Aspects of Connected Speech in British English Thesis

Aspects of Connected Speech in British English - Thesis Example170). According to this aim of thought, a new English speaker must master the bleached forms in order to date and communicate properly. If new speakers do not master the weak forms, according to this theory, the terminology will honorable unintelligible and unfocused (Leanez & Waasaf, p. 170). The competing theory is that the mastery of weak forms is not necessary for adequate communication, but is, rather, notwithstanding useful for perception (Leanez & Waasaf, p. 171). In other words, one can understand a foreign speaker who does not use weak forms, but the perception of that speaker is affected by this.Roach states that in that respect are forty such words in the English language and, while it is possible for an soulfulness to not use the weak form of any of the words, it is unadvisable to do so, because doing so makes the speaker ripe unnatural (Roach, 1998, p. 102). Roach states that the second reason why a n individual must learn the weak forms is because it assist in comprehension since most speakers use these forms, it is necessary for the non-native speaker to learn them so that he or she can understand what she is hearing (Roach, 1998, p. 102). Roach also states that most of these forty words are pop off words prepositions, conjunctions, auxiliary verbs and the like, and their weak forms are more prominent than their strong forms (Roach, 1998, p. 102). Examples of weak form words are the, a, and, but, that, than, his, her, your, him, her, he, she, we, you, them, us, at, for, from, of, to, as, some, there, can, shall, should, as, have, must, do, does (Roach, 1998, pp. 103-108).The weak form words may also be used in a strong form. According to Leanez and Waasaf, the accent, position and phonetic environment of the syllable determines if the syllable is going to be used in its weak or strong form (Leanez & Waasaf, p. 170). Some of Roachs rules for discerning whether a