Connected Speech
Connected Speech
Connected Speech
ESL II
August 14,2010
Connected speech
- Speed is also a factor in fluency. When we speak quickly, we speak in groups of
words which are continuous and may not have pauses between them. This causes
changes to the ‘shape’ of words. Unstressed words always sound different when
• Rhythm
• Elision
• Linking
• Assimilation
• RHYTHM- It has often been claimed that English speech is rhythmical, and that the
rhythm is detectable in the regular occurrence of stressed syllables; of course, it is not
suggested that the timing is as regular as a clock—the regularity of occurrence is only
relative. The theory that English has stressed timed rhythm implies that stressed
syllables will tend to occur at relatively regular intervals whether they are separated by
unstressed syllables or not; this would not be the case in “mechanical speech”.
1
The most common consonants to find involved in elision are /t/ and /d/.
Elision of /t/:
Ex.
/fɜstˈ θri/ [ˈfɜˈsθri] first three
/ˈlɑstˈjɪə/ [ˈlɑsˈjɪə] last year
/məʊstˈ risənt/ [məʊsˈrisənt] most recent
/d/ elides even more readily than /t/ and in more environments:
Ex.
/ˈwɜldˈ wɑɪldˈ laɪfˈ fʌnd/ [ˈwɜlˈ wɑɪˈ laɪˈ fʌnd] World Wild Life Fund
/hɜld ˈtwentɪ/ [hɜl ˈtwentɪ] Hurled twenty (yards)
/ ˈræpɪdlɪ/ [ˈræpɪlɪ] rapidly
1) Alveolar consonants /t/ and /d/ when ‘sandwiched’ between two consonants, e.g.
This can also take place within affricates /t§/ and /d½/ when preceded by a consonant, e.g.
2
strange days /ˈstreɪndʒˈdeɪz/ /ˈstreɪnʒˈdeɪz/
The phoneme /t/ is a fundamental part of the negative particle not, the possibility of it being
elided makes the foreign students life more difficult. Consider the negative of can – if followed
by a consonant the /t/ may easily disappear and the only difference between the positive and
the negative is a different, longer vowel sound in the second:
• LINKING (adding or joining sounds between words)- We tend to link final consonants
and initial vowels across word boundaries
- The phoneme r cannot occur in syllable-final position in RP, but when a word’s
spelling suggests a final r, and a word beginning with a vowel follows, the usual
pronunciation for RP speakers is to pronounce with letter r. For example:
‘here’ hɪə but ‘here are’ hɪə ə
‘four’ fɔː but ‘four eggs’ fɔːr egz
Many RP speakers use r in a similar way to link words ending with a vowel even
when there is no “justification” from spelling, as in:
‘Formula A’ fɔːmjələr eɪ
‘ Australia all out’ ɒstrelɪər ɔːl aʊt
‘media event’ miːdɪə ɪvent
This has been called intrusive r; some English speakers and teachers still regard this as
regard this as incorrect or sub-standard pronunciation, but it is undoubtedly widespread.
“Linking” and “intrusive r” are special cases of juncture; this name refers to the relationship
between one sound and the sounds that immediately precede and follow it, and has been given
some importance in phonological theory. If we take the words ‘my turn’ mɑɪ tɜːn, the
relationship between m and aɪ, between t and ɜː and between ɜː and n is to be said be
one of close juncture. m is proceeded by silence and n is followed by silence, and so m and n
are said to be in a position of external open juncture. The problem lies in deciding what the
relationship is between aɪ and t; since we do not usually pause between words, there is no
silence (or external open juncture) to indicate word division and to justify the space left in the
transcription. But if English speakers hear maɪ tɜːn they can usually recognize this as “my
3
turn” and not “might turn”. This is where the problem of internal open internal juncture
(usually called ‘juncture’ for short) becomes apparent. What is it that makes perceptible the
difference between maɪ tɜːn and maɪt ɜːn? The answer is that in the case the t is aspirated
(initial in ‘turn’), and in the other case it is not (being final in ‘might’). In addition to this, the
aɪ diphthong is shorter in ‘might’, but we will ignore this for the sake of a simple argument. If
a difference in meaning is caused by the difference between aspirated and unaspirated t, how
can we avoid the conclusion that English has a phonemic contrast between aspirated and
unaspirated t? The answer is, of course, that the position of a word boundary has some effect
on the realization of the t phoneme; this is one of the many cases in which the occurrence of
different allophones can be properly explained by making reference to units of grammar
(something which was disapproved of by many phonologists.
When two vowel sounds meet, we tend to insert an extra sound which resembles either a / j /,
/ w / or / r / , to mark the transition sound between the two vowels, a device referred to as
intrusion.
For example:
Intruding / r/
The media / r /are to blame. Law(r)and order.
Intruding / j /
I / j / agree.
They / j /are here!
Intruding / w/
Word boundaries involving a consonant and a vowel are also linked, as we tend to drag final
consonants to initial vowels or vice versa. For example:
4
Get on. ( geton )
This makes articulation easier. But notice that the change from one consonant sound to
another should not interfere seriously with comprehension because the resulting sounds are
quite similar to the original ones.
The alveolar consonants /n/ /t/ /d/ /s/ and /z/ can change to become more like the
following sound. It is a question of making things easier for the speaker. For instance, if you
are going to close your lips for /p/, then it is easier to close them for the preceding nasal /n/,
so /n/ assimilates into /m/.
Examples: America and Asia; Asia and America; law and order; vanilla ice cream;
I saw it
WEAK FORMS
When we talk about weak forms in the phonetics of English this regards a series
of words, which have one pronunciation (strong) when isolated, and another (weak)
when not stressed within a phrase, e.g.
There is a logical explanation behind the occurrence of weak forms: they are
present in words which are necessary to construct a phrase yet, at the same time, do not
6
communicate a large quantity of information, in other words, they are not content
words.
I went to the hotel and booked a room for two nights for my father and his best
friend.
- The most important words, those that are central to the message, can be
emphasised: I went to the hotel and booked a room for two nights for my father
and his best friend.
If we eliminate the words that are not emphasised, can we still understand the
message?
Perhaps it is difficult to be certain but it is possible to predict what the missing words
might be. The words which we emphasised would bear the stress, while many of those
which we eliminated would become weak forms, simply because they are less
important in the conveyance of the message. Look at the sentence in transcription:
/aɪ ˈwent tə ðə həʊ ˈtel ən ˈbʊkt ə ˈru:m fə ˈtu: ˈnaɪts fə maɪ ˈfɑ:ðər ən hɪz ˈbest
ˈfrend/
You will notice that most of the unstressed words are pronounced with the
sound /ə/: prepositions such as to and for, articles a, an and the, and the conjunction
and. Auxiliary verbs frequently have weak forms.
Auxiliary verbs:
Prepositions:
7
To, for, from, into
Others:
And, but, than, that (as a relative), you (as object pronoun)
The most common form involves the movement of place of articulation of the alveolar
stops /t/, /d/ and /n/ to a position closer to that of the following sound. For instance, in the
phrase ten cars, the /n/ will usually be articulated in a velar position, /ˈteŋ ˈkɑ:z/ so that the
organs of speech are ready to produce the following velar sound /k/. Similarly,
in ten boys the /n/ will be produced in a bilabial position, /ˈtem ˈbɔɪz/ to prepare for the
articulation of the bilabial /b/.
These are words, phrases, and sometimes just noises like er which do not contribute
much, if anything, to the new information content of an utterance but perform several valuable
functions in speech. The exemplification will be drawn from the speech of public speakers,
informal conversations and interviews. Sometimes people do make phonetic errors which they
correct on mid-sentence. So we hear them say:
I saw three [brig] + I mean big + dogs having a big fight out there.
8
EX.
TC 12 not really + no + no
TC 16 no + not really + no
The repetition of no does not add anything to the meaning of the utterance.
What it does do is give the speaker time to work out what he is going to say next. We
find that it is rare for a speaker t utter simply yes or no in response to a yes/no question.
Here are some examples of repetition of this kind from other texts:
he does + yes
TC 14 er + they could do
You’ll realize that the grammar you studies before and this accent you’re
studying now are completely different. Part of the difference is that grammar and
vocabulary are systematic and structured --- the letter of the language. Accent, on the
other hand, is free form, intuitive, and creative--- more the spirit of the language.
BIBLIOGRAPHY:
- Roach, P. (1991). English Phonetics and Phonology (2nd Ed.) Cambridge: CUP
- http://www.englishbanana.com/talkalot/connected-speech-templates-
instructions.pdf
- http://www.slideshare.net/cupidlucid/aspects-of-connected-speech-presentation
-http://www.teachingenglish.org.uk/think/articles/rhythm
10
- http://davidbrett.uniss.it/phonology/notes%20and%20exercises/weak%20forms
%20audio/introandpreps/weak_forms.htm
- http://www.teachingenglish.org.uk/think/knowledge-wiki/connected-speech
- http://www.scribd.com/doc/16342276/Some-Aspects-of-Connected-
Speech#source:facebook
11
12