Examples
I went to Changzhou on Thursday to give a lecture.
I went to Changzhou on Thursday || to give a lecture
I went to Changzhou || on Thursday || to give a lecture
Examples
I sent some flowers to my sister who lives in Guilin
I sent some flowers to my sister || who lives in Guilin
Examples
Mary left her mother to make a cup of coffee
Mary left her mother || to make a cup of coffee
Examples
I didn’t come because he told me.
I didn’t come || because he told me
Examples
Fred didn’t talk with me honestly
Fred didn’t talk with me || honestly
Examples
Examples
Panda – eats shoots & leaves
Helen Beer, 2005
Examples
这位姑娘乌黑头发没有麻子嘴不大端正
这位姑娘乌黑 // 头发没有 // 麻子 // 嘴不大端正
这位姑娘 // 乌黑头发 // 没有麻子 // 嘴不大 // 端正
------ 吴洁敏 2001 《汉语节律学》
Examples
5 加 4 // 乘 以 // 6 减 3 = 27 (5+4) *(6-3)=275 加 // 4 乘 以 // 6 减 3 = 17 5+(4*(6-3))=175 加 4 // 乘 以 6 // 减 3 = 51 ((5+4)*6)-3=515 加 4 乘 以 6 // 减 3 = 26 (5+4*6)-3=26
------ 查尔斯 ·C. 弗里斯《英语结构》
5 加 4 乘 以 6 减 3
Examples
I didn’t say it was green.
I didn’t say it was GREEN.
I didn’t say it WAS green.
I didn’t SAY it was green.I DIDN’T say it was green.
Examples
Part of speech
nouns, verbs, adjectives, adverbs, negation, numbers, demonstratives, interrogatives, auxiliaries contracted with “not”, reflexive pronouns
prepositions, articles, conjunctions, personal pronouns, auxiliaries, there be, infinitive particles,
Information status
new information given information
Examples
Put it on the TABLE
Put it ON the table
Examples
' 我知道你会这样做的。 (别人不知道)我 ' 知道你会这样做的。(你别以为我不知道)我知道 ' 你会这样做的。(别人不会这样做)我知道你 ' 会这样做的。(你怎么说自己不会呢?)我知道你会 ' 这样做的。(不会那样做)我知道你会这样 ' 做的。 (不仅仅是说说而已)
Examples
n. + n. → 1st n.
adj. + n. → n.
Examples
English teacher
English teacher
Examples
鸭头 丫头 蛇头 舌头 利害 厉害 地道 地道
' 谁叫你来的? 谁叫你来的。 (重读表特指疑问) (轻声任指表陈述)
你 ' 怎么吃大蒜? ' 你怎么吃大蒜 ? (重读问行为方式) (弱读问原因)
Examples
Examples
rising tone (HR, LR, FR): open non-assertive, continuative
falling tone (HF, LF, RF): closed assertive, non-continuative ------ A. Cruttenden, 1997
Examples
Examples
明天六点起床?
明天六点起床。
由于受到声调的影响,汉语疑问升调不是通过调型的上扬实现,而是通过音位的抬高而实现。
Examples
A: I hope you won’t mind my asking, but I’d like to
know if you enjoyed your working on the fishing
boat.
B: Hardly, it was very tiring and boring.
A: Oh? Why was that?
B: Actually, it was not a fishing boat. It was a huge
ship with a fish-processing factory on it.
A: Really?
B: Yes. All I did was cutting fish into pieces. And I
had to do it from morning till night for the whole
summer.
Significance Significance
Segmental?
Suprasegmental?
语言作为人类社会最重要和最方便的交际工具,只有语言作为人类社会最重要和最方便的交际工具,只有其自然口头形态能够充分体现,因为它具有书面形态其自然口头形态能够充分体现,因为它具有书面形态多半不具备的韵律结构信息。(曹建芬,多半不具备的韵律结构信息。(曹建芬, 20102010 ))
Phonetics
Key ConceptsKey Concepts
Phonetics
linguistics
physiology/acoustics/psychology
computer science
statistics
… …
interdisciplinary
MethodologyMethodology
Data collectionData collection
AnnotationAnnotation
Phonetic featuresPhonetic features
designdesignrecordingrecording
transcriptiontranscription
segmental/prosodicsegmental/prosodic
linguisticlinguistic
data extractiondata extraction
statistical analysisstatistical analysis
CorpusCorpus
MethodologyMethodology
http://www.praat.org
MethodologyMethodology
Vowels:
(1) high or low of the speaker’s tongue; (2) front or back of the speaker’s tongue;(3) rounded or not of the speaker’s lips.
Formant: F1 & F2 high/low of the tongue front/back of the tongue
MethodologyMethodology
Vowels: /a:/
MethodologyMethodology
/i:/ & /a:/ tongue ↓ F1 ↑
MethodologyMethodology
/i/ /e/ & /a/ tongue↓ F1↑ front→back F2↓
MethodologyMethodology
Consonants:
Place of articulation Manner of articulation
MethodologyMethodology
Corpus:
36 hours → speech corpus
------ (Hunston, 2004)
MethodologyMethodology
ESCCL 北方方言
吴方言
湘方言
赣方言
客家话
粤方言
闽方言
晋语
平话
徽方言
初中
高中
英专本科
英专硕士
MethodologyMethodology
MethodologyMethodology
Comment Comment
中国二语习得研究走向成熟 (马楠, 2008 )
会议涉及到的主要议题包括双语研究、多语研究、儿童二语习得、语音学 /音位学、词汇学、形态学、句法学、口头语篇、书面语篇、语用学、研究方法、课堂认知、社会文化视角的二语习得、社会语言学视角的二语习得、普遍语法、测试和计算机辅助语言学习等。
中国二语习得专业委员会成立,表明中国二语习得研究走向成熟。 ?
Comment Comment
Although intonation is particular difficult for learners of a second language to master, it is seldom taught systematically.
------ Grice & Bauman, 2007
Problems Problems
what
are
they
she
asked
himat
lastMFK09
Rhythm Rhythm
RhythmRhythm
StudiesStudies
YANG Jin (2010):YANG Jin (2010):Repetition & Explicit Instruction →nucleusRepetition & Explicit Instruction →nucleus
Time (s)4.05 5.550
500
thepau pictures are
pause
diffrent
fromea ch o
ther
Time (s)3.72 6.210
500
the pictures
are
diff rent
from
each
other
Time (s)3.07 5.040
500
the
pic
tures
are
diffrent
from
each
other
Chen & Sun (2010)Chen & Sun (2010)
Frequency Effect of Input & Output on L2 learners’ Frequency Effect of Input & Output on L2 learners’ Phonological AcquisitionPhonological Acquisition
““Practice makes perfect.” vs. “Practice makes permanent.”Practice makes perfect.” vs. “Practice makes permanent.”
StudiesStudies
DAI Lijuan (2009)
Phonologic LoopWhen to start?
What to start with?
Early literacy has a negative effect on native-like
pronunciation.
StudiesStudies
Any more efficient ways?
Classroom activities
Drama performing?
Movie dubbing?
Computer-assisted learning?
… …
TeachingTeaching
L2 learners need not learn formal analysis of intonation. Far from it.
?
When?
Rules?Rules?
Which norm?
Speaking vs. Listening
TeachingTeaching
Thank you!