Intonation and Stress: Key to Understanding and Being ...
The North American English Accent
Listen and Speak Series
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Report 1: Intonation and Stress
Frank Gerace, Ph.D.
Leer Es Poder Books/Libros
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INTONATION AND LIAISON
stress, tone and links in your speech
Language delivers information about what we know, what we do, and what we want.. It can be also used to communicate much more than the exact meaning of the words. It allows us to understand what the speaker feels about what he is saying, It helps us infer meanings, that is we can get more information from the words then their bare common meaning. It allows us to “read between the lines”. A proper accent helps people understand you exactly as you want them to.
• SPEAKING: If English is not your first language, your accent will cause you difficulty in your speaking. Even if your grammar is perfect, if your accent is faulty, your meaning will not be clear.
• LISTENING: Also, you will lose a great deal of information if you can only hear and understand the actual words used without grasping the meaning conveyed by the intonation.
Every language expresses emotion and different shades of meaning in different ways. Some languages make their emotional point by stressing the end of a sentence, others use the order of words in an expression, or pitch changes, not only to state facts, but also to change the meaning or emotion in the words.
In these brief pages we can alert you to the most common errors that people make when they learn English so you can concentrate on those errors. There are many improvements you can make in your accent. Some are immediate. Some will take more time. Here are a few ideas to start.
First of all, you have to realize that an accent is made up of three parts: intonation, liaisons, and pronunciation. Most people think that it is only pronunciation. That is wrong. Pronunciation is only one part of an accent.
Pronunciation is the way that sounds are made in the new language. These sounds may be similar (rarely exactly the same) to the sounds of your own language, or they may be very different. To learn the sounds, you have to learn where in the mouth the sound is made, how it is made, and the position of the tongue n making the sound.
Liaisons, or linkages, are the ways that words and parts of words are linked together in a language. This may be very different from how you do it in your native language.
Intonation is the most important and the most difficult to change. It is the "music", the rhythm of a language.
To repeat: there are three components to an accent, pronunciation, intonation, and linking. In other places we will examine pronunciation, which is the proper formation of vowels and consonants, and linking, the way that syllables within a word, and the beginning and ending of words come together.
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You have to learn the "rules" of these three components of your new language. The work "rule" is in quotes because in speech all "rules" may be broken by native speakers in special circumstances. Still, if a "rule" helps you nine times out of ten, you shouldn't complain if it fails you once.
Most people do not work on their accents. However since you are reading this, you realize the importance of improving your accent.
However, this is not automatic. There are many people who spend years using a language and never get rid of a heavy accent
But if you live and work among people who speak the new language well, you should work at improving your accent. Unfortunately, some people make judgments about your worth and your intelligence according to how well you speak their language.
Let us repeat what we published in other documents. Read what the Chinese American writer Amy Tan says about her own feelings about her mother's accent
I know this for a fact, because when I was growing up, my mother's “limited” English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say. That is, because she expressed them imperfectly her thoughts were imperfect. And 1 had plenty of evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.
If even a daughter can think that her mother is limited because of her limited English, you can be sure that other people also think this way.
You can go to a specialist who can work with you. This is the best way but it can be expensive. You can use recordings and courses to improve your accent. This can be as good as working with the expert IF YOU DO IT! It is just like the difference between having exercise equipment in your house and using a personal trainer.
The trick is to do it. For some accent reduction programs go to: !
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You can start with this little exercise to get used to working on your accent. First, try this: Listen to recordings of how people who speak your language pronounce English. Listen here! Next, make a recording of your own voice. Compare, do it over, see if that helps a little.
You can buy a Digital audio recorder for less than $50. They are small and can be carried anywhere to record the special expressions thatyou hear and which you want to learn to imitate. A voice recorder is essential for you to improve your intonation.
Intonation and Stress:
Intonation, the "music" of a language, is perhaps the most important element of a correct accent. English has a fixed word order, so we cannot change the place of the words in the sentence to add emotional content about something. We have to use our tone and other ways to get across different meanings, emotions or situations.
It is intonation that gives the final touch that makes an accent correct or native. It may be that pronunciation is very important for an understandable accent. However, often we hear someone speaking with perfect grammar, and perfect formation of the sounds of English but with a little something that gives her away as not being a native speaker.
Learners of English are interested in improving their ACCENT. They quite properly give importance to their pronunciation. However, making the correct English sounds is only a part of a correct accent. A native accent also depends on proper links between parts of the expressions spoken, and also the proper intonation or stress on the parts of the words in the spoken utterance.
It is necessary to have the proper “music” or rhythm of the language that is spoken. Consider the following word game. What is a “zookee”? Ask this of a native born English speaker and they will not know what you mean. If you say, “It is used to open the gate to a place where animals are kept”. He or she will know that you are saying “zoo key”. You may have pronounced the sounds perfectly but the way you stressed the two parts of the word caused your listener to not hear “zoo key” as pronounced in English with the stress on the word “zoo”, separate from the word “key”.
The same thing happens with word stress. A native speaker of English knows whether you mean the place where the president of the United States lives, or a house that is painted white when you say “white house”. Similarly when you say “dark room”, you mean either a room with no lights on, or the place where a photographer develops film. It is the word stress (which has certain rules that you will learn in other articles) that makes the difference. (See more on to-word combinations like “white house” below)
I got many of the following ideas from:: Teaching English Intonation to EFL/ESL Students by Mehmet Celik Hacettepe University, Turkey mcelik@hacettepe.edu.tr
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Intonation has three important features that will give your speech the right “music”:
1) the division of a the words you speak into the right groups
2) the selection of a syllable or a word gets the main stress, and
3) the selection of a tone for your speech
You must take intonation seriously. It is not a luxury but is a necessity for you to speak English correctly. Many people pronounce the English vowels and consonants correctly but still have an accent because they do not master English intonation.
Intonation Units
You have to learn how to group your words in English. It you give equal weight and time to everything you say, this shows your foreign accent,. A proper English accent pauses in order to communicate the possible different meaning of the same group of words. One way you have to learn to do this is to use linking propositions and to use phrases and clauses to give meaning to our words.
Here is an example of how the grouping of words, marked by different pauses changes the meaning of the same words. The sign (/) indicates a pause.
• Those who ran easily / escaped from the police (The pause indicates that only those who were good runners escaped.)
• Those who ran / easily escaped from the police(The pause tells us that those who only walked did not escape.)
Correct pausing is necessary to understand and to be understood well. We are interested here in helping you in your spoken English but remember that in writing, punctuation (such as dashes, commas, paraentheses, colons etc.) is used to indicate a pause. Look at the following:
A common humorous example of this is current in the United States. The same words paused differently give too different ideas.
The following words can be understood in two very different ways, according to where the pauses are put. “Woman without her man is nothing” The colon (:) and the comma (,) indicate the pauses.
Men say: “Woman, without her man, is nothing.”
Women say: “Woman: Without her, man is nothing.”
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Stress
There are four major types of stress: a basic stress that is of the nature of English speech (just as some other languages have little perceived stress) and also three other types of stress that communicate more information. So the types are:
• basic stress of English speech
• stress to emphasize
• stress to contrast
• stress to provide new information
Basic Stress
An intonation unit almost always has one peak of stress, which I call the main or core or key stress. Because stress applies to syllables, the syllable that receives the main stress is called the 'key syllable'. This is the kind of stress in normal talking, referring, proclaiming, and reporting.. The Core stress is almost always found in a content word at the end of a statement. Consider the following, in which the key syllable is underlined:
• I'm going.
• I'm going to London.
• I'm going to London for a holiday.
But what happens in longer expressions when statements with stress are combined? All the stressed syllables still get stressed but less. The last stressed syllable will get most of the stress. I'm going to London for HOliday. You have to practice stressing the key syllable for your speech to sound natural and approach a proper accent.
Words that carry higher information content are given higher stress than those carrying less information and those that are predictable in the context. It is generally the case that one word is stressed more than any other since it possesses the highest information content in the sentence or phrase, that is, it informs the hearer most. These words are called 'content' words as opposed to 'function' words. They are called content words because they emphasize or contrast information; they are nouns, verbs, adjectives, and adverbs.
Function words organize and hold the sentence together according to the rules of English grammar; they are articles, prepositions, conjunctions, etc.
• “Content” words are usually stressed:
▪ Nouns such as kitchen, Peter
▪ Main verbs such as visit, construct
▪ Adjectives such as beautiful, interesting
▪ Adverbs such as often, carefully
• “Function” words are usually NOT stressed:
▪ Determiners such as the, a
▪ Auxiliary verbs such as am, were
▪ Prepositions such as before, of
▪ Conjunctions such as but, and
▪ Pronouns such as they, she
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We go into the definition of these types of stress and the words that carry them in order to give you a basis for your practice. There will be practice sentences for you. Meanwhile try to understand the descriptions.
First Example and Practice:
The important role of content words is shown in the following example. Adapted from
Read the following sentences aloud timing how long each one takes to read:
He needs to practice long and hard to win the big race.
(How long did it take to read? ______ seconds.) (How many syllables does it have? ________)
She can come as long as she doesn't cause any problems in the family.
(How long did it take to read? ______ seconds.)
(How many syllables does it have? ________)
Notice that the first sentence actually takes about the same time to speak well!
Even though the second sentence is longer than the first, the two sentences take the same time to speak. This is because there are about the same number of stressed words in each sentence.
The fact that it takes us about the same time to read the two sentences reviews for us the following facts concerning stress in English.
Important words in English are stressed, making them longer to say.
• In other languages, such as French or Italian, each syllable receives equal importance (there is stress, but each syllable has its own length).
• English pronunciation focuses on specific stressed words while quickly gliding over the other, non-stressed, words.
• “Content” words are stressed:
• Non-stressed “Function” words are considered function words:
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Go back and review which are the content words and function words in the two practice sentences.
Also do the following practice.
• Write down a few sentences, or take a few example sentences from a book or exercise.
• First underline the stressed words, then read aloud focusing on stressing the underlined words and gliding over the non-stressed words.
• You will be surprised at how quickly your pronunciation improves! By focusing on stressed words, non-stressed words and syllables take on their more muted nature.
• Listen to native speakers and focus on how those speakers stress certain words and begin to copy this.
• Now, do some listening comprehension or go speak to your native English speaking friends and listen to how they concentrate on the stressed words rather than giving importance to each syllable. Stressed words are the key to excellent pronunciation and understanding of English.
The following Tips will help you with your English accent:
Remember that non-stressed words and syllables are often "swallowed" in English.
• Always focus on pronouncing stressed words well, non-stressed words can be glided over.
• Don't focus on pronouncing each word. Focus on the stressed words in each sentence.
We will try to help you hear clearly the difference that stress or intonation makes in the daily use of a proper North American English accent. The practice with the following examples will help you to notice, practice, and master the different intonation patterns that you will discover as you concentrate more on your use of North American English.
STRESS: Second Example and Practice
This example deals with the key stress in English words. The English language just stresses words this way because of its very nature. We can see that there is information or CONTENT (identifying nouns and verbs) in the stressed syllable. Knowing when and where to stress the words you use is very important for understanding, and is part of a good accent. A clear example is that of the different stress in nouns and verbs.
You must be aware of the stress in both cases, both to understand spoken English and to obtain a proper accent yourself. Here is a list of a few pairs of nouns and verbs that will get you thinking and give you some practice in identifying them and using them correctly.
Underline the syllable that is stressed, and write a brief explanation to indicate that you understand the difference. I start the exercise with two examples, the words "suspect" and "present". You do the rest. And make sure you pronounce the words OUT LOUD.
Usually (although there are some exceptions), the stress of a verb is on the last syllable, and that of a noun is on the first syllable.
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It will be useful for you to be aware of the stress in both cases. Here is a list of a few that will get you thinking and give you some practice in identifying them and using them correctly. I start the exercise with two examples. In the examples, I have indicated the stress with CAPITAL LETTERS. In the practice you only have to underline the syllable that is stressed, and write a brief explanation to indicate that you understand the difference. You do the rest of the table. And make sure you pronounce the words OUT LOUD.
to susPECT: meaning, to have an opiniona SUSpect: meaning, a person under suspicion
to preSENT: meaning, to give, to introducea PREsent: meaning, a gift, now
Listen to these examples [pic] then do the rest of the table, underlining the accented syllable and defining the word to demonstrate your understanding that the accent goes with the meaning.
|to suspect |To have an opinion |a suspect |A person under suspicion |
|To subject |To inflict; to make someone undergo a |a subject |A person or a thing of interest |
| |trial | | |
|to present |To give, to introduce |a present |A gift, now |
|to conflict | |a conflict | |
|to contest | |a contest | |
|to contract | |a contract | |
|to contrast | |a contrast | |
|to convert | |a convert | |
|to convict | |a convict | |
|to default | |a default | |
|to discharge | |a discharge | |
|to incline | |an incline | |
|to insult | |an insult | |
|to object | |an object | |
|to permit | |a permit | |
|to present | |a present | |
|to produce | |a produce | |
|to progress | |a progress | |
|to project | |a project | |
|to protest | |a protest | |
|to rebel | |a rebel | |
|to recall | |a recall | |
|to reject | |a reject | |
|to research | |a research | |
|to subject | |a subject | |
|to survey | |a survey | |
|to concert | |a concert | |
Here are a few more examples. Listen to them. [pic]
Pronounce them, exaggerating the difference of stress to make sure you recognize it. Get a digital recorder to be able Record your pronunciation in these sentences.
You need to insert a paragraph here on this newspaper insert.
How can you object to this object?
I'd like to present you with this present.
The manufacturer couldn't recall if there'd been a recall.
The religious convert wanted to convert the world.
The political rebel wanted to rebel against the government.
The mogul wanted to record a new record for his latest artist.
If you perfect your intonation, your accent will be perfect.
Due to the drought, the fields didn't produce much produce this year.
Unfortunately, City Hall wouldn't permit them to get a permit.
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STRESS: Third Example and Practice
The Different stress of words ending in “ate”
In the previous case, we saw that verbs of two syllables often have the stress on the second syllable, while the related noun has the stress on the first syllable. There is another intonation pattern that you must master.
The present case of words ending in “ate”, along with the previous case, is an example of the effect that meaning has on intonation in English. The syllable that contains information is stressed. Many native speakers do not realize that the “rule” of this section is pretty rigorous. To know it can help you in building your vocabulary at the same time as you perfect your intonation.
Verbs ending in the letters “ate” stress the last syllable and pronounce the letter “a” with the “long a” sound (the name of the letter “a”, the sound of the words steak and make).
Related nouns or adjectives pronounce the letter “a” of the last syllable with the indefinite “schwa” sound (the sound of the “a” of the word about, or the second “e” in the word elephant). This is a sound very peculiar to English. You have to learn this very weak sound is to stress English words correctly, and to pronounce English words well: two important ingredients of a proper English accent..
Nouns and adjectives usually stress the antepenultimate (the one before the next-to- the-last) syllable,
For each italicized word in the following sentences, indicate that you realize the effect of meaning on intonation by clarifying the difference between the two uses of the same word (“same” meaning having the same spelling.)
• The teacher wanted to separate the general topic into separate categories
• Would you care to elaborate on his elaborate explanation?
• Have you heard that your associate is known to associate with gangsters?
• How much do you estimate that the estimate will be?
In the following table, indicate whether the word is a verb, noun or adjective, give a brief meaning of the word, and then observe how the word is stressed. Practice the pronunciation of the word. Make sure you pronounce the words OUT LOUD. The first two words are done as examples. Listen to these sentences [pic]
|WORD |MEANING AS NOUN OR ADJECTIVE |MEANING AS VERB |
|alternate |Noun: A substitute |Verb: To take turns. |
|appropriate I |Adjective: correct or suitable |Verb: To take over. |
|approximate | | |
|associate | | |
|deliberate | | |
|duplicate | | |
|laminate | | |
|graduate | | |
|intimate | | |
|moderate | | |
|predicate | | |
|precipitate | | |
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STRESS: Fourth Example and Practice:
Two Word Stress
Knowing when and where to stress the words you use is very important for understanding, and therefore, as part of a good accent. A clear example is that of stress in two word expressions. This practice is perhaps the clearest evidence of the stress that goes on content words in English.
The place of the stress depends on whether the two words are used to describe something like a “white HOUSE” (meaning a house that is painted white, and not blue or gray). In this case the most important note is the noun because we are talking about a house that happens to be white.
But sometimes short two word expressions are set and fixed, and mean something special, like “the WHITE house” where Mr. Obama lives. In this case, the emphasis is on the adjective because we are more interested in stressing that it is a special house that is known because it is white. Similarly, “FAT boy” is the nickname of a boy, chosen because it emphasizes his weight. But if we say “fat BOY” we are just saying that a BOY is fat.
It will be useful for you to be aware of both types of two word expressions. Here is a list of a few that will get you thinking and give you some practice in identifying them and using them correctly. Underline the syllable that is stressed, and write a brief explanation, for both uses of each phrase.
I start the exercise with two examples. HERE. [pic]You do the rest. Make sure you say the phrases OUT LOUD!
| White house |In Washington |White house |House painted white |
|Light bulb |Shines with electricity |Light bulb |A bulb that is not heavy |
|Dark room | |Dark room | |
|A cold fish | |A gold fish | |
|The paper box | |The paper box | |
|An old key | |A door key | |
|A nice watch | |A wrist watch | |
|A sticky web | |A spider web | |
|A clean cup | |A coffee cup | |
|A toy gun | |A water gun | |
|A bright star | |A movie star | |
|A new ball | |A foot ball | |
|A sharp knife | |A steak knife | |
|An old brush | |A hair brush | |
|A dry leaf | |A fig leaf | |
|A pointy tack | |A thumb tack | |
|A blackboard | |A black board | |
|A green house | |A green house | |
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Emphasis
One reason to move the basic stress from its final position is to assign an emphasis to a content word, such as an adverb, etc. Compare the following examples.
• The movie was very INteresting. (only the basic stress)
• It was VEry interesting. (emphatic stress)
• Don’t DO that! . (only the basic stress)
• You MUSTN’T do that!. (emphatic stress)
Here are a few more examples of adverbs and modifiers, which always add emphasis and usually take away the basic stress from its original position and become stressed themselves, as the word “very” of the example “VEry interesting” of above.
indeed, utterly, absolute, terrific, tremendous, awfully, terribly, great, grand, really, definitely, truly, literally, extremely, surely, completely, barely, entirely, very (adverb), very (adjective), quite, too, enough, pretty, far, especially, alone, only, own, -self.
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Contrast
When there is a contrast in the statement, there is a kind of stress that is different from the basic stress or the emphatic stress.. Any word or syllable can have the contrastive stress.
a) Do you like this one or THAT one? b) I like THIS one.
HE played baseball yesterday. (I want to say that it was HE, not someone else who played...)
He played BASEBALL yesterday. (not football…
He played baseball YESterday. (It was yesterday, not last week...)
there are more examples in section 5below.
In a response given to a question starting with the words who, when, why, where, what ( a “wh” question), the information looked for (what you are asking about) and the answer are both stressed,. That is, it is pronounced with more force. This kind of stress will be easy for you to recognize, remember and use.
a) What's your NAME b) My name's GEORGE.
a) Where are you FROM? b) I'm from CHILE.
a) Where do you LIVE b) I live in BROOKLYN
a) When does the school term END b) It ends in MAY.
a) What do you DO
b) I'm a STUdent.
You can often answer “wh” question in a short form. You don’t always have to answer with a stressed answer. You could say
• George,
• Chile,
• in Brooklyn
But some “wh” questions need a longer answer such as the question “hat do you do?
The “new” information in this response is “George.” The part referring to his name is given in the question, so it may be omitted.
In general, new information is more likely to the accent than material that has already been mentioned. .
You can get a further idea of the importance of contrastive stress and its effect on meaning by taking a simple sentence.
Take the sentence: I didn't say he stole the money.
If you change the stress by stressing different words in turn, you change the meaning of the sentence. Listen [pic]
1. I didn't say he stole the money. Someone else said it.
2. I didn't say he stole the money. I never said it.
3. I didn't say he stole the money. Maybe I just suggested it.
4. I didn't say he stole the money. Maybe someone else stole it.
5. I didn't say he stole the money. Maybe he just borrowed it.
6. I didn't say he stole the money. Maybe he took some other money,
not the money you are thinking of.
7. I didn't say he stole the money. Maybe he stole something else.
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This report concentrated on Intonation and Stress. Future reports will give m ore attention to Pronunciation and Linkages. Here are a few coming attractions:
LIAISONS (LINKS BETWEEN WORDS):
Another Important Part of Accent
It is important to know where and when to link words. Just as in your language, words in English do not have a life of their own. They exist together with other words. Sometimes it is not possible for a learner to distinguish the individual words that make up a linked expression. You will not learn how to recognize and pronounce the links in English with this short section. However, we hope it will remind you of the presence and importance of linking in a proper English accent.
|Expression |Linking |Type of Link |
|My name is Ann. |my nay mi zann |a consonant before a vowel |
|Fish and Chips. |fi shan chips | |
|I just didn't get the chance. |I jus didn´t ge the chance |similar consonant ending a syllable followed by|
| | |a similar consonant. |
|Mike comes from India. |Mi comes from India | |
|He doesn’t like to wash shirts. |He doesn’t like to wa shirts | |
|Who owns the car?. |Who wowns the car? |“o” or “u” sound followed by another vowel |
| | |sound. |
|I also say the same. |I yalso say the same |“i” or “y” sound followed by another vowel |
| | |sound |
|Can’t you do it? |Can cha do it? |“t” sound followed by a “y” sound |
|Do you like it? |Dya lie kit? |“d” sound followed by a “y” sound |
| | | |
|Did you like it? |Di dya lie kit? |a consonant before a vowel |
|What did you do? |Wa dya do? |“d” sound followed by a “y” sound |
| | | |
| | |“t” sound followed by a “y” sound |
|Did you eat yet? |Dyeet jet? | |
|What's your name? |Wa cher name? | |
|Who’s your friend? |Who sya friend? |“s” sound followed by a “y” sound |
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PRONUNCIATION
Another Important Part of Accent
In this brief report we stressed intonation and linkages. As we stated above, proper pronunciation is only one of the parts of a good accent and maybe not even the most important one (many linguists think that intonation is the most important part of a correct accent). But pronunciation is where a learner of a new language can make the best progress. The correct Pronunciation of the sounds of a new language CAN be learned!
Of course, it takes listening and practice but one little tip for English is to recall that the "long" vowels in English, like the /e:/ in May, the /o:/ in toe, have a little "slide" at their end, either the sound of a "y" or that of a "u". That is why an English speaker ends up "smiling" after a word ending with a "long a", or "puckering" their lips like to give a kiss after an "o". The mouth of speakers of some other languages barely move when they pronounce their vowels. (Note: We will go into vowels more in another part of this series)
Here's another trick that might help you pronounce English correctly. The letters "p" and "t" are usually pronounced with a puff of air in English. All you have to do to make a huge jump in your English is to practice saying words with these letters, such as Peter, pepper, table, etc. with a lit match in front of your mouth. If the match goes out, you're speaking English. . (Note: We go into consonants extensively in another part of this series)
Obviously the two examples just given are brief and crude explanations only meant to open the discussion that will be presented more carefully in the recommendations you will find in other parts of this brief report and in the resources we suggest to you. The most important thing to realize is that Accent is more than Pronunciation!
An important way to learn the sounds of English is to use the International Phonetic Alphabet (IPA). Take a look.
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