23. What examples can you give to illustrate the conditions due to which a phoneme has different subsidiary allophones?
24. Why is it important to know and be able to pronounce the subsidiary allophones of the phonemes?
Література: [4, c. 66 - 68].
Практичне заняття № 22
Тема. Асиміляція
Assimilation
Мета: to study the phenomenon of assimilation.
Короткі теоретичні відомості
Language in everyday use is not conducted in terms of isolated, separate units; it is performed in connected sequencesof larger units, in words, phrases and longer utterances.
Consonants are modified according to the place of articulation. Assimilation takes place when a sound changes its character in order to become more like a neighbouring sound. The characteristic which can vary in this way is nearly always the place of articulation, and the sounds concerned are commonly those which involve a complete closure at some point in the mouth that is plosives and nasals which may be illustrated as follows:
1. The dental [t], [d], followed by the interdental [θ], [ð] sounds (partial regressive assimilation when the influence goes backwards from a 'latter' sound to an «earlier» one), e.g. eigth, at the, breadth, said that.
2. The post-alveolar [t], [d] under the influence of the post-alveolar [r] (partial regressive assimilation), e.g. free, true, that right word, dry, the third room.
3. The post-alveolar [s], [z] before [ʃ] (complete regressive assimilation), e.g. horse-shoe ['ho:ʃʃu:], this shop [ðIʃʃ'ʃɔp], does she ['d٨ʃʃi:].
4. The affricative [t + j], [d + j] combinations (incomplete regressive assimilation), e.g. graduate ['græʤueit], congratulate [kən'græʧuleit], did you ['diʤu:], could you ['kuʤu:], what do you say ['wɔtƷu:'sei].
The manner of articulation is also changed as a result of assimilation, which includes:
1. Loss of plosion. In the sequence of two plosive consonants the former loses its plosion: glad to see you, great trouble, and old clock (partial regressive assimilation).
2. Nasal plosion. In the sequence of a plosive followed by a nasal sonorant the manner of articulation of the plosive sound and the work of the soft palate are involved, which results in the nasal character of plosion release: sudden, not now, at night, let me see (partial regressive assimilation).
3. Lateral plosion. In the sequence of a plosive followed by the lateral sonorant [l] the noise production of the plosive stop is changed into that of the lateral stop: settle, table, at last (partial regressive assimilation).
It is obvious that in each of the occasions one characteristic feature of the phoneme is lost.
The voicing value of a consonant may also change through assimilation. This type of assimilation affects the work of the vocal cords and the force of articulation. In particular voiced lenis sounds become voiceless fortis when followed by another voiceless sound, e.g.:
1. Fortis voiceless/lenis voiced type of assimilation is best manifested by the regressive assimilation in such words as newspaper (news [z] + paper); gooseberry (goose [s] +berry). In casual informal speech voicing assimilation is often met, e.g. have to do ['hæf tə'du:], five past two ['faif past 'tu:]. The sounds which assimilate their voicing are usually, as the examples show, voiced lenis fricatives assimilated to the initial voiceless fortis consonant of the following word. Grammatical items, in particular, are most affected: [z] of has, is, does changes to [s], and [v] of of, have becomes [f], e.g. She's five. Of course. She has fine eyes. You've spoiled it. Does Pete like it?
2. The weak forms of the verbs is and has are also assimilated to the final voiceless fortis consonants of the preceding word thus the assimilation is functioning in the progressive direction, e.g. Your aunt's coming. What's your name? (partial progressive assimilation)
3. English sonorants [m, n, r, 1, j, w] preceded by the fortis voiceless consonants [p, t, k, s] are partially devoiced, e.g. smart, snake, tray, quick, twins, play, pride (partial progressive assimilation).
Lip position may be affected by the accommodation, the interchange of consonant + vowel type. Labialisation of consonants is traced under the influence of the neighbouring back vowels (accommodation), e.g. pool, moon, rude, soon, who, cool, etc. It is possible to speak about the spread lip position of consonants followed or preceded by front vowels [i:], [i], e.g. tea – beat; meet – team; feat – leaf, keep – leak; sit – miss.
The position of the soft palate is also involved in the accommodation. Slight nasalization as the result of prolonged lowering of the soft palate is sometimes traced in vowels under the influence of the neighbouring sonants [m] and [n], e.g. and, morning, men, come in (accommodation).
Завдання до теми
Read the tongue-twisters
1. Can you imagine an imaginary menagerie manager imagining managing an imaginary menagerie?
2. Casual clothes are provisional for leisurely trips across Asia.
3. Cedar shingles should be shaved and saved.
4. Celibate celebrant, celibate celebrant, celibate celebrant
5. Cheap sheep soup.
6. Cheap ship trip.
7. Cheryl’s chilly cheap chip shop sells Cheryl’s cheap chips.
8. Chester Cheetah chews a chunk of cheep cheddar cheese.
9. Chocolate chip cookies in a copper coffee cup.
10. Chop shops stock chops.
Контрольні питання
1. What articulatory features of the sonorant [Ij within the word flower are affected by assimilation?
2. Transcribe and pronounce the words train, quarter, twilight and swallow and say what type of assimilation takes place inthem.
3. Ask a fellow-student to read the following sets of words. Concentrating on the difference between the sonorant [w] in word initial position and the [w] preceded by the plosives [s, t] or [k]. Ask him what type of assimilation it is.
(1) win — twin, (2) wept — swept, (3) white — quite.
4. Which consonant within the word clock is affected by assimilation?
What degree of assimilation is it?
5. What kind of assimilation do you come across in the cluster [tw] in the word twilight? In what other clusters do we come across the same type of assimilation?
6. Ask a fellow-student to tell you what articulatory features of the sonorant [w] are affected by assimilation within the words twin, swing, queen. What type of assimilation is it?
7. Can you formulate the principles which determine the pronunciation of the ending -ed, added to regular English verbs to form the Past Indefinite tense? Give examples illustrating all the possible cases.
8. Ask a fellow-student to formulate the principles which determine the pronunciation of the ending -s, -г, added to the end of the word to make a noun plural or possessive, or to put a verb in the third person singular form of the present tense. This ending is spelled in several different ways: -s, -es, -'s or - s '.
9. Tell your fellow-student to pronounce each of these words and write the phonetic symbol which represents the sounds he gave to the ending. Then ask him to explain why the ending is pronounced as it is:
asked, breaks, caps, believed, appears, animals, lighted, fixed, brooches.
10. What advice regarding voicing and force of articulation would you give a fellow-student who makes the following errors in the pronunciation of:
1. had as [hast] instead of [haedj
2. than as (Gaen] instead of [daen]
3. dog as [ dDk ] instead of [dog]
4. languages as ['laerjgwitfis] instead of flaeggwicfciz]
5. obstinate as ['opstinit] instead of ['obstinit]
11. Suppose your fellow-student pronounces the word medicine as ['metsin] and blackboard as [’blaegbad]. Keeping in mindwhat you know about voicing and devoicing in English andRussian tell him what he must do to eliminate the error.
12. Tell your fellow-student to read the words behind, perhaps. Ask him what allophone of [h] is used in them. What is thisposition of [h] called?
13. Your fellow-student probably makes an error in pronouncing [b] within the following words: public, better, job. Keeping in mind what you know about voicing in English tell him how to eliminate the error.
14. Transcribe and read the following sets of words:
(1) day, today, loved; (2) glue, degree, bag.
Література [6, c. 68-74]
Практичне заняття № 23
Тема. Редукція (елізія)
Reduction (elision)
Мета: to study the phenomenon of reduction (elision).
Короткі теоретичні відомості
Elision or complete loss of sounds, both vowels and consonants, is observed in the structure of English words. It is typical of rapid colloquial speech and marks the following sounds:
1. Loss of [h] in personal and possessive pronouns he, his, her, him and the forms of the auxiliary verb have, has, had is widespread, e.g. What has he done? ['wɔt əziˎd٨n].
2. [1] tends to be lost when preceded by [ɔ:], e.g. always ['ɔ:wiz], already [ɔ:'redi], all right [ɔ:'rait].
3. Alveolar plosives are often elided in case the cluster is followed by another consonant, e.g. next day ['neks 'dei], just one [' ʤ٨s 'w٨n], mashed potatoes ['mæʃ рə'teitəuz]. If a vowel follows, the consonant remains, e.g. first of all, passed in time. Whole syllables may be elided in rapid speech: library ['laibri], literary ['litri].
Examples of historical elision are also known. They are initial consonants in write, know, knight, the medial consonant [t] in fasten, listen, whistle, castle.
While the elision is a very common process in connected speech, we also occasionally find sounds being inserted. When a word which ends in a vowel is followed by another word beginning with a vowel, the so-called intrusive "r" is sometimes pronounced between the vowels, e.g. Asia and Africa ['ei ʃ ər ənd 'æfrikə] the idea of it [ði:ai'diər əvit] ma and pa ['mа:r ənd 'pa:] The so-called linking 'r', is a common example of insertion, e.g. clearer, a teacher of English.
When the word-final vowel is a diphthong which glides to [i] such as [ai], [ei] the palatal sonorant [j] tends to be inserted, e.g. saying ['seijiŋ]; trying ['traiiŋ]. In case of the [U]-gliding diphthongs [əu], [au] the bilabial sonorant [w] is sometimes inserted, e.g. going ['gəuwiŋ], allowing [ə'lauwiŋ].
The process of inserting the sonorants [r], [j] or [w] may seem to contradict the tendency towards the economy of articulatory efforts. The explanation for it lies in the fact that it is apparently easier from the articulatory point of view to insert those sounds than to leave them out.
The insertion of a consonant-like sound, namely a sonorant, interrupts the sequence of two vowels to make it a more optional syllable type: consonant + vowel. Thus, insertion occurs in connected speech in order to facilitate the process of articulation for the speaker, and not as a way of providing extra information for the listener.
Завдання до теми
Read the tongue-twisters
1. Bad black bran bread.
2. Bake big batches of bitter brown bread.
3. Bake big batches of brown blueberry bread.
4. Betty and Bob brought back blue balloons from the big bazaar.
5. Betty beat a bit of butter to make a better batter.
6. Betty Botter bought a bit of butter. «But», said she, «this butter’s bitter. If I put it in my batter, It will make my batter bitter. But a bit of better butter – That would make my batter better». So Betty Botter bought a bit of better butter (better than her bitter butter) And she put it in her bitter batter And made her bitter batter a bit better.
7. Big bad bugs bit Bitsy’s back.
8. Big ben blew big blue bubbles.
9. Big black bugs bleed blue black blood but baby black bugs bleed blue blood.
10. Bill had a billboard. Bill also had a board bill. The board bill bored Bill, So Bill sold his billboard And paid his board bill. Then the board bill No longer bored Bill, But though he had no board bill, Neither did he have his billboard!
Контрольні питання
1. Mark sentence-stresses and underline all the content words in the sentence: ‘Isent them a photo of the children.’ What parts of speech are content words?
2. Mark sentence-stresses and underline all the form-words in the sentence: ‘They all went for a walk in the park.’ What parts of speech are form-words?
3. Are the personal and possessive pronouns generally stressed in connected speech?
4. Transcribe the following sentence, mark the stresses and tunes. Read it, make it sound rhythmically correct: ‘He told his son to wait for him.’
5. Are the auxiliary and modal verbs generally stressed in connected speech?
6. Try to remember in what positions the auxiliary and modal verbs are generally stressed in a sentence.
7. Transcribe the following sentence, mark the stresses and tunes. Read it: ‘What do you generally do in the evening?’ Mind that the verb to do is used here first as an auxiliary, then as a content verb.
8. Pronounce the correct forms of the verb can in the phrase: ‘I can do it as well.’ And now in: ‘Can you write it yourself?’ Give other examples where auxiliary and modal verbs have their strong forms.
9. In what positions are prepositions generally stressed in a sentence?
10. Transcribe, mark the stresses and tunes and read the sentence: ‘Who are you waiting for?’ Which form of the preposition for have you used? Give other examples where prepositions have their strong forms.
11. Which form-words have no weak forms?
12. Give examples of the word that as a demonstrative pronoun and as a conjunction.
13. Transcribe, mark the stresses and tunes and read the sentence: ‘He isn't away, is he? ’ Give examples where link verbs have their strong forms.
14. Transcribe, mark the stresses and tunes and read the sentences: ‘We have an elder brother.’ ‘He has left for the Urals at present.’ How have you transcribed the verb have in the first sentence, and has in the second?
Література [6, c. 74-75; 125-131].
3 КРИТЕРІЇ ОЦІНЮВАННЯ ЗНАНЬ СТУДЕНТІВ
| Вид контролю | Максимальний бал за дисципліну | Частина від балів на змістовний модуль |
| 1. Поточний контроль | 1. Контрольна робота (змістовий модуль 1) – 10. 2. Контрольна робота (змістовий модуль 2) – 10. 3. Підсумкова контрольна робота – 20. | |
| 2. Практичні заняття | 1. Відвідування – 10. 2. Конспект – 10. 3. Активність – 30. | |
| 3. Залік | ||
| Усього |
Шкала оцінювання: національна та ECTS
| Сума балів за всі види навчальної діяльності | Оцінка ECTS | Оцінка за національною шкалою | |
| для екзамену, курсового проекту (роботи), практики | для заліку | ||
| 90 – 100 | А | відмінно | зараховано |
| 82-89 | В | добре | |
| 74-81 | С | ||
| 64-73 | D | задовільно | |
| 60-63 | Е | ||
| 35-59 | FX | незадовільно з можливістю повторного складання | не зараховано з можливістю повторного складання |
| 0-34 | F | незадовільно з обов’язковим повторним вивченням дисципліни | не зараховано з обов’язковим повторним вивченням дисципліни |
СПИСОК ЛІТЕРАТУРИ
1. Борисова Л.В. Теоретическая фонетика / Л.В. Борисова, А.А. Метлюк. – Минск: Высшая школа, 1980. – 240с.
2. Дворжецька М. П. Фонетика англійської мови: Фоностилістика, риторика мовленнєвої комунікації / М. П. Дворжецька, Т. В. Макухіна, Л. М. Велікова, Є. О. Снегірьова. − Вінниця: Нова книга, 2005. − 208 с.
3. Леонтьева С.Ф. Теоретическая фонетика английского языка / С.Ф. Леонтьева. – М.: Высшая школа, 1988. – 240с.
4. Паращук В.Ю. Теоретична фонетика англійської мови / В.Ю. Паращук. – Вінниця: Нова книга, 2005. − 240 с.
5. Селянина Л. И. Практический курс английского языка. 1 курс / Л.И. Селянина, В.Д. Аракин, К.П. Гинтовт, М.А. Соколова. − М.: Гуманитарный издательский центр Владос, 2002. − 536 с.
6. Соколова М.А. Практическая фонетика английского языка / М.А. Соколова, К.П. Гинтовт, Л.А. Кантер, Н.И. Крылова, И.О. Тихонова, Г.А. Шабадаш. − М.: Гуманитарное издательство Владос, 2001. − 384 с.
7. Швейцер А.Д. Американский вариант литературного английского языка: Дискуссионные проблемы / А.Д. Швейцер // Вопросы языкознания, №3. – С.77-92.
8. Crystal D. The Cambridge Encyclopedia of the English Language / David Crystal. − Cambridge University Press, 1994. − p.p.236-256.
9. Soars J. Нeadway Pre-Intermediate Pronunciation / John and Liz Soars. − Oxford University Press, 1992. − 145 p.
10. Vrabel T.T. Lectures in the theoretical phonetics of the english language and method-guides for seminars / T.T. Vrabel. − Ungvar: PoliPrint, 2009. − 176 p.
Інформаційні ресурси
1. http://instagram.com/luv_english
2. http://native-english.ru/pronounce
3. http://easypronunciation.com>...english-phonetic...converter
4. http://englishonlinefree.ru
5. http://vk.com/silverlighter
6. http://Lyricstraining.com
7. http://linguagame.ru
8. http://u4yaz.ru
