Lecture 1 Phonetics as a Linguistic Science Plan

3. Approaches to Explain the Nature of Stress

Thus, D. Fry synthesized pairs of non-verb homonyms (e.g. “ˈobject-obˈject”) on monotones, and varied the relative durations and intensities of the two vowels. His experiment showed that as long as duration and intensity were increased together, reinforcing each other, there was agreement on which syllable was stressed; but, when increased separately, duration appeared to be more important than intensity.

D. Bolinger’s experiments have shown that pitch movement in English is also one of the most important cues to stress. But it is not the pitch direction that is significant in English; it is the pitch contrast that really matters. In other words, changes in the pitch direction will not change the meaning of a word, e.g. “`abstract”, “ˏabstract”, “˅abstract” remain to be one and the same word. But a pitch movement involving a rapid and relatively wide departure from a monotone level is always perceived as a change in the degree of prominence of the syllables of the word.

And finally, A. Gimson notes that if a nonsense word /Ilɔlelæ/ is presented to English listeners, with no pitch or length variations but with vowels of different quality, the vowels which are the most sonorous (i.e. the most open vowels) will be judged most prominent. In this nonsense word /ɔ/ and /æ/ are usually judged as the points of greatest prominence. This shows what an important role the quality of a vowel plays in producing the effect of stress.

Therefore, as far as English word stress is concerned, relative prominence in the listeners’ mind is created by an interaction of at least four acoustic parameters: intensity, fundamental frequency, duration and formant structure. Which of these parameters is the principal one in creating English word stress still remains a controversial problem.

C. Torsuyev, who has conducted a series of investigations into the acoustic nature of English word stress, calls it dynamic, quantitative and qualitative. He does not call it musical, because he considers pitch variations in English to be an inherent feature of a phrase (not a word). Consequently, he defines pitch variations in English as an important feature of sentence stress (not word stress).

As for Russian word stress, it is considered to be primarily quantitative and, secondarily, qualitative and dynamic.
4. Degrees of Stress

One of the main questions for the linguist is to determine the number of contrastive degrees of word stress in a language.

How many contrastive degrees of word stress exist in English? How many degrees of word stress are linguistically relevant in English?

Instrumental investigations show that a polysyllables word has as many degrees of stress as there are syllables in its.

D. Jones has indicated the degrees of stress in the word “opportunity”. The strongest stress is denoted by figure l, the second degree which is less strong-by figure 2, and so on.

2 4 1 5 3

/ˌɔ p ə ˈt j u: n I t I/

But not all these degrees of stress are linguistically relevant. The problem is to determine which of these degrees of stress are linguistically relevant.

There are two views of the matter. Some (e.g. D. Jones, R. Kingdon, V. Vassilyev) consider that there are three degrees of stress in English, namely, primary (or strong stress), secondary (or medium stress), and weak (the so-called “unstressed” syllables have weak stress). Secondary stress is chiefly needed to define the accentual structure of words containing four or more syllables, and compound words, e.g.

“eˌxamiˈnation” “ˌqualifyˈcation” “ˈhair-ˌdresser”

All these three degrees of stress are linguistically relevant as there are words in English the meanings of which depend upon the occurrence of either of the three degrees of stress in their accentual structure.

E.g. “ˈimport - imˈport”, “ˌcertifiˈcation”-“cerˌtifiˈcation”

But auditory analysis shows that there are certain positions in the accentual structure of English words where the vowel remains unobscured and its duration is considerable (though the syllable it occurs in does not actually bear either primary or secondary stress, but is more prominent than weakly stressed syllables). This can be clearly seem in verbs ending in “-ate”, “-ise”, “-y”, (as in “elevate, recognize, occupy”). Besides, this can also be observed in GA nouns ending in “-ary”, “-ony”, “-ory” (as in “dictionary, territory, ceremony”). On this account, some linguists (G. Trager, A. Hill and other American linguists) distinguish four degrees of stress:

primary stress /ˊ/ (as in “cu pboard”),

secondary stress /˄/ (as in discrimina tion),

tertiary stress /`/ (as in “a naly se”),

weak stress /˅/ (as in “cu pboard”, but very often the weakly stressed syllable is left unmarked).

American linguists consider that secondary stress generally occurs before the primary stress (as in “examina tion”) while tertiary stress occurs after the primary stress (as in “ha ndbo ok, spe ciali ze”).

Though the second view seems to be more exact, it lacks objective indicators of the distinctions between secondary and tertiary degrees of stress, the distinctions between them being too subtle to be noticed by an untrained ear.

Linguistically, tertiary word stress can be taken for a variant of secondary word stress, as there are no words in English the meanings of which depend on whether their accentual structure is characterized by either secondary or tertiary stress.

That is why the accentual structure of English words is defined by most linguists as a correlation of three degree of stress (or prominence).