Практическая фонетика английского языка

CONTENTS

ВВЕДЕНИЕ

Курс «Практическая фонетика английского языка» рассчитан на 218 часов практических занятий в течение двух лет. 144 часа практических занятий на первом курсе посвящены работе над звуками и сочетаниями звуков, овладению ритмической организацией английской речи и её мелодикой. На втором курсе Вы знакомитесь с тоногруппой, значением тонов; пытаетесь строить и строите свою речь в соответствии с новой/не новой информацией, как доминирующий коммуникант и учитесь употреблять в речи тоногруппы в высоком и низком регистре.

 

ФОРМЫ КОНТРОЛЯ

В конце 1 семестра билет коллоквиума состоит из четырех заданий: 1) описание артикуляции согласного звука; 2) описание артикуляции гласного монофтонга или дифтонга;

Итоговая отметка на экзамене представляет собой среднее арифметическое четырех итоговых письменных тестов, двух коллоквиумов и отметки на экзамене.

Нормы оценки

95-100% -10 баллов 91-94% -9 баллов 87-90% -8 баллов

СОДЕРЖАНИЕ КУРСА

«ПРАКТИЧЕСКАЯ ФОНЕТИКА АНГЛИЙСКОГО ЯЗЫКА»

Курс

Общие сведения

Понятие о фонетике как науке и учебной дисциплине.

Понятие о звуковом строе языка и его компонентах.

Органы речи и их функции в образовании звуков.

Понятие о фонеме. Принципы классификации английских гласных и согласных фонем.

Понятие о транскрипции.

Фонетическое описание английских гласных и согласных звуков

Гласные

Гласные переднего ряда:

[J], [I], [e], [x]

Гласные смешанного (среднего) ряда:

[E:], [q], [A]

Гласные заднего ряда:

[R], [P], [L], [H], [V]

Дифтонги:

[aI], [eI], [OI], [Iq], [eq], [Vq], [aV], [qV]

Сочетания дифтонгов с нейтральным гласным, т.н. трехэлементные гласные или трифтонги:

[aIq], [eIq], [OIq], [aVq], [qVq]

Согласные

Фрикативные (щелевые):

[f], [v], [s], [z], [S], [Z], [T], [D], [h]

Смычно-взрывные:

[p], [b], [t], [d], [k], [g], [C], [G]

Носовые сонанты:

[m], [n], [N]

Боковой сонант:

[l]

Скользящие сонанты:

[w], [j], [r]

Фонетическая реализация английских гласных и согласных фонем

Аспирация глухих смычно-взрывных согласных [p, t, k]. Степени аспирации в зависимости от позиции согласных в слове. Различия в силе артикуляции звонких и глухих согласных.

Фонетическая реализация морфем

Фонетические варианты морфемы s: произнесение окончания множественного числа существительных, существительных в притяжательном падеже, глаголов в 3-м лице единственного числа в Present Simple Tense, глагола is в сокращенной форме.

Фонетические варианты морфемы ed.

Произнесение ing-форм.

Просодические явления и характеристики английской речи

Слог, ударение, ритм

Редукция гласных и сохранение полного качества гласных в безударной позиции в слове. Слогообразующая функция сонантов. Словесное ударение.

Высотно-мелодическая (тональная) организация речи

Понятие о тоне. Статический и кинетический тоны. Терминальные тоны. Позиция ядерного тона во фразе. Нисходящий тональный контур (The Glide-Down). Восходящий тональный контур 1 (The Glide-Up).

Практические занятия

В первом семестре проходятся шесть разделов, каждый раздел начинается с ключевых терминов, затем излагаются теоретические основы темы, за ними… Хотелось бы подчеркнуть важность самостоятельной работы с аудиоматериалами в… Осознавая трудность и важность Вашей учебной задачи, желаем Вам усердия и терпения. А успехи обязательно будут.

Unit 1

ORGANS OF SPEECH

VOWELS AND THEIR CLASSIFICATION

CONSONANTS AND THEIR CLASSIFICATION

TRANSCRIPTION

Lesson	Topic	Hours	References
	Organs of speech. Transcription.		O’Connor – p.13-22
	Vowels and their classification. Consonants and their classification.		O’Connor – p.1-12

Key words

lungs

wind-pipe

larynx

vocal cords

glottis

pharynx

mouth cavity

nasal cavity

alveolar ridge (teeth-ridge)

hard palate

soft palate

uvular

tongue

teeth

lips

vowel

cardinal vowels

consonant

phoneme

transcription

Theoretical background

Organs of speech

Figure 1. The vocal cords. So, we distinguish 4 main positions of the vocal cords:

Nose alveolar ridge palate

Upper lip

Tongue

Lower lip

Pharynx

Lower teeth

Larynx

 

The soft palate /sPft 'pxlqt/ can be touched by the tongue. It can move: it can be raised so that it touches the back wall of the pharynx and this stops the breath from going up into the nasal cavity and forces it to go into the mouth only. In its lowered position, the soft palate allows the breath to pass out through the nose. This is the normal position of the soft palate when we are not speaking but breathing quietly with our mouth closed. It ends in a point called the uvula /'jHvjVlq/.

The hard palateis often called the ‘roof of the mouth’. It is the highest part of the palate, between the soft palate and the alveolar ridge. You can feel its smooth curved surface with your tongue. It is fixed in its position.

The alveolar ridge/xl'vIqlq rIG/ (or the teethridge/'tJTrIG/) is between the top front teeth and the hard palate. You can feel its shape with your tongue. Its surface is rather rough and is covered with little ridges.

The tongue/tAN/ is, of course, the most important organ of speech and it can be moved into many different places and different shapes. It is usual to divide the tongue into several parts: tip, blade, front, back, sides.The back of the tongue lies under the soft palate when the tongue is at rest.; the front lies under the hard palate; the tip and the blade lie under the alveolar ridge, the tip being the most forward part of all and the blade between the tip and the front. The tip and the blade are very mobile. The front can be flat or it can be raised to the hard palate. The back of the tongue too can be flat or it can be raised to touch the soft palate. The sides of the tongue may be either curved upwards to meet the sides of the palate or left flat.

The teeth (upper and lower). The lower teeth are not important in speech except that if they are missing certain sounds will be difficult to make. But the upper front teeth are used in English to some extent.

The lips (upper and lower) are important in speech. They can take up different positions. They can be pressed together (when we produce sounds [p, b], brought into contact with the teeth (as in [f, v]), or rounded (for vowels like [H]).

 

Vowels and their classification

Figure 3. Vowels.

Consonants and their classification

1. They can be classified, first of all, according to the manner of articulation, that is the way they are pronounced: · friction (fricative) · stop

Transcription

  Consonants: /p/ /k/ /s/ /T/ /h/ … Vowels: /J/ /V/ /A/ /eI/ /qV/ /I/ /H/ /R/ /aI/ …

Self-check questions

2. Dwell on the vocal cords and their four main positions. 3. How many groups of consonants are there? Speak on them. 4. Which transcription symbols are different from the ones you’ve learned at school?

English rhythm practice

Listen to this poem. Practise reading it.

Tell me your name

Tell me your name again, please.

Tell me your name.

Tell me your first name.

Tell me your last name.

Spell your name for me, please.

Spell your name.

Pronounce your name for me, please.

Say it again.

What a beautiful name!

What a lovely name!

 

 

Unit 2

FRICTION CONSONANTS

FRONT AND BACK VOWELS

Key words

friction consonants

continuant

 

Theoretical background

Friction consonants

There are nine consonants in English that have friction as their most important feature. They are [f, v, T, D, S, Z, s, z, h]. /f/ and /v/ For both these consonants the soft palate is raised so that no air can go through the nose and it is all forced to go…

Front and back vowels

  Iis short and the tongue is lax, with the sides making a light contact with…  

Lab works

Lab work 2 English short vowels

Listen and repeat: I bit [bIt] bid [bId] him [hIm] miss [mIs] e bet [bet] bed [bed] …   Exercise 2 Identification

Lab work 6 Fricatives and affricates

Listen and repeat (words given in spelling and transcription): f fin [fIn] offer [Pfq] laugh [lRf] v …   Exercise 2 Identification

Self-check questions

2. Dwell on the position of the tongue for /s/ and /S/. 3. Compare the pronunciation of the vowels /A/ and /R/. 4. What is friction?

English rhythm practice

Listen to this poem. Practise reading it.

Personal questions

I’d rather not say. Where are you from? I’d rather not say.

Unit 3

STOP CONSONANTS

CENTRAL VOWELS

DIPHTHONGS AND THEIR CLASSIFICATION

CLOSING DIPHTHONGS

Key words

stop consonants

aspiration

affricates

schwa vowel

diphthong

closing diphthong

 

Theoretical background

Stop consonants

/p/ and /b/ The position of organs of speech for these sounds is the following. The soft… /p/is voiceless, strong, long and aspirated; it makes the preceding vowel shorter, while /b/ is weak, short, voiced…

Central vowels

  qis short and lax. This is the most frequently occurring vowel in English,…  

Diphthongs and their classification

Diphthongs can be divided into two groups (see Figure 4):   Figure 4. Classification of diphthongs.

Iq eq Vq eI aI OI qV aV

 

Closing diphthongs

  eI the glide begins from slightly below the close-mid front position of /e/…  

Lab works

Lab work 3 Long vowels

Listen and repeat: J beat [bJt] bead [bJd] been [bJn] beef [bJf] R heart [hRt] hard…   Exercise 2 Production

Lab work 4 Plosives

Each word begins with a fortis plosive; notice that the plosive is aspirated. Listen and repeat: paw [pL] toe [tqV] tar…   Each word begins with a lenis plosive; notice that there is practically no voicing of the plosive. Listen and…

Self-check questions

2. What is aspiration? How can it be marked? 3. Name the differences in pronunciation of /E:/ and /q/. 4. How does the force of aspiration depend on the distribution of a consonant in a word?

English rhythm practice

Listen to this poem. Practise reading it.

Easy solutions

Have a sandwich. Gee, I’m angry! Calm down!

Unit 4

NASAL CONSONANTS

CENTRING DIPHTHONGS

Key words

nasal consonants

syllabic consonants

centring diphthong

 

Theoretical background

Nasal consonants

  /m/ For the articulation of the sound /m/ the soft palate is lowered, and the mouth is blocked by closing two lips firmly.…

Centring diphthongs

  Iqthe starting point is a little closer than /I/ (but not too close) and the…  

Self-check questions

1. What is a syllabic function? What consonants have it?

2. Why do we call these diphthongs centring?

3. Speak on the distribution of the sound /N/.

4. How does the position of our speech organs change while pronouncing /eq/?

5. Dwell on the pronunciation of letters “ng”.

6. Compare the tongue position for /g/ and /N/.

7. Why do you call these consonants nasal?

English rhythm practice

Listen to this poem. Practise reading it.

Well, he eats like a pig

Well, he eats like a pig,

he can’t get enough.

He works like a dog,

he looks real tough.

He smokes like a chimney,

four packs a day.

He sleeps like a log,

what more can I say?

He drinks like a fish,

scotch on the rocks.

When he gets real mad,

he hardly talks.

He cries like a baby

when he’s feeling sad.

He’s the dearest friend

I’ve ever had.

Unit 5

LATERAL CONSONANT

TRIPHTHONGS

Key words

lateral consonant

dark and clear [l]

triphthong

 

Theoretical background

Lateral consonant

  /l/ In English there is only one lateral consonant - /l/. It is formed laterally, that is instead of the air passing in…

Triphthongs

The triphthongs can be looked on as being composed of the five closing diphthongs with /q/ added on the end.   eI + q = eIq qV + q = qVq aI + q = aIq …  

Lab works

Lab work 3 Diphthongs and triphthongs

Listen and repeat, making sure that the second part of the diphthong is weak. eI mate [meIt] made [meId] main [meIn] …   Exercise 7 Transcription

Lab work 5 Revision

Listen and repeat: R and E: eI and e aI and R barn burn are err fast first cart curt lark lurk …   Exercise 2 Triphthongs

Self-check questions

1. What is the difference in pronunciation of /t/ and /l/?

2. Speak on syllabic /l/.

3. What is a triphthong? What diphthongs help to form triphthongs?

4. Why do we call the sound lateral?

5. Do you know the difference between clear /l/ and dark /l/?

6. What is the peculiarity in pronouncing /pl, kl/?

 

English rhythm practice

Listen to this poem. Practise reading it.

A bad day

slipped on the sidewalk in the pouring rain, sprained my ankle,

Unit 6

GLIDING CONSONANTS

Key words

gliding consonants

linking [r]

intrusive [r]

 

Theoretical background

Gliding consonants

    /j/

Lab works

Lab work 7 Further consonants

Listen and repeat; take care not to pronounce a plosive after the velar nasal. hxN hxNq sININ rPN

Self-check questions

1. What can you say about the distribution of /w/ and /j/?

2. Describe the curved shape of the tongue.

3. Why do we call these consonants glides?

4. Dwell on the pronunciation of /pj, tj, kj/.

5. Describe the lip position for /w/.

6. What is the difference between linking /r/ and intrusive /r/?

English rhythm practice

Listen to this poem. Practise reading it.

Major decisions

Black! Black! How do you like your tea? With lemon, please.

Unit 7

CONSONANT CLUSTERS

Key words

consonant cluster

assimilation (progressive, regressive, reciprocal, double)

devoicing

loss of plosion

nasal plosion

lateral plosion

fricative plosion

 

Theoretical background

Initial consonant clusters

1) /s/ followed by one of the following consonants /p, t, k, f, m, n, l, w, j/; 2) one of the consonants (except /s/) followed by /l, r, w, j/. · When /s/ precedes /p, t, k/ they lose their aspiration (star, spear, sky).

Sequences of three consonants initially

These are combinations of the two types described above (spreI, skweq, stjHdnt). The /s/ at the beginning is cut off by the following stop consonant, and during the pronunciation of this stop the following consonant is fully prepared. The influence of the three consonants on each other in these clusters is similar to that in two-consonant clusters.

 

Final consonant clusters

2.2.1 Stop + stop When we have a cluster of 2 stop consonants, we start pronouncing the first… When we have 2 stop consonants having the same place of articulation (e.g. stop peering, good teacher) we hold the…

Longer consonant sequences

Lab works

Lab work 8 Consonant clusters

When [l, r, w, j] follow [p, t, k] in syllable-initial position they are produced as voiceless, slightly fricative sounds. Listen and repeat: …   Exercise 2 Repetition of initial clusters

Self-check questions

  2. Underline consonant clusters, analyze them. Practise this message to the… Hello, my name is Gillian Treekn. Please tell Dr Phillips that my daughter Nicola is ill. She’s got little red spots,…

English rhythm practice

Listen to this poem. Practise reading it.

More bad luck

The bread was stale,

it four days old.

The milk was sour.

The coffee was cold.

The butter was rancid.

The steak was tough.

The service was dreadful.

The waiter was rough.

My bill was huge.

His tip was small.

I’m sorry I went to that place at all.

 

Unit 8

STRESS

Lesson	Topic	Hours	References
	Stress
	Word stress.		O’Connor – p.90-92, Headway El.Pron. – p.2, 31, 44, Headway Pr.Pron. – p.5, 8, 17, 35, 39, 46, Lab works 9, 10, 11 “Good name”
	Utterance stress.		Headway El.Pron. – p.6, Headway Pr.Pron. – p.26
	Weak forms.		O’Connor – p.92-95, Headway El.Pron. – p.10, 12, 27 Headway Pr.Pron. – p.6, 9, 29 Lab work 12 “The arrow and the song”
	Strong forms.		O’Connor – p.95, Headway Int.Pron. – p.8, 13 Lab work 13
	Usage of weak and strong forms.		Headway El.Pron. – p.38, 46 Headway Int.Pron. – p.35, 36, 54, 55 “Nurse’s song”

Key words

syllable

primary and secondary stress

word and utterance stress

stress shift

content and function words

utterance

pitch

tone

static stress (high, low, full, partial)

reduction (weakening)

weak and strong form

 

Theoretical background

The sequence of syllables in the word is not pronounced identically. The syllable or syllables which are said with more prominence, with greater…

Word stress

In English all words of more than one syllable have at least one stressed syllable. If a word has only one stressed syllable we say that it has… There are three main stress patterns of words that have two stresses: · secondary + primary;

Utterance stress

When one group is very closely connected grammatically to the next, there is a very slight pause, marked by () or (|). When two groups are not so… In any utterance there are words which carry the most of the meaning and there… The stressed syllable of the most important word is considered to be the centre of an utterance and it will have the…

Weak and strong forms of words

An important feature of English pronunciation is weakening or reduction /rI'dAkSn/ of function words in an unstressed position in an utterance.… Why is it important to learn how weak forms are used? It is possible to use… There are about 40 function words in English:

Lab works

Lab work 9 Weak syllables

Listen and repeat: Two-syllable words with weak first syllable and stress on the second syllable about [q'baVt] ahead…   Two-syllable words with weak second syllable and stress on…   Three-syllable words with weak second syllable and stress on the first syllable workaday…

Lab work 10 Word stress

When you hear the word, repeat it, then place a stress mark (') before the stressed syllable. enImI enemy sqbtrxkt subtract …   Exercise 2 Pronouncing from transcription

Lab work 11 Complex word stress

When you hear the number, pronounce the word with stress on the suffix. You will then hear the correct pronunciation which you should repeat. …   When you hear the stem word, say the word with the given suffix, putting the stress on that suffix. In these examples,…

Lab work 12 Weak forms

Write the following sentences in transcription, taking care to give the correct weak forms (1…12).   Exercise 2 Weak forms with pre-vocalic and pre-consonantal forms

Lab work 13 Revision

The following are British place-names written in transcription. When you hear the number, say the word, making sure that the stress is correctly…   Exercise 2 Transcription of unfamiliar words

Additional exercises

How many syllables do these words have? One is done for you. furniture……3 bought…… blackboard…… examination…… remember…… collect……… Listen and check your answers.

Self-check questions

2. What prepositions usually have strong forms? 3. What is a stress shift? 4. Speak on the usage of weak and strong forms of personal pronouns.

English rhythm practice

Listen to this poem. Practise reading it.

Rain

It was raining, raining, raining hard.

It was falling on my head.

It was falling on the stars.

It was falling on the sun.

It was falling on my shoes.

I got soaking wet.

I got soaking wet.

But I stayed outside.

I stayed outside.

The rain was sweet.

The rain was warm.

The rain was soft.

It reminded me of home.

It was raining, raining, raining hard.

It was falling, falling, falling on the stars.

It was raining, raining, raining hard.

It was falling, falling, falling on the stars.

Soft rain

Raining, raining

Sweet rain

Raining, raining

Warm rain

Raining, raining

Sweet soft Raining, raining

Warm rain Raining, raining

Sweet soft Raining, raining

Warm rain Raining, raining

 

Unit 9

RHYTHM

Lesson	Topic	Hours	References
	Rhythm
	Rhythm. Stress groups.		O’Connor – p.95-97, Karnevskaya – p.55-57
	Rhythm units.		O’Connor – p.97-100, Headway Pr.Pron. – p.14, Headway Int.Pron. – p.15, 43 “Leisure”

 

Key words

rhythm

stress group

rhythm unit

stress shift

 

Theoretical background

English has stress-timed rhythm, that is stressed syllables tend to occur at relatively regular intervals regardless whether they are separated by… All word groups or utterances can be divided into stressgroups. A stress group… The shortest stress group consists of one stressed syllable without any unstressed ones following it. In this case the…

Self-check questions

1. Name four rules of dividing the stretch of speech into rhythm units.

2. Give the definition of rhythm.

3. What is the main rule of the English rhythm?

English rhythm practice

Listen to this poem. Practise reading it.

The beaches of Mexico

Have you ever walked the streets of San Juan? Have you ever been to Haiti? Have you ever been to Spain?

Unit 10

FLUENCY

Key words

fluency

linking

linking and intrusive /r/

alteration

yod coalescence

elision

 

Theoretical background

Linking

One of the difficulties which foreign learners often face is connected with a vowel at the beginning of words, especially if it begins a stressed… If the final sound of the word before is a vowel there are various ways of… Similarly, after /H/and diphthongs /qV, aV/ we can use linking /w/-sound. Again we distinguish between two-eyed and…

Changing word shapes

We have already seen that some words have weak and strong forms depending on their place in the utterance and on stress. The shape of a word may also be altered by nearby sounds. Or some sounds may disappear in very quick speech.

Alterations

Final alveolar consonants /t, d, n, s, z/ readily assimilate to the place of articulation of the following word-initial consonant. /t, d, n/ are… When alveolar consonants /t, d, n/ are close in clusters which can undergo… There is such a process that is called yod coalescence. This is the process which leads or has led to /t, d, s, z/ +…

Disappearances (elision)

The alveolar consonants /t, d/ are mostly affected by this process. Such disappearances take place most readily when /t, d/ are the middle ones of… Another example is the elision of /h/ in pronouns and auxiliaries. Pronouns… Similar disappearances have taken place in the past inside English words, leaving them with a shape which is now…

Self-check questions

A: Ann’s just phoned. She and Diana are both on their way. Is dinner ready? Can I help you? B: Yes. Can you get out two eggs from the fridge? A: Which eggs? The large ones or the small ones?

English rhythm practice

Listen to this poem. Practise reading it.

Sand

If I were home,

If I were home,

I’d run to the beach,

take off my shoes

and walk in the sand.

I’d shake the sand off my shoes.

I’d feel it between my toes.

I’d smell wet sand in my hair.

I’d feel it in my eyes.

My face would sparkle from the sand.

I would say, “I hate this sand.”

Back home, the bed would be full of sand

and my clothes, and my hair.

I would wake up and feel the sand in my hair.

Oh, it’s been so long

since I have felt sand

in my hair.

Unit 11

INTONATION

Key words

intonation

tone languages

utterance

nucleus

tones (Fall, Rise, Fall-Rise, Rise-Fall, Level)

pre-head

head

tail

tunes (the Glide-Down, the Glide-Up, the Take-Off, the Dive)

important and stressed words

Fall-Rise Divided and Undivided

 

Theoretical background

Intonation

In many others languages, for example English, the tune belongs not to the word but to the word group. Tunes do not change the meaning of words in… · it enables us to express emotions and attitudes as we speak; · it helps to draw listeners’ attention to the most important words which carry most of information;

Utterance and its structure

In an utterance there may be several important words which carry most of the meaning. The stressed syllable of the most important word is called… · Falling tone is usually regarded as more or less “neutral”. If someone is… · Rising tone conveys an impression that something more is to follow. If someone replies yes or no it will sound like…

Tune shapes

Also the attitude of the speaker, his feelings as he says an utterance, affects the tune-shape, and affects it very much, as we shall see later.

The Glide-Down

Two. Excellent. · On a single syllable the voice falls within the syllable.

The Glide-Up

  But is it true that you are changing your job?  

The Take-Off

  I was only trying to help.

The Dive

  Five. Why?

Usage of the tunes

The usage of The Glide-Up

|| It was quite good || || I liked it very much || || I wouldn’t mind seeing it again ||

The usage of the Glide-Up

|| I shan’t be long || || John’ll be here soon || || I won’t drive too fast || (so don’t worry)

The usage of the Take-Off

|| I didn’t hurt you || (so why make all that fuss?) || You can’t possibly do that? || (you ought to know better) || I did || (grumbling contradiction)

The usage of the Dive

· in a statementif the statement is not complete but leading to a following word-group: || I looked at him | (and recognized him at once) || She took the car | (and drove to London)

Lab works

Lab work 15 Tones

Listen and repeat: Fall: yes no well four Rise: yes no well four …   Exercise 2 Production of tones

Lab work 17 Intonation

Listen and repeat, taking care to continue the pitch movement of the tone over the tail: Bill bought it. Four of them came. …   Exercise 2 Production of nucleus plus tail

Additional exercises

Listen to these examples. Notice how the voice falls at the end. It’s mine. She’s from Rome. Is it yours? I met him at a disco.

Self-check questions

2. Compare the head, the nucleus and the tail of the Take Off with the same components of the Glide Up. 3. Give the definition of an utterance. 4. Dwell on the difference between the Fall-Rise Divided and Undivided.