FEO AND LEO! #WORKSHOP #2 Figure A Figure B ‘THE VOWEL CHART van co we ¢Prof. Francisco 2ebalo~ 2020 ‘Adeated rom Prof. Ménica Trl Stromg and weak vowels {Let's suppose you aro in a room, and what people in 2 different room say gets muffled. It i possible that, even without hearing intelligible words, you will detect what language &s being used. How is this passe? It may be = question of rhythm, Compare "Ben's quite fat now,” “Benny is very heavy at present,” and “Benjamin is particularly ‘corputent presently.” These three sentences are diferent in sie but similar in duration (i. time). a FOOT 2Foot | 3*roor J aroor e e _ |@ e® (4 stresses /4 syllables) Ben's Quite | Fat now e-- @- je --je- Benny is very | Heavy at} Present @----/@---l@ --J@ -- Benjamin is par | ticuiary | Corpulent presentiy (4 stresses / 10 syltables) stresses /15 syllables} How can this be possible? Although this iS not scantiically acurato, for teaching purposes we say that English frytom tends to be Iscebronous /sa'sokranasi, that is, beats tend to happen in a regular way. All the unstressed) svllables in afoot can be crammed together because they generally contain weak vowels Weak Strong 1. Week vowels can only occur in weak, unstressed syllables: 2 Ee Benjamin vendsammn/, cary "eseri/, into Minty, nta/. ', Sometimes /a/ may even be éropped: apple “pli, Hsten sn’. 2. ‘A, U/ belong to both groups. They can occur elther in stressed or unstressed syilabes. 2. Stressed: book bul’, sit "si, Look uk’, win *wmn!, wood wud. b. Unstressed: catching "ketfini, added didi, dresses Sometimes o/ can replace them: Particular ioalulgjla, paakjala! Compleinent /komplimant, komplamont! esta! 3, Strong vowel Lnstressed syllables, 2 Stressed: time aim), daar 'dplal, pronunciation /pra;nansi'etfia b. Unstressed: qetévity /ck'ivati/, context "konieksv, dtalogue Mlaalog’ they are obligatory in stressed syllables. Thay can occasionally be found in somePref, Francis Zabola 2020 Weak Words + Have a look at this transcription, What Is the text about? 2 mar ‘greeni | haz ‘s:lwerz bin ‘veri sm'poitont fe mi || mar ‘madez 'pearants | hu wo frem ‘iteli | ‘spent ‘moi ‘tazm "hia | dan rn ‘jorrep || mar ‘grzen,farda 'parst alwer | ‘meni 'jraz a'gav | bat maz 3. ‘greenl|wal avthy as ‘oil | fiz ‘t2znny ‘naznti ‘ert drs ‘mer 4 mar ‘greenpas j had "heed di ax'dra | av "katy ‘bro || hi ‘haed "faernli rm jezdgen'ti:na j"hit ‘serld “farst ||an Ben hrz ‘waif 'kerm a'lon J de ‘varzds | waz on an ‘inglt] ‘fap | Bat ‘>:Imaust 'saeqk fax am ‘for (Darts 02 ‘rizzan | war Ji ‘neva ‘tozks a'baut 7 82 ju kan t'madsin | Ber fled a:rap | br'koz av 89 ‘wo: jf at Ba br'gintn | Be we som ‘probleme *hra {us || hav‘eve | 'na®rg woz 'wa:s | Ban ‘wor er had 1k'sprarianst | in Bea ‘haumilzend ll rt waz ‘had 9 fe dam ta Thy ‘evrléty br'haand | an tu o'daepe tu a 'njur ‘wer av ‘lant || max ‘maar an au | hov ‘tratd 109 tain atbaut de ‘parst| bot ‘gran ‘sslwexz 'telz as | Bat wi fad ‘et ‘bargonz bi 'baigonz { 42 ar n'member an ‘eprseud | wen fi'a:st as | du ar 'nizd tu ,an'2:0 @a ‘past | to ‘merk ju hap || ar fal 22 neva fe'get dauz ‘jisz || daz fi ‘str! fil 'pern | wen he ‘memariz a wis kindald | ar ‘ges ‘sau ar 13 mast ‘not "pus he || ar wed ‘lav tu 'a:sk | bot ,ris'vezatin ha ‘pa:st | kad ‘sttl bi ‘d>entrn || wot 2 us 14 8igk/ ° Classify all the weate grammar words In the text according to the vowel they tale, Palin: rats Be Mone cas ae (eerie trons Bat entirng OB — Ai, Jal or hf i: Pal or fot in:ee jes enden tm QV? “happy /i/” The Lexical Set *happY* illustrates a weak vowel produced by raising the front of the tongue to a high position, thus leaving a clase narrowing far the air to escape freely through the oral Cavity. In simple terms, it could be accurately described 2¢ 2 weak and short version of FLEECE. This name *happy /i!* has been chosen because itis a good example of the features this sound presents: * itis weak— in other words, it cannot be stressed © feisfinat Let’s find examples of “happ¥” words! This vowel Is also present in a special group of monosyllabic grammar words. These are highly frequent and predictable, so they are normally said very quickly and without stress. 1 "ta01d on |i Waumt wi ‘Kode "back |] witow ‘let tum 'daon moi 'end/ Besides, “hoppy is kept in weak contractions and the following inflected forms: ‘She’s said he'll be late, so we've got to get started (Giz 'sed hit bi ‘lett | sav wiv 'gpt to ‘get 'staztra/ carrying Mkeriny! twentieth wentis®/ worries Mvarizl healthier "hel9io/ studied stadid! wealthiest /welBiast! Moreover, *happ¥® can be found in unstressed mompheme-final position in compound words, such as: anybody 'enibadit anyone eniwan/ anything Meni®ry! antisocial jzenti'souf/ ——everywherel'evriwea! everyday fevri'dev Finally, happ¥* is used in unstressed syllable-final position before another vowel sound. This shows that there isa hiatus (Le, two adjacent vowel sounds that are separated by a syllable break): reality fri!ze. ot. pronunciation /pra. nans.i.'er{.an/ serious 'sar.i.as! intermediate /ymt.a.‘mizd.i.at!Pre-fortis cl Vowel sounds are classified into two big groups: relatively long vowels Prof. Fronciseo 2obola 2020 ipping [namely the monophthongs FLEECE /i:, START fv, NURSE /, FORCE iat! & GOOSE fu; and the diphthongs FACE /ev, PRICE Jay). CHOICE ‘ov, GOAT. ‘out, MOUTH /au!, NEAR /ia/, SQUARE /ea/ 8 CURE /u: STRUT fa/, LOT /o/, FOOT /u/ & Schwa /a/). itis ‘quantity (length) provided they are followed by Column are clearly longer than those in the first column: 0/) and relatively short vowels (namely KIT J, DRESS /e/, TRAP /e/, possible to contrast pairs of vowels which differ both in the same syllable ality and final consonant sounds. The vowels in the second bin oun! ‘bean bin! cub Peat? ear ka: Ben Teal ‘burn Pts) } cod Fkwdl? “cord Ford ‘pull pal — pool pu: | Pre-tortis clipping is a process that reduces the len, consonants wihen the syllable is closed by the fortis wth af vowels and clusters of vowels followed by sonorant consonants /p, tk, tf, f, 8, s, f/. Clipping is most evident Fal gales 2 diphthong or long monophthong, especialy in stressed postions. In ather words, these vowels re fully jong only when they are final in a stressed open The following diacritics show length distinctions: (i) ful dot ['] (3) and [is placed on top of clipped (Tench 2011; Roach 2009), syllable, or when the syllable is closed by a lenis consonant. lly long vowels take [:}; (2) dipped ong vowels take just one /m. 0, 9,14, short vowels, and the first element of a diphthong Compare: Long monophthongs See Seed Seat ['sit ‘sid ‘sit] Diphthongs Rue Rude Route ['ru: ‘wd ‘rwt] Ray Raid Rate [ret ‘reid ‘veit] See Voweltsonorant Lend Lent (end "eae] Send Sent {send ‘sea] Build Built ford ‘omit peepee of oer Fingers isthe best unk to ‘Vewel length is approximately the same in the following cases ‘exige haw Cinped your Seat Sid [sit sid] se oe ie sable hut he snopping, Hoot Hood {hut “hud) ena ‘exceeds the soap cing, ‘hat’ fal ength! _= Core Cord Teo: kosd Sag ged Samequantiy | Although long vowels are redueed approximately by hal START /a:! and NURSE /s:/. In other words, contrast between NURSE /3i/ & Schwa /o/, Court kot these two vowels Card Cart Cue Cut Tka:d "kot ‘kad ‘kit) [oad “bot Some quay Cod Cot kod ete Simior quot | Bird Burt But koi) make sure you Just clip one quarter of the length of ‘are only slightly clipped so that there is a clear and START Jo:! & STRUT /a/, Commerce Commas bat) ('komss —'kpmaz}Prof Francisco Zabola 2020 Intrusive /r/ Words ending with a final letter are linked to a following word beginning with a vowel. This use, which is justified by the spelling, is called linking /r/ By analogy, however, some speakers of non-thotic accents (e.g. General British) extend this linking phenomenon to situations where there is indeed a final /9, ro, at, 9:, 21/ sound followed by a vowel but without an <> letter in the spelling: this is called intrusive /r/. Even those speakers who consider this to be ‘typical of loopy speech tend to use intrusive /t/. Foreign learners need to be familiar with this process for listening comprehension purposes, but they are not encouraged to adopt it in their oral production Compare: [ool tad Linking /r/ Taeg els Dr. Allen fdoktar ‘zion! China and Japan ftfamas on d3o'pen! Dear Bllenfirr'clos! | __‘The idlea of it/8i ardrar av itl ~ More ice mos ‘as! ‘Law and orders an oda! Star Altiance?st:r ojaions! | The Shah of Persia 6a "jax av ‘paijal ‘Transfer itltrwns'ts wt Richelieu is mad 'ridliox 2 ‘mad! '* Transcribe these phrases and decide whether there may be linking /r/, intrusive /t/ or neither. Justify your choices. ore brea Te : ro eould never have fesagined. “There you are ar enemies Heir apparent Vodka and tone (nin and Pakistan “Three elephants “Twa well Four Xrage ‘More wel aw "Your WanourPro, Franca Zabol ~ 2020 Alita from Prof Ménico Terk see Stranding Stranded Prepovitions Complete the questions and onswer 8 for the following sentences based an the example below. Moke sure your sentence ‘ends in a stranded preposition. Then, transcribe ALL the sentences. 1. What are they waiting for? Perot 2 der 'wertg fat! a. They're waiting for the manager. 2Seo ‘weit fo 9 ‘mamdsal b. tt’s themanager (that) they're waiting for. ‘its 8a ‘manid3e Oat dea ‘wertiy fay 2. What, 2 ae / 2. Patricia dreams of starting her own company. b, Starting her own company. 3. Where, Pe st 2. My grandmother came from Germany. i b. Germany ! _ i: 4, What. Po - aoxwif! ‘8, My daughter is looking at that gorgeous Persian carpet. t / b. That gorgeaus Persian carpet Stranded Availiaries Rewrite the following sentences so that they contoin a stranded auxiliary verb. If there are twa sentences, jain them into one. Then, transcribe ALL the sentences: 1. 1am really young. You aren't so young, fan. 4 _ a, {'m younger 4 — i b. You aren’tas, af / 2. The weather is good today. It wasn't so good yesterday. Ao J The weather Is much better 43. Vanessa works hard. The other students work hard. 4 _ Vanessa works as hard as 4, The Greeks were really creative. The Romans weren't so creative. a. The Greeks ‘ - i b. The Romans weren't as LPro. Fronceo Zabola- 2020 Buttressing or Rhythmic Strengthening sn unempbatic sentences, te nucleus (Le the tonic syllable} tends to go on the hawt Neca tems (normaly 3 nour ora ver), there are grammar words after tha nucleus, the speaker can choose to keep a final preposition and Pronoen i thei weak form. Without changing the meaning ofthe uterance, the seaker ean also choose to opaly Buatressing “bstroxy (et ‘Strongthet the reposton). If he presestion s buttressed, svorg tory shold be ssea: The aim isto keep the pronoun weak, Note the tree types of prominences strong stress ®, weak stace, tunstressed +, No butesing: Tee been WARTIng for you. fax bem Twente fo ju/ . 8 en re Bucivesing: Tee been WATTing for you fare baa wert fa: jul et ee Controstive: Ive been waiting for YOU. (nother..) fare bm went fe Sus - 8 . e Practise! ‘Read out these sentences. You should be able to read them wit and without buttessing. Doa'tchonge the nucleus! © Preposition + Pronoun No buttressing Buttressing 1, What was Rea Doing in that pleture? He was LOOKing at" you Fe wns 190ing at you i aaa ea carta He was TALing to hes He was Pabsing to her a wt Se e-He was SCRRAMIng at thom Te was SCREAMing at them 2. Whet about Shawn's oxAM? Hes reusing for H's re¥EBing for it sabi ogee b.He's having «G0 at it Hee Raving GO at it ees eee are ‘© Pronoun + Preposition ¢ Pronoun No buttressing Buttressing 3, What about these ° ‘a.$he's BROUGHT them for you. She's BROUGHT thea for you Sa SHERQUGHT thea foryou. She BRBUGHT them for yo b.Mlary's COOKed them for me. Mary's COOKed them for me. ° a oe ee 4. What shall do with this BALL? GIVE it to me, IVE it to me eee ee SIERO Hot hen THROW at ttn 5: What did Fone do with the reRORT? — s.She corRRECTed it for we, She cotRREOTed it tr me. oe ee eee D.She MAILED it to them, She MAMLED tt them 187Pro. Froncsco Zao - 2020 Speakers might be careful enough to keep the citation form of a word, but that is not very likely. More ‘often than not, they tend to simplify the transition between adjacent sounds by adapting some of them to the environment in which they accur. It is important to note that there is a restriction in terms of the umber of changes that can occur at any given time. in general, a phoneme will change only one of its three distinctive features (ie. voice, place and manner of articulation): for example, If the place of articulation changes, the voicing and manner of articulation tend to remain untouched. The most Frequent type is regressive assimilation of place. For example, in the phrase ‘bad person’ the final voiced alveolar plosive /d/ may be influenced by the following bilabial consonant ‘aed passa -> ‘barb tps:sn’. tis Interesting to note that although its place of articulation is altered, Ins voicing and manner of articulation are not Sneakers normally want to make the least possible effort to articulate. Although some assimilatory patterns may seem extreme to foreign speakers, they are actually so frequent and normal that native Speakers are unaware of their existence. So much so, that certain combinations of sounds may be subjected to a ‘chain’ or ‘domino’ assimilation. The phrase ‘He didn’t call’ may show the bilabialisation of the alveolar sequence /dnt/ andthe elision of | the final plosive /t/: hi 'dtdn(t) ‘ko:l — hi ‘drgy(k) ‘kot tis worth noticing that the /k/ sound affects neither the manner GF articulation nor voicing of the alveolar sequence /dn(t)/. According 10 Cruttenden (2014: 313), either all of the alveolars change, or none. Direction: 1. Regressive assimilation ( right-to-left, A & B): Regressive assimilation is the mast common by far. It occurs when a sound changes one of its characteristics under the influence of a following sound. Ten men /'ten 'men — ‘tem ‘men / Un vaso /un 'baso — ‘um "baso/ ‘This type of assimilation is thoroughly explained below, under ASSRNLATION OF PLACE. 12, Coalescence (A+B =C): Coalescence is the process by which two sounds merge and result in a different one. Wells (2008: 52) states that VoD COALESCENGE normally affects the words ‘you’ and ‘your. It may also be found before unstressed ‘year, yet" and other words of frequent use Reese Awount ju —-'waontfus /dount ju —>'daont fu! Would you? | wud ju > wodgu! Did you? Fdid ju ards! Should you? —_| "Jud ju fudsu! Could you? (kod ju —> YesdsuiProf. Francisco Zobola-2020 Transeribe the following sentences phonemically. Show the cases of assimilation in colour. Have I told you lately that I hate you? Why don't you create your own story? Hasn't your sister finished yet? | suppose you can do it. Does your boyftiend need you so much? Did you make her use your books? Hew could you! Did you tead your magazine? Has your father let you down? Last year, I visited you. Do you remember? 0.1 understand your point, but J haven't passed yet! ROeNoaeene hov ar 'tauldgu eit dat ar ‘hertfuy also ['hcev] Uwer dount{u krifertfarr'9un 'sto:rij Chovzntfo: 'ststo'fimrftfet] [at so'pougu kon ‘dus it] {deso:"borfrend ‘nizdgu sou 'matf] also ['dago:] {drdgu ‘metic ha juga: ‘boks jj hau "kudu {[otdgu 'ridgo: smaego'zien) "etf‘daun] also ['hae30%] [lossifia | a ‘vrzttrdsu |] dga rt'memba] also ['dn: ju] 410, {a1 ndo!steend3o:'pouat | bat ar ‘havnt 'passtfet) 13, Progressive assimilation This type of change takes place when there is elision of /a/ due to a process called SVLLABIC CONSONANT FORMATION. If /o/ is omitted, the resulting syllabic nasal may be influenced by the place of articulation of the previous sound. Although foreign learners should be aware of this to improve their listening comprehension, they don’t need to adopt this in their oral production, Happen. "hepan ~ 'heepm! Bacon !erkou — 'betkiy/ 2. TYPES OF CHANGE 24, Volcing Unlike many other languages, English does not frequently favour assimilation of voice. in Spanish, on the contrary, voiceless sounds tend to become voiced in the vicinity of voiced sounds. This daes not happen in English, so Spanish speakers should be careful never to voice voiceless sounds: Eg. Tecnolégica/,tegno'loxiko! Etnico 'edniko! Technologic /,tekna'tndstk/ Ethnic "eOntk/Prof Francisco Zebola- 2020 However, the opposite may be true in English. A final voiced sound might become voiceless in a few close- knit English phrases. This is of restricted occurrence because when @ final sound is voiceless there is PRE~ FORTIS CLIPPING. (Note that ALLOPHONIC DEVOICING occurs anyway, as explained below): 1. ‘Used zo" (semi modal, obligatory “ju:s(t) ta/) Tused to work here. [at ju'st ta ‘wk hia} ‘Used’ (past tense of ‘to utilize’) Tused two bags. [ar ‘juced ‘tu: "beogz] ‘Of course’ [av 'kois > af "koss] Of course you can. [oy 'kors ju ‘keen -> af 'ko:s ju 'keen) 3. ‘Have to! (semi modal) Thave to do it. far ‘heev to ‘dn: ct > ar haf to ‘dur 1) ‘Has to’ (semi modal) She has to study. [i theeg ta ‘stadti — fi ‘hats ta ‘stadi] sentences phonemically. Show the cases of assimilation in colour. 1, Iused to love her, but I have to kill her now. 2. She used me as if I were worthle: 3. Of comrse | used to play with wooden swords, 4. Lused two of these, and I will use some more. 5. She has to admit that she has used it all. 8. Did you use to go out with my cousin? 7. Did you use my notebook? 8. She used that card to pay for the tickets. 9. We used to collect unusual objects. 10. You'll have to get used to it. KEY: 1. [ar uss to "lav ha ] bat ar ‘hae to al ha} 2. [Ji jwzd mi jaz af ax wo 'wa16los] 3. [af kos ar just ta 'pler wed 'woda '5 4, [ar juszd "tus av Diez | an ax wal juz som noi] 5. [Ui ‘hoes tw odrt | dot ihe. fused a ool) 6. 7. 8. °. dz] to ‘goo laut w18 mar kazm] mat ‘novtbuk] [fi ld "Oe [vi tus ta iper fo da 'tlats} to ko'lekt ,an'jussnal 'obdzikts] 20, [jul ‘heey to get !jusse tu at) 2.2, Place of articulation Alveolar sounds are the most unstable in English (/s, z, n/ and especially /t, dl). Not only are they very frequent, but they are also articulated in the middle of the oral cavity. This position enables them to be assimilated into a more advanced or retracted place of articulation. This phenomenon is often referred to aS DE-ALVEOLAR ASSIMILATION,Prof. Freneisco Zabola- 2020 Phonemic changes 2.2.1. Bilabial assimilation ‘The alveolar /t, d, n/ may become bilabial before a bilabial sound. Notice, however, that the assimilation of /t/ Into /p/ is not as frequent.as its replacement by a glottal stop’. WEST ee RULE = ('8222 "bor] or Bact 'box > ‘Sep ‘bow! {'8e2 ‘men] or Sect ‘man — ‘imp ‘man! Spaed "bot — ‘baxb ‘bor / bad ‘men — ‘bab 'men / Moaed ‘warn ~ ‘beeb ‘wenn / Tan "brarig > om "brat? In pairs | /m ‘peor ~ 1m 'peaz/ In Miami | /n mai'emi > m mar'emi! Jn Wales Jin ‘werlz —> 1m 'werlz/ ‘Transcribe the following sentences phonemically. Show the cases of assimilation in colour. Can we eat a sandwich in bed, Brenda? . You told me you would be in bed by midnight, Becky! Mg dad bought a great painting in Worcester. Tt was a great bargain. In my opinion, this country can't be such a bad place to live in, Bruce. Matt paid a lot more than Paul for that bread and breakfast hotel in Baker Street. Can Brian decide when to come back home? Can he put it in black and white? That beautiful bust needed more than ten men to be carried back to the hall. That worksheet would bring Ben many ideas. Did Polly and Pamela grind much coffee? 0.You'd better start pulling up your socks right before the test. ogeene [kom wi "itt 9 ‘seemwid3 1m 'beb brenda] also ["kaem] [ju taut mi | ju wob bi am 'beb ber 'midnatp 'beki} [mar "deeb 'bo:t 9 'gretp 'pemtm | 1m 'wusta ff 1p waz.o 'gretp "bargta) [Don fan otpunian | 81s "kantri 'kaimp bi ‘saifa "bee |plexs to "lsv om "bru:s) Leap ‘petd |» ‘lop ‘mo: dam ‘port | fo 'dzep "beb in "brekiast hou'te | rm "benko 'strit) (ikem ‘brazen dt'sarb ‘wen ta "kam 'baek "hoor jj kon hi ‘put rt um 'bleke am wait) [oaep 'bjuctofl “bast | 'nixdib 'mo: don ‘tem ‘men |ta bi keri beck ta da ‘hodl] [dep ‘waiksi:p wub 'brig "vem 'meni ar'diaz) {dtb ‘poli om ‘peemnala 'gratmb ‘maf "kofi} 410. [jub ‘beta 'staxp ‘pulig ‘Ap jat'soks | rarp br'fo: da test] 2 a 4 5 6 x a 3. Wels, 1992,Prof Feanclso Zabele-2020 2.2.2. Velar assimilation The alveolar /t, d,n! may become velar before a velar sound. Notice, however, that the assimilation of {M1 Into /k/is not as frequent as its replacement by a glottal stop’ (Se? Theis] or Sat kes > ek kom? That game |['dx? ‘geun] or “Sst ‘gem — ‘deck 'geum ved Tkarpit —> req "kasp? (red ‘glavz = ‘reg ‘glavz/ jal inj [Ann can — [Fen ken > "mn ken! Ann got it_|/zn ‘got > ‘en ‘got 1! Transcribe the following sentences phonemicelly, Show the cases of assimilation in colour. 1. The problems in Grecce can get much worse if Britain gains power 2. We can’t go on climbing! 3. She couldn't cope with it, Greg, 4. Did Gimson call you? 5. She made great contributions. 6. Ineed Kate Goldstein, Gladys. : 7. Brad got goose pimples. 8. In contrast with what Glenn claims, I'l demand greater interest rates. 9. Ben couldm't cope with it, Granny. 10.Ted Green called Alan Gray. He said Gary's in Canada. (22 'problamz 19 ‘gris | kay ‘gep ‘matf 'wars | "brtoy ‘gennz ‘pava} si kargé'goe "oy ‘klarmarg} [fi ‘kugné "koup wid uk 'areg] [dig 'grmsaq "oe ju {fi 'metg 'grexk konte'bjusfinz] (ar ‘nisg "kerk 'gouldstany 'glacdis] [brag 'gok ‘gn:s ‘pimptz] + Dig ‘kotra'se 19 wok ‘glen ‘klermz | atl di‘macng ‘grettr 'ntrst rests] {eg 'kvgnk 'koup wid ik ‘greni] 40. ['teg ‘arian ‘Kosid ‘“elay 'grer jj hi 'seg "geeriz 1 "ksenada] ORY NeProf. FonciseaZabala- 2020 2.2.3. Palato-alveolar assimilation The alveolar /s, 2/ may become palate-alveolar before a palate-alveoiar sound, ALVEOLAR + PALATOALVEOLAR = PALATOALVEOLAR RULE a - 4 fet Transcribe the following sentences phonemically. Show the cases of assimilation in colour. Tis je oy el 91s Yop —> ‘Sf 'fop! Manis "sack — 'rasf "sack/ ‘ors ‘tfstf — 'Orf ‘tft? This year This shop Miss Jacques This church This job These years These shops Please Jacques These churches These jobs 'plizz "5k — 'plixg "sack! iz. 'efartfuz >" Is she Miss Jones? Does George please Sheila? Has she corrected his short story? Maurice Johnson has just changed his job. ‘This gym is just what she needs. ‘Alice Joyce has joined the armed forces, Sean. Bruce Sheridan has shot his sheep. Has Janet heard the news, Shirley? * Bee OnaeNE What a nice chap! She's chosen a wise gentleman to be her future husband. 0. This is jolly good! This judge is sure to give us just what we want! KEV: 4. [03 fi ‘mf 'dounz] 2. [dog ‘agave 'plig 'felo] 3, [hog fi kolreketiel hrg "oct 'stovei) 4. Covortf Wdgonsan | hay ‘safe 'jenndgd rg “d30b] 5. [orf Mju | 15 'djase wot fi nizde] 6. [seth dots | ho5 'dsamd i ‘amd ‘fossx5'forn] 7. [brusf ertdn | has 'for x5 'f:p] 8. [hag ‘d5aemt thaed 89 'njurs "fox 9 [wot 9 nan} tfeep | Sig 'tfauzn 9 'wary ‘tsentimon [to bi ho futfa 'hazbond] 20. fons 15 dso ‘god f Ou) sds | 15 "fo: ta ‘giv a 'dasé wot wi wont]Prof BrarciscoZebala 2020 Chameleonic phongmes: Assimilation FST thy Mee hee he ety teeta ephnwiy end atveoar td a tatadogt the place of articulation of Yolowiny conaernce it 1. Can become bilabial !_/ before a bilabial /p, b, m/ {or even /vw/ for some ‘peopie). Cetubecome volar/__Teetore a welar kg. 3. Cameootsce fie. merge} with felong and he esl ie! fdf 4. Can become bilabial before a bilabial fp, b, ma for even /w! for some people) Can become velar /__ /before a velar /k, 4, 9 3 Can coalesce {.c. merge) with a following and the result is )_ int 41. Can become bilabial __/ before s bilabial /p, b, m/ (or even /w/ for some people} 2 Can become velar /__/ before a velar Ak, 9, 1! Asi Can become palsto-avecslar /__/ before palato-aheolar/f, 5, th, d5 jf. 2 Can coalesce (i.e. merge) with a following and the result is! /. fal Con become palato-alveoatar before a palatoralveniar/f, 3, tf, df 2 Cam coalesce tie. merge) with 3 following j/ and the result is /_/, ‘Transcribe these sentences and find possible cases of assimilation, Colour them, 1. Tewas u great game. * 2. They'd been playing for hours whon it began to rain 3. In my opinion, she did quite well in Maths and Chemistry, 4. Did you uncierstand what your Dad proposed? 5. It wasn't my brother who pulled you! 6. This show can't be cancelled yet 7. This year, the board members haven't made much progres 8, They can’t be in bed by now. 9% Incontrast with what you have said, I don't believe Johin could have killed me 10, Imiss your hilarious jokes 14. Does she understand Greek? 12, Was she in court, by the way?‘raf, Francisco Zobala -2020 Elision Elision has been traditionally defined as ‘the omission of sounds in connected speech’ (Crystal, 2008: 166), Roach (2001: 61} is of the opinion that: From the polat of view af caartculstion studies, elision is nota separate process from assimifation. Iti simply an ‘extreme result of coarticulation, whereby two sounds ate articulated so closely in time to each other that sound or sounds between them are completely obscured. Despite the great number of cases of clision that occur in English, some authors of pronunciation manuals agree on what kinds of elision are recommended for the foreign learner to adopt (Cruttenden, 2014; Garcia Lecumberri & Maidment, 2000). Flisions can take place both within the word or at word boundaries. itis interesting to note that most cases affect syllable-final sounds. 14. Elision of /t/ & /d/ The alveolar plosives /t’ and /d/ are extremely common in word final and syllable-final position. They are readily elided provided they are preceded by a consonant with which they agree in voice and followed by another consonant. Since /d/ is always preceded by a voiced sound, itis safe to state that it can always be elided if itis sandwiched by consonants. As regards /U, the only two clusters where there is voice disagreement are /nt/ and /IU, The literature seems to differ in terms of which sounds prevent the elision of a previous /t/ or /d/: such elisions seem to be blocked by a following /h! (Cruttenden, 2014; Ortiz Lira, 2007; Tench, 2011), while they seem to be disfavoured by a following /w/ (Matt, 2005; Ortiz Lira, 2007; Tench, 2011), ji (Cruttenden, 2014; Ortiz Lira, 2007), /l/ and Jr’ (Tench, 2011), eon mman Leen EXAMPLES Blond man Moton(d) "man World Cup Pvsel(d) "kap/ Any consonant other than: {bf fforbidden) fw, j, Le (indrequent) Arrived late Ia'rarv(d) ‘ler! Last summer Pa:s(t) ‘Samal ‘Mashed potatoes M'mzef(t) pa'tertsuz! Cleft palate Pktefit) ‘peat! Exceptions: + Negative contractions: the voice disagreement found in the cluster /nt/ is overridden, as well as the constraint on the following sound. Eg: Isn't it? Mrzn(t) wt/ Iean't go. fat 'ka:n(t) ‘gaut You shouldn't alow it, ju 'fodn(t) alla w/ ‘© The conjunction “and” almost always drops its final sound, provided itis not followed by silence. Eg: Ben and I/'ben an ai! Europe and Asia "jorap an 'er3a/Prof FrancisesZabola 2020 1.2. Elision of /h/ The initial consonant in the weak forms of grammatical words he, him, his, himself, her, herself; have, had and has can be dropped provided they are not initial in the intonation phrase. Compare: have told him what I thought of his wife and her lover. fat (hay ‘tauld (h)im | wot at ‘@o:t ov (h)rz, ‘wart | an (h)a "Laval Vs. He can't flee the country. His father would die if he did. (hi 'Karnt “fli: bo "kantri || hiz ‘faido wad ‘dar rf (h)i drd/ Perfect modal verbs customarily elide /h/ in the weak form of the word have: EXAMPLES - [ She must have been late, ben tert? It can't have happened. iit Kazt ov ‘taepnd! vow! You should have told me. [jt fod ov Yould mil |___Hmay have occurred. it me(:) av aksd! You might have guessed /ja matt av ges You needn't have come. /ju ‘aidnt av ‘kam/ Ought to | Ta av, twov, tw, tav/_| You ought to have resigned. [ju ‘xt tu ov ri'zamndl 1.3. Elision of /I/ The dark allophone of /I/ shares its back resonance with the back vowel /oy. Its because of this similarity that /I/ can be elided when it is preceded by this vowel and followed by a consonant. Eg: Altogether /,ox())ta'geda! Also 'oi())s0u/ Although fai()a0/ All the citizens f's:(I) do ‘sttranz! Brown (2990, 69) 14, Elision of fricatives in clusters According to Cruttenden (2014), consonantal clusters in syllable final position may be extremely difficult {0 articulate. The maximal cluster allowed by the phonotactics of English is VCCCC (a. thousandths). The third consonant Is normally lost. £g: Thousandths — "Bavzen(d)0s/ Texts Preks(0)s/ Sixths suks(8)s, 'sikO(s)/ Wells (2008) mentions the simplification of /-(8)z, -(@)s/ in moths /'man(@)s/ and clothesProf Francisco Zebale- 2020 15. Elision of Schwa & Syllabic Consonant Formation English is varisyllabie, as long words do not always have 2 fixed number of syllables (Wells, 2009). if a weak vowel, ‘such as schwa, is completely elided a syllable is lost leg: gardening /'ga:d.an.1g -> 'ga:d.nty/). However, some consonants are capable of absorbing the syllabic status of schwa and, therefore, become syllabic themselves gardening /'gaxd.on.1y — 'ga:d.s.iy/). The latter process is called SvLLABIC ConsoNaNt FoRtaTiOn (Garcia Lecurnberri & Maidment, 2000). Nasal syllabic The sequence /on/ may become syllabic when it is preceded by a consonant, especially an alveolar. However, this is not possible f the preceding consonant is a nasal or ifthe consonant is in tum preceded by és/, Eg: Listen Ausan > isn/ Pardon Mpardan > 'pa:dn/ Golden —"yauldon— ‘goulda/ London landen "land Woman women > *wumg/ Boston bostan > *'bostn/ Lateral syllabicity: ‘The sequence /al/ may become syllabic when it is preceded by an obstruent consonant, especially an alveolar. Eg: Bottle botol ~> 'botl/ Medal medal —> 'medl/ Uncle Pagkol = taniel/ Pencil —'pensal_ > 'pensl/ Finch & Ortiz-Lire (1982, 80) proposed the following categorization: ee eR Lmao salen T ULE EXAMPLES nV, /-ta/+Cons, /~dn/+Cons, orem. en Syllabi Jn ‘F-sn/*Cons, /-fal, /-ja/+Cons, /-3n/, stexient absent, passion, patient, vision, occurrence. RV, 1-8, /-9V, /-si, nel, $V, mul, | | Teal, peaceful, ra/sCons Sylabie bol arrival, cancel, nasal, ‘special, animal, oral. totally, gracefilly, Siilabicorno-syllabie | Lai, MA, Afi, mt, nll, at? | Socially, normally, _ | externally, orally Syllabic or non-syliabie ‘secretary, lottery, Kd Conseftié med oo. Poly-sylabiety Horo, a)m(a)l, {a)n(a)r(a)i/ | @dmiratty, optional, ordinaril