作 者:程冰 著
定 價:78
出 版 社:科學出版社
出版日期:2017年11月01日
頁 數:232
裝 幀:簡裝
ISBN:9787030547927
●Contents
前言
Chapter One Introduction 1
Chapter Two Speech Perception and Production on the Segmental Level 9
2.1 Cross-language phonetic learning studies 9
2.2 Factors that relate to language learners’ speech perception and production 24
2.3 Profile of Chinese EFL learners’ speech perception and production on the segmental level 31
2.4 Analysis of Chinese EFL learners’ speech perception and production on the segmental level 49
2.5 Summary and discussion on the relationship between speech perception and production on the segmental level 53
Chapter Three Relationship Among Phonetic Learning, Listening Comprehension and Language Proficiency 60
3.1 Existing studies on the relationship among phonetic learning, listening comprehension and language proficiency 60
3.2 Phonetic teaching in ESL/EFL classrooms 66
3.3 Correlation analysis on speech perception, production, listening comprehension and language proficiency 79
Chapter Four Phonetic Training on Speech Perception and Production 87
4.1 Previous phonetic training research 87
4.2 Exploring effective phonetic training method 106
4.3 Effects of phonetic training on speech perception and production of /I/-/i/, /*/-/a/, /n/-/*/ and /r/-/l/ 122
4.4 Summary of the phonetic training 160
Chapter Five Concluding Words 164
References 168
Appendices 180
Appendix 1 Pronunciation self-evaluation form 180
Appendix 2 Lists of words and assessment form for native speakers 182
Appendix 3 A sample of speech perception test result 185
Appendix 4 Correct rate of speech perception test on English phonemes by PPT 189
Appendix 5 English international phonetic alphabet 192
Appendix 6 Self-assessment of speech production on all English phonemes 194
Appendix 7 Correct rate of speech production on Englishphonemes by HearSay Accent Reduction System 196
Appendix 8 A sample of speech production test result 198
Appendix 9 Average rating scores on speech production for all English phonemes assessed by two native speakers 202
Appendix 10 Correct rate of speech perception test on English phonemes by HearSay Accent Reduction System 204
Appendix 11 Phonetic training pre-post-test on production (student sheet) 206
Appendix 12 Phonetic training pre-post-test on production (assessment sheet) 208
Index 210
List of Tables
Table 2-1 Framework of Best’s Perception Assimilation Model 15
Table 2-2 List of correct rate of consonants perception based on the classification of the place of articulation (by PPT) 35
Table 2-3 List of correct rate of consonants perception based on the classification of the manner of articulation (by PPT) 37
Table 2-4 List of correct rate of vowels perception in different categories (by PPT) 37
Table 2-5 Correct rate of speech production test on English phonemes in different categories by HearSay Accent Reduction System 40
Table 2-6 Average rating scores of speech production on consonants by the classification of the manner of articulation (native speakers’ rating) 42
Table 2-7 Complex relationships between perception and production of English phonemes (by HearSay) 50
Table 2-8 Complex relationships between perception (PPT)and production (native speakers’ rating) of English phonemes 52
Table 3-1 Factors that influence listening comprehension 62
Table 3-2 Chart of English consonants 76
Table 4-1 Speakers and stimuli used in each level of training in the multi-talker group 117
Table 4-2 Speakers and stimuli used in each level of training in the single-talker group 121
Table 4-3 Speech production and perception of four pairs of difficult English contrasting segments 123
Table 4-4 Summary of correlations between speech perception and production in pre-test, post-test 1 and post-test 2 in all groups 159
List of Figures
Figure 2-1 Relationship between combined score in HearSay and combined score of PPT and native speakers’ rating 44
Figure 3-1 Correlations between language proficiency score in CET and listening score in CET 80
Figure 4-1 Comparison of perception accuracy rate on /I/-/i/ in pre-test, post-test 1 and post-test 2 for all words in TPPT 127
Figure 4-2 Comparison of perception accuracy rate on /I/-/i/ in pre-test, post-test 1 and post-test 2 for training words in TPPT 128
Figure 4-3 Comparison of perception accuracy rate on /I/-/i/ in pre-test, post-test 1 and post-test 2 for generalization words in TPPT 129
Figure 4-4 Comparison of perception accuracy rate on /*/-/a/ in pre-test, post-test 1 and post-test 2 for all words in TPPT 130
Figure 4-5 Comparison of perception accuracy rate on /*/-/a/ in pre-test, post-test 1 and post-test 2 for training words in TPPT 131
Figure 4-6 Comparison of perception accuracy rate on /*/-/a/ in pre-test, post-test 1 and post-test 2 for generalization words in TPPT 132
Figure 4-7 Comparison of perception accuracy rate on /n/-/*/ in pre-test, post-test 1 and post-test 2 f
本書旨在研究中國英語學習者在單音層次上的辨音與發音之間的關繫,並通過語音培訓探索了糾正發音的新方法。本研究以至少學習過八年英語的39名二年級英語專業本科生為研究對像,全面收集了學生對所有英語音素的辨音與發音的基本情況。用自行研發的培訓軟件對實驗組成員進行了為期一周的語音訓練。本研究揭示了語音學習中辨音與發音的復雜關繫,為今後的語音培訓和解決英語語音教學難點(如糾正口音)提供了有價值的新思路。
程冰 著
程冰,女,1972年12月生,山東淄博人,副教授,曾任西安交通大學外國語學院英語繫主任,現任西安交通大學外國語學院副院長,上海外國語大學語言文學博士,美國明尼蘇達大學訪問學者。本科畢業於陝西師範大學英語教育繫,碩士畢業於西安交通大學外國語言學及應用語言學專業。主持國家社會科學基金項目“對語言範疇感知的ERP研究”、教育部人文社會科學研究基金項目“基於大腦認知神經研究的英語語音教學”、陝西省社會科學基金項目“中國英語學習者的典型語音問題研究”。主要研究方向為英語語音與音繫學、認知神經語言學。研究興趣在於從大腦語言學習規律出發,將認知神經語言學對大腦語音感知的近期新研究成果開發成為可以在語言教學中等
Chapter One Introduction
Speech perception and production are two important areas in language acquisition research. The acquisition of a second language (L2) phonological system is clearly different from that of a first language (L1), because L2 acquisition usually takes place at a later stage in life than L1 acquisition. In this book, L2 refers t等