Professional Documents
Culture Documents
Course Module EL. 100 Week 4
Course Module EL. 100 Week 4
4
Gingoog City Colleges, Inc.
Macopa St., Paz Village, Brgy. 24-A, Gingoog City
(088) 861 1432 Ext 7385
University Logo
College of Education
EL 100: Introduction to Linguistics
1st Semester of A.Y. 2020-2021
Introduction
sounds in a stream of speech, they come up with meaningful units in the form
of words or affixes.
1
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Activity
COURSE MODULE
[ ∕ ∖] [^ i]
2
Crafted by Mr. Joevannie B. Acera,LPT
Discussion
- A song is more than just the words of the song writers. It also has a melody on tune
and rhythm or beat. Without those two features, it would not be a song. All three put
together, convey the thoughts and feelings of the song writer.
In like manner, language is more than just a string of distinctive speech sounds
on segmentals put together to come up with meaningful units. Some other features
are added. These are intonation, between stress coupled with pauses or junctures
to produce rhythm. All three, intonation, stress and juncture are phonemic because
changing any of them would result in a change in meaning of a word or utterance.
COURSE MODULE
*Note that the same utterance made up of the same segmental phonemes was
said. They only differed in the rise and fall of the voice which is referred to as
intonation. This example, therefore shows that intonation is phonemic.
Concerning stress the following expression said in two different ways,
expresses two different functions resulting in two different message. Here, the word
or syllable, that is, in capital letters is to be given the loudest sound.
3
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Pausing or juncture, If I made a short pause where the slant line/,) is in these would
there be a change in meaning?
What would utterance A mean?
What about utterance B?
Well in the case of utterance A; the jug in filled with red wine whereas in utterance
B the jug is colored red, but it is not necessarily filled with red wine.
Once more, we see that the utterances are made up of the same segmental
phonemes. They only differ where the pause is made. This pause is called juncture.
Here we see, therefore, that juncture, just like the other two suprasegmentals: stress
and intonation are phonemic.
*Questions #1
Write sg if the item focuses or segmental phonemes and write sup if it focuses on
the suprasegmentals. If it is a segmental phoneme state if it is a vowel or a
consonant problem. If it is a suprasegmental, mention what type it is: intonation,
stress or juncture.
1. Sow the seeds a sow and her litter
2. First, were, peare, better, journal
3. I said thirty not thirteen
4. A rebel to rebel
5. a. “Fire!” shouted the commander of the firing squad.
4
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
b. We saw a big forest fire.
6. thin - tin then-den
Bath – bat those – dose
7. a. We have lived in the green house for years.
b. Behind our house is a green house for my mother’s plants.
8. not at all
Not a toll
9. active activity activism
10. strip mast masts
*Answers #1
1. The problem here is a segmental phoneme, more specifically, the diphthong or
COURSE MODULE
vowel /on/ on sow the seeds and /au/ in a sow and her litter
2. The problem is focus is the er sound which can be represented by the
graphemes ir, ur, ear er our. The er sound is a segmental phoneme, specifically, a
vowel and a semi-vowel r.
3. Here, the problem is a suprasegmental namely, stress. Thirty is stressed in the first
syllable and thinker is in the second syllable.
4. The problem here is again the suprasegmental, stress phoneme. A rebel is a
person who goes against established norms or authority whereas to rebel is the act
of going against established norms and authority.
5. Here the problem is another supresegmental but this time intonation. The word
fire is said with a much higher pitch than fire in the second sentence.
6. The problem here is the segmental phoneme, more specifically consonants. In
the first column, the soft th /ϴ/ is contrasted with /t/ and in the second column, the
hard th /ƫ/ is contrasted with /d/. These are likely problems for Filipino learners of
English because we do not have soft and hard th is our language
7. Here, the problem is stress, a suprasegmental. The green house in the first
sentence is a house painted green while the green house in the second sentence
is an for plants where the temperature is regulated. In the former, The word house is
5
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
given the louder stress whereas in the latter it is the green that is given the louder
stress.
8. Here the problem is also a suprasegmental but this time, it is juncture or pausing
and blending. In the first item, not at all you will have to blend all the words and say
the expression in one sweep. In the second item not/ a toll you will have to make a
pause (see the slant line/) between not and a toll.
9. The problem here is again a suprasegmental, this time stress. In the word active,
the stress is on the first syllable. With the additions of the affix, ity the stress moves to
the second syllable. And when the affix ism is used instead of ity the stress is on the
third syllable.
10. The problem now is the segmental phoneme, more specifically consonant
clusters str in word initial position and st and sts in word final position. In the case of
COURSE MODULE
the former, The Filipino learner of English tends to let the vowel I creep in before the
prophetic s because most Philippine languages do not have consonant clusters.
And so, when the cluster with the prophetic s is found in word initial position the
learner breaks the cluster up by letting the vowel i creep in.
However, if the cluster is found in word final position, then the tendency is to retain
only the first consonant in the cluster and drop the rest. Hence, mast and masts are
rendered mass.
Intonation
Intonation refers to the tune or pitch of the voice. In English, there are four pitch
levels; extra high, high, mid (or normal) and low. Extra high intonation which reflects
surprise, excitement or intense feeling on the part of the speaker is used in
exclamations. It is often used in ordinary conversation.
One pitch level lower than extra-high but a pitch level higher than normal is high. It
is usually found in the stressed syllable of a word or in the word receiving primary
stress in a compound, a phrase or a sentence, The normal tone or pitch level is
referred to as mid while a drop form the normal to fade out as what usually occurs
at the end of a sentence is called low. These last three pitch levels high, mid and
6
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
low are arranged in a sequence to describe the intonation patterns used in a
sentence.
A rising intonation pattern would therefore be described as a mid-high pattern, a
final rising-falling intonation back to normal would be a mid-high mid intonation
pattern.
A. Sometimes numbers instead of words, (extra high, high, mid, low ) or letters h for
high, m for mid and l for low) are assigned to pitch levels with 4 assigned to extra
high and 1 to low. What numbers would be given to mid? To high? Put the letters
and the numbers to complete the table that follows:
Pitch Level Letter Number
extra high
COURSE MODULE
high
mid
low
Where intonation patterns are concerned, numbers instead of words are also used
though other would prefer to use arrows, (__ for rising _____ for normal and___ for
falling). If one gets to use arrows. However, the number of the pitch level is also
indicated since a rising pitch could be high or extra high and a falling pitch could
be high to normal or down to fade out.
B. Put in the numbers and arrows to show the intonation patterns gives in the table
that follows. One is done for you.
Intonation Pattern Numbers Arrows
1. Rising Intonation 2-3-3
2. Non-final
Rising-falling
intonation
3. Find rising-falling
C. Still another way of illustrating intonation pattern is to use lines. A horizontal line
drawn immediately under the words in a sentence indicter mid or normal pitch. The
7
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
rise and fall of the pitch level is shown through the use of slant line or a glide going
upwards in the case of rising intonation and moving downwards in the case of
falling intonation. If the drop is down-to-fade out, Then the line goes below the
horizontal line indicating mid or normal pitch.
Expand the table in B to show how the intonation pattern should look like if lines
were used. The first one is done for you. Note that two figures are given to show the
rise of slant lines or glider.
Numbers Arrows Liner
1. Rising Intonation 2-3-3
2. Non- final rising
Falling intonation
COURSE MODULE
3. Final rising-falling
A slant line is used when the rise or the fall is pitch levels takes place between
syllables or between words.
This slant line is also called a shift. A glide is used when the rise or the fall taken
place within a syllable or word.
8
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Intonation Numbers Arrows
Pattern
1. Rising 2-3-3
Intonation
2. Non-final 2-3-2
rising-
falling
intonation
3. Final rising- 2-3-1
falling
C.
COURSE MODULE
Numbers Arrows
Lines
1. Rising 2-3-3
Intonation
2. 2. Non-Final 2-3-2
rising-falling
intonation
3. Final rising 2-3-1
falling
A good question to ask in “In what sentences are those intonation patterns likely to
occur?” Study this table that gives you the different intonation patterns and where
they are used. Take note also of the use of the shift or the glide in the examples.
1. Rising intonation
A.
1. At the end of the yes- no questions.
Is he sick?
Is he absent?
9
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
B. Non-final
At the end of breath groups except the patterns that require the use of
non-final rising intonation.
10
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
He won’t come unless you invite him.
I- Extra-high intonation
To show intense feeling, surprise, excitement, etc.
“Fire!” shouted the captain.
*STRESS
The second suprasegmental is stress or loudness. There are also four stress
phonemes in English. These are primary/∣/, secondary /∕/ testing /∖/ and weak /v/
arranged in decreasing order from the loudest to the weakest in intensity.
COURSE MODULE
Where word stress is concerned, one syllable in each word is usually given
primary stress. It is said louder than the other syllables in the word and so it attains
prominence. In fact, the other syllables are distressed. In longer words, however,
there may be a secondary and/or a tertiary stress in addition to the primary stress,
More often than not, those two phoneme, the secondary and the tertiary stress
patterns which serve to distinguish noun constructs from verb constructs adjective
and noun combinations from compound nouns, etc.
Although, in many words the primary stress remains in the same syllable even
with the addition of affixes, there are also words where the primary stress shifts to
another syllable with the addition of affixes. These could prove to be problems for
learners. Here are examples of words in Group A whose no shifts in primary stress
occur with the addition of affixes. In group B are examples when affixes are added
to the root word. Can you come up with other words that maybe included in
Group B.
Group A Group B
(no shift in primary stress) (shifts in primary stress)
Commánd – commandment Coἠcept – conćeptual
Colléct – collective Cὀurage – courágeous
11
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Compléte- completion Coḿplicate – complicátion
Fúnction – functional Assὀciate – associátion
Prodúce – producer Defíne – definítion
Production Nátion – nationálity
Decéit - deceptive Nationalísm
deception
There are a number of stress pattern in English. Here are some of them with a
few examples for each pattern. Try to come up with other that follow the same
patterns.
Some words that maybe need as norms or as verbs are stressed on the first
syllable [ I u] if they are used as nouns and on the second syllable if they are used
COURSE MODULE
as verbs /u i/. It might be pointers out however that in English the vowels in
distressed syllables are rendered /i/ or /a/. Hence the segmental of those words
would no longer be the same.
B. Some constructs can act as nouns [ ∕ __∖] and as two-word verbs or verb
constructs [ ∕ ∖]. The stress pattern of the former is primary- tertiary while that of the
latter is tertiary-primary. See if you can give other examples and add them to the
list below.
12
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Noun Constructs Verb Constructs
A drὀp oùt to dròp oút
A bláck oùt to blàck oút
A wálk oùt to wàlk oút
A stánd oùt to stànd oút
[ ^ i]
COURSE MODULE
[ ∕ __∖]
A greén hoùse a green hoúse
A blὀckbìrd a block bird
13
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Serving machines sweet-smelling flowers
Skating rink sparkling diamonds
1. Do you give up when you can’t make sense, of what you read?
a. The verb give up is the east content word in the first breath group. It is
COURSE MODULE
way
Juncture
The third suprasegmental is juncture or pausing. There are also focus juncture
phonemes, namely, plus juncture (+) which is placed between words in a
construct, single bar (/) which mark a short pause between breath groups, double
bar (//) which signals a longer pause accompanied by a rising intonation, and
finally a double cross (#) which marks the end of a sentence where a rising-falling
intonation is used.
An example of the plus juncture is the short pause made between might and rate
in might rate. In contrast, there would be no need for a plus juncture or pause in
the word mitrate since it is not a construct like might rate
The other three juncture phonemes-single bar, double bar and double cross are
closely tied up with sentence stress and intonation since they are used to divide
long sentences into breath groups and to indicate when the sentence is brought to
a close. All three are needed when sentences are transcribed phonemically. In
fact, the first step in transcribing a sentence is to determine how to divide it into
15
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
breath groups by means of single bar juncture or even double bar juncture when
needed.
The double bar juncture is placed at the end of sentences which are given the
rising – falling intonation whereas the double bar is placed where the rising
intonation is used.
Having divided the sentence into breath groups, the next step is to determine
which word in each breath group is to be given the primary stress. And having
done that, the intonation lines may be drawn and the sounds transcribed
phonemically.
Let us go through the process
Step by step.
Step one – Divide the sentence into breath groups using juncture marking
COURSE MODULE
Meaning does not reside/ in the records per se / but in the context/ of the
situation.
Step Two. Chose the word that should be given primary stress in each breath
group. Put the primary stress mark where it should be.
Meaning does not reside/ in the words per se / but in the context, of the situation
Step three Put in the intonation lines per breath group.
Step Four : Indicate the segmental phoneme giving fined vowel sounds only to
those in the stressed word or syllable.
Meaning does not reside/in the words per se /
but in the context/of the situation.
16
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Exercise
A.
Read the following pairs. Tell the difference in meaning between each pair.
1. The president, said the secretary, is busy.
The president said, the secretary is busy.
B.
Directions: Following the process, Divide the statement into breath or thought
groups, stress the focus word, and put intonation lines in every breath groups.
People can usually distinguish the word juncture in contrastive twins of word pairs
such as play nice and plain ice.
Assessment
Show in three ways the intonation patterns of these sentences by drawing lines and
by describing the sequence of the pitch levels using words and numbers.
1. Look!
2. Is that a great bird as a plane?
3. It could be an eagle, a hawk or a vulture.
4. Can you see it, Jose?
5. It’s not an owl, is it?
6. What could it be?
7. If it comes closer, I’ll be able to tell.
17
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
8. Is it an endangered specie?
9. I really don’t know.
10. It’s carnivorous, isn’t it?
Reflection
Observations Interpretations
COURSE MODULE
Additional References:
18
Crafted by Mr. Joevannie B. Acera,LPT
MODULE WEEK NO.4
Crowley, Terry. 1997. Introduction to Historical Linguistics, 3rd ed.
Oxford: Oxford University Press.
Salzmann, Zdenek. 2004. Language, Culture, and Society, 3rd ed. Oxford:
Westview Press.
COURSE MODULE
19
Crafted by Mr. Joevannie B. Acera,LPT