to separate phonetic wholes.
From the functional point of view there exist:
— syntactic pauses, which separate phonopassages, phrases, intona-
tion groups;
— emphatic pauses, which mark parts of the utterance especially
important for the speaker (She is the most ¦ talented actress I’ve
ever met ||);
— hesitation pauses, which are used in spontaneous speech to think
over what to say next; they may be silent (It’s rather a ... difficult
question ||) or filled (I’ll have to ... eeh ... think it over ||).
The changes of pitch, loudness and tempo are not accidental. They
are formalized in the abstracted set of intonation structures called intona-
tion patterns, which form the prosodic system of the English language.
Definite intonation patterns are actualized in real communicative situa-
tions with the help of intonation groups.
An intonation group is a word or a group of words characterized by
a certain intonation pattern complete from the point of view of meaning.
93
For example, the sentence ‘I suppose he’ll be here in a moment’ may be
divided in two intonation groups: ‘I suppose’ and ‘he’ll be here in a mo-
ment’.
The structure of an intonation pattern potentially includes the pre-
head, the head, the nucleus and the tail:
— the pre-head contains unstressed and half-stressed syllables pre-
ceding the head;
— the head includes syllables from the first stressed up to the last
stressed one;
— the nucleus is the last stressed syllable presenting the change in
the pitch direction;
— the tail consists of unstressed and half-stressed syllables follow-
ing the nucleus.
The boundaries of an intonation pattern are marked by complete stops
of phonation or temporal pauses.
The abovementioned structure of an intonation pattern may be further
grouped into two larger units:
1) The pre-nuclear part of the intonation pattern is formed with the
pre-head and the head.
It can present different variations of pitch patterns, which do not
usually affect the grammatical meaning of the utterance, but often
convey meanings associated with the speaker’s attitude. There are
three common types of prе-nuclear part:
— a descending type with the pitch level gradually descending to the
nucleus;
— an ascending type with the ascending sequence of syllables;
— a level type with the syllable set of approximately the same pitch
level.
2) The terminal part of the intonation pattern consists of the nucleus
and the tail.
It is the most significant part of the intonation pattern which deter-
mines the nuclear tone and the pitch level of the rest of the utterance. The
set of English nuclear tones includes five widely used common tones
94
(Low Fall, High Fall, Low Rise, High Rise, Fall-Rise), and three optional
tones (Rise-Fall, Rise-Fall-Rise, Mid-Level).
It’s important to mention, that every part of the intonation pattern
besides the nucleus is considered to be optional.
For example, let us consider the importance of sentence parts in the
following dialogue:
Who’s done it? — Well, that’s Jack actually.
It is obvious that in the second sentence of the dialogue the nucleus
‘Jack’ is the only part of the intonation group which is really informative.
All other parts (the pre-head ‘well’, the head ‘that’s’, the tail ‘actually’)
can be omitted in real speech, because they are not necessary for under-
standing the meaning.
§ 6. Functions of intonation
§ 8. English rhythm
Seminar 7
102
Lecture 8
STYLISTIC AND REGIONAL VARIETIES
OF ENGLISH PRONUNCIATION
§ 2. Territorial varieties
of English pronunciation
purpose of communication æ
participants of communication à style of communication
setting of communication ä
118
P A R T II
Practical Exercises
119
Exercise Block 1
#1. Write the 3rd person singular forms of the verbs and transcribe
them. State the connection of phonetics and grammar.
loves poil place tick
like put type rule
deny punish see touch
teach dig read rely
#2. Write the three forms of the verbs and transcribe them. Under-
line the interchanging vowel and consonant sounds. Prove that
phonetics is connected with grammar.
become drive kneel shake
bite feel lean shoot
build find leap sink
catch forgive lie spill
choose grind mean swear
creep hang ride throw
dig hide run wind
#3. Write the plural forms of the nouns and transcribe them. State
the connection of phonetics and grammar.
girl wife month leaf
cat dog mouse book
box goose boy tooth
woman house postman army
120
#4. Read the following sentences. Prove that phonetics is connected
with grammar through intonation.
1) I’m a journalist. — You are a journalist? — I’m really a profes-
sional!
2) As a matter of fact, I find this subject quite interesting.
3) Morning came at last; the rain fell again, and the wind howled.
4) What’s your opinion on this subject?
5) Betty went to school at 7.30. — Betty went to school? Oh, she
went to school so early!
6) It is a nice country house, quite perfect and pretty, very small and
plain, and well deserving a visit.
7) You see, I promised Ben to meet him.
8) He went by train and I went by bus, so he got there earlier and I
saw more of the country.
9) Do you expect to stay here for a long time?
10) Poodle? What poodle? Oh, that little creature! Like it? It’s yours!
#5. Read the words and word-combinations. Place the accent marks.
State the connection of phonetics and lexicology.
ability-to-pay — ability to pay early-warning — early warning
blueprint — blue print face-down — face down
bull’s-eye — bull’s eye heavy-weight — heavy weight
blackmail — black mail hot-house — hot house
cache-drive — cash drive mad-doctor — mad doctor
earles-penny — earl’s penny to redbook — red book
#7. Read the tongue-twisters. What sounds are used to create the effect
of alliteration? State the connection of phonetics and stylistics.
1) Peter Piper picked a peck of pickled peppers
If Peter picked a peck of pickled peppers
Where is the peck of pickled peppers Peter Piper picked?
2) Robert Rowley rolled a round roll around,
A round roll Robert Rowley rolled around;
Where’s the round roll Robert Rowley rolled around?
3) If one doctor doctors another doctor, does the doctor who doc-
tors the doctor doctor the doctor the way the doctor he is doctor-
ing doctors? Or does he doctor the doctor the way the doctor
who doctors doctors?
4) Sudden swallows swiftly skimming,
Sunset’s slowly spreading shade,
Silvery songsters sweetly singing
Summer’s soothing serenade.
#11. Make sure that you remember all organs of speech. Indicate
the corresponding parts of the sound producing mechanism in
the following pictures:
124
1) Power mechanism
125
Exercise Block 2
#2. Read and transcribe the following words. State the difference in
corresponding paired consonant allophones.
pork — rope fork — corn chance — cheese
bark — robe drive — vim just — gist
side — done they — bathe dim — lamp
set — ton his — zone tin — sent
dog — gone rouge — genre sing — sink
all — leave right — trap when — twelve
#3. Read and transcribe the following pairs of words. Do the dis-
criminative sounds present different phonemes or variants of
the same phoneme? Prove your opinion.
main — mine buck — book bill — pill tie — fie
cart — caught got — hot bad — bed buy — die
chin — tin pole — pearl kit — fit money — honey
page — cage ban — bang tool — pull kiss — case
choice — voice word — ward bid — bead believe — belief
#7. Use the procedure of commutation test for the following words.
Find minimal pairs with different meaning. State the type of
phonological opposition in each case.
kite but bat
time show veil
bake pit tea
#8. Read the following pairs of words. Transcribe the sounds cor-
responding with the letters in bold. State the number of phono-
logical oppositions in every pair.
pool — pull far — four
bay — may fast — vast
pay — they my — may
pay — bay seat — seem
chop — top fit — feet
Exercise Block 3
#1. Make sure that you remember all English consonant phonemes.
Fill in the following table.
128
degree of noise noise consonants sonorants
occlusive-
occlusive constrictive
manner of articulation constrictive occlusive constrictive
(plosives) (fricatives)
(affricates)
work of the vocal cords and force voiced voiceless voiced voiceless voiced voiceless
of articulation lenis fortis lenis fortis lenis fortis
bilabial
labial
labio-dental
interdental
129
alveolar
post-alveolar
forelingual
lingual
palato-
place of articulation
alveolar
palatal
mediolingual
backlingual velar
glottal
position of the soft palate oral nasal oral
#2. Write down a complete description of every English consonant
phoneme. Enclose in brackets the characteristics, which are not
phonologically relevant.
Example: [p] noise, occlusive, plosive, bilabial (voiceless), fortis,
(oral).
[b] noise, occlusive, plosive, bilabial (voiced), lenis,
(oral).
#3. Read and transcribe the following words with occlusive fortis
stops. Observe different degrees of aspiration.
port paper cart school
cut talk top proper
poker pit cost take
speech stop poke porter
cook poor taxi bat
#4. Read and transcribe the following pairs of words. Avoid palata-
lization of initial plosives and fricatives. Observe slight palata-
lization of affricates before front vowels.
part — peel cart — key thus — theme
guest — game bag — big chose — cheese
tooth — teeth far — feet chest — chin
door — day hut — heat just — gist
#5. Read the following groups of words. Mind full voicing of initial
and intervocalic plosives and fricatives. Observe their partial
devoicing in final position.
veal — cover — dove
that — mother — with
zebra — bosom — doze
giraffe — pleasure — garage
bad — rubber — mob
dig — lady — bed
goal — eager — bag
130
#6. Read the following words and give their broad and narrow tran-
scription. Make distinctions between dark [l] in final positions
and before consonants, and light [l] before vowels and [j].
let leave help
tell fall value
all silk salt
#7. Read the following groups of words. Give their broad and narrow
transcription. Observe longer pronunciation of nasal sonorants in
final positions, before voiced consonants and vowels. Keep the
usual shorter pronunciation before voiceless consonants.
sing — singing — sink
sun — sunny — send — sent
dim — lambs — mole — lamp
men — mend — many — meant
long — longer — think
#8. Read the following pairs of words. Transcribe the opposed
sounds. Discuss their relevant features.
bet — bed ten — men
make — mate tale — sale
can — cat tan — pan
tame — lame tin — bin
tool — fool teal — veal
#9. Make sure that you remember English vowel phonemes. Fill in
the following table.
horizontal movements of the tongue
vertical variations in the
front- back-
movements of height of vertical front central back
retracted advanced
the tongue movements
narrow variant
close (high)
broad variant
narrow variant
mid (half-open)
broad variant
narrow variant
open (low)
broad variant
131
#10. Write down a complete description of every English vowel pho-
neme. Enclose in brackets the characteristics, which are not
phonologically relevant.
Example: [ı] front-retracted, close, broad variant, (unrounded,
short) monophthong.
[i:] front, close, narrow variant, (unrounded, long)
diphthongoid.
[eı] diphthong, the nucleus is front, mid, narrow vari-
ant (unrounded).
#11. Read the following groups of words. Give their broad and nar-
row transcription. State differences in vowel length, tenseness
and checkness of corresponding vowels. Say if they are relevant
for phonological distinctions.
pity — pig — pit bore — bored — bought
bed — bet look — good
sad — sat mud — cut
car — card — cart fur — firm — first
mog — mock away — teacher
see — seed — seat go — goal — goat
who — soon — soup how — howl — house
lay — laid — late here — real — fierce
tie — tied — tight care — scared — scarce
toy — toys — voice cure — cured
#1. Read the following words. Say what type of sound juncture is
affected. Classify types of consonant modifications. Mark them
with the help of corresponding signs.
try rotten team sixths
fried burden sit sty
press symphony miss Spain
tree John’s pit sky
small thanks tip twice
snake moon feet sweater
dry who hit question
draw cool cheese playing
horseshoe tall leap staying
cattle bar lie bark
little meet punch cargo
#5. Read and transcribe the following poems. Find and explain cases
of sound modifications. Mark them with the help of correspon-
ding signs.
1) Spring is here,
The glorious spring,
When young lams gamble
And little birds sing.
The fields are all green,
The trees are in bud.
Away with the snow
The rain and the mud.
2) On top of a bus in spring time,
Along the country lane,
The trees all bright with blossom,
I hear the bird refrain.
134
I see a field where lambs play,
And peeping through the grass
The little yellow primroses
Nod their petals their path.
Yes, spring time is the best time,
Everything is so gay ...
As over the hill and down the lane
The bus goes on its way.
Exercise Block 5
#1. Define the syllabic type and structure of the following words.
Underline the peak of the syllable.
ear clench spray
mat twists at
must strength act
place pie asks
spleen play texts
#6. Study the following examples of open juncture. Turn them into
those with close juncture. Transcribe both examples and mark
them with [+].
an ice house — a nice house plum pie — plump eye
it slips — its lips fine day — find A
keep sticking — keeps ticking a name — an aim
one zone — one’s own my claim — Mike lame
137
#7. Separate the following words in orthography if it is possible. Use
the rules for syllable separation.
agreeable plumber
bored submit
writing shopgirl
brotherhood mosaic
desks swiftly
overcome postman
Exercise Block 6
#2. Accent the following polysyllabic words with two or three de-
grees of stress. Show the differences between British and Ame-
rican pronunciation models.
accelerate justify adversary
testify economize oratory
memorize functionary abdicate
ceremony enumerate nationalize
demonstrate verify legitimate
138
#3. Study the columns of the accentuation oppositions. Transcribe
and accent the words. What phonological functions of word
stress are realized? How is it connected with the phonemic com-
position of a word?
accent — to accent progress — to progress
addict — to addict forecast — to forecast
contrast — to contrast conflict — to conflict
record — to record abstract — to abstract
produce — to produce perfect — to perfect
increase — to increase patent — to patent
#5. Read the following words. Put down stress marks and state the
origin of words. Comment on the realization of rhythmical ten-
dency in English accentuation.
psychology satisfactory terrorist
umbrella stiletto violoncello
décolleté impression development
139
administration personal archaeology
characteristic infantile distance
parenthesis phenomenon volcano
#7. Arrange the following words into three groups. Put down accent
marks. Comment on the distribution of stress.
chairman give in bad-tempered
ex-husband pre-packed wristwatch
narrow-minded farther-in-law intercultural
bathroom overdone watch out
twenty-eight short-sighted underfeed
irregular vice-president kind-hearted
before-mentioned fall down immortal
beat back misbehave pass over
girlfriend headache illiterate
good-looking well-informed baseball
inartistic sub-editor unknown
beamsman seventy-four ninety-five
140
ultramodern cupboard non-stop
radio-active antiseptic bring down
#9. Read the following words and put down stress marks. Bring
together the facts you know about stress patterns of English
words. Assign the following words to the appropriate pattern
and make up a logical classification.
market proceed luxuriant international
total pronounce familiar misprint
grumble again location vice-admiral
mother aflame original over-serious
ready alike evaporate pre-heat
colour advise historian ultracritical
reason withdraw academy fortification
engine withhold political recognition
picture divide hard-working academician
refuge disturb light-blue patriotic
141
monitor fixate open-handed recommend
cinema dictate armchair originality
faculty surprise gas-stove composition
policy rely give up repetition
origin articulate go out constitution
symbolize biology get lost scientific
situate geometry non-final experimental
celebrate philosophy illegal accidental
clarify metallic immaterial nationality
therapist psychologist inoffensive hospitality
execute geography irrational CIS
institute photographer ex-president WHO
classroom efficient remake WTO
roundabout essential reorganize UNSC
oval-shaped habitual underdone OSCE
before courageous antiwar IMF
behave delicious subsection LSE
Exercise Block 7
#4. Read and intone the sentences given below. Observe differences
in the intonation of general and special questions.
1) Is this a cotton dress? — No, it isn’t. It’s a synthetic one.
2) What is there in the bag? — It is a new collection of nursery
rhymes.
143
3) Do you really like her new style?! — I really do. She looks quite
nice.
4) Where is Mr. Blake? Is he in the park? — No, he isn’t. Mr. Blake
is at the Institute.
5) Whose things are these? — Tom’s. These are Tom’s things.
6) Will you put onions in the soup? — No, I won’t. I don’t like
onions. I’ll take a clove of garlic.
7) Who is that lean man? — That’s Roger. He’s been in hospital
for three weeks already.
8) How many guests are there at the party? — There are six of them.
#9. Read the following sentences. Make the words and phrases set
in italics sound emotional with the help of special nuclear tones.
Intone the sentences and state the attitude conveyed.
1) What are you going to do now? — What am I going to do...? I
don’t know yet.
2) I thought you two are going to marry. — No, you’re talking
nonsense!
3) Are you going to visit Mike in hospital? — Of course I will!
145
4) What an extraordinary piece of luck! To see Ben in a place like
this!
146
P A R T III
Suplementary Material
147
Supplement 1
Proverbs, sayings, tongue twisters
1. Vowel drills
[o:]
— Paul snores worse than a horse,
We close the door when he snores,
There ought to be laws to prevent such snores.
— Better unborn than untaught.
[ǩu]
— Don’t poke your nose in the things you don’t know.
— When in Rome, do as the Romans do.
— Ask no questions and you’ll be told no lies.
[au]
— Snow came in the night without a sound,
Like a white cloud trembling down to the ground.
— Out of sight, out of mind.
[aı]
— A stitch in time saves nine.
— Strike while the iron is hot.
[a:]
He laughs best who laughs last.
[ɔ]
— Honesty is the best policy.
— A little pot is soon hot.
— A watched pot never boils.
— Joy and sorrow are as near as today and tomorrow.
148
[∧]
— When your work is done, come out in the sun, and have
some fun.
— Some love onions for lunch or supper,
But when one has stuffed oneself with onions,
One isn’t much loved, is one?
— The tongue is not steel, but it cuts.
— What is done, cannot be undone.
[ǩ:]
— First come, first served.
— An early bird catches the worm.
— As the workman so the work.
— A bird in the hand is worth two in the bush.
[eı]
— He, who makes no mistakes, makes nothing.
— Haste makes waste.
[u:]
— Exceptions prove the rule.
— Too good to be true.
[e]
— Better late than never.
— So many men — so many minds.
— All’s well that ends well.
[i:]
Each teacher needs to be free to teach as he pleases.
[æ]
Handsome is as handsome does.
[ı]
There is no use crying over spilt milk.
149
[e] — [æ]
The devil is not so black as he is painted
[i:] — [ı]
— A friend in need is a friend indeed.
— Honey is sweet, but the bee stings.
— Eat at pleasure, drink with measure.
— People meet, but mountains never greet.
— Still waters run deep.
[a:] — [∧]
— Well begun is half done.
— What the heart thinks, the tongue speaks.
[u:] — [u]
— The proof of the pudding is in the eating.
— Too many cooks spoil the broth.
[u] — [ju:]
— No news — good news.
— A new broom sweeps clean.
[ɔ] — [o:]
— Never put off till tomorrow what you can do today.
— You can bring the horse to water, but you can’t make it
drink.
[aı] — [eı]
— Get a name to rise early and you may lie all day.
— Make hay while the sun shines.
2. Consonant drills
[k]
— Critical cricket critic.
— Can you can a can as a canner can can a can?
150
[b]
Betty Botter bought a bit of butter,
But the butter Betty bought was bitter,
Betty bought another bit of butter
To make the bitter butter better,
But the butter Betty bought was also bitter.
[w]
Why do you cry, Willy? Why do you cry?
Why, Willy? Why, Willy? Why, Willy, why?
[l]
Lion Leo likes little lemons.
[θ]
I thought a thought, but the thought I thought
Was not the thought I thought I thought.
[r]
Robet ran rings around the Roman ruins.
[p]
If Pickford’s packers packed a packet of crisps,
Would the packet of crisps that Pickford’s packers packed
Survive for two and half a years?
[tw]
Twelve twins twirled twelve twins.
[sw]
Swan swam over the sea,
Swim, Swan, swim;
Swan swam back again,
Well swum, Swan!
[fl]
A fly and flea flew into a flue,
The fly said to the flea ‘What shall we do?’
‘Let us fly’ said the flea,
151
Said the fly ‘Shall we flee?’
So they flew through a flaw in the flue.
[skr]
I scream, you scream, we all scream for ice-cream!
[s] — [∫]
She sells sea shells on the sea shore,
The shells she sells are sea-shells, I’m sure,
For if she sells sea-shells on the sea-shore,
Then I’m sure she sells sea-shore shells.
[w], [ð]
Whether the weather is cold,
Or whether the weather is hot,
We’ll be together whatever the weather
Whether we like it or not.
[w], [t∫] — [∫]
Which witch wishes which wicked fishes?
[m] — [n]
If many men knew what many men know,
If many men went where many men go,
If many men did what many men do,
The world would be better, I think so, don’t you?
[θ] — [f]
A thick thimble is for a thick finger,
A thin thimble is for a thin finger,
Thick thimbles for thick fingers,
Thin thimbles for thin fingers,
Thick for the thick, thin for the thin.
[w] — [∫]
I wish to wish the wish you wish to wish,
But if you wish the wish the witch wishes,
I won’t wish the wish you wish to wish.
152
[θ] — [ð]
The thirty-three thieves thought
That they thrilled the throne throughout Thursday.
[k] — [g]
How many cookies could a good cook cook,
If a good cook could cook cookies?
A good cook could cook as much cookies
As a good cook who could cook cookies.
[h] — [g]
How much ground would a groundhog hog,
If a groundhog could hog ground?
A groundhog would hog all the ground he could hog,
If a groundhog could hog ground.
[t] — [tw]
Mr. Tongue Twister tried to train his tongue
To twist and turn, and twit and twat, to learn the letter ‘T’.
[d] — [b]
In a double bubble gum bubbles double.
[f] — [l]
Love is a feeling you feel when you feel
You’re going to feel the feeling you’ve never felt before.
2. Aspiration.
Occlusive stops [p, t, k] in the initial position in a stressed syllable are
accompanied with aspiration. Aspiration is a strong puff of breath in
a voiceless interval after the explosion of [p, t, k]. There are three
degrees of aspiration:
1) it is very strong before a long vowel or a diphthong (port, pale);
2) it is weaker before a short vowel (pit);
3) it is less noticeable before an unstressed vowel (joker) or in the
final position (look).
When [p, t, k] are preceded by [s] (sky) or followed by a noise conso-
nant (looked), there’s hardly any aspiration at all. For example:
tall, tale, till, baker.
[to:l], [teıl], [tıl], ['beıkǩ]
1 1 2 3
3. Loss of plosion.
Occlusive consonants [p, b, t, d, k, g] lose plosion if they are followed
by another occlusive or affricates [t∫, ʤ]. The first plosive loses its
155
explosion and becomes unreleased, instead of the release a pause is
heard. They also lose plosion when preceded by [s].
Eg: and dad [ǩnd dæd], that tape [ðæt teıp], fact [fækt], scale [skeıl]
4. Lateral plosion.
A plosive, preceding the lateral sonorant, becomes laterally exploded: it
has the explosion during the pronunciation of the sonorant [l]. The re-
lease before [l] is made by a sudden lowering of the sides of the tongue,
and the air escapes along the lowered sides with lateral plosion.
Eg. please [pli:z], cattle [kætl], apple [‘æpl]
5. Nasal plosion.
When a plosive is followed by the syllabic [m, n], it has no release of
its own, and the so-called nasal plosion is produced. A plosive be-
comes nasally exploded: its explosion is produced during the pronun-
ciation of the sonorant [m] or [n].
Eg. happen [‘hæpn], kitten [‘kıtn], submarine [ıs∧bmǩ’ri:n]
6. Assimilation.
The articulation of one sound affects the articulation of the neigh-
bouring one assimilating the latter. There are four types of assimila-
tion:
1) assimilation affecting the direction;
2) assimilation affecting the place of obstruction;
3) assimilation affecting the position of the lips;
4) assimilation affecting the work of the vocal cords.
The first type is divided into three subtypes: progressive, regressive,
and double (reciprocal) assimilation.
a) Progressive assimilation happens when the preceding sound af-
fects the articulation of following one, and the preceding sound
remains unchanged. For example:
156
looked, opened, cats, dogs.
→ → → →
[lukt], ['ǩupnd], [kæts], [dɔgz]
7. Wrong assimilation.
Foreign speakers shouldn’t voice the voiceless consonant which is
followed by the voiced one. They correspondingly shouldn’t devoice
the voiced consonant which is followed by the voiceless one. For
example
sit down, these socks.
[sıt daun], [ði:z sOks]
= = = =
8. Syllabic sonorants.
In unstressed final positions sonorants [l, m, n] become syllabic if
preceded by a noise consonant. For example:
cattle, sudden, rhythm.
['kætl], ['s∧dn], ['rıðm]
· · ·
157
9. Linking.
Instances of linking occur at word boundaries between two vowels or
a consonant with a following vowel. Here belongs the phenomenon
of linking [r] which reveals its potential pronunciation.
Eg: thiszisza boy; carzowner,
Supplement 3
Stave representation of intonation
High level
Medium level
Low level
Low Rise starts from a very low pitch level and then continues to a
medium one. It is used in general questions and the tags of disjunctive
questions.
Eg: / No.
In High Fall the voice falls all the way down from a higher to a very
low pitch level.
Eg: \ No.
In High Rise the voice rises from a medium pitch level and then
moves up to the top.
Eg: / No.
159
In Fall-Rise the voice first falls from a medium to a low pitch level
and then rises to a moderately medium pitch. It may be used within one
syllable or spread over two or more syllables. It is used in requests.
Eg: \/ No.
\
Ne/ver.
\
Generally / I do.
•
•••
In Rise-Fall the voice rises from a medium to a higher pitch level and
then quickly falls to a low pitch.
Eg: /\ No.
The end of a meaningful part of the spoken message is marked with the
help of pauses. There are three types of pauses: long, short and very short.
— a long pause ( || ) separates sentences and occurs at the end of a
sentence;
— a short pause ( | ) separates sense-groups and occurs inside a sen-
tence;
— a very short pause ( ¦ ) occurs within a sense-group.
Supplement 4
Step-by-step phonetic analysis
160
This is a book, isn’t it?
1. Step one. Transcribe the sentence and show its end by putting down
two vertical lines at the end.
Eg: [ðıs ız ǩ buk ıznt ıt || ]
2. Step two. Define the communicative and syntactical type of the sen-
tence, i.e. see whether it is a statement, an order, a request, an excla-
mation, a question (state the type of a question); and consequently
define the nuclear tone of the sentence.
Eg: it is a disjunctive question; the rising tone is used in the second
part (tail), the falling tone is used in the first part (statement).
3. Step three. Divide the sentence into sense-groups if possible, and
separate them from each other by a vertical line. Separate parts of
sense-groups by a wavy line in case there is a very short meaningful
pause.
Eg: [ðıs ız ǩ buk | ıznt ıt || ]
4. Step four. Define the nucleus of the sentence or of every sense-group.
Put down the necessary tone mark before the stressed syllable of the
nuclear word(s).
Eg: [ðıs ız ǩ \ buk | / ıznt ıt || ]
5. Step five. See if there is a word to emphasize in the sentence (sense-
groups). If there is one, put the necessary mark before its stressed
syllable (↑ or ↓) to show the emphasis.
Eg: There are no emphasized words in the sentence.
6. Step six. Define all the other stressed words in the sentence and put
down stress marks (') before their stressed syllables.
['ðıs ız ǩ \ buk | / ıznt ıt || ]
7. Step seven. Intone the sentence graphically at the stave.
161
8. Step eight. Define all the phoneme clusters in the words and at word
boundaries. Mark sound modifications with the help of conventional
symbols.
∩
['ðıszızzǩ \
buk | /
ızntzıt || ]
3 3 3
162
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163
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165
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