Words that have two primary stresses

Word stress

There is no simple way of knowing which syllable or syllables in an English word must be stressed, but every time you learn a new word you must be sure to learn how it is stressed. The stress pattern of English words is fixed, that is the main stress always falls on a particular syllable of the word. Any good dictionary will give this information. If you stress the wrong syllable it spoils the shape of the word and there may arise difficulties in recognising the word.

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 primary/’praImqrI/ stress (‘m). This is the strongest type of stress. In some words that consist of many syllables we can observe a type of stress that is weaker than primary stress but stronger than all the other unstressed syllables. We call this secondary /’sekqndqrI/ stress («m).

There are three main stress patterns of words that have two stresses:

· two primary stresses.

To the first group (secondary + primary stress) we refer a number of complex words that have primary stress at the end and secondary stress at the beginning of the word (on the first or on the second syllable). For example, «demon’stration, e»xami’nation, etc.

To the second type (primary + secondary stress) we refer compound nouns where the first element is the main one. The secondary stress here is marked only when the second element consists of two or more syllables. For example, ‘book-«keeper, ‘hair-«dresser, etc.

Two primary stresses are characteristic of complex and compound numerals (‘fif’teen, ‘twenty-‘two), of compound adjectives (‘kind-‘hearted, ‘bow-‘legged), of compound nouns (‘week’end, ‘T’V), of phrasal verbs (‘get ‘up, ‘sit ‘down).

Sometimes we can distinguish between compound nouns and free word combinations only because of their stress patterns:

a dancing— girl – a professional dancer; a dancing girl – a girl who is dancing;

a dark room – a room where the photographs are made; a dark room – a room where there is not enough light.

Some words seem to change their stress pattern in connected speech (e.g. He’s Japa nese. – but: He’s a Japanese doctor.). This phenomenon is known as stress shift. It happens because the following word starts with the stressed syllable, so the preceding word has to change the stress pattern to preserve the rhythm (we are going to discuss it later).

Words consisting of one syllable represent a special group. They may be divided into content/’kPntqnt/ words and function /’fANkSn/ words. Content words are usually stressed and they always have a full-quality vowel. These are full verbs, nouns, adjectives, adverbs and numerals. Function words are purely grammatical forms which do not add much to the meaning of the phrase; therefore they are usually unstressed and have a weak form. These are pronouns, prepositions, articles, conjunctions, auxiliary and modal verbs. They can be stressed, too, and then they have their strong form with a full-quality vowel.

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Words that have two primary stresses

Word Stress Pattern with Two Primary Stresses

Two primary word stresses are observed in the following compound words:

1. Compound Adjectives

A compound adjective is made up of two meaningful parts which may be written with a hyphen or as one word and functions as an adjective.

Listen to these examples focusing on the equal degree of prominence attached to both parts:

‘well – ‘meaning

‘high – ‘profile

‘self – ‘governing

‘well – ‘dressed

‘well – ‘meaning

A phrasal verb is a verb with a postposition which can be found in a dictionary as an independent vocabulary unit with its own meaning.

The tradition LIVES ON in many parts of the country. (Continues) – a phrasal verb with a postposition.

Listen to these examples, notice that both the verb and the postposition are stressed. Repeat the phrasal verbs after the speaker:

‘write ‘downIt was freezing cold, so I didn’t want to HANG AROUND.

My brother and I don’t really GET ALONG together.

I’m busy at the moment. Can I CALL you BACK?

I’ll never remember the number. Can you WRITE it DOWN for me?

E xample: ‘thir’teen, ‘four’teen, ‘six’teen, ‘eigh’teen, ‘nine’teen etc.

N umerals consisting of several words are also double stressed.

Example: ‘twenty ‘four, ‘seventy ‘eight, ‘two ‘hundred etc.

Listen to the conversation and pay attention to the stress-pattern of the numerals:

A: When do you begin your holiday?

B: On the ‘thirtieth of August.

A: That’s next Saturday!

B: We’re leaving in the afternoon.

A: And when are you coming back?

B: Saturday September the ‘thir \ teenth.

B: No, ‘thir \ teenth!

The following compound adverbs are double-stressed:

WORDS WITH TWO PRIMARY STRESSES

The following groups of words have two primary stresses:

1. Polysyllables with separable prefixes having a distinct ueaning of their own.

Negative prefixes un-, dis-, non-, in- (and its variants ir-. il-, lm-), eg: ‘un’able, ‘un’known, ‘unem’phatic, ‘unpre’pared, ‘disap’pear, ‘discon’nect, ‘disbe’lief, ‘non’smoker, ‘non’final, ‘non’union, ‘incon’venient. ‘inartistic, ‘in’accurate, ‘illiterate. ‘il’legal. ‘imma’terial. ‘ifregular, ‘irresponsible.

re- (meaning repetition), eg: ‘re’wri’te, ‘reorganize, ‘reu’nite

mis- (meaning wrong), eg: ‘misunder’stand. ‘mis’print, ‘miscount

pre- (meaning ‘before’, ‘earlier’), eg: ‘pre’paid, ‘pre-‘war, prehistoric

ex- (meaning ‘former’), eg: ‘ex-‘minister, ‘ex-‘champion. ‘ex-‘husband

under-, sub- (meaning ‘subordinate’), eg: ‘undercharge, undersecretary, l sub’conscious, ‘subdivide

inter- (meaning ‘among’), eg: ‘intercourse, ‘interchange, ‘interview

and some other rarely used prefixes like anti-, vice-, ultra-, out-, eg antifascist, vice-president, ultra-fashionable, out­spread.

Notes: (a) Very common words with these prefixes sometimes lose the stress on the prefix in everyday usage, eg: un’usual, impossible, mis’take.

(b) The stress on the prefix is also lost in words which are not used without these prefixes, eg dis’courage (v), dis’dain.

2. Numerals from 13 to 19 including (otherwise in oral speech they might be easily mixed with such numerals as 30, 40, 50. 90).

3. Compound numerals, eg ‘rwenfy-‘tnree.

4. Compound adjectives, eg: ‘well-known, ‘absent-‘minded, ‘kind-hearted.

5. Compound verbs consisting of a verb followed by a post­position or a preposition-like adverb which changes the primary meaning of the verb and as a result of it becomes very important and obtains a strong stress, eg to ‘give ‘in, to ‘put ‘on, to ‘take ‘off, to ‘try ‘on. |

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ПРАКТИЧЕСКАЯ ФОНЕТИКА АНГЛИЙСКОГО ЯЗЫКА

ПРАКТИЧЕСКАЯ ФОНЕТИКА. АНГЛИЙСКОГО ЯЗЫКА. Мплдбс.

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TO THE STUDENT
When a student can reproduce the natural flow of living speech he will certainly feel an artist’s satisfaction. To achieve it three things are necessary: (1) to practise intelligently; (2) to un­de

Chapter 1. THE ORGANS OF SPEECH AND THEIR WORK
In any language people speak (if they have no physical defects) using their organs of speech (Fig. 1). ••••-; Hard Palate

Fig. 1.
Larynx Vocal Cords The air stream released by the lungs goes through the wind­pipe and comes to the larynx, which contains the vocal cords

QUESTIONS AND TASKS
Now make sure that you can speak on these items: 1.The direction of theair stream released from the lungs. 2. Three different st

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In order to acquire correct pronunciation, to manipulate the organs of speech one is to be taught breathing technique. The first and the most important thing in any system of voice exer­cises is th

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1. [This exercise should be taken every morning and evening before an open window.] Stand straight with your hands on hips and shoulders back and down. Close the mouth. Now draw a slow

I. Exercises for the Opening Of the Mouth
1.(a) Keep the mouth closed with the lips pressed together (Fig. 2). (b) Drop the lower jaw as low as possible. The mouth should be wide open (Fig. 3). (c

Fig. 2. Fig. 3. Fig. 4. Fig. 5.
3. (a) Open the mouth as wide as possible. (b) Close the mouth gradually in three equal times. (c) Practise the exercise counting «four» (see Figs. 3, 5, 4, 2).

Fig 6. Fig. 7
3. (a) Press the lips, then make them neutral. Now round them. (b) Now slightly protrude the lips as for the Russian sound [y]. (c ) Take the position of the lips pressed together.

Fig. 10. Fig. 11.
10. (a) Take a thin sheet of paper and put it before your lips (Fig. 12, a). (b) Press the lips together. (c) Push air through the mouth as strongly as possible, pro­nouncing the

Exercises for the Tongue
1.(a) Open the mouth so that the separation of the jaws could be considerable and you could see the tongue. (b) Put the tip of the tongue against the lower teeth (Fig. 13,

Fig. 14. Fig. 15.
5. (a) The mouth is wide open. (b) Put the blade of the tongue on the teeth ridge. (c) Push the air through the mouth very quickly so that the strong friction is heard. (

IV. Exercises for the Soft Palate
1.(a) Take a mirror, turn your back to the light, open the mouth wide, keep the tongue as low as possible and say «Ah», as if the doctor wanted to examine your t

Chapter I. SOUNDS AND PHONEMES
Speech sounds are grouped into language units called pho­nemes. A phoneme may be thought of as the smallest contras-tive language unit which exists in the speech of all people be­longing to the sam

THE DEGREE OF NOISE
According to the degree of noise English and Russian conso­nants are divided into two big classes: Class A. Noise consonants. Class B. Sonorants. A. In the production of

THE MANNER OF ARTICULATION
The manner of articulation of consonants is determined by the type of obstruction. The obstructions may be complete, in­complete and momentary. When the obstruction is complete the organs of speech

THE PLACE OF ARTICULATION
The place of articulation is determined by the active organ of speech against the point of articulation. There may be one place of articulation or focus, or two places of articulation or foci when

Articulation
Labial Lingual Glottal Bila­bial

-^_^ According to the place —^_^ of articulation According ^

-^___^ to the force of articulation-^-^^^ Bilabial Fore

Fig. 19.
Definition,[t, d] are occlusive, plosive, forelingual, apical, alveolar; [tj is strong and voiceless, [dj is weak and voiced, in final position it is partly devoiced.

Fig. 21
voice Definition,[k, g) are occlusive, plosive, backlingual, velar; [k] is strong and voiceless, [g] is weak and voiced, in final position it is partly devoiced.

QUESTIONS AND TASKS
1. Why are the occlusive plosive consonants called ‘stops’? 2. Define the stops according to the place of articulation. 3. How are stops divided according to the work of the vocal

Kg. 22. Fig. 23.
Definition,[f, vj are constrictive fricative, labio-dental; [f] is strong and voiceless, [v] is weak and voiced, in the final position it is partly devoiced. Artic

Fig. 24. Fig. 25.
Articulation.1. The tip of the tongue is either close to the edge of the upper teeth or slightly projected between the teeth. 2. For [9] the vocal cords do not vibrat

Fig. 28.
Definition, [f,3] are constrictive fricative, forelingual, apical, palate-alveolar, bicentral; [Г] is strong and voiceless, [3] is weak REDUCTION In English as well as in Russian vowels in unstressed syllables! are usually reduced. The laws of reduction, in these languages are not the

QUESTIONS AND TASKS
1. What phenomenon is called ‘reduction’? 2. Name the sounds which are commonly found in the un­stressed syllables. 3. In what kind of words do non-reduced vowels occur in un­stre

Strong and Weak Forma
Words Strong Forms Weak Forms (quantitative reduc­tion, qualitative reduction, elision of sounds) Examples

С — consonant; «V — vowel 126
Table II, continued Words Strong Forms Weak Forms Examples she Jb

QUESTIONS AND TASKS
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Chapter I. SYLLABLE FORMATION
A syllable is a speech unit consisting of a sound or a sound sequence one of which is heard to be more prominent than the others. The most prominent sound being the peak or the nucleus of a syllabl

Chapter II. SYLLABLE DIVISION
Syllable formation and syllable division rules appear to be a matter of great practical value to the language learner. They are especially important when it is necessary to know the numbeT of sylla

QUESTIONS AND TASKS
1. What is a syllable? 2. What sounds can form the ‘peak’ of a syllable? 3. What sonorous sounds are syllabic? 4. What are the two possible ways to pronounce a word with

THE DEGREES OF WORD STRESS
In English there are three degrees of word stress: stressed syllables (primary stress), half-stressed syllables (secondary stress) and weak or unstressed syllables. A la

THE POSITION OF WORD STRESS
Word stress in English as well as in Russian is free, in the sense that the primary stress is not tied to any particular syllable m all the words. But it always falls on a particular syllable of an

STRESS IN COMPOUND WORDS
Words composed of separable root morphemes are called compounds. The spelling of compound words differs. They may be spelled as one word, with a hyphen or as two separate words. Among comp

WORD STRESS AND RHYTHM
All the above-mentioned words with two equally strong stresses are subjected to the influence of English rhythm in con­nected speech. Thus in a double-stressed word the first element is we

THE DISTINCTIVE FUNCTION OF WORD STRESS
A relatively small number of words of the same morphologi­cal structure differ in the position of word stress. In this case the opposition of accentual structures differentiates the meaning. T

QUESTIONS AND TASKS
1. What factors create the effect of stress in the English words torment (n) [‘to:ment] — torment (v) fto:’ment], concert (n) [‘konsatl — concert fv) [kan’s3:t] and in Russian

Intonation
Chapter I. MANIFESTATION OF INTONATION AND ITSLINGUISTIC FUNCTION ii The information conveyed by a sentence is expressed not only by proper words and gramm

Chapter II. BASIC INTONATION PATTERNS
THE ANATOMY OF INTONATION PATTERNS It is generally acknowledged that voice pitch or speech melo­dy and sentence stress or accent are the two main components of intonation. Though these ele

THE HEAD
The head in English is an extremely flexible segment. It stretches from the first stressed syllable up to (but not including) the nuclear tone. Head patterns are classified into three majo

The Low Pre-Head The Low Pre-Nucleus
The Low Pre-Head may occur before any head and the Low Pre-Nucleus is usually heard before all the nuclear tones. (b) If unstressed or partially stressed syllables are pronounced highe

Ie High Pre-Head The High Pre-Nucleus
The High Pre-Head usually occurs before descending and Yesterday | I «* stayed ^ in

Enumeration
Enumeration in simple sentences is represented by a number of homogeneous parts. Each of them is pronounced as a separate intonation group. The terminal tone of the final intonation group

Disjunctive Questions
Disjunctive questions being simple sentences consist of at least two sense-groups represented by a statement (affirmative or negative) and a tag question (negative or affirmative), corre­sponding t

Direct Address
Direct address can stand in sentence initial, medial and final positions. In sentence initial position it commonly forms an into­nation group pronounced with the Low Fall in formal, serious speech

Parentheses
Parentheses, consisting of a word, word combination or a clause show the speaker’s attitude towards the idea expressed in the sentence, connect the sentence with another one or summa­rize what is s

Parentheses
Parentheses, consisting of a word, word combination or a clause show the speaker’s attitude towards the idea expressed in the sentence, connect the sentence with another one or summa­rize what is s

COMPOUND SENTENCES
The sequence of tones in compound sentences consisting of two or more coordinated clauses depends on the degree of their semantic unity. If the non-final intonation group (a clause) is

COMPLEX SENTENCES
Complex sentences contain the principal clause and one or more subordinate clauses. The latter may follow the principal clause, precede it or break the main clause into two parts. If the s

QUESTIONS AND TASKS
1. What determines the choice of the final terminal tone? 2. Explain the use of the low rising tone in the sentence: ‘/Sometimes | I Vcome ‘home xearly.’ What

QUESTIONS AND T.SKS
1. In what way are tie words in a sentence made prominent? 2. How is the promnence of words realized? 3. What is the mail function of sentence-stress? 4. Which is the mot

QUESTIONS AND TASKS
1. What is speech rhythm? 2. What are the characteristic features of English rhythm? 3. How does the English rhythm differ from Russian? 4. What is a rhythmic group?

Chapter I. GENERAL CONSIDERATIONS
Phonostylistics came into existence as an attempt to start bridging the gap between linguistic and extra-linguistic factors in analysing stylistic differentiation of oral texts. Phonostyli

Words that Imitate Sounds Produced by Animals
RUSSIAN ENGUSH SPANISH DANISH JAPANESE гав-гав bow-wow guau-guag

QUESTIONS AND TASKS
1. Speak on linguistic and extra-linguistic factors. What is the difference between them? 2. How did phonostylistics come into existence? 3. What does the term «phonostylisti

Chapter II. STYLISTICUSE OF INTONATION
Intonation plays a central role in stylistic differentiation of oral texts. Stylistically explicable deviations from intonational norms reveal conventional patterns differing from language to langu

Intonational Styles and Speech Typoliogy Correlation
Speech typology- Intona- tional styles Varie­ties of langu­age Forms of com­munica­tion Degrete of speeich prepared­ness

Pattern Two: (Low Pre-Head +) FalUng Head + High FaU (+ ТаШ
Statement Attitude:final, categoric, complete, definite, involved, eg: Stimulus: It’s his turn now. Response: I Iquite ‘thought it was VMINE.

Pattern Six: (Low Pre-Head +) Scandent Head + Low Rise (+Tail) on
Pattern Seven: High Pre-Nucleus + Low Rise (+ Tail) The attitudesare basically the same as those conveyed by Patterns 1—3, but the meaning is intensified.

Pattern Three: (Low Pre-Head +) Rising Head + High (Medium) Rise (+ Tail).
Special Question Attitude:unpleasantly surprised, puzzled, sometimes disapprov­ing, eg: Stimulus: They behaved like a couple of stuffed dummies.

Pattern Four: (Low Pre-Head +) Climbing Head + High (Medi­um) Rise (+ Tail).
The attitudesare basically the same as those conveyed by Pattern Three but the meaning is intensified. Special Question Stimulus: Why didn’t you write to t

Pattern Two: (Low Pre-Head +) Falling Head + Fall-Rise (+ Tail).
Statement Attitude:grudgingly admitting, reluctantly or defensively dis­senting, concerned, reproachful, hurt/reserved, tentatively sug? gesting, eg: Stimulus:

Pattern One: (Low Pre-Nucleus +) Mid-Level (+ Tail) or
Pattern Two: (Low Pre-Head +) High (Medium) Level Head + Mid-Level (+Tail) Attitude:conveying the impression of non-finality, expectancy, hesitation; some

QUESTIONS AND TASKS
I 1. What are the characteristic features of informational (formal) ( style? Analyse and read extracts exemplifying this style. Take ‘, into

Assimilation
1. This exercise illustrates some special pronunciation which the stops have When immediately followed by [n] or [m]. There is no sound at all between the stop and [n] or [mj. Learners must endeavo

Diphthongoids
1.Listen how the speaker on the tape reads the following words. easy, eager, sea, tea, seem, please, meat, weak 2. Read the words yourself. Pay attention to the v

Diphthongs
(ei] 1.Listen how the speaker on the tape pronounces the following words: aim, aid, day, bay, name, same, late, fate 2. Read the wor

MODIFICATION OF VOWELS IN CONNECTED SPEECH
Reduction 1. Transcribe the following words, paying particular attention to the location of the stresses and to the vowels in the unstressed syllables. Underline them. hopeless, e

INFORMATIONAL (FORMAL) STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used in informational style (news coverage). (a) Listen to the following broadcast ne

SCIENTIFIC (ACADEMIC) STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used in a lecture on a scien­tific subject. (a) Listen to the following lecture carefully, se

DECLAMATORY STYLE
1. This exercise is meant to develop your ability to hear and reproduce the kind of intonation used’in reading aloud a piece of descriptive prose. (a) Listen to the following text carefull

Those Evening Bells
Those evening bells! Those evening bells! How many a tale their music tells, Of love, and home, and that sweet time, When last I heard their soothing chime! Those joyous hours are passed away! And

Bonnie Bell
The smiling spring comes in rejoicing. And surly winter grimly flies: Now crystal clear are the falling waters. And bonnie blue are the sunny skies; Fresh o’er t

PUBLICISTIC STYLE
1. This exercise is intended to develop your ability to hear and reproduce the kind of intonation used in publicistic style (ora­tory and speeches). (a) Listen to the following text carefu

FAMILIAR (CONVERSATIONAL) STYLE
All the exercises given here for Groups I—VIII are meant to develop your ability to reproduce intonation patterns in proper speech situations. Work at the conversational contexts in the way suggest

In this conversation in a cafe the woman is very cold and re served. Listen carefully and concentrate on what she says
Make up similar conversational situations and act them with your fellow-student. — Do you mind if I sit here? — No. — Nice day today, isn’t it? — Yes.

* First * rate. show like? Stimulus Response When’s the concert? Next Sunday. It’s going to be

Pattern Six. (Low Pre-Head +) Sliding Head (High Falls) + High
Fall (+Tail) Model: I can’t find my vAre you ^sure you purse anywhere. ^didn’tvleave it at the office? iAi

Pattern Five. (Low Pre-Head +) Stepping Head + High Fall
(♦Tail) Stimulus Response Do you think I should Mightn’t it be better to wait? ring him? I hate the thought of Ought we to delay it

Pattern Four. (Low Pre-Head +) Stepping Head + Rise-Fall
(♦Tail) Model: Jane was quite You can vhardly ‘blame the at a loss. л girl. Stimulus Response Are you fond of

Pattern Four. (Low Pre-Head +) Stepping Head + Rise Fall
(+Tail) Stimulus Response Why are you so angry with I don’t think you’re aware of her? what she’s done. She refused to help us again. Wha

Pattern Five. (Low Pre-Head +) Stepping Head + Low Rise
(+Tail) Model: I can’t take all Well then Чаке as ‘many of them. as you, can. Stimulus Response Have you finished with I’ll do it

Pattern Five. (Low Pre-Head +) Stepping Head + Low Rise
(+Tail) Stimulus Response I feel very tired these days. You mustn’t work too hard at night. I’ll be seeing you on Tuesday. I shan’t be coming here

Pattern Two. (Low Рте-Head +) Falling Head + Fall-Rise
(+Tail) Model: One more game? You’llv miss your v train. Stimulus Response It shouldn’t take long. It’ll take at least a mon

Pattern Two. (Low Pre-Head+) Falling Head + Fall-Rise
(+ Tail) Stimulus Response You liked the film, didn’t It’s more interesting than I ex- you? pected. I shan’t go with you. What made you c

Pattern Two. (Low Pre-Head +) High (Medium) Head + Mid
Level (+Tail) Model: What shall we do? Ring her > up f an

Adverbials
1.Listen how the speaker on the tape reads the following sen­ tences with adverbial phrases. Concentrate on sequence of tones. Imitate the reading. Practise reading them. B

Commands
1. Listen how the speaker on the tape reads the following com­ mands. Concentrate on their intonation. Imitate the reading. (a) Fetch a chair, will you? Write it down, will you?

Direct Address
Listen how the speaker on the tape reads the following sen­tences with direct address at the beginning of the sentence. Imitate the reading. Porter, will you see to my luggage, please? Pat

Direct Address
Listen how the speaker on the tape reads the following sen­tences with direct address at the beginning of the sentence. Imitate the reading. Porter, will you see to my luggage, please? Pat

Exams))

четверг, 15 июля 2010 г.

Phonetics

2. Basic Intonation patterns

One or more syllable of a word, greater prominence, then the other syllables. Such syllables are called to be accented or stressed.

In English any or all of the 4 factors: loudness, pitch, sound quantity, sound quality they may render a syllable more prominent then the others.

Vowels of unstressed syllables are definitely not so long and tend to be reduced in the position.

There are 2 linguistic functions of the word stress:

It’s distance function can be traced in the oppositions of word consisting of the same morphemes and the meaning which is differentiated by word stress.

E.g.: ‘object (n) ob’ject (v)

The degrees of word stress

IN English there are 3 degrees of word stress:

· Stressed syllables ( primary stress)

· Half-stressed syllables ( secondary stressed)

· Weak or unstressed syllables

A large group of simple words have both the primary and the secondary stresses.

There are several large groups of words in English with 2 equally strong stresses. These words consists of 2 morphemes. The use of the 2 nd strong stress is caused by the semantic significance of both equally stressed elements of the word.

E.g.: ‘re’write ‘four’ten (,four’teen)

There are 2 tendencies of the word stress:

1. The oldest of the them is known as the recessive tendency. According to which the root syllable is stressed. So the majority of words of Germanic origin have stressed on the 1 st root syllable.

E.g.: ‘clever ‘water

2. The 2 nd tendency is the result of the mutual influence of Germanic and French origin. It is called rhythmic tendency, which manifests itself on stressing the 3 rd syllable from the end.

E.g.: ‘situate ar’ticulate

According to both tendencies, words of 3 syllables generally have stress on the 1 st syllable. Words of 4 syllables may have either recessive or rhythmic stresses.

E.g.: a’rchitect ‘criticism ‘characterize

E.g.: ‘realize ‘satisfy a’ppreciate

Words with primary and secondary stress

In words with the primary stress on the 3 rd syllable the secondary stress usually falls on the 1 st syllable.

If the primary stress falls on the 4 th or 5 th syllable the secondary stress is very commonly used on the 2 nd syllable.

The position of the secondary stress is often that of the primary stress in the original word. That is in the word from which the derivative word is formed.

The following groups of words have 2 primary stresses. Syllables with separable prefixes have a distinct meaning of their own.

E.g.: unknown, disappear, nonsmoker, intensive, irregular, illegal, impossible

E.g.: Rewrite, misprint, prewar, ex-husband, undercharge, subtitle, interview…

Stress in compound words

Words composed of separable morphemes are called compounds. The spelling of compounds differs. They may be spelled as one word or as two separate words. Among compounds we find compound nouns, adjectives and verbs.

Words stress in compounds depends on the semantic weight of the elements. The 1 st element determines the 2 nd or introduces some contrast it is stressed, while the 2 nd element of the compound remains unstressed, though the stressed vowel of the 2 nd element retains its qualitative and quantitative significance.

This is the case with the majority of the compound nouns. They are usually stressed.

E.g.: ‘Reading-room, ‘writing-table, ‘apple-tree, ‘suitcase, ‘raincoat.

This type of word stress in compounded nouns differentiates compounds from word combinations in which every word – stressed.

E.g.: ‘Blackbird – ‘black ‘bird;

‘Blackboard – ‘black ‘board’

‘Goldfish – ‘gold ‘fish;

‘Strongbox – ‘strong ‘box.

E.g.: ‘Gas-‘stove, ‘ice-‘cream, ‘absent –‘mindedness.

Compounded adjectives have generally 2 stresses for both elements which are equally significant.

E.g.: ‘clean-‘shaven, ‘well-‘bred.

Compounded adjectives with only one stress on the 1 st element occur when the 2 nd element is semantically weak.

E.g.: ‘spring-like, ‘childlike.

2. Basic Intonation patterns

The information conveyed by a sentence is expressed not only by proper words and grammar structures but also by intonation.

Intonation is a combination of:

— variations of pitch;

— force of utterance;

— tempo ( speed rate ).

Variations of pitch are produced by significant moves of the voice up and down.

The force component of intonation is measured by the degree of loudness of syllables.

The tempo is determined by the rate of speech and length of pauses.

Intonation an alternation of stressed and unstressed syllables which bears a larger or smaller degree of prominence to syllables:

û constitutive function – it forms sentences

û distinctive function – helps to distinguish communicative types of sentences: statements, questions, negative.

Each sentence consists of one or more intonation groups.

And intonation group is a word or a group of words characterized by a certain intonation pattern.

It’s meaning is always complete.

Those intonation patterns that contain a number of syllables, consists of that following parts:

The pre-head includes unstressed and ½-stressed syllables preceding that head.

The head consists of the stressed and unstressed syllables beginning with the 1 st stressed syllable up to the last stressed syllable in the intonation pattern.

The nucleus is the most important part. On this syllable the voice melody changes, it goes up or down.

The tail includes the unstressed and ½-stressed syllables that follow the nucleus.

It is generally known that voice pitch or speech melody and sentence stress or accent are two main components of intonation.

E.g.: I didn’t know you’ve been to Lon don

pre-head head nucleus tail

The head in eng. Is an extremely flexible segment. It stretches from the 1 st stressed syllable up to the nuclear tone. Head patterns are classified into 2 major groups:

The main criterion in each group is how the head begins from the point of view of pitch movement.

Stressed syllables form descending sequence. The 1st stressed syllable of the head is the highest. The following stressed syllables carry the pitch lower.

1. The syllables can move down by the steps, then the heads is called STEPPING. In the stepping head unstressed syllables are pronounced on the same note as the proceeding step.

2. The head is called FALLING when the stressed syllables also move down by the steps but intervening unstressed syllables fall down continue the descending direction.

3. There are cases when unstressed or partially stressed syllables move up, they are pronounced higher than the stressed syllables. This type of descending head is called SCANDENT

4. If the voice moves down by slides within stressed syllables, the head is called SLIDING. Unstressed or partially stressed syllables between the slides usually continue to fall.

They are the opposite of descending ones. The 1st stressed syllable is low in the pitch, each following stressed syllable is higher than the preceding, thus the stressed syllables form an ascending sequence.

1. If the voice moves up by steps and the intervening unstressed or partially stressed syllables continue the rise, the head is called RISING.

2. If the voice moves up by slides, the head is called CLIMBING. E verything is gliding.

In them, all syllables are pronounced more or less the same note of a pitch level.

1. If they happen to be on high level the head is called THE HIGH LEVEL HEAD.

2. The most frequently used type of the high head is the head with one strongly stressed syllable and unstressed or partially stressed syllables, pronounced on the same high level.

3. If the head stressed or partially stressed syllables are pronounced on the mid pitch level. The head is called MID LEVEL

4. The head stressed syllable pronounced on the low pitch level constitute THE LOW PITCH LEVEL HEAD.

There are 4 types o tail:

1. After a FALLING NUCLEUS, the tail also REMAINS LOW.

2. In case the tail occurs AFTER THE RISING NCLEUS the stressed syllable doesn’t rise in pitch and of the following unstressed syllables is a LITTLE BIT HIGHER than the previous one.

4. After the MID-LEVEL NUCLEUS the tail STAYS ON THE SAME LEVEL.

Unstressed or partially stressed syllables which precede the head are called the PRE-HEAD, In short intonation groups, where there is no head and these syllables precede the nucleus, they are called the PRE-NUCLEUS.

There are 2 types of pre-head or pre-nucleus:

1. LOW;-when unstressed or partially stressed syllables are pronounced lower than the 1at stressed syllable of the head, the pre-head is called LOW

2. HIGH.-when unstressed or partially stressed syllables are pronounced higher or on the same level as the 1 st stressed syllable of the head, the pre-head is called HIGH.

The last stressed syllable of the intonation pattern on which the pitch movement changes is called the NUCLEUS. The nucleus is usually of the highest importance.

There are 8 nuclear tones in Modern English:

1. The Low (Medium) Fall – the voice falls from the low (mid) pitch level to the bottom of the pitch.

2. The High Fall – the voice falls all the way down from a high to the bottom of the pitch.

3. The Rise Fall – the voice usually rises from a mid level to a high level and then quickly falls to the bottom of the pitch.

4. The Low Rise – the voice rises from a very low to a mid level or a little higher.

5. The High (Medium) Rise – the voice rises from a mid or high level an в moves up to the top of the voice.

6. The Fall Rise – the voice 1 st falls from a mid o к high level to a rather low pitch level then rises to a mid note.

7. The Rise-Fall-Rise – the voice rises from the very low level, moves up to the mid (or high) one, falls down, then quickly rises again.

8. The Mid-Level – the level maintains between high and low; the voice neither rises nor falls.

Assimilation is a process of alteration of speech sounds as a result of which one of the sounds becomes fully or partially similar to the adjoining sound.

Types of assimilation can be distinguished according to:

2.Degree of completeness

3. Degree of stability

Direction of assimilation

The influence of the neighboring sounds in English can act in a progressive, regressive or reciprocal (double)

(2nd sound changes under the influence of the 1st one)

After voiceless consonants sound –s—[s]

When the following sound influences the articulation of the proceeding one, assimilation is called regressive.

Reciprocal or double assimilation means complex mutual influence of the adjacent sounds.

Degree of completeness

According to it’s degree assimilation can be complete and incomplete.

Is when two adjoining sounds become alike or merge into one.

It always takes place when the 2 sounds differ only in one articulatory feature.

Is when the likeness of the adjoining sounds is partial as the assimilated sound retains its major articulatory features. [w,l,r]—-sonorant.

Sonorant sounds become partly devoiced after [p,t,k,s,f, Ǿ ]

Degree of stability

Many assimilatory phenomena of older stages in the development of the language has become obligatory in modern eng. Such changes have taken place over a period of time are called HISTORICAL.

There are a lot of non obligatory assimilation’s types.( 10 minutes)

Lesson 11 – Syllables and word stress

We are moving beyond the phonetic sounds of English now. We’re going to focus on some other important parts of pronunciation:

A good way to practice these aspects of pronunciation is to do a practice called shadowing or parroting. The term “parroting” gets its name from how parrots copy human voices.

When you are practicing you should choose something a video to listen to and repeat everything they say about or or two seconds later.

Here is another video. The parrot doesn’t say much but the woman has an expressive voice. Try parroting her. I recommend that in the YouTube setting you change the playback speed to 0.5.

Review

Write the IPA for the following sentences.

Find the answer at the bottom of the lesson.

Syllables

Words are divided into syllables. The vowel is the main unit of a syllable. If you count the separate vowel units then you know how many syllables there are.

One-syllable words

Two-syllable words

How many syllables are in these words?

Word Stress

In words with more than one syllable, some syllables are stressed and some are unstressed.

Stressed syllable

You put a stress mark in front of the stressed syllable. In both of the examples below, the second syllable is stressed.

Stressed word

You can even have stressed words in a phrase.

Primary stress and secondary stress

In longer words you often have a strong stress and a weak stress. The strong stress is called the primary stress and it uses a high mark ( ‘ ) before the strongly stressed syllable. The weak stress is called the secondary stress and it uses a low mark ( ˌ ) before the weakly stressed syllable.