包郵 影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音評(píng)測(cè)的顯著特征研究
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影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音評(píng)測(cè)的顯著特征研究 版權(quán)信息
- ISBN:9787305254673
- 條形碼:9787305254673 ; 978-7-305-25467-3
- 裝幀:一般膠版紙
- 冊(cè)數(shù):暫無(wú)
- 重量:暫無(wú)
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影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音評(píng)測(cè)的顯著特征研究 內(nèi)容簡(jiǎn)介
本書(shū)著眼于中國(guó)英語(yǔ)學(xué)習(xí)者的語(yǔ)篇朗讀評(píng)測(cè),采用理性回顧與語(yǔ)料庫(kù)數(shù)據(jù)分析相結(jié)合的研究方法,旨在發(fā)現(xiàn)并驗(yàn)證影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音總體印象評(píng)分和精細(xì)分項(xiàng)評(píng)分的顯著語(yǔ)音特征。研究結(jié)果將為后續(xù)建設(shè)精細(xì)的語(yǔ)音評(píng)測(cè)量表,發(fā)展診斷性的語(yǔ)音評(píng)測(cè)、改進(jìn)計(jì)算機(jī)輔助語(yǔ)音訓(xùn)練和自動(dòng)語(yǔ)音評(píng)測(cè)系統(tǒng)提供實(shí)證依據(jù);同時(shí),研究還將對(duì)我們了解和認(rèn)識(shí)英語(yǔ)作為國(guó)際通用語(yǔ)的核心語(yǔ)音特征貢獻(xiàn)力量。本書(shū)是國(guó)內(nèi)**本系統(tǒng)考察二語(yǔ)語(yǔ)音特征與語(yǔ)音評(píng)測(cè)之間關(guān)系的專(zhuān)著,對(duì)外語(yǔ)語(yǔ)音教學(xué)與測(cè)試具有直接指導(dǎo)價(jià)值。
影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音評(píng)測(cè)的顯著特征研究 目錄
Preface
Acknowledgements
Chapter One INTRODUCTION
1.1 Background
1.2 Need for the study
1.3 Outline of the dissertation
Chapter Two LITERATURE REVIEW
2.1 Definition of key concepts
2.1.1 Pronunciation
2.1.2 Criterial features
2.2 Second language pronunciation assessment
2.2.1 Competing paradigms
2.2.2 Factors influencing the pronunciation assessment
2.2.3 Automated scoring
2.3 Criterial features in L2 pronunciation assessment
2.3.1 The Mixed-method approach to identify criterial features
2.3.2 Phonological categories derived from theories
2.3.3 Phonological categories derived from rating scales
2.3.4 Phonological features derived from empirical studies
2.3.5 Summary of the phonological features identified in the literature
2.3.6 Relative contribution of the phonological features
Chapter Three METHODOLOGY
3.1 Research questions
3.2 Speech corpus
3.2.1 RESCCL
3.2.2 The speech samples for this study
3.2.3 Read English Speech Corpus of Native American Speakers
3.3 Phase- I study
3.3.1 Speech samples in Phase I
3.3.2 Speech coding in Phase I
3.3.3 Data analysis in Phase I
3.4 Phase-II study
3.4.1 Speech coding in Phase II
3.4.2 Data analysis in Phase II
3.5 Summary
Chapter Four RESULTS AND DISCUSSION I : The Validation of Criteriai Features
4.1 Segmental features
4.2 Prosodic features
4.2.1 Intonation features
4.2.2 Stress features
4.2.3 Rhythmic features
4.3 Fluency features
4.4 Discussion
4.4.1 Features that significantly contributed to the pronunciation ratings
4.4.2 Features that failed to significantly contribute to the pronunciation ratings
Chapter Five RESULTS AND DISCUSSION II : Distinguishing the Holistic Rating Levels
5.1 Segmental features
5.2 Prosodic features
5.2.1 Intonation features
5.2.2 Stress features
5.2.3 Rhythmic feature
5.3 Fluency features
5.3.1 Speed
5.3.2 Breakdown features
5.4 Discussion
5.4.1 Features distinguishing all the levels
5.4.2 Features distinguishing between the lower levels
5.4.3 Features distinguishing between the high and lower levels
5.4.4 The feature failing to distinguish across holistic rating levels
5.5 Summary
Chapter Six RESULTS AND DISCUSSION III : Predicting the Analytic Ratings
6.1 Segmental features
6.1.1 Checking the assumptions for regression
6.1.2 The regression model for the segmental ratings
6.2 Prosodic features
6.2.1 Checking the assumptions for regression
6.2.2 The regression model for the prosodic ratings
6.3 Fluenc3, features
6.3.1 Checking the assumptions for regression
6.3.2 The regression model for the fluency ratings
6.4 Discussion
6.4.1 Segmental predictors
6.4.2 Prosodic predictors
6.4.3 Fluency predictors
6.5 Summary
Chapter Seven CONCLUSION
7.1 Major findings
7.1.1 The validation of the criterial features
7.1.2 The role of the criterial features in distinguishing the holistic rating levels
7.1.3 The differential contribution of the criterial features to the analytic ratings
7.2 Implications
7.2.1 Implications for the conceptualizations of pronunciation
7.2.2 Implications for pronunciation teaching
7.2.3 Implications for pronunciation testing
7.3 Limitations
7.4 Suggestions for future research
References
Appendix A: Text of the read dialogues
Appendix B: Categorization of the within-sentence pauses
Appendix C. Locations of boundary tones examined for tone deviation
Appendix D. Syllables possible to be stressed in the read text
Appendix E: Possible locations for accented syllables and sampled tonic/weak syllables
影響中國(guó)英語(yǔ)學(xué)習(xí)者語(yǔ)音評(píng)測(cè)的顯著特征研究 作者簡(jiǎn)介
南京大學(xué)大學(xué)外語(yǔ)部講師,英語(yǔ)博士,從事大學(xué)外語(yǔ)教學(xué)多年,發(fā)表學(xué)術(shù)論文多篇,研究方向:語(yǔ)言學(xué),二語(yǔ)習(xí)得,語(yǔ)音學(xué)。
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