The role of prosody and rhythm means in the perception of English-language text

The prosodic and rhythmic means of english language speech: speech rhythm, intonation, volume and tempo, pauses and speech melody. Methods and Means of Forming Rhythmic and Intonational Skills of Pupils. Exercises and Tasks of Forming Skills of Pupils.

Рубрика Иностранные языки и языкознание
Вид курсовая работа
Язык английский
Дата добавления 09.07.2013
Размер файла 52,5 K

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11) To draw a tonogramm of some short stories or dialogues.

12) To listen to a story, retell briefly, read or recite it.

13) To revise already learned theoretical material, analyse phonetic phenomena within microtexts.

14) To study theoretical literature on phonostylisics.

15) To listen to texts of various styles (informative, academic, declamatory, journalistic, and colloquial), do some practice tasks, read listened recorded texts in accordance with the requirements of the style [19, c. 96].

Thus mastering perfect intonation, of course, requires a lot of time. We got acquainted with the methods and different types of exercises forming rhythm and intonation skills and realized that the most effective of them are the following:

1) maintaining an exemplary teacher's speech;

2) special exercises on reception and reproduction, well-chosen and systematically carried out;

3) working with tongue-twisters, proverbs, sayings which unusual have an interesting meaning content attracting pupils and increasing their motivation to learn the language;

4) use of games at the early stage of training to promote better digestion of material;

5) helping by gestures in the study of intonational tones [24, с. 102].

When forming prosodic skills of pupils we should remember that mastering intonation is one of the most complicated aspects of auditory-articulatory work on the language. At the early stage question-answer unity is mainly used. At advanced stages other dialogical unities can be involved. Work on intonation should be started as phonemic ear to English language speech form.

CONCLUSIONS

In the process of the research a set of tasks has been done, some of which were to bring to light the concept of every prosodic means (rhythm, intonation, volume, tempo, pauses and melody), consider rhythmic and intonational framing of English speech. As a result, it's got clear that prosody plays important role in teaching a language because in the study of English the particularly relevant tasks are the tasks forming a regular speech. Intonation is important as it is important for the meaning of an utterance. Intonation gives some sense to words and grammatical constructions. The same remark, uttered by different tones can be perceived as an order, a request, a statement or a question, spoken with various modal and emotional meanings. Proper use of voice tone is a sign of a speaker's phonetic literacy.

Having considered the rising and falling tone, we've seen that the first tone is the tone of uncertainty, incompleteness, and doubt. Therefore, rising intonation is mainly used in interrogative sentences, report a great interest or surprise, it's a polite tone. The falling tone is the tone of straight assertion, completeness, and certainty. So falling intonation is used in declarative sentences, special questions, exclamatory sentences, etc. In English speech intonation plays an important role both for framing speech and perception a text: it is a means of expressing meaning and emotional contents of an expression.

We have also considered ways and means of formation of rhythmic and intonational skills of pupils. When learning rhythm and intonation of English speech, to be successful, we can use a variety of games, tongue-twisters, proverbs, sayings, rhyming, exercises for reception and reproduction. Working on intonation, we should remember that we have to follow a certain order, that's, to start with the simplest level, gradually complicating it.

Thus, training of rhythm and intonation is very important in the process of mastering a foreign language speech, because rhythm and intonation are systemic phenomena spearing through the whole language.

We also showed that the activities of a teacher focused on the formation of prosodic (rhythmic and intonational) skills at secondary school lead to improvement of phonemic ear and pronunciation skills of students if collective, creative, game-like works as the methods of teaching English intonation, formulation of problem situations, using the optimum amount of material, increasing the degree of being interested, are regularly used. Thus, the aim set before us at the beginning of the research has been achieved.

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