21 Lesson n°10
21.1 Warmup
| Word | Stress Pattern | IPA (RP) | Received Pronunciation | General American |
|---|---|---|---|---|
| apologetic | /02010/ | /ə.ˌpɒl.ə.’dʒet.ɪk/ | /ə.ˌpɑːl.ə.’dʒet.ɪk/ | |
| residual | /0100/ | /ri.’zɪd.ju.əl/ | /ri.’zɪd.ju.əl/ | |
| democratically | /20100/ | /ˌdem.ə.’kræt.ɪk.li/ | /ˌdem.ə.’kræt.ɪk.li/ |
|
| politician | /2010/ | /ˌpɒl.ə.’tɪʃ.ən/ | /ˌpɑːl.ə.’tɪʃ.ən/ | |
| municipality | /020100/ | /mju.ˌnɪs.ɪ.’pæl.ət.i/ | /ˌmjɪ.ˌnɪs.ɪ.’pæl.ət.i/ | |
| priority | /0100/ | /praɪ.’ɒr.ət.i/ | /praɪ.’ɔːr.ət.i/ | |
| evacuation | /02010/ | /ɪ.ˌvæk.ju.’eɪʃ.ən/ | /ɪ.ˌvæk.ju.’eɪʃ.ən/ | |
| technological | /20100/ | /ˌtek.nə.’lɒdʒ.ɪk.əl/ | /ˌtek.nə.’lɑːdʒ.ɪk.əl/ | |
| frivolity | /0100/ | /fri.’vɒl.ət.i/ | /fri.’vɑːl.ət.i/ | |
| egregious | /010/ | /ɪ.’griːdʒ.əs/ | /ɪ.’griːdʒ.əs/ |
21.2 Back to connected speech
21.2.1 Strong and weak forms
We follow Carley and Mees (2021).
21.2.1.1 Auxiliary ‘DO’
| Weak Forms | Strong Forms | |
|---|---|---|
| do | də d du | duː |
| does | dəz z s | dʌz |
| did | d | dɪd |
- “Do” is /də/ before consonants, /du/ otherwise:
- Before consonants:
- Do they like it?
- Where do we go?
- Before vowels:
- Where do I go?
- Do ants sleep?
- Where do I go?
- Before consonants:
- Do they like it? /də ðeɪ ’laɪk ɪt/
- Where do we go? /’weə də wi ’gəʊ/
- Before vowels:
- Where do I go? /’weə du aɪ ’gəʊ/
- Do ants sleep? /du ’ænts ’sliːp/
Before “you”, “do” can reduce to /d/ and combine with “you”, forming the contraction “d’you” /dju/, which readily becomes /dʒu/, and which can also be /dʒə/ when the next word begins with a consonant. For example:
D’you know what I mean?
What d’you think?
Why d’you ask?
D’you know what I mean? /dʒu ’nəʊ wɒt aɪ ’miːn/ or /dʒə ’nəʊ wɒt aɪ ’miːn/;
What d’you think? /’wɒt dʒu ’θɪŋk/ or /’wɒt dʒə ’θɪŋk/
Why d’you ask? /’waɪ dʒu ’ɑːsk/
- “Does” is usually /dəz/, for example:
Does it work?
How does it work?
What does he want?Does it work? /dəz ɪt ’wɜːk/
How does it work? /’haʊ dəz ɪt ’wɜːk/
What does he want? /’wɒt dəz i ’wɒnt/
21.2.1.2 Conjunctions
| Weak Forms | Strong Forms | |
|---|---|---|
| and | ən n̩ ənd | ænd |
| but | bət | bʌt |
| that | ðət | ðæt |
| as | əz | æz |
| than | ðən | ðæn |
- “That” has a weak form as a conjunction or relative pronoun, but not as a demonstrative. For example:
Conjunction:
- She knows that I went.
- I think that they were right.
- She knows that I went.
Relative Pronoun:
- The man that I saw
- The dog that bit him
Demonstrative:
- I know that.
- Shut that door.
- I know that.
Adverb: I can’t run that fast.
Conjunction:
- She knows that I went. /ʃi ’nəʊz ðət aɪ ’went/
- I think that they were right. /aɪ ’θɪŋk ðət ðeɪ wə ’raɪt/
Relative Pronoun:
- The man that I saw /ðə ’mæn ðət aɪ ’sɔː/
- The dog that bit him /ðə ’dɒg ðət ’bɪt ɪm/
Demonstrative:
- I know that. /aɪ ’nəʊ ’ðæt/
- Shut that door. /’ʃʌt ’ðæt ’dɔː/
Adverb: I can’t run that fast. /aɪ ’kɑːnt ’rʌn ’ðæt ’fɑːst/
| Expression | Transcription |
|---|---|
| They found the gun that he used. | ðeɪ ’faʊnd ðə ’gʌn ðət i ’juːzd |
| This is the pen that I used. | ’ðɪs ɪz ðə ’pen ðət aɪ ’juːzd |
| I know that I’m right. | aɪ ’nəʊ ðət aɪm ’raɪt |
| It’s less than that. | ɪts ’les ðən (or ðn̩) ’ðæt |
| She said that it was over. | ʃi ’sed ðət ɪt wəz ’əʊvə |
21.3 Intonation
21.3.1 Aperçu des constituants de l’intonation
Il s’agit des trois “T” : tonality, tonicity, and tone
(Exercice : transcrire ces trois mots !)
/təʊ.’næl.ət.i/
/təʊ.’nɪs.ət.i/
21.3.2 Les unités intonatives (tonality)
Il s’agit du découpage d’un énoncé en phrase intonatives.
Ce découpage est indiqué par “|.”
- Because I love languages | I’m studying intonation | when I’ve finished this book | I’ll know more about it.
Découper les cinq prononciations de la phrase “we don’t know who she is” en unités intonatives.
We don’t know who she is
We don’t know | who she is
We | don’t know who she is
We don’t | know who she is
We | don’t know | who she is
21.3.3 La détermination du noyau (tonicity)
Une fois les unités intonatives établies, il convient de déterminer pour chacune le noyau.
Deux principes :
un noyau est une SYLLABE
une unité intonative a un noyau UNIQUE
La règle par défaut est celle du dernier élément lexical (“last lexical item rule”) : le noyau de l’unité intonative correspondra à la syllabe portant l’accent primaire de son dernier mot lexical.
Le noyau indique le focus de la phrase, et marque une inflexion de la mélodie.
Déterminer le noyau et le schéma intonatif (descendant ou ascendant) de la phrase “I think it was ridiculous.”
| I think it was ri \(\searrow\) diculous |
| I think it was ri \(\nearrow\) diculous |