Diploma in TESOL

by
Distance Learning
UNIT 3: PHONOLOGY AND PHONETICS

Module 2 (2 of 3)

 The Syllable
 Consonant Clusters
 Strong and Weak Syllables
 Stress
 The ‘schwa’
 Marking Stress
 Primary and Secondary Stress
 Identifying Tendencies in Word Stress
 Weak Forms
 English as a Time-stressed Language
 Features of Connected Speech
 © INTESOL WORLDWIDE LTD 2010

Essential Reading

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language

Teaching. Macmillan Publishers
Spada, N., & Lightbown, P. M. (2021). How Languages are Learned (5th ed.) Oxford
University Press.
Underhill, A. (2005). Sound Foundations. Macmillan Publishers Ltd. (Part1 Level 1,
Sounds in Isolation, pp. 2-47, Part 2 Level 1, Sounds in Isolation, pp. 96-144)

General Reading

Gimson, A. C., & Ramsaran, S. (1989). An Introduction to the Pronunciation of English. E.

Arnold. (part 1 and Part 2)
Hancock, M. (1996). Pronunciation Games (Cambridge Copy Collection) (1st ed.).
Cambridge University Press.
Kenworthy, J. (2013). Teaching English Pronunciation. Longman Publishing Group.
(Chapters 1 and 2)
Roach, P. (2009). English Phonetics and Phonology Paperback with Audio CDs (2): A
Practical Course (4th ed.). Cambridge University Press. (Chapters 1 to 7)

The most helpful book for this course is the one by Underhill. It would be best
if you worked your way through the identified sections of this book, doing the
exercises and tasks included. Don’t worry if you can’t take all the information
the first time; you will need to revisit these texts several times.

The phonemic chart used throughout the course is Underhill’s RP one.

McMillan Publishing House has developed a practical mobile application
based on Adrian Underhill’s book ([Link]
the-pronunciation-app/[Link]). You can also use the British Council
pronunciation app LearnEnglish Sounds Right.

Follow the exercises and guided reading in the order that they appear below.
When you write about your feelings and experience, remember there are no
right or wrong answers. We are interested in what you have to say. Please
continue to the other side of the page if you find the box too small for your
comments.

Included in this module are a variety of different types of activities listed

below. Remember to submit only those activities which are marked ‘TASK’.

 Exploration of thoughts and experiences

 Questionnaires
 Reading and evaluating

Unit 3 1 Module 2
 Action research
 Activity designing
 Discovery
 Identification and description
 Exam-style questions

Sounds Make Words

Take the following individual sounds:

/ P . . .ɾ . . .ə . . .n . . .ʌ . . .n . . .s . . .ɭ . . .eɪ . . .ʃ . . .n /

Say the sounds clearly, separately and slowly.

Repeat and gradually join the sounds together to make the word.
Notice the change in the production of the individual sounds. As you start to
form the word, notice how one sound blends into another.

One phoneme’s production is already underway before the preceding one

finishes; this is called COARTICULATION. The movement between the
sounds becomes as much a part of the pronunciation of the word as the
individual phonemes themselves.

SYLLABLES

What is a syllable?

There are five different phonological constructions. Look at the example; can
you think of the others?

1. / ɑ: / ARE (i.e. only a vowel sound)

2. . . .

3. . . .

4. . . .

5. . . .

If you are having difficulties, think about the following words:

Unit 3 2 Module 2
 to, ape, dad, bottle

THE SYLLABLE

The Structure of the English Syllable

Look at the following structural analysis:

VOWEL
are / ɑ: /

ONSET VOWEL
to /t/ / u: /

VOWEL CODA
ape / eɪ / /P /

ONSET VOWEL CODA

dad /d/ /æ/ /d/

ONSET VOWEL CODA SYLLABIC

bottle /b/ /ɒ/ /t/ CONSONANT
/ɭ/

So, we can see that an English syllable (except the syllabic consonant)
follows the following framework, whether all the elements are present or not:

ONSET VOWEL CODA

(OR PEAK)

A word like ape can be described as having a ZERO ONSET and to as

having a ZERO TERMINATION.

Now, what about preen, or even screen? To analyse such words we must
look more closely at the ONSET and the CODA.

preen

Unit 3 3 Module 2
 ONSET PEAK CODA
/P//ɾ/ / i: / / n: /

INITIAL POST-
INITIAL
/P/ /ɾ/
screen

ONSET PEAK CODA

/s//k//r/ / i: / /n/

PRE- INITIAL POST-

INITIAL INITIAL
/s/ /k/ /r/

And what about the words twelfths or even texts?

twelfths

ONSET PEAK CODA

/t//w/ /e/ /ɭ//f//θ//s/

INITIAL POST- PRE- FINAL POST- POST-

INITIAL FINAL FINAL 1 FINAL 2
/t/ /w/ /ɭ/ /f/ /θ/ /s/

texts

ONSET PEAK CODA

/t/ /e/ /K//s//t//s/

INITIAL FINAL POST- POST- POST-

/t/ FINAL 1 FINAL 2 FINAL 3
/k/ /s/ /t/ /s/

CONSONANT CLUSTERS

Groups of consonants at the start or end of a syllable are known as

consonant clusters. These clusters are not common in many languages and,
consequently, may cause problems for students.

Self-check 1

Brainstorm some ideas for helping students with the pronunciation of

consonant clusters.

Unit 3 4 Module 2
Self-check 2

Using the onset-peak-coda analysis, analyse in detail the structure of the

following one-syllable words:

Squealed

Scratched

Waxed

Ninths

STRONG & WEAK SYLLABLES

Transcribe (write using the symbols on the phonemic chart) the following
words:
 America
 Story

Unit 3 5 Module 2
  Bob has to
 Throttle
Self-check 3

The underlined syllables are all weak syllables. Therefore, the other syllables
are strong.
How important are weak and strong syllables in the production of intelligible
English? Give some examples.

STRESS

Self-check 4

Take the word HOTEL and say it out loud. Change the stress from one
syllable to the other. Think about what you are actually doing to produce the
stress on a particular syllable. Make notes.

Read Underhill (2005), p 52.

Based on the reading of p. 52, complete the five-point definition of a stressed
syllable.

A stressed syllable is:







THE SCHWA / ə /

Self-check 5

The schwa sound / ə / is the most common vowel sound in the English
language. What problems might its production pose for learners of English?
How can you help them with this?

Self-check 6

Unit 3 6 Module 2
Read Underhill (2005), pp.51-53

Brainstorm some ideas for raising students’ awareness of word stress and its
importance in English.

Read Underhill (2005), pp.151-159.

MARKING STRESS

Self-check 7

Look at the following ways of marking primary word stress.

O o ◡
English English English

ENglish English English

Which one(s) do you prefer and why?

IDENTIFYING TENDENCIES IN WORD STRESS

Self-check 8

There are no concrete, exceptionless rules governing English word stress.

However, it is possible to identify general tendencies. Analyse the examples
in the following table and outline the tendency, giving more examples of your
own.

WORD TYPE TENDENCY

TWO-SYLLABLE NOUNS AND

ADJECTIVES
e.g. table, clever, coffee

WORDS WITH PREFIXES LIKE

BE- IN- EX-DIS- UN-
e.g. belittle, inexperienced, ex-boyfriend,
unaware

WORDS WITH SUFFIXES LIKE

–LY, -AL, -IVE, -ENT, -ANT, -ABLE

Unit 3 7 Module 2
 e.g. happily, comical, inventive, compliant,
comfortable

WORDS OF FOUR SYLLABLES OR MORE

e.g. claustrophobia, neurotically,
insensitivity

COMPOUND NOUNS FORMED BY TWO

SEPARATE WORDS
e.g. town centre

COMPOUND NOUNS FORMED BY

JOINING OR HYPHENATING TWO NOUNS
e.g. hairbrush, handbag

WEAK FORMS

Self-check 9

Make sentences with the words in the table on the next page, one in which
the word has its strong (full) form and one in which it has its weak form. In
each case, transcribe the identified word phonemically.

and It’s not fair! You can’t have the jigsaw and the teddy! /ænd/ weak
Fish and chips twice, please. / ən / strong

of weak
st rong

must weak
st rong

can weak
st rong

would weak
st rong

Unit 3 8 Module 2
does weak
st rong

have weak
st rong

How important are weak forms for learners of English? Why?

ENGLISH AS A STRESS-TIMED LANGUAGE

Self-check 10

Look at the following two activities. You will complete these as part of Task 1
at the end of this module.

Compare the lines of the traditional English song “Three Blind Mice”. Note the
stress and count the syllables.

THREE BLIND MICE

SEE HOW THEY RUN
THEY ALL RUN AFTER THE FARMER’S WIFE
WHO CUT OFF THEIR TAILS WITH A CARVING KNIFE
DID YOU EVER SEE SUCH A THING IN YOUR LIFE
AS THREE BLIND MICE?

Now compare this to the following utterances said in natural, rapid speech.

one two three four

one and two and three and four
one and then two and then three and then four
it’s one and then it’s two and then it’s three and then it’s four

Mark the stress in these sentences, too.

Read Underhill (2005), pp. 71-72, 178-179.

Self-check 11

Unit 3 9 Module 2
Which activities could you or have you used that enable students to focus on
English as a stress-timed language?

Think about how they help learners to improve and which skills they aim to
improve.

FEATURES OF CONNECTED SPEECH

Elision

Self-check 12

Transcribe the following utterances as they are said in natural speech:

Henry the eighth’s thoughts

I’m going to have fish and chips

What do you notice?

Read Underhill (2005) on Elision, pp. 61-62.

Liaison

Self-check 13

Transcribe the following utterances as they are said in natural speech, paying
special attention to the boundaries of the individual words:

One and two is three

Me and you are a great team

What do you notice?

Read Underhill (2005) on Liaison, pp. 65-67.

Unit 3 10 Module 2
Assimilation

Self-check 14

Transcribe the following as they could be said in rapid speech:

Good boy!

I have to go

John Bull

Cheese shop

What do you notice?

Read Underhill, pp. 60-61

Juncture

Read Underhill (2005) on Juncture, p.68

Learners and Connected Speech

Self-check 15
How important for learners of English are the above features of connected
speech? In what way?

UNIT 3: PHONOLOGY AND PHONETICS

Unit 3 11 Module 2
Module 2 (2 of 3)

KEY TO SELF-CHECKS

Self-check 2

Squealed onset peak coda

/s//k//w/ / i: /
/ɭ / /d/
pre-initial initial pre-final final
/ɭ / /d/

Scratched onset peak coda

/s//r/ /æ/ / tʃ / / d /
final post final
pre-initial initial / tʃ / /d/
/s/ /r/

Waxed onset peak coda

/w/ /æ / /k/ /s/ /t/
final post final 1 post final 2
/k/ /s/ /t/

Ninths onset peak coda

/n/ / aɪ / /n/ /θ/ /s/
pre-final final post final
/n/ /θ/ /s/

Self-check 3

Unit 3 12 Module 2
Very important. For example, take the word ‘produce’ which can be a verb or
a noun depending on which syllable is stressed.
Furthermore, if the stress is placed on the wrong syllable, it may change the
vowel sound, causing even further problems.
e.g. ‘comfortable’ with the stress on ‘tab’ will change the schwa to / eɪ /

Self-check 8

WORD TYPE TENDENCY

TWO-SYLLABLE NOUNS AND Stress on the first syllable

ADJECTIVES,
e.g. table, clever, coffee

WORDS WITH PREFIXES LIKE Carries same stress

BE- IN- EX-DIS- UN- as the root of the word to
e.g. belittle, inexperienced, which prefix is added.
ex-boyfriend, unaware

WORDS WITH SUFFIXES LIKE Carries same stress

–LY, -AL, -IVE,-ENT, -ANT, -ABLE as the root of the word to
e.g. happily, comical, inventive, compliant, which suffix is added.
comfortable

WORDS OF FOUR SYLLABLES OR MORE These usually have

e.g. claustrophobia, neurotically, more than one stress,
insensitivity ‘primary’ and ‘secondary’.

COMPOUND NOUNS FORMED BY TWO Generally, the second

SEPARATE WORDS word is stressed.
e.g. town centre

COMPOUND NOUNS FORMED BY Stress on the first noun in the

JOINING OR HYPHENATING TWO NOUNS compound.
e.g. hairbrush, handbag

Self-check 9

Unit 3 13 Module 2
and It’s not fair! You can’t have the jigsaw and the teddy! /ænd/ weak
Fish and chips twice, please. / ən/ st rong

of / əv / weak
/ ɒv/ st rong

must / məst / weak

/ mʌst / st rong

can / kən / weak

/ kæn / st rong

would / wəd/ weak

/ wʊd/ st rong

does / dəz / weak

/ dʌz / st rong

have / əv/ weak

/ hæv/ st rong

It is sometimes difficult for the learners to hear the weak forms clearly, and
this may seriously impede comprensión. A good example of this problem is
the weak ‘-n’t’ in ‘hadn’t’ and ‘didn’t’. Many learners have problems
distinguishing between “had” and hadn’t”; “did” and “didn’t” in fast streams of
speech, mainly when spoken with a local accent.

Self-check 12

/ðə/ becomes / ði:/

/ æ n d / becomes / ən/

Self-check 13

In conversation, these may well appear as:

/ w ʌn ən tu:z Ө ri:/

/ mɪ : ən j u :z ə greɪ ti:m/

Unit 3 14 Module 2
Self-check 15

Good boy! / gʊbbɔ:ɪ/

I have to go. / aɪ hæf tə gəʊ /

John Bull / ʤɒm bʊɭ /

Cheese shop / tʃ i:ʒʃɒp/

Self-check 17

Recognition of these features of streams of speech is more important than

reproduction.

It is important that learners are made aware of these features to be able to

understand English speakers at a natural speed.

A learner who goes to an English-speaking country may have plenty of

problems if they haven’t had sufficient exposure to these features.

It is less important that learners can produce the features themselves, but
teachers may still wish to provide useful practices to help learners sound
more “natural”.

UNIT 3: PHONOLOGY AND PHONETICS

Module 2 (2 of 3)

TASKS

TASK 1

Unit 3 15 Module 2
Complete the three activities below.

PRIMARY & SECONDARY STRESS

Activity 1

Find the two stresses in the following words.

Transcribe the words phonemically and indicate the stresses.
Which is the main (primary) stress?

1. Information
2. Controversial
3. Motivation
4. Popularity

Activity 2

Compare the lines of the traditional English song “Three Blind Mice”. Mark the
stress and count the syllables.

THREE BLIND MICE

SEE HOW THEY RUN
THEY ALL RUN AFTER THE FARMER’S WIFE
WHO CUT OFF THEIR TAILS WITH A CARVING KNIFE
DID YOU EVER SEE SUCH A THING IN YOUR LIFE
AS THREE BLIND MICE?

Comment on this.

Activity 3

Now compare this to the following utterances said in natural, rapid speech.

one two three four

one and two and three and four
one and then two and then three and then four
it’s one and then it’s two and then it’s three and then it’s four

Mark the stress and make comments.

Unit 3 16 Module 2
Read Underhill (2005), pp. 71-72 & 178-179.

TASK 2

ACTION RESEARCH

Devise an original activity which deals with English word stress or adapt one
from a sourcebook such as Hancock’s, or any other book with which you are
familiar. In either case, it must be your own design.

Plan a lesson (or part of a lesson), teach it and write a post-teaching

reflection in which you must include a brief description of the learners and
notes about any other materials you used. Did your learners benefit from the
materials? Would you use the activity differently in future?

Submit your plan, samples of materials, and your reflection.

TASK 3

MATERIALS EVALUATION

Choose ONE pronunciation activity from any sourcebook (such as Hancock).

Use it in a class exactly as described in the sourcebook.

Write an evaluation of the activity and include suggestions for improvements

where appropriate.

Submit only a photocopy of the activity and your evaluation of it.

Unit 3 17 Module 2