Lecture Notes On Phonetics PDF

Summary

These lecture notes cover the basics of phonetics, including its aims, tasks, and relationship to other fields of linguistics and beyond. The document discusses the history of phonetics, methods of investigation, and theoretical and practical importance.

Full Transcript

**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 | | |

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