Giáo trình thực hành Ngữ âm học và âm vị học tiếng Anh (tái bán lần thứ 3): Phần 1

Phần 1 cuốn giáo trình thực hành Ngữ âm học và âm vị học tiếng Anh giới thiệu tới người đọc các nội dung: The production ofspeech sound, lLong vowels, diphthongs and triphthongs, voicing andconsonants; fricatives and affricates, the phoneme, nasals andother consonants, the syllable, strong and weak syllabics, stress in simple word.

By: PET E R ROACH E>UC MINH (dich va chu giai)

NG DAI HOC PHENIKAA

Third Edition

TRUONG U~ HOC PHENIKAA

TRUNG TAM THONG TIN· THU VIEN So: J 11.~~-

2019 | PDF | 290 Pages buihuuhanh@gmail.com

Ctc van de trongvie&c phan ticham v i

Chuc nang cii ngz7 c1ifu 2

20 .Furtherareas of study inphon ticsancl phonology .,. 256

Ccic linh v c nghien cr ch1ye sa h o v e ng? dm hoc va dm vi hoc

Dci ci1' ciia ccic bai t(i.p vie't

fJci/J cin c 1:i a ccic bai t(i.JJ dul;lcghi dm

Loi n o i d au

The second edition of this book was

published in 1991, and since then a number

of irhportant books and papers in the field

have appeared My first task, therefore, has

been to update thoroughly the

recommendations for further reading and,

where possible, to incorporate some new

ideas [ have tried to avoid recommending

works which are no longer in print, although

this has not always been possible The

structure of the book remains virtually

unchanged except that I have moved the

d scussion of distinctive features from

Chapter 20 to Chapter 13, and shortened it I

feel it now fits more naturally with the

discmsion of other, phonological issues in

that chapter, which I have simplified a little

I have given up the use of the name Received

Pronunciation (RP) for the accent described

ir the book: it is a term which I have always

disliked, and I have chosen to refer instead

improve the treatment of word stress, and

have added some more modern ideas about

the analysis of intonation

Since the publication of the second

edition, I have worked on the 15th edition

of the Daniel Jones English Pronouncing

Dictionary ·(Jones, 1997; edited and revised

by Roach and Hartman), and I have made a

number of changes to transcriptions in the

present book in orderlo avoid disagreements

with what I would regard as a companion

volume I have made a large number of minor

changes to the text in an attempt to make it

clearer to read, and I have removed a number

of errors I wish I could believe that I have

removed all of them The recorded exercises

An ban lan th& hai duocx at ban vao nam 1991, va ke tu d6, da ra ddi vo soquyen sach v bai bao quan trong viet

ve linh vuc ny. Do vay, nhiem vu dauti@n ca toi la cap nhat day du nhungbai gioi thieu de cac ban d c them, vaneu c6 th la ket hop them mot so quan niem moi Toi ding luon lu n co.gfog tranh gioi thieu den nhung cuon sachkho g con du c xuat ban nl Cau truc

c a quy€n sach na hilu nhu duq gianguyen ve , ngoai tr& vi@c ti da duamuc thao luan nhung net dc biet tu

Chuong 20 len Chuong 13 va c6 rut ngfo mot it Toi nghi nhu the mu thao luan nay se thich hop tu nhien hon voi muthao luan cac van de am vi hoc khac

nh u trong ch ong nay Toi cung da phan

no gian lu c muc tho luan nay T i

da thoi kh6ng dung te n goi Recei v ed

Pronunciation (Phat am chua'n) de' goigiong n6i duqc mo ta trong quy€n sach,

vl do la ten goi ma t6i thuong khong may LIU thfc , thay vao d6 toi d c onten goi BBC pronunciation (Ph t am theogiong n6i cua dai BBC) No luc hien naycla toi la cai tien each di'jt trong am,

va dua them vao nhieu quan niem moi

ve cach phan tich ngl dieu.

K tu khi ph t hanh an ban tht hai, toi d nghie cuu ve an ban th 15 c a

ti€ng Anh Da iel Jones (Jones, 1997;

Ro ch & Hartman) chinh sta va tai ban),

va toi d thay d i nhieu ve cach phien

am trong quye n sach hin tai de tranh nhung khac bi@t voi nhung phien am toi

se de cap den trong quyen sach di kem

T i ding co nhieu thay d6i nho ve phanbai viet d cac ban do de doc hon, dong

th i c inh sda nhdng loi trong cac bai

have been kept unchanged in order to retain

continuity with the earlier editions, and these

a,e now also available on audio CD

In the previous editions I thanked the

many people who had given me help, and I

remain grateful to all of them This third

edition has had the benefit of advice from

many more people who have used the book

for teaching or study and who have

suggested improvements I would like to

thank everyone who has helped me in this

way, although there are too many for me to

name all of them Takeshi Shimaoka and

Hiroshi Miura translated the book into

J panese, and passed on to me many

valuable observations as a result of their

careful work Snezhina Dimitrova has given

me v ry useful feedback from her

experience with using the book At the

University of Reading my colleagues Erik

Fudge, Paul Kerswill and Linda Shockey

have provided me with helpful advice and

ideas I am grateful to Jane Setter for helpful

advice and discussion on many points She

and James Hartman were co-editors of the

15th edition of the Daniel Jones English

collaboration has also been helpful in the

revisionof the present book I would like to

thank Mickey B nin of Cambridge

University Press for his editorial work and

guidrnce I remain grateful, as ever, to my

wife Helen, who has helped in the work of

revising the liook and supported me while I

was trying to finish the work

6viet nay Toi rnong r~ng toi khong bclsot mot loi nao Cac bai tap thu am duocgiO' nguyen de·c Sl/ lien tuc v i cac anban trl/cJC do, va hien nay chung con

duoc ghi am tren CD

Trong cac an ban truoc, toi da g&iloi cam on den rat nhieu ngudi da tantinh giup do toi, va toi van luon biet on

ho Quyen an ban th@ ba nay lai nhan

duoc loi khuyen htu ich cla nhieu nguoikhac nO'a, bao gom nhtng nguoi da stdung quyen sach cho vi@cgiang dayhoac nghien ctu, va ho da de xuat nhieucai tien Toi xin cam on tat ca nhCtngngua i da giup do to i, cho du to; kh6 ngthe ke het ten cac ban ra day TakeshiShimaoka va Hiroshi Miura dich quyensach nay ra tieng Nhat, va da glli den

cho ti nhieu loi nhan xet co gia tri rut

ra tu cong viec nghien cuu rat can thancLla ho Snezhina Dimitrova da phan h6icho t6i nhung thong tin rat hC1u fch sau

kh i co st dung quyen sa ch nay Tc) i

truing Dai hoc Reading, cac dongnghiep ca toi nhu Erik Fudge, Paul

K rswill va Linda Shockey da dong gopnhieu Idi khuyen va y kien dang quy.T6i cung biet on Jane Setter da co loikhuyen v a binh luan huu (ch v nhieudiem trong sach Co va James Hartman

la d6ng chu bien cua an ban Daniel JoesEnglish Pronuoncing Dictionary thlf 15,

v a ho cling c6 SL/ cqng tac dang nghinhan trong vi@ec chinh sta quyen sachhi@n th'i nay

List of symbols

7

1 Symbols for ph nemes

I as in 'pit' pt i asin 'key' ki:

e as in 'pet'pet a: asi n'car ka:

re as in 'pat' pet 3 : as in 'core' k:,\ as in 'putt' pxt u: a in 'coo' ku:

D as in 'pot' pot 3: as in 'cur' k3:

0 asin 'put' pot

0 as in 'about, upper'

aba t, Apa

eI as in 'bay' be, 0 U asin 'go' gau

a asin 'buy' ba, au asin 'cow' kau

J • as in 'boy' b

a as in 'peer' p1a

ca as in 'pear' pea

0a as in 'poor' pua

p as in 'pea' pi: b a in 'bee' bi:

t as in.'toe' tau d asin 'doe' dau

k a in 'cap' kep g as in 'gap' ga p

f as in 'fat'fret V as in 'vat' vaet

8 a in 'thing' 810 ii as in 'this' h1s

s as in 'sip' sip z as in 'zip' zip

.r a in 'ship' J1p 3 asin 'measure' me3a

h as in 'hat' hat

m as in 'map' map asin 'led' led

n a in 'nap' nap r as in 'red' red

!) as in 'hang' hen w a in 'yet' jet

w asin 'wet' wet

f as in 'chin' tJm d a in·'gin' d3mn

syllabic consonant, as in 'button' bAtn

shortened vowel, as in 'miss' mis

syllable division, as in 'differ' duf·a

3 Stress and intonation

tone-unit boundary

II pause

primary stress, as in 'open' 'aopan

secondary stress, as in 'ice cream' ,a1s'krim

Tones: ,fall

,rise

.fall-rise

.rise fall level

stressed syllable in head, high pitch, as in 'please ,dostressed syllable in head, low pitch, as in ,please dostressed syllable in tail, as in ,my •turn

t extra pitch height, as in t,my turn

H ow t o use th i s b ook

Cach s& dung sach

The first thing to remember about this

bookis that it is intended to be a course It is

designed to be read from beginning to end,

and is therefore different from a reference

book Most readers of the book are expected

either to be studying in a college or

university, or to be practising English

language teachers The readers can be

divided into groups as follows:

Dieu dau ti n can nho ve quyen sachnay la no du;c vi&t thanh giao trinh Sach'du@c bien soan de doc tu dau den cu6'i,

va vi vay, khac voi sach tham khao Doituong chd yeu cda sach nay la sinh vien,hoac giao vien dang day tieng Anh C6the phan nhom doc gia nhu sau:

•

•

Firstly, they will be either (a) students

using the course under the direction of a

tutor in charge of their course, or (b)

working through the course as

individuals

Secondly, they will be either (a) native

speakers of a language other than

English, or (b) native speakers of English

Finally, they will be either (a) teachers

of English (or being trained to be such),

or (b) students of English or linguistics

and phonetics

• T tac he't, ho la (a) sinh v1en dL)nggiao trinh du6'i su huong dan cia giaovien phu trach mon hoc, hoac (b) tuminh nghien cuu

• Thu hai, ho la nguoi 116 tie'.ng Anh (a)phi ban ngu, hoac (b) ban ng@

• Sau cung, ho la (a) giao vi@n tiengAnh (hoac dang dudc dao tao thanhgiao vi@n tieng Anh), hoac (b) sinhvien hoc tie'.ng Anh, ng6n ngCt hoc vangu am hoc

Giao trinh duoc bien soan cho tat cacac doi tuong tren (neu nhan cac nhomtren lai thi se co tam lo;;ti do'i tuc,1ng, vaban se tu xac dinh duoc minh thuoc mottrong tam loai d6) Phan lon giao trinhnay da duoc ngudi thuoc tat ca tam loaid6i tugng tr@n st dung bang cach nayhay cach khac, nhung cung can dung giaotrinh nay theo nhung cach khac nhau.Sau mo i chuong la nhdng phan bosung ngan ma ban co th€ tuy y kh6 ngdoc Tru c het, co mot phan ghi chu venhung van de va tai lieu doc them chidan ban cach nghien cuu them nhCinglinh vuc thao luan trong chlfdng d6 ThCthai, d ndi c6 lien quan, se co nhung ghicha ngan cho giao vien noi ve viec day

The course is intended to be used by all

of these groups (if you multiply them

together you get eight categories, and you

should be able to place yourself in one of

them); most of the material in the course has

at some time or other been used by people

of all eight categories, but it is necessary to

use the course differently in these different

circumstances

Each chapter is followed by short

additional sections, which you may choose

not to use Firstly, there is a section of notes

on problems and further reading: this tells

you how you can go further in studying the

areas discussed in the chapter Secondly,

where relevant, there are brief notes for

teachers about pro_nuncfation teaching and

the use of the taped practice material.

Finally, there are some written exercises

which test your understanding of the material

in the chapter Answers to the questions are

given near the end of the book

the course includes recorded material

(available on audio CD and on cassette)

which comprises practical exercise material

There are 19 Audio Units (AU) which

correspond to Chapters 2-20 of this book

When there is a relevant recorded exercise

the following symbol is placed in the margin

, with areference to the exercise: O AU1, Ex

1 indicates Audio Unit 1, Exercise I If you

are a non-native speaker of English, every

u it ought to be relevant to you, although

the relevance of any particular exercise will

depend on your particular native language

If you are a native speaker of English, only

some of the exercises will be relevant: those

on intonation are the most likely to be worth

studying The CD version of the material can

be usedin a domestic CD player or personal

CD stereo, and also on a computer with a CD

drive The cassette version was designed for

use in a language laboratory, but such a

facility is hard to find these days However,

the cassettes can be used conveniently in

an ordinary cassette recorder The material

is the same in both cases The way in which

this book is designed for students using the

course under the direction of a tutor is as

follows:

i) All the students in the class read a

chapter of r11s book

ii) The students then have a class with the

tutor in charge of this part of their course

This provides an opportunity to discuss

the material in the chapter, and for the

tutor to check if difficult points have been

u derstood, to provide additional

explanation and examples if necessary

and possibly to recommend further

reading

iii)If the students are not native speakers of

English it is expected that they will then

have a session working on the Audio Unit

corresponding to the chapter they have

10

phat am va viec dung tai lieu ghi amthtc hanh Cui cung, co mot so bai tap

viet kiem tra kha nang hieu bai hoc trong

chuong. Bap an nam gan cuoi sach

Giao trinh c6 nln7ng tai li~u ghi amIre n CD va cassette, bao go m bai tap

thuc hanh Co bai nghe tuong ung voicac chuong 2-20 trong sach Khi co baitap ghi am lien quan thi ngoai le se cobi&u tuong sau tham chi@u den bai tapdo: OAU 1: Ex 1, chi Audio Unit 1, bai

tap 1 Neu ban la nguoi noi tieng Anhphi ban ngu, moi bi nghe deu lien quanden ban, du mtc do lien quan CLJa motbai tap cu the con phu thuoc ngon ngd

noi ti@ng Anh ban ngd, chi c6 mot so

bi tap nghe la co lien quan: nhL7ng bainghe ve ngu dieu co the la dang nghiencuu nhat Phan tai lieu tr@n CD co thehoc bang may hatCD gia dinh hoac mayhatCD ca nhan, hoac6 dia CD tren maytinh Phan tai lieu tren cassette duoc bi@nsoan de dung trong phong lab, nhung hiennay nhung phLfdng tien nhtJ v~y kh6 tim.Tuy nhien, bang cassette co the dung motcach thuan tien bang may cassette thongthuong Tai lieu tr@n CD va tren cassette

la giong nhau PhLfo'ng each ma giao trinhnay dLfQc bien soan cho sinh vie,i hocvoi su huong dan cua giao vien nhu sau:

i) T t ca sinh vien trong lop doc motchuong sach

ii) Sau d6, sinh Vien hoc voi giao vienphu trach mon hoc Nhu vay, se codip de giao vin va sinh vien thaoluan bai hoc trong chuong, va de giaovien kiem tra xem sinh 'vien da hieunhung diem kh6 hay chua, giai thichthem v a cung cap them vi du neu canthiet, v a co the la gioi thieu tai lieu

iii) Neu sinh vi@n khong phai la ngudinoi tieng Anh ban ngu, thi ho nen comot bu&i hoc bai nghe tuong (ng vo i

c uong ho vt a doc va thao luan xong.

11read and discussed.

iv) The group then goes on to the next

chapter

If you are working through the course

individually you will of course arrange your

own way of proceeding; the only important

point here is that it would not be advisable

to use the Audio Units without first reading

the relevant chapters in the book

The book begins with Chapter l which is

an introduction, and there is no Audio Unit

corresponding to this Please read the

Introduction, whichever category you come

into, since it explains the purpose of the

course and pre.sents a number of basic points

that are important for understanding the

material that follows

iv) Cac sinh vien buoc sang chuong ke

tep

N u ban tu hoc g,ao trlnh nay hien nhien ban se tu sap xe p cach tie'n tri€n viec ho cua ban Dieu qu n trong duy nhat o day la khong nen.ho bai ng e

kh, chlla doc chuong sach tuong ung.

Quyen sach bat dau tu Chuong 1 laphan gioi thieu, va khong co bai nghetuong ung voi c uong nay Cho du ban thuo loai doc gii nao, xin ha do phan gioi thieu, boi vi no giai thich muc tieucla qu en sach va gioi thieu mot so

diem can ban quan trong d hiu nhungchlldng sau

Where symbols appear in pairs, the one

M Voitelc!IS lab ial-vt.lnr fricative c Z Alveolr,.pal:u al fricatives eor high e,,, Rising

w Voiced lab ial-velar a ppr o x i m a 1 Alvcol:u' lateral nap

,.

l{ Voiced labial-palatal approximant fj Si multancnu~J:a X e -I Mid e.J -1 Highri si n g

Voiced i:-pi~lottal fru;.itive can be represe nted by two symbolsjoined by a tie bar ifnecessary. !§ ,,

DIACRITICS Diacritics may be placed above a symbol with a descender, e.g.l)

a.

speech sound /'spi:tJ ,saund/

universally /ju:nr'v3:sah/ (adv)

g i ong (Anh, My, Nam, Bdc, )

tU <fng d l i' i (=relatively) qr nlui t qudn

1 Introduction

You probably want to ,ow what the

purpose of this course is, and what you can

expectto learn from it An important purpose

of the course is to explain how English is

pronounced in the accent normally chosen

as the standard for people learning the

English spoken in England If this was the

only thing the course did, a more suitable

title would have been "English

Pronunciation" However, at the

comparatively advanced levelat which this

course is aimed it is usual to present this

information in the context of a general

theory about speech sounds and how they

are used in language: this theoretical context

is called phonetics and phonology Why is

it necessary to learn this theoretical

background? The same question arises in

connection with grammar: at lower levels of

study one is concerned simply with setting

out how to form grammatical sentences, but

people whc are going to work with the

language , · n advanced level as teachers

or researchers need the deeper

understanding provided by the study of

grammatical theory and related areas of

linguistics The theoretical material in the

present course is necessary for anyone who

needs to understand the principles

regulating the use of sounds in spoken

English

The nature of phonetics and phonology

will be explained as the course progresses

but one or two basic ideas need to be

introduced at this introductory stage In any

language we can identify a small number of

regularly used sounds (vowels and

consonants) that we call phonemes; for

example, the vowels in the words 'pin' and

'pen' are diffe_rent phonemes, and so are the

1 Gio i t hi e • u

Co le ban muon biet muc dich claquyen giao tri h nay la gi va ban co th€ mong dgi dieu gi khi ho no Muc dichquan trong cda quyen giao trinh nay la giai thich cach ph t am tieng Anh theo giong thudng dugc chon la m ti@u chuncho nhung nguoi dan ho teng Anhduc,c n6i a Anh Neu day la dieu duynhat ma quyen giao trinh nay da lam thlmottuadethich h<;1p hdn le ra se la "Cachphat am tien Anh" Tuy nhien, v6i tri h

do tuong doi cao ma giao tri h nay nh mden, tho g tin na thuong dLlc;ic trl h ba theo gia thuyet noi chung ve n gd a111 Vilcach chung du c dung trong ng6n ngC!; ngu canh th o gia thuyet nay duoc goi

la ngu am hoc va am vi hoc. Ti!i sao hoc kien thtctheo ly thuyet nay lai can thiet Cau hi tuong t! nhu the nay ph tsinh gan lien voi ng ph p: voi tri h d

ho thap ho , m(>t nguoi c i quan tam toi vi@c bat d u hoc cach thnh lap ca cau theo ngu phap, nhLlng nlu7ng ngLIOi

se lam vi@c voi ngon ng@ na } tri h d

c o nhut cac giao vien v nha nghien

C ULi dn phai co S hie\, bie't sau hon

bang cach nghien ctu ly thuyet ve ngdphap va cac linh Vl./C co lien qu n cia ngon ngd hoc. Tai lieu mang tinh ljthuyet trong quyen giao trin nay dnthiet c o bat c( ( ai dn hie'u dLIQ' cacnguye tac dieu hoa cach dung cac am trong tieng Anh noi

la am vi (p o eme); vi du, caC nguye11

consonants at the beginning of the words 'pet'

and 'bet' Because of the notoriously

confusing nature of English spelling it is

particularly important to learn to think of

English pronunciation in terms of phonemes

rather than letters of the alphabet; one must

be aware, for example, that the word 'enough'

begins with the same vowel phoneme as that

atthe beginning of 'inept' and ends with the

same consonant as 'stuff' We often use

special symbols to represent speech sounds;

using the symbols chosen for this course, the

word 'enough' would be written (transcribed)

as mnAf A list of the symbols is given on p

ix, and the International Phonetice Alphabet

(IPA) on which the symbols are based is

reproduced on p. ix , x .

The first part of the course is mainly

concerned with identifying and describing

the phonemes of English Chapters 2 and 3

deal with vowels and Chapter 4 with some

consonants After this preliminary contact

with the practical business of how some

English sounds are pronounced, the fifth

chapter looks at the phoneme and at the use

of symbols in a theoretical way, while the

corresponding Audio Unit revises the

material of Chapters 2-4 After the phonemes

of English have been introduced, the rest of

the course goes on to look at larger units of

speechsuch as the syllable and at aspects of

speech such as stress (which could be

roughlydescribed as the relative strength of

a syllable) and intonation (the use of the

pitch of the :voice to convey meaning) It

would be a mistake to think that phonemes

are studied first because they are the most

important aspectof speech; the reason is

simplythat, in my experience, courses which

begin with matters such as stress and

intonation and deal with phoneme\ later are

found more confusing by the students who

use them You will have to learn a number of

technical terms; you will find that when they

are introduced in order to be defined or

explained, they are printed in bold type This

has already been done in this Introduction

in the case of, for example, phoneme,

16

am trong tu 'pin' va 'pen' la cac am vi

khac nhau, va cac phu am o dau cac tf'pe va 'bet' cuh'g vay Vl b_an cha't trongcach viet ting Anh co ting la kho hi@ucho nen di@u dc biet quan trong la phai

hoc tu du ve cach phat am ting Anh i:J

d ng am vi thay v i & dang mau tu CLlabang chCt cai; chang han, mot nguoi phaibiet rang tu 'enough' bat dau voi am vinguyen am giong nhu am vi o du tu

'inept' va ket thuc voi phu am tuong tunhu 'stuff' Chung ta thLlo'ng dt', ng cac kyhi@u dac bi@td& trinh baypg am; bangcach dung cac ky hieu da duoc choncho quyen giao trinh nay, tu 'enough' sedLl<;lc Viet (phien am) la IIlAf Danh sachcac ky hieu duoc trinh bay ci trang ix vabang ngu am quoc te (IPA) chtta cac kyhieu dLl<;lc trlnh bay (1 trang ix,x

Phan dau tien cla quyen giao trlnhnay chi yeu ban ve viec nhan biet va

mieu ta cac am vi cla tieng Anh ChLlong

2 v 3 de cap den cac nguyen am va

chuong 4 d cap den phu am Sau phantiep xic so b voi cach phat am ctla

mot so am tieng Anh, chLlo'ng 5 xem xet

am vi va each dung cac ky hieu theogia thuyet, mac du phan Audio Unit tuongLing 611 lc)i noi dung CLla cac clulong tt'I

2 den 4 Sau khi gioi thieu cac am vicua tieng Anh, phan con lai cia quyengiao trinh nay se tiep tuc xem xet cacdon vi I6'i 116i Ion hon chJng han nhu am

titva xem xet cac khia qnh ctla lo"inoi chang han nhutrong am (duoc rreu

ta dai khai la CLl6'ng do tuong doi cua

am tiet) va ngu di@ (dung cuong do ciagiong n6i de' chuyen tai y nghia) Se thatsai lam khi nghi rang am vi dug nghienCL/LI trlfoc vi chung la khia Cc) nh quaI1trong nhat cia loi noi; ly do don gin la,theo kinh nghiem cua toi, cac sach giao

trlnh bit du voi cac va'n de nlut trong

am v ngd dieu roi sau do de cap den

am vi de gay nham lan cho cac hoc vi@n

st dung chung Ban se phai hoc mot sothuat ngu ky thuat; ban se tha'y ding khichung duoc gioi thieu dedLl<;lc dinh nghiahay giai thfch, chung dLl(jc in dam Vi

du, trong phan Gioi thieu nay la a m vi,

17 ngu am hqc va am vj hqc Mot qui voe

khac can phai nho la khi cac tu du@c

dung lam vi du duoc neu o dang chinh

ta, chung duoc d t trong dau tuich dandon vidu 'pin', 'pen' v.v.) Dautrich dan

kep duoc dung o noi cac dau trich danthuong duoc st dung, vi du "Cach phat

am tieng Anh" a tren

Cac ngon ngu co cac giong hay frqng

am (accent) kha c nhau: chu ng duqcnhung ngudi o cac vmng dia ly, cac tanglop xa hoi, do tu6i va nen tang giao duckhac nhau phat am theo cach khac nhau

Tl "accent" thuong bi nham lan voi tu

"dialect" (phuong nga) Chung ta dung

tu "dialect" de chi mt loai ngon ng@khac vdi nhung ngon nga khac khongchi cacl phat am ma con a nhung van

de nhu tu vung, ngu phap va trat tu tu.

M.'.)t khac, st! khac biet ve giong chi la

su khac biet ve cach phat am

The accent that we concentrate on and Giong ma chung ta tap trung v o vauseasour modelis the one that is most often dung lam mau la giong thµong duc;1c d@recommended for foreign learners studying nghi st dung doi voi nhung hcc vien nuocBritish English It has for a long time been ngcfiii dang hoc tin g Anh giong Anh TLI

identified by the name Received lau no da duoc nhan ra qua ten "Cach

Pronunciation (usually abbreviated to its phatam ti@u chuan" (thuong vi&t tat bang

initials, RP ) , but this name is old-fashioned each dung cac chu cai dau la R ), nhLtngand misleading Since it is most familiar as ten nay da Ii th' i va sai lech Vi no la

the ar.cent used by most announcers and giong quen thuoc nhat duc;1c dung bcJi cacnewsreaders on BBC and British phat thanh vien tren dai BBC va cac kenh

independent television broadcasting truyen hinh doc lap cua Anh nen tenchannels, a preferable name is BB C duc;lc Lia chu6ng hon la "C.ic phat il ftl

pronunciation This should not be taken to cua d i BB ". Dieu nay khong c6 nghTameanthattheBBCitselfimposesan"official" rang ban than BBC ap dat mot giongaccent - individual broadcasters all have "chinh thuc" - vl cac phat thanh vientheir own personal characteristics, and an deu co dac diem rieng cua ho, va so

increasing numbu of broadcasters with luong cac phat thanh vien giong Xcot­Scottish Welsh and Irish, accents are len, XL/ Wales va Ai len duqc sLr d1,1ngemployed However, the accent described ngay cang tang Tuy nhien, giong duochere is typical o ilflE~ ~ ~ J:a d day la giong di€n hlnh cL1aEnglish accent, al LJ,.U;;u; i :; .i;1 U:.1 ;J IJ L tl q;ir:t:.C: ,_.,ULJ, ~ ;-i; 1 t thanh vien noi giong Anh, va

or consistency i# pkg#gr#fr "} e% pg pp4t «e to ien dth bau 1ch 1ro e

these speakers A'

0 ' h lJl{:-1

1, a phat thanh cua nhung phatSo: l.rrH.1.b .thanh v n nay

pronunciation differences only

phonetics and phonology. Another

convention to remember is that when words

used as examples are given in spelling form, •

they are enclosed in single quotes (see for

example 'pin', 'pen', etc.) Double quote

marks are used where quote marks would

normally be used; see, for example, "English

Pronunciation" above

Languages have different accents: they

are pronounced differently by people from

different geographical places, from different

social classes, of different ages and different

educational backgrounds The word "accent"

is often confused with dialect We use the

word "dialect" to refer to a variety of a

language which is different from others not

justin pronunciation but also in such matters

as vocabulary, grammar and word-order

Differences of accent, on the other hand, are

This course is not written for people who

wish to study American pronunciation The

pronunciation of English in North America

is different from most accents found in

Giao trinh nay khong danh cho nhCtngnguoi muon hoc cach phat am ki€u My.Cach phat am tieng Anh & Bac My khacv6'i hau het cac giong a Anh Ngoai ra,

Britain There are exceptions to this - you

can find accents in parts of Britain that sound

American, and accents in North America that

sound English But the pronunciation that

you are likely to hear from most Americans

does sound noticeably different from BBC

pronunciation

In talking about accents of English, the

foreigner should be careful about the

difference between England and Britain;

there are many different accents in England,

b t the range becomes very much wider if

the accents of Scotland, Wales and Northern

Ireland (Scotland and Wales are included in

Britain and with Northern Ireland form the

United Kingdom) are takeninto account

Within the accents of England, the distinction

that is mostfrequently made by the majority

of English people is between Northern and

Southern This is a very rough division, and

there can be endless argument over where

the boundaries lie, but most people on

hearing a pronunciation typical of someone

from Lancashire, Yorkshire or other counties

further northwould identify it as "Northern"

This course deals almost entirely with BBC

pronunciantion There is, of course, no

implication that other accents are inferior or

less pleasant-sounding; the reason is simply

that BBC is the accent that has always been

chosen by British teachers to teach to foreign

learners, and is the accent that has been most

fully described and has been used as the

basis for textbooks and pronouncing

dictionaries

A term which is widely found nowadays

is Estuary English, and many learners of

Englishhave been given the impression that

this is a new accent of English In reality

there is no such accent, and the term should

be used with care The idea originates from

the sociolinguistic observation that some

people in public life who would previously

have been expected to speak with a BBC

(or RP) accent now find it acceptable to speak

with some characteristics of the accents of

the London area (the estuary referred to is

the Thames estuary), such as glottal stops

18

c6 nhli'ng trlfctng hop ngoai le - ban co

th€ thay cac giong i.'J nhang VL)ng miencua Anh phat am giong My, va nhli'ng

giong 8 Bac My phat am giong Anh.Nhungcach phatam ma ban co th€ nghe

do da so nguoi Anh t,;10 ra la gida mienBfr va mien Nam Day la ranh gii rat

ro ret va luon co su bat dong ve vi@cranh gioi nam d dau va hu ht moinglfcti nghe cach phat am di&n hinh ciamot nguoi aerr !Lr Lancashire, Yorkshirehay nhL7ng dia hat khac xa hon deu s@nhan ra do la giong "mien Bac" Giaotrinh nay chi yeu de cap den cach plat

am theo giong cia dai BBC Di nhien, a

day khong ngu rang nhung giong khac

la giong thap kem hay kh nghe; ly dodon gian la vl BBC la gio ng luon duoccac giao vien Anh chon de day hoc vi@nnuoc ngoai va la giong duoc mi@u taday du nhat va da du;c dung lam co so

cho hu het cac sach giao khoa va tt

di€n phat am

Mot thuJt nga dttQ'c !1111 thay rong rai

nga y nay la Estuary English va nhieungL/oi hoc tie'ng Anh co an tuong ra ngday la giong tie'ng Anh moi Trong tlutc

te, kh6ng c6 giong nhu the, va thuJt ngC/

nay nen dugc dung mot cach can thin

Y tuong nay ba"t ngu6n W cu9c quan siitngon ng xa hoi ma mot so nguoi trongddi hoat dong cho xa hoi v6n truoc d6duoc cho la noi voi giong BBC (hay RP)

hi@n thay rang co the chap nhan duockhi noi co mot so dac diem cla cacgiong vung Luan Don (estuary duoc am

which would in earlier times have caused

commentor disapproval

Ifyouare a native speaker of English and

your accent is different from BBC you should

try, as you work through the course, to note

what your main differences are for purposes

of comparison I am not, of course, suggesting

that you should try to change your

pronunciation! If you are a learner of English

you are recommended to concentrate on

BBC initially though when you have

worked through the course and become

familiarwith this you will probably find it an

interesting exercise to listen analytically to

other accents of English, to see if you can

identify the ways in which they differ from

BBC and even to learn to pronounce some

examples of different accents yourself

c i den la cta song Thames), chang han nhu am tac thanh hau, trong nh ng thdi

ky dau da gay ph n d6i hay bat don Neu ban la ngudi ban ngu n6i tienAnh v giong cda ban khac voi giongBBC, khi do qua quyen sach na , bannen ghi chi nhung su khac bi@t c inhcda minh la gl de so sanh Di nhien, oday kho g de nghi ban nen co ga g thayd6i cac h phat am cia minh! Neu ba la ngudi ho tieng Anh, ban dau ban nen

ta trung vao giong BBC, mac du khi docqua quyen sach nay va qu n thuoc voi giong, ban se thay no la bai tap ly tho

de nghe cac giong khac cua t eng An ,

de xem ban co the nhan ra cac giong

kh c vdi B C nhu the no v tham chiIL! hoc cach phat am mot so vi du vecac giong khac nhau.

Notes on problems and further reading

The recommendation to use the name BBC pronunciation rather than RP is new to thiseditionof the book, and is not universally accepted It is used in the Daniel Jones English

1997), in Trudgill (1999) and in Ladefoged (2000); for discussion, see the Introductions to

the Longman Pronunciation Dictionary (Wells, 2000; pp xiii, and the I5th Edition of the

Daniel Jones English Pronouncing Dictionary (p v) In the original English Pronouncing Dictionary of 1917, by the way, the term used was Public School Pronunciation (PSP).

Where other writers have used the term RP in discussion of standard accents, I have left the

term unchanged Other writers have suggested the name GB (General British) as a term

preferable to RP; I do not feel this is satisfactory, since the accent being described belongs

to England, and citizens of other parts of Britain are understandably reluctant to accept thatthis accent is the standard for countries such as Scotland and Wales The BBC has an excellentPronunciation Unit, but most people are not aware that it has no power to persuadebroadcasters to use particular pronunciations: BBC broadcasters only use it on an optionalbasis, and the Corporation obliges the Pronunciation Unit to charge a fee for their advice

I feel that if we had a completely free choice of model accent it would be possible to findmore suitable ones: Scottish and Irish accents, for example, have a much more straightforwardrelationship between spelling and sounds than does BBC, and have simpler vowel systems,andwould therefore be easier for most foreign learners to acquire However, the majority ofEnglish teachers would be reluctant to learn to speak in the classroom with a differentaccent, so it seems this is not a practical possibility

For inlroductory reading on the choice of English accent, see O'Connor (1980: 5-6):Brown (1990: 12-13): Cruttenden (1994: Chapter7) For a discussion of the status or RP, seeAbercrombie ( 1965) For those who want to know more about British accents, a simpletroduction is Hughes and Trudgill (1996); more advanced works are Trudgill (1999) and

l es andDocherty (1999) Undoubtedly the major work on accents of English is Wells), whichis a very valuable source of information (see especially pp 117-18 and 279­RP)

Much ofwhathas been written on the subject of, "Estuary English" has been in minor orephemeral publications A valuable collection of such works has been made available by J.

C Wells on the Internet See http://www.phon.ucl.ac.uk/home/estuary

Aproblem area that has received a lot of attention is the choice of symbols for rexesentingEnglish phonemes Inthe past, many different conventions have been proposed and studentshave often been confused by finding that the symbols used in one book are different fromthe ones they have learned in another The symbols used in this book are in most respects

those devised by A C Gimson for his Introduction to the Pronunciation of English (the

latestversion of which is the revision by Cruttenden; see Cruttenden, 1994) These symbolsare now used in almost all modern works on English pronunciation published in Britain, andcan therefore be looked on as a de facto standard Although good arguments can be made forsome alternative symbols, the advantages of having a common set of symbols forpronunciation teaching materials and pronunciation entries in dictionaries are so great that

it would be very regrettable to go back to the confusing diversity of earlier years Thesubject of symbolisation is returned to in Section 5.2 of Chapter 5

Notes for teachers

Pronunciationteaching has not always been popular with teachers and language-teachingtheorists and in the 1970s and 1980s it was fashionable to treat it as a rather outdatedactivity It was claimed, for example, that it attempted to make learners trylo sound likenative speakers of Received Pronunciation, that it discouraged them through difficult andrepetitive exercises and that it failed to give importance to communication A good example

of this attitude is to be found in Brown and Yule (1983: 26-7) The criticism was misguided,

I believe, and it is encouraging to see that in recent years there has been a significantgrowth of interest in pronunciation teaching and many new publications on the subject Nopronunciation course that I know has ever said that learners must try to speak with a perfect

RP accent To claim this mixes up models with goals: the model chosen is BBC (RP) but the

goal is normally to develop the learner's pronunciation sufficiently to permit effectivecommunication with native speakers

")Pronunciation exercises can be difficult, of course, but if we eliminate everything difficultfrom language teaching, we may end up doing very little beyond getting students to playlittle communication games It is, incidentally, quite incorrect to suggest that the classicworks on pronunciation and phonetics teaching concentrated on mechanically perfectingvowels and consonants: Jones ( 1956, first published 1909), for example, writes 'Good'speech may be defined as a way of speaking which is clearly intelligible to all ordinary

people 'Bad' speech is a way of talking wh.ch is difficult for most people to understand

Aperson may speak with sounds very different from those of his hearers and yet be clearlyintelligible to all of them, as for instance when a Scotsman or an American addresses anEnglishaudience with clear articulation Their speech cannot be described as other than'good' (pp 4-5)

Much has been written recently about International English, with a view to defining

what is used in common by the millions of people around the world who use English as a

foreigg language (Crystal, 199.7: Jenkins, 2000) This is a different goal from tat of thisbook which is describing a specific accent The discussion of the subject in Cruttenden

(1994: Chapter 13) is recommended as a survey of the main issues, and the concept discussed

there of Minimum General Intelligibility is a useful contribution to the International

Englsh debate

There are many different and well-tried methods of teaching and testing pronunciation,someofwhich are used in this book I do not feel that it is suitable in this book to go into adetailed analysis of classroom methods, but there are several excellent treatments of thesubject; see, for example, Kenworthy (1987); Dalton and Seidlhofer (1994); Ce Ice-Murcia

et al (l996) At a more advanced level, Ioup and Weinberger ( 1987) is a collection ofpapers on Interlanguage Phonology that is relevant to the study of learners' problems

CHUONG 2

airflow /'eofl u/ = flow of air

alveolar ridge/ a:lvr ,;JUI;} 'nd3, a:l'vr;JJ;J-/

articulator/ a:'trkjulert;J/ (n)

back vowelI'ba:k 'vau;Jf/

bilabial sound/ 'ba1'le1br;}f 'saund/

cardinal vowel / ka:drnl 'vau;JV

close vowel/ kf;Jus 'vau;JV

close-mid/ 'kf;Jus,mrd/ (adj)

contoid / 'knnt:ird/ (n)

dental sound/ dent! 'saund/

friction / frrkJn/(n)

friction noise/ frrkJn ,n:irz/

front vowel /frxnt 'vau l/

hard palate /'ha:d 'pal t/

labiodental sound /lerbi;:iu,dentl 'saund/

larynx/ 'la:rrl)ks/ (n)

lip-rounding/ lrp, raundrry'

nasal cavity /nerzl 'kaevot/

nasal sound/ nerzl 'saund/

open vowel / 'a5pan 'vauol/

open-mid /';mp;Jn,mrd/ (adj)

palate / 'paelat/ (n)

pharynx/ 'fa:rr!Jks/ (n)

phonetician / , foun;J'trJn/ (n)

reference system/ refrnns srst;:im/

soft palate /'sft 'pel t/

spread /spred/ (adj)

Va.riable/ 've;:irr;:ibl/ (n)

velum /'vi:lam/ (n)

vocal apparatus /'vaukl ,apa'rertas/

vocal tract /'vaukl, tra:kt/

a m to phu am tinh

am riing

stma sdt ti@ng xat nguyen am (hang) trurJc ngr;H: cilng

am moi l'iing thanh qudn

Slf trim mrJi khoang miii

am miii nguyen am ri}ng/miJ nrla ri}nglmiJ

yet hdunhd ngil iim h9c ·

khdo ngac mem det moi bi@n to ngac mem bi} mdy phdt am dur)ng ddn thanh

am to' nguyen am tinh

r

2 T h e pr odu ctio n of s p ee ch s ound s

2 St; h 1 nh t ha nh cua ng u am

2.1 Articulators above the larynx

All the sounds we make when we speak

are the result of muscles contracting The

musclesin the chest that we use for breathing

produce the flow of air that is needed for

almost all speech sounds; muscles in the

larynx produce many different modifications

in the flow of air from the chest to the mouth

After passing through the larynx, the air goes

through what we call the vocal tract, which

ends at the mouth and nostrils Here the air

from the lungs escapes into the atmosphere

We have a large and complex set of muscles

that can produce changes in the shape of the

vocal tract, and in order to learn how the

sounds of speech are produced it is

necessary to become familiar with the

different parts of the vocal tract These_

different parts are called articulators, and

the study 'of them is called articulatory

phonetics.

Fig 1 is adiagram that is used frequently

in the study of phonetics It represents the

human head, seen from the side, displayed

as though it had been cut in half You will

ed to look at it carefully as the articulators

~ described, ·and you will often find it

•I to have a mirror and a good light

so that you can look at the inside of

din th nh ket thu o mieng v 16 mLi.

0 day, khong khf tu phoi tho t ra ngoai khf quye'n. Chung ta c o m qt b cd Ion

va phuc t<} co the' t<,1.O ra cac thay d6i i:J

hinh dang cla duong dan tha h, v debiet cac ngu am tao ra nhu the no, ban

can phi quen thuoc voi cac b phankhac nhau cua duon d~n thai1h. NhCtng

b phan nay duoc goi la b ph n ph t

am, v viec ng ien cuu chung dugc goi

la ng am hoc phat am.

Hlnh 1 la sd d6 thuong d c;1 dung trong vi~c nghien CULi ngu am hoc. N6tu@ng trung c o dau nguoi, nhin tu phfa

be , duc trinh bay nhu the no duoc cat

ra lam doi Ban se can phai xem so dnay mot cach can thankhi cac b phanca'u am dud mieu ta va ban thuong

th ong se thay htu (ch khi co mot cai guong v mot den t6t de ban co the' nhlnvao ben trong mieng cua min

i) The pharynx is a tube which begins

just above the larynx His about 7 cm long in

women and about8 cmin'men, and at its top

end it is divided into two, one part being· the

back of the mouth and the other being the

b ginning of the way through the nasal

cavity If you look in your mirror with your

mouth open, you can see the oack of the

pharynx

ii) The velum or soft palate is seen in

the diagram in a position that allows air to

pass through the nose and through the mouth

Yours is probably in that position now, but

often in speech it is raised so that air cannot

escape through the nose The other important

thing about the velum is that it is one of the

articulators that can be touched by the

tongue When we make the sounds k and g

the tongue is in contact with the lower side

of the velum, and we call these velar

consonants

iii) The hard palate is often called the

"roof of I.hemouth".You can feel its smooth

curved surfaee with your tongue

iv) Till.! :Jlveolar ridge is between the

top front eeh and the hard palate You can

feel il.5 shap1; with your tongue Its surface is

reaIly rnu ch rougher than it feels, and is

covered wJ lh little ridges You can only see

these 1f you have a mirror small enough to

go inside your mouth (such as those used by

denLi.ts Sounds made with the tongue

touch1ng here (such as t and d) are called

alveolar

v) [he tongue is, of course, a very

important articulator and it can be moved

into mauy different places and different

shapes It is usual to divide the tongue into

difLrent parts, though there are no clear

dividinglines within the tongue Fig 2 shows

,he tongu'-·on a larger scp le wirh these parts

shown· lip, blade, t·out, bjlck and root (This

u,c uf the word "front" often'seems rather

slr.rngc al first.)

24

i) H.i u la m(lt o'ng bit dfo ngay ben tren thanh q an. N6 dai khoang 7 C!ll o

plw n v kho ng 8 cm a nam gioi, va Ci

dau tren cla no, no duc c ia lam d6i,mot phan nam o phia trongcung cimieng v ph n con lai nam o dau doan

di qua khoang mui. Nea ban nhin vaguong voi mieng ha ra, ban co the ihy

phia trong cuing c a hau.

ii) Vom mi@ g mem duoc nhin thaytrong Sd d6 d 111Qt "' tr cho phep kh6ngkhi di qua mui vs qua ming Co le vommie g mem c a 'an hien gio nam o vitrf d6, nhung lh•lcillg th] khi n6i no duonang cao de kong khi kho g th& thoatqua mui bieu qu n trong khac ve vom mieng mem la 11 ia m(>t trong nhClng b(> phan cau am ma luoi co the c am toiKhi chung ta n6i am k v g, luoi tie p

xu voi pfia du i cua vom mieng mem

va chung ta goi nhung am nay la phu

am vom mem.

ii Vom mi@ng cung thuong dugc goi

la "v m mie g" Ban co the' d ng luaicam nhan be mat c ng nlan ca no.iv) Nu'ou rang nam giua ham rang tren

va vom mi@ng cun Ban co the cam nhan hinh dang cla no bang each dungludi Be mat c a no that ra tho nhamhon nhieu so voi cam nhan cla ba v

du c phi bang cac chm nh6 Ban chi

c6 the' tha'y nhung chdm nay neu ban

c6 mc'it cai gu ng nho du de dua vao trong mieng (chang han nh cai guong nha si st dung) Am thanh do luoi t,;1 r, khi cham vao d y (chang han nh t ,

d) du(Jc goi I.a am lqi.

v) Lu'oi, dT nhien, la m(lt b(l phar

am ra't qu n trong va no co the di ch

d 'n nhi@u vi tri khac nhau va c6

luoi truoc, mat ' luai (Thoat ' thuong c6 ve

vi) The teeth (upper and lower) are

usuallyshown in diagrams like Fig l only at

the front of the mouth, immediately behind

the lips This is for the sake of a simple

diagram, and you should remember that most

speakers have teeth to the sides of their

mouths, back almost to the soft palate The

tonguel s in contact with the upper side teeth

for many speech sounds Sounds made with

the tongue touching the front teeth a e

called dental.

fronttip

Fig.2 Sub-divisions of the tongue

Hinh 2 Cac phn chia nh cia luoi

vii) The lips are important in speech

They can be pressed together (when we

produce the sounds p, b ) ,broughtinto contact

with the teeth (as in f, v) , or rounded to

produce the lip-shape for vowels like u

Sounds in which the lips are in contact with

each other are called bilabial, while those

with lip-to-teeth conta.ct arc called

labiodental.

The seven articulators described above

are the main ones used in speech, but there

are three other things to remember Firstly,

the larynx (which will be studied in Chapter

4) could alsq be described as an articulator

- a very complex and independent one

Secondly, the jaws are sometimes called

articulators~ certainly we move the lower jaw

a lot in speaking But the jaws are not

articulators in the same way as the others,

because they cannot themselves make

contact with other articulators Finally,

although there is practically nothing that we

can do with the nose and the nasal cavity,

they are a very important part of our

equipment for making sounds (what is

sometiacs called our vocal -t"at•s),

vi) Rang (ham tr@n va ham duoi)thuong duoc minh hqa trong cac st d6

ngay phia sau mi Viec minh hoa nhuthe la de cho so do don gian, va bannen nho rang hu het moi nguoi n6i deu

co rang a hai ben mieng,·nam sau trongcung den vom mi@ng mm Ludi tiep xucvdi ham rang tr@n de tao ra nhi€u ngCI

am Cac am dLlc;IC ti:}O ra khi luoi tiepxuc voi ham rang tren duoc goi la am ran

vi)M6i thi quan trong trong loi noi.Chung co the duoc ep lai voi nhau (khichung ta ti:}O ra dm p, b), dua vao tiepxuc voi rang (nhu trong f, v) hoac 1:t111

tron d€ li:}O ra hinh dang moi cho cacnguyen am nhu u : . Cac am dt./c;IC li)O rakhi hai mi tiep xuc voi nhau dugc goi

ra khi moi tiep xuc voi rang dLIQc goi la

am moi rang.

Bay bo phan cau am du;c mieu ta otren la nhung thanh phfo chinh dt.1c;1cdung trong loi noi, nhung co ba bo phankhac can nho Th(t nha't la, thanh quan(sedugc nghien ct u o chuong 4) cungc6 the duoc mieu ta la bo phan cau am

- day la mot bo phan doc lap va ratphuc to;1p Thu hai la, ham doi khi dLIQcgoi la bo phan cau am; chic chan chung

ta cd dong ham dudi nhieu khi noichuyen Nhung ham khong phai la bophan cau am theo cach giong nhu nhCtngtha nh phan khac, vi ban than chungkhong tiep xuc vdi cac bo phan cau am

khac Cuoi cing la, mac du chang co gidac bi&t de chung ta lam voi mui vakhoang mui, nhung chung lamot thanh

particularly nasal consonants such as m, n.

Again, we cannot really describe the nose

and the nasal cavity as articulators in the

same sense as (i) to (vii) above

2.2 Vowel and consonant

The words vowel and consonantarevery

familiar ones, but when we study the sounds

of speech scientifically we find that it is not

easy to define exactly what they mean The

most common view is that vowels are sounds

in which there is no obstruction to the flow

of air as it passes from the larynx to the lips

A doctor who wants to look at the back of a

patient's mouth often asks the patient to say

"ah"; making this vowel· sound is the best

way of presenting an unobstructed view But

if we make a sound like s or d it can be clearly

felt that we are making it difficult or

impossible for the air to pass through the

mouth Most people would have no doubt

that sounds like s and d should be called

consonants However, there are many cases

where the decision is not so easy to make

One problem is that some English sounds

that we think of as consonants, such as the

sounds at the beginning of the words 'hay'

and 'way', do not ·really obstruct the flow of

air more than some vowels do Another

problem is that different languages have

different ways of dividing their sounds into

vowel and consonant; for example, the usual

,;ound prodtlced at the beginning of the word

·ed' is feltto be a consonant by most English

peakers but in some other languages (some

dialects of Chinese, for example) the same

sound is treated as one of the vowels

If we say that the difference between

vowels and consonants is a difference in the

way that they are produced, there will

inevi&ably be some cases of urcertainty or

disagreement; this is a problem that cannot

be avoided It is possible to l:Stablish two

distinct groups of sounds (vo\vels and

2

phan rat quan trong cda he thong tao amcia chung ta (doi khi dugc goi la bo matao am), dac biet la cac phu am muinhu m, n Hon nua, tren thuc te chung takhong the' mieu ta mu i va khoang Ill Lii

la bo phan cau am theo y nghia nllli (i)

Va (vii) 0 tren

2.2 Nguyen am va phu am

Cac tunguyen am va ph9 am la nhli'ng

tu r,ft quen thuqc, nhling khi chung tanghi@n ctu cac am trong lei noi bangphuong phap khoa hoc, chung ta thayrang that khong de dang dinh nghia chinhxac chung la gl Quan die'm ph6 biennhat la: nguye11 am la nllli'ng a m duoctao ra khi lu6ng khf di qua tu thanh quanden mdi khong bi can t 8 Mo t bac simuon xem phia trong CL)ng a trong miengcla mot benh nhan thuong b o ho n6i

"ah"; n6i am nay la each 161 nhat M c6

mot tam nhin khong bi can tr& Nhungneu chung ta tao ra mot am nhu s hay d,

ta c6 th cam thay r6 rang kho ng kh f

kh6 ho~c khong the' di qua mieng Hauhet moi ngudi deu chac chan rang cac

am nhu s va d nen dugc goi la phu am.Tuy nhi@n, co nhieu truong hop, dua raquvet dinh nhu the khong phai la dieu

de dang Van de la mot s6am ting Anh

ma chung ta nghi la phu am, chJng hannhu cac am & dau nhmng tu nhu 'hay' va'way' thL_lc sL_f khong can tro lu6ng khfnhieu so voi mot so nguyen am Mtvan

de nda la cac ngon ngt khac nhau c6

ca cach khac nhau de chia cac am cdachung thanh nguyen am Va phu am; vf

du, hau het nhang nguoi noi tieng Anh

cam thay am binh thuong du@c tao ra Ci

dau tu 'red' la phu am, nhung CJ m(lt songon ng@ khac (m o t so phlkJ'ng ngt ciaTrung Quoc, chang han) am llio'ng IV nhL(the du c xem la nguyen am

Neu ta noi rang s u khac nhau giL7acac nguyen am va phu am la s u khacnhau a each chung dug tao ra, thi chacchan se c o m(lt so' trliong hqp khong cha'ccha n hay ba't d6 ng; day la mQt van de

ma khong the nao tranh du@c. Ta c6 th&lap ra hai nh6om am phan bi@t (nguyen

consonants) in another way Consider

English words beginning with the sound h;

what sounds can come next after this h?We

fin that most of the sounds we normally

think of as vowels can follow (for examplee

in the word 'hen'), but practically none of

the sounds we class as consonants Now think

of English words beginning with the two

sounds b r; we find many cases where a

consonant can follow (for example d in the

word 'bid', or I in the word 'bill'), but hardly

any cases where a vowel may follow What

we are doing here is looking at the different

contexts and positions in which particular

sounds can occur; this is the study of the

distribution of the sounds, and is of great

importance in phonology Study of the sounds

found at the beginning and end of English

words has shown that two groups of sounds

with quite different patterns of distribution

can be identified, and these two groups are

those of vowel and consonant If we look at

the vowel-consonant distinction in this

way, we must say that the most important

difference between vowel and consonant is

not the way that they are made, but their

d fferent distributions Of course, the

distribution of vowels and consonants is

different foreach language

There are many interesting theoretical

problems connected with the vowel­

consonant distinction, butwe will not return

to this question For the rest of this course it

will be assumed that the sounds are clearly

divided into vowels and consonants

We begin the study of English sounds in

this course by looking at vowels, and it is

necessary to say something about vowels in

general before turning to the vowels of

English We need to know in what ways

vowels differ from each other The first matter

to consider is the shape and position of the

tongue It is usual to simplify the very

complex possibilities by describing just two

things: firstly, the vertical distance between

am va phu am) theo mot cach khac. Hayxet cac tu ting Anh bat dau bang am h;

nhung am nao c6 the dung ke tiep sau

am h na ? Ta thay ra g hau ht cac am

ma ta thuong nghi la nguyen am deu ce

theth osau (vi d etrong t u 'h n'), nhLlnthuc te khong c am na chung ta xep

lo i la phu am Bay gio ha nghi ve cac

tu tieng Anh bat d u voi hai am: br; ta thy nhieu truing hop ma & d mot ph

am c6 theth o sau (vi d~1 d troi1g tu 'bid'hoac I tron tu 'bi '), nl1Ltng hJu nhLI khong co truong hop nao ma a do motnguyen am co the th o sau Dieu ma

c u g ta d ng lam d day la xem cac

ngC t canh va tinh huong khac nh u o docac am cu the c6 the xuat hi@ ; day las! ng ien ctu ve vi@c phan b6cac am

va co tam quan trong Ion lao trong am

vi hoc. Su nghien cuu cac am dudc t mtha"y o dau va cuoi cac tu ting Anh da

c ung minh rang hai nh m am voi c cmau p an bo hoan toan khac nhau c6 the duoc nh n biet, va hai nhom na la nh6m nguy n am v phu am Neu chung

ta xem su khac biet nguyen am - plH_I

am th o each nay, ta phi noi ran SLkhac biet quan trqng nha't giua nguyen

am va phu am kh ng phii la each ch(mgdugctao ra ma la su ph n b6 khac nh u cia ch n Di nhie , su pha b6cua cac nguyen am va phu am khac nh u trongm6i ng6n ngu.

C6 nhieu van de ly thuyet th vi lien

qu n den su phn bit nguyen am - phu

am, nhung chung ta se khong qu y trd lai voi van d nay. Phan con lai cdasach nay se gia dinh ra g ca am duocchia thanh nguyen am v phu am mot

am c a tie ng Anh Chung ta can phai biet cac nguyen am khac nh u nh the

na Van de dau tie n can xem xet la hlnh da g va vi tri c a lu i Thuong ta don gian ho cackha nang p utc tap bang

the upper surface of the tongue and the

palate, and secondly the part of the tongue,

between front and back, which is raised

highest Let us look at some examples:

i) Make a vowel like the i: in the English

word 'see' and look in a mirror; if you t,ilt

your head: back slightly you will be able fo

see that the tongue is held up close to the

roof of the mouth Now make an re vowel (as

in the word 'cat') and notice how the distance

between the surface of rhe tongue and the

roofof the mouth is now mucl11 greater The

difference between i: and re is a difference

of tongue height, and we would describe i:

as a relativelyclose vowel and as a relatively

open vowel Tongue height can be changed

by moving the tongue up or down, or moving

the lower jaw up or down Usually we use

some combination of the two sorts of

movement, butwhen drawing side of-the­

headdiagrams such as Fig I and Fig 2 it is

usually found simpler to illustrate tongue

shapes for vowels as if tongue height was

alteredby tongue movement alone, without

any accompanyrng jaw movement So we

would illustrate the tongue height difference

betweeni: andre as in Fig 3

ii) In making the two vowels described

above,it is the front part of the tongue that is

raised.We could therefore describei: andre

as comparatively front vowels By changing

the shape of the tongue we can produce

vowels in which a different part of the tongue

is the highest point A vowel in which the

back of the tongue is the highest point is

called a back vowel If you make the vowel

in the word 'calm', which we write

phonetically as a: you can see that the back

of the tongue is rais~d C.ompare this withre

in front of a mirror;re is a frontvowel and a:

is a back vowel The vnwd in 'too' (u: ) is

also a comparatively back vowel, but

compared witha : it is close

28

cach mieu ta c i hai dii§u: thu nha't la, khoang cach th o c ieu doc gi@a mattren cla ludi va vom mieng va, th& hai

la, phan luoi, gila mat ludi trudc va matludi trong cu ng, la noi nho cao nhat.Chung ta hay xem mot so vi d .i) Tao ra mc;lt nguyen am nhu i: trong

w 'see' cua tieng Anh va nhin vao guong; neu ban hoi nghieng dau ra phfa sau, ban se co th thay rang lu i duc giu sat voivom mieng Bay gio tao nguyen am e

(nh; trong w 'cat') v luu y xem kho ng cac h gida mat luoi va vom mien bay gio lon hon nhieu nhu the no S u khacnhau giua i: Va re la su khac nhau ve

c i@u cao c a luoi, va chung ta mieu ta

i: la nguyen am dong tuong doi v ae la nguyen am md (open) tuong do'i Chieu cao cua luoi co the thay d6i bang each

di chuyen lu i len hoa xuong, hoac di

c uy€n ham duoi len xuong Thuong thi

c u g ta ke't hc;;p hai lo i cu dc;lng nay,

nh ng khi ve cac so do mat ben c a dau nhu hinh 1 v 2 ta thuong thay don gianhon khi minh hoa hinh dang c a luoi danh

c o cac nguyen am nh the chieu cao cia luoi bi thay d6i chi d cu dc;lng ILt6'i,kh6ng co bat cu Sl/cu dc;lng nao cua ham.

Vi v3y chung ta se minh hq su khac

nh u ve chieu cao cua ludi gila am i:

v a nhutrong hlnh 3

ii Khi tao ra hai nguye n am d omi@u ta o tr@n, c inh phan phia truoccla luoi duoc nang le Do do, c ung ta

co the mieu ti i v a la nguyen am

truoc tuong doi Bang each thay d6i hinh

dq g ctla IL/oi ta co the tao ra cacnguyen am ma o d6 mot phan khac cua

lu i la 'diem cao nhat. Mot nguyen aduoc tao ra khi phan trong c ng cia luoi

la diem cao nhat du@c goi ia nguyen am

sau. Neu ban tao ra nguy n am trong ti:t

'calm', theo ngt am ta vi&t no la a: ban c6 the thy phan trong cung cua luoi

duoc nang len So sa nh am nay voi a ophia truoc guong; re la nguy n am truoc

va a: la nguyen am sau. Nguyen am trong'too' (u:) cu ng la nguye11 am sau ILtong doi, nhung so voi a:, no la nguyen amdong

Fig.3 Tonge positions fori: andre

Hlnh 3 Gic vi tri ludi da h c o i: va

So now we have seen how four vowels

differ from each other; we could show this in

asimple diagram (Fig 4)

Vay by gio ta thay bon nguyen amkhac nh u nh the no; ta co the minh hoa su khac nhau nay trong mot scJ dc3don gin (hinh 4)

Fig.4 Extreme vowel positions for English

Hlnh 4 Cac vi tri nguyen am eve diem trong tieng Anh.

Tuy nhien, so d nay khong chinh xac hoa n toan. Nha ng am hoc can mot

each ra't c inh xa de phan loai cacnguyen am va da phat trien mot ta hop cac nguyen am, sa xep theo so do dong

- mo', tnioc - sau giong v6i hinh 4 nhLlng khong phai la nguyen am cu bat k

n on ngu dac biet na Cac nguyen am chu.in nay la he tham c ie'u chua n, va nhung ngudi du@c dao tao ngd am hq

& trlnh dQ c o phai ho cach phat amchinh xac va nh n biet c ung du g. Neuban hoc cac nguyen am chui nay, ban

However, this diagram is rather

inaccurate Phoneticians need a very

accurate way of classifying vowels, and have

developed a set of vowels, arranged in a

close-open, front-back diagram like Fig

4, which are not thevowels of any particular

language These cardinal vowels are a

standard reference system, and people being

trained in phonetics have to learn to make

them accurately and recognise them

correctly Ifyou learn the cardinal vowels,

you are not learning to make English sounds,

but you are learning about the range of

CloK

Fig.S Primary cardinal vowels

Hlnh 5 Ca nguyen am chuin sci cap

It has become traditional to locate

cardinal vowels on a four-sided figure

(quadrilat1::Eai) of the shape seen in Fig 5

(the d sign u ed here is the one

recommended by the International Phonetic

Association in 1989) The exact shape is not

really important - a square would do quite

well -but we will use the traditional shape

The vowels on Fig 5 are the so-called

primary cardinal vowels; these are the

vowels that are most familiar to the speakers

of most European languages, and there are

other cardinal vowels (secondary cardinal

vowels) that sound less familiar Cardinal

vowelno l has the symbol [i], and is defined

as the vowel which is as close and as front as

it is possible to make a we! without

obstructing the flow of air enough to produce

friction noise: friction noise is the sort of

hissing sound that one hears in cc :onants

like s or f. Cardinal vowel no 5 has the

symbol [a] and is defined as the most open

and back vowel that it is possible to make

Cardinal vowel no 8 [u is fully close and

back and no 4 [ a ] , is fully open and front

After establishing these extreme points, it is

possible to put in intermediate points

(vowels no 2, 3, 6 and 7) Many students

when they hear these vowels find that they

sound strange and exaggerated: you must

remember that they are extremes of vowel

quality It is useful to think of the cardinal

vowel framework like a map of an area of

countrythat you are interested in Obviously,

ifthe map is to he useful to you it must cover

all the area: but if it covers the whole area of

interest it must inevitably go a little way

beyond that and include some places that

you might never want to go to However, it

isstill important to know where the edges of

the map are drawn When you are familiar

with these extreme vowels, you have (as

kh6ng dang hoc each tao cac am tiengAnh ma dang hoc Ve day cac nguyen

am ma b may phat am cua con nguoi

co the tao ra va cung dang hoc mot cachhetu ich de mi@u ta, phan loai va so sanhcac nguyen am Ching duoc ghi lai tr@nTrack 21 cda CD 2 va d cu6i bangcassette 2

Theo truyen thong, caC nguye11 aIllchuan duc dat tr@n mot hinh b6n canh

co hinh dang nhu trong hinh 5 (hinh duocdung a day la hinh do Hiep h(li ngCI amquc5'c te de nghi stl dt.1ng) Hinh dang

c inh xac thuc SI/ kh6ng quan trong m(lt hinh vu6ng cOng dC1ng dtl(Jc - nhtfng

-d -day chtlng ta se -dung hinh truyenthong Cac nguyen am tren hinh 5 dt/Q'cgoi la nguyen am chun Sd cap; day la

nhL7ng nguyen am quen thuoc nhat voi

nhung ngu oi noi ngon ngd chau Au va

c n co nhung nguyen am chuan khac(nguyen am chua'n thu cap) nghe co ve

ft quen thuoc hon Nguyen am chuan so

1 co ky hi@u [ va du;c dinh nghia languyen am truoc va dong giong nhu motnguyen am co the duoc tao ra ma kh6ngcan tr& lung khf du de tao ra tieng sat;tieng sat la loa i tieng rit ma nguoi tanghe duoc o cac phu am nhu s hoi_ic f.

Nguyen am chuan s6 5 c6 k hi&u [a] vaduoc dinh nghia la nguyen am sau vllld ro ng nha't den he't mt?c co the'.Nguyen am ch, 1 s6 8 [u], la nguyen

am sau va khep hoan toan va so 4 [a] la

nguyen am truoc va mo hoan toan Saukhi tao ra nhung cuc diem nay, ta cothe dt cac diem & gila (nguyen am s6

2, 3, 6 va 7) Nhieu hoc vien khi nghenhdng nguyen am nay thay rang chungnghe co ve la va cuong dieu; ban phinho rang chung la nhang cuc diem chichat luong nguyen am That hau (ch khinghi khung nguyen am chuan nay giongnhu la mot bn d6 ve mot vung miencla quoc gia ma ban quan tam Ro rang,neu ban d6 nay co fch cho ban thl no

ph i bao g6m tat ca vung do; nhung nu

no bao gom ca vung ma ban quan tamthi chic chan n6 se n6 phai bao gom camot so noi nao do ban co the ban khong

vowels that the human vocal apparatus can

make, and also learning a useful way of

d scribing classifying and comparing

v wels They are recorded on Track 21 of

CD2 and at the encl of Cassette 2

mentioned above) learned a way of

d scribing, classifying and comparing

vowels For example, we can say that the

English vowel re (the vowel in 'cat') is not as

open as cardinal vowel no 4 [a] . (In this

course cardinal vowels will always be printed

within square brackets to distinguish them

clearly from English vowel sounds.)

We have now looked at how we can

classify vowels according to their tongue·

height and their frontness or backness There

is another important variable of vowel

quality and that is lip-rounding Although

the lips can have many different shapes and

positions we will at this stage consider only

three possibilities These are:

i) Rounded, where the corners of the lips

are brought towards each other and the

lips pushed forwards This is most clearly

seenin cardinal vowel no 8 [u

ii) Spread, with the corners of the lips

moved away from each other, as for a

smile This is most clearly seen in

cardinal vowel no I [i]

iii) Neutral. where the lips are not

noticeably rounded or spread The noise

most Englishpeople make when they are

hesitating (wrillen 'er') has neutral lip

position

Now using the principles that have just

been explained, we will examine some of

the English vowels

2.3 En lish short v wels

English has a large number of vowel

sounds; the first ones to be examined arc

short vowels The symbols for these short

vowels are:i,e, , A, 1, o, o. Shortvowels are

o ly relatively short; as we shall see later,

bao giu muon den Tuy nhien, dieu quantrong la ban phai biet cac mep cla ban

d6 dudc ve & dau Khi ban quen thu6c

voi nhung nguyen am cuc diem nay, (nhu

da de cap o tr@n) ban hoc duoc cachmiu ta, phan loai va so sanh cac nguyen

am Vf dl!, chung ta c6 the' n6i rang

nguyen am re trong tieng Anh (nguyen

am trong 'cat') kh6ng md nhLI nguyen am

chu5n so 4 [a] (Trong tai lieu nay, cac

nguyen am chu5n se lu6n dLIQ'C dc)t trongdau ngoac vuong de phan biet chung moteach rd rang voi cac am nguyen amtieng Anh.)

Gio thi chung ta da xem cach phanloai cac nguyen am theo chieu cao luoi,phan phia truoc va phn trong cung cdaludi Co mot bi@n the quan trong khacchl chat luong nguyen am, va do chfnh

la su lam tr6n m6i Mc)c dl'.1 m6i c6 the'c6 nhi§u hlnh dc)ng va vi tri khac nhaunhung o giai doan nay chung ta se xemxet chi ba kha nang 06 la:

i) Mai tr o n, o d cac goc canh cua moiduoc dua ve phia truoc cda nhau vacac mi duoc day ra phia truoc Dieunay duc nhin thay ro rang nhat trongnguyen am chuin so 8 [u].

ii) Mai bet, voi cac goc canh cua mi

di chuye'n ra xa nhau, nhu de mlmcuoi Dieu nay duoc nhin tha'y r6 rangnhat trong nguyen am chuin so 1 [i].iii Mi t rung lap, moi kh6ng tron clingkhong bet Tieng on ma hau het nguoiAnh tao ra khi ho chan cht (vi du 'er')

c6 vj trf m6i trung tfnh.

Bay gio bang cach dung cac nguye ntac vla dugc giai thich, chung ta se xemxet mot so nguyen am ting Anh

2.3 Cac nguyen am ng.in trong tie'ng Anh

Tieng Anh c6 mqt scs' IL(Q'ng lon cac

am nguyen am; nhung nguyen am dautien can dL(c;lc xem xet la nguyen amngan K hieu danh cho nhung nguyen

a ngan nay la: e,, a, , u Cac nguyen

vowels can have quite different lengths in

different contexts

Each vowel is described in relation to

the ca-rdinal vowels

1 (example words: 'bit, 'pin', 'fish') The

diagram shows that, though this vowel is

in the close front area, compared with

cardinal vowel no l [i] it is more open,

and nearer in to the centre The lips are

slightly spread

•

e (example words: 'bet', 'men', 'yes') This is

a front vowel between cardinal vowel no

2 [e] and no 3 [_) The lips are slightly

spread

3

am ngan chi la ngan tuangdoi; nhu chung

ta se thay sau, cac nguyen am co th& c6

do dai hoan toan khac nhau trong nhCtngngu canh khac nhau

Moi nguyen am duoc mieu ta lienquan den cac nguyen am chua'n

I (cac tu mJu: 'bit', 'pin', 'fish') Sa do

nay cho thay rang, mac du nguyen

am nay nam & vung phia truoc khep,

nhung so voi nguyen am ch.ua'n so 1[i) thi no mi'J hon va gan voi chinhgiua hon Moi hoi bet

e (cac W mJu: 'bet', 'men', 'yes') Day

la nguyen am trlio'c nam giL1'a nguyen

am chuan so' 2 [e] va so 3 [_) Maihoi bet

re (example words: 'bat', 'man', 'gas') This

v wel is front, but not quite as open as

cardinal vowel no 4 [a] . T e lips are

slightly spread

re (cac W rnJu: 'bat', 'man', 'gas') Day

la nguye11 am trL(dc, nhung kho nghoan ton mo nhu nguyen am chuans6 4 [a] Mi hoi bet

A (example words: 'but', 'some', 'rush') This

is a centralvowel, and the diagram shows

that it is more open than the open-mid

tongue height The lip position is neutral

A (cac tu mJu: 'but', 'some', 'rush') Day

la nguyen am gida va so do cho tha'yrang no hoi rni'J hon so v6'i chieu caoluoi nta mo. Vi tri moi trung lap

(example words: 'pot', 'gone', 'cross').

This vowel is not quite fully back, and

between open-mid and open in tongue

height The lips are slightly rounded

33

(cac tu mau: 'pot', 'gone', 'cross')Nguyen am nay khong nam hoan toan

& trong cmng, ma nam o vi tri nl a m o

va mo trong chieu cao ca luoi Moihoi tron

u (example words: 'put', 'pull', 'push') The

nearest cardinal vowel is no 8 [ u ] but it

can be seen thatu is more open and

nearer to central The lips are rounded

o (cac tu mu : 'put', 'pull', 'push')Nguyen am chuan gan nhat nay languyen am chuan s6 8 [ u), nhunnguoi ta co the thay rang u mo hon

va gan voi chinh gila hon Moi tron

•

There isone other short vowel for which

the symbol is3 This central vowel,which is

called schwa - is a very familiar sound in

English; it is heard in the first syllable of the

words 'about', 'oppose' 'perhaps', for example

Since it is different from the other vowels in

several important ways, we will study it

Notes on pro lems and further readin

'One of the most difficult aspects of phonetics at this stage is the large number of technicalterms that have to be learned Every phonetics textbook gives a description of the articulators,and I will not attempt to list all of them Two useful introductions are Ladefoged (1993:Chapter I). andO'Connor ( 199 l: Chapter 2)

The best-known discussion of the vowel - consonant distinction is by Pike (l943: 79) He suggests that since the two approaches to the distinction produce such differentresults we should use new terms: sounds which do not obstruct the airflow (traditionallycalled "vowels") should be called vocoids, and sounds which do obstruct the airflow(traditionally called "consonants") should be called contoids This leaves the terms "vowel"and "consonant" for use in labelling phonological elements according to their distributionand their role in syllable structure; see Section 5.8 of Laver (1994) While vowels areusually vocoids and consonants are usually contoids, this is not always the case; for example,

jin 'yet' and win 'wet' are (phonetically) vocoids but function (phonologically) as consonants

A study of the distributional differences between vowels and consonants in English isdescribed in O'Connor and Trim (1953); a briefer treatment is in Cruttenden (1994: Sections4.2 and 5.6) The classification of vowels has a large literature; I would recommend Jones(1975: Chapter 8); Ladefoged ( 1993) gives a brief introduction on pp 12-14, and muchmore detail in Chapter 9; see also Abercrombie (1967: 55-60 and Chapter I0) The Handbook

of the International Phonetic Association (1999: Section 2.6) explains the PA's principles

ofvowel classification The distinction between primary and secondary Cardinal Vowels is

a rather dubious one which appears to be based to some extent on a division between those

vowels which are familiar and those which are unfamiliar to speakers of most Europeanlanguages It is possible to classify vowels quite unambiguously without resorting to this

notion by specifying their front/back, close/open and positions

Written exercises

I On the diagram provided, various

articulators are indicated by numbered

arrows (a-e) Give the names for the

articulators

1 l r

I

(<)

2 Using the descriptive labels introduced

for vowel classification, say what the

following Cardinal Vowels are:

Bai tap viet

1 Tr@n s o d d cho, cac bo phan cau

am khac nhau duoc chi ro bang nhungmui ten co danh so (a - e). Hay neuten cua cac b phan cau am do

J.J -C• J

2 Dung cac nhan mieu ta da duc gioitrong phan phan loai nguyen _am, haycho biet cac nguyen am chuan sauday la:

a ) u b) e c) a d) i e) o

3 Draw a vowel quadrilateral and indicate

on itthe correct places for the following

English vowels:

3 Ve mot so do nguyen am hinh tu giac

va chi ro c cvi tri chinh xac danhcho cac nguyen am tieng Anh sau day:

4 Write the symbols for the vowels in the

following words:

4 Viet cac ky hi@u danh cho cac nguyen

am trong cac W sau day:

C HU ONG 3

anticipation/ ren,t1S1'pe1Jn/ (n)

cardinal vowel / ka:dml 'vau3V

centring/ 'sent(3)rIIJ (adj)

closing / 'kJ3oz11JI (adj)

consistently /b n's1stanth/ (adv)

diphthong /'d1f8mJ, 'dip-/ (n)

glide / glad/ (n-v)

lax/ leeks/ (adj)

mid-central vowel /'mrd,sentral 'vaual/

moderately/'mud3r3tlJ/ (adv)

necessitate/ m'sesite1t/ (v)

posh / puJ/ (adj)

pure vowel /'pjoa 'vaual/ = monothong / munaf0u1]/

resultfromIn'ultfrum/ (v phr)

result-in/ n'u lt m/ (v phr)

roofof themouth/ ru:f 3V 03 'mauB/

tense / tens/ (adj)

nhat quan nhi trung am, nguyen am kep

( H ) LurJt, trU(lf (am) Lai, ehung nguyen am chinh tnmg vua phdi

doi hoi thU(lng Luu, ke ed, ki/u each

do, gay ra boi

tao ra, dan denvom miing (ilm) eang

3 Long vowels, diphthongs and triphthongs

3 Ng u ye n a m d ai, nh i trung a m

va ta m t r ung a m 3.1 Long and short vowels

In Chapter 2 the short vowels were

introduced In this chapter we look at other

types of English vowel sound The first to be

introduced here are the five Jong vowels;

these are the vowels which tend to be longer

than the short vowels in similar contexts It

is necessary to say "in similar contexts"

because as we shall see later, the length of

all English vowel sounds varies very much

according to context (such as the type of

sound that follows them) and the presence

or absence of stress To remind you that these

vowels tend to be long, the symbols consist

of one vowel symbol plus a lengthmark made

of two dots : Thus we have: i 3: a:, J: , u:.

We will now look at these long vowels

individually

i: (example words: 'beat', 'mean', 'peace')

This vowel is nearer to cardinal vowel

no I [i](that is, it is more close and front)

than the short vowel of 'bid', 'pin', 'fish'

described in Chapter 2 Although the

tongue shape is not much different from

cardinal vowel no I the lips are only

slightly spread and this results in a rather

different vowel quality

~ ~ -.-\- ,, ~ ~

7

3.1 Nguyen am dai v nguyen am

ngan

Chuong 2 da gioi thieu v cac nguyen

am ngan Trong chliong nay, chting taxem xet cac loai am nguyen am khaccla tieng Anh Cac nguyen am dau tiencan phai duoc gioi thieu o day la namnguyen am dai; day la nhang nguyen amc6 khuynh huong dai hon nhang nguyen

am ngan trong nhL7ng ngd canh tuong tl_(.Can phai noi "trong ng! canh tuong tu"

vi, nhu chung ta se thay o phan sau, di;>dai cua tat ca cac am nguyen am thayd6i rat nhieu.theo ngu canh cua chtung(chang han nhu loai am theo sau chung)

v su co hay khong c6 trong am Nhamnhac lai cho ban nho rang nhung nguyen

am nay co khuyn h huong dai, cac kyhieu gom co mot ky hieu nguyen amcong vo i mot dau chi do di duoc t,JO ra

tt hai dau cham : Nhu vay, chung ta co

i , 3:, a :, J : , u:. B y gio chung ta se xemxet rieng moi trong so cac nguyen amdai nay

i: (cac tu mc'iu: 'beat', 'mean', 'peace')Nguyen am nay gJn vai nguyen amchua'n so 1 [i] (nghTa la no dong hon

va & phia truoc) hon nguyen am nganCLJa 'bid', 'pin', 'fish' da dL((JC mieu

ta trong chuong 2 Mac du hinh dang

ca luoi kh6ng khac nhau nhieu sovoi nguyen am chua'n so 1, moi chihoi bet va dieu nay dan den su khacnhau hoan toan o chat luong nguyenam

37 3: (example words: 'bird', 'fern', 'purse')

This is a central vowel which is well­

known in most English accents as a

hesitation sound (spelt 'er'), but which

many foreigners find difficult to copy

The lip position is neutral

3: (cac tu miu: 'bird', 'fern' 'purse' Day

la nguyen am gila ma trong hau het cac giong noi tieng Anh du@ goi la

am do du (dudc viet la "er ), nhungnhieu ngudi tha y no kho do n6 Moi nam o vi tri trung l a p.

o: (example words: 'card', 'half, 'pass') This

is an open vowel in theregion of cardinal

vowe} no 5 [o:],but not as back as this

The lip position, is neutral

o: (cac tu miu: 'card', 'half', 'pass') Day

la hg yen am md nam trong vungnguyen am chuan s6 5 [a:), nhungkh6ng n~m cJ trong c.:rng nhu the na y Moi o vi tri trung lap.

o: (example words: 'board', 'torn', 'horse')

The tongue height for this vowel is

between cardinal vowel no 6 [o] and no

7 [o] and closer to the letter This vowel

is almost fully back and has quite strong

lip-rounding

o: (cac tu mciu: 'b ard', 'torn', !horse'

Do cao cda ludi danh cho am nay nam gida nguyen am chua n so 6 [o]

va so 7 [ol, va ga hon v6'i nguyen

am chuan s6 7 Nguyen am na gannhu nam hoan toan o trong cung va c6 c ch doc tron moi kha man .

u: (example words: 'food', 'soon',"loose')

The nearest cardinal vowel to this is no

8 [u], but it is not quite so back nor so

close, and the lips are only moderately

rounded

u: (cac tu mciu: 'food' 'soon', 'lo se'Nguyen am chuan gan nhat vdinguyen am nay la s68 [ul, nhung no

nam a p fa trong cung ft hon va fkhep hon, trong khi moi kh ng duqc tron lam.

•

You may have noticed that these five

long vowels are different from the six short

vowels described in Chapter 2, not only in

len th butalsoin quality If we compare some

similar pairs of long and short vowels, for

example ,with i:, oruwithu or re with a:,

we can see distinct differences in quality

(resulting from differences in tongue shape

and position, and lip position) as well as in

length For this reason, all the long vowels

have symbols which are different from those

of short vowels; you can perhaps see that

the long and short vowel symbols would still

all be different from each other even if we

omitted the length mark, so it is important to

n;member that the length mark is used not

because it is essential but because it helps

learners to remember the length difference

Perhaps the only case where a long and short

vowel are closely similar in quality is that of

a and a:;but ais a special case, as we shall

see later

3.2 Diphthongs

BBC pronuncition has a large number of

diphthongs, sounds which consist of a

movement or glide from one vowel to

another Avowelwhich remains constant and

does not glide is called a pure vowel, and

one of the most common pronunciation

mistakes that result in a learner of English

having a "foreign" accent is the production

of pure vowels where a diphthong should be

pronounced

I

In terms of length, diphthongs are like

the long vowels described above Perhaps

the most important thing to remember about

all the diphthongs is that the (irst part is much

C6 the ban da nhan thay rang namnguyen am dai nay khac voi sau nguyen

am ngan da duoc mieu ta trong chLlo'ng

2, kh6ng chi i'J do dai ma con i'J so 11./Q'ng.Neu ban so sanh mot so cap nguyen amngan va dai, vi du r voi i:, hoac u voi u :, hay re vdi a:, chung ta co the' tha'y du'<;ic

su khac bit ro rang i'J' chat 11./Q'ng (tao ra

tu su khac biet & hinh dang va vi tr claludi, va vi tri cla moi) cung nhu a dodai Vi ly do nay, tat ca cac nguyen amdai deu co cac k hieu khac voi ky hieucla cac nguyen am ngan; c6 le ban thayrang cac ky hi@u nguyen am dai va ngantatca deu se van khac nhau cho du chung

ta bo qua dau chi d6 dai, vi vay dieuquan trqng can phai nho la dau chi d6dai dll<;lc dung kh6ng chl vi no can thiet

ma con vi no giup nguoi hoc nho duoc

s u khac nhau ve d6 dai C6 le truonghc;tp duy nha't ma mot nguyen am ngan

va dai gan giong nhau o chat luong la

truong hop cda a va s:; nhung a lai la

mot truing hop dac bi@t, nhu chung ta

se thay & phan sau

3.2 Nhj t ung am

Cach phat am kieu dai BBC c6 mot

so lu<;1ng Ion cac nhi trung am, cac amg6m c o s u chuyen dich hay luot tt mc)tnguyen am nay sang nguyen am khac.MQt nguyen am vi1n kh6ng thay doi vakhong luot thi dudc goi la nguyen am

thuan va mot trong n hung 16 i pha t am

thuong gap nhat khie'n cho nguoi hoctieng Anh co giong "nuoc ngoai" la cacnguyen am thuan dugc tao ra a vj tf mamc;,t nhi trung am nen dugc phat am.Xet ve d6 dai, cac nhi trung am giongnhu cac nguyen am dai da duoc mi@u ta

a tren Co le di€u quan trong can nho

ve tat ca cac nhi trung am la phan dau

longer and stronger than the second part; for

example, mostof the diphthong m (as in the

words 'eye', 'I') consists oftheavowel, and

only in about the last quarter of the diphthong

does the glide to I become noticeable As

the glide to 1 happens, the loudness of the

sound decreases As a result, the 1 part is

shorter and quieter Foreign learners must,

therefore, always remember that the last part

of English diphthongs must not be made too

strongly

The total number of diphthongs is eight

(though ua is increasingly rare) The easiest

way to remember them is in terms of three

groups divided as in this diagram:

tien di hon va manh hon phan tht hai;

vi du,phan lonnhi ru g am m(nhutr ng

tu 'eye', 'I') g6m c6 nguyen am a, vchi trong khoang mot phan tu cuoi cung nhi trting am II.lot Mn 1 c6 th€ nh~n bie'tduqc Khi su lu t den 1 xay ra, am tha hcla am nay giam Ket qua la, ph1n , nga'n hon va em hon Do do, nguoi hoc ngoai ngu phdi luon nho rang ph ncuoicung cua cac nhi trung am tie'ng Anhkhong d oc tao ra qua manh

C6 tong s6 tam nhi trung am (mac du

a nga c ng hie'm khi duqc dung) each

de dang nhat de nho c ung la c ia thanl

b nh6m nhll trong sd d sau da : ·

D I P H TH ON G

~khep dandinh tam

The centring diphthongs glide towards

thea(schwa) vowel, as the symbols indicate

Ia (example words: 'beard', 'Ian', 'fierce')

The starting point is a little closer than 1

i 'bit', 'bin'

Cac nhi trung am dinh tam luot ve

p ia nguy n am a (schwa), nh ky hieu

c i r6.

n (cac tu m.lu: 'beard' 'Ian' 'fierce')Diem khdi dau gan hon r mot ch ttrong tt 'bit', 'bin'

!;_ 3 (example words: 'aired', 'cairn', 'scarce')

"his diphthong begins with the same

•el sound as thee of 'get', 'men'

ea (cac tu mau: 'aire ', 'cairn', 'scarce' )Nhi trung am nay ba't diu voi amngu en am nhll gio'ng e Clla 'get', 'men'.

ua (example words: 'moored', 'tour') For

speakers who have this diphthong, this

has a starting point slightly closer than o

in 'put', 'pull' Many speakers pronounce

;1: instead

ua (cac tu mau: 'moored', 'tour') E6i v6inhung nguai n6i c6 nhj trung am nay,nhi trung am nay c6 diem kh&i dJuhdi g~n hdn o trong 'put', 'pull' Thay

vi vay nhieu ngudi noi phat am la :

\

The closing diphthongs have the

characteristic that they all end with a glide

towards a closer vowel Because the second

part of the diphthong is weak, they often do

not reach a position that could be called

close The important thing is that a glide from

a relatively more open towards a relatively

more close vowel is produced

Three ofthe diphthongs glide towards ,,

as described below:

ei (example words: 'paid', 'pain', 'face') The

starting point is the same as theeof 'get',

'm e n '.

m (example words: 'tide', 'time', 'nice') This

diphthong begins with an open vowel

which is between front and back; it is

q ite similar to the A of the words 'cut',

'11nm'

Cac nhi trung am khep dan c6 dacdiem la tat ca chung deu tan cung bangcach luot ve phia nguyen am gan hon

Vi phan th& hai cla nhj trung am yeunen chung thuong khong dat den vi tri

ma c6 the goi la khep Dieu quan trong

la tao ra tinh trang luot tu nguyen amtuong doi mo hon ve phia tuong doi khephon dugc tao ra

Ba trong so cac nhj trung am nay luot

v phia ,, nhu duc;,c mieu ta duoi day:

e, (cac tu mau: 'paid', 'pain', 'face')0iem kh&i dJu thl tuong ti/ nlut e cua'get', 'men'

\

or (cac tu m~u: 'tide', 'time', 'nice') Nhj

trung am nay bat dau voi mot nguyen

am md nam g iaa vj tri truoc v a sau;

no kha giong voi A trong cac tut ' r

'bun'