Université de Savoie UFR-LLSH LCE1 UE 103 Lecture: Phonetics & Phonology

1. Université de Savoie UFR-LLSHLCE1 UE 103Lecture: Phonetics & Phonology Alice Henderson ahend@univ-savoie.fr Office 812

2. Contents of the 5 lectures 1) Introduction, Phonemes 2) Sounds in context, « connected speech » 3)Stress, accent & rhythm 4) Intonation 5) Conclusion

3. Outline of the lecture • Finish up & review last week’s material • Suprasegmental aspects • Pitch • Full & reduced syllables • Rhythm • Stress & Accent • Intonation: breath groups, basic tunes • Conclusion • Bibliography

4. Review

5. Review

6. Assimilation • Two types: • Anticipatory assimilation = a sound changes to become more like the next sound • Coalescent assimilation= two sounds join together to become a third sound • (coalesce= to become one) • /d/ or /t/ + /j/ become /d½/jam or /t§/child • /s/ or /z/ /j/ become /§/ shoe or /½/ measure

7. Anticipatory assimilation of /n t d / • /n/ becomes /m/ or « then go then » • /d/ can become • /b/ (before /b/ or /p/) • /g/ (before /g/ or /k/) • /t/ can become • /p/ (before /b/ or /p/) • /k/ (before /g/ or /k/)

8. Coalescence • /d/ or /t/ + /j/ become jam or child • Extremely common in ordinary speech Where dja wanna go? Whatcha wanna do? Doncha wanna go ta town? Couldntcha tell me right away? Where dja wanna meet? Wontcha tell me where? Didja tell the others? Whatcha like ta drink? I’ letcha know.

9. Coalescence • /s/ and /z/ can also coalesce with /j/ • /s/ + /j/ = shop, she, ship, dish • /z/ + /j/ = pleasure, television, camouflage

10. Elision of /t/ and /d/ • At the end of word • Between two other consonants The morning was perfect. It was a perfect morning. It was a perfectly marvellous morning. What does she want ? She wants ten pounds of butter. I just love baked potatoes. He finds it really boring.

11. Elision of /t/ and /d/ • At the end of word • Between two other consonants The morning was perfect. It was a perfect morning. It was a perfectly marvellous morning. What does she want ? She wants ten pounds of butter. I just love baked potatoes. He finds it really boring.

12. Word stress review • the place names are either monosyllables OR are stressed on the first syllable (normal for 2-syllable nouns) • the verbs are either monosyllables OR are stressed on the second syllable (normal for many 2-syllable verbs) • all the 3-syllable nouns at the end of lines are stressed on the 2nd syllable either because they derive from verbs which are stressed on the 2nd syllable OR because they are loan words ending in a vowel sound • the two loan words with 4 syllables have primary stress on the 3rd syllable and secondary stress on the 1st syllable

13. Stress in compounds • If the compound is a noun, stress 1st part • GREENhouse, BLACKbird • If the compound is an adjective, stress the 2nd part: • Bad-TEMPERED, old-FASHIONED • If the compound is a verb, stress the 2nd part: • underSTAND, overLOOK, drop OUT ** WHY?? He wanted to DROP out of SCHOOL.

14. Two-word verbs • Definition: a verb + preposition/ particle/ adverb, not a literal translation of the two elements • Two simple cases • Two words separated: stress both words • Two words together: behave like one word, so lose one stress, *rhythm plays a role • Stress the second element at the end of a breath group • You’d better look out. His dog was run over. • IF a noun object follows, either element may be stressed, depending on the overall rhythm of the sentence • I’ve put away my books already. - I’ve just put away my books.

15. Try …. • Wake them up before it’s too late. • She tried them on at the store. • I won’t let her put you down like that! • I wouldn’t turn that job offer down. • If you talk back, you’ll be in trouble! • The plane’s about to take off! • She should stand up for herself more. • Turn off the lights before you leave. • I could really do with a bit of chocolate.

16. Try …. • Wake them up before it’s too late. • She tried them on at the store. • I won’t let her put you down like that! • I wouldn’t turn that job offer down. • If you talk back // you’ll be in trouble! • The plane’s about to take off! • She should stand up // for herself more. • Turn off the lights before you leave. • I could really do with a bit of chocolate.

17. Four basic rules for learners 1) You have to stress the correct syllables and the reduced syllables should never be toooooo long. The schwa esp. is very short. 2) Link individual words to keep rhythm flowing. 3) Linking is easier if you elide, esp. /d/ and /t/ between consonants. 4) Use anticipatory & coalescent assimilation- they’re natural.

18. Outline of the lecture • Finish up & review last week’s material • Suprasegmental aspects • Pitch • Full & reduced syllables • Rhythm • Stress & Accent • Intonation: breath groups, basic tunes • Conclusion • Bibliography

19. Suprasegmental aspects • Stress, rhythm and intonation • Refer to entire syllables or groups of syllables and NOT to individual phonemes • Involve variations of loudness, of length, of pitch • Also called prosodic aspects

20. Pitch

21. Pitch • A dimension of our perception of the vibration of the vocal folds (cords) • High, low, middle- a different range for each speaker • We automatically adapt to this range

22. Pitch • Drawn as in music = a stave « une portée » I can’t remember his telephone number. _________________________________ •• • •• • • •• • •

23. Outline of the lecture • Suprasegmental aspects • Pitch • Full & reduced syllables • Rhythm • Stress & Accent • Intonation: breath groups, basic tunes • Conclusion • Bibliography

24. Full & reduced syllables

25. Syllables in English are not equal Not the same degree of « noticeability », prominence Unequal syllables

26. Full v reduced • Reduced syllable: contains one of these vowels about, thank you, happy • OR contains a syllabic consonant • suddenly, middle • Full syllable: contains one or more of the other vowels

27. Full syllables • Like a pulsation • A louder element • A more prominent element • *almost always consists of a vowel but may include consonants before & after cat, water, tomorrow, anybody

28. Outline of the lecture • Suprasegmental aspects • Pitch • Full & reduced syllables • Rhythm • Stress & Accent • Intonation: breath groups, basic tunes • Conclusion • Bibliography

29. Rhythm

30. Rhythm • The beat of English is carried by more “noticeable” syllables • Longer • Louder • Higher pitch • Reduced syllables are inserted between these

31. Regular rhythm of a limerick: There was a young man of Devizes Whose ears were of different sizes One was so small It was no use at all But the other won several prizes

32. Regular rhythm of music • Paul Simon songs: • The Obvious Child • Keeping the same beat but inserting more or fewer syllables • I Can’t Run • Layering instruments, all the different « voices » merge into one dominant rhythm

33. Less regular rhythm I 'can’t remember his 'telephone number. _________________________________ •• • •• • • •• • • Replace les mots with and imitate the tune. What happens to ?

34. Advice for learners • Frequent problem: too many full syllables • Advice: emphasize • syllables which carry tonic stress (word stress) • lexical words • « laisser faire » grammatical/function words

35. Try … • Arrive Chicago Tuesday • Invite all friends • Forgotten post letter • Invite friends party • Hire car week August • Visit sister hospital London

36. A few possibilities: • I’m arriving in Chicago on Tuesday. • I’m going to invite all of my friends. • I’ve forgotten to post your letter. • We could invite your friends to our party. • You should hire a car for a week in August. • You should visit your sister while she’s in hospital in London.

37. What’s missing? • Have ___ drink. • ___ course • What ___ ___ for? • __ sorry • __ want __ know. • ___ cold ___ night. • ___ used ___ go ___bed ___ nine. • ___ must __ back __ six __ ‘clock

38. Rhythm practice • Hit the main stressed syllables (shown in bold in the first three verses). • Watch out for the weak syllables in the names ; many of them start with an reduced syllable containing schwa. • Also watch out for the weak forms of short grammatical words such as to, and, that, of. • Make the links between words where necessary 5) Don’t be afraid to leave out (elide) the occasional sound. For example, and often loses its final /d/ especially when followed by a consonant.

39. A few words about … Clipping • Clipping = shortening, chopping • Two types: • Rhythmic clipping • Pre-fortis clipping

40. Rhythmic clipping • Rhythmic clipping (shortening, borrowing) • When a full syllable is followed by one or more reduced syllables, the full syllable is shortened/ chopped man / manage / management rye /awry / arriving go / going got / forgotten

41. Pre-fortis clipping • Compare the length of the vowel : god / got bag / back kim/ kip head / het *Fortis sounds: /p t k f s h *Lenis sounds: /b d ý v z

42. Outline of the lecture • Suprasegmental aspects • Pitch • Full & reduced syllables • Rhythm • Stress & Accent • Intonation: breath groups, basic tunes • Conclusion • Bibliography

43. Stress & Accent

44. Stress? Accent?

45. Stressed • Syllables which carry the rhythm, the beat • Longer • Louder • More general term than accent

46. Accented • A syllable that is more prominent because of a change in pitch • Syllables which indicate variations of pitch • (prominence = the degree of noticeability)

47. Stress? Accent? I 'can’t remember his 'telephone number. _________________________________ •• • •• • • •• • • • 4 stresses • 2 accented syllables = variations of tone

48. Regular rhythm in music: stress •••••••••••• // •••••••••••• • 4 stresses per breath group

49. Regular rhythm in music: accent •• • • •••••••••• // •••••••••• • 5 stresses • 2 accents

50. What’s the difference? • Stressed • Accented • The same phenomenon at two levels? • Two distinct phenomena?