2021年彝语和英语的语音对比

1、彝语和英语的语音对比 Yi language belongs to the Yi language branch of Sino-Tibetan language system, and is quite different from English either in origin or in phoneme. For many reasons, the English teaching in Yi area is backward pared to the interior area for a long time, which bees one of the biggest obstac

2、les in the process of Yi students study. Many talented and diligent Yi students are refused by many top universities in China just because of their poor English. In addition to the reasons of study environment, study condition and teaching method, the differences of speech organs and speech habits b

3、etween English and Yi language are also the obstacles of English-learning of Yi students. And all of these obstacles result in inevitable influence in English learning in Yi area. In order to offer useful information to the English teachers and Yi students in Yi area, the research team first made an

4、 thorough research of the English and Yi language phoics and then perate the middle schools of Yi area ( Puge county of Liangshan Yi people autonomous prefecture) and municate with the Yi students face to face to obtain the first-hand materials. Through means of investigate-questionnaire and the min

5、i-symposium, we municated with the local Yi students, acquired the first-hand materials, and finally find out the similarities and differences between English and Yi language in phoics and the mon problems that the Yi students face in English-learning. And I hope the research would have some help in

6、 improving the English teaching in Yi area and in improving the Yi students English ability. English contains 26 phoic symbols, of all these phoic symbols, there are 5 vowels and 21 consonants. Every phoic symbol has one or more than one sound. Thus, English totally has 44 phonemes, if take ts,dz,tr

7、,dr into consideration, then there are 48 phonemes in English. The written form of phoneme is phonemic alphabet, that is phonemic symbol. One phonemic alphabet stands for one phoneme. English totally contains 12 monophthongs, 8 diphthongs, and 24 consonants. On the contrary, Yi language is a syllabl

8、e character language, that is to say, one character stands for one syllable in Yi language. Yi language totally has 10 vowels and 43 consonants. The parison between the two languages is as following. Aording to the analysis of the materials that we collected, we can know that there are many phoic si

9、milarities and differences between English and Yi language, mainly prominent as following: Yi language and English belong to totally different language systems, Yi language belongs to Sino-Tibetan language system, while English belongs to Indo-European language system. So, we can pare the phoic diff

10、erences not only in phoic symbols, but also in tone, intonation, formation of pronunciation, diphthong, consonant and vowels. Tones are pitch variations, which are caused by the differing rates of vibration of the vocal cords. Pitch variation can distinguish meaning just like phonemes; therefore, th

11、e tone is a suprasegmental feature. The meaning-distinctive function of the tone is especially important in what we call tone languages. English is not a tone language. Yi language, however, is a typical tone language. It has four tones. And the role of the tone can be well illustrated by pronouncin

12、g the same sound bination such asoin the four different tones. Ot(under) ox(have done) o(kidney) op(goose) In Yi language, a syllable can be pronounced in different ways, thus result in different meanings. This is the definition of tone in Yi language which can distinguish different meanings through

13、 different pronunciation. The Yi language in Liangshan , a syllable stands for a character, and a character consists of consonant, vowel, and tone. In addition to distinguish the meaning of word, the tone also has grammatical function. For example: xit(bite) nga shep(I look for) nga mo ox(I have see

14、n) xix(what) nga shex(look for me) nagx mo ox(have seen me) Liangshan Yi language has four tones, that is . When pitch, stress sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. Intonation plays an important role in the conveyance of m

15、eaning in almost every language, especially in a language like English. English has four basic types of intonation, known as the four tones: the falling tone, the rising tone, the fall-rise tone, and the rise-fall tone. The most frequently used are the first three. When spoken in different tones, th

16、e same sequence of words may have different meanings. Generally speaking, the falling tone indicates that what is said is a straight-forward, matter-of-fact statement, the rising tone often makes a question of what is said, and the fall-rise tone often indicates that there is an implied message in w

17、hat is said. Compare the following three different ways of saying the same sentence: 1. Thats not the book he wants. 2. Thats not the book he, wants. 3. Thats, not the book he, wants. Spoken in the falling-tone, version1 simply states a fact, i.e., the book in question is not the one he wants. Versi

18、on2, said in the rising tone, indicates uncertainty on the part of the speaker; he is asking the question: is that not the book he wants? Version3, spoken in the fall-rise tone indicates that apart from what is said literally, there is an implied message, i.e., besides _ing the listener that the boo

19、k in question is not the one he wants. Intonation can make a certain part of sentence especially prominent by placing the nucleus it. Nucleus refers to the major pitch change in an intonation unit. Within one intonation unit, the nucleus normally falls on the last stressed syllabe. Shifting the nucl

20、eus to another syllable, normally stressed or unstressed, will cause difference in meaning. Consonants and vowels are classified in terms of manner of phoneme, while initial consonants and vowels(韵母) are classified in terms of the place of the phoneme in a syllable. Generally speaking, a syllable is

21、 divided into two part, the front part is initial consonants and the back part is vowel(韵母). Initial consonant is the consonant of the beginning of a syllable, and the vowel(韵母) is the left part of a syllable. i.e., sso(study) and ma(bamboo), in these two syllables, ss and m are initial consonants,

22、o and a are vowels(韵母). But here what I want to point out is that consonants and initial consonants are different concepts, the same as vowels and vowels(韵母). All initial consonants are served by consonants, but not all consonants in the syllables are initial consonants. And though nearly every vowe

23、l can act as vowel(韵母), but the phonemes which are serves as vowels(韵母) are not limited in vowels. So, we can say that the scope of vowels is less than the scope of vowels(韵母). In English there are a number of diphthongs, which are produced by moving from one vowel position to another through interv

24、ening positions. But in Yi language there arent diphthongs. And t the English diphthongs include ei ai au . Our investigate target includes the first grade and the second grade students of middle school in Puge county. Of the investigation about 120 Yi students in Puge middle school and Puge ethnic

25、middle school, we find out most of the students, though cannot articulate some phoic symbols, they can articulate the words which contain these phoic symbols. From this point, we can figure out that the English teachers dont pay much attention to the pronunciation of phoic symbols, but to the pronun

26、ciation of the single word which cause the students cannot understand the phonemes and cannot pronounce the word by themselves. And thus they can only rely upon teachers, without teachers, they would lose the ability of self-study. And some English teachers cannot articulate the phoic symbols themse

27、lves, no speak of teaching the students. We also found that during the process of leaning English phoic symbols, the students always try to find the English phoic symbols counterparts in Yi phoic symbols, if they cannot find the counterparts, they would guess the pronunciation without any scientific

28、 reasons, and always mistake into s, and mistake into z, and do not care the long vowels and the short vowels. The phoic symbols that Yi students always make mistake are listed as follow: Through series of investigation, parison and analysis, we can find that there are still some phoic problems in E

29、nglish teaching which must be solved quickly. If you want to improve the teaching quality, learn a language and use it to municate, phonology is crucial. If you cannot pronounce it correctly, you cannot make yourself understood, then you did not reach the goal. So, we should put the phoic study in a

30、n important place either in study or in teaching. Whats more, the phoic teaching shouldnt limited just in the first step but should throughout the process, corrected again and again, and finally overe the mother-tongue remove influence, and we can speak an influent and correct sentence. Here are som

31、e advice we give aording to the existent problems. Through the investigation, we found that some English teachers, even themselves cannot articulate the phoic symbols. For example, in this investigation, there is one class of grade two, when asked “Compare with the tape, does your teachers pronuncia

32、tion correct?”. The 49 students answers are as following: 15 students thought that their teachers pronunciation is standard, 24 is just so so, and 10 is that they dont know. So, the English teachers in Yi area should first learn English very well themselves. All of us know that speech and writing ar

33、e the two media or substances used by natural languages vehicles for munication. And of the two media of language, speech is more basic than writing for the reason that language is first perceived through its sounds, and writing system of any language is always “invented” by its users to record spee

34、ch when the need arises. Thus the study of sounds is of great importance in language learning. So if the teachers have not had the standard pronunciation, then they would mislead the students through the process of teaching. And the result would be serious and cannot be solved during a short time. w

35、e should develop the advantage of Yi students ability of imitation, and pare the phoics between English and Yi language, through this way to let the students understand the differences of phoneme, tone, and intonation. Of course, in order to achieve this, the teachers should pay much attention to it

36、. We found teachers can teach students through 4 differences. First, pare the phoic symbols which have the same writing form and same pronunciation in both languages. For example, i. Second, pare the phoic symbols which have the same writing form but different pronunciation. For example, e. Third, p

37、are the phoic symbols which have different writing form but same pronunciation. For example, y in Yi language and i in English. And last, pare the phoic symbols which contained only in one language. There is one class of grade one, when asked “when you encounter the English phoic symbol you cannot f

38、ind its counterpart in Yi language, what would you do?” 10 percent of the students answer is to ask for the teachers help, 90 percent of the students would give up, and nobody would consultant the electronic dictionary for help, the reason is that they dont have the tool. And we can deduce a conclus

39、ion from the students answers that most of the students have no motivation to learn English, and thus when they encounter the difficulties, they would always choose to give up. So, from this point, in order to improve the students English, we should first cultivate the students interests in English,

40、 stimulate their motivation. Actually, the students have a strong curiosity in learning, but how to lead them to a useful way, it all depends upon the teachers right guidance. The only motivation to enter higher school is not enough. The process of phonology is a process of continuous imitation. Thus, standard teaching tape and language lab bee unnecessary through the process of English learning. But we found that both schools and students didnt put much attention to it. In addition to have classes, only a few students have the chance to listen the original tap