Connected Speech

1. PRESENTATION ON THE FEATURES OF
THE CONNECTED SPEECH
PRESENTED TO
HONOURABLE SIR NAZIR AHMAD MALIK

2. THE FEATURES OF THE CONNECTED
SPEECH
Group Members:
Muhammad Imran Bhatti
Shahbaz Ali
Muhammad Zahid
Zunaira Ashraf

3. THE MAIN AGENDA
 Introduction to the features of connected Speech
 The importance of the features
 The main features of Connected Speech named
 Assimilation
 Rhythm
 Juncture
 Informal contractions
 “Wanna” Construction
 Compression
 Elision
 Weak Forms
 Linking R
 Class Activities
 Conclusion

4. PRESENTER-1
MUHAMMAD IMRAN BHATTI

5. FEATURES OF THE CONNECTED
SPEECH
Introduction to the features of connected
Speech
The importance of the features
The main features of Connected Speech
named
Assimilation
Rhythm

6. CONNECTED SPEECH
Connected Speech is the key to gaining a natural,
smooth-flowing style of speech. People do not
speak in separate words, they speak in logical
connected groups of words. Even native speakers
sometimes "stumble over their words" because
they are unaware of the "little tricks" for avoiding
the pitfalls. Trained actors, of course, are able to
deliver lengthy, complex, and even "tongue-
twisting" passages flawlessly. This is not a gift. They
have simply learned the "rules" for linking one
word into another with intention.

7. THE IMPORTANCE OF THE FEATURES
• “A little learning is a dangerous thing; drink deep,
or taste not the Pierian spring: there shallow
draughts intoxicate the brain, and drinking largely
sobers us again.” Alexander Pope: An Essay on
Criticism, 1709.

8. THE IMPORTANCE……………2
Rather than give huge a huge list of examples for the
participants to wade through, I have taken the “little
learning” approach in the hope that armed with some of the
basic concepts of how spoken English works at a sonic level,
you will feel inspired to start to play with these sounds for
yourself and embark on the fascinating journey of
understanding of how speaking is strung together. Phonetics
is a practical topic and thus the more you play and
experiment with the sounds and the effects the more
understanding you will achieve. The connected speech
features make you feel comfortable at making sounds play
and dance together in a rhythmic mood.

9. The Main Features of Connected
Speech Named
Assimilation
Rhythm
Compression
“Wanna” Construction
Juncture
Elision
Weak Forms
Linking R

10. CONNECTED SPEECH FEATURES

11. ASSIMILATION-1
• Assimilation (ie alteration of an original
sound by the influence of an adjacent
one: the term was recorded as applied
to consonants in OED from 1871) is a
topic that the ordinary EFL user needn't
much worry about because practically
all the assimilations that arise in
continuous speech are "optional".

12. That is to say, among native speakers they
are very frequent but sporadic rather than
invariable. Perhaps the most regularly
occurring types are from / s / or / z / to / ∫ /
or / ʒ / as in apprenticeship /ə`prentɪʃʃɪp/,
bus-shelter / `bʌʃ ʃeltə /, dress shop /`dreʃ
ʃɒp/, ice-show /`aɪʃ ʃəʊ/, less sure /'leʃ `ʃɔ/,
Miss Jones /mɪʃ `ʤəʊnz/, S-shaped /`eʃ ʃeɪpt/
and has she / `hæʒ ʃi /etc.
ASSIMILATION-2

13. ASSIMILATION-3
Assimilation is concerned with one sound becoming
phonetically similar to an adjacent sound.
• Sounds that belong to one word can cause changes
in sounds belonging to other words.
• When a word’s pronunciation is affected by sounds
in a neighbouring word, we call this process
assimilation.

14. DIRECTIONS OF ASSIMILATION
Direction of change
• If a phoneme is affected by one that comes
later in the sentence, the assimilation is
termed regressive.
• If a phoneme is affected by one that comes
earlier in the utterance, the assimilation is
termed as progressive.

15. ASSIMILATION ACTIVITIES-1
• Regressive assimilation: the sounds
assimilated are influenced by the succeeding
sounds
• /nju:z/ (news) → /nju:speipə/ (newspaper)
• /gu:s/ (goose) → /gu:zbəri/ (gooseberry)
• /faiv/ (five) → /faifpəns/ (five pence)
• /hav/ (have) → /haf tu/ (have to)
• /ju:zd/ (used) → /ju:st tu/ (used to)

16. ASSIMILATION ACTIVITIES-2
• Progressive assimilation: the sounds
assimilated are affected by the pronunciation
of the preceding sounds. This is often seen in
the inflectional endings -s and –ed. If
preceded by a voiced sound, they become
voiced; if preceded by a voiceless one, they
become voiceless. For example:

17. ASSIMILATION ACTIVITIES-2
• Plural: students /-s/; books /-s/ girls /-z/;
pictures /-z/
• Possessive: students’ books /-s/ girls’ pictures
/-z/
• 3rd person singular: He writes /-s/; He speaks
/-s/ She reads /-z/; She plays /-z/
• Past tense and past participle: worked /-t/;
laughed /-t/ learned /-d/; played /-d/

18. RHYTHM
• Definition: (1) In phonetics, the sense of
movement in speech, marked by the stress,
timing, and quantity of syllables.
• (2) In poetics, the recurring alternation of
strong and weak elements in the flow of
sound and silence in sentences or lines of
verse.

19. RHYTHM-2
Rhythm is timing patterns among syllables.
Rhythm is the systematic organization of
prominent and less prominent speech
units in time.
There are basically two types of sentence
rhythm in languages:
"stress-timed rhythm" and "syllables-timed
rhythm.“

20. Two Rhythm Classes
1-stress timed rhythm
Languages showing patterns of equal duration between
stressed (prominent) syllables.
(morse code rhythm: either of 2 codes consisting of various spaces dots
or long and short sounds used for transmitting messages by audible or
visual sounds) e.g. English, Dutch, German
2-syllable timed rhythm
Syllables are of equal duration.
(machine gun rhythm: rapid-fire or rapidity and sharpness)
• e.g. French, Spanish, Italian

21. (A) Stress-timed Rhythm

22. LANGUAGE RHYTHM……..
chest pulses: puffs of air to produce a syllable
stress pulses: reinforced chest pulse
foot: unit of a stress pulse and the following chest
pulses
1-stress-timed languages:
stress pulses are equally spaced – chest pulses are not
no isochrony between feet measurable
2-syllable-timed languages:
chest pulses are equally spaced – stress pulses are not
no isochrony between syllable durations measurable

23. Do you know which words in English
sentences are stressed and which are not?
Basically words can be divided into two categories:
content words and structure words. Content words
are those which carry the basic meaning of a
sentence, such as nouns and verbs. Structure
words, also called function words, show
grammatical relationship, such as pronouns and
prepositions. In general, content words need to
emphasized, while structure words are usually de-
emphasized and reduced.

24. EXAMPLES
1. John wants to be an actor, so he wants to
live in Hollywood.
2. Mary made an appointment with the dentist
on Monday.
3. After the movie, they went to a bar to have
beer.

25. ACTIVITY….RHYTHM
Sentence Rhythm Practice by Saying Rhymes
• Hickory Dickory Dock
The mouse ran up the clock
Sentence Focus
1. John is leaving Paris next week. (Emphasize the time)
2. John is leaving Paris next week. (Emphasize the place)
3. John is leaving Paris next week. (Emphasize the action)
4. John is leaving to Paris next week. (Emphasize the truth)
5. John is leaving to Paris next week. (Emphasize the person)

26. NEXT PRESENTER-2
SHAHBAZ Ali

27. AN OVER-VIEW OF THE PART-I
Introduction to the features of
connect Speech
The importance of the features
The main features of Connected
Speech named
Assimilation
Rhythm

28. WHAT NEXT

29. MORE FEATURES OF THE CONNECTED
SPEECH
Juncture
Informal Contraction
(Wanna Construction)
Compression
“Wanna” Construction

30. JUNCTURE
Origin:
• late Middle English (in the sense 'act
of joining'): from Latin junctura,
'joint', from jungere 'to join

31. Definition of Juncture
• The manner of transition are mood of
relation ship between two consecutive
sound in speech
• Refers to the relationship between one
sound and the sound/s that
immediately precede it or follow it
• E.g. “Peace Talks ” vs. “Pea stalks”

32. Juncture Conti…
• Phonetics: the set of features in speech
that enable a hearer to detect a word or
phrase boundary (e.g. distinguishing my
turn ).
• My turn vs might earn

33. Types of juncture
• Close Juncture:
• My turn and might earn
• Example of close juncture: m + ai
• External open juncture (usually just called
juncture) is characterized by a pause between
the two sounds:
• Fetch me the paper, boy! vs. Fetch me the
paper boy.
• My turn and might earn
• External open juncture: m, n are in such posit.

34. Types of Juncture
• Internal open juncture:
• My turn and might earn
• Internal open juncture: how are the two
above mentioned examples differentiated?
• Answer: due to aspiration or non-aspir. of /t/
thanks to its position at word boundary

35. Juncture (R form)
• “Intrusive r” and other forms of linking
• are related to the linguistic
• phenomenon of juncture.

36. Activity 1
• Why choose White shoes
• A Name An aim
• Nitrate Night-rate
• Illegal Ill eagle
• Might rain My train

37. Activity 2
• All that I’m after today
• All the time after today
• He lies
• Heal eyes
• Keep sticking
• Keeps ticking

38. Informal contractions
• Informal contractions are short forms of other
words that people use when speaking
casually. They are not exactly slang, but they
are a little like slang.
• For example, "gonna" is a short form of
"going to". If you say "going to" very fast,
without carefully
• pronouncing each word, it can sound like
"gonna".

39. informal contractions conti..
• These informal contractions are not "correct"
• English. Do not use them in a written exams,
except in appropriate situations.
• We normally use them only when speaking
fast and casually, for example with friends.
Some people never use them, even in informal
speech. It is probably true to say that informal
contractions are more common in American
English.

40. Activity
• Yo, or Ya > you, Y’all > you all, Ayo > hey you
• Aint > am / is / are not
• ‘em > them / him, ‘er > her
• -in’ > -ing

41. Activity
• ‘cause > because
• ‘bout > about
• Kinda > kind of, Sorta > sort of, coupla >
couple of
• Lemme > let me
• Gotta > have got to

42. “WANNA CONSTRUCTION”
• Definition: A linguistic phenomenon involving
the contracted form of "want to."
• As explained next, in certain wh-questions,
the use of wanna is constrained. This
principle also applies to the contracted forms
of have to (halfta), used to (usta), and
supposed to (sposta).

43. “Examples of wanna”
• (1) a. Who do you think the Red Sox will wanna play first?
(1) b. Who do you think the Red Sox will want to play first?
•
"You wanna just make sure there's a good amount of protein
per serving.“
"You wanna just make sure can be paraphrased as make sure

44. WANNA B CONSTRUCTIION ACTIVITY
1-Apparently she couldn't face telling wannabes how rubbish
they were!
2-During a screen test she destroyed young wannabe 's with her
harsh criticism.
3-Wanabe actress- she wants to be famous, and to be famous
you have to suffer the audition process.

45. WANNA-B CONSTRUCTIION
ACTIVITY-2
10-Why is he being left in the shadows when all
around him bland, talentless wannabes are
ending up on top of the pops?
12-Camp is the delightful tale of a summer camp (
" ovation " ) for teenage wannabe musical stars.
13-Wannabe pop stars or the next pop idol.

46. Activity
• What are you going to do?
• What’re you going to do?
• What’re you gonna do?
• Whatcha gonna do?
• Whatcha goin’ do?
• Whatcha gon’ do?

47. Activity
• Do you want a beer?
• Do you wanna beer?
• D'you wanna beer?
• D'ya wanna beer?
• Ya wanna beer?
• Wanna beer?
• Beer?

48. COMPRESSION
• Compression A variation in pronunciation
which reduces the number of syllables. An
example from English is the two-syllable
pronunciation /ʃɔtnɪŋ/ of shortening,
compared with /ʃɔtənɪŋ/, which consists of
three syllables.
• i.e. with “schwa” added or included

49. COMPRESSION ACTIVITY
• Lateral Written
• Hidden Kitten
• Desperate Battle
• Category Riddle
• Bottle Contrary
• Library
•

50. NEXT PRESENTER-3
MUHAMMAD ZAHID

51. AN OVER-VIEW OF THE PART-I&II
 Introduction to the features of connect Speech
 The importance of the features
 The main features of Connected Speech named
 Assimilation
 Rhythm
 Compression
 “Wanna” Construction
 Juncture

52. WHAT NEXT

53. THE FEATURES……CONTINUE
Elision
Weak Forms

54. Elision is used to refer to the omission of sounds in connected
speech. In other words, assimilation means the variation of a
sound whereas, elision means the loss of a sound. Both
consonants and vowels may be affected, and sometimes even
whole syllables may be elided.
The term elision describes the disappearance of a sound.
For example, in the utterance He leaves next week speakers
would generally elide (leave out) the /t/ in next saying /neks
wi:k/. Again here, the reason is an economy of effort, and in
some instances the difficulty of putting certain consonant
sounds together while maintaining a regular rhythm and speed.
ELISION

55. SOME RULES FOR ELISION
• The most common elisions in English are /t/ and /d/,
when they appear within a consonant cluster.
• We arrived the next day. (/t/ elided between /ks/
and /d/).
• When we reached Paris, we stopped for lunch. (/t/
elided between /tʃ/ and /p/, and between /p/ and /f/
• We bought a lovely carved statuette. (/d/ elided
between /v/ and /st/)

56. SOME RULES FOR ELISION-2
Complex consonant clusters are simplified.
• She acts like she owns the place! (/ækts/ can
be simplified to /æks/)
• Teachers use authentic texts to teach from.
(/teksts/ can be simplified to /teks/)
• George the Sixth’s throne (/skθs θr/ simplified
to /sɪks θr/

57. SOME RULES FOR ELISION-3
/ ə / can disappear in unstressed syllables.
1-I think we should call the police. (/ ə / can disappear in the first
syllable of police)
2-I’ll love you forever, promise. Well, perhaps. (/ ə / can disappear)
3-It’s a question of collective responsibility. (/ ə / can disappear)
4-Are you coming out tonight? (/ ə / can disappear)
5-That’s an interesting idea. (/ ə / is not pronounced by many
speakers, reducing the number of syllables in the word)
6-Have we got any vegetables? (/ ə / is not pronounced by most
speakers, reducing the number of syllables in the word)

58. SOME RULES FOR ELISION-4
/v/ can disappear in of, before consonants.
1-My birthday’s on the 11th of November.
2-It’s a complete waste of time!
3-That’s the least of my worries!

59. ELISION ……..Examples-5
Good students in other countries learn correct English, such
as "What do you want to do?" Then they get off the airplane
here and hear:"Wad da ya wanna dew?" or
"Wadahyawannado?"
Not correct English, but it IS what you will hear. No one ever
says, "What . do . you . want . to . do...." it is always run
together, wadaya wanna do?
ALL OF THESE ARE FOR SPEAKING, FOR SOUND ONLY. NEVER
write words like this when you are trying to use correct
English, they are never correct..

60. ELISION ……..Examples-6
1-Kinda = Kind of = almost = I kinda did my
homework... maybe one half.
2-Sorta = Sort of = almost again
3-Hafta = Have to = Quick! I hafta run, I am
late.
4-Musta = Must have = He musta been stupid
when he decided to learn English

61. ELISION ……..Examples-7
5-Wanna = Want to = You wanna eat now?
6-gotta = got to = have to = I gotta go, class is
starting
7-dunno = don't know = I dunno, maybe I can
stay.
8-wudja = would you = Wudja eat with me if I
paid for it?

62. ELISION ……..Examples-8
9-cudja = could you = Cudja eat with me if
you have time?
10-Ya = you = Ya wanna go eat?
11-Cya = see you = "I'll see you later." "Okay,
cya."
12-Kay = Okay = I gotta go, kay?

63. ELISION ……..Examples-9
Subject + auxiliary verb
• We often use the short form when we have a
Subject Pronoun followed by 'be' or 'have'.
• She is playing tennis….She's playing tennis.
• They are at the cinema. They're at the
cinema.
• We have been waiting. We've been waiting.

64. ELISION ……..Examples-10
You can also use the short form when
you have a noun followed by 'is'.
• The train is late.
• The train's late.
• John is going to the party.
• John's going to the party.

65. ELISION ……..Examples-11
We use the short form when we have an
auxiliary verb or a modal followed by 'not'.
• I do not know the time. I don't know the
time.
• I have not seen the film. I haven't seen the
film.
• He could not find the keys. He couldn't find
the keys.
• They will not be at the party. They won't be
at the party.

66. ELISION ……..Examples-12
The modal 'will' is special. We can use it
in the short form with a subject
pronoun and with questions words.
• She will be late.
• She'll be late.
• Who will be there?
• Who'll be there?

67. TYPES OF ELISION
1-Apheresis (/əfɪərɨsɪs/)
• In phonetics, apheresis ( /əfɛrɨsɪs/ or
/əfɪərɨsɪs/; British English: aphaeresis; from
Greek apo “away”, hairein “to take”) is the loss
of one or more sounds from the beginning of
a word, especially the loss of an unstressed
vowel.

68. EXAMPLES
• English[k]nife pronounced /naɪf/
• English [a]cute > cute
• English [E]gyptian > Gyptian > Gypsy
• English [a]mend > mend
• English[e]scape + goat > scapegoat
• English esquire > squire

69. 2-Syncope (/sɪŋkəpi:/)
• In phonology, syncope ( /sɪŋkəpi:/; Greek:
syn- + koptein “to strike, cut off”) is the loss
of one or more sounds from the interior of a
word; especially, the loss of an unstressed
vowel. It is found both in Synchronic Analysis
of languages and Diachronic Analysis.

70. EXAMPLES
As a poetic device
• English hast[e]ning > poetic hast'ning
• English heav[e]n > poetic heav'n
• English over > poetic o'er
• English never > poetic ne'er

71. EXAMPLES…….
Syncope in informal speech
• English [Au]stra[lia]n > colloquial Strine
• English did n[o]t > didn't
• English I [woul]d [ha]ve > I'd've

72. 3-Apocope(/əpɒkəpi:/)
In phonology, apocope ( /əpɒkəpi:/; Greek
apokoptein meaning cutting off, from apo-
meaning away from and koptein meaning to
cut) is the loss of one or more sounds from
the end of a word, and especially the loss of
an unstressed vowel.

73. EXAMPLES
• English photograph > photo
• sympathique(s) > sympa meaning nice
réactionnaire > réac meaning reactionary
English animation > Japanese anime-shon >
anime
• English synchronization > sync, synch, syncro,
or synchro
• English Alexander > Alex

74. ELISION CLASS ACTIVITY-1
• Common sound deletions
A syllable containing the unstressed "schwa"
is often lost. For example pronounce the
following words:-
– int(e)rest,
– sim(i)lar,
– lib(a)ry,
– diff(e)rent,
– t(o)night.

75. ELISION CLASS ACTIVITY-2
• / t / and / d /
With consonants, it is / t / and / d / which are most commonly
elided, especially when they appear in a consonant cluster.
For example pronounce the following words:-
-chris(t)mas
– san(d)wich
The same process can occur across word boundaries, for
example pronounce the following words:-
– mus(t) be
– the firs(t) three
– you an(d) me
– we stopp(ed) for lunch

76. ELISION CLASS ACTIVITY-3
• / h /
The / h / sound is also often deleted. For
example pronounce the following:-
you shouldn´t (h)ave
tell (h)im.

77. What is the weak form?
• English is a stress-timed language, which
means that stressed syllables are equal in
timing. In order to fit our words into this
pattern, we tend to "squash" or compress
other syllables or words occurring between
stresses, in order to keep up with the more or
less regular rhythm (Mayers 1981:422).
Therefore, compressing or "weakening" some
sounds is necessary to keep the rhythm of
English.

78. WEAK FORM CONTINUES…..
A weak form is the pronunciation of a word or
syllable in an unstressed manner. Of course, the
difference between the strong form (stressed) and
the weak form (unstressed) of a word is not
apparent in writing, but in speech these two
variations in pronunciation can be drastically
different. If spoken in isolation, the weak form of a
word would probably be unintelligible. The
difference between the two forms can affect
meaning. Here is an example to show how strong
and weak forms of a single word (that) can change
the entire meaning of a sentence:

79. WEAK FORM CONTINUES…..
1-John thinks that man is evil. /ðət/
This version of the sentence, with the weak
(unstressed) form of that, means "John
thinks all humans are evil."
2-John thinks that man is evil. /ðæt/
This version of the sentence, with the strong
(stressed) form of that, means "John thinks a
specific (male) individual is evil."

80. WEAK FORMS
Weak Forms
• When we talk about weak forms in the
phonetics of English this regards a series of
words which have one pronunciation (strong)
when isolated, and another (weak) when not
stressed within a phrase, e.g.
• a car /eɪ kɑ:/
• I bought a car/aɪ bɔ:t ə kɑ:/

81. WEAK FORMS…..2
There is a logical explanation behind the
occurrence of weak forms: they are present in
words which are necessary to construct a
phrase yet, at the same time, do not
communicate a large quantity of information,
in other words, they are not content words.
For example in the following phrase:

82. WEAK FORMS…..2
• I went to the hotel and booked a room for
two nights for my father and his best friend.
• The most important words, those that are
central to the message, can be emphasised:
• I went to the hotel and booked a room for
two nights for my father and his best friend.
• If we eliminate the words that are not
emphasised, can we still understand the
message?

83. WEAK FORMS…..3
• went hotel booked room two
nights father best friend.
• Perhaps it is difficult to be certain but it is possible to
predict what the missing words might be. The words
which we emphasised would bear the stress, while
many of those which we eliminated would become
weak forms, simply because they are less important
in the conveyance of the message. Look at the
sentence in transcription:
• /aɪ went tə ðə həʊ tel ən bʊkt ə ru:m fə tu: naɪts fə
maɪ fɑ:ðər ən hɪz best frend/

84. WEAK FORMS…..4
• Auxiliary Verbs #1
• Strong Form/Weak Form
• Example
• Do
• /du:/,/də/
Where do you live?
• Are,/ɑ:/,/ə/(r)*
John and Mary are here.

85. WEAK FORMS…..5
• was
• /Wɒz/,/wəz/
I was quite interested.
• were
• /wɜ:/,/wə(r) /
They were bored.

86. WEAK FORMS…..6
• would
• /Wʊd/,/wəd/
She said she would be here.
• Could
• /kʊd/ ,/kəd /
What could I do?

87. WEAK FORMS…..7
• Can
• /kæn/, /kən/
What can you do with it?
• must
• Mʌst/,/məs(t) /
You must be a bit more patient.

88. WEAK FORMS…..8
• Prepositions #1
• to ,
• /tu:/, /tə/
I went to the market.
• For,fɔ:(r),fə(r)
Wait for me!
• From,/frɒm/,/frəm/
She's from York.

89. WEAK FORMS…..9
• Into,/ɪntu:/,/ɪntə/
• Put it into the box.
• to ,/tu:/ ,/tə/
I went to the market.
• For,/fɔ:(r)/,/fə(r)/
Wait for me!
• From,/frɒm/,/frəm/
She's from York.

90. WEAK FORMS…..10
• And,/ænd/, /ənd/, /ən/, n̩ Rock 'n' roll.
• But, /bʌt/ ,/bət/ ,...but one of the main
points...
• The dog that bit me ...
• you (as object pronoun)
• /ju:/, /jə/
• Where do you live?

91. WEAK FORMS…..11
• A,/æ/, /eɪ/,/ə/*
• Take a good book.
• an ,/æn/,/ən/
He's an idiot!
• The,/ði:/, /ði/ (before a vowel)
What's the time?
That /ðæt/, /ðət/
That is your book. The book that you have is
blue.

92. WEAK FORMS CLASS ACTIVITY
Transcribe and pronounce the following
sentences using phonetic symbols:
1. Give it to me!
2. It takes three hours to get from here to London.
3. Could you give me a light?
4. What’s that knife for?
5. The book that she bought was more expensive than
mine.

93. NEXT PRESENTER
ZUNAIRA ASHRAF

94. THE WHOLE VIEW TILL NOW
 Introduction to the features of connect Speech
 The importance of the features
 The main features of Connected Speech named
 Assimilation
 Rhythm
 Compression
 “Wanna” Construction
 Juncture
 Elision
 Weak Forms

95. WHAT NEXT

96. CONCLUDING PORTION
Linking R
The Class Activities
CONSLUSION

97. FEATURES OF CONNECTED SPEECH
LINKING’R
• In some accents of English, a written r is not
pronounced before another consonant or at
the end of a word, so that cord is pronounced
/k ɔ: d/, and bar /ba:/. In other accents, such
as Scottish English, such r's are pronounced.
Accents of English can thus be divided
between those that are r-
pronouncing(American) and those that are
non-r-pronouncing(British).

98. LINKING ‘r” CONTINUES…….
However, even in non-r-pronouncing accents,
an r at the end of a word is pronounced when
the word that follows begins with a vowel, so
that far away is pronounced / fɑ:r ə ‘wei /.
This is known as a linking r..

99. LINKING ‘r” CONTINUES…….
In some accents, however, speakers go
further than this and pronounce an r in such
cases even where there is no r in the written
word, as in the infamous phrase law and
order, which then becomes / lɔ: r ənd ɔ:də /.
This is known as an intrusive r and, although
often condemned, is simply another
characteristic of the speech habits of sections
of the English-speaking community.

100. EXAMPLES..LINKING R

101. EXAMPLES-LINKING R
Higher in the sky
Car on the road
Four of the boys
Layer of the cloth

102. EXAMPLES-INTRUSIVE R

103. ACTIVITY-DISTRIBUTION
• THE ACTIVITIES ARE BASED ON THE FOLLOWING
FEATURES OF CONNECTED SPEECH:-
 Assimilation
 Rhythm
 Compression
 “Wanna” Construction
 Juncture
 Elision
 Weak Forms
 Linking R

104. CONCLUSION
Dear participants your patience has truly
been tested in the present session and we do
hope that you all have learnt a considerable
important ideas and terminology that are
very important to make you able to speak
freely and nicely with a bullet like flow but
for the same practice please do rest first.
Good luck.