- •Delivering a lecture
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Signposts.
- •1.3. Style forming factors.
- •1.5. Delimitation of Discourse
- •1.6. Samples for Study and Analysis. Sample a
- •Good morning!
- •Notions of Style
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •Score Mark
- •2.8. Reading Technique
- •III. Project work
- •Sample a Forms of Address in Great Britain
- •Sample b Apologizing and Making Excuses
- •Score level criteria
- •Module 2 making a political speech
- •I. Input materials.
- •Rhetoric strategy.
- •Style forming factors:
- •Tunes (melody contours)
- •Combined tunes
- •1.5. Samples for study and analysis
- •Part of a Political Speech
- •Part of a Political Speech
- •The Common Market Negotiations
- •II. Skills development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Making business presentations
- •I. Input materials
- •1.1. Rhetoric strategy.
- •1.2. Style forming factors
- •1.4. Rhythm
- •1.5. Samples for Study and Analysis
- •The Director of the Milk Marketing Board giving a presentation about key trends
- •Public Ownership
- •II. Skills Development
- •2.7. Auditory Test
- •Analyse these combined tunes:
- •Score level criteria
- •2.8. Reading Technique
- •III. Project work
- •Score level criteria
- •Advertising
- •I. Input materials
- •1.1. Rhetoric strategy.
- •Ways of Advertising
- •1.2. Style forming factors
- •1.3. Questions for preliminary exercise
- •Informative? – persuasive? – amusing? – well-made? – artistic?
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Expressive means of English Intonation
- •Irregular pre-heads
- •Reading
- •1.6. Samples for Study and Analysis tv Commercials
- •Radio Commercials
- •Advertising Campaigns
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Hotel ‘Caliente’ Barcelona
- •Score level criteria
- •Peculiarities of the drama
- •I. Input materials.
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •Delivering a lecture Sample a s f s
- •Sample b s
- •Making a Political Speech Sample a
- •Sample b
- •Making Business Presentation Sample a
- •Sample b
- •Advertising Sample a
- •Sample b
- •1.5. Voice Volume
- •Delivering a Lecture
- •Making a Political Speech
- •Making Business Presentation
- •Advertising
- •Extract One
- •1.6. Samples for Study and Analysis
- •Dramatic Monologue One
- •Dramatic Monologue Two
- •The Metropolitan Playhouse Productions
- •II. Skills Development
- •2.8. Auditory Test
- •Score level criteria
- •2.9. Reading Technique
- •III. Project work
- •Score level criteria
- •Interviewing
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Using questions for control
- •1.3. Style forming factors
- •1.4. Invariant phonostylistic peculiarities
- •1.5. Specifics of the Pre-nuclear Pitch Change (the Head)
- •1.6. Samples for Study and Analysis
- •Linguistic Gaps
- •II. Skills development
- •2.5. Auditory Test
- •Score level criteria
- •2.6. Reading Technique
- •III. Project Work
- •Interview with Carl Sagan
- •Interview with Nigel Dempster
- •Score level criteria
- •Everyday talks
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Style forming factors
- •1.3. Invariant phonostylistic peculiarities
- •1.4. Weakform Words
- •II. Samples for Study and Analysis
- •Extract from a Spy Story
- •II. Skills Development
- •2.7. Auditory Test
- •Score level criteria
- •2.8. Reading Technique
- •III. Project Work
- •Finding Somewhere to Live
- •The Ladies’ Dress Department
- •Score level criteria
- •Fairy tale rhetoric and language teaching
- •I. Input materials
- •1.1. Rhetoric strategy
- •1.2. Invariant phonostylistic peculiarities
- •1.3. Pragmaphonetic modeling
- •1.4. Samples for study and analysis
- •Snow White and Rose Red
- •The Happy Prince
- •II. Skills Development
- •2.6. Auditory Test
- •Score level criteria
- •2.7. Reading Technique
- •III. Project work
- •3.1. Reading Technique
- •The Star-child
- •The Young King
- •3.2. Drama Technique
- •Goldilocks and the Three Bears
- •Little Red Riding Hood and the Wolf
- •Supplement Effective Presentation Technique
- •How we breathe
- •Types of Breathing
- •Diaphragmatic Breathing for Speech
- •Exercises for Diaphragmatic Breathing and Control
- •Exercises for Breath Control
- •Overcoming speech fright
- •Delivering the Speech
- •Using Your Body to Communicate
- •Dimensions of Nonverbal Communication
- •Adapting Nonverbal Behavior to Your Presentations
- •References
- •Contents
1.3. Style forming factors
CR1: the interviewer’s part (communicative role specifics)
the purpose of the talk — to invite to talk, which is of immense interest;
the speaker’s attitude — enthusiastic, concerned, interested;
the degree of formality - the balance between formality and informality is obtained in favour of the former;
the degree of spontaneity - mostly prepared in advance in terms of the topic;
CR2: the interviewee’s part (communicative role specifics)
the purpose of the talk - to develop the message openly;
the speaker's attitude - sincere, with some notes of uncertainty, hesitation, friendly-like towards the interviewers;
the degree of formality - the balance between formality and informality is obtained, much depends upon the topic, place, individuality of the speaker;
the degree of spontaneity — unprepared.
1.4. Invariant phonostylistic peculiarities
a) the interviewer’s part (CR1)
|
(pre-head) + High level Head + high Fall with initial Rise + (Tail) |
(pre-head) + Gradually Descending Stepping Head + High Fall complete |
|
(pre-head) + High level (one peak) Head + mid Fall incomplete |
|
(pre-head) + Descending Sliding Head + High Fall with the initial Rise |
|
(pre-head) + Ascending Stepping Head + High Fall with the initial Rise; |
|
|
rhythmic groups have recurrent atternation; |
|
normal most of the time; sometimes a bit fastened or slowed down depending upon which items of the phrase are more semantically important or not; |
|
a one-unit pause is frequent within an utterance; rare instances of hesitation pauses; |
|
mostly normal with some instances of diminished loudness within the immediate reply to keep the talk going; |
b) the interviewee’s part (CR2)
|
(pre-head) + mid / low Fall incomplete |
(pre-head) + Mid level one-peak Head + Low Fall incomplete |
|
(pre-head) + Mid Fall incomplete + (Tail) |
|
(pre-head) + Ascending Stepping Head + High Fall with the initial Rise |
|
(pre-head) + High Fall with the initial Rise + Low Fall incomplete |
|
(pre-head) + High level one-peak Head + High Fall with the initial Rise incomplete |
|
(pre-head) + Low level Head + Low Fall incomplete; |
|
|
rhythmic groups have no recurrent alternation, which produces the effect of arhythmic speech flow; |
|
rather variable, as flexible as the speaker feels it to be; |
|
hesitation pauses are rather frequent; brief, unit, double and treble pauses are observed both between smaller units and within utterances; |
|
mostly normal or diminished. |