INDUSTRIAL UNIVERSITY OF HOCHIMINH CITY

FACULTY OF FOREIGN LANGUAGES

COURSE ASSIGNMENT

Course: Phonetics and Phonology

Course Code: 2111411
Class Code: 420300269309
Group: 309-C
Group Members and Signatures:
1. Đồng Minh Khôi – 21094801-
2. Lê Hoàng Bảo Khuyên – 21095761-
3. Nguyễn Viết Anh Kiệt -21089411-
4. Đặng Quế Kim -21089441-
5. Phùng Thị Lâm -21076131-
6. Trần Ngọc Thảo Lam – 21076121-
7. Trần Thị Thanh Lan – 21088521-
8. Trần Thị Kim Kiên – 21095501-
9. Nguyễn Hồng Khánh Linh – 21092891-

Ho Chi Minh City, 2022

Group 309-C: She kept repeating his name over and over again.

1/ Transcribe phonemically individual word in the given sentence, putting

the words in separate lines. Then give the number of sounds in each word.
(1 mark)

She kept repeating his name over and over again.

+she / SI / : 2 sounds
+kept / kept / : 4 sounds
+repeating / r1=pIt17 / : 7 sounds
+his /h1z / : 3 sounds
+name /ne1m /: 4 sounds
+over /=!v9/: 3 sounds
+and /9nd /: 3 sounds
+over / =!v9 /: 3 sounds
+again /9=gen /: 4 sounds

2/ Describe the vowels in each one-syllable word. (1 mark)

She / iː / : close front spread
Kept / e / : open-mid front spread
His / ɪ / : close-mid front spread
Name / eɪ / : closing
And / ə / : mid central neutral

3/ Describe the consonants in each one-syllable word. (1 mark)

+ She /S/ voiceless post-alveolar fricative

+ Kept /k/ voiceless velar plosive

/p/ voiceless bilabial plosive

/t/ voiceless labiodental plosive

+ His /h/ voiceless glottal fricative

 /z/ voiced alveolar fricative

+ Name /n/ voiced alveolar nasal

/m/ voiced bilabial nasal

+ And /n/ voiced alveolar nasal

/d/ voiced alveolar plosive

4/ Write the maximum phonological structure of an English syllable. Then

analyze the structure of the one-syllable words in the given sentence. (1
mark)
The maximum phonological structure of an English syllable
Onset Coda

Pre initial Initial Post initial Vowel Pre final Final Post final 1 Post final 2 Post final 3
She /SI/ S I
Kept /kept/ k e p t
His /h1z/ h 1 z
Name /n$m/ n $ m
And /9nd/ 9 n d

5/ Transcribe the given sentence, using the appropriate form (weak or

strong). (1 mark)

She kept repeating his name over and over again.

ʃ1 kept rɪˈpiːtɪŋ ɪz neɪm ˈəʊ.vər ən ˈəʊ.vər əˈɡen

6/ Give 1 example including illustration and explanation for each type of

assimilation, elision and linking. (1 mark)
 Assimilation ( progressive & regressive)
- Assimilation of place:
+ regressive (Cf changes Ci):
Example Original transcription Assimilation
 fat boy /f`t bɔɪ/ /f`p bɔɪː/

- Assimilation of manner:
+ regressive (Cf changes Ci) :
Example Original Assimilation
transcription
bad news /b`d nju:z/ /b`n nju:z/

- Assimilation of voicing:
+progressive (Ci changes Cf) :
Example Assimilation
coughed /kɒft/

 Elision.
- loss of final v in "of" before consonants:
e.g. ‘waste of time’  weɪst ə taɪm
- loss of weak vowel after /p/, /t/, /k/:
e.g. ‘canary’ /kəˈneəri/  /kh=neəri/

 Linking.
- Intrusive r:
e.g. ‘saw’ /sɔː/ but ‘saw us’ /sɔːr əs/
7/ Give 3 examples including 1 noun, 1 adjective, 1 verb for each type of
stress. Stress marks are also included for illustration and explanation. (1
mark)
1. Simple words:
- Two-syllable words:
We will look first at verbs. If the final syllable is weak, then the first
syllable is stressed.
‘bully’ /=b3l.i/
 If the final syllable is strong, then that syllable is stressed even if the first
syllable is also strong.
‘attempt’ /9=tempt/
Two-syllable simple adjectives are stressed according to the same rule.
‘wholesome’ /=hə3l.s9m/
Nouns require a different rule: stress will fall on the first syllable unless
the first syllable is weak and the second syllable is strong.
‘keyboard’ /=kI.bOd/
- Three-syllable words:
In simple verbs, if the final syllable is strong, then it will receive primary
stress.
‘volunteer’ /v4l.9n=tɪ9/
If the last syllable is weak, then it will be unstressed, and stress will be
placed on the preceding (penultimate) syllable if that syllable is strong.
‘establish’ /1=stæb.l1S/
If both the second and the third syllables are weak , then the stress fall on
the initial syllable
‘concentrate’ /=k4n.s9n.tre1t/
Nouns require a slightly different rule. The general tendency is for stress
to fall on the first syllable unless it is weak.
‘government’ /=g6vn.m9nt/
However, in words with a weak first syllable stress comes on the next
syllable.
‘decision’ /d1=s12n/
When a three-syllable noun has a strong final syllable, that syllable will
not usually receive the main stress.
‘finally’ /= f#.nl.i/
Adjectives seem to need the same rule.
‘beautiful’ /=bjYU.t1.fl/
2. Complex words:
- Suffixes:
 Suffixes carrying primary stress themselves
If the stem consists of more than one syllable there will be a secondary
stress on one of the syllables of the stem. This cannot fall on the last
syllable of the stem and is, if necessary, moved to an earlier syllable. For
example,
‘Vietnam’(n) /-vjet=n`m/ + ‘-ese’ -> ‘Vietnamese’ (n) /-vjet.n9=mIz/
‘return’(v) /r1=t+n/ + ‘-ee’ -> ‘returnee’ (n) /r1-t+=nI/
 Suffixes that do not affects stress placement
For example,
‘child’ (n) /T#ld/ + ‘-ish’ -> ‘childish’ (a) /=T#l.d1S/
‘arrange’ (v) /9=r$nd2/ + ‘-ment’ -> ‘arrangement’ (n) /9=r$nd2.m9nt/
‘intense’ (a) /1n=tens/ + ‘-fy’ -> ‘intensify’ (v) /1n=ten.s1.fa1/
 Suffixes that influence stress in the stem
In these examples, primary stress in on the last syllable of the stem
‘courage’ (n) /=k6r.1d2/ + ‘-eous’ -> ‘courageous’ (a) /k9=r$.d2əs/
‘ideal’ (a) /a1=d^l/ + ‘-ion’ -> ‘idealization’ (n) /#-d^.l#=z$.Sn/
‘educate’ (v) /=ed2.u.k$t/ + ‘-ion’ -> ‘education’ (n) /-edʒ.3=k$.Sn/
Suffixes ‘-ance’, ‘-ant’ and ‘-ary’ attaches to single-syllable stems, the
stress is almost always placed on the stem, e.g.
‘serve’ (v) /s+v/ + ‘-ant’ -> ‘servant’ (n) /=s+.vnt/
‘clear’ (a) /kl^/ + ‘-ance’ -> ‘clearance’ (n) /=kl^.rns/
‘free’ (a) /frI/ + ‘-ance’ -> ‘freelance’ (v) /=frI.lAns/
When the stem has more than one syllable and the final syllable of the
stem is strong, that syllable receives the stress, e.g.
‘appear’ (v) /9=p^/ + ‘-ance’ -> ‘appearance’ (n) /9=p^.rns/
‘element’ (n) /=el.1.m9nt/ + -‘ary’ -> ‘elementary’ (a) /-el.1=men.tr.i/
- Prefixes:
Same rules as those for polysyllabic words without prefixes, e.g.
‘satisfy’ (v) /=s`t.1s.f#/ + ’un-‘ -> ‘unsatisfied’ (a) /6n=s`t.1s.f#/
‘gender’ (n) /=d2en.d9/ + ‘trans-‘ -> ‘transgensder’ (a) /tr`nz=d2en.d9/
‘comfortable’ (a) /=k6m.f9.t9.bl/ + ‘un-‘ -> ‘uncomfortable’ (a)
/6n=k6m.f9.t9.bl /
3. Compound words:
 Compound words which combine two nouns has the stress on the first
element
‘housekeeper’ (n) /=ha3s-kI.p9/
‘homesick’ (a) /=h!m.s1k/
‘daydream’ (v) /=d$.drIm/
Compounds with an adjectival first element and the -ed morpheme at the
end have secondary stress on the first words.
‘short-sighted’ (a) /SOt=s#.t1d/
Compounds in which the first element is a number in some form also tend
to have final stress.
‘twelve-hour’ (n) /twelv.=a@/
Compounds functioning as adverbs are usually final-stressed.
self-consciously (adv) /-self=k4n.S9s.li/
Compounds functioning as verbs and have an adverbial first element take
final stress.
‘upgrade’ (v) /6p=gr$d/
4. Word-class pairs:
If a pair of prefix-plus-stem words exists, both members of which are spelt
identically, one of which is a verb and the other of which iseither a noun or
an adjective, then the stress is placed on the second syllable of the verb but
on the first syllable of the noun or adjective. For example:
‘progress’ /=pr!.gres/ (n) /pr9=gres/ (v)
‘contest’ /=k4n.test/ (n) /k9n=test/ (v)
‘suspect’ /=s6s.pekt/ (n, a) /s9=spekt/ (v)

8/ Put the sentence stress marks and divide the given sentence up into feet,
using a dotted vertical line as a boundary symbol. (1 mark)

She =kept re =peating his =name =over and =over a =gain

9/ Give simple utterances or bits of dialogs as examples for each tone

mark: Rise, Fall, Fall-Rise, Rise-Fall and Level. Decide and underline the
tonic syllable (the most prominent syllable) in each utterance, then write a
tone mark just in front of the tonic syllable. (1 mark)
1. A: Is the woman /gorgeous?
B: \Yes, she is.
 Rise /Gorgeous => a yes/no question (invitation to continue).
 Fall \Yes => a sure answer (finality).

2. We can count on /family, /friends, and even \neighbors.

 Rise /Family /friends => making a list (invitation to continue).
 Fall \neighbors => in the final of the sentence (finality).

3. A: Are you free on this /Sunday? I would like to invite you to my

\party.
B: vWell! I am afraid I am busy on this \day.
 Rise /Sunday => a yes/no question (invitation to continue).
 Fall \party & \day => in the final of the sentence (finality).
 Fall-rise vWell => response with reservation, uncertainly.

4. A: Do you know today is Anna’s /birthday?

B: ^No!
 Rise: /birth => a yes/no question (invitation to continue).
 Rise-fall : ^No => strong surprise.

5. A: Was that pizza delicious?

B: _No, it wasn’t.
 Level : _No => felling uninteresting.