Listening to spoken English
Listening to spoken English
复制标题
听英语口语
DOI：
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发表时间：
1977
期刊：
影响因子：
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通讯作者：
Gillian R. Brown
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文献类型：
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作者：
Gillian R. Brown
第一部分：英语口语理解教学的必要性：“慢口语”与普通口语“测试”还是“教学”理解？理解的本质，理解的过程，本书中描述的英语口音。第二部分“理想”音段、音节和单词：音素、英语的辅音、清音和清音、英语的元音、元音的转录、“理想”音节和“理想”字。第三部分节奏的作用：英语重读音节和非重读音节的节奏结构停顿在节奏中，重音词在句子中的作用。第四部分非正式言语的简化模式：对周围环境的调整、省略、词界标记、语流中的辅音和元音、视觉线索中的还原。第五部分语调的作用：声调组的“理想”组织，声调组和主音在自发语调方向上的“理想”位置。第六部分副语言特征：音高跨度、音高方向、节奏、响度、声音设置、发音设置、发音精度、音段和音节的定时、唇形设置、停顿，利用副语言特征构建一个框架。第七部分教学，听力，理解：识别问题识别代码处理完整的文本有目的的听力社会语境结合自下而上的处理方法-语音代码自上而下的处理-使用上下文进行预测做出推理使用语音线索的方法学习使用上下文信息进行受限推理。
Part 1 The need to teach the comprehension of spoken English: "slow colloquial English" and normal speech "testing" or "teaching" comprehension? the nature of comprehension the processes of comprehension the accent of English described in this book. Part 2 "Ideal" segments, syllables and words: the phoneme the consonants of English place of articulation voicing and voicelessness the vowels of English the transcription of vowels the "ideal" syllable and the "ideal" word. Part 3 The function of rhythm: the rhythmic structure of English stressed and unstressed syllables pause - rests in rhythm the function of stress word stress stressed words in sentences. Part 4 Patterns of simplification in informal speech: adjustment to surroundings elision word boundary markers consonants and vowels in the stream of speech reduction in visual cues. Part 5 The function of intonation: the "ideal" organisation of tone groups the "ideal" placing of the tonic tone group and tonic in spontaneous speech pitch direction. Part 6 Paralinguistic features: pitch span placing in the voice range direction of pitch tempo loudness voice setting articulatory setting articulatory precision timing of segments and syllables lip setting pause constructing a framework using the paralinguistic features. Part 7 Teaching, listening, comprehension: identifying the problem recognising the code processing the complete text purposeful listening the social context of listening combining the approaches bottom up processing - the phonological code topdown processing - using the context to make predictions making inferences methodology using the phonological cues learning to use contextual information drawing constrained inferences.