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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.
By: PETER ROACH E>UC MINH (dich va chu giai) NGO AM VA AM VI HOC TIENG ANH ■ , ■ A -GIAO TRiNH TH T/C HANH- English Phonetics and Phonology A practical CHfff ~ , NG DAI H O C PH ENIKAA TRUNG TAM TIN - THU VIEN THONG 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 Loi noi ddu : List of symbols How to use this hook Cdch st d u n g sach· Chart of the International Phonetic Alphabet (revised 1993, updated 1996) Introduction Gidi h ie J 12 , 15 The production of speech so undo, SI! h1nh ca ngt am 23 Long vowels, diphthongs and triphthongs Nguyen am da i, nhi trng am va tam t rn g am 36 Voicing and consonants A m hit vu cc phu 46 am The phoneme 59 A m vi Fricatives and affricates Am xci t vii am 72 t cfc x d t Nasals and other consonants Am mi va c ac phu am k hac 83 The syllable Am • 96 t i e't Strong and weak syllabics Cdc dm tiet manh vi yeu 108 10 Stress in simple wordo, T ro n g i m t ro n g c c ic n '{ cfoH gidn 122 11 Complex word stress T ro n g am ci a tu plc tap L~S 12 W cak forms Ci: d qn g ye'u 145 13 Problems in phonemic analysis C t c v an de vie&c phan tich 14 Aspects of connected speech C cic kh fa c c,mh Cl {(! noi dm 156 am vi 172 I.90 15 I nto na ti o n N gi? ctiea 1 I ntona ti o n ; 204 Ngdie I nto na ti on N gt diu 15 18 Functions of intonation l C/ 11J:c n d ng czfa ng t? 2.ll dif u I 19 Functions of intonation C huc nang cii a n g z7 c1ifu : 243 20 Further areas of study in phonetics ancl phonology C cic linh vc ng h i en cr ch1yen s au ho ve ng ? d m hoc va d m vi hoc , 256 Recorded exercises Cde bi tip doe ghi am 268 Answers i:o writte.n exercises Dci/1 ci1' cii a ccic bai t(i.p vie't 00 Answers to recorded exercises fJci/J ci n c1:ia ccic b a i t(i.JJ dul;lc ghi d m :; 31 Preface to the third edition Loi noi dau Th e s econ d ed itio n o f th is b oo k was p ub lis h ed in 9 , an d s in ce th en a n u mb er o f irh p o rtan t b o o k s an d p ap ers in th e field h av e ap p eared My firs t tas k , th erefore, h as b ee n to u p d ate tho rou g h ly th e reco mmen d ation s for furth er read in g an d , wh ere p o s s ib le, to in co rpo rate s o me n ew id eas [ h av e tried to avo id reco mmen d ing wo rk s wh ich are n o lo ng er in p rin t, alth ou gh th is h as n o t alway s b een p o ss ib le Th e s tructu re o f th e b oo k remain s v irtu ally u n ch ang ed ex cep t th at I h av e mov ed th e d is cu s s io n o f d is tin ctiv e featu res fro m Ch ap ter to Ch ap ter , an d s h o rten ed it I feel it n o w fits mo re n atu rally with th e d is cms io n o f o th er, p h o n o lo g ical iss u es in th at ch ap ter, wh ich I h av e s imp lified a little I h av e g iv en up th e u s e o f th e n ame Received Pron u n cia tio n (RP) for th e accen t d es crib ed ir th e b o o k : it is a term which I h av e alway s d is lik ed , an d I h av e ch os en to refer in s tead to BBC p r o n u n cia tio n I h av e attemp ted to imp rov e th e treatmen t o f wo rd s tress , an d h av e ad d ed s o me mo re mo d ern id eas ab o u t th e an aly s is o f in to n atio n Sin ce th e p u b licatio n o f th e s eco n d ed itio n , I h av e wo rk ed o n th e th ed itio n o f th e Da n iel Jo n es En g lis h Pr ono u n cing Dictio nar y ·(Jon es, 9 ; ed ited an d rev is ed by Ro ach an d Hartman ), an d I h av e mad e a n u mb er o f ch an g es to tran s crip tion s in th e p res en t b oo k in o rd er lo av o id d is ag reemen ts with wh at I wou ld reg ard as a co mp an io n v o lu me I h av e mad e a larg e n u mb er o f mino r ch an g es to th e tex t in an attemp t to mak e it clearer to read , and I h av e remov ed a n u mb er o f errors I wis h I co u ld b eliev e th at I h av e remov ed all o f th em Th e reco rd ed ex ercis es An ban lan th& hai duoc xuat ban vao nam 1991, va ke tu d6, da ddi vo so quyen sach va bai bao quan viet ve linh vuc ny Do vay, nhiem vu dau ti@n ca toi la cap nhat day du nhung bai gioi thieu de cac ban doc them, va neu c6 the la ket hop them mot so quan niem moi Toi ding luon luon co.gfog tranh gioi thieu den nhung cuon sach khong dudc xuat ban nl a C au truc cua quy€n sach hilu nhu duqc gia nguyen ven, ngoai tr& vi@c t i da dua muc thao luan nhung net dc biet tu C huong 20 len C huong 13 va c6 rut ngfo mot it Toi nghi nhu the muc thao luan se thich hop tu nhien hon voi muc thao luan cac van de am vi hoc khac chuong Toi cung da phan no gian luoc muc tho luan Toi da tho i kh6 ng dung ten go i Rece iv ed Pronunciation (Phat am chua'n) de' goi giong n6i duqc mo ta quy€n sach, vl la ten goi ma t6i thuong khong may LIU thfch, thay vao d6 toi da chon ten goi BBC pronunciation (Phat am theo giong n6i cua dai BBC ) No luc hien cl a toi la cai tien each di'jt am, va dua them vao nhieu quan niem moi ve cach phan tich ngl dieu Ke' tu phat hanh an ban tht hai, toi da nghien cuu ve an ban th 15 cl a quyen sa ch D a n i el Jo n es E n g l i s h P ron o un ci ng D i ct i on a r y (Tu die'n phat am ti€ng Anh Daniel Jones (Jones, 1997; Roach & Hartman) chinh st a va tai ban), va toi da thay d6i nhieu ve cach phien am quyen sach hi n tai de tranh nhung khac bi@t voi nhung phien am toi se de cap den quyen sach di kem Toi ding co nhieu thay d6i nho ve phan bai viet de cac ban doc de doc hon, dong tho'i chinh sda nhdng loi cac bai have been kept unchanged in order to retain continuity with the earlier editions, and these a,e now also available on audio CD viet Toi rnong r~ng toi khong bcl sot mot loi nao Cac bai tap thu am duoc giO' nguyen de· c6 Sl/ lien tuc vo i cac an ban trl/cJC do, va hien chung duoc ghi am tren CD In the previous editions I thanked the many people who had given me help, and I remain grateful to all of them This third edition has had the benefit of advice from many more people who have used the book for teaching or study and who have suggested improvements I would like to thank everyone who has helped me in this way, although there are too many for me to name all of them Takeshi Shimaoka and Hiroshi Miura translated the book into Japanese, and passed on to me many valuable observations as a result of their careful work Snezhina Dimitrova has given me very useful feedback from her experience with using the book At the University of Reading my colleagues Erik Fudge, Paul Kerswill and Linda Shockey have provided me with helpful advice and ideas I am grateful to Jane Setter for helpful advice and discussion on many points She and James Hartman were co-editors of the 15th edition of the Daniel Jones English Pronouncing Dictionary, and their collaboration has also been helpful in the revision of the present book I would like to thank Mickey Bonin of Cambridge University Press for his editorial work and guidrnce I remain grateful, as ever, to my wife Helen, who has helped in the work of revising the liook and supported me while I was trying to finish the work Trong cac an ban truoc, toi da g&i loi cam on den rat nhieu ngudi da tan tinh giup toi, va toi van luon biet on ho Quyen an ban th@ ba lai nhan duoc loi khuyen htu ich cla nhieu nguoi khac nO'a, bao gom nhtng nguoi da st dung quyen sach cho vi@c giang day hoac nghien ctu, va ho da de xuat nhieu cai tien Toi xin cam on tat ca nhCtng ngua i da giup to i, cho du to; kh6 ng the ke het ten cac ban day Takeshi Shimaoka va Hiroshi Miura dich quyen sach tie ng Nhat, va da glli den cho ti nhieu loi nhan xet co gia tri rut tu cong viec nghien cuu rat can than cLla ho Snezhina Dimitrova da phan h6i cho t6i nhung thong tin rat hC1u fch sau kh i co st dung quyen sa ch Tc) i truing Dai hoc Reading, cac dong nghiep ca toi nhu Erik Fudge, Paul Kerswill va Linda Shockey da dong gop nhieu Idi khuyen va y kien dang quy T6i cung biet on Jane Setter da co loi khuyen va binh luan huu (ch ve nhieu diem sach Co va James Hartman la d6ng chu bien cua an ban Daniel Joes English Pronuoncing Dictionary thlf 15, va ho cling c6 SL/ cqng tac dang nghi nhan vi@ec chinh sta quyen sach hi@n th' i List of symbols 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: as in 'put' pot as in 'about, upper' as in 'bay' be, 0U as in 'go' gau as in 'buy' ba , au as in 'cow' kau abat, Apa eI a, JI 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 k as in.'toe' tau as in 'cap' kep d asin ' doe' dau g as in 'gap' g a p f as in 'fat' fret V as in 'vat' vaet as in ' thing' ii as in ' this' h1s s as in 'sip' sip z as in 'zip' zip r as in ' ship' J1p h as in 'hat' hat as in 'map' map m as in 'measure' me3a as in ' led' led as in 'red' red n as in ' nap' nap r !) as in 'hang' hen w as in 'yet' jet w as in 'wet' wet d3 as in·' gin' d3mn f - • as in 'boy' b as in 'chin' tJm 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 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 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 l , as i n ,my •t u rn t ex t p it ch h ei g h t , as i n t ,my t u rn H o w t o u s e t hi s bo o k Cach s& dung sach D i eu d au t i n can n h o v e q u y en s ach Th e fi rs t t h in g t o rememb er ab o u t t h 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 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 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 : • • Tntac h e' t , h o la (a) s i n h v 1en d L)n g Fi rst l y , t h ey w i ll b e eith er (a) s tud en t s u s i ng t h e co ur s e un d er t h e d i rection o f a t u t o r i n ch arg e o f t h ei r co ur s e, o r (b ) w o rk i n g t h ro u g h t h e co u rs e as 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 s p eak ers o f a l angu ag e o t h er t h an 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 • T h u h , h o l a n g u oi 116 t i e'.n g A n h (a) p h i b an n g u , h o ac (b ) b an n g @ Fi n ally, t h ey w i ll b e ei t h er (a) t each ers o f E n g lis h (o r b ei n g t rain ed t o b e s uch ), o r (b ) s tud en t s o f En g lish o r l i n gui s t i cs an d p h on et i cs • Sau cun g , h o l a (a) g i ao v i @n t i en g A n h (h o ac d an g d ud c d ao t ao t h an h g i ao v i @n t i eng A n h ), h o ac (b ) s i n h v i en h o c t i e'.n g A n h , n g n n g Ct h o c v a n g u a m h o c 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 v i en p h u trach mo n h o c, h o ac (b ) t u mi n h n gh i en cu u T h e co ur s e i s i n t en d ed t o b e u s ed by all 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 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 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 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 at s o me t i me o r o th er b een u s ed b y p eo pl e o f all ei gh t cat ego ri es , b u t it i s n eces s ary t o u s e t h e co u rs e d i fferen tly i n t h es e d i fferen t ci rcu mst an ces G i ao t ri n h du o c b i en s o an ch o t at ca cac d o i t uo n g t ren (n eu n h an cac n h o m t ren lai t h i s e co t am lo ;;t i d o'i t u c,1n g , v a b an s e x ac d i n h d u o c m i n h t h u o c m o t t ro n g t am lo d6 ) Ph an lo n g i ao t ri n h n ay d a d u o c n g udi t h u o c t at t am l o d i t ug n g tr@n s t d u n g b an g cach n ay h ay cach k h ac, n h u ng cun g can d u n g g i ao 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 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 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 o n p ro b l ems an d fu rt h er read in g : t h i s t ells 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 areas d is cu s s ed i n t h e ch ap t er Seco n d l y , w h ere rel ev an t , t h ere are b ri ef n o t es fo r t each ers abou t p ro _nun cfat ion t each in g an d Sau mo i ch u ong l a n h d n g p h an b o s u n g n g an ma b an co t h € t uy y k h n g d o c T ru c h et , co mo t ph an g h i ch u v e n h u n g v an d e v a t l i eu d o c t h em c h i d an b an cach n gh i en cu u t h em n h Ci n g lin h v u c t h ao l u an t ro n g ch lf dng d T h Ct h , d n d i c6 l i en qu an , s e co n h u n g g hi ch a n g an ch o g i ao v i en n o i v e v i ec d ay tu ca 10 the use of the taped practice material Finally, there are some written exercises which test your understanding of the material in the chapter Answers to the questions are given near the end of the book phat am va viec dung tai lieu ghi am thtc hanh Cui cung, co mot so bai tap viet kiem tra kha nang hieu bai hoc c huong Bap an nam gan cuoi sach the course includes recorded material (available on audio CD and on cassette) which comprises practical exercise material There are Audio Units (AU) which correspond to Chapters 2-20 of this book When there is a relevant recorded exercise the following symbol is placed in the margin , with a reference to the exercise: O AU 1, Ex indicates Audio Unit 1, Exercise I If you are a non-native speaker of English, every unit ought to be relevant to you, although the relevance of any particular exercise will depend on your particular native language If you are a native speaker of English, only some of the exercises will be relevant: those on intonation are the most likely to be worth studying The CD version of the material can be used in a domestic CD player or personal CD stereo, and also on a computer with a CD drive The cassette version was designed for use in a language laboratory, but such a facility is hard to find these days However, the cassettes can be used conveniently in an ordinary cassette recorder The material is the same in both cases The way in which this book is designed for students using the course under the direction of a tutor is as follows: Giao trinh c6 nln7ng tai li~u ghi am Ire n CD va cassette, bao go m bai tap thuc hanh Co bai nghe tuong ung voi cac chuong 2-20 sach Khi co bai tap ghi am lien quan thi ngoai le se co bi&u tuong sau tham chi@u den bai tap do: OAU 1: Ex 1, chi Audio Unit 1, bai tap Neu ban la nguoi noi tieng Anh phi ban ngu, moi bi nghe deu lien quan den ban, du mtc lien quan CLJa mot bai tap cu the phu thuoc ngon ngd Ill!;! de CLJ the CLJa ban Neu ban la nguoi noi ti@ng Anh ban ngd, chi c6 mot so bi tap nghe la co lien quan: nhL7ng bai nghe ve ngu dieu co the la dang nghien cuu nhat Phan tai lieu tr@n CD co the hoc bang may hat CD gia dinh hoac may hat CD ca nhan, hoac dia CD tren may tinh Phan tai lieu tren cassette duoc bi@n soan de dung phong lab, nhung hien nhung phLfdng tien nhtJ v~y kh6 tim Tuy nhien, bang cassette co the dung mot cach thuan tien bang may cassette thong thuong Tai lieu tr@n CD va tren cassette la giong PhLfo'ng each ma giao trinh dLfQc bien soan cho sinh vie,i hoc voi su huong dan cua giao vien nhu sau: i) All the students in the class read a chapter of r11is book i) Ta't ca sinh vien lop doc mot chuong sach ii) The students then have a class with the tutor in charge of this part of their course This provides an opportunity to discuss the material in the chapter, and for the tutor to check if difficult points have been understood, to provide additional explanation and examples if necessary and possibly to recommend further reading ii) Sau d6, sinh Vien hoc voi giao vien phu trach mon hoc Nhu vay, se co dip de giao vin va sinh vien thao luan bai hoc chuong, va de giao vien kiem tra xem sinh 'vien da hieu nhung diem kh6 hay chua, giai thich them va cung cap them vi du neu can thiet, va co the la gioi thieu tai lieu doc them iii) If the students are not native speakers of English it is expected that they will then have a session working on the Audio Unit corresponding to the chapter they have iii) Neu sinh vi@n khong phai la ngudi noi tieng Anh ban ngu, thi ho nen co mot bu&i hoc bai nghe tuong (ng vo i chuong ho vt a doc va thao luan xong 119 There are a few pairs of words (minimal pairs) in which a difference in meaning appears to depend on whether a particular r is syllabic or not, for example: C mot vai cap tu (cac cap t6i thieu) su khac bit ve y nghia phu thut phu am phi am tiet tinh hay mot phu am phi am tiJt tfnh c(>ng a Vf du, tu 'veteran' dugc cho & tr@n c6 the duoc phat am theo each khac voi v etrn Phat vien dai BBC c6 the n6i v etron, v eta rn hay v eto rn Co ve nhu su phien am cho thay ro su khac biet giua hai tu nay; that khong phai nhu vay Khi xem xet ting Anh thong tuc, thuong thi cach nguoi ta phien am mot tu nhu the hau nhu la van de lua chon try y Su phien am co khuynh huong khong thfch hc;1p lam cho moi thu tra nen don gian hon va ro rang hon thuc te Notes on problems and furt her reading I have at this point tried to bring in some preliminary notions of stress and prominence without giving a full explanation By tl 1is st2:.: e in the c our s.c it is important· to be getting familiar with the diffrcnce bctween stressed and unsteced syllables, and the nature of "schwa" However, the subject of stress is such a large one that I have felt it best to leave its main treatment until later On the subject of schwa, see Jones (1975: Sections 355-7.!); Cruttenden (1994: Section 8.9.12) The introduction of i and u is a relatively recent idea but it is now·wideI:: acceptet1 as a convention in int1uential dictionaries such as the Longman Dictionary of Contemporary English (Summers, 1987), the Longman Pronunciation Dictionary (Wells, 2000), the Cambridge International Dictionary of English (Procter, 1995) and the Daniel Jones English Pronouncing Dictionary (15th edition; eds R" ich and Hartman, 1997; seep xiv of the 20 In t rod u ct i on t o t h at d i ction ary ) Si n ce I men ti o n n ati v e s p eak ers ' feel i ng s i n t h i s n ect i o n , and s i n ce I am el s ew h ere rat h er s cep t i cal abo u t app eal s t o n ati v e s p eak ers ' feeli n gs ; I h ad b etter ex pl n t h at i n th i s cas e my ev i d en ce co mes fro m t h e n at i v e s p eak ers o f Engl i s h I h av e t au g h t i n p ract i cal cl ass es o n t ran s crip ti o n o v er many y ears A s u bs t an ti al n u mb er o f t h es e s t u d en t s h av e eit h er b een s p eak ers w it h BBC p ro n u n ci at io n o r h ad accen t s o n l y s ligh tl y d i fferen t fro m i t , an d t h ei r u s u al react i on t o b ein g t o l d t o u s e I fo r t h e vo w el at t h e en d o f 'eas y ' , 'b u s y ' h as b een o n e o f p u zzl emen t an d fru s t rat i o n; l ik e t h em, I can no t eq u at e t hi s - v o w el w it h t h e v o w el o f, 'b it' I am, h o w ev er, rel u ct an t t o u s e i:, whi ch s ug g est s a s t ro ng er vo w el t h an s h o ul d b e p ro no u n ced (l i k e t h e fin al v ow el i n 'ev acu ee', 'Ten n es s ee' ) I mus t emph as i s e t h at t h e v o w el s i an d u are n o t i ncl u d ed i n t h e s et o f E n gl i s h p h o n emes b jf are s i mpl y addi t i o n al s y mb ol s t o mak e t h e w ri t i n g an d read i n g o f t ran s cri pt i o n eas i er T h e In t rodu ct i o n t o t h e D a n i el Jo n es E n g lis h P ron o un ci n g D i ct i on ary (eds , Ro ach an d H art man , 9 ) d i s cu ss es s o me o f t h e i s s u es i n v o l v ed i n s y llab i c s on an t s and w eak s y llab l es : s ee p p x iv -x v Notes for teachers In t ro d u ctio n o f t h e "s ch w a" v o w el h as b een d el ib erat ely d el ay ed u n t il t h i s ch ap t er, s in ce I w an t ed it t o b e p res en t ed i n t h e t ex t o f w eak s y llabl es i n g en eral Si n ce s t ud en t s s h o u l d b y n o w b e co mp arat i v el y w ell-i n fo rmed ab o u t b as i c s eg men t al p h o n et i cs, i t i s v ery i mpo rt an t t h at t h ei r p ro d u cti o n an d recogn i t i on o f t h i s v ow el s h o ul d b e g oo d b efo re mov i n g o n t o t h e fo llowi n g ch ap t ers T his ch apt er i s i n a s en s e a cruci al p o int i n t h e cou rs e: al t hough t h e s eg men t al mat eri al o f t h e p reced i n g ch ap t ers i s i mpo rt an t as a fo u n d at i o n , t h e rel at i o n s h i p b et w een s t ro ng an d w eak s y llab l es an d t h e o v erall p ro s od i c ch aract eri s ti cs o f w o rd s an d s en t en ces are es s en t i al t o int elli g i b ili ty, and mo s t o f t h e remaining ch ap t ers o f t h e co ur s e are co ncern ed w i t h s u ch matters Wr itten exer cises Bai tap viet T h e fo llo w i n g s en t en ces h av e b een p art i ally t ran s cri b ed , b u t t h e v o w el s h av e b een l eft b l ank Fill i n t h e v o w el s , t ak i ng care t o i d en t i fy w hich vo w el s are w eak ; p u t n o v o w el at all i f y o u t h i nk a s y llab i c co nso n an t i s ap p ro p ri at e, b u t p u t a s y llabic mark b en eat h t h e s y llabic conso n an t C ac c au s au day da duoc phi@ n am m ot phan, nhung ca c nguy en am da bi de t r6ng H ay dien v ao cac nguy en am do, c an t han k hi x ac dinh nguyen am nao la am y eu; k hong dat nguy en am neu ban nghi m ot phu am c o am t iet t inh phu hop, nhung dat dau am t it ben du@ i phu am c o am t iet ti nh d6 A pa rtic ula r proble m of the boa t w a s a le a k p t kj l pr blmvd b t wz l k O pe ning the bottle pre se nte d no diffic ulty pn:g a b t lprzntdn df kit The re is no a lte rn a tive to the G ove rn me nt's proposa l a r z n It n tv t a g v nm nt spr p zl W e ought to ma ke a c oll e c tion to c ove r the e xpe nse s tt mk kl kJnt kv ksp nsz w F ina ll y the y a rri ve d a t rbour ;i.t the sdge of the mounta ins fnI a r V d t h b r to d3 vd m nt nz 21 CHU'dNG 10 m i e u t d , g i d i t h i ch account /;:i' kaunt/ (n) Slf acknowledge / ak'nohd3/ (v) cO n g n h g n affix/ 'refTks/ (n) p hu to code / kaud/ (v) ma luJa connected speech /b' nekt1d ' spi:tf/ ch u Ji n g il Luu , l i1 i n i lii n m g ch crude / kru:d/ (v) t h t h i en experimental study /1k' spen,mentl ' stAd1/ cu @c n g h i en ct u d t a t r en t h i n gh i t?m function word /' fAJJkfn ,w3:d/ h u tit generative phonology / ' d3eanrat1v fa' nnlad31/ a m vi h p c t g o s i n h high-pitched / ,ha1p1tft/ (adj) (a m ) b o n g lexical word / ' leks1kl ' w3:d/ tht c tt literature / ' htratfa/ t li eu , s d ch , hai vie't Joan word /' laun ,W3:d/ tu morphologically / ,m:,:fa' Jod31kh/ (adv) vi m (i t h i n h vi h p c notion /' naufn/ (n) kh d i n i t?m low-pitched / ,!au ' pitft/ (adj) (a m ) t r a m peak /pi:k/ (n) d ln h , ca o d i em penultimate /p1' nAlt1mat/ (adj) ke cu o i phonological structure / ' funa,lud31kh ' stuktfa/ ca u t r u e polysyllabic / ,pnhs1' lreb1k/ (adj) d a va n , da a m t i e't primary stress /' prammnr ' stres/ t r q n g a m ch i n h lc a p prominent / ' pmmmant/ (adj) n a' i h {jt reference frefr6ns/ (n) t a i li t?u t h a m kh d o regularity / ,regju' lreratr/ (n) ti n h p h b i en , t h u m n g xu yen rhyme / rarm/ (n) vd n secondary stress /' scbndarr ' stres/ t r o n g a m p h u / ca p substantial residue / sab' strenfl ' rezrdju:/ s o' l ll(Jn g l cua trQng U p t o t h i s p o i n t w e h av e t al k ed abou t s t res s as t hou g h t h ere w as a s i mp l e d i s t i n ct i o n b e t w e e n " s t re s s e d " an d "u nst ress ed " s y llab l es w i t h no int ermed i at e l ev els ; s u ch a t reat men t w o u l d b e a tw o -l ev el an al y s i s o f s t res s U s u ally , ho w ev er, w e h av e t o recogn i s e on e o r mo re i n t ermed i at e l ev el s It s h o u l d b e rememb ered t h at i n t h i s ch ap t er w e are d ealin g o n l y w ith s t res s wi t hin t h e word; t h i s mean s t h at w e are l o o king at w o rd s as t h ey are s d i n i s o l at i on , w h ic h i s a rat h er art i fi ci al s i t u at i o n : w e d o no t o ft en s ay w o rd s i n i sol at i o n, ex cep t fo r a few s u ch as 'y es ' , 'n o ' 'p o ss i b l y ', 'p l eas e' an d i n t erro g ati v e w o rd s s u ch as 'w h at ' , ' w h o ', et c., How ev er l o ok i ng at w o rd s i n i s o l a t i o n d o e s h e l p u s t o s e e s t re s s p l acemen t an d s t res s l ev el s mo re cl earl y t h an s t ud y i n g t h em i n t h e co n t ex t o f t i nuo u s s p eech C ho de'n thoi diem chung ta da noi ve am nhu the co su phan biet don gian gil a cac am tiet "duoc nhn" va "kh6ng duc;,c nhan" ma kh6ng co cac cap trung gian; slj nghien CULi nhl.f the' goi la phan tich h cap am Tuy nhien, thuong thi chung ta phai nh3 mot hoc nhieu cap trung gian C an nho rang chuong chung ta chl dang de cap den am ben tt ; nghia la chung ta dang xem xet cac tu chung duoc noi rieng biet ma day la tlnh huong gia tao: chung ta thuong kh6ng noi cac tu rieng biet, ngoai trt doi voi mqt so' tu nhll 'yes', 'no', 'possibly', 'please' va cac tu nghi van nhu 'what', 'who', v.v Tuy nhi n, viec xem xet cac tu rieng biet se giup ta thay duoc cach dat am va cap am m