Giáo trình thực hành Ngữ âm học và âm vị học tiếng Anh (tái bán lần thứ 3): Phần 1

Chia sẻ: _ _ | Ngày: | Loại File: PDF | Số trang:133

Thêm vào BST

Báo xấu

39
lượt xem 16
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Phần 1 cuốn giáo trình thực hành Ngữ âm học và âm vị học tiếng Anh giới thiệu tới người đọc các nội dung: The production ofspeech sound, lLong vowels, diphthongs and triphthongs, voicing andconsonants; fricatives and affricates, the phoneme, nasals andother consonants, the syllable, strong and weak syllabics, stress in simple word.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Giáo trình thực hành Ngữ âm học và âm vị học tiếng Anh (tái bán lần thứ 3): Phần 1

By: PETER ROACH E>UC MINH (dich va chu giai) NGO AM VA AM VI HOC A , ■ ■ TIENG ANH -GIAO TRiNH TH T/C HANH- English Phonetics and Phonology A practical CHfff ~ --------, NG DAI H O C PH ENIKAA TRUNG TAM THONG TIN - THU VIEN .222%%% T hi rd E ditio n TRUO NG U~ H O C PHENIKAA TRUNG TAM THONG TIN· THU VIEN So : ..... J..11.~~- . 2019 | PDF | 290 Pages buihuuhanh@gmail.com NHA XUT BAN THANH NIEN
Mu• c Lu• c Preface to the third edition : 5 Loi noi ddu List of symbols 7 How to use this hook 9 Cdch st d u n g sach· Chart of the International Phonetic Alphabet (revised 1993, updated 1996) 12 J Introduction , 15 Gidi h ie 2 The production of speech so undo, 23 SI! h1nh thanh ca ngt am 3 Long vowels, diphthongs and triphthongs 36 Nguyen am da i, nhi trng am va tam t rn g am 4 Voicing and consonants 46 A m hit thanh vu cc phu am 5 The phoneme 59 A m vi 6 Fricatives and affricates 72 Am xci t vii am t cfc x d t 7 Nasals and other consonants 83 Am mi va c ac phu am k hac 8 The syllable 96 Am t i e't 9 Strong and weak syllabics 108 Cdc dm tiet manh vi yeu 10 Stress in simple wordo, 122 T ro n g i m t ro n g c c ic n '{ cfoH gidn 11 Complex word stress L~S • T ro n g am ci a tu plc tap 12 W cak forms 145 Ci: d qn g ye'u 13 Problems in phonemic analysis 156 C t c v an de trong vie&c phan tich am vi 14 Aspects of connected speech 172 C cic kh fa c c,mh Cl {(! noi dm
15 I nto na ti o n 1 I.90 N gi? ctiea 1 1 6 I ntona ti o n 2 ; 204 Ngdie 2 1 7 I nto na ti on 3 2 15 N gt diu 3 18 Functions of intonation l 2.ll C/ 11J:c n d ng czfa ng t? dif u I 19 Functions of intonation 2 :. 243 C huc nang cii a n g z7 c1ifu 2 20 .Further areas of study in phonetics ancl phonology .,. .. 256 C cic linh vc ng h i en cr ch1yen s au ho ve ng ? d m hoc va d m vi hoc Recorded exercises 268 Cde bi tip doe ghi am Answers i:o writte.n exercises 3 00 Dci/1 ci1' cii a ccic bai t(i.p vie't Answers to recorded exercises :;.. 31 0 fJci/J ci n c1:ia ccic b a i t(i.JJ dul;lc ghi d m
5 Preface to the third edition Loi noi dau Th e s econ d ed itio n o f th is b oo k was An ban lan th& hai duoc xuat ban vao p ub lis h ed in 1 9 9 1 , an d s in ce th en a n u mb er nam 1991, va ke tu d6, da ra ddi vo so o f irh p o rtan t b o o k s an d p ap ers in th e field quyen sach va bai bao quan trong viet h av e ap p eared . My firs t tas k , th erefore, h as ve linh vuc ny. Do vay, nhiem vu dau b ee n to u p d ate tho rou g h ly th e ti@n ca toi la cap nhat day du nhung reco mmen d ation s for furth er read in g an d , bai gioi thieu de cac ban doc them, va wh ere p o s s ib le, to in co rpo rate s o me n ew neu c6 the la ket hop them mot so quan id eas . [ h av e tried to avo id reco mmen d ing niem moi. Toi ding luon luon co.gfog wo rk s wh ich are n o lo ng er in p rin t, alth ou gh tranh gioi thieu den nhung cuon sach th is h as n o t alway s b een p o ss ib le. Th e khong con dudc xuat ban nl a. C au truc s tructu re o f th e b oo k remain s v irtu ally cua quy€n sach nay hilu nhu duqc gia u n ch ang ed ex cep t th at I h av e mov ed th e nguyen ven, ngoai tr& vi@c t i da dua d is cu s s io n o f d is tin ctiv e featu res fro m muc thao luan nhung net dc biet tu Ch ap ter 2 0 to Ch ap ter 1 3 , an d s h o rten ed it. I C huong 20 len C huong 13 va c6 rut ngfo feel it n o w fits mo re n atu rally with th e mot it. Toi nghi nhu the muc thao luan d is cms io n o f o th er, p h o n o lo g ical iss u es in nay se thich hop tu nhien hon voi muc th at ch ap ter, wh ich I h av e s imp lified a little. thao luan cac van de am vi hoc khac I h av e g iv en up th e u s e o f th e n ame Received nhau trong chuong nay. Toi cung da phan Pron u n cia tio n (RP) for th e accen t d es crib ed no gian luoc muc tho luan nay. Toi ir. th e b o o k : it is a term which I h av e alway s da tho i kh6 ng dung ten go i Rece iv ed d is lik ed , an d I h av e ch os en to refer in s tead Pronunciation (Phat am chua'n) de' goi to BBC p r o n u n cia tio n . I h av e attemp ted to giong n6i duqc mo ta trong quy€n sach, imp rov e th e treatmen t o f wo rd s tress , an d vl do la ten goi ma t6i thuong khong h av e ad d ed s o me mo re mo d ern id eas ab o u t may LIU thfch, thay vao d6 toi da chon th e an aly s is o f in to n atio n . ten goi BBC pronunciation (Phat am theo giong n6i cua dai BBC ). No luc hien nay cl a toi la cai tien each di'jt trong am, va dua them vao nhieu quan niem moi ve cach phan tich ngl dieu. Sin ce th e p u b licatio n o f th e s eco n d Ke' tu khi phat hanh an ban tht hai, ed itio n , I h av e wo rk ed o n th e 1 5 th ed itio n toi da nghien cuu ve an ban th 15 cl a o f th e Da n iel Jo n es En g lis h Pr ono u n cing quyen sa ch D a n i el Jo n es E n g l i s h Dictio nar y ·(Jon es, 1 9 9 7 ; ed ited an d rev is ed P ron o un ci ng D i ct i on a r y (Tu die'n phat am by Ro ach an d Hartman ), an d I h av e mad e a ti€ng Anh Daniel Jones (Jones, 1997; n u mb er o f ch an g es to tran s crip tion s in th e Roach & Hartman) chinh st a va tai ban), p res en t b oo k in o rd er lo av o id d is ag reemen ts va toi da thay d6i nhieu ve cach phien with wh at I wou ld reg ard as a co mp an io n am trong quyen sach hi n tai de tranh v o lu me. I h av e mad e a larg e n u mb er o f mino r nhung khac bi@t voi nhung phien am toi ch an g es to th e tex t in an attemp t to mak e it se de cap den trong quyen sach di kem. clearer to read , and I h av e remov ed a n u mb er Toi ding co nhieu thay d6i nho ve phan o f errors . I wis h I co u ld b eliev e th at I h av e bai viet de cac ban doc de doc hon, dong remov ed all o f th em. Th e reco rd ed ex ercis es tho'i chinh sda nhdng loi trong cac bai
6 have been kept unchanged in order to retain viet nay. Toi rnong r~ng toi khong bcl continuity with the earlier editions, and these sot mot loi nao. Cac bai tap thu am duoc a,e now also available on audio CD. giO' nguyen de· c6 Sl/ lien tuc vo i cac an ban trl/cJC do, va hien nay chung con duoc ghi am tren CD. In the previous editions I thanked the Trong cac an ban truoc, toi da g&i many people who had given me help, and I loi cam on den rat nhieu ngudi da tan remain grateful to all of them. This third tinh giup do toi, va toi van luon biet on edition has had the benefit of advice from ho. Quyen an ban th@ ba nay lai nhan many more people who have used the book duoc loi khuyen htu ich cla nhieu nguoi for teaching or study and who have khac nO'a, bao gom nhtng nguoi da st suggested improvements. I would like to dung quyen sach cho vi@c giang day thank everyone who has helped me in this hoac nghien ctu, va ho da de xuat nhieu way, although there are too many for me to cai tien. Toi xin cam on tat ca nhCtng name all of them. Takeshi Shimaoka and ngua i da giup do to i, cho du to; kh6 ng Hiroshi Miura translated the book into the ke het ten cac ban ra day. Takeshi Japanese, and passed on to me many Shimaoka va Hiroshi Miura dich quyen valuable observations as a result of their sach nay ra tie ng Nhat, va da glli den careful work. Snezhina Dimitrova has given cho ti nhieu loi nhan xet co gia tri rut me very useful feedback from her ra tu cong viec nghien cuu rat can than experience with using the book. At the cLla ho. Snezhina Dimitrova da phan h6i University of Reading my colleagues Erik cho t6i nhung thong tin rat hC1u fch sau Fudge, Paul Kerswill and Linda Shockey kh i co st dung quyen sa ch nay. Tc) i have provided me with helpful advice and truing Dai hoc Reading, cac dong ideas. I am grateful to Jane Setter for helpful nghiep ca toi nhu Erik Fudge, Paul advice and discussion on many points. She Kerswill va Linda Shockey da dong gop and James Hartman were co-editors of the nhieu Idi khuyen va y kien dang quy. 15th edition of the Daniel Jones English T6i cung biet on Jane Setter da co loi Pronouncing Dictionary, and their khuyen va binh luan huu (ch ve nhieu collaboration has also been helpful in the diem trong sach. Co va James Hartman revision of the present book. I would like to la d6ng chu bien cua an ban Daniel Joes thank Mickey Bonin of Cambridge English Pronuoncing Dictionary thlf 15, University Press for his editorial work and va ho cling c6 SL/ cqng tac dang nghi guidrnce. I remain grateful, as ever, to my nhan trong vi@ec chinh sta quyen sach wife Helen, who has helped in the work of hi@n th' i nay. revising the liook and supported me while I was trying to finish the work.
7 List of symbols 1 Sy mbols for ph one me s I as in 'pit' p t i: as in 'key' ki: e as in 'pet' pet a: as in 'car ka: re as in 'pat' pet 3: as in 'core' k: ,\ as in 'putt' pxt u: as in 'coo' ku: D as in 'pot' pot 3: as in ' cur' k3: 0 as in 'put' pot 0 as in 'about, upper' abat, Apa eI as in 'bay' be, 0U as in 'go' gau a, as in 'buy' ba , au as in 'cow' kau JI • as in 'boy' b a as in 'peer' p1a ca as in 'pear' pea 0a as in 'poor' pua p as in 'pea' pi: b as in 'bee' bi : t as in.'toe' tau d asin ' doe' dau k as in 'cap' kep g as in 'gap' g a p f as in 'fat' fret V as in 'vat' vaet 8 as in ' thing' 8 1 0 ii . as in ' this' h1s s as in 'sip' sip z as in 'zip' zip .r as in ' ship' J1p 3 as in 'measure' me3a h as in 'hat' hat m as in 'map' map as in ' led' led n as in ' nap' nap r as in 'red' red !) as in 'hang' hen w as in 'yet' jet w as in 'wet' wet f as in 'chin' tJm d3 as in·' gin' d3mn -
8 2 Non-phonemic symbols as i n 'react ', 'h ap py ' ri ekt,hae pi u as i n 't o each ' t u i:tf ? g l o ttal s t o p asp i rat i on, as i n 'p i n ' p"mn s y llab i c co n son an t , as i n 'b u t t o n ' bA tn s ho rt en ed v o w el , as i n 'mi s s ' m i s s y llab l e d i v i s i on, as i n 'd i ffer' duf·a 3 Stress and intonation t o n e-un i t b ou n d ary II p au s e p ri mary s t res s , as i n 'op en ' 'a o pa n s econd ary s t res s, as i n 'i ce cream' ,a 1 s 'kri m Ton es : ,fall ,ri s e .fall-ri s e .ri s e fall l ev el s t ress ed s y llab l e i n h ead, h i g h p i tch , as i n 'p l eas e ,d o s t res s ed s y llab l e i n h ead, l o w p i t ch, as i n ,p l eas e d o s t ress ed s y llab l e i n t ai l , as i n ,my •t u rn t ex t ra p it ch h ei g h t , as i n t ,my t u rn
9 H o w t o u s e t hi s bo o k Cach s& dung sach Th e fi rs t t h in g t o rememb er ab o u t t h i s D i eu d au t i n can n h o v e .q u y en s ach b oo k i s t h at i t i s i n t en d ed t o b e a co ur s e. It i s n ay l a no d u ; c v i &t t h an h g i ao t ri n h . Sach d esign ed t o b e read fro m b egin n i ng t o en d , ' d u @c b i en s o an d e d o c t u d au d en cu 6'i, an d i s t h erefo re d i fferen t fro m a referen ce v a v i v ay , k h ac v o i s ach t h am k h ao . D oi b oo k . Mo s t read ers o f the b ook are ex p ect ed t u on g ch d y eu cd a s ach n ay la s i n h v i en , eit h er t o b e s t ud y i n g i n a co lleg e o r h o ac g i ao v i en d an g d ay t i en g A n h . C6 u n i v ers it y , o r t o b e p ract i s i n g E n g l i s h t h e ph an n ho m d o c g i a n hu s au : l a n g u a g e t e a c h e rs . T h e re a d e rs ca n b e d i vid ed i nt o g ro u p s as fo llo w s : • Fi rst l y , t h ey w i ll b e eith er (a) s tud en t s • Tntac h e' t , h o la (a) s i n h v 1en d L)n g u s i ng t h e co ur s e un d er t h e d i rection o f a g i ao t ri n h d u 6'i s u h u o n g d an ci a g i ao t u t o r i n ch arg e o f t h ei r co ur s e, o r (b ) v i en p h u trach mo n h o c, h o ac (b ) t u w o rk i n g t h ro u g h t h e co u rs e as mi n h n gh i en cu u. i nd i v i d u al s . Second l y , t h ey w ill b e ei t h er (a) n at i v e • T h u h ai , h o l a n g u oi 116 t i e'.n g A n h (a) s p eak ers o f a l angu ag e o t h er t h an p h i b an n g u , h o ac (b ) b an n g @. En g l i s h , o r (b ) n at i v e s p eak ers o f E n g lis h . • Fi n ally, t h ey w i ll b e ei t h er (a) t each ers • Sau cun g , h o l a (a) g i ao v i @n t i en g o f E n g lis h (o r b ei n g t rain ed t o b e s uch ), A n h (h o ac d an g d ud c d ao t ao t h an h o r (b ) s tud en t s o f En g lish o r l i n gui s t i cs g i ao v i @n t i eng A n h ), h o ac (b ) s i n h an d p h on et i cs . v i en h o c t i e'.n g A n h , n g 6 n n g Ct h o c v a n g u a m h o c. T h e co ur s e i s i n t en d ed t o b e u s ed by all G i ao t ri n h du o c b i en s o an ch o t at ca o f t h es e g ro u p s (i f y o u mu lt i p l y t h em cac d o i t uo n g t ren (n eu n h an cac n h o m t o g e t h e r y o u g e t e i g h t ca t e g o ri e s , an d y o u t ren lai t h i s e co t am lo ;;t i d o'i t u c,1n g , v a s h o u l d b e ab l e t o p l ace y o u rs el f i n o n e o f b an s e tu x ac d i n h d u o c m i n h t h u o c m o t t h e m ); m o s t o f t h e m at e ri a l i n t h e co u rs e h a s t ro n g t am lo ai d6 ). Ph an lo n g i ao t ri n h at s o me t i me o r o th er b een u s ed b y p eo pl e n ay d a d u o c n g udi t h u o c t at ca t am l o ai o f all ei gh t cat ego ri es , b u t it i s n eces s ary t o d 6 i t ug n g tr@n s t d u n g b an g cach n ay u s e t h e co u rs e d i fferen tly i n t h es e d i fferen t h ay cach k h ac, n h u ng cun g can d u n g g i ao ci rcu mst an ces . tri n h n ay t h eo n h u ng cach k h ac n h au . E ach ch ap t er i s fo llo w ed by s h o rt Sau mo i ch u ong l a n h d n g p h an b o ad d it i o n al s ect i on s , w h i ch y o u may ch o o s e s u n g n g an ma b an co t h € t uy y k h 6 n g n o t t o u s e. Fi rs t l y, t h ere i s a s ectio n o f n o t es d o c. T ru c h et , co mo t ph an g h i ch u v e o n p ro b l ems an d fu rt h er read in g : t h i s t ells n h u n g v an d e v a t ai l i eu d o c t h em c h i y o u h o w y o u can g o fu rt h er i n s t u d y i n g t h e d an b an cach n gh i en cu u t h em n h Ci n g areas d is cu s s ed i n t h e ch ap t er. Seco n d l y , lin h v u c t h ao l u an t ro n g ch lf dng d 6 . T h Ct w h ere rel ev an t , t h ere are b ri ef n o t es fo r h ai , d n d i c6 l i en qu an , s e co n h u n g g hi t each ers abou t p ro _nun cfat ion t each in g an d ch a n g an ch o g i ao v i en n o i v e v i ec d ay
10 the use of the taped practice material. phat am va viec dung tai lieu ghi am Finally, there are some written exercises thtc hanh. Cui cung, co mot so bai tap which test your understanding of the material viet kiem tra kha nang hieu bai hoc trong in the chapter. Answers to the questions are c huong. Bap an nam gan cuoi sach. given near the end of the book. the course includes recorded material Giao trinh c6 nln7ng tai li~u ghi am (available on audio CD and on cassette) Ire n CD va cassette, bao go m bai tap which comprises practical exercise material. thuc hanh. Co bai nghe tuong ung voi There are 1 9 Audio Units (AU) which cac chuong 2-20 trong sach. Khi co bai correspond to Chapters 2-20 of this book. tap ghi am lien quan thi ngoai le se co When there is a relevant recorded exercise bi&u tuong sau tham chi@u den bai tap the following symbol is placed in the margin do: OAU 1: Ex 1, chi Audio Unit 1, bai , with a reference to the exercise: O AU 1, Ex tap 1. Neu ban la nguoi noi tieng Anh 1 indicates Audio Unit 1, Exercise I. If you phi ban ngu, moi bi nghe deu lien quan are a non-native speaker of English, every den ban, du mtc do lien quan CLJa mot unit ought to be relevant to you, although bai tap cu the con phu thuoc ngon ngd the relevance of any particular exercise will Ill!;! de CLJ the CLJa ban. Neu ban la nguoi depend on your particular native language. noi ti@ng Anh ban ngd, chi c6 mot so If you are a native speaker of English, only bi tap nghe la co lien quan: nhL7ng bai some of the exercises will be relevant: those nghe ve ngu dieu co the la dang nghien on intonation are the most likely to be worth cuu nhat. Phan tai lieu tr@n CD co the studying. The CD version of the material can hoc bang may hat CD gia dinh hoac may be used in a domestic CD player or personal hat CD ca nhan, hoac 6 dia CD tren may CD stereo, and also on a computer with a CD tinh. Phan tai lieu tren cassette duoc bi@n drive.. The cassette version was designed for soan de dung trong phong lab, nhung hien use in a language laboratory, but such a nay nhung phLfdng tien nhtJ v~y kh6 tim. facility is hard to find these days. However, Tuy nhien, bang cassette co the dung mot the cassettes can be used conveniently in cach thuan tien bang may cassette thong an ordinary cassette recorder. The material thuong. Tai lieu tr@n CD va tren cassette is the same in both cases. The way in which la giong nhau. PhLfo'ng each ma giao trinh this book is designed for students using the nay dLfQc bien soan cho sinh vie,i hoc course under the direction of a tutor is as voi su huong dan cua giao vien nhu sau: follows: i) All the students in the class read a i) Ta't ca sinh vien trong lop doc mot chapter of r11is book. chuong sach. ii) The students then have a class with the ii) Sau d6, sinh Vien hoc voi giao vien tutor in charge of this part of their course. phu trach mon hoc. Nhu vay, se co This provides an opportunity to discuss dip de giao vin va sinh vien thao the material in the chapter, and for the luan bai hoc trong chuong, va de giao tutor to check if difficult points have been vien kiem tra xem sinh 'vien da .hieu understood, to provide additional nhung diem kh6 hay chua, giai thich explanation and examples if necessary them va cung cap them vi du neu can and possibly to recommend further thiet, va co the la gioi thieu tai lieu reading. doc them. . iii) If the students are not native speakers of iii) Neu sinh vi@n khong phai la ngudi English it is expected that they will then noi tieng Anh ban ngu, thi ho nen co have a session working on the Audio Unit mot bu&i hoc bai nghe tuong (ng vo i corresponding to the chapter they have chuong ho vt a doc va thao luan xong.
11 read and discussed. iv) C ac sinh vien buoc sang chuong ke tiep. iv) The group then goes on to the next chapter. Neu ban tu hoc g,ao trlnh nay hien nhien ban se tu sap xep cach tie'n tri€n If you are working through the course viec hoc cua ban. Dieu quan trong duy individually you will of course arrange your nhat o day la khong nen.hoc bai nghe own way of proceeding; the only important kh, chlla doc chuong sach tuong ung. point here is that it would not be advisable to use the Audio Units without first reading the relevant chapters in the book. Quyen sach bat dau tu C huong 1 la phan gioi thieu, va khong co bai nghe The book begins with Chapter l which is tuong ung voi chuong nay. C ho d u ban an introduction, and there is no Audio Unit thuoc loai doc gii nao, xin hay doc phan corresponding to this. Please read the gioi thieu, boi vi no giai thich muc tieu Introduction, whichever category you come cl a quyen sach va gioi thieu mot so into, since it explains the purpose of the diem can ban quan trong d hiu nhung course and pre.sents a number of basic points chlldng sau. that are important for understanding the material that follows.
CONSONANTS ( PVLMONI C) Bila bia l /La biode nla ll Denta l Alve ola r Posta lve ola Re tro fle x l> n Pa la ta l I Ve la r I Uvular Plosive Ip b - Q "'C ::r t d t , Na sa l I ill n Q .... - er Tr ill / B r - (D 0 Ta por Fl a p I I v .... ~ Fric a tive f I r 0 o L [ T .veral 4 Btv s z[ f 3 $z/€ -m .... frica tive ::r 5. Appro xima nt 'k l tn La te ral -l I UJ•· (D - appro ximnnt I I l I k L C. :::, Where s y mb o ls ap p ear in p airs. lh e on e lo th e rig h t rep resen ts a v o iced co n son an t. Sh ad ed areas d eno te articulatio n s ju d g ed imp o s s ib le. .... _. (I) CON S ON ANT S ( N ON -P U LMONI C) 0 3 IE 0 ~ Clic ks Voice d implosive s Ejec tive s Bilabial Bilabial -...... 0 6 ' Ex amples : C t I Dental cf r>cntal/alvcolar p' Ailabial "'C ._ (Pos t)alveolar Palatal t' Dental/alveolar 2 ' J ;- =j= Palatoalveolar Velar k' Velar df Q. "'tJ I Alveolar lateral cf Uvular s' Alveolar fricative 5 _. 0 ~ :::, ~ (I) ~ - ....-·n
13 VOWELS SUPRAS EGMENTA LS Front Central B ack Primary s tres s Clos e 1 y l~ UI•U scccfndary stress IY U founo't1[on Clos e-mid e (f,-- 5 e--Y 0 Long e: .., Half-long e• V Open-mid .• . € ce-~G-A :) Extra-short e I ~ Minor (fo ot) gro up ae Major (inlonation) group Open a »cl a 0 Where symbols appear in pairs , the one to the right repres ents a rounded vowel. Syllable break Ji .zekt Linking ( a bsence of a brea k) TONES AND WORD ACCENTS LEVEL CONTOUR O T H E R S Y M BO L S ....,. M V o itelc!IS lab ial- vt.lnr f r ic ativ e cZ A lv eo lr,.p al:u al f ricativ es .N e,. or 7 Exira high e,,, /1 Ris ing 1 e e" \J Falling w ' Vo iced lab ial- v elar approxi mant A lv co l:u' later al n ap High l{ Voiced labial- palatal approximant fj S i mult ancnu~ J :a n d X e -I Mid .J e -1 High risin g '- Low H V o iceless cp ig lon al fric u tiv c A ffr icates an d d o u b le ar1ic u latio n s kp e,,' -I low e ,,-1 ri si ng ~ ? Voiced i:-pi~lottal fru;.i tive Epiglonal plosive can be rep r ese n ted b y two symbols jo ined b y a tie ba r if necessary. !§ e J Extra low e 1 Ris ing falling ,1. Downstcp 7 Global ris e t Ups lcp ~ Global fall DIACRITICS Diacritics may be placed above a symbol with a descender, e.g. l) n Voiceles s 1). d .. Breathy voiced b a.. M Dental t M d Voiced s t ~ Creaky voiced b a u Apical t d u V V V h th d " ! d Lamina! t d As pirated -w Linguolabial 0 Cl e 0 1 More rounded 2 labiali, c
14 CHUONG 1 accent / 'a:ksant/ (n) gi ong (Anh, My, Nam, Bdc, ... ) comparatively /bm' pa:ratrvh/ (adv) tU
15 1. Introduction 1. Gioi thie• u You p rob ab ly wan t to ... ,o w wh at th e Co le ban muon biet muc dich cl a p u rp o s e o f th is co urs e is , an d wh at y o u can quyen giao trinh nay la gi va ban co th€ ex p ect to learn fro m it. An imp o rtan t p u rp o s e mong dgi dieu gi khi hoc no. Muc dich o f th e co u rs e is to ex p lain h o w En g lis h is quan trong cda quyen giao trinh nay la p ronoun ced in th e accen t n o rmally ch o s en giai thich cach phat am tieng Anh theo as th e s tan d ard for p eo p le learnin g th e giong thudng dugc chon lam ti@u chun En g lish s po k en in En g land . If th is was th e cho nhung nguoi dang hoc tieng Anh o n ly th in g th e co u rs e d id , a mo re s u itab le duc,c n6i a Anh. Neu day la dieu duy title wo u ld h av e b een "En g lis h nhat ma quyen giao trinh nay da lam thl Pron un ciatio n ". Ho wev er, at th e mot tua de thich ht nguoi chi quan tam p eop le wh c are g o ing to wo rk with th e toi vi@c bat dau hoc cach thnh lap cac lan g u ag e , · n ad v an ced lev el as teach ers cau theo ngu phap, nhLlng nlu7ng ngLIOi or re s e a rc h e rs n eed th e d eep er se lam vi@c voi ngon ng@ nay } trinh do u nd ers tan d in g p rov id ed by th e s tu d y o f cao nhut cac giao vien va nha nghien g rammatical th eo ry an d related areas o f CULi dn pha i co S L,i hie\ , bie't sau hon lin gu is tics . Th e th eo retical material in th e bang cach nghien ct u ly thuyet ve ngd p res en t cou rs e is n eces s ary for any o n e wh o phap va cac linh Vl./C co lien quan ci a n eed s to u n d ers tan d th e p rin cip les ngon ngd hoc. Tai lieu mang tinh lj regu latin g th e u s e o f s o u nd s in s p o k en t huyet trong quyen giao trinh nay dn En g lis h . t hiet cho bat c(( ai dn hie'u dLIQ'C cac nguyen tac dieu hoa cach dung cac am trong tieng Anh noi. Th e n atu re o f p h o n etics an d p h ono logy Ban chat cda ngd am hoc va am vi will b e ex p lain ed as th e cou rs e p rog ress es. hoc se dLtQ'c gia i thich khi quyen sach b u t o n e o r two b as ic id eas n eed to b e nay tiep tuc, nhung mot hoac hai y ca in trod u ced at th is in trodu cto ry s tag e. In an y ban can phai duoc gioi thieu giai doan langu ag e we can id en tify a s mall n u mb er o f dau. Trong bat c& ngon ng& nao chung reg u larly u s ed s o und s (v o wels an d ta deu c6 the nhan biet mot so luong co n s on an ts ) th at we call pho nem es ; for nho cac am duqc dung thuong xuyen ex amp le, th e v o wels in th e wo rd s 'p in ' and (nguyen am va phu am) ma chung ta goi 'p en ' are d iffe_ren t p h o n emes, an d s o are th e la am vi (phoneme); vi du, ca C nguye 11
16 consonants at the beginning of the words 'pet' am trong tu 'pin' va 'pen' la cac am vi and ' bet' . Because of the notoriously khac nhau, va cac phu am o dau cac tf confusing nature of English spelling it is 'pet' va 'bet' cuh'g vay. Vl b_an cha't trong particularly important to learn to think of cach vi et ting Anh co ting la kho hi@u English pronunciation in terms of phonemes cho nen di@u dc biet quan trong la phai rather than letters of the alphabet; one must hoc tu du ve cach phat am ting Anh i:J be aware, for example, that the word 'enough' di! ng am vi thay vi & dang mau tu CLla begins with the same vowel phoneme as that bang ch Ct ca i; chang han, mot nguoi phai at the beginning of 'inept' and ends with the biet rang tu 'enough' bat dau voi am vi same consonant as ' stuff'. We often use nguyen am giong nhu am vi o du tu special symbols to represent speech sounds; ' inept' va ket thuc voi phu am tuong tu using the symbols chosen for this course, the nhu 'stuff'. Chung ta thLlo'ng dt', ng cac ky word 'enough' would be written (tra ns cri bed) hi@u dac bi@t d& trinh bay pg am; bang as mnA f. A list of the symbols is given on p. cach dung cac ky hieu da duoc chon ix, and the International Phonetice Alphabet cho quyen giao trinh nay, tu 'enough' se (IPA) on which the symbols are based is dLl
17 pho neti cs an d pho no l og y . Ano th er ng u am hqc v a am v j hqc. Mo t q u i vo e conv en tion to rememb er is th at wh en wo rd s k h ac can p h ai n h o la k h i cac tu d u @c u s ed as ex amp les are g iv en in s p elling form, • d u n g lam v i d u d u o c n eu o d an g ch in h th ey are en clo s ed in s in g le q u o tes (s ee for ta, ch u n g d u o c dt tron g d au tu ich d an ex amp le ' p in ' , ' p en ' , etc.). Dou b le q u o te d o n v i du ' p in ' , ' p en ' v .v .). Dau trich d an mark s are us ed wh ere q u o te mark s wo u ld k ep d uo c d u n g o n o i cac d au trich d an n o rmally b e u s ed ; s ee, for ex amp le, "En g lis h thuon g d u o c s t d u n g , v i d u " Cach p h at Pron u n ciatio n " ab ov e. am tien g Anh " a tren . Lang u ag es h av e d ifferen t a ccents : th ey Cac n go n n gu co cac g ion g h ay frq n g are p rono un ced d ifferen tly b y p eo p le fro m a m (accen t) k h a c n h au : ch u n g d u q c d ifferen t g eog rap h ical p laces, fro m d ifferen t n h u ng n gu d i o cac v mn g d ia ly , cac tan g s o cial clas s es, o f d ifferen t ag es an d d ifferen t lop xa h o i, d o tu 6 i v a n en tan g g iao d u c ed u catio n al b ackg rou n d s . Th e wo rd "accen t" k h ac n h au ph at am th eo cach k h ac n h au . is o ften co n fu s ed with di al ect. We u s e th e T l " accen t" th u on g b i n h am lan v o i tu wo rd "d ialect" to refer to a v ariety o f a "di a l ect" (phu o n g n g a). Ch un g ta d un g lang u ag e wh ich is d ifferen t fro m o th ers n o t tu " d ialect" d e ch i mt lo ai n g o n n g @ ju s t in p ronu n ciatio n b u t als o in s u ch matters k h ac v d i n h u n g n go n n g a k h ac k h o n g as v o cab u lary , g rammar an d wo rd -o rd er. ch i cacl p h at am ma co n n h u n g v an a Differen ces o f accen t, o n th e o th er h an d, are d e n h u tu v u ng , n g u p h ap v a trat tu tu . p ron u n ciation d ifferen ces o n ly . M.'.)t k h ac, s t! k h ac b iet v e g ion g ch i la s u k h ac b iet v e cach p h at am. Th e accen t th at we co n cen trate o n an d Gio n g ma chu n g ta tap trun g v o v a u s e as o u r mod el is th e o n e th at is mo s t o ften d u n g lam mau la g io n g th µo n g d u c;1c d @ reco mmen d ed for foreig n learners s tudy in g n g h i s t d un g d o i v o i n h u n g h cc v ien n u o c Britis h Eng lis h . It h as for a lo n g time b een ngcfiii d an g h o c tin g An h g io n g An h . TLI id en tified b y th e n ame R ecei v ed lau no d a d u o c n h an ra q u a ten "C a ch P ro nunci a ti o n (u s u ally . abb rev iated to its phat a m ti@u chua n" (th u on g v i&t tat b an g in itials , RP) , b u t this n ame is o ld -fas hio n ed each d un g cac ch u cai d au la RP), n h Ltn g an d mis lead in g . Sin ce it is mos t familiar as ten n ay d a Ii th ' i v a s ai lech . Vi n o la th e ar.cen t u s ed b y mo s t an n ou n cers an d g io n g q u en th uo c n h at d u c;1c d u n g b cJi cac n ews read ers o n BBC an d Britis h p h at th an h v ien tren d ai BBC v a cac k en h in d ep en d en t telev is io n b road cas tin g tru y en h in h d o c lap cu a An h n en ten ch an n els, a p referab le n ame is BBC du c;lc Lia ch u 6 n g h o n la "C.i ch phat il ft l pro nunci a tio n. Th is s hou ld n o t b e tak en to cua dai BBC ". Dieu n ay k h o n g c6 n g h Ta mean th atth eBBCits elfimp o s es an " o fficial" ran g b an th an BBC ap d at mo t g io n g accen t - ind iv id u al b road cas ters all h av e " ch in h th u c" - v l cac p h at th an h v ien th eir o wn p ers o n al ch aracteris tics, an d an d eu co d ac d iem rien g cu a h o , v a s o in creas in g n u mb u o f b road cas ters with lu o n g cac p h at th an h v ien g ion g Xco t Sco ttis h . Wels h an d Iris h , accen ts are len , XL/ Wales v a Ai len d u q c s Lr d 1,1n g emp lo y ed . Ho wev er, th e accen t d es crib ed n g ay can g tan g . Tu y n h ien , g io n g d u o c h ere is typ ical o ilflE~~~ J:a d d ay la g ion g d i€ n h ln h cL1a En g lis h accen t, al LJ,.U;;u;...i..:;....i;1...U:.1;J..IJ.L...tlq;ir:t:.C:...,_.,ULJ, ~;-i; 1 t th an h v ien n o i g io n g An h , v a o r con s is ten cy i# th es e s p eak ers . pkg#gr#fr "}e%. A' to pg pp4t1 « e ien dth b au 1ch 1r o e 'hl Jl{:- 1, a p h at th an h cu a n h u n g p h at 0 So : .... ..l.rrH.1.b ... .th an h v n n ay . Th is cou rs e is n o t written for p eop le wh o Giao trinh n ay k h on g d an h ch o n h Ctn g wis h to s tud y American p ron un ciatio n . Th e n g u o i mu o n h o c cach p h at am k i€ u My . p ronu n ciatio n o f En g lis h in No rth America Cach p h at am tieng An h & Bac My k h ac is d ifferen t fro m mo s t accen ts fou n d in v 6'i h au h et cac g io n g a An h . Ngo ai ra,
18 Britain. There are exceptions to this - you c6 nhli'ng trlfctng hop ngoai le - ban co can find accents in parts of Britain that sound th€ thay cac giong i.'J nhang VL)ng mien American, and accents in North America that cua Anh phat am giong My, va nhli'ng sound English. But the pronunciation that giong 8 Bac My phat am giong Anh. you are likely to hear from most Americans Nhung cach phat am ma ban co th€ nghe does sound noticeably different from BBC tu hau ht nhtng ngudi My c6 am ra't pronunciation. khac voi cach phat am cia phat thanh vien dai BBC. In talking about accents of English, the Khi n6ive cac giong trong ting Anh, foreigner should be careful about the ngudi nuoc ngoai nen luu y su khac nhau difference between England and Britain; gili'a Eng l a nd v a Bri ta i n; c6 nhi~·- giong there are many different accents in England, khac nhau o England, nhung pham vi nay but the range becomes very much wider if tr} nen rong hon nhieu neu tinh den cac the accents of Scotland, Wales and Northern giong Xc6' tlen, x (( Wales va Bac Ai-len Ireland (Scotland and Wales are included in (Xcot len v a XU Wales dt/Q'c bao g6m trong Britain and with Northern Ireland form the Britain va cung voi Bac Ai-len tao than] United Kingdom) are taken into account. Vuong quoc Anh). Vi cac giong cia Within the accents of England, the distinction England, su khac bi@t nay von thung that is most frequently made by the majority do da so nguoi Anh t,;10 ra la gida mien of English people is between N o rthern and Bfr v a mien Nam. Day la ranh gii rat So uthern. This is a very rough division, and ro ret va luon co su bat dong ve vi@c there can be endless argument over where ranh gioi nam d dau va hu ht moi the boundaries lie, but most people on nglfcti nghe cach phat am di&n hinh cia hearing a pronunciation typical of someone mot nguoi aer r !Lr Lancashire, Yorkshire from Lancashire, Yorkshire or other counties hay nhL7ng dia hat khac xa hon deu s@ further north would identify it as "Northern" . nhan ra do la giong " mien Bac" . Giao This course deals almost entirely with BBC trinh nay chi yeu de cap den cach plat pronunciantion. There is, of course, no am theo giong cia dai BBC. Di nhien, a implication that other accents are inferior or day khong ngu rang nhung giong khac less pleasant-sounding; the reason is simply la giong thap kem hay kh nghe; ly do that BBC is the accent that has always been don gian la vl BBC la gio ng luon duoc chosen by British teachers to teach to foreign cac giao vien Anh chon de day hoc vi@n learners, and is the accent that has been most nuoc ngoai v a la giong duoc mi@u ta fully described and has been used as the day du nhat va da du;c dung lam co so basis for textbooks and pronouncing cho hu het cac sach giao khoa v a tt dictionaries. di€n phat am. A term which is widely found nowadays Mot thuJt nga dttQ'c !1 111 thay rong rai is Es tua ry Eng lis h, and many learners of nga y nay la Es tua ry Eng lis h v a nhieu English have been given the impression that ngL/oi hoc tie'ng Anh co an tuong ra ng this is a new accent of English. In reality day la giong tie' ng Anh moi. Trong tlutc there is no such accent, and the term should te, kh6ng c6 giong nhu the, va thuJt ngC/ be used with care. The idea originates from nay nen d ug c dung mot cach can thin. the sociolinguistic observation that some Y tuong nay ba"t ngu6n W cu9c quan siit people in public life who would previously ngon ng xa hoi ma mot so nguoi trong have been expected to speak with a BBC ddi hoat dong cho xa hoi v6n truoc d6 (or RP) accent now find it acceptable to speak duoc cho la noi voi giong BBC (hay RP) with some characteristics of the accents of hi@n thay rang co the chap nhan duoc the London area (the estuary referred to is khi noi co mot so dac diem cla cac the Thames estuary), such as glottal stops. giong vung Luan Don (estuary duoc am
19 which would in earlier times have caused chi den la ct a song Thames), chang han comment or disapproval. nhu am tac thanh hau, trong nhdng thdi ky dau da gay phan d6i hay bat dong. If you are a native speaker of English and Neu ban la ngudi ban ngu n6i tieng your accent is different from BBC you should Anh va giong cda ban khac voi giong try, as you work through the course, to note BBC , khi doc qua quyen sach nay, ban what your main differences are for purposes nen ghi chi nhung su khac bi@t chinh of comparison. I am not, of course, suggesting cda minh la gl de so sanh. Di nhien, o that you should try to change your day khong de nghi ban nen co gang thay pronunciation! If you are a learner of English d6i cach phat am ci a minh! Neu ban la you are recommended to concentrate on ngudi hoc tieng Anh, ban dau ban nen BBC initially. though when you have tap trung vao giong BB C , mac du khi doc worked through the course and become qua quyen sach nay va quen thuoc voi familiar with this you will probably find it an giong, ban se thay no la bai tap ly tho interesting exercise to listen analytically to de nghe cac giong khac cua tieng Anh, other accents of English, to see if you can de xem ban co the nhan ra cac giong identify the ways in which they differ from khac vdi BBC nhu the no va tham chi BBC and even to learn to pronounce some IL! hoc cach phat am mot so vi d u v e examples of different accents yourself. cac giong khac nhau. Notes on problems and further reading The recommendation to use the name BBC pronunciation rather than RP is new to this edition of the book, and is not universally accepted. It is used in the Daniel Jones English Pronouncing Dictionary (15th edition; edited and revised by P. Roach and J. Hartman, 1997), in Trudgill (1999) and in Ladefoged (2000); for discussion, see the Introductions to the Longman Pronunciation Dictionary (Wells, 2000; pp. xiii, and the I5th Edition of the Daniel Jones English Pronouncing Dictionary (p. v). In the original English Pronouncing Dictionary of 1917, by the way, the term used was Public School Pronunciation (PSP). Where other writers have used the term RP in discussion of standard accents, I have left the term unchanged. Other writers have suggested the name GB (General British) as a term preferable to RP; I do not feel this is satisfactory, since the accent being described belongs to England, and citizens of other parts of Britain are understandably reluctant to accept that this accent is the standard for countries such as Scotland and Wales. The BBC has an excellent Pronunciation Unit, but most people are not aware that it has no power to persuade broadcasters to use particular pronunciations: BBC broadcasters only use it on an optional basis, and the Corporation obliges the Pronunciation Unit to charge a fee for their advice. I feel that if we had a completely free choice of model accent it would be possible to find more suitable ones: Scottish and Irish accents, for example, have a much more straightforward relationship between spelling and sounds than does BBC, and have simpler vowel systems, and would therefore be easier for most foreign learners to acquire. However, the majority of English teachers would be reluctant to learn to speak in the classroom with a different accent, so it seems this is not a practical possibility. For inlroductory reading on the choice of English accent, see O' Connor (1980: 5-6): Brown (1990: 12-13): Cruttenden (1994: Chapter 7). For a discussion of the status or RP, see Abercrombie ( 1965). For those who want to know more about British accents, a simple troduction is Hughes and Trudgill (1996); more advanced works are Trudgill (1999) and lkes and Docherty (1999). Undoubtedly the major work on accents of English is Wells ), which is a very valuable source of information (see especially pp. 117-18 and 279 RP).
20 Much of what has been written on the subject of, " Estuary English" has been in minor or ephemeral publications. A valuable collection of such works has been made available by J. C. Wells on the Internet. See http://www.phon.ucl. ac.uk/home/estuary A problem area that has received a lot of attention is the choice of symbols for rexesenting English phonemes. In the past, many different conventions have been proposed and students have often been confused by finding that the symbols used in one book are different from the ones they have learned in another. The symbols used in this book are in most respects those devised by A. C. Gimson for his Introduction to the Pronunciation of English (the latest version of which is the revision by Cruttenden; see Cruttenden, 1994). These symbols are now used in almost all modern works on English pronunciation published in Britain, and can therefore be looked on as a de facto standard. Although good arguments can be made for some alternative symbols, the advantages of having a common set of symbols for pronunciation teaching materials and pronunciation entries in dictionaries are so great that it would be very regrettable to go back to the confusing diversity of earlier years. The subject of symbolisation is returned to in Section 5.2 of Chapter 5. Notes for teachers Pronunciation teaching has not always been popular with teachers and language-teaching theorists. and in the 1970s and 1980s it was fashionable to treat it as a rather outdated activity. It was claimed, for example, that it attempted to make learners try lo sound like native speakers of Received Pronunciation, that it discouraged them through difficult and repetitive exercises and that it failed to give importance to communication. A good example of this attitude is to be found in Brown and Yule (1983: 26-7). The criticism was misguided, I believe, and it is encouraging to see that in recent years there has been a significant growth of interest in pronunciation teaching and many new publications on the subject. No pronunciation course that I know has ever said that learners must try to speak with a perfect RP accent. To claim this mixes up mo del s with go a l s : the model chosen is BBC (RP). but the goal is normally to develop the learner' s pronunciation sufficiently to permit effective communication with native speakers. ") Pronunciation exercises can be difficult, of course, but if we eliminate everything difficult from language teaching, we may end up doing very little beyond getting students to play little communication games. It is, incidentally, quite incorrect to suggest that the classic works on pronunciation and phonetics teaching concentrated on mechanically perfecting vowels and consonants: Jones ( 1956, first published 1909), for example, writes ' Good' speech may be defined as a way of speaking which is clearly intelligible to all ordinary people. ' Bad' speech i s a way of talking wh.ch is difficult for most people to understand ... A person may speak with sounds very different from those of his hearers and yet be clearly intelligible to all of them, as for instance when a Scotsman or an American addresses an English audience with clear articulation. Their speech cannot be described as other than ' good' (pp. 4-5). Much has been written recently about I nterna ti o na l Englis h, with a view to defining what i s used in common by the millions of people around the world who use English as a foreigg language (Crystal, 199.7: Jenkins, 2000). This is a different goal from tat of this book. which is describing a specific accent. The discussion of the subject in Cruttenden (1994: Chapter 13) i s recommended as a survey of the main issues, and the concept discussed there of M i ni mum Genera l I ntel li g i bi l i ty is a useful contribution to the International English debate.