| 000 -LEADER |
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| fixed length control field |
01263cam a2200349 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
54690359 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20181126230024.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
040305s2003 enka 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780954344726 (pbk) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
EQO |
| Transcribing agency |
EQO |
| Modifying agency |
OCLCQ |
| -- |
YDXCP |
| -- |
JCRC |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1128 |
| Item number |
.C447 2003 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Cauldwell, Richard |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Phonology for Listening : |
| Remainder of title |
Teaching the Stream of Speech / |
| Statement of responsibility, etc. |
Richard Cauldwell. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Birmingham : |
| Name of publisher, distributor, etc. |
Speechinaction, |
| Date of publication, distribution, etc. |
2003. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xix, 332 p. : |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Speech in Action |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Sound files are available for download from the Speech in Action website at www.speechinaction.com. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Phonology for Listening brings listening in English Language Teaching into the 21st century. Learners have problems decoding fast spontaneous speech, and Phonology for Listening – using many recorded examples – provides teachers of English with new concepts, fresh thinking and innovative practical ideas to help students decode the realities of spontaneous speech. It is written for teachers of English worldwide. There are four parts, each with five chapters. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The window on speech framework introduces the framework which is used for the analysis and presentation of recorded examples and for teaching listening. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Describing spontaneous speech examines what happens to words when they are subjected to the speeds, rhythms and stresses of spontaneous speech. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Accents identity and emotion in speech describes accents of Britain and Ireland, North America and of Global English. Identity, prejudice and emotion are also covered. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Teaching listening describes practical activities – both low-tech and hi-tech – for improving the teaching of listening in the classroom. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Soundfiles are available for download from the Speech in Action website at www.speechinaction.com" (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Symbols and notation |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction<br/> |
| Title |
0.1 Spontaneous speech<br/> |
| -- |
0.2 The plight of the listener<br/> |
| -- |
0.3 Experiences of learners: Ying’s dilemma and Anna’s anger<br/> |
| -- |
0.4 What type of phonology textbook?<br/> |
| -- |
0.5 Part I: The window on speech framework<br/> |
| -- |
0.6 Part 2: Describing spontaneous speech<br/> |
| -- |
0.7 Part 3: Accents, identity, and emotion in speech<br/> |
| -- |
0.8 Part 4: Teaching listening<br/> |
| -- |
0.9 Recordings<br/> |
| -- |
0.10 Symbols and notation<br/> |
| -- |
0.11 Terminology<br/> |
| -- |
0.12 Activities<br/> |
| -- |
0.13 Website<br/> |
| -- |
0.14 Finally<br/> |
| -- |
References for the Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 1: The window on speech framework |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
1. Phonology, listening and Ying’s dilemma<br/> |
| Title |
1.1 Definitions<br/> |
| -- |
1.2 Ying’s dilemma<br/> |
| -- |
1.3 The blur gap<br/> |
| -- |
1.4 Careful speech: the wrong model for listening<br/> |
| -- |
1.5 Spontaneous speech: the right model for listening<br/> |
| -- |
1.6 Invisible, transient, speedy<br/> |
| -- |
1.7 Plasticity: soundshapes<br/> |
| -- |
1.8 Varying clarity<br/> |
| -- |
1.9 A clash of models<br/> |
| -- |
1.10 Spontaneous speech is unscripted<br/> |
| -- |
1.11 Listening is a private process<br/> |
| -- |
1.12 Summary and what’s next<br/> |
| -- |
1.13 Further reading<br/> |
| -- |
1.14 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Prominence, the speech unit and squeeze zones<br/> |
| Title |
2.1 The citation form<br/> |
| -- |
2.2 The citation form and prominence<br/> |
| -- |
2.3 Non-prominent syllables in squeeze zones<br/> |
| -- |
2.4 Non-prominent syllables and speaker choice<br/> |
| -- |
2.5 Spontaneous speech<br/> |
| -- |
2.6 Displaying speech units<br/> |
| -- |
2.7 Clauses and speech units<br/> |
| -- |
2.8 Summary and what’s next<br/> |
| -- |
2.9 Further reading<br/> |
| -- |
2.10 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
3. Transcription I: Speech units<br/> |
| Title |
3.1 Single-prominence speech units<br/> |
| -- |
3.2 Double-prominence speech units<br/> |
| -- |
3.3 Triple-prominence speech units<br/> |
| -- |
3.4 Quadruple-prominence speech units<br/> |
| -- |
3.5 Larger speech units<br/> |
| -- |
3.6 Incomplete speech units<br/> |
| -- |
3.7 Prominent or non-prominent?<br/> |
| -- |
3.8 Boundaries<br/> |
| -- |
3.9 Speech units, clauses, non groups, verb groups<br/> |
| -- |
3.10 Summary and what’s next<br/> |
| -- |
3.11 Further reading<br/> |
| -- |
3.12 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
4. Transcription II: Tones, contours and key<br/> |
| Title |
4.1 Principles and terminology<br/> |
| -- |
4.2 Five tones on a monosyllable<br/> |
| -- |
4.3 Five tones over two syllables<br/> |
| -- |
4.4 Five tones over many syllables<br/> |
| -- |
4.5 Key: high, mid, low<br/> |
| -- |
4.6 Frequency of tones<br/> |
| -- |
4.7 Vocal range<br/> |
| -- |
4.8 Capturing the whole contour<br/> |
| -- |
4.9 Summary and what’s next<br/> |
| -- |
4.10 Further reading<br/> |
| -- |
4.11 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
5. Transcription III: Reliability and meaning<br/> |
| Title |
5.1 An additional model of speech<br/> |
| -- |
5.2 What does a transcription represent?<br/> |
| -- |
5.3 Reliability of a transcription<br/> |
| -- |
5.4 The principle of best fit<br/> |
| -- |
5.5 The principle of the plight of the learner<br/> |
| -- |
5.6 Levels of transcription<br/> |
| -- |
5.7 Relationship to Discourse Intonation<br/> |
| -- |
5.8 Comparison with other frameworks<br/> |
| -- |
5.9 Relationship to meaning<br/> |
| -- |
5.10 Summary and what’s next<br/> |
| -- |
5.11 Further reading<br/> |
| -- |
5.12 Language awareness activities<br/> |
| -- |
References for Part 1<br/> |
| -- |
Answer key for Part 1 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 2: Describing spontaneous speech |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6. Drafting phenomena<br/> |
| Title |
6.1 Silent pauses<br/> |
| -- |
6.2 Filled pauses: vocalized pauses and stepping stones<br/> |
| -- |
6.3 Repetitions<br/> |
| -- |
6.4 Restarts<br/> |
| -- |
6.5 Markers of imprecision like… kind of<br/> |
| -- |
6.6 Softeners<br/> |
| -- |
6.7 References to speaker roles you know, I mean<br/> |
| -- |
6.8 Summary and what’s next<br/> |
| -- |
6.9 Further reading<br/> |
| -- |
6.10 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7. Speed of speech<br/> |
| Title |
7.1 Unreliable judgments<br/> |
| -- |
7.2 Benchmarking the speed of speech<br/> |
| -- |
7.3 Words and syllables<br/> |
| -- |
7.4 Syllable-to-word ratio<br/> |
| -- |
7.5 Accelerations<br/> |
| -- |
7.6 Content, speed and length of speech units<br/> |
| -- |
7.7 Speed in L2 English speech<br/> |
| -- |
7.8 Summary and what’s next<br/> |
| -- |
7.9 Further reading<br/> |
| -- |
7.10 Language awareness activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8. Soundshapes I: function words<br/> |
| Title |
8.1 Definitions and a reminder of Ying’s dilemma<br/> |
| -- |
8.2 Function words and weak forms<br/> |
| -- |
8.3 Word clusters and phonetic indeterminacy<br/> |
| -- |
8.4 Phonetic symbols and informal representation<br/> |
| -- |
8.5 The many soundshapes of and<br/> |
| -- |
8.6 And then, and that<br/> |
| -- |
8.7 In the<br/> |
| -- |
8.8 We were<br/> |
| -- |
8.9 Negatives<br/> |
| -- |
8.10 Function words with content words<br/> |
| -- |
8.11 An extreme squeeze<br/> |
| -- |
8.12 Summary and what’s next<br/> |
| -- |
8.13 Further reading<br/> |
| -- |
8.14 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9. Soundshapes II: Content words<br/> |
| Title |
9.1 Stress shift<br/> |
| -- |
9.2 Stress shift to the right<br/> |
| -- |
9.3 Contrastive stress<br/> |
| -- |
9.4 Climbing<br/> |
| -- |
9.5 Produced<br/> |
| -- |
9.6 Truth value actually, literally, certainly<br/> |
| -- |
9.7 Vagueness something, just, perhaps<br/> |
| -- |
9.8 Going<br/> |
| -- |
9.9 Summary and what’s next<br/> |
| -- |
9.10 Further reading<br/> |
| -- |
9.11 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10. Rhythms of spontaneous speech<br/> |
| Title |
10.1 Stress-timing: definitions<br/> |
| -- |
10.2 Syllable timing: definitions<br/> |
| -- |
10.3 Stress-timing theory<br/> |
| -- |
10.4 Syllable-timing theory<br/> |
| -- |
10.5 Experimental evidence<br/> |
| -- |
10.6 Isochrony in a triple-prominence speech unit<br/> |
| -- |
10.7 Isochrony in spontaneous speech is rare<br/> |
| -- |
10.8 Coincidental isochrony<br/> |
| -- |
10.9 Pre-packaged language<br/> |
| -- |
10.10 Putting stress timing in perspective<br/> |
| -- |
10.11 Summary and what’s next<br/> |
| -- |
10.12 Further reading<br/> |
| -- |
10.13 Language awareness activities<br/> |
| -- |
References for Part 2<br/> |
| -- |
Answer key for Part 2<br/> |
| -- |
Chapter 6<br/> |
| -- |
Chapter 7<br/> |
| -- |
Chapter 8<br/> |
| -- |
Chapter 9<br/> |
| -- |
Chapter 10 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 3: Accents, Identity and emotion in speech |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11. British English and American English<br/> |
| Title |
11.1 Which British English, which American English?<br/> |
| -- |
11.2 Symbols<br/> |
| -- |
11.3 Vowels<br/> |
| -- |
11.4 Consonants<br/> |
| -- |
11.5 Word stress and non-prominent syllables<br/> |
| -- |
11.6 Intonation<br/> |
| -- |
11.7 Summary and what’s next<br/> |
| -- |
11.8 Further reading<br/> |
| -- |
11.9 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
12. Accents of Britain and Ireland<br/> |
| Title |
12.1 Describing accents<br/> |
| -- |
12.2 Accent, identity and prejudice<br/> |
| -- |
12.3 Changing an accent<br/> |
| -- |
12.4 Five countries, five accents<br/> |
| -- |
12.5 Accents in four cities<br/> |
| -- |
12.6 Bi-accentedness<br/> |
| -- |
12.7 Trends in accent change: are regional accents becoming weaker?<br/> |
| -- |
12.8 Prejudices: a personal note<br/> |
| -- |
12.9. Summary and what’s next<br/> |
| -- |
12.10 Further reading<br/> |
| -- |
12.11 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
13. Accents of North America<br/> |
| Title |
13.1 Canada – Toronto<br/> |
| -- |
13.2 New York<br/> |
| -- |
13.3 Virginia<br/> |
| -- |
13.4 Tennessee<br/> |
| -- |
13.5 Texas<br/> |
| -- |
13.6 African American Vernacular English (AAVE)<br/> |
| -- |
13.7 Summary and what’s next<br/> |
| -- |
13.8 Further reading<br/> |
| -- |
13.9 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
14. Accents of Global English<br/> |
| Title |
14.1 Lydia’s feelings about her own accent<br/> |
| -- |
14.2 Richard from England<br/> |
| -- |
14.3 Andrzej from Poland: University Professor<br/> |
| -- |
14.4 Hector from Venezuela: Musician<br/> |
| -- |
14.5 Caroline from France: University researcher<br/> |
| -- |
14.6 Mohamed from Sudan: University professor<br/> |
| -- |
14.7 Silvia from Romania: Clerical assistant<br/> |
| -- |
14.8 Summary and what’s next<br/> |
| -- |
14.9 Further reading<br/> |
| -- |
14.10 Language awareness activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
15. Emotion in speech<br/> |
| Title |
15.1 The labelling problem<br/> |
| -- |
15.2 The assumption of a causal connection<br/> |
| -- |
15.3 Inhibiting learners<br/> |
| -- |
15.4 The mystery of disappearing anger<br/> |
| -- |
15.5 Emotional involvement<br/> |
| -- |
15.6 Inadvertently rude?<br/> |
| -- |
15.7 Acclimatisation<br/> |
| -- |
15.8 Summary and what’s next<br/> |
| -- |
15.8 Further reading<br/> |
| -- |
15.9 Language awareness activities<br/> |
| -- |
References for Part 3<br/> |
| -- |
Part 3 Answer key |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 4: Teaching listening |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
16. Issues in teaching listening<br/> |
| Title |
16.1 An omission in teacher training<br/> |
| -- |
16.2 Students’ reactions to listening<br/> |
| -- |
16.3 Listening activities vs listening goals<br/> |
| -- |
16.4 L1 listening vs L2 listening – stresses and osmosis<br/> |
| -- |
16.5 Two models revisited: careful speech and spontaneous speech<br/> |
| -- |
16.6 Authenticity<br/> |
| -- |
16.7 The blur gap revisited<br/> |
| -- |
16.8 The decoding gap<br/> |
| -- |
16.9 Listening comprehension is testing<br/> |
| -- |
16.10 Summary and what’s next<br/> |
| -- |
16.11 Further reading<br/> |
| -- |
16.12 Learning and teaching activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
17. Goals and mindset<br/> |
| Title |
17.1 A goal for learners<br/> |
| -- |
17.2 A goal for teachers<br/> |
| -- |
17.3 Two models, five metaphors<br/> |
| -- |
17.4 Letting go of the careful speech model<br/> |
| -- |
17.5 Neutralising the blur gap<br/> |
| -- |
17.6 Dealing with the decoding gap<br/> |
| -- |
17.7 Questions and answers<br/> |
| -- |
17.8 Questions from students<br/> |
| -- |
17.9 The value of short extracts<br/> |
| -- |
17.10 No one right away<br/> |
| -- |
17.11 Learners’ discomfort and frustration<br/> |
| -- |
17.12 Summary and what’s next<br/> |
| -- |
17.13 Further reading<br/> |
| -- |
17.14 Learning and teaching activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
18. Vocal gymnastics in the classroom<br/> |
| Title |
18.1 Stepping stones<br/> |
| -- |
18.2 Drafting phenomena<br/> |
| -- |
18.3 Word squeezer<br/> |
| -- |
18.4 Reducing words and syllables in the squeeze zones<br/> |
| -- |
18.5 Seeking amusing alternatives –mondegreens<br/> |
| -- |
18.6 Sequences of frequent forms<br/> |
| -- |
18.7 Teaching new vocabulary<br/> |
| -- |
18.8 Summary and what’s next<br/> |
| -- |
18.9 Further Reading<br/> |
| -- |
18.10 Learning and teaching activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
19. Rebalancing listening comprehension<br/> |
| Title |
19.1 Listening comprehension, a particular point of view<br/> |
| -- |
19.2 The value of short extracts<br/> |
| -- |
19.3 Preparing for listening: identifying short extracts<br/> |
| -- |
19.4 Pre-, while-, and post-listening<br/> |
| -- |
19.5 Handling and savouring the sound substance<br/> |
| -- |
19.6 The question as a focusing device<br/> |
| -- |
19.7 Handling different soundshapes<br/> |
| -- |
19.8 Respecting our students’ perceptions<br/> |
| -- |
19.9 Using the transcript<br/> |
| -- |
19.10 Impromptu dictations<br/> |
| -- |
19.11 Summary and what’s next<br/> |
| -- |
19.12 Further reading<br/> |
| -- |
19.13 Learning and teaching activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
20. Hi-tech solutions and activities<br/> |
| Title |
20.1 Resources on the Internet<br/> |
| -- |
20.2 Copyright<br/> |
| -- |
20.3 Digital audio editors<br/> |
| -- |
20.4 Pronunciation dictionaries<br/> |
| -- |
20.5 Dictionary examples<br/> |
| -- |
20.6 Text to speech<br/> |
| -- |
20.7 Navigating, annotating and mining a recording<br/> |
| -- |
20.8 Producing versions at different speeds<br/> |
| -- |
20.9 Handling: comparing and deciding<br/> |
| -- |
20.10 Student projects: Sampling and dictations<br/> |
| -- |
20.11 Conclusion<br/> |
| -- |
20.12 Further reading<br/> |
| -- |
20.13 Learning and teaching activities<br/> |
| -- |
References for Part 4 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices<br/> |
| Title |
1. Two models of speech<br/> |
| -- |
2. Calculating the speed of speech<br/> |
| -- |
3. Word clusters of three or more words<br/> |
| -- |
4. Creating an obscure acoustic blur |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Spoken English |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Spoken English |
| -- |
Study and teaching |
| -- |
Foreign speakers. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.speechinaction.org/phonology-for-listening/">https://www.speechinaction.org/phonology-for-listening/</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
