How to speak English correctly: rereading, linking, bursting, weakening, meaning group pause

This time, we will discuss the pronunciation at the sentence level. The skills involved here mainly include stress, linking, blasting, weakening, meaning group pause and so on. Because it is purely technical, it is easier to master and simpler than the previous level. Influenced by my personal pronunciation tendency, I think the technical things I speak are more suitable for American English than British English. First of all, let's talk about the pause of the meaning group. We don't jump out word by word, but speak in groups according to language units. "I got it!" Have you ever heard this joke? You see, "hand in hand" belongs to a language unit, and being alone is a big gasp. If people don't hold your hand, who will? Of course, English is no exception. It is best not to read the language units such as subject, object, definite and adverbial separately, but to pause between language units, for example, most of us like potatoes. But most people don't know which part of potatoes is the most suitable for food. You can practice slowly at first. You can lengthen the pause when you are comfortable. For example, most of us like to eat potatoes. But most people don't know which part of potatoes is the most suitable for eating. Secondly, let's talk about stress. As I said before, words are stressed. And a sentence composed of several words certainly has the stress of the sentence. What is stress? Stress is obviously heavier than other syllables, so why is it heavier than other syllables? Because the person who said this sentence wanted to emphasize this sound, hehe, this is the correct way of thinking. Let's look at the sentence "This was a red car yesterday." Where is the stress of this sentence? This is the red car yesterday (just this one, it was red yesterday. This was a red car yesterday. This was a red car yesterday. This is a red car yesterday. This is a red car yesterday. This is a red car yesterday. This is a red car yesterday. This is a red car yesterday. Hehe, it's possible. Linguistics books say that what a person says contains new information (what he wants to say but others don't know) and old information (what he said but others already know). From this perspective, the stress of a sentence usually falls on the new information. Ok, I've basically made it clear about the stress problem. Let's talk about linking, blasting and weakening together. Now that we have found the stress of the sentence, can we think so? Can a sentence be a big word? Ok, let's take the above sentence as an example to understand. This is a red car yesterday. Our conclusion has come out. When reading a sentence, treat it as a word. The stressed position should be read clearly and slowly, and the unstressed position should be read vaguely and quickly. In other words, we divide a sentence into two parts, one is stressed and the other is not. We should quickly connect the parts that are not stressed, so as to highlight the stressed parts and convey the meaning clearly. In American English, this kind of understanding is called the chain phenomenon of language. Just like an iron chain, if you grab an iron ring casually, all the other iron rings will move in the same direction. The stressed position is easy to pronounce (just read it clearly and slowly), but the question is how to realize the chain of unstressed pronunciation. The method is nothing more than three basic oral skills, namely linking, blasting and weakening. English learners are generally familiar with these three (or the first two) basic skills. Simply put, linking refers to the fact that the first word ends with a consonant and the first sound of the second word is a vowel, which conforms to the law that the meta-consonants in the phonetic alphabet form syllables, so linking is produced, such as stand up. However, many English learners are easily deceived by word forms, because they have not developed the habit of memorizing words by pronunciation, and they have not noticed some potential connections, such as one of them. Another typical potential linking is easier to be ignored, which leads to listening difficulties, such as telling him and telling her. Because [h] is a weak consonant, people often skip it when pronouncing, which naturally produces the phenomenon of linking tellim and teller. Now that we have transitioned from the problem of linking to the problem of weakening pronunciation, let's start to look at the phenomenon of weakening now. Speaking of weakening, I suddenly remembered a very interesting thing, so I might as well share it. One teacher asked another teacher, "Why do you use this us [09s] here?" At this time, the teacher in the same teaching and research section burst into laughter and said, "This new teacher is really interesting. [λ s] is actually pronounced as [09s]. " Not convinced, the teacher secretly looked up the dictionary and found that both pronunciations were correct, so he was very angry. What do you think of this problem? Let me talk about my opinion first. First of all, the new teacher is right. BecaUSe the word us is only stressed when it appears in the dictionary or only when it is said, it is weakened in other cases and becomes [09s] because there is no need to stress it. Secondly, the smiling teacher is right. Because when you talk about the word we now, you should emphasize it. Why should it be weakened? Hehe, that's my opinion. What we are talking about now is actually the essence of weakening phenomenon, which is to speed up the speech, form a chain to highlight the key points of the speech, and let people know what your intention is. I hope you can still remember the weakening rule [09] I mentioned above when I talked about word syllables, which is also applicable to the weakening in sentences. I told my students that when you see and study N, it exceeds [λ nd-09nd-09n-n], but it is actually the same, because people don't stress the conjunction AND except at the beginning of the sentence. So why do some single vowels usually weaken to [09] sound? I think it may be because the mouth shape of the [09] sound is relatively small, and you don't have to open your mouth as big as [λ] when you pronounce it, so it is easy to transition to other sounds, and the speech speed is naturally fast. Is it basically clear? Oh, and the problem of blasting. It is estimated that everyone is more focused on practicing, so I won't say much, just mention the reason for the blasting. Why did it explode? Because two related consonant phonemes are too close together, such as sitting down. Two sounds that are too close are like one sound. How embarrassing it is to read it twice in a row. Look, I admit it. ! I think this is a pure low-level error, and its root is ignorance of the phenomenon of language chain. After all, speak with a focus. In order to highlight this point, it is necessary to connect the unstressed parts into a whole by means of group pause, continuous reading, explosion and weakening, which is different from your point. This kind of understanding conforms to the law of normal speech, which is helpful for you to form a sense of language, improve your speech speed and solve your listening problems slightly.