Modification of Vowels in Connected Speech

In English vowels in unstressed syllables are usually reduced. Reduction is a historical

process of weakening, shortening or disappearance of vowel sounds in unstressed positions.
This phonetic phenomenon is closely connected with the general development of the
language system. Reduction reflects the process of lexical and grammatical changes.
The modifications of vowels in a speech chain are traced in the following directions:
they are either qualitative or quantitative or both. The changes of vowels are determined by a
number of factors such as the position of the vowel in the word, accentual structure, tempo
of speech, rhythm etc.
The decrease of the vowel quantity or shortening of the vowel length in unstressed
position is known as a quantitative modification of vowels. It affects mainly long vowels.
Form words often demonstrate quantitative reduction in unstressed position. E.g. [hi: - hij -
hi]
Qualitative modification of vowels is the obscuration of vowels towards [ә,i,u] and
affects both long and short vowels. The neutral sound [ə] is the most frequent sound of
English. In continuous text it represents about eleven per cent of all sounds. E.g. [mæn] –
[`sportsmәn], [`kondәkt] – [kәn`d^kt]
The realization of reduction is connected with the style of speech. In rapid colloquial
speech reduction may result in vowel elision, the complete omission of the unstressed vowel,
which is known as zero reduction. E.g. university [ju:ni`vә:s(i)ti], awfully [`o:f(u)li], believe
[b(i)`li:v], territory [`terit(ә)ri].
Practical tasks:
Task 1
In the words below, * represents the weak vowel [ə]. Write the words in their full spelling
(C10).
Example:
lett* letter
 1. Brit*n _________ 5. *noth* _________
2. t*day _________ 6. *gain _________
3. *meric* _________ 7. mount*n _________
4. p*lice _________
Listen and repeat these phrases.
1. Great Brit*n 5. have *noth*
2. arriving t*day 6. say it *gain
3. going to *meric* 7. climb the mount*n
4. call the p*lice

Strong and weak forms

Spoken English shows a marked contrast between its stressed and unstressed
syllables, words which bear the major part of information are generally stressed and
are called content (or notional) words. These are: nouns, adjectives, notional verbs,
adverbs, numerals, interrogative and demonstrative pronouns. The other words in
sentence are mostly form (or structural) words which link the content words and help
us in this way to form an utterance. They are: articles, prepositions, conjunctions,
particles, and also auxiliary and modal verbs, personal and possessive pronouns.
These are not many in number but they are among the commonest words of the
language. As form-words are normally unstressed in a sentence their weak reduced
forms are generally used in speech.
E.g. He said he`d come in the morning.
The strong forms of auxiliary and modal verbs, personal and possessive
pronouns and form-words are by far more rarely used. They are used in their strong
forms when they are said in isolation, when they become the communicative centres
of utterances. The following cases should be also remembered as the traditional use
of strong forms in the English language.
Prepositions have their strong forms though they might remain unstressed:
(a) at the very end of an intonation group or phrase,
E.g. What are you looking at?
(b) at the end of an intonation group or phrase when they are followed by the
unstressed pronoun. Monosyllabic prepositions are either stressed or not, according to
the rhythmic pattern of the phrase,
E.g. I`m not talking to you.
Polysyllabic prepositions followed by a pronoun at the end of a phrase are
stressed as a rule.
E.g. Have a look under it.
Auxiliary and modal verbs have their strong forms:
(a) at the end of an intonation group or a phrase whether stressed or not:
E.g. Who has done it? — Mary has.
Are you free? — I am.
(b) at the beginning of general and alternative questions in careful colloquial style,
while in rapid colloquial style they are unstressed and reduced:
E.g. Can you get it by tomorrow?
In contracted negative form:
E.g. I don't know the man.
The following form-words should be remembered as having no weak forms
whatsoever: what, where, when, how, which, on, in, with, then.
The verb to have used as a content verb in the meaning of 'to possess' has no
weak forms (whether stressed or not) though often unstressed:
E.g. I have a little brother.
The demonstrative pronoun that is never reduced while the conjunction that is:
E.g. I know that he is here.
Neither are reduced the absolute forms of possessive pronouns:
E.g. The ball-pen is mine.
All the form-words, auxiliary and modal verbs, personal and possessive
pronouns are generally stressed and consequently have their strong forms in case they
become the logical centres of phrases.
 Pronouns
Some words have two different pronunciations - a strong form and a weak
form. Normally we use the weak form, but if the word is stressed because it is
especially important, or because we want to show a contrast, we use the strong form.
Most pronouns have strong and weak forms.
Task 1. Listen to the difference, and repeat. (C 50)
1. A: Will you be at the meeting on Friday? (you is weak)
B: Yes. Will you be there? (you is strong)
2. Can you help me carry this suitcase? (me is weak)
Hey, wait for me! (me is strong)
3. A: Is he there? (he is weak)
B: Who?
A: The boss.
B: No. Everybody else is working, but he's gone home! (he is strong)
4. A: She doesn't smoke or drink! (she is strong)
B: Ah, that's what she told you! (she is weak)
5. A: Look - it's him! (him is strong)
B: Where? I can't see him. (him is weak)
6. A: Do you know that woman?
B: Her? No, I don't recognise her. (first her is strong, second her is weak)
7. A: I'm afraid we can't stay any longer. (we is weak)
B: What do you mean, “we”? I've got plenty of time. (we is strong)
8. A: They told us to go this way. (us is weak)
B: Well, they didn't tell us! (us is strong)
9. When I said, “Give them a drink” I didn't mean them, I meant the people. (first
them is weak,
second them is strong)
 Possessives, conjunctions, prepositions
Many possessives, conjunctions and prepositions have two different
pronunciations: a strong form and a weak form. Normally we use the weak form, but
if the word is stressed because it is especially important, or because we want to show
a contrast, we use the strong form.
Task 2. Listen to the difference, and repeat. (C54)
1. Give me your hand! (your is weak)
2. A: Your turn! (your is strong)
B: No, it's your turn! (your is strong)
3. A: That's our new neighbour.
B: And what's his name? (and and his are weak)
A: No, her! (her is strong)
B: Oh, sorry. What's her name? (her is strong)
4. A: She must be rich - look at her car! (her is weak)
B: I think that's his car, actually! (his is strong)
5. A: They've sold their old house, I see. (their is weak)
B: They've sold their house, yes, but they haven't bought another one yet. (their is
strong)
6. A: Would you like some ice cream or some cake? (some is weak)
B: I'd like some ice cream and some cake, please! (and is strong, some is weak)
7. A: Do you like those sweets? (do and you are weak)
B: Well, some of them are good. (some is strong, of and them are weak)
8. The shop's closed from one to two. (from and to are weak)
9. There's a bus to the village at six, but there's no bus back from there tonight. (to
and from are strong, at is weak)

Articles, comparatives, “there”

Some words have two different pronunciations - a strong form and a weak
form. We normally use the weak forms of the words a and an. We say [ə] before
consonant sounds and [ən] before vowel sounds.
Task 3. Listen and repeat. (C 57)
a cup of coffee, please
a piece of cake, please
a lot of visitors
a Thursday morning in November
an invitation to a party
an umbrella in the rain
Notice that some words begin with the vowel letter u but the consonant sound
[j], so we say a before them.
Listen and repeat. (C58)
a university
a useful present
In comparatives, we use the weak forms of than [ðən] and as [əz], and we
pronounce the ending -er as the weak vowel [ə].
Listen and repeat. (C 58)
The new computer's better than the old one.
The old computer wasn't as good as the new one.
In the expressions there's and there are we normally use the weak form [ðə].
We pronounce there's as [ðəz] and there are as [ðərə].
Listen and repeat. (C59)
There's a bridge over the river.
There are ten millimetres in a centimetre.
But when we use the word there to talk about a place, we use the strong form
[ðeə]. Listen and repeat. (C59)
A: Where are my glasses? B: Over there!

Auxiliary verbs
We often use the weak forms of these verbs:
am is are was were have has do does can could
Task 4. Listen and repeat. (C 64)
1 I`m ready. 7 What have you got in your hand?
2 It`s raining again. 8 Has the programme started?
3 Are you coming? 9 What do you want for Christmas?
4 You're coming, aren't you? 10 Where does your sister live?
5 Who was that? 11 You can stay here if you like.
6 The shops were all closed. 12 Could you spell your name for me,
please?
But if one of these verbs is stressed because it is especially important, or
because we want to show a contrast, we use the strong form.
Listen and repeat. (C 65)
1 A: Are you ready? B: Yes, I am.
2 A: It isn't raining, is it? B: Yes, it is.
3 A: I'm not very good at English. B: Of course, you are!
4 A: Is your father a teacher? B: He was, but he's retired now.
5 A: How many people are there in your class ... ten? B: There were ten, but one left
last week.
6 A: Have we met before? B: I don't think we have.
7 A: Has it started? B: Yes, come on, it has!
8 A: I don't like this music. B: Oh, I do.
9 A: Does the supermarket open on Sundays? B: I think it does.
10 A: I can't open this door. B: Let me try. Maybe I can.
11 A: Can you play tennis? B: Not now. I could when I was younger.
 Appendix 1 Strong and weak forms

Words Strong Weak Forms Examples

Forms (quantitative reduction,
qualitative reduction,
elision of sounds)

Articles ðə + consonant [→ lʊk ət ðə ̖bʊk]

ði:
the ðiJ, ði, ðɪ + vowel [aɪl → teɪk ðɪ ɪg ˎzæm]

a ei + C ə+C [hɪəz ə ̖ letə]

an æm + V ən + V [hɪəz ən ˎ æpl]
Preposi-
tions
æt ət [ət ̖ həum]
at

from frɒm frəm [frəm ̖ lʌndən]

of ɒv əv, v [ə → dʒʌg əv ˎ mɪlk]

to tu: tə + C [→spi:k tə ðə ˎdi:n]

tu, tʊ + V [→ kʌm tʊ ə kən ̖klu:ʒn]

into ɪntu: ɪntə + C [→kʌm ɪntə ðə ̖ ru:m]

ɪntʊ + V [→ pʊt ɪt ɪntʊ ə ˎ bɒks]

 fɔ: + C fə + C [→ kʌm fə ̖ ti:]
for
fɔ:r + V fər + V [→kʌm fər ə ̖ tɔ:k]
Pronouns
ju: ju, jʊ [juə ˎ raɪt]
you

he hi: hi, i, hɪ [hɪz ˎfri:]

Words Strong Weak Forms Examples

Forms

she ∫i: ∫i, ∫ɪ [∫ɪz ̖ pɪtɪ]

we wi: wi, wɪ [wɪ əˎgri:]

me mi: mi, mɪ [→let mɪ ̖si:]

her hə: + C hə, ə + V [→nɪkz hə ˎsʌn]

hə:r + V hər, ər + V [→tel hər ̖ ɔ:l]

his hɪz ɪz [ai →laɪk ɪz ˎ feɪs]

him hɪm ɪm [→ send ɪm ə ˎ wə:d]

us ʌs əs, s [→ li:v əs ɪn ̖ pi:s]

them ðem ðəm, əm [→a:sk ðəm tə ˎdu: ɪt]
your
jɔ: + C jɒ, jə + C [→hɪəz jɒ ˎhæt]

jɔ:r + V jɒr, jər [aɪm jɒr → əuld ˎfrend]

our auə + C aə + C [→braunz aə ̖ neɪbə]

auər + V aər + V [hɪz aər → əuld ̖ frend]

Verbs
be bi: biJ, bi, bɪ [→dəunt bɪ ˎnɔ:tɪ]

been bi:n biJn, bin, bɪn [aɪv bin ˎ θɪŋkɪŋ]

am æm m — after I, am [aɪm ˎtaɪəd]

are a: + C a, ə + C [juə ̖ leɪt]

a:r + V ar, ər + V [juər ə ̖ˎləun]

Words Strong Weak Forms Examples

Forms
z — after voiced con-
sonants and vowels [→wεəz ˎnɪk]
s — after voiceless
is ɪz consonants [ðæts ̖ raɪt]

iz - after s, z, ∫, ʒ, t∫, dʒ [ðə → haus ɪz ˎla:dʒ]

was wɒz wəz [→wɒt wəz ̖ rɒŋ]
wə: + C wə + C [ðə →tri:z wə g̖ ri:n]
were
wə:r + V wər + V [ðə →bɔɪz wər ˎɒnɪst]
hæv, əv, v — after per-
have hæv sonal pronouns [ðə → ka:z əv ̖stopt]
həz, əz, z — after [ðə →dɒktə həz ˎkʌm]
has hæz voiced consonants
and vowels
s — after voiceless [→dʒæks ̖kʌm]
consonants
həd, əd, d — after [ nɪk həd 'fɪnɪ∫t ɪt baɪ
had hæd personal pronouns ˎfaɪv]

can kæn kən, kn [ðeɪ kən ˎsteɪ]

could kʊd kəd, kd [ðeɪ kəd ˎfəun]

must mʌst məst, məs [aɪ məst ̖wɔ:n ɪm]

will wɪl 1 [ðeɪl ə ˎgri:]

wəd, əd, d — after
would wʊd personal pronouns [ðə →gə:l wəd ̖steɪ]
∫əl, ∫l —- after personal
shall ∫æl pronouns [wɪ∫l ˎwə:k]
∫əd, ∫d — after personal
should ∫ʊd pronouns [aɪ ∫d →laɪk tə ˎsteɪ]

do du: du, dʊ, də [→ wɒt də ðeɪ ˎnəu]

does dʌz dəz [→wen dəz ɪ ˎkʌm]

Words Strong Weak Forms Examples

Forms
Conjunc-
tions
and ænd ənd, ən, n [beɪkn ənd ˎegz]

that ðæt ðət [jʊ →nəu ðət juə ˎ roŋ]

but bʌt bət [bət →waɪ ˎnɒt]

than ðæn ðən, dn [ɪts →wɔ:mə ðən ˎ jestədɪ]

as æz əz [əz →su:n əz ̖ pɒsɪbl]

or ɔ: + C ɒ, ə + C [→red ɒ ˎwait]
ɔ:r + V ɒr, ə + V [→tɒm ɒr ˎ æn]
Particles
tə + C [→traɪ tə ˎdu: ɪt]
to tu:
tu + V [→traɪ tu ˎi:t ɪt]

there ðεə ðə + C [ðə wə ̖ letəz]

ðər + V [ðər ə ˎt∫ɪldrən]