Theoretical Phonetics of the English language — Семинарские занятия
Theoretical phonetics as a science
Learning Objectives: at the end of this topic the student should be able to:
- describe the domain of Phonetics as a scientific discipline
- identify some technological applications of Phonetics
- identify some of the key people and events in the history of the field
- contrast the goals of Phonetics and Phonology
Topics:
- What does Phonetics study? https://www.phon.ucl.ac.uk/courses/plin/plin2108/week1.php
- The relations between Phonetics and Phonology (in the book by Gut U. Introduction to English Phonetics and Phonology pp.6-9).
- A history of Phonetics in people and ideas.https://www.phon.ucl.ac.uk/courses/plin/plin2108/week1.php
- Methods of investigating in Phonetics (in the book by E. A. Buraya).
- Describe the place of Phonetics among linguistic disciplines. Characterize the relationship between Phonetics and social sciences.
- Characterize the relationship between Phonetics and other non linguistic sciences.
- Describe the phonetic system of a language.
- Characterize the branches of Phonetics.
Readings
Essential
Ulrike Gut Phonetics and Phonology in “Introduction to English Phonetics and Phonology”. Peter Lang GmbH Internationaler Verlag der Wissenschaften Frankfurt am Main 2009. p. 229. – Pp. 6 – 9).
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с. – СС. 9-14, 21-22, 31-33.
Supplementary
Ohala, J. J. 2004. Phonetics and phonology then, and then, and now. In H. Quene & V. van Heuven (eds.), On speech and language: Studies for Sieb G. Nooteboom. LOT Occasional Series 2. 133-140. A readable history of Phonetics alongside a discussion of the different goals of Phonetics and Phonology.http://linguistics.berkeley.edu/~ohala/papers/nooteboom_fest.pdf
Соколова М.А. Теоретическая фонетика английского языка: учеб. для студентов высших учебных заведений / М.А. Соколова, К.П. Гинтовт. – 3-е изд., стереотип. – М.: Гуманитар. изд. центр ВЛАДОС, 2004. – 286 с. – pp.6-17 (доступна в учебном отделе библиотеки университета или на сайте в учебном курсе «Теоретическая фонетика английского языка»).
Борисова Л.В. Теоретическая фонетика англ.яз.: [Учеб.пособие для ин-тов и фак.иностран.яз.]. Мн.: Высш.школа, 1980. – 144 с. – СС.5-15 (доступна на сайте учебного курса).
Tutorial activities
Working in groups: give a presentation about Phonetics as a science.
Comprehension questions and tasks
1. When was the International Phonetic Association founded?
2. Who introduced the universal phonetic alphabet and when?
3. Explain the difference between subjective and objective methods of phonetic research.
4. Define the subject matter of articulatory phonetics.
5. Which branch of phonetics uses spectrographs and oscillographs?
6. What does auditory phonetics study?
7. Enumerate other branches of phonetics.
8. Explain how phonetics is related to other branches of linguistics.
9. What non-linguistic sciences are connected with phonetics?
Be ready to give definitions to the following terms:
acoustic phonetics articulatory phonetics auditory phonetics descriptive/synchronic phonetics diachronic/historical phonetics
dialectology electromyography experimental phonetics general phonetics international phonetic alphabet
international phonetic association intonograph kymograph laryngoscope objective/instrumental methods oscillogram Phonetics
Phonostylistics Physiology Pragmatics Psycholinguistics Psycology Semantics Sociolinguistics Sociophonetics Sound spectrograph Stylistics Subjective / perceptive methods Syntax X-raying
a) voiceless, bilabial, aspirated, plosive; b) voiced, alveolar, plosive; c) lateral approximant; d) velar nasal; e) voiced, dental, fricative; f) voiceless, aspirated, alveolar, plosive.
3. Name the common features for the following consonants:
a) [p], [b], [m];
b) [g], [p], [t], [d], [k], [b];
c) [t], [s], [p], [k], [f], [ʃ] , [ʧ];
d) [v], [z], [n], [g], [d], [b], [l], [r], [j], [w], [ʤ], [ʒ];
e) [t], [d], [s], [l], [n];
f) [r], [ʤ ], [ʃ ], [ʒ], [ʧ];
g) [k], [g], [ŋ].
4. Give the definition of the next vowels: [ɔ], [i], [ə:], [ʌ ].
5. Write the symbol of the vowel which corresponds to the following description:
a) open front vowel;
b) half open front vowel;
c) close back vowel;
d) half close back vowel.
6. Name the common features for the following vowels:
a) [u:], [u], [ɔ:], [ɔ]; b) [i:], [i], [e], [æ]; c) [ə:], [ʌ]; d) [e ], [ɔ:], [ʌ].
7. Give the definition of the terms:
Consonant sound, noise consonant, sonorant, nasal sonorant, oral sonorant, lenis consonant, fortis consonant, voiceless consonant, voiced consonant, plosives, fricatives, affricates, labial consonants, forelingual consonants, palatals, velar consonants, glottal consonant.
8. Explain the articulation of /p, t, k/ and /b, d, g/ from the viewpoint of the work of the vocal cords and the force of articulation.
9. Explain the articulation of /m, n, ŋ/ from the point of view of the position of the soft palate.
10.Define the consonant phonemes /s, z/. State the articulatory difference between these two sounds
11. What consonants are characterized as:
- lenis, interdental;
- fortis, labio-dental, fricative;
- velar, nasal;
- palatal, sonorant;
- voiced, palato-alveolar, affricate;
- aspirated, alveolar, plosive.
12. State the articulatory differences between /θ – s/, /ð – z/, /θ – f/, /ð – v/, /θ – t/, /ð – d/.
13. Define the consonant phoneme /h/. State articulatory differences between the English /h/ and the Russian /x/.
14. Define the consonant phonemes /ʃ, ʒ, ʧ, ʤ/. Describe the bicentral position of the tongue in the production of these sounds.
15. Define the sonorants /r, l, w, j/.
16. Follow the instruction and try the exercises:
- Circle the words that begin with the bilabial consonant:
mat gnat sat bat rat pat
- Circle the words that begin with the velar consonant:
knot got lot cot hot pot
- Circle the words that begin with the labiodental consonant:
fat cat that mat chat vat
- Circle the words that begin with the alveolar consonant:
zip nip lip sip tip dip
- Circle the words that begin with the dental consonant:
pie guy shy thigh thy high
- Circle the words that begin with the palate-alveolar consonant:
sigh shy tie thigh thy lie
- Circle the words that end with a fricative:
race wreath bush bring breathe bang
rave real ray rose rough
- Circle the words that end with a nasal:
rain rang dumb deaf
- Circle the words that end with a stop:
pill lip lit graph crab dog hide laugh back
- Circle the words that end with a lateral:
nut lull bar rob one
- Circle the words that begins with an approximant:
we you one run
- Circle the words that end with an affricate:
much back edge ooze
- Circle the words in which the consonant in the middle is voiced:
tracking mother robber leisure massive stomach razor
- Circle the words that contain a high vowel:
sat suit got meet mud
COARTICULATION. Theory
Learning Objectives: at the end of this topic the student should be able to:
- describe some of the changes that arise when phonetic segments are executed in sequence;
- give examples of contextual effects of different types: coarticulation, assimilation, elision and accomodation
Topics:
- The coarticulation. The definition and basic characteristics. The reasons for coarticulation.
- The types of coarticulation process.
- Assimilation and accomodation. Elision. Topic 4/ https://www.phon.ucl.ac.uk/courses/plin/plin2108/week7.php
- Typical tendencies in coarticulation of consonants.
- Typical tendencies in coarticulation of vowels and consonants.
Reading
Coarticulation and connected speech processes, a web tutorial by Peter Roach.
Read the file below "Coarticulation" and answer comprehension questions.
COMPREHENSION QUESTIONS AND TASKS:
1. What are types of coarticulation? Find your own examples.
2. What kinds of assimilation do you know?
3. What is undershoot?
4. What is a vowel reduction/ deletion? Give your own examples.
5. What symbol depicts the syllable boundary?
6. Give examples of historical loss of vowels?
7. In what letter clusters present-in GB vowel elision takes place?
8. What happens with the sequence /r/+weak vowel+ consonant?
consonant+weak vowel+/l/?
9. Give examples of historical elision of consonants?
10. Give examples of present-in GB elision of consonants.
11. Characterize the phenonenon of epenthesis. What are cases where epenthetic /t/ appears / epenthetic /k/ /p/ appear?
12. Indicate the allophonic variations of some sounds due to regressive assimilation.
13. Explain the notion of de-alveolarisation.
14. Explain the coarticulation process in - blackmail, same kind.
- has your letter come?
-urban?
- cry, queue
- pea, pool
- tell me
15. What's the difference between linking /r/ and intrusive /r/?
16. Explain the difference between linking /j/ and phonemic /j/?
Reflections
1. Read the pairs of words below, characterize subsidiary variants of phonemes /u:/, /e/ due to accommodation.
a) booty /bu:ti/—beauty /bju:ti/
moon /mu:n/—music /mju:zik/
b) bed /bed/—bell /bel/
wet /wet/—well /wel/
2. What variants of the /r/ phoneme are used: a) when it is preceded by / ð/, /θ/ in “three”, “thread”, “with Russian”? b) when it is followed by / o:/, /u:/ in “roar”, “room”, “rule”?
3. Transcribe these words. Single out the vowels that may be elided in these words?
Nursery temporary reasonable petitioner phonetically parliament difficult preference government secretary bachelor
4. Transcribe these words. Single out the consonants that may be elided in these words.
Handbag humpty-dumpty landscape postman attempt sanctuary a sixth round empty next stop last Saturday night time lamb next time crumbs punctual
5. Transcribe the words although, breadth to underline the consonants affected by assimilation and to define its type. Transcribe the words train, quarter, twilight and swallow and say what type of assimilation takes place in them.
6. What allophone of /h/ is used in the words behind, perhaps? Analyze the words handkerchief and gooseberry from the point of view of assimilation in them and state: the degree of assimilation and the direction of assimilation.
7. Classify the word combinations accenting to the nature of modification within the group or at the end of it a) a loss of plosion, b) an alveolar replaced by a dental, c) the clear [l], d) the dark [ł].
will you read louder, will you please, sit down, read text 1, write down, next time, repeat the noun, in the noun, at the blackboard, clean the board, glad to see you, what can I do, like to have it, on the seventh, round the city, and the guest, on this, what country, good time, tea and cake, many people, don't like, I'd like, on the dog's plate, just thirsty, mashed potatoes, mustard please, got to eat, that pub, will you tell me, tell the girl, difficult to deal, silk dress, but good
8. Give your own examples of a) aspiration, b) palatalization, c) labialization.
9. Give your own examples of assimilation affecting a) the work of the vocal cords, b) the place of articulation and the active organ of speech, c) the manner of articulation, d) the position of the soft palate.
Give the definition of the terms:
Assimilation, progressive assimilation, regressive assimilation, reciprocal assimilation, complete assimilation, voicing, devoicing, nasal plosion, lateral plosion, loss of plosion, accommodation, elision, reduction, qualitative reduction, quantitative reduction.
The phoneme theory
Learning Objectives: at the end of this topic the student should be able to:
- Distinguish the difference between the phoneme, the allophone and the sound;
- Describe the methods of phonemic analysis;
- Identify the characteristics of principal and subsidiary allophones;
- Characterize the distinctive/non- distinctive features of sounds.
Topics:
- Using examples to explain the difference between the notions: the phoneme, the allophone, the sound. Explain the main functions of the phoneme. Give examples. Dwell upon the main trends in phoneme theory – materialistic, functional and abstract points of view towards the phoneme.
- In what way the phonemes in a language are distinguished? What is the minimal pair? How is the semantic method applied? Point out advantages and disadvantages of the semantic method. How is the formally distributional method applied? What distribution is called complementary? What distribution is called contrastive? What are the drawbacks of this method? Give examples.
- Give the characteristics of the principal and subsidiary allophones.
- What are the features of phonemes which N.S. Trubetzkoy called distinctive/ non-distinctive? Name the distinctive and non-distinctive features of vowel and consonant phonemes in English and Russian languages.
Readings
Essential
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с.
Background
Соколова М.А. Теоретическая фонетика английского языка: учеб. для студентов высших учебных заведений / М.А. Соколова, К.П. Гинтовт. – 3-е изд., стереотип. – М.: Гуманитар. изд. центр ВЛАДОС, 2004. – 286 с. – pp.6-17 (available in library).
Tutorial activities
Give your individual presentation about the chosen topic
Reflections (for all students to do in a written form)
You can improve your learning by reflecting on your understanding. Come to the tutorial prepared to discuss the items below.
- State the differences between the allophones in the following pairs of words. State the types of allophones and types of subsidiary allophones.
An example: Scare-care in scare the allophone /k/ is subsidiary because it is used without aspiration, it is a positional subsidiary allophone because /k/ is always unaspirated after /s/.
- Trick-tick
- Cradle-trade
- In the desk- in a desk
- Stop Mary - stop Peter
- Glow – go
- Garden-guide
2. Sort out oppositions according to the following features: bilabial / labio-dental, forelingual / backlingual, alveolar / interdental
- ni:z – ði:z
- so:t – ko:t
- bu:ð – bu:t
- θik – dik
- fo:m – wo:m
- trai-krai
- mo: - fo:
- gru: - tru:
- wi:k – vi:l
3. Sort out oppositions according to distinctive features
- fi:t – bi:t 6. sik - si ŋ
- rid-sid 7. to:t – θo:t
- to: ʧ - to:k 8. bout - nout
- slou – blou
- ʧ ɛə - pɛə
4. Are the following oppositions singular, double or multiple? Prove your opinion.
- luk – lub f) do:n – to:n
- pen – pein g) fi:l – mi:l
- pu:l – pul h) stik - stil
- foun – koun I) wet - met
- sta: - sto: j) ðei - sei
5. Read aloud the minimal pairs below. Single out the phonemes which are contrasted.
jug — bug led — laid lay — lie
judge — budge men — main say — sigh
birch — bird pen — pain bay — by
singe — sinned edge — age days — dies
keen — coin law — low roars — rose
try — Troy saw — so awed — ode
bays — buys gnaw — no called — cold
lied — Lloyd pause — pose torn — tone
6. Give examples to prove that the following features of the English consonants and vowels are distinctive.
orality – nasality
tenseness – laxness
frontness – backness
voicelessness – voicedness
plosiveness – constrictiveness
7. Give examples of a) single opposition, b) double opposition, c) multiple opposition.
8. Match the words below to obtain minimal pairs.
catch, pip, cheap, sap, he, jail, lap, pair, say, sink, rip, fail, mink, cap, tear, she, lay, heap, match, Sam
9. What minimal distinctive feature (or features) makes these oppositions phonologically relevant?
a) cap – cab sent – send leak – league
pack – back ton – don coal – goal
caper – labour latter – ladder decree – degree
b) pee – fee tie – sigh do – zoo
supper – suffer attend – ascend raider – razor
c) till – chill day – jay share – chair
martyr – marcher murder – merger marsh – much
eat – each lard – large furnisher – furniture
d) sigh – shy ruse – rouge letter – leisure
save – shave presser – pressure mass – mash
e) bad – mad dock – knock rigging – ringing
harbour – armour eddy – any log – long
rub – rum bad – ban rig – ring
Write Key concepts of the seminar.
Find out the main ideas about the items above and write 5-6 sentences to summarize.
Learning objectives:
1. to discuss the notion of neutralisation: which characteristics of sounds can be neutralised.
2. to recognise different types of transcriptions for various purposes.
Topics:
- What is phonemic neutralization? What are the main approaches to the problem of phonemic neutralization? Is the problem of phonemic neutralization more significant for the English or the Russian language?
- The notion of archiphoneme.
- Types of phonological oppositions.
(for the previous three questions look for additional materials in books of phonetics. Do not forget to include examples in the presentations)
4. Describe what the systematic, phonemic and comparative transcriptions are. What is the citation form and what should we include in the citation form to get a broad transcription.
5. Describe the allophonic and impresionistic transcriptions.
(for questions 4 and 5 use the attached file)
Reflections
- Answer the following questions:
What is phonology?
How are phonemes discovered?
What is the difference between phonemes and allophones?
How are allophones classified?
What patterns of phoneme distribution do you know?
Speak on the method of discovery of minimal distinctive features.
What are the main problems of phonological analysis?
What do you know about the history of the phoneme discovery?
How is the phoneme defined by Russian scientists?
What is the phonemic status of a sound in the neutral position?
Learning objectives:
- At the end of the session the student will be able to write at least a broad phonetic transcription.
- The student will be able to distinguish between different types of transcription.
Tasks
1. Transcribe the following sentences using a broad phonetic transcription:
1.She acts particularly well in that play.
2.The postman came the next day.
3.The police went for their sixth round.
4. This is quite shocking.
5. He deserves to be publicly disgraced.
2. Give a broad phonetic transcription of any sentence(s) you like.
3. Be ready to write a short test in the class. Topics to be revised:
- the phonemes and allophones. Types of allophones.
- the distinctive features of phonemes.
- coarticulation
TERRITORIAL AND SOCIAL VARIETIES OF ENGLISH PRONUNCIATION
Seminar 8
Learning Objectives: at the end of this topic the student should be able to:
- describe English-speaking nations and their pronunciation norms
- identify the difference between accents, dialects and idiolects
- describe the accents of the British Isles
- characterize the American standard and regional varieties
Topics:
- Territorial variety. Dialect (variety), accent. National standard, regional standards and local accents. Define the terms. Name the territorial types of pronunciation including large cities and famous people using them (In Great Britain and the USA).
- Types of Standard British pronunciation: RP, the Northern pronunciation, the Scottish pronunciation, the Irish pronunciation.
- American standard and regional types of pronunciation. Name the regional standards of the USA. Indicate the brightest examples according to which we can identify them. Name the peculiarities of American standard of English in comparison with RP (vowels, consonance and intonation)
- Social varieties of English pronunciation.
- Situational variety.
Readings
Essential
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с. – СС. 200-226.
Background
Соколова М.А. Теоретическая фонетика английского языка: учеб. для студентов высших учебных заведений / М.А. Соколова, К.П. Гинтовт. – 3-е изд., стереотип. – М.: Гуманитар. изд. центр ВЛАДОС, 2004. – 286 с.
Tutorial activities
Working in groups: give a presentation about Topics above.
Reflections
You can improve your learning by reflecting on your understanding. Check that you have answers to the questions below.
Give your answers to the following questions:
1. In what region of Great Britain Russian students are called [‘ruʃənz] and they are thought to have [‘suðən] accent?
2. In what big city in the south-east of England the word выход (way out) in the underground is said as [wai]? In what national standard this pronunciation became a norm?
3. In what regions of Great Britain the words "luck" and "look" are said identically?
4. In what regions of the USA the words "cot/caught" and "Don/dawn" are said identically?
5. In what city of the USA people say: The cah was pahked in the Hahvahd yahd?
6. What pronunciation is meant when the second [r] in the word river - "is gone with the wind"?
7. In what region the famous lake with Nessy is located? What is the pronunciation of this lake by local people and by people who live in the sourthern parts of England?
8. Check your pronuciation of the following words: hospitable, amicable, research, garage, shedule, cigarette, adults, sure using the 16th issue of D.Jones dictionary.
Learning objectives:
- to compare different varieties of English;
- learn to write comparative transcriptions
Task 1. Practice to write comparative transcriptions. First, watch the video with Leonardo DiCaprio (GA).
Video (starting from 2:10 up to 2:42): https://www.youtube.com/watch?v=xpyrefzvTpI
Then write a broad phonetic transcription in RP and a broad phonetic transcription in GA (at least 3 sentences)
Task 2. Practice to write comparative transcriptions. First, watch the video with Paul Hogan (Australian broad variation).
Video (starting from 0:31 up to 0:38): : https://www.youtube.com/watch?v=1_FyJug3wzU
Then write a broad phonetic transcription in GB and a broad phonetic transcription in Australian broad (at least 3 sentences).
Be ready to present the differences in the class.
Syllable as phonetic and phonological unit
Learning objectives: by the end of the session the students should be able to:
- characterize the syllable as phonetic and phonological unit;
- discuss the universals in syllable formation;
- characterize the phonotactic rules in English;
Topics for discussion:
- The syllable as a phonetic and phonological unit (mental, phonetic and phonological forms of a syllable).
- Phonotactic rules in English.
- Universals in syllable formation - things which are common in all languages (a syllable as a universal minimal pronounceable unit, the basic structure of syllable (open syllable), a ranking of speech sounds (sonority), syllable division, the articulatory mechanism of syllable). What are universal things and specific differences of different languages concerning the rules of syllable formation and division.
- Similarities and differences in syllable formation of English and Russian languages.
Readings
Essential:
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с. – СС. 103-113.
Leontyeva S.F. A Theoretical Course of English Phonetics. M., 2002. PP. 167-178.
Соколова М.А., Гинтовт К.П., Тихонова И.С., Тихонова P.M. Теоретическая фонетика английского языка. М., 1991.
Supplementary:
Cruttenden A. Gimson’s Pronunciation of English. – L., 2001. PP.50-52.
Ladefoged P.A. A Course in Phonetics. – N.Y., 2001. PP. 225-230.
Tutorial activities:
Give an individual presentation concerning the chosen topic.
Reflections:
1. Draw the syllable structure of the words spring, laster and buzzard.
Remember the rules of syllabification and ambisyllabicity!
2. Arrange these words according to the type of syllable structure:
a) closed uncovered, b) closed covered, c) open covered, d) open uncovered.
took, pray, lifts, ate, straw, boy, or, aunt, texts, clenched, tip, pea, struck, oh, strays, bet, fact, fret, asks, ebbed, price, are;
мгла, рад, ил, ЗАГС, кто, от, горсть, та, астр, и, взрыв, всласть, сфинкс, сон, гипс, здесь, злак, что, ах.
3. Mark initially strong consonants with a single line and initially weak consonants with two lines:
sit, lame, back, miss, sack, grave, tip, tide, top, late.
Individual task for the group FL 16.
Topics for discussion:
- Syllable division in English and in Russian.
- Functions of a syllable.
Reflection:
- Transcribe the words and divide into syllables. Indicate the syllable boundary with a dot.
Catfish, eagle, funny, proper, carpet, announced, syllable, nature, mileage, mile.
Миля, бессонница, сестра, карман, полка, пойман, пустой, детдом.
A complete set of tasks is in the attached file.
Seminar 12
Word stress
Learning objectives: by the end of the session the students should be able to
- To characterize the notion of stress and accent; to differentiate word and sentence stress; to define the phenomenon of stress;
- To describe the types of word stress;
- To define the tendencies of word stress in compounds and phrases;
- To characterize the difference in word stress in RP nad GA;
Topics for discussion:
- The notion and nature of word stress (stress and accent; word stress and sentence stress; components of word stress; definitions of stress worked out by scholars)
- What is stress on the auditory, articulatory and acoustic level?
- Types of word stress.
- Functions of word stress. What is the shifting of word-stress?
- Differences in word stress between RP and GA.
Readings
Essential:
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с. – СС. 117-130.
Соколова М.А., Гинтовт К.П., Тихонова И.С., Тихонова P.M. Теоретическая фонетика английского языка. М., 1991.
Reflections:
Summarize the information from all presentations;
Ex.1 Name the tendencies of stress placement in the following words.
ˌDe'skill, ˌdespe'ration, 'boxful, ac'centual, aˌccommo'dation, 'bracket, 'comedy, re'act, ˌpatro'ness, ˌrepresen'tation, 'doubletalk, 'session, ˌseven'teen, 'nursery school, ˌre'mold, ˌover'value, 'salty,'smoking room.
Ex. 2 . Divide the following utterances into feet.
a. It's raining cats and dogs.
b. This is the house that Jean built.
c. A bird in the hand is worth two in the bush.
Special task for FL 16
Read the PowerPoint presentation about Scottish English. All tasks are in the attached file (for two weeks)
Word and sentence stress. Stress in compound words
Read the information about stress in compound words in the attached file.
Then answer some questions and do some exercises.
- Answer the following questions:
- How is stress defined by different authors?
- What types of word-stress do you know?
- To what type of word-stress does the English accentual structure belong?
- To what type of word-stress does the Russian accentual structure belong?
- What is the difference between fixed and free type of word-stress?
- How does stress perform constitutive, distinctive and recognitive functions?
- How is stress represented in written form?
- What tendencies determine the place and different degree of word-stress?
- What are the most common types of English stress patterns?
- Are weak and contracted forms common for actual speech?
- What rules for the use of weak and contracted forms do you know?
- What role does the phoneme /ə/ play in the system of unstressed vocalism?
Ex.1 Put the stress in the following words. Explain your choice.
AIDS patient, answering machine, apple-green, agriculture, arboriculture, aquaculture, all-round, torture victim, wheelbarrow, yield management, screwdriver, screensaver, fruit salad, ice cream, paper bag, rice pudding, Manchester United, Mexican wave, Norfolk terrier, building society, bulls eye, chargecapping;
unaided, repack, unalienable, prepaid, unaltered, misspell, unarmed, misuse, unaspirated, misrule, unclean, anticyclonic, misplace, anti-nationall, under-dressed, non-payment, non-resident underpopulated, non-stop, vice-admiral, ex-minister, reopen, pre-history, ultra-modern.
Ex. 2.
a.Mark the stress in the compound adjectives.
good-looking, old-fashioned, bad-tempered, absent-minded, bare-headed, home-made
b. Mark the stress in the composite verbs and read them.
carry out выполнять go on продолжать
come across встречать point out указывать
get up вставать put on надевать
see off провожать sit down садиться
set up устанавливать take off снимать (одежду)
fall out ссориться; выпадать fall back отступать
make up мириться get back возвращаться
blow out взрываться bring forth производить
pick out выбирать fix up устраивать
c. Mark the stress in the compound nouns denoting a single idea.
butterfly, newcomer, butter-fingers, blacksmith, greatcoat, airplane, bluebottle, butter-boat, butterdish, bookmark
Ex. 3. Mark the stress in the words below. Consult the dictionary. Translate them into Russian and read according to the stress pattern.
ascertain, acquiesce, grotesque, cigarette, antique, saloon, employee, career, lemonade, atomic, phonetic, phonological, familiarity, proletarian, beneficial, efficient, aqueous, residual, impetuous, propriety, active, relative, gratitude, attitudinal, sagittal, upward
Ex. 4. Use the words below in the examples of your own.
'import — im'port 'transport — trans'port
'increase — in'crease 'object — obˈject
'protest — pro'test 'forecast — fore'cast
'record — re'cord 'contrast — con'trast
Ex. 5. Put down stress marks in the sentences below. Translate them into Russian.
1. The abstract is short. Abstract this theory. 2. This accent is on the first syllable. Mark it with a weak accent. He accents the word. It's the word “son” you are to accent. 3. A conflict took place. They conflict with this theory. It's finished in a conflict. Still, they conflict. 4. The contest was friendly. They contest this statement. It’s a contest. They contest it. 5. The contract was signed. They contract serious diseases. It’s a contract. These diseases they contract.
Ex. 6. Transcribe these words. Single out the pairs of phonemes in which /ə/ alternates with the vowel of full formation in the unstressed position.
armour (броня) — army (армия)
allusion (намек) — illusion (иллюзия)
tell 'em (скажи им) — tell him (скажи ему)
sitter (живая натура) — city (город)
forward (передний) — foreword (предисловие)
experiment (опыт) — experiment (экспериментировать)
some (некоторое — some (некоторый, какой-то)
количество)
that (который, — that (тот, указательное местоимение)
относительное местоимение)
variety (разнообразие) — various (различный)
estimable (достойный — estimate (оценивать)
уважения)
Ex.7. Mark the stess in the words. Explain the place of stress according to the rule.
/meintein/, / əkə:/, /pʌniʃ/, /pəsi:v/, /wiðhəʊld/, /wiðstand/, /pəsweid/, /pɒliʃ/, /nju:trəl/, /solid/, /deindʒərəs/, /kaŋqəru/.
Seminar 14
INTONATION. PROSODY.
FUNCTIONS OF INTONATION
Learning objectives: by the end of the session the students should be able to
- Describe abstract and pragmatic meaning of tones.
Topic for discussion:
1.The general characteristics of different meanings of the intonation.
2. The abstract meaning of melody units (modal, emotional meanings).
3. Pragmatic approach to describe the meaning of tones.
4. The meaning of melody units and the context.
5. Functions of the pitch of the voice.
Readings
Essential:
Бурая Е.А. Фонетика современного английского языка: учебник для студентов лингвистических вузов и факультетов / Е.А. Бурая. – 3-е изд. – М. Изд. центр «Академия», 2009. - 272 с.
Reflection:
Summarize the information from all presentations;
- One of the rules about sentence stress in English says: “Predicates have lower stress than arguments”. Read the following sentences according to this rule.
- Do you know the man?
- John loves Mary.
- Our dog’s disappeared.
- John promised Jane a bike.
2. Explain the difference between the following utterances.
- Your ` eyes are red. - Your 'eyes are ˎred.
- I 'left the `door open. - I 'left the 'door `open.
What functions of melody are used in these sentences?
3. Her ˏsister, / said ̩Mary, / was a well-known ˎ actress.
Her 'sister ˏsaid / 'Mary was a 'well-known ˎ actress.
4. What about this money? – 'Lock it 'up in the ˎsafe.
'Lock it up in the ˏsafe.
5. I’ve been to London. – ˇHave you?
`Have you?
ˎHave you?
ˏHave you?
Here you are given polysyllabic words and a tone. You must draw an appropriate pitch movement between the lines.
a) (rise) opportunity d) (rise-fall) magnificent
b) (fall-rise) actually e) (rise) relationship
c) (fall) confidently f) (fall-rise) afternoon
4. Read these sentences. Observe a) the low falling tone and b) the high falling tone.
a) She is ˎcold. b) She is `cold.
She is at the ˎhospital. She is at the `hospital.
'Father is at ˎhome. 'Father is at `home.
'Don't go a ˎlone. 'Don't go a`lone.
'Don't 'take the ˎlamp. 'Don't 'take the `lamp.
He is 'not ˎwell. He is 'not `well.
'Why are you ˎlate? 'Why are you `late?
'Betty is in ˎbed. 'Betty is in `bed.
'Mother is ˎbusy. 'Mother is `busy.
5. Read these sentences. Make the auxiliary and modal verbs that begin sentences stressed to show greater interest.
1. 'Does it ˎmatter? Does it ˎmatter? 2. 'Is he going to ˎcome? Is he 'going toˎcome? 3. 'Do you like ˎoranges? Do you 'like ˎoranges?4. 'Can you have an ˎafternoon off? Can you have an ˎafter'noon off? 5. 'Could they ˎhelp it? Could they ˎhelp it?
Intonation. Loudness, tempo, pause, timber
Learning objectives:
1. to identify that intonation includes not only the pitch but other important components
2. to analyse the text from the point of different prosodic means.
3. to read the text expressively.
Reflections:
1. Identify the parts of the prenuclear pattern (prehead, head) in the following:
It's dis'gusting.
'What a'pity!
I've for'gotten your'name.
There are 'three kinds of gi'raffe.
I think it's ex'tremely up'setting.
2. True or false?
(a) The prehead is always followed by the head.
(b) Every IP contains a nucleus.
(c) The head always contains at least one accented syllable.
(d) The pitch characteristics of the head are determined by those of the nucleus
(e) Every nucleus is preceded by an onset.
3. Mark where an intonation phrase boundary is appropriate in the following utterances:
a. I'm not absolutely sure to be honest
b. She seemed to spend most of the day in bed with a crime novel
c. He usually leaves at nine doesn't he
d. No that's not acceptable
e. I went to buy a jacket a skirt and a pair of shoes
4. Mark the nucleus placement in the following utterances:
a. Did you have a lot to do
b. Yesterday I went to the doctor twice
c. Has your mother left already
d. Do you know when the first train leaves
e. She is trying to fix the washing machine
5. Mark the appropriate tone in the following utterances:
a. Is this a joke
b. That's wonderful (enthusiastic)
c. All right (doubtful)
d. Would you like some tea
6. Analyse the text: mark the stresses and tunes: think about nuclear tones and their meanings. With what loudness, tempo and timber the text is possible to read.
And just as I turned out the light and groped my way into the passage, I heard - I thought I heard - a little knocking noise. Yes, yes, there it came again. It was just behind me. I ran, and I ran, and I ran, and the passage seemed endless. I was sure I had lost my way. I stopped the terror. There, behind my shoulder, was the little knocking noise growing louder, louder, louder. I turned my head, I raised my eyes, and there was - Meggy with the tea tray, Meggy telling me I had overslept.