英汉重音对比研究

任何一种语言在利用音段音位组成一个表义系统的同时,也利用一些伴随音段音位出现的语音成素来表达某些词汇、语法等方面的意义,这些语音成素被称为超音段音位,或称超音质特征.英语的重音就是其中一种.英语的重音不仅是语音结构的一部分,在由相同音位构成的词语中具有区别词义或词性的功能,而且还是语调和话语节奏结构的基础,是英语语音表达的主要手段之一.因此,英语被列为重音语言.然而,不同语言的重音表现形式不同,发挥的作用也不一样.汉语是典型的声调语言,它的重音远不如英语的重要,在词语中无辨义作用.     

论哈萨克语音位聚合规则

音节是语音的基本单位。哈萨克语音节由元音或元辅音相加构成,哈萨克语有六种基本音节形态。哈萨克语构成音位以及音位的组合聚合,要受到音位特征和社会习惯的制约;同时也和音位的历史发展演变有关。     

怎样处理声调音位在音位系统中的地位

引言 本文着眼于北京话的声调音位,分析其在北京话音位系统中作为音位的条件和在音位系统中的地位问题。应该看到作为音位单位的声调是比元辅音大的,因为它控制一个音节,它的变体在音节外体现,而元辅音音位(除可单独构成音节的少数音位,如a等之外)的位置占不到一个音节,且变体在音节内部实现。声调音位与语素音位有特殊联系,因此本文也涉及有关语素音位的一些情况,旨在说明声调作为音位,是一种语言中能区别意义的语音单位,它在音位系统中是可以成为独立的音位的,而不是依附于元辅音音位的。 一、音位 音位,是一种语言中能区别意义的最小语音单位,是在归纳音素的基础上得来的。     

现代哈萨克语语音研究问题

音位、音住组合、语流音变是哈萨克语语音研究三个不同层次的基本内容。音位系统涉及音位及其变体以及音质特点等,非音质语音要素也是其内在的重要方面。音位组合结果为音节、复辅音和复元音,其类另别与音位在组配中受到的限制（组配规律）有关,而语音和谐正是重要的组配规律之一。哈萨克语音位809种相邻情况55％以上会发生语流音变,它关系到语句语音形式的真实性,本文示例性列举了7种表现及6类规律。     

洛阳方言与RP音段音位对比分析

任何语言都有其特有的语音系统。洛阳方言和RP的语音系统有其相同之处,也有很大区别。本文以音位理论为依据,对洛阳方言与RP从元音系统、辅音系统、音节结构三方面进行音段音位的对比分析,以促进洛阳方言区的英语语音教学。     

试谈汉语拼音方案中某些韵母的实际音值

汉语拼音方案是为拼写普通话语音而制定的,拼音字母在性质上属于音素字母,但由于制定的目的所决定,实际上只是音位字母。用纯粹的记音符号国际音标来记音,汉语拼音方案中的 a 有[a]、[A]、[a]、[ε]或[(?)],以及儿化韵中的[e]五个变体。但在普通话中它们没有区别意义的作用,所以归纳成/a/音位。同一个音位在不同条件下发出来的音不完全一样。音位的发音是通过音位变体体现的。音位变体在分布上是互补的,也就是     

英语音位变体实质的探析

英语语言学语音分支中出现频率较高的三个名词音素、音位及音位变体给语言学习者带来很多困惑,其中现代英语语言学对英语音位和音位变体的相互关系,尤其是音位变体的实质等问题很少有明确的界定,这对通彻理解语言学语音系统造成极大障碍。文章将通过分类讨论的方法来明晰这一问题。     

成人的跨语言言语知觉

成人对陌生语言(或二语)中音位对立的知觉区分水平有高有低,原因可以从非母语音位对立是否存在于成人母语、非母语音段是否作为音位变体出现于成人母语、音位对立所处语音环境、成人依据母语音系对非母语音段的知觉同化、音段声学特征凸显性等方面来考察。成人对母语以外其他语言语音的感知具有适应性,知觉能力随语言接触的增多逐步提高,并且这种能力需通过语音样例、音位变体的学习来获得。短期实验室语音知觉训练可以促进成人非母语语音知觉与产生。     

英、汉词重音对比及教学建议

任何一种语言在利用音段音位组成一个表义系统的同时,也利用一些伴随音段音位出现的语音成素来表达某些词汇语法等方面的意义,这些语音成素被称为超音段音位或超音质特征.我们说英语的时候,并不是孤立地发出一个个的音素,而是说出成段的语流.音素发音不准引起的误解在共知的语境中可以消除,但重音,节奏,语调等错误会影响人们的表达以及传情达意.在言语交际中,超音位特征比音位更重要.重音是“语调和话语节奏结构的基础”(何善芬,2002,61).英语母语者常常根据词重音预测辨别词义,错误的词重音会导致误解和交流障碍(崔智希,1995).     

英语超音段音位的语义区别功能

英语音段音位是具有语义区别功能的最小语音学单位,但并不意味着音段音位是决定音段语义的唯一因素。音段音位共时性的另一特征,超音段音位也具备影响和决定音段语义的功能。通过实例来阐释日常表达中常见的包括重音、语调和音渡,等超音段音位的语义区别功能。     

丹阳话的“嵌入式”变调

丹阳话的后退型变调(即由24-24变42-24)在音系学界曾引起热烈讨论,但对它的变调律至今仍缺少合理的解释。本文从两个方面分析该调式的特性:一是它的基调特征,一是它的扩展类型。笔者认为,后退型变调是丹阳话六个变调式里唯一以末字为主导成分、以倒数第二音节(penult)为异化成分的调式,该调式的扩展为倒数第二音节位置上的逐字嵌入。     

试论英语语音的模糊性

文章从静态和动态两个角度探讨英语语音的模糊性。首先，以音素为切入点，发现根据声腔的开放和封闭基本可以把元音和辅音分清楚，但由于声腔的开放大小没有明确的界限，实际上所获得的是近似的模糊音；接着以音位为切入点，从音位变体，非音质音位等方面来考察，发现语音的社会性促成音位变体间的模糊界限；再以语流音变为切入点，从同化、异化等五种语流音变现象中，发现相邻音彼此间相互影响以及语速的快慢、声音的高低、强弱导致语音模糊性。     

中外学习方式研究的回顾与展望

接受式学习和发现式学习以及超越式学习在许多方面都存在着差异，但又密切相联、相互制约、相互促进。现代社会的学习，应该是接受式学习、发现式学习与其他学习方式紧密结合的学习，因而在教学过程中，不能把接受式学习、发现式学习或其他学习方式作为惟一的学习方式来机械运用，各种学习方式应互补。文章拟对国内外学习方式研究进行回顾，并对国内外学习方式研究的发展趋势进行探讨，以期人们对此问题有一个比较清晰的认识。     

Are preservice teachers prepared to teach struggling readers?

Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.     

The time course of the syllable frequency effect in visual word recognition: evidence for both facilitatory and inhibitory effects in French

The present study tracked the time course of the syllable frequency effect in French visual word recognition, by varying the strength of spreading activation between letters and phonological syllables. The frequency of phonological first syllables and the frequency of orthographic first syllables were conjointly manipulated in two lexical decision tasks. In Experiment 1, word parsing into syllable units was supported by orthographic redundancy. No interaction between orthographic and phonological syllable frequency was found. In Experiment 2, word parsing into syllables was not marked by orthographic redundancy. Results showed an interaction between orthographic and phonological syllable frequency: the syllable frequency effect was inhibitory when orthographic syllable frequency was high, whereas it was facilitatory when orthographic syllable frequency was low. Decreasing the strength of syllable activation (i.e., with orthographic syllables of low frequency and ambiguous syllable boundaries) prevented the activation of lexical competitors before target word recognition, leading to a facilitatory effect of syllable frequency. The present study provides evidence that the net effect of syllable frequency is strongly related to its time course, and that the strength of syllable activation, which depends on orthographic properties, determines the direction of the net effect.     

Intonational meaning in institutional settings: the role of syntagmatic relations

This paper addresses the power of intonation to convey interpersonal or attitudinal meaning. Speakers have been shown to accommodate to each other in the course of conversation, and this convergence may be perceived as a sign of empathy. Accommodation often involves paradigmatic choices—choosing the same words, gestures, regional accent or melodic pattern, but this paper suggests that affective meaning can also be conveyed syntagmatically through the relationship between prosodic features in successive utterances. The paper also addresses the use of prosody in situations of conflict, particularly in institutional settings. The requirement of the more powerful participant to exercise control may conflict with the expression of empathy. Situations are described where divergent rather than convergent behaviour is more successful both in keeping control and in maintaining rapport.     

“一尘不染”源流考

＂一尘不染＂最早来源于后秦鸠摩罗什译《大智度初品中菩萨释论》卷八,其最初形式为＂一尘不着身＂,宋代的时候最终固定为四字格＂一尘不染＂,在历史上还有＂一尘不立＂、＂一尘不受＂、＂纤尘不染＂、＂一尘不到＂、＂不染一尘＂等众多形式,因为音节对称、音韵和谐、通俗易懂、强调性强等原因在竞争中取胜,发展到现代,意义扩大,多含有褒义色彩。     

独生子女大学生自我调控方法

独生子女大学生在高校大学生中的比例越来越高。面对新环境、新伙伴,怎样突破迷茫,摆脱孤独,跳出盲从,确定人生目标,尽快适应大学新环境,学会自律自控,是独生子女大学生急待解决的新问题。也是高校思想政治工作的新视点。首先,要指导他们确立人生目标,坚定理想信念。其次,要帮助他们正确认识自己,提高自己的"情商"。第三,要指出应该冲破的两个误区:彼此戒备和强行依赖。第四,努力做到:内强素质,外树形象;与人为善,乐于助人;真诚交往,宽以待人;虚心学习,寻找互补。     

“言”“文”穿梭 趣味良多

"言""文"相生,"文""言"统一,一堂成功的文言文教学课,必定是文与言的巧妙融合。倘若能做到言与文的来回穿梭,教与学也就乐在其中。如何让言文穿梭成为教学的常态,本文试图从紧抓文眼、梳理文脉、朗读揣摩、咬文嚼字四个方面来作初步探索。     

音段延长的不同类型及其韵律价值

在汉语口语里，存在着三种不同类型的音段延长，每一种类型都与一定的韵律事件相对应，都有各自独特的时域变化方式。韵律域末尾延长、即边界前的音段延长以音节的韵母为主，韵律域起始延长、即边界后的音段延长以声母辅音为主，而与重音凸显相关的音段延长则是涉及整个音节的、相对平衡的延长。音段的不同延长效应，可以作为了解言语韵律结构的有价值的信息。