1.Phonology and pronunciation in integrated language teaching and teacher education.pdf

This paper addresses the relationship between two ®elds: (1) teaching and learning pronunciation in a second or foreign language; and (2) the study of pronunciation-teaching and of phonology in the training and education of language teachers. It reports research conducted to inform the design of an initial teacher-training course. It argues for a strongly integrated approach to the relationship between the two ®elds, but for di€erent priorities in those ®elds. # 2000 Elsevier Science Ltd. All rights reserved.

2.Phonology for Listening：Teaching the Stream of Speech.pdf

In the engagingly argued and convincingly exemplified discussion in this book, Richard Cauldwell takes the reader through key issues in the teaching of listening comprehension, some of which he acknowledges other scholars (e.g., Brown, 1990; Field, 2008) have addressed but which still need to find a wider audience in terms of what actually goes on in many classrooms. As the title suggests, the focus is on the ‘sound substance’ of what is said and how teachers and learners can engage more closely with it. Cauldwell also offers some very viable ways ahead for those teachers who find themselves in harmony with his arguments and wish to refocus some of their listening teaching

3.Phonology without tiers Why the phonetic representation is not derived from the phonological representation.pdf

This article is essentially an argument against the idea--one of the foundational tenets of generative phonology--that the phonetic representation and the phonological representation are related to one another by computational transformation. The basis of the argument is an analysis of the philosophical presuppositions of the concept 'representation'. The analysis is made from the perspective not of cognitive science, but of phenomenology. The results of the analysis suggest an alternative approach to phonology, which is outlined in the second half of the article. Finally, some implications of this new framework for practical work are explored, and contrasts drawn between phenomenological phonology and generative phonology. © 1997 Elsevier Science Ltd. All rights reserved

4.Recursion in phonology.pdf

This paper investigates phonological recursion by means of early accent placement (stress shift), which marks the initial boundary of a phonological phrase. The question is whether or not this early pitch accent placement can be applied recursively to phonological phrases that are embedded in larger phonological phrases. This was investigated in a map task experiment, with various Dutch phonological phrases as landmarks drawn on the map. The target phrases consisted of a noun modified by either one adjective, of the type aardrijksku`ndig geno´otschap‘geographical society’, or by two adjectives, of the type Amsterda`ms aardrijksku`ndig geno´otschap, i.e. syntactically recursive noun phrases. An early pitch accent was realized on both the first and the second adjective in 30% of the spoken syntactically recursive phrases: e.g. A` msterdams a`ardrijkskundig geno´otschap. These prosodically recursive structures indicate that recursion may apply in phonology, as it does in syntax.
# 2009 Elsevier B.V. All rights reserved.

5.Sentence Stress and Learning Difficulties of ELT Teachers：A Case Study.pdf

When learners are acquiring another language, they face a number of problems as every language is unique and it carries its particular aspects. Learning how to speak a new language is more than just learning words and sentences. It is also the perception and the practice of the emotional colouring of the utterances with correct sentence stress which is usually a problem among learners and also teachers. Using the right sentence stress is the key point in a proper communication. Although making mistakes on this area is very common, learners and teachers can still avoid themselves from some certain effects. Following these patterns a case study was conducted with 30 teachers of English aiming to spot the difficulties they face in using correct intonation and to illustrate the importance of correct intonation in the process of learning and teaching another language. The results of the study indicate that there is certain amount of sentence stress problems among teachers of English.

6.Teaching Sentential Intonation Through Proverbs.pdf

Suprasegmental elements such as stress, pitch, juncture and linkers are language universals that are uttered naturally in the mother tongue without prior training but need to be learned systematically in the target language. Among other techniques of sentential pronunciation teaching to second language (L2) students, exercises with proverbs in the target language can be utilized effectively to acquire natural rhythm and articulation. By addressing a natural interest in traditional wisdom and common sense, proverbs in the target language benefit students with their grammatical and lexical importance and can be used to produce acceptable pronunciation and intonation in the new language. Going that one step further from word stress to sentential intonation by working on broad transcriptions, pronunciation teachers may produce a crystal pronunciation contributing to better communication.