SUPRASEGMENTALS ENGLISH

MEDAN

ENGLISH

SUPRASEGMENTALS

FKIP UNIVERSITAS HKBP NOMMENSEN

Bloner Sinurat

Introduction

Chapter 1: Syllable Structure And Stress 1.1 English Syllable Structures

1.2 Types of Stress 1.3 Simple Word Stress

1.3.1 One-Syllable Word Stress 1.3.2 Two-Syllable Word Stress 1.3.3 Three-Syllable Word Sress 1.3.4 Four-Syllable Word Stress 1.3.5 Five-Syllable Word Stress 1.3.6 Six-Syllable Word Stress 1.4 Distinctive English Stress

Chapter 2: Distinctive British And American English Word Stress Patterns

Chapter 3: Stress Placement And Affixation 3.1 Stress Placement and Prefixes

3.1.1 Prefix anti 3.1.2 Prefix dis 3.1.3 Prefix ex 3.1.4 Prefix hyper 3.1.5 Prefix in 3.1.6 Prefix non

3.1.8 Prefix un

3.2 Stress Placement and Suffixes 3.2.1 Suffix able

3.2.2 Suffix age 3.2.3 Suffix al 3.2.4 Suffix en 3.2.5 Suffix ing 3.2.6 Suffix ish 3.2.7 Suffix ful 3.2.8 Suffix ly 3.2.9 Suffix ment 3.2.10 Suffix less 3.2.11 Suffix ness 3.2.12 Suffix fy 3.2.13 Suffix y 3.2.14 Suffix hood 3.2.15 Suffix ship 3.2.16 Suffix arian 3.2.17 Suffix ize 3.2.18 Suffix ic 3.2.19 Suffix ion 3.2.20 Suffix ity 3.2.21 Suffix ous 3.2.22 Suffix ial 3.2.23 Suffix ive

Chapter 4: Compound Word Stress 4.1 Noun-Noun Compound Word Stress 4.2 Adjective-Noun Compound Word Stress 4.3 Verb-Noun Compound Word Stress 4.4 Preposition-Noun Compound Word Stress 4.5 Noun-Verb Compound Word Stress 4.6 Adjective-Verb Compound Word Stress 4.7 Preposition-Verb Compound Word Stress 4.8 Verb-Verb Compound Word Stress 4.9 Noun-Adjective Compound Word Stress 4.10 Adjective- Adjective Compound Word Stress 4.11 Preposition-Adjective Compound Word Stress Chapter 5: Adjacent Stress

Chapter 6: English Stress Patterns Chapter 7: English Sentence Stress Chapter 8: Pitch Levels

Chapter 9: Juncture And Terminal Contour Chapter 10: Tone Unit

Chapter 11: Intonation

11.1 Intonation of Positive Statements 11.2 Intonation of Negative Statements 11.3 Intonation of Question-Word Questions

11.6 Intonation of Requests 11.7 Intonation of Tag questions 11.8 Intonation of Exclamations

Chapter 12: Teaching English Suprasegmentals Appendix 1

Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7

PREFACE

This book is intended to provide a clear explanation about the English suprasegmentals. It deals with the theories on the English stress, pitch levels, juncture, terminal contours, and intonation. In the perspective of language teaching, the English suprasegmentals can possibly be acquired well if they are taken into account since the early stage.

It is obviously seen that a language has its own suprasegemntal patterns. As a matter of fact, some words have different stress patterns in British and American English. Pertaining to pitch and tempo, Americans speak more slowly and with less variety of tone. American speech is a bit more monotonous, and it is uttered with less variety in the intonation than that of Britain (Baugh and Cable, 1997: 369).

Since English is regarded as a foreign language which is not conventionally used in daily communication, it also reveals another complicated problem. As a matter of fact most of the English foreign learners tend to use the stress and intonation patterns of their first languages when they speak English. This problem certainly requires more attention from the English teachers.

In this book, some practical exercises are also provided to help the English foreign learners find out and acquire the characteristics of the stress patterns, pitch levels, terminal contours and intonation of

Theoretically the intonation is defined as the movement of pitch or the variations in the musical note produced by the vibration of the vocal cords (Wilkins, 1975:42; Jones, 1979:275). The musical note is actually determined by the stress, pitch level, juncture, and terminal contour in an utterance. The stress usually determines the loudness or prominence of an utterance; the pitch level determines the tone of an utterance; the juncture determines the pause between words, phrases, clauses or sentences; and terminal contour determines the shift of pitch by the end of a phrase, a clause or a sentence. The sift of the pitch may occur either between syllables or within a syllable. When it occurs between syllables is called as a sift since the pitch change is clearly takes place between the weak and the stressed syllable. But when the sift of the pitch takes place within a syllable, it is called as a slide since it goes up or down slowly within the stressed syllable.

Each of these aspects is to be clearly discussed in the following chapters.

INTRODUCTION

This book is intended to provide a clear explanation about the English suprasegmentals. It deals with the theories on the English stress, pitch levels, juncture, terminal contours, and intonation. In the perspective of language teaching, the English suprasegmentals can possibly be acquired well if they are taken into account since the early stage.

It is obviously seen that a language has its own suprasegemntal patterns. As a matter of fact, some words have different stress patterns in British and American English. Pertaining to pitch and tempo, Americans speak more slowly and with less variety of tone. American speech is a bit more monotonous, and it is uttered with less variety in the intonation than that of Britain (Baugh and Cable, 1997: 369).

Since English is regarded as a foreign language which is not conventionally used in daily communication, it also reveals another complicated problem. As a matter of fact most of the English foreign learners tend to use the stress and intonation patterns of their first languages when they speak English. This problem certainly requires more attention from the English teachers.

In this book, some practical exercises are also provided to help the English foreign learners find out and acquire the characteristics of

the stress patterns, pitch levels, terminal contours and intonation of English well.

Theoretically the intonation is defined as the movement of pitch or the variations in the musical note produced by the vibration of the vocal cords (Wilkins, 1975:42; Jones, 1979:275). The musical note is actually determined by the stress, pitch level, juncture, and terminal contour in an utterance. The stress usually determines the loudness or prominence of an utterance; the pitch level determines the tone of an utterance; the juncture determines the pause between words, phrases, clauses or sentences; and terminal contour determines the shift of pitch by the end of a phrase, a clause or a sentence. The sift of the pitch may occur either between syllables or within a syllable. When it occurs between syllables is called as a sift since the pitch change is clearly takes place between the weak and the stressed syllable. But when the sift of the pitch takes place within a syllable, it is called as a slide since it goes up or down slowly within the stressed syllable.

Each of these aspects is to be clearly discussed in the following chapters.

CHAPTER 1

SYLLABLE STRUCTURE AND STRESS

1.1 English Syllable Structures

A syllable is a typically-structured unit of sounds uttered within a certain degrees of prominence, which is paused apart from the other syllable(s) in a word. The syllables of English words are typically structured and based on the phonotactic structure of the English words. The prominence is mainly detemined by the loudness, pitch, length, and quality of the sounds. A stressed syllable is certainly heard more prominent than the unstressed syllable; a syllable that contains a long syllable is actually heard more prominent than that containing a short vowel; a syllable that is uttered with a high pitch is also heard more prominent than that uttered with a low pitch; a syllable that contains a distinctively different quality of sound is also heard more prominent than that containing the same sort of vowel.

The English syllables may be structured as either of the following phonotactic structures, and a syllable generally contains a vowel or a group of vowels regarded as the peak of the syllable. A group of vowels consisting of two vowels is called diphthong, and a group of vowels consisting of three vowels is called triphthong. A syllable may consist of a vowel, a diphthong, a triphthong. A vowel in a syllable

consonants known as cluster. A consonant or a cluster that precedes a vowel, a dipthong, or a triphthong in a syllable is called onset, and a consonant or a cluster that follows a vowel, a diphthong, or a trphthong in a syllable is called coda (Roach, 2002: 70-80). In order to make it easier to understand the phonotactic structures of English syllables, letter V is used as the symbol of vowel, and C as the symbol of consonant. A syllable, as found in many English words, may consist of a vowel (V), a diphthong (VV), a triphthong (VVV), a vowel and a consonant (VC), a vowel and a cluster (VCC), a consonant and a vowel (CV), a cluster and a vowel (CCV), a vowel that is preceded by a consonant and followed by consonant (CVC), a vowel that is preceded by a consonant and followed by a cluster (CVCC), a vowel that is preceded by a cluster and followed by a cluster (CCVCC), etc. A cluster in English may consist of two, three, or even four consonants.

Examples:

are /'ɑ: / (V)

I /'a^I / (VV)

hour /'a^Uə / (VVV)

add /'æd / (VC)

ant /'ænt / (VCC)

he /'hi: / (CV)

free /'fri: / (CCV)

hot /'hɒt / (CVC)

belt /'belt / (CVCC)

cream /'kri:m / (CCVC)

crisp /'kr^Isp / (CCVCC)

stream /'stri:m / (CCCVC)

scratched /'skræʧt / (CCCVCC)

scripts /'skr^Ipts / (CCCVCCC)

texts /'teksts / (CVCCCC)

twelfths /'twelfθs / (CCVCCCC)

1.2 Types of Stress

Pertaining to the acquisition of the speech sounds, it is obviously believed that production is firstly determined by perception . This is the way how an invant aquires the speech sounds of his mothertongue.

Both the segmentals and suprasegmentals are all acquired this way.

Based on this theory, the foreign learners are therefore required to pay a close attention in order to be able to identify, perceive and acquire both the segmentals and the suprasegmentals as well.

Stress is actually determined by the amplitude of the vocal cords during the production of speech sounds. When the vocal cords are

prominent than the unstressed one. Based on the degrees of prominence, stress can be differentiated into three types, they are:

primary stress, secondary stress, and weak stress. Primary stress is the one that results in the most prominent syllable; secondary stress is the one that results in the second most prominent syllable; and the weak stress is the one that results in the least prominent syllable. One- syllable words, two-syllable words, and three syllable words generally have the primary stress only, but secondary stress commonly occurs in polysyllabic words. A syllable containing a long vowel is heard more prominent than the one containing a short vowel, and a syllable containing an open vowel is also heard more prominent than the one containing a close vowel. Based on the types of utterances on which the stress occurs, the English stress is classified as simple word stress, compound word stress and sentence stress. The detail of each topic is to be discussed as follows.

1.3 Simple Word Stress

Stress in simple words can be differentiated into three types such as primary, secondary, and weak stress. It has been mentioned briefly that stress determines the prominence of the speech sounds. A syllable is recognized as stressed because it is heard more prominent than the other syllables in a word. The transcription of the primary stress is usually marked by a small vertical line (' ) put at the upper part before the syllable it relates to, and the secondary stress is marked by a small

vertical line ( ֽ ) put at the lower part before the syllable it relates to, and the weak stress is not marked.

Based on the English phonotactic structure, a syllable may consist of a vowel, a vowel that is followed by a consonant or a cluster, a consonant or a cluster that is followed by a vowel, which is sometimes followed by a consonant or a cluster.

It can be noted that one and two syllable words have primary stress only, and multi-syllable words may receive both the primary and the secondary stress as well. Content words are usually stressed, but function words are not. The transcription of the primary, secondary, and weak stress can thus be transcribed as in the following examples.

Each of the words in the following exercise is transcribed by means of the IPA phonetic symbols, and each of them is also transcribed according to the pronunciation of the General British and American English. The students are all expected to be able to understand and acquire the pronunciations of words in both dialects easily since both pronunciations are transcribed by means of the same phonetic symbols, i.e., the phonetic symbols of the General British invented by A.C.Gimson.

1.3.1 One-Syllable Word Stress

English learners. A syllable may consist of a vowel, a vowel and a coda or onset, or a vowel and a coda and onset. A coda is a consonant or a cluster that follows a vowel in a syllable, and an onset is a consonant or a cluster which is followed by a vowel in a syllable.

The words listed below are carefully selected by a group of language experts and experienced teachers as the words which should receive priority in vocabulary study because of their importance and usefulness (Hornby: 2005). The teacher should pronounce each of the words correctly, and the students are requested to perceive and repeat after the teacher. The pronunciation drill can possibly be conducted either individually or in groups until the students can pronounce each of the words well.

Examples:

Words British American

act /'ækt / /'ækt /

age /'e^Iʤ/ /'e^Iʤ/

aid /'e^Id/ /'e^Id/

aim /'e^Im/ /'e^Im/

air /'eə / /'eər /

all /'^ɔ:l / /'^ɔ:l /

and /'ænd / /'ænd /

ant /'ɑ:nt / /'ænt /

arm /'ɑ:^m/ /'ɑ:^rm/

art /'ɑ:t/ /'ɑ:rt/

ask /'ɑ:^sk/ /'æ^sk/

aunt /'ɑ:nt/ /'ænt/

back /'bæk / /'bæk /

bad /'bæd / /'bæd /

bag /'bæɡ / /'bæɡ /

bake /'be^Ik / /'be^Ik /

ball /'b^ɔ:l / /'b^ɔ:l /

ban /'bæn / /'bæn /

band /'bænd / /'bænd /

bank /'bæŋk / /'bæŋk /

bar /'bɑ: / /'bɑ:r/

base /'be^Is / /'be^Is /

bath /'bɑ:θ / /'bæθ /

bay /'be^I/ /'be^I/

beach /'bi:ʧ / /'bi:ʧ /

beak /'bi:k / /'bi:k /

bear /'beə / /'beər /

beard /'b^Iəd / /'b^Iərd /

beat /'bi:t / /'bi:t /

1.3.2 Two-Syllable Word Stress

The primary stress of two syllable words may either put on the first or second syllable. If the vowel in the first syllable is more prominent than that in the second syllable, the primary stress is put on the first syllable. The primary stress is put on the second syllable if the vowel in the second syllable is more prominent than that in the first syllable. A syllable that contains a schwa / ə / or short close high vowel / I / is actually heard less prominent. The prominence of the sound is theoretically determined by the length and the pitch rather than the loudness and quality of the sound (Roach 2002: 95).

In normal daily communication, the prominence of a syllable is perceivably determined by the length and loudness. Based on this fact it can be easily understood that a syllable that contains a long vowel is more prominent than the one contains a short vowel. Furthermore, the low vowel is heard louder than the high vowel. Therefore a syllable that contains an open vowel is more prominent than the one contains a closed vowel. These criteria can be taken as a clue to help the English foreign learners predict the most probable position of the stress in various English words even it is usually regarded as an unpredictable linguistic segment.The words listed below are carefully selected and based on their importance and usefulness (Hornby:2005). The stress of words listed below is either put on the first or second syllable. The teacher should pronounce each of the words correctly, and the

students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Words British American

able / 'eibl / / 'eibl /

absent / 'æbsənt / / 'æbsənt /

accent / 'æksənt / / 'æksənt /

access / 'ækses / / 'ækses /

acid / 'æsId / / 'æsId /

action / 'ækʃn / / 'ækʃn /

active / 'ækt^Iv / / 'ækt^Iv /

actor / 'æktə / / 'æktər /

actual / 'ækʧ^Uəl / / 'ækʧ^Uəl /

after / 'ɑ:ftər / / 'æftər /

almost / 'ɔ:lmə^Ust / / 'ɔ:lmo^Ust /

alter / 'ɔ:ltə / / 'ɔ:ltər /

always / 'ɔ:lweIz / / 'ɔ:lweIz / ancient / 'eInʃənt / / 'eInʃənt /

anger / 'æŋɡə / / 'æŋɡər /

angle / 'æŋɡl / / 'æŋɡl /

angry / 'æŋɡr^I/ / 'æŋɡr^I/

ankle / 'æŋkl / / 'æŋkl /

answer / 'ɑ:nsə / / 'ænsər /

anxious / 'æŋkʃəs / / 'æŋkʃəs /

apron / 'e^Iprən / / 'e^Iprən /

about / ə'ba^Ut / / ə'ba^Ut /

above / ə'bɅv / / ə'bɅv /

abroad / ə'brɔ:d / / ə'brɔ:d /

absorb / əb'sɔ:b / / əb'sɔ:rb /

abuse / ə'bju:s / / ə'bju:s /

accept / ək'sept / / ək'sept /

accuse / ə'kju:z / / ə'kju:z /

achieve / ə'ʧi:v / / ə'ʧi:v /

across / ə'krɒs / / ə'kr^ɔ:s /

acquire / ə'kwa^Iə / /ə'kwa^Iər/

adapt / ə'dæpt / / ə'dæpt /

address / ə'dres / / ə'dres /

adjust / ə'ʤɅst / / ə'ʤɅst /

admire / əd'ma^Iə / /əd'ma^Iər /

admit / əd'm^It / / əd'm^It /

adopt / ə'dɒpt / / ə'dɑ:pt /

adult / ə'd^Ʌlt / / ə'd^Ʌlt /

advance / əd'vɑ:ns / / əd'væns /

advice / əd'va^Is / / əd'va^Is /

affair / ə'feə / / ə'feər /

1.3.3 Three-Syllable Word Sress

The primary stress of three syllables words may be put on the first, the second, or the third syllable. The primary stress is put on the first syllable when the second and the third syllable are weak. When the second syllable is more prominent than the first and the third syllable, the primary stress is then put on the second syllable. A syllable containing / ə / and /I / is actually heard less prominent than the that containing other vowels. It is also perceivable that a syllable containing a long vowel is more prominent than the one containing a short vowel. Besides, a syllable containing an open vowel is also more prominent than the one containing a close vowel. A few words consisting of three-syllables are stressed on the third syllable especially when the peak of the third syllable contains a long vowel.

The words listed below are carefully selected and based on their importance and usefulness (Hornby:2005). The teacher should pronounce each of the words correctly, and the students are asked to perceive and imitate the pronunciation of the teacher. The students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Words British American

accident / 'æks^Idənt / / 'æks^Idənt /

agency / 'e^Iʤəns^I/ / 'e^Iʤəns^I/

alchohol / 'ækəhɒl / / 'ækəhɔ:l /

alphabet / 'ælfəbet / / 'ælfəbet /

animal / 'æn^Iml / / 'æn^Iml /

attitude / 'æt^Itju:d / / 'æt^Itu:d / calculate / 'kælkjUleIt / / 'kælkjUleIt /

camera / 'kæməre / / 'kæməre /

candidate / 'kændIdət / / 'kændIdət /

capital / 'kæpItl / / 'kæpItl /

carefully / 'keəfəl^I/ / 'keərfəl^I/ celebrate / 'sel^Ibre^It / / 'sel^Ibre^It /

century / 'senʧər^I/ / 'senʧər^I/

dangerous / 'de^Inʤərəs / / 'de^Inʤərəs / definite / 'def^Inət / / 'def^Inət / delicate / 'del^Ikət / / 'del^Ikət / difficult / 'd^If^Ikəlt / / 'd^If^Ikəlt / document / 'dɒkj^UInənt / / 'dɑ:kj^UInənt / dominate / 'dɒm^Ine^It / / 'dɑ:m^Ine^It / educate / 'eʤ^Uke^It / / 'eʤ^Uke^It / certainly / 'sз:tnl^I/ / 'sз:rtnl^I/ chairwoman / 'ʧeəw^Umən / /'ʧeərw^Umən /

character / 'kærəktə / / 'kærəktər /

charity / 'ʧerət^I/ / 'ʧerət^I/

cheerfully / 'ʧ^Iəfəl^I/ / 'ʧ^Iərfəl^I/

abandon / ə'bændən / / ə'bændən /

addition / ə'd^Iʃn / / ə'd^Iʃn /

advantage / əd'vɑ:nt^Iʤ/ / əd'vænt^Iʤ/

adventure / əd'venʧə / / əd'venʧər /

affection / ə'fekʃn / / ə'fekʃn /

agreement / ə'ɡri:mənt / / ə'ɡri:mənt / amazing / ə'meIzIŋ / / ə'meIzIŋ /

ambition / æm'bIʃn / / æm'bIʃn /

amusing / ə'mjuzIŋ / / ə'mjuzIŋ /

another / ə'nɅδə / / ə'nɅδər /

arrival / ə'ra^Ivl / / ə'ra^Ivl /

attention / ə'tenʃn / / ə'tenʃn /

attraction / ə'trækʃn / / ə'trækʃn /

attractive / ə'trækt^Iv / / ə'trækt^Iv / behaviour / bə'he^Ivjə / / bə'he^Ivjər / capacity / kə'pæsət^I/ / kə'pæsət^I/ objective / əb'ʤekt^Iv / / əb'ʤekt^Iv / occasion / ə'ke^Iʒn / / ə'ke^Iʒn / according / ə'kɔ:d^Iŋ / / ə'kɔ:rd^Iŋ / achievment / ə'ʧi:vmənt / / ə'ʧi:vmənt / already /ɔ:l'red^I/ /ɔ:l'red^I/

another / ə'nɅδə / / ə'nɅδər /

1.3.4 Four-Syllable Word Stress

Very few words of four syllables have their stress on the first syllable. Some of them have the primary stress only especially when the peak of the first syllable contains the schwa / ə / or the short high front vowel / ^I /. In other words, when the second syllable is more prominent than the first syllable, the primary stress is put on the second syllable.

The words listed below are carefully selected and based on their importance and usefulness (Hornby: 2005). The teacher should pronounce each of the words correctly, and the students are asked to perceive and imitate the pronunciation of the teacher. The students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Words British American

advertising / 'ædvəta^Iz^Iŋ / / 'ædvərta^Iz^Iŋ / ability / ə'b^Ilət^I/ / ə'b^Ilət^I/ acceptable / ək'septəbl / / ək'septəbl / accompany / ə'kɅmpən^I/ / ə'kɅmpən^I/ activity / æk't^Ivət^I/ / æk't^Ivət^I/ alternative /ɔ:l'tз:nət^Iv / /ɔ:l'tз:rnət^Iv / anticipate / æn't^Is^Ipe^It / / æn't^Is^Ipe^It / apologize / ə'pɒləʤa^Iz / / ə'pɑ:ləʤa^Iz / apparently / ə'pærəntl^I/ / ə'pærəntl^I/

approximate / ə'prɒks^Imət / / ə'prɑ:ks^Imət / associate / ə'sə^Uʃ^Ie^It / / ə'so^Uʃ^Ie^It / authority /ɔ:'θɒrət^I/ / ə'θɔ:rət^I/ biology / ba^I'ɒləʤ^I/ / ba^I'ɑ:ləʤ^I/ contemporary / kən'temprər^I/ / kən'temprər^I/ continuously / kən'tInjUəslI/ / kən'tInjUəslI/ conventional / kən'venʃənl / / kən'venʃənl / delivery / dI'lIvərI/ / dI'lIvərI/ development / dI'veləpmənt/ / dI'veləpmənt / discovery / d^I'skɅvər^I/ / d^I'skɅvər^I/ dishonestly / d^Is'ɒn^Istl^I/ / d^Is'ɑ:n^Istl^I/ educated / 'eʤu:ke^It^Id / / 'eʤu:ke^It^Id / economy /^I'kɒnəm^I / /^I'kɑ:nəm^I / effectively /^I'fekt^Ivl^I/ /^I'fekt^Ivl^I/ electrical /^I'lektr^Ikl/ /^I'lektr^Ikl/ elevator / 'el^Ive^Itə / / 'el^Ive^Itər / emergency /^I'mз:ʤəns^I / /^I'mз:rʤəns^I / emotional /^I'mə^Uʃənl / /^I'mo^Uʃənl / experiment /^Ik'sper^Imənt / /^Ik'sper^Imənt / encouragement/^In'kɅr^Iʤmənt / /^In'kɅr^Iʤmənt / environment /^In'va^Irənmənt / /^In'va^Irənmənt / equivalent /^I'kw^Ivələnt / /^I'kw^Ivələnt /

exaggerate /^Iɡ'zæʤəre^It / /^Iɡ'zæʤəre^It / experiment /^Ik'sper^Imənt / /^Ik'sper^Imənt / facility / fə's^Ilət^I/ / fə's^Ilət^I/ geography /ʤ^I'ɒɡrəf^I / /ʤ^I'ɑ:ɡrəf^I / historical / h^I'stɒr^Ikl / / h^I'stɔ:r^Ikl / identify / aI'dentIfaI/ / aI'dentIfaI/ identity / aI'dentətI/ / aI'dentətI/ impossible /Im'pɒsəbl / /Im'pɑ:səbl / intelligent /In'telIʤənt / /In'telIʤənt / laboratory / lə'bɒrətr^I / / 'læbrətɔ:r^I / machinery / mə'ʃi:nər^I/ / mə'ʃi:nər^I/ majority / mə'ʤɒrət^I/ / mə'ʤɒrət^I/ particular / pə't^Ikj^Ulə / / pə't^Ikj^Ulər / remarkable / r^I'mɑ:kəbl / / r^I'mɑ:rkəbl / repeatedly / r^I'pi:t^Idl^I/ / r^I'pi:t^Idl^I/ responsible / r^I'spɒnsəbl / / r^I'spɑ:nsəbl / ridiculous / r^I'di:kjələs / / r^I'di:kjələs / significant / s^Iɡ'n^If^Ikənt / / s^Iɡ'n^If^Ikənt / substantially / səb'stænʃəl^I/ / səb'stænʃəl^I/ successfully / sək'sesfəl^I/ / sək'sesfəl^I/ sufficiently / sə'f^Iʃəntl^I/ / sə'f^Iʃəntl^I/ surprisingly / sə'pra^Iz^Iŋl^I/ / sə'pra^Iz^Iŋl^I/ traditional / trə'd^Iʃənl / / trə'd^Iʃənl / ultimately / 'Ʌlt^Imətl^I/ / 'Ʌlt^Imətl^I/

When the peak of the first syllable is more prominent than that of the second syllable, four-syllable words usually have both the primary and secondary stress. The primary stress of four-syllable words of this type is usually put on the third syllable and the secondary stress is put on the first syllable. It may be taken as a clue that a syllable containing a long vowel is more prominent than the one containing a short vowel, and the one containg an open vowel is also more prominent than the one containg a close vowel.

The words listed below are carefully selected and based on their importance and usefulness (Hornby: 2005). The teacher should pronounce each of the words correctly, and the students are asked to perceive and imitate how the words should be pronounced. The students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Words British American

adolescence /ֽ ædə'lesns / /ֽ ædə'lesns / alphabetic /ֽ ælfə'bet^Ik / /ֽ ælfə'bet^Ik / altogether /ֽ^ɔ:ltə'ɡeδə / /ֽ^ɔ:ltə'ɡeδər / artificial /ֽɑ:t^I'f^Iʃl / /ֽɑ:rt^I'f^Iʃl / automatic /ֽɔ:tə'mæt^Ik / /ֽɔ:tə'mæt^Ik / disadvantage /ֽd^Isəd'vɑ:nt^Iʤ/ /ֽd^Isəd'vænt^Iʤ/

disappointment /ֽ d^Isə'pɔIntmənt / /ֽ d^Isə'pɔIntmənt / disapproval /ֽ d^Isə'pru:vl / /ֽ d^Isə'pru:vl / disapproving /ֽ d^Isə'pru:v^Iŋ / /ֽ d^Isə'pru:v^Iŋ / economic /ֽ i:kə'nɒm^Ik / /ֽ i:kə'nɑ:m^Ik / engineering /ֽ en^ʤI'nIərIŋ / /ֽ en^ʤI'nIərIŋ / entertaining /ֽ entə'te^In^Iŋ / /ֽ entə'te^In^Iŋ / entertainer /ֽ entə'te^Inər / /ֽ entə'te^Inər / entertaintment /ֽ entə'te^Intmənt / /ֽ entər'te^Intmənt / unexpected /ֽɅnIk'spektId / /ֽɅnIk'spektId / horizontal /ֽ hɒr^I'zɒntl / /ֽ hɑ:rə'zɑ:ntl / independe /ֽ^Ind^I'pendəns / /ֽ^Ind^I'pendəns / independent /ֽ^IndI'pendənt / /ֽ^IndI'pendənt / individual /ֽ^Ind^I'v^Iʤ^Uəl / /ֽ^Ind^I'v^Iʤ^Uəl / manufacture /ֽ mænj^U'fækʧə / /ֽ mænj^U'fækʧər / nevertheless /ֽ nevəδə'les / /ֽ nevərδə'les / overcoming /ֽ ə^Uvə'kɅm^Iŋ / /ֽ ə^Uvər'kɅm^Iŋ / preparation /ֽ prepə're^Iʃn / /ֽ prepə're^Iʃn / presentation /ֽ prezn'te^Iʃn / /ֽ pri:zen'te^Iʃn / publication /ֽ pɅblI'keIʃn / /ֽ pɅblI'keIʃn / sympathetic /ֽ s^Impə'θet^Ik / /ֽ s^Impə'θet^Ik / unemploymen /ֽɅn^Im'plɔImənt / /ֽɅn^Im'plɔImənt / unimportant /ֽ^Ʌn^Im'pɔ:tənt / /ֽ^Ʌn^Im'pɔ:rtənt / unsuccessful /ֽɅnsək'sesfl / /ֽɅnsək'sesfl /

1.3.5 Five-Syllable Word Stress

Five-syllable words are regarded as polysyllabic words. Most of the words of this type are constructed through the additin of a prefix, suffix or both prefix and suffix. As shown within the following examples it is easily recognized that most of the five syllable words have the primary and secondary stress as well. The primary stress is commonly put on the third syllable, and the secondary stress is put on the first syllable, but sometimes it is put on the second syllable when the first syllable contains a schwa (ə) . It may be taken as a clue that a syllable containing a long vowel is more prominent than the one containing a short vowel, and the one containg an open vowel is also more prominent than the one containg a close vowel.

The words listed below are carefully selected and based on their importance and usefulness (Hornby: 2005). The teacher should pronounce each of the words correctly, and the students are asked to perceive and imitate the pronunciation of the words. The students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Words British American

abnormality /ֽ æbn^ɔ:'mælət^I/ /ֽ æbn^ɔ:r'mælət^I/ accidentally /ֽ æks^I'dentəl^I/ /ֽ æks^I'dentəl^I/

alternatively /ֽ^ɔ:l'tз:nət^Ivl^I/ /ֽ^ɔ:l'tз:rnət^Ivl^I/ anthropology /ֽ ænθrə'pɒlə^ʤI/ /ֽ ænθrə'pɑ:lə^ʤI/ approximately / ə'prɒks^Imətl^I/ / ə'prɑ:ks^Imətl^I/ artificially /ֽ ɑ:t^I'f^Iʃəl^I/ /ֽ ɑ:rt^I'f^Iʃəl^I/ characteristic /ֽ kærəktə'r^Ist^Ikl^I/ /ֽ kærəktə'r^Ist^Ikl^I/ deliberately / d^I'l^Ibərətl^I/ / d^I'l^Ibərətl^I/ determination / d^Iֽt^з:m^I'ne^Iʃn / / d^Iֽt^з:rm^I'ne^Iʃn / dramatically / drə'mæt^Ikl^I/ / drə'mæt^Ikl^I/ enthusiastic /Inֽθju:z^I'æstIk / /Inֽθju:z^I'æstIk / environmental /^Inֽva^Irən'mentl / /^Inֽva^Irən'mentl / extraordinary /^Ik'strɔ:dnr^I/ /^Ik'strɔ:dəner^I/ imagination /^Iֽmæʤ^I'ne^Iʃn / /^Iֽmæʤ^I'ne^Iʃn / independently /ֽ^Ind^I'pendəntl^I/ /ֽ^Ind^I'pendəntl^I/ interpretation /^Inֽtз:pr^I'te^Iʃn / /^Inֽtз:rpr^I'te^Iʃn / investigation /^Inֽvest^I'ɡe^Iʃn / /^Inֽvest^I'ɡe^Iʃn / manufacturing /ֽ mænj^U'fækʧər^Iŋ / /ֽ mænj^U'fækʧər^Iŋ / pronunciation / prəֽnɅns^I'e^Iʃn / / prəֽnɅns^I'e^Iʃn / qualification /ֽkwɒl^If^I'ke^Iʃn / /ֽkwɑ:l^If^I'ke^Iʃn / representative /ֽrepr^I'zentət^Iv / /ֽrepr^I'zentət^Iv / unacceptable /ֽ ֽ^Ʌnək'septəbl / /ֽ ֽ^Ʌnək'septəbl / unbelievable /ֽɅnb^I'li:vəbl / /ֽɅnb^I'li:vəbl / uncomfortable /ֽɅn'kɅmfətəbl / /ֽɅn'kɅmfərtəbl / unexpectedly /ֽ ֽ^Ʌn^Ik'spekt^Idl^I/ /ֽ ֽ^Ʌn^Ik'spekt^Idl^I/

1.3.6 Six-Syllable Word Stress

Six-syllable words are regarded as polysyllabic words. Most of the words of this type are constructed through the additin of a prefix, suffix or both prefix and suffix. As shown within the following examples it is easily recognized that most of the six syllable words have both the primary and secondary stress. The primary stress is commonly put before the penultimate syllable, and the secondary stress is put on the first syllable, but it is put on the second syllable when the first syllable contains the schwa (ə) or a short close front vowel ( ^I). It may be taken as a clue that a syllable containing a long vowel is more prominent than the one containing a short vowel, and the one containg an open vowel is also more prominent than the one containg a close vowel.

The words listed below are carefully selected and based on their importance and usefulness (Hornby: 2005). The teacher should pronounce each of the words correctly, and the students are asked to perceive and imitate the pronunciation of the teacher. The students are to be led in order to be able to acqire the stress pattern and pronounce each of the words well.

Examples:

anti-inflammatory /ֽænt^{I I}n'flæmətr^I/ /ֽænt^{I I}n'flæmətr^I/ characterization /ֽkærəktəra^I'zeIʃn / /ֽkærəktəra^I'zeIʃn / enthusiastically /^Inθju:z^I'æst^Ikl^I/ /^Inθju:z^I'æst^Ikl^I/ familiarity / fəֽm^Il^I'ærət^I/ / fəֽm^Il^I'ærət^I/ irregularity /^Iֽ reɡjə'lærət^I/ /^Iֽ reɡjə'lærət^I/ intellectuality /ֽ^Int^Iֽlektj^U'æl^It^I/ /ֽ^Int^Iֽlektj^U'æl^It^I/ particularity / pəֽt^Ikj^U'lærət^I/ / pəֽt^Ikj^U'lærət^I/ respectability / rIֽֽspektə'b^Ilət^I/ / rIֽֽspektə'b^Ilət^I/ responsibility / r^Iֽֽspɒnsə'b^Ilət^I/ / r^Iֽֽspɒnsə'b^Ilət^I/

1.4 Distinctive English Stress

It is clearly known that stress in English is phonemic in nature, and it can be noted that most of the two and thre-syllable words have primary stress only. When the stress is put on the first syllable, the words may be classified either as noun or adjective, but when it is put on the second syllable, the words are usually classified as verb. The sift of the stress is also sometimes followed by a vowel change as well, and the vowel in the previous stressed syllable is usually changed into schwa ( ə ). The words listed below are carefully selected and based on their importance and usefulness (Hornby: 2005). The students need to be guided in order to be able to pronounce each of the words well.

Examples:

Words Noun/Adjective Verb

absent / 'æbsənt / / æb'sent /

combine / 'kɒmba^In / / kəm'ba^In / conduct / 'kɒndɅkt / / kən'dɅkt / conflict / 'kɒnflIkt / / kən'flIkt / content / 'kɒntent / / kən'tent / contest / 'kɒntest / / kən'test / contract / 'kɒntrækt / / kən'trækt / contrast / 'kɒntrɑ:st / / kən'trɑ:st / converse / 'kɒnvз:s / / kən'vз:s / convert / 'kɒnvз:rt / / kən'vз:rt / convict / 'kɒnv^Ikt / / kən'v^Ikt / decrease / 'di:kri:s / / d^I'kri:s / defile / 'di:fa^Il / / d^I'fa^Il / desert / 'dezət / / d^I'zз:t / dictate / 'd^Ikte^It / / d^Ik'te^It / discount / 'd^Iska^Unt / / d^Is'ka^Unt / discourse / 'd^Iskɔ:s / / d^Is'kɔ:s / entrance / 'entrəns / /^In'trɑ:ns / envelop / 'envələ^Up / /^In'veləp / escort / 'eskɔ:t / /^I'skɔ:t /

extract / 'ekstrækt / /^Ik'strækt / frequent / 'fri:kwənt / / fr^I'kwent / import / '^Impɔ:t / /^Im'pɔ:t / incline / '^Inkla^In / /^In'kla^In / increase / '^Iŋkri:s / /^In'kri:s / insult / 'InsɅlt / /In'sɅlt / object / 'ɒbʤIkt / / əb'ʤekt / perfect / 'pз:fIkt / / pə'fekt / perfume / 'pз:fju:m / / pə'fju:m / permit / 'pз:m^It / / pə'm^It / present / 'preznt / / pr^I'zent / produce / 'prɒdju:s / / prə'dju:s / progress / 'prə^Uɡres / / prə'ɡres / project / 'prɒʤekt / / prə'ʤekt / protest / 'prə^Utest / / prə'test / record / 'rekɔ:d / / r^I'kɔ:d / retail / 'ri:te^Il / / r^I'te^Il /

CHAPTER 2

DISTINCTIVE BRITISH AND AMERICAN ENGLISH WORD STRESS PATTERNS

Most content words have the same stress patterns in British and American English, but some words are stressed differently. In other words, the syllable on which the primary stress is put in British English is not always the same as that in American English. The stress, in some words, is put on the first syllable in British English, but it may either sifted to the second or third syllable in American English. In some words, the stress is put on the first syllable in American, but it may be either put or sifted to the second or third syllable in British English. It is even more a bit complicated when the change of the stress pattern is sometimes also accompanied by a vowel change as well. In fact we find no rules to explain how this stress pattern is typically set within the two dialects. This typical linguistic feature actually reveals a serious problem for the foreign learners both in the perception and production of the English words.

English teachers most probably do not pay any attention to this point, but it is regarded as an important aspect that has to be taught, otherwise the students will not comprehensively understand the two main dialects of English well. A theoretical explanation on this point

English words of this type are listed below. The teacher should pronounce each of the words clearly and accurately in accordance with both the Brtish and American style, and the students are asked to perceive and pronounce them as well as possible. The drill can be conducted either individually or in groups.

Examples:

Words British American

adventist / 'ædventIst / / əd'ventIst / advertisement / əd'vз:t^Ismənt / /ֽædvər'ta^Ismənt / altimeter / 'ælt^Imi:tə / / æl't^Im^Itər / appliqué / æ'pli:ke^I/ /ֽ ֽæpl^I'ke^I/ aristocrat / 'ær^Istəkræt / / ə'r^Istəkræt /

attaché / ə'tæʃe^I/ /ֽætə'ʃe^I/

automobile / 'ɔ:təməbi:l / /ֽɔ:təmə'bi:l /

barrage / 'bærɑ:ʒ / / bə'rɑ:ʒ /

baton / 'bætən / / bə'tɒn /

beret / 'bere^I/ / bə're^I/

brassiere / 'bræs^Iə / / brə'z^Iər /

brevit / 'brev^It / / br^I'vet /

brochure / 'brə^Uʃə / / brə^U'ʃ^Uə /

buffet / 'b^Ufe^I / / bə'fe^I /

cabaret / 'kæbəreI/ /ֽkæbə're^I/

cachet / 'kæʃe^I/ / kæ'ʃe^I/

café / 'kæfe^I/ / kæ'fe^I/

cliché / 'kli:ʃe^I/ / kli:'ʃe^I/

customarily / 'kɅstəmərəlI/ /ֽkɅstə'mərəlI/ décor / 'de^Ikɔ:/ / 'de^Ikɔ:r / detail / 'di:teIl / / dI'teIl / fiancé / f^I'ɑ:nse^I/ /ֽf^Iɑ:n'se^I/

finance / 'fa^Inæns / / f^I'næns /

financier / fa^I'næns^Iə / /ֽf^Inən's^Iər / frontier / 'frɅnt^Iə / / frɅn't^Iər /

glace / 'ɡlæse^I/ / ɡlæ'se^I/

harass / 'hærəs / / hə'ræs /

illustrative / '^Iləstrət^Iv / /^I'lɅstrət^Iv / matinee / 'mætIneI/ /ֽmætn'e^I/

mirage / 'mIrɑ:ʒ / / mI'rɑ:ʒ /

momentarily / 'mə^Uməntrəl^I/ /ֽmə^Umən'terəl^I/

paprika / 'pæpr^Ikə / / pə'pri:kə /

pastel / 'pæstl / / pæ'stel /

pastille / 'pæst^Il / / pæ'st^Il / premature / 'preməʧUə / /ֽ pri:mə't^Uər / premiere / 'premIeə / / prI'mIər / primarily / 'pra^Imərəl^I/ / pra^I'merəl^I/ prolix / 'prə^Ul^Iks / / prə^U'l^Iks / quintuplet / 'kw^Intju:plet / / kw^In'tu:pl^It /

sachet / 'sæʃe^I/ / sæ'ʃe^I/

stalactite / 'stæləkta^It / / stə'lækta^It /

supine / 'su:pa^In / / su:'pa^In / temporarily / 'temprərəl^I/ / tempə'rerəl^I/

topi / 'tə^Up^I/ / tə^U'pi: /

transference / 'trænsfərəns / / træns'fз:rəns / traverse / 'trævз:s / / trə'vз:s / unnecessarily /Ʌn'nesəsərəl^I/ /ֽɅnֽnesə'serəl^I/ voluntarily / 'vɒləntrəl^I/ /ֽvɒlən'terəl^I/

address / ə'dres / / 'ædrəs /

aluminium /ֽælj^U'm^In^Iəm / / ə'lu: m^Inəm / amortize / ə'mɔ:ta^Iz / / 'æməta^Iz / ballyhoo /ֽbæl^I'hu: / / 'bæl^Ihu: / carburetor /ֽkɑ:bj^U'retə / / 'kɑ:rbəreItə / castrate / kæ'streIt / / 'kæstreIt / dictator / d^Ik'te^Itə / / 'd^Ikte^Itər / hegemony / h^I'ɡemən^I/ / 'heʤəmə^Un^I/ inquiry /^In'kwa^Iər^I/ / '^Inkwər^I/ laboratory / lə'bɒrətr^I/ / 'læbrətɔ:r^I/ locate / lə^U'ke^It / / 'lə^Uke^It /

magazine /ֽmæɡə'zi:n / / 'mæɡəzi:n /

mama / mə'mɑ: / / 'mɑ:mə /

margarine /ֽmɑ:ʤə'ri:n / / 'mɑ:ʤər^In / mayonnaise /ֽme^Iə'ne^Iz / / 'me^Iəne^Iz / metallurgy / mI'tæləʤI/ / 'metəlз:rʤI/ migrate / ma^I'ɡre^It / / 'ma^Iɡre^It / ordinand /ֽ^ɔ:d^I'nænd / / 'ɔ:rdənænd /

papa / pə'pɑ: / / 'pɑ:pə /

partisan /ֽ pɑ:t^I'zæn / / 'pɑ:rt^Izn /

prospect / prə'spekt / / 'prɒspekt / prosrate / prɒ'stre^It / / 'prɒstre^It / quinine / kw^I'ni:n / / 'kwa^Ina^In /

recess / r^I'ses / / 'ri:ses /

refugee / refj^U'ʤi: / / 'refj^Uʤi: / research / r^I'sз:ʧ / / 'ri:sз:ʧ / rotate / rə^U'te^It / / 'rə^Ute^It /

second / s^I'kɒnd / / 'sekənd /

souvenir /ֽsu:və'n^Iə / / 'su:vən^Iər / spectator / spek'te^Itə / / 'spekte^Itər / spinet / sp^I'net / / 'sp^In^It / squeegee /ֽskwi:'ʤi: / / 'skwi:ʤi: / stagnate / stæɡ'neIt / / 'stæɡneIt / submarine /ֽsɅbmə'ri:n / / 'sɅbməri:n / tangerine /ֽtænʤə'ri:n / / 'tænʤəri:n / trachea / trə'k^Iə / / 'tre^Ik^Iə / vibrate / va^I'bre^It / / 'va^Ibre^It /

CHAPTER 3

STRESS PLACEMENT AND AFFIXATION

English makes use of a variety of operations that can modify the structure of a word. This is a morphological process used to form a new lexical category. One of the most usual process is regarded as the addition of various categorical linguistic segments such as affixes or through an internal phonemic change. The most common morphological process in English discussed in this section deal with affixation, i.e., an addition of either prefix or suffix to a stem or base form. Theoretically there are three types of affixes called prefix, suffix and infix. Prefix is an affix attached to the front of a word or base form; suffix is attached to the end of a word or base form; whereas infix is attached within a word or base form. Some affixes change the word class, but some don’t. Since infix is not found in English, the most important prefixes and suffixes and their effects on the stress placement are briefly discussed in the following section.

3.1 Stress Placement and Prefixes

Prefix is a bound morpheme consisting of a letter or a group of letters added to the front of a word to form another word. The addition of a prefix usually does not alter the stress pattern of words, but sometimes it does. Some of the prefixes regarded as the most productive ones in forming new words are listed below.

3.1.1 Prefix anti

Prefix anti is usually added to a noun or adjective to form another noun or adjective, and the meaning of this prefix is opposed to or to prevent something as mentioned within the noun or adjective. The addition of this prefix generally does not change the stress pattern of words, but it usually receives the secondary stress. In certain circumstance, it receives the primary stress.

Examples:

aircraft / 'eəkrɑ:ft / - anti-aircraft /ֽ ænt^I'eəkrɑ:ft / biotic / ba^I'ɒt^Ik / - anti-biotic /ֽ ænt^Iba^I'ɒt^Ik / body / 'bɒd^I / - anti-body / 'ænt^Ibɒd^I / Christ / 'kra^Ist / - anti-christ / 'ænt^Ikra^Ist / climax / 'kla^Imæks / - anti-climax / ֽ ænt^I'kla^Imæks / freeze / 'fri:z / - anti-freeze / 'ænt^Ifri:z / gravity / 'ɡrævItI / - anti-gravity / ֽ ænt^I'ɡrævItI / hero / 'h^Iərə^U / - anti-hero / 'ænt^Ih^Iərə^U / histamine / 'h^Istəmi:n / - anti-histamine / ֽ ænt^I'h^Istəmi:n / oxidant / 'ɒks^Idənt / - anti-oxidant / ֽ ænt^I'ɒks^Idənt / septic / 'sept^Ik / - anti-septic / ֽ ænt^I'sept^Ik / social / 'sə^Uʃl / - anti-social / ֽ ænt^I'sə^Uʃl / trust / 'trɅst / - anti-trust / ֽ ænt^I'trɅst /

Prefix dis is usually added to an adjective, adverb, noun, and verb.

The meaning of this prefix is the opposite of something as mentioned within the base form. The addition of this prefix generally does not change the stress pattern of words, and this prefix usually receive the secondary stress.

Examples:

able / 'eIbl / - disable / dIs'eIbl / abuse / ə'bju:s / - disabuse /ֽd^Isə'bju:s / advantage / əd'vɑ:nt^Iʤ/ - disadvantage /ֽd^Isəd'vɑ:nt^Iʤ/ affected / ə'fekt^Id/ - disaffected /ֽd^Isə'fekt^Id/ affiliate / ə'f^Il^Ile^It/ - disaffiliate /ֽd^Isə'f^Il^Ile^It/ afforest / ə'fɒr^Ist/ - disafforist /ֽd^Isə'fɒr^Ist/ agree / ə'ɡri: / - disagree /ֽd^Isə'ɡri: / allow / ə'la^U/ - disallow /ֽd^Isə'la^U/ appear / ə'p^Iər / - disappear /ֽd^Isə'p^Iər / appoint / ə'pɔInt / - disappoint /ֽd^Isə'pɔInt / approve / ə'pru:v / - disapprove /ֽd^Isə'pru:v /

arm / 'ɑ:m / - disarm / d^Is'ɑ:m /

arrange / ə're^Inʤ/ - disarrange /ֽd^Isə're^Inʤ/ array / ə're^I/ - disarray /ֽd^Isə're^I/ assemble / ə'sembl / - disassemble /ֽd^Isə'sembl / avow / ə'va^U/ - disavow /ֽd^Isə'va^U/