Lesson 10

PHONOLOGICAL
PROCCESSES IN CONNECTED
SPEECH
Strong and Weak Syllable
Strong and Weak
Syllables

• One of the most noticeable features of

English
• Refers to phonetic characteristics of
syllables
• Weak syllables
• Shorter
• Lower intensity (loudness)
• Different in quality
Example
• ‘data’ • ‘bottle’
• Second syllable is weak • Second syllable is weak
• Shorter than the first • No vowel in second syllable
• Less loud • Only syllabic consonant /l/
• Has a vowel that cannot occur in
strong syllables

/deɪtə/ /bɒtl/
Defining Strong and Weak
Syllables
• Stress (not very useful as we haven’t defined stress yet)
• Strong syllables are stressed
• Weak syllables are unstressed
Weak Syllable

At the end of a word, we may have

a weak syllable ending with a vowel
/i/ /u/
The schwa /ə/
• A close front unrounded • A close back rounded
vowel in the general area of vowel in the general area
/iː/-/ɪ/ of /uː/-/ʊ/
Weak Syllables

Better /betə/
Happy /hæ pi/
Thank you /θæŋk ju/
Weak Syllables
• word-final position with a coda if the vowel is the schwa /ə/

Open /əʊpən/

sharpen /ʃɑːpən/
Weak Syllables
• Weak syllables vowels acting as peaks without codas in weak syllables
• Look at the second syllable of the words below

Photograph /fəʊtəgrɑːf/
Radio /reɪdiəʊ/
Influence /ɪnfluəns/
Weak Syllables
• The vowel /ɪ/ can act as a peak without a coda if the following syllable
begins with a consonant

architect /ɑːkɪtekt/
Stress

Strong weak
Pence /pens/ Sixpence /sɪkspəns/
Valid /væ lɪd/ Validity /vəlɪdɪti/
Part /pɑːt/ Particular /pətɪkjulə/
Con /kɒn/ Conduct(v) /kəndʌkt/
Ward /wɔːd/ backward /bæ kwəd/
 When to use /ə/, /i/, /u/

Spelling
If the speaker were to pronounce a
particular weak syllable as if it were
strong instead, which vowel would
it most likely to have, according to
the usual rules of English spelling.
Spelt with ‘a’ Attend /ətend/
Strong pronunciation would be /æ / Character /kærəktə/
barracks /bærəks/
Spelt with ‘ar’ Particular /pətɪkjulə/
Strong pronunciation would be /ɑː/ Molar /məʊlə/
Monarchy /mɒnəki/
Adjectival endings spelt ‘ate’ Intimate /ɪntɪmət/
Strong pronunciation would have /eɪ/ Accurate /ækjərət/
Desolate /dæsələt/
Private (exception) /praɪvɪt/
Spelt with ‘o’ Tomorrow /təmɒrəʊ/
Strong pronunciation would have /ɒ/ or /əʊ/ Potato /pəteɪtəʊ/
Carrot /kærət/
Spelt with ‘o’ Forget /fəgæt/
Strong pronunciation would have /ɔː/ Ambassador /æmbæsədə/
opportunity /əpətjuːnəti/
Spelt with ‘e’ Settlement /setl̩mənt/
Strong pronunciation would have /e/ Violet /vaɪələt/
Postmen /pəʊstmən/
Spelt with ‘er’ Perhaps /pəhæps/
Strong pronunciation would have /ɜː/ Stronger /strɒŋgə/
Superman /suːpəmæn/
Spelt with ‘u’ Autumn /ɔːtəm/
Strong pronunciation would have /ʌ/ Support /səpɔːt/
Halibut /hælɪbət/
Spelt with ‘ough’ Thorough /θʌrə/
Strong pronunciation would have /əʊ/ Borough /bʌrə/
Spelt with ‘ou’ Gracious /greɪʃəs/
Strong pronunciation might have /aʊ/ Callous /kæləs/
 Different Grammatical Function
• Example ‘that’

Strong Do you like that?

/ðæ t/
Weak I hope that I can pass the examination
/ðət/
Exercise in the book
Connected Speech

Weaker Added
(weak forms) (linking)

Dropped Changed
(elision) (assimilation)
 Strong form - /ðæ t/

• E.g. I like that. /aɪ laɪk ðæt/

That
Weak form - /ðət/

• E.g. I hope that she will. -

/aɪ həʊp ðæt ʃi wɪl/
Strong form VS Weak
form
• Roughly 40 such words in English
• Possible to use only strong form in speaking, people can still
understand
• Mostly function words
• Auxiliary verbs, prepositions, conjunctions…etc
• Why need do we need to speak in weak form?
• All-strong form unnatural and foreign-sounding
• Difficult to understand if you are not familiar with the use of
weak forms because native speakers use them
Rules
• Sometimes only strong form is acceptable
• At the end of the sentence
• I’m fond of chips /aim fɒnd əv tʃɪpz/
• Chips are what I’m fond of. /tʃɪps ə wɑt aɪm fɒnd ɒv/
WEAK FORMS VS
CONTRACTED FORMS
• It is ➔ it’s/We have ➔
We’ve/Do not ➔ don’t
• Shortened to single
phoneme
Cases where strong forms are used
‘of’ – must use STRONG form at the end of the sentence

• Weak form - /əv/

• I am fond of chips. /aɪm fɒnd əv tʃɪps/
• Strong form - /ɒv/
• Chips are what I’m fond of. /tʃɪps ə wɒt aɪm fɒnd ɒv/

CAVEAT

• Many of these function words never happens in the end of the sentence
• The/a/an/and/but/that/than/his/her/your
• Some pronouns do occur in weak forms at the end of the sentence
• She/he/we/you/him/her/them/us
Cases where strong forms are used

When a weak form word is being

Co-ordinated use of prepositions
contrasted with another word
• The letter’s from him, not to • I travel to and from London a
him. /ðə letəz frɒm ɪm nɒt tuː lot. /aɪ trævl̩ tuː ən frɒm
ɪm/ lʌndən ə lɒt/
• A work of and about literature.
/ə wɜːk ɒv ən əbaʊt lɪtrətʃə/

When weak-form words whose spelling begins with ‘h’ (e.g. her, have) occur at the beginning of a sentence, the
pronunciation is with initial /h/, but in other cases they are omitted usually.
Cases where strong forms are used
When a weak-form word is given stress for the purpose of
emphasis
• You must give me more money.
• /ju mʌst gɪv mi mɔː mʌni/

When a weak-form word is being ”cited” or “quoted”

• You shouldn’t put ”and” at the end of a sentence.

• /ju ʃudn̩t pʊt ænd ət ði end əv ə sentəns/
Most common weak-
form words
1. the

Weak • /ðə/ - before consonants

• Shut the door. /ʃʌt ðə dɔː/
• /ði/ - before vowels
Form • Wait for the end. /weɪt fə ði end/

Strong • /ðiː/
Form
2. a, an

Weak • /ə/ - before consonants

• Read a book. /riːd ə bʊk/
• /ən/ - before vowels
Form • Eat an apple. /iːt ən æpl̩/

Strong • /eɪ/ - before consonants

• /æn/ - before vowels
Form
3. and

Weak • /ən/ (sometimes /n̩/ after /t/, /d/, /s/, /z/, /ʃ/
• Come and see. /kʌm ən siː/
Form • Fish and chips. /fɪʃ n̩ tʃips/

Strong • /æ nd/
Form
4. but

Weak • /bət/
• It’s goo but expensive’ /ɪts gʊd bət
Form ɪkspensɪv/

Strong • /bʌt/
Form
5. that

Weak • /ðət/
• The price is the thing that annoys me. /ðə praɪs ɪz
ðə θɪŋ ðət ənɔɪz mi/
Form • Only happens in relative clause

Strong • /ðæ t/
• Used in demonstrative sense
Form
6. than

Weak • /ðən/
• Better than ever. /betə ðən
Form evə/

Strong • /ðæ n/
Form
7. His (when it occurs before a noun)

Weak • /ɪz/
• Take his name. /teɪk ɪz neɪm/
Form • /hɪz/ - at the beginning of a sentence

Strong • /hɪz/
• Another sense of ‘his’
• ‘it was his’
Form • ‘his was late’
8. her

Weak • /ə/ - before consonants

• Take her home. /teɪk ə haʊm/
• /ər/ - before vowels

Form • Take her out. /teɪk ər aʊt/

• Used as possessive, preceding a noun, as an object pronoun

Strong • /hɜː/

Form
9. your

Weak • /jə/ - before consonants

• Take your time. /teɪk jə taɪm/
• /jər/ - before vowels
Form • On your own. /ɒn jər əʊn/

Strong • /jɔː/
Form
10a. she

Weak • /ʃi/
• Why did she read it? /waɪ dɪd ʃi riːd ɪt/
Form • Who is she? /huː iz ʃi/

Strong • /ʃiː/
Form
10b. he

Weak • /i/
• Usually pronounced without /h/ except at the beginning of a
sentence

Form • Which did he choose? /wɪtʃ dɪd i tʃuːz/

• He was late, wasn’t he? /hi wəz leɪt wɒzn̩t i/

Strong • /hiː/

Form
10c. we

Weak • /wi/
• How can we get there? /haʊ kən wi get ðeə/
Form • We need that, don’t we? /wi niːd ðæt dəʊnt wi/

Strong • /wiː/
Form
10d. you

Weak • /ju/
• What do you think? /wɒt də ju θɪŋk/
Form • You like it, do you? /ju laɪk ɪt duː ju/

Strong • /juː/
Form
11. him

Weak • /ɪm/
• Leave him alone. /liːv ɪm ələʊn/
Form • I’ve seen him. /aɪv siːn ɪm/

Strong • /hɪm/
Form
12. her

Weak • /ə/
• /hə/ - at the beginning of a sentence
• Ask her to come. /ɑːsk ə tə kʌm/
Form • I’ve met her. /aɪv met ə/

Strong • /hɜː/
Form
13. them

Weak • /ðəm/
• Leave them here. /liːv ðəm hɪə/
Form • Eat them. /iːt ðəm/

Strong • /ðem/
Form
14. us

Weak • /əs/
• Write us a letter. /raɪt əs ə letə/
Form • They invited all of us. /ðeɪ ɪnvaɪtɪd ɔːl əv əs/

Strong • /ʌs/
Form
 • This next group (some
Weak prepositions and other function
words) occur in their strong forms
when they are in final position in a
forms sentence
• ‘to’ is a partial exception
15. at

Weak • /ət/
• I’ll see you at lunch. /ail̩ siː ju ət
Form lʌntʃ/

Strong • /æ t/
• What’s he shooting at? /wɒts i ʃuːtɪŋ
Form æ t/
16. for

Weak • /fə/ - before consonants

• Tea for two. /tiː fə tuː/
• /fər/ - before vowels
Form • Thanks for asking. /ðæŋks fər ɑːskɪŋ/

Strong • /fɔː/
• What’s that for? /wɒts ðæ t fɔː/
Form
17. from

Weak • /frəm/
• I’m home from work. /aɪm həʊm
Form frəm wɜːk/

Strong • /frɒm/
• Here’s where it came from. /hɪaz
Form weər ɪt keɪm frɒm/
18. of

Weak • /əv/
Form • Most of all. /məʊst əv ɔːl/

Strong • /ɒv/
• Someone I’ve heard of. /sʌmwʌn aɪv
Form hɜːd ɒv/
19. to

Weak • /tə/ - before consonants

• Try to stop. /traɪ tə stɒp/
• /tu/ – before vowels and sentence final

Form • Time to eat. /taɪm tu iːt/

• I don’t want to. /aɪ dəʊnt wɒnt tu/

Strong • /tuː/

Form
20. as

Weak • /əz/
• As much as possible. /əz mʌtʃ əz
Form pɒsəbl̩/

Strong • /æz/
• That’s what it was sold as. /ðæts
Form wɒt ɪt wəz səʊld æz/
21. some

Weak • /səm/
• Before uncountable nouns or other nouns in the plural

Form • Have some more tea. /həv səm mɔː tiː/

Strong • /sʌm/
• Before countable nouns
• I think some animal broke it. /aɪ θɪŋk sʌm ænɪməl brəʊk ɪt/

Form • Sentence final position

• I’ve got some. /aɪv gɒt sʌm/
22. there
Weak Form Strong Form

• /ðə/ - before consonants • /ðeə/

• There should be a rule. /ðə • Demonstrative
ʃʊd bi ə ruːl/ • There it is. /ðeər ɪt ɪz/
• /ðər/ - before vowels • Put it there /pʊt ɪt ðeə/
• There is. /ðər ɪz/ • Final position
• Final position • There isn’t any, is there?
• There isn’t any, is there? /ðər /ðər ɪznt eni ɪz ðeə/
ɪznt eni ɪz ðə/
 • The remaining weak-form words

Weak are all auxiliary verbs

• Never have weak pronunciation in
negative form
forms • Some have different vowels from
their non-negative strong forms
23. can, could

Weak • /kən/
• They can wait. /ðeɪ kən weɪt/
• /kəd/
Form • He could do it. /hiː kəd duː ɪt/

Strong • /kæn/
• I think we can. /aɪ θɪŋk wi kæn/

Form • /kʊd/
• Most of them could. /məʊst əv ðəm kʊd/
24. have, has, had
Weak Form Strong Form

• /əv/ • /hæv/
• Which have you seen? /wɪtʃ əv ju • Yes, we have. /jes wi hæv/
siːn/ • /hæz/
• /əz/ • I think she has. /aɪ θɪŋk ʃi hæz/
• Which has been best? /wɪtʃ əz • /hæd/
biːn best/ • I thought we had. /aɪ θɔːt wi
• /əd/ hæd/
• Most ha gone home. /məʊst əd
gɒn həʊm/
25. Shall, should

Weak • /ʃəl/ or /ʃl̩/

• We shall need to hurry. /wi ʃl̩ niːd tə hʌri/
• /ʃəd/
Form • I should forget it. /aɪ ʃəd fəget ɪt/

Strong • /ʃæl/
• I think we shall. /aɪ θɪŋk wi ʃæl/

Form • /ʃʊd/
• So you should. /səʊ ju ʃʊd/
26. must
Weak Form Strong Form

• /məs/ - before consonants • /mʌst/

• You must try harder. /ju məs traɪ • Forming a sense of conclusion or
hɑːdə/ deduction
• /məst/ - before vowels • She left at eight o’clock, so she
• He must eat more. /hi məst iːt must have arrived by now.
mɔː/ /səʊ ʃi mʌst əv əraɪvd baɪ naʊ/
• Final position
• She certainly must. /ʃi sɜːtn̩li
mʌst/
27. Do, does
Weak Form Strong Form

• /də/ - before consonants • /duː/

• Why do they like it? /waɪ də ðei • We don’t smoke, but some
laɪk ɪt/ people do. /wiː dəʊnt sməʊk bət
• /du/ - before vowels sʌm piːpl̩ duː/
• Why do all the cars stop? /waɪ du • /dʌz/
ɔːl ðə kɑːz stɒp/ • I think John does. /aɪ θɪŋk dʒɒn
• /dəz/ dʌz/
• When does it arrive? /wen dəz ɪt
əraiv/
28a. am, are,
Weak Form Strong Form

• /əm/ • /æm/
• Why am I here? /waɪ əm aɪ hɪə/ • She is not as old as I am. /ʃiz nɒt
• /ə/ - before consonants əz əʊld əz aɪ æm/
• Here are the plates. /hɪər ə ðə • /ɑː/
pleɪts/ • I know the Smiths are. /aɪ nəʊ
• /ər/ - before vowels ðə smɪθs ɑː/
• The coats are in there. /ðə
kəʊts ər ɪn ðeə/
28b. Was, were
Weak Form Strong Form

• /wəz/ • /wɒz/
• He was here a minute ago. /hi • The last record was. /ðə lɑːst
wəz hɪər ə mɪnɪt əgəʊ/ rekɔːd wɒz/
• /wə/ - before consonants • /wɜː/
• The papers were late. /ðə peɪpəz • They weren’t as cold as we were.
wə leɪt/ /ðeɪ wɜːnt əz kəʊld əz wiː wɜː/
• /wər/ - before vowels
• The questions were easy. /ðə
kwestʃənz wər iːzi/
Exercise 1.1 (1)
Exercise 1.1 (1)
Strong Weak
1 a /eɪ/ /ə/
2 and /æ nd/ /ən/
3 could /kʊd/ /kəd/
4 had /hæ d/ /əd/
5 him /hɪm/ /ɪm/
6 is /ɪz/ /ɪz/
7 not /nɒt/ /nɒt/
Exercise 1.3 (1)
Transcribe and listen
1 We can wait for the bus. /wi kən weɪt fə ðə bʌs/
2 How do the lights work? /haʊ də ðə laɪts wɜːk/
3 There are some new books I must read. /ðər ə səm njuː bʊks aɪ məs riːd/
4 She took her aunt for a drive. /ʃi tʊk ər ɑːnt fər ə draɪv/
5 The basket was full of things to eat. /ðə bɑːskɪt wəz fʊl əv θɪŋz tu iːt/
6 Why should a man earn more than a woman? /waɪ ʃəd ə mæ n ɜːn mɔː ðən ə wʊmən/
7 You ought to have your own car. /ju ɔːt tə hæ v jəːr əʊn kɑː/
8 He wants to come and see us at home. /hi wɒnts tə kʌm ən siː əs ət həʊm/
9 Have you taken them from that box? /hæ v ju teɪkən ðəm frəm ðæ t bɒks/
10 Its true that he was late but his car could have /ɪts truː ðət i wəz leɪt bət ɪz kɑː kəd əv brəʊkən
broken down. daʊn/
11 I shall take as much as I want. /aɪ ʃ̩l teɪk əz mʌtʃ əz aɪ wɒnt/
12 Why am I too late to see him today? /waɪ əm aɪ tuː leɪt tə siː ɪm tədeɪ/
Assimilation
• A phoneme realized differently as a result of being near some other
phoneme belonging to a neighbouring word
• Varies in extent according to speaking rate and style
• More likely in rapid, casual speech
• Most often described are assimilations affecting consonants

_ _ _ _ _ Cf C i_ _ _ _ _

Word Boundary
Reciprocal assimilation
• Cf and Ci affects each other at the same time
• Don’t you /dəʊntʃuː/
• Did you /dɪdʒuː/

_ _ _ _ _ Cf C i_ _ _ _ _

Word Boundary
Regressive assimilation
• Cf changes to become Ci
• the phoneme that comes first is affected by the one that comes after.
• Ten bikes /tem baɪks/
• Quite good /kwaɪk gʊd/

_ _ _ _ _ Cf Ci_ _ _ _ _

Word Boundary
Progressive assimilation
• Ci changes to become Cf
• How’s that /haʊs zæt/

_ _ _ _ _ Cf Ci_ _ _ _ _

Word Boundary
Coalescence (Coalescent
assimilation)
• Ci becomes like Cf
• Cf = /t/, /d/ + Ci = /j/. ➔ /tʃ/ /dʒ/
• Not yet /nɒtʃət/
• Could you /kʊdʒu/
Parameters of Consonants

Place of articulation ➔ assimilation of place

Manner of articulation ➔ assimilation of manner

Voicing ➔ assimilation in voicing

 • Cf (alveolar) + Ci (non-alveolar)
• /t/ + bilabial, /t/ →/p/
• That person /ðæp pɜːsn̩/
• That man /ðæp mæn/
• Meat pie /miːp paɪ/
• /t/ + dental, /t/ →dental plosive [t̪]
Assimilation • That thing /ðæt̪ θɪŋ/
• Get those /get̪ ðəʊz/
of place • Cut through /kʌt̪ θruː/
• /t/ + velar, /t/ will become /k/
• That case /ðæk keɪs/
• Bright colour /braɪk kʌlə/
• Quite good /kwaɪk gʊd/
 Assimilation of place

bilabial /t/ → /p/ /d/ → /b/ /n/ → /m/

That person /ðæp Good boy /gʊb bɔɪ/ Green paper /griːm
pɜːsn̩/ peɪpə/
dental /t/ →[t̪] /d/ → [d̪] /n/ → [n̪]
That thing /ðæt̪ θɪŋ/ Bad thing /bæd̪ θɪŋ/ Fine thought /faɪn̪ θɔːt/
Velar /t/ → /k/ /d/ → /g/ /n/ → /ŋ/
That case /ðæk keɪs/ Card game /kɑːg geɪm/ Ten girls /teŋ gɜːlz/
Assimilation of place
• /s/, /z/ behave differently
• /s/ → /ʃ/ or /z/ → /ʒ/ when followed by /ʃ/ or /j/
• This shoes /ðɪʃ ʃuː/
• Those years /ðəʊʒ jɪəz/
• Consonants undergone assimilation have not disappeared
• Duration remains more or less like a two-consonant cluster
• Only noticeable in regressive assimilation of alveolar consonants

_ _ _ _ _ Cf Ci _ _ _ _ _

Word Boundary
 • Much less noticeable
• Regressive assimilation
Assimilation • Towards an ‘easier’ consonant
(less obstruction to the air flow)
of manner • Final plosives → fricative or nasal
• That side. /ðæs saɪd/
• Good night /gʊn naɪt/
 • Progressive assimilation of manner
• Cf = plosive or nasal ➔ CI = /ð/
• Ci become identical in manner
to Cf with dental place of
Assimilation articulation
• In the /ɪn ðə/→ /ɪn̪n̪ə/
of manner • Get them /get ðəm/→ /get̪
t̪əm/
• Read these /riːd ðiːz/
→/riːd̪ d̪iːz/
 • Only regressive assimilation of voice is
found
• Cf = lenis Ci = fortis → the lenis lose its
voicing
• I have to /aɪ hæf tu/
Assimilation • Cheesecake /tʃiːskeɪk/
• These ‘fortis’ do not shorten the
of voicing preceding vowels
• Cf = fortis Ci = lenis → no assimilation
• I like that black dog. /aɪ laɪk ðæt
blæk dɒg/
 • Syllable final consonant cluster
• Nasal consonant precedes a plosive or
fricative in the same morpheme
Assimilation • Place of articulation of the nasal is
determined by the place of
in articulation of the other phoneme
• Bump /bʌmp/
consonant • Tenth /ten̪θ/
• Hunt /hʌnt/
cluster • Bank /bæŋk/
• Assimilation becomes fixed as part of
the phonological structure of English
syllables, since no exceptions existed
 • Suffixes /s/, /z/
• Third person singular ‘s’
• Plural ‘s’
Fixed • Possessive ‘s’
• Pronounced as /s/ if preceding consonant is fortis
progressive • Cats /kæts/
• Jumps /dʒʌmps/
assimilation • Pat’s /pæts/
• Pronounced as /z/ if preceding consonant is lenis
of voice • Dogs /dɒgz/
• Runs /rʌnz/
• Pam’s /pæmz/
Elision

• Under certain circumstances sounds disappear

• A phoneme may be realized as zero or have zero
realization or be deleted
• Rapid casual speech
• potato
• perhaps tonight
• got to go
• the next day
• a piece of cake
• Words of the first syllable may disappear
• The aspiration of the initial plosive takes
up the whole of the middle portion of the
Loss of
syllable
• Potato /pʰteɪtəʊ/
weak vowel
• Tomato /tʰmɑːtəʊ/
• Canary /kʰneəri/
after /p/,
• Perhaps /pʰhæps/ /t/, /k/
• Today /tʰdeɪ//
 Weak vowel
• Tonight /tn̩aɪt/
• Police /pl̩iːs/
+ /n/, /l/, /r/
• Correct /kr̩ekt/ becomes
syllabic
 • George the Sixth’s throne. /dʒɔːdʒ ðə
Avoidance sɪksθs θrəʊn/
• /sɪksθrəʊn/
of • /sɪksrəʊn/

complex • Middle plosive may disappear in

three plosives or two plosives plus
fricative cluster
consonant • Acts /æks/
• Looked back /lʊk bæk/
clusters • Scripts /skrips/
 • Very casual speech
Loss of final • Lots of them /lɒts ə ðəm/
• Waste of money /weɪst ə mʌni/
/v/ in ‘of’ • More conservative – lose the
vowel
before • All of mine /ɔːl v maɪn/
consonants • Best of three /best f θriː/
Contractions
• Had, would =‘d ➔ /d/ after vowels, /əd/ after consonants
• Is, has = ‘s ➔ /s/ after fortis, /z/ after lenis, except after /s/,/z/,/ʃ/, /ʒ/,
/tʃ/, /dʒ/, ‘is’ =/iz/, ‘has’ = /əz/
• Will = ‘ll ➔ /l/ after vowels, / /̩ after consonants
• Have = ‘ve ➔ /v/ after vowels, /əv/ after consonants
• Not = n’t ➔ /nt/ after vowels, /n̩t/ after consonants
• Are = ’re ➔ /ə/ after vowels with some change in the preceding vowels
Linking
• In connected speech, we link words
together
• Last sound of the first word is
linked to the beginning sound of
the next word
• An apple pie.
• Thank you
• Sometimes a sound is added
• Do it /dʊwɪt/
 • /r/ does not occur in syllable-final
in RP

Linking • Spelling with ‘r’ at the end, follows

by a word beginning with vowel,
the /r/ is pronounced
/r/ • Here /hɪə/ vs here are /hɪər ə/
• Four /fɔː/ vs four eggs /fɔːr
egz/
 • RP often use /r/ in a similar way to
link words ending with a vowel
Intrusive • Formula A /fɔːmjələr eɪ/
• Australia all out /ɒstreɪlɪər ɔːl
/r/ aʊt/
• Media event /miːdɪər ɪvent/
juncture
• Linking /r/ and intrusive /r/ are special cases of juncture
• What’s the difference? How can you tell?
• My turn /maɪ tɜːn/ vs might earn /maɪt ɜːn/
• /t/ is full aspirated in word initial
• /t/ is not aspirated in word ending + pre-fortis clipping