- •Module I. Styles of speech and their prosodic characteristics Unit 1. Correlation between Extralinguistic and Linguistic Variation Explanation
- •1. Formal:
- •2. Informal:
- •Задания для самостоятельной работы студентов
- •1.1. Teacher to students in a classroom
- •1.2. Teacher to teacher at school
- •2.1. Teacher to head-master at school
- •2.2. Mother to daughter at home
- •3.1. Mr. Higgins to Head of the committee in an office
- •3.2. Mr. Higgins to his colleague in an office
- •1.1. Two friends about the exams
- •1.2. Two friends about the theatre
- •2.1. Two friends about the studies
- •2.2. Two friends talking in a cafe
- •1. Teacher at school introducing new material in a geometry class
- •2. A lecture to college students
- •Unit 2. Prosodic Peculiarities of Formal and Informal Speech Explanation
- •Задания для самостоятельной работы студентов
- •II. Note the difference in the placement and type of pauses, as well as the number and length of intonation-groups in reading an extract of fiction and spontaneous speech.
- •IV. Note the difference in the degree and in the devices of expressiveness used in formal and informal speech varieties.
- •Practice Activities
- •I. Choose the appropriate response (a, b) for the given stimulus-utterances according to the speech situation.
- •II. Act out the following conversations using prosodic patterns appropriate to the speech situation.
- •Practice in Reading and Memory Work
- •Informal Ordinary
- •Informal Familiar
- •Practical material
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 2. Speech Typology Explanation
- •Intonational Styles and Speech Typology Correlation
- •Practical material
- •Module III. Functional styles by m. A. Sokolova Unit 1. Informational (Formal) Style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 2. Scientific (academic) style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 3. Declamatory style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 4. Publicistic style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Unit 5. Familiar (Conversational) style Explanation
- •Задания для самостоятельной работы студентов
- •Practical material
- •Module IV. Practical tasks in reading and role-playing
- •1. Advantages of Phonetics ♫
- •3. Uk Elections ♫
- •4. Bedtime story ♫
- •5. A Picnic ♫
- •6. Peter Parker ♫
- •7. Roman Architecture ♫
- •9. Holiday plans ♫
- •10. Conversation ♫
- •10. Election Night Victory ♫
- •11. Red Riding Hood ♫
- •12. Local News ♫
- •13. Linguistic Tolerance ♫
- •14. Conversation ♫
- •15. King Henry IV (Act III, Scene I) ♫
- •16. A Date for the Theatre ♫
- •17. A New Chief for the Securities and Exchange Commission ♫
- •18. Cinderella ♫
- •19. Monologue ♫
- •Practical material
- •Module V. Listening comprehension talking english
- •Программа зачета по практической фонетике английского языка для студентов 2 курса, специальность «теория и практика межкультурной коммуникации»
- •Трудоемкость дисциплины
- •Обеспеченность дисциплины учебным материалом
- •Самостоятельная работа студентов
- •Pattern 1. Low fall only
- •Pattern 3. High pre-head
- •Tone-group 3
- •Pattern 1. High fall only
- •Tone-group 4
- •Tone-group 6
- •Tone-group 7
- •Tone-group 9
- •Методические материалы, обеспечивающие возможность контроля преподавателем результативности изучения дисциплины
- •1. The Growth of Asia and Some Implications for Australia ♫
- •2. Stonehenge ♫
- •3. Conversation ♫
- •4. The Suspect ♫
- •5. Allowance Helps Children Learn About Money ♫
- •6. The American Novel Since 1945 ♫
- •7. American Educators Consider Later High School Start Times ♫
- •8. Sunflowers ♫
- •9. North Sea Oil ♫
- •10. Statement
- •11. Conversation ♫
- •12. Introduction to Psychology ♫
- •13. The Weather Forecast
Задания для самостоятельной работы студентов
QUESTIONS:
What main functions does intonation perform in the act of communication?
Why do we recognize phonostylistic effects carried by intonation irrespective of the speaker?
Give a definition of an intonational style.
Speak on phonetic styles distinction. What are the main types of classification of phonostyles distinguished by different phoneticians?
Compare intonational and verbal style categories. Where do they overlap and differ?
What imposes restrictions on the speaker’s choice of an intonational style?
What are three types of information that present in communication?
Practical material
The Arrow and the Song ♫
I ˈshot an ‘arrow ˌinto the \air,
It ˈfell to \earth, I ˌknow ˈnot ‘where;
For, so ‘swiftly it ‘flew, the ˈsight│
ˌCould not ‘follow it│in its \flight.
I ˈbreathed a ‘song ˌinto the \air,
It ˈfell to \earth, I ˈknew ˈnot \where;
For ˈwho│has \sight so ˈkeen and ‘strong
That it can ˈfollow the ˈflights of \song.
ˈLong, ˙long ‘afterward, in an ‘oak
I ‘found the ‘arrow, ˈstill un\broken;
And the ˈsong, from beˈginning to ‘end,
I ˈfound a’gain│in the ˈheart of a \friend.
H. W. Longfellow (1807-1882)
Unit 2. Speech Typology Explanation
Analysis of most varieties of English speech shows that the intonational styles contrastivity is explicable only within the framework of speech typology, embracing primarily:
varieties of language;
forms of communication;
degree of speech preparedness;
the number of participants involved in communication;
the character of participants’ relationship.
Language in its full interaction has two varieties – spoken and written. The term ‘spoken’ is used in relation to oral texts produced by unconstrained speaking, while the term ‘written’ is taken to cover both oral representation of written texts (reading) and the kind of English that we sometimes hear in the language of public speakers and orators, or possibly in formal conversation (more especially between strangers).
According to the nature of the participation situation in which the speaker is involved two forms of communication are generally singled out – monologue and dialogue, the former being referred to as a one-sided type of conversation and the latter as a balanced one. Monologue is speaking of one individual; dialogue presupposes the participation of two or more speakers. Monologues are usually more extended and characterized by a greater lexical and grammatical cohesion. They are better organized.
Degree of speech preparedness entails distinction between prepared and spontaneous speech.
As far as the number of participants involved in communication is concerned, speech may be public and non-public.
And, finally, from the character of participants’ relationship viewpoint there are formal and informal types of speech. Formal type of speech is designed to be intelligible to the general population of speakers of the language, whether or not they live in the same area or country. Its functioning is characterized by intentional approach of the speaker towards the choice of language means suitable for a particular communicative situation and the official, formal, serious, preplanned nature of the latter. There will be a standard or general vocabulary, grammar and syntax that are understood by the vast majority of speakers, so that information is shared with as little misunderstanding as possible. Informal type of speech, on the contrary, is characterized by the immediacy, spontaneity, informality of the communicative situation. It is not premeditated. Alongside this consideration there exists a strong tendency to treat informal speech as an individual language system with its independent set of language units and rules of their connection.
Thus, there is a distinct well-defined correlation between intonational styles and speech typology. In describing, for example, the intonation identity of familiar (conversational) style one has to take into account that it occurs in the spoken variety of English, both in one-sided (monologue) and balanced (dialogue) types of conversation, in spontaneous, non-public, informal discourse.
