ESCUELA :

1. ENGLISH PHONOLOGY ESCUELA: INGLÉS NOMBRES Dra. Carmen Benítez ABRIL – AGOSTO 2009 FECHA:

2. CHAPTER 9 STRONG AND WEAK SYLLABLES Strong: stressed peak: long vowel, diphthongs, triphthongs short vowel + coda (1 or more C)

3. Weak: unstressed, lower intensity, dif. quality peak: end of words: ə, i, u, ə + coda, SC (l, m, n, ŋ, r) inside words: ə, i, u, ɪnext syllable begins with consonant

4. “Schwa” Vowel ə • The most occurring vowel in English • Weak: occurs with weak syllables Quality: mid half way between close open central half way betw front back lax art. without much energy

5. ə

6. weak form strong form • a ə æ • ar əɑ: • o ə ɒ - əʊ • or ə ɔ: • e ə e • er ə ɜ: • u ə ʌ • ough ə many • ou ə aʊ • ate adj. end ə eɪ

7. Close front – Close back Vowels Area of producing: near i: i i: u: ɪ ɪ ʊ near u: u ʊ

8. Distribution: i • Word f p: “y”, “ey” after 1 or more C. • Morpheme f p: “y”, “ey” + suff beg with V • Prefixes: re, pre, de, before unst vowel. • Suffix: iate, ious 2 syllable words • he, she we, me, be (unstressed) • the preceding a vowel u • you, to, into do • before another vowel within a word

9. Syllabic consonants l, m, n, ŋ, r syllabic consonants Why? Stand as peak in weak syllables; novel, pencil, action How do you mark it? By placing a (ˌ) under l, m, n, ŋ, r novel nɒvl, pencil pensl, action ækʃn

10. Syllabic l Distribuition: After another consonant (alveolar) • w f p with 1 or more C + “le” • With alveolar C prec. little • With non-alveolar C. prec. Staple • w f p, words spelt with 1 or more C + “al” “el”`partial, panel

11. Syllabic n Distribuition: Doesn’t occur in IP except in some words. In M or F P: n becomes syllabic after plosive or fricative + ən cotton often open

12. Syllabic m, ŋ • Result from a process of assimilation or elision. • Not so common • Can be transcribed as ən too • (ˌ) below l, m, n, ŋ, r shows that the C is syllabic, in the case of ŋ (ˌ) can be placed above the symbol.

13. CHAPTER 10 STRESS IN SIMPLE WORDS Strength used to pronounce a syllable in a word Marked wit (ˈ) 2 ways of seen it:

14. Production:use of energy to produce sound (muscles) subglottal pressure higher Perception: stressed syllables are prominent PROMINENCE characteristic of stressed syllables (factors) length, loudness, pitch and quality

15. Levels of stress Stress is marked with (') high up before the stressed syllable (') primary stress (strong) (ˌ) secondary stress (weak) ( ) unstressed (no prominence) (∘) tertiary stress (very weak)

16. Placement of stress within the word 1-syllable words Basically we take into account: • Kind of word:simple or complex isolated 1 syllable word strong • The gram. category of the word • Number of syllables • Phon structure of the syllable.

17. onlyusedwithstrongsyllables • Two-syllablewords Verbs: 2nd s, stress 2nd; 2 w, stress 1st; 2nd əʊ, 1st Nouns: 2nd s short v, stress 1st Adjectives: same rules as verbs Adverbs and prepositions (verbs)

18. Three- syllable words verbs: f strong, s f f w, s preceding if s f w, preceding w, s 1st Nouns: f əʊ, prec s, s 2nd 2nd and f w, s 1st f s, 2nd weak, s 1st Adjectives: same rule as nouns

19. CHAPTER 11COMPLEX WORD STRESS COMPLEX WORDS Affixes can: • Receiveprimary stress • Do notreceiveit • Influenceontheshift of stress

20. Suffixes: at the end of the word. region + al = regional stem + suffix Productive suffixes: the most common and used. Some problems: • Some words seem to have a suffix. regional canal • number of suffixes a word can have interestingly

21. Suffixes carrying the stress themselves ee, er, ese, ette, esque portuguese pɔ:tʃə'gi:z • Suffixes that do not affect st. plac able, age, al, en, ful, ing, ish, like, less, ly, ment, ness, ous, fy, wise,y national'næʃnl • Suffixes that influence stress in the stem eous, graphy, ial, ic, ion, ious, ty, ive proverb proverbial prəˈvɜ:biəl

22. Prefixes before the stem • Do not work the same as suffixes • Do not carry primary stress

23. Compound words Words formed by two ind. words hand-bag typewriter • Most carry stress in the 2nd word

24. Exceptions: Adj. first element and ed at the end bad-'tempered First element is a number three-wheeler Comp. functioning as adverbs North-east Comp. functioning as verbs hand have an adv. As first element down-grade

25. Variable stress • Stress is shifted to another position because: • The influence of other words bad ˈtempered bad tempered ˈteacher • Speakers do not agree on stress placement. controversy 'kɒntəvɜsi kɒn'təvɜsi

26. Word class pairs Identical words with different grammatical function. adj, noun, verb Consist of a preffix + stem Are different because of stress 'æbstrækt (adj) æb'strækt (v) 'ekspɔ:t (n ) eks'pɔ:t (v)

27. CHAPTER 12WEAK FORMS Strong and weak forms: same words pronounced in strong and weak form in certain contexts. that ðæt ðət function words: auxiliaries, prepositions, conjunctions, pronouns, etc.

28. Weak forms are pronounced as strong in the following cases: • of at the end of a sentence • For contrasting information: Give it to him not to her • Coordinate use of prepositions The letter said from New York not toNew York • For emphasis You have to do that

29. There are many forms pronounced only weak in ceratin contexts. the, a an, and, that, his, her, your, she, he, we, you, him, at, him, her, them, us, for, from, of, to, as, some, there, can, have, has, had, shall, should, must, do, does, am, are, was Recomedation: practice a lot.

30. CHAPTER 14ASPECTS OF CONNECTED SPEECH Ourspeechisaccompanied of someaspects. Theseaspects are: • Rhythm • Assimilation • Elision • Linking

31. Rhythm Involves noticeable event happening at regular intervals of time. English is stress-timed rhythm.- The times from one stressed syllable to the next will tend to be the same irrespectibly of the number of intervening unstressed syllables. syllable-timed rhythm: syllables (s or un)tend to occur at regular time-intervals, times shorter or longer depending on the number of ustressed syllables

32. Unit of rhythm: foot Rhythm can vary minimal value arhythmically maximum value very rhytmically

33. Assimilation Processbywhich a phonemeisrealized in differentlybecause of theinfluence of a neighbouringsound. F C becomeslike I C regressive thatpersonðætpɜ:snðæppɜ:sn I C becomeslike F C progressive Assimilation of voice

34. Differences in place of artic. Alveolar sounds become bilabial or dental plosives (regressive) • Differences in manner of artic. Final plosive becomes fricative or nasal (regressive) • Differences in voicing devoicing of voiced consonats (regressive)

35. Elision Sounds dissapear under certain circumstances, a phoneme may be realized zero or not realized. actsæks scriptsskrɪps looked back lʊk bæk

36. INTONATION Closely related to pitch, helps to convey messages or show different states. Pitch is produced by the vibration of the vocal cords.

37. Levels of pitch • Level _ • Falling ` • Rising ´

38. N