英语语音第三讲英语的话语节律课件

1、English Rhythmic Structure & Tips for Teaching Rhythmic Structure 英语话语节律教学实用方法 Wang GuizhenGuangdong 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1Language RhythmStress-timed rhythmSyllable-timed rhythmEnglish rhythm is described as stress-timed rhythm. 2Th

2、e characteristics found in languages with stress-timed rhythmStress-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 heav

3、y 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 stre

4、ss-timed its rhythm 3The 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. 4Lloyd James likens stress-timed rhythm to M

5、orse 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

6、 of stress timing. 5Evidence 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 sy

7、llable-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).6Information about the stress-timed nature of English rhythm is inc

8、luded in many pronunciation textbooks and helps students understand and become aware of the general nature of English rhythm. 7Rhythmic Structures in English Utterances1. Rhythm and Stress2. Rhythm and Sound Linking3. Rhythm and Weak Forms81. Rhythm and Stress91011Pronunciation12终于被点燃13Stress and un

9、stressed syllablesLonger syllables and shorter onesBoundaries between syllables not clear Sound change occurs when unstressed14Stress:the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence 15Stressed syllables are often perceived as being

10、more forceful than non-stressed syllables 1617The first feature for stressed syllablesIt is longer.It takes longer to say “growth” and “pe”.18The second feature for stressed syllablesIt is Louder.The relative amplitudes of the syllable “growth” and “pe” increase.19The third feature for stressed syll

11、ablesIt has a change in pitch.The pitch of “growth” and “pe” is usually higher. 20The forth feature for stressed syllablesIt is said more clearly. The vowel sound in the stressed syllable is usually a full vowel.21The fifth feature for stressed syllablesIt uses larger facial movements.You will see m

12、ore noticeable jaw movements when you say the syllables “growth” and “pe”.22Five 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. 23Features for a stressed syllable:It is longer: It takes longer to say “gr

13、owth” 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

14、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. 24鲜 艳 夺 目 25终

15、于被点燃26Two Chinese syllables: 医院Two Chinese syllables: 觉得(the second syllable with weak stress)27活动 hudong hudng运气 ynqi ynq 对头 dutou dutu孙子 snzi snz兄弟 xingdi xingd28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。”29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

16、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？30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31I shall have to try and get some cash from our bank at lunchtime. Then we can

17、let them have the money that they want as soon as they like. What are they asking us to pay them?32I 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)33Word stress: key

18、 to understandingSentence stress:1. To indicate the important words in a sentence. 2. To serve as the basis for the rhythmical structure of the sentence.34 Pronunciation is important. 发 音 很 重 要r r r R r r r R rR R R R R35Pronunciation36Pronunciation37终于被点燃38终于被点燃39终于被点燃Pronunciation4041 Pronunciatio

19、n is important. 发 音 很 重 要r r r R r r r R rR R R R R42Content words: StressedNouns (table, dog)Verbs (walk, eat)Adjectives (big, beautiful)Adverbs (quickly, very)Demonstratives (this, those)Question words (Who? How?)Negatives (contractions included) (not, dont, isnt)Function Words: UnstressedArticles

20、 (a, an, the)Auxiliary verbs (am, is, has, can, will)Short prepositions (to, at, in, for, with)Conjunctions (and, or, that, when, if)Relative pronouns (who, whom, that, which)Personal pronouns and possessive adjectives (I, you, he, them, our, their)Content Words & Function Words432. Rhythm and Sound

21、 LinkingIn connected speech, sounds at word boundaries join closely together, in some cases creating blends; 442. Rhythm and Sound Linking1.To blend or join the final consonant of one word with the initial word of the following word: postoffice2.To link the final vowels /:/ and / to a following vowe

22、l by adding the /r/ sound: herown, the ideaof3.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 Didyo

23、u 45Types of LinkingTypes of LinkingPost officeNext topicMy armtwo othersher ownthe idea ofDid you461.post office2.her own,the idea of3.next topic4.my arm, two others5.Did you 47This is really a two hour presentation I give to high school students, cut down to three minutes. And it all started one d

24、ay 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 badl

25、y, 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? 48This is really a two hour presentation I give to high school students

26、, 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. Sh

27、e 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? 493. Rhythm and We

28、ak FormsSpeech: 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. 501.a/eI/ Weve got a dog.2.an/n/n

29、/ 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 l

30、ook.51 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/ /k

31、n/, /kn/What can I do?5221.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

32、 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.53 31.will/wIl/wl/, /l/ That will do.32at/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

33、 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. 54This is really a two hour presentation I give to high school student

34、s, 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. 5

35、5She 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? 56Rhythm: the s

36、ystematic 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 rol

37、e in human speech understanding.57Rhythm 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. 58Syllable-timed languages allow very much the same amount of time to

38、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.5960 Pronunciation is important. 发 音 很 重 要r r r R r r r R rR R R R

39、R61 The Rhythmic Structure of English & Chinese62Chinese 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 unstr

40、essed, and hence problems occur in comprehension.The learners will have difficulties in effective comprehension. 63Many 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

41、 their speech. 641. 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.65Get water, tea, and coffee.Get me some water, some tea and som

42、e coffee.66 England was at war with America. 67 England was at war with America. 68 England was at war with America. 69 was at warFig 11: “was at war” in the sentence “England was at war with America”. - (By non-native speaker of English)70 TimeAmptitude was at warFig 12: “was at war” in the sentenc

43、e “England was at war with America”. - (By native speaker of English) 71 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 Englis

44、h)AmptitudeAmptitude72Thought Groupswords 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

45、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-proficien

46、t learners 73Prepositional 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 SPAIN74Some short prepositions are reduced as well as unstressed in connected speech:Ci

47、tation Reducedpronunciation pronunciationat /t/ /t/ I think hes /t/ home.for /for/ /f/ John bought the ring /f/ Mary.75Article + 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 GIFT76Personal Pronouns Personal pronouns and p

48、ossessive 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 unstressed77Reductions of h in Pronouns & PossessivesIn connected speech, native speakers often drop the /h/ of he, him, his,

49、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?)78Phrasal Verbs Native speakers link the words in phrasal verb phrases like pick it up

50、 closely Try them n Look it p Watch ut! Get n79Conjunctions In connected speech, conjunctions are not stressed.80Citation 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.81Ci