000			01263cam a2200349 a 4500
999			_c1783 _d1783
001			54690359
003			OCoLC
005			20181126230024.0
008			040305s2003 enka 000 0 eng d
020			_a9780954344726 (pbk)
040			_aEQO _cEQO _dOCLCQ _dYDXCP _dJCRC
050		4	_aPE1128 _b.C447 2003
100	1		_aCauldwell, Richard
245	1	0	_aPhonology for Listening : _bTeaching the Stream of Speech / _cRichard Cauldwell.
260			_aBirmingham : _bSpeechinaction, _c2003.
300			_axix, 332 p. : _bill. ; _c26 cm.
440			_aSpeech in Action
500			_aSound files are available for download from the Speech in Action website at www.speechinaction.com.
505			_a"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			_aThe window on speech framework introduces the framework which is used for the analysis and presentation of recorded examples and for teaching listening.
505			_aDescribing spontaneous speech examines what happens to words when they are subjected to the speeds, rhythms and stresses of spontaneous speech.
505			_aAccents 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			_aTeaching listening describes practical activities – both low-tech and hi-tech – for improving the teaching of listening in the classroom.
505			_aSoundfiles are available for download from the Speech in Action website at www.speechinaction.com" (Book Cover)
505			_aCONTENTS:
505			_aAcknowledgements
505			_aSymbols and notation
505			_aIntroduction _t0.1 Spontaneous speech _t0.2 The plight of the listener _t0.3 Experiences of learners: Ying’s dilemma and Anna’s anger _t0.4 What type of phonology textbook? _t0.5 Part I: The window on speech framework _t0.6 Part 2: Describing spontaneous speech _t0.7 Part 3: Accents, identity, and emotion in speech _t0.8 Part 4: Teaching listening _t0.9 Recordings _t0.10 Symbols and notation _t0.11 Terminology _t0.12 Activities _t0.13 Website _t0.14 Finally _tReferences for the Introduction
505			_aPart 1: The window on speech framework
505			_a1. Phonology, listening and Ying’s dilemma _t1.1 Definitions _t1.2 Ying’s dilemma _t1.3 The blur gap _t1.4 Careful speech: the wrong model for listening _t1.5 Spontaneous speech: the right model for listening _t1.6 Invisible, transient, speedy _t1.7 Plasticity: soundshapes _t1.8 Varying clarity _t1.9 A clash of models _t1.10 Spontaneous speech is unscripted _t1.11 Listening is a private process _t1.12 Summary and what’s next _t1.13 Further reading _t1.14 Language awareness activities
505			_a2. Prominence, the speech unit and squeeze zones _t2.1 The citation form _t2.2 The citation form and prominence _t2.3 Non-prominent syllables in squeeze zones _t2.4 Non-prominent syllables and speaker choice _t2.5 Spontaneous speech _t2.6 Displaying speech units _t2.7 Clauses and speech units _t2.8 Summary and what’s next _t2.9 Further reading _t2.10 Language awareness activities
505			_a3. Transcription I: Speech units _t3.1 Single-prominence speech units _t3.2 Double-prominence speech units _t3.3 Triple-prominence speech units _t3.4 Quadruple-prominence speech units _t3.5 Larger speech units _t3.6 Incomplete speech units _t3.7 Prominent or non-prominent? _t3.8 Boundaries _t3.9 Speech units, clauses, non groups, verb groups _t3.10 Summary and what’s next _t3.11 Further reading _t3.12 Language awareness activities
505			_a4. Transcription II: Tones, contours and key _t4.1 Principles and terminology _t4.2 Five tones on a monosyllable _t4.3 Five tones over two syllables _t4.4 Five tones over many syllables _t4.5 Key: high, mid, low _t4.6 Frequency of tones _t4.7 Vocal range _t4.8 Capturing the whole contour _t4.9 Summary and what’s next _t4.10 Further reading _t4.11 Language awareness activities
505			_a5. Transcription III: Reliability and meaning _t5.1 An additional model of speech _t5.2 What does a transcription represent? _t5.3 Reliability of a transcription _t5.4 The principle of best fit _t5.5 The principle of the plight of the learner _t5.6 Levels of transcription _t5.7 Relationship to Discourse Intonation _t5.8 Comparison with other frameworks _t5.9 Relationship to meaning _t5.10 Summary and what’s next _t5.11 Further reading _t5.12 Language awareness activities _tReferences for Part 1 _tAnswer key for Part 1
505			_aPart 2: Describing spontaneous speech
505			_a6. Drafting phenomena _t6.1 Silent pauses _t6.2 Filled pauses: vocalized pauses and stepping stones _t6.3 Repetitions _t6.4 Restarts _t6.5 Markers of imprecision like… kind of _t6.6 Softeners _t6.7 References to speaker roles you know, I mean _t6.8 Summary and what’s next _t6.9 Further reading _t6.10 Language awareness activities
505			_a7. Speed of speech _t7.1 Unreliable judgments _t7.2 Benchmarking the speed of speech _t7.3 Words and syllables _t7.4 Syllable-to-word ratio _t7.5 Accelerations _t7.6 Content, speed and length of speech units _t7.7 Speed in L2 English speech _t7.8 Summary and what’s next _t7.9 Further reading _t7.10 Language awareness activities
505			_a8. Soundshapes I: function words _t8.1 Definitions and a reminder of Ying’s dilemma _t8.2 Function words and weak forms _t8.3 Word clusters and phonetic indeterminacy _t8.4 Phonetic symbols and informal representation _t8.5 The many soundshapes of and _t8.6 And then, and that _t8.7 In the _t8.8 We were _t8.9 Negatives _t8.10 Function words with content words _t8.11 An extreme squeeze _t8.12 Summary and what’s next _t8.13 Further reading _t8.14 Language awareness activities
505			_a9. Soundshapes II: Content words _t9.1 Stress shift _t9.2 Stress shift to the right _t9.3 Contrastive stress _t9.4 Climbing _t9.5 Produced _t9.6 Truth value actually, literally, certainly _t9.7 Vagueness something, just, perhaps _t9.8 Going _t9.9 Summary and what’s next _t9.10 Further reading _t9.11 Language awareness activities
505			_a10. Rhythms of spontaneous speech _t10.1 Stress-timing: definitions _t10.2 Syllable timing: definitions _t10.3 Stress-timing theory _t10.4 Syllable-timing theory _t10.5 Experimental evidence _t10.6 Isochrony in a triple-prominence speech unit _t10.7 Isochrony in spontaneous speech is rare _t10.8 Coincidental isochrony _t10.9 Pre-packaged language _t10.10 Putting stress timing in perspective _t10.11 Summary and what’s next _t10.12 Further reading _t10.13 Language awareness activities _tReferences for Part 2 _tAnswer key for Part 2 _tChapter 6 _tChapter 7 _tChapter 8 _tChapter 9 _tChapter 10
505			_aPart 3: Accents, Identity and emotion in speech
505			_a11. British English and American English _t11.1 Which British English, which American English? _t11.2 Symbols _t11.3 Vowels _t11.4 Consonants _t11.5 Word stress and non-prominent syllables _t11.6 Intonation _t11.7 Summary and what’s next _t11.8 Further reading _t11.9 Language awareness activities
505			_a12. Accents of Britain and Ireland _t12.1 Describing accents _t12.2 Accent, identity and prejudice _t12.3 Changing an accent _t12.4 Five countries, five accents _t12.5 Accents in four cities _t12.6 Bi-accentedness _t12.7 Trends in accent change: are regional accents becoming weaker? _t12.8 Prejudices: a personal note _t12.9. Summary and what’s next _t12.10 Further reading _t12.11 Language awareness activities
505			_a13. Accents of North America _t13.1 Canada – Toronto _t13.2 New York _t13.3 Virginia _t13.4 Tennessee _t13.5 Texas _t13.6 African American Vernacular English (AAVE) _t13.7 Summary and what’s next _t13.8 Further reading _t13.9 Language awareness activities
505			_a14. Accents of Global English _t14.1 Lydia’s feelings about her own accent _t14.2 Richard from England _t14.3 Andrzej from Poland: University Professor _t14.4 Hector from Venezuela: Musician _t14.5 Caroline from France: University researcher _t14.6 Mohamed from Sudan: University professor _t14.7 Silvia from Romania: Clerical assistant _t14.8 Summary and what’s next _t14.9 Further reading _t14.10 Language awareness activities
505			_a15. Emotion in speech _t15.1 The labelling problem _t15.2 The assumption of a causal connection _t15.3 Inhibiting learners _t15.4 The mystery of disappearing anger _t15.5 Emotional involvement _t15.6 Inadvertently rude? _t15.7 Acclimatisation _t15.8 Summary and what’s next _t15.8 Further reading _t15.9 Language awareness activities _tReferences for Part 3 _tPart 3 Answer key
505			_aPart 4: Teaching listening
505			_a16. Issues in teaching listening _t16.1 An omission in teacher training _t16.2 Students’ reactions to listening _t16.3 Listening activities vs listening goals _t16.4 L1 listening vs L2 listening – stresses and osmosis _t16.5 Two models revisited: careful speech and spontaneous speech _t16.6 Authenticity _t16.7 The blur gap revisited _t16.8 The decoding gap _t16.9 Listening comprehension is testing _t16.10 Summary and what’s next _t16.11 Further reading _t16.12 Learning and teaching activities
505			_a17. Goals and mindset _t17.1 A goal for learners _t17.2 A goal for teachers _t17.3 Two models, five metaphors _t17.4 Letting go of the careful speech model _t17.5 Neutralising the blur gap _t17.6 Dealing with the decoding gap _t17.7 Questions and answers _t17.8 Questions from students _t17.9 The value of short extracts _t17.10 No one right away _t17.11 Learners’ discomfort and frustration _t17.12 Summary and what’s next _t17.13 Further reading _t17.14 Learning and teaching activities
505			_a18. Vocal gymnastics in the classroom _t18.1 Stepping stones _t18.2 Drafting phenomena _t18.3 Word squeezer _t18.4 Reducing words and syllables in the squeeze zones _t18.5 Seeking amusing alternatives –mondegreens _t18.6 Sequences of frequent forms _t18.7 Teaching new vocabulary _t18.8 Summary and what’s next _t18.9 Further Reading _t18.10 Learning and teaching activities
505			_a19. Rebalancing listening comprehension _t19.1 Listening comprehension, a particular point of view _t19.2 The value of short extracts _t19.3 Preparing for listening: identifying short extracts _t19.4 Pre-, while-, and post-listening _t19.5 Handling and savouring the sound substance _t19.6 The question as a focusing device _t19.7 Handling different soundshapes _t19.8 Respecting our students’ perceptions _t19.9 Using the transcript _t19.10 Impromptu dictations _t19.11 Summary and what’s next _t19.12 Further reading _t19.13 Learning and teaching activities
505			_a20. Hi-tech solutions and activities _t20.1 Resources on the Internet _t20.2 Copyright _t20.3 Digital audio editors _t20.4 Pronunciation dictionaries _t20.5 Dictionary examples _t20.6 Text to speech _t20.7 Navigating, annotating and mining a recording _t20.8 Producing versions at different speeds _t20.9 Handling: comparing and deciding _t20.10 Student projects: Sampling and dictations _t20.11 Conclusion _t20.12 Further reading _t20.13 Learning and teaching activities _tReferences for Part 4
505			_aAppendices _t1. Two models of speech _t2. Calculating the speed of speech _t3. Word clusters of three or more words _t4. Creating an obscure acoustic blur
505			_aGlossary
650		0	_aEnglish language _xSpoken English _vTextbooks for foreign speakers.
650		0	_aEnglish language _xSpoken English _xStudy and teaching _xForeign speakers.
856			_uhttps://www.speechinaction.org/phonology-for-listening/ _zPublisher's Website.
942			_2z _cBK