Transcript 00:18 we're in the middle of page 112 think 00:22 we've covered part of it last time but 00:24 we're going to go over it again stress 00:26 has different functions in English first 00:29 of all it can be used in sentences to 00:31 give special emphasis to a word or two 00:33 contrast one word with another that's 00:36 contrastive stress remember the three 00:38 rules for what we stress in a sentence 00:41 of course we have word stress remember 00:44 that we have three levels of stress 00:45 first of all we have word stress then we 00:48 have compound nouns dress and then we 00:50 have sentence intonation and what are 00:53 the three rules of sentence sentence 00:54 intonation to review first stress 00:57 content where its second stress new 01:01 information don't stress old information 01:03 and then stress items and contrast 01:06 everything else is pronounced how I 01:09 don't want this one I want that one how 01:12 do we pronounce everything that's not 01:13 stressed how do we pronounce everything 01:17 in a sentence that is not stressed a low 01:23 flat pitch remember that please a low 01:26 flat pitch deep in gaol everything that 01:29 is not stressed we talked so much about 01:31 stress sometimes we forget to say how we 01:34 pronounce all those words that are not 01:36 stressed and they are in the majority 01:37 most words are not stressed usually in a 01:39 sentence they are pronounced normally in 01:42 a low flat pitch there are some 01:43 exceptions we'll talk about those 01:46 another time but generally for 01:48 statements kundan Jude the unstressed 01:51 words are pronounced with the low flat 01:53 pitch and we can also distinguish 01:57 between nouns and verbs remember insult 02:00 insult overflow and overflow than them 02:05 and we compare that to Chinese what 02:08 don't win you'll give some away to the 02:10 chan chan do you remember hammering 02:14 something ding dings and dents want so 02:19 I'm done so sometimes you use tone in a 02:22 similar way the way we use stress 02:23 sometimes we can distinguish between 02:25 nouns and verbs with stress sometimes 02:28 you use tone for the same perp 02:30 neither one is very systematic in 02:32 English it's a bit systematic but there 02:34 are many many exceptions or you could 02:36 say there's a limited number of examples 02:38 in Chinese there are quite only a very 02:41 few number of examples to sound chew and 02:44 chew chew does it so you have a number 02:47 of examples but not a huge number and 02:52 we're at the bottom of 112 many other 02:54 variations and stress can be associated 02:56 with the grammatical structure of words 02:58 table 5.2 exemplifies the kinds of 03:01 alternations all the words in the first 03:03 column have the main stress on the first 03:05 syllable diplomat photograph monotone 03:08 notice that these words are all what 03:10 kinds of words Joe Carroll il maestro 03:15 are they old english words too angry de 03:20 un sure you ma to you instead of silk 03:23 way ma diplomat photograph monotone 03:27 where did English get these words often 03:31 through French from Latin and Greek 03:33 right Latin and Greek these are 03:35 originally from Latin and Greek often 03:38 they did come through French but not 03:39 always sometimes they were direct 03:41 borrowings or direct creations of words 03:45 so we have the stress on the first 03:47 syllable and all of these diplomat 03:49 photograph monotone but look at the 03:52 second syllable we have a toe xiangning 03:53 su we have an abstract noun made from 03:56 these it's still a noun but the stress 03:59 has shifted to which syllable the second 04:02 diplomat diplomacy photograph 04:05 photography and the bowels change as 04:07 well photograph photography the 04:13 unstressed syllables in both case 04:15 becomes wives but they're different 04:16 syllables monotone ma not knee now in 04:22 the third column we have what kinds of 04:24 words these are adjectives and don't say 04:30 objectives by the way it sounds like 04:31 something totally different adjectives 04:33 and where's the stress now on the third 04:37 syllable diplomatic photographic 04:41 monotonic 04:43 monotonic I don't use this word at all 04:45 so it's kind of strange to me i would 04:48 say salsa de erika india is a better way 04:51 to describe it diplomatic it's the 04:54 second of the last syllable and we call 04:56 that the ante I'm sorry we call that the 04:59 penultimate syllable the last syllable 05:02 is just the last syllable but if it's 05:03 the second to the last syllable we can 05:05 call it the penultimate syllable pen all 05:08 to let the stress is on the penultimate 05:13 syllable if it's on the third to the 05:15 last syllable then we'll call it the 05:17 antepenultimate that's when I started to 05:19 say at the beginning that's on that's 05:21 the third to the last syllable 05:23 antepenultimate third to the last 05:25 penultimate is the second of the last 05:28 ultimate we don't say ultimate usually 05:30 just the last the final syllable so you 05:33 can see how the stress changes in these 05:36 words this is typical of words that are 05:39 from Latin and Greek just allotting you 05:42 can she lie you the white lie you they 05:45 often have patterns like this but words 05:48 that from the original anglo-saxon 05:50 vocabulary usually don't behave like 05:52 that in words like that the stress tends 05:54 to stay on the route it'll stay on the 05:59 root in most cases the original 06:02 anglo-saxon vocabulary tended to be 06:04 monosyllabic like Chinese and when we 06:08 started adding things on usually this 06:10 dress stay down the route okay so we 06:19 could make up a bunch of complex rules 06:21 if we wanted to we could use them to 06:24 predict the location of the stress in 06:25 most English words but it gets really 06:28 complicated and that's why when it comes 06:30 to word stress usually the fastest way 06:32 to find out where the stress is is to go 06:37 be added soon young blades are true to 06:40 tide how to join zanotti kind of nigga 06:43 grades within a thai foods at high tide 06:45 or fine jewel so instead of going 06:48 through all these rules to find out 06:49 which one works what's a faster way to 06:52 find out the stress avoid 06:55 listen to the audio file online or look 06:58 it up in the dictionary native speakers 07:01 know the stress of most words just 07:02 because they've heard them before and it 07:04 gets part of our collection becomes part 07:07 of our collection of audio files in our 07:09 head if we put the wrong stress it 07:11 sounds very funny and we'll have to fix 07:13 it like if we've said photograph many 07:15 times and suddenly we see the word 07:17 photography omagon kaisan in we might 07:20 say photo whoops photography cut outs 07:23 the way fashion just the odd telogen so 07:25 as soon as we say it wrong our audio 07:28 files will give us a little notice that 07:30 say of the stress changes here and it's 07:33 confusing because I know that for the 07:36 word commit commit there's a word and 07:40 its concomitant and the first time I 07:43 said it I said concomitant commit 07:46 committed can commit concomitant whoa 07:49 jetta and clearly but its concomitant 07:51 it's one of those latin words where the 07:54 stress changes so native speakers often 07:56 get her not often often but fairly often 07:59 get it wrong an unfamiliar words think 08:01 it's up with high Shoji de Foix native 08:03 speaker joking huy fong pool will be 08:05 laughed at and corrected by people or 08:07 they might say isn't the stress 08:08 somewhere else or we'll look it up or 08:10 whatever all of these are possible okay 08:12 so native speakers especially with 08:14 unfamiliar words especially with words 08:16 that we read but seldom hear we often 08:19 get this dress wrong we'll have to check 08:21 and here it says that there are very few 08:26 examples of lexical items such as differ 08:28 and defer that have the same syntactic 08:31 function these are both what summits lay 08:35 there both verbs but they have different 08:38 stress patterns differ defer verbs tend 08:43 to put the stress on which syllable of 08:44 their two syllables the second syllable 08:49 like produce is the noun produce is the 08:52 verb reject is the noun reject is the 08:56 verb we have that pattern but it doesn't 08:59 always apply it's not so often that we 09:02 have words that have different stress 09:05 patterns like differ differ 09:07 title down for the leads below and below 09:10 are another pair of words illustrating 09:13 that differences and stress are not 09:14 always differences between nouns and 09:17 verbs billow is a it's a now bill o say 09:21 it done foam a billow the windows 09:23 billowing we have a billow of wind below 09:27 is often an adverb right so we Dinks the 09:32 means to don't soil it's like a pattern 09:35 then they got Joanie into Tapia and that 09:38 is as far as we can go today I guess 09:40 next is going to be degrees of stress 09:42 this is the section is very very 09:44 important if you can't read ahead I know 09:46 you've got a bit of homework before 09:49 wednesday that gets priority that will 09:54 have to be it for today the bell has 09:55 rung does anybody have any questions on 09:57 anything on the test on the text on the 10:01 assignments and work that we've returned 10:03 to you any questions at all that's it 10:06 then we have to run we'll see you on 10:07 Wednesday