Phonetics 12( new)

Phonetics
A. Pronunciation: (Unit 1,2)
I. Vowels: There are 20 vowels in English:
1. Pure vowels (12): ə i e ʌ ʊ ɔ
əː iː æ a ʊː ɔː
2. Diphthongs (8) ː ei ai ɔi au əu eə iə uə
3. Triphthongs (5) ː eiə aiə ɔiə auə əuə
II. Consonantsː There are 24 consonants in English and they are divided into 2 typesː voiced and voiceless consonants.
Welcome to English 12
s
z
es /iz/ after sibilant sounds.

ed /id/ after /t/ and /d/.
/t/ after voiceless consonants.
/d/ after voiced consonants and vowels.
B. Stress (Unit 3,4,5)
What is stress? How many types of stress are there? How to teach tress?
t
d
I. Introductionː
1. From the point of view of production:
The nature of stress depends on the speakers using more muscular energy to produce more air from the lungs to produce a stressed syllable.
2. From the point of view of perception:
All stress syllables have one characteristics in common. It is their prominence. A syllable is recognized as stress because it is more prominent than the others.
II. Types of stress.
There are two types of stress; word stress and sentence stress.
1. Some basic rules of stress placement within a wordː
a. strong – weak – strong.
b. strong – weak – weak.
Exː `dangerous `generous `elephant `element
c. Stress often falls on the strong vowels.
- a æ, a, ei
ə
- e e
i, ə
- i ai, i
i, ə
- o ɔ, əu, ʌ
əu, ə
- u i, ju, ʌ
ə
d. Stress often falls on the root morphemes.
Exː un`happily un`comfortable en`danger
e. Stress often falls on the diphthongs or long vowels.
These syllables containing the following groups of letters are often pronounced with a diphthong or a long vowels (strong endings).
- ese - ique
- ee - ality
- eer - ain (verbs)
- ette - oo
- esque - oon
- een - mental
f. The syllable standing before the ones containing the following groups of letters often receives stress (weak endings).
- ic - ion
- ics* - ian
- ical - ial
- ically - ience
- ous* - ient
- eous - iency
- ious - age
- uous - ity
g. The words which have the same spelling but different parts of speech, the nouns and adjectives often receive stress on the first syllable whereas the verbs receive stress on the second one.
Exː `conduct `conflict
`present `import
`export `contest
`record `object
h. Stress varies according to affixation.
Exː `photo photo`genic pho`tography
i. Most of the nouns with two syllables often receive stress on the first syllable while most of the verbs with two syllables often receive the stress on the second syllable.
* Notesː
- Stress often falls on the first syllable if the verbs contain the strong vowels or ends with no more than one consonant.
Exː `enter `open `travel …….
- Stress often falls on the first syllable if the verbs contain the following groups of letters ‘ow’
Exː `borrow `follow `shallow….
j. The verbs containing three syllables have the following rules:
- Stress often falls on the first syllable if the verbs contain a long vowel or a diphthong at the end or the last syllable contains more than one consonant.
Exː `paradise `exercise `concentrate…
- Stress often falls on the second syllable if the last syllable contains a short vowel or no more than one consonant.
Exː de`termine re`member en`counter…..
k. The words containing the following groups of letters often receive stress on the third syllable (from the bottom to the top); cy, ty, phy, gy. ( the nouns or adjectives containing ‘y’ at the end often receive stressed syllable on the first syllable with 2 or 3 - syllable words and on the second one with 4 syllable - words and on the third one with 5 - syllable words).
Exː
`happy `heavy `boundary dis`covery
bi`ology ge`ography metho`dology anthro`pology
* Noteː but it is different if it is a verb.
Exː re`ply su`pply de`ny re`try a`pply..
l. Stress in compound words:
- Stress often falls on the first syllable in most compound nouns.
Exː `raincoat `baseball `high school
`airport `film-star `phone book
`sunrise `bookshop `hot dog
- Stress often falls on the second syllable in most compound adjectives if the first word is an adjective or an adverb.
Exː bad-`tempered ill-`treated well-`done
well-`dressed short-`sighted well-`kept
- Stress often falls on the first syllable in most compound adjectives with the nouns or verbs are initial.
Exː `homesick `praiseworthy `airsick
`waterproof `trustworthy `lightening-fast
* Noteː duty-`free snow-`white
- In most compound adverbs/verbs, stress often falls on the second syllable.
* Compound adverbsː
Exː head-`first South-`west North-`east
up`stairs down`stream down`stairs
* Compound verbs
Exː down-`grade ill-`treat back-`pedal first-`aid
* Noteː Stress varies in compound words, which makes the meaning change.
Exː `blackbird: chim s¸o
black`bird: chim mµu ®en
`English teacher: gi¸o viªn tiÕng Anh
English `teacher: gi¸o viªn ng­êi Anh
`boy friend: ng­êi yªu
boy `friend: b¹n trai
m. Stress varies according to their functions.
Exː She is Japa`nese. (predicative)
She is a `Japanese girl. (attributive)
four`teen
`fourteen hours
2. Stress in a sentence: Stress in the sentence mainly falls on the noun, verb, adjective and adverb.
Exː `Vietnam is `carrying out the industriali`zation and moderni`zation of the `country.
Exː `Most of the `students in this `school are `good.
Connected speech
* Connected speechː is divided into two main types. They are mechanical and connected speech.
1. Mechanical speechː is the speech in which words or sounds are pronounced separately without any mutual influence.
Exː Do you like it?
2. Connected speech: In connected speech sounds or words are linked together and a word or sound’s pronunciation may be changed under the influence of its surrounding sound.
Exː Do you like it?
There are 4 aspects of connected speechː
Linking (unit13)
Rhythm (unit 10, 11)
Elision (unit 12)
Assimilation
Lesson 1: Linking (unit 13)
Linking is the phenomenon where words or sounds are linked together. There are 4 basic rules of linking.
1. If the first word ends with a consonant and the second begins with a vowel, the final vowel and the initial vowel are linked together.
Exː The dish is pretty.
Our class is dirty.


2. a. If the first word ends with a round vowel /ʊː/ and the second begins with a vowel, they are linked together.
Exː Do it, we can do it.
Blue eyes
Know it
w
w
2. b. If the first word ends with an unround (spread) vowel /æ/ /i/ and the second begin with a vowel, they are linked together.
Exː I am
In the office
I own a house.
j
j
j
3. Linking /r/: If the first word ends with /r/ and the second begins with a vowel /r/ is pronounced to link 2 words together.
Ex: more interest
four inches
go for a walk
thanks for everything
my father and mother
4. Intrusive /r/. If the first word ends with a vowel and the second also begins with a vowel, /r/ is pronounced to link two words together.
Exː formula A
media event
* Noteː Sometimes listeners have ambiguity in meaning with other words.
Exː my train might rain
ice-cream I scream
r
r
Lesson 2: Rhythm (unit 10, 11)
1. Definitionː Rhythm is an event happening at regular internals of time.
2. The rhythm: the rhythm of speech is the regular occurrence of stressed syllable at regular internals of time
Exː He /ar`rived at /`six /o’ `clock.
Walk /`down to the/`path to the /`end of the /ca`nal.
The unit of rhythm begins with the first stressed syllable up to but not including the next stressed syllable.
Exː
I /`want to /`go /`now.
It /`seems im/`possible.
`Mary and /`George /`specially /`want to `go to/`morrow.
Lesson 3: Elision (unit 12)
1. Definitionː Elision is the typical of rapid, casual speech; the process of change in phoneme realizations produced by changing the speed and casualness of speech is sometimes caused gradation.
2. Types of elision (4 types):
a. Loss of the weak vowel after /p/, /t/, /k/.
Exː potato /p`teitəu/ tomato /t`matəu/
interest/ `intrəst/ canary /k`næri/
b. Weak vowel +/n/, /l/ or /r/ becomes syllabic consonants.
Exː tonight /tnait/ correct /krekt/ police /plis/
c. Avoidance of complex consonant clusters.
It has been said that no normal English speaker would ever pronounce all the consonants between the last two words of the following.
Exː George the Sixth’s throne. /dʒɔːdʒ ðə sikθs θrəʊn/
/dʒɔːdʒ ðə siksθrəʊn/
looked back / lʊkt bæk/ -> / lʊk bæk/
scripts / skrips/
d. Loss of final ‘v’ in ‘of’ before consonants.
Exː lots of them / lɔts ə ðəm/
waste of money / weist ə mʌni/
Lesson 4ː Assimilation
I. Definition: Assimilation is the change in pronunciation of a phoneme under the influence of its surrounding sounds.
Exː news /njuz/ but newspaper /njuspeipə/
II. Types of assimilation (5 types):
1. According to the position of assimilation (at the boundary and in a word):
a. At the boundaryː
Exː don’t you /dəʊntʃjʊ/ could you /kʊdʒjʊ/
can’t you /cantʃjʊ/ would you /wʊddʒjʊ/
Exː let me / lemi/ give me / gimi/
want to (wana) / wɔnə/ going to (gonna) /gɔnə/
used to /justə/ have to / haf tə/
b. In a wordː
- Assimilation of velars. / n/, /k/, /g/ When ‘n’ is next to /k/ and /g/, it is pronounced /ŋ/.
Exː bank / bæŋk/ extinct / ikstiŋkt/
concrete / kɔŋkrit/ singer / siŋə/
monkey/ mʌŋki/ gangster / gæŋstə/
- Assimilation of voicing.
voiced + voiceless exː jumped / jʌmpt/
voiceless +voiceless exː jumps / jʌmps/
2. According to the role of assimilation (assimilating and assimilated sound):
Ex: think / θiŋk/ (‘ŋ’ is assimilated sound and ‘k’ is assimilating sound)
3. According to the degree of assimilation (total and partial assimilation):
a. total assimilation.
Exː horse-shoes / hɔːs ʃʊː/ -> / hɔːʃ ʃʊː/
does she / dʌz ʃi / -> / dʌʃ ʃi /
- In total assimilation the pronunciation of the assimilated sound is completely changed to that of assimilating sound.
b. partial assimilation.
Ex: please / pli:z / try / trai /
swim / swim/ persuade / pəːsweid /
- In partial assimilation the main features of pronunciation of sound are reserved with only a decrease in the voicing of voiced consonants.
4. According to the direction of assimilation:
a. Progressive assimilation.
Exː dogs / dɔgz/ cats / kæts /
- In progressive assimilation the preceding sound assimilates its surrounding sound
b. Regressive assimilation.
Exː bank / bæŋk / donkey / dɔŋki /
- In regressive assimilation the following sound assimilates the preceding sound.
c. Mutual assimilationː The two sounds assimilate each other.
Exː can’t you / cantʃjʊ/ could you / kʊdʒjʊ/
5. According to the time of assimilation:
a. Historical assimilation happens in the development of the language and has now become stable.
Exː nation / neitjən / -> /`neiʃn /
musician / mjuzisjən / -> / mju`ziʃn /
occasion / əkeizjən / -> / ə`keiʒn /
education / edjukeiʃn / -> / edʒu`keiʃn /
procedure / prəsidju/ -> / prə`siʒə /
b. Contextual assimilation: happens when 2 words stand together.
Ex: don’t you /dəuntʃju/
haven’t you /hævntʃju/
Intonation (unit 14, 15, 16)
1. Definitionː Intonation is the use of stress rhythm unit (tone) of speaker when she/ he is speaking. There are types of intonation ( rise, fall, rise-fall and fall-rise)
2. Changes of intonationː
a. Intonation in statement ; falling tune (tone) is often used in statement (before commas, and dots).
b. Intonation in questions.
* In yes / no questions. Rising tune is often used at the end of the sentence.
Ex: Do you love me?
Is it you?
* In wh- questions. Falling tune is often used at the end of the sentence.
Ex: How much is it?
Where do you often go at the weekend?
What do you often do in your free time?
* In tag- questions.
Ex: You like chicken, don’t you? (certain)
You don’t like chicken, do you? (hesitation)
3. In the answers yes/ no:
a. Rising tuneː
Exː Aː Do you like Bacgiang?
Bː Yes. it is a beautiful city.
(B wants to continue the conversation)
b. Falling tune:
Exː Aː Do you know where Peter is?
Bː Yes, in the kitchen.
(B knows him but B doesn’t care much about him, so stop the conversation and change the topic)
c. Rise-falling tune:
Exː
Aː Would you like to go out for dinner with me tonight, Lan?
Bː Oh, yes. I’d love to. ( express strong feeling)
d. Fall-rising tune:
Exː
A. Bacgiang is a nice city, isn’t it?
B. Yes. I think so. (express doubt, hesitation or uncertainty)