Linking. Why and how to teach it. Outline of Presentation. What is linking and why is it important? Assumptions about learning linking Research on linking Linking phenomena – A small study Some web-based materials for linking Teaching suggestions Research recommendations.
Why and how to teach it
Hieke, E. (1984). Linking as a marker of fluent speech.
A three-fold classification of absorption:
Linking, leveling and loss.
Types of Linking
Types of linking:
How is the final consonant linked to the following initial consonant?
Gemination, short time
Affricate articulation, start things, sent sugar.
Resyllabification: laze-dby, in the same way we say laze-din.
Word-final consonants across word boundaries:
Within a phonological phrase, a word-final consonant is optionally ambisyllabic with the initial vowel, /j/, or /w/ of a following word in all stress environments: than[k] you; wa[tch] out .
In R.P. a general trend towards less frequent use of linking [r, n, j, w].
The addition of an extra vowel (usually a schwa), after a final plosive and before the next word is a linking phenomenon in Chinese English, and(ə) this.
Spoken text from an informal technical lecture (Total potential links: 200)