My name is Sovanna and I am a lecturer of English. Please leave me about what you think and thank much

1. Other aspects of
connected speech
Prof. Ung Kim Srong
By Kak Sovanna, Mr. Soun Ngoun Y, MA in
English
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2. contents
 Why “other” aspects of connected speech?
 Assimilation
 Elision
 Linking and intrusion
 Juncture
 Contraction
 Should we teach these aspects of connected
speech?
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3. Introduction
 English people speak so fast
 When students see a spoken sentence in
its written form, they have no trouble
comprehending. Why is this?
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4. Assimilation
 Describing how sounds modify each other
when they meet, usually across word
boundaries, and within a words is
assimilation.
 Common phonological process by which
one sound becomes more like a nearby
sound.
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5. Rules for Assimilation
 The phomens /t/, /d/, and /n/ often
become bilabial before bilabial
consonant /p/, /b/, and /m/.
 He’s a rather fat boy. /t/ to /p/
 He’s very good boy. /t/ to /b/
 There are ten men in the class. /n/ to
/m/
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6. Rules for Assimilation 1
 /t/ assimilates to /k/ before /k or /g/.
 /d/ assimilates to /g/ before /k/ of /g/
 Where has that cat been all night?
 Can you see that girl over there?
 It was very good concert.
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7. Rules for Assimilation 2
 /n/ assimilates to /ŋ / before /g/ or /k/
 I’ve been going out too much lately.
 He’s bringing his own car.
 /s/ can assimilate to / / before / /ʃ ʃ
 I am really like this shiny one over there.
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8. Rules for Assimilation 3
 /z/ can assimilate to / / before / /ʒ ʃ
 We found this lovely cheese shop here.
 Coalescent assimilation
 /t/ and /j/ coalesce to form /t /ʃ
 You went to France last year.
 /d/ and /j/ coalesce to /d /ʒ
 Would you like a cup of tea?
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9. Elision
 Elision is very simply the omission of
certain sounds in certain contexts.
 Elision describe the disappearance of
a sound.
 He leaves next week. /nekt wi:k/
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10. Rules for Elision 1
 /t/ and /d/ when they appear between a
consonant cluster.
 We arrived the next day. →elided
between /ks/ and /d/.
 We stopped for lunch. →elided /p/ and
/f/.
 We reached Paris.
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11. Rules for Elision 2
 Complex consonant clusters are simplified
 She acts like she owns the place.
→/ækts/ simplified to /æks/.
 Teachers use authentic texts. →/tekst
simplified to /teks/
ækt
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12. Rules for Elision 3
 /ə/ can disappear in unstressed syllables.
 I think we should call the police → / ə /
can disappear in the first syllable of
police.
 I’ll love you forever.
 Are you coming out tonight.
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13. Rules for Elision 4
 /v/ can disappear in of, before
consonants.
 My birthday’s on the 11th
of November.
 It’s a complete waste of time.
 That’s the least of my worries.
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14. Linking and intrusion
 When two vowel sounds meet,
Speakers link them in various way.
 Linking /r/
 Rhotic accents generally pronounce the
"r" sound in all contexts, such as car/
carve.
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15. Linking and intrusion 1
 Intrusive /r/
 Where two vowels sounds meet and
there is no written letter r, speakers with
non-rhotic accents witll often introduce
the /r/ phoneme to ease the transition.
 This happens when the first word end in
/ə/, /a:/, or / :/.ɔ
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16. Linking and intrusion 2
 Example:
 I saw it happen.
 The media are to blame
 Law and order
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17. Linking and intrusion 3
 Linking /j/
 When a word ends in /i/, or a dipthong
which finishes with [I], speakers often
introduce a /j/ to ease the transition to
the following vowel sound:
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18. Linking and intrusion 4
 Example:
 I agree, wholeheartedly. /aijə/
 I am, therefore, I ought to be.
 This happens because in order to forms
/i:/ and /r/, the mouth is in more or less the
same position as it is for the start of the
semi-vowel /j/.
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19. Linking and intrusion 5
 Linking /w/
 When a word ends in /u:/, or a dipthong
which finishes with / /, speakers oftenʊ
introduce a /w/ to ease the transition to
a following vowels sound:
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20. Linking and intrusion 6
 Example:
 Go on! Go in! /gə win/ʊ
 Are you inside, or Are you outside?
 This happens because in order to form /u:/
and / /, the mouth is in more or less theʊ
same position as it is the start of the semi-
vowel /w/.
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21. Juncture
 Try to say this sentence:
 I scream, you scream, and we all
scream for ice-scream.
 Juncture is a pause in speech or a feature
of pronunciation that introduces,
accompanies, or replaces a pause.
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22. Juncture 1
 The differences in the length of vowel
sounds, variations in degrees of syllable
stress, differently timed articulation of the
consonant sounds and allophonic
variations.
 That’s my train.
 It might rain.
 The great apes
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23. Contractions
 Constractions occur where two words
combine to the extent that the two are
pronounced as one word, or one syllable.
 I’m, you’re, he’s, she’s, we’re
 I’m not, you aren’t, we aren’t
 Can’t
 Would’ve
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24. Should we teach these aspects of
connected speech?
 Stress and intonation can help students to
better understanding of spoken English.
 Make the students better to understand
the language they hear.
 Make us know about what age is the best
to learn this features.
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25. Thank You!!!
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