tailieunhanh - Sound Patterns of Spoken English phần 9

Tham khảo tài liệu 'sound patterns of spoken english phần 9', ngoại ngữ, kỹ năng nghe tiếng anh phục vụ nhu cầu học tập, nghiên cứu và làm việc hiệu quả | Applications 123 time for hypothesis testing guessing and backtracking . But our gated stimuli were presented identically to native chapter 4 and non-native speakers and though the native speakers experienced some difficulty they recognized the intended message much more easily than the non-natives. Koster analyses very little natural conversational speech but he joins Marslen-Wilson and Gaskell see chapter 4 in looking at assimilation across word boundaries sadly one of the least interesting of casual speech reductions . He found p. 142 that assimilation has a negative effect on non-native speech perception. This is a strong argument for including perception of conversational speech in English courses for those planning to live in Englishspeaking countries and may even be an argument for explicit teaching of types of phonological reduction and where they are likely to occur. Koster p. 143 disagrees with the latter Letting foreign language students listen frequently to the spoken language with all the characteristics of connected speech is no doubt more important than familiarizing them with the theoretical aspects of for instance assimilation. First-language learners have intensive experience with a variety of different styles of speech and can thus subconsciously deduce the relationships between and among them cf. Shockey and Bond 1980 . Examination of the second-language acquisition literature reveals very little direct concern with the importance of variability in phonological input. Gaies 1977 cites the increased use of repetition and the apparent simplifications which exist in speech to young children as possible sources of tailoring of input to second-language learners but the paper itself focuses on syntax as input. Literature on variation reflects interest in variation in the speech of the language learner rather than in the speech of the teacher or other model. Sato 1985 for example looks at stylistic variation in the speech of a single young immigrant .