“AÑO Del bicentenAriO Del Perú: 200 AÑOs De

inDePenDenciA”

Eespp: ‘’ignAciO AmADeO rAmOs OliverA’’

Área: Investigación aplicada

TEACHER: López cocha dora angeline.

SPECIALTY: IDIOMAS inglés

Cicle: vI

TOPIC: ASPECT OF CONNECTED SPEECH:

INTEGRANTES:

APELLIDOS Y NOMBRES DNI

⮚ Ascencio Ramírez rOsaIsela. - 70260658

⮚ Caspa carrasco Wilmer. – 46152289
⮚ Soto Huanchaco Víctor. – 75178189

YUNGAY – ANCASH – PERÚ

2021
 DEDICATORIA:
En primer lugar, dedicamos este trabajo a
Dios por darnos vida y salud para continuar
en este camino.
A nuestros padres por apoyarnos en todo
momento, por los valores que nos inculcan
y la motivación constante que nos dan.
A nuestro maestro por los conocimientos
compartidos.
 AGRADECIMIENTO:
Agradecemos a Dios por guiarnos a lo largo de nuestra existencia, ser el
apoyo y fortaleza en aquellos momentos de dificultad y debilidad.
Gracias a nuestros padres, por los concejos, valores y principios que nos han
inculcado.
Agradecemos a nuestro docente por compartir sus conocimientos y
motivarnos en la constante lectura para construir nuevos conocimientos.
 INDIEX
INTRODUCTION………………………………………………………………………………………………………........……… 5
1. DEFINITION ……………………………………………………………………………..........................................…6
2. IMPORTANCE: ………………………………………………………………………………………..………………………. 6

3. WHAT IS THE ASPECT OF CONNECTED SPEECH?.............................................................. 6

4. WHAT ARE THE FUNCTIONS ASPECT OF CONNECTED SPEECH?................................…...… 7

5. TYPES OF ASPECT OF CONNECTED SPEECH: .................................................................… 7

5.1. RHYTHM........................................................................................................................7
5.2. ASSIMILATION...............................................................................................................8
5.3. LINKING......................................................................................................................10
5.4. ELISION.......................................................................................................................10
CONCLUSIONS…………………………………………………….………………………………………………………...........12
SUGGESTIONS………………………………………………………….…………………………………….………...…..........13
BIBLIOGRAPHY………………………………….………………………………………………….…………………........…...14
ANNEXES…………………………………………………………………………………....……………………………........…..15
 INTRODUCTION

In this case study, we shed light on the aspects of connected speech which is the appropriate
English pronunciation in teaching English to students. Moreover, this study highlights the
importance and role of connected speech features in learning and teaching English
pronunciation. Therefore, it is essential to know our weaknesses and strengths in English
pronunciation and they should serve as a model for learners.
The study also highlights the teaching of connected speech features and types of speech as these
contribute to the meaning of the speech. It also highlights part of providing a better
understanding of connected speech and its aspects. It includes the definition; the most common
aspects of connected speech (rhythm, assimilation, elision, liking in English, etc)
Since a great deal of research has been devoted to elucidating the role of connected speech
features. Therefore, the present descriptive study takes and active stance and offers new ways
to help learners overcome the problems they face in learning English pronunciation by making
them aware of the role and benefits of mastering aspects of connected speech and investigating
whether or not teachers of integrate connected speech features n their classrooms.
 ASPECT OF CONNECTED SPEECH

1. DEFINITION OF ASPECT OF CONNECTED SPEECH

Is a continuous sequence of sounds forming utterances or conversations in spoken language.

Analysis of connected speech shows sound changes affecting linguistic units traditionally
described as phrases, words, lexemes, morphemes, syllables, phonemes. The words that are
modified by those rules will sound differently in connected speech than in citation form
(canonical form or isolation form).

2. IMPORTANCE OF ASPECT OF CONNECTED SPEECH

It's important because It helps us to speak English faster, more fluently, and much more like a
native speaker. So, it means that when we speak a language, words have some effect on each
other. We do not always pronounce words completely separately with a neat pause in between.

When we speak, we don't pause between words. Words knock into each other. When we speak
at a normal everyday speed, we find ways to make fast speech more efficient. Words link up in
this way in every single language in the world, we've just got to learn the rules for how to do it
in English. Some of the connected speech rules that apply in English might be the same as the
rules that apply in your native language. Some of them might be different. But when you know
how to join words more effectively, you'll sound much more nativelike and you'll be able to
speak more quickly too. This is important because the more fluent your speech is, the more
efficient your communication will be.

3. WHAT IS THE ASPECT OF CONNECTED SPEECH FOR?

In English, as in all languages, sounds are influenced by other sounds in their environment,
taking on different characteristics as a result. The pronunciation of some words is different
when they are said on their own, or in slow, careful speech, from when they are used in
connected speech.

When it comes to pronunciation, the most important thing is to be clear rather than to sound
like a native speaker. It is also understandable that many learners want to sound as natural as
possible when speaking. Connected speech is an effective way to do this

There are main reasons for most of the adjustments that will be presented here:

1) to facilitate the transition between sounds when people pronounce English;

2) As we will see during the rest of the course, English has a particular rhythm: syllables are
squeezed between stressed elements so that regular timing can be maintained. The things that
happen in connected speech also facilitate the natural English rhythm.

Connected speech helps explain why written English is so different from spoken English.
4. WHAT IS THE FUNCTIONS ASPECT OF CONNECTED SPEECH?

When we speak, we don´t do it separately, but continuously. That is to say, there is a significant
difference between the pronunciation of words in isolation and the pronunciation of full
sentences in which speech is connected. In linguistics, this sequence is called connected speech.
In connected speech, there appear different processes by which sounds are linked, entwined,
deleted or even changed.

Functions:

1. It helps us to speak English faster and more fluently.

2. Different processes appear that are linked, eliminated or changed.

3. This helps us to have a better understanding.

It was not so long ago that connected speech was considered in language learning and even
today is still not present in many English teaching programmes. However, it is extremely
important not only to speak better but also to understand better.

The challenge of English speakers as a second language is to understand native speakers.

Especially, in the XXI Century when countries' boundaries have vanished and we can
communicate more frequently with people from the other side of the world, and subsequently
having different accents.

Thus, we think it is important to be included in study programmes and we developed a specific

pronunciation workshop on connected speech.

5. TIPOS DE ASPECT OF CONNECTED SPEECH:

5.1.RHYTHM:
The idea of beat includes a few discernible occasions happening at standard intervals of time;
one can identify the beat of a pulse, of a blazing light or of a chunk of music. It has regularly
been claimed that English discourse is rhythmical, in which the cadence is distinguishable
within the customary event of pushed syllables.
English is one of the most accented languages; like Russian and Arabic, in these languages,
stressed syllables tend to occur at about the same lengength, and are pronounced faster to fit
them into a regular time span. approximately the same duration, and are pronounced faster to
fit them into a regular time span. In contrast to the stressed ones, there are also syllabic
languages, in which the duration is the same, depending on whether the unstressed ones are
short or long.
learns whose mother tongue is phonemic or syllable-timed have specific issues. Instructors
ought to keep in mind to:
- provide natural models of modern target dialect some time recently presenting the
composed form.
- use common dialects themselves within the classroom.
- encourage learning to tune in carefully to bona fide speech.
- teach acknowledgment some time recently in production.
- integrate cadence and other viewpoints of the phone.

5.2.ASSIMILATION:
types of assimilation:
assimilation can occur through two perspectives: the first is direction of influence and the
second is the type of influence.
A significant difference in natural connected speech is the way that sounds belonging to one
word can cause changes in sounds belonging to neighbouring words.

- Direction of influence:

assimilation can be: a sound changes to facilitate the joining of two words.
Apropos of the direction of influence, assimilation has three categories regressive, progressive,
and coalescence.
A1/ Regressive assimilation. The phoneme that comes first is affected by the one that
comes after it.
A2/ Progressive assimilation. The phoneme that comes first affects the one that comes
after it.
A3/ Coalescence assimilation.

for example:
ten pin bowling /tɛn pɪn ˈbəʊlɪŋ/
Good boy /gʊd bɔɪ/
tin man /tɪn mæn/

Types of influence
Assimilation is classified according to the type of type of influence into three categories:
- of place.
The most common form involves the movement place of articulation of the alveolar stops /t/,
/d/ and /n/ to a position closer to that of the following sound.
1. Alveolar + bilabial = bilabial

/d/ becomes [b] before bilabials.

hard path [ha:bpa:θ]

should make [ ʃʊbpʊt]
/n/ becomes [m] before bilabials.
gone past [ gɒmpɑːst]
seen bill [siːmbɪl]
ten men [temmen]

2. Alveolar + velar = velar

/t/ becomes [k] before /k/ and /g/

white coat [waɪkkəʊt]

might go [maɪkgəʊ]

/d/ becomes [g] before /k/ and/g/

bad cold [bægkəʊld]

should come [ʃʊgkʌm]

/n/ becomes [n] before /k/ and /g/

seen Karen [siːŋkʌm]

main gate [meɪŋgeɪt]

3. Alveolar + dental = dentalized

get there [getðeə]

tenth [tenθ]
4. Alveolar + palato-alveolar or palatal = palato

/s/ becomes [ʃ] before /]/ or /j/

nice shoes [naɪʃʃu:z]

this year [ðɪʃjɪə]

/z/ becomes [z]z before /s/ or /j/

those shops [ðəʊʒʃɒp]

Where's yours [weəʒjɔːz]

alveolar stops and a following /j/ may merge to form an affricate.

want you [wɒntʃu]

did you? [dɪdʒu]

 ● of manner.

Only regressive assimilation of alveolar consonants.

1. plosive + fricative = fricative

/t/ + /s/ = /s/: that side /ðæssaɪd/

/t/ + /z/ = /z/: that zoo /ðæzzuː/

/d/ + /s/ = /s/: good song /gʊdssɒŋ/

/d/ + /z/ = /z/: bad zone /bædzzəʊn/

2. Plosive + nasal = nasal

/t/ + /n/ = /n/: that night /ðænnaɪt/

/d/ + /n/ = /n/: good night /gʊnnaɪt/

- of voicing:
The vibration of the vocal folds is not something that can be switched on and off very swiftly,
as a result groups of consonants tend to be either all voiced or all voiceless.
Cf (lenis) + Ci (Fortis) = Cf becomes devoiced
have to /hæftuː/
bad tongue /bættʌŋ/
big car /bɪkkɑː/

5.3.LINKING: A new sound appears to facilitate the joining of two words.

Who are your best friends? = ‘’who - /w/are -your….’’
no, you don't = ‘’No -/w/you don't
___________________________________________________________
I am English = I - /j/ am English
connecting is the marvel where words or sounds are linked together.
Rules of linking
- linking final consonant to initial vowel.
- linking identical consonants
- linking /r/ and intrusive /r/.
- intrusive /j/: when a word ending in /i; ɪ; aɪ, eɪ; ɔɪ/ is followed by a word beginning with
a vowel.
- intrusive /w/: when a word ending in /u:; ʊ; əʊ; aʊ/ is followed by a word beginning with
a vowel.

5.4.ELISION: Is very simply the omission of certain sounds in certain contexts. the most
important occurrences of this phenomenon regard.
A sound is eliminated to facilitate the joining of two words.
examples:
a) he walked to the shop walked to ‘’walkət’’ /’wɔktə/
b) we should eat less sugar less sugar ‘’le’sugar’’ /lɛ'ʃʊgər/
 pop songs where you can hear the elision
Beyoncé, in 2008, dedicated her Single Ladies to the advantages of not having a partner,
and addresses ‘’all the single ladies’’ (´´all the single ladies’’).
single’ ladies = /sɪŋgə'leɪdiz/
More recently, from 2017, katy Perry´s chained To the Rhythm is about how we´re all
caught up in the routine of modern life, where ‘’we’re all chained to the rhythm’’ (‘’we´re
all chained to the rhythm’’).
‘Chainto = /’'ʧeɪntə/
❖ omission of /t/.
- next please /nɛkst pliːz/
- I don´t know /aɪ dɒn´tiː nəʊ/
- post the letter /pəʊst ðə ˈlɛtə/

❖ omission of /d/
- Old man /əʊld mæn/
- you and me /juː ænd miː/
- stand there /stænd ðeə/

RULES OF ELISION:
a) aspirated stops + weak vowel /a/ = aspirated stops.
b) weak vowel /e/ disappears before syllabic consonants /n, l, r/
c) Avoidance of complex consonant clusters.
- stop + (stop) + stop
- stop + (stop) + fricative
d) loss of /v/ in ´´of´´ before consonant.

.
CONCLUSIONS:

● It should by now be clear that there is a great deal of difference between the way words
are pronounced in isolation and in the context of connected speech. It would not be
practical or useful to teach all learners of English to produce assimilations; practice in
making elisions is more useful, and it is clearly valuable to do exercises related to
rhythm and linking. Perhaps the most important consequence of what has been
described in this assignment is that learners of English must be made very clearly aware
of the problem that they will meet in listening to colloquial connected speech.
● This topic is very important because it helps us to speak English faster, more fluently
and much more like a native speaker, that way we can train well as future teachers and
teach the English language in the best way to students.
● We know as future teachers we have to develop the work of pronunciation as valuable.
However, we need time and confidence to assimilate the characteristics of connected
speech and make them our own. However, this topic makes us understand and gives us
considerable help so that we can make sense of the language we hear at the native level
and can apply it to improve our speech.
SUGGESTIONS

● Teachers of the English language must occupy the challenge to learn, master, and teach
this branch of English to students. This emptiness in teachers of this particular aspect of
English phonology, which is not included in secondary.
● We suggest to improve connected speech in our speaking and listening. We can improve
listening to music that we like, watching videos in English perhaps with subtitles first
and then improving until we achieve a better pronunciation and understanding at a
native level and fluency. That way we can improve and thus be able to communicate
and learn in this very important language that is English.
● We could provoke misunderstandings of meaning. We will be languages' teachers, so
we should know how to teach communication techniques, and how to speak correctly
for instance. Our students will learn those aspects in order to speak as good as possible,
trying to imitate the language natives.
BIBLIOGRAPHY

• BRITANICO (2021) Mejora tu fluidez y tu connected speech en inglés

con canciones.
https://www.britishcouncil.es/blog/mejora-tu-fluidez-ingles-musica-pop

• Dr. Mourad Touati (2020) INVESTIGATING STUDENT’ PERCEPTION TOWARDS USING

ASPECTS OF CONNECTED SPEECH TO DEVELOP PHONOLOGICAL ACCURACY: THE CASE
OF THIRD YEAR STUDENTS AT THE DEPARTMENT OF ENGLISH UNIVERSITY OF M’SILA.
http://dspace.univ-msila.dz:8080//xmlui/handle/123456789/21969

• David (1013) ASPECTS OF CONNECTED SPEECH PHONETICS AND

PHONOLOGY.
https://www.powershow.com/view/1ccb94-
NDAyN/Aspects_of_Connected_Speech_English_Phonetics_and_Phonology_Lecture_5_powerpoint_
ppt_presentation

• Muhammad Abdul Alrazzaq (2019) ASPECTS OF CONNECTED SPEECH

IN ENGLISH LANGUAGE
https://www.researchgate.net/publication/336825468_Aspects_of_Connected_S
peech_in_English_language?enrichId=rgreq9e506ec4eae5cde4dbdd66a18cc18
8cdXXX&enrichSource=Y292ZXJQYWdlOzMzNjgyNTQ2ODtBUzo4MTgxNzI3N
zcyMTgwNTBAMTU3MjA3ODk5OTk3OA%3D%3D&el=1_x_2&_esc=publication
CoverPdf
ANNEXS

Figure2.2. Diagram of Rhythmical Structure (Ibid: p.119).

Figure2.3. Diagram of Rhythmical Structure (Ibid: p.119).

Figure2.4. Diagram of Rhythmical Structure Two words are combined in one phrase

Figure 2.5. Diagram of Rhythmical Structure in Case of larger Phrase, (Ibid: p.120)
Figure2.6 Assimilation, Word Boundary

Table2.2.Progressive Assimilation within Word