1. 1 Université de Savoie UFR-LLSH LCE1 UE 103 Lecture: Phonetics & Phonology Alice Henderson ahend@univ-savoie.fr Office 812

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

3. 3 Outline, Lecture 5 Go over homework Review for Exam Varieties of English Conclusion Bibliography

4. 4 Vowel vs consonant Consonant: involves some form of closure or narrowing that affects the air flow Labels: – Voicing: voiced or voiceless – Place of articulation: horizontal axis Bilabial, labio-dental, dental, … – Manner/Type of articulation: vertical axis Nasal, plosive, …

5. 5 Try to label these: /b/ /s/ /d½/ /w/ /÷/ /h/

6. 6 Answers: /b/ voiced bilabial plosive /s/ voiceless alveolar fricative /d½/ voiced palato-alveolar affricate /w/ voiced labio-velar approximant /÷/ voiced velar nasal /h/ voiceless glottal fricative

7. 7 Word stress & word class REbel / reBEL REfuse / reFUSE REject / reJECT ** PROmise / PROmise PERmit / perMIT INsert / inSERT OBject / obJECT ** conTROL / conTROL INsult / inSULT CONduct / conDUCT

8. 8 Review for exam Phonetics? Phonology? What organs are involved in speech? Vowel? Consonant? (HW from Lecture 4)

9. 9 Que sont les branches de ce domaine? (from Lecture 1) Phonétique générale (acoustique & articulatoire/physiologique): étudie le fonctionnement de l’appareil phonateur de l’homme et analyse ses capacités articulatoires et les particularités des son émis, au moyen d’appareils acoustiques Phonétique descriptive: étude des particularités phonétiques d’une langue donnée Phonétique évolutive/historique: étude des changements phonétiques d’une langue donnée Phonétique normative: prescrit des règles de la bonne prononciation d’une langue donnée Phonétique « criminologique »: étude des particularités dans un but médico-légal et/ou policier (forensic phonetics)

10. 10 Speech organs Palate? (hard palate) Velum? (soft palate) Tongue tip? Alveolar ridge? Glottis?

11. 11 What’s hard for French speakers? Phoneme level: V, C Word level: – Groups of sounds – Word stress – Reduced vowels in unstressed syllables Sentence level: – Rhythm – Weak forms – Effect of phonemes on each other in context – Intonation

12. 12 Phoneme level: V, C Common trouble spots: sounds that exist in English but not in French: « h », the two « th », final NG, di- & triphthongs, « r » Vowels that may seem similar to French sounds … but are just not the same: leave/live, cat/cut, bull/ « boule » …

13. 13 A quick puzzle … What if your student says __ instead of__? Cat / catch Breeze / breathe

14. 14 A quick puzzle … Cat / catch – Voiceless alveolar plosive – Voiceless palato-alveolar affricate Breeze / breathe – Voiced alveolar fricative – Voiced dental fricative

15. 15 « h » How can you avoid adding it when it is unnecessary? When is it silent? When can it be elided?

16. 16 Which « h » can be dropped? A: When did he go there? B: I don’t know. A: Who did he talk to? B: I don’t know. A: Have you talked to him yet? B: Yes, I have. A: Did you ask him? B: What? A: Did you ask him who he was with? B: No, it’s not of my business.

17. 17 Which « h » can be dropped? A: When did he go there? B: I don’t know. A: Who did he talk to? B: I don’t know. A: Have you talked to him yet? B: Yes, I have. A: Did you ask him? B: What? A: Did you ask him who he was with? B: No, it’s not of my business.

18. 18 Eliding « h » Pronoun or auxiliary verb NOT at the start of a tone unit NOT « have » as a main verb NOT at the start of a tone unit **Essential for smooth connected speech

19. 19 What’s hard for French speakers? Phoneme level: V, C Word level: – Groups of sounds – Word stress – Reduced vowels in unstressed syllables Sentence level: – Rhythm – Weak forms – Effect of phonemes on each other in context – Intonation

20. 20 Word level: Groups of sounds, clusters – Words ending in two consonants + S Scientists, linguists, asks, students, acts, risks, pastes – Consonant + « th » At the seaside, a good thing, is that it?, his things – Consonant + « th » + consonant Twelfths, months, clothes, Smith’s crisps

21. 21 *Red letters are often changed – Words ending in two consonants + S Scientists, linguists, asks, students, acts, risks, pastes – Consonant + « th » At the seaside, a good thing, is that it?, his things – Consonant + « th » + consonant Twelfths, months, clothes, Smith’s crisps

22. 22 Word level: Word stress Stress: – Louder, longer, higher pitch – Basic rules of placement *Where would you stress these? lorax (n.), kuringe (v.), elbonics, laundrette, humongous, carperpetuate

23. 23 Where would you stress these? elBOnics : stress 1 syllable before -ic launDRETTE : stress the ending -ette huMONgous : stress 1 syllable before -ous carperPEtuate : stress 2 syllables before -ate LOrax LOrax (n.) : 2 syllable noun, stress 1st syll. kuRINGE (v.) : 2 syllable verb, stress 2nd syll.

24. 24 Word level Reduced vowels in unstressed syllables – cupboard /ÇkÃbWd/ – breakfast /ÇbrekfWst/ – handkerchief /Çh¾÷kWt§öf/

25. 25 What’s hard for French speakers? Phoneme level: V, C Word level: – Groups of sounds – Word stress – Reduced vowels in unstressed syllables Sentence level: – Rhythm – Weak forms – Effect of phonemes on each other in context – Intonation

26. 26 Sentence level: Rhythm & Weak forms Try the Lorax again … Try tapping the rhythm out with a pencil on your desk Stress lexical or « content » words Essential to use weak forms: prepositions, pronouns, articles, conjunctions, auxiliary verbs, etc. (so-called « grammatical » or « function » words)

27. 27 Sentence level : Effect of phonemes on each other in context – Elision – Assimilation – Coalescence – Linking

28. 28 Match the example to the term Tom am Bob a) Elision Whatcha gonna do? b) Assimilation It’s her only hope. c) Coalescence It’s her only hope. d) Linking

29. 29 Answers: Tom am Bob B a) Elision Whatcha gonna do? C b) Assimilation It’s her only hope. D c) Coalescence It’s her only hope. A d) Linking

30. 30 Sentence level: Linking Improves flow from one sound to another Essential to recognise Not essential to do yourself ** Helps to avoid « parasitic h » – our own, four apples, She’s alone, Get it out, Eat some of this

31. 31 What’s hard for French speakers? Phoneme level: V, C Word level: – Groups of sounds – Word stress – Reduced vowels in unstressed syllables Sentence level: – Rhythm – Weak forms – Effect of phonemes on each other in context – Intonation

32. 32 Sentence level: Intonation Stress, accent, pitch, nucleus, tune, focus

33. 33 Focus or emphasis Basic Sentence Stress: lexical words, nucleus/accent on last content word Focus: chosen by speaker, « flexible » New Focus: Can focus on any word/s that give/s new information. Contrastive Focus:

34. 34 New Focus A: What are you doing? B: I’m just relaxing. A: Didn’t you have lots of work? B: Yes, // but it’s for Friday. A: But shouldn’t you start on it now? B: Probably, // but it’s not going to disappear.

35. 35 Focus or emphasis Basic Sentence Stress: Focus: New Focus: Contrastive Focus: can emphasize focus words to contrast an idea, e.g. when correcting or checking information

36. 36 Contrastive Focus A: So that’ll be 14.98. B: But the price tag says 4.98. Just to check: your number is 35487? No, it’s 35489.

37. 37 Outline, Lecture 5 Go over homework Review for Exam Varieties of English – See www.llsh.univ-savoie.fr « Cours en Ligne », « Academic English for Specialists »www.llsh.univ-savoie.fr Conclusion Bibliography

38. 38 Rhotic /r/ is pronounced where there is « r » in the spelling (before consonants & at the end of words) Typical of North America, Scotland, Ireland, SW England (Bristol) *Non-rhotic: no r-sound in car, farm, art *Typical of most of England, Wales, Australia, New Zealand, South Africa Try: near, nearer, father, strawberry, further, farmer, postcard, hard, colour, colouring

39. 39 Southern & Northern British English Non-rhotic in South Six short vowels (only 5 in North: book/buck) Long mid diphthongs: face, goat (resisted) Clear « l » in all positions in much of North NG: « g » pronounced Birmingham to Manchester to Liverpool: singing, singer

40. 40 « Cockney » « h » dropping « th » replaced by /f/ and /v/: thing, then, another Same vowels as RP BUT front vowels are closer, so that sat - set, set - sit Distinctive pronunciation of diphthongs: **My Fair Lady Get off : /t/ becomes a tap/flap OR glottal stop

41. 41 Welsh More aspiration /p t k/ (like Irish English) Clear « l »: castle, chapel, little Dylan Thomas reading his poem « Do not go gentle into that good night »« Do not go gentle into that good night »

42. 42 Yorkshire Wallace & Gromit Book/buck: same vowel Shortened mid diphthongs: name, say, take Get off sounds like « geroff »: /t/ becomes /r/ here Clear « l » in all positions in much of the North

43. 43 Standard Scottish English Ant/aunt, soot/suit caught/cot : same vowel /e/ is different to RP: heaven, eleven, next No centring diphthongs (like GA): beard, fare, dour = vowel + /r/ === rhotic Tapped « r »: red, trip /t/ realised as a glottal stop: butter /p t k/ little aspiration (except in Western Highlands) « The Magic o Uncle Peter »

44. 44 American English Eastern (New England, parts of New York City): Non-rhotic, 16th c. near London /r/ was already disappearing Southern (Virginia to Texas and southwards) General (all the rest) General American (GA) : « that form of English without marked regional characteristics », also called Network English, (Gimson, p85),

45. 45 American Rhotic « T tapping »: Intervocalic /t/ becomes a tap that often sounds like/is /d/: butter, put it Glass/cat NOT /a:/, Am. resistance to so-called « BATH broadening » More rgeular spelling-pronunciation link: clerk, Derby « LOT unrounding »: bother =father Changes in open vowels: raising of « cat, man », merger of caught=cot *For many GA speakers (and most Canadians) cod, calm & cause have one vowel Lacking /j/ after /t d/: tune, dew, duty

46. 46 Australian Like London but … – T tapping – No glottalling – Weak « happy » sound becomes schwa: valid, salad – Raised /e/: dress sounds like /dr I s/

47. 47 Other Englishes Indian English: http://www.indiaradio.com/ Nigerian English Singlish Spanglish …

48. 48 English-es? And if so, which? Written / spoken Constant change = nature of the beast Last 500 years : Attitude regarding norms/standards, there « should » be one pronunciation that is preferable over others Which?

49. 49 Which English? RP= traditional norm taught to learners, the most commonly described/applied in published materials But role of RP has changed dramatically Now over 320 million people speak English as their 1st language but the majority of these speak a form of American English Another 150 million use English as an official language, and a form of local pronunciation domniates (Indian English) But RP continues to serve as a model, for historical reasons (Africa, Asia, Indian subcontinent) And Indian English is now being « exported »

50. 50 Future? Two « catatrophe » scenarios, acc. to Trudgill – Americanisation – Disintegration Phonology: the most divergent area of change, compared to lexis & grammar – Cut fronting to cat – New Zealand /dres/ raising closer to /dr I s/ – « th » becoming /f/ or /v/ – Rhoticity: disappearing in UK, opposite in USA – /t/ flapping & glottalling – « h » dropping – labio-dental /r/

51. 51 Which models for the future? RP or Estuary English? British or American or neither? A Lingua Franca core? Minimum General Intelligibility? Should we bother? Should we care?

52. 52 What advice for you? Learn to listen to & hear English sound patterns Choose a speaker as a model and imitate that person; « wacky » extreme accents are the most fun Don’t be afraid to be/feel « silly » Remember: native English speakers are in the minority on this planet, so everybody needs to learn more tolerance of variety

53. 53 It’s a wide wide world, so get out there and feast your ears!

54. 54 Bibliography Speech Sounds Ashby, P. (1995), Speech Sounds, Routledge, New York. Cruttenden, A., (2001), Gimson’s Pronunciation of English, Arnold, London. Greven, H. (1994), Travaux pratiques de phonétique anglaise, Université de Rouen. Seuss, Dr. (1971), The Lorax, Random House, New York. Trudgill, P. « World Englishes », Plenary Session, SAES Conference, (2000), Université de Savoie. http://www.ic.arizona.edu/~lsp/index.html http://eleaston.com/world-eng.html#ng