Claudia Cárdenas

Connected Speech

http://davidbrett.uniss.it/phonology/aspects_of_connected_speech_inde.htm

http://www.youtube.com/watch?v=RekeWP2W0P4

“analysis of the continuous chains in normal spoken language and conversation as compared with the typical linguistic analysis of individual phonemes analyzed in isolation”Brown and Kondo-Brown (2006a)

CONNECTED SPEECH

Aspect of connected speech

• Weak forms are pronounced more quickly and at lower

volume in comparison to the stressed syllables.

went         hotel        booked   room       two nights          

father          best   friend.

I went to the hotel and booked a room for two nights for my

father and his best friend.

Aspect of connected speech• Weak forms are pronounced more quickly and at lower volume in comparison to

the stressed syllables.

went         hotel        booked   room       two nights          father          best   friend.

I went to the hotel and booked a room for two nights 

for my father and his best friend.

/aɪ ˈwent tə ðə həʊ ˈtel ən ˈbʊkt ə ˈru:m fə ˈtu: ˈnaɪts fə

maɪ ˈfɑ:ðər ən hɪz ˈbest ˈfrend/

Find the reduced forms of the words.

1. It's for you.

2. It takes a lot of time.

3. How about a cup of tea.

4. What are you doing tonight?

5. What time will you arrive at Victoria?

6. I was going to tell you.

7. The leisure center is closed for a private function.

8. The airport is not far from the capital city.

9. The book is about pronunciation.

10. We need more financial support.

11. You need to pay attention all the time.

12. It is a very thorough report.

Assimilation

• How sounds modify each other when they meet

BEFORE A VELAR

Phoneme Realised as Example

/n/ /Ŋ/ ˈten ˈkæts

/d/ /g/ | ˈɡʊd ˈɡɝːl

/t/ /k/ ðət ˈkɪd |

Yod Coalescence

Identify rules of assimilation • He’s a rather fat boy.

• He’s a very good boy.

• Can you see that girl over there?

• She’s a very good girl.

• Would you like a cup of tea?

• He’s bringing his own car.

• I really love this shiny one over here.

• We found this little cheese shop in

Paris.

• You went to France last year, didn’t

you?

• t and d when appear in consonant clusters

– We arrived the next day

– When we reached Paris we stopped for lunch

• Complex consonant clusters

– She acts like she owns the place

– George the Sixth’s throne

• Shwa can disappear in unstressed syllables

– I think we should call the police

– That’s an interesting idea

ELISION

1) Alveolar consonants /t/ and /d/ when ‘sandwiched’ between two consonants (CONS – t/d – CONS), e.g.

LINKING AND INTRUSION

• When two vowels meet, speakers link them in various ways

(1) Type 1 – Consonant-to-Vowel Linking: an͜� error; is͜� awes͜ome; give� in͜ (2) Type 2 – Consonant-to-Same-Consonant Linking: s͜ome� mus͜ic; Sue’s͜� s͜n͜ake; (3) Type 3 – Consonant-Stop-to-Other-Consonant-Stop Linking: en͜thus͜ias͜tic� dad; adep͜� t (4) Type 4 – Consonant-to-Similar-Consonant1(5) Type 5 – Vowel-to-Vowel Linking: s͜o� excitin͜g; di� agon͜al; go� in͜; p͜lay͜� out

LINKING TYPES

Linking sounds

• Consonant to vowel linking – when the first word ends with a consonant sound and the second word begins with a vowel sound. E.g. Fried egg / a box oveggs / cupov tea /doyer? We change the sounds to make it flow!

• Vowel to vowel linking –when the first word ends in a vowel and the next words begins with a vowel sound. We add a ‘w’ or ‘y’ sound.E.g.’ go in’ / say it/do it/two eggs/ hiya! / cudyer?

• Consonant to consonant linking – when the first word ends in a consonant and the next one begins with a consonant sound. We don’t hear both separately, we just hear one. E.g. We only hear one /t/ E.g. A bit tired /lot to do

Speakers with non-rothic accents will introduce /r/ to ease the transition.

• Intrusive

– Princess Diana was a victim of media explotation

– The media are to blame

– It’s a question of law and order

– I saw it happen

Linking /j/ and /w/

• I agree, wholeheartedly

• I think, therefore I am

I am, therefore I ought to be

• Go on! Go in!

• Are you inside?

• Who is that?

• You are

Juncture• I scream Ice cream

• The clock keeps ticking

• The kids keep sticking things on the wall

• That’s my train

• It might rain

• Can I have some more ice?

• Can I have some more rice?

Contractions

• Two words combine to the extent they become one word

– I’m

– Can’t

– Would’ve

– Could’ve

/'fæməli 'pɔ:trɪt/

/'mɑ:mə pli:z stɑ:p 'kraɪŋ, aɪ 'kæn nɒt stænd ðə saʊnd/

/jʊr peɪn ɪz 'peɪnfəl ænd ɪts tɪərɪŋ mi: daʊn/

/aɪ hɪər glæsɪz breɪkɪŋ əz aɪ sɪt ʌp ɪn maɪ bed/

/aɪ tould dæd ju: did nɒt mi:n those 'nɑ:sti θɪŋz ju: sed/

/ju: faɪt ə'baʊt 'mʌni , ə'baʊt mi: ænd maɪ brʌðər/

/ænd ðɪs aɪ kʌm həʊm tu: ðɪs ɪz maɪ ʃeltər/

/ɪt eɪn't i:zi grəʊɪŋ ʌp ɪn wɜ:ld wɔ:r θri: 'nevər nəʊɪɳ wɒt lʌv kʊd bi: ju:l si:/

/aɪ dount wɒnt lʌv tu: dɪ'strɔɪ mi: laɪk ɪt hæz dʌn maɪ 'fæməli/

/kæn wi: wɜ:rk ɪt aʊt kæn wi: bi: ə 'fæməli /

/aɪ prɑ:məs aɪl bi: betər, 'mɑ:mi aɪl du: 'eniθɪŋ /

/kæn wi: wɜ:rk ɪt aʊt kæn wi: bi: ə 'fæməli /

/aɪ prɑ:məs aɪl bi: betər, dædɪ pli:z dəʊnt li:v /