PHONOLO

GY
BERNARDITA R. JANICE J. MANACOB
MARGATE Discussant
 BRANCHES OF
PHONOLOGY
SUPRASEGM
SEGMEN ENTAL
TAL
a. Assimilation
b. Elision
c. Linking
DIACHO SYNCHRO
NIC NIC

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In linguistics, SEGMENTAL
PHONOLOGY studies the
way speech can be analyzed
into discrete units, or
segments, that constitute the
basis of the sound system

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 Basically SEGMENTAL
PHONOLOGY encompasses vowels
and consonants to explore
phonological studies. It deals with the
functions of vowels in different words
and how letters are formed in a
pattern to make a specific sound. 
What is PHONEME
SEGMENTATION
> is the ability to break
words down into
individual sounds.

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 PHONEME
SEGMENTATION
> is a phonemic awareness skill and a
crucial building block of
independent reading and writing. As
children learn phonics, they begin
to connect these phonemes with
their visual representation (the
alphabetic code)
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 net
/n ɛt/

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 fan
/fæn/
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 fish
/fi∫/
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 sing
/siŋ/
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 yell
/jƐl/
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 sheep
/∫i:p/
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 Why is PHONEME
SEGMENTATION important?

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 BRANCHES OF
PHONOLOGY
SUPRASEGM
SEGME ENTAL
NTAL
a. ASSIMILA
TION
b. Elision
c. Linking
DIACHO SYNCHRO
NIC NIC

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 a. ASSIMILATION is a sound change in which
some phonemes (typically consonants or vowels)
change to become more similar to other nearby
sounds.
Example:
"handbag"
/ˈhændbæɡ/
/ˈhæmbæɡ/
/d/ is pronounced by tapping the tongue against
the alveolar ridge (the part right behind your
upper teeth).
/b/ is bilabial, meaning it is pronounced by
placing both of your lips together. This makes
it difficult to pronounce both of these letters
sequentially, so the /d/ gets dropped.
The /n/ sound is also pronounced by tapping the
tongue against the alveolar ridge, but it is
labialized instead because it comes before the
bilabial consonant /b/. This means that the /n/
sound turns into an /m/ sound. This makes it
easier to pronounce the /m/ and /b/ sequentially,
as they are both pronounced using the same
parts of the mouth (the lips).
Other examples of words where this
sandbox,
process occurs are
standby, windbreaker,
sandwich
One common type of assimilation occurs in
the example below. Focus on the two
words “could” and “you.”
Could you give me that book on
accounting?
“Coujoogimmethatbookonaccounting?”
 Could you give me that book on accounting?
“Coujoogimmethatbookonaccounting?”

You probably noticed that the /d/ sound in “could”

and the /y/ sound in “yet” combined to make
a /dʒ/ sound (“Coujoo”). This is because of a
type of assimilation called palatalization. This
happens with other sounds and sound
combinations, too. When a word ending in a /d/,
/z/, or /dz/ sound is followed by a word
beginning with the /y/ sound, the two sounds
assimilate and palatalization occurs. 
/d/ + /y/ = /dʒ/ Would you mind?
Had you ever been there
/d/ + /y/ = /dʒ/
before?
What did you do last
/d/ + /y/ = /dʒ/
weekend?
Mr. Kim wanted you to call
/d/ + /y/ = /dʒ/
him.

/z/ + /y/ = /ʒ/ Does your roommate cook?

/z/ + /y/ = /ʒ/ Has your plane landed?

/dz/ + /y/ = /dʒ/ He reads you a book.

Don’t bite the hand that feeds
/dz/ + /y/ = /dʒ/
you.
/ts/ + /y/ = /tʃ/ What’s your name?

/ts/ + /y/ = /tʃ/ It’s your lucky day.

/ts/ + /y/ = /tʃ/ I’m sorry this hurts you.

/t/ + /y/ = /tʃ/ Isn’t that your friend?

/t/ + /y/ = /tʃ/ I met you yesterday.

/s/ + /y/ = /ʃ/ I hope you pass your class.

/s/ + /y/ = /ʃ/ Don’t miss your train!

1.The most commonly used
letter from the English
alphabet is E
2.The least commonly used
letter in English is Z
3. The most common word
in English is THE
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 TYPES OF ASSIMILATION IN
PHONETICS
Progressive (before)
Regressive (after)
 PROGRESSIVE ASSIMILATION
This refers to when a sound is influenced by
the sound that comes before it.
The /s/ sound is influenced by the previous
sound and changes to a /z/ sound, e.g.
/bægs/ (bags) → /bægz/ (bagz)
1.kill them all with kindness )- /kɪl lem/
2.Mc's get taken to school with this
music-/teɪkən nu:/
3. on the wall of shame -/ɒn nə/
4. put them all in a line -/pʊt tem/
5. let me show you maintaining this ain't that
hard /meɪnˈteɪnɪn nɪs/
 REGRESSIVE ASSIMILATION
This refers to when a sound is influenced by
the sound that comes after it.
The /n/ sound is influenced by the following
sound and changes to an /m/ sound, e.g.
/ɪnfəmeɪʃən/ (information) → /ɪmfəmeɪʃən/
(imformation).
But for me to rap like a computer must
be in my genes. /ɪm maɪ/
Let me show you maintaining this ain't
that hard. /lem miː/
She did nothing but shoot for the moon
since. /ˈnʌθɪm bʌt/
I can barely say it./kæm ˈbeali/
Just in case. /ɪŋ keɪs/
 ASSIMILATION
makes it easier to
pronounce
combinations of sounds,
which helps build your
fluency.
 BRANCHES OF
PHONOLOGY
SUPRASEGM
SEGME ENTAL
NTAL
a. Assimilatio
n
b. ELISION
c. Linking
DIACHO SYNCHRO
NIC NIC

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b. ELISION OR DELETION is the
omission of one or more sounds (such as
a vowel, a consonant, or a whole syllable)
in a word or phrase. However, these
terms are also used to refer more
narrowly to cases where two words are
run together by the omission of a final
sound.

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An example is the elision of
word-final /t/ in English if it is
preceded and followed by a
consonant: "first light" is often
pronounced /fɜ:s laɪt/

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The Dropped T and Dropped D Sounds in
English Pronunciation

Tip #1: The /t/ sound is often

dropped when it is followed by a
consonant.
• The word ‘lightning’ is usually
pronounced as ligh’ning.

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Tip #2: /t/ is dropped when it’s followed
by a word beginning with a consonant. 
• Native speakers often delete the /t/
sound in left sideˌ to say lefside.
• You may also hear someone say ‘next
door’ as nexdoor.

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Tip #3: /t/ is dropped when it follows
the /n/ sound.
 
• I don’t understand becomes I doʊn
understand.
• I went outside for a walk becomes I
wɛn outside for a walk.
• I want to take a walk becomes I wanna
take a walk.

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How would you say the following?
1. first‿day: Sam's first‿day of school is
tomorrow.
2. left‿my: I left‿my keys in the restaurant.

3. best‿friends: The twins are best‿friends.

4. interest‿rates:Interest‿rates have remained
low.
5. rest‿during: Try to get some rest‿during the
flight..

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Tip #4: Like the /t/ sound, /d/ is often
dropped when it follows the /n/ sound
and is followed by a consonant. 
For example, your neighbor could ask,
“Do you have any weeken plans?”
“I’ve got a big weeken project ahead of
me.”

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How would you say the following:
• Hand me – Could you hand me
that envelope?
• Sound familiar – Does her name
sound familiar to you?
• Grand piano – My husband would
love to have a grand piano.

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Tip #5: /d/ is dropped in and.
Native speakers often reduce the and to /an/, by
dropping the /d/ sound, or simply to /n/ by
dropping /a/ and /d/.
For instance, you might hear your supervisor say,
“Please email HR an schedule a meeting with
Adam.”
The lead singer of a band might say,
“Let’s rock n roll”. 

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1. bread and butter
2. you and I
3. every now and then
4. and I will always love you
5. breeze and waves

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 Most elisions in English
are not mandatory, but
they are used in common
practice and even
sometimes in more formal
speech. 
 However, these types of elisions are
rarely shown in modern writing and
never shown in formal writing. In
formal writing, the words are written the
same whether or not the speaker would
elide them, but in many plays and
classic American literature, words are
often written with an elision to
demonstrate accent.
"Well, we ain't got any," George exploded. "Whatever we
ain't got, that's what you want. God a'mighty, if I was
alone I could live so easy. I could go get a job an'
work, an' no trouble. No mess at all, and when the end of
the month come I could take my fifty bucks and go into
town and get whatever I want. Why, I could stay in
a cathouse all night. I could eat any place I want, hotel or
any place, and order any damn thing I could think of. An'
I could do all that every damn month. Get a gallon of
whisky, or set in a pool room and play cards or shoot
pool." Lennie knelt and looked over the fire at the angry
George. And Lennie's face was drawn in with terror. "An'
whatta I got," George went on furiously. "I got you! You
can't keep a job and you lose me ever' job I get. Jus'
keep me shovin' all over the country all the time."
[17]
— John Steinbeck, Of Mice and 45 Men 1937, 1.89
 BRANCHES OF
PHONOLOGY
SUPRASEGM
SEGME ENTAL
NTAL
a. Assimilatio
n
b. Elision
c. LINKING
DIACHO SYNCHRO
NIC NIC

46
3. LINKING is the technique for
smoothly moving from one word
into the next during pronunciation.
Sometimes words are blended,
sometimes new sounds are created,
and sometimes sounds become silent
when linking. Lack of linking can
make an accent sound choppy.

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At its simplest, LINKING is the
merging of multiple words
together until they sound as if
they are only one word. Native
speakers of English all do this
naturally.

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 Failing to link words naturally
results in spoken English which
may have awkward pauses,
extra, unnecessary sounds, and
which will sound very foreign to
native speakers.

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