In spoken English, linking consonants into words that begin with vowels is especially important because it is always done. Not only do your listeners expect to hear it, and if they don’t they may get a bit confused, but you will sound choppy and robotic if you don’t link into words that begin with vowel sounds.
To illustrate how consonant to vowel linking works, let’s look at the following phrase from the “Introduction to Linking” page:
Notice how “book” and “on” end in consonant sounds, and “on” and “accounting” begin with vowel sounds.
When a word that ends with a consonant sound is followed by a word that begins with a vowel sound, the consonant sound is linked across words when you speak, to create new syllable structure:
Keep in mind that the sound is what is linked, so don’t let the spelling confuse you. For example, the word “please” has a vowel “e” at the end, but it is pronounced /pliz/. Below, the /z/ sound is linked to “omit” because it begins with a vowel sound.
Consonant linking can be helpful if you have trouble saying certain sounds at the ends of words, like /n/, /ŋ/, or /l/, because it moves the tricky sound to the beginning of a word.
Here are some more examples in phrases. Listen to each one, and repeat it several times.
Remember: The sound is what is linked, so don’t get confused by the spelling.
| “In⎵and⎵out” | “i na nout” (the /d/ is dropped) |
| “Such⎵a nice⎵evening.” | “Su cha ni cevening” |
| “Is⎵Alvin⎵over there? | “I zalvi nover there?” |
| “I’m⎵already there.” | “I malready there.” |
| “My goal is to travel around America.” | My goa lis to trave laroun dAmerica. |
| “Can I sing a song in our accounting class?” | Ca nI si nga so ngi nou raccounting class? |
Practice 1
Try practicing the linking in each of these common idioms. You can try it first, and then listen to the recording to compare, or listen to the recording first.
| 1. To get⎵a taste⎵of your⎵own medicine. (harsh or unpleasant treatment that is like the treatment you have given other people) |
2. A blessing⎵in disguise. (something that seemed negative at first, but actually had a positive effect) |
| 3. To walk⎵on⎵eggshells (to be very careful about what you say or do, usually to avoid angering someone) |
| 4. Once⎵in⎵a blue moon (rarely) |
| 5. To have⎵a chip⎵on your shoulder. (to have an angry or unpleasant attitude or way of behaving caused by a belief that you have been treated unfairly in the past) |
| 6. To have⎵a lot⎵on one’s plate (to be very busy, even overwhelmed, due to having a lot of tasks and responsibilities) |
| 7. To call⎵it⎵a day. (To stop an activity for the rest of the day) |
|
8. To get⎵up⎵on the wrong side⎵of the bed. (To start the day in a bad temper or with a poor attitude) |
Practice 2
Part 1: Look at the short dialogue below. Identify places where you think consonant linking will occur. Then, listen to the dialogue as you read the answer script below to hear the consonant linking. Were you correct?
Tiff: Hi, can I speak to Miss Ella Martinez, please?
Jae: Sorry, she’s in a meeting. Can I take a message?
Tiff: Sure. My name is Tiff Markova. I’m interested in the job opening she posted on Sunday.
Jae: Okay. What’s your number?
Tiff: Five-five-five seven-eight-four-eight.
Jae: Okay, she’ll call you back.
Tiff: Thank you!
Jae: Sorry, she’s⎵in⎵a meeting. Can⎵I take⎵a message?
Tiff: Sure. My name⎵is Tiff Markova. I’m⎵interested⎵in the job⎵opening she posted⎵on Sunday.
Jae: Okay. What’s your number?
Tiff: Five-five-five seven⎵eight-four⎵eight.
Jae: Okay, she’ll call you back.
Tiff: Thank you!
Part 2: Listen to each line in the dialogue above, and then practice repeating it with the consonant linking. Record yourself and compare your recordings to the originals.
Practice 3
Below are several more phrases in which consonant linking occurs. Read the typical spellings, and record yourself trying to pronounce the phrases smoothly and fluidly with consonant linking where appropriate. Then, compare your recordings with the originals here.
This book is a little cheaper than I thought.
My plan after college is obtaining a job.
Would it be possible to meet in our classroom?
It’s impossible to fix it.
What do you do now?
First, pay attention to consonant linking that occurs in lectures in your field of study. There are probably common phrases or “chunks” of words that you can learn to easily recognize, which will improve your listening comprehension skills.
Second, we highly recommend incorporating shadowing practice into your daily pronunciation and speaking practice. Shadowing is the action of imitating a speech sample as closely and as quickly as possible. With or without a transcript, you follow “just behind” a recording. It’s a good idea to pick a specific feature of intelligibility to focus on when shadowing, and linking is one option. Check out our list of suggested resources for shadowing.
Third, attend our Focused Skills Series sessions on Connected Speech and Linking.
Last, work with a speech consultant to check your understanding of consonant linking. Ask him or her to help you recognize consonant linking in authentic spoken English, like in TED Talks, and monitor your speech for areas where using consonant linking would help you speak more intelligibly.