PRONUNCIATION
WE are judged by our speech. If we clip syllables, run words together, or pronounce them incorrectly, we shall merit the criticism of being careless or even ignorant. Yet clear enunciation and correct pronunciation are sometimes difficult. We learn most words by hearing others say them, and, if we do not hear the true values given to the different syllables, we shall find it hard to distinguish the correct
from the incorrect forms. Children whose parents speak a foreign language usually have to watch their speech with especial care; Germans, for example, find difficulty in saying _th_ and Irish people in saying _oi_ as in _oil_. The exercises in this chapter are given for the purpose of correcting such habits. The words in the exercises should be pronounced repeatedly, until the correct forms are instinctive.
Train the ear to hear the difference between sounds, as in _just_ and in _jest_. Don't slide over the final consonant in such words as _going_ and _reading_. Watch words containing _wh_. The dictionary tells us that _where_ was originally written _hwar_, the _h_ coming before the _w_; and we still pronounce it so, although we write the _w_ before the _h_. The word _whether_ is of the same kind. The dictionary tells us that it was first spelled _hweder_. Such words should be carefully noted and their pronunciation practiced.
Then there is the habit of slurring syllables. We may understand what is meant by the expression "C'm' on" or "Waja say?", but most of us would prefer not to be included in the class of people who use either. Correct speech cannot be mastered without an effort.
In the following exercises watch every vowel and every consonant so that you may give each one its full value.
=Exercise 10--Diacritical Marks=
Although an _a_ is always written _a_, it is not always given the same quality or length of sound. When we discover a new word, it is important that we know exactly the quality to give each of the vowels in it. For this purpose _diacritical marks_ have been invented. They are
illustrated in the following list from Webster's _International Dictionary_.
WE are judged by our speech. If we clip syllables, run words together, or pronounce them incorrectly, we shall merit the criticism of being careless or even ignorant. Yet clear enunciation and correct pronunciation are sometimes difficult. We learn most words by hearing others say them, and, if we do not hear the true values given to the different syllables, we shall find it hard to distinguish the correct
from the incorrect forms. Children whose parents speak a foreign language usually have to watch their speech with especial care; Germans, for example, find difficulty in saying _th_ and Irish people in saying _oi_ as in _oil_. The exercises in this chapter are given for the purpose of correcting such habits. The words in the exercises should be pronounced repeatedly, until the correct forms are instinctive.
Train the ear to hear the difference between sounds, as in _just_ and in _jest_. Don't slide over the final consonant in such words as _going_ and _reading_. Watch words containing _wh_. The dictionary tells us that _where_ was originally written _hwar_, the _h_ coming before the _w_; and we still pronounce it so, although we write the _w_ before the _h_. The word _whether_ is of the same kind. The dictionary tells us that it was first spelled _hweder_. Such words should be carefully noted and their pronunciation practiced.
Then there is the habit of slurring syllables. We may understand what is meant by the expression "C'm' on" or "Waja say?", but most of us would prefer not to be included in the class of people who use either. Correct speech cannot be mastered without an effort.
In the following exercises watch every vowel and every consonant so that you may give each one its full value.
=Exercise 10--Diacritical Marks=
Although an _a_ is always written _a_, it is not always given the same quality or length of sound. When we discover a new word, it is important that we know exactly the quality to give each of the vowels in it. For this purpose _diacritical marks_ have been invented. They are
illustrated in the following list from Webster's _International Dictionary_.
r, ?r´mine, ev´?r
_e_ " " re´c_e_nt, de´c_e_ncy, pru´d_e_nce
i " " ice, time, sight, inspire´
[+i] " " [+i]dea´, tr[+i]bu´nal, b[+i]ol´ogy
i " " ill, pin, pit´y, admit´
o " " old, note, o´ver, propose´
[+o] " " [+o]bey´, t[+o]bac´co, sor´r[+o]w
ô " " ôrb, lôrd, ôr´der, abhôr´
o " " odd, not, tor´rid, occur´
u " " use, pure, du´ty, assume´
[+u] " " [+u]nite´, ac´t[+u]ate, ed[+u]ca´tion
? " " r?de, r?´mor, intr?de´
? " " f?ll, p?t, f?lfill´
u " " up, tub, stud´y
û " " ûrn, fûr, concûr´
[)y] " " pit´[)y], in´jur[)y], divin´it[)y]
[=oo] " " f[=oo]l, f[=oo]d, m[=oo]n
[)oo] " " f[)oo]t, w[)oo]l, b[)oo]k
ou " " out, thou, devour´
oi " " oil, noi´sy, avoid´
a is called long _a_, and is marked with the _macron_
a is called short _a_, and is marked with the _breve_
â is called caret _a_, and is marked with the _caret_
ä is called Italian _a_, and is marked with the _diaeresis_
? is called short Italian _a_, and is marked with the _dot_
? is called tilde _e_, and is marked with the _tilde_ or _wave_
Exercise 11--Vowels=
Of the twenty-six letters in the alphabet, how many are vowels? Name them. What are the other letters called?
Compare the _a_ in _hat_ and the _a_ in _hate_. Which has more nearly the sound of _a_ in the alphabet? This is called the natural or long sound of the vowel. The other is called the short sound.
Drop the _e_ from _hate_. Explain the result.
Name other monosyllables ending in _e_ and containing the long _a_ sound.
Explain the difference in pronunciation between _Pete_, _pet_, _ripe_, _rip_, _hope_, _hop_, _cube_, _cub_.
Find other monosyllables ending in _e_ and containing a long vowel that becomes short if the _e_ is dropped.
=Monosyllables ending in silent _e_ usually contain a long vowel sound, which becomes short when the final _e_ is dropped.=
=Exercise 12=
Pronounce carefully the following words containing the short Italian _a_:
adv?nce cl?ss l?nce pl?ster
adv?ntage contr?st l?st p?stor
?fter ench?nt m?sk pr?nce
b?sket Fr?nce m?ster r?fter
br?nch gl?nce m?stiff sh?ft
br?ss gl?ss p?ss surp?ss
ch?ff gr?ss p?st t?sk
Exercise 13=
Pronounce the following carefully, noting each _a_ that is marked:
hälf ide? cälm audacious
p?th c?n't apricot ?gh?st
?sk catch m?dras algebr?
fäther v[+a]cation agile forbade
d?nce extr? c?st tr?nce
l?ss c?sket gr?nt aviation
=Exercise 14=
Pronounce the vowel _o_ in the following very carefully. Don't give the sound _feller_ or _fella_ when you mean _fellow_.
fellow swallow theory borrow
potato follow position heroism
window original factory donkey
pillow evaporate ivory memory
chocolate mosquito licorice oriental
=Exercise 15=
The vowel _u_ needs particular attention. When it is long, it is sounded naturally, as it is in the alphabet. Do not say _redooce_ for _reduce_.
reduce picture educate figure
produce stupid judicial duty
conducive student calculate accumulate
endure genuine curiosity Tuesday
duration induce regular particular
singular avenue tune institute
nutriment constitution culinary January
revenue introduce opportunity manufacture
=Exercise 16=
Using diacritical marks indicate the value of the vowels in the following. Try marking them without first consulting a dictionary. After you have marked them, compare your markings with those used in a dictionary.
pupil different diacritical gigantic
alphabet several radiating gymnasium
natural letter Wyoming system
result eraser typical merchant
=Exercise 17=
Pronounce carefully, noting that in each word at least one consonant is silent, and sometimes a vowel as well. Draw an oblique line through the silent letter or letters in each.
through chasten sword island
although often fasten daughter
wrong soften calf might
yacht subtle hasten bouquet
gnaw almond naughty honest
psalm glisten thumb palm
whistle salve should knack
salmon chestnut knowledge castle
answer folks listen thigh
knot right debt honor
=Exercise 18=
Pronounce the following, paying particular attention to the vowels. Distinguish between the meanings of the words in each group.
accept bile least prevision
except boil lest provision
affect carol eleven poor
effect coral leaven pure
addition descent neither radish
edition dissent nether reddish
assay emerge pasture sentry
essay immerge pastor century
baron Francis pillar sit
barren Frances pillow set
been jest point wrench
bean just pint rinse
gist
Enunciate the consonant sounds carefully in the following. Distinguish between the meanings of the words in each group.
acts close treaties rows
ax clothes treatise rouse
advice crossed princes rues
advise across princess ruse
alms formerly prince either
elms formally prints ether
bodice grays price running
bodies grace prize ruin
cease lose recent walking
seize loose resent walk in
chance plaintive sects weather
chants plaintiff sex whether
does pair news worst
dose payer noose worsted (yarn
Pronounce the following, making sure that each syllable is correct. Guard against slurring the words in the last column.
been such barrel Did you?
gone put faucet Don't you?
to with suburb Go on.
for tiny hearth Our education
aunt and nothing You are
far poem office You're not
our catch peril We're coming
kept toward forbade They're coming
says donkey spirit What did you say?
rid again semi Where are you going?
since against scared Where have you been?
sleek honest saucy I want to go.
creek savage turnip I'm going to go.
where swept roof To-morrow morning
boil velvet proof Next month
hoist direct hydrant Last Saturday
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