English Phonology - Elementary Tools and Rules PDF

ENGLISH PHONOLOGY – ELEMENTARY TOOLS AND RULES. I INTRODUCTION: ON THE USE OF PHONETICS IN LANGUAGE LEARNING. As phonologist Frances Williams explains, “in a language like English where accentuation or environment can modify a sound, phoneti...

ENGLISH PHONOLOGY – ELEMENTARY TOOLS AND RULES. I INTRODUCTION: ON THE USE OF PHONETICS IN LANGUAGE LEARNING. As phonologist Frances Williams explains, “in a language like English where accentuation or environment can modify a sound, phonetic transcription becomes a necessary tool. How else could one manage to describe oral English when spelling appears to have no role to play in pronunciation1.” Indeed, English stands out among Indo-European languages for its great spelling-sound discrepancy (or grapheme-phoneme discrepancy). Words spelt similarly can be pronounced very differently. Take for instance the following groups of words: Head, heart, hearse, great, grease  All 5 of those words contain the grapheme “ea” which is pronounced in 5 different ways: hed, ha:t, hE:s, greqt, gri:s Cough, bough, though, through, ought 5 phonemic variations of the grapheme “ough”: kyf , bax, DFx, Brx, c:t Hop, hope, shore, month, liquor  5 phonemic variations of the grapheme “o”: hop, hFxp, Hc:, mynB, )lqkF Seed, bead, fiend, key, quay, these  6 graphemic variations of the phoneme [i:]: si:d, bi:d, fi:nd, ki:, ki:, Di:z Caught, brought, shore, fall, or, soar, saw  7 graphemic variations of the phoneme [c:] kc:t, brc:t, Hc:, fc:l, c:, sc:, sc: Similarly, homographs or words with the same radical can differ in pronunciation (and meaning) because of stress shifts: dessert (N) [dq)zE :t](=dessert), desert (N) [)dezFt] (= désert), to desert (V) [dq)zE :t] (= abandonner, déserter), desertic (Adj.) [dq)zE :tqk](= désertique), desert (N) [dq)zE :t](= mérite), to dissert (V) [dq)sE :t] (= disserter), to dissertate (V) [)dqsFteqt] (= disserter), dissertation (N) [(dqsF)teqHFn], dissertative (Adj.) [dq)sE :tFtqv], dissertational (Adj.) [(dqsF)teqHFnFl] melody (N) [)melFdi]// melodic (Adj) [mq)lodqk] Harmony (N) [)ha:mFni]// Harmonic (Adj) [ha:)monqk] a record (N) [)rekc:d] // to record (V) [rq)kc:d] Besides, as French students of English will have noted, the sounds of English are often different than French sounds … All of which makes phonetic transcription a useful and necessary tool. 1 Frances Williams, Right Oh! A Practical Guide to Oral English for French Students, P.U.R., 1995, p.16.  II BBC LEARNING ENGLISH - PRONUNCIATION TIPS: LESSON PLAN FOR SEMESTER 1. Find all the pronunciation tips videos (The sounds of English & Tim’s pronunciation workshops) at: http://www.bbc.co.uk/learningenglish/english/features/pronunciation/introduction If you follow this schedule, it should take you less than 30 minutes on the first two weeks and then roughly 10 minutes each week: Week 1 a-Introduction to the sounds of English b- The sounds of English: Long and short vowels F E: e q i: a: A o c: y x u: Week 2 a- The sounds of English: voiced consonants: C G dG + voiceless consonants: D B H h tH b- The sounds of English: diphthongs: Fx ax cq eq eF aq xF qF Week 3 Tim’s pronunciation workshops: 75 summary 51 Schwa 71 contracted have Week 4 Tim’s pronunciation workshops: 65 been 61 can 53 assimilation /np/ Week 5 Tim’s pronunciation workshops: 63 The 46 assimilation /tp/ 47 Twinning or “gemination” Week 6 Tim’s pronunciation workshops: 46 linking /r/ 49 elision of /t/ 50 intrusive /r/ Week 7 Tim’s pronunciation workshops: 52 linking /w/ 54 elision of /d/ 55 assimilation of /nd/ Week 8 Tim’s pronunciation workshops: 56 Have to 57 And 58 was and were Week 9 Tim’s pronunciation workshops: 59 consonant-vowel linking 60 assimilation /dg/ 62 plosives Week 10 Tim’s pronunciation workshops: 64 Linking /j/ 66 assimilation of /s/ Week 11 Tim’s pronunciation workshops: 67 From 69 Would you … 70 Assimilation /db/ Week 12 Tim’s pronunciation workshops: 72 Elision of /h / 73 assimilation /tk/ 74 assimilation /tj/ Good luck and take care! [gx)lykFn)teqkeF] By the way, do you prefer boiled or steamed potatoes? Go to straight to workshop 54 for help to solve that vital British question.  III INTERNATIONAL PHONETIC SYMBOLS: vowel phonemes : diphthongs : consonant phonemes : q as in sit, ship, this, rip, him eq as in ‘bay’ p as in ‘pea’ tH as in ‘chin’ e as in pet, hen, any, head ai as in ‘buy’ t as in ‘tea’ b as in ‘bee’ A as in hat, cat, pram, ham cq as in ‘boy’ k as in ‘key’ d as in ‘do’ y as in cut, dog, one, love, come Fx as in ‘low’ f as in ‘fat’ g as in ‘go’ o as in pot, hot, shop, hop, rot ax as in ‘how’ B as in ‘thin’ v as in ‘vat’ x as in put, book, pull, bush iF as in ‘here’ s as in ‘sip’ D as in ‘that’ F as in the, potato, upper, information, eF as in ‘there’ H as in ‘ship’ z as in ‘zip’ interior, particular xF as in ‘moor’ h as in ‘hat’ G as in ‘measure’ m as in ‘map’ l as in ‘led’ i: as in key, seat, sheep, these n as in ‘nap’ r as in ‘red’ à: as in car, pass, heart, path ŋ as in ‘hang’, ‘coming’, ‘longer’ j as in ‘yet’ c: as in or, law, fought, caught w as in ‘wet’ u: as in coo, shoe, blue, you dʒ as in ‘gin’ E: as in her, sir, bird, cur, heard  IV ENGLISH ACCENTUATION – A FEW BASIC RULES The accentuation pattern symbols to be used in this presentation are drawn from L. Guierre, Drills in English-Stress Patterns, Armand Colin-Longman, 1970. (Quoted and taken up by M. Ginesy, Exercices de Phonétique Anglaise, Nathan Université, 1989) Other source: Frances Williams, Right Oh! A Practical Guide to Oral English for French Students, Presses Universitaires de Rennes, 1995. Main accent/stress: /1/ subsidiary accent/stress: /2/ unstressed or unaccented syllable: /0/ Words are analysed backwards, starting from the last two syllables to the first stress to be marked: Examples: rebel (N) = /10/ ; rebel (V) = /01/ ; rebellion = /10/; record (N) = /10/ ; record (V) : /01/ ; recorded (A): /10/ intoxicate = /100/ ; intoxication = /2010/; municipal = /100/; municipality = /20100/ optimism = /100/ ; optimistic = /2010/ ; optimistically = /201000/ Two initial syllables cannot be both stressed /001/ or both unstressed /110/  a subsidiary accent must be used: optimistically  opti- (subsidiary stress on the first syllable) A- ACCENTUATION: TWO SYLLABLE WORDS (DI-SYLLABICS): 1- non-prefixed di-syllabics (all syntactic categories): /10/ SOME EXAMPLES: abbey; abbot; able; action; acrid; acid; anthem; anthrax; antler; apex; apish; ˈæbi; ˈæbət; ˈeɪbl; ˈækʃ(ə)n; ˈækrɪd; ˈæsɪd; ˈænθəm; ˈænθræks; ˈæntlə; ˈeɪpeks; ˈeɪpɪʃ; apple; argon; arson; arid; aspic; attic; auburn; basket; batter; beeper; boxer; ˈæpl; ˈɑːgɒn; ˈɑːsn; ˈærɪd; ˈæspɪk; ˈætɪk; ˈɔːbən; ˈbɑːskɪt; ˈbætə; ˈbiːpə;ˈbɒksə; boxing; buffer; to buffer; burner; butter; to butter; carbon; carpet; clipper; ˈbɒksɪŋ; ˈbʌfə; təˈbʌfə; ˈbɜːnə; ˈbʌtə; təˈbʌtə; ˈkɑːbən; ˈkɑːpɪt; ˈklɪpə; cowslip; carriage; a cycle; to cycle; cycled; cyclic; curtain; ceiling; daughter; ˈkaʊslɪp; ˈkærɪʤ; əˈsaɪkl; təˈsaɪkl; ˈsaɪkld; ˈsaɪklɪk; ˈkɜːtn; ˈsiːlɪŋ; ˈdɔːtə; distance; to distance; distant; danger; even; eastern; fascist; fascism; fodder; ˈdɪstəns; təˈdɪstəns; ˈdɪstənt; ˈdeɪnʤə; ˈiːvən; ˈiːstən; ˈfæʃɪst; ˈfæʃɪzm; ˈfɒdə; furrow; honey; happy; horny; hapless; holy; herpes; Hermes; hurling; Hastings; ˈfʌrəʊ; ˈhʌni; ˈhæpi; ˈhɔːni; ˈhæplɪs; ˈhəʊli; ˈhɜːpiːz; ˈhɜːmiːz; ˈhɜːlɪŋ; ˈheɪstɪŋz; harpoon; harpy; the iron; to iron; manger; meagre; mangrove; mantle; metal; hɑːˈpuːn; ˈhɑːpi; ðiˈaɪən; tʊˈaɪən; ˈmeɪnʤə; ˈmiːgə; ˈmæŋgrəʊv; ˈmæntl; ˈmetl; marry; marriage; Monday; monkey; monster; mountain; mower; music; only; ˈmæri; ˈmærɪʤ; ˈmʌndeɪ; ˈmʌŋki; ˈmɒnstə; ˈmaʊntɪn; ˈməʊə; ˈmjuːzɪk; ˈəʊnli; nappy; nasty; nifty; to nourish; to nibble; parking; an order, to order; organ; ˈnæpi; ˈnɑːsti; ˈnɪfti; təˈnʌrɪʃ; təˈnɪbl; ˈpɑːkɪŋ; ənˈɔːdə, tʊˈɔːdə; ˈɔːgən; orphan; Orpheus; oven; psyche; psychic; schooner; sceptic; schemer; shadow; ˈɔːfən; ˈɔːfjuːs; ˈʌvn; ˈsaɪki(ː); ˈsaɪkɪk; ˈskuːnə; ˈskeptɪk; ˈskiːmə; ˈʃædəʊ; to shadow; shovel; to shovel; snorkel; to snorkel; study; to study; student; suffer; təˈʃædəʊ; ˈʃʌvl; təˈʃʌvl; ˈsnɔːkəl; təˈsnɔːkəl; ˈstʌdi; təˈstʌdi; ˈstjuːdənt; ˈsʌfə; sullen; painter; parlour; potter; panther; pumper; pumpkin; picture; rather; ˈsʌlən; ˈpeɪntə; ˈpɑːlə; ˈpɒtə; ˈpænθə; ˈpʌmpə; ˈpʌmpkɪn; ˈpɪkʧə; ˈrɑːðə; rakish; rooster; a table; tabled; to table; tarmac; udder, uncle; Ulster; ulcer; ˈreɪkɪʃ; ˈruːstə; əˈteɪbl; ˈteɪbld; təˈteɪbl; ˈtɑːmæk; ˈʌdə, ˈʌŋkl; ˈʌlstə; ˈʌlsə; the water; to water; warrant; to warrant; wonder, to wonder; wander, ðə ˈwɔːtə; tə ˈwɔːtə; ˈwɒrənt; təˈwɒrənt; ˈwʌndə, təˈwʌndə; ˈwɒndə, to wander; window; Xanax; Xenon; yuppie; yeasty; yearly; yearling; Yukon; zebra, təˈwɒndə; ˈwɪndəʊ; ‘zænæks; ˈzenɒn; ˈjʌpi; ˈjiːsti; ˈjɪəli; ˈjɪəlɪŋ; ˈjuːkɒn; ˈziːbrə, zealot, zealous, zero; zenith; zoomorph; to zigzag; zipper; zombie; zoning; zona; ˈzelət, ˈzeləs, ˈzɪərəʊ; ˈzenɪθ; ‘zu:mɔːf; təˈzɪgzæg; ˈzɪpə; ˈzɒmbi; ˈzəʊnɪŋ; ˈzəʊnə; Zulu; etc… ˈzuːluː; et ‘setərə 2- prefixed di-syllabics: a- verbs, adjectives and adverbs with weak prefixes (prefixes that have lost their semantic value and have been absorbed into the word: such prefixes cannot be detached, be used independently from the radical or have a contrastive value. Examples: de- in ‘declare’ is a weak prefix whereas under- and mis- in understand and mispronounce are strong prefixes. ): /01/ prefix a- adore, afflict, again, agree, allay, arise, arrest, assume, away, etc… ; əˈdɔː, əˈflɪkt, əˈgen, əˈgriː, əˈleɪ, əˈraɪz, əˈrest, əˈsjuːm, əˈweɪ ab- absorb, abuse, abstain, abhor etc… ; əbˈsɔːb, əˈbjuːs, əbˈsteɪn, əbˈhɔː be- begin, become, belie, befriend, believe, before, beneath, below, berate, bestow, etc…; bɪˈgɪn, bɪˈkʌm, bɪˈlaɪ, bɪˈfrend, bɪˈliːv, bɪˈfɔː, bɪˈniːθ, bɪˈləʊ, bɪˈreɪt, bɪˈstəʊ com- combine, commit, compare, compose, etc…; kəmˈbaɪn, kəˈmɪt, kəmˈpeə, kəmˈpəʊz con- condone, conflate, control, connive, condemn, conserve, contain, contrive, etc…, kənˈdəʊn, kənˈfleɪt, kənˈtrəʊl, kəˈnaɪv, kənˈdem, kənˈsɜːv, kənˈteɪn, kənˈtraɪv de2- declare, defeat, defer, demur, denote, derail, descent, descend, deserve, deter, etc…; dɪˈkleə, dɪˈfiːt, dɪˈfɜː, dɪˈmɜː, dɪˈnəʊt, dɪˈreɪl, dɪˈsent, dɪˈsend, dɪˈzɜːv, dɪˈtɜː des- despair, describe, destroy etc…; dɪsˈpeə, dɪsˈkraɪb, dɪsˈtrɔɪ dis- dissent, disclose, discard, dispel, disprove, distract etc…; dɪˈsent, dɪsˈkləʊz, dɪs’kɑːd, dɪsˈpel, ˌdɪsˈpruːv, dɪsˈtrækt for- forbid, forgo, forget etc…; fəˈbɪd, fɔːˈgəʊ, fəˈget en- enlist, enjoy, enrage, enact, enclose, entail, etc…, ɪnˈlɪst, ɪnˈʤɔɪ, ɪnˈreɪʤ, ɪˈnækt, ɪnˈkləʊz, ɪnˈteɪl em- embalm, embark, embrace, embroil, employ, empire etc… , ɪmˈbɑːm, ɪmˈbɑːk, ɪmˈbreɪs, ɪmˈbrɔɪl, ɪmˈplɔɪ, ˈempaɪə in- incline, include, incur, indent, induce, inept, inert, infer, inhale, insane, ɪnˈklaɪn, ɪnˈkluːd, ɪnˈkɜː, ˈɪndent, ɪnˈdjuːs, ɪˈnept, ɪˈnɜːt, ɪnˈfɜː, ɪnˈheɪl, ɪnˈseɪn, inspire, inure, etc… ɪnˈspaɪə, ɪˈnjʊə pre- predict, prefer, prescribe, preside, pretence, pretend, etc… ; prɪˈdɪkt, priˈfɜː, prɪsˈkraɪb, prɪˈzaɪd, prɪˈtens, prɪˈtend pro- produce, profound, pronounce, proscribe, protect, provoke, etc… , prɒˈdjuːs, prəˈfaʊnd, prəˈnaʊns, prəʊsˈkraɪb, prəˈtekt, prəˈvəʊk sur-surmise, surmount, surprise, survive, surpass, etc… sɜːˈmaɪz, sɜːˈmaʊnt, səˈpraɪz, səˈvaɪv, sɜːˈpɑːs 2 But: prefix de- can also be used as a strong prefix in certain words. It then takes a subsidiary stress : defrock [(dq)frok], defuse [(dq)fju:z]… b- Verb/substantive stress shift: verbs, adjectives & adverbs with weak prefixes: /01/  corresponding prefixed nouns/substantives: /10/  verbs, adjectives or adverbs: /01/  to addict, addicted, addictively; to absent, absented, absentedly; əˈdɪkt, əˈdɪktɪd, əˈdɪktɪvli; æbˈsent, æbˈsentɪd, æbˈsentɪdli; to annex, annexed; to content, contented(-ly); to contrast, contrasted/-tive, əˈneks,ˈænekst; kənˈtent, kənˈtentɪd; kənˈtrɑːst, kənˈtrɑːstɪd; contrastively; to concord; to concert; to conflict; to contract; to convert; kɒŋˈkɔːd; kənˈsɜːt; kənˈflɪkt; kənˈtrækt; kənˈvɜːt; to convict; to digest; to desert; to discount; to discourse; to escort; to exploit; kənˈvɪkt; dɪˈʤest; dɪˈzɜːt;dɪsˈkaʊnt; dɪsˈkɔːs; ɪsˈkɔːt; ɪksˈplɔɪt; to import; to export; to extract; to increase; to insult; to object; to observe; ɪmˈpɔːt; eksˈpɔːt; ɪksˈtrækt;ɪnˈkriːs; ɪnˈsʌlt; əbˈʤekt; əbˈzɜːv; to present; to proceed; to produce; to progress; to protest; to rebel; prɪˈzent; prəˈsiːd; prəˈdjuːs; prəʊˈgres; prəˈtest; rɪˈbel; to rebound; to record; to subject; to survey; to subtract; to suspect; etc. … rq)baxnd; rɪˈkɔːd; səbˈʤekt; sɜːˈveɪ; səbˈtrækt; səsˈpekt  corresponding nouns: /10/  an addict; an absence; an annex; content; a contrast; a concord; a concert; ən ˈædɪkt; ən ˈæbsəns; ən ˈæneks; ˈkɒntent; ə ˈkɒntrɑːst; ə ˈkɒŋkɔːd; ə ˈkɒnsə(ː)t; a conflict; a contract; a convert; a convict; a digest; a desert; discourse; ə ˈkɒnflɪkt; ə ˈkɒntrækt; ə ˈkɒnvɜːt; ə ˈkɒnvɪkt; ə ˈdaɪʤest; ə ˈdezət; ˈdɪskɔːs; a discount; an escort; an exploit, an export; an extract; an import; əˈdɪskaʊnt; ən ˈeskɔːt; ən ˈeksplɔɪt, ən ˈekspɔːt; ən ˈekstrækt; ən ˈɪmpɔːt; an increase; an insult; a present; a proceed; a produce; progress; a protest; ən ˈɪnkriːs; ən ˈɪnsʌlt; ə ˈpreznt; ə ˈprəʊsiːd; ə ˈprɒdjuːs; ˈprəʊgrəs; ə ˈprəʊtest; a rebel; a rebound, a record; a subject; a survey; a suspect; a substance, ə ˈrebl; )rqbaxnd; ə ˈrekɔːd; ə ˈsʌbʤɪkt; ə ˈsɜːveɪ; ə ˈsʌspekt; ə ˈsʌbstəns etc…. c- strong prefixes (contrastive value): /21/  submerge, subdue, submit, misfire, miscount, mistrust, undo etc… 3- Irregular di-syllabics (all syntactic categories) (list in M. Ginesy, Exercices de Phonétique Anglaise, Nathan Université, 1989, p.122-123 cf. appendix to this booklet): a- Irregularly accented nouns with weak prefixes (no stress shift, identical pattern to that of corresponding verbs): /01/  abuse, abysm, abyss, accord, account, address, advance, advice, affair, amend, əˈbjuːs, əˈbɪzm, əˈbɪs, əˈkɔːd, əˈkaʊnt, əˈdres, ədˈvɑːns, ədˈvaɪs, əˈfeə, əˈmend, amount, appeal, approach, array, arrest, applause, artiste, ascent, assent, attack, əˈmaʊnt, əˈpiːl, əˈprəʊʧ, əˈreɪ, əˈrest, əˈplɔːz, ɑːˈtiːst,əˈsent, əˈsent, əˈtæk, aside, attaint, attempt, avail, award, behalf, belief, collapse, commode, complaint, əˈsaɪd, əˈteɪnt, əˈtempt, əˈveɪl, əˈwɔːd, bɪˈhɑːf, bɪˈliːf, kəˈlæps, kəˈməʊd, kəmˈpleɪnt conceit, constraint, contempt, control, deceit, defence, degree, descent, desert kənˈsiːt, kənˈstreɪnt, kənˈtempt, kənˈtrəʊl, dɪˈsiːt, dɪˈfens, dɪˈgriː, dɪˈsent, dɪˈzɜːt (=merit), dessert, device, disease, distaste, ellipse, esquire, estate, event, exam, dɪˈzɜːt, dɪˈvaɪs, dɪˈziːz, ˌdɪsˈteɪst, ɪˈlɪps, ɪsˈkwaɪə, ɪsˈteɪt, ɪˈvent, ɪgˈzæm, excuse, exergue, expanse, extent, extreme, etc… (see M. Ginesy, p.122-123 for ɪksˈkjuːs, ekˈsɜːg, ɪksˈpæns, ɪksˈtent, ɪksˈtriːm, further examples (cf. appendix to this booklet)) b- Irregularly accented prefixed verbs (weak and strong prefixes): /10/  combat, comfort, comment, compass, contact, convoy, detail, distance, exile, ˈkɒmbæt,ˈkʌmfət, ˈkɒment, ˈkʌmpəs, ˈkɒntækt, ˈkɒnvɔɪ, ˈdiːteɪl, ˈdɪstəns, ˈeksaɪl, filtrate, forecast, forfeit, issue, mandate, offset, outfit, outlaw, outline, outrage, ˈfɪltrɪt, ˈfɔːkɑːst, ˈfɔːfɪt, ˈɪʃuː, ˈmændeɪt, ˈɒfset, ˈaʊtfɪt, ˈaʊtlɔː, ˈaʊtlaɪn, ˈaʊtreɪʤ pirate, preface, profile, profit, programme, promise, rescue, revel, surface, surfeit, ˈpaɪərɪt, ˈprefɪs, ˈprəʊfaɪl, ˈprɒfɪt, ˈprəʊgræm, ˈprɒmɪs, ˈreskjuː, ˈrevl, ˈsɜːfɪs, ˈsɜːfɪt, traverse, trespass. ˈtrævə(ː)s, ˈtrespəs.  B- ACCENTUATION: WORDS WITH MORE THAN TWO SYLLABLES: What kind of ending does the word have? Strong, weak or diphthongized? Does it have a prefix? Is it a strong or weak prefix? 1- strong endings:  the stress falls on the syllable that precedes the strong ending: (i, e, u)+Vowel (-ia, -ial, -ian, -iar, -eon, -eous, -ual, -uan, -ient, -iency, -ious, -uous, -ion, -ium, -ior, -ity ) : Spontaneous, Extraneous, chameleon, residual, tutorial, librarian, plutonium, spɒnˈteɪniəs, ɪkˈstreɪniəs, kəˈmiːliən, rɪˈzɪdjʊəl, tju(ː)ˈtɜːrɪəl, laɪˈbreərɪən, pluːˈtəʊnjəm, expedient, fallacious, mysterious, suspicious, ingenuous, Strenuous, contiguous, ɪkˈspiːdiənt, fəˈleɪʃəs, mɪsˈtɪərɪəs, səsˈpɪʃəs, ɪnˈʤenjʊəs, ˈstrenjʊəs, kənˈtɪgjʊəs, continuous, deciduous, voluptuous, habitual, Gargantuan = /10/ kənˈtɪnjʊəs, dɪˈsɪdjʊəs, vəˈlʌptjʊəs, həˈbɪtjʊəl, gɑːˈgæntjʊən information, intuition; intellectual, individual, sophistication, annihilation, ˌɪnfəˈmeɪʃən, ˌɪntju(ː)ˈɪʃən; ˌɪntɪˈlektjʊəl, ˌɪndɪˈvɪdjʊəl, səˌfɪstɪˈkeɪʃən, əˌnaɪəˈleɪʃən, trepidation; orthopaedic, scientific, antiquarian, autocratic = /2010/ ˌtrepɪˈdeɪʃən; ˌɔːθəʊˈpiːdɪk, ˌsaɪənˈtɪfɪk, ˌæntɪˈkweərɪən, ˌɔːtəʊˈkrætɪk implementation, ornamentation, argumentation = /20010/ ˌɪmplɪmenˈteɪʃən, ˌɔːnəmenˈteɪʃən, ˌɑːgjʊmenˈteɪʃən -ic (N + Adj.) : fanatic, hysteric, romantic, elliptic, pathetic = /10/ fəˈnætɪk, hɪsˈterɪk, rəʊˈmæntɪk, ɪˈlɪptɪk, pəˈθetɪk apostolic, realistic, illusionistic, alcoholic = /2010/ ˌæpəsˈtɒlɪk, rɪəˈlɪstɪk, ɪˌluːʒəˈnɪstɪk, ˌælkəˈhɒlɪk (NB: -al is a weak ending that does not change the pattern when added to words with strong endings : elliptical, hysterical) ɪˈlɪptɪkəl, hɪsˈterɪkəl Irregular: Catholic = /100/ ˈkæθəlɪk -ish : outlandish, establish, relinquish, accomplish, admonish = /10/ aʊtˈlændɪʃ, ɪsˈtæblɪʃ, rɪˈlɪŋkwɪʃ, əˈkɒmplɪʃ, ədˈmɒnɪʃ Juxtaposed strong endings: -icity / -icality (-ic+-ity); -iority (-ior+-ity); -ication (-ic+-ion) => main accent automatically attracted to the syllable preceding the second ending: Specificity, electricity, inferiority, superiority, topicality, interiority, logicality = /20100/ ˌspesəˈfɪsɪti, ˌɪlekˈtrɪsɪti, ɪnˌfɪərɪˈɒrɪti, sju(ː)ˌpɪərɪˈɒrɪti, ˌˌtɒpɪˈkælɪti, (qntqrq)orqti, (lodGq(kAlqti Electrification = /20010/ ɪˌlektrɪfɪˈkeɪʃən 2- diphthongized endings: -ate, -ify, -efy, -ise/-ize.  stress on the antepenultimate syllable: quantify, formulate, infuriate, organize, excoriate, amputate, rarefy, eliminate, ˈkwɒntɪfaɪ, ˈfɔːmjʊleɪt, ɪnˈfjʊərɪeɪt, ˈɔːgənaɪz, eksˈkɔːrɪeɪt, ˈæmpjʊteɪt, ˈreərɪfaɪ, ɪˈlɪmɪneɪt, alleviate, depreciate, deprecate, inebriate, anticipate, reify, deify, putrefy, əˈliːvɪeɪt, dɪˈpriːʃɪeɪt, ˈdeprɪkeɪt, ɪˈniːbrɪɪt, ænˈtɪsɪpeɪt, ˈriːɪfaɪ, ˈdiːɪfaɪ, ˈpjuːtrɪfaɪ, qualify, amplify, electrify, edify, personify, exemplify, relegate, delegate; ˈkwɒlɪfaɪ, ˈæmplɪfaɪ, ɪˈlektrɪfaɪ, ˈedɪfaɪ, pɜːˈsɒnɪfaɪ, ɪgˈzemplɪfaɪ, ˈrelɪgeɪt, ˈdelɪgɪt; recognize… ˈrekəgnaɪz (NB:-ise, -ize can be neutral endings too: cf: categorize, allegorize, animalize) ˈkætɪgəraɪz, ˈælɪgəraɪz,)AnqmFlaqz 3- verbs with one or several prefixes the first syllable of the radical (=root) is stressed : to admonish, to enrapture, to remember, to miscalculate, to mispronounce, ədˈmɒnɪʃ, ɪnˈræpʧə, rɪˈmembə, ˌmɪsˈkælkjʊleɪt, ˌmɪsprəˈnaʊns, to misunderstand, to disinherit, to disinfect, to circumvent, to expropriate, ˌmɪsʌndəˈstænd, ˌdɪsɪnˈherɪt, ˌdɪsɪnˈfekt, ˌsɜːkəmˈvent, eksˈprəʊprɪeɪt, to undergo, to underfill, to predestine … ˌʌndəˈgəʊ, (yndF)fql, ‘pri(ː)ˈdestɪn (NB: the stress remains placed on the antepenultimate syllable for prefixed verbs with diphthongized endings -ate, -ify, -efy, -ise/-ize  anticipate, recognize, relegate, delegate; procreate; defecate; demarcate; ænˈtɪsɪpeɪt, ˈrɛkəgnaɪz, ˈrɛlɪgeɪt, ˈdɛlɪgɪt; ˈprəʊkrɪeɪt; ˈdɛfɪkeɪt; ˈdiːmɑːkeɪt; deprecate; consternate …) ˈdɛprɪkeɪt; )konstFneqt 4- Weak ending nouns and adjectives (weak endings: -age, -ance, -ancy, -ence, -ency, -esy, -ecy, -acy, -ive, -dom, -hood, -ism, -ment, -man, -ness, -able, -ible, -ful, -ish, -less, -ous.  the radical of the nouns and adjectives with such weak endings retains the main accent. Secrecy, energy, reality, beverage, constancy, diligence, currency, prophecy, ˈsiːkrɪsi, ˈɛnəʤi, ri(ː)ˈælɪti, ˈbɛvərɪʤ, ˈkɒnstənsi, ˈdɪlɪʤəns, ˈkʌrənsi, ˈprɒfɪsi, accuracy, Englishman, politeness, miserable, infallible, beautiful, yellowish, ˈækjʊrəsi, ˈɪŋglɪʃmən, pəˈlaɪtnɪs, ˈmɪzərəbl, ɪnˈfæləbl, ˈbjuːtəfʊl, ˈjɛləʊɪʃ, contemptible, edible, readable, unthinkable … kənˈtɛmptəbl, ˈɛdɪbl, ˈriːdəbl, ʌnˈθɪŋkəbl  BBC LEARNING ENGLISH - PRONUNCIATION TIPS: LESSON PLAN FOR SEMESTER 1. Find all the pronunciation tips videos (The sounds of English & Tim’s pronunciation workshops) at: http://www.bbc.co.uk/learningenglish/english/features/pronunciation/introduction If you follow this schedule, it should take you less than 30 minutes on the first two weeks and then roughly 10 minutes each week: Week 1 a-Introduction to the sounds of English b- The sounds of English: Long and short vowels F E: e q i: a: A o c: y x u: Week 2 a- The sounds of English: voiced consonants: C G dG + voiceless consonants: D B H h tH b- The sounds of English: diphthongs: Fx ax cq eq eF aq xF qF Week 3 Tim’s pronunciation workshops: 75 summary 51 Schwa 71 contracted have Week 4 Tim’s pronunciation workshops: 65 been 61 can 53 assimilation /np/ Week 5 Tim’s pronunciation workshops: 63 The 46 assimilation /tp/ 47 Twinning or “gemination” Week 6 Tim’s pronunciation workshops: 46 linking /r/ 49 elision of /t/ 50 intrusive /r/ Week 7 Tim’s pronunciation workshops: 52 linking /w/ 54 elision of /d/ 55 assimilation of /nd/ Week 8 Tim’s pronunciation workshops: 56 Have to 57 And 58 was and were Week 9 Tim’s pronunciation workshops: 59 consonant-vowel linking 60 assimilation /dg/ 62 plosives Week 10 Tim’s pronunciation workshops: 64 Linking /j/ 66 assimilation of /s/ Week 11 Tim’s pronunciation workshops: 67 From 69 Would you … 70 Assimilation /db/ Week 12 Tim’s pronunciation workshops: 72 Elision of /h / 73 assimilation /tk/ 74 assimilation /tj/ Good luck and take care! 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