TOPIC 2: ACCENT NEUTRALIZATION

Objectives:
1. Distinguish the Filipino sounds from the sounds in American English;
2. Practice the formation and combination of American English sounds;
3. Familiarize with the jump up and step down intonation pattern inherent to American speech;
4. Apply the accent and intonation patterns of American English in dialogue and conversation drills;

Accent is a manner of speaking affected by geographical location and culture.

The difference between how the speaker produces and connects sounds and words, and the way the
listener expects it to be done is an accent. The speaker produces and connects the sounds and words using
speech habits originating from his/her first language. An accent may include detected differences in the
grammar, the vocabulary, or the way the sounds are connected. It may also include patterns such as stress,
timing, articulation and rhythm.
There are 3 main parts to an accent:
1. Intonation – speech music
2. Liaisons – word connections
3. Pronunciation – the sounds of American Accent

PART 1: STRESS & PRONUNCIATION

Squeezed-out syllables
Intonation can also completely take away whole syllables. Some longer words that are stressed on the
first syllable squeeze weak syllables right out.
Actually {AEk-chully} Every {evhree}
Average {AEvr’j} Family {fAEmlee}
Aspirin {AEsprin} Finally {fyn-lee}
Broccoli {brAklee} General {jenr’l}
Business {bizness} Groceries {grossreez}
Camera {kAEmruh} Interest {intr’st}
Chocolate {chAkl’t} Jewelry {joolree}
Comfortable {k’mf-t’bl} Corporal {corp’l}
Mathematics {mAEthmAEdix} Memory {memree}
Desperate {despr’t} Orange {ornj}
Diamond {dAIm’nd} Probably {prAblee}
Diaper {dAIper} Restaurant {restrAnt}
Different {diffrn’t} Separate {sepr’t}
Emerald {emr’ld} Several {sevr’l}
Vegetable {vej-t’bl} Liberal {libr’l}
Beverage {bev-rij} Conference {cAnfrns}
Bakery {bAY-kree} Coverage {c’vrij}
Catholic {cAEth-lik} history {hisstree}
Accidentally {AEksuh-dent-lee} Nursery {nrsree}
Onion {uhny’n} Basically {bay-suh-klee}

Stressing is giving emphasis or meaning to a syllable or word.

Components of Stress
1. Intensity or Volume (force or loudness)
2. Pitch (highness or lowness)
3. Duration (length)

Rules of Word Stress in English

There are two very simple rules about word stress:
1. One word has only one stress. (One word cannot have two stresses. If you hear two stresses, you hear
two words. Two stresses cannot be one word. It is true that there can be a "secondary" stress in some
words. But a secondary stress is much smaller than the main [primary] stress, and is only used in long
words.)
2. We can only stress vowels, not consonants.

Here are some more, rather complicated, rules that can help you understand where to put the stress. But do not
rely on them too much, because there are many exceptions. It is better to try to "feel" the music of the language
and to add the stress naturally.
1 Stress on first syllable
rule example

Most 2-syllable nouns PRESent, EXport, CHIna, TAble

Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy

2 Stress on last syllable
rule example

Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN

There are many two-syllable words in English whose meaning and class change with a change in stress. The
word present, for example is a two-syllable word. If we stress the first syllable, it is a noun (gift) or an adjective
(opposite of absent). But if we stress the second syllable, it becomes a verb (to offer). More examples: the
words export, import, contract and object can all be nouns or verbs depending on whether the stress is on the
first or second syllable.

3 Stress on penultimate syllable (penultimate = second from end)

rule example

Words ending in -ic GRAPHic, geoGRAPHic, geoLOGic

Words ending in -sion and -tion teleVIsion, reveLAtion

Words ending in –ious deLIcious, GLOrious, repeTItious

For a few words, native English speakers don't always "agree" on where to put the stress. For example, some
people say teleVIsion and others say TELevision. Another example is: CONtroversy and conTROversy.
4 Stress on ante-penultimate syllable (ante-penultimate = third from end)
rule example

Words ending in -cy, -ty, -phy and-gy deMOcracy, dependaBIlity, phoTOgraphy, geOLogy

Words ending in -al CRItical, geoLOGical

5 Compound words (words with two parts)
rule example

For compound nouns, the stress is on the first part BLACKbird, GREENhouse

For compound adjectives, the stress is on the second part bad-TEMpered, old-FASHioned

For compound verbs, the stress is on the second part to underSTAND, to overFLOW

PART 2: INTONATION

The English language is often referred to as stress-timed. This means that stress in a spoken sentence occurs at regular
intervals and the length it takes to say something depends on the number of stressed syllables rather than the number of
syllables itself.
A stress-timed language is a language where the stressed syllables are said at approximately regular intervals, and
unstressed syllables shorten to fit this rhythm. Stress-timed languages can be compared with syllable-timed ones, where
each syllable takes roughly the same amount of time.
A syllable-timed language is a language whose syllables take approximately equal amounts of time to pronounce. It can
be compared with a stress-timed language, where there is approximately the same amount of time between stressed
syllables.
Learners whose first language can be described as syllable-timed often have problems recognizing and then producing
features of English such as contractions, main and secondary stress, and elision.
English, German and Arabic are examples of stress-timed languages, while French, Spanish and Japanese are syllable-
timed.
English is a stress timed language
The English language is often referred to as stress-timed. This means that stress in a spoken sentence occurs at regular
intervals and the length it takes to say something depends on the number of stressed syllables rather than the number of
syllables itself.

Try saying each one of the four sentences below in 4 seconds:

· 1, 2, 3, 4,

· 1 and 2 and 3 and 4

· 1 and a 2 and a 3 and a 4

· 1 and then a 2 and then a 3 and then a 4

The four sentences take the same length of time to say and you will notice the numbers are stressed and the unstressed
words in between are said much more quickly in order to keep the rhythm of the language. In other languages, which are
not stress-timed the stress would fall more equally on each word and syllable.

SENTENCE STRESS

Stress timing can help speakers communicate meaning. Learners need to be made aware of the fact that the way they say
something can affect its meaning.

Sentence stress

Sentence stress - where word stress is the accent on one syllable in a word, sentence stress is accent on certain words
within a sentence. Often considered to be the "rhythm" of English.

Sentences - two types of words

• Content words – the main words of a sentence that have sense or meaning
• Structure words – these are small, simple, not very important words that make the sentence grammatically correct

Sentence stress - specific rules (there are many exceptions to these rules), these rules are for normal or neutral stress

• content words – stressed

• structure words – unstressed
• time between stressed words – always the same

Content words

main verbs – sell, give, employ

nouns – car, music, Mary
adjectives – red, big, interesting
adverbs – quickly, loudly, never
negative auxiliaries – don’t, aren’t, can’t

Structure words

pronouns – I, he, she, we, they

prepositions – on, at, into
articles – a, an, the
conjunctions – and, but, because
auxiliary verbs – do, be, have, can, must
“to be” as a main verb – is, are, was

Exception - occasionally a structure word is stressed to correct information.

“Have you seen my shoes?”

“No, I haven’t, but she has.”

Example: Can you do the dishes after you have finished your lunch?

The content words are stressed.

The structure words are not stressed.
The time between each stressed word is the same.
A good exercise to demonstrate the variety of meaning through intonation changes is to take a single sentence, try
stressing each word in turn, and see the totally different meanings that come out.
1. I didn't say he stole the money.
2. I didn't say he stole the money.
3. I didn't say he stole the money.
4. I didn't say he stole the money.
5. I didn't say he stole the money.
6. I didn't say he stole the money.
7. I didn't say he stole the money.

Once you are clear on the intonation changes in the seven sentences, you can add context words to clarify the meaning:

1. I didn't say he stole the money, someone else said it.

2. I didn't say he stole the money, that's not true at all.
3. I didn't say he stole the money, I only suggested the possibility.
4. I didn't say he stole the money, I think someone else took it.
5. I didn't say he stole the money, maybe he just borrowed it.
6. I didn't say he stole the money, but rather some other money.
7. I didn't say he stole the money, he may have taken some jewelry.

After you have mastered first-word or second-word stress, you can go on the more complex intonation:

It's a pot.
It's new.
It's a new pot.
It's brand new.
It's a brand new pot.
It's a tea pot.
It's a new tea pot.
It's a brand new tea pot.
It's a tea pot lid.
It's a new tea pot lid.
It's a brand new tea pot lid.

Intonation refers to the tune or melodic flow of pattern of what we say. There is a notable rise and fall of the pitch level.
This is determined by the mind and attitude of the speaker, and partly by the grammatical structure of his speech. The low,
normal and high are most commonly used tunes in intonation patterns of Standard American English. Extra high tune is
used only when expressing extreme fear, anger, surprise or excitement.

A shifting occurs when there is a movement from one tune to another that takes place between syllables. Sometime
the voice slides from one tune to another while a syllable are spoken. This movement is called a glide.

The Basic Intonation Patterns

Rising – Falling Intonation or 2-3-1

Rising Intonation or 2-3-3
Non-final Intonation or 2-3-2

Rising – Falling Intonation or 2-3-1

The tone of the rising-falling intonation moves from normal to high and then moves down to low as in the
following patterns:

high
normal
low

There are two types of rising-falling intonation:

a) shift – the movement from one tone to another;

- indicated by a straight vertical line
- it is shift when the stressed syllable is followed by an unstressed syllable or syllables.

high
normal 3
2 low
1

Ex. Where is your son’s office?

 2 3 1
Glide – movement within a syllable is marked by a diagonally- curbed line called inflection. When the stressed syllable
is the last words in the sentence, inflection is used. The vowel is prolonged in an inflection in order that the pitch change
may be distinctly heard.

He’s in town
2 3 1
This type of intonation patter is normally used at the end of the following sentences:
Declarative sentences
This is my sister.
2 3 1

Imperative sentences or commands

Close the window.
2 3 1

Special questions that begin with interrogative words such as what, who, why, etc. are used in questions that can’t be
answered by yes or no.
Who is coming?
2 3 1

Rising Intonation or 2-3-3

The tone of voice moves from normal to high.

This is used at the end of questions which do not begin with interrogatives, but which may be answered by yes or no.
Are you ill? Will you come?
2 3 2 3
Slow and deliberate counting
One two three
2 3 2 3 2 3
Enumeration
Amy Lady
2 3 2 3
Falling Intonation or 3-1
Begins with a high a tune (3) and ends on a low one (1). This pattern is used in one word and short command and
in counting off numbers.
Example:
Dive run get it
3 1 3 1 3 1

Non-final Intonation or 2-3-2

Non-final intonation varies from speaker to speaker with little corresponding variation in meaning. In normal
speech, intonation is heard not only at the end of the sentence but also in the sentence itself.
The non-final pattern may be used in the situation below in the combination with the rising-falling (2-3-1) or
rising (2-3-3) intonation patterns.

In a function or content words which are specially stressed that precede the last stressed word.
Example:
Are they ready to sing?
2 3 2 3
In comparison and contrast
Example:
I’m looking for a blue book not a red book.
2 3 2 3 1

On sentences where two or more thought groups are divided by short pauses.
Example:
If she leaves now, you have to go with her.
2 3 2 3 1
Exercise:

Mark the intonation of each sentence. First put the high note in proper place; then fill in next the rising-falling
pattern.

1. The lady smiles enigmatically.

2. Let us meet at the canteen.
3. What shall we order?
 4. Where is the waiter?
5. Do you know what you want?
6. May I see the menu?
7. Will you have an appetizer?
8. I’ll take the regular dinner.
9. We have enough time to finish.
10. Bring us the bill later.

Reading Exercise:

Intonation Practice

Have you ever tried one of Diane’s Donuts? They are so delicious. I have eaten many
different kinds of donuts, from all over the country; however, I have never tasted anything,
quite like Donuts made by Diane. I have been told that she uses the finest and freshest
ingredients that money can buy. The best flour, the best eggs and the best milk. I am sure,
that once you taste these incredible donuts, you will run and tell all of your friends.

1. John is coming over tonight. We are going to work on our homework together.
2. Ecstasy is an extremely dangerous drug.
3. We should have visited some more castles while we were traveling through the back roads of
France.
4. Jack bought a new car last Friday.
5. They are looking forward to your visiting them next January.
6. Exciting discoveries lie in Tom's future.
7. Would you like to come over and play a game of chess?
8. They have been having to work hard these last few months on their challenging experiment.
9. Shakespeare wrote passionate, moving poetry.
10. As you might have expected, he has just thought of a new approach to the problem

PART 3: LIAISONS OR WORD CONNECTIONS

In American English, words are not pronounced one by one. Usually, the end of one word attaches to the
beginning of the next word. This is also true for initials, numbers, and spelling. Part of the glue that connects
sentences is an underlying hum or drone that only breaks when you come to a period, and sometimes not even
then. You have this underlying hum in your own language and it helps a great deal toward making you sound
like a native speaker.
Once you have a strong intonation, you need to connect all those stairsteps together so that each
sentence sounds like one long word.
The dime.
The dime easier.
They tell me the dime easier.
 They tell me the dime easier to understand.
They tell me that I'm easier to understand.
The last two sentences above should be pronounced exactly the same, no matter how they are written. It
is the sound that is important, not the spelling.
There are four main points where liaisons happen:

1. Consonant and Vowel Sounds

 Words are connected when a words ends in

a consonant sound and the next word starts
with a vowel sound, including the
semivowels W, Y and R
Spelling Pronunciation
 You also use liaisons in spelling and
numbers. LA [eh lay]

909-5068 [näi nou näin, fäi vo sick sate]

2. Consonant and Consonant Sounds

 Words are connected when a word ends in a

consonant sound and the next word starts
with a consonant that is in a similar
position.

Spelling Pronunciation
 For example, if a word ends with a letter
from the Behind Teeth category and the next I just didn't get the [I jussdidn't ge(t)the
word starts with a letter from that same chance chance]
category, these words are going to naturally
join together. This is the same I've been late twice. [äivbin la(t)twice]
for Lips and Throat.

3. Vowel and Vowel Sounds

For example, if a word ends in [o], your lips are
 When a word ending in a vowel sound is going to be in the forward position, so a [w] quite
next to one beginning with a vowel sound, naturally leads into the next vowel sound:
they are connected with a glide between the [Go(w)away].
two vowels. Spelling Pronunciation
 A glide is either a slight [y] sound or a slight
[w] sound. How do you know which one to Go away. [go(w)away]
use? This will take care of itself--the position
your lips are in will dictate either [y] or [w]. I also need the other [äi(y)älso need the(y)other
 After a long [e] sound, you lips will be pulled one. one]
back far enough to create a [y] glide or
liaison: [I(y)also need the(y)other one]. Don't
force this sound too much, though. It's not a
strong pushing sound.

4. T, D, S or Z + Y T+ Y=
Spelling Pronunciation
CH
 When the letter or sound of T, D, S or Z is What's your name? [Whacher name?]
followed by a word that starts with Y, or its
sound, both sounds are connected. These Can't you do it? [Canchoo do it?]
letters and sounds connect not only with Y,
but they do so as well with the Don't you like it? [Donchoo like it?]
initial unwritten [y] sound of syllables and
actually [aechully]
 words. They form a combination that
changes the pronunciation.

D+Y=J
Spelling Pronunciation

What did you do? [Whajoo do?]

Would you help me? [Wüjoo help me?]

Did you like it? [Didja like it?]

graduation [graju(w)ation]

S + Y = SH
Spelling Pronunciation

insurance [inshurance]

sugar [shüg'r]

Z + Y = ZH
Spelling Pronunciation

How's your family? [howzher family?]

Who's your friend? [hoozhier friend?]

casual [kazhyoow'l]

usual [yuzhoow'l]

ENGLISH PRONUNCIATION

Vowel

A vowel is a sound in spoken language that is characterized by an open configuration of

the vocal tract, in contrast to consonants, which are characterized by a constriction or
closure at one or more points along the vocal tract

Articulation

The articulatory features that distinguish different vowels in a language are said to
determine the Vowel’s quality.

Vowel System is determined in terms of common features like:

1) Height (vertical dimension)

2) Backness (horizontal dimension)
3) Roundedness (lip position)

Height:

Height refers to the vertical position of the tongue relative to either the roof of the
mouth or the aperture of the jaw. In high vowels, such as [i] and [u], the tongue is
positioned high in the mouth, whereas in low vowels, such as [a], the tongue is
positioned low in the mouth.
Backness

Backness refers to the horizontal tongue position during the articulation of a vowel
relative to the back of the mouth. In front vowels, such as [i], the tongue is positioned
forward in the mouth, whereas in back vowels, such as [u], the tongue is positioned
towards the back of the mouth.

Roundedness

Roundedness refers to whether the lips are rounded or not. In Round vowels such as [o]
and [u] the lips comes together and forward to form round shape. In most languages,
roundedness is a reinforcing feature of mid to high back vowels, and not distinctive.
Usually the higher a back vowel, the more intense the rounding; However, some
languages treat roundedness and backness separately.

A Vowel Sound

 ... is an OPEN sound, ie. it is produced by not blocking the breath with the lips,
teeth, or tongue.

 ... is always voiced (VD), ie. the vocal cords vibrate. The word "vowel" came into
English from the Latinvocalis meaning "voice."

 ... can form a syllable by itself: hell-o, aw-ful

  front central back

high seat /iy/   do /uw/

  sit /I/   book /ʊ/

mid say /ey/ up /ʌ/ no /ow/

schwa /ə/

  met /ɛ/   ball /ɔ/

low cat /æ/ my /ay/ now /aw/

    stop /a/  

CONSONANTS- Consonant Sounds are produced by completely or partially stopping the breath.
Consonant Sounds can be voiceless (VL, no vibration of the vocal cords) or voiced (VD, vibration of the
vocal cords) and often come in sound pairs. 

- manner
- place
- voice

Manner- Manner of articulation refers to how the sound is produces and the way in which the airstream is
modified as it passes through the vocal tract.

STOP
A stop is a consonant characterized by: complete obstruction of the outgoing airstream by the
articulators, a build up of intraoral air pressure, and a release.
FRICATIVE
A fricative is a consonant produced by forcing the breath stream through constriction formed by
articulators in the vocal tract.
AFFRICATE
 An affricate is a consonant characterized as having both a fricative and a stop manner or
production.
NASAL
It refers to a consonant produced with complete closure in the oral cavity along with a lowered
velum to allow airflow through the nasal cavity.
LIQUID
It is the generic label used to classify two English approximant consonants, [r] and [l]
GLIDE
A glide is a consonant characterized by a continued, gliding motion of the articulators into the
following vowel; also referred to as semi-vowels e.g., [j] and [w]

Place

BILABIAL – refers to a speech sound, such as [b] produced by contact of upper and lower lips.

LABIODENTAL- it is produced by the lower lip contacting the upper front teeth.

LINGUADENTAL- it is produced with the tongue contacting the teeth

LINGUAALVEOLAR- refers to a consonant produced with the tongue contacting the upper alveolar
ridge

LINGUAPALATAL- produced with the tongue contacting the hard palate

LINGUAVELAR- refers to a consonant produced with the tongue contacting the velum (soft
palate)

GLOTTAL- is a place of articulation referring to a consonant that is produced by completely or

partially constricting glottis

Voicing refers to whether the vocal folds are vibrating during production of a particular consonant.

VOICED sound is produced with vibration of the adducted vocal folds in the larynx

VOICELESS sounds are consonants produced without vibration of the vocal folds.

The symbols used for consonants are shown in the following table. Where symbols appear in pairs, the
one to the left is voiceless, the one to the right voiced. 

Labio- Labio- Post-

  Bilabial Dental Alveolar Palatal Velar Glottal
dental velar alveolar
Stop p  b       t  d     k  g  
Affricate                   
Nasal m       n      
Fricative   f  v      s  z      (x) h
Glide       W     j    
Liquid         l        

 /p/: pit  / /: thin
 /b/: bit  / /: then
 /t/: tin  /s/: sap
 /d/: din  /z/: zap
 /k/: cut  / /: she
 /g/: gut  / /: measure
 / /: cheap  /x/: loch, Chanukah (often replaced by /h-/ and /-k/)
 / /: jeep  /h/: ham
 /m/: map  / /: whine (also written /hw/), (only when
 /n/: nap distinguishing whine/wine, which/witch; otherwise replaced by /w/)
 / /: bang  /w/: we
 /f/: fat  / /: run (often written /r/ in broad transcription)
 /j/: yes
 /v/: vat  /l/: left