<p style="font-family: -webkit-standard; white-space: normal; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961); -webkit-text-size-adjust: auto;">今天為我們做講座的是來(lái)自南京大學(xué)教授, 博士生導(dǎo)師陳樺老師。陳教授是<span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">中國(guó)英語(yǔ)語(yǔ)音教學(xué)研究會(huì)副會(huì)長(zhǎng)兼任秘書(shū)長(zhǎng), </span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">教育部重大人文社科研究基地-北京外國(guó)語(yǔ)大學(xué)中國(guó)外語(yǔ)教育研究中心兼職</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">研究員。1987年畢業(yè)于蘭州大學(xué)外語(yǔ)系, 獲學(xué)士學(xué)位; 1991-1992年在上海</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">外國(guó)語(yǔ)大學(xué)美國(guó)研究中心進(jìn)修; 2001年畢業(yè)于南京大學(xué)外國(guó)語(yǔ)學(xué)院, 獲碩</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">士學(xué)位; 2005年畢業(yè)于南京大學(xué)外國(guó)語(yǔ)學(xué)院, 獲博士學(xué)位; 2007年獲“南</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">京大學(xué)優(yōu)秀博士論文”; 2004年曾作為高級(jí)訪(fǎng)問(wèn)學(xué)者在英國(guó)倫敦大學(xué)學(xué)院(</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">UCL)語(yǔ)音學(xué)及語(yǔ)言學(xué)系研修, 完成了博士論文的主體部分; 2008年下半</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">年為國(guó)際交流專(zhuān)項(xiàng)課題組負(fù)責(zé)人在荷蘭奈梅亨拉德堡大學(xué)( Radboud)語(yǔ)言</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">研究中心從事研究。2002年獲評(píng)江蘇省“青藍(lán)工程”優(yōu)秀青年骨干教師</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">2006年獲評(píng)江蘇省“青藍(lán)工程”中青年學(xué)術(shù)帶頭人。自1998年起先后承擔(dān)</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">各級(jí)課題10項(xiàng); 發(fā)表學(xué)術(shù)論文41篇, CSSC收錄16篇; 專(zhuān)著兩部, 參編</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">部, 其它出版物8部; 目前致力于學(xué)習(xí)者英語(yǔ)語(yǔ)音特征研究, 以及英語(yǔ)學(xué)術(shù)</span><span style="-webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961);">論文寫(xiě)作研究。</span></h3> <h3>Analyze the difficulties in phonetics（pronunciation and intonation).</h3> <h3>Our pronunciation can represent our personal image in some important occasions. if someone's oral English is good, his self-concept is good, too. There is a connection between them. Intonation is more important than pronunciation. If we mispronunce a word, it can not influnce the understanding for the second language learners. But pronunciation can influnce the understanding for the native speakers.(stress、tone）</h3> <h3>At the very beginning of learning English, it is very important to learn correct pronunciation and intonation. Kids' oral muscle is in the best condition when they are 3-4 years old. Kids are good at telling stories at that age. Parents can make them tell stories more so as to practice their oral muscle.</h3> <h3>Teacher can teach one laguage point at a time. If Ss give one more, teacher can introduce it( Why not= why don't you). Parents can not teach their kids after class. They are not professional. Flash and cartoons can improve their pronunciation. Kids can watch one cartoon each week, repeat it every day and have a test on weekends. “頻次效應(yīng)”</h3> <h3>English and Chinese are from the different language system. </h3><h3><br></h3><h3></h3> <h3>“Look、listen、learn” accent is pretty good. Guided imitation is necessary, not just get Ss imitate by themselves. British English is formal and elegant. If you can speak flunent Br.E in America, American will think you are well-educated. Prosody(laguage) is also important. melody (music).</h3> <h3>Imitation and effevtive recitation comes first. Don't teach Pinyin and IPA at the same time. "Practice makes perfect."</h3> <h3>Segmentals(音段)-元音、輔音、音節(jié)、輔音叢、連讀、略讀（吞音）、增讀。Supra-segmentals(超音段)-停頓、重音、調(diào)型、節(jié)奏。</h3> <h3>Compare Pinyin and IPA-vowels</h3> <h3>Consonants 24, consonant cluster 4 / tr/、 /dr/ 、/ts/ 、/dz/.</h3> <h3>Difficulties in segmentals.</h3> <p style="font-family: -webkit-standard; white-space: normal; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961); -webkit-text-size-adjust: auto;">consonant cluster 輔音叢</h3> <p style="font-family: -webkit-standard; white-space: normal; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.301961); -webkit-text-size-adjust: auto;">連讀、略讀、增音、同化。</h3> <h3>take calculated risks.</h3> <h3>Supra-segmentals超音段 Stress -part of speech(content word vs function word) 第一次出現(xiàn)時(shí)重讀，第二次出現(xiàn)時(shí)弱讀。What's your name? (重讀what、name）My name's Jenifer.（name 不重讀, Jenifer重讀) .</h3> <h3>Practice and understand stress in Chinese sentences. 英語(yǔ)結(jié)構(gòu)中，名次加名詞的結(jié)構(gòu)，需重讀第一個(gè)名詞; 形容詞加名詞的結(jié)構(gòu)，重讀后面的名詞。分詞表狀態(tài)，動(dòng)名詞表功能。</h3> <h3>Some function words can be stressed according to the communicative intentions. Thank you( 重讀thank 和重讀you 的意義是不同的)。</h3> <h3>《靜夜思》 英漢互讀，體味漢語(yǔ)和英文朗讀的差異，引起注意。</h3> <h3>一般情況下，句型和句調(diào)是要保持一致的。二級(jí)音調(diào)(secondary tone）可以表達(dá)出說(shuō)話(huà)人的態(tài)度和情感，要引起注意。</h3> <h3>Research results.</h3> <h3>Helen this is my sister.( initial句首停頓)</h3><h3>This is my sister Helen.(final 句末不停頓, Helen 同位語(yǔ)）</h3> <h3>10種類(lèi)型的語(yǔ)音語(yǔ)調(diào)。</h3> <h3>降調(diào)應(yīng)用</h3> <h3>教師明確清楚的指導(dǎo)很有必要。</h3> <h3>多重音現(xiàn)象，涵蓋重要信息。</h3> <h3>“頻次效應(yīng)”在語(yǔ)言學(xué)習(xí)中的應(yīng)用研究</h3> <h3>Research design.</h3> <h3>Research findings. </h3> <h3>“分析文本-聽(tīng)錄音-練習(xí)” model， 學(xué)生的讀才會(huì)更有效。</h3>