By B. Siertsema
If Phonetics is a relatively contemporary topic for ecu scholars of international languages and is eyed through them with a few sus picion as an invention that's intended to make their stories tricky, it really is much more so with English Phonetics for African scholars. haven't Africans been studying English for over a century, and with reliable leads to many instances, with out giving a proposal to its phonetics? Why introduce this new topic and upload to the variety of books they must learn and the variety of examinations they need to go prior to they could get their measure? but if the research of a international language is to be brand new its phonetics can't be overlooked; to the contrary, it really is as very important because the examine of its spelling, if no more so. With the discovery of radio and phone, of gramophone and tape-recorders, the significance of the spoken observe has elevated immensely and it's way more crucial now than it was once 100 years in the past that those that research a international language may still discover ways to converse it thoroughly. therefore a brand new topic has been extra to the agenda of language scholars and academics: the research and perform of the sounds of the language, and for the academics additionally the examine of ways to educate those sounds.
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Put primary stress marks in: She is his grandmother. His grandmother is dead, his grandfather lives in A. The headmaster wants you. - They have no headmaster but a headmistress. 332. Why do you stress some of these words differently? What is it called? 333. Mention some words with even stress on two syllables. 334. Administration. Are all the unstressed syllables in this word equally weak? 335. What do you call the two degrees of stress? 336. Transcribe and put primary and secondary stress marks in: unforgettable; incorrect; inaccurate; dissatisfy; impious; infamous.
78. 79. 80. position to a markedly close one and tell the students to do so in practising these sounds. High [hai] has a wide closing diphthong; [hei] has a narrow closing one: for the first part of the [ai] the mouth passage is wide: the tongue is far away from the palate. [a] being an "open" vowel. The first part of [ei] is a closer vowel than [a]; the mouth passage is "narrower" at the beginning of this diphthong than it is at the beginning of [ai]. In hear [hi;)]. we have a centring diphthong: the tongue moves from [i].
F) What if you read it with school on the high tone, followed by a sharp fall? g) What if you read it with school on a high tone, without the fall (or on a rising tone)? g. What's the time? with a fall on time? g. What's the time with rise on time? A question which has the grammatical form of a question can be read with either a falling or a rising tone on the last stressed syllable (Cf. No. 381). g. She wrote to him regularly? Can this also be read in these two ways? XVII. ) 40 I. If neither the grammatical construction nor the tone 402.