- •Contents
- •Введение
- •Формы контроля
- •Нормы оценки
- •Содержание курса «практическая фонетика английского языка»
- •1. Key words
- •2. Theoretical background
- •2.1 Organs of speech
- •2.2 Vowels and their classification
- •2.3 Consonants and their classification
- •Voiceless
- •2.4 Transcription
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 2 friction consonants front and back vowels
- •1. Key words
- •2. Theoretical background
- •2.1 Friction consonants
- •2.2 Front and back vowels
- •3. Lab works
- •3.1 Lab work 2 English short vowels
- •3.2 Lab work 6 Fricatives and affricates
- •4. Self-check questions
- •5. English rhythm practice
- •1. Key words
- •2. Theoretical background
- •2.1 Stop consonants
- •2.2 Central vowels
- •2.3 Diphthongs and their classification
- •D iphthongs
- •2.4 Closing diphthongs
- •3. Lab works
- •3.1 Lab work 3 Long vowels
- •3.2 Lab work 4 Plosives
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 4 nasal consonants centring diphthongs
- •1. Key words
- •2. Theoretical background
- •2.1 Nasal consonants
- •2.2 Centring diphthongs
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 5 lateral consonant triphthongs
- •1. Key words
- •2. Theoretical background
- •2.1 Lateral consonant
- •2.2 Triphthongs
- •3. Lab works
- •3.1 Lab work 3 Diphthongs and triphthongs
- •3.2 Lab work 5 Revision
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 6 gliding consonants
- •1. Key words
- •2. Theoretical background
- •2.1 Gliding consonants
- •3. Lab works
- •3.1 Lab work 7 Further consonants
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 7 consonant clusters
- •1. Key words
- •2. Theoretical background
- •2.1 Initial consonant clusters
- •2.1.2 Combinations of alveolar consonants /t, d/ with /r/
- •2.1.3 Combinations of dental consonants /t, d/ with /r/
- •2.1.4 Combination of consonants with /w/
- •2.1.5 Sequences of three consonants initially
- •2.2 Final consonant clusters
- •2.2.8 Longer consonant sequences
- •3. Lab works
- •3.1 Lab work 8 Consonant clusters
- •4. Self-check questions
- •5. English rhythm practice
- •Unit 8 stress
- •1. Key words
- •2. Theoretical background
- •2.1 Word stress
- •2.2 Utterance stress
- •2.3 Weak and strong forms of words
- •3. Lab works
- •3.1 Lab work 9 Weak syllables
- •3.2 Lab work 10 Word stress
- •3.3 Lab work 11 Complex word stress
- •3.4 Lab work 12 Weak forms
- •3.5 Lab work 13 Revision
- •4. Additional exercises
- •5. Self-check questions
- •6. English rhythm practice
- •Unit 9 rhythm
- •1. Key words
- •2. Theoretical background
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 10 fluency
- •1. Key words
- •2. Theoretical background
- •2.1 Linking
- •2.2 Changing word shapes
- •2.2.1 Alterations
- •2.2.2 Disappearances (elision)
- •3. Self-check questions
- •4. English rhythm practice
- •Unit 11
- •Intonation
- •1. Key words
- •2. Theoretical background
- •2.1 Intonation
- •2.2 Utterance and its structure
- •2.3 Tune shapes
- •2.3.1 The Glide-Down
- •2.3.2 The Glide-Up
- •2.3.3 The Take-Off
- •2.3.4 The Dive
- •2.4 Usage of the tunes
- •2.4.1 The usage of The Glide-Up
- •2.4.2 The usage of the Glide-Up
- •2.4.3 The usage of the Take-Off
- •2.4.4 The usage of the Dive
- •3. Lab works
- •3.1 Lab work 15 Tones
- •3.2 Lab work 17 Intonation
- •4. Additional exercises
- •5. Self-check questions
- •References:
2.1 Word stress
There is no simple way of knowing which syllable or syllables in an English word must be stressed, but every time you learn a new word you must be sure to learn how it is stressed. The stress pattern of English words is fixed, that is the main stress always falls on a particular syllable of the word. Any good dictionary will give this information. If you stress the wrong syllable it spoils the shape of the word and there may arise difficulties in recognising the word.
In English all words of more than one syllable have at least one stressed syllable. If a word has only one stressed syllable we say that it has primary /'praImqrI/ stress ('m). This is the strongest type of stress. In some words that consist of many syllables we can observe a type of stress that is weaker than primary stress but stronger than all the other unstressed syllables. We call this secondary /'sekqndqrI/ stress ("m).
There are three main stress patterns of words that have two stresses:
secondary + primary;
primary + secondary;
two primary stresses.
To the first group (secondary + primary stress) we refer a number of complex words that have primary stress at the end and secondary stress at the beginning of the word (on the first or on the second syllable). For example, "demon'stration, e"xami'nation, etc.
To the second type (primary + secondary stress) we refer compound nouns where the first element is the main one. The secondary stress here is marked only when the second element consists of two or more syllables. For example, 'book-"keeper, 'hair-"dresser, etc.
Two primary stresses are characteristic of complex and compound numerals ('fif'teen, 'twenty-'two), of compound adjectives ('kind-'hearted, 'bow-'legged), of compound nouns ('week'end, 'T'V), of phrasal verbs ('get 'up, 'sit 'down).
Sometimes we can distinguish between compound nouns and free word combinations only because of their stress patterns:
a dancing- girl – a professional dancer; a dancing girl – a girl who is dancing;
a dark room – a room where the photographs are made; a dark room – a room where there is not enough light.
Some words seem to change their stress pattern in connected speech (e.g. He’s Japa nese. – but: He’s a Japanese doctor.). This phenomenon is known as stress shift. It happens because the following word starts with the stressed syllable, so the preceding word has to change the stress pattern to preserve the rhythm (we are going to discuss it later).
Words consisting of one syllable represent a special group. They may be divided into content /'kPntqnt/ words and function /'fANkSn/ words. Content words are usually stressed and they always have a full-quality vowel. These are full verbs, nouns, adjectives, adverbs and numerals. Function words are purely grammatical forms which do not add much to the meaning of the phrase; therefore they are usually unstressed and have a weak form. These are pronouns, prepositions, articles, conjunctions, auxiliary and modal verbs. They can be stressed, too, and then they have their strong form with a full-quality vowel.