unit5_section4 phonology 2

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Unit 5 Section 4 1

Phonology 2

Summary

This section is about Connected Speech Before looking at the features of connectedspeech however we will need to look at the issue of stress both word stress andsentence stress We will also be looking at some features (one could almost saylsquodistortionsrsquo) that result from the fact that English is largely a ldquostress-timed languagerdquoalthough this concept has been critiqued recently as we will see We will be lookingat a selection of exercises and activities dealing with features of connected speech

Objectives

By the end of this section you will

bull Know about the features and problems of word stress and sentence stress in

English

bull Be able to understand the concept of syllable-timed and stress-timed languagesand be aware of different current views of this concept

bull Be able to identify and explain particular features of connected speech

bull Be prepared to teach students how to recognise features of connected speechand how to produce these features as accurately as possible



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Unit 5 Section 4 2

Contents

1 Introduction to Stress and Word Stress

2 Teaching Word Stress

3 Introduction to Sentence Stress

4 Teaching Sentence Stress

41 Recognition

42 Production

5 English as a Stress-Timed language

6 Features of Connected Speech

61 Introduction

62 Assimilation

63 Catenation

64 Elision

65 Weak Forms

7 Teaching Connected Speech

71 Some issues concerning the Teaching of Connected Speech

8 Terminology Review

Reading

Appendices



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Unit 5 Section 4 3


Stress is a term we use to describe the prominent syllable of a word or a sentenceWe can talk about word stress and sentence stress

Each word has a lsquomore stronglyrsquo stressed syllable (If it is a monosyllabic word of

course then the word itself is all lsquostressrsquo However monosyllabic words are sometimesthe less important ones and are likely not to be stressed at all In ldquoLukersquos taller thanSamanthardquo for example the word lsquothanrsquo is unstressed)

The position of stress is an important feature of an utterance even in a single word itcan be a defining feature indeed a word mis-stressed is not only ldquowrongrdquo it could beunrecognisable to the listener Worse it could be heard as something else

bull Important is stressed on the second syllable Move it to the first syllable and seewhat happens

bull Important mis-stressed becomes impotent

What is stress exactly It is when a syllable is made louder and longer as a result

there is a greater expulsion of air The other syllables become (or appear to be) weakby contrast There can also be a change in pitch in fact the stressed syllable will bewhere meaningful pitch movement takes place (There will be more about pitch inUnit 7 Section 2)

The question arises how can learners know where the stress falls when they firstencounter a word on the page Is there any way we can help them at least to havesome expectations as to the patterns of stress Certainly there are rules or at leastpatterns see the following task



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Unit 5 Section 4 4

Task 1 Evaluating Word Stress Rules (20 minutes)

Look at the following rules concerning word stress Of course these are not absolute

rules Your task here is to test these rules Can you think of exceptions to each

bull There is lsquofront weightrsquo in many nouns and adjectives water ugly

bull In words with suffixes the suffixes are never stressed -ly quietly etc

bull There is a set of words which can be used as a verb or a noun in English (thereare a few cases of noun or adjective)

1) Increase export import content

2) Overflow insult decrease

In all these words the noun has the stress on the first syllable and the verb hasthe stress on the last syllable

bull The following suffixes (-ary -atorhellipetc) cause the stress to be placed on thefourth syllable from the end of the word (this applies of course only to words offour or more syllables)

bull Many lsquoeverydayrsquo nouns and adjectives of two-syllable length are stressed on thefirst syllable Examples are sister brother water paper

bull A general tendency is for the stressed syllable to be somewhere in the middle ofthe word rather than on the first or last syllable in words of four five or sixsyllables

bull Compound Words Words formed from a combination of two words tend to be

stressed on the first element Examples are postman newspaper teapot andcrossword

bull The suffix lsquo-ablersquo usually does not change the stress pattern of a word to which itis added So in lsquocommendrsquo the stress is on the second syllable inlsquocommendablersquo it remains on the second syllable

Most of these rules or tendencies are from Kelly How to Teach Pronunciation orKenworthy Teaching English Pronunciation

Word stress rules are very often

bull Complicated

bull Complicated to express

bull Fraught with exceptions (as any language rules are of course)

These may be useful rules for the purposes of descriptive linguistics but are rathercomplex from the pedagogical point of view (On a personal note I would fear for anylearner earnestly attempting to learn such formulae on his own) Even the simplestlsquorulesrsquo tend to be cautious and of course the writers cited above recognise this Ofone particular stress observation Kelly writes ldquoThis is a valid observation But how



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Unit 5 Section 4 5

dependable a rule can this be to a studentrdquo In saying so he recognises that a usefulrule of linguistics may have dubious pedagogic value So it could be that an lsquoad hocrsquoapproach to stress may be a more effective way of dealing with this problem


You will recall that when we dealt with sounds we described the stages of

bull Differentiation Recognition

bull Production

The same stages can apply to the work we have to do on word stress (and later onsentence stress and features of connected speech) Once again it could be said thatby and large students need to recognise before they can produce

Here we will look at some of the exercises that we can give our students to help themwith the recognition and production of word stress First recognition

Task 2 Differentiation Recognition of Word Stress - Activities (20mins)

a) From Kenworthy J 1987 Teaching English Pronunciation Longman

bull ldquoSame or differentrdquo

The learners are presented with words or short phrases in pairs and asked to saywhether they are the same or different in stress pattern For example

bull Operate beautiful

bull Coca-cola lemonade

This is a useful exercise for recognition purposes providing the lexical items areknown to the learners so that they see them as relevant to their language learningas a whole It could be used as a warmer or as part of a focus on revision of lexiscovered during the previous week term course

b) Now consider the next two exercises from published pronunciation materials(See after this box) How useful is each exercise In what way(s) might youadapt them How would you incorporate them into a lesson

In the following exercise for higher level students the main task is the identificationof the main stress Connected to this is also focus on those weak syllables that havethe schwa sound ə



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Unit 5 Section 4 6

From Bowler B amp Cunningham S 1991 Headway Upper Intermediate Pronunciation

Oxford University Press



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Unit 5 Section 4 7

In the following exercise the focus is on word stress patterns

Haycraft B 1994 English Aloud 1 Heinemann (page13)

Task 3 Production of Word Stress - Activities (20 minutes)

Here are two activities from different books for the productive practice of wordstress As before

a) What is the exercise focusing on

b) How useful is the exercise

c) At what level would you introduce these materials

d) In what way might you adapt them incorporate them into a lesson



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Unit 5 Section 4 8

From Cunningham C amp Moor P 1996 Headway Elementary Pronunciation OxfordUniversity Press (page 31)



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Unit 5 Section 4 9

From Haycraft B 1994 English Aloud 2 Heinemann (page 23)

3 Introduction to Sentence StressStresses in sentences (sometimes known as prominence) may be the result ofseveral things

a) Some words are more likely to be stressed than others because they are contentwords rather than structural words In our previous sentence

bull Lukersquos taller than Samantha

Clearly the two names and the comparative adjective are more prominent than themodest little structural word lsquothanrsquo (which would almost disappear in rapid speech)

b) Secondly some content words have more prominence than others This is for a

reason Think about this learners or even recently trained teachers sometimesask this question ldquoWhere is the stress in this sentence lsquoHersquos been working inLondon for five yearsrsquo rdquo

Of course the assumption here is wrong a sentence has no one correct stressedsyllable It would most probably be on the word years if only because the natural fallof a neutral (or ldquounmarkedrdquo) statement would take place there But if you think aboutit contexts could be imagined that would allow us to stress this sentence in differentplaces



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Unit 5 Section 4 10

1) Hersquos been working in London for five years





The meaning in each instance is as a result quite changed for sentence stress is ofcourse meaningful Sentence stress differentiates between one explicit option andlots of other implicit ones there are always invisible alternatives or ldquomarkedrdquoutterances

bull Hersquos been working in London (not Innsbruck not Grimsby)

For the sentences 1-5 above you might like to find a conversational context for eachof the possible utterances and think of the implicit alternatives

c) Another reason for words to be stressed rather than other words is that somewords are new information other words information that is already known Think

of this conversation at a party

bull Host (to guest) I thought John was coming (Here John is the lsquonewinformationrsquo)

bull Guest Oh Johnrsquos coming OK Hersquos getting a lift with Mary (Here John is nowlsquoold informationrsquo Mary is new information so is prominent)


As we have seen in a typical sentence most syllables of the sentence are notstressed Indeed often all of them except one remain unstressed One of the

problems in drawing the studentsrsquo attention to sentence stress is to risk thembecoming over-attentive to details that would perhaps be best disregarded in theinterests of focus on the single stressed syllable Even left to their own devicesstudents will focus on individual syllables possibly giving them prominence that is notrequired And who can blame them As J Kenworthy says in Teaching EnglishPronunciation

ldquoEvery word seems important to someone who is struggling to puttogether a message in a new languagerdquo

What can we do to help students with sentence stress Once again work has to bedone for both differentiation recognition and production

41 Differentiation RecognitionHere are two extracts from materials that deal with the recognition of sentencestress



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Unit 5 Section 4 12

From Cunningham S and Bowler B 1990 Headway Intermediate Pronunciation Oxford

University Press (page 32)

42 Production

There are activities we can use to help the learner The first thing of course is to dealwith the phenomenon mentioned above whereby a differently stressed word changesthe emphasis of a sentence and its meaning Kenworthy describes the followingactivity



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Unit 5 Section 4 13

ldquoAt beginners level it is possible to demonstrate the shift of stress usingsimple dialogues in which the two speakers ask each other the samequestion in turn Herersquos an example (stressed syllables are in bold)

A What do you do

B Irsquom a computer programmer What do you do

A I work in a solicitorrsquos officerdquo

Here are two further examples from books devoted to Pronunciation Notice thatwhile in both the materials the activities are productive in the first (English Aloud 1)the production is simply imitative though it remains a valid exercise In the second(from Headway Upper Intermediate Pronunciation) students have to thinkconsciously where the appropriate stress should go and this provides a useful stagebetween recognition and real production



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Unit 5 Section 4 14

Haycraft B 1994 English Aloud 1 Heinemann (page 30)



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Unit 5 Section 4 15

From Bowler B amp Cunningham S 1991 Headway Upper intermediate Pronunciation Oxford University Press (page 3)



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Unit 5 Section 4 16

Task 4 Questionnaire on Word and Sentence Stress (40 mins)

Compile a questionnaire to be distributed to your colleagues How do they teach

word and sentence stress Find out as much as you can of their tricks of the tradeYour questions are going to concern how they focus on

bull Both word stress and sentence stress ask them what they do

bull In class generally to indicate stress position (really investigate this teachers doodd things in this area make them confess) on the board

bull In the presentation of new language items lexical structural functional etc

Post your most interesting findings or 3 favourite ideas on the Discussion Forumon the DELTA website

5 English as a Stress Timed Language

Well-defined stressed syllables are a major feature of English As a result Englishhas sometimes been described as a stress-timed language Longman Dictionaryof Language Teaching and Applied Linguistics gives this definition

ldquoA stress timed language (such as English) is a speech rhythm in whichthe stressed syllables recur at equal intervals of timerdquo

So for example the following utterance

bull

Has anyone got todayrsquos paperis comprised of two tone groups which are bounded by (brief) pauses when wespeak In each tone group there is a stressed word (or syllable within a word if theword is more than one syllable long) ndash the underlined syllables above Note thatwhile the stressed syllables occur regularly the spaces in between can be comprisedof varying numbers of syllables often crammed together and phonologicallylsquodistortedrsquo So the first tone group has five syllables and the second only fouralthough the time taken to utter each tone group is (roughly) the same The processof ldquocompressingrdquo unstressed syllables is called accommodation

So if English is identifiable as a stress-timed language what are other languages bycontrast

The answer is syllable-timed languages

ldquoA syllable timed rhythm is a speech rhythm in which all syllables aresaid to recur at equal intervalsrdquo (Note the caution here my emphasis)

French for example could be seen as such a language If you say the followingsentence you will notice a more or less even regular fall of syllables

bull ldquoIl est arriveacute a six heuresrdquo (example from Longman Dictionary)

If you arenrsquot sure about this find a French speaker to say this for you



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Unit 5 Section 4 17

The Longman Dictionary is rightly cautious about these two types of ldquotimingrdquo Theyare tendencies rather than absolute categories Recent research employing verysophisticated measuring techniques has proved that such compression is only atendency and not a hard-and-fast rule implying that languages fall somewhere on acontinuum between stress-times and syllable-timed and may vary depending on thekind of speech act (an informal chat in English is more likely to have more elementsof stress-timing than a pre-written speech for example)

Nonetheless it is certainly true that in English a dramatically different number ofsyllables can be found between one stressed syllable and the next and furthermorethat this obliges English words to be distinctly ldquoelasticrdquo


61 Introduction

We might imagine that it is possible to specify a lsquocorrectrsquo pronunciation for each word

Even a dictionary is likely to tell you that she is pronounced ʃi983641 In fact within acrowded and rapidly spoken sentence in which this word has to jostle for space she

may end up something more like ʃǺ as in she goes or ʃə or just ʃas in shelives

In complete utterances all sorts of lsquodistortionsrsquo take place this is true of all languagesof course but is a phenomenon particularly evident in English which isphonologically an extremely malleable language weak syllables (ie most of them)get squashed together strong ones can be remarkably attenuated

bull Take the question ldquoHow long have you worked hererdquo

Say this at natural (ie fast) speed and you will see that the four syllables ofhowlongrsquoveyou probably take slightly less time than the syllable worked

In everyday conversation this would sound or rather ldquolookrdquo something like this

bull hlongvyou w o r k e d here

The fact of stress timing means that within words some syllables become weakenedand distorted indeed have to be in order to lsquofit intorsquo the stress timing But thingshappen not just within words we also have to see what happens at their junctureswhere one word borders with another We will now look at some of the features ofconnected speech

62 Assimilation

This is when a speech sound changes becoming more like another sound whichfollows or precedes it

(This fact is already visible even in the spelling of words For example it is not bychance that we say impossible and intolerant Try to switch the negative prefixesaround and you will find them almost unsayable (inpossible) What we are looking atthen is the phonological ldquolaw of least effortrdquo Spoken language certainly obeys theassimilation law of least effort Look at the word ldquohandbagrdquo Lady Bracknell in theImportance of being Earnest in her famous line might actually pronounce each ofthose three consecutive and very differing consonants (ndb try saying those threetogether - quite an effort) but in ordinary speech we would probably go for

haeligmbaeligg)



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Unit 5 Section 4 18

63 Catenation

Say the phrase ldquopie and chipsrdquo now transcribe it in the phonemic alphabet It maybe that you have written

paǺ ənd and that would be more or less correct but if you think about it (but not somuch that you start dwelling on each phoneme because this would defeat thepurpose of the exercise) you will probably realise that there is a little j coming in

paǺjənd

Another example would be an intrusive r in for example

China r and Japan This j and r are like links in a chain (which is what catenationmeans) these particular examples of catenation involves intrusion the intrusion thatis of an extra phoneme to facilitate articulation but in fact catenation happens fromword to word without any intrusion taking place Think of this utterance

bull In a minute Irsquoll be leaving forhellip

Say this at normal speed and listen carefully to what happens between in and a and

what happens between the t of minute and Irsquoll64 Elision

This is the leaving out of a syllable that is there in its written form for example

ldquosupposerdquo is generally pronounced spəʊz Elision can also be seen workingbetween words think of the phrase fish and chips the d disappears

65 Weak forms

If a word is unstressed it often appears in its weak form For example can might be

pronounced kaelign but it is probably more often pronounced kən Here we havethe most notable example of a weak form the schwa sound one of the commonest

vowel sounds in English indeed an archetypal English sound It is towards thissound that many common unstressed non-content words conform when they areunstressed The following words for example are more often that not used in theirweak form surprising though some of them may seem

And than to that must but are of from them some shall was does can are all

most often pronounced ə

The weakening to schwa is one of the most common weak forms There are othershowever for example

Been bǺn



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Unit 5 Section 4 19

Task 5 Weak forms (10 mins)

Look at the following and mark all the weak forms

We took her along and we sat and waited for her When we were told shersquod got in

we went down to meet the other girls They were really nice but I said to EmmaldquoYou can always come home Irsquom only a phone call away) And that was it Whentheir first single Wannabe went to No 1 it was like just amazing I suppose itrsquos likewhen you win the raffle It was a family occasion and a friend brought somechampagne aroundmdashwhich was something we never had

I personally found eleven əs in the first two lines


71 Some Issues concerning the Teaching of Connected Speech

While it might be possible to focus in some detail on individual phonemes study ofconnected speech is more of a challenge There are indeed particular reasons whyfocus on features of connected speech is difficult

bull The first is familiar We discussed it under the teaching of sentence stress Inorder to focus on features of connected speech we have to look at the detailsBut this is self-defeating because looking at the details may make us lose sight ofwhat happens at speed If our students think about them too much then they willtend to give their full strong form value when they say them The emphasis has tobe on fluency

bull But here lies our second problem the normal description of the features ofconnected speech is necessarily a description of native speaker speech Thingshappen because we are speaking with certain fluency a fluency which almostcertainly the learner is not capable of Some teachers believe in teaching their

elementary learners to say from the very beginning weədȢeɑlǺv for rsquowhere doyou liversquo A case can be made for this on a personal note I have argued thismyself Certainly a student who has learned to say with caution where-do-you-

live may indeed have difficulty in speeding up and saying weədȢeɑlǺv On theother hand will the student ever be accurately fluent enough for these features tohappen In turn it could be argued that they will reach fluency only if they aregiven the means to do so that is features of connected speech Thus we comefull circle

bull Top-down and bottom-up are terms generally applied to the way in which weapproach the components of a text Typically top-down would focus on overallknowledge or awareness of the text type our expectations as we approach thetext and so on Bottom-up would approach the message of the text primarilythrough its language components With caution the same terms might be appliedto how we approach analysis of phonology Do we see the utterance top-downas a whole holistically Or do we approach its constituents bottom up atomistically Certainly current thinking favours the former approach



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Unit 5 Section 4 20

bull An excellent discussion significantly entitled ldquoShould we teachhellipaspects ofconnected speechrdquo can be found in Kelly (op cit) (The author interestinglyraises the issue that some students have the idea that features of connectedspeech contractions weak forms etc are a kind of laziness this is acommonplace of what we might call ldquofolk linguisticsrdquo Almost weekly you will finda letter to a paper denouncing the slovenly contraction of say ldquois notrdquo to ldquoisnrsquotrdquo)His answer to his question above you can read should you have access to thetitle (see Essential Reading) His conclusion appears to be that while we may notbe able to make our students reproduce the features of connected speechoutlined in this section it is nonetheless worth attempting to do so because it ldquois avery good way of enhancing studentsrsquo understanding of fast and fluent connectedspeech ie it helps their listening Jenkins (1998 2000 2007) has also arguedagainst teaching native-speaker models of pronunciation for learners Shebelieves that focussing on nuclear stress is critical for learners but that otheraspects of connected speech can be relegated

bull Clearly a modest amount of attention to features of connected speech must bepart of our pronunciation teaching Ideally it should be integrated into all languagefocus Furthermore attention to the features of spoken language can only bedone in its natural habitat so to speak that is at natural speed

Below are samples of materials for the teaching of features of connected speechfirstly recognition and discrimination

As usual we begin with Recognition

The first concerns schwa the most common feature of connected speech

Fletcher C amp OrsquoConnor J D 1989 Sounds English Longman (page 88)

Another example of connected speech initially recognition based but subsequentlyproductive is the following

(Note That this also involves intonation we must always recall that there is noseparation of intonation from all the aforementioned features of connected speechthough intonation itself will be dealt with in its own section)



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Unit 5 Section 4 21

From Cunningham S and Bowler B Headway Intermediate Pronunciation OxfordUniversity Press p82

Below is a further example of focus on some of the features of connected speechdescribed above I will not specify what they are You can identify them yourselvesSee if you can identify which features are being examined here



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Unit 5 Section 4 22


Now for exercises devoted to Production

Most exercises concerning features of connected speech necessarily focus onproduction Indeed production of strings of connected speech is at the heart ofmodern language teaching We are working on production of connected speech thevery moment we drill a sentence for in drilling there is an emphasis on speed andnaturalness (On a personal note I sometimes say to trainee teachers look after thestrong syllables and the weak ones will look after themselves)

For our final task in this section see below



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Unit 5 Section 4 23

Task 7 Features of Connected Speech as they appear in PronunciationMaterials (30mins)

Here is a list of connected speech activities (Note the task does not depend on theavailability of these books)

1) Headway Intermediate Pronunciation

2) English Aloud Book 2

Do not open these books yet

Look at the lists below and make a brief note of what features of connected speech liebehind each of these heading

Headway Intermediate Pronunciation

bull Contractions of the verb to be (for example here the issues would be multiple)

bull Weak forms of Would you and Do you

bull Weak forms of was and were

bull Contractions and weak forms with Shall and Irsquoll

bull Word linking

bull Ashellipashellip

bull Weak forms of lsquoforrsquo

bull Modals of obligation in connected speech

bull Contractions of will and would

bull Can and canrsquot in connected speech etc

English Aloud Book 2

bull Weak forms with must

bull Predicting the Stresses

bull Weak forms and word linking stressed and unstressed auxiliaries

bull Weak forms of will

bull Sentence stress with would have been

Looking at the above areas with a colleague try to work out in each case what theconnected speech issues will be under each topic For example under weak forms with

must the connected speech issues would be the weakening of mȜst to məst or in

some cases məs or alternatively the strengthening of it to mȜst for a final answerthe fact that there is no weakening in the negative etc When you have identified what youthink the issues will be (and only then) look at the books and confirm your predictions



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Unit 5 Section 4 24


Can you identify the terms or concepts being defined below There is an examplegiven

Example A unit of pronunciation which is (usually) longer than a sound but (usually)less than a word - SYLLABLE

1 A phonological phenomenon whereby a sound alters due to the influence of apreceding or following sound For example the lsquonrsquo in Green Park isarticulated as m due to the following p

2 The process of ldquosqueezing togetherrdquo the syllables that occur betweenstressed syllables so that each segment of an utterance takes the same timeto produce

3 A language where stressed syllables tend to occur at regular intervals andsyllables are not assigned the same stress

4 A word consisting of a single syllable

5 The effect of emphasising certain syllables by making them louder or longeror by increasing their pitch

6 A language where each syllable tends to take the same length of time to say

7 The omission of sounds syllables because a similar sound occursimmediately afterwards eg the ed at the end of walked lsquodisappearsrsquo in I

walked to work

See Appendix 1 for suggested answers



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Unit 5 Section 4 25

Reading

Essential Reading

One of the following

Kenworthy J 1987 Teaching English Pronunciation Longman

Kelly G 2000 How to Teach Pronunciation Longman

Additional Reading

Dalton amp Seidlehofer 1994 Pronunciation Oxford University Press

Roach P 2001 Phonetics OUP

Jenkins J 1998 Which pronunciation norms and models for English as anInternational Language ELT Journal 522

Jenkins J 2000 The phonology of English as an International Language Oxford University Press

Jenkins J 2007 English as Lingua Franca Attitude and Identity OxfordUniversity Press

These teaching texts are the ones mainly drawn from in this section

Cunningham S amp Bowler B 1991 Headway Intermediate Pronunciation OxfordUniversity Press

Cunningham S amp Bowler B 1991 Headway Upper Intermediate Pronunciation Oxford University Press

Cunningham S amp Moor P 1997 Headway Elementary Pronunciation OxfordUniversity Press

Haycraft B 1994 English Aloud 1 and 2 Heinemann

OrsquoConnor J D amp Fletcher C1989 Sounds English Longman



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Appendices

Appendix 1 ndash Terminology Review

1 ASSIMILATION

2 ACCOMMODATION

3 STRESS-TIMED LANGUAGE

4 MONOSYLLABLE

5 STRESS or PROMINENCE

6 SYLLABLE-TIMED LANGUAGE

7 ELISION



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Unit 5 Section 4 2

Contents



3 Introduction to Sentence Stress


41 Recognition

42 Production

5 English as a Stress-Timed language


61 Introduction

62 Assimilation

63 Catenation

64 Elision

65 Weak Forms


71 Some issues concerning the Teaching of Connected Speech


Reading

Appendices



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Unit 5 Section 4 3













The Distance DELTA

Unit 5 Section 4 4


















bull Complicated






The Distance DELTA

Unit 5 Section 4 5





bull Production














The Distance DELTA

Unit 5 Section 4 6





The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




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Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 3













The Distance DELTA

Unit 5 Section 4 4


















bull Complicated






The Distance DELTA

Unit 5 Section 4 5





bull Production














The Distance DELTA

Unit 5 Section 4 6





The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 4


















bull Complicated






The Distance DELTA

Unit 5 Section 4 5





bull Production














The Distance DELTA

Unit 5 Section 4 6





The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 5





bull Production














The Distance DELTA

Unit 5 Section 4 6





The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 6





The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 7











The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 8




The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 9











The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 10





















The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 11




The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 12



42 Production




The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 13


A What do you do






The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 14




The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 15




The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 16












bull










The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 17




61 Introduction










62 Assimilation



haeligmbaeligg)



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 18

63 Catenation



paǺjənd








65 Weak forms







Been bǺn



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 19
















The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 20











The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 21





The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 22







The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 23












bull Word linking

















The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 24











walked to work




The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Unit 5 Section 4 25

Reading

Essential Reading




Additional Reading














The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION



The Distance DELTA

Appendices


1 ASSIMILATION

2 ACCOMMODATION


4 MONOSYLLABLE



7 ELISION

unit5_section4 phonology 2

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