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Файл:Теоретическая фонетика английского языка. Курс лекций и практикум. Учебно-методическое пособие
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Every national variety of the language falls into territorial or regional dialects.
Dialects are distinguished from each other by differences in pronunciation, grammar
and vocabulary. When we refer to varieties in pronunciation only, we use the word
“accent”. The social differentiation of language is closely connected with the social
differentiation of society. Every language community, ranging from a small group to a
nation has its own social dialect, and consequently, its own social accent.
The “language situation” may be spoken about in terms of the horizontal and
vertical differentiations of the language, the rst in accordance with the sphere of
social activity, the second – with its situational variability. Situational varieties of the
language are called functional dialects or functional styles and situational pronunciation
varieties – situational accents or phonostyles.
A lingua franca is a language used as a means of communication by speakers
who do not have a native language in common. Originally it was a special case when
a foreign language was used as the medium of linguistic communication in some area,
e.g. for trade purposes (literally ‘language of the Franks’, the Arabic term of the day
for all Europeans). The largest world lingua francas in use today include English
and Mandarin Chinese. A pidgin language is the language used for the purpose of
communication between speakers of mutually unintelligible languages (usually in the
Third World) which has been developed out of the mixture of the languages of the
communities concerned (e.g. Papua New Guinea Pidgin English, Chinese Pidgin). As
such, it would have no native speakers. The origin of the term Pidgin is thought to be
“a Chinese corruption of English business” [The Oxford English Dictionary 1999].
The citations from OED suggest that the spelling pigeon was commoner than pidgin
in the 19th century, when European traders were active on the South China Coast,
and appears to be the origin of the expression That’s not my pigeon (= That’s not my
business /concern). It is only in the later twentieth century that it has acquired the
neutral, technical sense of’ a contact language which draws on elements from two or
more languages. The Oxford Companion to the English Language Such languages
are linguistically simplied, i.e. they typically have a limited vocabulary, a reduced
grammatical structure and a narrow range of functions compared to the languages from
which they derive. For example, speakers of ordinary languages have approximately
25-30,000 words. Speakers of Neomelanesian use approximately 1,500 items. [10]
A Creole is a second stage in the process of the pidgin development, i.e. it is a
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pidgin language which has become the mother tongue of a community when within
a multiligual community, increasing number of people begin to use a pidgin as their
principal means of communication. This causes a major expansion of the grammar
and vocabulary, and the range of the situations where the language is used. When
the children of the speakers of a pidgin become to use it as their mother tongue, that
language becomes known as a creole. In other words, a Creole is the rst language of
the children of Pidgin speakers. There are considered to be between six and twelve
million people still using pidgin languages, and between ten and seventeen million
using Creoles. English- based Creoles are used in Jamaica and Sierra Leone.
PART 2. PRACTICAL ASSIGNMENTS
Exercise Block 1
1. Read the following sentences. Prove that phonetics is connected with
grammar through intonation.
1) I’m a journalist. — You are a journalist? — I’m really a professional!
2) As a matter of fact, I nd this subject quite interesting.
3) Morning came at last; the rain fell again, and the wind howled.
4) What’s your opinion on this subject?
5) Betty went to school at 7.30. — Betty went to school? Oh, she went to school
so early!
6) It is a nice country house, quite perfect and pretty, very small and plain, and well
deserving a visit.
7) You see, I promised Ben to meet him.
8) He went by train and I went by bus, so he got there earlier and I saw more of
the country.
9) Do you expect to stay here for a long time?
10) Poodle? What poodle? Oh, that little creature! Like it? It’s yours!
2. Read the words and word-combinations. Place the accent marks.
State the connection of phonetics and lexicology.
ability-to-pay — ability to pay early-warning — early warning
blueprint — blue print face-down — face down
bull’s-eye — bull’s eye heavy-weight — heavy weight
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blackmail — black mail hot-house — hot house
cache-drive — cash drive mad-doctor — mad doctor
earles-penny — earl’s penny to redbook — red book
3. Read the tongue-twisters. What sounds are used to create the effect of
alliteration? State the connection of phonetics and stylistics.
1) Peter Piper picked a peck of pickled peppers
If Peter picked a peck of pickled peppers
Where is the peck of pickled peppers Peter Piper picked?
2) Robert Rowley rolled a round roll around,
A round roll Robert Rowley rolled around;
Where’s the round roll Robert Rowley rolled around?
3) If one doctor doctors another doctor, does the doctor who doctors
the doctor doctor the doctor the way the doctor he is doctoring doctors?
Or does he doctor the doctor the way the doctor who doctors doctors?
4) Sudden swallows swiftly skimming,
Sunset’s slowly spreading shade,
Silvery songsters sweetly singing
Summer’s soothing serenade.
4. Read the rhymes. What effect is achieved by the phenomena of rhythm,
rhyme, and alliteration? Prove that phonetics is connected with stylistics.
1) On the grass, in the park, he is playing, he is playing.
On the grass, in the park, he is playing la-la-la.
On the grass, in the park, she is skipping, she is skipping.
On the grass, in the park, she is skipping la-la-la.
2) Hickety, pickety, my black hen,
She lays eggs for gentlemen;
Sometimes nine, and sometimes ten.
Hickety, pickety, my black hen!
Cock-a-doodle-do!
3) Shoo, y, don’t bother me, shoo, y, don’t bother me,
Shoo, y, don’t bother me, for I belong to somebody.
I feel, I feel, I feel, I feel like a morning star,
I feel, I feel, I feel, I feel like a morning star.
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4) Rain, rain, rain, April rain,
You are feeding seed and grain,
You are raising plants and crops
With your gaily sparkling drops.
5. Write the three forms of the verbs and transcribe them. Underline the in-
terchanging vowel and consonant sounds. Prove that phonetics is connected with
grammar.
Become drive kneel shake
bite feel lean shoot
build nd leap sink
catch forgive lie spill
choose grind mean swear
creep hang ride throw
dig hide run wind
6. Make sure that you remember all organs of speech. Indicate the correspond-
ing parts of the sound producing mechanism in the following pictures:
Exercise Block 2
1.What is a vowel? Examine its characteristics and dene how vowel sounds differ
from their consonant counterparts. Many linguists claim that the description of vowels
is much more elusive than that of consonants. Why?
2. Read and transcribe the following groups of words. Compare the contrasted
consonant phonemes.
rip — rib, tap — tab; live — life, save — safe;
bet — bed, sight — side; said — zed, racing — raising;
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dog — dock, bug — buck; rich — ridge, search — surge;
verse — worse, vet — wet; sun — sung, ran — rung.
3. Read and transcribe the following words. State the difference in corresponding
paired consonant allophones.
pork — rope fork — corn chance — cheese
bark — robe drive — vim just — gist
side — done they — bathe dim — lamp
set — ton his — zone tin — sent
dog — gone rouge — genre sing — sink
all — leave right — trap when — twelve
4. Vowels as well as consonants have no meaning of their own but they can render
communicative meaning.
A: Study some vowel interjections with communicative meaning in English and
transcribe them.
VOWELS WITH COMMUNICATIVE MEANING IN ENGLISH
Written Pronounced Used to express In response to/(situation)
Ahhh!
Aw.
Ow!
Oh?
Oh. [ow:] Comprehension
Uh-oh. [?Λ? - ow] Trouble
Ooh! [uw:]
[α]
[ɔ:]
[aw] Pain
[ow]
Satisfaction,
relaxation
Sympathy,
disappointment
Mild
surprise,
interest
Disgust /
Excitement
(You step into a nice hot
take a sip of refreshing iced tea
day.)
“My dog just died.”
(A door slams on your nger.)
“The new Woody Allen movie
opening
“You have to plug it in before
(You’re driving over the
limit and you see a police car
in
your rear-view
“Look! There’s a y in
tonight.”
work.”
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tub./You
on
it’ll
speed
mirror.)
your soup!”
a hot
is
Oops! [uwps]
Recognition
problem
of
(You spill your coffee
pouring.)
while
Aha! [əha] Discovery
Huh?
Boo! [buw]
Uh-uh.
Uh-huh
[hΛ]
(nasal)
[?Λ?ə]
(nasal)
[ənΛ]
(nasal)
Lack
of
understanding
Frightening
someone
No
Yes
(You nally understand the math
problem you’ve been working on.)
(You don’t hear what
says to you, or you think
incorrectly.)
(You sneak up behind someone
and want to scare him or her.)
“Have you ever read this book?”
“Can I call you?”
someone
you
heard
B: Practice using these simple interjections as an efcient means of conveying
emotions and feelings.
A
What would you say if …
1) you sat down to relax in a big comfortable chair after
standing all day?
Respond to
Example:
Ahh!
this:
2) you didn’t hear what one of your friends just said to you?
3) you saw your teacher coming toward you and you had
skipped his class twice this week?
4) you dropped the coin while paying in the shop?
5) your boyfriend had just dumped you?
6) your friend had swallowed a bug?
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B
What situations cause the following responses?
Example:
1) You quietly walked up behind a friend to scare her?
2)
3)
4)
5)
Responses
Boo!
Oops! or
Aw. Huh? Ooh!
Uh-oh!
5. Read the following pairs of words. Transcribe the sounds corresponding
with the letters in bold. State the number of phonological oppositions in every
pair.
pool — pull far — four
bay — may fast — vast
pay — they my — may
pay — bay seat — seem
chop — top t — feet
6. In three of these words the underlined part is pronounced similarly; in the
fourth word the underlined part is pronounced differently. Find the fourth word.
Example: steak break clean great
lazy lapel label labourer
while which who white
come roll comb grow
blood prove rude souvenier
hour honest heir hospital
dealt dreamt heal jealous
slogan motor total proper
sugar cassette fashion passion
allow doubt bought scout
replace purchase surface palace
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7. How do you understand the opposition phonetic versus phonological? Are
native speakers most likely to be phonetically naive or phonologically naive?
Why? Do you agree that the distinction between phonemes and allophones is
language specic? Prove your answer.
8. Transcribe the word combinations below the way you would pronounce
them in a formal speech and in an everyday situation (rapid colloquial speech).
Which of the given items may be called discourse-sensitive, situation-sensitive
and situation-indifferent? Provide your own illustrations of Elision-changed forms
and analyze the nature of change.
Example: the word sounds would rather be pronounced as [saundz] in a Formal
situation, whereas in Rapid speech it would sooner be pronounced as [saunz], since the
consonants [t] and [d] tend to be dropped between other consonants.
Word combinations Formal situation Rapid speech
Sounds
aspects
parade
perhaps
family
beverage
winter
because
about
bread and butter
aspects
parade
perhaps
family
beverage
winter
because
about
bread and butter
[saundz] [saunz]
9. Read the following pairs of words. Transcribe the opposed sounds. Discuss their
relevant features.
bet — bed ten — men
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make — mate tale — sale
can — cat tan — pan
tame — lame tin — bin
tool — fool teal — veal
10. Read the following pairs of words. Transcribe the opposed sounds. What
makes them allophones of different phonemes?
bun — boon pill — peel
can — corn bed — bid
bat — bet such — search
11. Read and transcribe the following instances of historical elision. Underline
the elided sounds. Add some more examples of your own.
write fasten column
know soften lamb
gnat whistle sword
listen castle debt
12. Group the following examples of consonant alternations. Transcribe the
alternated phonemes.
send — sent advice — advise
lend — lent house — house
use — use important — importance
defence — defend loose — to lose
intent — intend close — to close
speak — speech a device — to devise
Exercise Block 3
1. Complete the text, choosing the relevant option.
English word stress is purely / mainly / not only dynamic. The word stress in English
is xed / free. The occurrence of the word stress is / is not limited to a particular syllable
in a polysyllabic word. The word stress in English is / is not shifting. It performs /
does not perform the semantic function of differentiating lexical units, parts of speech,
grammatical forms. In English word stress is / is not used as a means of word-building.
Usually (although there are some exceptions), the stress of a verb / noun is on the last
39
syllable, and that of a verb / noun is on the rst syllable. The rhythmic structure of an
isolated word always / never / may not coincide(s) with that of a phrase. The tempo of
speech inuences / does not inuence the accentual pattern of words.
2. Divide the following words into three groups. Work out the rules determining
a syllable boundary for each group. Identify the syllable boundary.
Farther abduct nish
mother dreamer beloved
answer drummer lady
baby afraid scanner
beggar corner admire
3. Study the following sentences. Find meaningful oppositions. Detect the
realization of the phonological function of syllable division.
The gentleman with a black tie has a blacked eye.
I scream whenever I take very cold ice-cream.
At all our evening parties a tall boy invited Jill to dance.
Whenever rain falls, we never have umbrellas.
4. Compare the accentual structure of English and Russian words given be-
low. Prove the necessity of word-stress for language learning.
articulation — артикуляция
sentimentality — сентиментальность
organization —организация
distribution — дистрибуция
temperamental — темпераментный
illumination — иллюминация
antagonistic — антагонистический
nationalization — национализация
5. Practice reading the following sentences with special attention to the differ-
ence in the word stress of noun and verb.
1. You need to insert a paragraph here on this newspaper insert.
2. How can you object to this object?
3. I’d like to present you with this present.
4. The manufacturer couldn’t recall if there’d been a recall.
5. The religious convert wanted to convert the world.
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