Linguistic Department English Phonology II 2013 FBonfanti

Assignment 3: Sentence accentuation and stress timed rhythm You will find the text entitled Hey, vegetarian parents leave those kids alone on u-cursos. Each group will work on 10 assigned lines of the text, though the whole text will be used when assessing your production in the oral test 2. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Ana Tobars group: 1-10 Andrea Cabezas group: 11-21 Brbara Muozs group: 29-39 Carla Messinas group: 29-39 Daniela Videlas group: 29-39 Denisse Lillos group: 22-32 Erik Aravenas group: 11-21 Gloria Valdes group: 11-21 Hugo Briones group: 1-10 Naiomi Veras group: 1-10 Paula Vegas group: 1-10 Tania Pereiras group: 22-32 Yennadim Medinas group: 22-32

On a separate Word file, type or hand-write (intelligibly) the ten lines you have been assigned using double-line spacing. Mark accents according to the rules we have learned in the last four classes. Underline and transcribe every accented vowel. Underline and transcribe any possible reductions - including (the) weak(est) forms of certain weak forms - that might occur in rapid, colloquial speech in General RP. Use different colours, e.g. red for accents, blue for strong accented vowels, green for possible reductions.

Due on October 17th That day, each group will hand in their assignment and each student will have to read the passage their group had to work on. References: - http://www.hectorortiz.cl/articulos/transc_fonem_context.swf - http://www.hectorortiz.cl/articulos/transc_lexica.swf - Browns chapter on Rhythm (sent to your representatives) - Roachs chapter 14 in English Phonetics and phonology - Finch and Ortizs material on Accentuation in connected speech. - Class contents seen in the past 4 weeks