![ Nouns ending in
[-ian] phonetician /fəʊnɪˈtɪʃən /
[-ion] discussion /dɪsˈkʌʃən /
[-tion] description /dɪsˈkrɪpʃən /
[-ity] reality /ri(ː)ˈælɪti/
Are accented on the syllable
preceding the suffix](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-30-320.jpg)
![Verbs ending in
[-ify] identify /aɪˈdɛntɪfaɪ/
[-ish] relinquish /rɪˈlɪŋkwɪʃ /
Are accented on the syllable
preceding the suffix](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-31-320.jpg)
![Adjectives ending in
[-ic] histor ic /hɪsˈtɒrɪk/
[-ical] history ical / hɪsˈtɒrɪkəl /
[[e)ous] courag eous / mysteri ous /kəˈreɪʤəs/ /mɪsˈtɪərɪəs /
[-cious] suspi cious / səsˈpɪʃəs /
Are accented on the syllable
preceding the suffix](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-32-320.jpg)
![Adjectives ending in
[-ive] explosive /ɪksˈpləʊsɪv/
[-tive] protective /prəˈtɛktɪv /
[-ible] terrible /ˈtɛrəbl/
[-igible] negligible /`nɛglɪʤəbl/
Are accented on the syllable
preceding the suffix](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-33-320.jpg)
![Verbs of two syllables ending in [-ate]
Are accented on the final syllable (on the suffix itself),
E.g. translate /trænsˈleɪt/
If there is an antepenultimate syllable (3 syllable words)
Then Accent the antepenultimate one
E.g. dominate /ˈdɒmɪneɪt/](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-35-320.jpg)
![Nouns ending in
[-ation] civilization
[ition] composition
Are accented on
the first syllable of the suffix
(i.e. penultimate syllable of the word)](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-36-320.jpg)
![Weak vowels
(i) cont.
3- in the suffixes spelt as [-iate] and [-ious]
e.g. Appreciate /əˈpriːʃ i eɪt/ - hilarious /hɪˈle r i əs/
4- in he – she – me – we – be
when unstressed](https://image.slidesharecdn.com/suprasegmentalphonologyrevision-180130093004/85/Suprasegmental-phonology-revision-50-320.jpg)
Suprasegmental phonology (revision)
- 2. suprasegmental The term suprasegmental was invented to refer to aspects of sound such as intonation that did not seem to be properties of individual segments (i.e. the vowels and consonants of which speech is composed). The term has tended to be used predominantly by American writers, and much British work has preferred to use the term prosodic instead. There has never been full agreement about how many suprasegmental features are to be found in speech, but pitch, loudness, tempo, rhythm and stress are the most commonly mentioned ones.
- 3. What is a syllable?
- 4. syllable A unit of sound that contains a vowel and may or may not contain a consonant All words are made up of one or more syllables and every syllable contains a vowel A unit of pronunciation typically larger than a single sound and smaller than a word (Crystal, 2008) Syllabification is the term which refers to the division of a word into syllables;
- 6. Activity Divided into four teams, find out the onset, nucleus, coda and rhyme in these coming words after where each team will focus on one element of the four 1- transcribing them 2- dividing them into syllables behind, palm, perhaps, rehearse, anyhow
- 7. Rhythm a string of words that makes up a pattern of accented and unaccented syllables.
- 8. Accented/stressed syllable A syllable which is more noticeable than the others. It is made more noticeable because of …what?
- 9. stress Articulation is accompanied with greater breath effort and muscular energy
- 11. Can stress change the meaning of a words.
- 12. prominence Experiments have shown that prominence is associated with greater length, greater loudness, pitch prominence (i.e. having a pitch level or movement that makes a syllable stand out from its context) and with “full” vowels and diphthongs (whereas the vowels ə “schwa”, i, u and syllabic consonants are only found in unstressed syllables). Despite the complexity of this set of interrelated factors, it seems that the listener simply hears syllables as more prominent or less prominent. Why do we use prominence? (Roach, 2009)
- 13. Why do we use prominence To draw attention to some words while we speak
- 14. What do you think tone languages are?
- 15. True or false! All syllables are stressed or accented. Some of the unstressed syllables are prominent. All prominent syllables must be stressed in the first place. Rhythm is made up of a pattern of accented syllables. Stress can never change word category.
- 16. Discuss the following in your groups What is tone? Is there a difference between tone and intonation? Can tone affect the meaning of a word?
- 17. Tone The upward or downward movement of the voice. The movement of voice from one pitch to another Although this word has a very wide range of meanings and uses in ordinary language, its meaning in phonetics and phonology is quite restricted: it refers to an identifiable movement or level of pitch that is used in a linguistically contrastive way.
- 18. Tone languages In many languages, the tone carried by a word is an essential feature of the meaning of that word (lexical tone), e.g. in Beijing Mandarin Chinese the word ma when pronounced in a level tone means ‘mother’, and in a falling-rising tone means ‘horse’ – two out of four possible tone contrasts in that language. Such languages, where word meanings or grammatical categories (such as tense) are dependent on pitch level, are known as tone languages.
- 19. Tone unit Can be a whole sentence or part of sentence A sequence of syllables one or more of which is prominent , The last prominent syllable in the tone unit is called the tonic syllable WHAT’s the TIME?
- 20. Intonation ‘intonation’ refers simply to the variations in the pitch of a speaker’s voice used to convey or alter meaning, it is the combination of tones (lower to higher, higer to lower pitch It is the music or the tune of the language The systematic use of patterns of pitch movement to reinforce and add the grammar and meaning of an utterance
- 21. Tone unit Is a sequence of syllables one or more of which is prominent, the last prominent syllable is the tonic syllable
- 22. Tonic syllable The prominent syllable where the tone change begins Falling/rising Falling-rising/rising-falling Level
- 23. Falling tone or informative tone It draws attention to information typically new or important , definite inf. Ex: The war is over – time is up Frequently used in wh-questions, which ask for inf. Ex: where are you going? Exclamations Ex: What a nice surprise! Commands Ex: Give me your phone number Confirmatory tag questions ( I am relatively sure o what I am saying) Ex: Mona is coming, isn’t she?
- 24. Rising tone Yes/no questions – questions in the form of statements – requests so it indicates incompleteness, expects a response or some additional utterance Ex: Employed? EX: Have you ever travelled ABROAD? Express surprise EX: You DON’T? Listing (one/two…) Steep rise to show special interest or surprise …ARE you? To a friend. Shallow rise to show ordinary polite interest … ARE you? To a teacher.
- 25. Falling rising tone (wave intonation) It begins high at the tonic syllable, then falls then rises again. It uses a fall followed by a rise.
- 26. Usage Suggesting possibilities or contrasts.(i.e expect a but) or giving uncertain or indefinite information Ex: It refers to information already known When answering a full answer, and mentioning the repeated part in the question. Ex: When are you having lunch? I am having lunch at 5
- 27. Word Accent (1) Nouns of two or three syllables are usually accented on the ........... 1st Syllable e.g. -ˈhɒspɪtl (3 syllables) - ˈgræmə (2 syllables) - Excep. -rɪˈvɪʒən - pəˈliːs
- 28. Verbs of two syllables are usually accented on the ........... 2nd Syllable e.g. əkˈsɛpt - rɪˈplaɪ - əˈdæpt Excep. ˈhɛzɪteɪt
- 29. Words of three syllables are rarely accented on the ........... 3rd syllable
- 30. Nouns ending in [-ian] phonetician /fəʊnɪˈtɪʃən / [-ion] discussion /dɪsˈkʌʃən / [-tion] description /dɪsˈkrɪpʃən / [-ity] reality /ri(ː)ˈælɪti/ Are accented on the syllable preceding the suffix
- 31. Verbs ending in [-ify] identify /aɪˈdɛntɪfaɪ/ [-ish] relinquish /rɪˈlɪŋkwɪʃ / Are accented on the syllable preceding the suffix
- 32. Adjectives ending in [-ic] histor ic /hɪsˈtɒrɪk/ [-ical] history ical / hɪsˈtɒrɪkəl / [[e)ous] courag eous / mysteri ous /kəˈreɪʤəs/ /mɪsˈtɪərɪəs / [-cious] suspi cious / səsˈpɪʃəs / Are accented on the syllable preceding the suffix
- 33. Adjectives ending in [-ive] explosive /ɪksˈpləʊsɪv/ [-tive] protective /prəˈtɛktɪv / [-ible] terrible /ˈtɛrəbl/ [-igible] negligible /`nɛglɪʤəbl/ Are accented on the syllable preceding the suffix
- 34. Un i ver si ty /ˌjuː nɪˈ vɜː s ɪ ti -ity=/ɪ ti/ Ty /ti/ ultimate Si /si/ penultimate Ver /vɜː/ antepenultimate Stress here falls on the syllable ..............the suffix. perceding
- 35. Verbs of two syllables ending in [-ate] Are accented on the final syllable (on the suffix itself), E.g. translate /trænsˈleɪt/ If there is an antepenultimate syllable (3 syllable words) Then Accent the antepenultimate one E.g. dominate /ˈdɒmɪneɪt/
- 36. Nouns ending in [-ation] civilization [ition] composition Are accented on the first syllable of the suffix (i.e. penultimate syllable of the word)
- 39. System Fame outrage problem Music sɪstɪˈmætɪk ˈfeɪməs aʊtˈreɪʤəs ˌprɒblɪˈmætɪk ˈmjuːzɪkəl Ex. 10
- 42. Do all suffixes affect word stress??!! No, actually most suffixes do not affect the original stress placement, it thus remains the same as on the word-root.
- 43. 1- Suffixes such as: -ly -ish -ness -less -ment -er- -ier -ing-ed-s -en -ise – ize -some -like Gentle gently self selfish selfishness Colour colourless Commence commencement Sterilize sterilizer play playing played plays soft soften Familiar familiarise Burden burdensome business businesslike ˈʤɛntl ˈʤɛntli sɛlf ˈsɛlfɪʃ ˈsɛlfɪʃnɪs ˈkʌləlɪs ˈkʌləlɪs kəˈmɛns kəˈmɛnsmənt ˈstɛrɪlaɪz ˈstɛrɪlaɪzə pleɪ ˈpleɪɪŋ pleɪd pleɪz sɒft ˈsɒfn fəˈmɪliə fəˈmɪliəraɪz ˈbɜːdn ˈbɜːdnsəm ˈbɪznɪs ˈ bɪznɪslaɪk ˈlʊkɪŋ ˌ əʊvəˈlʊkɪŋ
- 44. 2- Prefixes such as: Un- Re- Im- De- Under- il- Dis- Mis- Over- Anti- unwanted antinuclear disagree mispronounce rename untidy overuse extrasensory uncivil informal impossible intermix underrate Overlooking ʌnˈwɒntɪd ˌdɪsəˈgriː ˌmɪsprəˈnaʊns ˌriːˈneɪm ʌnˈtaɪdi əʊvə’ju:z ˌ ˌɛkstrəˈsɛnsəri ʌnˈsɪvl ɪnˈfɔːml ɪmˈpɒsəbl ˌɪntə(ː)ˈmɪks ˌʌndəˈreɪt əʊvəˈlʊkɪŋ ˌæntɪˈklɒkwaɪz
- 45. Prefixes often carry some accents, yet the strong accent is on the root, except in ......... contrastive use Anti- `nuclear `Anti- nuclear
- 46. Practice (p. 20) ( Ex. 11- 12) terror terrify standard standardize apology apologize black blacken hard harden easy easily free freely Ready readily Impossible impossibility wonderful wonderfully ˈtɛrə ˈtɛrɪfaɪ ˈstændəd ˈstændədaɪz əˈpɒləʤi əˈpɒləʤaɪz Blæk ˈblækən Hɑːd ˈhɑːdn ˈiːzi ˈ iːzɪli friː ˈ friːli ˈrɛdi ˈrɛdɪli ɪmˈpɒsəbl ɪmˌpɒsəˈbɪlɪti ˈwʌndəfʊl ˈwʌndəfʊli
- 47. Ex. 13 act actor ækt ˈæktə beg beggar bɛg ˈbɛgə manufacture manufacturer ˌmænjʊˈfækʧə ˌmænjʊˈfækʧərə improve improvement ɪmˈpruːv ɪmˈpruːvmənt measure measurement ˈmɛʒə ˈmɛʒəmənt
- 48. child childlike gold golden wool woolen war warlike hunger hungry equal unequal Responsible irresponsible Friendly unfriendly obedient disobedient patient impatient ʧaɪld ˈʧaɪldlaɪk gəʊld ˈgəʊldən wʊl ˈwʊlən wɔː ˈwɔːlaɪk ˈhʌŋgə ˈhʌŋgri ˈiːkwəl ʌnˈiːkwəl rɪsˈpɒnsəbl ɪrɪsˈpɒnsəbl ˈfrɛndli ʌnˈfrɛndli əˈbiːdiənt ˌ dɪsəˈbiːdiənt ˈpeɪʃənt ɪmˈpeɪʃənt Ex. 14 - 15
- 49. Weak vowels 1-(i) 1- In words ending with /y/ and when these words are attached to vowel-initial suffix E.g. hurry /hʌri/ hurrying /hʌri Iŋ/ Happier /hæpiə/ 2- Unstressed Vowel-ending prefixes when attached to vowel initial stems e.g. react /riækt/
- 50. Weak vowels (i) cont. 3- in the suffixes spelt as [-iate] and [-ious] e.g. Appreciate /əˈpriːʃ i eɪt/ - hilarious /hɪˈle r i əs/ 4- in he – she – me – we – be when unstressed
- 51. Weak vowels 2- /u/ Weak syllables with weak /u/ are not so common However they could be mostly found in words such as You – to - into - do - through - who When they are unstressed and not preceding/coming before a consonant It also occur before another vowel in the same word such as in Evacuation /ɪˌvækjʊˈeɪʃən/
- 52. Syllabic Consonants C + Syllabic consonant
- 53. Syllabic Consonants 1-syllabic l It occurs .............a consonant. (after) The most common places for syllabic l occurrence in a word based on the spelling (C)C + le (s) (middle) or C+ el (panel) The preceding consonant could be ................ alveolar or non-alveolar Ex. Bottle-middle – cattle ( following alveolar C) Trouble-struggle - knuckle (following plosives and velars) The /l/ remains syllabic in such cases even when the word gets attached to a suffix such as (ing) Ex. Struggling- bottling
- 54. 2- Syllabic n Most common after .................... alveolar Plosives & alveolar fricatives E.g. threaten – eaten – syllabic /n/ .............occur after /l/, /t∫/ or /ʤ/ (does not) , e.g /piʤən/ /piʤn/ Syllabic and non-syllabic /n/ (i.e. with a schwa) are both acceptable when the /n/ is preceded by a bilabial e.g. happen or a velar sound, e.g. Thicken Syllabic /n/ is more common when the preceding consonant is a fricative, e.g. seven, heaven
- 55. 3- syllabic /r/ Common in rhotic accents (American) It is less common in BBC English
- 56. (Activity) Listen to the song ( if today was your last day by Nickleback) and find out the following: 1) specify the polysyllabic words mentioned through the song 2) Transcribe these words and determine the stress placement for each word.