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影響中國英語學習者語音評測的顯著特征研究 版權信息
- ISBN:9787305254673
- 條形碼:9787305254673 ; 978-7-305-25467-3
- 裝幀:一般膠版紙
- 冊數:暫無
- 重量:暫無
- 所屬分類:>>
影響中國英語學習者語音評測的顯著特征研究 內容簡介
本書著眼于中國英語學習者的語篇朗讀評測,采用理性回顧與語料庫數據分析相結合的研究方法,旨在發現并驗證影響中國英語學習者語音總體印象評分和精細分項評分的顯著語音特征。研究結果將為后續建設精細的語音評測量表,發展診斷性的語音評測、改進計算機輔助語音訓練和自動語音評測系統提供實證依據;同時,研究還將對我們了解和認識英語作為國際通用語的核心語音特征貢獻力量。本書是國內**本系統考察二語語音特征與語音評測之間關系的專著,對外語語音教學與測試具有直接指導價值。
影響中國英語學習者語音評測的顯著特征研究 目錄
前言
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
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
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影響中國英語學習者語音評測的顯著特征研究 作者簡介
南京大學大學外語部講師,英語博士,從事大學外語教學多年,發表學術論文多篇,研究方向:語言學,二語習得,語音學。
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