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Université de Savoie UFR-LLSH LCE1 UE 103

Lecture: Phonetics & Phonology

Alice Henderson

ahend@univ-savoie.fr

Office 812

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Contents of the 5 lectures

1) Introduction, Phonemes

2) Sounds in context, « connected speech »

3) Stress, accent & rhythm

4) Intonation

5) Conclusion

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Outline of the lecture

Finish up & review last week’s material Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Review

Assimilation Tom and Patricia

(n becomes m)

Elision Time and again

(final /d/disappears)

Compression/

smoothing

It took an hour.

This peak is higher than that one.

Liaison/ linking Chester and Liverpool

Time and again

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Review

Assimilation A sound changes because of another sound

Elision A sound disappears

Compression/ smoothing

Usually refers to diphthongs which lose an element

Liaison/

linking

Smooth glide or movement from one sound to another (C+V, V+V, C+C)

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Assimilation

Two types:– Anticipatory assimilation = a sound changes to

become more like the next sound– Coalescent assimilation= two sounds join together

to become a third sound (coalesce= to become one) /d/ or /t/ + /j/ become jam or child /s/ or /z/ /j/ become shoe or measure

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Anticipatory assimilation of /n t d /

/n/ becomes /m/ or « then go then » /d/ can become

– /b/ (before /b/ or /p/) – /g/ (before /g/ or /k/)

/t/ can become – /p/ (before /b/ or /p/)– /k/ (before /g/ or /k/)

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Coalescence

/d/ or /t/ + /j/ become jam or child Extremely common in ordinary speech

Where dja wanna go? Whatcha wanna do?

Doncha wanna go ta town?Couldntcha tell me right away?Where dja wanna meet?Wontcha tell me where?Didja tell the others?Whatcha like ta drink?I’ letcha know.

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Coalescence

/s/ and /z/ can also coalesce with /j/ /s/ + /j/ = shop, she, ship, dish /z/ + /j/ = pleasure, television, camouflage

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Elision of /t/ and /d/

At the end of word Between two other consonants

The morning was perfect.It was a perfect morning.It was a perfectly marvellous morning.What does she want ?She wants ten pounds of butter.I just love baked potatoes.He finds it really boring.

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Elision of /t/ and /d/

At the end of word Between two other consonants

The morning was perfect.

It was a perfect morning.

It was a perfectly marvellous morning.

What does she want ?

She wants ten pounds of butter.

I just love baked potatoes.

He finds it really boring.

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Word stress review

a) the place names are either monosyllables OR are stressed on the first syllable (normal for 2-syllable nouns)

b) the verbs are either monosyllables OR are stressed on the second syllable (normal for many 2-syllable verbs)

c) all the 3-syllable nouns at the end of lines are stressed on the 2nd syllable either because they derive from verbs which are stressed on the 2nd syllable OR because they are loan words ending in a vowel sound

d) the two loan words with 4 syllables have primary stress on the 3rd syllable and secondary stress on the 1st syllable

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Stress in compounds

If the compound is a noun, stress 1st part– GREENhouse, BLACKbird

If the compound is an adjective, stress the 2nd part:– Bad-TEMPERED, old-FASHIONED

If the compound is a verb, stress the 2nd part:– underSTAND, overLOOK, drop OUT

** WHY?? He wanted to DROP out of SCHOOL.

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Two-word verbs

Definition: a verb + preposition/ particle/ adverb, not a literal translation of the two elements

Two simple cases– Two words separated: stress both words– Two words together: behave like one word, so lose one

stress, *rhythm plays a role Stress the second element at the end of a breath group

– You’d better look out. His dog was run over. IF a noun object follows, either element may be stressed,

depending on the overall rhythm of the sentence– I’ve put away my books already. - I’ve just put away my books.

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Try ….

Wake them up before it’s too late. She tried them on at the store. I won’t let her put you down like that! I wouldn’t turn that job offer down. If you talk back, you’ll be in trouble! The plane’s about to take off! She should stand up for herself more. Turn off the lights before you leave. I could really do with a bit of chocolate.

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Try ….

Wake them up before it’s too late. She tried them on at the store. I won’t let her put you down like that! I wouldn’t turn that job offer down. If you talk back // you’ll be in trouble! The plane’s about to take off! She should stand up // for herself more. Turn off the lights before you leave. I could really do with a bit of chocolate.

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Four basic rules for learners

1) You have to stress the correct syllables and the reduced syllables should never be toooooo long. The schwa esp. is very short.

2) Link individual words to keep rhythm flowing.3) Linking is easier if you elide, esp. /d/ and /t/

between consonants.4) Use anticipatory & coalescent assimilation-

they’re natural.

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Outline of the lecture

Finish up & review last week’s material Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Suprasegmental aspects

Stress, rhythm and intonation Refer to entire syllables or groups of

syllables and NOT to individual phonemes Involve variations of loudness, of length, of

pitch Also called prosodic aspects

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Pitch

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Pitch

A dimension of our perception of the vibration of the vocal folds (cords)

High, low, middle- a different range for each speaker

We automatically adapt to this range

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Pitch

Drawn as in music = a stave « une portée »

I can’t remember his telephone number. _________________________________

• • • •• •• •• • •

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Outline of the lecture

Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Full & reduced syllables

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Unequal syllables

Syllables in English are not equal Not the same degree of « noticeability »,

prominence

Syllables

Full Reduced

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Full v reduced

Reduced syllable: contains one of these vowelsabout, thank you, happy

OR contains a syllabic consonant– suddenly, middle

Full syllable: contains one or more of the other vowels

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Full syllables

Like a pulsation A louder element A more prominent element

– *almost always consists of a vowel but may include consonants before & after

cat, water, tomorrow, anybody

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Outline of the lecture

Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Rhythm

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Rhythm

The beat of English is carried by more “noticeable” syllables

– Longer– Louder– Higher pitch

Reduced syllables are inserted between these

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Regular rhythm of a limerick:

There was a young man of Devizes

Whose ears were of different sizes

One was so small

It was no use at all

But the other won several prizes

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Regular rhythm of music

Paul Simon songs: The Obvious Child

– Keeping the same beat but inserting more or fewer syllables

I Can’t Run– Layering instruments, all the different « voices »

merge into one dominant rhythm

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Less regular rhythm

I 'can’t remember his 'telephone number. _________________________________

• • • •• •• •• • •

Replace les mots with and imitate the tune. What happens to ?

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Advice for learners

Frequent problem: too many full syllables Advice: emphasize

– syllables which carry tonic stress (word stress)– lexical words– « laisser faire » grammatical/function words

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Try …

Arrive Chicago Tuesday Invite all friends Forgotten post letter Invite friends party Hire car week August Visit sister hospital London

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A few possibilities:

I’m arriving in Chicago on Tuesday. I’m going to invite all of my friends. I’ve forgotten to post your letter. We could invite your friends to our party. You should hire a car for a week in August. You should visit your sister while she’s in

hospital in London.

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What’s missing?

Have ___ drink. ___ course What ___ ___ for? __ sorry __ want __ know. ___ cold ___ night. ___ used ___ go ___bed ___ nine. ___ must __ back __ six __ ‘clock

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Rhythm practice

1) Hit the main stressed syllables (shown in bold in the first three verses).

2) Watch out for the weak syllables in the names ; many of them start with an reduced syllable containing schwa.

3) Also watch out for the weak forms of short grammatical words such as to, and, that, of.

4) Make the links between words where necessary5) Don’t be afraid to leave out (elide) the occasional sound.

For example, and often loses its final /d/ especially when followed by a consonant.

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A few words about … Clipping

Clipping = shortening, chopping

Two types:– Rhythmic clipping– Pre-fortis clipping

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Rhythmic clipping

Rhythmic clipping (shortening, borrowing) When a full syllable is followed by one or

more reduced syllables, the full syllable is shortened/ chopped

man / manage / management

rye /awry / arriving

go / going

got / forgotten

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Pre-fortis clipping

Compare the length of the vowel :god / got

bag / backkim/ kip

head / het

*Fortis sounds: *Lenis sounds:

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Outline of the lecture

Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Stress & Accent

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Stress? Accent?

Full syllable

Unstressed  syllable

Stressed syllable

Unaccented syllable

Accented syllable

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Stressed

Syllables which carry the rhythm, the beat– Longer– Louder

More general term than accent

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Accented

A syllable that is more prominent because of a change in pitch

Syllables which indicate variations of pitch

(prominence = the degree of noticeability)

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Stress? Accent?

I 'can’t remember his 'telephone number.

_________________________________

• • • •• •• •• • • 4 stresses 2 accented syllables = variations of tone

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Regular rhythm in music: stress

•••••••••••• // •••••••••••• 4 stresses per breath group

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Regular rhythm in music: accent

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•••••••••• // •••••••••• 5 stresses 2 accents

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What’s the difference?

Stressed Accented

The same phenomenon at two levels? Two distinct phenomena?

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Remember:

An accented syllable = a stressed syllable made prominent either by– a higher pitch– a change in pitch (higher, lower)

Focus attention on important words

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Outline of the lecture

Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Intonation

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Groups

Breath group, meaning group Serve to divide speech stream into chunks Each group has a melody or « tune » Easy to hear the start & finish of a tune

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Divide into intonation groups:

– Mary missed the bus.– Mary left early but missed the bus.– Unfortunately Mary missed the bus.– Although she left early Mary missed the bus.– Mary left early ran all the way but missed the bus.

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– Mary missed the bus.– Mary left early // but missed the bus.– Unfortunately // Mary missed the bus.– Although she left early // Mary missed the bus.– Mary left early // ran all the way // but missed the

bus.

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Basic tunes

French: Rising tendency English: falling tendency

– **Australian English: rising tendency

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Guess the tunes:

– Mary missed the bus.– Mary left early // but missed the bus.– Unfortunately // Mary missed the bus.– Although she left early // Mary missed the bus.– Mary left early // ran all the way // but missed the

bus.

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– Mary missed the bus.– Mary left early // but missed the bus.– Unfortunately // Mary missed the bus.– Although she left early // Mary missed the bus.– Mary left early // ran all the way // but missed

the bus.

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More examples …

A: What did you get when you went shopping?B: I got some shoes, a shirt and some new shorts.A: What colour’s the shirt?A: Blue, I think.B: Blue?! That’s green!A: You’re sure, aren’t you. B: Yes, I certainly am.A: Oh, I really must be colour-blind then.

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A: What did you get when you went shopping?B: I got some shoes // a shirt // and some new

shorts.A: What colour’s the shirt?A: Blue, I think.B: Blue // That’s green!A: You’re sure, aren’t you. B: Yes // I certainly am.A: Oh // I really must be colour-blind then.

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Outline of the lecture

Suprasegmental aspects Pitch Full & reduced syllables Rhythm Stress & Accent Intonation: breath groups, basic tunes Conclusion Bibliography

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Conclusion

What we do Why we do it

Speech is divided into chunks/blocks

To highlight units of meaning

Spoken English = full & reduced syllables

Maintain the rhythm of English

Certain syllables are made prominent by pitch

Highlight the most important information

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Bibliography

Cruttenden, A., Gimson’s Pronunciation of English, 6th ed., Arnold, 2001

Vaughan-Rees, M., 1994, Rhymes & rhythm : a poem-based course for English pronunciation, Macmillan.

Wells, J.C. (2004) « Materials for Summer Course in English Phonetics »