The Phonetics of English Pronunciation - Week 8

1. Version SS 2008 The Phonetics of English Pronunciation - Week 8 W.Barry Institut für Phonetik Universität des Saarlandes IPUS

2. Topics • The vowel // (as in bat, bag, bap etc. • "Diphthongal" English • Schwa in diphthongs • Compare the quality of English and German schwa • Consider how destressing affects vowel quality in English (vowel weakening) • Look at the consequences of vowel weakening for function words (in English, and compare them with German) • See how weakening affects consonants as well as vowels Read: Sections IV.3, pp. 213-222

3. The vowel // • We know it‘s a problem vowel because a strange IPA-symbol is used! • But it‘s the sound that‘s the problem – not the symbol! • Play with your articulation: [E–E––a–a–a–A]! Read: Section III.2, pp. 25-29 • Listen carefully to the examples and imitate! e.g.:

4. // = [ ? ] Conservative RP [e] (similar to N.E. US) NZ & SA [E] SBE & US (mid-west) [] Northern BE [a] Glasgow & Belfast [A] ( ) This iswhatGemansoftenpronounce The vowel // 2 “The cat got in through the catflap”   

5. Diphthongs • English is much more “diphthongal” than German: - /i/ and /u/ are slightly diphthongal - there is English /eI/ and /U/ instead of German /e/ and /o/ • The quality of /U/ was discussed last week. • The quality of /eI/ is best described as the /e/ vowel of “bed, bet, set” etc. + a short, weak /I/. But of course there is variation in the onset: “The rain in Spain falls mainly on the plain.” American [eI] (and conservative RP!); Southern Standard British: [eI]; Midlands British [EI]; Estuary English [I]; Australian/Kiwi [AI]:

6. • • [] • • • • [] Diphthongs 2 • Both German and British English have < r > diphthongs: American English has []-coloured vowels + []:fear, sure, mare E.g.: vier – fear Schur – sure Meer – mare • So what‘s the phonetic difference? a) The onset quality: [i] vs. [I], [u] vs. [U] [e] vs. [E] b) The offset quality:[] vs []

7. • • [e] [] • [] [] [E] • • • [] [A] Diphthongs 3: Variation again! • Take the "air, bare, care, dare, fair" diphthong as an example: British English: "fair" can be[fE] or [fE] But "four" can be [f] or [f] and "far" can be [fA] or [fA] American English has the []-coloured schwa in a clear diphthong: [e] / [e] But!The []-colouring inUS-English has obscuredthe /er/ vs. /er/ vs. /er/oppositions in some areas.So: merry = Mary = marry

8. [.. bI hI]Br [. . bIr hIr]US [.. SU kjU]Br [. . SUr kjUr]US [.. spE pE]Br [. . spEr pEr]US Practice expressions • You can‘t drink beerhere! • It’s a sure cure! • I’ve a spare pair. Common (British) variants: .. so “sure” ~ “shore”; “poor” ~ “paw” /U/  [] /E/  [E] is an even more modern development ... so care, pair, lair ~ [kE pE lE]Br Read: Section V.3.6., pp.168-175

9. [] [] [] The unstressed vowel [] • We have already covered the difference between English „schwa“ ([]), and seen part of the differencewith the centering (< r >) diphthongs: Listen for the differences: GGE bitte – bitter – bitter Locke – locker – locker Klippe – Klipper – clipper Linde – linder – Linda N.B. in American, []does not occur in < er > words! It is [r].

10. Where does [] occur? One big difference between English and German is the change in quality that affects unstressed vowels. In English they become schwa! We see this in related words where the stress shifts: Philosopher vs. philosophical /fIlsf/ /fIlsfIkl/ constable vs. constabulary /knstbl/ /knstbjlri/ This weakening of unstressed vowels also occurs in running speech, where grammatical words (function words)are mostly unstressed.

11. Function words • Grammatical words are not semantically important.They merely bind the sentence together. Therefore they tend to be unstressed! • Unstressed = less time and effort in articulation  Reduction in the phonetic distinctiveness • We don‘t say:Can I borrow the car for the rest of the day? [k i i i ] We say:Can Iborrowthecarfor therestof theday? [k     ] USb US 

12. Time and again! [taIm n gen] Coffee and cakes. [kfin keIks] Ham and eggs. [hm n egz] •Other categories are: Prepositions: to, for, from … and articles: the, a, an Clause linkers: because, that, as, but Comparative structures: than, as …. as, so …. as Pronouns: he, him, she, her, we, us, you, they, themhis, our, your, their Auxiliary & is, are, was, were; has, have, hadmodal verbs: will, would, shall, should, can, could Function words 2 • The binding word par excellence is, of course AND

13. • TO It fell tothe floor [Itfelt D fl (flo)] Come to tea. [kmtti] Time to go home. [taIm t gUhUm] •FOR Do it for my sake. [du It f(f)maI seIk] No time for tears! [nU taImftIz (f tIz]) Right forthe job. [aItfDdZb (f DdZAb)] •FROM A present from heaven. [pezntfmhevn] From me to you. [fmmi t ju] It came from nowhere. [It keImfmnUwE(E)] Prepositions

14. • BECAUSE Because I say so! [(bI)kz aIseI sU] I left because I felt ill. [aIleft (bI)kz aI felt Il] • THAT I knew that I could do it. [aInju (nu)Dt aI kd du It] Don’t say that I can’t. [dUntseIDt aI kAnt (knt)] • AS He went out as I came in. [hiwen(t) aUt z aI keIm In] He laughed, as I expected. [hi lAft (lft) z aI IkspektId] • BUT It’s naughty but nice. [Its nti (ni)bt naIs] Small but expensive. [sml bt IkspensIv] Clause linkers

15. • AS…. AS As soon as possible. [z sun z psIbl (pAsIbl)] It’s as good as ever. [Itsz gUd z ev (ev)] • NOT SO …. AS Not so good as I’d like. [nt (nAt) s gUd z aId laIk] It’s not so bad as it seems. [Itsnt (nAt) s bd z It simz)] • NOT SO …. (How are you? How was it?) Not so bad, thanks [nt (nAt) s bd TNks] Comparatives

16. • HE, HIM, HIS, HER often lose the /h/ Is he happy? [Iz i hpi] I found him [aI faUnd Im] It’s his first attempt. [Its Iz fst (fst) tempt] Did he tell her. [dId i tel ()] •SHE and WE are just shortened (/i/ becomes [i]) Did she know? [dId Si nU] We never knew! [wi nev (nev) n(j)u] •YOU and YOUR can be the same in Br. Engl: [j]; not in US You did your best! [j dId j(j) best] Pronouns

17. • THEM and US become [Dm] and [s] I saw them come. [aI s Dm km] She told us the truth. [Si tUld s D tuT] •THEY,THEIRand OURcan be shortened & "de-diphthongised" Did they know? [dId De nU] What’s their name? [wtsDE neIm] It’s our first holiday! [Itsa fst hlIdeI] (ar fst) Pronouns 2

18. • The verb TO BE is often reduced even in orthography… … and should ALWAYS be reduced in speech … … unless stressed: What is the time? [wts DtaIm] Those are mine! [DUz () maIn] That was stupid! [DtwzstjupId (stupId)] They were very unhappy! [DeIw(w) veri nhpi] •If HAVE isn‘t used as a full verb or stressed as an auxiliary, it is also reduced: What has happened? [wtshpnd] What have you done? [wt v jdn] Their dream had come true. [DE(r)dim d km tu] Auxiliary and modal verbs

19. What will you do? [wtl jdu] What would you do? [wt wd jdu] or: [wt d jdu] How can you do that? [haU kn jdu Dt] How could we help? [haU kd wi help] Auxiliary and modal verbs 2 • The modal verbs WILL, WOULD, CAN, COULD, SHALLSHOULD are also reduced … … unless they’re stressed: We shall do what we can. [wi Sldu wt wi kn]

20. Auxiliary and modal verbs 3 • Combinations of auxiliary and modal verbs are reduced too. (… unless they’re stressed): She could have done anything she wanted! [Si kdv dn enITIN Si wntId] They have been all over the world. [De(I)v bInl Uv wld (wld)] He will have left by now. [hilvleft baI naU]

21. Now for an exercise! • Transcribe the following text – marking the syllables you would stress when reading, an also marking thecontextual variants we have learned about: When the girls reached home, there was nobody there. All the windows were dark, and there was not a single sign of life. If we don‘t finish it, you finish it for homework.

22. Here is the transcription When the girls reached home, there was nobody there. [wen D g rtSt hUm D wz nUbdi DE] gr oU Dr wz oU DEr] All the windows were dark, and there was not a single sign of life. [l D wIndUz w dAk n D wznt  sINgl oU wr dAk n Dr wz nAt saIn v laIf

23. Exercises for weeks 8 (hand in by Thurs. 18.00) 1. Transcribe the following words, paying particular attention to the quality of the unstressed vowels. (Look them up in a dictionary if you are not certain): "consternation" "malicious"   "applicable" "charismatic" "solicitous" "fantasize"   "repetition" "recognition"   "philanthropic" "sequential"

24. And for more practice (cont.) • Transcribe the following text – marking the syllables you would stress when reading and marking the weak forms and contextual variants we have learned about: It was strangely unnerving in the cold and dark of the night. They felt quite small and vulnerable as they became aware of all the strange sounds of the farmyard.