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Aspects of Connected Speech in English language

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ASPECTS OF CONNECTED
SPEECH IN ENGLISH
LANGUAGE
By
Lecturer Muhammad Abdul Alrazzaq
Ismail (M.A)
 ͸ ͵ ͽ̮ ͼ̿ͻ̺ ͱͿ ̯ͻ Ϳ̚ͻ̀ ͲͿ ͻ̺ ͻ͵ ͻ͚̓ͻ௪̹ͽ ̺Ϳ ͙ͽʹ͡ͽ ̗Ϳ ͻ̮̓ͻϾ ͻ̮ ͱͻ ͻ௜̼Ϳ ͻ͕ͷͽ͈̺͙͢ͽ͈̿Ͼͽ̺ͼ͡ Ϳ̻ ͻ̜̺Ϳ ͙
̓͸̻;ͽ௬̷ͻ ̤ ̓̚ͻ
 ͽ̓͜ͻ̜ͽ̢̺͈̺͙̓ ͻͳ͵ͼϾ̻ͻ ̯Ϳ ͻ̀ ͻͳ̀ͽ͈̺͙͢ ͻͳ௬ͽ̼̻ͽ ͖ͼͿ ̻̺Ϳ ͙ ͻ௛;̡ͻͽ ̗ͼ̀ ͻ͵ͼ̼̿Ϳ ͼ͡ͻ̺ Ϳͳͽ̻͙͸̀͡ͽ̡͡ ͻ ̓͸̠̔ͻͿ ̗ ͻͣͽ̼͢Ϳ ͼ௬ͽ̺
ͻ ͻ̜͙͸௛ Ϳ̚ͻ͕ ͲͿ ͼ̾ͻ̺ ͈ͳͻ͕
ͻ̞͢ͻ ͈̘͙͙͵ͼ̷̺̓ͻ  ͻͳ̀ͽ͈̺͙͢ ͻͣͽ̼͢Ϳ ͼ̀͵ͻ ̦͙͸͡ͻ̗ͻ͕ ̿ͽ ௬ͽ̴ ͻͳ௬ͽ௫̹ͽ ̓ͻ̻̥̓͸̼̠
 Ϳͳͽ̻ ͞ͼ ௛ͼ Ϳ̞ͻ̘ ͸̻͂ͻ ͽϾ̹ͻ  Ϳ͜ ͻ௛ͼ̗̹ͻ  ͲͿ ͽ̾ͽ̓ͅͻ̗͍ͽ ͆ͻ ͻ͵ Ͳͺ ϾͿ ͽ̮ Ϳͳͽ̻ ̿ͽ ͽ̗ ͲͿ ͼ̾ͻ̺ ̓ͻ̻  ͙͸͡ͻ̺ ͻ͵ ͼ͈̿Ͼ̺͙
̨̓͸̗͢ͽ ̹ͻ ͈͆ ͽ͗ ͻͳ͵ͼ̺͵ͼ̸ͻ̀ Ϳͳͽ͗ͲͿ ̾ͽͽ ͙̽ͻ͵̴Ϳ ͻ͕

̤̤̣̹̺͙ͧͮ̾͛ͣ͵̠

,QWKH1DPHRI$OODKWKH0RVW*UDFLRXVWKH
0RVW0HUFLIXO

[All] praise is [due] to Allah, who has sent down upon

His Servant the Book and has not made therein any
deviance. [He has made it] straight, to warn of severe
punishment from Him and to give good tidings to the
believers who do righteous deeds that they will have a
good reward. In which they will remain forever. And
to warn those who say, "Allah has taken a son." They
have no knowledge of it, nor had their fathers. Grave
is the word that comes out of their mouths; they speak
not except a lie. Surat Al-Kahf page: 110

https://quran.com/18

/
 Preface
many years ago scientists tried to develop
machines that produced speech from a vocabulary of
pre-recorded words; the machines were designed to
join these words together to form sentences. For very
limited messages, such as those of a “talking clock”,
this technique was usable, but for other purposes the
quality of the speech was so unnatural that it was
practically unintelligible. In recent years,
developments in computer technology have led to big
improvements in this way of producing speech, but
the inadequacy of the original “mechanical speech”
approach has many lessons to teach us about
pronunciation teaching and learning. In looking at
connected speech it is useful to bear in mind the
difference between the way humans speak and what
would be found in “mechanical speech”. Aspects of
connected speech are elements we take for granted in
everyday life, but which are actually fundamental to
our understanding of the spoken word. In the context
of speech, the rhythm of speech is the pattern of beats,
or the intervals at which syllables are stressed in a
sentence. Speed is also a factor in fluency. When we
speak quickly, we speak in groups of words which are
continuous and may not have pauses between them.
This causes changes to the ‘shape’ of words.

//
Unstressed words always sound different when used
in a sentence as opposed to being said in isolation.

The most common features of connected speech are

the weak forms of grammatical and some lexical
words (and, to, of, have, was, were) and contractions,
some of which are acceptable in written English
(can't, won't, didn't, I'll, he'd, they've, should’ve).
However, we often ignore other features which
preserve rhythm and make the language sound
natural. The most common of these are:
Elision (losing sounds) -Linking (adding or joining
sounds between words)-Assimilation (changing
sounds)

///
 ABSTRACT

This book sheds its light on the aspects of

connected speech in English language which is the
proper English pronunciation so that the teachers of
English can be qualified to teach English to the
students. This book tries to clarify the role and
features of connected speech and their roles in
language speech change.

Lecturer :Muhammad Abdul Alrazzaq Ismail (M.A

Samarra – Iraq
E-mail : [email protected]

IIII
 dĂďůĞŽĨŽŶƚĞŶƚƐ

^ƵďũĞĐƚ WĂŐĞ
&ĂĐĞƉĂŐĞ
LJĂ /
WƌĞĨĂĐĞ //Ͳ///
ďƐƚƌĂĐƚ ////
dĂďůĞŽĨŽŶƚĞŶƚƐ /sͲs
ϭ͘tĞĂŬ&ŽƌŵƐ ϭ
ϭ͘ϭtŽƌŬŝŶŐŽŶǁĞĂŬĨŽƌŵƐ Ϯ
Ϯ͘ ZŚLJƚŚŵ ϯ
ϯ͘ƐƐŝŵŝůĂƟŽŶ ϳ
ϯ͘ϭ<ŝŶĚƐŽĨƐƐŝŵŝůĂƟŽŶ ϴ
ϯ͘ϭ͘ϭZĞŐƌĞƐƐŝǀĞƐƐŝŵŝůĂƟŽŶ ϴ
ϯ͘ϭ͘ϮWƌŽŐƌĞƐƐŝǀĞƐƐŝŵŝůĂƟŽŶ ϴ
ϯ͘ϭ͘ϯƐƐŝŵŝůĂƟŽŶŽĨWůĂĐĞ ϵ
ϯ͘ϭ͘ϰƐƐŝŵŝůĂƚŝŽŶŽĨDĂŶŶĞƌ ϭϮ
ϯ͘ϭ͘ϱƐƐŝŵŝůĂƚŝŽŶŽĨsŽŝĐĞ ϭϮ
ϰ͘ ůŝƐŝŽŶ ϭϯ
ϰ͘ϭZƵůĞƐŽĨůŝƐŝŽŶ ϭϯ
ϱ͘ >ŝŶŬŝŶŐ ϭϱ
ϱ͘ϭZƵůĞƐŽĨ>ŝŶŬŝŶŐ ϭϲ
ϲ͘ :ƵŶĐƚƵƌĞ ϭϳ
ϳ͘dĞĂĐŚŝŶŐEŽƚĞƐ ϭϴ
ϳ͘ϭƐƐŝŵŝůĂƚŝŽŶ ϭϴ
ϳ͘ϭ͘ϭŝƌĞĐƟŽŶŽĨĐŚĂŶŐĞ ϭϵ

/s
ϳ͘ϭ͘ϮƐƐŝŵŝůĂƟŽŶŽĨsŽŝĐŝŶŐ ϮϬ
ϳ͘ϭ͘ϯƐƐŝŵŝůĂƚŝŽŶŽĨWůĂĐĞŽĨƌƚŝĐƵůĂƚŝŽŶ ϮϬ
ϳ͘ϭ͘ϰƐƐŝŵŝůĂƟŽŶŽĨDĂŶŶĞƌŽĨƌƟĐƵůĂƟŽŶ Ϯϭ
ϳ͘ϭ͘ϱŽĂůĞƐĐĞŶĐĞŽĨWůĂĐĞĂŶĚDĂŶŶĞƌŽĨƌƟĐƵůĂƟŽŶ Ϯϯ
ϳ͘ϮůŝƐŝŽŶŝŶŶŐůŝƐŚ Ϯϱ
ϳ͘Ϯ͘ϭůŝƐŝŽŶŽĨĐŽŶƐŽŶĂŶƚƐ Ϯϱ
ϳ͘Ϯ͘ϮůŝƐŝŽŶŽĨͬƚͬĂŶĚͬĚͬ Ϯϱ
ϳ͘Ϯ͘ϯůŝƐŝŽŶĂŶĚƐƐŝŵŝůĂƚŝŽŶ Ϯϴ
ϳ͘Ϯ͘ϰůŝƐŝŽŶŽĨͬƚͬŝŶŽŶƚƌĂĐƚĞĚ&ŽƌŵƐ Ϯϴ
ϳ͘Ϯ͘ϱůŝƐŝŽŶŽĨͬŚͬ Ϯϵ
ϳ͘Ϯ͘ϲůŝƐŝŽŶŽĨĞŶƚĂů&ƌŝĐĂƚŝǀĞƐ Ϯϵ
ϳ͘Ϯ͘ϳůŝƐŝŽŶŽĨͬǀͬ Ϯϵ
ϳ͘Ϯ͘ϴůŝƐŝŽŶŽĨĂtŚŽůĞ^LJůůĂďůĞ ϯϬ
ϳ͘ϯ,ŝƐƚŽƌŝĐůŝƐŝŽŶ ϯϬ
ϳ͘ϯ͘ϭůŝƐŝŽŶŽĨ/ŶŝƚŝĂůsŽǁĞůƐ ϯϭ
ϳ͘ϯ͘ϮůŝƐŝŽŶŽĨDĞĚŝĂůsŽǁĞůƐ ϯϮ
ϴ͘ ŽŶĐůƵƐŝŽŶ ϯϯ
ŝďůŝŽŐƌĂƉŚLJ ϯϰ

s
1. Weak Forms
o There are a large number of words in English
which can have a "full" form and a "weak" form.
This is because English is a stressed timed
language, and in trying to make the intervals
between stressed syllables equal, to give the
phrase rhythm, we tend to swallow non-essential
words. Thus, conjunctions, pronouns,
prepositions, auxiliaries and articles are often lost,
causing comprehension problems for students,
particularly for those whose language is syllable
timed. Some examples of words which have weak
forms are;
o And
fish and chips (fish´n chips)
a chair and a table (a chair ´n a table)
o Can
She can speak Spanish better than I can (The first
"can" is the weak form, the second the full form.)
o Of
A pint of beer
That´s the last of the wine!
o Have
Have you finished? (weak)
Yes, I have. (full)
o Should
Well, you should have told me. (Both "should" and
"have" are weak here)

-1-
 The relevance of certain features of connected speech
to students' needs is often debated. However, this is
not the case with weak forms. Learners must come to
not only recognize and cope with the weak forms they
hear, but also to use them themselves when speaking
English. If they do not their language will sound
unnatural and over formalized, with too many stressed
forms making it difficult for the listener to identify the
points of focus. This, the degree to which connected
speech contributes towards "naturalness" or
"intelligibility", is a useful starting point from which
to measure the value to students of the different
features of connected speech.

1.1 Working on weak forms :

Here are some ways in which we can attempt to help

our students with weak forms :

a) How many words do you hear? Play a brief

discourse, or a gather of sentences, and inquire
understudies to tune in and compose down the
number of words they listen. Go over each state to
check whether they may distinguish all the words
and after that to see on the off chance that they can
precisely deliver what they listened. Differentiate
the weak or characteristic form with the complete
adaptation, indicating out that the complete

-2-
 adaptation is frequently more troublesome to
articulate.

b) Unnatural speech : Exercises Built around

"unnatural discourse" are an pleasant way of
working on frail shapes and cadence. To get
"unnatural discourse", record somebody perusing a
sentence as in the event that it were fair a list of
words. A great way of doing this can be to put the
words onto streak cards, and to uncover one at a
time, so the reader gives each word its full
articulation. After you have many sentences, play
them a few times to the understudies, who ought to
at that point work in sets to undertake to form the
speech more normal sounding. They can at that
point either utilize design to appear the focuses
they would alter, or take turns perusing out their
diverse adaptations, or record themselves
employing a more normal elocution. Conduct a
common criticism session at the conclusion of the
action, examining reasons for the changes the
bunches have made.

-3-
c) Integrating
Coordinated articulation into lexicon work,
practicing, for case, the weak form in expressions
with "of" (a daydream of bread, a container of
coffee, a can of coke).

d) coordinated weak forms into linguistic use work.

On the off chance that practicing "attending to" for
illustration, the educator can compose on the board
illustrations such as:
ƒ Go on holiday
ƒ Earn more money
ƒ Buy a car
e) Ask different students to read these phrases as
a sentence with "going to". Listen for and
highlight the weak form of "to" before the
consonant sounds, and the "full" form of "to" with
the linking "w" sound before the vowel.
2. Rhythm

The idea of beat includes a few discernible

occasion happening at standard interims of time; one
can identify the beat of a pulse, of a blazing light or of
a chunk of music. It has regularly been claimed that
English discourse is rhythmical, which the cadence is
distinguishable within the customary event of pushed
syllables. Of course, it isn't proposed that the timing is
as standard as a clock: the consistency of event is as it
were relative. The theory that English has stress-timed
cadence infers that pushed syllables will tend to

-4-
happen at moderately standard interims whether they
are isolated by unstressed syllables or not; this would
not be the case in “mechanical speech”. An illustration
is given underneath. In this sentence, the focused
syllables are given numbers: syllables 1 and 2 are not
isolated by any unstressed syllables, 2 and 3 are
isolated by one unstressed syllable, 3 and 4 by two,
and 4 and 5 by three.
1 2 3 4 5
'Walk 'down the 'path to the 'end of the ca'nal
The stress-timed cadence hypothesis states that the
times from each pushed syllable to the following will
tend to be the same, independent of the number of
interceding unstressed syllables. The hypothesis too
claims that whereas a few dialects (e.g. Russian,
Arabic) have stress-timed beat comparative to that of
English, others (e.g. French, Telugu, Yoruba) have a
diverse rhythmical structure called syllable-timed
beat; in these dialects, all syllables, whether pushed or
unstressed, tend to happen at standard time interims
and the time between focused syllables will be shorter
or longer in extent to the number of unstressed
syllables. A few journalists have created speculations
of English cadence in which a unit of beat, the foot, is
utilized (with a parallel within the metrical
investigation of verse). The foot starts with a pushed
syllable and incorporates all taking after unstressed
syllables up to (but not counting) the taking after
focused syllable. The illustration sentence given over
would be partitioned into feet

-5-
 1 2 3 4 5
| ’Walk | ’down the |'path to the| ’end of the ca| ’nal |

Rhythm is the moderately break even with beat

between pushed syllables. It has frequently been
claimed that English discourse is rhythmical which
rhythm is distinguishable within the customary event
of focused syllables. The hypothesis that English has
stress-timed cadence suggests that pushed syllables
will tend to happen at moderately normal interims
whether they are isolated by unstressed syllables or
not. Cadence, at that point, could be a item of sentence
push and what happens to the words and sounds
between the stresses. Shockingly, learners are
regularly presented to begin with to composed shapes
and the complexities of spelling. Learners whose
mother tongue is phonemic or syllable-timed have
specific issues. Instructors ought to keep in mind to:

• Provide natural models of modern target dialect

some time recently presenting the composed form.
• Use common dialect themselves within the
classroom
• Encourage learners to tune in carefully to bona fide
speech.
• Teach acknowledgment some time recently
production.
• Integrate cadence and other viewpoints of phone

At last, An extra calculate is that in talking English we

shift in how musically we talk: now and then we talk

-6-
exceptionally musically (typically commonplace of a
few styles of open talking) whereas at other times we
may talk a musically (i.e. without beat) in case we are
reluctant or anxious. Stress-timed beat is in this way
maybe characteristic of one fashion of talking, not of
English discourse as a entire; one continuously talks
with a few degree of musically, but the degree
changes between a least esteem (a rhythmical) and a
greatest esteem (totally stress-timed cadence). It takes
after from what was expressed prior that in a stress-
timed dialect all the feet are assumed to be of
generally the same length. Numerous outside learners
of English are made to hone talking English with a
customary cadence, frequently with the educator
beating time or clapping hands on the focused
syllables. It must be pointed out, in any case, that the
prove for the presence of really stress-timed cadence
isn't solid.

3. Assimilation

The device mentioned earlier that produces

“mechanical speech” would contain all the words of
English, each having been recorded in isolation. A
significant difference in natural connected speech is
the way that sounds belonging to one word can cause
changes in sounds belonging to neighboring words.
Assuming that we know how the phonemes of a
particular word would be realized when the word is
pronounced in isolation in cases where we find a

-7-
 phoneme realized differently as a result of being near
some other phoneme belonging to a neighboring
word we call this difference an instance of
assimilation. Assimilation is something which varies
in extent according to speaking rate and style: it is
more likely to be found in rapid, casual speech and
less likely in slow, careful speech. Sometimes the
difference caused by assimilation is very noticeable,
and sometimes it is very slight. Generally speaking,
the cases that have most often been described are
assimilations affecting consonants. As an example,
consider a case where two words are combined, the
first of which ends with a single final consonant
(which we will call Cf) and the second of which
starts with a single initial consonant (which we will
call C1); we can construct a diagram like this:
------ Cf | ------- Ci
Word

4. boundaries
Much more could be said about assimilation but, from
the point of view of learning or teaching English
pronunciation, to do so would not be very useful. It is
essentially a
natural phenomenon that can be seen in any sort of
complex physical activity.

-8-
3.1 Kinds of Assimilation
As we know assimilation is the change in
pronunciation of a phoneme under the influence of its
surrounding sounds, but it has two types as follows :
A. Direction of change.( regressive –progressive assimilation)
B. Consonant can change.( place+ manner+ voicing)

3.1.1 Regressive Assimilation : The phoneme that

comes first is affected by the one that comes after
it. Example:
This year / dij jiԥ /,bright color /braik kalԥ/light
blue /laip blu/.

3.1.2 Progressive Assimilation:

The phoneme that comes first affects the one that comes
after it. Example: those year / dԥ‫ ݤݜ‬jiԥ/

2.1.3 Assimilation of Place of Articulation

-9-
- 10 -
- 11 -
3.1.4 Assimilation of Manner
• Only regressive assimilation of alveolar consonant

Note: /d/ follow a plosive or nasal at the end of a preceding

word Eg: get them /get dԥm/ Ѝ /gettԥm/
in the /in dԥ/ Ѝ /innԥ/

3.1.5 Assimilation of Voice

eg: I like that black dog.

/ai laik ðæt blæk d‫ܧ‬g / ĺ / ai laig ðæd blæg d‫ܧ‬g

- 12 -
 4.Elision
Elision is the case of a sound realized as zero in
casual, rapid discourse. There can be vowel elision
and consonant.• elision. Case: vowel: today
/tnait/.consonant: eight tins /eitins/.The nature of
elision may be expressed very basically: beneath
certain circumstances sounds vanish. One might
express this in more specialized dialect by saying that
in certain circumstances a phoneme may be realized
as zero, or have zero realization or be erased. As with
digestion, elision is normal of fast, casual discourse.
Creating elisions is something which outside learners
don't ought to learn to do, but it is vital for them to be
mindful that when local speakers of English
conversation to each other, very a number of
phonemes that the outsider might anticipate to listen
are not really pronounced
4.1 Rules of Elision

- 13 -
C. Avoidance of Complex Consonant Cluster:

D. Loss of /v/ in “of” before consonant

Example:

5. Linking

Connecting is the marvel where words or sounds are

linked together. In our theoretical “mechanical
speech” all words would be isolated units put
following to each other in grouping; in genuine
associated discourse, in any case, we connect words
together in a number of ways. The foremost
commonplace case is the utilize of connecting r; the
phoneme r does not occur in syllable-final position
within the BBC highlight, but when the spelling of a
word recommends a last r, and a word starting with a
vowel takes after, the normal elocution is to articulate
with r.
For example :
here’ hia but ‘here are’ hiar aµ
four’ fa: but ‘four eggs’ fa:r egzµ

- 14 -
BBC speakers regularly utilize r in a comparative
way to interface words finishing with a vowel, indeed
when there's no “justification” from the spelling, as in
: ‘Formula A’ /faimjalar ei/ ‘Australia all
out’/ostreiliar oil aut/ ‘media event’ /mi:diar ivent/.
This has been called meddling r; a few English
speakers and instructors still respect this as erroneous
or substandard elocution, but it is without a doubt far
reaching. "Linking r” and “intrusive r” are
extraordinary cases of juncture; we got to consider
the relationship between one sound and the sounds
that instantly go before and take after it. If we take
the two words ‘my turn’ mai t 3in, we know that the
sounds m and /ai/, t and /3:/, and /3:/ and n are closely
connected. The issue lies in deciding what the
relationship is between /ai/ and/ t/; since we don't
ordinarily stop between words, there's no hush to
demonstrate word division and to legitimize the space
cleared out within the translation. But in case English
speakers listen / mai t3: n/ they can more often than
not recognize this as ‘my

5.1 Rules of Linking

- 15 -
 .

- 16 -
* Note: Sometimes listeners have ambiguity in meaning with
other words. Example:
/maitrein/: my train or might rain
/aiskri:m/: Ice –cream or I scream

6. Juncture

Juncture is the transition from one segmental

phoneme to another. It causes a lot of problems and
difficulties for foreign learners to distinguish between
two phrases that sound nearly the same.
Trager and Smith (1951) recognize four junctures as
phoneme:
1. Intra or Plus Juncture
a + name = an aim
that + stuff = that’s tough
2- Single Bar Juncture ( / ): (indicative of
incompleteness)
His brother/ Raza/ isn’t here. Mohammad/ my little
brother/ isn’t home.
3- Double Bar Juncture ( // ): (indicative of
uncertainty)
One// two// three// four.
4- Double Cross Juncture ( # ): corresponding to the
orthographic period of full stop, indicative of
assertion.
# one # two # three # four
The first one is known as plus juncture, the other three
are called terminal junctures. Double bar at the

- 17 -
beginning and at the end of an utterance shows that
the utterance is complete.
According to Roach (1991) those phonetically
resembling connections or ´junctions´ consist of
words that are easily recognizable in a way they are
pronounced in isolation:
Might rain X my train
Keep sticking X keeps sticking
All that I´m after today X all the time after today

7.Teaching Notes

7.1Assimilation 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
neighboring word, we call this process
assimilation. Much recent phonetic research in this
area refers to articulation (Hard castle &
Hewlett,1999: 7), though the latter term strictly refers
to the fact that, when pronounced, certain sounds are
uttered together and thus it actually describes the
cause of assimilation. In rapid and casual speech,
the assimilated form is more typical of connected
speech.Depending on the type of feature that spreads
from one segment to another we can observe several
major types of assimilation such as assimilative
processes involving voicing, manner of articulation,

- 18 -
place of articulation (Roach, 2000: 139) and
coalescence of place and manner of
articulation (Collins&Mees 2003: 106).

7.1.1 Direction of change

If a phoneme is affected by one than comes later in the sentence,
the assimilation is termed regressive. If a phoneme is affected by
one that came earlier in the utterance, the assimilation is termed
progressive.
Regressive assimilation: the sounds assimilated are
influenced by the succeeding sounds :
/nju:z/ (news) Ѝ /nju:speipԥ/ (newspaper)
/gu:s/ (goose) Ѝ /gu:zbԥri/ (gooseberry)
/faiv/ (five) Ѝ /faifpԥns/ (five pence)
/hav/ (have) Ѝ /haf tu/ (have to)
/ju:zd/ (used) Ѝ /ju:st tu/ (used to)
Regressive assimilation can also be found in some
words like:
describe Ѝ description
receive Ѝ reception, receipt
twelve Ѝ twelfth
five Ѝ fifth, fifteen, fifty 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:

Voiceless Voiced
Plural: students /-s/; books /-s/ girls /-z/; pictures /-z/
Possessive: students̓books /-s/ girls̓pictures /-z/
3rd person He writes /-s/; He speaks She reads /-z/; She plays /-z/

- 19 -
singular: /-s/
Past tense and worked /-t/; laughed /-t/ learned /-d/; played /-d/
past participle:

7.1.2 Assimilation of Voicing

This may refer to assimilation involving the
feature [+/- voice]. In a certain environment we can
consequently observe the voicing or devoicing of a
segment. If we examine the pronunciation of the
voiced labiodental fricative in the sequence give
books /gܼv b‫ݜ‬ks/, and we compare it with the
sequence give peace /gܼf piƼs/ we will easily notice
that while in the first case /v/ is fully voiced, in the
second it is rather pronounced as some kind of /f/.
However, word boundary final voiceless consonants
in English do not show tendencies to assimilate to
their voiced counterparts; thus the pronunciation of
nice boy /naܼz b‫ܼܧ‬/ will sound foreign to English
learners.
(Cruttenden, 2001: 284).

7.1.3 Assimilation of Place of Articulation

The most common phonemic changes at word
boundaries concern changes of place of articulation,
particularly involving de-alveolarization. A well-
known case is that of English
word-final alveolar consonants such as /t, d, n/: if a
word ending in one of these consonants is followed
by a word whose initial consonant begins with a

- 20 -
bilabial, a velar or a dental, the word-final alveolar
consonant is likely to change its place of articulation
to match that at the beginning of the second word.
Thus the word ͂that̓ /dat/ may be followed by ͂boy̓
/b‫ܼܧ‬/ and become /dap/, or it may be followed by ͂girl̓ and
become /dak/, namely:
that boy Ѝ /dap b‫ܼܧ‬/
that girl Ѝ /dak g‫ܮ‬Ƽl/
good pen Ѝ /g‫ݜ‬b pen/
good concert Ѝ /g‫ݜ‬g k‫ܥ‬nsԥt/
ten players Ѝ /tem pleܼԥz/
ten cups Ѝ/teƾ k‫ݞ‬ps/ .
that thing Ѝ /datǟ ȟܼƾ/
get those Ѝ /g‫ܭ‬tǟ dԥ‫ݜ‬z/
(Roach, 2000: 139)
Such changes are based on roughly homorganic
mouth articulations. They always occur in the least
obvious part of the syllable coda position. The reason
why initial consonants are so rarely obviously
changed by assimilatory processes is that syllable
initial consonants play a much more important part in
identifying a word than do syllable final consonants.
(Brown 1990: 65)
Another change of place of articulation involves the
change of alveolar fricatives /s, z/ into post alveolar
fricatives. Any sequence of two words where the first
ends with /s, z/ and the second begins with /‫ݕ‬/ or /j/,
that /s/ becomes /‫ݕ‬/, and /z/ becomes /‫ݤ‬/. Thus this
shoe /dܼs ‫ݕ‬uƼ/ becomes /dܼ‫ݕ ݕ‬uƼ/;
those years /dԥ‫ݜ‬z jܼԥz/ becomes /dԥ‫ ݤݜ‬jܼԥz/.
(Roach, 2000: 140)

- 21 -
Assimilation of place is noticeable in the regressive
assimilation of alveolar consonants. Progressive
assimilation is relatively uncommon. It may occur
when a plosive is followed by a syllabic nasal and the
nasal undergoes assimilation to the same place of
articulation as the
preceding plosive, e.g./n/ Ѝ /m/ after /p, b/, happen, urban
/hapm, ‫ܮ‬Ƽbm/; and /n/ Ѝ /ƾ/ after /k, g/ in second chance,
organ, bacon as /sekƾ t‫ܤݕ‬Ƽns, ‫ܧ‬Ƽgƾ, beܼkƾ/
(Cruttenden, 2001: 286)
Regressive assimilation is commonly seen in some prefixes,
such as in- (before /t, d, s, n/), im-(before /p, b, m/); il- (before
/l/); ir- (before /r/).
For example:
in- Ѝindirect, insane,
im- Ѝimpolite, imbalance, immoral
il- Ѝillegal
ir- Ѝirregular

7.1.4 Assimilation of Manner of Articulation

Assimilation of manner is typical of the most
rapid and casual speech, in which case one sound
changes the manner of its articulation to become
similar in manner to a neighboring sound. An example
can be a rapid pronunciation of ͆Get some of that
soup͇, where instead of the expected /g‫ܭ‬t s‫ݞ‬m ԥv dat
suƼp/ an English speaker says /g‫ܭ‬s s‫ݞ‬m v das suƼp/,
with /s/ replacing /t/ in two words. It is thus possible
to find cases where a final plosive becomes a fricative
or nasal (e.g. ͂ good night̓ /g‫ݜ‬nnaܼt/), but most

- 22 -
unlikely that a final fricative or nasal would become a
plosive.
( Roach, 2000: 140).

7.1.5 Coalescence of Place and Manner of

Articulation
Assimilation of different types may occur
simultaneously: e.g. the plosives /t, d/ merge with
word-initial palatal approximant /j/ in a process of
reciprocal assimilation of place and manner, and the
fricatives /s, z/ have similar reciprocal assimilation
with /j/. The resulting single articulation is post
alveolar, i.e. about halfway between alveolar and
palatal, and so represents a ͂ compromise ̓ . ͇
(Heselwood 2005)
Examples can be found as follows
(Cruttenden, 2001: 286):
/t/ + /j/ Ѝ /‫ݹ‬/ What you want /w‫ܥ‬t‫ݕ‬uƼ w‫ܥ‬nt/
/d/ + /j/ Ѝ /‫ݶ‬/ Would you? /w‫ݜ‬d‫ݤ‬uƼ/
/s/ + /j/ Ѝ /‫ݕ‬/ In case you need it /ܼƾ keܼ‫ݕ‬uƼ niƼd ܼt/
/z/ + /j/ Ѝ /‫ݤ‬/ Has your letter come? /ha‫ܧݤ‬Ƽ letԥ k‫ݞ‬m/

The coalescence is more complete in the case of /t, d/

+ /j/ (especially in question tags, e.g.won’t you?, could
you? etc.); in the case of /s, z/ + /j/, the coalescence
into /‫ݕ‬, ‫ݤ‬/ may be marked by extra length of friction,
e.g. miss you /mܼ‫ݕݕ‬u/. ͆Sometimes the coalescence is
not complete and there is a /j/ after the post alveolar
consonant, e.g. not yet becomes /n‫ܥ‬t‫ ݕ‬j‫ܭ‬t/, red yacht
becomes /r‫ܭ‬d‫ݤ‬j‫ܥ‬t/; miss York becomes /mܼ‫ ݕ‬j‫ ܧ‬Ƽ k/,

- 23 -
these young people becomes /diƼ‫ ݤ‬j‫ݞ‬ƾ piƼpl/. Where
this happens it is really a case of assimilation rather
than coalescence, although it can be referred to as ͂
incomplete coalescence̓.͇

(Heselwood 2005)
One reason for the assimilatory processes is that several
articulators are involved in making a speech sound, and that
they are not capable of moving instantaneously.
Much of the earlier writing on assimilation has suggested that
assimilatory changes generally involve a change from one
phoneme to another; for example, that boy is expressed as
showing a change from /t/ to /p/. However, this does
not mean that all assimilations involve phonemic
change of this sort. An easy process to observe is the
position of the lips. In a vowel such as English /iƼ/ (as
in see), the lips are spread, as for a smile. In a vowel
such as English /uƼ/ (as in two), the lips are rounded
and pushed forward. Since lip-position is not a
distinctive feature opposing any two phonemes in
English, the difference between rounded
and non-rounded /t/ is not phonemic (Cruttenden,
2001: 282). Another explanation for assimilation is
based on the articulatory one. The explanation seems
to assume that speakers are basically lazy, and do as
little work as possible ̽ this is sometimes called the
͆ principle of least effort ͇ and it does seem to
explain phonetic features of assimilation in a very
simple way.

- 24 -
7.2 Elision in English
This section is concerned with the conditions that
govern the elision of single phonemes such as
consonants and vowels as well as the elision of whole
syllables .Historic elision is also taken into
consideration

7.2.1 Elision of consonants

This section deals with the phonemes whose elision
primarily depends on their environment, i.e. the
context in which the words containing such phonemes
occur .

7.2.2 Elision of / t / and /d /

Many linguists affirm that /t / and /d / are
considered the most commonly elided phonemes in
English. In this respect, Finch (2005: 44-45) points
out that such a type of elision is due to ''casual speech
'' as illustrated in the following examples: mostly
/moustli / /mousli / handsome /hands ˜ m/ /hans ˜ m /
Similarly, Collins and Mees (2008: 118) note that
such an elision is involved when changing from ''the
ideal form in connected speech ''. In addition,
Underhill (1998: 61) states that / t / and / d / are elided
when they occur in a sequence of three

- 25 -
consonants in connected speech: next please / nekst
pli:z / /neks pli:z / you and me /ju: and mi: / /ju: ˜ n
mi: / .In the same way, Roach (2000:143) points out
that ''in clusters of three plosives or two plosives plus
a fricative, the middle plosive may disappear ''.
Consider the following instances in which the medial
plosive /t / is elided: acts /akts / /aks /
looked back /lukt bak / /luk bak /.In addition,
Yule (1996: 59 -60) says that /t / and /d / are elided in
consonant clusters especially in ''coda position '', i. e.
after the center of the syllable as the
following instances illustrate :
aspects / aspekts / /aspeks /
friendship /frendœip / /frenœip /
/ t / and /d / are also elided when they occur finally
preceded by /n / and followed/ t / and /d / are also
elided when they occur finally preceded by /n / and
followed by a word beginning with a consonant as in :
hand that to tom / hand Ѿat t˜ tom/ / han Ѿat t˜ tom /
(Hudson, 2000:210 -212)

In this respect, Crystal (1989: 164) indicates that

/d / is elided when it occurs between / n /and one or
two of the following consonants such as / s /, /m /, /z
/:handsome /hands˜m/ /hans˜m/grandmother
/grandm^Ѿ˜ / / granm^Ѿ˜ /
hands /handz / / hanz /.Gimson (1977:297-298) points
out that ''the alveolar plosives are apt to be elided in
rapid speech when they occur in the following

- 26 -
sequences followed by a wordbeginning with a
consonant'':
/ - st / , / -ft / , /- œ t / , / -nd / , / - zd / , / - d / - vd / , / -pt / , / -kt /
, / -tœ t / , / -bd/ / -gd / ,/ -d3 d/ :
last chance / la:st tœans/ /la:s tœans/
kept quiet /kept kwai˜t/ /kep kwai˜t/
Collins and Mees (2008: 121) say that the sequence /
tt / is reduced to /t/ in the following forms:
ought to , want to , got to : We ought to visit him / wi
o:t˜ vizit im /.I want to leave / ai wont˜ li:v /
It is worth noting that / t / and / d / are not elided
when they are :
1- followed by a word beginning with / h / :
smoked hering / smoukt heri / ( ibid : 120 ) .
2- followed by a word beginning with a vowel :
hand it to me / hand it t˜ mi / ( Hudson ,2000 : 210 )
Concerning this point, Collins and Mees (2008:120) note
that in certain sequences shown in the following example /
k / is elided:They asked us / Ѿ ei a:st ˜s / .
However, /t /, in addition to / k /, may also be elided when
followed by a consonant:
masked gunman / ma:st g^ n m˜n / / ma:s g^n m˜n /
3-preceded by / nt / or /lt / in which case they may be
replaced by a glottal stop [?]:
spent time / spent taim / or / spen? taim /
walt Disney / wo:lt dizni/ or / wo:l? dizni / ( Ibid )

- 27 -
7.2.3 Elision and Assimilation
Heffner (1975: 188) affirms that ''when two sounds
become contiguous in the speech measure, one or both
of them may, in the fusion of the configuration,
undergo changes which tend to make each more like
its neighbor'' . In this case, Gimson( 1977 :298 )
indicates that when final /t/ or /d/ are followed by /j/ ,
they are kept in a coalesced form with /j/ , i.e./tœ
/and/d3 /:Is that yours? / iz Ѿ a tœo:z / Would you like this? /
wud3 u laik Ѿ is / Similarly, Kuiper and Allan (1996: 74)
note that elision of a segment may allow an
assimilation to occur: hand bag / hand bag / / han bag
/ / ham bag / .It can be noted that since /d / is elided,
/n / and / d / become adjacent. As a result /n / changes
into / m / under the influence of / b / so that both of
them will become bilabial, i. e. having the same place
of articulation.

7.2.4 Elision of / t / in Contracted Forms

The phoneme /t / of the negative form is often
elided, particularly in disyllables, before a following
consonant:
You mustn't lose it / ju m˜sn lu:z it / .Wouldn't she
come? wudn œi k^m /. Elision of / t / may sometimes
occur before a vowel:
You mustn't over eat it. / ju m ˜ sn ouv ˜ r i: it /

(Gimson, 1977:298)

- 28 -
7.2.5 Elision of / h /
In casual speech, the phoneme / h / is elided
when it occurs in weak forms of function words as
in: I think he will have told her. / ai € i n k i wil ˜ v
tould ˜ / The example above shows that he is
pronounced / i /, have / ˜ v / and her / ˜ /
(Hudson, 2000: 210)

7.2.6 Elision of Dental Fricatives

Dental fricatives such as / € / and / Ѿ / are prone
to elision when they occur in certain words such as
months and clothes:
months / m^n€s /--------- / m^ ns /
clothes / klouѾiz/ -----------/ klouz /
(Collins and Mees, 2008:121)
However, / € / is not elided in numerals such as
fifth and twelfth. Instead, the preceding sound may be
elided:
fifth / fif€ / / fi € / twelfth / twelf€ / / twel€/.

7.2.7 Elision of / v /
Gimson (1977: 143) indicates that the phoneme /v /
in the word of is elided when followed by a
consonant:
lots of them / lots ˜ v Ѿ ˜m / / lots ˜ Ѿ ˜m /.In the
same respect, Crystal (2003: 247) says that a word
such as ''of is prone to elision before consonants'':
lots o' people / lots ˜ pi:pl / .

- 29 -
In addition, Collins and Mees (2008: 121) note that
the elision of / v / in of is common when followed by
/ Ѿ /:
three of the websites / € ri: ˜ v Ѿ ˜ websaits / / € ri: ˜ Ѿ ˜
websaits /

7.2.8 Elision of a Whole Syllable

Crystal (203:247 ) states that ''a whole syllable
may be elided, especially when there is a separated
consonant as in:
library / laibr˜ri/ / laibri / ( the syllable / r˜ / is elided .)
particularly / p˜tikjul˜li/ / p˜tikjuli/ ( the syllable /l˜ / is
elided .) Similarly, Rajimwale (2009: 105 -106) indicates that
elision may occur in words such as because and
probably in which case they can be heard as cause
and probly.

7.3 Historic Elision

This section is primarily concerned with the elision
of vowels in contracted forms and weak syllables.
Such types of elision can be initial or medial
according to the context in which they occur as
illustrated in the following points.

- 30 -
7.3.1 Elision of Initial Vowels
Gimson (1977: 297) says that schwa / ˜ / is elided
when followed by a continuant and preceded by a
word- final consonant. (''compensation for the loss of
/ ˜ / frequently being
made by the syllabicity of the continuant '' ) .
Consider the following examples:
not alone / not ˜loun / / notl loun /
get another / get ˜n^ Ѿ˜ / / get n n^ Ѿ ˜ /
On the other hand, when a word initial schwa / ˜ / is
preceded by a vowel sound,it may coalesce with the
preceding vowel:
try again / trai ˜gen / / trai gen /
(Ibid)
Lass (1984:187) states that the process of eliding
initial vowels is referred to as aphaeresis. Kuiper and
Allan (1996:74) points out that a vowel such as /a /
can be elided in the word am when it occurs in a
contracted form :I am / ai am / I'm / aim / In the same
respect,
Rajimwale (2009: 105-106) indicates that schwa / ˜ /
in weak syllables is elided as in:
about / ˜baut / bout / baut /
along / ˜long / long / long /

- 31 -
7.3.2 Elision of Medial Vowels
Gimson (1977: 143) indicates that schwa / ˜ /
disappear when it follows aspirated sounds such as /
p /, / t / and / k / as the following examples illustrate:
potato /p˜teitou/ [ phteitou ]
today / t˜dei / [ thdei ]
canary /k˜ne˜ri / [khne˜ri ]
On the other hand , Gimson ( Ibid :297 ) states that
schwa / ˜ / ''may be elided if it is followed by linking
/r / and word initial vowel '' :after awhile /aftr ˜wail
/.father and son /fa: Ѿ r ˜n s^n / Lass (1984: 187)
names such a phonological process of vowel elision
as syncope (syncopation):
secretary / sekrit˜ri / / sekritri /
dictionary /dikœin˜ri / /dikœnri /

Kuiper and Allan (1996: 74) indicate that a vowel

sound can be elided in certain words such as
geography / d3i:ografi / /d3ografi /.Hudson (2000:
210) affirms that in English casual speech, the
unstressed schwa / ˜/ or / i/ is elided in the middle of
words when the preceding vowel is stressed as in:
victory / vikt˜ri / /viktri /.easily / i:zili / /i:zli /.inally /fain˜li/
/fainli /. Finally, Roach (2000: 142) notes that ''a weak vowel
+ / n /, / l / or / r / becomes a syllabic consonant '' :
tonight /tnait / , police / pli:s / , correct / krekt / .

- 32 -
8. Conclusion
The teachers should know their weaknesses
and strengths with regard to English pronunciation
and they should serve as role models for the learners.
The teachers have shown a great enthusiasm related
to the features of connected speech but the fact is
students don’t understand all these phenomena and
they face a lot of problems in learning English
pronunciation. This study supports Morley’s (1991)
study in which he stresses the supra-segmental
elements of pronunciation and communicative
competence in teaching English pronunciation.
Likely, this study emphasizes the importance and role
of the features of connected speech in learning and
teaching English pronunciation. The study also
stresses the teaching of features of connected speech
as these contribute to the meaning of the connected
speech. The study stresses that teacher training in
pronunciation is needed.

- 33 -
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