词汇大师-- Smoothing Out English With Help From Sentence

　　AA: I'm Avi Arditti with Rosanne Skirble, and this week on WORDMASTER: some pronunciation rules to help make your speech sound more natural.
RS: Back with us from Los Angeles is Nina Weinstein, author of the English teaching book "Whaddaya Say? Guided Practice in Relaxed Speech."
AA: Nina Weinstein says once you learn how speed affects words, the next step is to learn how it affects the pronunciation of sentences.

　　NINA WEINSTEIN: "There are languages that have choppy rhythms. For instance, German has a choppy rhythm, Vietnamese has a choppy rhythm. But English doesn't; English wants to be a smooth language. So the best way to smooth out a language, or the smoothest organization, is consonant¹ vowel², which explains the first rule: If there is a final consonant sound followed by a vowel sound, the consonant sound will move over. This is automatic; people don't think about it.
"And we have a couple of examples that we could play if you want to, to show how the reduced forms and these pronunciation rules work together."
WOMAN'S VOICE: "[with reduced forms only] I don't wanna spend a lot a money. I don't wanna spend a lot a money."
NINA WEINSTEIN: "The written sentence is, 'I don't want to.' We learn that the reduced form for 'want to' is wanna, so that's how we get 'I don't wanna.' And then 'spend a lot of money' -- we learn that 'of' becomes 'a' if it's said at a natural speed. So we're left with 'I don't wanna spend a lot a money.' So now we apply the sentence rules.
"We want to know how the sentence will be pronounced. So we look at 'spend a' and we know that 'spend' is said with a final consonant sound followed by a vowel sound, 'a,' so instead of 'spend a,' we will get 'spenda': 'I don't wanna spenda.'
AA: "What's your other example there?"
NINA WEINSTEIN: "Well, the other example in that sentence is 'a lot a.' So 'a lot a,' we have the 'o' sound before the 't' and the 'a' sound after, so we have a 't' surrounded by vowels³. 'T' changes to 'd,' 'd' is a final consonant.
"Usually a final consonant sound just moves over to the next vowel sound, but we have a special case if it's a 't': we want to make sure to look for vowel sounds or listen for vowel sounds on either side. So we have 'spenda loda.' With 'lot,' 't' becomes 'd' and then it moves over to the 'a.' So it's happened two times in this sentence: 'I don't wanna spenda loda money.'"
WOMAN'S VOICE: "[with reduced forms and sentence rules applied] I don't wanna spenda loda money."
RS: That voice is from the practice materials with Nina Weinstein's book "Whaddaya Say?" The next rule she teaches is that when two of the same sound are next to each other, one is going to drop out.
WOMAN'S VOICE: "[with reduced forms only] Git em as soon as possible. Git em as soon as possible."
RS: Said slowly that is "Get them as soon as possible."
WOMAN'S VOICE: "Git em as soon as possible."
NINA WEINSTEIN: "So 'as' ends with a 'z' or close to an 's' sound. 'Soon' begins with an 's' sound, so two of the same sound, one drops out. And, again, it's that smoothing of the rhythm of the language. If we stop to pronounce each sound, we're going to break the language into a piece. So instead of 'as soon,' it becomes 'asoon.'
"Now we apply the sentence rules and we look at 'git em.' We have a 't' sound. We said whenever there's a 't,' we want to know if there are vowel sounds on either side, which in this case there are. So 't' becomes 'd' and then moves over to the 'em,' so instead of 'git em,' it becomes 'gidem."
WOMAN'S VOICE: "Gidem asoon as possible. Gidem asoon as possible."
(If we move the other final consonant sounds followed by vowel sounds, and apply reduced forms and sentence rules, it would sound like this: "Gide ma soo nas possible," Nina Weinstein says.)
RS: "How do you go about teaching this? What would you suggest?"
NINA WEINSTEIN: "First of all, I would suggest starting with the first rule: final consonant sound followed by a vowel sound. So when people were in class and they were listening to tapes of natural speakers, I would write a sentence on the board, for instance. And then analyze⁴ it, and ask them before they even thought about it or heard it or whatever, if there's a final consonant sound in that sentence followed by a vowel sound, and how they think it might be said. And then play the sentence and see if it is said that way. If a native speaker says the sentence without stopping, the final consonant sound followed by a vowel sound is almost impossible not to do."
AA: English teacher Nina Weinstein is the author of "Whaddaya Say? Guided Practice in Relaxed Speech," published by Longman. You can find transcripts⁵ and audio files of all of our segments -- including this one and our recent discussion of reduced forms -- at our Web site, voanews.com/wordmaster.
RS: And that's WORDMASTER for this week. Our e-mail address is [email protected]. With Avi Arditti, I'm Rosanne Skirble.

1 consonant   

n.辅音；adj.[音]符合的

参考例句：

• The quality of this suit isn't quite consonant with its price.这套衣服的质量和价钱不相称。
• These are common consonant clusters at the beginning of words.这些单词的开头有相同辅音组合。

2 vowel   

n.元音；元音字母

参考例句：

• A long vowel is a long sound as in the word"shoe ".长元音即如“shoe” 一词中的长音。
• The vowel in words like 'my' and 'thigh' is not very difficult.单词my和thigh中的元音并不难发。

3 vowels   

n.元音，元音字母( vowel的名词复数 )

参考例句：

• Vowels possess greater sonority than consonants. 元音比辅音响亮。 来自《现代英汉综合大词典》
• Note the various sounds of vowels followed by r. 注意r跟随的各种元音的发音。 来自超越目标英语 第3册

4 analyze   

vt.分析，解析 (=analyse)

参考例句：

• We should analyze the cause and effect of this event.我们应该分析这场事变的因果。
• The teacher tried to analyze the cause of our failure.老师设法分析我们失败的原因。

5 transcripts   

n.抄本（ transcript的名词复数 ）；转写本；文字本；副本

参考例句：

• Like mRNA, both tRNA and rRNA are transcripts of chromosomal DNA. tRNA及rRNA同mRNA一样，都是染色体DNA的转录产物。 来自辞典例句
• You can't take the transfer students'exam without your transcripts. 没有成绩证明书，你就不能参加转学考试。 来自辞典例句