Pronouncing English: A Stress-Based Approach with CD-ROM
by Richard V. Teschner and M. Stanley Whitley
Georgetown University Press, 2004 Paper: 978-1-58901-002-4 Library of Congress Classification PE1137.T44 2004 Dewey Decimal Classification 428.3
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC
ABOUT THIS BOOK
Pronouncing English is a textbook for teaching English phonetics and phonology, offering an original "stress-based" approach while incorporating all the standard course topics. Drawing on current linguistic theory, it uniquely analyzes prosody first, and then discusses its effects on pronunciation—emphasizing suprasegmental features such as meter, stress, and intonation, then the vowels and consonants themselves.
Distinguished by being the first work of its kind to be based on an exhaustive statistical analysis of all the lexical entries of an entire dictionary, Pronouncing English is complemented by a list of symbols and a glossary. Richard Teschner and M. Stanley Whitley present an improved description of English pronunciation and conclude each chapter with suggestions on how to do a better job of teaching it. An appendix with a brief introduction to acoustic phonetics—the basis for the perception vs. the production of sounds—is also included. Revolutionary in its field, Pronouncing English declares that virtually all aspects of English pronunciation—from the vowel system to the articulation of syllables, words, and sentences—are determined by the presence or absence of stress.
The accompanying CD-ROM carries audio recordings of many of the volume's exercises, more than 100 text and sound files, and data files on which the statistical observations were based.
AUTHOR BIOGRAPHY
Richard V. Teschner is a professor in the Department of Languages and Linguistics at the University of Texas, El Paso.
M. Stanley Whitley is professor of Spanish and Linguistics in the Department of Romance Languages at Wake Forest University.
REVIEWS
-- Garland D. Bills, professor emeritus of linguistics and of Spanish & Portuguese, University of New Mexico
-- Grant Goodall, professor and director of the linguistics language program at the University of California, San Diego
-- Kamil Ud Deen, assistant professor of linguistics, University of Hawai`i at Manoa
TABLE OF CONTENTS
Contents
Preface 000
1 The metric foot 000
1.1 The notion of stress: Present stress and absent/null stress 000
1.2 Metricalism 000
1.3 The five major metric feet: spondees, trochees, iambs, dactyls and anapests 000
1.4 Weak stress, null stress, and vowels 000
1.5 The English drive toward monosyllabicity 000
1.6 Teaching the topics of chapter 1 to students of ESOL 000
Notes for chapter 1 000
2 Strong stresses and weak: How to know where they go 000
2.1 Strong stress moves leftward, but only so far 000
2.2 Three main factors in strong-stress position 000
2.2.1 Syllable structure 000
2.2.2 Part of speech 000
2.2.3 Affixation 000
2.3 Strong-stress retention on the same base vowel 000
2.4 Word families with shifting stress 000
2.5 The effect of suffixation on strong-stress position 000
2.6 The shiftless, stress-free life of the prefix 000
2.7 Applying strong-stress rules to bisyllabic words 000
2.8 Applying strong-stress rules to trisyllabic words 000
2.9 Strong-stressing words of four, five and more syllables 000
2.10 Weak stress: Placing the strong, locating the weak 000
2.11 Weak stress on bisyllabic words 000
2.11.1 Bisyllabics that strong-stress the ult 000
2.11.2 Bisyllabics that strong-stress the pen 000
2.12 Weak-stressing trisyllabic words 000
2.13 Weak-stressing "four-plus" words 000
2.13.1 Ult stress patterns 000
2.13.2 Pen stress patterns 000
2.13.3 Ant(epenultimate) stress patterns 000
2.13.4 Pre(anepenultimate) stress patterns 000
2.13.5 Qui stress patterns 000
2.14 Vowel reduction: The price we pay for shifting stress 000
2.15 Teaching the topics of chapter 2 to students of ESOL 000
Notes for chapter 2 000
3 Intonation--the melodic line 000
3.1 "Peak" stress for contrast and emphasis 000
3.2 Some analogies with music 000
3.3 Stressing compound words and phrases 000
3.3.1 Two-word compounds and phrases 000
3.3.2 Multiple-word compounds and phrases 000
3.3.3 Pitch adjustments in compounds' post-peak words 000
3.4 Peak stresses and info units 000
3.5 Melodic lines long and short, falling and rising, etc. 000
3.5.1 Falls and rises, statements and questions 000
3.5.2 Fall-rise and rise-fall 000
3.5.3 Some other melodies 000
3.6 Melodic lines and compound melodies 000
3.6.1 Enumeration 000
3.6.2 Selection questions 000
3.6.3 Tags 000
3.6.4 Complex sentences 000
3.7 Approaches to intonation 000
3.8 Teaching the topics of chapter 3 to students of ESOL 000
Notes for chapter 3 000
4 From orthography to pronunciation 000
4.1 Even English spelling can be reduced to rules 000
4.2 Consonants: the (somewhat) easy part 000
4.2.1 The fairly easy equivalencies: phonemes /?? ????? ?????/ 000
4.2.2 The tough equivalencies: phonemes /? ??????????/ 000
4.2.3 Grapheme 'i' and the consonants that precede it 000
4.2.4 When is 's(s)' /s/ and when is it /z/, /?/ or even /?/? 000
4.2.5 Grapheme 's' and /s/, /z/, /?/ 000
4.2.6 Grapheme 'x' and the five things it renders 000
4.3 Vowels: which are easy and which are tough to spell 000
4.3.1 Vowels that are fairly easy to spell 000
4.3.2 Vowels that are tough to spell 000
4.3.2.1 The four tense vowels /i e o u/ 000
4.3.2.2 Diphthong /ai/ 000
4.3.2.3 The mid lax vowels /?/ and /?/ 000
4.3.3 Vowel phonemes and graphemes: an encapsulated review 000
4.4 Vowel reduction redux 000
4.4.1 General guidelines for spelling the schwa 000
4.4.2 How to spell unstressed final /??/ 000
4.4.3 The three ways to spell stressed /??/ 000
4.5 Teaching the topics of chapter 4 to students of ESOL 000
Notes for chapter 4 000
5 Vowels 000
5.1 Vowels, broadly and narrowly 000
5.2 How to make vowels: Tongue and lip position 000
5.3 Other vowels, other languages 000
5.4 Stressed vowels 000
5.4.1 Low /?/ and /?/ 000
5.4.2 Mid and high vowels: Tense /???????/ vs. lax /???????/ 000
5.4.3 Full diphthongs: /????????/ 000
5.4.4 Uh, er...: The lax vowels /?/ and /??/ 000
5.5 Unstressed vowels: The schwa zone 000
5.6 Shifting vowels make the dialect 000
5.6.1 Low back problems 000
5.6.2 Vowel breaking 000
5.6.3 Diphthongs on the move 000
5.6.4 Smoothed diphthongs 000
5.6.5 Lexical incidence: "You say tomayto and I say tomahto..." 000
5.7 Rules and regularities 000
5.8 Other analyses of English vowels 000
5.9 Teaching English vowels and consonants 000
Notes for chapter 5 000
6 Consonants 000
6.1 Consonants and syllable position 000
6.2 Types of consonants 000
6.2.1 Voicing 000
6.2.2 Place of articulation 000
6.2.3 Manner of articulation 000
6.2.4 Secondary modifications 000
6.3 English consonant phonemes 000
6.4 Consonants that behave like vowels 000
6.4.1 Liquids: l's and r's 000
6.4.2 Nasals 000
6.4.3 Goin' s'llabic 000
6.5 Stops 000
6.5.1 Stops and VOT 000
6.5.2 Stops that flap 000
6.6 All those sibilants 000
6.7 Slits up front 000
6.8 /h/: A sound that can get lost 000
6.9 Glides /j/ and /w/ 000
6.10 Syllable reprise: How to build an English word 000
6.11 Teaching pronunciation: Error analysis 000
Notes for chapter 6 000
7 Sounds and forms that change and merge
7.1 English phonemes in (con)text 000
7.2 When words change their pronunciation 000
7.3 Changes due to word linkage 000
7.4 Changes due to stress 000
7.4.1 Speaking metrically 000
7.4.2 Crushed words: Weak forms and contractions 000
7.5 Changes due to grammar: Morphemes and allomorphs 000
7.6 Phonology in grammar 000
7.6.1 Inflectional morphology 000
7.6.2 A case study: English plural formation 000
7.7 The phoneme exchange 000
7.7.1 Vowel alternations 000
7.7.2 Consonant alternations 000
7.7.3 Rules, constraints, alternations: How deep does phonology go? 000
7.8 English spelling revisited 000
7.9 Teaching pronunciation: sounds in context 000
Notes for chapter 7 000
Appendix 000
8.1 Acoustic phonetics 000
8.2 The International Phonetic Alphabet 000
8.3 PEASBA's CD: Recordings and database 000
Notes for appendix 000
List of symbols 000
Glossary 000
References 000
Index 000
Library of Congress Subject Headings for this publication: English language Pronunciation
Pronouncing English: A Stress-Based Approach with CD-ROM
by Richard V. Teschner and M. Stanley Whitley
Georgetown University Press, 2004 Paper: 978-1-58901-002-4
Pronouncing English is a textbook for teaching English phonetics and phonology, offering an original "stress-based" approach while incorporating all the standard course topics. Drawing on current linguistic theory, it uniquely analyzes prosody first, and then discusses its effects on pronunciation—emphasizing suprasegmental features such as meter, stress, and intonation, then the vowels and consonants themselves.
Distinguished by being the first work of its kind to be based on an exhaustive statistical analysis of all the lexical entries of an entire dictionary, Pronouncing English is complemented by a list of symbols and a glossary. Richard Teschner and M. Stanley Whitley present an improved description of English pronunciation and conclude each chapter with suggestions on how to do a better job of teaching it. An appendix with a brief introduction to acoustic phonetics—the basis for the perception vs. the production of sounds—is also included. Revolutionary in its field, Pronouncing English declares that virtually all aspects of English pronunciation—from the vowel system to the articulation of syllables, words, and sentences—are determined by the presence or absence of stress.
The accompanying CD-ROM carries audio recordings of many of the volume's exercises, more than 100 text and sound files, and data files on which the statistical observations were based.
AUTHOR BIOGRAPHY
Richard V. Teschner is a professor in the Department of Languages and Linguistics at the University of Texas, El Paso.
M. Stanley Whitley is professor of Spanish and Linguistics in the Department of Romance Languages at Wake Forest University.
REVIEWS
-- Garland D. Bills, professor emeritus of linguistics and of Spanish & Portuguese, University of New Mexico
-- Grant Goodall, professor and director of the linguistics language program at the University of California, San Diego
-- Kamil Ud Deen, assistant professor of linguistics, University of Hawai`i at Manoa
TABLE OF CONTENTS
Contents
Preface 000
1 The metric foot 000
1.1 The notion of stress: Present stress and absent/null stress 000
1.2 Metricalism 000
1.3 The five major metric feet: spondees, trochees, iambs, dactyls and anapests 000
1.4 Weak stress, null stress, and vowels 000
1.5 The English drive toward monosyllabicity 000
1.6 Teaching the topics of chapter 1 to students of ESOL 000
Notes for chapter 1 000
2 Strong stresses and weak: How to know where they go 000
2.1 Strong stress moves leftward, but only so far 000
2.2 Three main factors in strong-stress position 000
2.2.1 Syllable structure 000
2.2.2 Part of speech 000
2.2.3 Affixation 000
2.3 Strong-stress retention on the same base vowel 000
2.4 Word families with shifting stress 000
2.5 The effect of suffixation on strong-stress position 000
2.6 The shiftless, stress-free life of the prefix 000
2.7 Applying strong-stress rules to bisyllabic words 000
2.8 Applying strong-stress rules to trisyllabic words 000
2.9 Strong-stressing words of four, five and more syllables 000
2.10 Weak stress: Placing the strong, locating the weak 000
2.11 Weak stress on bisyllabic words 000
2.11.1 Bisyllabics that strong-stress the ult 000
2.11.2 Bisyllabics that strong-stress the pen 000
2.12 Weak-stressing trisyllabic words 000
2.13 Weak-stressing "four-plus" words 000
2.13.1 Ult stress patterns 000
2.13.2 Pen stress patterns 000
2.13.3 Ant(epenultimate) stress patterns 000
2.13.4 Pre(anepenultimate) stress patterns 000
2.13.5 Qui stress patterns 000
2.14 Vowel reduction: The price we pay for shifting stress 000
2.15 Teaching the topics of chapter 2 to students of ESOL 000
Notes for chapter 2 000
3 Intonation--the melodic line 000
3.1 "Peak" stress for contrast and emphasis 000
3.2 Some analogies with music 000
3.3 Stressing compound words and phrases 000
3.3.1 Two-word compounds and phrases 000
3.3.2 Multiple-word compounds and phrases 000
3.3.3 Pitch adjustments in compounds' post-peak words 000
3.4 Peak stresses and info units 000
3.5 Melodic lines long and short, falling and rising, etc. 000
3.5.1 Falls and rises, statements and questions 000
3.5.2 Fall-rise and rise-fall 000
3.5.3 Some other melodies 000
3.6 Melodic lines and compound melodies 000
3.6.1 Enumeration 000
3.6.2 Selection questions 000
3.6.3 Tags 000
3.6.4 Complex sentences 000
3.7 Approaches to intonation 000
3.8 Teaching the topics of chapter 3 to students of ESOL 000
Notes for chapter 3 000
4 From orthography to pronunciation 000
4.1 Even English spelling can be reduced to rules 000
4.2 Consonants: the (somewhat) easy part 000
4.2.1 The fairly easy equivalencies: phonemes /?? ????? ?????/ 000
4.2.2 The tough equivalencies: phonemes /? ??????????/ 000
4.2.3 Grapheme 'i' and the consonants that precede it 000
4.2.4 When is 's(s)' /s/ and when is it /z/, /?/ or even /?/? 000
4.2.5 Grapheme 's' and /s/, /z/, /?/ 000
4.2.6 Grapheme 'x' and the five things it renders 000
4.3 Vowels: which are easy and which are tough to spell 000
4.3.1 Vowels that are fairly easy to spell 000
4.3.2 Vowels that are tough to spell 000
4.3.2.1 The four tense vowels /i e o u/ 000
4.3.2.2 Diphthong /ai/ 000
4.3.2.3 The mid lax vowels /?/ and /?/ 000
4.3.3 Vowel phonemes and graphemes: an encapsulated review 000
4.4 Vowel reduction redux 000
4.4.1 General guidelines for spelling the schwa 000
4.4.2 How to spell unstressed final /??/ 000
4.4.3 The three ways to spell stressed /??/ 000
4.5 Teaching the topics of chapter 4 to students of ESOL 000
Notes for chapter 4 000
5 Vowels 000
5.1 Vowels, broadly and narrowly 000
5.2 How to make vowels: Tongue and lip position 000
5.3 Other vowels, other languages 000
5.4 Stressed vowels 000
5.4.1 Low /?/ and /?/ 000
5.4.2 Mid and high vowels: Tense /???????/ vs. lax /???????/ 000
5.4.3 Full diphthongs: /????????/ 000
5.4.4 Uh, er...: The lax vowels /?/ and /??/ 000
5.5 Unstressed vowels: The schwa zone 000
5.6 Shifting vowels make the dialect 000
5.6.1 Low back problems 000
5.6.2 Vowel breaking 000
5.6.3 Diphthongs on the move 000
5.6.4 Smoothed diphthongs 000
5.6.5 Lexical incidence: "You say tomayto and I say tomahto..." 000
5.7 Rules and regularities 000
5.8 Other analyses of English vowels 000
5.9 Teaching English vowels and consonants 000
Notes for chapter 5 000
6 Consonants 000
6.1 Consonants and syllable position 000
6.2 Types of consonants 000
6.2.1 Voicing 000
6.2.2 Place of articulation 000
6.2.3 Manner of articulation 000
6.2.4 Secondary modifications 000
6.3 English consonant phonemes 000
6.4 Consonants that behave like vowels 000
6.4.1 Liquids: l's and r's 000
6.4.2 Nasals 000
6.4.3 Goin' s'llabic 000
6.5 Stops 000
6.5.1 Stops and VOT 000
6.5.2 Stops that flap 000
6.6 All those sibilants 000
6.7 Slits up front 000
6.8 /h/: A sound that can get lost 000
6.9 Glides /j/ and /w/ 000
6.10 Syllable reprise: How to build an English word 000
6.11 Teaching pronunciation: Error analysis 000
Notes for chapter 6 000
7 Sounds and forms that change and merge
7.1 English phonemes in (con)text 000
7.2 When words change their pronunciation 000
7.3 Changes due to word linkage 000
7.4 Changes due to stress 000
7.4.1 Speaking metrically 000
7.4.2 Crushed words: Weak forms and contractions 000
7.5 Changes due to grammar: Morphemes and allomorphs 000
7.6 Phonology in grammar 000
7.6.1 Inflectional morphology 000
7.6.2 A case study: English plural formation 000
7.7 The phoneme exchange 000
7.7.1 Vowel alternations 000
7.7.2 Consonant alternations 000
7.7.3 Rules, constraints, alternations: How deep does phonology go? 000
7.8 English spelling revisited 000
7.9 Teaching pronunciation: sounds in context 000
Notes for chapter 7 000
Appendix 000
8.1 Acoustic phonetics 000
8.2 The International Phonetic Alphabet 000
8.3 PEASBA's CD: Recordings and database 000
Notes for appendix 000
List of symbols 000
Glossary 000
References 000
Index 000
Library of Congress Subject Headings for this publication: English language Pronunciation
ABOUT THIS BOOK | AUTHOR BIOGRAPHY | REVIEWS | TOC