Теоретическая фонетика

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Теоретическая фонетика

ПЛАНЫ СЕМИНАРСКИХ ЗАНЯТИЙ

Практическое занятие № 1.

Слогообразование и слогоделение в английском языке.

Questions

1. What is a syllable? 2. What are the lines along which a syllable can be analysed? 3. What is the structure of the syllable? 4. Define the peak and the slopes of the syllable. 5. What is the role of sonorants in syllable formation? 6. What do you know about different structural types of the syllable? 7. What do you know about structural differences of English and Russian syllables? 8. Speak on the theories of syllable formation? 9. What do you know about syllable division? 10. What are the principal differences of syllable formation and syllable division in English and Russian?

Control Tasks

1. Arrange these words into three columns according to the type of syllable structure: (a) closed uncovered, (b) closed covered, (c) open covered.

·  Took, pray, lifts, at, straw, boy, aunt, texts, clenched, tip, pea, struck, strays, elks, thrust, bet, fact, fret, asks, price;

·  Мгла, рад, ил, ЗАГС, кто, от, горсть, астр, скетч, взрыв, всласть, сфинкс, чувств, сон, Минск, гипс, здесь, злак, что.

2. Write out: (a) initially weak (finally strong) and (b) finally weak (initially strong) consonants.

Sit, lame, back, miss, sack, grave, tip, tide, top, late, mad, made, nine, till, cake, thick, bat, pin, pine, hate, act, ice, plot, face, hid, fate, stamp, spot, pile, land, mist, mole, mark, gold, cap, nose, fix, harm, merry.

3. Divide these words into phonetic syllable.

Comfortable, cottage, orchard, ground, kitchen, pantry, study, several, upstairs, bedroom, nursery, bathroom, modern, own, January, February, September, Wednesday, Tuesday.

4. Mark with /+/ open juncture in the examples below. Turn them into examples with close juncture.

A name for it; a black tie; not at all; that’s tough; I saw her rise; the waiter cut it; I saw them eat; why choose; my train; keep striking; grey day.

Практическое занятие № 2.

Акцентная структура слова.

Questions

1. How is stress defined by different authors? 2. What is stress on the auditory, articulatory and acoustic level? 3. What types of word-stress do you know? 4. To what type of word-stress does the English accentual structure belong? 5. To what type of word-stress does the Russian accentual structure belong? 6. How does stress perform constitutive, distinctive and recognitive functions? 7. How can stress patterns be represented graphically? 8. What factors determine the place and different degree of word-stress? 9. What rules of word-stress do you know? 10. How does the rhythmic tendency influence word-stress system in modern English?

Control Tasks

1. Provide these words with necessary stress marks.

Air-raid, bird-cage, coalmine, teapot, washstand, mail-bag, dance-music, grandfather, handwriting, shopkeeper, ladybird, office-boy, waiting-room, dinner-jacket, tape-recorder, ground floor, cross-question, shop-window, hot-water-bottle, waste-paper-basket, post-graduate, second-hand.

2. Transcribe the words and put down stress marks in these verbs and nouns.

Absent n – absent v

Compress n – compress v

Consort n – consort v

Produce n – produce v

Infix n – infix v

Combine n – combine – v

Concert n – concert v

Desert n – desert v

Outlay n – outlay v

3. Use the words below in the examples of your own.

‘import - im’port ‘transport - trans’port

‘increase - in’crease ‘object - ob’ject

‘protest - pro’test ‘forecast - fore’cast

‘record - re’cord ‘contrast – con’trast

4. Put down stress marks in the sentences below.

1. The abstract is short. Abstract this theory. 2. This accent is on the first syllable. Mark it with a weak accent. He accents the word. It’s the word “son” you are to accent. 3. A conflict took place. They conflict with this theory. It’s finished with a conflict. Still, they conflict. 4. The contest was friendly. They contest this statement. It’s a contest. They contest it. 5. The contract was signed. They contract serious diseased. It’s a contract. These diseases they contract.

Практическое занятие № 3-4.

Интонация. Фоностилистическая дифференциация речи.

Questions

1. How is intonation defined? 2. What are the main approaches to the study of intonation? 3. Speak on: a) the melody of the pitch component of the intonation; b) sentence stress; c) rhythm and tempo; d) pausation and tamber. 4. Speak on the stylistic use of intonation.

Control Tasks

1. Read these words with the six main tones: (1) low fall, (2) low rise, (3) high fall, (4) high rise, (5) fall-rise, (6) rise-fall.

Deed, feed, cord, window, something, matter, quarter.

2. Read these words and word-combinations (a) with the undivided falling-rising tone, (b) with the divided falling-rising tone.

(a) cousin, husband, country, London, midday, blackboard, quinsy, bedroom, bathroom, modern, cottage;

(b) sit down, good morning, good day, go on, come up, what’s up.

3. Read these words and word-combinations (a) with the undivided rising-falling tone, (b) with the divided rising-falling tone.

(a) please, read, begin, listen, bad, thank, well, what, right, come, foreign, wrong, dear;

(b) put down, write down, clean the board, not large, behind Tom, long ago, poor thing.

4. Read these sentences. Observe (a) the low falling tone and (b) the high falling tone.

(a) She is cold.

She is at hospital. Father is at home. Don’t go alone. Don’t take the lamp. He is not well. Why are you late? Betty is in bed. Mother is busy.

(b) She is cold. She is at hospital. Father is at home. Don’t go alone. Don’t take the lamp. He is not well. Why are you late? Betty is in bed. Mother is busy.

5. Read these sentences. Make the possessive pronouns that are used as predicatives stressed.

1. This thing is mine. 2. This thing was his. 3. This thing was yours. 4. This thing is ours. 5. This thing was theirs.

6. Read the sentences. Make the final prepositions strong.

1. Nothing to be afraid of. 2. Whom are you talking to? 3. What do you want it for? 4. It was Mary he was looking for? 5. Where did she come from? 6. What is she here for? 7. This boy should be sent for. 8. This letter was much talked about.

7. Read texts of different styles. (Informational, academic, publicistic, declamatory, conversational).

ПЕРЕЧЕНЬ ВОПРОСОВ ДЛЯ ИТОГОВОГО КОНТРОЛЯ

К экзамену

1.Предмет и задачи фонетики. Связь фонетики с другими лингвистическими науками. Практическое и теоретическое значение фонетики.

2.Структура английского произношения. Языковая интерференция.

3.Артикуляционные базы английского и русского языков.

4.Фонемный состав английского языка. Понятие фонемы. Функции фонемы. Фонема и аллофоны. Система фонем.

5.Принципы классификации английских гласных и согласных фонем.

6.Слог, слогообразование и слогоделение в английском языке. Структура слога. Функции слога.

7.Принципиальные различия слогообразования и слогоделения в английском и русском языках.

8.Словесное ударение. Виды словесного ударения.

9.Место словесного ударения. Функции словесного ударения.

10.  Интонация. Функции интонации.

11.  Компоненты интонации.

12.  Предмет и задачи фоностилистики. Понятие стиля произношения.

13.  Типология стилей произношения.

14.  Понятие диалекта и акцента. Стандартное произношение английского языка.

15.  Территориальные варианты английского языка.

Список литературы.

а) Основная:

1. Леонтьева, фонетика современного английского языка: учеб. для студентов пед. ВУЗов и университетов. 4-е изд., испр. и доп./.- М.: Издательство «Менеджер», 2011.-360с.

2. Соколова, фонетика английского языка: учеб. для студентов высш. учеб. заведений. 4-е изд., стереотип./ , , и др. – М.: Гуманитарный издательский центр ВЛАДОС, 2006.-288 с.

б) Дополнительная:

1. Соколова, фонетика английского языка: учеб. для студентов высш. учеб. заведений/ , , и др. - М.: Гуманитарный издательский центр ВЛАДОС, 2008.-384С.

2. Бурая современного английского языка: теорет. курс: учеб. для студентов вузов/, , .2-е изд., испр.- М.:Академия,2008.-272 с.

3.Борисова, фонетика английского языка : учебное пособие для ин-тов и фак. иностр. яз. / , . – Минск: Высш. шк., 1980. – 144 с.

4. Васильев фонетика. Практический курс: учебник для студентов высш. учеб. заведений/ А. В Васильев и др. – М.: Высшая школа, 2009. – 373с.

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