Автор: Пользователь скрыл имя, 25 Февраля 2013 в 22:58, тест
Follow the example to analyse the phonetic phenomena below in terms of the degree of assimilation; the direction of assimilation; the stability of assimilation and the type of discourse. Can you make your contribution to the list of assimilation patterns.
Example: Swiss chalet [s] + [ʃ] = [ʃ]
THEORETICAL PHONETICS
SEMINAR 4
Assimilation
Example: Swiss chalet [s] + [ʃ] = [ʃ]
When the word’s final [s] and the word’s initial [ʃ] meet in colloquial discourse we hear [ʃ].
1. horseshoe [ ] + [ ] = [ ]
2. his shirt, one’s shadow [z] + [ ʃ ] = [ ]
3. good boy [t, d] + [b] = [ ]
4. good girl [t, d] + [ ] = [ ]
5. at peace [t, d] + [ ] = [ ]
6. pet kitten [t, d] + [ ] = [ ]
7. issue [s] + [ j] = [ ]
8. Pass your plate [s] + [ ] = [ ]
9. pleasure [z] + [ j] = [ ]
10.Does your mother know? [z] + [ ] = [ ]
11.stature [t] + [ j ] = [ ]
12.Is that your dog? [ ] + [ j ] = [ ]
13.She lets your dog in. [ts] + [ j ] = [ ]
14.procedure [d] + [ j ] = [ ]
15.Would you mind moving? [ ] + [ j ] = [ ]
16.Do not you want your girl friend to be smart? [ ] + [ j ] = [ ]
1. This story is difficult to understand.
2. Take care of the pennies, and the pounds will take care of themselves.
3. Stand up, please.
4. Which do you prefer: orange juice or orange jelly?
5. There is not much cheese on the plate.
6. Don’t blame Mary.
7. She is not familiar with that story.
Linking Consonant to Vowel
1. Send it, camp out, cost a lot, left arm, wept over, pushed up, hold on, find out, adaptable.
Example: Send it
Send it sounds like sen-dit. Rule1: When a word ends in two consonants and the next begins with a vowel, the final consonant sounds like the initial consonant of the following word. This phenomenon is sometimes referred to as resyllabification.
Is [t] aspirated in resyllabification?
2. Push up, shop it , come in, take off, let us, did you? is it? keep up, black and grey.
Rule 2: ______________________________
Think of verb ending to follow the linking patterns in the following phrases.
__________ it in. __________ at me.
__________ it down. __________ out.
__________ up. __________ on it.
Linking Vowel to Vowel
1. Play a game, tie it up, be a sport, employ a professional, re action, higher we aren’t coming, try it again.
Rule 3: When a word ending in __________, or ____________ is followed by another word beginning with _______, the two words are connected by a [i] glide.
2. Through it all, slow and steady, how are you? gradu ate, co alition, let’s go on, try to understand.
Rule 4: When a word ending in _________, or ____________ is followed by another word beginning with a ________, the two words are connected by a [u] glide.
3. Spa owners, saw Ann, vanilla ice cream, Asia and Africa, media event, the law of the sea.
Rule 5: __________ or ___________ do not end in a glide but move smoothly from one vowel to the other. In this environment or after the schwa [ə] speakers of some dialects tend to join V + V sequences with __________ .
4. Here and there, later on, for a minute, the Tower of London, a glass or a cup.
Rule 6: When a word has the letter _____ in its spelling and ends in sounds _______________________, it is connected to another word beginning with a vowel by __________. If the above mentioned sounds are preceded by the letter [r] as in bearer, horror, error there generally does not appear ___________.
Linking Consonant to Consonant
1. Hot dog, back door, soup bowl, red tie, pet cat, bad judgment, sick child, grape jam, big church, red cherry.
Rule 7: When a stop is followed by __________ or ___________, the first stop is not released.
2. Keep practicing, less serious, hot tea, common names, June night, sells seashells, classroom management.
Rule 8: If the consonants (whether a stop or not) are __________, they are not articulated separately, but rather as one sound, which is somewhat lengthened.
3. Pass^your plate. Where's^your fork? Where did^you hide your spoon? Eat^your soup.
Rule9: When the consonants /___________ / are followed by /__/ in an unstressed syllable, the two sounds combine to form a palatalised consonant.