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1、英语教师语音素质与语音教学英语教师语音素质与语音教学n n一、英语教师自身的语音素质n n二、中国学习者普遍存在的语音问题n n三、在英语教学中加强语音意识 发音、单词重音、句子重音、 节奏、语调n n四、语音教学理念：创设交际语境n n五、英语语音教学资源高中英语骨干教师国培计划（2010）如何提升教师自身语音素养如何提升教师自身语音素养 ？一）、对中国学习者存在的问题有清晰的认识一）、对中国学习者存在的问题有清晰的认识:n nThe features of pronunciation which can cause confusion include ( (PoedjosoedarmoPo
2、edjosoedarmo, G. 2007), G. 2007) (1) using the wrong sound, (1) using the wrong sound, (2) leaving sounds out, (2) leaving sounds out, (3) adding sounds, (3) adding sounds, (4) putting stress on the wrong syllable in a word, (4) putting stress on the wrong syllable in a word, (5) putting stress on t
3、he wrong word in a sentence, (5) putting stress on the wrong word in a sentence, (6) using the wrong intonation pattern, (6) using the wrong intonation pattern, (7) combinations of the above (7) combinations of the above 二）、对语音问题可能会导致的后果有清二）、对语音问题可能会导致的后果有清晰的认识：晰的认识： 1）使听话人抓不住信息 2）使听话人误解信息 3）或感到受到冒犯
4、 导致交际的失败或不尽如人意 三）、举例说明：三）、举例说明：Movie Clip 1AccentMovie Clip 2Word stressMovie Clip 3IntonationA clear picture of the phenomena 四）、解决方法：四）、解决方法：n n1、对英语语音发音特点与规律要敏感；、对英语语音发音特点与规律要敏感； 资料语音教学入门Teaching Pronunciation: Teaching Pronunciation: Why, What, When and How Why, What, When and How Poedjosoedarmo
5、Poedjosoedarmo. G 2007. G 2007n n2、勤听、多练，不断提升、勤听、多练，不断提升 resources: http:/ http:/http:/ http:/http:/www.englishwww.englisho n n Demonstration 1: useful resourcesDemonstration 1: useful resourcesn n Demonstration 2: useful resourcesDemonstration 2: useful resourcesn nWhat happen if we do not have in
6、ternet resources?n nSet up imitation tasks for practices 大学外语学院丁言仁教授（2007）的研究再次指出背诵背诵与模仿模仿是英语学习成功的秘诀。)n nResources: 有声名著阶梯阅读（华东师大 出版社引进版）n nCheck performance regularly n nSet goals and self encouragementn n3、有效的教学活动设计、有效的教学活动设计n n以单词重音、句子重音、节奏、语调教学设计为例n n Demonstration 3: Demonstration 3: n n The te
7、aching of word stress The teaching of word stress 1) The nature of word stress 1) The nature of word stress 2) Placement of stress 2) Placement of stress 3) On word structure 3) On word structure 4) Stress shift: word class, foreign 4) Stress shift: word class, foreign words and context words and co
8、ntextWord stressn nNature:Nature: Louder, longer, higher, unique (p86: i-iv) Louder, longer, higher, unique (p86: i-iv)n nLevel: primary: (Level: primary: ( ) secondary: ( ) secondary: () ) unstressed: ( unstressed: (zerozero) ) e.g., e.g., examination examination examiexami nationtionn nPlacementPl
9、acement, according to , according to n nword structure: single w. or complex w. length of vowel: long or short length of vowel: long or short number of syllables: single, double, number of syllables: single, double, 3-syllables 3-syllables part of speech: verb or noun part of speech: verb or noun so
10、urce of words: original or borrowed source of words: original or borrowedOn vowel length & syllable number for content/lexical wordsnWhat is a syllable? (C) +V + (C) e.g. cat bat let but lot n2-syllable word oo oO, Oo oO if 2nd has long V: or diphthong or end with _CCnapply, attract, correct, balloo
11、nOo if 2nd has short V or /u/ nborrow, hollow, money n n3-syllable word3-syllable word o oOOo o if if 3rd3rd has short V or _(C), or / has short V or _(C), or /u/ u/ n nenencouncounterter, , dedeterterminemine, , popotatatoto, , didisassasterter ooooOO if if 3rd3rd has long V: or diphthong or end ha
12、s long V: or diphthong or end with _CCwith _CCn nenterentertaintain, , interinterruptruptOOoooo if both if both 2nd2nd & & 3rd3rd have short V or have short V or 3rd3rd end end with_Cwith_Cn n cicinemanema, , ememperorperor, , inintellecttellectOn words structure Complex words = word stem + affix (p
13、refix & suffix)Complex words = word stem + affix (prefix & suffix) 3 types of stress:3 types of stress:affix stressed, original word unchanged, stress shiftaffix stressed, original word unchanged, stress shift Prefix Prefix : stress on stem: stress on stem , e.g., , e.g., ununhaphappypy, , il il le
14、legalgal Suffix :Suffix : (p97) (p97) Suffix stressed : Suffix stressed : -aim, -aim, -eeee, -, -eereer, -, -etteette, -, -esqueesque Unchanged: Unchanged: -able, -age,-al, -en, -able, -age,-al, -en, -fulful, -, -inging, -, -ishish Stress shift: Stress shift: - -eous,-graphy,-tialeous,-graphy,-tial,
15、 -, -ic ic, -ion, -, -ion, -iousious, -, -ty ty, -, -iveive Compound words = word + word Compound words = word + word as one word meaning as one word meaning （- - ) e.g. - - ) e.g. blackbird or combination of two word meaningor combination of two word meaning（ - - -）, e.g fruit-cake, Word structure:
16、 N+N, Word structure: N+N, Adj+_edAdj+_ed, , No.+NNo.+N, ADV. (p99), ADV. (p99)Stress shift: word class, foreign words & context Change in part of speech: n. v. adj. adv.e.g. (p101)Change in part of speech: n. v. adj. adv.e.g. (p101) combinecombine, , permit, digestpermit, digest Borrowed foreign wo
17、rds: Borrowed foreign words: English origin: English origin: love, carelove, care borrowed words: borrowed words: garagegarage Contextual rhythmContextual rhythm bad- tempered bad- tempered a bad-tempered teacher a bad-tempered teacher A gameA game Think as much as possible the country names with th
18、e Think as much as possible the country names with the following stressed patternsfollowing stressed patterns 1) 1) OO 2) 2) OOo o 3) 3) o oOO 4) 4) ooooOO 5) 5) OOoooo 6) o 6) oOOo o 7) 7) o oOOoooo 8) oo 8) ooOOo on nActivity1: Group work to find out the stress of the country names. n nOO: : Franc
19、e, Laos, Spain, Greece, Chad, Chile,France, Laos, Spain, Greece, Chad, Chile,n nOOo o: : ChiChina, na, PoPoland, land, O Oman, man, E Egypt, gypt, I Ireland, reland, AusAustria, tria, Israel, Belgium, Iceland, Poland, Gongo, Cuba, Cana, Israel, Belgium, Iceland, Poland, Gongo, Cuba, Cana, Denmark, G
20、erman, Togo, Fiji, Finland, Kenya, Libya, Denmark, German, Togo, Fiji, Finland, Kenya, Libya, Malta, Mali, Burma, Norway, Thailand, Tonga, Turkey, Malta, Mali, Burma, Norway, Thailand, Tonga, Turkey, Hungary, Syria, Yemen, India, Britain, JordanHungary, Syria, Yemen, India, Britain, Jordann no oOO:
21、: Bra Brazilzil, Pe, Peruru, Bhu, Bhudamdam, Ko, Korearea, Qa, Qatartar, Ku, Kuwaitwait, , Japan, Sudan, Iraq, Iran, VietnamJapan, Sudan, Iraq, Iran, Vietnamn nOOoooo: : AnAngola, gola, PaPanama, nama, PhiPhilippines, lippines, NeNetherlands, therlands, CaCanada, nada, CaCameroon, meroon, LeLebanon,
22、 Luxembourg, Portugal, banon, Luxembourg, Portugal, Switzerland, Italy Switzerland, Italy n nooooOO: : Paki Pakistanstan, Palestine, Bangla, Palestine, Bangladeshdesh, Singapore, , Singapore, n noOo: Albania, Algeria, Australia, Bulgaria, Bolivia, Botswana, Grenada, Kampuchea, Zimbabwe, Rwanda, Roma
23、nia, Malawi, Malaysia, Mongolia, Morogo, Monaco, Nigeria, Sri Lanka, Tunisia, Uganda, New Zealand, Jamaican noOoo: Afghanistan, Dominica, Colombia, America n nooOo: Argentina, Ethiopia, Palestinian, Puerto Rico, Costa Rica, Madagascar, Mauritania, Mozambique, Guatemala, NicaraguaSummary of word stre
24、ss1)A tendency of polysyllabic words stressing on syll. with long (V:) or diphthong (VV).2)About 80% of high frequent N & Adj. stress on first syllable3)Word with affixes tend to stress on stem4)Compound words tend to stress on first word （from Kennedy: p43-44)Implication for EFL tg. & lg.NS find NN
25、S a “all-strong-form” pronunciation unnatural and foreign sounding.NNS have difficulty understanding NS who mostly use sound changes in communication.Sentence stress/prominencen nA sentence consists of one or more rhythm unit.A sentence consists of one or more rhythm unit.n nsentence stress falling
26、on content words rather than sentence stress falling on content words rather than function/grammar words with exceptions for:function/grammar words with exceptions for: Information (new/old/share; contrast; repeated )Information (new/old/share; contrast; repeated )n nYou are a teacher and Im a teach
27、er You are a teacher and Im a teacher tootoo. . Intention of speaker (attitude, special emphasis)Intention of speaker (attitude, special emphasis)n nAre you a teacher? Are you a teacher? n nNo, but I No, but I waswas a teacher ten years ago. a teacher ten years ago. Rhythm (wave shape) Rhythm (wave
28、shape) n nThe big brown bear ate ten white mice.The big brown bear ate ten white mice.Prominence highlight most important infon nDefinitionDefinition A prominent element, i.e., an emphasized & lengthened A prominent element, i.e., an emphasized & lengthened syllable with pitch up or down in each spe
29、ech chunksyllable with pitch up or down in each speech chunkn nWhere & why to make it ? When you are expressing:Where & why to make it ? When you are expressing: New informationNew informationn n( I got a postcard from Sue) Shes in ( I got a postcard from Sue) Shes in MEXMEXicoico. . In contrast to
30、some other previously mentioned In contrast to some other previously mentioned informationinformationn n(Are you leaving at five thirty?) No, (Are you leaving at five thirty?) No, SIX SIX thirty.thirty. Or simply the most meaningful or important items in the Or simply the most meaningful or importan
31、t items in the phrasephrasen nHes studying Hes studying econeconNOMNOMicsics. .Practice of prominence in contextn nI am reading.I am reading. What are you What are you doingdoing? ? I am I am READREADinging. . WhoWhos reading? s reading? I I am reading. am reading. Why Why arentarent you reading?! I
32、 you reading?! I AM AM reading.reading.n nWhat do you think?What do you think?a ) I already know what he thinks. a ) I already know what he thinks. 1 1）What do What do YOU YOU think? think? didi didi DaDa didib b）Should we do it or not?Should we do it or not? 2 2） What do you What do you THINKTHINK?
33、 ? didi didi didi DaDac c）Im sorry, I didnt hear what you said. Im sorry, I didnt hear what you said. 3 3） WHAT WHAT do you think? do you think? DaDa didi didi didi n nPractice of prominence in contextn nMarys dress was blue.Question： Was Marys dress blue?Answer： Marys dress WAS blue (but now shes d
34、yed it purple.)Activity2: practice on prominencen nProminence: highlight a syllable by lengthening Prominence: highlight a syllable by lengthening a vowel, changing volume, and a pitch change a vowel, changing volume, and a pitch change Where are you going? Where are you going? Back to Back to Freds
35、Freds house. house.Will you be home this evening? Will you be home this evening? OnlyOnly after after eight p.m.eight p.m.Shall I ring you this evening? Shall I ring you this evening? Try me after Try me after sevenseven p.m. p.m.You were there. You were there. No, I No, I wasnt.wasnt.n nFour levels
36、 of sentence stressFour levels of sentence stress 1. unstressed syllable 1. unstressed syllable 2. lightly stressed (content words) 2. lightly stressed (content words) 3. strongly stressed (prominent element) 3. strongly stressed (prominent element) 4. extra strong (contrastive/ emphatic stress) 4.
37、extra strong (contrastive/ emphatic stress)English Rhythm (p102-103) (p102-103) prominenceprominence tonic syllable tonic syllable stress stressn nDefinition: Definition: Regular occurrence of stressed syllables, no matter Regular occurrence of stressed syllables, no matter whether it is separated b
38、y unstressed syllables or whether it is separated by unstressed syllables or not.not. Stress-timed lang. sentence stress, rhythmic unit Stress-timed lang. sentence stress, rhythmic unit a stressed a stressed n nHe usually reads in the evening.He usually reads in the evening.n nHow to dividing rhythm
39、 unit (sense group)How to dividing rhythm unit (sense group) -unstressed syllable + stressed: -unstressed syllable + stressed: Im going homeIm going home -unstressed is part of the stressed word: -unstressed is part of the stressed word: n nGo homeGo home going home going home Im going home Im going
40、 home -grammatical related: -grammatical related: n nGive it to John. Give it to John. n nHes older than meHes older than men nActivity 3: Rhythm practice: n nCATS CHASE MICE.n nThe CATS CHASE MICE.n nThe CATS have CHASED MICE.n nThe CATS have CHASED the MICE.n nThe CATS have been CHASING the MICE.n
41、 nThe CATS might have been CHASING the MICE.Suggestions for Chinese EFL learners:n nDo not stress every word, Do not stress every word, n nquicken/weaken unstressed,quicken/weaken unstressed,n nhighlight stressed, highlight stressed, n nlinking, pausinglinking, pausing Great Progress is made daily.G
42、reat Progress is made daily. The boy is interested in enlarging his The boy is interested in enlarging his vocabulary.vocabulary. She dressed . and fed the babyShe dressed . and fed the baby. . She wouldve She wouldve likedliked to have to have gonegone to the to the moviemovie. . She She atattendst
43、ends the the UniUniverversitysity of of MaMaryland.ryland.Activity 4: Reading aloud practice Last week I went to the theatre. I had a very good Last week I went to the theatre. I had a very good seat. seat. The play was very interesting. I did not enjoy it. The play was very interesting. I did not e
44、njoy it. A young man and a young woman were sitting A young man and a young woman were sitting behind me.behind me.They were talking loudly. I got very angry. They were talking loudly. I got very angry. I could not hear the actors. I turned round . I could not hear the actors. I turned round . I loo
45、ked at the man and the woman angrily. I looked at the man and the woman angrily. They did not pay any attentions. In the end, I could They did not pay any attentions. In the end, I could not bear it. not bear it. I turned round again. I cant hear a word! I turned round again. I cant hear a word! I s
46、aid I said angrily.angrily. Its none of your business, Its none of your business, the young man said the young man said rudely. rudely. This is a private This is a private conversationconversation! !Assignmentn nDivide a few lines of your data into rhythmic unit Divide a few lines of your data into
47、rhythmic unit and mark the sentence stress in each utterance. and mark the sentence stress in each utterance. Observe:Observe:How many rhythm units in each utterance?How many rhythm units in each utterance?What words are stressed and what are What words are stressed and what are unstressed?unstresse
48、d?Why so?Why so? n nMark all the multi-syllable words stress and Mark all the multi-syllable words stress and comment on themcomment on themn nMark sentence stress on a few lines of your data Mark sentence stress on a few lines of your data and comment on themand comment on themSum up n nWord stress, sentence stress, rhythm, intonation 理念：在有意义的情境中关注连贯语音语调、意义情景创设，与交际策略融合n n活动1-4为例进行说明。 ？与高考“听说考试”的关系 朗读、角色扮演、复述
