A Test in Phonetics 500 Questions and Answers on English Pronunciati
If Phonetics is a comparatively recent subject for European students of foreign languages and is eyed by them with some sus picion as an invention that is meant to make their studies difficult, it is even more so with English Phonetics for African studen
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Dr B. SIERTSEMA Lecturer Engli8h Phonetica Univer8ity College,
lbadan
A Test in Phonetics 500 Questions and Answers on English Pronunciation and How to Teach it in West Africa
MARTlNUS NIJHOFF / THE HAGUE /1959
ISBN-13: 978-90-247-0699-0 e-ISBN-13: 978-94-011-7752-8 DOl: 10.1007/978-94-011-7752-8 Copyright I959 by Martinus Nijhoff, The Hague, Netherlands All rights reserved, including the right to translate or to reproduce this book or parts thereof in any form
Contents Page Introduction . Methods of Teaching The Teaching of Intonation Tone Marking . . . . The Use of Phonetic Transcription. List of Phonetic Symbols . Specimens of Phonetic Transcription.
1
5
8 11
13 15 16
Questions (p.20) and Answers (p,44)
Nos 1- 25 II. Monophthongs 26- 60 III. Diphthongs 61- 80 IV. Triphthongs and Semi-vowels 81-100 V. Nasalized and Nasal . . . . 101-115 VI. "Vowellikes" and the Syllable 116-130 VII. Glottal Sounds and Phonemes 131-150 VIII. The Beginning and Ending of Vowels. 151-165 IX.L 166-185 X.R 186-205 XI. Alveolar, Palato-Alveolar and Palatal Sounds 206-230 231-250 XII. Plosives 251-265 XIII. Th 266-290 XIV. Assimilation 291-310 XV. Inflectional Endings 311-365 XVI. Word Stress 366-410 XVII. Sentence Stress and Intonation 411-430 XVIII. Spelling (Vowels) . 431-450 XIX. Spelling (Consonants) 451-500 XX. Some "Real" Examinations . I. General Phonetics .
VII
Introduction If Phonetics is a comparatively recent subject for European students of foreign languages and is eyed by them with some suspicion as an invention that is meant to make their studies difficult, it is even more so with English Phonetics for African students. Have not Africans been learning English for over a century, and with good results in many cases, without giving a thought to its phonetics? Why introduce this new subject and add to the number of books they have to read and the number of examinations they have to pass before they can get their degree? Yet if the study of a foreign language is to be up to date its phonetics cannot be neglected; on the contrary, it is as important as the study of its spelling, if not more so. With the invention of radio and telephone, of gramophone and tape-recorders, the importance of the spoken word has increased immensely and it is far more essential now than it was a hundred years ago that those who learn a foreign language should learn to speak it properly. Thus a new subject has been added to the schedule of language students and teachers: the study and practice of the sounds of the language, and for the teachers also the study of how to teach these sounds. The difficulties, now that English Phonetics and examinations in Pronunciation are being introduced in several parts of West Africa, are of two kinds. There is first of all the general difficulty which African students share with language students all over the world, that Phonetics requires a concentration on speech and on the movements of speech organs which is quite new to them and in a way unnatural. For in speech, the attention of both speaker an
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