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Sentence Stress: Elision

The document discusses elision in connected speech. [1] Elision refers to dropping or not fully pronouncing sounds in fluent speech. [2] For example, the "d" sound is often not pronounced when the words "round" and "to" are said together as in "round to". [3] Elision most commonly occurs with syllable-final clusters involving "t" and "d" sounds, the dropping of the schwa sound, and the loss of "h" in pronominal weak forms.

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249 views3 pages

Sentence Stress: Elision

The document discusses elision in connected speech. [1] Elision refers to dropping or not fully pronouncing sounds in fluent speech. [2] For example, the "d" sound is often not pronounced when the words "round" and "to" are said together as in "round to". [3] Elision most commonly occurs with syllable-final clusters involving "t" and "d" sounds, the dropping of the schwa sound, and the loss of "h" in pronominal weak forms.

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SENTENCE STRESS

While it is all well and good to know the individual letters and sounds, we know there is
much more to verbal communication than this. So, in this next section we will begin to
look at what we actually say in normal communication. In particular, we will look at what
we consider to be the most important aspects of fluent speech, namely weak and strong
forms, assimilation, liaison and elision. We will also go into pitch, tone and intonation in
some depth. But let’s start with elision.

Elision

Quite simply, elision is all about dropping sounds or


not pronouncing them fully in fluent speech.

As you worked your way through some of the material


in the exercise above, you may have noticed that
sometimes, words seem to have letters missing within
the phonetic transcription. For instance, we know that
the word round is pronounced /raʊnd/ and the word
to is pronounced /tə/. However, when the words are
used together as in round to, we often drop the final
/d/, so that phonetically it reads /raʊn tə/. This is because /t/ and /d/ are both labio-
dental sounds, and we tend to drop one – in this case the voiced /d/. This is called
elision.

This is one of the aspects of sentence stress that we need to consider when guiding
and teaching our students, as opposed to pointing them towards isolated phonetic
dictionary entries.

In English, stress placement in sentences and rhythm are part and parcel of everyday
speech. As a result, stress placement is variable depending on the meaning and the
effect sought. This is quite a large area of phonetics, so for now we will simply identify
some regular features of stress placement in connected utterances. Some words
regularly attract the stress, while others don’t. Those that are regularly unstressed are:

• auxiliary verbs – primary and modal


• determiners (articles, demonstrative pronouns, etc.)
• subject pronouns (he, she, it, they, etc.)
• prepositions (one/two syllable words e.g. on, in, at, upon, etc.)
• conjunctions (and, but, so, etc.)
You will notice that these are primarily grammatical words, rather than content words
such as nouns, verbs, adjectives, etc. We might think
of them as ‘small’ words but technically they are
called ‘function’ words.

However, you could say ‘I want an apple and an


orange’ – where the ‘and’ is unstressed and
pronounced with schwa, but imagine that the
question were ‘Would you like an apple or an
orange in your lunchbox?’. The answer might be ‘I
want and apple AND an orange’, in which case the
important part is the fact that the speaker wants both
and therefore the ‘and’ doesn't have schwa...

Elision is called gradation by some and involves the loss of a phoneme in connected
speech. This tends to happen in unstressed syllables and, in a sense, elision is a
simplification or an economy made in rapid colloquial speech. In short, in natural
conversation, we tend to glide over weak forms and ‘lose’ some of them. As a result,
learners of English need to be made aware of it more for their ability to understand
native speakers’ rapid speech than for their own speech production.

There are three main phonetic environments where this occurs:

a) Syllable-final clusters involving /t, d/

conscripts is pronounced /ˈkɒnskrɪps/


facts is pronounced /fæks/
the fact that is pronounced /ðə fæk ðət/

Helen’s machine stopped printing

is pronounced /ˈhlənz məˈʃiːn ˈstɒp ˈprɪntɪŋ/

/h/ and /j/ tend not to create this elision but other consonants can in rapid
speech. Cruttenden (2008: 303-4) provides a number of useful examples that
show the vulnerability of /t/ and /d/ in combinations such as -pt, -kt, -st, -ft, -
ʃt, -ʧt, -bd, -gd, -nd, -ld, -zd, -ʤd, -vd, -ðd:

next day /neɪks deɪ/


mashed potatoes /mæʃ pɒˈteɪtəʊz/
the last post /ðə lɑːs pəʊst/
Liz smiled gently /ˈlɪz ˈsmaɪl ˈʤentlɪ/
b) The elision of /ə/

This can occur in several environments. In connected speech /ə/ can easily
disappear at word boundaries when the sound comes at the start of a word,
positioned between two stressed syllables, as in:

go away /ˈgəʊ_ˈweɪ/

or when it is followed by a stressed syllable beginning with /r/ or /l/

police /pliːs/

Elision can also occur when the sound comes in the middle or final combinations as in:

preferable /ˈprefrəbļ/ library /ˈlaɪbrɪ/

c) The loss of /h/

/h/ is lost in pronominal weak forms (i.e. the weak form of the pronoun) when
they don’t occur at the start of an utterance. As you can see from the example
below, the /h/ of the two masculine pronouns is retained at the beginning of
the sentence – ‘He’, but gets elided when it occurs for a second time, in the
middle of the sentence.

He passed his exam

is pronounced

/hɪ ˈpaːst ɪz ɪgˈzæm/

We see this even more when we are teaching French learners. Take a look at the
box below for details.

“‘Allo, ‘Allo” - missing /h/ - why it’s relevant - French speakers

In French, there is no /h/ so French speakers will often carry this over when speaking in
English and leave out the /h/, as in ‘e ‘asn’t seen ‘im today. Try getting your French speakers
to open their mouths and produce aspirated /h/sound, and then say hot, head and heart.
See here for an example of the /h/ sound on the phonemic chart:

http://www.teachingenglish.org.uk/try/activities/phonemic-chart

Kerry McEwan, one of our English tutors at Global English, says that she gets her French
speaking students to say:
"I hear with my ears"

to show them the aspirated ‘h’.

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