Вопросы к зачету 2 ВО
Question 1 (Theory)
1. Phonetics as a branch of linguistics. Applications of phonetics. International Phonetic Alphabet.
2. The articulatory classification of English vowels.
3. The articulatory classification of English consonants.
4. Phonemes vs allophones. Distinctive and irrelevant features of the phoneme.
5. The system of vowel phonemes in English. Problem of diphthongs.
6. The system of consonant phonemes in English. Problem of affricates.
7. Modifications of English consonants in connected speech. Assimilation. Elision.
8. Modifications of English consonants in connected speech. Assimilation. Accommodation.
9. Modifications of vowels in connected speech. Reduction. Accommodation.
10. Linking patterns.
11. National and regional pronunciation variants of English.
12. British and American pronunciation models. Most distinctive features of BBC English and Network English.
13. Word stress in English. Its nature and function. The degrees and the position of word stress.
14. What factors create the effect of stress in a word? What type of word stress do you think English accentual structure belongs to?
15. Intonation patterns.
Question 2 (Give opinion)
1. Which consonants are most likely to pose a challenge to Russian learners of English? Why?
Do you know how English stops are correctly pronounced in English?
3. Words commonly mispronounced by Russian learners of English: Hotel, effort, country, onion, worry. Contribute to “Words commonly mispronounced by Russian learners of English”. Does it influence understanding? Is there internationally or scientifically recognized cure for mispronounciation? How would you treat it?
4. What strategies and techniques do you use to improve production of English sounds? What top priorities would you select to help Russian learners of English to gain control of consonant / vowel production?
5. Do you think certain consonant / vowel difficulties cause a greater breakdown in communication than others? Are there any vowel or consonant distinctions you have difficulty making? May lack of awareness of the English discourse linking rules bring about misunderstanding in cross-cultural communication, low self-esteem, lack of confidence, frustration in ELL (English Language Learning)?
6. What, in your opinion, contributes more to a learner’s language proficiency: sound articulation accuracy or command of phonetic modifications in discourse? How would you rate mispronouncing as the cause of misunderstanding in cross-cultural communication?
7. What difficulties with word stress in English do you encounter? Do you find differences in degrees of word stress between English and Russian significant? What strategies and techniques do you use to cure misstressing of English words? Does misstressing contribute to misunderstanding in cross-cultural communication, low learner’s self-esteem, lack of confidence and frustration in ELL?
8. Many ESL/EFL teachers think that prosody is a more important part of pronunciation than consonants and vowels. What do you think? What difficulties with Intonation in English do you encounter?
9. Compare English and Russian word-stress conventions. What do they share? Where do they differ? What function of stress helps listening comprehension? Give evidence.
10. How do you distinguish between the intonation of isolated sentences and the intonation of segments in extended discourse? Is punctuation a reliable guide to intonation? What can you say about the communicative value of intonation in English? How do you understand ‘fluency’?
Question 3. Practical task.
Phonetic Modifications of Sounds in Discourse. Give examples.
1.1. The linking [r].
1.2 The intrusive [r].
2. Modifications of Consonants in Connected Speech:
2.3 Elision. Can you differentiate historical elision from contemporary elision?
3. Modifications of Vowels in Connected Speech: