Stress and Rhythm

Donna M. BrintonProfessor of TESOL

Soka University of America

Overview of today’s lecture

§ Characteristics of stressed syllables§ The effect of affixation on lexical stress§ Lexical stress in . . .

Compounds Noun/verb pairs Phrasal verbs Numbers

§ Poetic meter and stress-timing§ Teaching strategies

Stressed syllables

§ Stressed syllables are… Louder: in volume Longer: in duration Higher: in pitch

§ They contain full vowels,not unstressed vowels.

Louder, longer, higher…

Compare:

in tro duceen gi neerun der standpar tic u largra tu i tousre vi ta lize

re lig ionba nan are mem ber

con tainre leasea bout

lo co mo tiveab so lute lysal u ta tion

ter ri fyster i lizeas tro naut

cham berlei surecer tain

Lexical stress

LEXICALSTRESS

primary secondary unstressed

There are three levels of lexical stress:

Levels of lexical stress

§ Lightly stressed (secondary stress)§ Unstressed (weak or no stress)§ Strongly stressed (primary stress)

Jap an eseó ñ ò

/ÇdZQp«nÈiyz /

Stress and unstress

§ Polysyllabic words alternate stressed and unstressed syllables. There is one primary stressed syllable. There may also be syllables containing

secondary stress.§ Primary and secondary stressed

syllables contain full vowels.§ All remaining syllables are unstressed

and contain unstressed vowels.

Marking stress

§ IPA marks primary versus secondary stress by means of diacritics: A superscript / È / indicates primary stress. A subscript / Ç / indicates secondary stress.

§ Alternately, acute / @/ and grave / $/ accent marks may be placed over the respective primary and secondary stressed vowels.

/ÇfowR«ÈgrQfIk//fo$wR«grQ@fIk/

Stress and meaning

to express disapproval

ob JECTa thing that can be seen and touched

OB ject

state in the south of the U.S.

Mi SSOUR ia state of extreme unhappiness

MIS er y

no longer good; out of date

in VAL lida person who is ill or disabled

IN va lid

a sweet dish served at the end of a meal

de SSERTa geographical area with very little rain

DES ert

Stress placement can affect meaning:

A little desert?

British vs. American

Word stress sometimes differentiates British from American English:

la bor a tor ylab or a tor ycon tro ver sycon tro ver sychimp an zeechim pan zeeca pill ar ycap i llar yper fumeper fume

BritishAmerican

Overview of stress placement

§ The following influence where the stress falls within a word: Historical origin of the word (e.g., Anglo

Saxon, Norman French, Classical, etc.) Affixation (addition of prefixes/suffixes) Compounding (new word formation) Grammatical category (e.g., noun, verb,

adjective, etc.)

A word’s origins

§ Many loan words in English retain the stress of the language from which they were borrowed, e.g., French: ma sseuse, bi zarre, ba roque Persian: ba zaar Arabic: gi raffe

§ These words count as exceptions to the general stress rules.

Stockwell & Minkova (2001)

The Anglo Saxon “root” rule

§ Words of Anglo Saxon origin are stressed on the first syllable of the root:

§ These tend to be common words (e.g., parts of the body, the calendar, animals, domestic life, basic verbs and adjectives, the landscape, war and peace).

un packsumm erbe comefath er

bod yMon daymead ownev er

Overview: Suffixes and stress

The addition of a suffix in English causes one of three things to occur:

1) Stress neutral suffixes: No change in stress for give ð for giv enre gret ð re gret ful

2) Stress demanding suffixes: Stress falls on the suffix itself ab sent ð ab sen teeauc tion ð auc tion eer

Overview, cont’d.

3) Stress changing suffixes: Stress shifts to the penultimate (next to the last) syllableath lete ð ath let ictel e phone ð tel e phon ic

ath lete + -ic = ath let ic

Stress neutral suffixes

§ These do not change a word’s stress: Early English suffixes: -dom, -en, -er, -

ess, -ful, -hood, -ish, -less, -ly, -man, -ness, -some, -ward(s), -wiseking ð king dom; child ð child hood

Non-native suffixes: -ist, -ize (with minor exceptions)ac tive ð ac tiv ist; u nion ð u nio nize

Stockwell & Minkova (2001)

Stress demanding suffixes

§ These demand or “steal” the stress: -aire, -ee, -eer, -elle, -esce,

-ese, -esque, -ette

Stockwell & Minkova (2001)

ac quire acq ui esce

Chin a Chin ese

“Stress changing” suffixes

§ These shift the stress to the left of the suffix: -ic (also: ical, -ics)

• gene ð ge­net­ic• mi­cro­scope ð mi­cro­scop­ic

-id, -ity• stu­pid ð stu­pid­i­ty• mas­cu­line ð mas­cu­lin­i­ty

Stockwell & Minkova (2001)

Exceptions: arithmetic, heretic, lunatic, politic, rhetoric, arsenic, Catholic, choleric, Arabic

Compounding

§ Compounding is a productive strategy in English for creating new words. § Compounds function somewhat like

idioms, assuming a special meaning:

§ They also assume a unique stress pattern, with stress falling on the first element of the compound:

green house white boardJackson & Zé Amvela (2007)

greenhouse – a special structure used to grow plantswhiteboard – a surface teachers use to write on

Stress patterns with compounds

Noun + nounbird cagewag on train

Noun + verbbab y sitweb surfknee jerk

Adjective + noungreen cardhot plate

Noun + adjectiveair sicksea sick

Verb + prepositionsplash downcount downtouch down

Adjective + noun + nounback seat driverwaste paper baskethot dog bunblack bird nest

Jackson & Zé Amvela (2007)

Compounds vs. phrasal units

§ Compounds and phrasal units are differentiated by their stress patterns.§ The stress difference also signals a

difference in meaning: Adjective + noun compound

Don’t forget to turn off the ho@t plate.[=small electric burner]

Adjective modifying a nounCareful, that’s a ho$t pla@te.

[=plate that is hot]

Juncture in compounds

§ Compounds also lack the open juncturethat signifies word boundaries: greenhouse vs. green house White House vs. white house shortstop vs. short stop head doctor vs. head doctor freeway vs. free way bluebook vs. blue book

Hip doctor

hip – 1960’s slang for fashionable; trendygroovy – 1960’s slang for terrific; excellent

Stress and grammar

In certain pairings (~130 of them), stress marks grammatical category:

perfectperfect

presentpresentpresent

surveysurvey

conductconduct

AdjectiveNounVerb

Stress and grammar, cont’d.

Compare:§ The teacher presented the present

perfect tense.§ It’s a rebel’s responsibility to rebel

against authority.§ If you don’t conduct yourself

appropriately, I’ll give you a failing grade for conduct.

Phrasal verbs

§ Like compounds, phrasal verbs function much like idioms, acquiring a special meaning of their own.§ Phrasal verbs consist of verb + particle

element(s). The particle receives stress. look out (= be careful; pay attention) turn on (= become excited or aroused) take off (= leave; depart) look down on (= lack respect for;

disregard)

Look out!

LOOKout =a scenicview

look OUT =caution; payattention

Careful… vicious dog!

turn ON – sexually exciteTURN on – attack

dobermanpinscher

Stress and phrasal verb

§ Stress in phrasal verbs functions one of three ways: Stressed verb + unstressed particle

He doesn’t approve of her friends. Stressed verb + stressed particle

I can’t figure out this problem. Stressed verb + stressed particle +

unstressed particleHe got away with murder.

Cardinals and ordinals

§ Cardinal and ordinal numbers are typically stressed on the first syllable:

twen ty, twen ti eth§ However, when differentiating –teen

numbers from their double-digit counterparts, speakers typically place the stress on the second syllable:

fif ti eth vs. fif teenth

Hyphenated numbers

§ Hyphenated numbers function as compounds; they can be stressed on either element.§ Stress serves a disambiguating function.

Compare: You got seventy-five on your quiz, not

seventy-six. You got seventy-six on your quiz, not sixty-

six.

Phrasal stress

The same combination of stress and unstress that characterizes English words also characterizes phrase-length utterances:

ñ ñ ñ ñ ò ñ

ñ ñ ò ñ ñ

ñ ñ ò ñ

she went to the STAtion…electrifiCAtion

it’s a CHICKadee…natioNALity

in the COMics…ecoNOmics

It’s a chickadee!

Da da DA da da DA da da DA

§ The alternation of stressed/unstressed syllables characterizes English stress-timedrhythm.§ Poetry makes artistic

use of stress-timing by employing regular rhythmic patterns.

William Shakespeare

Poetic meter

Dactylic - a stressed syllable followed by two unstressed syllables' á á

Trochaic - a stressed syllable followed by an unstressed syllable' á

Anapestic - two unstressed syllables followed by a stressed syllableá á '

Iambic - an unstressed syllable followed by a stressed syllableá '

Poetic meter, cont’d.

Double, double toil and trouble; Fire burn, and caldron bubble.Fillet of a fenny snake, In the caldron boil and bake; Eye of newt, and toe of frog, Wool of bat, and tongue of dog, Adder's fork, and blind-worm's sting, Lizard's leg, and owlet's wing,—For a charm of powerful trouble, Like a hell-broth boil and bubble.

' á ' á ' á ' átrochaic

Stress and meaning

Try reading the following three phrases:1. /In'Es«ns/2. /'In«s«ns/3. /In«'sEns/Match the letters with the numbers:a. in essenceb. in a sensec. innocence

#1#3#2

Comparative stress patterns

Stress in English is more pronounced than in other languages. Compare:

de ñ mo ñ cra ñ TIQUEde ñ mo ñ CRA ñ tic

ge ñ o ñ gra ñ PHIEge ñ O ñ gra ñ phy

e ñ co ñ no ñ MIQUEe ñ co ñ NO ñ mic

or ñ ga ñ ni ñ sa ñ TIONorñga ñ ni ñ ZA ñ tion

FrenchEnglish

Metronome drills

ÈStresses in ÈEnglish Ètend to ocÈcur at Èregular Èintervals of Ètime. (È) It is Èperfectly Èpossible to Ètap on the Èstresses in Ètime with a Èmetronome. (È)The Èrhythm can Èeven be Èsaidto deÈtermine the Èlength ofthe Èpause between Èphrases.(È) An Èextra Ètap can be Èputin the Èsilence, (È) as Èshownby the Èmarks withÈin the paÈrentheses. (È)

Prator (1951)

Teaching Strategies:Lexical Stress

Options for stress practice

§ How many syllables?recalcification

§ Same or different?elephant – canary

§ Odd man outPatricia – Regina – Jennifer – Alicia

§ Circle the stressed syllableGeorgia – Massachusetts – Nevada – Iowa

different!

six!

How many syllables?

15. misunderstand10. characterize5. television

14. multiplication9. refrigerator4. protect

13. interdisciplinary8. responsibility3. distribute

12. individual7. superstitious2. offered

11. intelligible6. preference1. abandon

How many syllables, cont’d.

15.mis un der stan ding(5)

10.char ac te rize(4)

5. tel e vis ion(4)

14.mul ti pli ca tion(5)

9. re frig e ra tor(5)

4. pro tect(2)

13.in ter disc i pli nar y(7)

8. re spon si bil i ty(6)

3. di strib ute(3)

12.in di vid u a li sm(7)

7. su per stit ious(4)

2. o ffered(2)

11.in tell i gi ble(5)

6. dem o crat(3)

1. a ban don(3)

More stress practice: Analysis

Column 11. ta-ta-TI-ta2. ta-TI-ta-ta3. TI-ta-ta-ta4. TI-ta-ta5. ta-ta-TI-ta-ta6. ta-TI-ta-ta-ta

Column 2a. realityb. mysteriouslyc. stimulusd. electricitye. arbitrationf. permanently

Task: Match the patterns in column 1 with the words in column 2.

My uncle has a hot dog…

HOT dog?HOT dog?

hot DOG?hot DOG?

dishwasherdishwasher

sandpapersandpaper

passportpassport

sunglassessunglasses

handbaghandbag

drugstoredrugstore

You can put all your dirty plates and

glasses here and they will clean automatically.

If wood is very rough, you need this to make it smooth.

You need it to cross an international

border.You wear them when

it’s very bright outside.

Some women carry almost everything

they own around with them in this thing.

You can buy aspirin and toothpaste there.

Taboo: Noun compounds

I’m going to the drugstore…

A: I’m going to the drugstore. I need to buy some suntan lotion.

B: I’m going to the drugstore. I need to buy some suntan lotion and some toilet paper.

C: I’m going to the drugstore. I need to buy some suntan lotion, some toilet paper, and a notebook. Etc.

Minimal pair practice

§ It took 15 / 50 men to build the monument.§ She’s not a day over 13 / 30.§ If you want me to buy a ticket, I’ll need

you to give me 18 / 80 dollars.§ My accountant says my tax bracket is

14 / 40 per cent.§ There are 16 / 60 steps to climb before

you reach the top.

Teaching Strategies:Rhythm

Focused listening/reading practice

Please LEAVE.re CEIVEñ ò

I’ll ASK her.A LAS kañ ò ñ

Where’s JACK son?re AC tionñ ò ñ

Where’s the BAND?un der STANDñ ñ ò

She’s the QUEEN.se ven TEENñ ñ ò

It’s a DEER.vo lun TEERñ ñ ò

Try CHEESE.Chi NESEñ ò

It’s LIGHT.to NIGHTñ ò

PHRASESWORDSPATTERN

Brinton (2008)

Congruent pattern drills

ñ ó ñ ó ñ ò ñ

1. I need a pound of butter.2. I’d like to buy a sweater.3. You didn’t close the window.4. He ought to buy a laptop.5. She doesn’t speak much English.

More congruent drills: Nursery rhymes

§ TWINkle, TWINkle LITTle STAR(Let me help you find your keys.)(Don’t forget the bread and milk.)(Tell me why you don’t agree.)

§ HOW I WONder WHAT you ARE.(Find a space and park your car.)(Thanks a lot for all your help.)(Don’t forget to leave a tip.)

Grant (2001)

Contrastive stress practice

§ We’re flying to Milan, not to Rome.§ Reno is in Nevada, not California.§ Jasper isn’t in Alberta; it’s in Manitoba.§ We visited the Canadian side of Niagara

Falls; not the American side.§ The capital of El Salvador is San

Salvador, not Managua.§ The capital of California is Sacramento,

not San Francisco.

More contrastive stress practice

With a partner, correct the underlined elements. Monitor your partner’s use of focus. Use these expressions:Are you sure? I thought…I’m not sure that’s right…I don’t think so…Actually…I always thought…I was under the impression…I’m almost certain that…

1. Dante wrote Hamlet.2. Smoking decreases

your risk of heart disease.

3. The Taj Mahal is in Thailand.

4. Ecology is the study of personality.

5. Kyoto is the capital of Japan.

6. Monet was a famous Dutch painter.

Grant (2001)

Jazz chant: More bad luck

ñ ñ ò ñ ó

to that place at all.

ñ ò ñ ó

His tip was small.ñ ò ñ ñ ó

The coffee was cold.ñ ò ñ ñ ó

I’m sorry I wentñ ò ñ ñ ó ñ

The butter was rancid.

ñ ò ñ ñ ó

The waiter was rough.ñ ò ñ ó

The milk was sour.

ñ ò ñ ñ ó ñ

The service was dreadful.ñ ñ ò ó óIt was four days old.

ñ ò ñ ó

The steak was tough.ñ ò ñ ó

The bread was stale.

Graham (1978)

Humorous poetry

HI. How ARE you today?by Jeff Moss

I’m FEELing very HORRibleAnd LOW and MEAN and MADAnd DREADful and dePLORableAnd ROTTen, SICK, and SADAnd NASty and unBEARableAnd HATEful, VILE, and BLUEBut THANKS a lot for ASKingAnd please TELL me HOW are YOU?

Grant (2001)

Children’s rhymes

Three blind miceThree blind miceSee how they runSee how they runThey all ran after the farmer’s wifeShe cut off their tails with a carving knifeDid you ever see such a sight in your lifeAs three blind mice?

References

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (In press). Teaching pronunciation (2nd

ed.). Cambridge: Cambridge University Press.Graham, C. (1978). Jazz chants. New York:

Oxford University Press.Grant, L. (2001). Well said: Pronunciation for

clear communication (2nd ed.). Boston: Heinle& Heinle.

Jackson, H., & Zé Amvela, E. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology (2nd ed.). New York: Cassell.

References

Prator, C. H. (1951). Manual of American English pronunciation for adult foreign students. New York: Holt, Rinehart, & Winston.

Stockwell, R., & Minkova, D. (2001). English words: History and structure. Cambridge: Cambridge University Press.