Mostrando entradas con la etiqueta TKT KAL. Mostrar todas las entradas
Mostrando entradas con la etiqueta TKT KAL. Mostrar todas las entradas

viernes, 26 de octubre de 2012

Word Stress

This part was also taken from  "Sound Foundations, Learning and teaching pronunciation", Adrian Underhill, Macmillan, 2005.

I absolutely love that book. You should get it! It was written in a very simple and clear way.


Word Stress

"Word stress is the term used to describe the accent or emphasis given to a
particular syllable of a word, and it is a more or less invariable attribute of that
word when spoken in isolation. Words of more than one syllable contain both
stressed and unstressed syllables. Learners’ dictionaries indicate the stressed
syllable(s) for every multi-syllable word as if it were being spoken in isolation.
The stress symbol used by most dictionaries is /'/ just before the affected syllable,
eg/spə'sIfIk/.The location of this stress is as much a part of the pronunciation of a
word as are the phonemes themselves. Sounds and stress both contribute to the
acoustic identity of a word, so both need to be studied at the same time."

A practical definition of stress

"A stressed syllable is articulated with relatively more force than an unstressed
syllable. This is due to the extra pressure of air reaching the vocal cords, caused by
an increase in lung power. There are three distinguishable acoustic results. You may perceive syllables as stressed if, compared with their neighbours, they are
relatively:
1 louder;
2 longer;
3 different in pitch (usually higher but possibly lower).
To this we can add a fourth variable:
4 the sounds in a stressed syllable may be more clearly articulated, and in
particular the vowels may be ‘purer’.
As a result of this we can also add a fifth variable, which also provides a visual clue:
5 stressed syllables may be accompanied by larger jaw, lip and other facial
movements by the speaker.
These five variables are in fact all interrelated, because they are all ways of
increasing or decreasing the amount of energy in the articulation at any point.
They all concern the way that articulatory energy is distributed across the word.
In fact you can think of the stress pattern of a word as its energy profile."

Unstress in words

"Insofar as loudness, length and pitch correlate with stress, so absence of all three
can correlate with unstress.
Regarding the fourth variable, clarity and purity of articulation, it is worth saying
more about the changes that can result from unstressing the sound:
1 The consonants in an unstressed syllable may be more weakly or even
incompletely articulated.
2 The vowel in the syllable may sound less distinct. This loss of sharpness in
unstressed vowels is called reduction, and all vowel sounds can undergo greater
or lesser degrees of reduction. All monophthongs reduce towards the central
/ə/ sound, though /i: / often reduces to /I/ and /u: / often reduces to /ʊ/
Unstressed diphthongs become generally less distinct, often losing their two vowel
glide quality and merging into one composite ‘greyish’ monophthong."

Primary and secondary stress

"Longer words, especially when spoken in isolation, may have more than one
stressed syllable (eg popularity), in which case one of the stresses is given more
force than the other. The strongest is referred to as primary stress and the less
strong as secondary stress.
Both primary and secondary stress are in contrast to unstress. Secondary stress
can be realized acoustically by duration and loudness, and through clearer
articulation. It merely has less energy than its neighbouring primary stress.
However the pitch change quality of stress tends to occur as an attribute of
primary stress only."
Stress shift in words

"Sometimes words with secondary stress change their stress pattern in connected
speech, especially when followed by a word which is more strongly stressed." In those cases, we shift the main stress to the position of the secondary stress

 "Sound Foundations, Learning and teaching pronunciation", Adrian Underhill, Macmillan, 2005.

jueves, 25 de octubre de 2012

Consonants

Consonant: A sound in which the air is partly blocked by the lips, tongue, teeth, etc. Any letter of the English alphabet which represents these sounds, e.g. d /d/, c /k/

Definition taken from the Cambridge TKT Glossary


“All consonants (with the exceptions of /w/ and /j/) involve a restriction to the
outflow of air, and it is the precise place and manner of this restriction that gives
each consonant its unique sound. We can describe the uniqueness of each
consonant quite well using these three variables:
1 voiced or unvoiced;
2 place of articulation (where the sound is produced in the vocal tract);
3 manner of articulation (how the sound is produced in the vocal tract).”

 "Sound Foundations, Learning and teaching pronunciation", Adrian Underhill, Macmillan, 2005.

Voiced or Unvoiced


Voiced: The vocal cords vibrate
Unvoiced: There is no vibration

Manner of Articulation


Plosives: There is a build-up of air just before the sound starts, and
there is a sort of pop as the air is released and the consonant sound too is
released.
“The air stream is completely blocked by the tongue or lips, held momentarily, then the pressure is released explosively”
 /p/b/t/d/k/g/

Affricates: Just like plosive sounds, they begin with a build up of pressure, but the air is released more slowly, creating a more fricative sound
/ʧ/ /ʤ/

Fricatives: There is a restriction to the air flow (there is no complete block)
“At the beginning of the sound you’ll notice an increase in the pressure of air
behind the restriction, producing an audible friction which provides the
characteristic sound of that consonant”
“fricatives can be sustained and given longer or shorter duration.”
/f,v,θ,ð,s,z,ʃ,ʒ/

Nasal: the air stream carries the sound through your nose”
/m, n, ŋ/

Fortis Fricative: When the sound /h/ is produced before a vowel,
There is a stronger expellation of air from the lungs (fortis) than is
 required for the vowel alone, causing friction in the vocal tract (fricative), which is already shaped in readiness for the following vowel.

Lateral: The air stream escapes over the sides of the tongue /l/

/r, w, j/ Sounds
In order to create these sounds, the vocal tract is narrowed, however there is no friction noise

Frictionless continuant: While the tongue is being curled upwards, the air stream escapes freely, without friction, over the central part of the tongue. It is continuant because it can be sustained like a vowel /r/

The /w, j/sounds are called semi-vowels because even though the vocal tract is narrowed when they are produced, there is no friction noise and they can be sustained

Place of Articulation


Bilabial: the two lips come together to block the air stream /p, b, m/
Alveolar: the front part of your tongue (the ‘blade’) makes contact with the bony ridge immediately behind your upper front teeth.
At this point the block to the air stream is both made and released. /t, d, n, l/
The friction is produced by pressing the blade of your tongue lightly against
the alveolar ridge /s, z/
Palato-Alveolar: the blade of your tongue makes contact with the junction between the alveolar ridge and the hard palate, and the body of the tongue is slightly raised towards the hard palate. /ʧ, ʤ, r/
The friction here is produced with the tongue at a point slightly further back
from /s/ and /z/, so that the blade of the tongue is roughly opposite the join
between the alveolar ridge and the palate. /ʃ, ʒ/
Velar: The air stream is blocked when the back of your tongue is in contact with the soft palate. /k, g, ŋ/
Labio-dental: the friction for this consonant is produced by pressing your bottom lip lightly against the edge of your top front teeth.  /fv/
Dental: The friction here is produced by pressing the tip of your tongue lightly against the inside edge of your top front teeth, so that the air stream is just able to flow in between tongue and teeth, producing friction /θ, ð/
The sound /h/ : can be articulated in any of the twelve different mouth/tongue postures corresponding to the twelve English monophthongs.
The sound /w/: The exact starting position depends on the nature of the following vowel, but it is usually characterized by rounded lips, hence the full description of /w/ as a voiced bilabial semi-vowel. /w/ occurs initially but not finally.
The sound /j/: The exact starting position of /j/ depends on the nature of the following vowel, but it is usually characterized by the tongue being close to the palate, hence the full description of /j/ as a voiced palatal semi-vowel, /j/ occurs initially but never finally.

 "Sound Foundations, Learning and teaching pronunciation", Adrian Underhill, Macmillan, 2005.

viernes, 19 de octubre de 2012

Register


Style
A characteristic way of conveying information e.g. humorous, journalistic, casual, business-like (ironic, poetic, literary)
Register
Levels of formality
The formality or informality of the language used in a particular situation.  Formal register or language is that used in
serious or important situations, e.g. in a job application.  Informal register or language is that used in relaxed or
friendly situations, e.g. with family or friends.
Domain – specific vocabulary
Register may also refer to language which is specific to a particular group, e.g. technical register, scientific register.
“Registers are varieties of language defined by their topic and context of use; the language of medicine, education, law, computers, etc. come into this category:
e.g. minor is the legal term for child
insolvent is the banking term for penniless
cardiac arrest is the medical term for heart attack”
“Working with Words” Pages 20, 21, Ruth Gairns and Stuart Redman, Cambridge University Press, 1998

These items are similar in conceptual meaning but different in register and style
Children (neutral)
Offspring (formal, sometimes humorous)
Nippers (colloquial, often humorous)
Kids (colloquial)
Brats (colloquial, derogatory)
These are some more examples taken from “Working with words”
Emoluments: Formal (usually financial)
Cosine: Mathematics (technical, trigonometry)
A shrink: colloquial, US, usually humorous.
Hence: Formal (e.g. a mile hence), but can be neutral (e.g. I’ve got a job- hence the new suit)
Loo: colloquial, GB
Communicative competence: language teaching register
Bonkers: slang, GB




jueves, 18 de octubre de 2012

Lexico-grammatical features


Grammatical function of words and morphemes


Grammatical function of words

When preparing a vocabulary lesson it is important to think about some questions in order to clarify how to use the vocabulary accurately by avoiding potential grammatical errors

Regular/Irregular forms:
When presenting language teachers should clarify regular and common irregular forms. In some cases they require special attention such as in irregular verbs, verb patterns, countable and uncountable nouns, adjective versus adverb.

Checklist:


“Working with Words” Pages 44, 45, Ruth Gairns and Stuart Redman, Cambridge University Press, 1998

Grammatical function of  morphemes


Morphemes:  the minimal parts of words that contain meaning

Bound morphemes:  Cannot be used independently, they need to be bound to another morpheme
Free morphemes: Can stand alone

grammatical morpheme: Markers such as the past participle 'ed used in the past tense,  the present participle 'ing' used in the present progressive, or third person singular 's'. Here are some examples:
        present progressive ing:     He is playing.
        plurals s:                                Ten pencils.
        possesive 's:                        John's hat.
        past tense ed:                        I cleaned the floor.

girls = girl + -s
It seems that girls can be broken down into two parts, the first of which refers to something in the world (a young female human being) and the second indicating a grammatical category – in this case number – and specifying plural.
The same approach can easily be applied to other kinds of words.
kicked = kick + -ed
While girls is a noun kicked is a verb, yet the same rules apply. Kicked can be segmented into the first part that describes a kind of action (kick) and the second part that adds the information past tense (-ed). Tense is another grammatical category that can be encoded morphologically in English.
Think about what kinds of words take which endings for a moment. Only verbs (talked, laughed, pushed, loved) allow us to add information about tense, whereas only nouns (girls, boys, zebras, chairs) permit marking number.
Grammatical Morphemes (two types)
  Definition: Signal grammatical and semantic roles or modify or qualify meaning (“bound” or “free”):
Free Grammatical  Morphemes:
(basically, function words)
A “closed class” Defn:  Words that can stand alone which (1) Signal grammatical & semantic roles & relationships;
(2) Qualify  or modify meaning (e.g., gender for pronouns)
Articles, prepositions, conjunctions, disjunctions, pronouns
Examples: the, a an, to, of, by, for, and, but, his, her

Bound Grammatical  Morphemes
“Inflectional Morphemes” Defn:  Suffixes that (1)  indicate grammatical & semantic roles and relationships; and (2)
Qualify or modify meaning.
Complete list:
{-pl}:  plural morpheme
{-poss}: possessive
{-3 rd person sg. present}
{-present participle}
{-past participle}
{-er comparative} “higher”
{-est superlative} “highest”
part of speech unchanged
(happy – happily : The part of speech would change from adjective to adverb)




viernes, 12 de octubre de 2012

Lexical Units


Collocations

 

Collocations are words that are found together in language, that is to say, that are used together frequently. Collocations can be fixed, where it is difficult to replace one of the words with an alternative, or freer, allowing for more choice of words.

Example : 'Utter disaster' is a fixed collocation, as there are few words that can be used instead of 'disaster'. 'Make a cake' is a freer collocation, as there are many words that can be used instead of 'cake'.

Some words collocate because they reflect a common real world situation, such as pass me the salt; however, there are some words that English speakers have chosen to say, for example that lions ”roar” instead of “bellow”

“The most common types of collocations are as follows:

            a)subject noun + verb e.g. The earth revolves around the sun.

                                                       The lion roared.

If we want to describe the movement of the earth in relation to the sun, then “earth” + “revolve” is a likely combination. It would be less common, for example, to use “circulate”

b) verb + object noun e. g. She bites her nails.

On the whole,  we would not use “eat” here , though many other languages would.

c) Adjective + noun e.g. a loud noise, heavy traffic

Notice how a different collocation (e.g. for “noise”, a “big noise” would give an entirely different meaning)

d) adverb + past participle used adjectivally e.g. badly dressed, fully insured”

 

“Working with Words” Ruth Gairns and Stuart Redman, Cambridge University Press, 1998

 

Collocations – Cambridge Resources for teachers examples:

set the table,  to log on, brand new,  hideously expensive, a sharp drop,  (it) rose dramatically , to work hard , the cat’s tail,  broken fence, high rise; acute stress; potato chips; dangerous driver

 

Fixed phrases

 

Fixed phrases are phrases whose meaning cannot be deducted by the sum of each of their parts.

A lexical phrase is a group of words which forms a grammatical unit of some kind and which exhibits a degree of 'inflexibility'some are totally 'frozen' (unchangeable) while others are rather variable:

  • Invariable phrases: by and large, as well, let alone, so be it
  • Somewhat variable phrases: Don't rock the boat, She's rocking the boat…[rock the boat = 'disturb the institutional status quo']

It is often claimed that certain long clichés are remembered like single items of vocabulary, e.g., There's no time like the present; Never a dull moment; It never rains but it pours, God only knows. If so, there can be lexical sentences. (Multi-word lexical unit would therefore be a better term than lexical phrase.)

Some lexical phrases are highly idiomatic (i.e., unguessable from component words)—e.g., by and large (= 'generally'). Others are not—e.g., pick up a bad habit (whose meaning can easily be guessed by a learner who knows a common meaning of each word in the phrase).

In terms of form, lexical phrases are categorized in various ways. Here is one—

  • polyword - at any rate, by and large, as well [= 'also']
  • frame or slot - the [adj.]-er the [adj]–er, as [adj]….as,
  • so [adj]…that… ,
  • Little did…realize that…
  • sentence head - Could you....., God only knows wh-…
  • sentence tail - …, if you would., …and so on.
  • cliché There's more than one way to skin a cat.


 

Fixed Phrases: Cambridge Resources for teachers examples:

to sum up, come in handy, to tell you the truth, one way or another, so to speak, the thing is , more or less, as a matter of fact , time and again, you might as well, generally speaking, better late than never; sooner or later

 

 

Idiom

 

A group of words that are used together, in which the meaning of the whole word group is different from the meaning of each individual word, e.g. She felt under the weather means that she felt ill.

Idioms normally cannot be modified or the words within them changed.

Not all idioms are fixed. Sometimes the tense of the verb can be changed: "I'm going to have forty winks" or "I had forty winks" And sometimes the adjective can be varied: "You'd better keep a careful/close/sharp/watchful eye on her

One of the problems for language learners is that idioms tend to be culturally bound.

A good example of this is "as cool as a cucumber" The connection between cool and cucumber is far from obvious. However, every native speaker will naturally put the two words together. In English we say "as stubborn as a mule" whereas in Turkish the association is "as stubborn as a pig" In English we say "as strong as an ox" whereas in Dutch the association is "as strong as a bear"

 

www.hltmag.co.uk/feb12/less01.rtf

 

“It is often metaphorical: He put the cat among the pigeons; don’t count your chickens”

Teaching Collocation, Michael Lewis, LTP Teacher training

 

Idioms- Cambridge Resources for teachers examples:

a little bird told me, to learn the ropes, runs in the family, up to his eyes in work, drag and drop, on its last legs, to be in someone’s bad books,  take something in your stride, to let the cat out of the bag; to feel under the weather, to take off

 

 

 

Formulaic Phrases

 Functional vocabulary . Some lexical phrases have 'speech-functional meaning'. For example, Could I…? has the function in speech of introducing a request. Others have lexical meaning, which is to say that they are directly definable. Phrasal (or multi-word) verbs are like this. For instance, bump into is definable as 'meet by chance'.

As with vocabulary generally, lexical phrases may be formal (Would you mind if…?) or informal (Put up or shut up, Gimme… = 'Give me…', D'ya wanna…? = 'Do you want to…').


Formulaic Phrases:  Cambridge Resources for teachers examples:

Bye for now, How are you? Is this seat free?, Get a move on,  No worries,  See you later, How’s it going?,  Sleep well, Cheers, Have a good day, one solution to the problem might be...; I’d like to suggest