|
The Sounds of Grammar with Betty
Azar |
For VOA Learning English, this is Everyday Grammar.
Today we have a special guest host. Betty Azar is the
most successful writer of grammar textbooks in the
world. Generations of English learners will recognize
her best-selling book Understanding and Using English
Grammar. The famous blue grammar book, now in its fourth
edition, is in use at language schools across the world.
Ms. Azar also supports research and professional
development in the English language teaching field.
Today Ms. Azar will offer some advice on how to hear the
sounds of grammar.
STUDENT: "English speakers talk too fast! I can't
understand what they're saying."
BETTY AZAR: Does that sound familiar? It's a common
complaint of English language learners, one I've heard
often from my university-level ESL students through the
years.
Normal contracted speech, especially in everyday
conversational usage, can speed by like a bullet train.
It can leave learners feeling a little dazed as they try
to catch the meaning.
For most adult learners, reading is, of course, much
easier to understand. When understanding English is just
between you and the written page, you can go as slowly
as you want. You can go back and read words again,
perhaps break down the grammar. You can even leisurely
look up the meaning of a word.
And at least in writing there are spaces between words.
If only that were true in speaking! If only speakers
paused briefly between words, it would be so much easier
for learners.
Teachers in second language classes often speak slowly
and distinctly, as I am doing now. But in the real
world, well, it's not going to happen. Or, to say that
in normal contracted speech,
Well, i'snotgonnahappen.
Speakers squeeze sounds together, or drop sounds, or say
them so softly and quickly that a listener can barely
hear them. When you listen to my sentence again, notice
that the t is almost completely dropped from it's, and
going to becomes gonna.
Well, i'snot gonna happen.
As a teacher, I've often heard students say things like
Bye. I leaving now. I see you tomorrow.
What's missing? The grammar sounds are missing, in this
case the m and l sounds for am and will. Listen for them
in the corrected sentences:
Bye. I'm leaving now. I'll see you tomorrow.
The m and l sounds are barely said aloud. But a native
speaker hears them. Do you? Listen again.
Bye. I'm leaving now. I'll see you tomorrow.
And then, sometimes native speakers drop not only sounds
but complete words. Listen to this:
Bye. ‘M leavin' now. See you tomorrow.
If you're saying "Not fair!," you're not the first
English learner to feel that way!
Grammar students learn that am, is, are and helping
verbs (for example, will, have, would) are often
contracted with pronouns in both speaking and writing,
as in I'm and I'll. But most students also find it
helpful to know that in everyday spoken English these
verbs are usually contracted with nouns and question
words, too.
Here's a sentence about a man named Tom. Tom is a noun.
In writing, you will see
Don't worry. Tom will be here soon.
In speaking, you will hear
Don't worry. Tom'll be here soon.
Listen for Tom will again:
Don't worry. Tom'll be here soon.
Here's another example of a contraction with a noun:
My book is on the table.
becomes
My book's on the table.
And another example, this time with are:
In writing you will see
My books are on the table.
In speaking you will hear
My books're on the table.
Again:
My books're on the table.
The verb sounds are so quick that it's almost impossible
to hear them unless you expect to hear them. Listen
again:
My book's on the table.
My books're on the table.
Question words (such as where, when, why) are similarly
contracted in speech.
In writing, each word is separate. For example:
Where are the students? Where have they gone?
In spoken English, the question word is contracted with
the verb:
Where're the students? Where've they gone?
Again:
Where're the students? Where've they gone?
No wonder it's hard for learners to catch these grammar
sounds! If you think English speakers talk really fast,
you're right. They do!
Do and did are also often reduced. Listen for do you :
D'you know Mrs. Lee?
Again:
D'you know Mrs. Lee?
Did can be a quick d sound when it's combined with a
question word. Listen for where did and what did:
Where'd she go? What'd she do?
Again:
Where'd she go? What'd she do?
Here's another example of shortened spoken English that
my students usually enjoy. Two people are talking.
D'ja eat yet?
No, d'joo?
In other words, spoken slowly:
Did you eat yet?
No, did you?
Did is a good example of a function word. A function
word gives grammar information. In the sentence Did you
eat yet?, did tells us that the speaker is talking about
the past and is asking a question. In contrast, eat is a
content word. So are words such as Tom, yesterday,
lunch. Content words have specific meanings. Function
words are the ones that are the hardest to hear in
speech. Content words are usually said more clearly and
loudly.
Along with helping verbs, other common function words
are and, to, the, and a. Let's look at and. And shows
the relationship between two nouns: Bob and Tom tells us
there are two people.
Like most function words, and is usually reduced:
I had lunch with Bob ‘n Tom yesterday.
A learner could easily think that "Bobbintom" is one
word!
To is usually reduced to a slight t sound:
Let's ask Tom to come with us.
sounds like
Let's ask Tom t'come with us.
Again:
Let's ask Tom t'come with us.
The and a can be especially hard for learners to hear.
Listen for the and a:
In class yesterday, I asked the teacher a question.
Even if you know the and a are supposed to be there, you
have to listen hard to hear them. Listen again:
In class yesterday, I asked the teacher a question.
Native speakers can hear the softer sounds of function
words, but it can be very difficult for second language
learners to hear them. Knowing some grammar can help.
For example, learners are more likely to hear and to say
Bye. I'm leaving now. I'll see you later if they are
familiar with the forms and meanings of verb tenses.
If learners don't know what grammar sounds they're
supposed to hear, chances are they won't hear them. If
they don't hear them, chances are they won't include
them in their own speaking and writing. In other words,
an awareness of grammar can prepare you to understand
what you're hearing, and hearing the sounds of grammar
can, in turn, help you use English more accurately.
I'm Betty Azar.
Betty Azar wrote this story as a contributor for VOA
Learning English. Adam Brock was the producer. Jill
Robbins was the editor.
You can visit Betty Azar's website at
www.azargrammar.com.
Betty Azar would like to thank Stacy Hagen for sharing
her expertise in the grammar-listening connection.
Learners can find many answers to grammar questions at
the Azar Grammar Exchange. |
|
