PL9fwy3NUQKwa0Sd0s-XLQCrtFM4_s2KMt/4cblgZSFVv8_raw.srt

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Okay,

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so today we are going to explain the manner of

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articulation of consonants and then We are going

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to shift to speak about the diphthongs of English

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because we have already explained the place of

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articulation, short vowels, and long vowels last

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lecture, and we missed the manner of articulation

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of consonants. Okay? We also spoke about

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clusterization system. For the place of

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articulation, we have the air obstructs in while

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the air stream passes through the air pipe and the

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mouth, producing the consonant sounds. However, in

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manner of articulation, we have the air stream

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configured in certain positions or certain manners

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in the air pipe and the mouth. This comes out with

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the manner of articulation.

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So, the place of articulation is different from

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the manner of articulation. We speak about the

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areas where the airstream is stopped. This comes

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out with the place of articulation. However, how

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the airstream is configured comes out with the

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manner of articulation. So, the two sounds, T and

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S, are both alveolar sounds in English. This is

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for the place of articulation. But the way they

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are pronounced is called the manner of

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articulation.

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So we are going to see now the English stop

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sounds. We have these

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sounds are called stop consonants because the air

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stream in the vocal track is completely stopped at

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some point. So we have the sounds ta, da,

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These sounds are stop Okay Now we have the Arabic

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sounds We have qa, dha, and ta as well Also we

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have ka, qa We have the sound ba as well These are

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stop in Arabic So if you compare between these

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sounds and the English sounds, you'll find

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difference since you have extra sounds in Arabic

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which are stopped. Like the dh sound, dh sound, q,

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q and k sound. However, in English, we only have

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the p sound, the g sound, t sound, okay?

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We have the English fricative sounds.

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We have, in producing such sounds, we have

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incomplete closure at some point in the mouth.

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Okay? This manner of articulation is used in

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producing a set of sounds which include the

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labiodental fricatives like th and th. The dental

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fricative th, th.

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And the alveopilatal fricatives The alveolar

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fricative And the glottal fricative These are

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altogether fricative sounds However, in Arabic, we

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have the sounds ف ص س ذ ث ش خ

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These sounds are fricative in Arabic. So you see

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that they are more than English. And you have some

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sounds that are not available in English. So this

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causes interlingual errors committed by the

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English native speakers of Arabic. Those people

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commit serious mistakes in pronouncing these

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sounds because they are not originally found in

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English. Okay? So, we expect them to commit

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serious errors resulting from either the

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difficulty of Arabic or negative interference from

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English.

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We have the English affricate.

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This is a combination of two sounds, as you see,

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which starts with a complete closure, then it is

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followed by a slow release of air with friction.

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This includes the alveopilatal sounds However,

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in Arabic, we only have one sound that is

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So, the problem is represented in these two sounds

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for the Arab learners because these two sounds are

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not originally found in Arabic. So, we expect them

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to commit interlingual errors. Instead of saying,

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they will say, okay?

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We have the nasal sounds.

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This includes, in pronouncing such sounds, we have

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complete closure of the mouth, the velum is

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lowered and air stream is allowed to flow out

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through the nose producing the bilabial nasal, the

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alveolar nasal and the velar nasal. These are the

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three soundswhich are called nasal in English.

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However, in Arabic, we only have two sounds, n and

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n. But we don't have n mainly because this sound

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originally was not found in Arabic. So we expect

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our students to replace it with the n sound. So

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instead of saying playing, they say playing,

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reading, reading. There's nothing called Reading,

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okay? Singer, singer. Not, so you find your

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students say singer, which is wrong. Okay? This is

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called interlingual error or interlingual mistake.

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Resulted from the interference, the negative

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interference between Arabic and English.

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We have the English lateral sound that is ill

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sound. Okay? L sound. It is alveolar for the place

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of articulation. It is lateral at the same time.

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It is pronounced with partial closure in the mouth

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where the air stream is blocked by the tip of the

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tongue but allowed to escape around the side of

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the tongue. This is However, in case of having the

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dark L, you have the right side of the tongue

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articulating against the alveolar ridge. Okay? So,

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we have light L in English, light L, and dark L.

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But in Arabic, we only have the light L. Okay? So,

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it becomes very difficult for the Arab learners to

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pronounce the dark L, okay, which comes at the

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final part of a word or before consonant. Okay? I

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say will, deal, mill, but leader, lead.

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Live, life. This is because it is followed by a

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vowel. This comes out with the light l. However,

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coming finally or before a consonant, then it is

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considered as dark l. In Arabic, we have only the

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l sound, which is light l, except only in the name

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of Allah, the Almighty, we have Allah.

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Subhanallah, this sound is different.

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It's quite dark arrow.

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We have the semivowels, the English glide sounds.

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We have the rah sound, yah, wah, three sounds.

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However, in Arabic, we only have two sounds, wa

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and ya. Okay?

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This is the manner of articulation. So, we see

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that

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The consonants of English differ from the

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consonants of Arabic in either the place of

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articulation and the manner of articulation. So,

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they represent a rich area of difficulties of

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interlingual and interlingual errors. We've seen

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also the short vowels last time and the long

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vowels. And we spotted several areas of

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difficulties. we came with a conclusion that these

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sounds also differ from the Arabic vowels. We have

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a larger number of vowels in English than Arabic.

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Okay? So this comes out of intralingual errors.

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Most of the mistakes are intralingual, resulting

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from the difficulty of English. Now we need to

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shift to what is called the deaf tongues of

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English.

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And see the situation.

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So, the diphthongs, as you know, are a combination

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of two vowel sounds which take some duration of

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time. Okay?

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So, while producing diphthongs, the tongue moves

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from one position or one vocalic position to

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another. English has eight diphthongs. They are

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divided into two types. Centering, centering

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diphthongs and closing diphthongs.

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So the centering diphthongs, they end with a glide

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towards the central vowel, a, a, a schwa.

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Like Air, air, as in bear, fair. Okay? So we have

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the

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glide sound or the glide difference that begin,

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that have the tongue beginning in a certain

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position, then gliding into another position.

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Okay?

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We are going to see these sounds pronounced.

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They are pronounced by native speakers and we are

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going to

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Compare between them and Arabic.

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Ear. Did you notice how the shape of my mouth

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changed? Again, to the end of the cell. Listen to

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your approach. Ear. Now you try. Listen to how I

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repeat after you. Ear. Ear.

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Third, this is the same as the word ear.

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Now here are some words with this sound in them.

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Near, here, weary. Now you try. Listen again and

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repeat after me. Near, here, weary. Good.

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So it is not fear, it is fear as I pronounce it,

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okay? This is interlingual or intralingual

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mistake.

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Interlingual, okay? Resulting from the difficulty

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of English sounds. Yes?

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This diphthong, the centering diphthongs, they end

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with a schwa. So, we have fear, beer, not beer.

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This is a mistake committed by the Arab learners.

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We have o as in show, tour, okay? It glides from a

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tongue position. It is used for towards more open

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type that is schwa. It appears in the words like

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schwa, two. We have e as in chair, stair.

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Another centering diphthong. Then we have the

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closing diphthongs.

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This is a, as in say, way. Okay? Again, the tongue

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glides from one position to another. The glide

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begins at a point behind the front open position

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and moves in direction of the position of a. We

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find the words like say, way, gate, hate, date,

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place, etc.

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We have the closing sound, the closing diphthong,

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oy, as in toy,

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enjoy, employ,

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boil, The glide begins with a tongue position that

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is for O and moves in the direction of I as in

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toy, enjoy, employ, boil, etc. We have the I

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sound. The glide begins at a point slightly behind

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the front open position and moves in the direction

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of the position associated with I sound. It occurs

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in words such as high, by, by, light, I, yes,

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okay, once, stressed, etc. So, let's now see these

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sounds pronounced by native speakers.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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of the sound to the end. It's pronounced ear. Did

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you notice how the shape of my mouth changed from

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the beginning to the end of the sound? Listen and

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watch. Ear. Now you try. Listen again and repeat

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after me. Ear. ear in fact this is the same as the

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word ear which you hear with now hear are some

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words with this sound in them near hear weary now

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you try listen again and repeat after me near hear

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weary

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Good. This is a diphthong, a double vowel sound.

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The shape the mouth makes changes from the

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beginning of the sound to the end. It's pronounced

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air. Did you notice how my mouth changed from the

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beginning to the end of the sound? Watch. Air. Now

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you try. Air. Air. Now here are some words that

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have the air sound. Square. Fair. Pair. Now you

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try. Listen and repeat. Square. Fair. Hair. Good.

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So we have here a confusion between the pair,

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square, and square. So we have difficulty just in

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pronouncing the two sounds, the two diphthongs. A

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and air. For each example, I'm going to say the

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word with air. Dad, dad. Glad, glad. Mary, Mary.

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Now you try, listen again and repeat after me

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Dared Dad Glared Glad Merry Marry Good Yes, we

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have confusion now between the diphthongs and also

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the short vowels So this comes out with

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intralingual errors

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This is the last centering diphthong.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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of the sound to the end. It's pronounced ua. Did

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you notice how my mouth changed shape from the

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beginning of the sound to the end? Ua. Now you

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try. Listen and repeat after me. Ua. Ua. Now here

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are some words which have this sound Now

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you try, listen again and repeat after me Good

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Now

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we come to closing diphthongs

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This is I. This is a diphthong, a double vowel

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sound. The shape the mouth makes changes from the

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beginning of the sound to the end. It's pronounced

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I. Did you notice how the shape of my mouth

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changed? Watch. I. Now you try. Listen again and

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repeat after me. I. I. Say I, yeah. It's the same

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as the word for I. Now here are some words with

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this sound in them. Price. High. Try. Now you try.

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Listen again and repeat after me. Price. High.

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Try. Good.

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This is a diphthong, a double vowel sound. The

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shape the mouth makes changes from the beginning

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of the sound to the end. It's pronounced ow. Now

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did you notice the shape of my mouth? Ow. Now you

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00:26:01,960 --> 00:26:11,120
try. Watch, listen and repeat. Ow. Ow. Now here

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00:26:11,120 --> 00:26:15,840
are some words that have the ow sound. Mouth. Now.

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00:26:17,050 --> 00:26:25,650
Foul. Now you try. Listen and repeat. Mouth, now,

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00:26:28,090 --> 00:26:31,190
foul. Good.

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00:26:47,110 --> 00:26:50,270
We have the sound O. This is a diphthong, a double

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00:26:50,270 --> 00:26:53,550
vowel sound. The shape the mouth makes changes

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00:26:53,550 --> 00:26:57,410
from the beginning of the sound to the end. It's

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00:26:57,410 --> 00:27:02,150
pronounced O. Did you notice how my mouth changed

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00:27:02,150 --> 00:27:09,130
shape? Watch. O. Now you try. Listen, watch and

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00:27:09,130 --> 00:27:16,480
repeat after me. O. O. Now here are some words

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00:27:16,480 --> 00:27:24,000
that have the O sound. Boat, show, know. Now you

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00:27:24,000 --> 00:27:33,200
try. Listen and repeat after me. Boat, show, know.

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00:27:34,380 --> 00:27:38,440
Good. So there is a big difference between know

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00:27:38,440 --> 00:27:43,250
and no. For speakers of some languages, it may be

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00:27:43,250 --> 00:27:45,390
difficult to tell the difference between the

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00:27:45,390 --> 00:27:50,450
diphthong and the long vowel. Listen carefully to

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00:27:50,450 --> 00:27:53,650
hear the difference. For each example, I shall say

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00:27:53,650 --> 00:27:59,150
the word with the diphthong O first. coat, court,

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00:28:00,090 --> 00:28:09,010
dough, door, sew, saw, flow, Floor Now you try

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00:28:09,010 --> 00:28:18,450
Listen again and repeat after me Coat Court Dough

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00:28:18,450 --> 00:28:35,290
Door Sew Saw Flow Floor Good This mixing between

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00:28:35,290 --> 00:28:39,530
the Diphthong and the long vowel comes out with

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00:28:39,530 --> 00:28:44,310
intralingual errors resulting from the difficulty

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00:28:44,310 --> 00:28:56,530
of English itself. Now the last diphthong this

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00:28:56,530 --> 00:29:01,990
is A This is a diphthong, a double vowel sound.

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00:29:02,430 --> 00:29:04,990
The shape the mouth makes changes from the

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00:29:04,990 --> 00:29:08,050
beginning of the sound to the end. It's pronounced

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00:29:08,050 --> 00:29:13,950
A. Did you notice how my mouth changed shape? A.

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00:29:15,050 --> 00:29:24,570
Now you try. Listen, watch and repeat. A. A. Now

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00:29:24,570 --> 00:29:27,810
here are some words that have the A sound. Face.

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00:29:28,570 --> 00:29:34,810
They break. Now you try. Listen and repeat. Face.

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00:29:36,670 --> 00:29:39,850
They break.

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00:29:41,410 --> 00:29:49,410
Good. Yes. So we see these areas of difficulties

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00:29:49,410 --> 00:29:53,210
which produce intralingual errors and most of the

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00:29:53,210 --> 00:29:57,540
time mainly because these sounds are not found in

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00:29:57,540 --> 00:30:00,340
Arabic. We only have two diphthongs in Arabic.

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00:30:00,480 --> 00:30:06,580
This is L and A. So we are going to see just now.

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00:30:11,000 --> 00:30:13,460
We've seen the centering diphthongs, the three

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00:30:13,460 --> 00:30:16,880
centering diphthongs and the closing diphthongs.

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00:30:21,540 --> 00:30:22,200
However,

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00:30:25,620 --> 00:30:30,220
In Arabic, we only have two sounds. Okay? These

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00:30:30,220 --> 00:30:33,200
two sounds originally are not found in English.

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00:30:33,880 --> 00:30:41,160
Okay? So, we have aw, as you see, as in noun,

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00:30:43,360 --> 00:30:44,680
and ay,

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00:30:47,420 --> 00:30:52,240
as in bait. So, they completely differ from

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00:30:52,240 --> 00:30:56,720
English. This means that the difficulties in this

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00:30:56,720 --> 00:31:02,060
area come to what is called intralingual errors

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00:31:02,060 --> 00:31:06,120
because the diphthongs of English are not

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00:31:06,120 --> 00:31:11,640
available in Arabic. So this clarifies clearly the

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00:31:11,640 --> 00:31:15,160
difficulty of pronouncing English by the Arab

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00:31:15,160 --> 00:31:20,360
learners. This means that when you need to explain

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00:31:20,360 --> 00:31:23,540
these sounds to your students, you first of all

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00:31:23,540 --> 00:31:29,560
must master them very efficiently. Then you must

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00:31:29,560 --> 00:31:34,800
teach them properly and contextually through

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00:31:34,800 --> 00:31:39,620
dialogues, for example, or other activities of

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00:31:39,620 --> 00:31:42,400
teaching that facilitate the process of

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00:31:42,400 --> 00:31:47,160
pronunciation. Better to employ their ears and

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00:31:47,160 --> 00:31:52,560
their eyes completely like I did now. Okay? So

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00:31:52,560 --> 00:31:55,600
this helped them very much. Teaching formally

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00:31:55,600 --> 00:32:01,000
comes out with misunderstanding, comes out of

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00:32:01,000 --> 00:32:04,580
difficulty in understanding these sounds. So

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00:32:04,580 --> 00:32:09,870
better to let them Practice pronouncing these

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00:32:09,870 --> 00:32:13,030
sounds along with the vowels and the short vowels

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00:32:13,030 --> 00:32:16,810
because, you know, the English sound system

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00:32:16,810 --> 00:32:22,910
differs from Arabic. As we mentioned earlier, we

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00:32:22,910 --> 00:32:27,430
have 31 sounds in Arabic while we have 44 sounds

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00:32:27,430 --> 00:32:31,290
in English. These sounds do not relate to each

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00:32:31,290 --> 00:32:34,470
other, even the consonants, which we thought that

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00:32:34,470 --> 00:32:40,750
they are similar. Most of you assumed or believed

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00:32:40,750 --> 00:32:44,510
that the alveolar sounds are like the dental

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00:32:44,510 --> 00:32:50,390
sounds of Arabic, which is completely wrong. So,

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00:32:50,890 --> 00:32:53,270
you have to take care. You have to understand the

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00:32:53,270 --> 00:32:55,850
manner and place of articulation of these sounds.

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00:32:56,670 --> 00:32:59,410
You have to understand the position of pronouncing

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00:32:59,410 --> 00:33:02,590
the vowels, either the short vowels, long vowels,

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00:33:03,060 --> 00:33:06,380
You have to differentiate between them and your

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00:33:06,380 --> 00:33:10,420
Arabic sounds. Better to use the minimal pairs,

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00:33:10,980 --> 00:33:14,840
the minimal pairs here, as completely done by the

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00:33:14,840 --> 00:33:18,540
speaker, by the native speaker, once producing the

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00:33:18,540 --> 00:33:21,160
diphthongs. The minimal pairs are very, very

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00:33:21,160 --> 00:33:24,220
important for teaching the sound system of

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00:33:24,220 --> 00:33:30,320
English. Still, we have other difficulties. It's

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00:33:30,320 --> 00:33:33,300
not limited just in pronouncing these sounds.

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00:33:33,760 --> 00:33:37,180
These sounds are difficult just in isolation once

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00:33:37,180 --> 00:33:40,700
they are pronounced in one word. However, in

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00:33:40,700 --> 00:33:47,400
connected speech, we have shift available in

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00:33:47,400 --> 00:33:51,220
stress, for example. So, we have stress shift. We

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00:33:51,220 --> 00:33:59,920
have stress both in words in English. Okay? We

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00:33:59,920 --> 00:34:03,320
have rules for that. So if you master these rules,

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00:34:03,420 --> 00:34:06,100
this means that you are going to pronounce the

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00:34:06,100 --> 00:34:08,700
subrasegmental phonemes of English very correctly.

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00:34:09,280 --> 00:34:13,200
You are going to pronounce the

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00:34:13,200 --> 00:34:17,040
English sounds in connected utterance very

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00:34:17,040 --> 00:34:21,310
efficiently. So this means that U.S. teachers must

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00:34:21,310 --> 00:34:26,470
master the consonants, the vowels, the stress, the

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00:34:26,470 --> 00:34:30,970
intonation, the rhythm of English, because the

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00:34:30,970 --> 00:34:37,250
child, before producing his language, masters the

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00:34:37,250 --> 00:34:40,850
subrasegmental phonemes once the musculature of

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00:34:40,850 --> 00:34:45,680
the mouth is grown. So you find the child, a

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00:34:45,680 --> 00:34:48,680
language acquisition, you find the child masters

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00:34:48,680 --> 00:34:52,140
the sound system of his native tongue, say Arabic,

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00:34:52,640 --> 00:34:57,440
after one year, faith, trust, the child starts

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00:34:57,440 --> 00:35:02,720
listening and understanding. So he or she

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00:35:02,720 --> 00:35:06,020
understands the language, knows about the sound

355
00:35:06,020 --> 00:35:08,840
system of the language, then you find the child

356
00:35:08,840 --> 00:35:15,060
begins producing Sounds of English starting from

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00:35:15,060 --> 00:35:21,800
the bilabial sound m, b, b, b, b, b, b, b, b, b,

358
00:35:21,800 --> 00:35:22,720
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

359
00:35:22,720 --> 00:35:23,060
b, b, b, b, b, b, b, b, b, b, b, b, b,

360
00:35:25,800 --> 00:35:31,220
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

361
00:35:31,220 --> 00:35:31,220
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

362
00:35:31,220 --> 00:35:31,240
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

363
00:35:31,240 --> 00:35:32,080
b, b, b, b, b, b, b, b, b, b, b, b, b, b, b, b,

364
00:35:33,150 --> 00:35:35,330
through the babbling stage, then one-word

365
00:35:35,330 --> 00:35:37,950
utterance, two-word utterance, three-word

366
00:35:37,950 --> 00:35:41,850
utterance, et cetera, then the simple sentence. So

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00:35:41,850 --> 00:35:45,730
after three years or four years in maximum, you

368
00:35:45,730 --> 00:35:49,930
find the child producing the language, but after

369
00:35:49,930 --> 00:35:54,310
mastering the subrasegmental phonemes. So you as

370
00:35:54,310 --> 00:35:57,850
teachers must master the subrasegmental phonemes

371
00:35:57,850 --> 00:36:02,060
of English before teaching English. Otherwise, you

372
00:36:02,060 --> 00:36:05,980
commit serious errors. You produce heavy accents

373
00:36:05,980 --> 00:36:08,640
that can't be understood by native speakers,

374
00:36:09,200 --> 00:36:11,940
mainly because of the insertion of your Arabic

375
00:36:11,940 --> 00:36:17,260
sounds into English. So this is our area of

376
00:36:17,260 --> 00:36:22,080
contrastive linguistics. We differentiate or we

377
00:36:22,080 --> 00:36:25,820
compare between Arabic sounds and English sounds

378
00:36:25,820 --> 00:36:30,470
and we come with spotting the areas of

379
00:36:30,470 --> 00:36:34,550
difficulties. These are represented... The most

380
00:36:34,550 --> 00:36:39,070
difficult area is the schwa, as we've seen,

381
00:36:40,010 --> 00:36:44,650
because it represents the weak form. Okay? We

382
00:36:44,650 --> 00:36:48,390
don't have weak forms in Arabic. So you find your

383
00:36:48,390 --> 00:36:51,850
students cannot pronounce the weak form correctly,

384
00:36:52,050 --> 00:36:55,770
as I mentioned previously. Today I want to show

385
00:36:55,770 --> 00:36:58,910
you the anatomy of a horse. Today I want to show

386
00:36:58,910 --> 00:37:01,690
you the anatomy of a horse. Today I want to show

387
00:37:01,690 --> 00:37:06,610
you. Today I want to show you this is wrong. So

388
00:37:06,610 --> 00:37:11,030
having all words stressed in English is completely

389
00:37:11,030 --> 00:37:14,850
wrong. But this is available in Arabic. اليوم

390
00:37:14,850 --> 00:37:21,230
سأريكم تشريح الحصان. So we don't have weak forms

391
00:37:21,230 --> 00:37:23,960
in Arabic, but we have them In English, it is an

392
00:37:23,960 --> 00:37:28,540
area of difficulty causing interlingual or

393
00:37:28,540 --> 00:37:32,680
interlingual errors. Interlingual errors because

394
00:37:32,680 --> 00:37:37,100
you insert Arabic, the Arabic stress system into

395
00:37:37,100 --> 00:37:43,860
English. Okay, we have the glottal sound A, which

396
00:37:43,860 --> 00:37:46,740
is inserted into your pronunciation once you

397
00:37:46,740 --> 00:37:50,140
pronounce English instead of the schwa. So instead

398
00:37:50,140 --> 00:37:54,020
of saying about, you say about instead of saying

399
00:37:54,020 --> 00:38:00,200
above you say above above okay instead of saying

400
00:38:00,200 --> 00:38:04,320
amount you say amount also we have the doubling

401
00:38:04,320 --> 00:38:08,840
state the doubling phenomenon you have university

402
00:38:08,840 --> 00:38:13,660
students insert the gemination of Arabic into

403
00:38:13,660 --> 00:38:18,660
English so instead of saying amount amount they

404
00:38:18,660 --> 00:38:23,590
say amount comment They say comment, collapse.

405
00:38:23,990 --> 00:38:27,950
They say collapse, collapse. Illegal, they say

406
00:38:27,950 --> 00:38:32,090
illegal, which is completely wrong. Okay? So you

407
00:38:32,090 --> 00:38:35,010
have to take this into your consideration once you

408
00:38:35,010 --> 00:38:38,290
pronounce English and once you teach this

409
00:38:38,290 --> 00:38:41,550
language. This language is very simple, it's very

410
00:38:41,550 --> 00:38:45,650
clear, but you have to accustom yourselves to such

411
00:38:45,650 --> 00:38:50,690
language. Now, next time I'm going to speak about

412
00:38:51,300 --> 00:38:56,480
the stress system we have stress and isolation I

413
00:38:56,480 --> 00:39:02,460
mean word stress okay where the nouns have a

414
00:39:02,460 --> 00:39:05,600
certain position of stress that is different from

415
00:39:05,600 --> 00:39:11,860
the verb okay the adjectives have a stress system

416
00:39:11,860 --> 00:39:16,800
that differs from the noun okay we have different

417
00:39:16,800 --> 00:39:25,160
positions of stress The suffix system is always or

418
00:39:25,160 --> 00:39:29,820
is mostly stressed in English except only in

419
00:39:29,820 --> 00:39:34,440
certain cases. We have to understand the stress

420
00:39:34,440 --> 00:39:38,140
system before coming to the class next time. So,

421
00:39:38,520 --> 00:39:42,300
for example, we have the noun stress which is

422
00:39:42,300 --> 00:39:45,640
available in the first syllable like for example

423
00:39:45,640 --> 00:39:50,900
subject is the first syllable stressed.Subject,

424
00:39:51,800 --> 00:39:56,180
this is a verb. Object, this is a noun. Object,

425
00:39:57,240 --> 00:40:01,120
verb. Report, what do you say? Is it a verb or a

426
00:40:01,120 --> 00:40:09,680
noun? It is a verb. Report is a noun. Report is a

427
00:40:09,680 --> 00:40:20,030
verb. Export, noun. Export, verb. Import. in part

428
00:40:20,030 --> 00:40:23,730
there. So you have to be familiar with the stress

429
00:40:23,730 --> 00:40:28,650
system either in word stress and also in sentence

430
00:40:28,650 --> 00:40:32,190
stress. We also have what is called contrastive

431
00:40:32,190 --> 00:40:35,170
stress. I'm sure that you are familiar with these

432
00:40:35,170 --> 00:40:39,810
items in the course which was explained to you

433
00:40:39,810 --> 00:40:42,350
last time which is entitled phonetics and

434
00:40:42,350 --> 00:40:45,970
phonology. I hope that you could revise this area

435
00:40:45,970 --> 00:40:49,120
and come ready for discussion next time and for

436
00:40:49,120 --> 00:40:52,640
understanding just to understand the stress very

437
00:40:52,640 --> 00:40:56,120
neatly and very efficiently. See you next time.

438
00:40:56,540 --> 00:40:57,240
Thank you.