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Stress and Rhythm
Donna M. BrintonProfessor of TESOL
Soka University of America
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Overview of today’s lecture
§ Characteristics of stressed syllables§ The effect of affixation on lexical stress§ Lexical stress in . . .
Compounds Noun/verb pairs Phrasal verbs Numbers
§ Poetic meter and stress-timing§ Teaching strategies
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Stressed syllables
§ Stressed syllables are… Louder: in volume Longer: in duration Higher: in pitch
§ They contain full vowels,not unstressed vowels.
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Louder, longer, higher…
Compare:
in tro duceen gi neerun der standpar tic u largra tu i tousre vi ta lize
re lig ionba nan are mem ber
con tainre leasea bout
lo co mo tiveab so lute lysal u ta tion
ter ri fyster i lizeas tro naut
cham berlei surecer tain
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Lexical stress
LEXICALSTRESS
primary secondary unstressed
There are three levels of lexical stress:
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Levels of lexical stress
§ Lightly stressed (secondary stress)§ Unstressed (weak or no stress)§ Strongly stressed (primary stress)
Jap an eseó ñ ò
/ÇdZQp«nÈiyz /
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Stress and unstress
§ Polysyllabic words alternate stressed and unstressed syllables. There is one primary stressed syllable. There may also be syllables containing
secondary stress.§ Primary and secondary stressed
syllables contain full vowels.§ All remaining syllables are unstressed
and contain unstressed vowels.
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Marking stress
§ IPA marks primary versus secondary stress by means of diacritics: A superscript / È / indicates primary stress. A subscript / Ç / indicates secondary stress.
§ Alternately, acute / @/ and grave / $/ accent marks may be placed over the respective primary and secondary stressed vowels.
/ÇfowR«ÈgrQfIk//fo$wR«grQ@fIk/
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Stress and meaning
to express disapproval
ob JECTa thing that can be seen and touched
OB ject
state in the south of the U.S.
Mi SSOUR ia state of extreme unhappiness
MIS er y
no longer good; out of date
in VAL lida person who is ill or disabled
IN va lid
a sweet dish served at the end of a meal
de SSERTa geographical area with very little rain
DES ert
Stress placement can affect meaning:
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A little desert?
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British vs. American
Word stress sometimes differentiates British from American English:
la bor a tor ylab or a tor ycon tro ver sycon tro ver sychimp an zeechim pan zeeca pill ar ycap i llar yper fumeper fume
BritishAmerican
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Overview of stress placement
§ The following influence where the stress falls within a word: Historical origin of the word (e.g., Anglo
Saxon, Norman French, Classical, etc.) Affixation (addition of prefixes/suffixes) Compounding (new word formation) Grammatical category (e.g., noun, verb,
adjective, etc.)
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A word’s origins
§ Many loan words in English retain the stress of the language from which they were borrowed, e.g., French: ma sseuse, bi zarre, ba roque Persian: ba zaar Arabic: gi raffe
§ These words count as exceptions to the general stress rules.
Stockwell & Minkova (2001)
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The Anglo Saxon “root” rule
§ Words of Anglo Saxon origin are stressed on the first syllable of the root:
§ These tend to be common words (e.g., parts of the body, the calendar, animals, domestic life, basic verbs and adjectives, the landscape, war and peace).
un packsumm erbe comefath er
bod yMon daymead ownev er
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Overview: Suffixes and stress
The addition of a suffix in English causes one of three things to occur:
1) Stress neutral suffixes: No change in stress for give ð for giv enre gret ð re gret ful
2) Stress demanding suffixes: Stress falls on the suffix itself ab sent ð ab sen teeauc tion ð auc tion eer
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Overview, cont’d.
3) Stress changing suffixes: Stress shifts to the penultimate (next to the last) syllableath lete ð ath let ictel e phone ð tel e phon ic
ath lete + -ic = ath let ic
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Stress neutral suffixes
§ These do not change a word’s stress: Early English suffixes: -dom, -en, -er, -
ess, -ful, -hood, -ish, -less, -ly, -man, -ness, -some, -ward(s), -wiseking ð king dom; child ð child hood
Non-native suffixes: -ist, -ize (with minor exceptions)ac tive ð ac tiv ist; u nion ð u nio nize
Stockwell & Minkova (2001)
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Stress demanding suffixes
§ These demand or “steal” the stress: -aire, -ee, -eer, -elle, -esce,
-ese, -esque, -ette
Stockwell & Minkova (2001)
ac quire acq ui esce
Chin a Chin ese
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“Stress changing” suffixes
§ These shift the stress to the left of the suffix: -ic (also: ical, -ics)
• gene ð genetic• microscope ð microscopic
-id, -ity• stupid ð stupidity• masculine ð masculinity
Stockwell & Minkova (2001)
Exceptions: arithmetic, heretic, lunatic, politic, rhetoric, arsenic, Catholic, choleric, Arabic
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Compounding
§ Compounding is a productive strategy in English for creating new words. § Compounds function somewhat like
idioms, assuming a special meaning:
§ They also assume a unique stress pattern, with stress falling on the first element of the compound:
green house white boardJackson & Zé Amvela (2007)
greenhouse – a special structure used to grow plantswhiteboard – a surface teachers use to write on
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Stress patterns with compounds
Noun + nounbird cagewag on train
Noun + verbbab y sitweb surfknee jerk
Adjective + noungreen cardhot plate
Noun + adjectiveair sicksea sick
Verb + prepositionsplash downcount downtouch down
Adjective + noun + nounback seat driverwaste paper baskethot dog bunblack bird nest
Jackson & Zé Amvela (2007)
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Compounds vs. phrasal units
§ Compounds and phrasal units are differentiated by their stress patterns.§ The stress difference also signals a
difference in meaning: Adjective + noun compound
Don’t forget to turn off the ho@t plate.[=small electric burner]
Adjective modifying a nounCareful, that’s a ho$t pla@te.
[=plate that is hot]
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Juncture in compounds
§ Compounds also lack the open juncturethat signifies word boundaries: greenhouse vs. green house White House vs. white house shortstop vs. short stop head doctor vs. head doctor freeway vs. free way bluebook vs. blue book
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Hip doctor
hip – 1960’s slang for fashionable; trendygroovy – 1960’s slang for terrific; excellent
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Stress and grammar
In certain pairings (~130 of them), stress marks grammatical category:
perfectperfect
presentpresentpresent
surveysurvey
conductconduct
AdjectiveNounVerb
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Stress and grammar, cont’d.
Compare:§ The teacher presented the present
perfect tense.§ It’s a rebel’s responsibility to rebel
against authority.§ If you don’t conduct yourself
appropriately, I’ll give you a failing grade for conduct.
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Phrasal verbs
§ Like compounds, phrasal verbs function much like idioms, acquiring a special meaning of their own.§ Phrasal verbs consist of verb + particle
element(s). The particle receives stress. look out (= be careful; pay attention) turn on (= become excited or aroused) take off (= leave; depart) look down on (= lack respect for;
disregard)
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Look out!
LOOKout =a scenicview
look OUT =caution; payattention
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Careful… vicious dog!
turn ON – sexually exciteTURN on – attack
dobermanpinscher
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Stress and phrasal verb
§ Stress in phrasal verbs functions one of three ways: Stressed verb + unstressed particle
He doesn’t approve of her friends. Stressed verb + stressed particle
I can’t figure out this problem. Stressed verb + stressed particle +
unstressed particleHe got away with murder.
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Cardinals and ordinals
§ Cardinal and ordinal numbers are typically stressed on the first syllable:
twen ty, twen ti eth§ However, when differentiating –teen
numbers from their double-digit counterparts, speakers typically place the stress on the second syllable:
fif ti eth vs. fif teenth
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Hyphenated numbers
§ Hyphenated numbers function as compounds; they can be stressed on either element.§ Stress serves a disambiguating function.
Compare: You got seventy-five on your quiz, not
seventy-six. You got seventy-six on your quiz, not sixty-
six.
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Phrasal stress
The same combination of stress and unstress that characterizes English words also characterizes phrase-length utterances:
ñ ñ ñ ñ ò ñ
ñ ñ ò ñ ñ
ñ ñ ò ñ
she went to the STAtion…electrifiCAtion
it’s a CHICKadee…natioNALity
in the COMics…ecoNOmics
It’s a chickadee!
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Da da DA da da DA da da DA
§ The alternation of stressed/unstressed syllables characterizes English stress-timedrhythm.§ Poetry makes artistic
use of stress-timing by employing regular rhythmic patterns.
William Shakespeare
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Poetic meter
Dactylic - a stressed syllable followed by two unstressed syllables' á á
Trochaic - a stressed syllable followed by an unstressed syllable' á
Anapestic - two unstressed syllables followed by a stressed syllableá á '
Iambic - an unstressed syllable followed by a stressed syllableá '
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Poetic meter, cont’d.
Double, double toil and trouble; Fire burn, and caldron bubble.Fillet of a fenny snake, In the caldron boil and bake; Eye of newt, and toe of frog, Wool of bat, and tongue of dog, Adder's fork, and blind-worm's sting, Lizard's leg, and owlet's wing,—For a charm of powerful trouble, Like a hell-broth boil and bubble.
' á ' á ' á ' átrochaic
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Stress and meaning
Try reading the following three phrases:1. /In'Es«ns/2. /'In«s«ns/3. /In«'sEns/Match the letters with the numbers:a. in essenceb. in a sensec. innocence
#1#3#2
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Comparative stress patterns
Stress in English is more pronounced than in other languages. Compare:
de ñ mo ñ cra ñ TIQUEde ñ mo ñ CRA ñ tic
ge ñ o ñ gra ñ PHIEge ñ O ñ gra ñ phy
e ñ co ñ no ñ MIQUEe ñ co ñ NO ñ mic
or ñ ga ñ ni ñ sa ñ TIONorñga ñ ni ñ ZA ñ tion
FrenchEnglish
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Metronome drills
ÈStresses in ÈEnglish Ètend to ocÈcur at Èregular Èintervals of Ètime. (È) It is Èperfectly Èpossible to Ètap on the Èstresses in Ètime with a Èmetronome. (È)The Èrhythm can Èeven be Èsaidto deÈtermine the Èlength ofthe Èpause between Èphrases.(È) An Èextra Ètap can be Èputin the Èsilence, (È) as Èshownby the Èmarks withÈin the paÈrentheses. (È)
Prator (1951)
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Teaching Strategies:Lexical Stress
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Options for stress practice
§ How many syllables?recalcification
§ Same or different?elephant – canary
§ Odd man outPatricia – Regina – Jennifer – Alicia
§ Circle the stressed syllableGeorgia – Massachusetts – Nevada – Iowa
different!
six!
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How many syllables?
15. misunderstand10. characterize5. television
14. multiplication9. refrigerator4. protect
13. interdisciplinary8. responsibility3. distribute
12. individual7. superstitious2. offered
11. intelligible6. preference1. abandon
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How many syllables, cont’d.
15.mis un der stan ding(5)
10.char ac te rize(4)
5. tel e vis ion(4)
14.mul ti pli ca tion(5)
9. re frig e ra tor(5)
4. pro tect(2)
13.in ter disc i pli nar y(7)
8. re spon si bil i ty(6)
3. di strib ute(3)
12.in di vid u a li sm(7)
7. su per stit ious(4)
2. o ffered(2)
11.in tell i gi ble(5)
6. dem o crat(3)
1. a ban don(3)
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More stress practice: Analysis
Column 11. ta-ta-TI-ta2. ta-TI-ta-ta3. TI-ta-ta-ta4. TI-ta-ta5. ta-ta-TI-ta-ta6. ta-TI-ta-ta-ta
Column 2a. realityb. mysteriouslyc. stimulusd. electricitye. arbitrationf. permanently
Task: Match the patterns in column 1 with the words in column 2.
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My uncle has a hot dog…
HOT dog?HOT dog?
hot DOG?hot DOG?
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dishwasherdishwasher
sandpapersandpaper
passportpassport
sunglassessunglasses
handbaghandbag
drugstoredrugstore
You can put all your dirty plates and
glasses here and they will clean automatically.
If wood is very rough, you need this to make it smooth.
You need it to cross an international
border.You wear them when
it’s very bright outside.
Some women carry almost everything
they own around with them in this thing.
You can buy aspirin and toothpaste there.
Taboo: Noun compounds
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I’m going to the drugstore…
A: I’m going to the drugstore. I need to buy some suntan lotion.
B: I’m going to the drugstore. I need to buy some suntan lotion and some toilet paper.
C: I’m going to the drugstore. I need to buy some suntan lotion, some toilet paper, and a notebook. Etc.
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Minimal pair practice
§ It took 15 / 50 men to build the monument.§ She’s not a day over 13 / 30.§ If you want me to buy a ticket, I’ll need
you to give me 18 / 80 dollars.§ My accountant says my tax bracket is
14 / 40 per cent.§ There are 16 / 60 steps to climb before
you reach the top.
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Teaching Strategies:Rhythm
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Focused listening/reading practice
Please LEAVE.re CEIVEñ ò
I’ll ASK her.A LAS kañ ò ñ
Where’s JACK son?re AC tionñ ò ñ
Where’s the BAND?un der STANDñ ñ ò
She’s the QUEEN.se ven TEENñ ñ ò
It’s a DEER.vo lun TEERñ ñ ò
Try CHEESE.Chi NESEñ ò
It’s LIGHT.to NIGHTñ ò
PHRASESWORDSPATTERN
Brinton (2008)
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Congruent pattern drills
ñ ó ñ ó ñ ò ñ
1. I need a pound of butter.2. I’d like to buy a sweater.3. You didn’t close the window.4. He ought to buy a laptop.5. She doesn’t speak much English.
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More congruent drills: Nursery rhymes
§ TWINkle, TWINkle LITTle STAR(Let me help you find your keys.)(Don’t forget the bread and milk.)(Tell me why you don’t agree.)
§ HOW I WONder WHAT you ARE.(Find a space and park your car.)(Thanks a lot for all your help.)(Don’t forget to leave a tip.)
Grant (2001)
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Contrastive stress practice
§ We’re flying to Milan, not to Rome.§ Reno is in Nevada, not California.§ Jasper isn’t in Alberta; it’s in Manitoba.§ We visited the Canadian side of Niagara
Falls; not the American side.§ The capital of El Salvador is San
Salvador, not Managua.§ The capital of California is Sacramento,
not San Francisco.
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More contrastive stress practice
With a partner, correct the underlined elements. Monitor your partner’s use of focus. Use these expressions:Are you sure? I thought…I’m not sure that’s right…I don’t think so…Actually…I always thought…I was under the impression…I’m almost certain that…
1. Dante wrote Hamlet.2. Smoking decreases
your risk of heart disease.
3. The Taj Mahal is in Thailand.
4. Ecology is the study of personality.
5. Kyoto is the capital of Japan.
6. Monet was a famous Dutch painter.
Grant (2001)
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Jazz chant: More bad luck
ñ ñ ò ñ ó
to that place at all.
ñ ò ñ ó
His tip was small.ñ ò ñ ñ ó
The coffee was cold.ñ ò ñ ñ ó
I’m sorry I wentñ ò ñ ñ ó ñ
The butter was rancid.
ñ ò ñ ñ ó
The waiter was rough.ñ ò ñ ó
The milk was sour.
ñ ò ñ ñ ó ñ
The service was dreadful.ñ ñ ò ó óIt was four days old.
ñ ò ñ ó
The steak was tough.ñ ò ñ ó
The bread was stale.
Graham (1978)
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Humorous poetry
HI. How ARE you today?by Jeff Moss
I’m FEELing very HORRibleAnd LOW and MEAN and MADAnd DREADful and dePLORableAnd ROTTen, SICK, and SADAnd NASty and unBEARableAnd HATEful, VILE, and BLUEBut THANKS a lot for ASKingAnd please TELL me HOW are YOU?
Grant (2001)
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Children’s rhymes
Three blind miceThree blind miceSee how they runSee how they runThey all ran after the farmer’s wifeShe cut off their tails with a carving knifeDid you ever see such a sight in your lifeAs three blind mice?
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References
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (In press). Teaching pronunciation (2nd
ed.). Cambridge: Cambridge University Press.Graham, C. (1978). Jazz chants. New York:
Oxford University Press.Grant, L. (2001). Well said: Pronunciation for
clear communication (2nd ed.). Boston: Heinle& Heinle.
Jackson, H., & Zé Amvela, E. (2007). Words, meaning and vocabulary: An introduction to modern English lexicology (2nd ed.). New York: Cassell.
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References
Prator, C. H. (1951). Manual of American English pronunciation for adult foreign students. New York: Holt, Rinehart, & Winston.
Stockwell, R., & Minkova, D. (2001). English words: History and structure. Cambridge: Cambridge University Press.