Engl 221

Phonetics
and Speech Communication

By:

Ellen Grace
P.

Ventura
Instructor 1
Contact #: 09167209901
Email: miejer2715@gmail.com
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CHAPTER I: COMMUNICATION AND LANGUAGE: AN OVERVIEW

Learning Outcomes:
The students will:
a. discuss the concept of phonetics and speech communication;
b. Suggest ways to remedy the barriers to communication; and
c. Illustrate the speech chain.
Overview
In this chapter, you are going to learn the concept of Phonetics and speech
communication. It especially tackles on the scope of phonetics and how it is applied in
communication.

LESSON 1: INTRODUCTION TO PHONETICS: WHAT IS PHONETICS?

WELCOME TO PHONETICS
[weɫkəm tuː fənetɪks]

Phonetics is a branch of linguistics that focuses on the production and classification of

the world’s speech sounds.  The production of speech looks at the interaction of different vocal
organs, for example the lips, tongue and teeth, to produce particular sounds.  By classification
of speech, we focus on the sorting of speech sounds into categories which can be seen in what
is called the International Phonetic Alphabet (IPA).  The IPA is a framework that uses a single
symbol to describe each distinct sound in the language and can be found in dictionaries and in
textbooks worldwide. For example, the noun ‘fish’ has four letters, but the IPA presents this as
three sounds: f i ʃ, where ‘ʃ’ stands for the ‘sh’ sound.

Phonetics as an interdisciplinary science has many applications. This includes its use in

forensic investigations when trying to work out whose voice is behind a recording.  Another use
is its role in language teaching and learning, either when learning a first language or when trying
to learn a foreign language. This section of the website will look at some of the branches of
phonetics as well as the transcription of speech and some history behind phonetics.

LESSON 2: INTRODUCTION TO SPEECH COMMUNICATION

I. Nature of Communication
The glance is natural magic. The mysterious communication established across a house between two entire
strangers, moves all the springs of wonder. The communication by the glance is in the greatest part not subject to the
control of the will. It is the bodily symbol of identity with nature. We look into the eyes to know if this other form is
another self, and the eyes will not lie, but make a faithful confession what inhabitant is there.
- Ralph Waldo Emerson

Communication determines our quality of life and our relationship

with our fellow human beings. As social animal, man needs to
communicate effectively with others (Padilla 2003, 1).

Communication [kuh-myoo-ni-key-shuhn]
 It comes from the Latin word communis – (commonness).
 Communicare - “to share”
 It is the process (dynamic, adaptive, continuous) wherein knowledge, ideas, information,
attitudes, feelings, etc. are transmitted (Padilla 2003, 3).
 It is a two-way process (occurs in an orderly and systematic sequence) by which
information is exchanged between and among individuals through a common system of
symbols, signs and behavior (Martinez, as cited by Padilla 2003, 3).
It involves giving and receiving ideas, feelings and attitudes between two or more persons
and it results in a response. In the course of speaking, the persons may exchange their roles of
speaker and listener (Astudillo 2009, 2).

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II. SPEECH
Speech is a God- Given faculty which sets apart human beings from animals. It is the major medium of
communication of daily experiences (Padilla 2003, 9).
Pangilinan (1991) wrote, “If the world is the greatest stage, and man is the most important actor, then speech the
best show, man puts on. For communication reflects man’s countless aspirations and frustrations, his proudest
accomplishments and ignoble failures. Rightly or wrongly, one is often judged not only by what he says, but by how
he says it.”
 It is a way of self – expression without brush or pen.
 It is a vehicle for personality development, being the means of acquiring a pleasing and
acceptable personality.

III. SPEECH COMMUNICATION

- It is the process of sharing meaning through audible and visual codes such as voice,
facial expression, gestures, movement, posture, and others (Padilla 2003, 11).
o As a process, communication exists in time and changes constantly. To study
communication well, you must closely observe the many things happening all at
the same time and over a period of time (Padilla as cited by Astuddilo 2009, 7).
- It is the process of mutual interaction of people through sensory stimuli – anything that
brings about a response in the nervous system, the sensory system, or the feelings of a
person (Astudillo 2009, 7).

IV. ELEMENTS OF SPEECH COMMUNICATION

The following are the elements of speech communication (Padilla as cited by Astudillo
2009, 2-4).
1. Participants
They are the communicators who are both senders and receivers.
2. Context
These are the interrelated conditions of communication. Verderver as cited by Padilla
2003 and Astudillo 2009 identified the following factors such as:
a. Physical Milieu
 where communication takes place, the time of the day, the environmental
conditions, distance between or among communicators and, seating
arrangements.
b. Social Milieu
 the nature of relationships existing between or among the
communicators.
c. Psychological Milieu
 communicators’ moods and feelings.
d. Cultural Milieu
 beliefs, values and norms shared by a large group of people.
e. Historical Milieu
 the background provided by previous communication incidents between
or among communicators and which affects understandings in the current
exchange.
2. Messages
These are meanings or ideas and feelings that are encoded and sent by means of verbal
and non-verbal symbols then received and decoded into one’s own ideas and feelings.
3. Channels
These are means of accessing the messages whether via the visual channel (light waves
such as facial expressions, gestures, movements) or via the auditory channel (sounds waves
like tone, rate, pitch, volume).
4. Noise
This means distractions that interfere with the accurate transmission and reception of a
message. It could be:
a. External noise
 sights, sounds and any other distractions in the environment like the passing of an
attractive man or woman, cigarette smoke in a crowded room;
b. Internal noise
 distractions within the communicator such as physiological or biological noise like
hearing loss or illness and psychological noise like daydreaming or worrying ; and/or;

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c. Semantic noise
 unintentional meanings caused by certain symbols, ethics slurs, profanity and vulgar
speech like “his woman” where ‘woman’ is misinterpreted as “mistress”.

5. Feedback
This signifies verbal and/or nonverbal responses to messages like murmurings or asides,
nods and/or facial expressions.

V. THE PROCESS AND STAGES OF ORAL COMMUNICATION

ADJUSTMENT
Sender Message Chanel Receiver
S Perception Air pressure N Sensory
T sensory nerve encoding O
I transmission vocal/ Waves I
Nerve
M to into hand Light waves C Endings
U brain vocal E
L expres-
I and light sion
symbols
FEEDBACK

VI. FUNCTIONS OF SPEECH COMMUNICATION

“…understanding human communication activities cannot be separated from understandings of what
human beings are – as organisms; as minded beings; and as social beings within the a universe of
dynamic forces, some humanly devised and some seemingly preordained.”
- Caroll Arnold & Kenneth Frandsen (Ross 3 as cited by Padilla 2003, 18)
Speech communication plays a variety of functions in an individual’s life and in society
as a whole. These functions are based on the system theory whose foundation is the premise
that the world has a definite structure in which actions and operations interact with one another
in order to form a whole. What happens to one part of system affects the other parts (Ross 3;
Wahlstrom 31-32 as cited by Padilla 2003, 18).
A message that is consciously created with an intended function (message is
functional) simultaneously produces an unintended function (message can be dysfunctional).

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CHAPTER 2: MECHANICS OF SPEECH

Learning Outcomes:
The students will:
a. 1. differentiate the process involving the production of speech;
b. 2. describe the stages of the voice production; and
c. 3. identify the speech organs and their function.
Overview
In this chapter, you are going to learn the various speech organs and how they function
to properly produce sounds, specifically the complex sounds of the English language.

Lesson 1: Speech Organs

SPEECH ORGANS (or vocal organs): those parts of the body used in speech production. The
primary function of the speech organs is biological: we do not have unique speech organs
(organs developed for speech only).

1. THE LUNGS
Biological function: to exchange CO2, oxygen
Speech function: to supply air for speech
LUNGS: the source of moving air
During speech production short inspirations are followed by expirations whose
length are keyed to the length of the utterance. The maintaining steady air pressure
necessary for speech is controlled by
a. intercostals (the muscles between the ribs)
b. diaphragm (the large sheet of muscle that separates the chest from the
abdomen)

2. LARYNX
Biological function: protecting the lungs by preventing food particles and fluids entering
from the trachea (=windpipe).

*trachea - a tube composed of cartilages leading from the larynx and connects to the
lungs.
Speech function: it produces voice for speech sounds
LARYNX: the sound source
The larynx is a structure of cartilages and muscles situated atop the trachea.

3. SUPRAGLOTTAL ORGANS: those above the larynx

1. LIPS → labial sounds
a. bilabials (the articulation involves both lips)
- bit, pot, man
b. labiodentals (the articulation involves the lower lip and upper teeth):

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- five, van
2. TEETH → dental sounds : the tongue is placed against or near the teeth.
o Interdental sounds (the tongue is placed between the teeth)
 think, this
3. ALVEOLAR RIDGE → alveolar sounds (the tongue is placed near the alveolar ridge
or touches it):
 see, top, life, dip, zip
Alveolar ridge: a small protuberance behind the upper teeth.

4. PALATE → palatal sounds (the tongue is on or near the palate):

 yes
(Palate: the arched bony structure that forms the roof of the mouth.)
Alveopalatal (or palatoalveolar, or postalveolar) sounds:
 shoe, pleasure, chip, job (the place behind the alveolar ridge)
5. VELUM → velar sounds (the tongue is on or near the velum):
 car, goat, song
(Velum or soft palate: the soft, muscular part of the roof of the mouth.)
Labiovelar sounds (the tongue is raised to the velum while the lips are
rounded at the same time):
 well
6. UVULA → uvular sounds (the tongue is on or near the uvula):
Inuit aiviq ‘walrus’
There are no uvular sounds in English.
(Uvula: the soft fleshy tip of the soft palate)
7. PHARYNX → pharyngeal sounds
(the airflow is modified by tongue retraction in this area, or by constricting the
pharynx).
There are no pharyngeal sounds in English (many Arabic dialects have pharyngeal
sounds).
8. ARTICULATIONS OF THE VOCAL FOLDS → glottal sounds.
 head, house

4. THE TONGUE: primary articulatory organ

a. TIP (or APEX)
b. BLADE : it lies below the alveolar ridge at rest
c. BODY (or FRONT): it lies below the palate at rest
d. BACK: it lies below the velum at rest
(BODY and BACK : DORSUM)
e. ROOT: the part of tongue opposite the back wall of the pharynx

LESSON 2: VOCAL PRODUCTION

A. PROCESS OF SOUND PRODUCTION

1. Phonation
The first process is phonation. This can also be termed as vocalization. Always
remember that vocal production commences as you exhale the air you breathe. During the
process, the larynx (voice-box) catches some of this air and transforms I in vocal sounds.
A good example of this is when babies are cooing and babbling. They produce
meaningless vocal sounds. Unable to manipulate their speech organs, babies cannot produce
articulated sounds.

2. Articulation

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With articulation, coming in contact with the fixed points of articulation, vocal sounds are
changed into speech sounds, syllables and words. It is in this stage where speech is made
recognizable and intelligible.
When vocal sounds such as words, phrases sentences. This is the process called
articulation.

3. Resonation
Lastly, the process of changing the texture of the speech sounds produced is resonance.
Every person has a particular speaking voice. However, you can create several other characters
out of your voice by purposely changing its quality. You may try sounding squeaky, husky, or
pitchy.

B. FUNCTION OF THE SPEECH ORGANS

Breathing involves two processes:
1. Inhalation
2. Exhalation

When we inhale, we breathe the air to fill our lungs with. This is the first organ necessary
for speech. When we exhale, we expel air no longer needed by the body. Playing an important
role in inhalation is diaphragm, the muscle that separates the ribs from the abdomen. During the
inhalation process, the diaphragm contracts and exerts a pull. In exhalation, the diaphragm
relaxes and expands. It pressures the lungs and forces air up through the windpipe, a tube that
is called a trachea. Whether breathing to live or breathing to speak the same process takes
place. The only difference is that for speech, inhalations are shorter occurring at pauses or in-
between utterances while exhalations are made longer with the abdominal muscles in full
control. These respiratory muscles serve as the motor that starts the voice machine to work.

B. THE SPEECH MECHANISM (Production of Speech)

Classifications of Part of Speech Mechanism

1. Motor
- Respiratory muscles which are responsible for the regulation, expulsion and
control of air

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2. Vibrator
- Vocal bands or cords to produce sound waves through vibration of the air

3. Resonators
- Nose, mouth, and throat. Modulate sound waves

4. Articulators
- Lips, teeth, tongue, upper gums, lower jaw, hard palate, and ovula. Give definite
shape and character of sounds as air passes through the mouth or nose.

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CHAPTER III. THE SOUNDS OF ENGLISH

Learning outcomes:
The students will:
a. 1. describe how and where the vowel sounds are produced;
b. 2. identify the different sounds in English; and
c. 3. produce sounds with precise and consistent articulation.

Overview
On this chapter, you will learn the various English sounds and how they are pronounced
being guided by the speech organs to be used for its pronunciation.

LESSON 1: THE ENGLISH SOUNDS

LESSON 2: VOWEL SOUND PRODUCTION

For the vowel sounds, the tongue and the lips are the most significant articulators. There
is no point of contact between the articulators, being shaped into various positions, the mouth
passage produces definite shape and character to sounds.

Vowels are produced with little restriction of the airflow from the lungs out of the mouth
and/or the nose. Vowel sounds carry pitch and loudness. We classify vowels according to three
questions:
1. How high or low in the mouth is the tongue?
2. How forward or backward in the mouth is the tongue?
3. Are the lips rounded (pursed) or spread?

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1. TONGUE POSITION

2. LIP ROUNDING

LESSON 3: DIPTHTHONGS, VOWELS AND CONSONANTS

A. Diphthongs
A diphthong is a sequence of two vowel sounds. Diphthongs are present in the phonetic
inventory of many languages, including English.

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B. Nasalization of Vowels
Vowels can be produced with a raised velum that prevents the air from escaping through
the nose, or with a lowered velum that permits air to pass through the nasal passage. Nasal
vowels occur for the most part before nasal consonants in the same syllable and oral vowels
occur in all other places. The words bean, bone, bingo, boom, bam, and bang are examples of
words that contain nasalized vowels.

C. CONSONANTS
The sounds of all languages fall into two classes: consonants and vowels. Consonants are
produced with some restriction or closure in the vocal tract that impedes the flow of air from the
lungs. In phonetics, the terms consonant and vowel refer to type of sounds not the letters that
represents them. We classify consonants according to where in the vocal tract the air flow
restriction occurs, called the PLACE OF ARTICULATION.

1. PLACES OF ARTICULATION

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2. MANNER OF ARTICULATION
Speech sounds also vary in the way
the airstream is affected as it flows from
the lungs up and out of the mouth and
nose. It may be blocked or partially
blocked; the vocal cords may vibrate or
not vibrate. We refer to this as
the MANNER OF
ARTICULATION.
2.1. Voiceless
- Sounds are
voiceless when the vocal cords are apart so that air flows freely through the
glottis into the oral cavity. [P] and [s] ins super are two of the several voiceless
sounds of English.

2.2.Voiced
- If the vocal cords are together,
the airstream forces its way
through and causes them to
vibrate. Such sounds are
voiced. [b] and [z] in buzz are two of the many voiced sounds of English.

2.3.Nasal
2.4.Oral Sounds

3. Fricatives
The airflow is so severely obstructed that it causes friction and the sounds are therefore
called fricatives.

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4. Affricates

These are sounds that are produced by a stop closure followed immediately by a gradual
release of the closure that produces an effect characteristic of a fricative. The palatal sounds
that begins and end the words CHURCH and JUDGE are voiceless and voiced affricates,
respectively.

5. Glides
The sounds [j] and [w], the initial sounds of [ju] and [we], are produced with little obstruction
of the airstream. They are always followed directly by a vowel and do not occur at the end of
words. After articulating [j] or [w]. the tongue glides quickly into place for pronouncing the next
vowel, hence the term glide.

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CHAPTER IV: THE INTERNATIONAL PHONETIC ALPHABET

Learning Outcomes:
The students will:
1. identify the IPA symbols;
2. transcribe IPA symbols; and
3. recognize the IPA symbols which will aid them to articulate and pronounce
words correctly.
Overview
This chapter explains and summarizes the English sounds and how they are written in
the international phonetic alphabet.

LESSON 1: THE INTERNATIONAL PHONETIC ALPHABET

The first task of a Filipino student in order to master the sounds of English is to
familiarize himself/ herself with a set of symbols by means of which the important sounds of
English- all those which serve to distinguish one word from another word may be represented.
There must be a symbol for each sound and no more than one symbol for any given sound. The
system that we will use for this manual is the International Phonetic Alphabet popularly known
as the IPA.

WHAT IS THE INTERNATIONAL PHONETIC ALPHABET?

1. The IPA is a set of symbols by means of which the important sounds of a word
are represented.
2. The IPA has the advantage of being more widely known than any other system.
3. It was developed through the cooperative efforts of some of the world’s leading
linguistic scholars.
4. It is almost universally used today in serious works on pronunciation.
5. It is the most widely known phonetic alphabet.

A. IPA symbols for English vowels

Front Mid Back Diphthongs

High i beet [bit] u boot [but] eI pay [peɪ]
Mid-high ɪ bit [bɪt] ʊ book [bʊk] aI pie [paɪ]
Mid e bait [bet] ə but [bət] o boat [bot] ɔI point [pɔɪnt]
Mid-low ɛ bet [bɛt] ɔ bought [bɔt] ou Po [pou]
Low æ bat [bæt] a father [faðər] aʊ pow [paʊ]
Shaded = rounded Unshaded = unrounded

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B. International Phonetic Alphabet (IPA) symbols for English consonants

Bilabial Labio- (Inter-) Alveolar Palato- Velar Glottal

dental dental alveolar
Stop p b t d k g
Fricative f v θ ð s z ʃ ʒ h
Affricate ʧ ʤ
Nasal m n ŋ
Lateral l
Approxima
w r j
nt
Shaded = voiced Unshaded = voiceless
Example words
p pat [pæt] θ thick [θɪk]

ʤ judge [ʤəʤ]
b bat [bæt] ð the [ðə]
m mat [mæt]
t pat [pæt] s sat [sæt] n gnat [næt]
d pad [pæd] z zip [zɪp] ŋ sing [sɪŋ]

k cat [kæt] ʃ wash [waʃ] l last [læst]

g get [gɛt] ʒ garage [gəraʒ] r rat [ræt]
f fat [fæt] h hat [hæt] w what [wət]
v vat [væt] ʧ match [mæʧ] j yet [jɛt]
(also ʔ, as in ‘uh-oh’ [ʔəʔo]; the symbol is called a ‘glottal stop’)

LESSON 2: WHY USE THE IPA?

The Problem:
Every language has its own unique aspects.
For example, English has 26 letters to convey the 44 syllable sounds of the English
language. Confusion ensues. The vowel sounds alone are enough to leave you bewildered.
There are only 5 vowels (6 if you count the occasional “y”) to convey over a dozen vowel
sounds.
In the “old days” people spelled English words however they felt liked. The same word
could be spelled as many ways as the writer had the imagination to create…in the same
document or letter! Old could be spelled oeld, oald, auld, uld. “The old man walking an oeld dog
met an oald woman walking an auld dog. They were all very uld.”
Never Trust a Vowel.
“Vowels were something else. He didn’t like them and they didn’t like him. There were
only five of them, but they seemed to be everywhere. Why, you could go through twenty words
without bumping into some of the shyer consonants, but it seemed as if you couldn’t tiptoe past
a syllable without waking up a vowel. Consonants, you knew pretty much where you stood, but
you could never trust a vowel.”
(Jerry Spinelli, Maniac Magee. Little, Brown Books for Young Readers, 1990)
http://grammar.about.com/od/tz/g/vowelterm.htm

THE SOLUTION:
With the International Phonemic Alphabet IPA, you can learn any language, with clearly
defined symbols, no matter how the “real” language is spoken and written.
Imagine you can study any language in the world with a consistent, world recognized,
system of phonetic symbols that tell you the exact proper way to pronounce the sounds in any
language you choose. These sounds are clearly defined for any language. You know exactly
how to say it, no second guessing or wondering if you’ve got it right this time.
Each IPA symbol has one sound and each language has its own set of symbols
necessary for that language.

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LESSON 3: TRANSCRIBING WORDS

The principle that “the transcription must represent all the distinctive sounds heard when
sound is pronounced and only those sounds” must be kept in mind when transcribing word into
the phonetic alphabet. (Reyes, et al. 1973) Some rules to follow in transcribing words:
1. The IPA symbols are written in small printed letters rather than in cursive writing.
2. The symbols are enclosed in square brackets. Example: [b] [d]
3. Silent letters are not transcribed. Examples: fame [fem]
4. Doubled consonants are transcribed once. Example: spell [spål]
5. Two words may be spelled differently but pronounced and transcribed alike.
Example: rose [roz] rows [roz]
6. If a word has teo or more pronunciation, when used in different ways, this may be
represented by different transcriptions.
Example: read [rid] read [r d]

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CHAPTER V. WORD AND SENTENCE STRESSES

Learning Outcomes:
The students will:
1. identify the stress correctly;
2. differentiate the four types of stress;
3. read words with correct stressing; and
4. pronounce words and phrases with a correct stress pattern.
Overview
This chapter teaches you stress in the English language. It helps you identify
understand where to properly put stresses on your words, phrases and sentences in
order for you, the speakers, to better express yourselves in the proper manner and
meaning you would like to impart.
To start with…

The spoken language is characterized by a particular rhythm and melody which makes it
different from Tagalog.

In Tagalog, almost every syllable is stressed, in English, there are some syllables which
are stressed while others are not stressed. Specifically, in the English spoken language,
unstressed syllables are grouped together and uttered lightly and quickly. Thus, we Filipino think
that Americans speaks faster than the normal range.

LESSON 1: STRESS

Stress or Emphasis is the giving of importance to certain syllables in a word or a certain word
in a sentence.

Major stress is the strongest and loudest or most prominent. The two major stresses are
primary (‘) and secondary (^) stress. The two minor stresses are the tertiary and weak
stress (no mark). The syllable is reduced usually to secondary stress if a syllable does not
receive the primary stress. Syllables said with secondary stress are louder and slightly longer
than those said with a minor stress. Syllables with secondary stress are said with slightly less
force or loudness than those primary stress.

Two types of stresses

1. Syllable stress – known as accent; the giving of importance or prominence to a certain
syllable in a word
2. Sentence Stress – giving importance to a word or words in a sentence

A. RULES on WORD STRESS

1. Some words are accented on the first syllable
Examples:

Dor’mant Su’mmary Drain’pipe O’vertime

Pun’gent O’rator Lang’guage Diph’thong

1. Some two-syllable words: The primary accent is on the second syllable and no
secondary accent
Examples:
Exult’ Detect’ Admire’ Despite’ Eighteen’
Encode’ Obese’ Observe’ Canteen’
2. Some four syllable words: the Primary Accent is on the Second Syllable and Secondary
on the First Syllable

Examples:

Exor’bitant Signi’ficant Respon’sible Ina’nimate

Gramma’tical Enu’merate Depen’dable Appo’sitive Enun’ciate

Accents of Noun-Verb and Adjective-Verb

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N V A (I) V (ei)
Con’test Contest’ Dup’licate Dup’licate
A’ddict Addict’ Con’jugate Con’jugate
Cri’tic Critic’

A. RULES ON SENTENCE STRESS

Generally, content words are stresses while function words are unstressed; but if the
function words are meant to be emphasized, they can be stresses in the sentence to give the
meaning.

Content words have meaning in themselves

1. Nouns: book, engineer, honesty, perseverance

2. Verbs (except auxiliary and linking): write, talking, shared
3. Adjectives: correct answer, talkative student, red ink, two articles
4. Adverbs: easily answered, reported there, work everyday
5. Demonstratives: this, that, these, those
6. Interrogatives: who, when, why, where, which, and how

Function words have little or no meaning in themselves except to show grammatical

relationships.

1. Articles: a, an, the, some

2. Preposition: for, by, on, etc.
3. Personal pronouns: he, him, I, it, me, you, they, them, she
4. Possessives: theirs, their, her, hers, his, mine, my, yours, your
5. Relative pronouns: which, who
6. The verbs be, have, will and other auxiliary verbs unless they occur at the end of a
sentence, or are parts or reiterative
7. One when used as a substitute for a noun as the healthy man and the jolly one

B. GUIDELINES ON WORD COMBINATION IN SENTENCE

1. Adjectives and numerals as noun modifiers: the primary stress is on the noun; the
secondary is on the modifier.
Examples:
Phrases:
^ ‘
Honest worker
Simple research
New books
Two brothers
Cold drink

Sentences:
^ ‘
The honest worker dismisses on time even when the boss is out.
^ ‘
The simple research had been satisfactorily done.
^ ‘
The new books are interesting.

2. Nouns and participles as noun modifiers: the primary stress is on the noun; the
secondary is on the modifier.
Examples:
Phrases:
^ ‘ ^ ‘
Cotton dress Glass door
Sentences:
^ ‘
The attractive cotton dress she sew is for the daughter.

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^ ‘
The glass door is not advisable in the province.

3. Adjectives and numerals modifying noun compounds: the primary stress is on the noun
compound; the secondary is on the modifier.
Example:
Phrases:
^ ‘ ^ ‘
Famous fiction author seven notebooks
Sentences:
^ ‘
The professor is a famous fiction author of suspense stories.

4. Adjective-noun combination: the primary stress is on the noun modified.

Examples:
Phrases:
‘ ‘
Five first year students hard examination
Eight assignments honest companion
Sentence:
‘
First five year students participated in oratorical contest.

5. Verb-adverb combinations: the primary stress is on the adverb.

Example:
Phrases:
^ ‘ ^ ‘
Work effectively write clearly
Answered correctly studied quietly
Sentences:
^ ‘
The newly employed instructors worked effectively.

6. Adverb of Frequency before the verb: the primary stress is on the verb.
Examples:
Phrases:
‘ ‘
Sometimes attend never shouted
Rarely absent always on time
Sentences:
‘
The school President sometimes attends the meeting if asked.
‘
The judge never shouted at anybody during the hearing of the case.

7. Noun Compounds and Other Word Combinations

Stress is in the first syllable if the noun compound is one word; stress is on the second
word if two words.
‘ ‘ ‘ ‘
Hotcake hot cake blackhead black head
Sentences:
‘
The Very hot cake can’t be eaten.
‘
The sidewalk vendor sells hotcake during school days.

8. De-Stressing Subject Pronouns and Contractions; Stressing of Verbs

Examples:
‘ ‘
They reported. You’re researching.
‘ ‘

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It’s good. She travels.

9. Phrases Ending with Verb and Object Pronoun or Preposition and Object Pronoun.
These phrases are usually stressed on the verb form.
Examples:
Phrases:
‘ ‘
Comments about him can see them
‘ ‘
Had bought it has examined her
Sentences:
‘
The committee will be discussing about him.
‘
When will the teachers in English 13 see them?
‘
The doctor has examined her.

10. Rules On De-Stressing Of Articles And Possessives – Stressing Of Nouns

a. De stress the definite article “the”
Examples:
Phrases:
‘ ‘
The computer the newly purchased books
‘ ‘
The good news on the table
b. De-stress the indefinite article “a”
Examples:
‘ ‘
A call an important call
‘ ‘
A paragraph a long narrative paragraph
c. De-stress the indefinite article “an”
Examples:
‘
An answer which relieved the parents
‘
An accountant who passed the board exam

d. De-stress possessives
Examples:
‘ ‘ ‘
Their five-year project his comprehensive report Her things
11. Two-word Verbs
The stress pattern of separable two-word verbs is tertiary-primary. The strongest stress
is on the second component and the weaker stress is on the first component

Examples:
‘ ‘
Come out shake down
‘ ‘
Turn over switch off

12. De-stressing of Modals and Auxiliaries

Modals: be, can, should, would, must, ought, will, shall, might, may, could, have
Be: am, is , are, was, were
Auxiliaries: is, are
Examples:
‘ ‘ ‘
Should witness was inspiring can work

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13. One and ones following adjectives

The primary stress is on the adjective, the weak stress on one or ones.

Examples:
‘ ‘ ‘
Huge one interesting ones polite one

Sentences:
‘
In buying fruits, she prefers the huge ones.

14. De-stressing of vowels into schwa in phrases

This schwa is a weak vowel produced with mouth slightly opened while the tongue, throat, and
jaw are relaxed. It is a short sound and is not accented.

Guidelines:

a. Weaken the last vowel to schwa.

Examples:
Trouble signal nation
Letter mortal verbal
Matter signal vowel
b. Weaken the middle vowel to schwa
Examples:
Honoree liberal literature magazine
c. Weaken the first vowel
Examples:
Deposit revive suppose polite

15. Phrase-Sentence Stress

The stress can always be shifted from a normal place to another place. The shifting changes the
meaning of the sentence.
Examples:
‘
Jun sent me the handout. (Normal Statement)
‘
Jun sent me the handout. (not anybody but me)
‘
Jun sent me the handout. (not hid but sent)
‘
Jun sent me the handout. (not anybody but Jun)

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