Université de Savoie UFR-LLSH LCE1 UE 103 Lecture: Phonetics
Download
Report
Transcript Université de Savoie UFR-LLSH LCE1 UE 103 Lecture: Phonetics
Université de Savoie UFR-LLSH
LCE1 UE 103
Lecture: Phonetics & Phonology
Alice Henderson
[email protected]
Office 812
1
Content of the 5 lectures
1) Introduction, Phonemes
2) Sounds in context, connected speech
3) Stress, accent & rhythm
4) Intonation
5) Conclusion
2
Outline, Lecture 4
3
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
Homework from Lectures 2 & 3
4
Elision in send, sent
Likely/possible assimilation, elisions, linking
Word stress rules
Stress in compounds
Elision in send, sent
5
Rules for elision of final /d/ and /t/
Likely/possible assimilation,
elisions, linking
6
Types of assimilation: /d/, /t/, /n/
Linking: C+V, V+V, C+C
Word Stress Rules
2-syllable words
–
–
3+-syllable words: 3 major categories
–
–
–
7
Nouns & adjectives: usually on 1st syll.
Verbs: often on 2nd syllable
Stress on ending: -ee, -eer, -ese, -ette, -esque, ique
Stress 1 syll. before ending: -ic, -ion, -ity, …
Stress 2 sylls. before ending: -ate, -ize, -ary
Stress in Compounds
Stress in compound nouns
Stress in 2-word verbs
–
–
Separated: stress both
Together: one stress is lost
8
Stress the adverb/preposition when it is at the end of a
tone unit
When a noun object follows, EITHER the verb or the
adverb/preposition can be stressed, according to the
rhythm
Two-word verbs
Separated: stress both
You’re winding me up
She shut the computer down
9
Two-word verbs
Together: one stress is lost
Stress the adverb/preposition when it is at the end of a
tone unit
–
If you hope to break through
– The plane’s about to take off!
When a noun object follows, EITHER the verb or the
adverb/preposition can be stressed, according to the
rhythm
She’s taken up stamp collecting
– We’ve run out of bread
– Turn up the heat
* I’ve just put away my books // I’ve put away my books
–
10
Outline, Lecture 4
11
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
Stress & Pitch
Stress in English: a syllable is
–
–
–
12
Longer
Louder
On a higher pitch
Stress & Accent
13
Stress is not the same as accent
Accent marks the beginning of a change in
tune
Regular rhythm in music: stress
•••••••••••• // ••••••••••••
14
4 stresses per breath group
Regular rhythm in music: accent
•
•
•
••••••••••
15
5 stresses
2 accents
•
//
••••••••••
Accent, Tune & Pitch
16
A change in tune involves a change in pitch
Outline, Lecture 4
17
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
Sentence emphasis …
18
Stress content words: nouns, main verbs,
negative auxiliaries, adverbs, adjectives
Use weak forms for structure words: pronouns,
prepositions, articles, ‘to be’ verbs,
conjunctions, auxiliary verbs
Tune & sentence emphasis
19
Tune change starts on one of the last content
words …. usually.
Speakers can choose which information to
highlight by choosing where to start changing
the tune
Focus on last content word
20
What’s the matter?
Where are you going?
Put some milk in it.
Could we go home?
How have you been?
Let’s have a look at it.
Broad focus
21
I’ve lost my keys.
My train leaves on Monday the fourth.
She’s lost her bag.
Narrow focus
22
End: We’re not ready!
Middle: What’s happened in here?!
Beginning: Here they are!
Try it …
23
A: Are you from France?
B: No, I’m from Sweden.
A: How long have you been here?
B: I’ve been here for a month.
A: What are you studying?
B: Physics.
A: Do you find physics difficult?
B: Yes, a little.
Try it …
24
A: Are you from France?
B: No, I’m from Sweden.
A: How long have you been here?
B: I’ve been here for a month.
A: What are you studying?
B: Physics.
A: Do you find physics difficult?
B: Yes, a little.
Now try this one ….
25
A: Do you think the food here is expensive?
B: Not really.
A: Well, I think it’s expensive.
B: That’s because you eat in restaurants.
A: Where do you eat?
B: I cook at home.
A: I didn’t know you could cook?!
B: Well, I can’t, so I just eat bread and cheese.
A: That’s so unhealthy!
B: No it isn’t. And I like bread and cheese.
Answers:
26
A: Do you think the food here is expensive?
B: Not really.
A: Well, I think it’s expensive.
B: That’s because you // eat in restaurants.
A: Where do you eat?
B: I cook at home.
A: I didn’t know // that you could cook?!
B: Well, I can’t, so I just eat bread and cheese.
A: That’s so unhealthy!
B: Maybe, // but I like bread and cheese.
The Nucleus
27
Syllable where the tune begins to change (rise,
fall)
Look at the « green » words (accent)
Exercises from the Web
Web Tutorials at University College of London
–
28
Focus
Outline, Lecture 4
29
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
Chunking & Pausing
30
The power of silence ….
Signals « chunks » of meaning
Chunks = thought groups, meaning units
Chunks= words which go together to express
one idea or thought
Pause + falling tune = end of a thought group
in English
Where do we pause?
31
Before conjunctions & prepositions
Before relative clauses
Between grammatical units (subject, predicate)
At punctuation
UCL Web tutorials: Chunking
Try this …
32
A: Who’s coming to the party tonight?
B: Tom.
A: Just Tom?
B: No, Tom and Matt.
A: No one else?
B: Well, Sue’s coming, too.
A: Alone?
B: No, with Anne.
A: So, that’s Tom and Matt and Sue and Anne. Is that it?
B: Oh, and Stella. On her own.
A: So, that’s Tom and Matt and Sue and Anne and Stella.
Answers:
33
A: Who’s coming to the party tonight?
B: Tom.
A: Just Tom?
B: No, // Tom and Matt.
A: No one else?
B: Well, // Sue’s coming, too.
A: Alone?
B: No,// with Anne.
A: So, // that’s Tom and Matt // and Sue and Anne. // Is that it?
B: Oh, // and Stella. // On her own.
A: So, // that’s Tom and Matt // and Sue and Anne // and Stella.
Try this one …
34
1a)The man and the woman dressed in black
came out of the cinema.
1b) The man, and the woman dressed in black,
came out of the cinema.
2a) Alfred said, « The boss is stupid. »
2b) « Alfred, » said the boss, « is stupid . »
3a) If you finish, quickly leave the room.
3b) If you finish quickly, leave the room.
35
1a)The man and the woman dressed in black //
came out of the cinema.
1b) The man,// and the woman dressed in
black, // came out of the cinema.
2a) Alfred said, // « The boss is stupid. »
2b) « Alfred, » // said the boss, // « is stupid . »
3a) If you finish, // quickly leave the room.
3b) If you finish quickly,// leave the room.
Outline, Lecture 4
36
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
What is it? Why do we use it?
37
Rise & fall in pitch
To express a range of meanings, emotions or
situations
To add more meaning despite English’s fixed
word order
Basic Tunes
French: predominantly (rising)
English: predominantly (falling)
English also uses:
Fall-rise & rise-fall
38
Tunes on a single syllable
39
Yes, No
Speaker’s choice: vary pitch or not
How many different ways can you say them?
How many different meanings can you
communciate?
Basic tunes
(rising): Message is
« Open »
– Incomplete
– Uncertain
–
(falling): Message is
Closed
– Final
– Certain
–
40
Tunes in questions
Getting information
Where do you live?
Where are you from?
What do you do for a living?
Checking information
–
–
–
41
« closed » messages, where you’re almost certain
about the information
« open » messages, where you’re not very sure
asking for repetition
Tunes in questions: « checking »
closed messages
42
You’re not from around here, are you?
Presumably you know Jill then?
Is that the station over there?
You don’t play tennis, do you?
Tunes in questions: « checking » open
messages
43
You like chocolate, don’t you?
That’s her new boyfriend, isn’t it?
You’ve been to London before, right?
You’ve skied before, haven’t you?
Tunes in questions: asking for
repetition
44
A: How many people did you invite?
B: Fifty.
A: Fifty?
B: Yes, fifty.
Try these …
45
This train is for Leeds, York, Darlington and
Durham.
Can you give me a lift? // Possibly. Where to?
No! Certainly not! Go away!
Did you know he’d been convicted of drunken
driving? // No!
If I give him money he goes and spends it.
He’s completely irresponsible.
Answers:
46
This train is for Leeds, York, Darlington
and Durham.
Can you give me a lift? // Possibly. Where
to?
No! Certainly not! Go away!
Did you know he’d been convicted of drunken
driving? // No!
If I give him money he goes and spends it.
He’s completely irresponsible.
Outline, Lecture 4
47
Go over homework from Lectures 2 & 3
Stress, accent, pitch, tune
Sentence emphasis & focus
Chunking & pausing
Intonation: Definition & basic tunes
Functions
Conclusion
Bibliography
Functions of intonation
48
Focussing function: to draw attention to
important information, a deliberate choice by
the speaker
Grammatical function: to distinguish
grammatical categories of words and/or status
of all or part of an utterance
Attitudinal function: a powerful tool for
communicating our emotions
Focussing Function
« accentual function »
Meet
S
me
at
home
S
at
five
S
A
N
49
Contrastive Stress
50
I must find SOME
I must FIND some
I MUST find some
I must find some
Contrastive Stress
51
SOME= important to find at least a bit
FIND= verb is important
MUST= absolute necessity of finding
I= me and nobody else
Grammatical Function
But often the grammar determines the placement of the
nucleus
–
–
–
52
Word classes
Nouns & noun phrases (compounds)
Syntactic distinctions
Probably the least important function
Other clues help the listener to decode meaning
*Remember: English is extremely redundant
Grammatical Function
Word classes: Noun / Verb
–
–
–
–
53
IMport / imPORT
DIScount / disCOUNT
TAKE off / take OFF
DROP out / drop OUT
Grammatical Function
Nouns & noun phrases (compounds)
–
–
–
–
54
GREENhouse / green HOUSE
TALLboy/ tall BOY
BLACKbird / black BIRD
BIGhead / big HEAD
Grammatical Function
55
Defining & non-defining relative clauses
Adverbials
Vocatives & apositives
**NOT on the exam
Attitudinal Function
56
Neutral vs offensive/nasty/grumpy
Positive vs negative
Polite vs impolite
Surprise
Implication
**NOT on the exam
Attitudinal Function
Neutral vs offensive/nasty/grumpy
–
–
Positive vs negative
–
–
57
This is my book / no it’s not, it’s mine
Surprise
–
Shall we have dinner together then? Yes, fine
Oh what a lovely gift
Polite vs impolite
–
Would you like some help? No, thank you
How many times do I have to tell you
I hear they’ve had triplets
Implication (extra meaning to words)
–
What do you think of her partner? / Great
Conclusion
58
Stress, accent, pitch, tune
Sentence emphasis, focus
Chunking & pausing: where, why
Basic tunes of English & their functions
Bibliography
59
Rogerson & Gilbert, (1990), Speaking Clearly,
Cambridge University Press.
Roach, (1991), English Phonetics &
Phonology, Cambridge University Press.
Notes from « Summer Course in English
Phonetics », University College London,
Summer 2004.