24.Do connected speech features always occur? Explain.

Not always but they occur very commonly. It depends on the speakers selection or
comfort on the pronunciation (when a sound changes, appears, or disappears).

25.What is the difference between a citation form and a connected speech form?

The difference between citation form and connected speech form is that citation form is
when we quote a word in isolation, in other words is the dictionary pronunciation of a
word, and connected speech form is when the pronunciation of a word is influenced by
the sounds in surrounding morphemes, syllables, or words.

26. What connected speech processes occur in General American English? Talk about
them.
There are two connected speech processes. They are:
Elision and Assimilation.
Elision is a process in which a phoneme present in the citation form is lost in the connected speech
form. The most common kind of elision are /t/ and /d/
Assimilation is a process in which a phoneme in the citation form changes into a different
phoneme in the connected speech form.
27. Which consonants are usually elided? In what contexts? What are some exceptions?
Give examples.
The most common kind of elision involves /t/ and /d/. They can be elided in the
following contexts:
When they stand between two consonants and belong to the same syllable as the
preceding consonant.
Ex.
/ft/+C Lifts me/ˈlɪfs mi/.
/kt/+C collects /kə'lɛks/
/st/+C firstly /ˈfərsli/
/nd/+C hands /hænz/
/ld/+C fields /filz/

.
-ed inflection doesn't block elision of /t/ and /d/: They robbed the bank /ðeɪ 'rɑb ðə 'bæŋk/;I saved
my breath /aɪ 'seɪv maɪ 'brɛθ/

For example, He managed to do it. /hi ˈmænɪʤ tə ˈdu ɪt/, I saved my breath. /aɪ ˈseɪv maɪ
ˈbrɛθ/, I calmed down. /aɪ ˈkɑm ˈdaʊn/
Note the /v/ of ofis often elided when a consonant follows, particularly before /ð/ in high
frequency words like the, this, that, these, those, them (e.g., the back of the truck /ðə
ˈbæk ə ðə ˈtrək/, one of these days /ˈwən ə ˈðiz ˈdeɪz/).
Exceptions:
/t/ and /d/ cannot be elided in the clusters:
/lt/ I felt sad remains /aɪ ˈfɛlt ˈsæd/
/nt/ front door remains /ˈfrənt ˈdor/
/rt/start the car remains /ˈstɑrt ðə ˈkɑr/
/rd/hard times remains /ˈhɑrd ˈtaɪmz/.
An exception to this exception is contractions with not, it lose their final /t/ before
vowels as well as consonants. For example, I couldnt say /aɪ ˈkʊdn̩ ˈseɪ/, I shouldnt
ask /aɪ ˈʃʊdn̩ ˈæsk/, I hadnt known /aɪ ˈhædn̩ ˈnoʊn/.

28.Which consonants are less frequently elided? In what contexts? Give examples.
1. /k/ in final /sk/cluster when a consonant follows.
example :

masked /mæst/ risked /rɪst/, tasked /tæst/

This kind of elision is common in the word ask: Ill ask them /aɪl ˈæs ðəm/, They asked us
/ðeɪ ˈæst əs/..

2. /v/ elision when a consonant follows, particularly before /ð/ in high frequency words like the,
this, that.Example: one ofth ese days / 'wən ə 'ðiz 'deɪz
29.Talk about vowel elision. Give examples.
It is the elision of schwa
1. To form syllabic consonants like /n̩/ and /l̩/. Examples: pupil /pʰjupl̩/; sample /ˈsæmpl̩/;
fatten /ˈfætn̩ /; soften /ˈsɑfn̩/
2. It can occur when a suffix beginning with a weak vowel follows, so the syllabicity of the
consonants can be lost. Example: family /ˈfæmli/; evening /ˈivnɪŋ/
3. It can occur when schwa is followed by /r/, and then an unstressed vowel history /'hɪstri/;
separate /'sɛprət/; different /ˈdɪfrənt/
30.Talk about the 3 main types of assimilation (anticipatory, perseverative, and coalescent).
anticipatory perseverative coalescent
The most often type of It is a less often type of Two phonemes influence
assimilation. A sound is assimilation. It implies that a each other and combine to
influenced by a sound that sound is influenced by a form a third phoneme.
follows it. In this type of sound that precedes it.
assimilation, the articulators are /t/ and /d/ combine with
getting ready to make the next /j/ to form /ʧ/ and /ʤ/.
sound while still articulating the For example, perseverative /t/+/j/ = /ʧ/
present sound. place of assimilation in which
English alveolar plosives /t, d/ /d/+/j/ = /ʤ/
For example, devoicing
assimilation when a voiced and the alveolar nasal /n/ /s/+/j/ = /ʃ/
take the place of articulation
 consonant becomes voiceless of a the following plosive or /z/+/j/ = /ʒ/
under the influence of another nasal
voiceless consonant This process is most
common and most
complete when it
involves you or your and
is frequently heard in
could you, couldn you,
did you, didn't you, and
so on.

31.Give examples of anticipatory place assimilation.

1. /t/ becomes /p/ before /p b m/
wet paint /'wɛp 'peɪnt/
jet black /'dʒɛp 'blæk/
white mice /'waɪp 'maɪs/
2./d/ becomes /b/ before /p b m/
a bad person /ə 'bæb 'pərsn̩/
a loud bang /ə 'laʊb 'bæŋ/
red meat /'rɛb 'mit/
3. /n/ becomes /m/ before /p b m/
brown paper /'braʊm 'peɪpər/
a thin book /ə 'θɪm 'bʊk/
lean meat /'lim 'mit/
4./d/ becomes /g/ before /k g/
a red gate /ə 'rɛg 'geɪt/
a bad group /ə 'bæg 'grup/
5. /t/ becomes /k/ before /k g/
hot coffee /'hɑk 'kɑfi/
quite good /'kwaɪk 'gʊd/
32.Give examples of anticipatory devoicing assimilation.
have to /hæf tʰu/
used to /jus tʰu/
supposed to /səˈpoʊs tʰu/
33.Give examples of perseverative place assimilation.
1./ən/ becomes /m̩ / after /p b/
happen /' hæpm̩ /
ribbon /'rɪbm̩ /
2./ən/ becomes /ŋ̍/ after /k g/
taken /' teɪkŋ̍/
pagan /' peɪgŋ̍/
34.Give examples of perseverative manner assimilation.
the voiced dental fricative /ð/ becoming identical to a preceding /n/, /l/, or alveolar fricative
1. /ð/→/n/

Its on the table. /ɪts ɑn nə ˈteɪbl̩ /

And then it rained. /ən 'nɛn ɪt 'reɪnd/
2. /ð/→/l/

Will they manage? /wɪl leɪ ˈmænɪʤ/

Although it's sad. /ɑl' loʊ ɪts 'sæd/
3. /ð/→/s/

Thats the idea. /ˈðæts si aɪˈdiə/

What's this? /'wəts 'sɪs/

4. /ð/→/z/

/ Was the baby healthy? /wəz zə ˈbeɪbi ˈhɛlθi/

How's that? /'haʊz 'zæt/

35. What is linking? What is a choppy-quality speech? Talk about the different types of
linking and give examples.

Linking is the connecting of the final sound of one word or syllable to the initial sound of the next

Choppy quality speech is when a person (non-native speaker) does not have the ability to speak
English "smoothly;' to utter words or syllables that are appropriately connected.

Different types of linking:

1. lnsertion of /y/ and /w/ glides with V + V sequences: Linking with a /y/ or
/w/ glide commonly occurs when a word or syllable ends in a tense vowel or diphthong and the
next word or syllable begins with a vowel. Insertion of a /y/ glide follows /iy/, /ey/, /ay/, and / ɔy/,
either word-internally or between words:

Ex.:

Word-internally: being; staying

Between words: be-y- able; stay-y-up; try-y-out

Insertion of a /w/ glide follows /uw, /ow/, and /aw/, either word-internally or between words:

Examples:

Word-internally: going, however

Between words: do-w-it; go-w-away; now-w-is

2. lntervocalic consonant sharing in VC + V sequences: When a word or syllable ending in a single

consonant is followed by a word or syllable beginning with a vowel, the consonant is often
produced intervocalically, as if it belonged to both “straddles” both syllables.

Ex.:

keep out = kee_,p_,out

dream on = drea_,m__,on

3. Resyllabification in CC + V sequences: When a word or syllable terminating in a consonant

cluster is followed by a word or syllable commencing with a vowel, the final consonant of the
cluster is often pronounced as part of the following syllable. This phenomenon is sometimes
referred to as resyllabification. Resyllabification does not result in any aspiration of voiceless stops.

Ex.:

lef /t_,arm /lef-tarm/

fin/d_,out /fayn-dawt

hat/s,_,off /hæt-sɔf/

las/t_,ing /læs-tiŋ/

Note that resyllabification frequently occurs as the result of the consonant clustering caused by
plural or past tense endings being added to a verb

4. C+C (Stop+ stop) = when a Word finishes with a stop and the next Word begins with a stop.

EX.:

take_,cover

keep_,calm
and_,don’t

don’t_,panic

5. Palatalization: denotes a phonological process by which consonants acquire secondary palatal

articulation or shift their primary place towards or close to the palatal region.

Ex.:
Got you ------- becomes tʃ ------gotcha

36. Why is word stress important? Give examples.

It is important because If you stress the right words your speech will have a natural rhythm and
melody that is familiar to native speakers. . If you are not emphasizing any words, your speech will
sound flat and monotone, and the listener will not know where one word begins and another
ends. If you are stressing the wrong words, your speech will sound very foreign. It’s important to
note that sometimes when the word stress changes, the meaning also changes

Ex.:

Have a nice day X have a nice day ok

I’ll see you later. X I’ll see you later ok

37. What is the stress rule for compound nouns? Give examples.

In compound nouns, the first word is stressed, and the two words are said together, with no
pausing in between the words

Ex.:

parking lot 5. book shelf 9. credit card 13. football

38. Talk about the difference between stress in an adjective + noun combination and a
compound noun that is made by an adjective + noun. Give examples. Then talk about
the rule for stressing an adjective + adjective+ noun combination. Give examples.

adjective + noun When an adjective is followed by a noun, the noun is stressed.

Ex.: nice day small room blue eyes old man

compound noun that is made by an adjective + noun. , the first word is an adjective that no
longer carries the original meaning. We stress the first part of the compound noun.

Ex.: White House . high school 2. greenhouse 6. green card 3. hot dog 7. darkroom 4. blue jeans 8.
Bluetooth

adjective + adjective+ noun combination: When two adjectives precede a noun, stress the first
adjective and the noun. The noun gets the most stress
Ex.: big blue bus

nice old man

cute little girl

big brown eyes

39. Talk about the rules for stressing phrasal verbs and noun forms of phrasal
verbs. Give examples.
In phrasal verbs, the stress is on the last word.

Ex.:

He picked up the box..

He put out his cigarette.

He looked over the material

Noun form of phrasal verbs

In that case, the stress is on the first word

Ex.:

backup plan 6. pickup truck 11. stand-up comedy

2. cutoff date 7. carry-on case 12. drive-through window

3. sign-up sheet 8. playback button 13. sit-down dinner

40. Talk about the rules for stressing abbreviations, numbers, place names, and
people names.
Stressing abbreviations: Always stress the last letter when pronouncing abbreviations. e.g
USA
Stressing numbers: Always stress the last number when pronouncing abbreviations .e.g
1997
Stressing place names: When pronouncing a place name —always stress the last word.e.g.
New York
Stressing people names: When pronouncing a name always stress the last word.e.g. Julia
Roberts
41.What is the stress rule for content words? Give examples with different content
words.
the last content word of a phrase gets the most stress (nouns,verbs, adjectives, adverbs, and
sometimes question words such as when, why, or where)
Adjective:
Adjectives:
it’s really hot
That was a good film (if the adjective is follow by a noun, stress more the noun)
Verb:
He told him/I saw him
Noun:
I need a job/I like that car
42.What is a thought group? What occurs between thought groups? What occurs
withing thought groups? What is the relationship between thought groups and
speaking speed? Give examples.
Thought groups are words that naturally belong together as a grammatical unit.

What occurs between thought groups?

We instinctively pause between thought groups, although the pause is not as long as when there’s a
comma or a period. e.g. I like bacon and eggs ///early in the morning. There is no comma, but there
is a still a small pause.

What occurs withing thought groups?

Within each thought group there is always one word that gets the most stress. That stressed
word is called a “focus word.”

What is the relationship between thought groups and speaking speed? Give examples.
There is some variation between different speakers regarding how often to pause within a
longer sentence. People who speak quickly tend to pause less and their sentences have fewer
thought groups.

 More thought groups, say it slowly. Hi// this is Mary// I am sorry // I missed your
call//Please leave a message // after the beep.
 Less thought groups, say it really quick no pauses: . Hi// this is Mary// I am sorry I missed
your call//Please leave a message after the beep.