JAN volnt

IPA-B asedTranscripton for Czech Studentsof English

T.JNWERZITA KARLOVA V PRAZE NAKLADATELSTV KARoLINUM PRAHA 2OO3

Contents

Foreword 1'. Introduction

1.1. Thepurpose of transcription 1,.2. TheInternational Alphabet ............. Phonetic L3. Basic assumptions 13.1. A reference accent 1,.3.2.Inner variation 1.33. Transcription material 1.3.4. Graphic conventions 7 7 8 :................... 10 10 11 L2 13 1.4 L4 L4 L7 19 21, 22 24 24 28 31. 3L 32 33 34 35 36 37 39 39 42 43 44 45 46 47 47 50 52 54

2. Individual Phonemes- ElementaryExercises .............. 2.L. Vowels 2.1.L. Monopthongs 2.I.2. Diphthongs 2.2. Consonants

2.3. Other symbols in phonemic transcription .......... 2.4. Combined practice

3. Isolated Words 3.1. Frequentvocabularyitems 3,2. Wordswith standardweakforms .......... 3.3. Words with selectedorthographic units 3.3.1. Wordswith theletter'x' ............. 3.3.2. Wordswith theletter'q' ............ 33.3. Wordswith thed.igraph'ch'.......... 33.4. Wordsbeginningwith thegroup 'pro' ......... 3.3.5. Wordswiththedigraphs'ou','au.', and'eu.' 33.6. Wordswith thedigraph'ea' .......... 3.3.7. Words with silent letters 3.4. Words with selectedphanological units 3.4.1. Wordswith the reducedvowel / a / ......... 3.42. Wordswith themid central / s'^ / 3.4.3. Words with the openfront /a/ 3.4.4. Words with the closing diphthong / eu / 3.4.5. Wordswiththevehr nasal /U/ ......... 3.4.6. Words with the dentalfricatives / 0 / and / / 3.5. Well-luown international words 3.5.1. International falsefriends ............. 3.5.2. Tameinternationalwords 3.5.3. Selectedterminologyof phonetic sciences 3.6. Wordswith unusualgrapheme-phonerne espondences corr ..........

4. Phonological Consequences of Morphological Processes

4.I. Progressive assimilation with -s, -es, -'s, and -s' 4.2. Progressive assimilation with'-ed'

4.3. Derivations 5. Connected Speech bound.aries 5.1. Transcriptionwithoutword. 5.2. Linkingphenomena...."......... 5.2.1. Pseudo-resyllabification 5.2.2. Linkingtrl ............ 5.2.3. Intrusive ............. trl 5.2.4. Transient ............. tjl 5.2.5. Transient ........... [*] 53. Assimilation across word bound.aries 6. Allophonic Transcription consonants ......... 6.1. Labialized. 6.2. Vowel duration beforefortis and lenis 6.3. Aspiration andpartial voicing 6.4. Clear fr-l anddark | 1l ............ 6.5. Nasalisation 6.6. Stap releases
6.7. Dental alveolars, {ronted velars 6.8. Rich allophonic transcription

55 55 57 59 62 62 63 64 64 65 66 66 67 69 69 70 71. 72 73 73 74 75

7. Answer Key 8. Vocabulary:Non-Elementary Words

9. References......

r02
108

Introducti.on

L. Introduction
1.1. The purpose of transcription
The reason for acquiring transcriptionskills has ways been clear to linguists. Their anyses of soundpatternsof a languagewould be impossiblewithout a tool which helps to captureunambiguously what lies behind ephemeracts of speaking.This is clearly reflected position which transcriptionoccupies within university courses throughoutEurope. in the Bloothooft et al. (1999)presenta detailedoverview of Europeantertiaryeducationcurricula ranging in speechcommunication sciences.In numerousand diversespeciized progrunmes only transcription always is from philology throtrgh speechpathologyto speechtechnologies, markedas a core subject, a subjectthatis obligatoryand indispensable. i.e. There are various types of transcription, which fulfil various scientific or didactic requirements. They help to record and later recoveindividual phonetic and phonological units of utteranceswith varyng degreesof precision and detail. Common orthographic systemsof languages not suitablefor the task.They havebeendevelopedto enablepeople are to encodeand decodemeaningsof morphemes words and not to record the exact speech or soundsthat are producedby communicators(Vachek, L942; Mattingly, 1992).Thanks to that, written language can function as a stabilizing factor over regions and centuries. We can understandthe semantic contentsof what was said and recordedin writing in different parts of the country in different times. From this point of view, it is quite irrelevant that it was not pronouncedthe way we speak here and now. If, on the other hand,we want to understandthe logic of historic or dialectalchangein languages, becomesessential.It would transcription be quite complicated to study phonological or phonetic units of a languagewithout having unambiguoussynrbolsfor them. A large area of practic need for transcription is foreign languagelearning. It is selfevdent that many learnerscan advancefaster, if, insteadof strugglingwith incomprehensible chunks of sounds, they can read transcriptionof those sounds. Visu signs can help to accumulate knowledgeof the soundstructure, which, over time, leads to importantconscious and subconscious generalizations essentialfor the learningprocess.kr addition,a learner so who can use transcriptionactively,is not dependent the presenceof the teacher.Minimal on transcription notes facilitate independent practice and make individual work less cumbersome. Even passiveknowledgecan be helpful, if only for betteruse of pronunciation cluesprovidedin dictionaries. Foreign languagemethodologyemphasizesthe role of so called silent models. It is arguedthatmindlessrepetitionof words or phrasesis not as effectiveas a consciouseffort to ponounce somethingconectly with the aid of silent clues and silent feedback.Transcription symbols can serye as such silent clues to a large portion of population. (Some people, unfortunately,cannot make use of abstractsymbols of phonological units. These should have accessto ailernative methodsinsteadof being ruthlessly forced to learn English foom printed materials.) It is very importantto choose a suitable transcriptionsystemfor a particularpurpose. Many Czech publishersand educationalists believethatcrude,to a maximumsimplified set of symbolswill make English transcriptioneasier.Such approachdoes not sen'o anyone.It is clear that if someonecannotmap phonologicalunits onto graphicsymbols,thenthe natureof the syrrbols s not the core of the problem.The price to pay for our uselesssimplification is quitehigb"Primitive transcription to leadsto primitive approaches pronunciation with serous consequences listening skills. English, especiallybecauseof its complex vocic system, for does not lend itself easily to inventori reductions.Fortunately,IPA-based transcription which has been internationallyadoptedfor English is gradually gaining popularity even in our

Transcription CzechStudents English IPA-Based of for country.It is used,for example,in a very good dictionary published by NakladatelstvLidov noviny (Abdlaov et aI.,1998) and in the series of quality teachingmaterialscalled Easy English. It is quite realistic to expect that when IPA-based transcriptionis widely introduced in our countf,thelevel of masteryin Englisb studieswillincfease.

1.2. The International Phonetic Alphabet

Since L886, the members of the IPA (International Phonetic Association) have been undertakingcontinuous work on one of their prioritites: to provide a transcription system which could servewide puposes relatedto speechstudies.This transcription systemis called theInternation PhoneticAlphabet (IPA) and it is highly praisedfor being: a) consistent, b) convenient, c) comprehensive. (SeeIPA, L999) ad a ) To create a consistent transcription system one has to try to define important featuresor units in speech events and always use the same symbol to transcribethem. If we discoverthat a voicelessvelar plosive is used in a languageand accepta symbol k for it, we should not transcrbe sometimesas k', while other times as b', bk', bh', o 'q'. This is it preciselywhat the English orthographic systemdoes.k'is usedto spell the initi phonemein king, Korea and kind, but the same phonemeis spelt b' in words such as those denoting the above mentioned IPA principles: consistency, convenience, comprehension. In certain positionsthe lettersbk'are used and they are still pronouncedas a voiceless velar plosive: neck,chicken,cl.ock. The samesoundcan be heardin chemistry, epochal, anddichotonry,but this time it is spelledas 'ch'.In quiet,quality, anduniqueyet anothersymbol is used.As if it were not enough,someof the slmr.bols have found for the voicelessvelar plosive /k/ arc we quitedifferentsounds.The digraphbh'from chemistrystandsfor a voiceless usedto represent postveolar affricate in champion and for a voiceless postalveolar fricative in chef. We can say thatthe English orthographic systemis from thephoneticpoint of view quite inconsistent. (Absolute phonetic consistencyis actually not desirable, as it would hinder rather than simplify everydayuse of written language- seeVachek, 1942 andPinker, L994.) Consistencyis a leading principle in all phonetic and phonological transcriptionsystems. You may be surprisedto find that in older American phonology,male,lal<eandstraight are traditionly transcribed /meJ /, /Iek/, and /stret/, as while mile, light, strike as /najl/, /Lajt /, and/ strajk/. Thus / e/ isusedfor whatwe hearas / et/ and/ aj / is usedfor what we hear as / at / . Similarly, close is transcribed /klos/, while clown as as /klawn/. /o/ is usedforwhatwe hearas /ov/,while /aw/ isusedforwhatwehearas / au / . This system, nevertheless, cannot be easily dismssedas inconsistent.There are historical,dialectologicaland conceptual reasons behindit and the systemis consistent within its own principles. ad b) Convenient transcription lends itself readily for comfortable use to anyone who needsit. This requirement often clasheswith the effort to be precise.The most convenient systemfor Czech users would be based on the Czech alphabetwith as few alterationsas possible.The IPA is basedon the Roman alphabet, which is well known internationally. The Roman a$habeton its own, however,doesnot provideenougbsymbolsand someothershave to be importedfrom elsewhere. 1888 a principle was agreedupon which statedthat:"The In new lettersshouldbe suggestive the soundsthey represent, their resemblance the old of by to

Introduction

ones.?t Thus, if a symbol is neededfor a vowel which soundspartly like I a ] and partly like I e ], both lettersare mergedto give a. Similar, if the Roman phabet does not provide a symbol for a voiceless postveolar fricative which is both acoustically and articulatorily quite iconicity is close to I s ], a symbol bearingsomeresemblance accepted t S ]. This moderate the Roman script. with seemsto be very convenientfor anyonewho is acquanted and and Excrcise 1.L. Inspectthe IPA chartsof consonants vowels in Pictures L.L. and 7.2.,, see if you can identify and name letters after which individual symbols are modelled.

Mw
{M
Vtitl

pb

st#

L*Ml

|}t#

ftre*er lrexdrn*er x#6k

P*sd

Yds

Lt*der

l*sml

rd

ffi

qt

{{

c kff

q6
$i

t
{

ffi 7

Sldur*

TryorFbp ttktr
l;g#* *k{r{e

+ sf v
1'

6$

$7

. n *a
3

gJ J

xY ul
L

xx

h{

h fi

1b
I I

s'{sMt
tM wmM

Figure 1.1. The tableof pulmonicconsonants the IPA. (Revisedto 1993,Updated1996) of

.taml

Bs{f

* r fi
TY
f;ln**-mtul E
oren"rnid

II U

S:-S

g---ry

* E: s\ a:rt
\

ecn

qp -.,,,".,h; -",r:

s|M$ Erub!*" tigb rypqg.inrniq*.fu ffi to tb aqppeorrl. eraml yruruil. Figure 1.2. Vowels of the International Phonetic Alphabet. (Revised to 1-993, Updated 1996)

of IPA-Based. Transcription CzechStudents English for Alexander Melville Bell's phoneticsymbols were intendedto be even more iconic than with a complete articulatoryclosure, for example,had a the IPA symbols.All consonants part of their symbol, voicing was always representedby the same stroke closed circle as a addedto a voiceless symbol, etc. They were veylogical and systematic,but inconvenientfor print and for non-specializedusors. Jespersen'sformulas (e.g. o1cp1fe0s3 fot /s/, ot u1cp1fe60e1for /z/; see Palkovri 1994, p.13) were even.more descriptive,but equally inconvenient gener use. for To increase convenience, the IPA is flexible and allows for additional symbols or as conventions, long as they areproperlyexplainedin the materi in which they are used.For althoughthereare s;rmple, spacesbetween words can be usedto signal the word boundaries, periodsof silenceor otherbreaksbetween oftenno words in re speech. ad c) A transcriptionsystemwhich can be used for one languagebut not for anotheris not very comprehensive.There are thousandsof languagesin the world and if we want to compare them, we have to record them in comparable fashion. The IPA aspires to enable linguists to do so. The Journal of the International Phonetic Association has broughl many proofsthatit is possible.The IPA is sometimes to slightly adapted suit the individual needsof a particularlanguage description. This shouldnot be a problemas long as it is clearly statedin commentsaccompanying transcription. the The IPA chart contains,for examplea symbol a, which is usedfor an open-mid, back, unrounded vowel. The modernBritish English phoneme is / n/ ,bowevero an open-midcentr vowel. Working with various national versions of the IPA should always be carried out with caution.It is clear,however,thatnationalversionsneverdigresstoo far from the official IPA. That cannotbe said aboutother systemsencountered contemporary in materials.Testngthe comprehensiveness the American Webster'stranscriptionwould probably be a waste of of time, as it was taored specifically for anglophoneusers.A transcriptionsystemwhich is not usedinternationlyis unsuitable gener linguistic prrrposes. for An interesting adaptation the IPA is so called SAMPA (SpeechAssessmentMethods of PhoneticAlphabet).It is a transcription (ASCil) computerfiles, systemfor machine-readable which was devisedby an internation group of phoneticianscoordinatedby J.C. IWells of University College l,ondon. Its extendedversion, cled X-SAMPA, contains all the IPA symbols, including diacritics. Thus, every known human languagecan be transcribedin a machine-readable format.

1,.3. Basic assumptions

There are severalimportantassumptionsthathave to be made clear before the actual practiceis commenced. transcription They explain the choiceof materi and themethodof its presentation throughout textbook. the

1,.3.L. A reference accent

English is spokenby hundredsof millions of people.From time to time we may witnesshow communication breaksdown becausea speakerof one accentof English cannotadjustto the accentof anotherspeaker.One English word can be pronounced many ways and even the in best pronunciationdictionaries do not list l regional possibilities. For introduction into transcriptionpractice,one referenceaccentmust be singled out to createspace for focused training. We have chosen general British Received Pronunciation,also known as BBC 10

Introducti.on

English. It is importantto rememberthat wheneverin the following chapterswe say English, we mean this specific accentof English. our decision is based on purely practical easons. againstour referenceaccentcan be assuredthat after they Speakerswho have reservations have done all the exercisesin this book, they can easily proceedto work on their favourite one: accants. cannotbe unsettled letterslike this hypothetical We by DearSir! the In your book you teachpeopleto pronounce ' li: s/. My friend saysthatin his word,policeas lpe hometown everybody /'peuli :s/.Ithereforefind says your book unreliableandwill not use it anlmrore. Yours sincerely, Arpad Sulkin Our book does not teachpeople to pronouncewords one way or another. Studentswho wish to pronounce words differently from what they find here should do so. Acquired transcription skills will only help themto note down the differences betweentheir variantand thosetheyhearelsewhere.

1.3.2.'Inner variation
Even within general RP, our reference accent of English, pronunciation of individual words is surprisinglyunstable.Nosek (1991)claims that one third of the word stock can be labelled as unstable, pronunciation which meansthatone word offers more thanone standard alternative. give a few examples: To Thereis a noticabledecline in the usageof / r./ on behalfof / e / in unstressed positions. Conservative hopeless/heuplrs/ is more and more frequently replaced /heupl-es/, by andtelephone /teL-f oun/ is becoming /telef ovn/. Compressionof two syllablesinto one is acceptable many words,thoughnot in otbers. in We can say convenient /ken'vi:nient/ four syllables /ken'vi:nj as wth or ent/ with three syllables. Compulsory /kem'palserr / oftet loses one syllable to become equally standard /ken' palsrr/. Various degrees asimilationor elision are accepted. of Tunafah can be / t ju: nefr t /, /t $u : nefr S/, aswell as / tutnefr S/. Financial can be / f ar. 'nan$|1, /fr'nanJl/, or /farnant!/, andislamiccanbe /rs ' lcr: nrk/, as well as /-z ' Iamrk/. Because English pronunciationis much less stable than Czech pronunciation,Czech studentsare sometimesreluctantto acceptwhat their teachersays.When they learn that the word garage can be pronounced /gera'.3/, /ge' rq'^3/, or /garrdg/ , they think the teacher doesnot know the right answerso she is making the optionsup. They testher and ask: 'Shouldwe say /krlpmi '^te/ or /kr 'lpnrte/?' The teacher, course,says:Both are of correct'.Some of the studentsthen think that in English pronunciation anhing goes' others assumethat their teacheris incompetent. However,thosewho have ever worked with a good pronunciation dictionary know how flexible, or shl we say tolerant the standard pronunciationis, In this sense,the Czech standard pronunciation norm is much stricter.The flexibility of the English pronunciation norm has its limits. If we refer to our Polish friends as /pplrS/ and at the sametime we claim to /peu1rj/ our shoesto make them shiny,we are dangerously wrong! L1

IPA-BasedTranscription CzechStudents English of for Exercises in this book consist of tasks which have to be solved. Possible solutions are provided in the Answer Key (Section 7). The suggestedsolutions are by far not the only conect answers.Studentsare encouraged use reliable pronunciation dictionariesto expand to their awarenessof acceptablesound variation. The suggestedsolutions weeall consulted (e.g. Wells, 1990; Jones, 99L; oxford University Press, 1992; BBC with various sorrces recordings, etc.),and the prevalent versionswere chosen.

1.3.3. Transcription material

to We know thatto fulfill the purposeof this book u'e must avoid the temptation assemblea large number of words that are exciting for classificatoryphonologists,but not frequently used in everydayconversations. exampleof this habit of someenthusiastic scholarscould An be the word heifer,which I once found in a transcription were given this test! Poor students word in print,but becausetheydid not know it and theycould not accessits sound,theyfailed to transcribeit correctly.Words like this one shouldbe used to testthe students'knowledge of advancedvocabulary.(Heifer is pronounced/hefe /, and meansprimarily a young mw which has not had a calf). If we place it in a transcription test,we are not testinghow efficient our studentsare at writing unambiguous marks for individual soundsin English words. We are putting our studentsoff transcriptionand they quickly assumea negative attitudetowards a tool which is designedto help them.Tinking transcription practicewith difficult marginal words can have very devastating effect.Transcriptioncan help only thosewho do not fear it. As much as possible, this book will attempt to present transcriptionpractice without unne@ssary vocabularyload. If, however,a word of more advanced in word stock appears the exercises thetext,it can alwaysbe foundin thevocabularyindex at theback of the book. or

\i'

Figure 1.3.

/s,rm ake 'demrlis deunt boe I te neIk ee buks mc: peleteb}/

The choice of topics which form the skeletonof the book was guided by an attemptto raise a variety of issues that are interestingand, at the same time, allow some degtee of genenlization. The explanationsof various pronunciationphenomenaare simplified and kept practiceand not a full as shortas possible.The purposeof thebook is to provide transcription

\2

Introduction

linguistic description of English phonology. Students should ways rememberthat to learn the whole truth about individual problems, they have to turn to some of the more detailed studies, like those recolmendedfor their regular course of phonetics and phonology. Some useful hints can also be found in the referencesection at the end of this book. To answerthe questionscorrectly is not ways the main purposeof the exercises.It is also the pocess practising' not only the product thatmatters.In the multiple-choice format, of for example,it is more importantto read properly the offeredoptions than to guessthe correct ansvrer.Studentsshould not be nervous about arriving at different solutions to the presented problems.The Answer Key is meantto provide first aid and not to be the ultimate authority. Prosodic transcriptionis not included in the cunent practice.A uew book dedicatedto the notation of English stress,rhhm, and intonation should follow in the foreseeablefuture.

1-.3.4.Graphic conventions
To make the reading of the explanatorytexts easier, the following graphic conventions have been adopted. Exmple words are always given in italics, but shortgrammaticalwords or morphemesare' in addition to italics, highligbted so by single quotationmarks. Irtters of .When the phabet and regular digraphs are given in single quotationmarks. we speak about various transcription sym.bolsin the sense of graphic entities, we put them in bold letters without brackets. Graphic symbols must be distinguished from phonologic units called phonemes. These are given in slant brackets.Allophones and speechsounds presented are in squae brackets.Phonemic transcriptionas such is enclosed in slant brackets only when it is necessaryto separate from an orthographic it text. Otherwise,the distinctionbetweentexts and transcription should be clear from the context. Similarly, allophonic transcription is enclosed in square brackets only when there is n danger of confusion with other types of transcription. the use of othersymbols,seeSections2 and 6. On Pay special attentionto the conventionsrelatedto stress-marks. is very importantto It remember thatthe first-syllablestressin most words is assumed default,and therefore by not marked(See2.3.). Event Polysyllabicexamplewords Shortwords and morphemes Irtters of the phabet, digraphs Symbols as graphic units Phonemes, phonemictranscription Speechsounds, lophones, phonetic(alloph.)transcription italics Graphic marking Example
textbook,load, idea

italics +single quotationmarks 'an','or','-ed',' -ful' single quotationmarks bold script slantbrackets squarebrackets U', i', bk','ea'
PrArerx

/t./,/u/,/S/,/h/ /sw r mr p pu:I/ Io], Iph] ph"!r :1 ] I sw w m4

Figure 1,4. The summaryof graphicconventions.

L3

IPA-Based.Transcriptionfor Czech Studentsof English

2. Individual Phonemesand Basic Symbols

2.L. Vowels
There are twentyvowel phonemesin English. Their articulatorydescription can be found in many pronunciationmanuals and good textbooks of phonetics provide even acoustic materi. We It descriptions. is presumed thatusersof this book have accessto such reference will now list English vowel phonemestogetherwith examplewords and commentson the IPA symbols adoptedfor their transcription.

2..L. Monophthongs
/ ,. / Ev e /, ^v /, feel i, . L/,thr ee/}r i,.l /f Some transcriptionsystemsdo not use the length mark :, becausethe length of English vowels is very changeable. The length of a vowel in English dependson whetherit is followed by a fortis or lenis consonant, whetherit is in a stressedor unstressed syllable, whetherit is in a monosyllabicor polysyllabic word and also, whetherit is in a sentence-final stressSoup or not. The differencebetween/iz / and, r / is actually in their timbre and not necessarilyin length. / in /rn/ , big /bzg/ The syrrrbolof this vowel suggests as that it is ot as 'sha1p' its counterpart / i,. / . The tonguemust be lower and further back in the mouth to make it less sharp.This is indicatedby the missing dot over the symbol and the two serifs. Serifs are the smaller horizontal lines used to finish off the main stroke of a letter. Notice that theseserifs have to be used evenif you do not use themfor any otherlettersin your transcription, above / =/ canactually o.g. lltpl , /mrdnart/. As we have mentioned , be longer than / 1-'. a specific phonologicalenvironment. However,whetherit is /in pronounced long or short,its timbre is always 'darker'due-toa more open and lax articulation.The synbol ./r/seems to reflect this 'darkness' timbre remarkably in well. e nd/end/, red/red/ In comparativetranscription(i.e. transcriptionwhich helps to compare various languagesor dialects)we would have to think very carefully to decide whetherto transcribethis English phonemeas / e / or / e / . This is becauseEnglish speakers pronounce soundsomewhere between. the However,in textswhereit is clear that in we aetranscribingEnglish without comparing it with other languages,symbol e is recommended. This simplificaton brings no dangerto Czech speakersof English, who usually targeta soundwhich is quite suitablefor RP /e/. (Speakersof other languagesmay need to be more careful, thougb.)It is useful to know that some transcribers insist on the symbol e in words ltke red or end and use e for diphthong / et/ as mentioned Section1.2. in actor lakte/,black /bl:ak/ Thsopenfront vowelhas a very well designedsymbol.It mergestwo Roman letters 'a' and 'e' (ae-- a) to show that the quality of the soundis abouthalf way between /a/ and /e/.T\e symbol a can be found even in very simplified transcription systems,althougb some dictionaries opt for using non-IPA symbols. American Webster'shonours its very long tradition by using and The Gage Canadian Dictionary uses plain a. Another advantage the symbol eeis that it usually looks of wider than othervowel letters,which conespondswith the fact that the vowel /a/ L4

/ t/

/e/

/a/

Phonenes BasicSymbols and Individual is on averagelonger than all the other so called short English vowels (i.e. vowels transcribedwithout the : length mar$. up / ttp/,sun /stn/ that the IPA The timbre of most modernEnglish realizationsof this vowel suggests thanksto its historical origin the symbol e might be a betterchoice for it. However, do symbol is a and Czechstudents not find it very confusing,as the synbol reminds them of capital 'A' and leads to the pronuncationof the Czech central open / a/ history The which is relatively acceptable. English vowel / tt/ has a very interesting accentsdo not use it. (For more and it is useful to know that many northernEnglish iormation seeHenton'1.990.) arrive / a' ranv / ,lernon/Iemen/ , Africa /af rr.ke/ Becauseof its This centralmid lax vowel is extremelyvariedin its soundproperties. symbol and becauseof the propertiesof the Czech vocalic systemoCzech beginners instead of sometimesreplace it with /el, pronouncingagain as /e'gea/ and /a'gen/. The vowel, however,is a source of many other pronunciation greater detailin Section3.4.L. transcription eors we will de with it in and earn / s'^n/, first / fs t st / This pbonemewas previously marked as /et/. A new symbol was devised to show that /s'^/, despitehaving similar formantfrequenciesas /a/, is generically phoneme.It is not relatedto and should be thoughtof separately an independent from / a/ . arctic / q.',ktr.k/ , calm /krr.'^m/ , star / strrt / The syrrbol of this open back vowel should not be replacedwith a: as its soundis differentfrom just a longer version of the open central vowel / a/ . It is as if the and was trying to encourage symbol crtwas warning againstcarelesssubstitutions quity of this vowel. students concentrate the real back to on orange /nr-nd3 /, stop / stpp / the In the similar manneras e suggests mergerof 'a'and 'e',the symbol o suggests useful reminder to studentswho wish to merger of b' arLd'a', which is a very pronouncethis vowel properly. They realize that the position of articulators should be somewhere between[o] and [c]. always/c'^Lwaz/,horse /hcts/,law /Lc'^/ The circle in symbol c is unfinished or open, which shows that the pronunciation should be more open than of traditional[ol as we know it in many other European languages. More open pronunciation a vowel generallymeanslower position of of jaw. the tongueand the book/bvk/,push /pvS/ The symbol for this vowel is useful in the sensethat it remindsour studentsof the differentquality of English /u / fuomCzech /u/ .It fails to show,however,in what mannerits quality is different.We have to rememberthat the modern English vowel /u/ is genery less rounded and more front than its Czech equivalent.Irss roundedpronunciationmeansthat the lips protrudeless forward and are a little more neutral. The symbol, unfortunately,looks somehow more rounded than its Roman counterpat.

/ tt/

/e /

/ g'^/

/q t /

/o/

/ct /

/v/

15

IPA-BasedTranscription CzechStudents English of for /u,. / |noonlnu : n/' Tuesday /tju,^zdr / or /tju zzer'/, shoe/ tu : / This English vowel is pronouncedslightly differently from its Czech equivalent (cf. Cruttenden, 1994;Palkov, 1994).This is not captured the internation symbol, by which only cautions the studentsnot to pronounce /u'^/ with the same timbre as /u/.

iandu

In addition to the twelve vocalic symbols which have just been introduced, many textbooksand dictionariesuse two non-phonemic symbols i and u. As Ashby et al. (1995)state,this clearly violates the strict phonemiccriteria of traditionalpractice. On the other hand, it is very practical in regard to capturing the canonical pronunciation certainwords.The symbols i and u indicatethat in their position, of thedifferences between havebeen /-/and /i'^ /,and /u/ and /u: /, respectively, neutralized. give a few expamles,the word lovely can be pronounred/Ltyvlt / To as well as /Irrvlit/, the word archaeologist is often pronouncedsomewhere between/ ,c'^kr'pledgr.st/ and / ,al,kil'oledgrst/, and the word influencecan be ponounced as well as /rnflulons/. /rnfIuans/ The nonphonemicsymbols standfor soundsthat do not reflect the clear quality distinction between /x./and / it / or /u/ and /u z/.The typesof wordswhereneutralization can takeplace are strictly defined(seeWells, 1990).That is one of the reasonswhy we will not use non-phonemici and u in this textbookto a greatextent.The only purposethey will servewill be to indicatea syllable boundarybetweentwo vowels inside a word in places where there is a dangerof confusing two monophthongsfor a diphthong. The last syllablein acadernia/alka 'di:mie/, for example,should not rhymewith here /hze/. (Alternatively, could avoid the non-phonemic by we using the IPA symbol for a syllabic boundaryand write /eka'd:nr.e/ or indicatean optional transientlinking soundand write /r;ke 'di : mr6ye/. See also explanations Section2.L.2.) in Exercise 2.1. In this vowel identificationexerciseYou ae offereda choice of two transcribed versionsfor eachword. one of themis corect, while the otheris not. Choose thecorrectversion.(Mistakesconsistin choosingthewrong phoneme.) 1,. 2. 3. 4. 5. 6. 7. B. 9. 10. 1I. L2. absolutely enomous fantastic abnormal wonderful magnificent definitely superb fabulous beautiful lovely breathtaking

A. /ebse ' lu: tlr/

/t'nc:illos/ / frln ' ta: strk/ /ab'nctml/ /wondef J,/ /neg 'ni: fr snt/ /drefrnrtk/ /su'pstb/ eles/ / f q'^bj /bj u'^tr ,fl/ /Lnvh/ /braOterk-g/
16

B. /abse 'lutk/ /r 'npmes/ / fan'tastr k/ /ab'nrlm!/ /wl'nef I/ /nag 'nr fr snt/ / deftnttLr/ /su'peb/ / fa;bjeles/ /biuttf\/ / Lrvl-t / /breOterkr,g/

Individual Phonemes and.Basic Symbols

Exercise 2.2. This exerciseis very similar to the previous one but the type of mistakesis (hencewrong)symbolsthis different.They consistin using the unconventional time. 1. silver strings 2. first violin 3. musical ear 4. bassguitar 5. saxophone 6. jazzconcert 7. trumpettone 8. electricorgan 9. woodenclarinet 1,0. her third symphony

/silve striqz/ / fe:s t v ar o ' I rn / /niu; zrk] r.e/ /bers gt'ta'^I /seksefeun/ /dgaz konset/ /tranprt taun/ /r , lektrrk ' o: gen,/ /wudn klare'net/ / h e 0 e:d s r nf e n r/

B. /srIve str-gz/ / f st st va re ' L t n / /mjuzrkl te/ ,/bers gr ' to: / /smksefeun/ /d3az kpnset/ /tramprt teun/ /r , lekt,rrk ' c: gen/ /wudn klare'net/ / h e 0 s: d srm f e n r/

2.r..2. Diphthongs
Diphthongs ae controversial.elements in every vocalic system. Their status and transcription ae often questioned.Jenner (1996)' for example, suggests to reduce the traditional numberof English diphthongsfrom eight to three.This migbt make sensefrom the phonologicalpoint of view. However,practic purposes- most of all teachingEnglish as a as be foreign language- requirethat transcription as straightforward possible in enablingits word. For this reason'we acceptthat there are users to recovethe sound of a transcribed and eigbtdiphthongs RP. The questionwhich of thesearetruediphthongs which just glided in within long vowels or vowels with a schwa-likeallophoneof /r / will be left to consideraton theframeworkof purelyphonologicalresearch. in Some analystsproposeto transcribethe weakerelements closing diphthongsas j and w insteadof r and u. They'suggest,for example,that the word my should be transcribed reasonsfor and againstthis solution. /najl insteadof /mat/. There are various theoretical For those Czech learners of English who want to learn proper diphthong levelling (or smoothing),it is more benefici to think of those weaker diphthongalelementsas of lax vowels ratherthan consonants. Irvelling requiresfurtherweakeningand in some caseseven mental loss of /-/ arld /u/ n closing diphthongs.Symbols j and w might encouage to representations elements of which aremoreresistant weakeningthanlax / r/ and/ u / . Specific transcription assignments may requirea linking symbol ^ or, to be a part of diphthongsymbols. Thus, the word tie can be transcribed/tat/to show tbat /at.l s a diphthongand as such it is pronounced within one syllable,wbrleprettiest /prrtrest/can with the be transcribed without the linking symbol becausets /t.e/ is usually pronouncod cannotbe clasified as a diphthong. syllabic boundarybetweenthe two vowels, and therefore The common transcription conventions of the British tradition do not require the linking symbol and we will not use it in this book. It is useful to know that the vocic systems of some languaggs(e.g. Czech) require the linking symbol for diphthongs.In English, on the two vowels can be indicated: between otherhand,if'really necessary, syllableboundary the a) with an IPA symbolfor the syllabic boundary:prrtr. est b) with a transient linking soundif thereis any: prrtl6;est prrtest (usedin this book). with the alreadymentioned sylrrbols: non-phonemic ") 7

IPA-BasedTranscription CzechStudents English of for We will now list English diphthong phonemes together with examplewords and commentson the IPA symbols adoptedfor their transcription. / et/

late /Ler.t/ , stay/ stet/ The symbol simply combinese for the point of departure the articulatory gesture for and r for its target.The unbalancednatureof English diphthongswould be more overtly represented making the articulatorytarget smaller than the point of by departure, et or e' . Studentswould understand i.e. betterthat the final portion of the diphthong is very weak. On the other hand, these syrnbols would be more difficult to type and print with older technology. /ar/ fiv e /fa w/, t ry /t ra r. / The point of departure this phoneme transcribed for is with the symbol a. Notice that this letteris not usedfor any of themonophthongs. English openmonophthongs The are/a/, / ty/, /o'l /,and /p/.C|early, /at./ isnot dervedfrom anyof them. / ct / point /pcrnt / , boy /bct/ The point of departurg srrggests that the tongueis not so close to the roof of the mouthas it would be for a potential I o ]. The targetis represented / t"/ as in the by fwo previous dipthongs,which indicates that it is usually quite lax and not as sharp soundingas / t/ . / au / round/raund/ , how /hav/ Similarly to /an/, we use the syrrbol a for the departure point of this phoneme. The targetof the articulatoryglide is thelax / u / . road/reud/,home /heum/ /au/ The diphthong /euls oftentranscribed /cu/or /ov/ by Czech students. as This is due to the influenceof American English, wherewe really hear I ou ] as a basic representant the phoneme.Another souceof influence is transferfrom Czech. of Students who wish to transcribe speakBritish English shouldpay attentionto the or startingpoint of the glide. It is an unroundedmid central vowel and not a back roundedone. Some analystswould prefer symbol 3u to eu because g does not referto theweak and neverstressed monophtong /e/. beer/bte/, here/hra/ /ta/ In order to adhereto the rules of phonemictranscription, always use the symbol we ra, even if a particular speakerassumescloser startingpoint for this diphthong, resultingin the allophone [ e ] / ee/ there /ee/,fair / f ee/ In older tradition, this diphthongwas transcribedas / ee / . Because the starting point varies considerablyacross speakersand the non-Roman symbol s was not servingany purpose,it was simplified to / ee/ . / ve / poor /pue / , sure / \ve / It is a well-known fact that this diphthongis dng out in the British Isles. It is graduallybeing replacedby /c: /. Whetherto use it or not dependslargely on the assignmgal transcription or objectives.

18

Individual Phonernes and Basic Svrnbols

Some of the diphthongsare transcribed Exercise 23. This exercisefocuses on diphthongs. correctly. Others are either transcribed with symbols incompatible with the phonemes found in a given not conventionintroducedin this book or represent graphic word. Detect the errors and mark those consistingin unconventional phonemes mark eiloneousdiphthong symbolswith G, while thoserepresenting P. Examplel don'tdoitnow /deunt du: rt nffif C (*au) Example2 playcomputergames Zpfffi kem'pju: te ger.mzl P (---er) 1. 2. 3. 4. 5. 6, 7. 8. 9. 10. 11. 12. L3. 14. 15. madea clear mistake gaxy called The Milky Way join a lonely traveller nearthe icy Pluto aboutthe solar system five light-years from us famousstarconstellations my wife knows captainJ shoutin a loud voice go to the ninthplanet fear of thebright asteroid Claire curedher thinninghair weartheir spacesuits avoid crowdedairbases destroydangerous robots /rn er d e klee nr 'ster k/ /geleksr kc:ld e nr lkr w ej / /dgcr n e lcunl- tr evele/ /nr e i: aTsI plu:teu/ /e.beut e seu1o sTstom/ fr en as/ / faiv lar tj i.:ez /fermes stq: kpnste' Lar\ry2/ /max warf nouz kapten dge-/ / S aut n o laud voxs/ /gau te e nornO planrt/ / f t'ar ev e brart astercrd/ /klar. kjued he 0rnr6 hee/ / wee er r spelssu,^ts/ / e'vcr d kr audr d eeber s- z/ der ndgor os r eubnts/ / dr'str cj

2.2. Consonants
There are twenty-four in is consonantphonemes English. Their transcription much less complicatedthan that of vowels. In fact, 17 of them use the Roman lettersas we know them p, from Czech orthography: b, t, d, k, g, f, v, s, z, h, B, n, r, 1, j, w. Only sevenof the symbolsae unusual,thoughnot illogic. Theseare: thin/Q-n/,bath /bqr}/ /g/ The horizontalline in the sym.bol the voicelessdentalfricative could be thought of of as the edgeof the upperteeth.This directpronunciation clue makesit more iconic thanwas the original syrnbol/p/,whichlooked like a combinationof 'p'and h'. this /rs/,rnother /ml'ge/ // The shape of this symbol somehow relates to the letter 'd'. This should be an advantage Czech beginners, for for who often ase /d/ as a substitute //.Thebat across the top should urge them to use the edge of their upper teeth for correct pronunciation this sound.When you write this symbol, it is helpful to startwith of the minor imageof number6 and thencrosstheupperpart. shoe/ Ju: /, wash/wn! / / S/ The symbol of this voiceless postalveolarfricative is actually a letter 's' stretched above and below the printing line. Even though it would be harmlessto use ihe 19

IPA-Bssed Transcriptionfor Czech Studentsof English

/S/

/ts t

/ st

/ A/

(/ r /)

Czech letter ''instead, according to the IPA guidelines, the acritics are used for variantsof phonemes(i.e. allophones)and we do not want to suggestthat / t/is a merevariantof thevoicelessalveolarfncatve/s/. measure /mega/ Similarly to the preceding phoneme, symbolfor this voiced postalveolar the fricative showsits relativeproximityto /z/, but at the sametime,by not using diacritics (i.e. ), it showsits phonologicalindependence. change /t|elnd3/,watch /wpt/ It is not very fortunateto have a phonemic symbol consisting of two other phonemic symbols.In the case of affricatesit could be justified, as by their naturethey are interesting_blends plosives and fricatives.It is sometimes of requiredto use linking symbols ^ o. to mark the differencebetween/8t asan affricate and/tSl as sequenceof a -plosive and a fricative. Following the British tradition, we will transcribe /tS / and/ds/ withouta linking symbolin our book. joke /d3euk/, George/dsc,.ds/ What was said aboutthe fortis postalveolaraffricate/t!/applies equally to its lenis counterpart/ds/. It is traditionly transcribedwithout a linking symbol. If, however, a special transcription assignmentrequires clear distinction between affricates contextual and plosive-fricative clusters, linking symbolmustbe used. the song / sog/ , morning/mc tmg/ The velar nasal /8/indicates by its symbol that it belongs to the same family of soundsas /n/ but is articulated the regionof /g/. (Czech students in might find it interesting know that Czech /,/ ,which is articulated to againstthe hard palate,has got a similar symbol: /f/.In trnglish, palatal [p] occurs only accidentallyas a positionalvariant of /n/in fast speechand in such casesit is more appropriate to transcribeitas fnj1.; Even though we have listed / r / together with the other sixteen uncontroversial symbolsabove,we have to point out that the real IPA symbol for this postalveolar approximant,which so strongly cbaractetaesEnglish to non-nativespeakers,'is / s'/(or /I/ for American English).The cover symbol /r/isused to simplify nonconnparative transcription. In the same manner, non-comparative French transcriptionwould use /r/ for the true French /y/. W we want to compare languages with one anotber, we have to abandon cover synrbols and other simplificationsand stick closerto the IPA chart.(SeeFigure 1.1.in Section L.2.)

Exercise 2.4. Try to recognizethefollowing words and fill in themissingphonemes. Use one of the sevennon-Romansymbolsintroduced above. . rk end hevr l p . end . q:p nau end . en hrer end . ee lrps ond t a. end fr. end .T n end ka. end w p. end
.@m

bate .r ps tpnrk . rou drar

kr . end kw i:n kanfet end ple. e kr . en end bq: . r utm nr . s end r 'lu: . enz .r r cr lfs end entr leu p s

20

IndividualPhonemesand Basic Svrnbols

2.3. Other symbols in phonemic transcription

There are a few non-phonemicsymbols used in the simple phonemic transcription.In we Section '!..3.4., have already introducedthe phonemic brackets / /, which are used to indicate the beginning and the end of a transcribedtext. Another element which should receive attentionis the word stress.kxicographers usually use two degteesof stress,even though you may come across dictionaries with primary stress only or, on the contrary, even tertiarystress.The primary stressis indicatedby a short raised vertical stroke placed before is pronouncedwith the second syllable. Thus, behind /br'harnd/ the to-be-stressed syllable more prominentthan the first one. Some longer words possessso called secondary than is less prominent For the / stress. example, first syllablein anonymity ,Ene'nrnetr/ the syllable /m/, but more prominentthanthe remainingsyllablesin the word. That is why stress. it is markedwith a loweredvertical stroke- the symbolfor secondary In most of our exercises'we will be quite economic with the stressmarks.The primary stressmark will be used only when the primary stressfalls on a syllable other than the first one.This meansthatif you seean isolatedword withouta stressmark,you shouldreadit with the stresson the ustsyllable. The exceptionis monosyllabicwords containingschwa ,/e/. Those are ways unstressed.Iater in the book, when more realistic transcription of connectedspeech is introduced,primary stress marks will be used to indicate naturally accented syllables. The secondarystresswill be indicatedonly when absolutelynecessary, in words that i.e. could be easily mispronouncedwithout the proper indication. (It has been convincingly proved that secondarystress is, above all, a propertyof an ideal isolated word. It usuly speech.) eitherdisappears becomesprimarystressin connected or Another importantsyrnbolto be introducedis also a shortvertic stroke.This time it is placed under a consonant phpnemeand indicatesconsonantalsyllabicity. Th.eword little for example, has two syllables but only one vowel. The nucleus of the second /Lztl/, syllable is forrred by /L/ which recevesthe syllabicity mark /}/. Similarty, apple /apJ,/ot difficult /drfrklt,/sound more natur with syllabic /|/ than with inserted schwa:/epal-/ and /drfrkeJ-t / . Another consonant which lends itself readily to the role of a syllabic nucleusis /n/ . Words like certain or nation can be pronounced /ss : ten/ and /net.$enl, or /se ltr1/ and /nerSr,r/. The latteroptionis far moe colmon.The former pronunciation with scbwais typical for slow, deliberate speechstyles. Unlike Czeeh syllabic consonants (e.g.chrer English /x1tTet /or vlek/v}t]ekl), syllabic consonants cannotoccur in stressed syllables. Exercise 2.5. Fill in the symbolsfor primarystressand syllabic consonants. Rememberthat the stresson the first syllableis assumed defaultand is not necessary by to mark. You will needto fill in 8 stressmarks and 12 syllabic consonant marks. promotion/sndn premeu Jn/ sudden people /rmpc: tnt pi:p1/ important strictinspector /strrkt rnspekte/ lazy assistant /Ler.zr. esrstent/ new technician /n j u ; teknr tn/ clumsy mechanic /kJ-tymzr mrkanrk/ cheerful engineerltJrefl endgonra,/ hiddenequipment /hrdn rkwrpment/ muscle /stret tt masl/ stretched favourite season /fervrrt, si'.zn/ cottonpullover /kptn puleuve,/ gloves leather lLee gllvz/ fashion fa$n/ latest /lertrst horible hat /hprebl het/

21

IPA-Based Transcriptinnfor Czech Studentsof English The last pair of symbols to be introduced are the prosodic botrndary markers. The IPA offers a single vertical line: | , and a double vertic line: ||.The rules for using these symbols are not very strict. The single line is used for minor prosodic groups' whle the double line is used for major prosodic gloups. Re prosodic analysis is beyond the scope of this book. We will generally use the lines to make the reading of larger constructions easier. Single lines will be used for tone-group boundaries with non-conclusive intonation, while double lines will indicate more salient boundaries with conclusive intonation. Examples: a) ,/twentr stju:dpts I end eunlr v^n tJee/

b) /neubedr mu:vd || o' er hrpneta-zd/ The symbols for allophonic transcription will be introduced one by one in their respective chapters laterin thebook.

2.4. Combined practice

Exercise 2.6. In thefollowing words,fill in the gapswith an appropriate symrbol. Choose from@, d, L,and cr:. The missingsyrrbolmightbe a partof a diphthong. This would be indicatedby the symbol ^ (e.g. ar ror il;. bank park castle palace library underground /b \k/ /p . k/ /k . s+/ /p ks/ /L 3brerr/ ndegr lirnd/ / bus stop nightclub townhall publicgardens carfactory trafficligbts /b s stpp/ /n lit kl . b/ /t ltrn hc:l/ /p . blrk g . danz/ /k . /tr f frk kterr/ I its/

Exercise 2.7. In thefollowing words,fill in the gapswith an appropriate symbol.Choose from i '., r, e) o, and s : . The missing symbolmight be a part of a diphthong. This would be indicatedby the symbol ^ (e.g. ltr ror ir;. bench bridge church gate theatre road /b . ntJ/ dS/ /br /tS /g itt /9tet /r ird/ tSt / pavement sweetshop hairdresser policestation hotel nt/ /pe vm / sw . t top/ /he dr '1 sa/ s stertp/ . L/ trsment/

/p /heu't advertisement /. d'v

Exercise 2.8. In the following words,fill in the gapswith an appropriate syrnbol.Choose from u, u:, c, c l, andp. The missingsymbolmightbe a partof a diphthong. This would be indicatedbyihe symbol ^ (e.g. li for 5i;. corner statue monument butcher's airport crossing /k /stet /m . /b /eap /kr no/ / $ nj nent,/ t\ez/ t/ sr6,/ noisystreet /n ,A.zr stri: t/ postoffice /pC. st f ts/ sidewalk /sardw . k/ poncl,.ktt/ supermarket /s checkpoint /tJek p }nt/ restaurant /rester nt /

22

Individual Phonernes and Basic Svmbols

phoneme. Exercise 2.9. Find the appropriate e Example L the 3rd phonem in crazy .../eT/ ... (Thefirst is /k/ and the secondis / r /) in Example2 the2nd phoneme George .../c t/... (Thefirst is / dS/) 1.. 2. 3. 4. 5. 6. the5th phonemenprefer the7th phonemeinunderstand the 4th phonemenwedding in thelst phoneme ffice inmother the2nd phoneme the 6th phonemenvolleyball
7. the 2nd phoneme in heart 8. the 3rd phoneme inplay 9. the 6th phonemein computer........ 10. the 4th phonemeinwoman 11. the 7th phonemein textbook .."..... 12. the 2nd phonemein now........

Exercise 2.L0.

Find the appropriatephoneme. This time, the instruction is in transcription in order to help you to get used to it before you start transcribing whole words.

1. /e sekend fgun:m Tnl choice 2 . / e Oe : d f e u n i lm rnl s c ho o l 3 . / a f s : st f e u ni: n t nl Engla nd 4. /e f-fO feuni lm r'n/ piano 5. / e f c : O fe u n i ln Inl repo rt partsof a bicycle. into thetranscribed Exercise 2.LL. Fill in themissingphonemes

r w1

l art brer.

tar

.lv

. ern
Figure 2.1". Drawing for exercise2.LL.
(saddle, frame, handlebars, brake, valve, pedal, chain, tyre, wheel, rear light)

23

IPA-Based Transcription for Czech Students of English

3. IsolatedWords
3. l-. Frequent vocabulary items

English lPA-based transcriptionupsetsnewcomersto the field by its unusu appeaance Transcriptionskills, however,can be acquiredquite painlessly if studentsspend some time gettingused to strange-looking symbolsin the contextof individual well-known words. That is thepurposeof thefollowing exercises. Exercise 3.L. The following wordsquare containstwenty-fiveEnglish first names.They are not hidden diagonly or backqrards.When you find each name, put it in regular spellfug into an appropriateplace below the wordsquare,where the initial lettersof the namesare indicated.Also, note down the place where the namebeginsand the direction(horizontal* or verical 1) in which it is written.
name: place:

Example: ..edom....... ..A.10..t.. (i.".Adam is transcribed from square A1-0downwards)

A B

s
3:

r
3

m ct: 0
e

ts
1 s

90

b
I

u m e
e n
OU
AI

J
EI

c
D E F G H I T

cl

h
a

k I n
1:

s t
a

d o

r
I

z dg
T

m
(I:

k b
e

r
I

I u: m w k
e
D

ts
b

n I
I
I

t
I

dg a

z
I

CI

0
D

b ou
D

m u
h d

n dg r

n
I

b uo 3 AU d EI v I d
place:

..R

..H ..H

..s ..s ..s

24

..s

Isolated Words

namesof colours.Write the items of the Exercise 3.2. This exerciseintroducestranscribed left column in regular spelling and match them with their corresponding ingredients in the right column. The first one has been done for you as an example. 1) 2) 3) 4) 5) 6) ts : kw c r z prrnd5 gre r va:oIet g r : n ,ne -vr' b l u : blu: end r ed blak end blu: lar t blu: end gr i:n braun end wa-t blak end wart jeleu end r ed do:k br aun end r ed jeleu end blak red end wart jeleu end blu:

7) bers @erfu)
8) pank 9) kctrkr 1 0 ) me' ru:n

Exercise 3.3. In order to get used to the symbols and feel at easewhen transcribing,it is necessaryto practisemental manipulationof the symbols.This manipulation can be playful and effectiveat the sametime. In this exercise,we have groups of transcribedwords and our task is to write the words in regular English with a However, all the words in each group are contaminated orthography. actualword is recovered. phoneme which mustbe eliminatedbeforethe

t ExamPre
Bxample 2

TTi"m=
* tlloUS

i*:;
dog
sptr :t

:l T LZ i

easY

:# Wr.

keltS

@.s

cotch
sw :tp

rurd T" freffi friend

sffitri:t sffiri:p sreet s|eep

soli:p

swi:tffi sweet

,ds you can see,thereare severalclues to help you. The first is the word itself. We are using phonemeis only the most ordinarywords thatare in everydayuse.Second,the contaminating phonemesometimesbreaks English the same for the whole goup. Third, the conteminating phonotacticlules, e.g. /dIog/ (- there are no words beginning wth /dL/ in English), or /swi ltp/ (- no word can finish wth/o/). Try thefollowing words.

1". 2. 3. 4. 5. 6.

srrks dwrne f e un s : 0rgk mapgo rps

trerb| wrrtt fs :l ar k s :0 stonp apt

b r c: 1 st a : w s r farv 0 kri: haun i-,^zp

dresk kwerk e p s: 1 plerk hanpr euzp

25

IPA-BasedTranscption CzechStudents English of for Exercise 3.4. Find the transcriptionerrorsin the following namesof sportsand try to correct them.

Example:

skertr4k

--- skertrpffi +
sar c114 e 'letr ks ke ' r q: te ber zbc:1

skertr0

bednrnten dgoggrp dgu: do arzhpkr Exercise 3.5. Transcribe. gymnast chessplayer windsurfer

dgrnnastrks terbletenrs h c: sr e rcrp w r n d ' ss: f r p

boxrp t t ess sqwo$ skrr6

jockey cyclist athlete

skier boxer jogger

a
,7r,,i
Figure3.l. kwestJn ll rf dolts o
Exercise 3.6.

wrt neIS+ | wud wIn e neust geuld ned}z

Read the following bordsnake', but pronouncethe names of the countries clearly and separately. Then rewrite the namesof the countriesonto the lines providedbellow. Divide them into two groups.Group 1 should be the names with the primary stresson the first syllable.Those shouldbe rewritteninto the appropriate spaceswithoutany changes. Group 2 shouldbe the nameswith the pimarystresson the secondor third syllable. Those should be rewrittenwith the appropriateprimary stressmarks.

I wor en e'lrnprk

spctt ll

denmcrkswi : dnnc : werd3openbrozrlpc I tJuglnrpc ! I

pa : kIsta : nbeld3ensu l da I nlzreIel l d3rpttrbett ju : nrs

poru r zrnbql bwrpstrievi

26

I etnamrrc: nkrenede

IsolntedWords

Group 1:

Group 2:

Exercise3.7. Transcribe. Japanese Vietnamese Portuguese Norwegian

Exercise 3.8.

Brazilian Egyptian Canadian Peruvian

Belgian Iranian Israeli Swedish

In this exercise we will work with words consisting of three phonemes. The words follow one another in a chain. Each word differs from the preceding word by one pho-neme. I-ook at the chain of changes and reconstruct the words. Then check vour answers in the Answer Kev.

Example 1:

hi: t . ar.

heqt ---' haight

r. . . ou. .d Now it is yourturn:

r^ n
. p.

+ + +

w r i t eo r r i gh t wrote rood
.ou .
h

Example2: lark ..t f.. ..n .ou.

u .
e .

---. like + lig h t ' + f ig h t + f in e --. phone

+
.-.

- - r . . . . . . . . . . . . ...
+. . . . . . . . . . . . . . .

--)
+

. a. .UI

+............... ---r...............BV
a ?\

+
6

i:.

b Continue in the second column

E V. q:. Continue in the third column

fl\ (7

3: .

'-+
-t

Exercise 3.9. Transcribe. Monday

noney manipulate

menu man milhnan meaning mango

minute minus miniskirt mountain moonligbt

manypeople
managor

27

IPA-Based Transcription for Czech Students of English

3.2. Words with standard weak forms

syllable.In Every English word which is pronounced isolationhas at least one stressed in it is the understand /lrnde'stand/ it is thethirdone,in receptionist 'sep!enrst/ /rt secondone,and in shop / Sop/ it is the only one thatis there.The stressed syllable of a word (butnot / a/, andnot a syllabic consonant). Words in containsone of the English full vowels standardconnectedspeech should more o less preservethe prominenceof their stressed syllables or at least the quality of their full vowels. There are exceptions,however.One of themconcernsa group of monosyllabicwords which are very often pronounced without any (O'Connor(1980) stressand with the vowels reducedto / e/ . Thereare aboutfourty of them. (L994)discusses48 lists 35 , Menhard(1982)lists 54, Roach (1991)lists 43, and Cruttenden of them.)Pronunciationtextbookstypically treatthesewords as veyimportant.Experience shows that students who do not learn how to pronouncethem and how to recognizethem in real spokenEnglish are oftenconfusedor confusetheircommunication partners. These words belong to a larger group of so called structuralwords (sometimesalso called grammaticalor function words). They include articles,auxiliary verbs, conjunctions, modal verbs, ponouns'prepositions,etc. The reason why they normally occu in weak, reducedforms is thatthey are relativelyless important the meaningof utterances they for and are predictable from the positionsin which they are found. In a questionlike Who are you? /hu o ju: /it is sufficient pronounce who andyou, to areas /a/ because we understand if it is quiteeasyto reconstruct little word in between. the samereasonit doesnot matter the For ,a,, ,are,,,her,,and ,or, ae occasionallyreducedto the identical weak form: if four words all / a/ . (The reductionof 'or'is quiterare,though.) Some of thewords have more thanone weak form in casualspeech,e.g. yoa: / jut / "* / j u / , / je/ , a nd / j/ a s in /dej 'neu hlm/ or and: /and/ + /end/, /en /,an d /ry/ as in / 'wartr,r' jeleu/. As you can seein the last example, weak form sometimes a involves not only reductionof the full vowel to / e/ , but also a loss of a consonant: /and/ can lose its /d/. Similarly, rnust can become /mes/ and just can become /d1es/. Surprisingly,rf he, his, or himlose thek /h/ in theirweak forms,the speechdoes not become negligent./ar lark rml soundsneutraland natural. The loss of /h/ shouldnot happenat thebeginningof an utterancr, when thepronounsrequiredin its strongform. ot Strongforms of the structuralwords usuly occur: 1')underspeci emphasis, eithercontrastive emotion or No, give it to hirn, not to them. , nev 'grv / t t te 'hr n nr r t te ' en/ 2) whenthe structural word is stranded the end of a sentence a syntacticphrase. at or Wereyouat home? Yes, I was. / wa ju o f 'heum ' j es *'w pz/

The whole problem of strong and weak forms of words is quite complex. Some words have weak forms only in certain meanings.For examp|e,that is usuly weak as a relative plonoun'but ways strongas a demonstrative pronoun.Moreover,in rapid casualspeechany unaccented monosyllablecan be reducedicome back - /kem'balk/ ot They all sat down set.daun /.Fot a fulleraccount /er'c:l in find theappropriate chapter yourtextbook of Englshphonetics. 28

IsolatedWords

in Exercise 3.L0. Write thehighlightedexpressions regularspelling and give the transcriptionof their strongforms
spelling:

strong forrr:

Example: ffi -t

L,^za ffi

at feuteuz ffi

1)...WO S...

.../w D z/...

.. z)..hon

a;n/ .../ ...

kren

d i : te r l d | | -s s : , ^z legz

wpntrd ffiffia" :k tu/

|| e- br'Io p

iu: ll luk ffi ffi k w ar t r n ' p c: t e n t ll.ffi snc:r I o" restll "ot mffi\rrer I ffi
e Ie-dr I strong form: spelling: 11)............... 12)............... 13)............... 14)...............

spelling: strong form: 1) .. ....... . . . . . . 2 ) .. . ...... . . . . . . 3 ) .. . ...... . . . . . . 4) ...............

strong form: spelling: 6) ............... 7) ............... 8) ...............

s)...............
nr ' ka nrk s

e) ...............
10)...............

1s) ...............

words Exercise 3.11. Fill in theweak forms of structural j ls:n l ,o......u:z r s me.$i:n t ' m ....... n p t u e l h au k wrk lr Ic a n. . . . . . .... S ser I t should rt luks a ...... brt konpl-kertrd il hau drd you........ plag rt In || eu dre || at wasa......... strernd5 saund || ooyoo 0r6k rts breuken || u' got a...... lete fromthe defrnetlr der I ana....... er sed | e- would .......... some rr ' peo I wot was ........ nesosrr ll rn"."were k,rnpenr : rre krrm and........ .....skru: drarvez l|

br c:t them......... a nd ...... . n e z a n d e nar des k l| t "t '. . . . ... er r nlc: ha fa: Iand heuld .......a I t e u l d h i m .. . . . . . t o . .put t hem . . . ..... || coutoyou................ e .... ee Tt || ter k . heu}d e top of ...... I ar t f or . . . . .n i : | | neu Iy o um us t your ........tarm I t can wert Exercise 3.12. Decide which of the structural words shouldbe in theirweak fonns andwhich in their strongforms 1. Z. 3. 4. 5. How could you do that? Ask your motherfor help. When do you want to meether? They can come at once. But you crn her face. see 6. Tell him to bring somevegetable. 7. Therewas a problemthere. 8. I don'tthink you must,but you should. 9. What are you looking at? 10. He's as proudas Lucifer.

syllables Exercise 3.L3. Weak syllablesof grammatical with otherunstressed words together specific alternate speechwith strongsyllablesof contentwords. This gives our utterances in therc are two unstressed rhhmical patterns.In He,s a rant /hr.ze'taterent/,

29

IPA-BasedTranscriptian CzechStudents English of for

syllables, then a stressedone, and finally anotherunstressedone. This particular structurecan be represented symbolicly by small and large dots: o o o o . Transcribe the following fifteen sentencesand divide them into three groups according to the rhythmic pattern.The first sentencehas been done for you as yet anotherexample. It has got three unstressed syllablesfollowed by a stressed so it fls underthe first rhythmicalpattern. one Can you just wait? There are some clothes.Are you angry?England and 'Wales.What do you think? Can you tell him? Is lt a rock? Silly but nice. I'm just a dwarf. [n a classroom.There'sa demon.Theremustbe gold. Give him a break.Purple or black. Shall we ask them?
oo.O . . . . kenje dges 'w ert o . Oo

O.oO

Exercise 3.14. Transcribeand draw dots to symbolizethe stresspatterns. on Friday at three from half pasteight in thelate afternoon can go after midnight Tuesdaysand Thursdays it was a lovely weekend betterthanSaturday lunch Exercise 3.L5. Complete the following proverbs and idiomatic expressionsby adding structuralwords. You will needa, an, and, for, in, is, it, she, to, than, that, was,your and the construction thereis a /aze/. Some of the words have to be used more than once. Transcribe the sentences ter vou have completed them.Do not hesitateto use theAnswer Key. , Example: Dont / make/ mountainI olt lmolehill. Don't make a mountainout of a * /deunt nerk e nauntrn I aut ov e meulhrr/ molehill.

1. 2. 3. 4. 5. 6. 7.

Actions / speak/ louder/ words. WhereI will I way.(willis usedin the senseof mentalpower) Rome / not built / oneI day. Don't/ put ll / eg8s/ one lbasket. eyeI eye/ tooth/ tooth. takes/ two /make / quanel. thinks I all I gitters / gold.

30

IsolatedWords

3.3. Words with selectedorthographic units

correspondences English must in For an inquisitive mind, the whole areaof letter-sound be an extremely exciting field of study. The regularities and the inegularities of graphemephonemerelationships of reve a rich historyof changesin the soundpatterns English. Basic has been traditionally included in information c.oncerning letter-sound correspondences elementary textbookson English phoneticsand phonology(Krubinga, t935; Gimson, L962; Skalikov,1982; Menhard |982).In addition,thereare books which provide a more detailed accountof the systemby focusingsolely on spelling-pronunciation relationship(Nosek, I99L; Digby and Myers, 1993;Carney L994).We have chosensomeof the graphemes gloups of or graphemeswhich typically cause problems to learnersof English. The purpose of our choice is to provide material for further transcription practice and to highlight several interesting spotsin the orthographicsystemof English relevantto the needsof Czech learners.

3.3.1. Words with the letter'x'

The letter k'is the twenty-fourth letterof the English alphabet. usually represents It two phonemes:/k/ and /s/, e.g. box /bpks/. The voiced variant /gz/ is found before a stressed vowel, e.g.acample/tg'zampl/.In the word initial position,the letterk'often standsfor /z/only, like in Xerox machine / ' zterpks ne , ti r n/. Some languageusers play with the letterin a hrrmorous way and write sox insteadof socts, comix insteadof" comics o tharuc insteadof thanlcs. the other hand, the 37th American presidentRichard Nixon on could relate his name back to Nickson. It would be interestingto know if the 7th U.S. president Andrew Jacksoneverconsidelsdsimplifying the spellingof his nameto Jaxon. John Kennedy Toole (Toole, 1980),in his attempts capturethe unusualcharacterof to Creole English, writes the word ask as ax becauseit is pronounced /aks/. Transcribers have to remember tha! the IPA slmbol x stands for a voiceless velar fricative like in Czech /vzdux/, /xLap/, /uxo/,or /xodeG/. This sounddoesnot havea phonemicstatus in standard English. Exercise 3.16. Read thefollowing sentences transcribe and themin regularorthography. q:sk mrs firks I te zreroks i-:z dokjunents fe nl bp b w e z r k 'sa rt rd I end s eu wo z hr z eksw ar f z i:ne e taksr drarve sed l hr rk'spektrd i: aksrdent l e r w e tu : r .g'zc : s t rd I t e lrs en te hr z dgeuks z e rv r o I r z r k's t ri:nlr rk 's t ra vegent

Exercise 3.17. Find the transcription mistakesin thefollowing words. sixteen /siks' t : n/ exact$ /tg'z-eetJ-t/ e xhib i t o n / , e g zt . brJT r/ exchange paradox existence /rks't$e-ndgey' /peredoks/ /rk'srstens/

Exercise3.18. Divide thefollowingwordsinto threegroups according thepronunciation to of 'x' as /ks / , / gz/ , ot / z/ . Transcribe words. the exotic . texfbook - exoggerote - rry|ophone lexondro - Xanthppe- X.roys exominotion xenophobio hexogonol exceltent- xenon 31

IPA-Based Transcription for Czech Students of English

Group 1 /ks/

Group 2 /gz/

Group 3 /z/

rxroo

b B,k D
d
3:

ra

30N
Figure 3.2.

%.

rk'skju:z

mi: ll hau de je spel kc:kskru:

Exercise3.19. Fill in themissing phonemic symbols. Eachdotstands onemissing for phoneme. 1 . /t r ar t . far n d s .m . a rn l t e 1 . s+ t e r . rr' I a . . I ! m . u lz:' . k / 2 . /t.l . t r u :. | .n d d . n t m e rk s. I r . k' skj u isr. z n e . . t t a x m/ 3. /ty me'fr .d l ar k .n t e k' se p t j e r r . . ' klu : srv pfe/ 4. /s an p.p+ l .v r n l ak$ e rr l a . z L , v I n a ! , z a n e t t . / 5 - /tt .z o 'pr .k s r n et l r srks . a u z n d m a rlz f r. m h t e / 6 . /et o r o :e k eel e. I e ' . a u t e e t rr. . rk . e ' t re r e lz /

by 'u'are exotic foreignwords lrike Iraq or Qatar. (We would like to remindthe readersof the fact that Czech children also memorize 'q'as a letterof the Czech alphabet, use it only in but foreign words. How many Czech words with 'q' apart from qon /kvottna / ana qidtat /kvedlat / canwethinkof?) The digraph'qu'represents either /kw/, or /k/. The latteroption is relatively rare.It is exploitedin word.fina|,-que,' e.g. clique /kL:k/, anda few othercasesthat can be easilv learntand remembered. 32

3.3.2. Words with the letter 'q' The letter'q'is listedin the Englishalphabet an independent as letter, in realityit but mostlyexistsonly as a partof thedigaph 'qu'.The few exceptions where'q'is notfollowed

IsolntedWords Exercise 3.20. Fill in the missing phonemic symbols. A dot stands for a missng phoneme.

mosquito 1. squeezea bloodthirsty 2. catcha quick-wittedsquinel equipment 3. quite inadequate 4. acquiresomeuniqueliquor stringquartet 5. quarrelsome of 6. long sequence quotations 7. quietandfriendlyquadruped 8. qualify into an earthquake squad

/ s k . i iz e bl. dO s : str me' sk. t. / e /L<altt kw.kwrtrd. skwrr.l/ .kw r pm.nt/ /k war t n' . r k. et . /e'k wate s.m .u:'n.k ]r k./ /k w. relsen str r . kw c t'tet/ /L. . s. kw ens . f kw . 'ter Sr yz / ..ndr uped/ /k war .t on fr .ndh /k wplrf . r nt. on s:O kw .k s...d/

Exercise 3.21. Transcrbe following four words andput themin theproperspaces. the

gueston reguest - nguily tqusitve quiz b : r k ' s tr : m l r

ju ke n akt et srrmbedrz t erk pa:t rn e cr:sk e dr ' rekt m erk o po 'lart

Exercise 3.22. Fnd, transcriptionmistakesin the following words the queue liquid equator
/kw jul /

/L1kwrd/ / tkwe-to /

antique /an'ti:kw e/ boutique /beu' ti : k/ picturesque /prkt $e ' resk/

3.3.3. Words with the digraph 'ch'

The digraph'ch'is used for a velar fricative /x/ in the Czech languageand constitutes an independentitem in the Czech alphabet'In English, digraphs aemore cormon and they do not constitute independent items in the a$habet. The English digraph bh' mostly represents fortis postalveolar the affricate/tS/, e.g. chain /t,\etn/.In words of Greek origin it is pronounced as the fortis velar plosive /k/, like in chronological /krpne'lodgrkf /. There are quite a few relativelyrecentFrench loan words which have stabilizedinpronunciationwith /S/.Chauffeur /\aufa/andmoustache /ne'stcrt\/ are not expectedto changeinto /tSevfe/and /ne'stc:tS/ in the near future.Only exceptionally can bh' correspondto the lenis postalveolar affricate /dg/, e.g. spinach /sprnrdg /, sendwich /senwrdg / or Norwich /nor-d3/ . Exercise 3.23. Fill in themissingphonemicsymbols.Each dot standsfor one missing phoneme. 1. e gl c : . e v sp ct : k lr4 . an. pet n 2 .tf " k1e t k e r . l * r. w-pt k rilm 3 . ke ' l . ste r p l r n j. bln. 4 . e uf d e n d s m. I r k . t rd3 . i'^z 5 . w c:tene.anz Ipil.r z Ien .er z 6 . e nju: lr 'madgr netr . .ef 7 . di:p fr .z en fr en. fr ar .z 8 .tsr kn s.p w . n.l, 33

Transcription CzechStudents English of IPA-Based for Exercise 3.24. Divide the following wodsinto threegroups accordingto the pronunciation thewords. of bh' as /tS/, /k/,or /t/. Transcribe Christmqs . chimponzee - cho|ero - chouvinism- chil|es - mochine - chompion hanging tight) chonne|- boche|or stomoch-oche - chonde|er(=ornamental chivolrry- Chicogo - chorocter - chief Group 1/t/ Group 2 /k/

Group3 /S/

Exercise3.25. Transcribe wordsin thelist belowandputthemin theproperspaces. the Chonrs - Wotch - orchd - Cholds - Echo - tllonarchy . HypochondriocOrrchestro- Chomeleon Cholet - Chemotheropy Ostrich 1............... - ken tSerndg k.rrlez ev rts bpdr 2............... - ken r^n verr fq:st bet kennt flar 3............... - konbr.ner$nz ef teunz et saund te'gee 4 .. .. .. ......... - e 1 c r :d 5g ru : p o v n j u : ' z r t n z h u : p le r t e , g e a 5 .. .. .. ......... - k en h el p p i: p } w r sre r ie s d r, z iiz T z 6. .....................;........ 'dertrd srstem ov gnvannent - en aut 7............... - e 1cr:d3 wudn haus rn e nauntrnz 8............... - slg sevrel tarnz djuerrp e spn 9............... - kpnstenth 0r4ks hi: rz I c: wr] br rl 1'0............. - e plc:nt wr nn. jul5uel flauez 11............. - e smc:I rnstrunent l wrtj teuz a tarn 12 .. .. .. ........................ i: t j e w s: d z - k en r r 'p

33.4. Words beginning with the group 'pro'

The group 'pro'seemsto be very simple,but a good observer noticesfrequentdifficulties which it causesin the speech of beginner learners of English. It can be pronouncedin three syllable it is ways.In a stressed syllable,it is either/prau / or /prp/ , while in an unstressed progress as a usually/pre/. ocassionly there are two pronunciationoptions. The word nouncan be both /preugres/ and/prpgres/. Moreover,thereis an unstressed form of /prev / which, in fasterspeech,loses its I u ] part.Hence,the wordprocedure can be either or /pre's:dsel. /preu,si:d5e./ Most of the time, however,the pronunciatio requirements unambiguous: are proftt must be pronounced/prpfrt / andpromise must be when beginner even though we can often hear the incorrect /preunrs/ /promrs/, learners attempt to speak Englsh. The first syllable in the Greek prefix proto- is always / prav / as in prototype pr eutetarp/. / 34

IsolatedWords Exercise 3.26. Read the followng parts of sentences and match those that make sense when put together.The first has been done for you as an example.

pro' f e s e p r p k to z prpg'ns us rs

kwrk Pre ' meu rn j c : Pro ' fe $p rz $r.r en- karnd ef prouo'merlken prDpo'gande har pre'pc: s+ ev ee prod,rkts I rz not a p rrn .s e s w oz p r au d o v o pe'k ju :l j e e prarm mrnrste pro'peuzd pronpt e ban nn , prostr ' t ju: $r] pre'veukt

hark probeb| pro , n^nsr 'erSr,r p ru : vd r a rt p ra r ve t a r ' z e rt n w o z p r e ' h r b rt r d brte preutests propelr testrd

goups according thepronunciation to wordsintothree Exercise3.27. Dividethefollowing the of 'pro' /prev / , /prn/ , or /pre / - Transcribe words. as problem- profile - prcfitoble - protection - province- pnovide- progromme pronoun- Prokofiev protestont - professlonol- protein Group3 /pra/ Group1/preu/ Group 2 /prp/

3.3.5. Words with the digraphs 'ou', 'au' and 'eu'

used in the Czech language, The digraphsbu', 'au'and 'eu'remind us of the diphthongs kr wberetheir translation into soundsis quite transparent. English, however,the situationis a south,soul, soup,source, andsouthern,you can bit more complex.If you readout words ITke hear that the vowels are all different from one anotherand in yet other words there are four more possiblerealizations bu'(/s'^/, /e/, /u/, and /ue/). Written'au'is usually of pronounced/ c'. / , or /p/ . other optionsaevery rare.Similarly, written 'gu'is pronounced / jul/, or /ul'/, and otherpossibilitiesare fairly exception.Czech learnersof English often hesitate over the pronunciation of 'eu' even though the situation there is quite straigbtforward. This is due to the fact that the lexic items with 'eu'belongto less frequent vocabulary. The following exercises offer some transcription practice togetherwith a brief look at typical wordswith the digraphsbu', 'au'and 'eu'. to Exercise 3.28. Fill in themissingphonemes which all correspond the digraph'ou '. fourcousins l oud c o u p l e s p ourb o u r b o n d oub l e n o u g h t f . k.zr,tz 1 . d k . plz p . b. ben d . bI n. t aroundthehouse munt c o unt ries souvenirs tourists for soundofafountain proudoutsiders previoustrouble yourroundmouth touchtheground pr . d . tsardez pr : vi . s tr . b} i . r . nd m . 0 t . tS e gr. nd

er . nd e h . s k . nt k. ntr r z s . ve'nrez fe t . rrsts s . nd ov o f . ntrn

35

IPA-Based Transcriptionfor Czech Studentsof English Exercise 3.29. Fill in the missing phonemes, all of which correspond to the digraph 'au'.

laughinglaurel I . frq I . rel A u s tr ianfa una 's t re-ljen f .ne naughtydaughter tr d. te n. cautiousdinosaurk . tes darnes . laudatoryapplause 1 . the causeof jaundice e cauliflower and sauerkraut k . taughtaboutSaudi Arabia t . Exercise33O. Transcribe neurology neurosis neurotic neutral pseudonym pseudo-science pseudoteacher pseudo-intellectual

pausein thesauna p . z rn Dr. Faust'sfault dpkte f h. hauntedMaur itius ntr d with sauce s . srd3 sausage deter r o'pl. k. z ev dg . ond lr flaue t e'baut s.

a s . no . sts f . It m.'r r le s wr s . s

z ndr s s. ekr aut dr e'r er bj e

Europe eunuch eucaliptus euphemism

Zeus Perseus Theseus Prometheus

Exercise 3.31. Read the article to see how well you can already cope with a transcribed text. Alternatively, you may transcribe the orthographic version from the Answer Key and check it against the transcription provided here.

a; nt pc : 1e I r"ze tnf lerdr ll h" zeudrak sarn rz tc: res ll j esteder I Si : woz In e stert ev ju: ' fc : ro ll jue .ri :k e IJr t au t r d l br ' ko z $ r kc: t o m a u s I w r e b e e h a n d z l | S: W3 l k s r n e fq:n e'su ; t r k r n d e st r r I end wud lark te pu$ e baundrTz ov nolrd5 || Srdri:mz o v e k j u e fe r u: m e t t z n I lu l. k : m ie I e n n j u : ' n e u n j e || a ze gs :l I Sr w pn t r d t e b r e n e st re n c: t I e nd $ r k l ar n d mau n t ev r rst lw e n $ r w e z f cl' t i: n li In clt em ev e s eIn jr e lJ i: m e rd e d 5 a : n r t e ' n p rl' t e r n j e || he f er v r r t w epenI w ez o , se m rc: t e ' n e t r k ra r f ] | en trbrc:t o lpt ev darmendz bak haun ll Si: ken swrm twentr nc:trk]- manJ'zrn r,rf wee w r ' a u t st o prq || wln nc:trk] marl | wan Oauzend I ert hnndrrd -z e n frft r t u : mi :t ez l l

3.3.6. Words with the digraph 'ea'

The digraph 'ea' is traditionally used to demonstratethe inconsistency of English orthographic system.It occurs in manywords of every-day and can be pfonounced/ : / use ' / e / , / er/ , /s :, / , /q. '^/, e/,or /ee/. (Examplew or ds: /mi- tt/,head /h e d /, /r. meat great/gre-t/,learn /Lstn/,heart /ho,zt/,year / jr.a/,andwear/wee/.Thepointis made even stronger listing the word ocean / eu$I / , in which the digraph'ea'disappears by leaving only a trace in the features of the preceding consonant.Realistically speaking, however, choiceis mostfrequently the among/,^/, /e/,and /r"a/. The wordswith other 36

'IsolatedWords

In possible phonemesae not very nt rreous. spite of that, they can confuse learners of English to a greatextent. Exercise 3.32. Divide the following words into four groupsaccordingto the pronunciation of 'ea'as /it'/, /e/, /s'^/ or /ta/.Transcribethewords. increose- peorl - deon - pleosure- sweoter - creom - beord - eorly - ideql seorch - seoson- reol - neorly - breost - heord - meosure Group 1'/ l / Group 2 /e/

Group3/s',/

Group 4 /ta/

Exercise 333. Find opposites(antonyns) to the following words and put them down in phonemictranscription. + Example: kli:n to .....ds:tr...... (dirtyis opposite clean) + hevr fre --

welO +
pi:s hel0
3l n

+ --+

ded nr e w i:k nlt

--)
+ + +

Exercise 3.34. Transcribe.

z. After the defeat,theleaderhad a breakdown.

3 . You should leave thejeous freak. 4. Oh, yeah,Ih readyto swear. 5 . Why does Reagan wear thosesneakers?

1 . His antinucleargeawas dreadful.

3.3.7. Words with silent letters

Some English words are spelt with letterswhich do not representany of their sounds. Know has a silentk', night has silent 'gh',and comehasa silent 'e'.Notice, however,thatwe do not analyzebread as having a silent b'. This is because'ea'is a digraph.Digraphsrepresent just one phonemeand we do not speculateaboutwhich part of a digraph is silent. Exercise 3.35. Read the following words. Think of their regular spellings and find the silent letter(s)in each of them. Try to place the words so that their silent letters matchthe lettersin the columns. = islandhas a silents. Therefore, will be placedin line 1, next to S Example: arlend it

lav
hc l:f. baler

k^r+
c : t em heun
37

arlend hclrt t c rk

wrsI
ka : sl
I

bptl

IPA-Based Transcription for Czech Students of Englkh

r ...sland

s
I L E N T
9 L0 11 T2

L E T T E R

Exercise 336. Choose the correct transcription of the following words.

A . r r 's i :pt 2.psychiatrist A. sr'kretrrst

L. receipt 3. cupboard A. kapbed 4. psychology A. psr 'koledgr 5. pneumatic A. nju: 'nrrtlk 6. psychotherapist sarkeu ' Oereptst A. 7. raspberry A. rq tzbrt 8 . p s y c ho s o c ialA . s a rc heu's e utI

B . rrsi: t B. sar'karetrrst
B. kapbc : d B. sar 'kolodgr

C . rr' si: t C. psar'kretrust

C. kabed C. sar 'koledgr

B . n j u r' m a t r k

C . p n j u : ' m a t rk

B. sareu ' Oereptst C. saro' 0areprst C. rq: spberr B. rar spberr C. sar keu'seutle B. sar keu'seuJ]

Exercise 3.37. Transcribethefollowing words andput down the silent letterof eachtriad. silent:

Example: sight, figbt, flighf +

1. lamb, comb, bomb

.......fIart....... ..9h.. ......sa....... .......fart.......

silent:

2. Allah, Hannah, hlelujah

Faulkner, flolmes, Lincoln

4. knowledge, knife, knee 5 . often, bouquet, Christmas 6. wong' write, answef 7. debt, doubt, subtle 8. hurrah, honest, Graham

38

IsolatedWords

3.4. Words with selectedphonological units

The relationshipbetweenwritten and spokenform of a languageis traditionallyviewed in can from two angles.Besides explaininghow a grapheme be represented speech,linguists in also explain how a particularphonemecan be represented writing. We will now follow the typically difficult for Czech learnersof English latterapproach and use someof the phonemes to furtherpractisephonemic transcription.

3.4.1. Words with the reducedvowel /e/

in The phoneme/e/ is by far the most commonuo*.f se8rrnent English. In connected speech,one in four vocalic phonemesis /a/, otherwisecled schwa. Czech learnersmay strugglewith this fact for two resons.one of them is that I e ] has not a phonemicstatusin As Czech.Many Czech speakers thenthink thatit is no real soundand ignoreits existence. a consequence, they transcribethe definitearticle the /e/ as // in their own transcription attempts, photograph/ feutegrcr: f/as / f eutgrc: f / . or The secondproblemrelatedto / a / is that in regulartexts,it has no letter of its own. It can be represented any of the availablevowel lettersor even combinationsof letters.[n by this sense,its existenceis also somehowhidden.The typical Czech mistakerelatedto / a /n pronunciationis its replacement with other so called full vowels. The common substitute when reading transcriptions / e / becauseof the similarity of the symbols,but in reading regulartexts,schwais beingreplacedby othervowels as well.

Figure3.3. /tts o vel noun fakt | et r rpglrJ

svncleU vavel.zl

The speechwith not enough I e ] soundshas unnaturalrhythmand illogical emphasison certainsyllables,which can be unpleasant listen to and oftenevendifficult to understand. to When we anyse transcription \il/e attempts Czech students, can seethatapartfrom the of two above mentionedproblems,i.e. leaving out /e/or, on the contrary,replacing it by full vowels,they also forgetto bearin mind two basic rules. First, /e/ is neverstressed. can occru in unstressed syllablesonly. The essential role of It stressis clearly seen in pairs like convent/'konffit/ and event /r'vffint/. If two orthographically identicalsyllablesdiffer in stress, stressed cannotcontain/ a / , while the one theunstressed is quitelikely to containit. (For more examplesseealso Section4.3.) one Second, English phonotacticsdoes not allow short vowels apart from /e/, /r/, and /u /in word-finalpositions,but manyword-finalschwascreatestrongillusion of / t / . This is becausethe word-final /e/ is often articulatedmore open than the word-medialone. Also, 39

IPA-BasedTranscription CzechStu.d.entsEnglish of for there is a strong influence of spelling. Knowing the words Like India or lava from print, we tend to believe that we hear an a-soundat the end. Careful listening,however,reveals that whatwe reallyhearis /r'n:-e/ and /lq rye/. As we have alreadyseen'the symbol e is so usedin comFoundsymbolsof someof the English diphthongs.This should not lead to the conclusion that the phoneme/ a/ consttutes a part of other phonemes. only says that the beginningor the end of the diphthongs/ eu / , It / ta /, I ea /, and/ ua / share with / e / c.ertanphonetic features. Exercise 3.38. Which letterrepresents e/ n regularspellingsof thefollowing words? / Example 1: /kpmen/ /po s eb] / /pa' zl\q/ /peusta/ /presar.t / /pe's ju: t / ...O... Example2: /aLfabet/ /,dr ple'netr k/ / dredf eL/ /darnenart/ /desenl/ /dezet/

Exercise 3.39. Underlineall vowel graphemes which represent e / in thefollowing words. / opotment- necessity . dongerous . dinosour - osy|um . bonus Howord - fonous - rconrs - bosement - colomity - devostotion semo|ino. |uxrriou9 - chorus - bonono - dsogreement grovity - Borcelono - opportunity Exercise 3.40. I-ook again at the words in Exercise 2. As you can see, the trnro simple rules presentedabove work without exceptions.The word fn 'a' is ways pronouncedas /e/, and /e/ never occurs in stressedsyllables. In the suffixes of words in Exercise 2 you can discover more regularitiesconnected with spelling-schwarelationship.What are they? Exercise 3.41. A very common Czechmistakeis to pronounce words beginningwith unstressed as / sl'.../ . Divide thefollowing words into threegroups 'su' accordingto thepronunciation 'su'as / se / , / sty/, or something of else. Transcribethe words. summer - success - sugor - subseguent - support - superstor sustoin - suffer - superior - suddenly - subtitle suggest - surgeon - supply - pz Group I /se/ , Group2 /stt/

Group 3

Others

40

IsolatedWords

Each dot represents a Exercise 3.A. Fllin themissing symbolsfor vocalic phonemes. missing phoneme. . prat zd 1. S . p o n e n wo z s . I wen er s. 'r aundr d r m . prilm r u:Ie ev e s. 'saIetl 2 . e s. I te n I wez e s . ,r ende 3. s . z I : .we d r a :e k e'm rt s . rs a rd | en s. 4. a I s . 'p o u z | eze s . 'frlqrt n ambe ef s. tebl str ated3r z 5. g s . 'v a tv tp s . 1 d3 ez br. k erm s. 'spr $es Exercise 3.43. Transcribe 1. 2. 3. 4. selling beerin Belgium theWest of Romania holiday in Guatemala in rainforests Brazil 5. 6. 7. 8. studng businessin Japan Germanyand its neighbours wildlife parksin Kenya in somewhere Austria 9. situationin Serbia 10. a yearin Australia 1.1.. captof Peru the 12. travellingto China

Exercise 3.44. Which word in eachline has got a differentvowel in thehighligbtedpart? (Odd one out) 1. 2. 3. 4. 5. 6. conductor, consult,concerto,contraband achieve,accountant, action,acoustic computer, compare,compromise, communicate, control,Conrad, conversationo conference ahead,agony' agee, ago comet,comment,compete, compliment

of Exercise 3.45. Read thefollowing text to improveyour comprehension transcribedEnglish o / e e r c r : twe n tr v a ue}z In c r: p: r pglr $/ ev v a uelz ws :Idl l -z ver l tter nd5eb} 0r u:aut . /ha ue v e | e srs t rm i : r p g l r S s p i: k r6

o /j u me r tr a r te }<err aut o lrt | r k'sper r ment I w r tS r z ber st D n e g e r m I sam t arm z plerd ba r ttek t$r ldr en/ . /et. terk o sD! || fer rg'zempl | fiolka nodrookal I nesedalvej u po to k a I e n d rr'plers c ll e vaueIz ln r .t I w r d3nst w an va ue l / . /e rr.znlt

| ffulku nudruuku I nusuduvuj u putuku/ o /rn jc:r rk's pe r r men t I t er k e'b a u t t e n n e t $ e r e l r 0 g lrS son t e ns rz I e n d r -'pl er s c :I e va u e lz r n e m I w r O J w a : / c: o / prt' ze nt je s en t en s l z t u e'n l e p 3 : s+ l j c: r s l I ha u nat J h i : o Si : k en nn d e ' st a n d / . / en tn'pc:te nt v eer i ebl T n jc :r
41

ken b | ffrIkr nrdrrrkr

] nrsrdrvrj

r pltrkr

r n f c: n e n t

I end

rk' sp e r t m e n t I rz e r r e n /

IPA-BasedTranscription for Czech Studentsof English

/tf je dr 's t r c t e r l e m l b a r rr. p le r sr p r p . rrd 3 e n I va u e} z I w r r r e] t c : t I e n d d a t ' n a n I klr w i: k t w a l ll " ,komprr'hen$n rert mart bi: kwart Leu/ /zf I o n i : ae h an d I j " r r ' p le t s r o ' rrd 5 e n l va u e lz I wr o t w a: l ar k s au n d l p . - ' z slvt p e r r o m l| j " ' t n , f c: m o n t s wrl nnde'stend kwart wel/

o wendeaf ro ken

endestanAme

Figure3.4.

tn'fc:m e

rks 'perrmente

3.4.2. Words with the mid central / st /

The English mid centralvowel / s t / usedto be transcribed /e : /. This old-fashioned as transcriptionmay sometimespersist in transcription attemptsof studentswho studied from outdated boo}s. A more seriousmistakecan be made rf / s'^ is replacedby anothervowel / underthe influenceof the spelling,e.gptackbird /bleekbffi/ as insteadof /blakb etd/ , or thedateof birth as /dert ev bffi0/ instead /dert ev bs:0,/. Sometroublecan of be avoided if we reize that speci attentionmust be payed to words containing a vocalic grapheme 'r', namely'er', 'ur','i''!T'' br'.afterbv',and so 'ear',or bur', usuly in stressed + syllables. Exercise 3.4. Find transcription mistakesin thefollowing words.(The mistakesarenot necessarily relatedto / s: / .) suace/ss:fers/ suburb observatory /sebs,^b/ /ob,zs:vetrr/ bureaucrat herbal/hstbtvL/ /bjuereukrret/ certificate /sg;trfrket/ (noun)/setvx/ survey terminology /ts:me'nolodgr / bwglar/bs'^gl/ circumstance nuse/ns:se/ homework/houmwslk/ /srekenstens/ Birmingbam/bs:rnrpen/ occur /p'ke; / surname /sctnern/

42

IsolatedWords

Be Exercise 3.47. Transcribe. careful- thereare five wordswith a vowel otherthan / s t / . furnilure - purp|e - ski - eor|y . leorn - hurt wo l d - w orm -wo rm -Eo rfh-fur-fir - foir - cir cle. . . neryous heo . heord - firm - eorn - eorring merchant burn - Germony - journey - turn - dirty - burst verticol - certoinly - ceromic - prefer

3.4.3. Words with the open ront/a/

difficulties to Czech learnersof English. For most The phoneme/a/ causesconsiderable Czech speakers,the problem is not in the articulation itself, but in the mental splitting of the phonemic spaces of English phonemic space for Czech / e / (wttten'e) into two sepaate duringtranscribingcan be / e / and/a-/ (for more detail seeVoln,2o0t). A lot of uncertainty the in avoidedif studentsrea1izethat English, no written'e'can everepresent phoneme/a/. only exceptionly, it is of Almost 1a0vo graphic representations /e/ is the letter 'a'. by represented otherletters,usually in rare words of foreign origin. Uortunately, this is not many other phonemes.Moreover, the true the other way round. The letter 'a' can represent by phoneme/ e/ canberepresented the letters'e','a',and the digraph'ea'. Exercise 3.48. Choosethe correcttranscription. L.fa t a m o r g a n a , fc r :t em c l'gc r: ne , fate'mc:gcl:ne r, medSr 'ner tn 2 .im a gi n a ti o n r , medgr'ner$ n halusr ' neI $n 3. halucination hrelusi : ' ner !n radrkelrzn radrkelrzp 4. radicalism fanatrk| fe'natrkl 5. fanatical bt 'z a b t'z oe 6.bi z z a rc k alkieler tr p 7. c a l cul ati n g k r c l kie'Iert rp kenerrrmen 8. cameraman kaemremAn , fatemc: 'gc:ne r ,madSr 'naST he , lu: sr ' neI ln re'drkelrzn feenetrk| br ' zq" k'r lkiu'ler tr p kenremen

just Each dot represents one Exercise 3.49. Fill in themissing symbolsfor vocalic phonemes. missing segment. 'geu l.. rs cll h . p e n d rn e wa rld end r agr d w est Ie 1. p tar n 2. e b. n d r ts l e ud o v erI p. z-t rv atr tj u:d I te alk. hr r } 3.eul d $ . te h r e n d k l. pt hrz ha ndz r . pr dk I end ke'I'pst 4. r e n. m I p l a n d t u e't ek c rl t r. n spclt w r O pI . tr nen t e k enp rn e gr .nd kanjen 5. e ra r d e z w . r e'fr. d 6.e e k. p tr n k l ernd ] et hi: d I. st lz d3. kr t r n e bat}filld Be Exercise 3.50. Transcribe. careful- therearefive wordswith vowels other than/a/ . sovonnoh- cocttls - polm-tree - drogonfly - porrot conoY. robbit - bomboo - pondo - Boskeryil|e - do|motion- swon Amozon - ol|igotor - come| - sohoro - sondstorm - bo}ely hens Copricorn - vompirc bo - sofori pork - donde|ion 43

IPA-Based Transcriptionfor Czech Studentsof English

3.4.4. Words with the closing diphthong / ev /

It has already been mentioned above that the typic error in transcribing the phoneme / ev / is its replacement with I ou ], which is a mere lophone, but not a phonemein our referenceaccentof English. Another interestingissue related to / eu / concens spellingthe soundrelationship.Studentsshould rcaliz.ethat no English word can end with /p/ andwhen they encounterunfamilar words endi'g with the letter b', they should pronounce the fin vowelas /eu/ thewaytheydoitwords lke disco /drskeu/,piano /pr'aneu /,or judo /dSuldeu/. Native speakersof English usually feel no need to pronounceforeign words with foreign sounds.Therefore,Victor Hugo is /vrkte hju: geu / for them, and, Pedro is /pedreu/. In Section 3.3.4.,we have also learnt that unstressed /eul loses easily its [u] portion andPrometheus be heardboth as /preu 'ni : 0 ju r s/ and /pre 'mi : 0 ju: s/. For can thesame reason hotelcanbe/heu' tel-/ ot /he'tel-/ . Exercise 3.51. Add / au / to the following groupsof phonemesand write the resulting words in the regularEnglish orthography. (All the words are stressedon the first syllable.)

neksrk ardeh bafel s t er r

taog
swl3l

hrer kcr:g

hnI bpr elb

fpl

r
b t

SaI

Exercise 3.52. Transcribe the words below and match them with the appropriate references.

horcscope - ozone - impresorio - frc . Ivoly Coost joke - hoqgover: hotto - Hppocrotic ooth L . n n ' pleznt fi: hp o :ft e dr r pk- p tu: natg alkehpl 2 . v e r r. k gllr Ork dc : k hee 3. kantrr rn west afrrke 4 . f c :k q:s t o v o ps rs o nz fju:t$e I ber st pn stcr :z 5 . stc :rr wr e fanr end r p 6 . fr e rz I t $ euzn s z e g ar d ev w nz br 'her vj e 7. sreries prpmrs nerd bar dnktez 8. manrdge ov s oreto krrnpenr 9 . s p et J fc :m ev o k s rdgen Exercise 3.53. Try to transcribethe following words.
Rio de Janeiro eldorado

Leonardo Figaro Romeo

SouthDakota Estonia

quo vadis Quasimodo

44

IsolatedWords

3.4.5. Words with the velar nasal /8/

Voiced velar nasal /n/ is ways followed by /k/, ot /g/in Czech. Czech learnersof of English have to learn how to pronounce/n/ independently the following velar plosive (Voln,2000),becausein English, /\/ canbe followed by manydifferentphonemes. Another problem is the distributionof /n/ in relationto /k/__and/g/.There are rules that j...?,.gJ we say singer /srffie/, butfinger/ f rffie/ , accountingfor 1!e seeminglystrange thatwritten form,therulesstate or longing/Io$rpl, butionger /Inffie/.In theirsimplest Tho exception hg'is pronounced/4glinside a morphemeand/q/at a morphemicboundary. from the rule is comparativesand superlatives of adjectives,whch behave as if they were Thus, our first example wotd singer is pronounced /stqe/ because monomo{phemic. written hg' is at the end of the root morpheme,followed'by anothermorpheme'-er'. Tbe word finger, on the other hand, is pronounced/frpge/because there is no morphemic boundary ter written hg; In longing there is a boundarybetweenthe verb to long and the suffix '-irg', hence /Iffir.q/. The word longer is an exception.There is a morphemic boundarybetweenthe adjectivelong and the suffix ,_er,,bvt it has not the poweto delete but / g / . (The rules can be stipulated differentlyto avoid exceptions thatdoesnot necessarily simplify thematter.) before /k/.This happensin Junior transcribers sometimes forget that /g/ also appears words like drink /dr-gk/, ot anchor /a;nke/. A morphemicboundaryplays a slightly different role in these cases. Written 'nk', (and hc', hch' or hq) is ways pronounced /4k/inside a morpheme, shouldbe pronounced/nk/ if thereis a morphemicboundary but between written 'n' and the following grapheme.This is especially true if the second (the one after h) is stressed. moqpheme Thus, income is often heard as both /rpkrun/and than/16 . k].u: d/. includeis usuallyhead /rn ' klu: d/ rather as ,/rnkam/while phonemes. Exercise 3.54. Fill in themissing symbolsfor consonantal Each dot may represent or two missing segrnents. one 1 . ma r ja . e s rs t o nr r . kr z wo z dr c: r . ?. ma I In e dsa. l T z hardr . ^. k + 3 . ma r ferv ret r . lend s r. o r r s tuer r . 4 . ma l dp. k r z i: t r . ttn. ks ev br ed 5 . ma l I . 'k nnpet ent Ts sl:pr . e'gen ed' vaIz e Exercise 3.55. Divide the following words into four goupsaccording to their phonemic make-up.Group l" are words containin1/g/not followed by /k/ or /g/, group 2 words containing/qg/, Soup 3 words containing/Dk/, and group 4 words containing/nk/ . Transcribethewords. tongue - wrinkles - pengr.rin incognito - monk - lungs hondkerchief - encouroge - honger - fingerprint - juncton - bingo conclusve- fishmolger - so19s . enc|ose Group t /g/ Group 2 /qg/ Group 3 /qk/ Group 4 /nk/

45

IPA-Based Transcriptinnfor Czech Studentsof English Exercise 3.56. Fill in the following geographic nmes. Congo Bong Kong Hungary AngoJ.a Bangladesh

Mongolia

Singapore

EU
I I

0 0 0 0 0 0

r-

i',,tt t .r

Figure 3.5.

tu: rr's3: t$ez I rk'sperlmentrp wI tk'seslv stadrrp I en drrlkrp

3.4.6. Words with the dental fuicatives / 0 / and / /

The phonemes/0/ and // have been chosenfor our transcriptionpractice because they are very typical for the phonological system of English. Quite suprisingly, howeve, althougbthey are difficult from the articulatorypoint of view, they do not causemuch trouble in transcribingapartfrom sporadicconfusionof the Lenis// for fortis /0/, andoccasional mutilation of the symbol fot //, which is made barely recognizablein some students handwriting.

46

IsolatedWords

Bxercise 3.57. Transcribethe words below and fill them into the gaps in the sentencesthr||ers - method - thesis - mothemoticion - thermometer worthless - thunderstorms - thoughts feukest D n .......... ev wee rs k arentlr 1". a: Oa r e r r 's s: t! fe r s sr np! e' r r O metr k 2. j a d g u n t h e v t e bi: e . . . . . . . . . . . . . I eun1r 'r nder 3. h : fr n r l t h r z c : 'Qent t k drrk t er eI ..........'. e 0ret ev sepktpz evrdens fe hrz 0rerr 4. e 0ereprst gaed e }pt gv.....................;.... ef testr p e kw r r letr 5. S i l d ts'k a v e d e rr'la reb}. . . . . . . . . . . ... ev Iee D .;... n bslQ en deO s 4 m rl'nc r:k ebl 6. e Or q k e p r I'z nt rd c:0e ev............ lrpgwrs t br'k erm e sek'sesfl 7. e d rs e 'p c r n tr d 8 . e w c : m 0 e v j e fil1 r6 z wrl b: Ine3od w r e pr l.sals Exercise 3.58. Use the cluesbelow to guessthepartsof a humanbody. Put themdown in Al phonemictranscriptioo. the namesof body partsyou are looking for containthephoneme /0/. 1. s u tc r l b e unz julzd fe preus esr p f u : d o upo nIp rn e hed 2. e l a l d 5 r st 3. e w a r d r s t pc :t ev e leg 4. e Orkrst ev e fr.qgez 5. e tlanl 0ru: de nek in eTos thefollowing expressions. Exercise 3.59. Find thetranscription 1. 2: 3. 4. 5. 6. 7. 8. strongsmell of methanol large anthill near the path visited by thriftythieves the truthworth thousands pathologicalthyroidgland an eaglewithout feathers in sympathywithArthur slow rhythmof your breath stropg snel ev neOorurl 1 c r:d5 r en0r l nr e e pcr :O vrzrtrd bar Orrftr i.,vz e t rulO w c:0 9auz andz pa Oa ' lodgr kl Oar r cr d glend en i: g } w r aut fe az In s ln pe0r w r a:O e s leu r r en ov j e br i:0

3.5. Well-known international words 3.5.L. International false fuiends

Some people pretendto be your foiendsbut when you need them,they let you down. They are false friends. There are words in English which do the same. They look frieny and familiar, but when you use them, they betray you. A good example is the wotd actual, which does not mean alautln, ot sympathetic, which does not mean sympaticb; it is also eventually,whichdoesnot meaneventuln,andgymnasium,whichin not gymnzium.More semantic false friends can be found, for example, in Don Sparltng,sEnglish or Czenglsh? 47

IPA-BasedTranscription CzechStudents English of for (Sparling' 1989).Apart from semanticfse friends,thereare so phonologicalfse friends and even these can cause misunderstandings put us in a ridiculous situation. Phonologic or false friends look as if they might sound very much like their Czech counterpartsbut, alas, they do not. I remember a conferencetalk of a young talented speech engineer who pronounced, examp(e, for sum as /su:m/ insteadof /snm/, isolatedas /tzoJ-e-tr/ instead /arsglertrd/, of andfinite as ,/frn : t/ instead /farnatt / . Needless of to say that thanksto this pronunciation talentswere hardly recognized. us have a look his Irt now at more words which look like internationallywell-known words used in the Czech language, which oftenhavea very dissimilarsound. but Exercise 3.0. Choosethecorrecttranscription thewordsbelow. of
f. 2. 3. 4. 5. 6. 7. 8. 9. idol bass choir neon chaos scene client vehicle maniac

10. dolphin 11. sergeant 12. vehement

A. A. A. A. A. A. A. A. A. A. A. A.

/ r.pl/ /bets/ /kwate / /ni'^pn/ / \aos/ / scen/ /khent/ /vehrkl/ /mernrak/ /dplfi: n/ /s s:dgant/ /vehement /

B. / ardpl/ B. /bo-zs/ B. /kcre/ B. /neen/ B. /kaas/ B. /si'^n/ B. /klar.ant / B. /vt 'har k]/ B. /mant'ak/ B. /dc:lfi: n/ B.,/so:dgent/ B. /v'': emont/

C. /a-dl/ C. /bas/ C. lkcr/ C. /nepn/

C. /ketps/ C. / scene/ C. /k].arnt/ C. /v,.t'k|/ C. /mamak/ C. /dplftn/ C. /sedSent/ C./v:hen e n t/

Exercise 3.61. This exerciseis very similar to thepreviousone.You are askedto choosethe correcttranscrption from thethreeoptions.Al1the wordsbelow differ in one phonologic aspectfrom thewords in Exercise 1". Can you find out what aspectit is? f . idea A. /rdea/ 2. oasis A. /p 'ers rs / 3. hotel A. /heutel/ 4. canoe A. /ke'nu:, / 5. exotic A. /eksptrk/ 6" calamity A. /ke'lanetr/ 7. diagnosis A. /dareg'neusrs/ 8. lemonade A.,/l:nena'^d/ 9, apostropheA. /apestreuf / 1,0. catastrophe /katestreuf / A. 1,1. civilization A. /srvelar' zer $n/ 12.kaleidos@pe A./ka ' Iardeskaup/ B. / a- ' d.e/ B. /av 'er sr s/ B. /hpteL/ B. /kq'.nct/ B. /rgzot-k/ B. /krelemttt/ B. /d-egnousrs/ B. /Ieme'ner d/ B. /a 'ppstr ofr / B. /ka 'testr ef- / B. ,/cr velr 'z ettr y/ B. /kalardeskop/ C. /ar .d- e/ C. /eu 'asr s/ C. /heu' tel/ C. /ktvneu / C. /r.g'zpt:rk/ C. /ke 'lq:mr tr ,/ C. /daregnprs/ C. /kmpnerd/ C. /ape 'str eufr / 'str C. /L<ate euf -/

C. /srvel-zer.\ry/ C. /knlerdeskeup/

48

IsolatedWords

sa'lun

la'su,

Figure 3.6.

(Burke)

ke, lametr'd3ernz rrel nern I wez na:eo d3e-n bs:k

Exercise 3"62" Fill in themissing syrnbolsof vocalic phonemes. 1. 2. 3. 4. 5. Mercedes /me's . dtz/ Caditlac /L<a:fl . k/ Chevrolet /\evral . / A l f a - Ro me o/ , a - ] . f . ro u'm et eu/ Peugeot /pstS . / or /pju'^S . / 6. 7. 8. g. Fiat /f . et/ ,zu,lkt'/ suzuki /s . Renault /r . nau/ VW /vL'^'d. blju:/ 1,0.Volvo /voLv . /

places. Exercise 3.63. Transcribethefollowing namesandput themin the appropriate Jerictro - Persa - Utah . Torer of Balre1 . Geneva
Jg3ggatanr - Uranus Japan Chi].e larsaw

evededsi; .....:.:..::::...::.:..::.::.:::.:.: ii;:ll::.-:-;: '#'.i,:i.,

|| " kreprt} ef swrtselend

srs'ien ="u'e :::: :: :::3:il::,":;T:"i:,,3" :: :::::ii

ll brldrp I wee drfrent lepgwrdSrz wa krt'ertrd .................. neust Impc:tent srtr rn rzrer} || e

:: : : ::ii*l':; ::;::ffi":.::.:"r"?.::: :::: : ::: ::::: ;:

IP-Based Transcriptionfor Czech Studentsof English

3.5.2. Tame international rvords

lnternationly well-known words, which are mostly of Greek or Latin origin are not always as treacherousas the false-friend words presentedabove. Many of them possessquite regularpronunciationfeaturesand their behaviour is relatively stable.For this reason,they are suitablefor furthertranscriptionpractice of individual words. The words ending with the suffix '-ion' have very stable stressbehaviour.If you observeo for example,energyprofile of words like nation lnetSry/, education/ edge 'kerSr,r/, or nationalization/na\nelar 'zet\a/, you can seethat it is alwaysthe penultimate (second from the end) syllable that receives the primary stress.The fin syllable can be transcribed with an optional schwa.'Ihe differencebetween/l'l/ and /$enl is very subtle.The optionality of schwa can be indicatedby itics - / Sen/ or by the upper index - / Snn/. J.C.Wells (Wells, 1990)suggests use italics for soundsthat are optionally omittedand the to upper index for soundsthat are optionally inserted.This would result in transcribing / $p/as / S.n/. trn our following exercises,however, we will ignore the option schwa as it is basically only a by-productof slower pronunciation.We can consider it phonologically absent.Phonetically, its presencewill dependon the actual utterancethat is being analysed.
Exercise 3.64. Match the beginnings and ends of the following words. The first word has been done for you as an example.

1 . ke ,m j u :n r 'dr S+ \ 2 . kon l z er l n I'k er ST 3., kontr e 4 . , c : g o nar 'drrk$n 5. rr ' v er $ n 6 . r r , d g ene 'dr k $ n 'r e-Jn 7.,reza

8. ke 9. ken 10. ken 11. dr 12. o 13. r n 14. r r

' yr 3 T ' ke rg n 'fju:gn ' I r5 l ' klu : g n ' sr 3 l ' t ru r g n

Exercise 3.65. Transcribethe following words and observethe grapheme-phoneme correspondences their final syllables.Divide the wordsinto four groups in accordingto the pronunciationof the final lable and try to stipulatethe pronunciation rules.
introduction religion . situaton . competition . - i].Iusion - question - invasion - digestion - permission - television function -"suggestion - region - erosion

Exercise 3.6. Transcribe wordsbelow and put themin the gapsin the following text. the Each gap containsthe initial letter of the correspondingword.
oppression - pronunciation . interacton orpresson confusion - decision . - frustration . standardizaton - bastardzation communcation - occasionaIly - consideration (2x) .

nnt c,,Lw az e............... , s. . . . . . . .. . . . . . -z Iapgwrd3 Tz o w^ndofel m:nz ov k........ |l j u"^ztt I h a u 'e v e I rf je t erk e d. .......... .. te O r g k fs : s t | ha u t e s e- }tqz klr elr ll "n k e e fl p. . . . . . . . . . . . . . . ef pe'lar tnes I r z on r ........ 50

ll

IsolatedWords

s 3:t on p i : p }

o . . . .. . . . . . . . . . .

tr ar

tu e'sglt

en'selvz

ov. ....... ee spi : t J ll bar ,b.............. . . .p n . e p a : t a v e I rse n o r s k rr' etts a n'p ]ez n t k .......... ... I.z dr'fektrv |l &z Q rr'zaIt | e k............... rrn'fc:t$enet1r | a kpnsekwent f.................."........'....... I li : dz te :vn gre r t e a:c a pn e polt e v o p u e sp i, ' ka z l e men t t e b i: d rf r a n t l tu e' ss:t e m's e l v z | | 'b et wr ludpt tra r t e r k s 'pr es c r :r , r n d r vrd S u ' a le t r I wr aez |l rn'd5crebl I............... at r rks'pens | ".' ev o stended m e nor 01 spi:krq I e lrtl k............... wr l ss:te nlr npt mer k j e dn l I en d j u ln : f c: m ll e un lr e pilpl je m :t I w r l bi : ha p ie t e si: j u | | words. in errors thefollowing Exercise3.67. Correct transcription the
1. autocrat / c'^takrtvt / autonomv /c: 'tpnpnr/

autobiography tteubar' ografr/ /,c autosuggestion c I teusn' dgest JT/ /, uniformity/ jutnrfc :metr/ unicellular ju;nr'ce1j vla/ / monoculture /mpneukll $e/ monopolization/mpnopelar ' zer ST/ bilingual/ba- 'kngwel/ bicyclist /brsarkl rst /

Z. unilateral ju;nr'laterel/ / universal jvnt 'vs r sl / / 3. monotonous /ne'nc: tenes/ monogamist/me' nogemist/ 4. bisexual /bar 'sexuel/ biannu /br 'anjueI/

Exercise 3.68. Transcribethefollowing namesof chemic elements. oxygen hydrogen nitrogen calcium chlorine fluorine iodine mercury carbondioxide nitric acid sulphuric acid trinitrotoluene

Exercise 3.69. Completethe namesof scientificdisciplinesand methodsby combiningthe g{oupsof morphemesofferedbelow. Notiee the regularplacementof stresses.
Group ! Group2 opt-, aerodynam-, aesthetoceano-, lacico-, crystallo-

Group 3

Group 4

philo-, onco-,phonoaudio-, geo-, stscioD. ......"............rks ...................rks

A. ...Iedgr ...1edgr ...1edgr

B. .matrr ...netrr ...metrr

c.

....grefr ....grefr ....gref:

rks

51

IPA-Based Transcriptionfor Czech Studentsof English Bxercise 3.70. Choose the appropriate names of scientists below and put them in the diagram.

ocoustcion phoneiconmcrobologist mothematicion economist- physicist - geog?apher ostronomer- psychologist st c: z I TZ en nanbez lxz e narndz It z a saundz lrzen kantrrz Ir.z e varrosrz I zz e sp:tJsaundz I tz e enedgrz I tz e pro'd.rrktn I rz en

a sarentrst

hul stadrz

Hlc. H. SAPIENS BO}IE

(l

fi'ilfifi
E lCSE la -

L\ t
t=

Figure 3.7.

I ento'noled3r

I i:

^o

wel raund

3.5.3. Selectedterminology of phonetic sciences

It seems quite appropriateto introduce some phonetic terminology at this stage. It contains a lot of words of latin ancestryand some of the terms have a touch of falsefriendlinessin them.Where else should we practisewords lke laryngeal,which looks very ,,eI/ ot palate, which much like Czech laryngln,but is pronounced/ , larrn'd3 containslate / Lert/ but insteadof /prel ett / , it is pronounced /WLat / . Exercise 3.7l.. Read thefollowing expessions and draw a line between individual the out objectsand theirnames.The fust line hasbeendonefor you as an example: the expression alveolar ridge has beenlinked to the placewhich is called alveolar ridge. 52

IsolatedWords

nerzl

kevetr

, v:gIe r:d palet

r r d3

v : I e m j u : vj e le farrpks p r. g lo t rs lerrpks veukl feuldz glntrs t ro , k : e

r 'sofeges

Figure 3.8. Drawing for exercise3.71,. relatedto vadous organsof speech. Exercise 3.72. It is quiteuseful to know the adjectives given in the following lst. Transcribethe adjectives Example: (Itis alsopossible say /puJ- 'monrk/.) to lungs* pulmonic ...../prrl' npnrk/... lip(s) * labi teeth- dental palate* palat uvula * uvular pharynx- pharyngeal .............. velum (passive)- velar t. 2. 3. 4. 5. 6. 7. 8. both lips - bilabial * lip + tongue labiolingu......................... :....... tip of the tongue- apic blade of the tongue- laminal back of thetongue* dorsal velum (active)* velic

of Exercise 3.73. Choosethe correcttranscription the termsbelow. C. / f euni:m/ phoneme B. /feunenn/ A. /fonem/ C. /aLefpn/ B. /alefeun/ aliophone A. /aleufen/ C. /pi- lS/ pi t ch B. /piztS/ A . /pr. t S / C. /de 'rer$p/ B. /djurer!+/ duration A. /diu/ re-\ry/ C. /spektram/ B. /spektran/ spectrum A. /spektrum,/ B. / , keu ' a: trkj eter $r,r/ coarticulation A. / ,keua: trkj e ' Ier $qrl C./q,'.frrkert/ (noun)A. /rrfrrkerL/ affricate B. /afrr.ket/ C. /var br er $r 1l B. /va- 'br er Jp/ vi b rati o n A . / v -'brerJr3 /

IPA-Based Transcriptian for Czech Satdents of English

3.6. Words with unusual grapheme-phonemecorrespondences

In certainsense'words with unusualgrapheme.phoneme correspondences could so be ced false friends. Not that they look like familiar words from other languages, but they definitely look as if they could be read according to regular orthographicconversionrules. Knowing words like ftve, dive, hive, strive, or derive, we might be temptedto pronouncegive analogicallyas / gaw /. Drawing analogies from rriss, stress,hissi.,pg, classical, assumption, and possible mght lead to pronunciation of scissors as /srffiez/ instead of proper / stzez/ . Unlike the words in 3.5.1.,theseexceptionalwords are not fse friends only to foreignersstudng English, but also to native speakers.Their resistanceto analogieshas oftenbeenthe sourceof criticism and prospective reformersof English spellingused,as a part of their propaganda, poemslike this (from Pinker, L994\: Beware of heard, a dreadfulword That looks like beard and soundslTkebird, And dead: it's said like bed, not bead For goodness'sake dont call it deedt Watch out for meat andgreat andthreat (They rhyme with suite andstraight anddebt). rhymesexist for words with the goup-ough (e.g.cough /kpf / , plough /pLau / , Similar though /eu/,through /9ru,,/,rough /rr.f /,andthorough /0*a/).ontheotherhand, it is only fair to say that words like theseare not prevalent.Pinker (1994)claims that about eighty-four pecentof English words behave according to regular rules. Many of the remainingsixteenpercentaeconrmonwords which are easily learntbecausewe meet them quitefrequently. Thus,we do not readhaveas /}rer. / according cave,Dave, ot gave and to mostof us do not struggle with theword women/wtmr.n/, eventhoughit is irregular. fhere is also a goupof exceptionalwords that are seldom used nowadays,especiallyif we excludemad testmakers from our statistics.These are words like halfuenny/hetpnt/, worsted /wustrd/ , or brae /bret/ . The restof the exceptional wordsmustbe learntby heart. Exercise 3.74. Try to correctthe following words.Rememberthat the main objectiveof the exercise is to practise reading of transcribeditems and not to test your knowledgeof the exception words.(Meaningsof the words can be found at theback of thebook.) t. 2. 3. 4. 5. 6. 7. flood is not / flvd/ but / fL . d/ bloodsnot /blu:d/but /bL . d/ brooch /bru tt \/ bur/br . tS/ not yacht not /jakt / but / j . t/ buryis not /bj uerr./ but /b . rr/ losesnot /Ieuz/ but /L . z/ gross isnot /gros/ but /gr . s/ 8. hiccoughis not /hr.kpf / but /hrk . . / 9. timbreis not /trmba/ bvt /t . mba/ 1,0.heightisnot /hert/ btrt/h . t/ gaugeisnot L"! .. /gc'^dglbut/5. dS/ 12. mauve isnot lmclvl but /m . v/ 13. leopardnot /1i : oupcr: d/b. / I. p. d/ L4. Leonard /Ii r ouncr'^d/b. not /I.n.d/

Exercise 3.75. Try to transcribethe following five words but do not get too disappointed if you make a mistake. Your transcriptionskills are probably quite good by now. Decide for yourselfhow importantthesewords arefor you. 1. lieutenont 2. colonel 3. leicester 4.6toucester 5. Worcester 54

Phonological C onsequences of Morpholo gical Proce^sses

4. Phonological Consequencesof Morphological Processes

Irnghy explanationsof English morphology do not have their place in transcription practice.However, some of the morphologicalprocessesin English are quite common,and remindngthem should inspire ratherthan burden a transcribingnovice. Relatively regular behaviourof morphemeshas alreadybeen observedin Section 3.5. in connectionwith the suffixes -ion, -ology, -ometry,etc. Morphemes,the smallestmeaningfulunits of a language, fornrs of a word. In this can join one anotherand create new words o new Epammatical process,the phonemicmake-upof morphemessometimeschanges.One of the most quo,ted (+ -ity) * electru,ity to this examples demonstrate fact is the pair electr/r'Iektrrffi/ /rl e k' t rr $ e tr / . processes, which often Let us now have a look at a choiceof phonologicallyinteresting produceeTors transcription in of attempts Czech learnersof English.

4.1.Progressiveassimilationwith -s'. s '

-'so and -s'

If The grapheme's'at the end of a word can signal various grammaticalcategories. the the word is a verb, 's' is a 3rd personsingularending,e.g.walk - wall<s.If word is a noun,'s'is betweenthe noun and the a plural ending,e.g.book - boolrs.There can also be an apostrophe idea, or contraction auxiliary 'is' of grapheme That signalsthe possessivecase,e.g.Jack's 's'. of and or'has', e.g.Lul<e's over thereot Luke's beencaughr.Pronunciation transcription all of as thesecasesfollows the same rules. Written -s, (also -es, -'s, or -s) is pronounced, / s / , /z/, or /tz/. Czech beginnersoften claim that they cannot hear the differencebetween /z/ /s/,and /z/.Thatisquiteunderstandable.Englishword-final, isoftenpartiallyorfully devoicedand can sound quite like Czech /s/.Enflish /z/, however,does not become which meansthat it is shorter / sl evenwhen it loses its voicing. It keepsits lenis chatacter, and not as sharpas fortis / s / . Moreover,it influencesthe precedingvowel quite profoundly. Thevowelsbefore /s/. /z/ arc considerablylongerthanbefore Thus,whenwehearthe soundvery similar wordsprice andprize, v/e may get the impressionthat the final segments in both words. The words as such, however,soundvery differentbecause/at/ in prize is almost twice as long as /ar./ rnprice! Another examplecould be the pair boys andvoice. There is a vowel / ct/ in both of them.The samevowel is almosttwice as long in the word boysbecatrse word is pronounced this with /z/ eventhoughwith its devoicedvariantmost of thetime.(For furtherpracticeseeSection6.2.) The pronounciation rules say thatwritten-s (-es, -'s, and-s) : 1) is pronounced / s/ afteravoicelessconsonant, as e.g.chops/tJnps/,hits /hrts/, Jeff's/dSef s/ 2) is pronounced / z/ aftera voiced consonant, as e.g.ribs /rrbz/, floods / fl-ttdz/, Pam's/pmlnz/ 3) ispronouncedas /z/ afteravowel, e.g.eyes/ anz/ , plays/plerzl, Roy's/ rcr"z/ 4) is pronounced /tz/ after as sibilants /s/, /z/, /S/, /S/, /tS/,and /dg/, e.g.buses/b*sr.z/,washes /wpStz/,Mr. Rich's/mrste r-t\tz/ Caution! Theserules hold only if a grammatical is addedto another lexical morpheme. They do not -s applytothepronunciationof chanceis /s/or /z/ ofarootmorpheme.Thus,theword pronounced Sct:ns/ despite factthatthereis a voiced /n/ before/ s/ . /t the 55

IPA-BasedTranscription CzechStudents English of for Exercise 4.1. Look at the following list of 40 words. Underline those ?-0 ofthem for which you cannotuse the abovementioned pronunciation rules.Explain the (probable) grammaticstatusof final sibilantsin thewords. Example: Jo}lce- monomorphemic, pronunciation doesnot follow the abovementoned rules enjoys- grammatical-s (3rd singularverb) Joyce . enjoys - rice - tomotoes - wives - husbond's - woien.swoitress -goose -cose - keys -soys - choos -Tim's - closs - minister,s mouse - oddress - printers - prints - wotches - ctocks - toss nose - roce - roins . roise - he's - his - hss - choice . employs - noise . bu|dngs house - drver.s goroges - rodios - voice - octress Exercise 4.2. Transcribe.
walls

A
waits

B.

Wendy's William's Walter's Winnie's Woody's

c.

wets weddings words

weighs worries warns wishes

Exercise 4.3. Changeinto 3rd personsingular and transcribe. Example: ride a bicycle expectletters disappear once................... at readmagazines............ catchthetrain passthesalt Exercise 4.4. Add possessive's,link together transcribe. and Example: Billy - potatoes (Billy's potatoes) /brJ-rz -' Joy - boyfriends Richard - ideas Pete - problems Miss Dodge - files Barbara- clothes Exercise 4.5. Transcribe. 1. 2. 3. Romanesque churches Gothicwindows Renaissancesculptures 56 Mark - smiles Ingrld - dreams Chuck - CDs Samantha senses pe'te-teuz/ (ridesa bicycle) -' /randz introducethe guests underline new words clashwith everyone e barsrk|/

..... drawfunnypictures

............d.........

Phonologkal

C onsequences of Morphological

Processes

4.

Baroquepaintings

5 . Victorian paces 6. Art Nouveaudecorations

Figure 4.1.. a: nt er c I 1 bju: tef 1 |l .- rIg1I kc: nt ser l wItJ starl .z maI fervrrt 4.2. Progressiveassimilationwith'-ed'
rules The pronunciation The verbal ending'-ed' signalspasttenseand pastparticiples. This meansthatwitten'-ed': follow the samepatternas the rules for grammatical'-s'. e.g. 1) is pronounced / t / aftera voicelessconsonant, stopped/stopt /, locked / Lnkt / as e.g. as 2) is pronounced /d/after avoiced consonant, robbed/rpb/, mugged/nngd/ as 3) is pronounced / d/ afteta vowel, e.g.played /pLer'/ , cred/kra-/ 4) is pronounced /-d/after alveolarplosives/t/and /d/, e.g.waited/wer.ttd/, as flooded / fLtytd/ . behaveas if they were not derivationsand refuse It has to be notedthatcertainadjectives the historicalcontraction /ed/ through/td/and /ed/ to /d/ or /t/. Thus, the word of as (miserable) pronounced /ret$rdl, dogged(determined) /dog-d/,naked wretched is as trained) /ls I nrd/. as (in as /nerkr d/ , Iearned thesense academically of The perceptibledifferencebetweenfinal /t/ and /d/ for Czech listeners lies again more in the length of the precedingsyllabic nucleus than in the plosives themselves.The whole problemof vowel shortening will be discussedoncemore in Section6.2. 57

IPA-BasedTranscription CzechStudents English of for Exercise 4.6. Divide the following verbs into threegroups accordingto the pronunciationof thefinal '-ed'.Transcribethem. . pr,rshed counted - opened - smiled - shorted - kicked . ovoded ded - hoped - |ved- prr|led- ended - he|ped - touched - wonted Group L /t/ Group 2 /d/ Group /rd/

Exercise 4.7. Convert the verbs into past participles and completethe transcriptionof the passive constructionsbelow. 1. draft 2. outline 3. prepare 4. illustrate 5. typeout 6. design 7. print 8. check 9. edit 10. advertise 11.. publish 12. supply e e i e e e i e e e

si:kret dokjunent waz ........ eser fe knnpe'tr$+ woz ....... rnte'natenl kpntrekt woz ........ bar 'oledgr tekstbuk woz ........ e'fr t | le t s w e z . . . . . . . . frnnt krrve waz ........ farnl perdgrz we .......... spelr4 wez Oarelr ouponrB cltrk! woz ........ njul mego'zi'^nwoz ........ r r 's s :t $ rl' p c, ^ t w e z prrntrp perpo wez ........

Exercise4.8. Readthefollowingstoryandfill in thetranscriptions theappropriate of forms of verbs. verbsareincatedby theiriniti phonemes. speci The Pay attention phonemic to representations,-ed,endings. of stop - escop - jumP - ottock . wotch - nix crow| - sprnkle- remork - reduce - undress praktrk] dgeuk oz aT woz wc:kr4 heun jesteder ] a wez o......................ogz || bar ar Orgk rt wpznt dges bad rak ll a rr'membe nar nefju: dgerenr I

ond et wln mounent I h:d s......................trauzez wr wan ev en |l naI h l r...................... samOr4 e'baut on Inosont aksrdent l be t e n tue n au I h i :d dan rt p n p 3 : p e s ll j u si: I e dogz w....................ka:nIr en'trl er ked smeI mar travzaz nil ||
58

hed m...... sam kemrk]rz e d'er br' fc: e n d : w. .. . . . . . . . . . . . . e'raund e haus w r em .......

P honolo gical C onsequenc es of M orpho lo gic al P ro c esses

et mi: en er d5................. I mar pente'lu:nz te $redz ll end r...... o'weI wr epole,d3etrk ruks || an k...... a: fte at | er s................ won d5eremr scl mr knmrp heum hc:f ..................... l e bek h i : I " ... .. .. .. .. .. .......O r u : dc : I se u a r ka : n t cr : sk e m I fe o r,esopT fa hrs fren'tastrk peulp ||

4.3. Derivations
Apart from offering some more transcription practice, the following exercises also show how selected derivational processes affect phonemic and prosodic forms of words and their parts. This area of English phonology and morphology has been studied extensively for decades if not centuries. For an interesting account see Chomsky and Halle, 1968. Exercise 4.9. Forming nouns with the suffix _ity / atlusually involves changes in stress and consequently in quality of some of the vowels. [n the word productive /pra' daktrv/, the first vowel is /e/ and the second /tv/.In productivity what was /a/ becomes /p/, while what was /a/ /prndek'trvetr/, becomes /a/.In this exercise, you are asked to form nouns from adjectives given at the end of each line, and put them into the gaps in the sentences.After you have finished, read the sentencesout emphastzingthe stress.

1". enr ........ pjuelr keu , rnsr'dent| rs 2. a reln rrn rs arlend kanz wr e.meIzIg 3. evr-wan lavd he fe he
4 . w z rn a v e k l
). 01:

ll srmrle ll regj u le ll r- 'la reb]

|| pr obebl

ws : dz rn s t e't rs t rks

Tz ...........

-z fe ple rr4 tJ e s 6 . ....... .. .. .. l i :dz t e dr s 'k av er r z c: t r a b | ll kj u e r r e s 7. hav je neutrst e ev e balk klq:ks ll f",nrlie 8. e wez a lrrt ev.......... . rn e haus ov olr || aktrv arrrt ne-bez 9 . pre' fe s e s mrOs l ek t Jez Iw e fer m e s f e e e . . . . . . . . . . . . . . . . .kI. . . . | | . . re 10.wr kudnt du: rrewarz I rt wez o ............. || nesesrr ll'.wnn ev e ki: we:dz rn manrd5nent I.z ........... || optrm} 1 2....... .. .. .. ...o v c r :,pn 1 r 't r $ T r z g e t s D n n a r n s' . vz ll p n n p e s Exercise4.10. You mayhavenoticed thesuffix-ity attracts stress thelastsyllable to the that

te kpnsentrert |

verr rn'pc:tent

ll erb]

Similar behaviourcan be observedin the of the stemto which it is attached. case of the suffix -ic. (Suffix -ic, however, sometimestriggers additional changes, or morphemes, like consonantalterations additionof stem-forming e.g. problem -- probleffic.) Finish the transcriptionsof the following derivations. Notice thevocic alterations. 59

IPA-Based Transcriptian for Czech Su.dents of English

1. 2. 3. 4. 5.

e'kadenr - ak e'. . . . . . . . . ....... sarens s aro n' . . . . . . . . ........ e 'na l es t s - & no' srstom - s rs t g' . . . . . . . . ........ r'kpn emt i r k e'

6. preried - p ro rr' . . . . . . . . . . . .. . . . 7 . O i: m - 0 r' 8. srnOosrs sr n ' . . . . . . . . . . . . . . . .

9. ar seteup - ar so ' ......."........ L0. d3r 'ogr efr - dgi: o' ......... ......

Exercise 4.11. Form adjectives from given nounsand transcribe theminto the gaps. 1 . we n je s p:k t e h-m I deunt luk r n TZ ...,................al:z|| di:mon 2 . b p b st eed et e feut egr o:f ev or ............ fer s ||er nft} 3 . o : f te r e'nauns m ent | e w e sevr e]...$auts l|ju'fe: ri o 4 . f c '^ h r, z erdg I hi:z rn'kr edeblll enedgr je neut rs r 5.drd ...r r ndeteun In Iz vcs ||ar r enr , preut J 6 .w r T z . . . . . . . . . . . . e I hi: I neve b l pr o'meutr d ||1e0ed5r '| . r c t wo Z. . . . . . . -. li: v n w en w i: mentnd fu:d ll ape0r 8 . a r h e rt lrs nr4 t e h-z pr p'gneusi:z ll e'pokelr p s

Exercise 4.12. 'the suffix '-th'is no longerproductivein modernEngiish. Use it to form nounsfrom the following adjectivesand notice how thevowels change.(The positionof stressis not a problemhere,as we aredealingwith monosyllables.) 1. ward Exercise 4.13. Fill in the appropriate nounsderivedwith theproductivesuffix '-ee'.Notice thatthe suffix '-ee' attracts primarystresson itself. E x a mp l e:ps :s n lt e hu: n dr s'pju:ts r n spc:t cr : r r 'fe;d lend h u : prT 'v ent s ru: 1 z bi: r g br euken I t'z a ..., r efe ' r : ... 1,. sanwnn hu I rz absent frem on r 'vent | en -z a 2 . p s: s n I t e hu:m s a n0 r6 tz bi:r 6 per d r z 3 . s ^ mw^n hu: s i: k s refjuld3 fr en p3:sT'kju: S+ | Tz 4 . p 3 : s n I hu: rz r'v ak jue r tr d Tz an
5. 6. 7. 8. 9. slrnw^n hu: rz bi:rp trernd fer e dgnb I tz e p3:sn hu: haz a larsens te du: samOrp tz o I sllnwn hu: hez ed e leg anpjutertrd I r.z an ., p3:sn h u : h ez r 's k er pt I r z e n s^mwln h u : t z

1 0 . p s: s n hui rz rr's po ns ebl

dt .t er n d b a r e p e ' I i: s

fe manr dgr g o tr ast

I lz e

I tz a

Exercise 4.14. A particularEnglish morphemecan often act as a noun, adjective,or a verb without any affixation.For example,work canbeprce, pracovat, ot pracovn and air can be vzduch, vzdun, vyvtrat without any suffixes or prefixes. ot There are.also about L20 words which keep their spelling when they change their word class, but speakers pronounce them differently in different

Phonological C onsequencesof Morpholagical Processes grammatical roles. The change, like in some of the exercises above, involves the stress placement and often also vowel alterations. Object is a noun when and a verb when pronounced /eb,3ekt/. pronouncsd as /pbd3t.kt/ There is a.tendency for verbs to be stressed on the second syllable. I-ook at the following nouns and try to transcribe the pronunciation of their respective verbs. (For your convenience, the primary meanings of the word-class pairs have been included in the Answer Key)

1. 2. 3" 4. 5. 6. 7. 8.

the compress /kpmpres/ the conduct lkpndakt/ the contract /kpntrakt/ theproject /prndgek1" / the protest /preut es t / theprocess /preuses,/ the record / rekc'^d/ the suspect /srrspekt/

x x
X

x
X X X

to compress to conduct to contract to project to protest to process to record to suspect

Exercise 4.15. This exerciseis very similar to the previousone. This time, however,you are asked to transcribenouns to the given verbs. You will also find some pairs which do not differ in soundeventhougbtheylook as if theymight. 1. Z. 3. 4. 5. 6. 7. 8. to desert to disgrace to escort to permit to rebel to refuse to regret to subject /dt'zs'^t/ /drs'grers/ / t' skc'^t/ /pe'm=t/ /rt'bel-/ / rt' f ju',2/ / rt ' gret / /seb'dgekt/
x x
X

the desert

x x x
X

the escort thepermit therebel the refuse theregret the subject

Even if the choice is easyfor Exercise 4.1. Choosethe correctforms of various derivations. you, read carefully the pronunciationof the distractors.Rememberthat we are practisingthe Interantional PhoneticAlphabetratherthantestingyour English. 1. krenede 2. 0re to 3 . ha t'p o O e s r s 4. m e l e d r 5 . knme d = 6. t na r e mf 7. he r s tr k 8. t e l o fe u n 9. mns l 1 0. t e re A. A. A. A. A. A. A. A. A. A. irened 0 r'at rrk l harpe'0 et rk m elrrdrk k o 'm i: dien t rar'rrnnfel heret rk ] t e'lefenrs t na s let rv t ere'rrl1 B. B. B. B. B. B. B. B. B. B. C. kanedrst C. Or etr sl har pe'Oetr klC. C. ne'Ipdr k C. ka'mi:dr k C. tr ar enfr k C. he'r etr kl C. tele'fonr st C. n.r r s'ler tes C. ter er r st ke'nerdjen 0r 'atr es har peO euz melo'd lk knmedr ln tr ar 'amfent he'r eties telofpnr st naskjule ter er e

67

IPA-BasedTranscription for Czech Studentsof English

5. Connected Speech
In orderto make our exerciseslivelier, we have ready transcribed linguistic units higher than a word. In the following exerciseswe will see, however,that transcribingconnected speechinvolves morethanjust chainingindividual words together.

5.1. Transcription without word boundaries

If we look at a text in English (or in Czech) we can see spacesbelweenwords. People sometimesassumethat there must be analogic spaces n the acoustic signal of speech. Studentsof phoneticsare usually quite surprisedto find out that thereare no spacesbetween in words in re speech.It is actuallyvery difficult to traceword boundaries the speechsignal as such.The streamof speechis not often broken by silence and when it is, the silent pause usually separates units higher than words or, in case of voiceless plosives, it occurs inside words.For this reason,we sometimestranscribeEnglish in units that are acousticallyclearer and reflect the phonetic reality better. These units are called stress-groups feet, less or phoneticwords.A stress-group a foot) in English linguistics is a stretchof (or frequentlyalso lke'The cat speechfrom one stressed syllable up to anotherbut not including it. A sentence was waiting in the grass'couldbe divided as follows. e'lk et wez| |'w er tr nr n a I igr a:s' Foot L Foot2 Foot3 The definite article the at the beginning of this sentenceis so called anacrusis.The transcription withoutword boundaries more difficult to readbut shows acousticly salient is units of speech,which for studentsof English.as a foreign languagecan be very useful. English is a stress-timed language stress-groups valid units of its spokenform. and are Exercise 5.1".Read out. p r o ' f e sebo :' Oo lem ju: I rzencl' O r r r etpnmI'kanr ks I b e tr z 'lek t \ezerez 'dra rez 'dnst ll w r r . euld'd3 rm t i:t Jerrn'prtz n I a:' nj u:'d3r mti:t$e tz o z 'd g ent leze'la n

I |l

ll k r t. st : ngwezo ' t rlblm erk e I betti:' luktez. Inosonteze'dnv wI' eunlre 'snaktntt I mar ' sku:Lbeg-zez, Lanteze ' fee |l a u e 'h e dm q: s t e l 'm rs t em e'g onegl I tz ez 'euldez e'hr 1z || a tp e ' t rk jeler'

i :v nlp | e' sku; Lw ezez 'sar lentez e' stqIz |i o : ' k e e t et lx a z'walf | rr glr ezo' skeakr eu ll -za z' o : fte i : rk ' s t ens Iv Ig | Z&mT. Jn | ,r ' feltez , w L:kez e , ber br ' ner Exercise 5.2. Transcribein stressgroups. 1. a bridge acoss river 2. a stonewallbehind the cathedral 3. a cottagein the middle of the nowhere 4. a treein your garden 5. a groupof bushesby the stream 6. a cross on the top of the hill 7. a rock with pine treesaroundit 8. most nvisiblepaththroughthe woods 9. a village in a beautifullvalley 10. a stonyroadbetween two lakes the Exercise 5.3. Read out the following story.In eachline, thereis one mistaken stress-group boundaries. stress-mark eithermissing or misplaced.Correctthe mistakes. A is 62

Connected Speech

'hrt Jharkr6 a- ' deunt ' farnd ' hrt lharkrgaze ' traktrvez ' brfc : ll , matl q:s trks 'prer en s w ez e,br t r k ' st r c: d n e rr || I q: ftar ' c : }meustan' auorov 'wertrg I bare ' sardeve ' hatwettepro: g ,pfe d m : ' lr f t e e ' l rtlv r e n.s topt I o n e,dr at v er l| . f s : st , salt betwenar, gotrntuls ' ko: , na0=6 anju: ' gwez I I 3uelet , pt . L z c: 1 ' e u ve e p le r s a I . n eutts t' nju:mo r o s .bpk s r z ef || I hrrk' splerndr ' tuke ' Iotefpern ' krlez I .bakerks 'hederks 'enstpmekerks br .kpzi l 'safedfram' fr:kwent | | tuemfe ' saIze ' sIoresneseve , srt $u ' er s+ | red' trarepg}onrt I enswnleudrt || hi : . tuke' prlfreme, brrkswre, ' en t' e upnde . :d3 'bpt l ev k eu k | . t u ke ' g n lp I la an d' Oru:e ,ho: f ' fu l 'bo t ! | au t ev e ' w t n d e u | | a' parentlr | 'hi: dr dTt 'n o u I et ' Oreur4 ' obd3rkts ' auteve . ko: I wQz,rli :g} || wenrneu'trst | et' aIwos' st'rd-r4e,krakrnz,wrndskr :n I wrqnrre I enerr' meInzovrssma$t, . sto: trddr . skrarbrp 'sevrelevz,ri: spt 'naInerak' srdents hr I | 'wrtt :d'ha d I br 'k pz i :k u dpt ,k pn s en t r e rt p n ' d ra r vr1 | | ' o: ftere ba ut' frft i r n ' mr n r t s ev ' w t e d ' kp n ve se rS +I hr , anrk.spektrdlr .stoptts 'kct:rrne 'mrdlevnouweoll tri : e' pole d3 a rzd i l , k u dTr t t er k 'n :t e , p r o : g ll 'h i: 1rvdrne ' fi:l d I e'bau t e'k r l em i: t e r' p f e m e - n ' re u d I . en h adte gou'heu m t e.h av e'n p l |l
' W e nj - :. d tse 'p r e d I da une'das t r 't rer lr ntu e' fi:1dz ] ar ' O m p k t e 'p r o v rdens fe. s et v t 4 ni : I fr en' r kspter iansr p ,w.tneve ' manzmalner 'aksrdents I

5.2. Linking Phenomena

without spacesbetweenwords is that a learnerof An importantmessagein transcription to build higber syntacticunits. One of the reasons English should try to link words together wh Czech English soundsso discontinuousis the lack of linking. The main culprit in this createdby a brief closure of speechsound case is the glottal stop - a voicelessnon-phonemic before glottis. The symbol for glottal stop is [?f. Czech speakersinsert this speechsound will containfour words beginningwith a vowel. The Czech sentenceodneslasi atlas k olm,u . Czech pronunciation:?a' ?odnsslasr' ?atlas'k?oknu] glottal stops in standard [ on use speakers glott stop especiallywhen they want to speakclearly.English speakers, the glottal stopsbeforeword-initialvowels only exceptionly,usuly when they otherhand,use Give him The sentence emphasis. want to give a word speci emotionalchargeor contrastive Czech might sound in elementaty only a part of it /'gwem'eunhe'pcrrtevrt/ something [ ' grvhrm' ?ounlr?o ' pa: rt?of ?rt ]. like English 63

IPA-BasedTranscription CzechStudents English of for Vowels in nafur English arenot oftenendorsed glottatstopsand an attentive by listener can noticefive differentphenomena placeswhereword-initi vowels meetpreceding in sounds. They are: a) pseudo-resyllabification b) linking [r] c) intrusive [r] d) transient fil e) transient [w].
I.et us study hese individuallinking phenomena one by one.

not align with word boundaries, e.g.

5.2.1. Pseudo-resyllabification Czechlisteners haveanimpression syllablicboundaries connected can that in Englishdo we z .e . ' b r t . rk. ' st r c I . d o . n e . rr wo . z o . ' b r . t rk. ' st rc: . d e . n o . rr

was a bit extraordinary nothing unusual at first

'nz r .016.'^n. j u: . guel. ot.' fslst (or u:.gu .aJ -) j 'nr . 0r .'01n. j u: . Suo. let.' fs:st got into his car ' gD t . r n. tu. r s. ' kcr : 'gn.tr n.tu.r s. 'kq: .bpk . boxes pills all overthe of place sTz. ef . ' p-Lz. c:1. ' oU. ve. e. 'plers 'bok. sr .z ef.,pr l .zci .' leu.ve. e.,pler s took a lot of painkillers 't u k. s. ' I p t . e f . ' p e r n . kr . le z The allophonic qualities of individual segments (e.g. aspiration, type of release, velarization)sugge{ that the syllable boundariesare not genuinelshiftedooi..s the speech of ft'e ]s really fast (Krakow, 1999),but the impresson the shift is quite strong,* it is helpfrrl to use it as a device for linking practice. To raise awaeness the phinomenon, of students be askedto capture can pseudo-resyllabification their transcripton. in Exercise 5.4. Transcribethefollowing phrasesand use dotsto indicatethenew pseudosyllabic boundaries. 1. with a pink elephant 4. his actionwas illegal 7. someunexpected events 2. and I swallowedit 5. concentrate accents on 8. tked aboutan accident 3. just openeda bottle 6. can operate this area in 9. havean American education

't u . ke . ' lp . t e f . ' p e r n . kr . le z

word-final consonants. We will now have a look at a special case of word-initial vowels preceded a silent t'. Non-rhoticaccentsof English have silent 'r's in the syllabic codas of by some words. These 'r's are written but not pronounced.If, however, such a silent 'r' is followed by a vowel of another word, it is restred,and it is pronounced a linking element. as This strategy helps to avoid mergerof trnro vowels or the neessityto use a glott stop.(You can recall the idea of again. A syllable-final k' becomes s tlabte.pseudo-resyllabification initi in thenext word.)Compare: thedriverstoppedlanswered e'drarve'stopt e 'drarv"#'o: nsed (with pseudo-syllabic boundaries we wouldhave e. ,drar. ve. ' rcl: n. sed) 64

5.2.2. Linking [r] The previousparagraphs explained situation word-initialvowels preceded the of by

Connected Speech

car by theroadlin theftelds a minorproblemlaccident

' kcr: ' bare ' reud 'k c r: ffirno 'f lJ:dz ('kc: . r ln. e.' filldz ) o 'narno'problen

n e ' n a - n e ffi ' a ksrden t( e.'m a r. e' ra k. s- .den t )

('a: f . to. ' r er . te'klok)

afteroneo,clockleight o,clock 'q: fte'wlto,klpk 'c r:ft effi'erte'klpk 'weeJr ' tz whereshe islis she

(The practice of marking pseudo-syllabicboundariesis usedfor didactic purposes.In our book,we willnot follow tany further.) Exercise 5.5. Transcribe the phrasesbelow and highligbt the linking [r]s. 1. It is as clear as the nose on your face that King Arthur is brave,fair and strong. 2. Merlin sleptover a hundredyearsand thenhe lost his powerof speech. 3. The youngerinvaderescaped beforeelevenat night. 4. I heard a nrmour aboutSir Lancelot and the Queen. 5. Sir Edmundwent to the chamberin the southwing. 6. You're not awareof thefact thatthereis a treasure underyour feet. 7. That rider on the light brown horsewill be the next ruler of your land. 8. Her ambereyesare obviouslyblind - Ihr absolutely swe aboutit. Intrusive [r]s are used by speakersof non-rhotic accentsof English for the same reason as linking [r]s: to avoid intervocalic glottal stops and to prevent two vowels from a direct contact. The striking difference is that the intrusive [r] is not representedin spelling. The wotdlaw ispronounced /Lc:/ andwedonotsuspectitofcontaininganunderlng the /r/ way words hke four /fc'^/ or door /dc'^/ do. However, if it is followed by a word beginningwith a vowel, we can hearpeopleinsertingan r-soundbetweenthe words, e.g.law and order /'Lc: ron' c',da/. Paradoxically then,the two 'r's that are spelt in this phrase are not pronounced,while thereis one ponounced which is not spelt. Any word finishing with /c '^ /q.'^ or / e/ can induce an intrusive [r]. Transcribers /, /, should be aware of the existence of the intrusive [r], but do not have to learn to use it themselves.The intrusive [r] is very common nowadayseven in speechof educatedspeakers, but until vory recentlyit was considereda substandard featureof pronunciation. Exercise 5.6. Read out the following sentences circle the instancesof the intrusive [r]. and , dt erev lnde'pendens 1.. i : a r I w ez 'har lr r ks'pleuslv 2. ' h a n e r e n d e, s rs t ez l we, drfrk}tte,di:lw r 3. a r ' sc : r ent e' t ernezen' genb lez I r nles' ver ges 4. ' m e r e d r 0 ' s t a drd'dr<r: no ro n'nju'^z r .k I et, ju:nr 'vs :sr tr 5. e 'n i l d errn ' t ru: drd-nrs 'pr atvtt ' Iar f 6. ' d r p l e m a ts f rgn'efrrk ereb'd3 ek t r dte e'plan 7. . d g i l b i : ' $ c : rrz. k weut rd'nc : | en'enlw ^n.els 8. w r o ' f l a r:4 t ed5 e 'nerk eren'wenz der

'w ""ffi'rz l i :

('w e e'r=z . S i : ) .

5.2.3. Intrusive[r]

65

IPA-Based Transcriptionfor Czech Sudents of English

If aword.initivowelisprecededbyaword-fina /,^/, /t/, /et/, /an/,ot /ct/ an observant student oftenheara j-like soundbetween vowels. Yes,he is can be heard can the j e s I h:, jt z/ andq t heyar en,tcanr esultin/,neu er , jo:nt,/.Thej -l i ke as/, | soundbetweentwo vowels is a mere transient from a close front vowel to a vowel which is articulated elsewhere. Becauseit is an articulatory by-productwithout a phonemicstatus,we will transcribe 6y.The examplesabove will look /' ies I hi- r' 6yrz/ and /' nou I it er'61cr'^nt/, which reflectsthe phonologicalstatusof transient[i] more accurately. Nonphonemic symbols within slant brackets might disconcert an orthodox phonologist. In that case, squarebracketsare recoilrmended.It is also clear that transcriptionwith transient [i] is used mainly in applied phonetics, specifically for teaching foreign languages.It should not rrouse controversyin purely scientific anyses. any Exercise 5.7. Transcribethefollowing phrasesandhighlightthe instances transient[]. of L. mentallyunstable patient 5. approximatelyan hour and a half 2. theboy andhis guinea-pig 6. not allowed to cry over spilt milk 3. she openedthewardrobe 7. face the absurdityof your situation 4. move swiftly and quietly 8. standfimrly againstthe enemy 5.2.5. Transient [w] Much of what was said about the transient[] applies to the transient[w]. It is a glide from close back areain the vocalic spaceto another vowel. We can hearit if word-final /v / , /ut,/, /au/, or /su/ are linked to a vowel of the following word. Becauseit is just an articulatory by-productwithout a phonemicstatus,we suggestthe symbol t*1. Sue asked rne can be transcribed / ' su I '1*;o:sktmi : /. Transcriptionwith transient[w] will be used as only as an auxiliary techniquein English languageteaching.It can help to eliminate typical Czechglottalstopsbetween vowels. Exercise 5.8. Transcribe following phrasesandhigh|it the instances the transient the of 1w1.
1,. 2. 3. 4. immediately presenteda new anecdote the confused pilot flew into clouds receive a suspicious dark blue envelope a wom-out shoe in our village pond
Linking technique

53.4. Transient [i]

5. 6. 7. 8.

who ordered the alcoholic drinks throw a stone at the magrc mirror get away through a narrow opening wk to the phone now and again Example

Word I ina| segment pseudoany phonotacticly resvllabification legal consonant

UYord ll initial segment

any vowel
any vowel

one apple

-+ w^. nepl

linking r intrusiver j transient

transientw c:

silent I'
ct 0

four apples -+ fc: raplz

any vowel anv vowel

sawapples -' sc: raplz

three apples Ori lgtsp+z

J .: I E I A I C I

u u :au

ou

any vowel

two apples -- tu : lwppf z

Figure 5.l.. Summaryof Section5.2.on pre-vocalicglott stopavodance.

66

Connected Speech

Exercise 5.9. Transcribethe following messageand highlight l the places where you migbt expect one of the abovementionedlinking phenomena. How to become unPoPular Being unpopular has many advantages.People don't bother you with their presnceall the time, don.t share their awfully boring problems with you, and generally, they do not get in your way. Anyone who wants to become unpopular quickly and effectively should listen to my recommendations. First, $ve a lot of unsolicited advice. Tell people what they should do and especially, what they should have done. Second, whenever you have to speak to people, make sure you have got some food in your mouth. Speak while chewing food and speak loudly. Third, try to complain as much as possible. Learn to criticize every little thing in your sight. Finally, it is useful if you can develop your charaeristic smell. Do not wash too often and certainty do not use any perfumes. However, be careful not to go too far. lf you become unpopular over certain limits, people might want to kill you.

5.3. Assimilation across word boundaries

why is was normally You may have wonderedin the courseof the previousexercises, transcribed /htz/, but occasionallyalso /hrs/. Is was usually /-z/, but in certain positions /ts/,Of initsweakformwaseither /av/ or /ef /.InourAnswerKeywe also Moreover,in for havementioned processof assimilationas being responsible the changes. the Ls', and '--ed'. morphemes assimilationof structural Section4,we alreadystudiedprogressive place when one phoneme loses one or more of its features and Assimilation takes next to it. Both Czech and English assimilationprocesses becomesmore similar to a segment are prevailingly regressive, a segmentinfluencesthe precedingratherthan the following i.e. phoneme. The Czech tak ltak/ changes into /tag / n Tak bych el / 'tagbrx' JeI/. phoneme/k/ has lost its voicelessness The underthe influenceof thefollowing /b/ and has becomemore similar to it. but In principle,English regressive assimilationis the sameprocess, the typesof are: assimilationobservedin English areratherdifferent.The threekey differences passedacrosstheword boundary. 1. Voicing is never Czechpronunciation black balt as / ' bI# ' bc:L / is illegal in English. of boundary, 2. Voicelessness be occasionallypassedacrossthe morpheme can to but thepro@ssis usuly restricted weak forms of structurwords or certainstabilizedstructures. + ef 'kc: s is possible, but ofcourse ev'kc: s li:f 'kc:dz isnotnatur al. l e a v e ords ' 1 :v 'k c : dz c -' is word boundaries morecormon 3. Assimilation of theplaceof articulationacoss / thanin Czech.It affectsalveolarobstruents t /, / d/, / a/, / s/, and/ z/ .
thatmonql bad car '&t 'n^nl
_>'ap'mAnI

'bad'k a : 't en'k a uz ten cows th i s y e ar 'rs 'jre l a n o w sy o ga 'no uz' jeuge

+'bag'kcr : -+ ' te!'kavz l + . r $'j r e - '' neug' jeuge )

in common
casual English

For more detailedaccountseeyoutextbookof English phoneticsandphonology. 67

IPA-Based Transcriptionfor Czech Studentsof English Exercise 5.1.0. There are thirty cilses of assimilatoil across word boundaries in the following text. Find them and mark those that are highly improbable in natural English.

te k'nr$r ,r kem'pju I ter ' eksps l ts I e ' npt , c : lwez , i l zrte ,d: Iwr l be kke nn .pj u :t er ar z er Jn ev cr: '] - a t f s | ' f clsr z e st u ( w ; T llt ' p lcr o m ' l| om'not. $ u er I r fa:t ek 'n r ST I t . z e .t r p rk} ' so : m p } o v e ' sp i: $ rz i bet ' arhev'nep'menr ' srnrle 'krerrkteze ' rauntkem'pju: tez ll ' fs : s te v ' c :1 | ' h :h ez 'n ,au' se n so v, n o d e. re - $ n | l = ' ' f a kt I 'hi:6 yrZ e,megel eu 'mer n i ekll h r' la r ks' e vr r O rg r n ' g re r d ' n m b e z li 'q;ke m' pj u :t ez | ' h av e'h ar r z d ' d u : e b } ' n a m b a re ' ke r b } zI kcl: d z I ourpo'r r fer r z l l lne . dlS+ l v er l ebl . s r r f t w e o ' p re lcrd 3 rsf r e m e ' w e b I " :l e. .klu: drd:nq: mesbcilrp : r ' o: snel I .mer gz :6 ;D po ' w rt$ r er $ en 1. st st e m s l' f e e lr 6 a n ' st e rb l | i h :br, Lz v z | et ' r fq:' s l s t e n z d r d 1 k. kr e t c: I e ' t a rm I 'hi:dbi :'me-dr r 'dan den t l l 's e ke nd l r I h i :6 pz o k o , n ju :n r ' ke r $ ry' p ro b le n ll

Figure 5.1.

kem'pju: ter'eksps: ts I e's^mtarmz

'wenjo ' cr:skrn I tu1*y-k' splerm' brznrs I hi : dges 'ko: nt 'brld I se'mantrklrken' srstent' sentsnsrz ll c:lseu | 'ks : ttu1*1rnet 'sentensrz I -tez'nevoro c 'r l n e'np n e lr r k 'w e e rtn e'dae}o g | ' | le d rr' le r t t e ' W An o ' n l e ii ,wotwi:6a: sktIntu1*;rk' wr ' ju:3uelr , farnd ' aut ' lerte | ot sple:n I .putrtrn , plern'ws : dz ' srnp} || bet : ' samhau wgs 'kudnt || ' 0s l d1r6;en' stl- | hr ' grert1=6;oUV Icr: ' resttmerts ! rske 'pasetr l|

d rfrk l tte ' tc : k tu

AllophonicTranscripti,on hi : zgok'kwarte ' lptef 'pa: ttarm ' dSobz I ' wrt ! L l ty z . n p p'm anrd3 l t a 'du: 'propelr |l h : ' 0r p g z e tc : ' pro blenzebe' nc l:I l be' t$u:5ue1- ' fer }ste' solv en I ,problenrne . tatm 'plantferrt endi : ' defnetlt ' neve ' splvze || Ihi :61as pj uI te' ju,^zez I h l ' ki : p s' p a tr enalzT q' c : dnerlk o n , be t . f e r l s te b i : 'm c : rr ' fek t rv enen || wpt e ' h n r r b | I ' mo ns t res ' k arrk t e ll

6. Allophonic Transcription
by An allophoneis a variantof a phonemedetermined its position in a string of segments. English allophonesand the way they Irt us have a look at a seleion of the most notcable aretranscribed.

6.L. Labialized Consonants

The phoneme/k/ in quite /kwatt / is actuallyrealizedas [k* ]. It is followed by /w / and becausethe lip rounding requiredby /w/starts early, /k/ becomeslabialized. Notice that when you pronounce the word quite, your lips are pushed forward throughout the articulationof [k]. This labialization changesthe sound of /k/.Interestingly, when little An babies learn to use the language,they must learn not to hear the lophonic varation. untrainedadult is reluctantto believe that there is any differencebetween [k] and [k"]. Instrumental measurements perceptionexperimentsprove, however,that the difference is and quite profoundand we do not hear it well only becausewe have learntnot to. The soundsof speech are perceived througb different mechanisms than other surrounding sounds in our environment. An important feature of lophones is that they are prectable. We can observe the phonemic make-up of words and predict which variants of phonemeswill be used. Our prediction should be verified by careful li5fsning afterwards. example,we can predict that For of / s/ in soup / su: p/ will be labializedto I sw ] because thefollowing /ut / .If, however, thespeakerchoosestopronouncehis asunrounded /u/ Is*]. Iu],the /s/ cannotbecome ln standardpronunciation, consonantsfollowed by /w/ become labialized with great certainty, consonants followed by / c,^ and /u,, / becomelabiized with a little bit smaller / certaintyo and consonantsbefore /u/ and /p/ becnme sligbtly labialized only in careful speechstyles. that Exercise .1. Transcribethe following expressions underlinethoseconsonants you and predict will becomelabialized in carefrrlpronunciation.Add the IPA diacritics ' for labializationto eachsegment haveunderlined. you

Example:usefultool + tffi,:sfl
1. 2. 3. 4. juice tomato tall buildings queenMary fear of cruelty 5. 6. 7. 8.

eTor indisputable unit new monetary spoonfulof noodles persuade your father 69

ffitf]

9. refusebetterclothes hair L0. a girl with gorgeous sweetness life of L1. unbearable 1,2.Susan'ssnakesand kangaroos

IPA-Based Transcriptionfor Czech Srudentsof English

6.2. Vowel duration before fortis and lenis

Some allophonic variations in English are quite easy to Sasp for Czech learnersand they labouriously.Unfortunately, is not the case of vowel shortening this do not have to be tatrght Even thot'ghit is presentin Czech, its sce is quite negligable.In beforefortis consonants. English it is much stronger and it is especily sient in monosyllabic words with a final The diphthongin write /ratt/ is much shorterthan the samephonemein fortis consonant. ride /rat'd/. This can be capturedin allophonic transcriptionby the IPA syrrrbolr, i.e. I rrt ] versus I rard] (Roach,1991).We haveto bearin mind thatin this casewe are not interested absolutelengthsof vowels in milliseconds.The length of vowels in English is in strongly influenced by the prosodic context. By convention, marking the allophonic shorteningof vowels in English captuesthe relative difference in vowel lengths. In other words, certain vowel followed by a fortis consonantis shorterthan it would be if it were followed by a lenis consonantor no consonantat all, other things being equal. Thus, in a sentencelike '1 thoughtyou said mate,we would use transcription[mrt] to show that / et/ in this word is shorterthan it would be if the word was replacedby maid or May. It does not say, however,that it is shorterthan /e/ in the word said in the same sentence, which thanksto prosodic contextwould be absolutelyuntrue.Similarly, ',tre absenceof the " over /e/ nsaiddoes notspeakaboutitslengthrelativetootherwordsinthe symbol sentence. says that/ e/ in said is longer than/ e/ in set would be, otherthingsbeing equ. It Transcriberswho are asked to mark shorteningof vowels before fortis consonantsin English do not listen to actu lengthsof vowels. Instead,they imagine what a vowel would sound like, if it werefollowedby the othermemberof thefortis - lenis opposition. The influence of fortis consonantsis operation within morphemes.It is stoppedby morphemic boundaries. /e-/ inDay One /det'wrrn/ is as long as the one in Day Two /det'tu'^/ even thoughthe latteris followed byfortis /t/. Some linguistsspeak about pre-fortisshortening within syllables.Their division of words into syllables is differentfrom what we are used to in the Czech language.It is basedon the phoneticbehaviour of individual segments. most importantsyllabificationrule is thatan intervocalicconsonant The belongsto the syllable with the strongerstress.Hence, the word letter consistsof the syllable /Iet/ giving I Ite ] . and the syllable / e / andas suchwill be subjectto pre-fortisshortening, Althougb we usually speak aboutvowel shortening,fortis syllabic codas affect preceding sonorants, too. Not only is /t'/ in built rea|ized [ ] while the samephonemen build is as longer [r], but also /I/ inbuilt comesout shorterthan /L/ nbuild. Similarly, /a/ in camp will be transcribedas I kmp ] while the same phonemein beer cans is reized in its full length [bre L<nnz],and /a/ wrllbe shortertban/n/. Shortened sonorants usually do not have to be marked individually, as it is assumedthat they behave like the vowels they belongto. Finly' it is necessaryto explain that there are actually two complementaryways to mark vowel shortening. diphthongs For and vowels /=/, /e/, /a/, /ty/, /e/, /p/, and /u/ it is the syrrrbol *" have ready introduced. vowels /il/, /s:/, /o',^l, For ["] / c'^ change. /,and /u t / weuse [' ] to indicate sameallophonic the Exercise 6.2. Transcribethefollowing expressions underlineall vowels which will be and shortened to thefollowing fortis consonants. the symbols"and ' to due Use indicate the shortening. 70

Allop honic Tr ans cription

,l'. alate arriv 2. sleepingat wbrk 3. a brief message 4. an earlytrain

5. a strictboss 6. a thick dry le 7. a two week'sleave 8. a heavytypewriter

9. eightdays a week 1.0. box of envelopes a voice 1-L. out-of-tune an coat 12. awaterproof

1'3.a secretcode 14.brown bag lunch L5. a brokenprinter 16. a possibleoutcome

on When you study the effect of fortis consonants precedingvowels you may notice that fact is that if there it is easierdetectable diphthongsand long vowels. Another remarkable in is a monosyllabicword in the final positionin a phrase,its vowel can be the longestof l the This, however,is again vowels in the phrasein spite of being followed by a fortis consonant. true only in absoluteterms. A word with a final lenis consonantutteredunder the same prosodicpattemwould be evenlonger./ a=/ ia 'That'svery nice' is quitelong due to phrasefin lengthening(see e.g. Dankoviovi't999). The word /ies would be in the same position underthe sameprosodicpatternevenlonger. beforefortis Exercise 6.3. Transcribethefollowing phrasesmarkingthe shortening phrase-final you lengthening. consonants. Make sue are not swayedby the 1,. I'd like chicken and rice. 2. The waiter seemsto be out. 3. My Coke is quitecold. 4. The chef is in a bad mood. 5. 6. 7. 8. Can we have a tableby theloudspeakers? Do you havebeef andnoodlesin your soup? Is thereanhing withoutmeatin it? smoke. I can'tseemy platethroughthe cigarette

6.3. Aspiration and partial voicing

Aspiration is probablythe most noticableallophonicvariationof thosementionedin our couses English as a foreign of boolg and it is usually the only one thatis taugbtin elementary language. Aspiration is causedby a delay of voice onsetter a voicelessplosive. In Czech, the beginning of oral articulationof a vowel after /p/, /t/, or /k/ is aligned with the beginningof voc fold vibration.The voicing startsonce the mouthis openedfor the vowel. That is why Czech /p/, /t/, and /k/ are unaspirated. Englsh,thereis a gap betweenthe In beginning of or articulation of a vowel and the beginning of vocal fold vibration. During this gap, air escapeswith great force through the vocal tract, creating the typical noise. Althougb this noise soundsshghtlydifferentfor eachof the plosives,its transcription symbol is always the same. It is a little raised h'. The words pin, tin, and kin are transcribedas syllables. is /px/ in [pnrn], Ithrn], and [khrn]. Aspiration foundmainlyin stressed pillow will be aspirated:[phr1euf, in happy probablynot: [hap-]. There is a lot of precededby variationacrossspeakersanddialects. /t/,and /k/ arealsounaspiratedif /p/, /s/ within the samesyllable.If we compare[phrn] wlth spin [sprn], we can see that there is aspiration in the former but not in the latter. A transcriber should predict possible aspiratedplosives and thenverify his prediction by careful listening. Exercise 6.4. Transcribethe following text and put symbols for aspirationto all predictable placesof its occurence. L. Our boss has put a posterof Winnie the Pooh ontohis office wall. 2. Winnie the Pooh'sfriendsareTiger, Piglet,Eeyore and Rabbit. 3. Tiger would appreciate to otherwild catslike panthers join the team. 4. Piglet is very kind andpeaceful,but occasionly actsas a coward. 5. Eeyore spoils everyone's mood with his pessimism,but his pals stickby him. 6. Inspiredby his new heroes, boss is contemplating new specity. a the 7. He wants to transportpoisonouscobrasfrom Kenya to Tanzania. 8. It is a tacticalmove because are cobracontainers not so expensivecurrent$. 7T

IPA-BasedTranscription CzechStudents English of for basedon the ignment between Hand in handwith aspirationexists anotherphenomenon i.e. and mainly in lenis obstruents, plosives /b/, oral gestures thevoice onset.It is observable /s/.Itispartiorfulldevoicing /d/, /g/'fricatives/v/, //, /z/, /3/,andaffricate eitherretain word-initially and word-finally.In Czech,voiced consonants of theseconsonants their full voicingowhich means that the vocal folds vibrate durngtheir whole articulation,or they completely lose it and change into their voiceless counterparts. English voiced positions inside morphemes. consonantsare fully voiced only in intervocalic (intersonorant) In otherpositionsthey can lose part or all of their voicing. This does not turn them into their voiceless counterpartsbecause they still keep their lenis character.That is why we easily recognize minimalpairslike back - bag [bk]-tb e g] , dock - dog [{k]-tDg] , heart hard lho.'tl-fhct'^8f, l.oose lose [lu's]-[tu;4f, use (noun) use (verb)[ ju's]I ju : ?], andspice- spiesfsprs ] -[ spar7]. Voiced obstruents are not the only goup of segments that can undergo the loss of j v o i c i n g . A ppro x im a nt s /I/, / r/,//,/w / canlosetheir voicingafter /p/,/t/,and/k/, and nass /m/ , /n/ can lose theirvoicingaftet / s/ . Examples: jay [*ger] a) bay [b"r] d"y [d"rf goy [ger] th"y ["'3 b) lobe lleupl load fleu{l losellurzf loathelleuQl lodge[lp*S] c) p/ay [p[er ] try [ tqar ] cute[kju: t ] d) smell I sryel f vnw I sr.reu] IPA can indicatewhetherthe devoicingis full or partial.This is not necrssaryfor Czech learnersof English and in our transcritpion,we will indicate both caseswith the samesymbol: a little emptycircle underthe devoicedconsonant. Exercise 6.5. Transcribethefollowing namesandmark thepartiallyor fully devoiced consonants. 1. Z. 3. 4. CharlesDickens SeverusSnape Oliver Cromwell David Ganick
5. 6. 7. 8. Benjamin Disraeli f"thony Trollope EmileZola John Gsworthy 9. L0. 11. 1'2. Max Planck James Stanford GeorgeSmollett Francis Bacon

A lot of attention research beenpd to allophonicvariationsof the later veolar in has approximant /L/ . Two of the most salientallphonesare the so cled clear and dark 1'. Clear beforevowels and dark I t ] elsewhere. They are in complementary distribution. [ 1] appears As with otherallophones'peopleare usuly not awareof their existence, notice thatthere but is something'strange' a stranger's in accentif dark I t ] is missing or, the otherway round,if all / L / s are dark. The latter case is typical of some of American English accents. During the articulationof dark [ ] ] the back of the tongueis raised towardvelum, which 'We addsa characteristic resonation. say that I I ] is velarized. [u] Exercise 6.. Transcribethefollowing sentences usingthe symbol I t ] for velarizedlateral alveolarapproximant. 1. Lucy really loved her purpleroom with a largemetallamp in the Hilton hotel. 2. The lanady showedill manners when she lamented over thatlittle hole in thewall. 3. Daniel killed himself with his own leth weaponand his soul went straightto hell.

6.4. Clear [I] anddark [1]

Allopho nic Transcriptinn Our last Latin lesson was a bit dull and I failed to learn a single word. The pe girl told the child a fairy-tale about a palace, which was full of angels. American films portray the lifestyle of lawlessness, spectacular violence and illegal deals. Out of the loyalty to his liberal leader, he accepted the role of a leaflet deliverer. I-azarusMcGill, the lion-heartedliz,zard tamer, resolved that he would drill for oil in the Blue lagoon.

4. 5. 6. 7. 8.

If a syllable has a nasal coda, the vowel forming the peak is nasalized,e.g.dim I dm] ' gesture well pen [pn], or hang [hn]. This is because velum makesan anticipatory the before the oral artculation the nasal consonantstarts.The degreeof nasalizationof the of vowelvaries. It can be nasalizedentirely,but it can so be nasalizedonly in its secondhalf. We should rememberthat the slmrbol for nasalizationin English means some significant presenceof nasalization,but it does not say' whethert is 90% ot 7avo of the vowel that is nasalized. We can find similar coarticulatory mechanismin Czech,too, but to a much smaller That is why degree.Nasalized vowels do not play any phonologic role in our languages. in of both Czech and English speakers not hear the presence the nas resonance them and do usuly influence the vowel learn to hear it only after some ear training.Nasal consonants which follows to a much smallerextent.Thus /e/ in tenwill be nasalized:I tn ], while the one in net will not: I net ]. The only exceptionis someidiolectsof individual speakers. When we transcribenasalizeddiphthongs, usually place the nasalizationmark over we the secondelementin the diphthongsymbols,becausewe want to indicate that nasalization spreadsfrom the nasal consonantleftwards.This is different from pre-fortis shorteningof diphthongswhere the diacritics aeplaced over the rst elementof the dphthong s5.mbol, which we believemarksthevocalic core of the diphthong. Exercise 6.7. Transcribethefollowing expressions mark the nasalizedvowels. and
1". wam spring 2. main problem 3. Benjamin's plan 4. unjustified claim 5. 6. 7. 8. when, if not now a town made of stone does not mean anhing drank genuine champagne 9. number nine might win 1.0. the song about Penny Lane 11. dance with Linda's husband 12. blame the prince, not the king

6.5. Nasalisation

6.6. Stop Releases

During the articulation of English plosives, a complete closure of the vocal tract is createdin the labial, alveolar, or velar region for a short period of time. This closure is subsequently released,which generates short burst of noise, called plosion. Interestingly, a plosives can often be recognizedwithout their typical burst of noise. Oral releaseof the air behindthe closure,which is a part of the canonicalfonn of a plosive segment, be absent. can The silence of the closure and spectr characteristicsof sonorantsbefore or after the given plosive are usuly sufficient clues for a listenerto identify the targetsound,especiallywhen the so called no audible release,which is marked ['], happensat predictableplaces in the chain of segnents,i.e. at the end of an utterance between plosives. two subsequent or If we exclaim Don't stop!, the final /p/ can be realized as a hold without a release: ' deunt ' stop' ], and peoplewill still understand. we sayDon't look back, /k/ of look If [ has to be releasedso thatwe can go on articulatingthe rest of the sentence. The release(and the plosion) of /k/ can, however,be inaudible,becauseit can happenwhen the closure for /b/ hasalready beencreated: ' deuntluk' ' baek]. [ 73

of IPA-BasedTranscription CzechStudents English for Inexperienced transcribers sometimes believe that there is no plosive if there is no plosion. No audible releaseshould not be mistakenfor a completeelision of a sound. It is important to listen to the length of the closure and the characteristicsof the neigbbouring as In sonorants. Look quickly! pronounced [ ' luk' 'kwrklr ] the silence betweenthe end of /u/ and the releaseof the second /k/ is almost twice as long as it would be in a h y p o th et ic[ ' lu'k wrk lr] o t [ ' luk'w r klr ]. al There aemoeexamplesin Section5.3. wherewe studiedassimilatedveolar plosives. but as We transcribed cornputerization /bekken, pju: terar 'zet\ry/, but it is hard to imaginea speakerwho on the one hand assimtlates/t/ to /k/to save time and energy,but It on the otherhandreleases both resultingseements. would be much more realistic to expect as zer$n]. Similarly /drdnk' krat/ will be pronounced [bek'ken,pju:terar' Idrdpk' 'kre$ ], etc. Canonical oral releasecan be tered in yet anotherway. If a plosive is followed by a nasalor later sound,the air which is trapped behindthe closurecan escapethroughthe nose or by the sides of the tongue.ln not negativewe can often hear the first /t/ without its typic plosion becausewhen it is released,velum fot /n/ is alreadylowered and the air Similarly rn hot line, the as oscapes through nose.This is transcribed [ 'not''negetlv]. /t/ doesnot have its typic plosion becausethe tip of the tongueis not releasedbetween /t/ and /I/ and the air escapes by the sides of the tongue. This is transcribed as [ 'h o tl 'l a rn] . lnaudible,nasal, and lateral releasesare optional allophonic variationsfound painly in less formal speechstyles.A careful speakerin a form situationavoids them.Transcribers by can predicttheiroccurence, haveto verify their presence carefullistening. but Exercise 6.8. Transcribethe following phrasesandpredictpossibleinaudible,nas and later releases plosives. of 1. spit nearhis foot 11. eatdumplingsand lick pepper 2. stabbelow her heart 12. a blind lion takingcod-liveroil gums 3. smacktoothless 13. secretlyindicatedtenhiddenitems 4. stopby thosered lights L4. forgot to lock nearly half the mges drivers 5. commitdreadfulcrimes 15. quickly identifieddangerous portrayed a shrewdspy as 6. retirednav officer 16. a dplomat neighbours local residents and 7. liked left-wingparties 17. greeted 8. scratchhis roundnose L8. wantedto cut treesandplant new ones 9. sit down andwait quietly 1"9. block gearsand disconnectthe fuel supply L0. be usedto separate toilets 20. the deck newly paintedby our kind teacher

6.7. Dental alveolars, fronted yelars

The canonical place of articulation can shift under the influence of the neigbbouring Alveolar stopsbefore segments. This can changethe resultingsoundof an affectedsegment. dental fricatives can become dental,but they do not change into different phonemes.The syrrbol [ ] is used to mark the dentalplace of articulation. Examples: a) in thatcase I r! . a t ' ke r s] place b) gotthat [ 'gpt.at. 'plers] c) painted face [ 'perntr{. at . fers ] that 74

Allophonic Transcr iption

Notice that the stops are unreleased. It would be quite illogical to save articulatory enegyby assimilating the place of articulation and then waste it by releasing the assimilated /z/stop. The shift to the teeth happensto other alveolar sesments (/s/--tq), [4], and as well, but it does not have as profound an influence on their sound as it has on /I/ - [ ]) stops. Exercise 6.9. Transcribe the following expressions and mark alveolars pronounced in the dental region of articulation. 1. 2. 3. 4. unthinkable event fill their pockets hold them tigbt hit the ground

5. 6. 7. 8.

in threeminutes bring thatthing nobodyin there thieves moderate

9. 10. 11,. t2.

hated those songs run down the road is there any rsason come this Thursdav

W h e n a v e l a r plo s iv eis fo llo wedby' ^/ or / j/,(to alesser extentalsoby /t/ or / / t'e /) it becomesfronted,i.e. tsplace of articulationmoves forward,to the palate.This is indicatedby a little plus mark underneath symbol of a frontedsegment. the Examples: kiss a) keen Dracula [dralgje]el [brs] [ bi: n] guitar [g- 'ta: 1 b ) g e e s e Ig: s 1 regular Iregjele] Exercise 6.10. Transcribethefollowing expressions mark thefrontedvelars. and 1. unfoundedspeculation 4. ridiculousbehavrour 7. noisy gearbox 2. tidy housekeeper 8. difficult to cure 5. black andwhite bikini 3. analysePortuguese 9. two kilos of gold 6. molecularchemistry

.8. Rich al|ophonic transcription

Allophonic transcriptionis usually selective.The transcriberfollows certain objectives and capturesallophonic details relatedto thoseobjectives. Transcriptionwith a wide varety of allophonesis seen quite exceptionly. It is difficult to write and difficult to read. on the other hand, it gives a detailed picture of a particular languageand sums up our knowledge of the overl soundof thatparticular language. Exercise 6.L1. Read out thefollowing sentence. Name all the allophonicdetailsone by one and explaintheircauses.

' + 0 i e s ed -, bt e l r | $ r w s ' t h a re d I f 'p l er p ' sk6nd' f rd t + te ' d g wu : r d

Exercise 6.12. Transcribethe following sentences try to includeas many allophonic and possible. detailstypical for English as

z.
3. 4. 5.

L.

The local rock band yelled like crazy drunks. Cheaplasereffectswereprojected therag behindthe stage. on Bill admitted doubtsaboutLuke's competence. He should scale down the plans of long-haulflights in his uitright plane. Heavy rain keepsfalling on the trackcarefullyhiddenamongbushes. 75

of IPA-Based Transcriptionfor Czech Stud.ents English

7. Answer Key
Exercise 1.1. It is actuly not very importantwhetheryou can identify the models of with the individual symbols.The real purposeof exercise1.1.is to get you acquainted appeaance the IPA symbols. of Exercise 2.1. 1.A, also/ 'abselu ltJ-t/, 2.A, 3.B,so /f an'tastrk/, 4.A, 5.B, so that /wandefel/ and /wandefuL/ 6.8, 7.8, 8.A: It is important remember lal as to suchcannotbe stressed, 9.8, 10.A, 11.A, 12.8. Exercise 2.2. 1-.B: Non-phonemic cannotbe usedin this position Z.B:T\e correctsymbollooks like number3, but it is not as higb. 3.A: Non-phonemic cannotbe usedin this position. 4.B u 5..A': correct"schwa"symbolis Roman 'e'rotated The upsidedown. 6.8, 7.A" 8.8, 9.8, 1,0.B: The synbol / e'^ is no longerusedin modernEnglish phonemictranscription. / Exercise 23.

1. /nerd e kIffi nr'sterk/

P (* re)

2. /galeksr kc:Id e nrIkr ffit 3. /dgcrn e tffitr. travele/

4.

The influence of spelling could explain why some studentsoverlook this error.

G (- er) c (* eu)
correct

5. /e'ffit e seule srstem/ 6. / f atv lart jffiz fren as/ 7. ,/fermesstql kpnste'IffiSnz/
8. /war warf nouz kapten dge-/

/nre

i l aIsT plu: teu /

P (- au) c (- re) G (*e-)

correct

The wordyear isoccasionally pronounced / js: /, which is considered acceptable.

s. /Saut rn o lgud ffi"/

11. / f t.er ev e brart

10. /geu te e nffinO planrt/

estercrd

c (- cr)
G (- ar)
correct (For/r/ in /txar/ *,e5.2.2.)

12. /klffi kjued he 0rn-4 hee/ 13. /wea m spelssu ,^ts/

P (* ee) P (* ee) G (- au) G (-cr)

1.4. 'vcrd *rffird eebersrz/ /e 15. /dr'strffi derndgeres reubpts/

Exercise 2.4. thick and heavy /0/ long andsharp/9, S/ now and then// hereand there // lips and tongae/q/ jam andbutter/ds/ fish andchips /S, tS/ grnand tonic/d3/ catchandthrow /ts,a/ wash and dry / S/ 76

This is a commonCzech misunderstanding. RP speakerpronouncestheir with / et/ . No

kngand queen/q/ comfortandpleasure S/ / kitchenandbathroom /ts,O/ mythsandillusions /a,3/ giraffesand antelopes d3/ /

Answer Key

Exercise 2.5.

/ sn d 4 pre'neu$ p/ / r m . p c:t nt plpl/ rn's pek t e/ / str r k t / L e r . z- e's rs t ent /* ) / n j u l t ek 'nrJp/ /kJ.lrmzt nr'kenrk/ endge ' nro/*:r'*) /tJref]

/hr dl r 'kw r pnent/ ms]/ /str ettt si:2r y/ /fer vr r t /kptn puleuve/ **) /Le e gllvz / fat4/ /lertrst /hprebl hat/

*)

that haveto remember there /e'srstnt/,butwe couldbe alsopronounced assistant at cannotbe schwaanda syllabic consonant the sametime **) The secondsyllableinpullover could receivea weak secondary stress.Primary stressis on thefirst syllable,however. *x*)We could so mark the secondary but stresson thefirst syllableof engineer, tbis is not it as necessay thereis no real dangerof pronouncing weakerthanthe secondsyllable. Notice that in the noun phrasesabove,the secondelementalways receivesa strongerstress than the first one. This rhythmicalhierarchyis governedby the Phrasal ProminenceRule. Modern phonologydoes not find it useful to call the weakerstresson the first elementof a noun phrasea secondarystress.Rather,we speak of accents,which are realizationsof the stresspotentis of words. We usually talk of secondarystressesonly inside ideal lexicovarious authorsmigbt perhaps logical units.A noun phraseis a syntacticunit. Exceptonally, for ignore phonologicalconventions didactic reasonsin languagelearning,but the merit of this is questionable. Exercise 2.6. 1. b a 6 k 2 . p c rlk 3 . k a:s | 4 . pelrs 5.lar br er r 6. andegr aund 7. b a s s to p 8 . nart k lab 9 . t aun hc:I L0.pabhk gcl;denz 12.trefrk larts 11.kar fekterr Exercise 2.7. l . b e n tS 2 , b rrdS 3 . t $ s :t $ 4 . gert 5.Or ete 6.r eud T.per vment pe 8. swi l t $op 9. heedrese 1'0. ' I : s ster S+ 11.heu ' tel (Thesecond so / syllableis stressed, it cannotcontainthe monophthong e/ .Many Czech beginners, ponounce wordhotelwtthexactlythis enor.) L2. ed 'vs: trsment the however, (Americans this maypronounce word / ,vr' tarznent/.) Exercise 2.8. 1. k c : n e Z . s ta t Ju: 3 . m o njunent 4.but$ez 5. eepc:t 6.kr osr p '7.ncr.zt stri: t 8. peust ofrs 9. sardwc lk 10.su:pemc:krt suggest eleven(!) acceptable 11.t Jek pcrnt 12. resterpnt (Dictionaries We havechosenthemost commonone.) possibilitiesof how to pronounce word. this Exercise 2.9. I. / s'^ / 7 . / q, t / 2. /a/ 8 . / et / 4. /p/ 3. /r/ 9 . / ut l I0./e/ 5. / tv/ 6. /c: / I1../v/ 12./av/

Exercise 2.10. t. /cr.l 2. /u'^/ 3. /x/ 4. /ev/ The5thphonemeinthiswordisthesamewhether forms. 5. / c'. / standard we pronounce /pt' anau / or /pjaneu/. Both are acceptable it 77

of IPA-Based.Transcriptian CzechStudents English for Exercise2.11. sade l sJ' /,frame / frelm/,handlebars/hand}bc :z/,btake /bretk/,vve / valv /,ped / ped| /,chain / t\elrl/, tyte/ ta-el, wheel/wi l L /, rcat|igbt /rr.a lar.t/

Bxercise3.1. G7 I Bob
FLBill Charles A4.l Chris 81* David J6* Donald J2"Harry CZ I Heatber 12-

Helen Jack Jenny Jim Joe Kate Martha Martin

C2G1,Gl ,l D5 J D5C783* D10

Mary Michael Robin Rod Sam Stanley Susan Sydney

83 [ (so /meerl/) A7 H6-' H6,1, D8 B9 ,l E4 [ (also/siu tzan/) E4-

Exercise 3.2. 2) orunge- yellow and red; 3) gey - black and white; 4) violet - blue and red; 5) green- yellow and blue; 6) navy blue - black and blue; 7) beige - brown and white; 8) pink - red and white; 9) khaki - yellow and black; L0) maroon- dark brown and red Exercise 33. 1. six, table,ball, desk 2. dinner,rich, star,cake Exercise 3.4. 3. phone,fly, five, apple 4. thing,Earth,three,play 5. anger,stop,how, happy 6. this,that,these,those

b$dmrnten ds-o *'ffi '

::ilffi

sarffikp ffi' l"t'k= '*

*) Transfer of voicing acossword boundariesis a typical Czech mistake. Even though this type of assimilation is very conrmon in the Czech language (we say, e.g. Pes byl stn /pez btl- sa I n/), it doesnot occur in English. /b/ in ball is not fully voiced itself so it cannotspreadthe voicing to thepreceding/ s/ (ct. Section5.3.). x*) Windsun7,table tennis, and' horse racing behaveas true compounds,which meansthat primary stess fls on the fust syllable. their Exercise 3.5. d3rnnast bpkse d3okr wrndsg l fg sk;e a0].: t tJes plere d3nge sarklrst

11"!=lill,.., ;:.ffi;:ff., "r.e.p

firnffinastrks terffi tenrs*x) hc:s rerffirg**;

boffirg tJess =#*S

Exercise 3.. Group 1: denna : k s wi:dqr nc : wer pc : t $ ugl beldgen

rzrerel i ldgrpt t ju: nrs ps t rie k anede

Group 2: tr 'bet dge'P an br e'zr l P a:kr 'stc:n z tn'bcr ;bw r nr 'P c:1 pe'r u: v:et.nem (or vj et,nr e m) (or r 'r en) r 'r q:n sul'dq:n (or su ' dcr:n) 78

Answer Key

Exercise 3.7.

d3a p e,r t ,^z vje tn e'mL'^z pc:tJ e'gi :z nc:'w :d3 en

br e'z r lie n r 'dgr p$ p k e'n er d e n pe.r u :ve n

beldgen t'r etnien tz 'r er 1r sw i:dr J

Exercise 3.8.

_ _ run _ Ron _ rain _ an ram _ room_ oam home_ hole _ hiu _ hall - bl bull - bell - Ben - bean(been) burn- barn / nenju I / /man/ /milknen/ /m,^nt.g/ /maqgau /
/mtntt/aut also /nar'nju tt/adi. t very meaning small) /matnas/

Exercise 3.9. /m*ndet/ or/mnndr / /mnn-/

/me'nrpj ul-ert/ /me nr p:pll

/ malnedge/ Exercise 3.1,0. spelling: strong form: 1) I V e /aw/ 2) some / stvm/ 3) and /and/ 4) for / f c '^/ 5) at / a t/ Exercise 3.11.

/nrn:sks r t/ /maunttn/ /mu:nlart/

spelling: 1.1.) is one 12) as L3) you 14) to 15) we strong form: /w*n t.z/ /ez/ / iu'^/ /tu,^/ /wit /

strong form: spelling: 6) them /en/ 7) the /i'^ / 8) are /u / 9) theyare /et^ q'l / 10) but /btt/

Mechanics I'm not surehow quickly I can learn to use this machine.It looks a bit complicated.How you say I shouldplug it in? Oh dear.That was a strange did sound.Do you think it's broken?I got a letterfrom thecompanythe otherday andtheysaid theywould definitelycome and repairwhatwas necessary. Therewere somescrewdrivers hammersundermy desk.My and father-inJawbroughtthemand I told him to put themthere.Could you hold thelight for me? No, you musthold thetop of it. Take your time,I can wait. Structural words: I'm - / am/, I can - / tken/ (In this exercise, transcribe weak forms withoutspaces we the betweenwords in order to make their transcriptionmore realistic. We will extendthis practice l a t e rin Se c ti o n 5 .) ,o - / t e/, a- / e/ , y o u- / j el,Ishould/tr \ed/,w asa - /w ez e/,do t you- /dej e/,a- /a/,from the- /freme/,and- /en/, would- /wed/(Wecanso expecttohearthiswordincontraction:they,d-/erd/),and - /end/(/d/ of andis sometimesmore reluctantto disappearbefore a vowel or an approximant,but nobodyrely says/rokendreul/.), was - /wez/,there weresome- /ewesom /, and- / en/, my / me / , th e m / a m/, and- /end / , him - / t m/,to - /te/ ; t he m -/ e m / , c o uldy o u-/k edja/, fo r- / f e/,youmust - / jer 'es/,of - /ev/(In additionto its weak form, theword o/is interesting yet another for eason. letter Its repeseots /v/.T\is /v/ sometimeschangesinto /f/.usulyasaresultof regressive assimilationof voicing.),your - / ja/,I can - / l'ken/ . 79

IPA-Based.Transcriptionfor Czech Studentsof English

Exercise 3.12. it 1. could-weak /ked/, you*weak / ja/, do-strong /dul / because is afullverb here,not relative. it here,not an auxiliary,that_ strong/at/ because is demonstrative 2. your - weak / ia / , for * weak /fel, pronouns 3. do -weak /de/,you-weak / ja/,to -weak /ta/,her-weak / e/ becatse like him, her, us, and them (and recently even he and she) are not felt as syntactically strandedwhen they occur at the end of a sentence. 4. can-weak /kan/, at-weak /at/ 5. but-weak /bet/,you-weak / ie/,can-weak /ken/,her-weak /he/ 6. him-weak /tm/ or /em/,to-weak /te/,some-weak /sem/ _weak /a/,was -weak /wez/,a_weak / e /,therc- strong ee/ because, / 7. there unlike the initial one, this one is demonstrative with not,tbe verb staysstrong' 8. don't- strong /deunt/ becauseif thereis a contraction against emphass thereis a contrastive you_weak / Je/,must - strong/mlst/ because should,but - weak /bet/, you / jel, should- strong / Svd/ contrastiveemphasisto must. it 9. arc _ weak /a/,you- weak / je/, at - strong/at/ because is syntacticlystranded position in a sentence-final _ weak /hr-/ ,but strongform could be usedin emotionalste, as - weak / ez/ 10.he Exercise 3.13. O) Gr oup3(O '' G ro up2(o . O o) G r o u p l ( r o . O1 'r gglend en'w er lz 'wert o je 'apgr r *; kenjadges ,w ot de j e 'Or pk . k leuz k en je 'tel em e r o so m 'sr lr bet 'nar s rn e 'klo:sr un**) o 'rpk xz 'gIv on o 'br er k ez e 'di:nen e m dt3 e s t e 'dwc : f . geuld 'p3:p+ o 'blak e nes br JeI w r 'q:sk em *) Grammaticalwords may be pronouncedmore explicitly in either careful, slow speech,or undera speci emphasis. **;' klcr: srum is alsopronounced ' kl<r: sru : n. This doesnot affectthestress pattern. as Exercise 3.L4. This is cted two.level anysis. in are stresses oftendisregarded re speech. Secondary a O (alsofrarder: This . . . rrn frardr et Ori: is a parallel to strongand weak forms of structur words. The samespeakermight say kam pn fr ar dr nc:nr p/) / a r l d u l rt nn frarder/a nd/ ar 1 f r e n h q : f pc :s t r n e l e r tq l f t e'nu: n ert . o O . o O . O o o

a. O . . . k e n g e u a : ft enrdnart in (The fust syllablein after is strong,but not stressed this particularenvironment.) . a o a . tju: zderz en 0s tzder:z r twe z e l a vlrwi:k 'end b e te e n sat edrllnt s o o o o . . 80 O o . o . o O o

Answer Key

Exercise 3.15. Actions speaklouderthanwords. Text: 1.. 2. Where thereis a will thereis a way. 3. Rome was not built in one day.

4. Don't put all youeggsin one basket. 5. An eyefor an eye anda toothfor a tooth. 6. It takestwo to make a quarrel. 7. She thinks that all that glitters is gold.

Transcription: 1.. / a k $ e n z sp : k laude en ws zd z/ 2. /wea eze wr1 | eze wer./ 3. /reum waz nlrt brlt rn wlrn det/ 4 . / d e u n t p u t c : I ier egz rn wn n bcr :skr t/ 5 . / a n a n fa r en ar I end e t ulO fer e tu:O / 6. / t t te r k s tu: I t e m erk a k w pr el/ 7. / St 0 r p k s | et c :l et glrt ez I tz geuld/ Exercise 3.1. for Ask Miss Fox to xeoxthesedocuments me. Bob was excitedand so was his ex-wife Xena. The taxi-driver said he expectedthe accident.(not axident) to They weretoo exhausted listen to his jokes. Xavier is extremelyextravagant. Exercise 3.17. ..ti l n/ /= ffi ks /:rg, za # tr-l r'br$p/, /, " ffi /l:ks't!e-nd3 s/ 't /Wr S doks/ -+ + + -' -..' ,t,^n/ ,/srks / rg' zaktl-t/ /, eksr'br$p/ /rks't!ernd3 /parednks/ The firstvowel is|ax /-/. [c] is an IPAsynbol for Czech [ ]. syllableisnotstressed,hence/ks/. The second / T\efinal'e'of achangeissilent. The typicalpatternof words with the old Greekprefix 'paral is /pra/ or /pe' ra/. The second syllableis stressed. z ar lefeun z@rl'0rpr z : ne ' feubje (orZerro..) z i:npn

-+ /-g'zrstens/ rstens/ /- ffi Exercise 3.18. t e k stb u k rg'zo t rk eksrerz (oreks'rerz; :rg'zadl3erert hek' segen} alrg ' zq l ndre ekselent 'ner T "g, , zalmr tp

Exercise 3.19. t . t r a r to fa rnd s en t arn I t e 1r s4 te r s r r ' lakst9 nj ulzr k ? . t el e tr u :O Iend deunt nerk sr l: r k'skj u,^sTz nekst tar n but The wordexcuse pronouncted is /r.k'skju: s/as a noun, /rk'skju'^z/as a verb. pfe 3. A m o 'f r e r d I ar k o : nt ek 's ept j er r ks'klu:sr v 4. s n m p i : p } lrv rn la k $ err I l' . ez 1r v r n aq,zaletr , Anxiety can also be pronounced /aug zat.et/. The adjectiveis aruious /aok$es/. 5. rt I.z a 'proksrmetlr srks Oauzpd ma-Lz ren hre 6. e r e r a l e k eeles l e'baut ee tpksr k ne'tr er elz Careless is pronounced speakers. /keel r s / by conservative 81

of IPA-BasedTranscription CzechStudents English for Exercise 3.20. mosquito /skwi '.2 a blrrdOs : str ne ' ski '^teu/ 1. sqeeze bloodthirsty a squirrel skw- ral/ In isolationor at 2. catcha quick-witted l\ffit e kwrkwrtrd is on the end of a syntacticunit, quick-witted stressed its secondpart /kwrk'wrtrd/. Find explanationof this behaviourin your textbookof phonetic. equipment r 'kwrpnent/ 3. quiteinadequate /kwart rn'adrkwet 4. acquire someunique liquor 1e'kware sen ju: 'ni:k lrke/ 5. quarrelsome stringquartet /kwnrelsen strrp kwc r ' tet / , 6. long sequence quotations /Inp s : kwens ef kwou tet.\ryz/ (/v / n of of can lose its lenis character, become/ f / if followed by a fortis sound.) and 7. quietandfriendlyquadruped /kwaret on frendlkwodruped/ 8. qualifyinto an earthquake squad/kwpkfar rntu on 3:0kwerk skwpd/ Exercise 3.21.. You canbe extremely inquisitive You can act at somebody's request. You can takepartin a quiz. You can ask a directquestion. You can make a polite ioqoiry. Exercise 3.22. ,1 i* /k ffi iul / /l ffi kwrd/ /ffi kwerte/ /an ti:k ffi/ / b m f f 'ti :k / + + -+ -* -' /kjut / /lrkwrd/ /r 'kwerte/ /an,tlk/ / bu: 't i:k / (See3.4.5. /n/ before/k/ .) on /tn 'kwrzetlv/ /rr'kwest/ /kwrz/ /kwest $en/ (also/dar ' rekt kwest $enl) /rn Ikwar err/ One of thefew exceptions where'q.,'is not /kw/. The fust vowel s\ax/t/ . syllable. The stress falls on thesecond ,.que,gsves Word-final /k/. Thefir stvow elisclosebackr ounded/. /u'^ resk/ Ashessedsyllable cannotcontain a/. /

/prktJe' r ffi sk/- /prktle' Exercise 3.23. 1. aglassofsparHingchampagne e glals ev sporklrp tan'pern 2. chocolate cakewith whippedceam t $oklet ke-k I wr wrpt kri : n 3. cholesterol yourblood in ke' Iesterpl rn je blad 4. old andsmellycottage cheese euld end smelr kntrdg t Ji : z 5. watennelons,peachesandcherries wc:tenelenz I pJ-:t$rz I en t$errz 6. a new imaginativechef a n j u : I r ' m a d g r n e t rv S e f 7. deepfrozenFrench&ies d:p frauzen frentt frarz 8. chickensoupwith noodles t t rkp su : p w r n u , . I z Exercise 3.24. ttr n p o n 'z i: ttanpien t$ a n | b a tte l e

ttirf

kr-smes (without /t/) kplere e 'k r 1 i : z stnnakerk karrkte

teuvrnrzn n e ' J ir n $ande'1re $ rve lr r $ r ' ko : g e u

only exceptionally / tl /

82

Answer Key

Exercise 3.25. 1". Chameleon/ke ' ni : I j an/ - canchange coloursof its body 2. ostrch /pstrrt S/ - canrrn very fast but cannotfly 3. Chords / kc '^ / - combinationsof tones that soundtogether(/ v / in of c,anlose its dz voicing and its lenis character,and become / f / rf followed by a fortis sound.) 4. Orchestra/ c'.kestre/- a largegoup of musicianswho play together 5. Chemotherapy ,ki:mou'0erepr/can helppeoplewith serious diseases / 6. Monarchy /monekr./ - an outdated systemof government 7. Chatet/ Salot/ - a largewoodenhousein themountains 8. Chorus/kl,^ ros/- sungsever timesduringa song 9. Hypochondriac/ha-peu 'kpndrrak/- constantly thinkshe is or will be ill 10.orchid / c:kr/ - a plantwith unusu flowers 11.V/atch /wpt $/- a sml instrument which showsthe time 12.Echo / ekav / - can repeatyour words Exercise 326. ProfessorProctor'sprognosisprovedright. Quick promotionin your professionis highly probable. Any kind of pro-American propaganda prohibited. (also/preu'hrbrtrd/ was ) in of canlose its voicing and its lenis characterif followed by a fortis sound. lvl Similarly, was could be heardas /wes/ in this sentence. High proportionof theirproductsis not properlytested. The princesswas proudof her peculiarpronunciation. The Prime Minister proposedprompt privatization. The ban on prostitution provokedbitterprotests. Note: Some of thesesentences would most likely be uttered a carefulformal style.For in this reason, wordsyour andtheir arc transcribed their strongform. in Exercise 3.27. pr e u fa r l pro blen ( no teu!) pr e'tekJp prougnan profrtebl pro'vard p r e u ti : n prpv rns pr o'feJen! preunaun pro t es t ent pr o'kofj ef Exercise 328. f cl k l z r y z laud kaplz pc r b s r b e n dabl nc:t Exercise 3.29. I c: f rp l p r e I o,s t rer l j e n f clne n c: t r d c : te kc: $a s d a r n e s c: praud aut 's ard ez pr:ves trlb} je ra und naue tltt pc iz e graund e'r aund e haus kaunt krrntrrz suivo'nr .oz fe tuer r sts saund gv o fauntrn ]- c: deter r e 'plc : z e kciz ov d3c:ndr s kphfr aue end sauekr aut tc l t e'baut saudr e ' r er bje

In o s c : no dpk t e faus t s fc:lt hc : nt rd ne'rrtes s ps rd3 w- s c: s

83

IPA-BasedTranscption CzechStudents English of for Exercise 330. nj ue ' roledgr*;

x) /ua /befote / r / soundsvery much like plain /u / nmodern English. The second elementof the diphthongis extremely weak in this position.It is actuallymeretransient. fuom/u / to / r / and its statusin phonemictranscription ratherquestionable. is Exercise 33L.
The textcontains30 instances the digraphsbu ', bu'or 'eu'.Notice how theymanifest spokenlanguage. of in

njuo' rous r s * ), s u :deu ' s ar o n s ju: nek njue 'rotr k * y j u : ke , 1 r p t e s , s u :deu 't i l t t e nju: tre l ,s u ;deu -n t o , 1 e kt $ u e l j u : f e n r z e n

su : denrm (orsju: )

j uerep*;

zJu: s p e : sj u : s 0 : sj u ls p ro u ' n : O j u l s

Aunt Paula is a toughlady. Her zodiac sign is Taurus.Yesterdayshewas in a stateof euphoria. 'Eureka! ' she shoutedbecauseshe caughta mousewith her barehands.She works in the pharmaceuticindustry and would like to push the boundariesof knowledge.She dreamsof the curefor rheumatism, leukemia,and pneumonia. a girl shewantedto be an As astronaut, sheclimbed Mount Everestwhen shewas fourteen.In autumnof the same and yearshemadea journey to Mauritania.Her favouriteweaponwas a semiautomatic rifle and shebroughta lot of diamondsback home.She can swim twentynautcalmiles in rough weather without stopping. one nauticalmile is 1852metres(tbousand).

Exercise332. Gr o u pLl i z / rn 'k r i : s di l n kri :m s i:z n Exercise333.

Group2 /e/ plege sweto bres t meSo

Group /s'. / 3 p s: I

ss:t t
hs:d

S: I:

Group4 /r.e/ b- ed ar 'dr el r r al nr elr

peace health earn

Somewordshavemorethanone antonym. suggest following solution: We the + courage /kttrcd3/ fear heavy * ligbt /Lart/ + poverty /povett/ wealth -' alive / e' Lanv / dead
+ war .-' disease lose /wc,. / /l', zzz/ /Lutz/ near weak neat
+

--' strong/stroq/ -- untidy /rrn'tardr/

far

/ fq,: /

Exercise 3.34. 1. /h-z antr'nju:kl:e gro woz dredf|/ occasionally,wecanhear theprefix anti- pronounced /entar,/, which is also accepted standard. as as 2 . / q': ft e e dr, fi:t l e lilde had e br er kd'aun/ 3 . / je t ed li:v e d3e1es fr L,^k/ 4. /au jee I nn redr te swee,/ 5. /wan dez rergen l wee auz sni l kaz/ Exercise 3.35. One of thepossiblesolutionsis: f . island silents 7. half silent J 2. cousin silent i 8. love silent e 3. talk silent l 9. ballet silent 4. home silent e t0. whistle silent I (and e) 5. autumn silentz 11.bottle silents 6. castle silent(and e) I2.beart silent r 84

AnswerKey Exercise 336.

1.C, 2.8, 3.C, 4.C,5.8,

6.A, 7.A, 8.B.

Exercise 337. 1,./Len/ /keum/ /bpm/ - silentb'. (Also notice /keumtu/, /kaumd/ etc.,and

hauetuiah t?i)),,, ard z./ale/ (or/a' Lq,.^ / itStT'Y;'T:i"-'.;*' /) /hane

without silenth'.) the written are sometimes 1'. 3. /fc:kne/ lheumz/ /Lr,nken/ - silent words.) err learners seldom in these 4. /nplrd1/ /natf / /nL::/ - silentk'. (Czech t'. also 5. /ofry/ (sometimes /often/) /bu'ker/ /krrsmes/ - silent

oftensay /qi,nswa/ inconect.) 6. /roq/ /ra-t/ /a,^nse/ - silent\,,.(Cz.learners 7. /et/ /davt/ /sttt|/ - silentb'. , rc:'', (Hurrayseems be morecolmonnowadays.) /onr'st/ / greren/. sil. h'. to 8. /he / Exercise 338. desgrt. posslble,pqsition,poster,pargsite,pgrsuit diplgmatic,dreadful,dynAmite,decimal, Exercise 3.39. apartment,necesslty,danprsgs, dinqsaur, asylgm,bonus,Harvgrd, famous,Ic4rys, basement,calamlty, devastation,semolino,luxuriqgs, chorys, banana,diqgreement, gravlty, BarcelonA,oppqrtunlty Exercise 3.40. L) word-final'-tts'/ es / as in bonus/beunas /, Icarus / r'ker es /, andchorus/kc'^res/ 2) sutrix '-ous' / es / as in dangerous/ detndgeres/ , famous/f ermes/ , andluxurious / L ttg 'g u e r i e s / 3)word-final'-ity'/etr/ asinnecessity /ne'sesetr/,calamity /ke'lamett/,and preserv / ttr. /) pronunciation es gravity /gravet r / (eventhot'gh conservative 4) unstressed suffix ,_ment, mont / as napartment/ e ' po : tnen t / , basement / /be r snen t /, anddisagreementdt se' gr i : ment / / Exercise 3.41. G r o u p . : Group2: Group3: , pc : t s ek ' s es se sllno srrbsrkwent S uge s u: pes t a l se'plar se , steln se,d3est sadplr sabtartl safe sa:dgen su:r z su'pr er ie

Exercise 3.42. him. t. Superman was suprisedwhen theysurrounded wez s o 'prarzd I wen er se'r aundr d r nl / su , ^ p o l n a n , z. The sultanwas thesupeme rulerof thesociety./ se. sarotr/, or /se sa. etr/ / e sa l te n I wez e s u'pr:n r u:Ie ov o se'sar etl/ 3. Susanwould rathercommit suicide than surrender. /s u : z n we d rq: e k e. nrt s u:r sar d | en se'r ende/ 4. I supposethereis a sufficientnumberof suitablestrategies. nr r mbeef su:teb} str ated3r z/ / a t. se 'p e o z | eze s e'frt pt 5. The survivingsoldiersbecamesuspicious. . k er n se'spr ! esl ,/ e se 'v a tv t p s euld5 ez br 85

IPA-BasedTranscriptian CzechSndentsof English for Exercise 3.43. Remember word lna| e/ can easilycreatethe illusion of / */.If you want to sound that / natur, try to avoid too much loudnessand opennessin your word fin schwas.

1,.sehq brer rn beldgen 2 . e w e st ev r u 'n et n g 3 . hple de r r n ,g$ r c r :t e'n q:le 4. rernfirrrsts rn bre'zr1 5. stadrr4 brznrs rn d3o'pan 6. dgs:rnonr end rts nerbez

7. w ar ldlar f pa:ks r n kenje 8. snweor rn pstria 9. sr tJu'er ST r n ss:bie 10. e jr er r n lr 'str er lie 1.1". kapr t} ev pe'r u: e 12. tr evelr g te t$ar na

Be carefulwith Guinea /g-nt /. Also, noticethatKenya is transcribed /kenje/ while as for example Australiaas /p 'strerle /. / j / in Kenyameanstbat/njel is ways pronounced one syllable./ i/ inAustralia suggests as that/Lie / can be pronounced two as syllables. Transcriptions /p'strerlffie/, /p'strerlffie/, like or /p'strerlffie/ all count,but theyarebasedon slightly differentpresumptions. Exercise 3.44. 1. k en 'dn k t e k en 'sn lt ke n ' t $ s: t e u kpntreband Z. e't t i l v e'k a u n t e n t ek,Sen e'ku: str k

3. 4. 5. 6.

ken'pee ken'treul o 'h ed knnrt

knnprenarz kpnrad @ go n r kpnent

ke ' r n j u :n rke rt kp n ve ' se r $ n e ' g ri r

kem . p l t

ke n ' p j u : t e
kpnferens e'geu konplrment

In connectionwith some of the words here,we would like to attractyour attentionto the fact thattherearepairs like concreteas anadjective(esky pronounced konlvtn) /kopkri l t/, andconcreteas averb Qtuhnoilt)pronounced /keg 'kri : t/. Similarly, in derivations we can find compete /kem ' pi : t / versuscompetition /kompe ' t: $p/. Notice therole of schwain thesepairs.More aboutthis in Section4.3. Exercise 3.45. There are20 vowels in RP English. However,the systemof vowels is very changeable throughoutthe Englshspeakingworld. You may try to carry out a little experiment,which is basedon a gailresometimes playedby Czech children.They takea song,for exampleTlolka modrook,nesedvej potoka'andreplacel thevowels in it with just one vowel. The result u can be T{ilki midriiki nisidivij i pitiki'or Tlulku mudruukunusuduvuj putuku'. u In your experiment, takeabouttennaturalEnglish sentences replaceall the vowels in and themwith schwa.Presentyour sentenceto anotherperson(your informant)and seehow much he or she can understand. importantvariable in your experimentis the rhythm.If An you destroythe rhhm by replacing the origin vowels with real short and dynamically weak schwa,thecomprehension might be quitelow. If, on theotherhand,you replacethe rate original vowels with a schwa-like soundpreservingthe rhythm,you informantswill understand quitewell. Note: Peoplewant to learnto ponounce good English vowels,though,as you can see' any vowel help to communicatein English. Such communicationis, nevertheless, a -ight bit difficult and only strongcontexthelpsto recoverthemeaning.Sentences like Did you sayboatsor boots?'/ded j e se bets e bets/ arenot suitable the for abovementioned experiment. 86

Answer Key

Exercise 3.46.

/ss rf,ffir/ /bjuereffirat/

-+/ss:vet./ / ss,^v,i/ /sffimstens/ -+/ss:kemstens/ /bs:$fnrqem/ -+/bs:mrpen/ ' lffiUzs :vetrr/ -+/eb' zs:vatr-/ Usffitrfrket/ -+/se'trfrket/ /ts :m e'n o l f o t r r - + ts : n e ' n p l ed g / / /

-+/sgtf-s/ -+/bjuerekrat/

/ffi'k3T/

/sffis:b/ /hs tbmt/ /bstslm/ /ns:sffi/

/sffiern/

/hffiwsrkl

-+/heunws'.k/ +/ss : ner n/ -+/srrbe : b/ -+/hs tbl/ -+/be:gle/ - +/nsts/ - >/s'ka'^/

Exercise 3.47. p 3 : p+ s k s :t f s rnrt J e s:1r lsln hs:t s : 0 f s: fs : fee s s :k | ns : v os hcr :t r-e rr_ n ms : tte n t bs :n dgs :m o nr dgs:nr vs : t rk l s sl t+ lr prr'fs: s r'ran-k Exercise 3.48. 1.&

w s:d w 3:m w ctm hs ld fs:n 3 tn tsln ds:tr bs:st

2.8, 3.C, 4.A, 5.A, 6.C, 7.8, g.A.

Exercise 3.49. 1. This all happened the wild and raggedWest a long time ago. in / t, s c : l h r epend rn e warld end r agr d w est lelop tar n e'geu/ 2. The banditsshoweda very positiveattitude alcohol. to / e b a n d r ts Jeud o v erl po zrtr v atr tj uld I te alkehpl/ 3. Old Shatterhand clappedhis handsrapidly and collapsed. /euld Jetehand klept hrz handz raprdlr I end ke'rapst/ 4. The enemyplannedto attackour transport with platinum. e n o m l p land t u e, t ek o : tr enspc:t w r O pletr nem/ /r 5. The riders were affraid to camp in the Grand Canyon. /e rardez wer e'frerd te kemp rn e grand kanjen/ 6. Their captainclaimedthathe'dlost his jacket in thebattlefield. / e a k e p tr n k lerm d | et hi:d lr r st r z d3ekr t r n e bet+fi,^Ld/ Exercise 3.50. pq rntri r d.ragenflar so'vano kaktes paret ke'neerr rabrt ben'bu: rende baskevrl del 'nerlp swtcn mezon alrgerte k**l (czech childrenoftensay /ke-nl/ inconectly.) se ' hc: re sendstc : n beterrhenz kaprrkc:n vanpare bat se' fqlrr pc:k dend.rlaren Exercise 3.51. L. Mexiko 5. tango 9. hollow 1,3. follow 2. Idaho 6. swallow L0. borrow 14. arrow 3. buffalo 7. hero 1,1. elbow 1,5. bow 4. stereo 8. cargo 12.shallow 16.toe Exercise 3.52. 1. hapeuve 4. hnreskeup 7. ,hr pekr atr k 'euO 2. efreu 5. dgeuk 8. , r npr e'sq: r ieu 3. , a r v o r r 'k eus t 6 . m nteu 9. ouzeun

of Transcription CzechStudents English IPA-Based for Exercise 3.53. , r leude3 e, nt ereu s a u O de'k eut e e 'st eunje

elde'r cldeu kw eu'vq:dts ,kw c:z t'neudeu

li:e.no:deu fr ger eu r eunieu

Exercise 3.54. 1. My youngersisterwas drawingmonkeys. /mat jn4ge srste wez drc: 16 n'rpkrz/ 2. My uncleis hiding in thejungle. rz hardrp rn e d5^pg}/ /ma^0k+singer is touring England. 3. My favourite /man fervret sr6sr rs tuerrq r4glend/ (/tz/ isassimilatedto See of /ts/ dueto theinfluence the /t/ of.touring. Section5.3.) 4. My donkey is eatingchunks of bread. /mar. dopkr tz i:trp ttapks ev bred/ advisoris sleepingagain. 5. My incompetent / m a - rn'k o npet ent ed'var z e r s s1i:pr q e'gen/ (16'konpeten t is also possible,but it is typicalfor inform speechstyles./-z/ is assimilatedto /.s/ due to theinfluenceof the /s/ of.sleeping.) Exercise 3.55. trt5 1n5z h ape sppz Exercise 3.56. pepgwrn frpgeprrnt brpgeu frt m a pg e k p 0 g ou s r 0 e 'p cl h p B 'k p B hnpgerr b a p g I e 'd e S n D D 'g eu 1 j e 0 'g eu 1 o rr4kfz na6k hapketti:f d3alkSen , rnkog'ni: teu rn'karrdg ken'kl- ulsr v r n'kleuz

K'in spelling. Thereis sometimes Americansponounce nthisword. /g/ Alsopr onouncedas/hr r ggl.r /.

Exercise 3.57. 1.Ourthororrqb research weatheris currentlyfocusedon thunderstorms./Oandestctmz/ of 2.You don'thaveto be a mathematician this simple arithmetic.,/nre0ene' tr tp/ for 3.Hefinishedhis authentic doctor thesisonly undera threatof sanctions. /0i l srs/ 4.Thetherapist gathered lot of worthlessevidencefor his theory./wsi,0les/ a 5.Shediscovered reliablemethodof testingthe quity of leather./ne9ed/ a 6.Thethinkerpresented someremarkable thoughts birth and death./ 0c; ts / on z.A disappointed linguistbecamea successfulauthorof thrillers./9r-Lez/ 8.Thewarmthof your feelingswill be measured / with a precisethermometer. 0a' nnmrte/ Exercise 3.58. L. teeth /ti:g/,2. mouth /maul/,3.thlgh /0a-/,4. thumb /0l.o,/,5.throatl9reut/

88

Answer Key

Exercise 3.59.
i#

1. stropffi snel ev me0enPl 2. 1a:d3 anffirl nre e po:O 3. vrzrtrd bar Orrftr ffiit.t"

---' + +

4. e tru:e ffie 0auzend.z *

5. pa0e'lodgrk|

Oarrcrd glffind

stro6 smel ev neOenpl Io:d3 anthrl n-e e po:O vrzrtrd bar Orrftr 9L;vz ---) e tru:O ws:0 9auzendz pa0e' lodgrk| Oarrcrd gland ->
_> + .+ en :gI w r 'aut fe ez In sTnpe0r w r cr :0e sleu r r em ov j e br eO

6. en i:g} mvraut feaz wr qlOe 7. "-*pffiOr je trffie -'' 8. sleu rrem ov

Exercise 3.60. 2.A (Thereis actuallya word which is spelledbass and pronounced 1.C 5.C 3.A 4.A /}rr;s/but it is not a musicalbass,it is a fish.) 7.B 8.C 9.A 10.C 11.8 tZ.B 6.8 (/ c/ is not an Englishphoneme.) Exercise 3.61. on All thewords in Ex. 1 were stressed the first syllable.The words in this on exerciseare stressed otherthanfirst syllables.1.B 2.8 3.C 4.A 5.C but 6.A 7.A 8.B (Primaryform is with final-syllablestress, the stresscan 1,2.4 easilymoveforward.)9.B 10.8 1I.A(/ c/ is notanEnglishphoneme.) Exercise 3.62. 4. ,a1fBreu'merou L. ne' ggSrz 3. !evrelffi 2. kadrl$k p i u; gt # 6 . ffi et 7 . =ffi'zu:k r 8 . r gneu 9.vi:'dtr $blju: 5. ps r 5ffi.:l L0.volvffi

Exercise 3.63. 2. Jerusalem/ dSe ' ru: selem/ L. Towerof Babel /tauer ev berbl / 4. Warsaw /wctsc'^/ 3. Uranus /juerenes/or / ju' retnes/ 5. Jericho/dgerrkeu/ 6. Japan/d3a 'pan/ 7. Persia/ps;Se/ 8. Geneva 9. Chile /tSr.It/ 10.Utah / juttqt / /dge 'ni:vel Exercise 3.64. 1. communication/ke, mju:nr'ker$n/ 2. condition /ken ' dr Jr,r/ 3. contradiction / , kontre'd-ktp/ 4. organization / ,c'^gonar'zex\ry/ 5. reduction /rr 'dnktp/ 6. r e g e n e r a tio n /rr , dgene'rer$ n / 7. reservation / ,reze 've- tn/ 8. collision /ke'It3ry/ 9. conclusion /ken 'k1u 'tS+/ 10.confusion /kan' fju'.5+/ 11.decision /dx'sr3ry/ 12.occasion / a'ker,3ry/ 13.intr usion /r n'tr u tST/ 14.revision / r-' vr3r,t/

Exercise 3.65. Group 1,:situation srt$u' er tr,r/,permission / /pe' mr Sp/, competition ,/ , knnpe'trJp,/, function /fapk$p/, introduction,rntre'dak$p/. / l,etterstrings '-tion' and'-ssion'arepronounced Sp/. tn connection with this, / we shouldmentionthatthereis so the group ,_xion,, which in American orthography spelled'-ctian',e.g.reflexi.onvs. is reflection. Group 2: television /tela'vr3ry/, illusion/t' LuiS+/, erosion/r' rau3ry/,

IPA-BasedTranscription CzechStudenls English of for invasion/ r.n' vet3ry/ .The goup '-sion'ispronounced 34/ if thepreceding / letteris vocic (i.e. b', 'e',l', b', or 'u). otherwise,for exampleversionis usually pronounced vs'^Sp/and lessoftenas / vs t SI/ . It is because theinfluence of / of theunderlying/ r / .For the sameTeason' excursionsquiteoftenpronouced by /rks 'ks : $1/ andlessoftenas /rks 'ks r gpl. Similar effcctis caused othersonorants, which, unlike / t / , arerepresented the surfacefonns. It is for in example /n/ incomprehension ,komprr'hen$p/ and/L/ncompulsion / pronounced /kam ' paltr,r/. Theseareneve with / 3+/ . Group 3: question /kwest Sry/,suggestion se' dgest Sry/,digestion / dat ' dgest Sp/or /dr ' dgest S+/. '-stion'is pronounced tp/. / /st Group 4: region/ rild3+/ , religion /rr ' 1rd5ry/ . ,-gion,pronounced / 3ry/ . Exercise 3.66. Standardization , standadat'zet\n/ is not always(alsoc l lwerz ) oppression / / e 'p r e J p / Language a wonderful is means communication , nju:nr'kertq/. However, of /ke . sr5n/ if you takea decsion /dr to useit, think first of how to say thingsclearly.Careful pronunciation /pra, n^nsr'erJn,/ is an expression (o/is /rk'spreS4r/ of pohteness. pronounced ef /in this positionbecause the influenceof thefollowing voiceless /p/in / of politeness). Certainpeopleoccasionally/ a'ketSnaLt/ try to assertthemselves by bastardization ,bo,l stedar ' zet"\T / of theirspeech. / This creates unpleasant confusion ' fju I 3r,t/on thepartof thelistener /ken (alsolrsne ). As a result, communication the ' ker S+/ is defective. /ke , mju: nr Unfortunately, consequent the frustration orer / f rJst urgeon the part of poor speakers (alsopc : , cf. Sp/ leadsto evengreater 2.I.2.) to assert themselves. We aremeantto be differentbut we shouldn't to expressour (See5.2. for explanation try of / r / n our.) tndividualityat the expense enjoyable of interaction/ tnta' rakJ n/with others. little consideration A (See5.2.for /ken , srda ' rer $n/of thestandard manner explanation / r /in manner.) speaking of of will certainlynot make you dull and uniform. Only thepeopleyou meetwill be happierto seeyou. Exercise3.67. Notice thattheprefixesbeharre differentlydepending lle stressplacement. on 1 '. c : te k rffit t o n* gmr ,c:teosff'd3estJn {: j!i!;nii&t !+. 4 : c: 'clte ba- 'og.ffifr

2. ju:nr' rffi ' jffi"r,vs:sl ju:nr#fc''"ti ju:nr's"jul" 3. r"'n$t"nos rJ'*og"rfi=i ,oon.Jkrt{" rffinop.iar'zerJn
4, bat .seffiuel
Bxercise 3.8. oksrdgen hardred3en nartredgen kalsiem / sar.kl-tst / .

bff$ an3uel

baI ' r-pe*i

b6;sck1-st, butwe say

k lc : ri: n flc : ri:n or fluer i:n aredi: n ns :k juo r r

,kq:ben dar 'pksar d , nar tr - k'esr d , sr r lfj uer r k'asr d , tr ar nar tr eu ' toljui

rn

90

AnswerKey Exercise 3.69. Thereae morepossiblecombinations thegiven morphemes of (e.g.geometry, geology and, geography),but the solution to this task is as follows: Group1.combines with ColumnD nptrks . eereudat 'namlks : s' Oetrks Gr. 2 combines Col. C "* Ieksr 'kogrefr with krrste'logrefr euso'nogrefr Gr. 3 combines col. A -- fr' loredgr with fe'noredgr op'koledgr pmetrr Gr. 4 combines with col. B -* c r dr ' d3r ' nmetrr seusr 'pmetrr Exercise 3.70. The word scientistcan be pronounced /saentrst/ andstill soundacceptable. astronomere' st rpn eme mathemati /, meOeme't r J n/, psychologist / /, cian /sa- 'koledgrst/, acoustician ,alku 'strJn/, geographer / /d3r 'ogrefe/, microbiologist ,markreubar 'oledgrst/, phonetician / ,trt4/, physicist / , feune / r.zxs;'stu,,economist 'krrnemrst/ /r Exercise 3.7L.

eI'vi:ele nerzl kavat vi:len

rrdg

hc:d palet ju: vj e1e farrpks epr'glotrs

lerrpks
vaukl feuldz

glotrs t r o ' k l e r ' so feges Figure 7.L. Key to the exercise Exercise 3.72. |abia|/Letbiel-/,bilabi /ban,1erbiel/,dental /d,ent},/,labiolingual/'lelbieu,hpgwal/, palatal/paLetl/, apical/ap-kl/- butthetip of thetongueis apex /erpeks/, uvular /ju:vjela/ - ina non-rhotic accent sounds sameas uvuh, laminal/iram.nl/, the pharyngeal, faren'd3i l ell, dorsal / /czsL/,ve|at /vLlLa/,velic /v lLxk/

Exercise 3.73.

8.8 Exercise3.74. 1. fl'rd (Actually,it is /flud /inthe northof England.), 2. blrrd 3. breutJ g. hrkap 4. jot 5. berr 6. Lu':z 7. greus ( This wordis alsospelt hiccup,which might disqualifyit from thefamily of exceptional words.) 9. tembe 10.hart (Batweighr /wert / .) Lr. gerdg 1,2. is meuv 13.reped 14.rened (But you may remember from 3.4.4.that Leonardo is / Li ,^ ' nc : de u / .) e 9l

l.C

2.8

3.A

4.A

5.C

6.A

7.8

IPA-Based Transcription CzechStudents English of for Exercise 3.75.

1 '. Lef , t eno nt / o /ILl: 'tenent/ 2. /ks,.n!/ / 3. /Lesta/ 4. /gLoste/ 5. /wuste/

Exercise 4.1. Final sibilantsof thesewords do not follow theprogressive assimilationrules: Joyce,rice, waitress,goose,case,chaos,class,mouse,address, toss,nose,race, raise,his, hiss, choice,noise,house,voice, actress. The sibilants in other words representplural noun endings,3rd singular verb endingsor possessive caseendings. Exercise 4.2. A. wc'^Iz wplrts wedrpz ws:dz werz B. werts werz wlrrz wc'^nz wrlrz C . w endrz wrljem z wc lltez w r nr z w udr z Exercise4.3. r k 'sp e k t s Let ez d r se 'plaz et wa ns r i , ^ d z m a go , zinz katlr'z o trern pa I sIz e sc : lt (sometimes solt) also Exercise 4.4. dgc-z bcrfrendz r r tJ e dz a r'drez * ) p i r ts prpblo m z n-s dodgrz far.Iz b c r : b r ez k leuz *) Americanpronunciation an, dlez/ / e gests - ntr e'djfnnr pr kt$ez uislz r clz r r ndelar nz nju: w s:dz kla$rz wr evrlw^r.l heups fe beto fju : t te

salrvenz Legz m q : ks sm a r lz r4 g rrd z d r i: m z t t a ks s: . d ilz so ' n q : n O e z se n sr z

is not considered standard RP. in

Exercise 4.5. L . r e u m e 'n es k t Js :t lrz 2 . goO r k w r ndeuz 3. r e'ner sons sknlptJez (theword Renaissance manypronunciation has alternatives) 4. be ' rnk (alsobe ' reuk ) p e r n tr p z palr s- z 5 . v rk 't c : rien 6. cr :tnul'vou deke'r er Jnz Exercise 4.6. GroupL: Group2: G r o up3 : Exercise 4.7. L . d r q l f trd Z . a u t'1 arnd 3 . p r r 'p e ed pujt krkt heupt helpt eupnd snarld dard lrvd k aunt rd e'vcr dr d Jautr d tnttt puld endr d

w pntr d

4 . r l es t r er t - d 5. tarpt aut 6 . dr 'z ar n d

7. prrntrd 8 . t t e kt 9. edrtrd

1,0.redvetar'zd 11. pabkSt L 2 . se ' p la r d

92

nswerKey Exercise 4.8. Practic Joke As I was walking home yesterday, was attacked/a'tatkt/ by dogs. I think it wasn't I just bad luck. I remembermy nephewx) Jeremyhad mixed /ntkst/ some chemicalsthe day before,and he had walked /wc'^kt,/ aroundthehousewith themand at one momenthe'd sprinkled /sprrUk1d/ my trouserswith one of them. He remarked /rt'mcl;kt/ something aboutan innocentaccidentbut I'm surehe'd done it on purpose.You see,the dogs watched /wptSt/ me calmly until they could smell my trousers.Then they jumped /3trmpt/ at me and reduced/rr'djulst/ my pantoonsto shreds.After that,they stopped/stppt/ and crawled /krc'^Ld/ away with apologeticlooks. When Jeremy saw me cominghomehalf undressed /an'drest/, he escaped /-'skerpt/ through back the door,so I can'task him for therecipefor hisxxl fantastic potion. *) The word nephewusedto be pronounced /nevj ul, /,batthis pronunciation dng out. is The greatmajorityof speakers nowadays /nefju: /(wells , rggr). say **7 /h-z/ changes /hts/ underthe influenceof thefollowing / f / n fantastic. to Exercise 4.9. 1. similar- similarity/srne'laretr/ (Also,notice assimilationof /tz/ to /xs/.') 2. regulat regularity reg je ' leret-/ / 3. reliable reliability /rr , lare 'brletr/ 4. probable probability /probe 'brletr/ 5. able- ability / e'br.].atx/ 6. curiouscuriosity /kjuerr 'psetr,/ 7. familiar- familiarity f e, nrlr 'aretr./ g. active_ / activity/ak'ttvetr./ 9. clear- clarity/kJ:aretr/ 10.necessary necessity /ne'sesetr/ 11.optimal- optimality /nptt 'naretr/ 12.pompous pomposity /ppm'posetr/(Make sureyoudo notsay /pon'poffietr/.) Exercise 4.10. 1. academy academic /alke 'denrk/ 2. science scientific /saren'trfrk/ 3. analysis analyic /ane 'lrtrk/ 4. system systematicx; /srste'matrk/ 5. economy economic/ i,^ke 'npnrk/ x)

If you do not want to use stem-forming suffix -at- , youcan have systenic /sls Czech, has a different meaning foomsystematic.

period- periodic/preri ,pdrk/ theme thematic /Ot,mattk/ synthesissynthetic /srn'$etrk/ isotop- isotopic/arso'toprk/ 10.geography geographic/d3i: e ,grafrk/ 6. 7. 8. g.
' t i : mrk/, which, like in

Exercise 4.11. 1. daemon daemonic /dr 'npn-k/ or / de ' mpnrk/ z. angel-angelic/an, d6ertk/ (/ er / beforeangelicis a weak formof her with a linking / r / . Seesection5.) 3. euphoria euphoric/ iv' fnr]'k/ 4. energy- energetic ene ' dgetrk/ (The word incrediblywould / be pronouneed tq ' kredebl l/ ncasu speech. alsopart3.4.5.) 5. irony . ironic / See / a-' rpnr'k/ 6. lethargy- lethargic/le ' 0a .^d3tk/ 7. apathy apathetic /ape '0etrk/ 8. apocalypseapocalyptic poke,hptrk/ /o, Exercise 4.12. l.width /wr.d1/, 2. depth/depo/, 3. strength /streqO/, 93 4.lengrh/tego/

IPA-BasedTranscription CzechStadents Englkh of for Exercise 4.13. 1 . . 'a b s a n 't l 2 . per. i: 3 . , refj u'd5ii . , l a : s e n 's i i 7 . , a npju 't : 8. r , sker Exercise 4.L4. 1'. obklad- stlait /ken'pres/ 2. chovnvst/ken'dnkt/ 3. smlouva- smrtit ,/ken.trekt,/ se 4. projekt. promtnout /pre' d5ekt/

4.r ,vakju.l 5.tr er ,ni: ,n l 1'0. a'sti: 'p: 9.,di: ter tr 5. protest protestovat /pre 'test/ 6. proces zpracnvat /preu'ses/ 7. znnam- zaztamelat t.' kc : d,/ /r 8. podeel-podezfuat /se'spekt/

Exercise 4.15. 1'.opustit- pou /dezat/ (Thereis so thenoundessert /dr, zs: t/with doubles, , grets/ (It is one of thosethatdo not which meanslalsek.) 2. zahanbit ostuda/drs pairswith stressshift.) 3. doprovot - doprovod /eskc: t/ belongto word-class 4. dovolit- povolen /pezat't/ 5. bouitse . povstakec 6. odmtnout. odpad /reb|/ /refju : s/ (Notice also thefinal consonants bothwords.A similar situationsin to use in use / iutz/ and,the / iu: s,/. Read aboutthe consequences pronunciation Section for in 6.2.) 7.litovat- ltost /rr 'gret/ 8. podrobit pedmt /sabd3rkt/ Exercise 4.16. l.C Canada Canadian /ke'nerd jan/ 2.A theatre theatric /0t,a.trtk!/ 3.B hypothesishypothetic /harpe'Oetrkl / 4.B melody- melodic/me'lrrdrk/ 5.A comedy- comedian./ke ' m : den/ (ad5.C: Even if such a word existed,it would mostprobablybe stressed thepenultimate on syllable- comedician/kpma 'drtp/.) 6.C triumph- triumphant /trat 'rrnfent/ 7.8 heretic- heretical /he ' ret:kl / 8.A telephonetelephonist /te'lefenrst/ 9.C muscle- muscular/maskj uLa/ 10.8 terror- tenorist/tererr'st/

Exercise 5.1. ProfessorBartholomew an authority mechanics, his lecturesare as dry as dust. is on but With the old gym teacherin prison, our new gym teacheris as gentleas a lamb. Christinawas a troublemaker, she looked as innocentas a dove. but With only a snackin it, my schoolbagis as ligbt as a feather. our headmaster, McGonag, is as old as thehills. Mr That particularevening,the schoolwas as silent as the stars. Our caretaker's wife is as ugly as a scarecrow. After the extensiveexamination*;,felt as weak as a baby. I *) Thesecondary often stress disappearsconnected in speech: j4 r g , z e m i'nert n+ rgzem r'ner Exercise 5.2. 1 . e 'b r r d 3 e. k ro s e' rT v o 2 . e' stoun'w c:]- br 'har nd eke' 0 :dr el . 3 . e 'k p tr d 3rne'nrdlev 'no uweo 4. e'tr : r nj c: 'go:den 5. e'gr u:pov 'b u J r z 'b a r e's t ri:m 6 . e'k rp spn e ' topev e 'hr 1 7. e , r pkw r 0 , p a r n tr i : ze ' ra undt t 8 . ' c : Imeustr n ' vr z r bl ' pc l 0 ' Or u: e 'w udz 9. e . v r l r d 3 r n e 'bju: t rfl ' v m lI 1'0. ' steunr ' r eudbr t ,w i ; n e ' tu: ' }e- ks e 94

Answer Kev

Exercise 5.3. Hitchhiking I don't find hitchhiking as attractiveas O bffiorc. A Mffias1 experiencewas a bit extraordinary. Afterx) approximatelyan hour of waiting by the side of the highway to ffi*go" a littleffian stoppedand the driver offered me a lift. There was nothinS O urSrsual at first sight but when I got into his car, I noticed numerousboxes of pills all over thffiplace. He explainedhe took a lot of foainkillqs (O before kill-)becausehe sufferedfrom frequent headaches andffiiomachaches. backaches, Toffimphaswe(A before -size)the seriousness O of the situation he took a pill from a box with a red hiangle on it anffiwalowed it. Then he openeda large bottle of ffiCoke,took a gulp and threw the half full bodeffout of the window. Apparently,A heffiOiao;itoo* x*)thatthrowingobjectsout of u *ur'bilffiegal. When he "* (A beforc .ri-) thatI was studyingthe crack in his windscreenand the remains of his wing mirror, he starteddescribing several of his recentminor ffiaccidents beforc (A ffismashed on -ci-), which he'd had becausetr#coutdn't concentrate driving. After about fifteen**x; minutes of weird conve#sation, he unexpectedlystoppedhis car in the middle of ffinowhere. He apologizedhe couldn'tffitut. Ame b Prague.AHeffiived in the field about a kilometre off the main road oana$lra to go home to have a nap. '.h"'' he disappeared ffiown a dusty trail into the fields, I thankedthe providence for saving me from Oerffipenencingone of the , .w man'srffrrnoraccrdents.
t

*)

The word after could be stressed.

**) The given stress pattern is actually not a mistake. It is a much less common alternative. ***) The word fifteen in its citation form is / x , t i l n/, but in connected speech it can change into /,f:ftln/ if itisfollowedbyastressedsyllableof anotherwordwithinthesameintonationphrase.

Exercise 5.4. 1' . wI . o . . p I4 . 'k elrfent * ; 2. e n . d a r . 'swp. Ieu. drt 3. dges . ' teu . p{r.de . ' bp. t1**) 4. ht . , z e k . Sr , r. . zI. , 1 : . g! we

5 . ' kpn. son. tr er . tp.' nek. sonts 6 . ko.'nD .po. r el. tr n. t.'seo. r . o nr 7 . so. , m^. k. ' spek. tr . dr . 'vents 8 . ' tclk. te.'bau. te.' nak. sr . dent 9 . ' ha.ve.ne.'ne.r r .ko., ne.d5u.'ker .t{r

*) Remember we areworkingwith pseudo-syllables. shouldnot be aspirated. that /k/ xx) Remember we areworkingwith pseudo-syllables. shouldnot be aspirated. that /t,/

Exercise 5.5.

1.rtrz-es'klreffieze, neuzpnje'fers | etkrn' c:0effi-z'brervI 'fe ef f i| " n's t rD q j r.ez 2.'ng l ]-r n's Ie p t] ' e u v e ffi e ' h a a d rrd, I en ' en i:' lrrst rs 'pa u ef f i ef 's p itJ : 3.e' 5a6geffirn'verde.#r ' skerpt l br , fc:ffir' Ievnet 'natt 4.an ' hs :d.e ru: neffiebautse ' 1o:nseIot I ene ,kwi :n ' ' 5.s ef f'ied n end , we n tte e 'tl e r n b e ffirn e' u 0'wt p sa t jc l 'npte'weeffieve' 6. fakt | etee,tre1effi'andeje. t fi: . lartbraun' hc ls wrlbr' nekst, ru: Ieffievje'Iand 7.aj' rardeffione I , az ,baut' tt s.heffi'ambeffi Ieffi' ' bIarnd || obvieslr tIr ' !ueffie ^''ebselu:
95

IPA-BasedTranscription CzechStudents English of for Exercise 5.6. 1. The idea of independence highly explosive. was 2. Hannah and her sisterswere diffic.ultto deal with. 3. I saw entertainers gamblers Ias Vegas. and in 4. Meredithstudieddramaandmusic at university. 5. The media intrudedin his private life. 6. Diplomatsfrom Africa objected theplan. to 7. G. B. Shaw is quotedmorethananyoneelse. 8. We areflng to Jamaicaon Wednesday. Exercise 5.7. 1 "..m e n te lT g n , s t erbl , perJen t

'drq rmoffion ' mi:dieffirntru: drd '

Effi

'heneffiend **Fp ' sc r S e n t e ' t e r n e z

ar'dreffiev

'afrrke$eb ' dgektrd ra Sf f i J c :ffirz

d3e'merkeffien

2. e' bcr6;endrz'grnrprg 3. s i :' 6 eU pn de'w c :dr eu b 7 . ' f e rs i : 6 e b ' ss : d . e t ro a vj e sr t t u 'e r Ss . kwaret1rx) 4.nu: v' swrft1I61on 8. ' stand ' fs lm1r6e ,getnsti : ' 6; 1 loiltl
'r) Transient'j'can easily occurinsidewordg especily in slow speechrate(cf. Z.1,.L.and2.1'.2).In speech fast rate,however, would probablysay I kwaet 1r ]. we

5. e 'pr oksr netlr 6on . auor ende ' h<r f : 6. npte' Iaudte' kr ar 6;euve' spr lt' nr lk

Exercise 5.8. 1,. r 'ni : dj etlrprr ' zentrde , nju I ' 1wp[Tkdeut 2 . ek en' fjulzd, parlet ' flu:1*;Tnte'klaudz 3 . r r 's i: v o s o ' s prJes 'do lk'blut'1ge[veleup *; 4. o 'wc : naut ' $u:1grno: ' vlkdS 'pond. **y 5. hu: '1*;c dedi :6p1ke 'hplrk ' drrpks : 6 . 0 reu1 , "; e's t eunet e'mad3r k,mr r e " 7. geto 'we:Oru t 1w;ontsrou ' lgouporitp ' . w c : k t ee' 8. feun | . nau1*;ende'gen

x) /dc: k ' blu : / changes stressaccordingto the rhythmof its environment. its **)wom-out stressed is /wct' naut/in isolation at theendof a tone-group. or

' haut.ebr kffin 'pnpj ule ' ' bi : rffi 'pppjele I hez' r"nrffi'vo rntrdgrz ll 'p :p l d e u n t'b ' P e j u ; ' wr e 'prezen ffiroe' t a rn n I deunt' leeeeffifelr ' bc : rrp .prouemzwr Imn ' d3enreIr ! ' ju: erdu: ,npt ' gea$ffinj o 'weI || ' enri,yln hu'wpntstebr'kffi'popjule 'kwrkkffiffi' f"ktrvk I t
Jed' lrspte',n-ar, re,kenen' de-Jnz ll

Exercise 5.9- (f[.ere aremorepossibilitieshow to say things.This is one of them.)

weter$ ed'du: Im*#nms'peJelr |'woter'suffi'.dan ||

's e ke nd I w en 'ev ej e'h av t e's p i; kt e ' p i: p l I n e r k' $ u s I

' fs:st | 'grffi'Tffiose'l-rsrtrffi,vars ll 'tet ,pi:pl I

ju rv ' gotsemfu:ffi; c: 'nau0 ll ' ' spi:k I warl'tSu:rp'frr:ffin,spi:k, laud1r ll ' 0e:d | ' trartekem'nr"rffiz 'rffir 'posebl ' 1. :nte 'krrtrsa:ffi ll

Answer Key

ffi.t'rrtl'erffi;*p-art ll 'farnerrlffi';u:sf|.
du:'npt'wo!tu 'ffiffitd'ss: t
h au 'e ve lbr'ke efl l

rfjekendr' velepj"ffiutt l, krerekte' r-strk' snel ll

tnptte'geu'tu:'

tenlrdu:'npt' ;u:ffi- 'psrfju:mz ll

m"" 'sg:tn' Irnrts l 'pi r pl n ar t ' w p n t t e ' kr 1 j u ll

fq: ll' rfjubr'kr,ffir'pnp;uleffi

7) ku---ffi'du:ebl 8) effi'kerb]z

Exercise 5.10. Pay special attention to assimlationswhich are marked as unnatural. Alt of them can be heard in elementaryCzech classroorn. This is due to thefact that Czech assimilatory rules are differentfrom theEnglish ones. Technician: Computer experts are not ways elsy de with, but computerizationl)of our lives forces2) to us to emplgy them.I'm not sure if our technicianis a typical sampleof the speciesbut I have met mant'' similar characters aroundcomputersa). First of all, he has no senseof moderation. facts), is a megalomaniac. likes eveIn he He rything T se*l numbers6). computershave the highest doablenumb"' or caut..ir, our and"periferies',. addition,l availablesoftwarepackagesfoomlo) Web must be inclu"*J. In the ded.', in our arsenal,which makes thelz)operation sy.iems fairlyl3)unstable.He believes thatif our systemsdidnt crashla) thetime,heu be ma-de all redundant. Secony, he has a commrrnication When you ask him to explain business16), Problem15). he just can'tbuild semanticallyconsistent sentences. Also, it has neveroccuied to17) tha him sentences, whetherin a dialogueor in a monologuels), should relateto one another. We usually find out later thatwhat we askedhim to explain was simplete), he somehowcouldnt but put it in plain2o) words. lastly, he greatlyoveres.timates capacitI).He's got his a .. ;'hi'sy Tq 99ite2zl lot of parttime,,, jobs which.he doeslot manage2a) do proper. He thinkslhats) proble-i u,. to our but fq'.l. to2Dsolve themand ne.oetinitlyneve pan.al, usua{;fu) solves a problemin the time he has planned28) for29)it. He keeps patronizing ordinary computer o..'. ooi ruii; ,J;; more effective than them.what a horrible, monstrouscharacter! 1) beffir'en,piu I terar 'zer!n Natural. comment abovetheexercise. See 3 2) ,tarffi | 'fc isTz Unnatur.(t shouldstay La:rvz l ,fc ,^szz/.) /, 'n"m.mgnr 3) Natur. See comment abovetheexercise. 3 4) e' raunffiem'pju '^taz unnatural. shouldstay (It /a' raundkem'pju ftez/.) 5) rffi' fakt This is naturalassimilation, the/n/ will be represented but by its labiodentallophone [6]. 'gr"rffi'nlmbe 6) Unnatur.(Itshouldstay /,grelt ,nlmbaz/.) This type of assimilation is often used by Moravian speakersof English.

9) rrferrz Natural. comment above exercise. see 3 the "fu"' 1o) 'pel*'rd5rffifren Unnatur. (Itshould / 'pakrd5rzfrem/.) stay tt1 rffi'*ldrd Nafur,butsee 3.4.5.formore aboutthistypeofassimilation 'merffi l tz; Unnatur. should /'nerksi: /.) (It stay t3) 'srstemffi'feelr Unnatur. should /'ststenz' feelr/.) (It stay t+1 drdnffi'kral Natur. comment above exercise. See 3 the 15) , Eiu: nr 'ker$ffi'Prob1en Natural. comment above exercise. ko See 3 the
97

Unnafural. (Itshould / 'arrst du:eb}/.) stay Nafur. commentabove exercise. See 2 the

IPA-Based Transcriptionfor Czech Studentsof English

16)

rk'plerffi' brznrsNatur. See comment3 abovethe exercise. 17>e 'ke :ffitu Unnatural. (It should stay/ e ' ks : dtu/.) 18) 'nonerffi Sed Unnatural. (Itshouldstay/'nonelog I ted/.) |
1e) srmp} "", 20) rffi'plern

Natur. See comment2 abovethe exercse. Natural.See comment3 abovethe exercise. 21) h;#ko'pasetr Natural.See comment2 abovethe exercise. 22\ glrffi'kwart Nafur. See comment3 abovethe exercise. 23) 'f o t ef fi ' p a : tta r m Natural.See corrment2 abovethe exercise. 24) 'n o * *'m a nrdg Natur. See comment3 abovethe exercise. 25\ 'erffiet Unnatural.(Itshouldstay/ 'O-pkset/.) 26) be ' ffi: guelr Thsis so cled coalescentassimilation.It is colmon in English. 'ferlffite 27) Unnatural.(Itshouldstay/ ' f etlzte/.) - *{r, 28) hoffi'pl@nt Natur. See comment2 abovethe exercise. 2s) 'plenffife Unnatural.(Itshouldstay/ 'plendfe/.)
30) see colment?]I above

- diphthong labiization the of /eu/ doesnotcLuse precedingconsonant 2.lt* c:1 br l dr pz l in - letter'u'in building doesnot appear the phonemic structureof the word 3. Ikw w i:n n eer r ] - /k/is labializedquite stronglywhich has to be marked ww eventhoughthe sequence looks awkward(ww,on the otherhand,is impossible) 4. I frer ef kwr*u: e1tr ] - a vowel with lip rounding easilycauselabiization can of two preceding consonants, theybelongto the same if syllable 5. Irndr' sp*iwul tebl ere] - even/p/ asa labialconsonant sounds different with lips activelyprotruding from neutralIp]. 6 . In w j * u l na nrt err j'u:nrt ] 7. Iswpwu:nfwul ov nwuld]z] - inmanyadjectives, suffix '-.fal'ispronounced the / f+/ , but in words specifyinga quantityit is always lip-rounding:f*ul]. / fuL/ with moderate I 8 . l p e , s w w erd je fo :e] 9 . I r r 'f * j " u : z bet e k leuz] 10. [e gs:1 wr g*c:d5es hee] -despitebeingfollowedby /L/ iagirlw| /w/, not be labialized,because the syllabic boundary of 1 L . [ a n 'b e ereb] s wwilt nes ev J_ar f] 1 , 2 Is w u i z anz s nerk s en k eep ge'r w ulz] . Exercise 6.2. 1 . e 'I r te 'r arv l 6 . o '0 k 'dr ar ,li'f

Exercise .1.. 1. Ite'mq:teu

d3wu:s]

1 " 1e n .u t f t j u : n ' v5 r s .'

98

nswerKey 2. ' s l 'p r 9 t'wg ' k 3. e ,b r 'f 'm s r d3 x ) 4. e n' g : } r 'tr e tn . bs 5. e ' strkt
x)

. wi'ks.I:v 7 . o 't u: 8 . o . hev r't rpr r te 9 . rt 'det ze'w i'k 10.e'bksev ' envelups

12.e'w c'tepr u'f'kut*n1 1.3.e'si'kr t'keud 1'4.,br aunbag'1ntl 15.e ,bruken 'prnte 1"6. pseb} |{u{k4p *xx) e.

Rememberthat the rules for English syllabification are differentfrom the Czech ones.The syllabic division of message /mes . tdS/ . is **) Thesyllabicdivisionis/wctt.a/.Thatiswhythewordispronounced Iwc'te]. x*x) /p/ inpossible will be shortened, are because syllableboundaries ,/pos. e. b|/ and not the in /pn. se . b]/. Seetheexplanation 6.2.

Exercise 6.3. 1.,a r d l r k 'tl k e n end. r rs 3. na I'k u k s ' k w rt . k euld

2" e.w r te,s:mz tebi:'6ut

5. 6. 7. 8.

,ret/, *) Cigaretteis usuallypronounced but therhhm of theutterance may causethe stressshift. /srge

4 . e ' $ f I rz rn e . b & d , n u : d ,terbl .bare. laudspi ,kez 'kanwlheve de je he v'bi' fen 'n u :dl z I r n je' su ' p rzeer ' enr0rpwr ' ut 'ni 'trnt, zt.ko'nt,s i:mal 'pl r t | ' O r u : e ' sr g e r t ' sn u k * 1

Exercise .4. ].. q l ' b p se s 'p hut e . pheus t erev 'wt n : e ' phu: I ontu1*1- zpf ts 'w c : 1 ' . wr n i : e 'p h u :z'frendzI 2. a 't ha rge |'phr glr t |'i:jc:r I end'r abr t 3. ' t h a r g e I w u de'pril !iert '^e'wa rld.khets | lar k'phenO ez I ' d 3 c r n e ' t hi : n te 4. ' p h r g l - tr z 'v e r r'k ha rnden'phi :sf] | bete'kher gnelr '6pkts I e z o 'k h a u e d 5. , : j c : 's p c r 1 z . ev rIw^nz'm u: d I w r r s'phesenIz+ | betr s.phalz ' s tr k b a r 6 r n 6. rn' s p a r e d ' b at hrznju' hrereuz | e'bpstz'khpntenpler tr g I e 'n j u : 'sp e tl tr 7. hi : 'w p n ts te t rens 'phc : t , | ' phc rzenss 'kheubr az I f r e n . k h e n j e t e, t hrenze' n l e 8. rt rze ' th a k tr kl'ru:v I br' k hc : z'kheubr eken' ther nez I e ' n p tse u r k ' s pens rv ' k harent lr Exercise 6.5.

1" .' or17 '{rkrn z tt 2. ' sr'vroros 's net p 3. . rrIrve.krrrmwel 4. , dervr{' gerrk

x) Notice thata voiced obstruent two sonorants also lose its voicing (or a part can between of t)if it precedes follows a word boundary. or **) Anthony is pronounced /anOenr/ inAmerica. 99

5 .'ben dgo r n rn { r zre r lr* ; ' 6 . 'an t en r 't r o le p * * ; 7. e,m:1, zeuLe 8. ' d5on' gc : lzws : rx;

9 . ' m a ks' t r la O k 10.' {gern7 ' stanfe{ L L . ' d g c: d g ' sm o lr t I2.' f rq.: nsrs'berkon

IPA-BasedTranscription CzechStudents English of for Exercise 6.. 1 . . l u : s I ' rIalr' lrlv de'p3 :p+' r u:n I w r e' lald3'net+' Ianp I r n e 'h r}t en heu, t e} 2 . a 'Ir e n dlerdr' t eud'It 'm anez I w en$r le,nentr d | 'euve at 'l r t} 'h eulrne. wc : l /L/ irholeisfollowedbyavowelinthissentence,butitisstillreizedasadark [1], because word boundaryneutrizesthe influglrceof thevowel. We have already the mentionedthat true resyilabification happensonly in fast speech. 3 . 'd a n j e l 'k rldrm . s et f I wrr z ' eun' }i:0t,w epen l enr s'seul.w ent 's tr e r t t e'hel 4 . c r t' r c r rs t ' la t rn' les n I wezebr t'dr r t I endar ' fer ldte' r gr ne

's r6 g+'w g:d 5 . e . pe rt 'gs :1 | t eu l de't Ja - ld e , f e e rrt e rl I e'baute'pa1es t wrttwez' fulev' erndglz 6. o'ne r-ken ' fr l mz I pc : 't r er e ' la rf st a r le v' 1 c: le sn e s I s pe k' t ak j el e'v ar el en s I e n d r' 1 i: g | ' d it } ' z 7 . . a ute ve' 1 c r el t r t u 1 " o )l zIr b re 1 ' 1 i: d e I h i: ( i) o k. p t rd e ' r e u l t ' se eve' 1i : fletdr' Irvere 8 .' Ia zre s n e' gI1 | e. l ar en h o: t r d ' } r z e d t e r n e I rr, z o lvd I etrwud 'drrlfer ' crl l rne 'blu: l e ' gu l n (The compotnd lion-hearted is stressed differently pronounced isolationor attheendof a tone-unit.) if in Exercise6.7. 1 . ,w:m's pr p 7 . d ' n z n p t ' n :n ' n r 0 p * ; , 2 . 'ne n 'pr o b1 6 n 8 . ' d r p k' d 3 n j u n , m . p e n $ ,bnd3ennz,pI&n ,natt 'wn 3. 9 'nmbe'nan 4. n 'd5 ,r s t r far d.k l e n 1 0 . e ' s4 e ' b a u t ' p n r' le n * ; 5 . 'w nI r fn o t .n au t 1 . ' d d : n sw r , I n d e z ' h a z b 6 n d 6 . e 't a n 'meIdev ,s t e n 2 . ' b le n e ' p rn s | ' n o t e , k0 *; Read6.2.about syllabification Englishto understand is happenin / en. in gn what arrd /pen. r./. -/ Exercise6.8. L.'s prtn' n r eh t s ' fu t ' 2 .'s t a b . b e ' re u h e ' h q : t ' 3 . ' sn a k' t u : O le s' g t m z 4. 'stop.bareuz' redl ' Iarts 5. ke'nIt - 'dredfl 'krarmz ' taredn ' nervl ' pfrse 6. rr 7. ' larkt I ' reftwr! 'pcr,^tzz 8.'s krre t$ r z 'r au n dn 'n o u z 9 . sr t ' ' d a u n o n d ' w e rt ' ' kw a re t lr L0 . bi:' ju :s t 't e's epr et '' t c r le t s 1 , 1 ,irt ' ' d a n p l. r. q z | .' lrk' ' p e p e "n' 12 . a 'bla r n dr ' l ar en I' t er k r g , kn d rlr ve r ' crl 1,3. si : kret 11r '6;rndrkertrd' ' ten 'hrd.nn' altemz ' 1 4 . f e ' gpt .t e' }pk n n r el r .h c r :f e ' ke r d 5 r z L5.' kwrkh6pr' dentrfard'' derndgres' drarvez l'. e 'drp}emat .pc l ' trerd I eze ' Sru: d' spar l-7.'gri- l trdn 'nerbez I endl 'leukl'rezrdents 100

AnswerKey

'w 1.8. rrntrd.te 'k ^t . 't r : z I en 'pl o ln t n ' n j u lw ^ n z I ' 9.'blpk. , go z I en dr s k o .n ek .t - e ' f j u : e lse ' p la r * 1 . ba r 6 1 o : ' ka - n d . 't i: t $ e 20. e 'de k''nju l 1 r 'per n t r d l

x) For the explanation unreleasedI t ] before [ ], readSection6.7. of Exercise 6.9. 1 " . , r q 'O r p k eb}''v ent 5 . rB'Or i: 'mtn- ts 9. 'her tr {, auz'so6z z. fr } ' e e 'po k rt s 6 . 'brrg a! 'Or q 1.0.' an'dauB e.r eud r .! "1., 3 . 'h e u } { e m 't a rt 7 . 'neub edr '6;r + ee r 4 er 'en.I. r :zp 'h r ! e . g r aund 4. 8 . 'npder et '0i:vz 1"2.,k.r ln r,g ,^z d'e0s Exercise 6.10. 1 . r r n 'f a u ndrd, s pe$ je'lerJn 3 . 'a n g l a z |pc : t $ u'gi: s 5 . . b l a k e n 'wa rt bt 'k lnr 7 . ' n c r , z r ' g rebo k s 8 . ' drfrk ltte'bj ue 2. 'tar dr 'hauski lpe 4. r r 'dr $jelesbr .her vj e 6. ne'le$j ule.kemr str r 9.' tut'bi lleuzev' geuld

Exercise 6.11. ntheq soid btterly she wos tred of p|oyingsecond fidd|e to Judy. ' n O i e se d ''b t a lr I Jrws ' t hared | f .pler p' sknd' fr dItta' d5w u:dr - nasizedvoweldue to thefollowingnasalconsonant (See6.5.) t'] t +] - dentalallophoneof alveolarstop due to thefollowing dentalfricative (See6.7.) [d' ] - no audiblereleasedue to the closureof thefollowing stop(See6.6.) vowel due to thefollowing tautosyllabic fortis consonant (See 6.2.) t ] - shortened vowel due to thefollowing tautosyllabic fortis consonant (See 6.2.) [ ] - shortened h - aspirated fortis stopdue to the delayedvoice onsetof thefollowing vowel (See 6.3) It ] vowel due to thefollowing tautosyllabic fortis consonant (See 6.2.) [ ] - shortened due fortis plosive (See6.3.) t I ] - devoicedsonorant to thepreceding (See6.5.) t ] - nasalizedvowel due to thefollowing nasalconsonant vowel due to thefollowing tautolabic fortis consonant (See 6.2.) [ ] - shortened o ] - nasalizedvowel due to thefollowing nasalconsonant (See6.5.) I [d' ] - lateralreleaseof the veolar stopdue to thefollowing later liquid (See 6.6.) position(See6.a.) t f ] - velarized(dark)/L/ dueto its non-pre-vocalic due (See6.1.) Idg* ] - labializedconsonant to thefollowing lip-roundedsegment Exercise 6.12. 1. e ' 1 u k r 1 ' rk . p&nq | . jeld1 ' I r k.' kr eIz t' {r - pks Notice that/ tv/ in drunkhas undergone nasalization pre-fortisshortening. two and The symbolscan be writtennext to. or aboveone another. 2.' t ti ' p ' l e r z orr fk ' t s I wepre . d3k. tr d! e . r &g.br ' ha+d e' ster {3 3.' b r l e d n , m tr d-'d ut s I e'b ut 1' 1*u'ks'khnpt- ns 4. hi : Se { ' s k e r1 'da !e. P}nzev ' lphw c:1' fIr ts | nr 7 ' r r } tr e l tt. 'ple n 5.' h e v r ' r e n 'bn'ps , f* c : 1 6 a e' tr k. I kheeflr , hr dnn.mB'bSr a 101

IPA-Based Transcription for Czech Students of English

8. Vocabulary: Non-Elementary Words

Only simple, primary meaningsof words or the meaningsrelevant to the context in this book are presented. Studentsare advisedto use a pope dictionaryto find out more detailed informationon the 1ag6lings individual words.For the conventionof the stress-mark of use, seeSection2.3.
advertisement acquire actual aisle alveolar amber anacrusis

ancestry anrhill
apologetic approach article assert attach autocrat auxiliary

/ ed'v e r t : s nent / / e'k wat e/ /aktJuel/ / ar.\/ /a . L'v lele/ /ambe/ /ene ' kru: srs/ /a ns es t rr/ /anth-L/ /e, po la 'dget rk , / / e'preut t /

/ o,'^tr'kl/ / e's s ',t / / e' tat\ / / ciekra.t/

/clg,z-Lja/

E Babel

reHama' tnzert zskat,osvojit si skuten ulikam. sedadlyv kin, v letadleapod. dsov(za hornmipednmizuby) jantar taktov pe&'ka pvod mravenit omluvn pstup mluvnic\ len prosaditse pipojit samovldce, dikttor pomocn Babylon stodola dnibepst. velkochovem v klckch jm.) Benjamin(domck 1avika zradit konajc kaddruh rok, obron se sms druhwhisky zvorky chvatn, doslova vyaejcdech Wo vpnft pedpisov,vzoto zacbit oxid uhliit nenucen, nefounln

/berb!/
/bo-tn/ /breterrhen/ /ben/ /bent S/ / bt 't r ex / /bat'anjuel/ /bLend/ /bstben/ /breekrts/ /bre0terkrq/ /braut\/ /krelsien/ /ke'nonrk|/ /L<e,ptSe/ / ,k a:ben dal 'pksa r d / /L<aguaL/

E ccium

barn battery hen Ben bench betray biannual blend bourbon brackets breathtaking brooch

canonical capture carbondioxide casual

rcz

Vocabulnry
@ution chandelier chauvinism cheerful chivalry chlorine chunk circumstance clumsy cod coda coincidental colonel comparative comprehension conjunction consideration convent convention counterpart

/ k c : $ p/ /tande'Lr.a/ / \evvtnr.zm/ / t \ r c fl / / tzvaLrr/ /klc'^ri'^n/ /tltk/ /ss :ksmstens/ /k]-nmzr/

/kpd,/ /kaue / / k eu, rns r'dent J/ /ks:nI/ / k em 'pc ret rv / / , k o m prr 'hen$ p/ / k en'dgnpk gp/ /k en, s rde'rerJp/ /kpnvent / /k en 'v ent l/ /kauntepo''l/ /dendrlaran/ /defenet lr/ / dr. 'ra nv / / dr.' tern/ /di-t 'v c rs r6 / / dar.grat f / /dtf9og/ or /drp0oq/ /drs rr'go ld/

II dandelion

opatrnost, upozornit lustr vrav nadazenostnjakskupiny lid vesel galantnost chlr kus, nolek okolnost neikovn, neohraban treska slabin zvr nhodn plukovnk 1. srormvaci2. II. stupe pd..jmen porozumn,chpni rrrluvnickspojka vaha' om teni, r oh]ed klter(vtinou ensh) dohoda, zvyklost protjek pampelika rozhodn,kadopdn odvodit zadret zftta znlosti grrck speka diftong,dvojhlska pehlet' nebratv potaz rozlien, rozdlnost osel napsatnaneisto, koncipovat vka trvn dfuaz nakonec vyerpan bjen smrk,jedle 103

tr
fir

definitely derive detain devoicing digraph diphthong disregard distinction donkey draft dragonfly duration

/ d r ' s tr p k t+ /
/doqk-/ /dro -t f t / /dragenfLa-/ /dj uerer t n/ / enfes rs / / r ' v ent $ uelr/ / t g'zc : s t rd/ / fa,bjeles/ / fs '^/

It fabulous

emphasis eventuly exhausted

IPA-BasedTranscriptinn CzechStudents Englbh of for fishmonger fluorine fortis freak /frgna6ge/ / fluarizn/ / f clt-s/ / fr,^k/ obchodnft s rybami fluor vraznj artikulac) (o potrhlk,pouk koich Inzafinifua midlo l. pevod 2.zbroj pevodov sk \na klouzav pohyb tpytit se rz,|aryngln okluzva hlasivkov trbina ndhern,oslniv loknut,lok tlocvina vik, rannko odv na obydlenduchy jmno anglickensk kac estiht kytavka zvruznit naanait, napovdt vodk nepoprateln
vliv

gamb gauge gear gearbox gland glide glitter glottalstop glottis

gorgeous gulp

cl ler

fur

/ fs z / / grlnbl-e/
/getdg/ / gte/ /grebnks/ /gJ-'6nd/ /gl.ar.d/ /gLr.te/ /glot} stpp/ /gl.otr's/ / gc.^dges/ / /gc '^dges
/gtvlp/

EI hanger

gymnasium

/d3;'n'net.ziem/ /dgrn'ner /haqa/ /hc:nt:d/ /hea/ /heretxk/ /hek'sregenl/ /hrkl"p/ /hatlart/ /hrnt / /hardred3en/ / lndl ' spju l teb}/ /rnfluens/ /r.n'kwt.zettv/ /rn'tru ,^3Ir/ /aradi,^n/ /dgc: ndrs/ /d3 c l / / dSent/ / Lc :det err/ /Laks/ 104

jaundice
Jaw Jenny

indisputable influence inquisitive intrusion iodine

tr

haunted Heather heretic hexagonal hiccough highlighr hint hydrogen

widav vynren, ruivvpd jd loutenka elist Jennifer (domck v erze) pochvaln povolen,uvolnn (o vslovnosti)

tl laudatory
lax

Vocabularv

leaflet lenis lethal lieutenant long (verb)

M magnificent
manual maroon mauve merchant

1etk /LLzfl-at/ jemnj artikulaci) (o /Lilnrs/ smrtc /Liz9Jr/ /Lef 'tenent/or /Iu; 'tenent/ poruk touit / Lpn/

ET naughty

mecury mege molehill monetary monosyllabic myth

'nrfrsr.rtl /ma;g /manjual/ / me'r u :n / /meuv/ /ms;t Jentl uerr/ /ms'^kj /ms d3/ /meulhrl/ /mtymtar-/ / , nonesr'lebrk/ /mt0/ /nc'^tr/ / n er v r 'bl u t / / , n ar t r r k 'as r d/ /nartredSen/ /nc'.t / / e'k s 't/ / e'pr egp/ /pstr:t S/ / au t 'Iar n / / eu 'v g z t l x / /oksrdgen/ /pente'Lu:nz/ /Wten/ /pervment/ / pe 'k ju : I e/ / farrgks/ /pa-ntrit / /prt\ / / , po l r s r 'l abr k / /ponpes/ ,/ppm'posetr/
105

velkolep pruka tmav hndoerven lehcenafialovl,lila kupec rfu splynout,spojit (se) krtina penn jednoslabin mus z|obiv tmav modr kyselinadusin dusk nula vys$rtovatse,objevitse tlak'tisk ptros nartout, nawhnoutv obrysech tuom, oteven kyslft kalhoty vzor, struktura chodnk.dlrdn podivn, zapek|it hltan borovice vkatnu vceslabin nadut'poven nadutost, povenost

reT

navy blue nitric acid nitrogen nought

pantaloons pattern pavement peculiar pharynx pine tree ptch polysyllabic pompous pomposity

tr

occur oppression ostrich outline overtly oxygen

IPA-BasedTranscription CzechStudents English of for potion practic joke /peuSn/ /praektrkl lektvar kanadslc ertk pedchzet peoka npadn,vtun poven zjmeno 1. vlastnost2. majetek pslov ren, pfttri,pronsledovn, usilovn tvernoec hdav,rozda

d3euk/

precede
preposition prominent promotion ponoun property

/prr ' si r d/
/prepe,zt\T/ /pronrnent/ /pre 'meu$p/ /preunaun/ lpropett/

proverb pursuit

E quadruped

/provs'^b/ /pe'sju:t/
/kwodruped/ /kwprelsen/

til ram

quarrelsome quotat ion

/kweu'terJr.:/
/ram/ , /rr dandant' /

citt
beran nadben

redundant

retuge release
resistant roarn Rod Ron

/refju tdS/ / rt' Lits/

/rr,,zr'stent/ /reum/ / rpd/ / rpn/

kryt, toit uvolnn, vyputn

kladoucodpor
potulovat se Rodney (domck vetze) Rond (domck vetze) se zaokrouhlenmi rty Samuel nebo Samantha domcky vzorek, uk"kov exempla sfiedn sfiedov samohliska / e/ pole psobnosti

Sam sample schwa scope sctewdriver semolina serif shreds shrewd sneakers sparkling species squad stem stream group stress

tr

rounded

/ raundrd/
/salm/

/sa,tnpl/ / Swa,'^ / /skeup/ / skru : drarve/ / , seme ' li: ne,/ /serrf / / gredz/ / \rutd/ /sni:kez/ /spa:khO/ /sp l tt.z/ /skwpd/ / stem/ /stritm/ /stresgrulp/ 106

roubovk krupice
patka psmene

cry
vychyhal,mazan sportovnobuv, tenisky jiskiv' jiskm biologick druh oddl,komando,parta mluvnick kmen potok pzvrrkov takt

Vocabulary

struggle subsequent substitute suffix sulphuric acid superb supply supreme sustain syllabicity sympathetic

tr

/strtrgJ-/ /sabs-kwont/ / s n bs t r t j u : t / / s*tr.ks / / , s l l fju er r k 'as r d/ / su' ps'^b/ / se'pLar./ / sv' pri'.m/ / s e's t er n / ,/ s r Ie'br s et r / / s r n pe'Oet r k / /term/ / te=me / / tc zte ' s-Ieb-kr'
/9ty re/

zpasit,bojovat nsledn nhradnk, nrhraka ppona kyselinasrov ohrornn,skvl dodat,pos$rtnout nejvy udret, vytrvat slabinost, slabikotvornost soucitn,souctc kroth,nekodn kotitel pacdo te slabiky dkladn' dn hrozba th(nap.]z4 chrupavka) barva zvuku tmbr, intonn ftze prudunice pechodn,pechod spustit,odstartovat : n/ trinitrotoluen tyrkys, svtl modrozelen jednobunn nhavpoteba promluva promnn patro mkc samohlskov samohlska hvzdat,hvizd eln sklo auta zrctko auta bon erv nenvistk cizincm

tame tamer tautosyllabic thorough threat thyroid timbre tone-goup trachea transient trigger trinitrotoluene turquoise

llt unicellular E variable

velum vocalic vowel uge utterance

/ 9 r et / / 9arrc-d/ /tamba/ /teungru: p/ / t r e 'k : e/ /tranzant / /truge/ / , trarnartreu ' tol3ui /tstkvtcxz/
/ ju'^nr's elj uLa/ / s'^dS/ / at erens / /veerLebI/ / v j;lem / / va' L<aj-r'k/ /vaueL / /wt.,/ /wrndskr i'^n/ / wrgm rre/ /ws'.m/ / z, ^ne'feubje/

ET whistle
E xenophobia
windscreen wingminor wonn

r07

9. References
Lidovnoviny NaHadatelstv Abdallaov,N. et ' (1998).Anglicko-esk Hadou slovnk.Praba: Ashby' M. et al. (1995).Broad transcriptionin phonetictraining In:Proceedings otheXIIIth ICPhs. (pp. 170173).Stockholm: CongressOrganizers Avis, W.S. et al. (1973).The Gage Canadian Dictionary. Toronto: Gage EducationalPublishing Ltd. Bloothooft, G. et al. (1999).TheLandscape of Furure Education in Speech CommunicationSciences 3.

publications Carney, <''n^>ii"##f,iI?;ilf"^i;Y..TijjffHl.''*Linguistics ". Chomsky, N. & Halle, M. (1968).The SoundPatterns of English. New York Harper and Row

Cruttenden, (1994).Gimson'sPronunciationof English.Ilndon: EdwardArnold A" Dankoviov" (1999). Articulation rate variation within the intonationphrasein Czech and English. In: J. Proceedingsof theXIVth ICPhS. {6p.269-n). San Francisco: CongressOrganizers PrenticeHall Digby, C. andMyers,J. (1993).Making serre of spellingandpronunciation.HemelHempsted: International Garca-Ircumberri,M. L. & Maidment,J. A (2000).English Transcription Course.Ilndon: Arnold Gimson, A-C. G9A). An Introductionto the Pronunciationof English. kndon: Edward Arnold and the Henton,C. (1990).One vowel'slife (anddeath?) acrosslanguages: moribundity prestigeof / tt/ . Journal of Phonetics I 8I2, pp.203-228 HoughtonMifflin Company.(1984). Webster's New Riverside University Dictinnary. Boston: Riverside II IPA (1999).Handbook of theInternatinnalPhonetic Association. Cambridge:CUP in Jenner, (1996).Diphthongs severallanguages. PhoneticaPragensiaIX.(pp.117-126). B. In; Prague:Karolinum,Ch.U.P. English PronouncingDictionary. Fourteenth Jones,D. (1991). etion editedby AC.Gimson and S. Ramsaran. Cambridge:CUP Joumal of Phonetics277, pp.23-54 Krakow, R.A (1999).Physiologicalorganization syllables:a review. of P.NoordhoffN.V. Kruisinga, E. (1935).An introduction to the sudy of English sounds.Groningen-Batavia: Mattingly,I.G. (1992).Linguistic awarensss orthographic form.In: R. Frost &L.l<atz (Eds.)Orthography, and Phonology, Morphology, and Meaning. Amsterdam:Elsevier Science Publishers B.V. Menhard,Z. (L982).A Workbookin English Phonetics. Praha: SPN Nosek,J. (1991).Grofika modern anglitiny.2n edition.Praha:Karolinum CUP O'Connor,J.D. (1980). BetterEnglish Pronunciation Secondedition.Cambridge: Oxford UniversityPress.(1992).OxfordAdvancedLearner'sDictionary. Encyclopediceditioneditedby AP.Cowie. Oxford:OUP Palkov, Z. (1994).Fonetika afonologie etirty. Praha:Karolinum Pinker, S. (1994).TheLanguage Instinct. Iondon: Penguin Skalikov,A. (1982).Fonetika souasn anglitirty. Praha: SPN anglitin.Praha: SPN Sparling, D. (1989).English or Czenglish? Jak se uyhnoutechismmv Toole, J.I( (1987). Confederacyof Dunces. New York Grove Weidenfeld juykozpytu.asopis pro modernfilologii 28, Vachek' J. (|942). Psmoa anskripce ve svtle strrrkturlnho pp.403-408 je 1111,pp.5t-57 Voln,J. (2000)'Pro /p / obtnou hlskoupro esk studen ang|itiny. Newsletter, ATE Voln, J. (2001).Establishing a phonemiccontrast:The case of the English front open vowe|.ATE Newsletter, 1211,pp.41-47 Wells, J.C. (1990). LongmanPronunciationDictionary. Harlow:Inngman Wells, J.C. (1991).A phoneticupdateon RP. In: V. Hazan (Ed.)Speech, Hearing and Language:Work in Progress,Vol.5. London:UCL

Acknowledgement The authorwould like to expresshis gratitude the International PhoneticAssociation (c/o to Department Linguistics,University of Victoria, Victoria, British Columbia, Canada)for of providingthechartof the International PhoneticAlphabet.

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