长春地区EFL学习者陈述疑问句的韵律特征研究 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-08-17编辑:lgg点击率:6201
论文字数:38596论文编号:org201708131924437195语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文EFL 学习者陈述疑问句韵律特征
摘要:本文是英语语言学论文,笔者认为对焦点词的实现形式上,学习者倾向于使用焦点后压缩(PFC)手段,即对焦点位置部分进行扩展,焦点位置后进行压缩;而本族语者则相反,一般对焦点部分进行压缩或不变,焦点后扩展。
a musical term referring to words that could be sung with music. Later, through reinterpretation by linguists, it was employed in linguistic field for various research aims with a general meaning of rhythmical patterns or rhyme schemes. According to Cristal (1969: 393-394), “prosody is the variations in tempo pitch, loudness and rhyme”, which is used for suprasegmental phonetics and phonology. As a result, prosody, in the broad sense, is regarded as a synonym for suprasegmental to distinguish from segmental characteristics. In other words, prosody is the components of language contributing to acoustic or rhythmic effects. Gumperz (1982: 90) defined prosody as “a collective term from several aspects, namely, changes in vowel length, variations in loudness, stress, intonation and the overall shifts in speech register”. Cruttenden (2002: 2) also mentioned that “prosody refers to the non-segmental level in phonology or phonetics, mainly including: pauses, speech rate, word stress, lexical tone, and intonation”.
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2.2 Previous Studies of EFL Learners’ Prosody Abroad
The prosodic researches abroad can be traced back to the 16th century and achieved “Intonation Boom” (Rossi, 2000: 2) in 1960s with a quantity explosion. Researchers of various field, such as perception, language acquisition, language teaching and so on, explored various aspects of EFL learners’ prosody through in-depth analysis of the significant prosodic factors which bore influences upon oral communication and tentative explanations of the prosodic problems existed in their oral outputs. Generally speaking, these studies can be classified into three categories. First one is researches aiming at describing one particular aspect of prosody, like intonation phrasing, perception and outputting of stress or intonation pattern. A contrastive study of classroom discourse between the teaching assistants of native English speaker and non-native speaker conducted by Rounds (1987) indicated that non-native speakers were inclined to employ more irregular pauses and longer duration in speech flows which would phrase the complete cognitive units into small pieces. In other words, the connection between sense groups and intonation groups would be broken, as a result, the speeches would become incoherent and the information could not be conveyed effectively.
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Chapter Three Theoretical Framework ............ 23
3.1 The “Three Ts” Theory............. 23
3.2 Autosegmental-Metrical Theory......... 26
Chapter Fou
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