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Author: Robert Fuchs Publisher: Springer Nature ISBN: 9811989400 Category : Language Arts & Disciplines Languages : en Pages : 229
Book Description
This book presents cutting-edge research on the production and perception of speech rhythm by speakers of English in countries where it is used as a foreign language or an institutionalised second language (also sometimes known as the Expanding and Outer Circles). It contributes to a better understanding of speech rhythm, which has long been recognised as an important supra-segmental category of speech, focusing on its relevance in World Englishes, Second Language Acquisition and learner varieties of English, as well as the sociolinguistic and perceptual significance of this phonological variable.
Author: Robert Fuchs Publisher: Springer ISBN: 3662478188 Category : Language Arts & Disciplines Languages : en Pages : 240
Book Description
This book addresses the question whether Educated Indian English is more syllable-timed than British English from two standpoints: production and perception. Many post-colonial varieties of English, which are mostly spoken as a second language in countries such as India, Nigeria and the Philippines, are thought to have a syllable-timed rhythm, whereas first language varieties such as British English are characterized as being stress-timed. While previous studies mostly relied on a single acoustic correlate of speech rhythm, usually duration, the author proposes a multidimensional approach to the production of speech rhythm that takes into account various acoustic correlates. The results reveal that the two varieties differ with regard to a number of dimensions, such as duration, sonority, intensity, loudness, pitch and glottal stop insertion. The second part of the study addresses the question whether the difference in speech rhythm between Indian and British English is perceptually relevant, based on intelligibility and dialect discrimination experiments. The results reveal that speakers generally find the rhythm of their own variety more intelligible and that listeners can identify which variety a speaker is using on the basis of differences in speech rhythm.
Author: John M. Levis Publisher: Cambridge University Press ISBN: 1108416624 Category : Language Arts & Disciplines Languages : en Pages : 319
Book Description
An intelligibility-based approach to teaching that presents pronunciation as critical, yet neglected, in communicative language teaching.
Author: Hazel P. Brown Publisher: Audio-Forum ISBN: 9781579700744 Category : Languages : en Pages : 72
Book Description
The third in a series, this course is intended primarily for the foreign-born learner who can read and understand English but who is unable to make himself understood because of incorrect stress and faulty rhythmic patterns. Emphasis is concentrated on pronunciation and rhythm. This advanced level is also designed for Americans to improve their speech patterns.
Author: J. SETHI Publisher: PHI Learning Pvt. Ltd. ISBN: 9788120314955 Category : Language Arts & Disciplines Languages : en Pages : 234
Book Description
This much improved revised edition of the book takes into account the needs of the student in the context of the present curricula followed in various universities and English language teaching institutes. This edition therefore devotes a new chapter to Assimilation, a section to Tones in relation to Attitudes, and highlights certain important aspects of pronunciation, such as rules of word accentuation.Starting with general phonetics, the book goes on to give a brief functional account of general phonology and then a selective and yet fairly exhaustive description of the phonetics and phonology of English. It also provides a number of conversational passages in phonetic script as well as in ordinary spelling for practice in reading aloud. What sets this text apart is its novelty of approach and lucidity of treatment. English pronunciation is followed as per the "Received Pronunciation of England". This text is specially designed for postgraduate students of English, undergraduate and postgraduate students of Linguistics, and for those undergoing secondary and tertiary level teachers' training programmes in English.
Author: Metin Yurtbasi Publisher: ISBN: Category : Languages : en Pages : 10
Book Description
Every language has its own rhythm. Unlike many other languages in the world, English depends on the correct pronunciation of stressed and unstressed or weakened syllables recurring in the same phrase or sentence. Mastering the rhythm of English makes speaking more effective. Experiments have shown that we tend to hear speech as more rhythmical than it actually is. English is a stress-timed language, and one general rule of rhythm is that an equal amount of time is taken from one stressed syllable to the next. Bolinger suggests that the most important factor for English rhythm is neither the number of syllables nor the number of stresses but the pattern made in any section of continuous speech by the mixture of syllables containing full vowels with syllables containing reduced vowels. Despite the obvious relevance of rhythm and tempo to verbal interaction, the linguistic textbooks have had nothing to say about them. In any sentence, some words carry a stress. These are the "strong" or "lexical" words (usually nouns, verbs, adjectives and adverbs). The remaining words are "grammatical" words and are unstressed or "weak". Rhythm is the beat of one's speech, like a drumbeat, composed of such suprasegmental elements as pitch, stress and tempo. Thinking in musical terms, we can hear the musical beat of such musical forms as march, waltz and syncopated jazz. Intonation and rhythm patterns go a long way in carrying the meaning across in English. One can be speaking with perfect pronunciation, but put the stress on the wrong syllable and the whole statement may go without being understood. It is likewise with how and where the pitch and inflections rise and fall, and the tempo-rhythms of one's speech. Spoken English words with two or more syllables have different stress and length patterns. Some syllables are stressed more than others and some syllables are pronounced longer than others. It is important for non-native speakers to understand and master the rhythm of English. If the wrong words are stressed in a sentence or if all words are pronounced with the same length or loudness, the speech will be difficult to understand. Proficient pronunciation is essential to language learning because below a certain level of rhythm consciousness, even if grammar and vocabulary have been mastered, communication simply cannot take place. Language learners make pronunciation errors of two types: those involving the articulation of phones (phonemes) and those involving the use of prosody. Prosody is represented by three distinct components in the acoustic signal: (a) fundamental frequency (pitch), (b) duration (speaking rate and timing), (c) intensity (amplitude or loudness). Early prosody instruction, starting the first year of language study, could be a boon to learning both syntax and phone articulation. When listening to a foreign speaker, it is not uncommon to hear a sentence with correct phones and syntax that is hard to understand because of prosody errors. Learners of English as a foreign language must be introduced as early as possible to the rhythm of the new language they encounter, They must be taught recognition before production. Their teachers must integrate rhythm and other aspects of phonology into grammar, vocabulary and functional language lessons as well as listening and speaking activities. Teachers must do relevant drills (especially backchaining), physical movement (finger-clicking, clapping, tapping, jumping) in time to the rhythm of the sentence. They must focus on stress in short dialogues (kn you? Yes I can); invent short dialogues, paying attention to stress and rhythm by focusing on short utterances with distinctive stress and intonation patterns and a specific rhythm (long numbers, phone numbers, football results etc.). They must recite jazz chants, poems, rhymes and tongue-twisters (limericks are good at higher levels); sing along with them popular songs and jazz chants. Because phonology is a system, learners cannot achieve a natural rhythm in speech without understanding the stress-timed nature of the language and the interrelated components of stress, connected speech and intonation. Rhythm should be included into a syllabus for teaching English pronunciation is (at least) two-fold. Activities related to the correction of these errors are designed to meet students' different learning styles, namely auditory, visual, tactile, and kinesthetic learning. In this way, the goal of the "learner-centered" classroom is hoped to be pragmatically achieved.
Author: Hazel P. Brown Publisher: Audio-Forum ISBN: 9781579705459 Category : Languages : en Pages : 68
Book Description
The first in a series of three, this course is intended primarily for the foreign-born learner who can read and understand English but who is unable to make himself understood because of incorrect stress and faulty rhythic patterns.
Author: Elizabeth Couper-Kuhlen Publisher: John Benjamins Publishing ISBN: 9027250375 Category : Language Arts & Disciplines Languages : en Pages : 361
Book Description
This monograph reconsiders the question of speech isochrony, the regular recurrence of (stressed) syllables in time, from an empirical point of view. It proposes a methodology for discovering isochrony auditorily in speech and for verifying it instrumentally in the acoustic laboratory. In a small-scale study of an English conversational extract, the gestalt-like rhythmic structures which isochrony creates are shown to have a hierarchical organization. Then in a large-scale study of a corpus of British and American radio phone-in programs and family table conversations, the function of speech rhythm at turn transitions is investigated. It is argued that speech rhythm serves as a metric for the timing of turn transitions in casual English conversation. The articular rhythmic configuration of a transition can be said to contextualize the next turn as, generally speaking, affiliative or disaffiliative with the prior turn. The empirical investigation suggests that speech rhythm patterns at turn transitions in everyday English conversation are not random occurrences or the result of a social-psychological adaptation process but are contextualization cues which figure systematically in the creation and interpretation of linguistic meaning in communication.
Author: M. Carmen Fonseca-Mora Publisher: Cambridge Scholars Publishing ISBN: 1443813621 Category : Language Arts & Disciplines Languages : en Pages : 201
Book Description
Melodies, Rhythm and Cognition in Foreign Language Learning is a collection of essays reflecting on the relationship between language and music, two unique, innate human capacities. This book provides a clear explanation of the centrality of melodies and rhythm to foreign language learning acquisition. The interplay between language music brings to applied linguists inquiries into the nature and function of speech melodies, the role of prosody and the descriptions of rhythmical patterns in verbal behaviour. Musical students seem to be better equipped for language learning, although melodies and rhythm can benefit all types of students at any age. In fact, in this book melodies and rhythm are considered to be a springboard for the enhancement of the learning of foreign languages.