By Rebecca M. Dauer
This pronunciation textual content is helping scholars in achieving a near-native accessory.
- Teaches vowels, consonants, rhythm, tension, and intonation utilizing rules of articulatory phonetics.
- Provides certain illustrations of lip positions of vowels and consonants, and a diagnostic speech sample.
- Reinforces conception with various perform routines that come with words, dialogues, studying passages, and oral presentations.
- Includes spelling styles for usual phrases and educational words.
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Extra info for Accurate English: A Complete Course in Pronunciation
E. standard grammatical rules and variable rules), but also some kind of recognition device to tell the speaker whether to interpret a particular set of data as rule-plus-exceptions or as area-of-variability. When we recall that the data on which non-variable rules are based is often incomplete and heterogeneous, the mode of operation of such a device must seem somewhat mysterious. (p. 460) Bickerton (1971) went on to point out that the learnability problem posed by variable rules is even more serious: In order that the average for [a group of speakers that share a variable rule] should remain constant, the variation of the individual must be conﬁned within a relatively narrow range.
When a vowel is pronounced, the sound energy is supplied by the vocal cords, which set the air in the vocal tract to vibrating. The vocal tract (like the sounding board of a guitar) ampliﬁes some of the frequencies of vibrating air and dampens other frequencies. The ampliﬁed frequency with the lowest pitch is called the ﬁrst formant (abbreviated F1). The ampliﬁed frequency with the next lowest pitch is called the second formant (F2), and so on. When the shape of the vocal tract is changed, as when it moves from the articulatory gesture for [a] to the articulatory gesture for [æ], diﬀerent frequencies are ampliﬁed and dampened.
2 and the actual data. The stepwise regression showed that the eﬀects of three of the four factor groups were signiﬁcant: style, grammatical category, and gender. The eﬀect of following phonological environment was not signiﬁcant, as was the case in Labov (2001a). 77 (65%). Before looking at the eﬀect of style, it is necessary to ask whether style shifting had the same eﬀect for both genders. It is possible, for example, that in casual speech women lower their frequency of N, whereas men raise their frequency.
Accurate English: A Complete Course in Pronunciation by Rebecca M. Dauer