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19 Cards in this Set
- Front
- Back
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Catenation:
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speakers join words together. a consonant sound at the end of one word joins with a vowel sound at the beginning of the next word.
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linking |
Linking /j/: century /j/ ago, army /j/ officer
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linking and catenation problems for learners |
difficulty hearing individual words
solutions: counting the number of words heard, dictation, and reading listening to a recording |
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intrusive /r/ |
Intrusive /r/ (for non-rhotic varieties of English): prisoner /r/ of
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intrusion |
feature of connected speech. When two words are said together, an extra sound is sometimes placed between them in order to make them easier to say.
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ntrusive /j/
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I am not happy' there is an intrusive /j/ sound between 'I' and 'am' which makes it easier to say the phrase quickly.
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elision examples |
Elision: the /v/ in prisoner of war may disappear.
kamra/ for camera, |
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elision |
omission of sounds, syllables or words in speech. This is done to make the language easier to say, and faster.
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Assimilation:
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sounds in separate words change when they are put together in speech. One way this happens is by the second sound changing to be more similar to the first.
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assimilation examples |
family/ˈfæmɪli//ˈfæmli/
fifth/ˈfɪfθ//ˈfɪθ/ |
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examples of weak forms |
was weakened to /wəәz/
• as weakened to /əәz/ • of weakened to /əәv/ • a is also a weak form (/əә/rather than /eɪ/) • similarly the (/ðəә/rather than /ðiː/) |
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weak forms |
syllable sounds that become unstressed in connected speech and are often then pronounced as a schwa.
they don't carry the main content, so not stressed |
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that is because |
a demonstrative pronoun and is an anaphoric reference to the continuing inspiration ofthe previous paragraph. It creates a link with the previous paragraph, but by using that ratherthan this, it tends to show that the writer is leaving that topic behind now, and moving on to anew one. It is also probably a stylistic choice as this was used in a similar way at thebeginning of the previous sentence and the author wanted to avoid repetition.
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problems with 'that' demonstrative pronoun |
• Learners have difficulties in identifying what words like that are referring to, especiallywhen the reference is to an idea or a whole statement rather than a previous noun.
• Learners don’t know whether to use that, this or it • In this case, as the subject of the sentence, it can’t be a weak form. • That is would normally be contracted, but isn’t here because it’s in a written text. |
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that will...
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a relative pronoun, referring back to experiences, and taking the place of the subjectin the clause 'will remain with them forever'
– a defining relative clause – tells you informationwhich defines the learning experiences. |
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L probs with 'that will' relative pronoun |
whether to use that or which – either is possiblein this case, since it’s defining.
what instead of that. • Learners may think they can omit the that – but they can’t, because it’s the subject ofthe following verb. It can only be omitted when it’s the object of the following clause. • Learners might produce the strong form of that rather than the weak form with aschwa and possible glottalisation of the final /t/ and therefore sound unnatural. |
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Confronting the daily hardship and boredom of prison life..
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Confronting is an adverbial use of the –ing form as it describes the circumstancesunder which he went about starting to teach people. It is a reduced (non-finite)adverbial clause and could also be expressed ‘As he confronted the hardships of…’
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Frank began teaching his fellow prisoners...
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Teaching is an example of an –ing form that is used after certain verbs, in this case tobegin. Began to teach is a possible alternative, the difference in meaning being verysubtle, with began teaching giving more of an impression of the activity beingongoing.
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…the route to international co-operation and understanding lay in
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Understanding is an uncountable abstract noun and forms part of the noun phrasethe route to international co-operation and understanding.
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