Topic 4 English Sound System

English Language Proficiency
TOPIC 4 English Sound System: Pronunciation, Enunciation,

Stress and Intonation
4.1 Synopsis
This topic intends to assist course participants to be aware of the English sound
system with emphasis on special features of English pronunciation such as
long/short vowels, final consonants, consonant clusters, diphthongs and
triphthongs.
4.2 Learning Outcomes

By the end of the session, course participants are able to:
 transcribe phonemic symbols into orthography.

 transcribe words into phonetics.
 Identify correct word stress and intonation.
4.3 Topic Framework
Content
Features of Pronunciation
Phonemes
Consonants Vowels
Single
Voiced Voiceless vowels Diphthongs
Triphthongs
Short Long
Suprasegmental Feature
Intonation Stress
Rising Falling Word Sentence
Page 1
4.4 Phonology
Phonology is the study of the sound system of a language.
Study the two charts below:
lower lip
Fig. 1: Speech Organs
Fig. 2: Chart of the consonants used in English (R.P.), showing degree of voicing,
place and manner of articulation. Notice that the symbols for voiceless sounds
are always placed on the left side of the box and voiced sounds on the right.
(Bogle, 1996)
Page 2
Why teach pronunciation?

i. English is not pronounced as it is written.
ii. Vowels and Consonants can often be pronounced in different ways.
iii. Incorrect pronunciation is one of the main reasons for breakdown in
communication.
iv. Pronunciation helps students to be more confident when they speak.
Task: List other reasons why pronunciation is taught.
Phonemes are the different sounds within a language. In English, they comprise
of two categories:
i. vowels - all vowel sounds are voiced
- may be single;
 there are five long vowel sounds; and
/ i: / / u:/ / ɑː / / ɔː / / ɜ: /
 seven short vowel sounds
/ ɪ / / u / /æ/ / ɒ / / e / / ə / / ʌ /
- may be a combination of two vowels (diphthong);

 there are eight diphthongs
/eɪ/ /aɪ/ /ɔɪ/ /əʊ/ /aʊ/ /eə/ /ɪə/ /ʊə/
- may be a combination of three vowels (triphthong)

 Three most common three triphthongs
/aɪə/ fire , riot
/aʊə/ power, shower
/ɔɪə/ employer, foyer
ii. consonants - can be either voiced or voiceless (Figure 2)
Task 1
Transcribe the phonemic symbols into orthography. Read the words aloud.
bjuːtəf(ə)l kləʊð bɑːskɪt pɪknɪk
lʌv læŋɡwɪdʒ metəfə(r) sɒnɪt
eksə(r)saɪz pəʊɪtri pəʊɪm θiːm
Page 3
feɪb(ə)l flaʊə(r) daɪəɡræm kælɪndə(r)
mʌnθ θɔːt təˈmɒrəʊ θɪŋ
θɪk freɪz fɪzɪk məˈdʒestɪk
meɪdʒə(r) ɪntrəst kɒnsə(r)t hæns(ə)m
Task 2
Transcribe these words
mother island teacher correct
pencil police table stop
Suprasegmental Features
Intonation is the way your voice goes up and down in speech, or it is the musical
sound of a language. It also expresses grammatical meaning, emotions,
attitudes & reactions.
There are two types of Intonation:

i. Falling intonation
 accompanies positive statements or is at the end of declarative
sentences
 usually signals confidence and authority
 is used to gain attention, to make statements or to answer, in
commands and in some types of questions
 in questions the speaker expects an explanation or agreement
 in three question types:
Question type 1 : Wh-questions (Seeking information)
Question type 2: Tag questions (Seeking agreement)
Question type 3: Choice Questions (Seeking between choices)
ii. Rising Intonation
Page 4
 Accompanies statements expressing doubt, yes or no questions

 Indicates uncertainty and sometimes politeness
 In three question types:
Question Type 1: Yes/No questions
Question Type 2: Echo questions (request for repetition)
Question Type 3: Informational tag question (seeking for assurance /
information)
Practice 1:
Construct two questions for each of the question type under falling intonation and
then practise them with a partner.
Practice 2:
Construct two questions for each of the question type under rising intonation and
then practise them with a partner.
Stress
Two kinds of stress:
1. word stress
2. sentence stress
A word stress stresses on certain syllables signalling their meaning

i. Stress on first syllable rule
 Most 2-syllable nouns
PRESent, EXport, CHIna,
 Most 2-syllable adjectives
PRESent, LOvely, CLEVer
ii. Stress on last syllable

 Most 2-syllable verbs
to preSENT
to exPORT
to deCIDE
iii. Stress on penultimate syllable (penultimate = second from end)

 Words ending in -ic
GRAPHic, geoGRAPHic, geoLOGic
 Words ending in -sion and -tion
teleVIsion, reveLAtion
iv. Compound words (words with two parts)

 For compound nouns, the stress is on the first part
BLACKbird, GREENhouse
 For compound adjectives, the stress is on the second part
bad-TEMpered, old-FASHioned
 For compound verbs, the stress is on the second part
Page 5
to underSTAND, to overFLOW
Sentence Stress
Sentence stress is what gives English its rhythm or "beat". It is accent on certain
words within a sentence.
Most sentences have two types of word:
 content words
 structure words
Content words are the key words of a sentence. They are the important words
that carry the meaning or sense. Basically, stress words are considered
CONTENT WORDS such as:
- nouns e.g. pantry, Susan;
- (most) principal verbs e.g. prepare, travel;
- adjectives e.g. handsome, fantastic
- adverbs e.g. usually, carefully
Non-stressed words are considered FUNCTION WORDS such as:

- determiners e.g. the, a, some, a few
- auxiliary/modal verbs e.g. is, am, can, were
- prepositions e.g. behind, under, against
- conjunctions e.g. but, or, and
- pronouns e.g. they, she, us
If structure words are removed from a sentence, the sentence can still be
probably understood. However, if the content words are removed from a
sentence, the sentence may not be understood. The sentence has no sense or
meaning. For example:
 SELL CAR GONE FRANCE
 SELL my CAR I‘ve GONE to FRANCE
 Will you SELL my CAR because I’ve GONE to FRANCE?
Not all words in a sentence are stressed. It is important to know which word to
stress. When wrong words are stressed, speech can be difficult. For example:
 Where do you prefer to go on holiday?
The content words are:
WHERE PREFER GO HOLIDAY
Exercise 1
Look at these sentences. Which words do you think are stressed?
1. I’ll type the letters and send them to her.
2. Fatimah will call him later.
3. If I’d known she was a vegetarian, I’d have prepared something special for
her.
4. The parcel should arrive by Saturday.
5. I loved the meal but it was a bit costly.
6. You’d better take an umbrella. It looks like it’s going to rain.
Page 6
Bibliography
Baskaran, L. M. (2005). A linguistic primer for Malaysians. Kuala Lumpur:

University Malaya Press.
Bogle, D. (1996). Practical phonology. Edinburgh: Moray House Institute of
Education.
Kelly, G. (2000). How to teach pronunciation. Essex: Pearson Education Limited.
Marks, J. (2007). English pronunciation in use. Cambridge: Cambridge University
Press.
Page 7

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English Language Proficiency

TOPIC 4 English Sound System: Pronunciation, Enunciation,

4.2 Learning Outcomes

 transcribe phonemic symbols into orthography.

4.3 Topic Framework

Rising Falling Word Sentence

Fig. 1: Speech Organs

Why teach pronunciation?

Task: List other reasons why pronunciation is taught.

- may be a combination of two vowels (diphthong);

- may be a combination of three vowels (triphthong)

ii. consonants - can be either voiced or voiceless (Figure 2)

bjuːtəf(ə)l kləʊð bɑːskɪt pɪknɪk

lʌv læŋɡwɪdʒ metəfə(r) sɒnɪt

eksə(r)saɪz pəʊɪtri pəʊɪm θiːm

feɪb(ə)l flaʊə(r) daɪəɡræm kælɪndə(r)

mʌnθ θɔːt təˈmɒrəʊ θɪŋ

θɪk freɪz fɪzɪk məˈdʒestɪk

meɪdʒə(r) ɪntrəst kɒnsə(r)t hæns(ə)m

mother island teacher correct

pencil police table stop

There are two types of Intonation:

ii. Rising Intonation

 Accompanies statements expressing doubt, yes or no questions

A word stress stresses on certain syllables signalling their meaning

ii. Stress on last syllable

iii. Stress on penultimate syllable (penultimate = second from end)

iv. Compound words (words with two parts)

Non-stressed words are considered FUNCTION WORDS such as:

Baskaran, L. M. (2005). A linguistic primer for Malaysians. Kuala Lumpur:

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