{"id":272803,"date":"2026-07-19T03:06:01","date_gmt":"2026-07-19T08:06:01","guid":{"rendered":"https:\/\/langcom.org\/?p=272803"},"modified":"2026-07-19T03:06:01","modified_gmt":"2026-07-19T08:06:01","slug":"linking-intrusion-pronunciation-b2","status":"publish","type":"post","link":"https:\/\/langcom.edu.pe\/it\/blog\/linking-intrusion-pronunciation-b2\/","title":{"rendered":"Sound More Natural: Linking and Intrusion in English (B2 Pronunciation)"},"content":{"rendered":"
Connected speech makes your English sound natural and fluent, just like native speakers.<\/strong> When words join together in spoken English, they often change their individual sounds. This process, known as connected speech, includes two important features: linking and intrusion. Linking happens when a word ending in a consonant sound is followed by a word starting with a vowel sound; the consonant sound “links” directly to the vowel sound, creating a smooth flow. For example, pick up<\/span> sounds like pi-kup<\/span>. Intrusion occurs when two vowel sounds meet, and a small, extra consonant sound (like \/j\/, \/w\/, or \/r\/) is added between them to prevent a break in the flow, as in I am<\/span> sounding like I-yam<\/span>. Mastering these techniques will significantly improve both your pronunciation and your ability to understand fast, natural English, helping you communicate more effectively at a B2 level.<\/div>\n

What is Connected Speech?<\/h2>\n

In everyday English, we do not pronounce each word separately. Instead, words often blend together, creating a continuous flow of sound.<\/p>\n

This blending is called connected speech. It helps speakers communicate more quickly and smoothly.<\/p>\n

\u270d\ufe0f Non sai a quale livello ti trovi?<\/h3>

Fai il nostro test di livello gratuito e ricevi un feedback personalizzato da esaminatori certificati Cambridge.<\/p>Fai il nostro test di livello GRATUITO<\/a><\/div>\n

How Does Linking Work?<\/h2>\n

Linking happens when a word ends with a consonant sound and the next word begins with a vowel sound.<\/p>\n

The final consonant sound of the first word joins with the initial vowel sound of the second word. This creates a smooth transition between the words.<\/p>\n

    \n
  • Consonant + Vowel:<\/span> The consonant sound moves to the next word.<\/li>\n
  • Esempio: an apple<\/span> sounds like a-napple<\/span>.<\/li>\n
  • Esempio: what is it<\/span> sounds like wha-ti-zit<\/span>.<\/li>\n<\/ul>\n

    What is Intrusion in Pronunciation?<\/h2>\n

    Intrusion occurs when two vowel sounds meet, one at the end of a word and one at the beginning of the next word.<\/p>\n

    To avoid a pause or a ‘gap’ between the vowels, a small, extra consonant sound is added. These sounds are usually \/j\/, \/w\/, or \/r\/.<\/p>\n

      \n
    • Intrusive \/j\/:<\/strong> This sound is added after vowel sounds like \/i\u02d0\/, \/e\u026a\/, \/a\u026a\/, \/\u0254\u026a\/.<\/li>\n
    • Intrusive \/w\/:<\/strong> This sound is added after vowel sounds like \/u\u02d0\/, \/o\u028a\/, \/a\u028a\/.<\/li>\n
    • Intrusive \/r\/:<\/strong> This sound is added by non-rhotic speakers (like in British English) when a word ending in \/\u0259\/ or \/\u0251\u02d0\/ is followed by a vowel. This is sometimes called ‘linking \/r\/’ if the ‘r’ is in the spelling, but ‘intrusive \/r\/’ if it’s not.<\/li>\n<\/ul>\n

      Why are Linking and Intrusion Important for B2 Learners?<\/h2>\n

      Mastering these features of connected speech is crucial for B2 learners.<\/p>\n

        \n
      • Improved Listening:<\/strong> You will understand native speakers better, especially when they speak quickly.<\/li>\n
      • More Natural Pronunciation:<\/strong> Your own speech will sound more fluent and less ‘choppy’.<\/li>\n
      • Enhanced Fluency:<\/strong> It helps you speak more smoothly and confidently.<\/li>\n<\/ul>\n\n\n\n\n\n\n\n
        Summary of Intrusive Sounds<\/caption>\n
        Ending Vowel Sound(s)<\/th>\nIntrusive Sound<\/th>\nExample<\/th>\n<\/tr>\n<\/thead>\n
        \/i\u02d0\/, \/e\u026a\/, \/a\u026a\/, \/\u0254\u026a\/<\/span><\/td>\n\/j\/<\/span><\/td>\nshe_is<\/span>, play_it<\/span>, I_am<\/span><\/td>\n<\/tr>\n
        \/u\u02d0\/, \/o\u028a\/, \/a\u028a\/<\/span><\/td>\n\/w\/<\/span><\/td>\ndo_it<\/span>, go_away<\/span>, how_are you<\/span><\/td>\n<\/tr>\n
        \/\u0259\/, \/\u0251\u02d0\/ (non-rhotic accents)<\/span><\/td>\n\/r\/<\/span><\/td>\nidea_of<\/span>, draw_it<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        Esempi<\/h2>\n
          \n
        • I need to pick_up my brother.<\/span><\/li>\n
        • It’s an_old_idea.<\/span><\/li>\n
        • She_is always happy.<\/span><\/li>\n
        • Go_away now!<\/span><\/li>\n
        • How_are you doing?<\/span><\/li>\n
        • The car_is red.<\/span> (Intrusive \/r\/ in non-rhotic accents)<\/li>\n
        • I_am going home.<\/span><\/li>\n
        • Do_it again.<\/span><\/li>\n<\/ul>\n

          Esercitazione<\/h2>\n