Further Guide to Better English Accent. Part II

92 Pages·0.814 MB·Russian

by  Андриенко А. А.

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
РОССИЙСКОЙ ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное
учреждение высшего образования
«ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»

А. А. Андриенко
Л. С. Абросимова

FURTHER GUIDE TO BETTER ENGLISH ACCENT

Part II

УЧЕБНОЕ ПОСОБИЕ
по практической фонетике
английского языка

Ростов-на-Дону
Издательство Южного федерального университета
2016
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УДК 811
ББК 81.2 Англ.-1
А65

Авторы:
Андриенко А.А., кандидат филологических наук, доцент
Абросимова Л.С., кандидат филологических наук, доцент

Ответственный редактор:
Абросимова Л.С., кандидат филологических наук, доцент

Рецензенты:
Муругова Е.В., доктор филологических наук, профессор
кафедры мировых языков и культур ДГТУ;
Склярова Н.Г., доктор филологических наук, профессор
кафедры теории и практики английского языка ЮФУ

А65 Further Guide to Better English Accent. Part II: учебное пособие по
практической фонетике английского языка для студентов,
обучающихся по направлению «лингвистика»; Южный
федеральный университет. – Ростов-на-Дону: Издательство Южного
федерального университета, 2016. – 94 с.
ISBN 978-5-9275-1968-2

Учебное пособие является продолжением пособия A Guide to
Better English Accent и предлагает студентам теоретический и
практический учебный материал по практической фонетике английского
языка. Пособие содержит комплекс заданий и упражнений для
аудиторной и внеаудиторной работы.

Публикуется в авторской редакции.

ISBN 978-5-9275-1968-2 УДК 811
ББК 81.2 Англ.-1

© Андриенко А.А., Абросимова Л.С., 2016
© Южный федеральный университет, 2016
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Пояснительная записка

Учебное пособие отвечает основным целям обучения по направлению
подготовки «Лингвистика» и направлено на овладение, развитие и
совершенствование профессиональных умений и навыков устной и
письменной речи студентов в процессе их работы в аудитории под
руководством преподавателя, а также для самостоятельной работы.
Содержание работы направлено на овладение студентами теоретической базой
для формирования необходимых навыков произношения английских звуков в
потоке речи, а также интонационных особенностей языка. Полученные
теоретические знания студенты применяют, выполняя практические
упражнения, а также фонетический анализ отрывков текстов (диалогов),
фонетическое чтение текстов, заучивание и имитацию интонации аудио
записей.

Целями освоения дисциплины «Практическая фонетика английского языка»
являются:
• формирование и развитие необходимого и достаточного уровня
фонологических коммуникативных компетенций для межличностного
общения на иностранном языке
• знание фонетических и фонологических явлений и закономерностей
изучаемого языка как системы
• знание литературной произносительной нормы изучаемого языка и
умение применять эти знания в коммуникативной и профессиональной
деятельности;
• владение фонологическими особенностями основных речевых форм
высказывания: повествование, описание, монолог, диалог;
• формирование базовых теоретических навыков и представлений о
значении звуковой стороны языка как средства общения.
Задачами освоения дисциплины являются:
• освоение базовых понятий фонетики и фонологии, которые необходимы
для правильной постановки и коррекции звуков;
• ознакомление со специфическими особенностями фонетического строя
английского языка (фонологической системой гласных и согласных
английского языка в сопоставлении с системой гласных и согласных
русского языка; словообразованием и слогоделением в английском языке;
акцентной группой, синтагмой, ударением), что позволит понять суть и
системность фонетических явлений языка;
• овладение понятийным аппаратом следующих терминов практической
фонетики: фонетика и фонология; артикуляция; аспирация; апикальность и
альвеолярность; палатализация; сонанты; взрывные согласные;
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слогообразующие сонанты; монофтонги; дифтонги; интонация; ритм; темп;
мелодика; тембр; синтагма; фразовая акцентуация; позиционная долгота
гласных; ассимиляция; редукция; ударение в словах и предложениях;
ядерные тоны и их разновидности; тонограмма.
• формирование базовых теоретических навыков в овладении правильным
произношением и интонацией, а также систематизация представлений о
значении звуковой стороны языка как средства общения.
• формирование интонационных навыков с последующей их реализацией в
связной речи
• приобретение опыта анализа (умение классифицировать гласные и
согласные английского языка согласно их артикуляционных особенностей;
выявлять и анализировать случаи ассимиляции и редукции; выделять
синтагмы; выполнять фонетический анализ звуков, слов и предложений;
правильно употреблять и объяснять интонация разных коммуникативных
типов предложений; выявлять и правильно употреблять типы ударений в
предложении).

Требования к экзамену

На экзамене студенты должны уметь полно и грамотно раскрывать суть
теоретических вопросов, проиллюстрировать содержание ответа
соответствующими примерами, сделать фонетический анализ отрывка,
включающий определение тонов смысловых групп с объяснением
примененных правил, случаев редукции, ассимиляции, аккомодации и элизии,
транскрибирование и тонограмму. Без подготовки студенты должны уметь по
памяти воспроизвести диалоги или стихи, имитируя интонацию аудио записей.

Memory work:
Dialogues:
1. Richard gets a new job
2. Sandy reports
3. Ward fifteen
4. Symptoms of an illness
5. Going out
6. Richard settles down
7. Lunch for Two

Poems:
Shakespeare’s Sonnet 130
Shakespeare’s Sonnet 65
Shakespeare’s Sonnet 116
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THEORETICAL QUESTIONS

1. Classification and articulatory peculiarities of English vowel
phonemes.
2. Classification and articulatory peculiarities of English consonant
phonemes.
3. Assimilation.
4. Reduction.
5. Positional and combinative changes of vowels in the flow of
speech.
6. Accommodation. Elision.
7. Word stress.
8. Sentence stress. Function of pause.
9. Intonation. Definition, functions, components.
10. Intonation group. Its structure.
11. Types of Pre-heads and Tails.
12. Types of Heads (Scales).
13. Rhythm. Tempo. Pitch levels.
14. Intonation of statements.
15. Intonation of special questions.
16. Intonation of general questions.
17. Intonation of alternative questions.
18. Intonation of disjunctive questions.
19. Intonation of commands.
20. Intonation of exclamations.
21. Intonation of adverbials, direct address, author’s words,
parenthesis.
22. Sequence of tones in compound and complex sentences.
23. Emphatic and unemphatic intonation. Contrast emphasis. Intensity
emphasis.
24. Terminal tones, their types and functions.
25. The communicative function of Low-Rise.
26. The communicative function of Low-Fall.
27. The communicative function of High-Fall.
28. The communicative function of High-Rise.
29. The communicative function of Fall-Rise.
30. The communicative function of Rise-Fall.

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A Reference Glossary to Pronunciation Terms and
Terminology

Accomodation (or adaptation) - is the modification in the articulation of a
vowel under the influence of an adjacent sound, or, vice versa, the
modification in the articulation of a consonant under the influence of an
adjacent vowel.
Affricate - a consonant, which is made up of two or more basic sounds - a stop
followed by a fricative. The words chin and gin begin with affricates.
Allophone – different variations of a phoneme
Alveolar - tip or blade of tongue against the gum just behind the upper teeth
Assimilation - the process in which the articulation of one phoneme influences
the articulation of a neighbouring phoneme making it similar or even identical
to itself.
Articulate - pronounce, say, speak clearly and distinctly.
Вilabial consonants are pronounced with lips pressed together
Closed syllable - a syllable that ends in a consonant sound.
Communicative types of sentences are differentiated in speech according to
the aim of utterance from the point of view of communication.
Consonant cluster — combination of consonant sounds with no intervening
vowel.
Dental articulation is the using the tongue against teeth
Devoicing - after voiceless plosives voiced consonants become devoiced
Elision - when a phoneme (vowels or consonants) is dropped in certain words
in rapid colloquial speech (e.g. Christmas, listen, know, gnat, etc.)
English rhythm has been described as 'stress-timed', meaning that stressed
syllables tend to occur at roughly equal intervals and that unstressed syllables
fit the time interval between stresses. 'Stress-timed' languages are contrasted
with 'syllable-timed' ones (French is the most frequently cited) in which all
syllables are said to occupy roughly equal lengths of time.
Fricative - (consonant) produced by expelling breath through small passage
formed by tongue or lips so that the air in escaping makes a kind of hissing
sound.
Glide - sound produced in passing from one position of the organs of speech to
another.
Glottis - openings between the vocal cords.
Glottal stop - vocal folds blocking the passage of air
Intonation is a complex unity of variations in pitch, stress, tempo, timbre and
rhythm.
An intonation group is the shortest possible unit of speech from the point of
view of meaning, grammatical structure and intonation.
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Labio-dental – consonants pronounced with lower lip linked with upper teeth.
Nasal - a sound at the production of which the air is allowed to go through the
nasal cavity.
Nucleus - the beginning of a diphthong; the starting-point.
Open syllable - a syllable that ends in a vowel sound.
Oral - a sound at the production of which the air is forced to go only through
the mouth.
Palate is a hard bony structure at the top of the roof of the mouth, just behind
the alveolar ridge.
Palatalization is the articulation process which involves the raising of the
front of the tongue towards the palate.
Phoneme is a single significantly distinctive speech sound. The phoneme of a
language contrasts with one another.
Pitch component of intonation, or melody, is the changes in the pitch of the
voice in connected speech.
Plosive – a sound in which air-stream is entirely blocked for a short time,
p,b,t,d,k,g
Puff- short, quick expel of air.
Rhythmic group - a word or a group of words that is said with a certain
rhythm.
Semantic - concerned with the meaning of words.
Sentence stress, or accent, is the greater prominence of one or more words
among other words in the same sentence.
Stop - contact of the articulation, organs, i.e. the beginning of a plosive sound
which is followed by a plosion.
Stress position - that position which contains a stressed word. A stressed word
in English is generally pronounced with greater intensity (loudness); and
greater duration (length of time) on its most prominent syllable.
Tempo - is the relative speed with which sentences and intonation groups are
pronounced in connected speech.
Tooth-ridge - a small ridge just behind top teeth.
Vocal cords - appendages in the throat for the production of sounds.
Voiced sound - a sound pronounced with the vocal cords tense and vibrating.
In English all vowels, and most consonants and clusters are voiced.
Voiceless consonant - a consonant pronounced with the vocal cords not
vibrating but with greater breathing.
Word stress is a greater prominence of one or more syllables within a word.
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Module 1. Sounds of Speech

SOUNDS AND PHONEMES
Speech sounds are grouped into language units called phonemes. A
phoneme may be thought of as the smallest contrastive language unit which
exists in the speech of all people belonging to the same language community in
the form of speech sounds and may bring about a change of meaning. The
phoneme is a functional unit. That means that being opposed to other
phonemes in the phonetic context it is capable of differentiating the meaning.
e.g.: pie – tie, lot – lit
Are you fond of this cut? or Are you fond of this cart?
The phoneme is realized in speech in the material form of speech
sounds of different type. Various speech realizations of the phoneme are called
its allophones. The difference between the allophones of the same phoneme is
due to their position in various phonetic contexts.
For example, the consonant (d) in the isolated position as well as in
such a sound sequence as dot is a voiced stop articulated with the tip of the
tongue against the teeth ridge. In the position before an interdental constrictive
as in breadth it is formed with the tip of the tongue against the upper teeth,
when [d] is followed by the post-alveolar [r] as in dry the tip of the tongue is
placed behind the teeth ridge.

VOWELS AND CONSONANTS
The organs of speech are capable of uttering many different kinds of
sounds. From the practical point of view it is convenient to distinguish two
types of speech sounds: vowels and consonants. Vowels are voiced sounds
produced without any obstruction in the supra-glottal cavities and
consequently have no noise component. In the articulation of consonants a
kind of noise producing obstruction is formed in the supra-glottal cavities,
such sounds may be pronounced with or without vocal cords vibration.
Classifications of consonants in modern English
On the articulatory level all the consonants are classified according to
the following principles:
1. According to the work of the vocal cords
2. According to the type of obstruction
3. According to the place of obstruction and active organ of speech
4. According to the position of the soft palate
5. According to the degree of noise

I. According to the work of the vocal cords and the force of
exhalation the English consonants are subdivided into voiced and voiceless.
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Voiced consonants are sounds in the production of which vocal cords are
brought together and vibrate. They are /b, d, g, z, v, dʒ, ʒ, m, n, 1, r, j, w, ð, ŋ/.
Voiceless consonants are sounds in the production of which vocal cords do not
vibrate: /p, t, k, s, f, h, ʃ, tʃ, θ/.
The force of exhalation and the degree of muscular tension are greater
in the production of voiceless consonants therefore they are called by the Latin
word “fortis”, which means “strong, energetic”. Voiced consonants are called
“lenis”, “soft, weak”, because the force of exhalation and the degree of
muscular tension in their articulation are weaker, e.g.
II. According to the type of obstruction or closure, which is formed in
their articulation, consonants may be:
1) Occlusive (complete closure) – are sounds in the production of
which the air-passage through the mouth is completely blocked. They are
divided into:
• plosives: [p, t, k,] and [b, d, g]
• occlusive sonorant: [m, n, ŋ]
2) Constrictive (incomplete closure) are sounds in the production of
which the air-passage is not blocked completely. They are divided into:
• fricative [v, f, s, z, h, ʃ, ʒ, ð, θ]
• constrictive sonorants: median – [w, r, j], lateral – [l].
3) When there is a combination of the two closures or contact is at
first made and then slowly released, then occlusive-constrictive consonants,
or affricates, are produced [ tʃ] [dʒ].
III. According to the position of the active organ of speech against the
point of articulation (the place of obstruction) consonants are classified into: 1)
labial, 2) lingual, 3) glottal.
Labial consonants are subdivided into: a) bilabial and b) labio-
dental. Bilabial consonants are produced with both lips brought together. They
are the /p, b, m, w/. Labio-dental consonants are articulated with the lower lip
against the edge of the upper teeth. They are /f, v/.
Lingual consonants are subdivided into: a) forelingual, b)
mediolingual and c) backlingual.
Forelingual consonants are articulated with the tip or the blade of the
tongue. According to the position of the tip of the tongue they may be:
apical articulated by the tip of the tongue against either the upper
teeth or the alveolar ridge /t, d, s, z, l, n, ʃ, ʒ, tʃ, dʒ, ð, θ / and cacuminal /r/ if
the tip of the tongue is at the back part of the teeth ridge, but a depression is
formed in the blade of the tongue.
According to the place of obstruction forelingual consonants may be:
(1) interdental / ð, θ /;
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(2) alveolar / t, d, s, z, n, l /;
(3) post-alveolar / r /;
(4) palato-alveolar /ʃ, ʒ, tʃ, dʒ /.
Mediolingual consonants are produced with the front part of the
tongue. They are always palatal. Palatal consonants are articulated with the
front part of the tongue raised high to the hard palate /j/.
Backlingual consonants are also called velar, they are produced with
the back part of the tongue raised towards the soft palate “velum” /k, g, ŋ/.
The glottal consonant /h/ is articulated in the glottis.
IV. According to the position of the soft palate all consonants are
subdivided into oral and nasal.
When the soft palate is raised and the air from the lungs gets into the
pharynx and then into the mouth cavity, oral consonants are produced /p, t, k,
f, v/ etc. When the soft palate is lowered and the air on its way out passes
through the nasal cavity, nasal consonants are produced: /m, n, ŋ/.
V. According to the degree of noise, English consonants are divided
into noise and sonorants. In the production of noise consonants there is a
noise component characteristic. Sonorants (or sonorous consonants) are made
with tone prevailing over noise because of a rather wide air passage. They are:
[m, n, l, w, r, j, ŋ]
QUESTIONS AND TASKS
1. What is a consonant sound?
2. How do the consonants change on the articulatory level?
3. What are the two consonant classes according to the degree of noise?
4. What is the function of the vocal cords in the production of voiced
and voiceless noise consonants?
5. How does the degree of noise vary because of the force of
articulation?
6. What is a sonorant? State the difference between sonorants and noise
consonants.
7. How does the position of the soft palate determine the quality of a
sonorant?
8. Define every type of obstruction.
9. What are the four groups of consonants according to the manner of
articulation?
10. What consonant sounds are called occlusive'?
11. What consonant sounds are called 'constrictive'? What is the
difference between occlusives and constrictives?
12. What consonant sounds are occlusive-constrictive?

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