Lecture Notes On Phonetics PDF

**ДӘРІС ТЕЗИСТЕРІ** +-----------------------+-----------------------+-----------------------+ | № апта | Дәріс тақырыбы және | Сағат көлемі | | | тезистер | | +=======================+=======================+========...

**ДӘРІС ТЕЗИСТЕРІ** +-----------------------+-----------------------+-----------------------+ | № апта | Дәріс тақырыбы және | Сағат көлемі | | | тезистер | | +=======================+=======================+=======================+ | № 1 | 1 Phonetics as a | | | | science, its aims and | | | дәріс | tasks | | | | | | | | 2 Definition of | | | | phonetics | | | | | | | | 3 Connection of | | | | phonetics with other | | | | linguistic and non- | | | | linguistic sciences | | | | | | | | 4 Methods of | | | | investigation used in | | | | different branches of | | | | phonetics | | | | | | | | 5 Practical and | | | | theoretical | | | | importance of | | | | phonetics. | | | | | | | | **The term phonetics | | | | is Greek origin (from | | | | fo;ne;- sound, voice | | | | and ta fonetika -- | | | | the science of the | | | | voice) is a | | | | fundamental branch of | | | | Linguistics.** | | | | ***Phonetics is | | | | concerned with the | | | | human noises by which | | | | the thought is | | | | actualised or given | | | | audible shape:the | | | | nature of these | | | | noises, their | | | | combinations, their | | | | functions in relation | | | | to the meaning.*** | | | | ***Phonetics is not a | | | | new science. It was | | | | known to the ancient | | | | Greeks and to the | | | | ancient Hindus. In | | | | India more than 2000 | | | | years ago there | | | | flourished a science | | | | phonetics more | | | | advanced than any | | | | that has since been | | | | known until very | | | | recent time. | | | | Phonetics is not a | | | | separate, independent | | | | science. It began to | | | | develop in Western | | | | Europe and Russia | | | | only in the 19th | | | | century. There has | | | | been considerable | | | | progress and growth | | | | in the 20th century.* | | | | *Here some data | | | | connected with the | | | | history of phonetic | | | | development: 1829 | | | | laryngoscope was | | | | invented.1852 first | | | | observations of the | | | | vocal cords were | | | | made. 1877 gramophone | | | | was invented.1886 | | | | International | | | | Phonetic Association | | | | (IPA) was founded.* | | | | *Phonetics studies:* | | | | -*Speech sounds, | | | | their distribution | | | | and classification; | | | | -Syllabic structure | | | | of the words; - | | | | Accentual structure | | | | of the words ;* | | | | *Intonational | | | | structure of the | | | | sentences. Phonetics | | | | is used in two | | | | different meanings: | | | | 1) to some authors, | | | | usually | | | | non-phoneticians, | | | | phonetics is that | | | | part of grammar which | | | | deals with speech | | | | sounds; 2) to | | | | phoneticians, | | | | however, phonetics is | | | | an independent branch | | | | of linguistics which | | | | is concerned with the | | | | phonetic structure of | | | | a language.* | | | | *Phonetics is | | | | connected with | | | | Linguistic sciences | | | | and Non-linguistic | | | | sciences. Phonetics | | | | is connected with | | | | grammar and helps to | | | | pronounce correctly | | | | singular and plural | | | | forms of nouns, the | | | | past tense forms and | | | | past Participles of | | | | English regular | | | | verbs. For example: | | | | beg-begged-\[d\]- is | | | | pronounced after | | | | voiced consonants; | | | | ask-asked-\[t\]- is | | | | pronounced after | | | | voiceless consonants. | | | | Phonetics is | | | | connected with | | | | grammar and helps to | | | | pronounce correctly | | | | singular and plural | | | | forms of nouns, the | | | | past tense forms and | | | | past Participles of | | | | English regular | | | | verbs. For example: | | | | beg-begged-\[d\]- is | | | | pronounced after | | | | voiced consonants; | | | | ask-asked-\[t\]- is | | | | pronounced after | | | | voiceless consonants. | | | | Phonetics is | | | | connected with | | | | stylistics; first of | | | | all through | | | | intonation and its | | | | components: speech | | | | melody, utterance | | | | stress, rhythm, | | | | pausation and voice | | | | timber which serve to | | | | express emotions , to | | | | distinguish between | | | | different attitudes | | | | on the part of author | | | | and speaker.Phonetics | | | | is also connected | | | | with stylistics | | | | through repetition of | | | | words, phrases | | | | sounds. Repetition of | | | | this kind serves the | | | | basis of rhyme, | | | | rhythm, alliteration. | | | | Vowel interchange is | | | | connected with the | | | | tense forms of | | | | irregular verbs: | | | | sing, sang, sung; | | | | write -- wrote -- | | | | written, etc. Vowel | | | | interchange can also | | | | help to distinguish | | | | between -Nouns and | | | | verbs, e.g. bath- | | | | bathe /aː-eɪ/*** | | | | | | | | ***-Verbs and | | | | adjectives e.g. | | | | moderate -- moderate | | | | /eɪ-ɪ/*** | | | | | | | | ***- Nouns and nouns | | | | e.g. shade- shadow | | | | /eɪ -æ/*** | | | | | | | | ***- Nouns and | | | | adjectives e.g. | | | | type-typical /aɪ -ɪ/. | | | | Vowel interchange can | | | | also be observed in | | | | onomatopoetic | | | | compounds:Jiggle- | | | | joggle;Flip- flop | | | | ;Chip-chop;Flap- | | | | flop;Hip- | | | | hop.Consonants can | | | | interchange in | | | | different parts of | | | | speech for example in | | | | nouns and verbs: | | | | extent-extend | | | | /t-d/;relief- relieve | | | | /f-v/. The phonetic | | | | system of language is | | | | a set of phonetic | | | | units arranged in an | | | | orderly way to | | | | replace each other in | | | | a given framework. In | | | | fact the phonetic | | | | system contains two | | | | systems or levels: | | | | -Segmental phonetics | | | | which is concerned | | | | with individual | | | | sounds(i.e. | | | | "segments" of speech) | | | | which form vocalic | | | | line;-Supra segmental | | | | phonetics whose | | | | domain is the larger | | | | units of connected | | | | speech: syllables, | | | | words, phrase, | | | | texts.*** Phonetics | | | | studies the sound | | | | system of the | | | | language that is | | | | segmental phonemes | | | | word stress syllabic | | | | structure and | | | | intonation. It is | | | | primarily concerned | | | | with expression | | | | level. It is | | | | important in the | | | | study of language. It | | | | is the most | | | | fundamental branch of | | | | linguistics; it | | | | occupies the equal | | | | importance with | | | | grammar and | | | | lexicology. Phonetics | | | | has two main | | | | divisions: on the one | | | | hand, phonology, the | | | | study of the sound | | | | patterns of the | | | | languages, of how a | | | | spoken language | | | | functions as a | | | | "code", and on the | | | | other, the study of | | | | substance, that | | | | carries the code. | | | | Before analyzing the | | | | linguistic function | | | | of phonetic units we | | | | need to know how the | | | | vocal mechanism acts | | | | in producing oral | | | | speech and what | | | | methods are applied | | | | in investigating the | | | | material form of the | | | | languages that is | | | | substance.\ | | | | Human speech is the | | | | result of a highly | | | | complicated series of | | | | events. The formation | | | | of the concepts takes | | | | place at a linguistic | | | | level that is in the | | | | brain of the speaker; | | | | this stage may be | | | | called psychological. | | | | The message formed | | | | within the brain is | | | | transmitted along the | | | | nervous system to the | | | | speech organs. The | | | | human brain controls | | | | the behaviour of the | | | | articulating organs | | | | which effects in a | | | | particular pattern of | | | | speech sounds. This | | | | second stage may be | | | | called physiological. | | | | The third stage may | | | | be called physical or | | | | acoustic. Any | | | | communication | | | | requires a listener, | | | | as well as a speaker. | | | | So, the last stages | | | | are the reception of | | | | the sound waves by | | | | the listener's | | | | hearing apparatus, | | | | the transmission of | | | | the spoken message | | | | through the nervous | | | | system to the brain | | | | and the linguistic | | | | interpretation of the | | | | information | | | | conveyed.Language is | | | | the immediate | | | | actuality of thought | | | | and the most | | | | important means of | | | | communication. It | | | | exists in two main | | | | speech forms: oral | | | | and written. In oral | | | | speech the substance | | | | is phonic, in written | | | | speech the substance | | | | is graphic. The sound | | | | substance forms units | | | | of the phonetic | | | | system of a language. | | | | The phonetic system | | | | of a language is a | | | | set of phonetic units | | | | arranged in an | | | | orderly way to | | | | replace each other in | | | | a given framework. It | | | | contains two systems | | | | -- segmental and | | | | suprasegmental. | | | | Segmental units are: | | | | elem. Sounds, vowels, | | | | consonants. | | | | Suprasegmental units | | | | are: syllables, | | | | rhythmical units, | | | | intonation groups, | | | | utterances.\ | | | | ***[Aspects of speech | | | | sounds]** | | | | *. | | | | The sound substance | | | | has its own | | | | independent | | | | properties as a | | | | physical phenomenon. | | | | Moreover, it is a | | | | product of human | | | | activity. Being | | | | created by the | | | | speaker, the sound | | | | substance indicates | | | | the speaker's | | | | personality ( sex, | | | | age, individual | | | | features), reveals | | | | his physiological and | | | | emotional state, | | | | geographical origin, | | | | education, social | | | | status and so on. | | | | Sound phenomena have | | | | different aspects | | | | which are closely | | | | connected: the | | | | articulatory aspect, | | | | the acoustic aspect, | | | | the auditory aspect | | | | and the linguistic | | | | aspect. The | | | | articulatory aspect. | | | | Speech sounds are | | | | products of human | | | | organs of speech. | | | | Sound production is | | | | impossible without | | | | respiration, which | | | | consists of two | | | | phases- inspiration | | | | and expiration. | | | | Expiration, during | | | | which sp. sounds are | | | | produced, is called | | | | phonic expiration. | | | | The acoustic aspect. | | | | Like any other sound | | | | of nature sp. sounds | | | | exist in the form of | | | | sound waves and have | | | | such physical | | | | properties as | | | | frequency, intensity, | | | | duration and | | | | spectrum. The | | | | auditory aspect. | | | | Speech sounds may | | | | also be analysed from | | | | the point of view of | | | | perception. It | | | | involves the activity | | | | of our hearing | | | | mechanism, which can | | | | be considered in two | | | | ways. On the one | | | | hand, it is a | | | | physiological | | | | mechanism, which | | | | reacts to acoustic | | | | stimuli. On the other | | | | hand, it is also a | | | | psychological | | | | mechanism, which | | | | selects from the | | | | great amount of | | | | acoustic information | | | | only that which is | | | | linguistically | | | | important. The | | | | linguistic aspect. | | | | Segmental sounds and | | | | prosodic features are | | | | linguistic phenomena. | | | | Representing language | | | | units in actual | | | | speech, they perform | | | | certain linguistic | | | | functions. They | | | | constitute meaningful | | | | units- morphemes, | | | | words, word-forms, | | | | utterances. ***[Phone | | | | tics | | | | as a | | | | science.] | | | | *** Phonetics | | | | as a branch of | | | | linguistics studies | | | | sounds in the broad | | | | sense, investigating | | | | vowels and | | | | consonants. It | | | | studies the acoustic | | | | properties of sounds, | | | | the physiological | | | | basis of sound | | | | production, it | | | | occupies itself with | | | | the study of the ways | | | | in which the sounds | | | | are organized into a | | | | system of different | | | | units. In the | | | | 18^th^ century it was | | | | considered as a part | | | | of grammar. Now | | | | phonetics is an | | | | independent science | | | | with its own | | | | theories, methods of | | | | investigation, it is | | | | closely connected | | | | with physiology, | | | | biology, physics and | | | | other sciences. It is | | | | also connected with | | | | grammar, lexicology, | | | | the history of the | | | | language.***[Branches | | | | of | | | | phonetics]{.underline | | | | }***. | | | | The branch of | | | | phonetics that | | | | studies the way in | | | | which the air is set | | | | in motion, the | | | | movements of the | | | | speech organs and the | | | | coordination of these | | | | movements in the | | | | production of single | | | | sounds and trains of | | | | sounds is called | | | | articulatory | | | | phonetics. Acoustic | | | | phonetics studies the | | | | way in which the air | | | | vibrates between the | | | | speaker's mouth and | | | | the listener's ear. | | | | It presents special | | | | interest for research | | | | work and applied | | | | linguistics. The | | | | branch of phonetics | | | | investigating the | | | | hearing process is | | | | known as auditory | | | | phonetics. Its | | | | interests lie in the | | | | sensation of hearing, | | | | which is brain | | | | activity The means by | | | | which we discriminate | | | | sounds -- quality | | | | ,sensations of pitch, | | | | loudness, length, are | | | | relevant here. | | | | Instrumental | | | | phonetics were | | | | introduced into | | | | phonetics in the | | | | second half of the | | | | last century in order | | | | to supplement and to | | | | rectify the | | | | impressions deriving | | | | from the human senses | | | | , since these are | | | | affected by the | | | | limitations of the | | | | perceptual mechanism, | | | | and in general are | | | | rather subjective. | | | | Phoneticians cannot | | | | act only as | | | | describers and | | | | classifiers of the | | | | material form of | | | | phonetic units. They | | | | are also interested | | | | in the way in which | | | | sound phenomena | | | | function in a | | | | particular language, | | | | how they are utilized | | | | in that language and | | | | what part they play | | | | in manifesting the | | | | meaningful | | | | distinctions of the | | | | language The branch | | | | of phonetics that | | | | studies the | | | | linguistic function | | | | of consonant and | | | | vowel sounds, | | | | syllabic structure, | | | | word accent and | | | | prosodic features, | | | | such as pitch, stress | | | | and tempo is called | | | | phonology. The | | | | phonetic system of a | | | | language is a set of | | | | phonetic units | | | | arranged in an | | | | orderly way to | | | | replace each other in | | | | a given framework. It | | | | contains two systems, | | | | or levels -- | | | | segmental and | | | | suprasegmental, or | | | | prosodic, each of | | | | which is a specially | | | | organized language | | | | system with a certain | | | | number of its units. | | | | Segmental units are | | | | elementary sounds, | | | | vowels and | | | | consonants, which | | | | form the vocalic and | | | | consonantal | | | | subsystems. Prosodic | | | | units are syllables, | | | | rhythmic units, and | | | | intonation groups, | | | | utterances, which | | | | form subsystems of | | | | pitch, stress, | | | | rhythm, tempo, and | | | | pauses. Segmental and | | | | prosodic units serve | | | | to form and | | | | differentiate units | | | | of other subsystems | | | | of language, the | | | | lexical and | | | | grammatical | | | | units.[ ***General | | | | and special | | | | phonetics***]{.underl | | | | ine}. | | | | General phonetics is | | | | based on the | | | | extensive material | | | | that a great number | | | | of languages give. | | | | The method of studies | | | | is linguistic. | | | | Special phonetics | | | | studies the phonetic | | | | system of a | | | | particular language. | | | | It is subdivided into | | | | historical and | | | | special. The first | | | | studies the | | | | development of the | | | | phonetic system | | | | within the historical | | | | development of the | | | | language. (the | | | | approach is | | | | diachronic). The | | | | second studies the | | | | development of the | | | | phonetic system of | | | | the language in its | | | | static form, as it | | | | functions in its | | | | present stage (the | | | | approach is | | | | synchronic). | | | | Experimental | | | | phonetics is based on | | | | the use of different | | | | apparators and | | | | instruments. The | | | | originator of this | | | | method is Rousellot, | | | | the French | | | | phonetician. Besides | | | | these branches we can | | | | mention comparative , | | | | theoretical, | | | | practical, | | | | socio-phonetics(the | | | | ways in which | | | | pronunciation | | | | interacts with | | | | society).***Methods | | | | of | | | | investigation***.-The | | | | direct observation | | | | method has 3 modes of | | | | investigation: by | | | | ear, by sight, by | | | | muscular sensation. | | | | It is rather old and | | | | subjective, a person | | | | must be specially | | | | trained and have a | | | | "phonetic ear".-The | | | | linguistic method is | | | | based on the | | | | extensive material | | | | which a number of | | | | special phonetics | | | | provide for | | | | investigation/-The | | | | experimental method | | | | is used to supply any | | | | other investigation | | | | by the experimental | | | | analysis to define | | | | the clearness and | | | | correct data of the | | | | analysed phonetic | | | | phenomena. It is | | | | based on the usage of | | | | instruments and | | | | apparatuses | | | | (oscillogragh, | | | | intonograph, | | | | taperecorder and | | | | others). | | | | | | | | 1. What does | | | | theoretical | | | | phonetics mean? | | | | | | | | 2. What linguistic | | | | sciences is | | | | phonetics | | | | connected with? | | | | | | | | 3. What | | | | non-linguistic | | | | sciences is it | | | | connected with? | | | | | | | | 4. What are the | | | | aspects of speech | | | | sounds? | | | | | | | | 5. What branch of | | | | phonetics studies | | | | the articulatory | | | | and auditory | | | | aspects of speech | | | | sounds? | | | | | | | | 6. What methods of | | | | investigation are | | | | applied in | | | | physiological | | | | phonetics? | | | | | | | | 7. What branch of | | | | phonetics deals | | | | with the acoustic | | | | aspect of speech | | | | sound? | | | | | | | | 8. What are the | | | | physical | | | | properties of a | | | | sound? | | | | | | | | 9. What auditory | | | | characteristics | | | | reflect these | | | | physical | | | | properties? | | | | | | | | 10. What branch of | | | | phonetics studies | | | | the functional | | | | aspect of speech | | | | sounds? | | | | | | | | 11. What functions do | | | | speech sounds | | | | fulfill? | | | | | | | | 12. How is the | | | | constitutive | | | | function | | | | demonstrated? | | | | | | | | 13. How is the | | | | distinctive | | | | function of | | | | speech sounds | | | | demonstrated? | | | | | | | | 14. What do we call | | | | allophones? | | | | | | | | 15. What does the | | | | precognitive | | | | function consist | | | | in? | | | | | | | | 16. What is the main | | | | method used in | | | | phonology? | | | | | | | | 17. Enumerate other | | | | divisions of | | | | phonetics into | | | | different | | | | sciences? | | +-----------------------+-----------------------+-----------------------+ | № 2 | 1 The system of the | | | | English phonemes 2 | | | дәріс | The syllabic | | | | structure of the | | | | English words | | | | | | | | 3 The accentual | | | | structure of the | | | | English words | | | | | | | | 4 The intonational | | | | structure of the | | | | English sentences | | | | | | | | 1. What components | | | | are included in | | | | the phonetic | | | | structure of | | | | English? | | | | | | | | 2. What elements | | | | does the phonemic | | | | component consist | | | | of? | | | | | | | | 3. What difference | | | | is observed in | | | | the use of the | | | | combinations /tl, | | | | dl, tn, dn,/ in | | | | English, Kazakh | | | | and Russian ? | | | | | | | | 4. What different | | | | types of sound | | | | transitions do | | | | you know? | | | | | | | | 5. What are CV | | | | transitions in | | | | English | | | | characterized by? | | | | | | | | 6. What are VC | | | | transitions in | | | | English reflected | | | | in? | | | | | | | | 7. What are CC | | | | transitions in | | | | English | | | | reflected? | | | | | | | | 8. What can you say | | | | about VV | | | | transitions in | | | | English? | | | | | | | | 9. What is the | | | | difference | | | | between English, | | | | Kazakh Russian | | | | syllable | | | | formations? | | | | | | | | | | | | | | | | 10. What are the | | | | aspects of | | | | accentual | | | | structure? | | | | | | | | 11. Which of them is | | | | the most | | | | important one in | | | | English, Kazakh | | | | and Russian? | | | | | | | | 12. What is | | | | intonation? | | +-----------------------+-----------------------+-----------------------+ | № 3 | 1\. Southern English | | | | Pronunciation, or | | | дәріс | RP | | | | | | | | 2.Southern English | | | | Pronunciation, or RP | | | | | | | | 3.Northern English | | | | Pronunciation | | | | | | | | 4.Standard Scottish | | | | Pronunciation. | | | | | | | | 1. What do you know | | | | about the | | | | distribution of | | | | the English | | | | language the | | | | world? | | | | | | | | 2. In what countries | | | | is English the | | | | mother tongue? | | | | | | | | 3. Why isn't English | | | | the same in all | | | | English speaking | | | | countries? | | | | | | | | 4. What are the main | | | | pronunciation | | | | types in Great | | | | Britain? | | | | | | | | 5. What group of | | | | people speaks | | | | Southern English | | | | Pronunciation? | | | | | | | | 6. Which type of | | | | pronunciation do | | | | YOU speak? | | | | | | | | 7. Where is Northern | | | | Pronunciation | | | | spread? | | | | | | | | 8. What are the | | | | striking features | | | | of the vocalic | | | | system of | | | | Northern English | | | | (N.E. for short)? | | | | | | | | 9. What kind of /I/ | | | | do they pronounce | | | | in N.E.? | | | | | | | | 10. What sound does | | | | the combination | | | | of ''ng'' | | | | correspond to in | | | | unstressed | | | | position in N.E.? | | | | | | | | 11. How is ''wh'' | | | | pronounced in | | | | N.E.? | | | | | | | | 12. What kind of | | | | tempo do they | | | | speak in N.E.? | | | | | | | | 13. Where is Standard | | | | Scottish | | | | Pronunciation | | | | spoken? | | | | | | | | 14. How are ''man, | | | | dust, lake, | | | | house,'' | | | | pronounced in | | | | Scottish English | | | | (Sc.E. for short) | | | | | | | | 15. Are '' home, | | | | near, sure'' | | | | pronounced with | | | | diphthongs or | | | | with monopthtongs | | | | in Sc.E? | | | | | | | | 16. What consonants | | | | exist in Sc.E. | | | | which have no | | | | cognates in R.P.? | | | | | | | | 17. What kind of /r/ | | | | do they pronounce | | | | in Sc.E.? | | | | | | | | 18. What do you know | | | | about the | | | | distribution of | | | | /r/ in SC.E? | | | | | | | | 19. How is the | | | | combination | | | | ''wh'' pronounced | | | | in Sc.E? | | | | | | | | 20. Pronounce the | | | | words '' | | | | developing, | | | | reading'' the way | | | | they pronounce | | | | them in Sc.E? | | | | | | | | 21. How general | | | | questions often | | | | are pronounced in | | | | Sc.E? | | +-----------------------+-----------------------+-----------------------+ | № 4 | **1.The Eastern | | | | typ**e of | | | дәріс | pronunciation | | | | | | | | 2\. **The Southern | | | | type** | | | | pronunciation | | | | | | | | **3.Western (General | | | | American Pr-n)** | | | | pronunciation | | | | | | | | 1. What main types | | | | of pronunciation | | | | do you know in | | | | the USA? | | | | | | | | 2. Where is Eastern | | | | American English | | | | spoken? | | | | | | | | 3. Why is this type | | | | of pronunciation | | | | closer to British | | | | R.P.? | | | | | | | | 4. What are the | | | | distinctive | | | | features of | | | | Eastern American | | | | English (or E.A.) | | | | that distinguish | | | | it from R.P.? | | | | | | | | 5. Where is Southern | | | | American English | | | | (or S.A.) spoken? | | | | | | | | 6. What are the most | | | | striking peculiar | | | | features of the | | | | articulation of | | | | vowels in S.A.? | | | | | | | | 7. What happens to | | | | R.P. monopthongs | | | | and diphthongs in | | | | S.A.? | | | | | | | | 8. Give examples of | | | | the latter. | | | | | | | | 9. What can you say | | | | about the | | | | distribution of | | | | General American | | | | English (or | | | | G.A.)? | | | | | | | | 10. Which type of the | | | | tree types of | | | | pronunciation is | | | | standard | | | | pronunciation in | | | | the United States | | | | of America? | | | | | | | | 11. What can you say | | | | about the | | | | differentiation | | | | of vowels in G.A. | | | | according to | | | | their length? | | | | | | | | 12. How are the /e/ | | | | and /α/ of R.P. | | | | articulated in | | | | G.A.? | | | | | | | | 13. How do they | | | | pronounce the / / | | | | in G.A.? | | | | | | | | 14. What do you know | | | | about the | | | | articulation of | | | | /r/ in G.A.? | | | | | | | | 15. Do they | | | | differentiate | | | | between the '' | | | | dark'' and | | | | ''light'' /l/in | | | | G.A.? | | | | | | | | 16. What kind of /t/ | | | | is used in | | | | intervocalic | | | | position? | | | | | | | | 17. How can the | | | | letter ''w'' be | | | | read in G.A? | | | | | | | | 18. What do you know | | | | about the glottal | | | | stop in G.A.? | | | | | | | | 19. How does the | | | | accentual | | | | structure of | | | | words differ in | | | | G.A. from that in | | | | R.P.? | | | | | | | | 20. Give examples to | | | | illustrate the | | | | closer accordance | | | | of G.A. | | | | pronunciation | | | | with the general | | | | reading rules | | | | system? | | | | | | | | 21. How American | | | | intonation does | | | | sounds? | | | | | | | | 22. What | | | | communicative | | | | types of | | | | sentences differ | | | | in intonation in | | | | G.A. from that in | | | | R.P.? | | +-----------------------+-----------------------+-----------------------+ | № 5 | 1.Southern English | | | | Pronunciation, or RP | | | дәріс | | | | | 2\. Northern English | | | | Pronunciation | | | | | | | | 3\. Standard | | | | Scottish | | | | Pronunciation | | | | | | | | 4.English dialect and | | | | pronunciation | | | | | | | | 5.General American | | | | (GA) | | | | | | | | 6.Differences between | | | | RP an GA | | | | | | | | 7.Criteria for | | | | choosing a particular | | | | type of pronunciation | | | | as the teaching norm | | | | | | | | 1. Between which | | | | types of | | | | pronunciation | | | | should be choose? | | | | | | | | 2. How can we choose | | | | a proper type of | | | | pronunciation | | | | correctly? | | | | | | | | 3. What subjective | | | | criteria of vital | | | | importance? | | | | | | | | 4. Are the | | | | subjective | | | | criteria of vital | | | | importance? | | | | | | | | 5. Which criteria | | | | ARE of vital | | | | importance? | | | | | | | | 6. What objective | | | | criteria do you | | | | know of? | | | | | | | | 7. Which criteria | | | | are the decisive | | | | ones in English | | | | learning | | | | countries? | | | | | | | | 8. Which are the | | | | crucial criteria | | | | in choosing a | | | | type of | | | | pronunciation as | | | | the teaching norm | | | | in our country? | | | | | | | | 9. What can you say | | | | about the degree | | | | of | | | | understandability | | | | of R.P.? | | | | | | | | 10. What foreign | | | | scientists | | | | studied the | | | | phonetic system | | | | of British | | | | Received | | | | Pronunciation? | | | | | | | | 11. Do you happen to | | | | know of any | | | | Russian | | | | phoneticians who | | | | deal with the | | | | study of R.P? | | | | | | | | 12. What audio- | | | | visual aids in | | | | teaching R.P. do | | | | you know of? | | | | | | | | 13. The British | | | | Received | | | | Pronunciation | | | | system has been | | | | compared with | | | | those of Kazakh | | | | and Russian, | | | | hasn't it? | | | | | | | | 14. What can you say | | | | about the | | | | prevailing type | | | | of pronunciation | | | | when you bring | | | | all these facts | | | | together? | | | | | | | | 15. What do different | | | | ways of | | | | pronouncing words | | | | depend on? | | | | | | | | 16. What different | | | | styles of | | | | pronunciation | | | | dies D. Jones | | | | distinguish? | | | | | | | | 17. What different | | | | styles | | | | distinguished | | | | by L. V. Sherba? | | | | | | | | 18. What are the | | | | characteristic | | | | features of full | | | | style? | | | | | | | | 19. What are the | | | | characteristic | | | | features of | | | | slower colloquial | | | | style? | | | | | | | | 20. What distinctive | | | | features is rapid | | | | familiar style | | | | characterized by? | | | | | | | | Which style of | | | | pronunciation should | | | | we begin with when | | | | teaching English as a | | | | second language and | | | | why? | | +-----------------------+-----------------------+-----------------------+ | № 6 | 1.What is a speech | | | | mechanism? | | | дәріс | | | | | 2\. Types of speech | | | | mechanisms | | | | | | | | The functions of four | | | | speech mechanisms in | | | | producing speech | | | | sounds Speech sounds | | | | are the results of | | | | various movements and | | | | positions of human | | | | speech organs. They | | | | are products of the | | | | complicated work of | | | | the speech | | | | mechanisms. According | | | | to their main | | | | sound-producing | | | | function the speech | | | | organs can be divided | | | | into the following 4 | | | | groups: -the power | | | | mechanism;-the | | | | vibrator | | | | mechanism;-the | | | | resonator | | | | mechanism;-obstructer | | | | mechanism. | | | | | | | | 1. What mechanisms | | | | can the speech | | | | organs are | | | | divided into? | | | | | | | | 2. What organs of | | | | speech belong to | | | | the power | | | | mechanism? | | | | | | | | 3. What is the main | | | | function of the | | | | power mechanism? | | | | | | | | 4. What kind of | | | | breathing do you | | | | know? | | | | | | | | 5. What is the | | | | difference | | | | between ordinary | | | | biological | | | | breathing and | | | | sound- producing | | | | breathing? | | | | | | | | 6. What speech | | | | organs belong to | | | | the vibrator | | | | mechanism? | | | | | | | | 7. What different | | | | positions may the | | | | vocal cords take | | | | up? | | | | | | | | 8. What speech | | | | organs belong to | | | | the resonator | | | | mechanism? | | | | | | | | 9. What is the | | | | resonator | | | | mechanism | | | | responsible for? | | | | | | | | 10. How many the oral | | | | resonator be | | | | changed? | | | | | | | | 11. In what | | | | directions may | | | | the tongue move? | | | | | | | | 12. What is the | | | | obstructor | | |