- •Questions and tasks
- •8. Link [ r ] to a following vowel. Mark the links.
- •STRONG AND WEAK FORMS
- •Strong forms
- •ARTICULATORY PECULIARITIES OF ENGLISH CONSONANTS
- •ASSIMILATION
- •Degrees of Assimilation
- •Direction of Assimilation
- •At word boundaries the sonorants [l, r, w] are slightly devoiced if the words form a phrase, e.g. at rest.
- •Questions and tasks
- •6) trace, track, trade, traffic, tragedy, train, traitor, tram, trample,
- •transit, transitive, try, tremble
- •15. Classify these word combinations according to the type of consonant modification :
- •INTONATION
- •Questions and tasks
- •SENTENCE - STRESS
- •INTONATION OF QUESTIONS
- •SEQUENCE OF TONES IN ALTERNATIVE QUESTIONS
- •SEQUENCE OF TONES lN DISJUNCTIVE QUESTIONS
- •INTONATION OF IMPERATIVES
- •INTONATION OF EXCLAMATIONS
- •INTONATION OF GRATITUDES ("THANK YOU")
- •INTONATION OF ADVERBIALS
- •INTONATION OF ENUMERATION
- •INTONATION OF APPOSITION
- •INTONATION OF DIRECT ADDRESS
- •Direct address at the Beginning of the Sentence
- •INTONATION OF PARENTHESES
- •Parentheses at the Beginning of the Sentence
- •INTONATION OF COMPOUND SENTENCES
- •The author's words which follow the direct speech are usually pronounced as an unstressed or half-stressed tail of the preceding intonation group.
- •Author's Words Preceding Direct Speech
- •SECTION III (RECORDED MATERIAL)
- •ORAL INTRODUCTORY COURSE
- •A PRETTY GAME
- •The sun and rain in fickle weather
- •And each in turn would try to chase
- •AUTUMN
- •BIRCH TREES
- •THE WILLOWS
- •WHEN THE LAMP IS SHATTERED
- •I LOVED YOU
- •THE ARROW AND THE SONG
- •H.W. Longfellow
- •1. ASKING THE WAY
- •12. IN A RESTAURANT
- •TONE-GROUP 1
- •Attitudes:
- •Pattern 2. LOW FALL + TAIL
- •Exercises
- •Pattern 1. STEPPING HEAD + LOW FALL + TAIL
- •TONE GROUP 3
- •Pattern 1. HIGH FALL (+ tail)
- •Statements:
- •Pattern 3. LOW HEAD + HIGH FALL
- •TONE GROUP 4
- •Pattern 1. STEPPING HEAD + HIGH FALL
- •Pattern 3. HIGH PRE-HEAD + HIGH FALL
- •EXERCISES
- •1.Read the following conversational situations using Tone-group 7. Concentrate your attention on the intonation of the replies.
- •ENGLISH LINGUAPHONE COURSE
- •OUR SITTING-ROOM
- •THE BROWNS' DINING-ROOM
- •SEASONS AND WEATHER
- •ENGLISH INTERMEDIATE COURSE
- •AFTER THE EXAMS
- •LINGUISTIC TALENT
- •CAREER PROSPECTS
- •THE WEATHER FORECAST
- •SUPPLEMENT 1
- •SOME NOTES WHICH ARE IMPORTANT FOR
- •THE PHONETIC ANALYSIS
- •Supplement 2
- •SOME MATERIAL TO PRACTISE PHONETIC ANALYSIS
- •Supplement 3
- •II. MATERIAL TO BE LEARNED BY HEART
- •II. MATERIAL TO BE LEARNED BY HEART
- •English Intermediate Course (EIC) Lessons 5, 6, 7, 9, 11
ASSIMILATION
The process in which the articulation of one phoneme influences the articulation of a neighbouring phoneme making it similar or even identical to itself is called assimilation.
The phoneme that influences a neighbouring phoneme is called the assimilating phoneme. The phoneme which is under the influence of a neighbouring phoneme is called the assimilated phoneme. In modem English it is mostly consonant phonemes that are affected by assimilation.
Degrees of Assimilation
The process of assimilation has three degrees:
1) |
partial – if the assimilated |
phoneme |
still has some of its main |
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phonemic |
features: |
e.g. twins, place, cry, |
on the ; |
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2) |
complete - when the articulation of the assimilated phoneme fully coincides |
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with the assimilating one: |
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e.g. |
horse-shoe [hLSu:]; |
does she [ dAS SI] |
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3) |
intermediate - when the assimilated consonant phoneme changes into a |
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different phoneme which does not coincide with the assimilating one: |
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e.g. goose + berry = gooseberry; news + paper = newspaper. |
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[gu:s] |
[gu:zberI]; |
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Direction of Assimilation
According to the direction assimilation may be:
a) progressive - when the assimilated phoneme is influenced by the preceding phoneme:
e.g. crime, speak;
b) regressive – if the assimilated phoneme is influenced by the consonant following it:
e.g. Is this the way?
c) reciprocal , or double - when the phonemes influence each other: e.g. a quiet twilight.
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