syllable and word linking in taiwan english coarticulation in new varieties of english karen steffen...
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![Page 1: Syllable and Word Linking in Taiwan English Coarticulation in New Varieties of English Karen Steffen Chung National Taiwan University August 16, 2011](https://reader030.vdocuments.site/reader030/viewer/2022032702/56649ce65503460f949b434e/html5/thumbnails/1.jpg)
Syllable and Word Linkingin Taiwan English
Coarticulation in New Varieties of English
Karen Steffen ChungNational Taiwan University
August 16, 2011
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One robust set of features in Taiwan English (TE), the variety of English widely taught and spoken as a foreign language in Taiwan, concerns how syllables and words are linked – or not linked – to each other in running speech.
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Some characteristics of Taiwan English:
Syntactically: Frequent lack of inflection and tense markers, lack of distinction between masculine and feminine pronouns, incorrect number marking
Phonetically: inconsistent vowel values, dropped final consonants, incorrect word stress, lack of phrasing or appropriate pauses, incorrect sentence intonation
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Limited view of what pronunciation involves
There is low awareness of aspects of English prosody, such as rules of phrasing, intonation and compound noun stress, and as a result they are little taught – so the cycle perpetuates itself.
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Linking rules generally neglected in English
teaching
Syllables and words need to have some kind of relation to each other; a “choice” of some kind must be made, whether it is overtly taught or not, whether it is conscious or not, and regardless of how consistent the choices are.
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The main options are:
1. Pronounce each syllable and word separately, with no adjustments made for what comes before and/or after it.
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Or:
2. Link final consonants to initial vowels, as is typically done in standard US and British English, among other varieties.
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Or:
3. Follow various other linking and assimilation rules, usually unconsciously.
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a. These rules are most often carried over from the speaker’s L1;
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b. Or they may originate in the model given in a student’s earliest English classes, which is not necessarily based entirely on the L1, but is simply a prevailing fossilized pattern of linking;
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c. Or they may be overgeneralized rules from the L2, such as the false tap, which will be discussed later.
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Four types of intersyllabic and interword transitions
1. -stop C + C- junctures: TE tends to drop the final stop consonant, especially /-t/ (e.g. basketball [‘bæskəbɔl], at the [‘æðə] or [‘ælə]).
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Examples: a. parrot story ['pɛɹʌ 'stoɹi]; (A) b. had a pet parrot [hæd ə 'pɛt I 'pɛɹət]
(A) c. a betel nut stand [ə 'bitəl 'nʌ 'stænd] d. you couldn’t help but love this parrot
[ju 'kudəJ 'hɛlp I bʌ 'lʌf 'ðɪs 'pɛɹət] (A) e. this very smart parrot ['ðɪs 'vɛɹi
'smɑɹː 'pɛɹəts] (A)
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If the following consonant is, however, another homorganic stop, the following consonant may “save” the preceding one due to coarticulation, e.g. [‘hɛlp I bʌ].
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Final consonants may also sometimes be dropped when utterance final:
f. looking for the bird. She couldn’t sleep at night. [‘lʊkɪŋ ‘fɔɹ ðə ‘bɜɹ ʃi ‘kudən ‘slip æ ‘naɪ] (A)
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Southern Min
‘ gnat’ [sat bu] > [sap bu] ‘stomach’
[bak tɔ] > [bat tɔ] (Bao 2000:97)
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2. -C + V- junctures: TE tends to insert a glottal stop [ʔ] before the V- (e.g. dis[ʔ]able, is [ʔ] it).
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Examples:
a. group of students [gɹup ʔəf 'stu dəes] (A)
b. would begin to jump around wildly [wu bi'gɪn tu 'dʒʌm ʔə'ɹaʊn 'waɪdli] (A)
c. What are you doing? ['wʌ ɑɹ ju 'duɪŋ] (class example)
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Resyllabification [iŋə] resyllabified to [ɪ nə]
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3. -nasal C + C- and -nasal C + V- junctures: The vowel preceding the nasal consonant tends to be strongly nasalized and the final nasal consonant articulation is dropped; this is especially common when an approximant initial follows, but can happen before any consonant (e.g. one year ['wʌJ 'jɪɹ], time to go ['taɪ J tu 'goʊ]).
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Alternatively, when the nasal is preserved, it often assimilates to the place of articulation of the following consonant, or has a default value. A -nasal C often assimilates to a different -nasal C, sometimes depending on the following vowel initial, [ŋ] being the default (e.g. on it ['ɑŋɪt], teenager ['tiŋeɪdʒɚ]).
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Nasal finals
/-m/ [an] [ɑŋ] [-ən] and [-əŋ]
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Examples of final nasal deletion:
a. sometimes crying even louder than the child ['sʌmtaɪms 'kɹaɪɪŋ 'ive 'laʊdɚ ðæn ðə tʃaɪlt] (A)
b. every time she thought of the parrot ['ɛvɹi 'taɪ J ʃi 'θɔɾəf ðə 'pæɹəts] (A)
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But…
A final nasal may, instead of being deleted, be preserved, however, its place of articulation may assimilate to the following consonant, or it may take a default value
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c. notice from the police ['noʊɾəs fɹən ðə pə'lɪs] (A)
d. I ride from…all day, uh, all day [aɪ ɹaɪd fɹəŋ...ʌ...ɔl 'deɪ əd...ɔl 'deɪ] (A)
e. pet shop in Taoyuan ['pɛ ʃɑp ɪŋ 'taʊ ɥyan] (A)
f. student came to visit him every day ['stjudən 'kɛn tu 'vɪsɪt hɪŋ 'ɛvɹi 'deɪ] (B)
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Early anticipatory coarticulation g. the tears would stream
down her cheeks [ðə 'tɪɹs wʊt 'stɹɪŋ 'daʊŋ hɚ 'tʃɪks] (A)
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4. -V + V- junctures: TE tends to insert a glottal stop [ʔ] rather than a transitional glide before the V-, or among certain speakers, an alveolar tap [ɾ] (e.g. he [ʔ] is, how[ɾ] about).
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Examples
a. before the gradu…uh…graduation traveling begin [bi'fɔɹ ðə gɹædʒjuɘ...gɹædʒju'ʔeɪʃən 'tɹævəlɪŋ bi'gɪŋ] (A)
b. They brought the parrot to a petshop [ðeɪ 'bɹot ə 'pæɹət tu ʔə 'pætʃɑp] (C)
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“ Misplaced tap” or “false tap” c. He would often call out “Mo
mmy,” Daddy,” “Hello” and “Bye-bye.”
[he w d ' o f n ko a 'm mi 'dæʊ ʔ ʊ ə ɾ ʊ ʌdi h 'lo æn 'ba ba ] (D)ə ʊ ɪ ɪ
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Reading a written text vs.telling a story ad lib
Tendency for less “Taiwan English” style linking in some speakers when telling a story ad lib
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Assimilation rules in TE TE most definitely does have its own
assimilation rules for running utterances in context; the kinds of linking seen in TE is not simply a reflection of faulty pronunciation of individual words. Something happens to change the citation form in the speaker’s or reader’s mind while processing words appearing in sequence.
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Possible reasons Panic mode: Too busy with
meaning to attend to pronunciation, especially prosody
Established habit and fossilization Teacher attitudes Lack of confidence, brushing over
pronunciation “As long as I’m understood”
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Failure to draw analogies to own native language
Listening skills and attention Quantity and frequency of good,
clear, understandable audio input Remembering the listener’s point
of view
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Thank you!