《超越概念·高等院校英語(yǔ)專(zhuān)業(yè)系列教材：英語(yǔ)語(yǔ)音學(xué)》系統(tǒng)介紹英語(yǔ)語(yǔ)音和音位的理論與知識(shí)，每一個(gè)術(shù)語(yǔ)或觀點(diǎn)都用實(shí)例來(lái)演示。每個(gè)章節(jié)之后附有練習(xí)和閱讀書(shū)目，用以加強(qiáng)語(yǔ)音訓(xùn)練和鞏固理論知識(shí)。《超越概念·高等院校英語(yǔ)專(zhuān)業(yè)系列教材：英語(yǔ)語(yǔ)音學(xué)》通俗易懂，側(cè)重語(yǔ)音實(shí)踐，具有很強(qiáng)的可教性與可學(xué)性。
《超越概念·高等院校英語(yǔ)專(zhuān)業(yè)系列教材：英語(yǔ)語(yǔ)音學(xué)》特色： 超越權(quán)威：凝聚全國(guó)英語(yǔ)專(zhuān)業(yè)教學(xué)指導(dǎo)委員會(huì)主任何其莘教授數(shù)十年教學(xué)、科研及教材編寫(xiě)經(jīng)驗(yàn)，是何其莘教授的又一次自我超越。 超越國(guó)界：匯集眾多中美名家的經(jīng)驗(yàn)與智慧，吸收國(guó)際先進(jìn)理念，旨在提升本土教學(xué)水平。 超越傳統(tǒng)：打破以功能為主的傳統(tǒng)教材編寫(xiě)模式，充分考慮當(dāng)前教學(xué)實(shí)踐，創(chuàng)新教學(xué)方法和手段，突破文化特征，培養(yǎng)學(xué)生人文素養(yǎng)和文化意識(shí)。
何其莘博士，北京外國(guó)語(yǔ)大學(xué)教授，博士生導(dǎo)師。1994年-2005年任北外副校長(zhǎng)，現(xiàn)為中國(guó)人民大學(xué)外國(guó)語(yǔ)學(xué)院院長(zhǎng)、教育部高校英語(yǔ)專(zhuān)業(yè)教學(xué)指導(dǎo)委員會(huì)主任、全國(guó)翻譯碩士專(zhuān)業(yè)學(xué)位教育指導(dǎo)委員會(huì)副主任、全國(guó)英語(yǔ)文學(xué)學(xué)會(huì)會(huì)長(zhǎng)、全國(guó)有突出貢獻(xiàn)的中青年專(zhuān)家。
楊孝明博士，教授。畢業(yè)于西安外國(guó)語(yǔ)大學(xué)，后獲英國(guó)諾丁漢大學(xué)英語(yǔ)碩士學(xué)位、美國(guó)鮑陵格林州立大學(xué)英語(yǔ)博士學(xué)位。現(xiàn)為新澤西州海洋郡學(xué)院英語(yǔ)系終身教授。
Chapter 1 Acoustics and Articulation
1.1 Speech perception
1.1.1 Definition of speech perception
1.1.2 Acoustic cues
1.1.3 Perception of continuous speech
1.1.4 Theories of speech perception
1.2 Speech production
1.2.1 The stages of speech production
1.2.2 The speech chain
1.2.3 Orga of speech
1.2.4 Articulatory description of speech sounds
Summary
Exercises
Further reading
Chapter 2 The English Pronunciation and Phonetic Tra criptio
2.1 Received Pronunciation （RP）
2.2 General American （GA）
2.3 Pronunciation differences between Received Pronunciation and General American
2.3.1 Vowel differences
2.3.2 Co onantal differences
2.4 Phonetic tra criptio and the International Phonetic Alphabet （IPA）
2.4.1 Why do people use phonetic tra cription？
2.4.2 Introduction to IPA
2.4.3 Diacritics
2.4.4 Broad and narrow tra criptio
Summary
Exercises
Further reading
Chapter 3 English Co onants
3.1 The manne of articulation
3.2 The places of articulation
3.3 Teaching of co onants
Summary
Exercises
Further reading
Chapter 4 English Vowels
4.1 The Cardinal Vowel system
4.2 The criteria of vowel description
4.3 The classification of vowels
4.4 Teaching of vowels
Summary
Exercises
Further reading
Chapter 5 Phonemes and Phonology
5.1 Phonetics and phonology
5.2 Phonemic system
5.2.1 Phoneme
5.2.2 Phonological rules
5.3 Distinctive features
5.4 Allophone
5.4.1 Phonemic contrast
5.4.2 Complementary distribution
5.4.3 Free variation
Summary
Exercises
Further reading
Chapter 6 Syllables and Suprasegmental Features
6.1 Syllable
6.1.1 Phonological structure of a syllable
6.1.2 Classification of syllables
6.2 Stress
6.2.1 Word stress
6.2.2 Sentence stress
6.3 Strong forms and weak forms
6.4 Length
6.5 Rhythm
6.6 Pitch
6.7 Intonation and tone
6.7.1 Types of intonation
6.7.2 Functio and uses of intonation
6.7.3 Tone
Summary
Exercises
Further reading
References
1.1 Speech perception
1.1.1 Definition ofspeech perception
Speech perception refers to the study of the way speech sounds are analyzed and identified by ears and brain. When we hear sounds， we hear them either as speech or non-speech. No matter how hard we try， we cannot hear speech as a series of acoustic hisses and buzzes， but only as a sequence of speech sounds.
The development of speech perception precedes the development of speech production. There are two reasons for this phenomenon. One is that although the human ear is almost completely formed when the fetus is 7 months old， the oral cavity of a baby at birth is very different from that of an adult. The second reason is that in order to produce the sounds of a given language， a child must be exposed to the relevant linguistic input， that is， the speech produced by the people around him or her.
Speech may be processed at the auditory， phonetic， or phonological levels. At the auditory level， the signal is represented in terms of its frequency， intensi阡， and temporal attributes. The auditory level is characteristic of the way all sounds are perceived. At the phonetic level， we identify individual phones by a combination of acoustic cues， such as formant transitions. The phonetic level is assumed to be specific to speech. At the phonological level， the phonetic segment is converted into a phoneme， and phonological rules are applied to the sound sequence. The phonological level is specific to a particular language. In other words， we first discriminate auditory signals from other sensory signals and make sure that the stimulus is something that we have heard. Then we identify the particular properties that qualify it as speech， later recognize it as the meaningful speech of a particular language.
Even after years of research， the process of speech perception is little understood. The difficulty is that the link between speech and listener's perception cannot be studied in a direct manner. The movements within the ear and auditory nerve cannot be easily observed. There are still some problems remained to be solved. For example， when several people are talking at once in a crowded room， we are able to “tune in” to one speaker and to ignore the others. However， if we hear our names spoken nearby， we readily tune in to that conversation， at the risk ofignoring the person we are supposed to be listening to. This is termed as “cocktail-party phenomenon”.How does the brain select auditory information so impressively？
……
書(shū)單推薦
