- •Contents
- •Preface
- •Key to phonemic and other symbols
- •Introductory Corrective Course Academic Thematic Syllabus
- •Notes on english phonetics
- •The organs of speech
- •Articulation Basis of English
- •The English Vowel System
- •The Chart of English Vowel Phonemes
- •English Monophthongs
- •English Diphthongs
- •The English Consonant System
- •Chart of English Consonant Phonemes
- •Vowel Reduction
- •Full and Reduced Forms
- •List of Full and Reduced Forms
- •Assimilation
- •Directions of Assimilation
- •Degrees of Assimilation
- •Types of Partial Assimilation
- •Word Stress
- •Accented types of words
- •English Intonation. Its Components.
- •Communicative Types of Sentences
- •The Segments of Intonation Group
- •Types of Pre-Heads
- •The System of Scales
- •Scales in Detail The Stepping Scale
- •The Sliding Scale
- •The Scandent Scale
- •The Level Scale
- •Terminal Tones
- •The Low Fall
- •The Low Rise
- •The Fall-Rise
- •Sentence Stress
- •Variations in Sentence Stress
- •Logical Stress
- •Some Rules of Syntagmatic Division
- •Complex and Compound Sentences
- •Direct Address
- •Parentheses
- •Author’s Words
- •Graphical rules
- •Vowel № 1/I:/
- •Vowel № 2 //
- •Vowel № 3 /e/
- •Vowel № 4 //
- •Vowel № 5 //
- •Vowel № 6 //
- •Vowel № 7 //
- •Vowel № 8 //
- •Vowel № 9 //
- •Vowel № 10 //
- •Vowel № 11 //
- •Vowel № 12 //
- •Tongue twisters
- •Practical assignments Stress
- •Linking of words in connected speech
- •Assimilation
- •Rhythm and Rhythmic Groups
- •Scales and Terminal Tones
- •Word Phonetic Analysis Model
- •Sentence Phonetic Analysis Model
- •Preparatory Tests Preparatory Test 1
- •Preparatory test 2
- •Preparatory Test 3
- •Preparatory test 4
- •Pedagogical classification of pronunciation errors and problems
- •Phonetic and grammar terms
- •Recommended literature
Preparatory Test 3
Listen to the words and write them down in transcription. Lay stress-tone marks.
Transcribe the following words. Lay stress-tone marks.
vowel lateral
consonant obstruction
classification nasal cavity
occlusive sonorant
constrictive reduction
Lay stress-tone marks, transcribe and give tonograms of the following:
I’m Carol Fenton.
I’m Mrs. Hunt’s sister.
This evening my sister’s family is coming to celebrate my nephew’s birthday.
I’ve planned a small party but Simon doesn’t know about it yet.
It’s a surprise.
Listen to the conversation, write the utterances down and lay stress-tone marks.
Mrs. Fenton: Hello, Sheila.
Sheila: How do you do, Mrs. Fenton.
Mrs. Fenton: Please, call me Carol.
Now sit down everyone.
I’ve made some tea.
It’s in the kitchen.
Can Jane help me?
Mrs. Hunt: Of course, she can.
Preparatory test 4
Listen to the words and write them down in transcription. Lay stress-tone marks.
Transcribe the following words. Lay stress-tone marks.
palatalisation spread
nucleus strong
falling weak
rising raise
pre-head element
Lay stress-tone marks, transcribe and give tonograms of the following:
My aunt and uncle are so kind. They remember my birthday every year. I’ve already received one present. Mum’s parents have sent me two pounds.
Listen to the conversation, write the utterances down and lay stress-tone marks.
Mrs. Hunt: Hello, Sheila.
Sheila: How are your sons?
Mrs. Fenton: Tim’s still living with us.
Mrs. Hunt: Has he finished university yet?
Mrs. Fenton: Yes, he has. He’s worked here in London for eighteen months.
Pedagogical classification of pronunciation errors and problems
I. Most important pronunciation errors or problems
A. Those which occur most frequently
pronunciation of a particular phoneme (e.g. /r/as [rr]).
mispronunciation of a common morpheme (e.g. past tense -ed as [d] after voiceless stops, as in worked, slopped).
mispronunciation of a common lexical item (e.g. she, can't).
B. Those which are the most serious, i.e. have the greatest effect on intelligibility
(1) stress placed on wrong words or syllables of words.
(2) misleading intonation (e.g. high pitched intonation on old information; a sharp rise or fall, or a separate intonation pattern on each word).
(3) loss of one or more final consonants (e.g. in can't, sent, dusk).
II. Pronunciation errors or problems that will benefit most from remediation
A. Those whose improvement will have the greatest effect on performance
(1) a very soft or monotonous voice.
(2) incorrect stress or intonation.
(3) loss of final consonants in lexical items.
B. Those for which there is the greatest chance of successful remediation, i.e. those which will be the easiest to correct
a very soft or monotonous voice.
misleading intonation.
stress on an incorrect word.
III. Errors or problems identified by the learners of their language needing attention
A. Stereotyped errors
unreduced vowels.
substitutions such as /i:/and//, /l/and /r/, /s/ and //.
loss of -ed and -(e)s endings.
B. Errors causing embarrassment or obvious miscommunication
incorrect stress or intonation.
mispronunciation of common words (e.g. she, his).
Unintential profanity caused by phonemic substitutions (e.g. opening of the initial consonant in sit or lowering/laxing of the vowel in sheet).
C. Items they would like to pronounce correctly
new words, phrases or sentences which they have recendy encountered in their reading or picked up from friends or the media.
common or favorite expressions.
key words in their field of specialization.
IV. Errors or problems in areas of language that are of importance for the learner's social, ocademicr or professional needs
A. Errors or problems in communicational pragmatics
inappropriate voice quality (e.g. talking on the telephone socially or professionally, disagreeing with someone in different social, academic or professional circumstances).
incorrect or misleading intonation.
failure to use prosodic backgrounding and foregrounding to indicate the informational structure of messages.
B. Errors or problems related to specialized areas of language
stress placed on the wrong syllables of key words in the learner's field of specialization.
lack of elision and other coarticulatory effects in commonly used or key phrases.
commonly mispronounced words or expressions needed for social, academic or professional encounters.