0% found this document useful (0 votes)
20 views2 pages

Weak and Strong Forms in English

Lecture 8 discusses weak and strong forms in English phonetics, emphasizing the importance of weak forms for understanding natural speech among native speakers. It outlines various grammatical and lexical words that exhibit weak forms, as well as contexts where strong forms are necessary. The lecture also provides examples of weak forms and their pronunciations in different contexts.

Uploaded by

tsuchishuto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
20 views2 pages

Weak and Strong Forms in English

Lecture 8 discusses weak and strong forms in English phonetics, emphasizing the importance of weak forms for understanding natural speech among native speakers. It outlines various grammatical and lexical words that exhibit weak forms, as well as contexts where strong forms are necessary. The lecture also provides examples of weak forms and their pronunciations in different contexts.

Uploaded by

tsuchishuto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lecture 8 Week and Strong Forms

English Phonetics
Lecture 8 Weak and Strong Forms
8.0. Introduction
(1) ‘I hope that she will.’ aɪ həʊp ðət ʃi wɪl (weak form)
(2) ‘I like that.’ aɪ laɪk ðæt (strong form)
(3) Why is it important to learn how weak forms are used? First, most native speakers of English find
an “all-strong-form” pronunciation unnatural and foreign-sounding. Second, and more important,
speakers who are not familiar with the use of weak forms are likely to have difficulty
understanding speakers who do use weak forms; since practically all native speakers of British
English use them, learners of the language need to learn about these weak forms to help them to
understand what they hear.
(4) Contracted words
‘it is’ – ‘it’s’; ‘we have’ – ‘we’ve’; ‘do not’ – ‘don’t’.
(5) Function (grammatical) words
prepositions, pronouns, auxiliaries, conjunctions, and articles
(6) Content (lexical) words
nouns, verbs, adjectives, and adverbs
8.1. Weak syllables
(1) [ə] better ["betə] (2) [i] happy ["hæpi] (3) [ɪ] divine [dɪ"vɑɪn] (4) [u] thank you ["θæNk ju]
8.2. Strong forms
It is important to remember that there are certain contexts where only the strong form is acceptable,
and others where the weak form is the normal pronunciation.
(1) When a weak-form word comes at the end of the sentence, it has the strong form:
“Chips are what I am fond of.” tʃɪps ə wɒt aɪm fɒnd ɒv
(2) When a weak-form word is being contrasted with another word:
“The letter’s from him, not to him.” ðə letəz frɒm ɪm, nɒt tu: ɪm.
(3) when a weak-form word is given stress for the purpose of emphasis:
“You must give me more money” ju mʌst gɪv mi mɔ: mʌni
(4) When a weak-form word is being “cited” or “quoted”:
You shouldn’t put “and” at the end of a sentence.” ju ʃʊṇt pʊt ænd ət ði end əv ə sentəns
8.3. Weak forms
1. the
ðə (before consonants) Shut the door. "ʃʌt ðə "dɔ:
ði (before vowels) Wait for the end. "weɪt fə ði "end
2. a, an
ə (before consonants) Read a book. "ri:d ə "bʊk
ən (before vowels) Eat an apple. "i:t ən "æpl
3. and
ən (sometimes n! after t, d, s, z, ʃ) Come and see. kʌm ən si: Fish and chips. "fɪʃ n! "tʃɪps
4. but
bət It’s good but expensive. ɪts "gʊd bət ɪks"pensɪv
5. that
ðət The price is the thing that annoys me. ðə "praɪs ɪz ðə "θɪN ðət ə"nɔɪz mi
6. than
ðən Better than ever. "betə ðən "evə
7. his
ɪz (hɪz at the beginning of a sentence) Take his name. "teɪk ɪz "neɪm
(Another sense of ‘his’, as in ‘it was his’ always has the strong form.)
8. her
ə (before consonants) Take her home. "teɪk ə "həʊm
ər (before vowels) Take her out. "teɪk ər "aʊt
9. your
jə (before consonants) Take your time. "teɪk jə "taɪm
jər (before vowels) On your own. "ɒn jər "əʊn
10. she
ʃi Why did she read it? "waɪ dɪd ʃi "ri:d ɪt
English Phonetics 15
Lecture 8 Week and Strong Forms
11. he
i Which did he choose? "wɪtʃ dɪd i "tʃu:z
12. we
wi How can we get there? "haʊ kən wi "get ðeə
13. you
ju What do you think? "wɒt də ju "θɪNk
14. him
ɪm Leave him alone. "li:v ɪm "ələʊn
15. her
ə Ask her to come. "a:sk ə tə "kʌm
16. them
ðəm Leave them here. "li:v ðəm "hɪə
17. us
əs Write us a letter. "raɪt əs ə "letə
18. at
ət I’ll see you at lunch. aɪl "si: ju ət "lʌntʃ (In final position æt)
19. for
fə (before consonants) Tea for two. "ti: fə "tu:
fər (before vowels) Thanks for asking. "θæNks fər "a:skɪN (In final position fɔ:)
20. from
frəm I’m home from work. aɪm "həʊm frəm wɜ:k (In final position frɒm)
21. of
əv Most of all. "məʊst əv "ɔ:l (In final position ɒv)
22. to
tə (before consonants) Try to stop. "traɪ tə "stɒp
tu (before vowels) Time to eat. "taɪm tu "i:t (In final position tu, not tu:)
23. as
əz As much as possible. əz "mʌtʃ əz "pɒsəbl (In final position æz)
24. some
səm Have some more tea. "həv səm "mɔ: "ti: (In final position sʌm)
Cf. I think some animal broke it. aɪ "θɪNk sʌm "ænɪməl "brəʊk ɪt
25. there
ðə (before consonants) There should be a rule. ðə "ʃʊd bi ə "ru:l
ðər (before vowels) There is a rule. ðər "ɪz ə "ru:l (In final position ðeər)
26. can, could
kən They can wait. ðeɪ kən "weɪt (In final position kæn)
kəd He could do it. "hi: kəd "du: ɪt (In final position kʊd)
27. have, has, had
həv Have you seen him? "həv ju "si:n ɪm (with initial h in initial position)
əv Which have you seen? "wɪtʃ əv ju "si:n (In final position hæv)
əz Which has been best? "wɪtʃ əz bi:n "best (In final position hæz)
əd Most had gone home. "məʊst əd gɒn "həʊm (In final position hæd)
28. shall, should
ʃəl We shall need to hurry. wi ʃl̩ "ni:d tə "hʌri (In final position ʃæl)
ʃəd I should forget it. "ai ʃəd fə"get ɪt (In final position ʃʊd)
29. must
məs (before consonants) You must try harder. ju məs "traɪ "ha:də
məst (before vowels) He must eat more. hi məst "i:t "mɔ: (In final position mʌst)
Cf. She must have arrived at York. ʃi "mʌst əv ə"raɪvd ət "jɔ:k
30. do, does
də (before consonants) Why do they like it? "waɪ də deɪ "laɪk ɪt
du (before vowels) Why do all the cars stop? "waɪ du "ɔ:l ðə "ka:z "stɒp
dəz When does it arrive. "wen dəz ɪt ə"raɪv (In final position du:, dʌz)
31. am, are, was, were
əm Why am I here? "wai əm ai "hiə (In final position æm)
ə (before consonants) Here are the plates. "hɪə ə ðə "pleɪts
ər (before vowels) The coats are in there. ðə "kəʊts ər ɪn "ðeə (In final position a:)
wəz He was here. hi wəz "hɪə (In final position wɒz)
wə (before consonants) The papers were late. ðə "peɪpəz wə "leɪt
wər (before vowels) They were alive. "ðəɪ wər ə"laɪv (In final position wɜ:)

English Phonetics 16

Common questions

Powered by AI

Strong forms are preferred in several contexts: when a weak-form word appears at the end of a sentence, when it is being contrasted with another word, for emphasis when a weak-form word is stressed, and when a word is being cited or quoted .

Contracted forms contribute to natural-sounding speech by reflecting the informal, fluid nature of spoken English, helping to maintain the rhythm and timing of speech. They are common among native speakers and signify efficient and familiar ways of communicating, thereby making speech sound natural and not overly formal or forced .

The pronunciation of 'the' changes depending on the following phonetic environment: it is pronounced as /ðə/ before a consonant sound (e.g., 'Shut the door'), and as /ði/ before a vowel sound (e.g., 'Wait for the end').

The pronoun 'her' takes different weak forms depending on the following sound. It is pronounced as /ə/ when followed by a consonant, as in 'Take her home', and as /ər/ when followed by a vowel, as in 'Take her out' .

The positioning of a weak-form word influences its pronunciation, as these words typically revert to strong forms when they appear at the end of a sentence. Additionally, they assume strong forms in contexts of contrast, stress for emphasis, or citation/quotation, highlighting their flexible phonetic nature based on syntactic positioning .

The use of weak forms can significantly impact the intelligibility of English speech for non-native listeners as these forms modify the expected pronunciation patterns, making speech appear faster and less predictable. Learners unfamiliar with these forms may misinterpret spoken words or phrases, thus hindering understanding and effective communication .

Weak forms alter the rhythm and stress patterns by allowing for reduced, quicker passages of speech, contributing to a natural, flowing rhythm that reflects English's inherent stress-timed quality. They cause unstressed syllables to shorten, thereby emphasizing the stressed syllables and producing a characteristic speech pattern that is both efficient and fluid .

Understanding weak forms is crucial because native English speakers typically find an "all-strong-form" pronunciation unnatural, and learners who are not familiar with weak forms are likely to have difficulty understanding speakers who use them. This is important as practically all native speakers of British English use weak forms, making it essential for learners to learn them to comprehend spoken English effectively .

The weak form of 'must' (/məs/) is typically used before consonants, but changes to its strong form (/məst/ or /mʌst/) when it appears before vowels, as in 'He must eat more'. In final position, 'must' consistently uses the strong form .

Lexical stress plays a crucial role in determining the form of words in English. Strong forms are generally found in stressed syllables, whereas weak forms often occur in unstressed syllables, influencing not only the pronunciation but also the meaning conveyed. Stress can cause shifts from weak to strong forms to provide emphasis or contrast, demonstrating lexical stress's dynamic effect on spoken English .

You might also like