从第二语言教学的角度对比分析蒙语和汉语的语音特点

语音是语言的组成部分之一,是语言三要素之一,它与语法、词汇等有着密切的关系。本文是从汉语和蒙语语音的角度进行对比,对这两种语言语音系统进行比较分析,从而找出其相同点和不同点,应用于解决蒙汉双语语言教学的实际问题,从而能够有效的提高教学质量。     

探索学习英语音标的方法

语音是学习英语的基础,而音标是基础中的基础.国际音标是语言学家为了记录语言的语音而发明的一种符号系统.早期的语言学家就指出,语音是语言的一个重要组成部分,教授语言首先应该教授学习者语音,而音标是语音的核心部分.所以音标教学在语音乃至整个语言教学中起到关键作用.     

湖南新化话语音特点分析

前人对新化方言有过一些研究,多是从语言的语音、词汇、语法的本体上进行分析,而忽略语言与社会的关系.文章从普通话的语音来看新化方言的语音情况,对新化方言的语音情况进行分析,并从它的社会因素看其语音特点.     

独木难支的现代语言学

现代语言学的主流,是语言学家把口头语言的特性作为语言的本质属性,而西方主要的文字也都是记录语音的,口头语言撑起了现代语言学的大厦.然而,心理语言学和神经语言学的各种语言理论模型无一例外地都要区分语音和书面文字两个不同的系统,语音系统和书写系统的差异也是显而易见和巨大的.文字不是口头语言的次生品.     

论音位系统及其历史演变

从生理、物理的角度对语音作描写分析,然后再从功能原则出发对语音材料作归纳整理,这一切的目的全是为了确立出一种语言的音位和音位系统来.音位是语音表达形式系统的单位,音位系统则是语音表达形式的系统,它们是在作为实体的语音材料中形成起来的,是人们按功能原则去利用声音、传递信息、实现交际和交流思想的结果.所以,音位和音位的系统是客观地存在于语言材料之中的,并不是如某些欧美学者所说的,它只是语言学家虚     

《现代汉语》(张(扌为)之主编)“思考和练习”参考答案(1)

一、语言是人类特有的音义结合的符号系统.构成语言的要素是语音、词汇和语法.五、语言是一种符号系统.与其他符号一样,语言符号也具有形式和内容两个要素,而且形式和意义之间是任意的.语言符号的形式是语音,内容是意义.用什么语音形式表示什么意义是由全体社会成员约定俗成的.因此同一个语音形式可以表示不同的意义,如jī可以表示“鸡”、“机”、“基”、“饥”等不同意义.相同的意义也可以用不同的语音形式表示,如“足”、“脚”.语言的形式和意义之间虽然没有必然的联系,但一经“约定俗成”后就有制约性,不能随意改换.     

从学生听力障碍成因反思高考英语听力教学

一、听力心理障碍产生的因素学习者听力困难由多方面的因素所造成,但归纳起来主要有两大类:语言因素和非语言因素。(一)语言因素1.语音因素部分高中学生没有经过正规系统的语音训练,缺乏必要的语音知识,对英语语音知识知之甚少,对音素分辨、略读、连读等语音形式难以区别。     

大学非英语专业英语教师语音教学观调查分析

语音在语言学习中起着重要的中介作用.语音方面的"僵化"现象从根本上影响到语言技能的可持续发展.对大学非英语专业的英语教师语音教学观念进行了调查,发现了大学生英语语音不尽人意,现有的语音指导不系统、不规范和教师对语音教学改革有一定的期望三个方面的问题.提出集合学校、教师和学生三方面的力量,开展教师语音培训、语音课堂教学和...     

基于MATLAB的MELP语音编码实验分析和处理

本文首先简介MELP语言编码原理,然后借助MATLAB这一功能强大的工具,开展语言编码仿真实验研究,对编解码系统进行功能仿真.文中重点研究仿真实验的开展过程,列出部分关键源代码.仿真结果表明,合成语音与原始语音很好地拟合,系统编码、解码后的语音质量基本良好.     

批判话语分析及其对外语教学的启示

语言是一个用于人类交际的、具有任意性的语音符号系统.对于语言的研究可以从结构入手描述其内部结构成分关系,也可以从其交际功能的角度探讨语言结构与其功能实现的关系.而批判话语分析则认为语言不仅是交际的工具而且是社会实践的手段.Fairclough 提出话语三维概念:语篇、话语实践和社会实践.批判话语分析重视语言、意识形态和权力之间的关系,探讨语言结构及其意义表达与其社会实践功能的关系,分析话语在社会意义上的建构性.文章采用Halliday提出的概念如及物性、情态等分析和论证批判话语分析理论的可行性和必要性,进而揭示语言的社会性和本质,对外语教学、语言功能性研究将有一定的启示作用.     

Effects of independent word practice with segmented and whole-word sound feedback in disabled readers

Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study.     

Classrooms for Children with Developmental Disabilities: Sound‐field and public address amplification systems compared

Background noise poses adverse effects on speech sounds and affects student learning, especially for children with developmental disabilities. Sound‐field and public address amplification systems can help to solve this problem by amplifying speech sounds relative to background noise. This study surveyed school classrooms for children with special needs, and compared the performance of a sound‐field and a portable public address system in classroom environments. Unoccupied room noise levels and reverberation times were measured in eight classrooms at four Hong Kong schools for children with special needs. Speech levels in each classroom were measured under three conditions: without amplification, with public address system amplification, and with sound‐field amplification. Speech‐to‐noise ratios were calculated for each condition. Noise and unamplified speech‐to‐noise ratio values exceeded recommended acoustic standards in all classrooms. When sound‐field and public address amplification systems were installed, speech‐to‐noise ratios improved considerably. When either amplification system was used, a uniform sound‐field resulted. The applicability of both types of amplification system and their relative merits in special education classrooms are discussed.     

Infant behavioral state and speech sound discrimination

In order to investigate the interaction between infant state and speech sound discrimination, records of state were obtained from infants participating in 3 speech sound discrimination experiments which employed the high amplitude sucking procedure. A total of 94 individual records were rated for state by 2 independent scorers. When treated as an independent variable, state interacted with responsivity to sound change as measured by sucking rate increases. Infants in the more alert states demonstrated significantly higher rates of sucking following sound change. Treating state as a dependent variable revealed that state was not significantly affected by a change in stimulus conditions.     

基于计算机声卡的谱相减语音增强系统分析

计算机声卡是多媒体技术中最基本的组成部分,是实现声波/数字信号相互转换的一种硬件。对基于计算机声卡的谱相减语音增强系统进行分析。首先分析了基于计算机声卡的语音增强系统,其次,介绍了谱相减算法,具有一定的参考价值。     

文本文件的语音识别中汉语音节的特征分析^1

汉语语音识别中连续大词汇量的语音识别率较差。若能把连续大词汇量的语音进行实时自动切分为单个音节，便可提高系统的识别率。如何做到对语音识别中音节的自动切分，首先需找出汉语语音音节的特征。本文综合了当前对汉语音节特征的研究成果，通过深入地比较分析，系统地给出了汉语语音音节的功率谱特征和时域特征，为汉语语音音节的自动切分提供算法依据，对提高连续大词汇量语音的识别率有重要意义。     

论汉语里的“click（吸气音）”——和李延福先生商榷

语言是人类用于交际的声音符号系统,它的发音方式分为肺部气流音和非肺部气流音。有些学者认为汉语里没有非肺部气流音,这种观点是不恰当的。事实证明,汉语里的“咂”音是吸气音。虽然英语里的非肺部气流音tsk和其它音素组合受到限制,但现实生活中的声音信号click运用广泛。     

制约现代汉语并列结构变动语序的因素

现代汉语并列结构无论是一般语序还是变动语序,都有其制约因素,从三方面来讨论制约并列结构变动语序的因素:凸显因素、语境因素和语音因素。     

基于艺术传达的朗诵艺术探析

朗诵根植于文学作品,拥有艺术的土壤.文章从艺术传达角度研究朗诵言语的建构材料和生成策略.在朗诵艺术中要创造出具有高度审美价值的艺术形象,在于对文学语言的感悟力和声音形象的塑造力,朗诵主体只有把审美认知、独特体味融入有声语言,才能实现对文本的审美超越,获得有声语言的活力.     

连续语流中声学地标的检测与分割

在语音识别系统中,针对汉语普通话语音特点,增加采用分层级多参数加权综合的检测方法,以感知线索为依据,对连续语音流中的辅音性、阻塞性、擦音性、送气性、响音性、延续性、鼻音性、元音性、后位性等区别特征和语音特征的声学地标进行检测和分割。算法充分考虑了不同说话人、语音语境、语速和说话风格对声学地标的影响,这有助于提高检测和分割的准确率和鲁棒性。     

“仿语”建构方式探析

语言是一种处在特定环境中的音形义结合的三维符号的集合,又是一个以关系为基础的符号系统。文章将音、形、义及特定环境赋予它语体的四个因子为参数来分析“仿拟”修辞格中“仿语”在横组合关系与纵聚合关系共同作用下的建构,从而探讨了外来的“仿语”与中国一些本土的辞格的对应性,并进一步证明在“仿语”过程中强调横组合搭配的相似性和纵聚合选择的差异性,即强调“音”和“形”的相似性及“义”和“语体”的差异性。