Phonetics & Phonology John Corbett: USP-CAPES International Fellow Session 4: Sounds in context: elision, assimilation, etc

Changing the shape of a word This session: Strong and weak forms Connected speech processes: Assimilation Elision Coalescence ‘Linking’ and ‘intrusive’ /r/ Changing the shape of a word

A set of words in English have ‘strong’ forms – stressed ‘weak’ forms - unstressed Strong and weak forms

Strong and weak forms Example I was here strong /wɔz/ I was here weak /wəz/ /wɪz/ /wʌz/ etc Strong and weak forms

Strong and weak forms 60+ such words in English strong weak of cup of tea /ɔv/ /əv/, /ɪv/ etc them tell them about it /ðɛm/ /ðəm/, /ðm/ him I said to him /hɪm/ /ɪm/ that all that he said /ðat/ /ðət/ etc will I’ll go /wɪl/ /l/ would I’d go /wud/ /d/ and fish and chips /and/ /n/ … Strong and weak forms

Connected speech processes: Assimilation When one segment becomes more similar to a neighbouring sound, because of the influence of that sound in Paisley /n/  /m/ before /p/ in Carluke /n/  /ŋ/ before /k/ this shop /s/  /ʃ/ before /ʃ/ (cf. fish shop) Connected speech processes: Assimilation

Connected speech processes: Elision Loss of segment(s) or syllable(s) brand new elision of /d/ last night elision of /t/ class tests [tɛs:] elision of second /t/ policemen’s vests [plismnz vɛs:] elision of /ə/, /t/ Connected speech processes: Elision

Connected speech processes: Elision Transcribe this!! Worcester library’s opening on Wednesdays in February! Connected speech processes: Elision

Connected speech processes: Elision Transcribe this!! Worcester library’s opening on Wednesdays in February! /wu:stə laɪbriz əʊpnɪŋ ən wɛnzdeɪz n fɛbrɪ/ Connected speech processes: Elision

Connected speech processes: Elision + Assimilation can apply in sequence second hand policemen’s vests /hand p…/ /han p…/ elision of /d/ /ham p…/ + assimilation

second hand policemen’s vest shop /vɛst ʃ…/ /vɛs ʃ …/ elision of /t/ /vɛʃ ʃ …/ + assimilation Connected speech processes: Elision + Assimilation can apply in sequence

When two phonemes merge to produce a third, different phoneme e.g. would you /d j/  /ʤ/ /wud ju/  /wuʤu/ Coalescence

The pronunciation of /r/ at the ends of words in accents that don’t normally have /r/ in this position (a.k.a. non-rhotic accents) beer /bir/ (ScE) /bɪə/ (RP) beer and wine /bɪər ən waɪn/ (RP) far /far/ (ScE) /fɑ:/ (RP) far away /fɑr əweɪ/ (RP) ‘Linking’ /r/

Like linking /r/, but in words where there is no <r> in the spelling. idea /aɪdɪə/ (RP) the idea of it /aɪdɪər əv ɪt/ (RP) law /lɔ/ (RP) law and order /lɔr ən ɔdə/ (RP) ‘Intrusive’ /r/ And was not one historically Some scots do it in idear

Q. Why do connected speech processes happen? A. Because the vocal organs aren’t like the keys of a typewriter. They don’t move discretely (i.e. in jumps), but continuously. Skilled movements are smooth and efficient. We prepare in advance for upcoming articulations. We leave out non-essential parts. Q. Why do connected speech processes happen?

There are some problems affecting some Portuguese speakers of English when they pronounce sounds in sequence, e.g. The insertion of intrusive or extra (´epenthetic´ vowels) between, before or after consonants. Try saying the following words: clothes /kləʊðz/ steam /sti:m/ park /pɑ:k/ gate /geɪt/ cab /kæb/ How would you teach learners to correct the first of these words? To hear these intrusive sounds listen to the Brazilian puma saying ´space´ in the following clip: http://www.youtube.com/watch?v=xe8_aka_qlw Transfer issues

Sometimes, some Portuguese speakers of English drop final unstressed vowels, or unstressed vowels towards the end of words. Try pronouncing the following words: city /sɪti/ coffee /kɒfi/ office /ɒfɪs/ Watch the ‘Brazilian puma’ clip again. Can you hear any examples of dropped unstressed vowels? Are there any other transfer issues with the puma’s pronunciation? More transfer issues

Summary Connected speech processes – They can change the shape of a word: BUT they don´t necessarily make words more difficult to understand for L1 speakers They may offer a challenge to L2 learners´ listening. Since the phonological systems of Brazilian Portuguese and English are different, there might be ´negative transfer´ of Brazilian Portuguese phonological processes to English speech. Summary