英语语音第三讲-英语的话语节律.ppt

1,English Rhythmic Structure & Tips for Teaching Rhythmic Structure 英语话语节律教学实用方法,Wang Guizhen Guangdong University of Foreign Studies,王桂珍 广东外语外贸大学,英语语音课程教学培训 课程,第三讲,王桂珍 广东外语外贸大学,英语语音课程教学培训 课程,第三讲,2,Language Rhythm,Stress-timed rhythm Syllable-timed rhythm English rhythm is described as stress-timed rhythm.,3,The characteristics found in languages with stress-timed rhythm,Stress-timed languages have a large variety of syllable typesboth open syllables (ending in vowels) and closed syllables of various types (syllables ending in consonants). Stress-timed languages may also have heavy and light syllables heavy syllables, which attract stress, are those that have long vowels and/or end in consonant clusters. In stress-timed languages, unstressed syllables are shorter than stressed syllables, and vowels in unstressed syllables may be reduced. The more of these characteristics a language has, the more stress-timed its rhythm,4,The characteristics found in languages with syllable-timed rhythm,Stressed and unstressed syllables are of approximately equal length; The variety of syllable types is more limited; Vowel reduction in unstressed syllables is unlikely.,5,Lloyd James likens stress-timed rhythm to Morse code signals (long dashes and short dots) and syllable-timed rhythm to “machine gun” or staccato patterns (1940). Learners whose native language is syllable-timed have difficulty learning English rhythm, but with exposure and increasing proficiency, they will acquire some of the characteristics of stress timing.,6,Evidence from Instrumental testing？,Instrumental testing has failed to confirm some of the perceptual characteristics of stress-timed languages (Dauer 1983, Ramus et al. 1999). In stress-timed languages, stresses are heard as occurring at equal intervals in time (isochrony); in syllable-timed languages, the time between stresses is more variable. However, instrumental measurements reveal that stresses in English (a stress-timed language) are no more regular than those in syllable-timed languages (Dauer 1983).,7,Information about the stress-timed nature of English rhythm is included in many pronunciation textbooks and helps students understand and become aware of the general nature of English rhythm.,8,Rhythmic Structures in English Utterances,1. Rhythm and Stress 2. Rhythm and Sound Linking 3. Rhythm and Weak Forms,9,1. Rhythm and Stress,10,11,12,Pronunciation,13,终于被点燃,14,Stress and unstressed syllables Longer syllables and shorter ones Boundaries between syllables not clear Sound change occurs when unstressed,15,Stress: the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence,16,Stressed syllables are often perceived as being more forceful than non-stressed syllables,17,18,The first feature for stressed syllables It is longer. It takes longer to say “growth” and “pe”.,19,The second feature for stressed syllables It is Louder. The relative amplitudes of the syllable “growth” and “pe” increase.,20,The third feature for stressed syllables It has a change in pitch. The pitch of “growth” and “pe” is usually higher.,21,The forth feature for stressed syllables It is said more clearly. The vowel sound in the stressed syllable is usually a full vowel.,22,The fifth feature for stressed syllables It uses larger facial movements. You will see more noticeable jaw movements when you say the syllables “growth” and “pe”.,23,Five features for stressed syllables: It is longer. It is Louder. It has a change in pitch. It is said more clearly. It uses larger facial movements.,24,Features for a stressed syllable: It is longer: It takes longer to say “growth” and “pe” in the phrase “growth and prosperity”. It is Louder: the relative amplitudes of the syllable “growth” and “pe” increase. It has a change in pitch: The pitch of “growth” and “pe” is usually higher than the unstressed syllables coming before and afterwards. It is said more clearly: The vowel sound in the stressed syllable is usually a full vowel while those in unstressed syllables can be reduced vowels. It uses larger facial movements - Look in the mirror and you will see more noticeable jaw movements when you say the syllables “growth” and “pe” than other syllables.,25,鲜 艳 夺 目,26,终于被点燃,27,Two Chinese syllables: 医院,Two Chinese syllables: 觉得 (the second syllable with weak stress),28,活动 hudong hudng 运气 ynqi ynq 对头 dutou dutu 孙子 snzi snz 兄弟 xingdi xingd,29,活动 hudng（n）“广场上正在举行盛大的庆祝”。 活动 hudong（v）“你得经常活动才行”。 运气 ynq（v）“练气功首先得学会从丹田运气。” 运气 ynqi（n）“你真是运气。”,30,孙子snz（n）孙子在当时很有名气。（指战国时军事家） 孙子snzi（n）他的孙子都有好几个了。（指儿子的儿子） 报仇 bochu（v）他发誓要报仇雪恨。 报酬 bochou（n）他们主动上街为民服务，不求报酬。 东西 dngx（词组）（指方向）我都分不清东西南北了。 东西 dngxi（n）（指物件）你把东西放哪儿了？,31,汉语声调统计 静态统计： 一声 20%左右，二声 23%左右， 三声 20%左右，四声 35%左右， 轻声 5%左右 现实动态语流统计： 一声 20%左右，二声 23%左右 三声 5%左右，四声 35%左右， 轻声 20%左右,32,I shall have to try and get some cash from our bank at lunchtime. Then we can let them have the money that they want as soon as they like. What are they asking us to pay them?,33,I shall have to try and get some cash from our bank at lunchtime. Then we can let them have the money that they want as soon as they like. What are they asking us to pay them? (15/41),34,Word stress: key to understanding Sentence stress: 1. To indicate the important words in a sentence. 2. To serve as the basis for the rhythmical structure of the sentence.,35,Pronunciation is important.,发 音 很 重 要,r r r R r r r R r,R R R R R,36,Pronunciation,37,Pronunciation,38,终于被点燃,39,终于被点燃,40,终于被点燃,Pronunciation,41,42,Pronunciation is important.,发 音 很 重 要,r r r R r r r R r,R R R R R,43,Content Words & Function Words,44,2. Rhythm and Sound Linking,In connected speech, sounds at word boundaries join closely together, in some cases creating blends;,45,2. Rhythm and Sound Linking,1. To blend or join the final consonant of one word with the initial word of the following word: “postoffice“ 2. To link the final vowels /:/ and / to a following vowel by adding the /r/ sound: “herown“, “the ideaof“ 3. To make smooth transitions when the preceding word ends with a vowel and the following word begins also with a vowel sound by adding a slight /j/ or /w/: “myarm“,” two others” 4. To change the pronunciation of some final and initial consonants, as in “Didyou “,46,Types of Linking,47,1. post office 2. her own, the idea of 3. next topic 4. my arm, two others 5. Did you ,48,This is really a two hour presentation I give to high school students, cut down to three minutes. And it all started one day on a plane, on my way to TED, seven years ago. And in the seat next to me was a high school student, a teenager, and she came from a really poor family. And she wanted to make something of her life, and she asked me a simple little question. She said, “What leads to success?“ And I felt really badly, because I couldnt give her a good answer. So I get off the plane, and I come to TED. And I think, jeez, Im in the middle of a room of successful people! So why dont I ask them what helped them succeed, and pass it on to kids?,49,This is really a two hour presentation I give to high school students, cut down to three minutes. And it all started one day on a plane, on my way to TED, seven years ago. And in the seat next to me was a high school student, a teenager, and she came from a really poor family. And she wanted to make something of her life, and she asked me a simple little question. She said, “What leads to success?“ And I felt really badly, because I couldnt give her a good answer. So I get off the plane, and I come to TED. And I think, jeez, Im in the middle of a room of successful people! So why dont I ask them what helped them succeed, and pass it on to kids?,50,3. Rhythm and Weak Forms,Speech: an on-going stream of sounds, with no clear borderlines between each word. To speak with maximal economy of movement rather than maximal clarity. Some sounds are lost, and some are linked together. Economy of movement: the use of weak forms in speech.,51,1. a /eI/ / Weve got a dog. 2. an /n/ /n/ Take an apple. 3. her /h:/ /h/, /:/, / Whats her name? 4. his /hIz/ /Iz/ John had his haircut. 5. our /a/ /:/ We can do it on our own. 6. some /sm/ /sm/, /sm/ Get me some water. 7. the /i:/ /I/, / They saw the young and the old. 8. your /j:/ /j/ Take your time. 9. he /hi:/ /hI/, /I/ What did he do? 10. me /mi:/ /mI/ Let me have a look.,52,11. she /i:/ /I/ Did she come? 12. them /em/ /m/, /m/ Let them go. 13. us /s/ /s/ He told us a story. 14. we /wi:/ /wI / Here we are. 15. you /ju:/ /j/ Did you see my pen? 16. him /hIm/ /Im/ Give him a pen. 17. am /m/ /m/, /m/ Im proud of it. 18. are /:/ / What are you doing? 19. be /bi:/ /bI/ Dont be late. 20. can /kn/ /kn/, /kn/ What can I do?,53,21. do /du:/ /d/ /d/ What do you do on Sundays? 22. does /dz/ /dz/ When does the train leave? 23. had /hd/ /hd/ /d/ /d/ How many had he had? 24. has /hz/ /hz/z/z/ /s/ What has happened? 25. have /hv/hv/, /v/, /v/ The kids have gone. 26. is /Iz/ /z/, /s/ He is coming. 27. must /mst/mst/,/ms/ We must go now. 28. shall /l/ /l/, /l/ What shall we do? 29. was /wz/ /wz/, /wz/ He was out. 30. were /w:/ /w/ We were all late.,54,31. will /wIl/ /wl/, /l/ That will do. 32 at /t/ /t/ Look at him. 33. for /f:/ /f/ Is it for me? 34. from /frm/frm/ /frm/ They come from the states. 35. of /v/ /v/ /v/ /f/ Its very kind of you. 36. to /tu:/ /t/ You dont have to worry. 37. and /nd/nd/n/nd/n/ We had fish and chips. 38. as /z/ /z/ Just as you like. 39. but /bt/ /bt/ Its good but expensive. 40. so /s/s/ Its not so cold here. 41. than /n/ /n/ Its bigger than this. 42. that /t/ /t/ He said that he was coming.,55,This is really a two hour presentation I give to high school students, cut down to three minutes. And it all started one day on a plane, on my way to TED, seven years ago. And in the seat next to me was a high school student, a teenager, and she came from a really poor family. And she wanted to make something of her life, and she asked me a simple little question.,56,She said, “What leads to success?“ And I felt really badly, because I couldnt give her a good answer. So I get off the plane, and I come to TED. And I think, jeez, Im in the middle of a room of successful people! So why dont I ask them what helped them succeed, and pass it on to kids?,57,Rhythm: the systematic patterning of sound in terms of timing, accent and grouping in sequences of syllables; Each language has a rhythm that is part of its sonic structure; An implicit knowledge of this rhythm is part of a speakers competence in the language; Speech rhythm has been recognized for its critical role in human speech understanding.,58,Rhythm in speech is based on the idea of a strong beat which recurs at regular intervals of time. Traditionally, languages have been divided into two broad types: syllable-timed and stress-timed.,59,Syllable-timed languages allow very much the same amount of time to all the syllables in all words. Stress-timed languages tend to give the maximum attention to the syllables which the speaker feels to be important and the minimum to the others. Most languages fall somewhere between the two extremes.,60,61,Pronunciation is important.,发 音 很 重 要,r r r R r r r R r,R R R R R,62,The Rhythmic Structure of English & Chinese,63,Chinese EFL learners: In their speech, it is more often the syllables, instead of the stresses, which tend to come at more-or-less evenly recurrent intervals. The listener will have difficulty perceiving which syllables are stressed and which are unstressed, and hence problems occur in comprehension. The learners will have difficulties in effective comprehension.,64,Many Chinese EFL learners have no idea that their speech is unEnglish not because of the alienness in the production of phonemes but because of the alienness in the rhythmic patterns of their speech.,65,1. We all know that we face problems. 2. We know that we face difficulties. 3. We are all aware that the difficulties that we face are not difficulties that will be overcome immediately, or that will be overcome easily.,66,Get water, tea, and coffee.,Get me some water, some tea and some coffee.,67,England was at war with America.,68,England was at war with America.,69,England was at war with America.,70,was at war Fig 11: “was at war” in the sentence “England was at war with America”. - (By non-native speaker of English),71,was at war Fig 12: “was at war” in the sentence “England was at war with America”. - (By native speaker of English),72,was at war Fig: “was at war” in the sentence “England was at war with America”. - (By non-native speaker of English),was at war Fig: “was at war” in the sentence “England was at war with America”. - (By native speaker of English),Amptitude,Amptitude,73,Thought Groups,words within a thought group are linked more closely than words across thought group boundaries. Appropriate thought grouping benefits the student in two ways. Organized into shorter, meaningful units, the students message is more comprehensible. In addition, the brief pause slows the student down, giving him more time to make lexical, grammatical, and pronunciation choices (Gilbert 1994, Levis and Grant 2003). Thought groups are both teachable and learnable. It is found that more proficient Chinese learners used pausing more appropriately than less-proficient learners,74,Prepositional Phrases and Infinitives,The core rhythm pattern of a prepositional phrase is a weak beat on the preposition followed by a strong beat on the noun： to SCHOOL at HOME in LOVE for JOHN from SPAIN,75,Some short prepositions are reduced as well as unstressed in connected speech: Citation Reduced pronunciation pronunciation at /t/ /t/ I think hes /t/ home. for /for/ /f/ John bought the ring /f/ Mary.,76,Article + Noun,The core rhythm pattern of an article + noun is: a weak beat (the article) followed by a strong beat,a BOOK an EGG the GIFT,77,Personal Pronouns,Personal pronouns and possessive adjectives are usually unstressed in connected speech. Verbs and object pronouns are almost always grouped together. The verb is stressed, and the object pronoun is unstressed,78,Reductions of h in Pronouns & Possessives,In connected speech, native speakers often drop the /h/ of he, him, his, and her and closely link what remains of the pronoun to the preceding word. Whatser name? (Whats her name?) Thatsiz office/ Thatsaz office. (Thats his office. ) I toldim. (I told him. ) What diddy do? (What did he do?),79,Phrasal Verbs,Native speakers link the words in phrasal verb phrases like pick it up closely Try them n Look it p Watch ut! Get n,80,Conjunctions,In connected speech, conjunctions are not stressed.,81,Citation form Reduced (connected speech) when /wen/ /wn/ Did someone come /wn/ you called? (someone and come when rhyme) that /t/ /t/, I dont believe /t/ Tom would do that. I dont believe /t/ Alan would do that. if /If/ /If/(/f/) I dont know /If/ (/f/) I can go. as /z/ /z/ Johns /z/ hungry /z/ a bear. than /n/ /n/ The subway is faster /n/ a bus.,82,Citation form Reduced (connected speech) when /wen/ /wn/ Did someone come /wn/ you called? (someone and come when rhyme) that /t/ /t/,