https://pronuncian.

com/introduction-to-linking
https://pronuncian.com/linking-same-continuous-consonants
https://pronuncian.com/linking-different-continuous-consonants
https://pronuncian.com/linking-continuous-consonants-vowels
https://www.youtube.com/watch?v=BrUCNNX6QGQ&t=639s
https://www.evaeaston.com/gh-words/
https://www.youtube.com/watch?v=8ZOIiEAMz9s
https://www.youtube.com/watch?v=3lE1NAIio3k
https://www.youtube.com/watch?v=PgSOC3XrwXg
https://www.youtube.com/watch?v=iRaufMqiaoU
https://www.youtube.com/watch?v=Wf7RDVqZ6wg
https://www.youtube.com/watch?v=i5Qcc0Y1SK4
https://www.youtube.com/watch?v=GnQ1caXSZcg
https://www.youtube.com/watch?v=9UJTWGJynNg

rythym rất hay

DÙNG LUYỆN TẬP LINKING

1. Linking Sound Categories

2. Linking Same Continuous Consonants
3. Linking Different Continuous Consonants
4. Linking Continuous Consonants and Vowels
5. Linking Same & Similar Blocked Consonants
6. Linking Fricative Pairs
7. Linking Different Blocked Consonants
8. Linking Continuous into Blocked Consonants
9. Linking Vowels and Blocked Consonants

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10.Deletion: Linking the dropped /d/
11.Deletion: Linking the Dropped /t/
12.Assimilation: Linking /t/ as Alveolar Stop /t̬ /
13.Assimilation: Linking /t/ as Glottal Stop /ʔ/
14.Linking Vowels into Vowels
15.Linking /d/+/l/: Lateral Aspiration [d̚ l]
16.Linking /d+n/: Nasal Aspiration [d̚ n]

Introduction to Linking
At its simplest, linking is the merging of multiple words together until they sound
as if they are only one word. Native speakers of English all do this naturally.
Linking is an advanced topic for non-native speakers, but learning to correctly link
words can result in significantly more fluid and fluent sounding English speech.
Failing to link words naturally results in spoken English which may have awkward
pauses, extra, unnecessary sounds, and which will sound very foreign to native
speakers.

Techniques used for linking words depend on specific adjacent sounds where the
words meet in the sentence.

Blending sounds

Blending is smoothly transitioning from the pronunciation of one sound into the
next sound. Blending works well for linking from one continuous consonant--a
fricative, approximant, or nasal sound--to another different continuous consonant.

In the phrase "this month," the 's sound' /s/ blends smoothly into the 'm sound' /m/.
(Learn more about linking continuous consonants.)

this month
Blending can also be used to link continuous consonants and vowel sounds, as in
the phrase "this afternoon." Here the /s/ of the word "this" is shared between both
words. (Learn more about linking continuous consonants and vowels.)
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this afternoon
Coarticulation: overlapping sounds

Coarticulation occurs when adjacent sounds overlap one another, causing a change
in one or both sounds' pronunciation. Two examples of coarticulation
include nasal aspiration and lateral aspiration.

Nasal aspiration occurs when the 'd sound' /d/ links into the 'n sound' /n/. The
tongue moves into the position of the /d/, but the sound is not completed with the
typical aspiration (release of air). Instead, the stopped air is released as an /n/. The
International Phonetic Alphabet symbol for nasal aspiration is [d̚ n].

An example of nasal aspiration occurs in the phrase "good news": the air is stopped
as a /d/, but released as an /n/.

good news
Lateral aspiration is similar in concept to nasal aspiration in that the air is stopped
as a normal /d/, but released as a different sound as an 'l sound' /l/. The
International Phonetic Alphabet symbol for lateral aspiration is [d̚ l].

In the phrase "bad luck," the /d/ links into the /l/, and lateral aspiration occurs.

bad luck
Assimilation: changing sounds

Assimilation is a more drastic type of coarticulation. Instead of "sharing" part of a

sound, the merged sounds are pronounced as an entirely different sound. Two
examples of assimilation occur when the 't sound' /t/ or /d/ precede the 'y
sound' /y/.

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When the /t/ and /y/ assimilate, the sounds merge into the 'ch sound' /ʧ/. This
causes the phrase "don't you" /doʊntyu/ to be pronounced as "donchou" /doʊnʧu/.

don't you
The /d/ assimilates with the /y/ and is pronounced as a 'j sound' /ʤ/. This causes
the phrase "did you" /dɪdyu/ to be pronounced as "dijou" /dɪʤu/.

did you
Intrusion: Adding sounds

Intrusion is placing an additional sound between other sounds. For instance, adding
a slight 'w sound' /w/ or /y/ between vowel sounds is a helpful technique for
pronouncing both vowels clearly.

In the phrase "he asked," a small /y/ is added between the 'long e' /i/ and 'short
a' /æ/. This allows both vowel sounds to be pronounced fully and separately
without pausing between words.

he asked
A slight /w/ is added to link the 'oo sound' /u/ to the 'short i' /ɪ/ sound in the phrase
"do it." Again, this allows both vowel sounds to be pronounced clearly.

do it
Learn more about linking vowel sounds here.

Elision: Omitting sounds

Elision occurs when a sound is removed from a word. For example, when
a /t/ or /d/ is between two other consonant sounds (but not the first sound of a
word), the /t/ or /d/ can be omitted.

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In the phrase "kept going," the /t/ is between two consonant sounds and can be
omitted. (Learn more about omitting the /t/ when linking.)

kept going
In the phrase "diamond ring," the /d/ is between two consonant sounds and can be
omitted. (Learn more about omitting the /d/ when linking.)

diamond ring
Geminates: Double sounds

Geminates occur when one word ends with and the next word begins with the same
consonant sound. Continuous consonants link to each other differently than stops
and affricates.

Identical double continuous consonants link by pronouncing one, single sound for
an extended period of time. In the phrase, "social life," the 'l sound' /l/ is produced
for more time than if the sound occurred alone. (Learn more about linking between
the same continuous consonant sound.)

social life
When linking identical stop sounds, the stopped portion of the sound is held for an
extended period of time, then released. In the phrase "pet turtle," the /t/ is stopped,
held for extra time, then released. This stop, hold, and release signals the
pronunciation of both sounds. (Learn more about linking blocked consonants.)

pet turtle
The j sound /ʤ/ and ch sound /ʧ/ are the only affricate sounds in English. In a
sequence of identical affricates, no special linking occurs and the sounds are
pronounced twice in a row. Therefore, in the phrase "orange juice," the j
sound should be pronounced twice.
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orange juice
Linking Same Continuous Consonants
Continuous consonants are types of sounds in which air flows continuously
through a constricted area of the vocal tract. When pronouncing continuous
consonants, the air is never completely blocked by any part of the vocal tract.

To link from one continuous consonant into the same continuous consonant, the
linked consonant sound is extended, or pronounced for a slightly longer amount of
time than a normal, single sound. For example, /r/ is a continuous consonant.
When /r/ is linked into another /r/, it's pronounced for more time than if it is linked
to a different sound.

Compare the phrase 'more rice' (linking /r/ to /r/) to the phrase 'more ice'
(linking /r/ to vowel sound). The /r/ of the phrase 'more rice' is said for a longer
duration. To show this using symbols, we must
understand broad and narrow transcription.

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Broad and Narrow Transcription

Broad transcription is the version of the International Phonetic Alphabet used to

discern one sound from another. It is the version most dictionaries use (if they use
the International Phonetic Alphabet at all). Broad transcription doesn't provide

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precise details about how a specific sound alters based on the context of its use, i.e.
it doesn't convey allophones—slight variations—of a sound.

Using narrow transcription, we can show the longer duration /r/ by adding the
symbol [ː] after the sound. Note the use of brackets [ ] instead of dashes / / in
narrow transcription.

Compare:

more‿ice, [mɔrɑɪs] (less duration /r/)

more ice
more‿rice, [mɔrːɑɪs] (less duration /r/)
more rice
Practice linking the same continuous consonant:

1. phone‿number: Could I get his phone‿number?

phone‿number: Could I get his phone‿number?
2. cancer‿research: They specialize in cancer‿research.
cancer‿research: They specialize in cancer‿research.
3. feel‿like: I feel‿like having pizza for lunch.
feel‿like: I feel‿like having pizza for lunch.
4. enough‿for: That's enough‿for now.
enough‿for: That's enough‿for now.
5. path‿through: There's a nice path‿through the park.
Linking Different Continuous Consonants
Because the air flows continuously during continuous consonants (unlike stops and
affricates, where the air is briefly completely blocked), linking from one
continuous consonant to another different continuous consonant requires
briefly blending the consonant sounds while the vocal tract changes from the
position of the first sound into the position of the second sound.

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Blending from one word into another uses the same pronunciation process as
transitioning from one consonant sound into another within a word. For example,
blending from /s/ to the /m/ in the word "assessment" is the same blending as from
the word "promise" into the word "me".

Compare:

assessment
assessment
promise‿me
promise‿me

Practice linking the different continuous consonants:

1. both‿lists: Please make sure both‿lists are accurate.

both‿lists: Please make sure both‿lists are accurate.
2. he's‿married: I can't believe he's‿married now!
he's‿married: I can't believe he's‿married now!
3. over‿there: Do you see that woman over‿there?
over‿there: Do you see that woman over‿there?
4. some‿things: Some‿things never change.
some‿things: Some‿things never change.
5. still‿sleeping: The baby's still‿sleeping.
0:01 / 0:04
Linking Continuous Consonants and Vowels
At its simplest, linking vowel sounds and continuous consonant sounds requires
only blending from one sound into the next. Therefore, the linked words 'my seat'
and 'mice eat' could both be transcribed as /mɑɪsit/. For the beginner English
learner, that is enough to know. However, intermediate and advanced learners may
want a more complete understanding.

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Despite the identical broad transcription of 'my seat' and 'mice eat,' there are slight
differences in the pronunciations of these linked words. To show the small,
allophonic variations of the sound's pronunciation, we'll use narrow transcriptions
(denoted by the [ ] symbols).
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A continuous consonant sound at the beginning of a word is pronounced for
slightly more time than the same continuous consonant sound at the end of a word.
Therefore, the /s/ in the word 'seat' is pronounced for more time than the /s/ in the

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word 'mice.' The longer /s/ can is represented as [sː] in narrow transcription
(using ː to denote the lengthened sound).

Because of the change in sound duration, a careful listener can perceive differences
between 'my seat' and 'mice eat,' even when the words are fully linked.

Compare:

my‿seat /mɑɪsit/ [mɑɪːsːit] (longer duration /s/)

my‿seat (longer duration /s/)
mice‿eat /mɑɪsit/ [mɑɪsit] (shorter duration /s/)
mice‿eat (shorter duration /s/)

Practice linking from a continuous consonant into a vowel sound:

1. an‿exception: Can't you make an‿exception?

an‿exception: Can't you make an‿exception?
2. because‿of: School was cancelled because‿of all the snow.
because‿of: School was cancelled because‿of all the snow.
3. press‿enter: Type your password, then press‿enter.
press‿enter: Type your password, then press‿enter.
4. fix‿it: Pam tried to fix‿it, but it was too late.
fix‿it: Pam tried to fix‿it, but it was too late.
5. his‿uncle: His‿uncle is an opera singer.
his‿uncle: His‿uncle is an opera singer.

Practice linking from a vowel sound into a continuous consonant:

1. issue‿with: There's never been an issue‿with it.

issue‿with: There's never been an issue‿with it.
2. extra‿help: Thanks for all the extra‿help.

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 extra‿help: Thanks for all the extra‿help.
3. a‿look: Could you take a‿look at this?
a‿look: Could you take a‿look at this?
4. busy‿man: Walter's a very busy‿man.
busy‿man: Walter's a very busy‿man.
5. agree‿with/idea‿that: I agree‿with the idea‿that simpler is better.
Linking Same & Similar Blocked Consonants
Stops and affricates are types of blocked consonants. When linking to or from
these consonants, all three parts of the sounds are important to understand.

The three elements of blocked consonants are:

1. the vocal tract shape as it moves into the sound

2. the blocking, or stopping of air
3. the release, or aspiration of the sound

Additionally, it is important to understand that stops and affricates occur in

voiced/unvoiced pairs. In these pairs, the articulation of the sound is the same
except for the vibration of the vocal cords (voiced sound) or lack of vibration
(unvoiced sound).

Linking Same Stops

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To link from a stop sound into the same sound, the sounds merge. It is pronounced
as a single sound except that the stopped portion of the sound is held longer than if
the sound is representing only one sound.

Practice linking the same stop sounds:

1. flat‿tire: She was late because she had a flat‿tire.

flat‿tire: She was late because she had a flat‿tire.
2. limit‿to: There is a limit‿to Matt's patience.
limit‿to: There is a limit‿to Matt's patience.
3. black‿car: That black‿car just drove past again.
black‿car: That black‿car just drove past again.
4. antique‿clocks: Nellie repairs antique‿clocks.
antique‿clocks: Nellie repairs antique‿clocks.
5. hundred‿dollars/big‿gift: A hundred‿dollars is a big‿gift.
hundred‿dollars/big‿gift: A hundred‿dollars is a big‿gift.
Linking Same Affricates

If linking to and from the same affricate, the sound will be produced twice.

Practice linking the same affricate sounds.

1. orange‿juice: I'll have some orange‿juice, please.

orange‿juice: I'll have some orange‿juice, please.
2. which‿chair: Which‿chair would you like to sit in?
which‿chair: Which‿chair would you like to sit in?
Linking Voiced/Unvoiced Pairs of Stops
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Page 16 of 40
When linking between stops that are voiced/unvoiced pairs, the sounds are also
both articulated as a single sound with an extended hold. The first sound will have
no audible release. When the air is released, or aspirated, the aspiration will be that
of the second sound. Therefore, if the second sound is unvoiced, the combined
sound is released with greater aspiration than if the second sound is voiced.

Practice linking voiced and unvoiced pairs of stops:

1. limited‿to: You're limited‿to five items.

limited‿to: You're limited‿to five items.
2. help‿button: Press the red help‿button to ask for assistance.
help‿button: Press the red help‿button to ask for assistance.
3. antique‿glass: Antique‿glass shatters easily.
antique‿glass: Antique‿glass shatters easily.
4. date‿do: What date‿do you want the report submitted by?
date‿do: What date‿do you want the report submitted by?
5. tulip‿bulbs: Plant tulip‿bulbs in the fall before the ground freezes.
Linking Fricative Pairs
Fricatives are a type of continuous consonants that have voiced and unvoiced pairs.
Each pair is created with the same vocal tract shape; the difference between the
sounds is whether the vocal cords vibrate during the sound or not.

Unvoiced → Voiced Fricatives

To transition from an unvoiced fricative into its voiced counterpart, the unvoiced
sound transitions into the voiced sound simply by activating the vocal cords. The
tongue and lips hold a constant shape and there should be no break between
sounds.

Practice linking from an unvoiced into a voiced fricative:

1. wife‿vacation: He and his wife‿vacation in Mexico.

wife‿vacation: He and his wife‿vacation in Mexico.

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 2. backpack's‿zipper: My backpack's‿zipper is broken.
backpack's‿zipper: My backpack's‿zipper is broken.
3. worth‿that: Is it worth‿that much trouble?
worth‿that: Is it worth‿that much trouble?
4. himself‿vastly: Jordan found himself‿vastly unprepared.
himself‿vastly: Jordan found himself‿vastly unprepared.
5. helps‿zoos: The donated money helps‿zoos modernize their displays.
helps‿zoos: The donated money helps‿zoos modernize their displays.
Voiced → Unvoiced Fricatives

When linking from a voiced fricative into its unvoiced counterpart, the voiced
sound can be very small, or even omitted. If the voiced sound is omitted, a single
unvoiced sound represents both sounds.

Practice linking from a voiced into an unvoiced fricative:

1. was‿sitting: The dog was‿sitting on the porch.

was‿sitting: The dog was‿sitting on the porch.
2. massage‿shouldn't: A massage‿shouldn't leave a bruise.
massage‿shouldn't: A massage‿shouldn't leave a bruise.
3. these‿scissors: These‿scissors are dull.
these‿scissors: These‿scissors are dull.
4. is‿sick: Kristen is‿sick again today.
is‿sick: Kristen is‿sick again today.
5. improve‿fuel: New technology can improve‿fuel economy.
Linking Different Blocked Consonants
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When linking from one blocked consonant into another blocked consonant, the
first of the linked sounds has little aspiration (or puff of air) when the stopped
portion of the sound is released. The first sound of the second word, however, is
given full aspiration.

The narrow transcription symbol [ ̚ ] represents a blocked consonant with no

audible release, while [h] represents a fully aspirated sound. A sound with full
aspiration is more prominent than a sound with no audible release. Therefore, the
first sound of the second word is easier for a listener to distinguish.

Practice linking the following blocked consonants:

1. snack‿time: Snack‿time is at 3:45.

snack‿time: Snack‿time is at 3:45.

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 2. should‿be: Tim should‿be here any minute.
should‿be: Tim should‿be here any minute.
3. stop‿crying: The baby won't stop‿crying.
stop‿crying: The baby won't stop‿crying.
4. big‿deal: It's not such a big‿deal.
big‿deal: It's not such a big‿deal.
5. like‿to: I'd like‿to go along, too.
Linking Continuous into Blocked Consonants
When linking from a continuous consonant into a blocked consonant, the
continuous consonant sound is maintained through approach of the blocked
consonant. Then, the air is stopped and released as the blocked consonant. This is
the same effect as transitioning from a continuous consonant into a blocked
consonant within a word.

Practice linking a continuous consonant into a blocked consonant:

1. we'll‿continue: We'll‿continue the meeting after lunch.

we'll‿continue: We'll‿continue the meeting after lunch.
2. one‿person: One‿person can make a difference.
one‿person: One‿person can make a difference.
3. come‿by: You should come‿by the office some time.
vocalcome‿by: You should come‿by the office some time.
4. leave‿town: They're planning to leave‿town for the weekend.
leave‿town: They're planning to leave‿town for the weekend.
5. gave‿birth/little‿boy: She gave‿birth to a little‿boy.
Linking Vowels and Blocked Consonants
Stop sounds, the most common type of blocked consonant, are most aspirated at
the beginning of a word and the least aspirated at the end of a word. This means
that the "puff" of air that can be felt during the release of a blocked consonant is
must greater when that type of sounds begins a word than when the same sound
ends a word. This difference is important when practicing linking to and from
stops.

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View fullsize

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Page 22 of 40
To link from a vowel sound into a blocked consonant, the vowel sound continues
until the the "stopped" portion of the consonant forces a break. To link from
blocked consonants into vowels, the puff of the consonant sound blends into the
vowel sound that begins the next word.

Compare:

Compare the phrase 'my car' with 'Mike are.' The /k/ in 'my car' is more aspirated
than the /k/ in 'Mike are.'

my‿car: My‿car is over there.

my‿car: My‿car is over there.
Mike‿are: Sharon and Mike‿are over there.
Mike‿are: Sharon and Mike‿are over there.

Practice linking a vowel into a blocked consonant:

1. many‿people: I can't believe how many‿people are sick right now.

many‿people: I can't believe how many‿people are sick right now.
2. you‿consider: Would you‿consider it?
you‿consider: Would you‿consider it?
3. they‿brought: They‿brought their daughter along.
they‿brought: They‿brought their daughter along.
4. agree‿to: Will they agree‿to those guidelines?
agree‿to: Will they agree‿to those guidelines?
5. follow‿children: The study will follow‿children at risk of diabetes.
follow‿children: The study will follow‿children at risk of diabetes.

Practice linking a blocked consonant into a vowel:

1. good‿evening: Are you having a good‿evening?

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good‿evening: Are you having a good‿evening?
2. bad‿impression: Unfortunately, he left a bad‿impression.
bad‿impression: Unfortunately, he left a bad‿impression.
3. seemed‿impossible: It seemed‿impossible to meet the deadline.
seemed‿impossible: It seemed‿impossible to meet the deadline.
4. made‿up: Kevin already made‿up his mind.
made‿up: Kevin already made‿up his mind.
5. take‿advantage: You should take‿advantage of the offer.
Deletion: Linking the dropped /d/
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The /d/ is often deleted (or dropped) when a word ending in /nd/ links into a word
that begins with a consonant sound. When the /d/ is deleted, the /n/ must link
smoothly to the beginning consonant sound of the following word.

Practice linking the dropped the /d/:

1. and‿said: Joan called and‿said she was running late.

and‿said: Joan called and‿said she was running late.
2. hand‿me: Could you hand‿me that pen?
hand‿me: Could you hand‿me that pen?
3. stand‿back: Please stand‿back from the yellow line.
stand‿back: Please stand‿back from the yellow line.
4.sound‿familiar: That does sound‿familiar.
sound‿familiar: That does sound‿familiar.
5. weekend‿project: We're planning a big weekend‿project.
Deletion: Linking the Dropped /t/
There are two common places that a final /t/ is deleted, or dropped, from the
pronunciation of a word. Note that when the /t/ is dropped, the sound before
the /t/ must link smoothly into the following word.

1. Deleting /t/ Between Consonants

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When a word ending in consonant +/t/ links into a word beginning with a
consonant, the final /t/ of the first word is often deleted.

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Practice linking the dropped /t/ (between consonants):

1. first‿day: Sam's first‿day of school is tomorrow.

first‿day: Sam's first‿day of school is tomorrow.
2. left‿my: I left‿my keys in the restaurant.
left‿my: I left‿my keys in the restaurant.
3. best‿friends: The twins are best‿friends.
best‿friends: The twins are best‿friends.
4. interest‿rates: Interest‿rates have remained low.
interest‿rates: Interest‿rates have remained low.
5. rest‿during: Try to get some rest‿during the flight.
rest‿during: Try to get some rest‿during the flight.

2. Deleting /t/ Between /nt/ and a Vowel Sound

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When a word ending in /nt/ links into a word beginning with a vowel sound, the
final /t/ is often deleted.

Practice linking the dropped /t/ (between /nt/ and vowel sound):

1. percent‿of: A percent‿of the profits are given to charity.

percent‿of: A percent‿of the profits are given to charity.
2. president‿announced: Our company president‿announced her
retirement.
president‿announced: Our company president‿announced her retirement.
3. patient‿asked: The patient‿asked for another pillow.
patient‿asked: The patient‿asked for another pillow.
4. apartment‿in: She moved into an apartment‿in the city.
apartment‿in: She moved into an apartment‿in the city.

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 5. accident‿occurred: The accident‿occurred early in the morning.
Assimilation: Linking /t/ as Alveolar Stop /t̬ /

GET THIS LESSON, AND MANY MORE, IN OUR LINKING EBOOK!

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When a /t/ at the end of a word follows a vowel sound or /r/ and the next word
begins with a vowel sound, the /t/ is pronounced as an alveolar stop and is
transcribed as /t̬ /. The alveolar stop is a voiced /t/ that sounds similar to a very
quick /d/.

Practice pronouncing the linked /t/ as /t̬ / (an alveolar stop):

1. about‿an: Jason left about‿an hour ago.

about‿an: Jason left about‿an hour ago.
2. it‿easy: Go home and take it‿easy for a while.
it‿easy: Go home and take it‿easy for a while.
3. it‿up: I'll pick it‿up after work.
it‿up: I'll pick it‿up after work.
4. wrote‿a/about‿it: She wrote‿a book about‿it.
wrote‿a/about‿it: She wrote‿a book about‿it.
5. not‿easy/get‿up/that‿early: It's not‿easy to get‿up that‿early.
Assimilation: Linking /t/ as Glottal Stop /ʔ/
Assimilation occurs when a sound changes to a different sound because of the
sounds before and after it. The /t/ regularly changes to a glottal stop, the quick
closing and opening of the vocal cords. (It is the sound in the middle of the
expression "uh-oh.")

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Page 32 of 40
 There is a wide range is circumstances in which the glottal stop occirs in American
English pronunciation, including:

When /t/ at the end of a word follows:

 vowel sound
 nasal sound /m, n, ŋ/
 liquid sound

and the next word begins with

 fricative /ð, θ, z, s, v, f, ʒ, ʃ, h/
 blocked consonant /b, p, d, t, g, k, ʤ, ʧ/

Practice pronouncing the linked /t/ as /ʔ/ (a glottal stop):

1. ancient‿cultures: We studied ancient‿cultures for the first semester.

ancient‿cultures: We studied ancient‿cultures for the first semester.
2. chocolate‿chip: There are fresh chocolate‿chip cookies on the counter!
chocolate‿chip: There are fresh chocolate‿chip cookies on the counter!
3. don't‿see: I don't‿see the problem.
don't‿see: I don't‿see the problem.
4. quite‿different: He's quite‿different from his brother.
quite‿different: He's quite‿different from his brother.
5. want‿some: Do you want‿some tea?
Linking Vowels into Vowels
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Linking Vowel to Vowel

When the first word ends in one of these vowels [i], [aɪ], [eɪ], or [ɔɪ], and the second
word begins with a vowel, insert a [j] (a “Y” sound) to link them.
Examples are:
The apple —-> The /j/apple
Toy airplane —-> Toy /j/airplane
My uncle —-> My /j/uncle

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Say it —-> Say /j/it
Try again —-> Try /j/again
He asked —-> He /j/asked
In addition, when the first word ends in one of these vowels [u], [aʊ], [oʊ], or
[ju], and the second word begins with a vowel, add a [w] (a “W” sound) to link
them.
Examples are:
Slow animal —-> Slow /w/animal
Blue automobile —-> Blue /w/automobile
How about —-> How /w/about
Few others —-> Few /w/others
So old —-> So /w/old
Value of —-> Value /w/of

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To create a smooth, fluid link from a word ending in a vowel sound into a word
beginning with a vowel sound, a very small /y/ or /w/ is added between the words,
connecting one word to the next. This allows both vowel sounds to occur
individually, without stopping the airflow between words.

Deciding whether to link vowels together using /y/ or /w/ usually becomes intuitive
to learners: linking with the wrong sound will feel and sound awkward.

Compare:

very‿y‿old: My car is very‿old.

very‿y‿old: My car is very‿old
so‿w‿old: My car is so‿old.
so‿w‿old: My car is so‿old.
Practice linking the following words with /y/:

1. he‿asked: At least he‿asked for permission.

he‿asked: At least he‿asked for permission.
2. day‿after: Rachel's interview is the day‿after tomorrow.
day‿after: Rachel's interview is the day‿after tomorrow.
3. really‿appreciates: Mary really‿appreciates that you're staying late to
help!
really‿appreciates: Mary really‿appreciates that you're staying late to help!
4. try‿again: Let's take a break, then try‿again after lunch.
try‿again: Let's take a break, then try‿again after lunch.
5. buy‿energy‿efficient: They're going to buy‿energy‿efficient appliances.
buy‿energy‿efficient: They're going to buy‿energy‿efficient appliances.
Practice linking the following words with /w/:

1. know‿anyone: Do you know‿anyone that can help translate this?

know‿anyone: Do you know‿anyone that can help translate this?
2. value‿of: The value‿of their house fell drastically.

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value‿of: The value‿of their house fell drastically.
3. grow‿up: Kids grow‿up so quickly!
grow‿up: Kids grow‿up so quickly!
4. to‿ask: Karen wanted to‿ask if you'd come along.
to‿ask: Karen wanted to‿ask if you'd come along.
5. go‿over/tomorrow‿afternoon: Let's go‿over the documents
tomorrow‿afternoon.
Linking /d+l/: Lateral Aspiration [d̚ l]
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Smoothly link from a word ending in /d/ into a word beginning with /l/ by using a
technique called lateral aspiration. This allows the two sounds to merge.
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To create a lateral aspiration, approach and stop the /d/ normally, but then, instead
of releasing the entire tip of the tongue from the tooth ridge, produce an /l/ by
releasing only the sides of the tongue. It can be thought of as stopping the air
like /d/, but releasing it as /l/.

The International Phonetic Symbol (in narrow transcription) for /d/ without an
audible release is [d̚ ]. The narrow transcription of the lateral aspiration is [d̚ l].

Practice linking /d+l/ using lateral aspiration:

1. good‿luck: Good‿luck on the test.

good‿luck: Good‿luck on the test.
2. I'd‿love: I'd‿love to go with you.
I'd‿love: I'd‿love to go with you.
3. had‿locked: She had‿locked the door.
had‿locked: She had‿locked the door.
4. seemed‿like: It seemed‿like it would work.
seemed‿like: It seemed‿like it would work.
5. stayed‿late: Karen and Jim stayed‿late at the party.
Linking /d+n/: Nasal Aspiration [d̚ n]
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Smoothly link from a word ending in /d/ into a word beginning with an /n/ by
using a technique called nasal aspiration. This allows the two sounds to merge.
The phonetic symbol for nasal aspiration is [d̚ n].

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To learn the nasal aspiration, the function of the velum must be understood. The
velum is the flap in the back of the mouth that either allows air to pass through the
nose or blocks it. The velum is closed (blocking air) for all of the sounds of
English except the three nasal consonants (the /n/, /m/, and /ŋ/).

A nasal aspiration begins with the velum closed during the approach of the /d/, and
then opens at the same time as the air is stopped for the /d/. With the velum open,
the tongue can stay in place for the /n/. The only change in the vocal tract is the
velum opening. The tongue stays in the exact position of the stopped /d/ as when
producing the /n/.

Practice linking /d+n/ using nasal aspiration:

1. did‿nothing: The boy did‿nothing.

did‿nothing: The boy did‿nothing.
2. heard‿noises: We heard‿noises coming from outside.
heard‿noises: We heard‿noises coming from outside.
3. decided‿not: We decided‿not to go.
decided‿not: We decided‿not to go.
4. good‿night: Have a good‿night.
good‿night: Have a good‿night.
5. third‿national: It was their third‿national conference.

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