1. Read and transcribe the following sentences. Draw on the staves the correct variant of the tonogram for each sentence.

2. Choose the correct variant of the tonogram, which corresponds to the tonetic stress marks suggested in the sentence.

3. Read, transcribe and intone the following sentences. Put necessary tonetic stress marks in each sentence to show the type of scales suggested in brackets.

1. I think you'll change your opinion now (Descending Falling).

2. Then I think I'll tell you about us (Gradually Ascending).

3. It takes four persons to keep the cost of this place (Descending Stepping Broken).

4. Leave your things right here in the hall (Ascending Sliding).

5. Bill left an envelope on the table in the hall (DescendingScandent).

6. He turned and rang the doorbell (Mid Level).

7. I'm writing this at the end of my first day of teaching (Descending Stepping).

8. The second grade was no better than the first (Ascending Scandent).

9. You seem to have done better with your education (Descending Sliding).

10. Jim and I met Christmas with mixed feeling (Low Level).

4. Transcribe and intone the following sentences using all types of the Descending Scales. Be sure to take a new nuclear tone for each sentence.

1. Pound for pound, hamburgers cost more than new cars.

2. He has achieved success who has lived well, laughed often, and loved much.

3. A good laugh is sunshine in a house.

4. Western society is built on overwork during the week and over-consumption at weekends.

5. Privacy is something that's easy to sell but impossible to buy back.

6. Nothing has really happened until it has been described.

5. Transcribe and intone the following sentences using all types of the Ascending Scales. Be sure to take a new nuclear tone for each sentence.

1. You have to know how to accept rejection and how reject acceptance.

2. The absence of alternatives clears the mind marvelously.

3. About half of British households do not have a dining table.

6. Transcribe and intone the following sentences using all types of the Level Scales. Be sure to take a new nuclear tone for each sentence.

1. The art of teaching is the art of assisting discovery.

2. The object of teaching a child is to enable him to get along without his teacher.

3. The true teacher defends his pupils against his own personal influence.

Module 6 phonostylistics as the branch of linguistics

Theoretical Material

Phonostylistics came into existence as an attempt to bridge the gap between linguistic and extra-linguistic factors in analysing stylistic differentiation of oral texts.

Phonostylistics is not just a new brand of Linguistics. It’s a whole different way of looking at phonetic phenomena. It’s a way of doing phonetic science which includes various linguistic factors, which are those features of utterance which are most describable in terms of phonemic distinctions, syllables, stresses, nuclear tone type, intonation group and its boundaries, pause, etc. To the extra-linguistic factors one may refer social background of the speakers, their voice quality, sex and age, different situational factors.

As the term suggests, Phonostylistics investigates peculiarities of the speech organization from stylistical point of view. It’s closely tied to Phonetics, Phonology, Stylistics, Grammar, as well as Sociolinguistics and Dialectology. Some modern linguists give Phonostylistics an independent status but at present day its contours haven’t been more or less definitely outlined.

Among the issues that Phonostylistics deals with are:

1. phonetic norm and deviation.

Norm is the invariant of the phonetic patterns circulating in active language at a given period of time. Deviations may be great but they never exceed the boundaries set by the invariant, otherwise it may lead to a strong foreign accent.

2. phonetic synonyms.

They include:

• utterance variations, conditioned by extra-linguistic factors: “gonna – going to”, “lemme – let me”;

variants of words, differing in accent placement:

/'kPndəkt/–/kən'dAkt/

/'ImpLt/–/Im'pLt/;

3. sound symbolism.

It’s based on the assumption that separate sounds can evoke certain emotions, for example, the English sound /u:/ conveys sorrow, while /i:/ produces the feeling of joy. Sound symbolism also manifests itself in a combination of sounds produced by people, things or animals. It should be noted that members of different language communities may imitate these sounds differently according to phonological system of their language:

Ukrainian	English	Spanish
Гав-гав	Bow-bow	Guau-guau
Ку-ку-рі-ку	Cock-a-doodle-do	quiquiriqui

Summing up, we should bear in our mind that Phonostylistics deals with the number of correlated issues, among which the most important one is the study of phonetic (or functional) styles, which is being considered in the next chapter.