Cauldwell, Richard <br/><br/>
Phonology for Listening :  Teaching the Stream of Speech / 
Richard Cauldwell. 
 - Birmingham :  Speechinaction,  2003. 
 - xix, 332 p. :  ill. ;  26 cm. 
 - Speech in Action .
<br/><br/> Sound files are available for download from the Speech in Action website at www.speechinaction.com. 
<br/><br/>"Phonology for Listening brings listening in English Language Teaching into the 21st century. Learners have problems decoding fast spontaneous speech, and Phonology for Listening – using many recorded examples – provides teachers of English with new concepts, fresh thinking and innovative practical ideas to help students decode the realities of spontaneous speech. It is written for teachers of English worldwide. There are four parts, each with five chapters. The window on speech framework introduces the framework which is used for the analysis and presentation of recorded examples and for teaching listening. Describing spontaneous speech examines what happens to words when they are subjected to the speeds, rhythms and stresses of spontaneous speech. Accents identity and emotion in speech describes accents of Britain and Ireland, North America and of Global English. Identity, prejudice and emotion are also covered. Teaching listening describes practical activities – both low-tech and hi-tech – for improving the teaching of listening in the classroom. Soundfiles are available for download from the Speech in Action website at www.speechinaction.com" (Book Cover) CONTENTS: Acknowledgements Symbols and notation Introduction<br/>  0.1	Spontaneous speech<br/>  0.2	The plight of the listener<br/>  0.3	Experiences of learners: Ying’s dilemma and Anna’s anger<br/>  0.4	What type of phonology textbook?<br/>  0.5	Part I: The window on speech framework<br/>  0.6	Part 2: Describing spontaneous speech<br/>  0.7	Part 3: Accents, identity, and emotion in speech<br/>  0.8	Part 4: Teaching listening<br/>  0.9	Recordings<br/>  0.10	Symbols and notation<br/>  0.11	Terminology<br/>  0.12	Activities<br/>  0.13	Website<br/>  0.14	Finally<br/>  References for the Introduction Part 1: The window on speech framework 1. Phonology, listening and Ying’s dilemma<br/>  1.1 Definitions<br/>  1.2 Ying’s dilemma<br/>  1.3 The blur gap<br/>  1.4 Careful speech: the wrong model for listening<br/>  1.5 Spontaneous speech: the right model for listening<br/>  1.6 Invisible, transient, speedy<br/>  1.7 Plasticity: soundshapes<br/>  1.8 Varying clarity<br/>  1.9 A clash of models<br/>  1.10 Spontaneous speech is unscripted<br/>  1.11 Listening is a private process<br/>  1.12 Summary and what’s next<br/>  1.13 Further reading<br/>  1.14 Language awareness activities 2. Prominence, the speech unit and squeeze zones<br/>  2.1 The citation form<br/>  2.2 The citation form and prominence<br/>  2.3 Non-prominent syllables in squeeze zones<br/>  2.4 Non-prominent syllables and speaker choice<br/>  2.5 Spontaneous speech<br/>  2.6 Displaying speech units<br/>  2.7 Clauses and speech units<br/>  2.8 Summary and what’s next<br/>  2.9 Further reading<br/>  2.10 Language awareness activities 3. Transcription I: Speech units<br/>  3.1 Single-prominence speech units<br/>  3.2 Double-prominence speech units<br/>  3.3 Triple-prominence speech units<br/>  3.4 Quadruple-prominence speech units<br/>  3.5 Larger speech units<br/>  3.6 Incomplete speech units<br/>  3.7 Prominent or non-prominent?<br/>  3.8 Boundaries<br/>  3.9 Speech units, clauses, non groups, verb groups<br/>  3.10 Summary and what’s next<br/>  3.11 Further reading<br/>  3.12 Language awareness activities 4. Transcription II: Tones, contours and key<br/>  4.1 Principles and terminology<br/>  4.2 Five tones on a monosyllable<br/>  4.3 Five tones over two syllables<br/>  4.4 Five tones over many syllables<br/>  4.5 Key: high, mid, low<br/>  4.6 Frequency of tones<br/>  4.7 Vocal range<br/>  4.8 Capturing the whole contour<br/>  4.9 Summary and what’s next<br/>  4.10 Further reading<br/>  4.11 Language awareness activities 5. Transcription III: Reliability and meaning<br/>  5.1 An additional model of speech<br/>  5.2 What does a transcription represent?<br/>  5.3 Reliability of a transcription<br/>  5.4 The principle of best fit<br/>  5.5 The principle of the plight of the learner<br/>  5.6 Levels of transcription<br/>  5.7 Relationship to Discourse Intonation<br/>  5.8 Comparison with other frameworks<br/>  5.9 Relationship to meaning<br/>  5.10 Summary and what’s next<br/>  5.11 Further reading<br/>  5.12 Language awareness activities<br/>  References for Part 1<br/>  Answer key for Part 1 Part 2: Describing spontaneous speech 6. Drafting phenomena<br/>  6.1 Silent pauses<br/>  6.2 Filled pauses: vocalized pauses and stepping stones<br/>  6.3 Repetitions<br/>  6.4 Restarts<br/>  6.5 Markers of imprecision like… kind of<br/>  6.6 Softeners<br/>  6.7 References to speaker roles you know, I mean<br/>  6.8 Summary and what’s next<br/>  6.9 Further reading<br/>  6.10 Language awareness activities 7. Speed of speech<br/>  7.1 Unreliable judgments<br/>  7.2 Benchmarking the speed of speech<br/>  7.3 Words and syllables<br/>  7.4 Syllable-to-word ratio<br/>  7.5 Accelerations<br/>  7.6 Content, speed and length of speech units<br/>  7.7 Speed in L2 English speech<br/>  7.8 Summary and what’s next<br/>  7.9 Further reading<br/>  7.10 Language awareness activities<br/> 8. Soundshapes I: function words<br/>  8.1 Definitions and a reminder of Ying’s dilemma<br/>  8.2 Function words and weak forms<br/>  8.3 Word clusters and phonetic indeterminacy<br/>  8.4 Phonetic symbols and informal representation<br/>  8.5 The many soundshapes of and<br/>  8.6 And then, and that<br/>  8.7 In the<br/>  8.8 We were<br/>  8.9 Negatives<br/>  8.10 Function words with content words<br/>  8.11 An extreme squeeze<br/>  8.12 Summary and what’s next<br/>  8.13 Further reading<br/>  8.14 Language awareness activities 9. Soundshapes II: Content words<br/>  9.1 Stress shift<br/>  9.2 Stress shift to the right<br/>  9.3 Contrastive stress<br/>  9.4 Climbing<br/>  9.5 Produced<br/>  9.6 Truth value actually, literally, certainly<br/>  9.7 Vagueness something, just, perhaps<br/>  9.8 Going<br/>  9.9 Summary and what’s next<br/>  9.10 Further reading<br/>  9.11 Language awareness activities 10. Rhythms of spontaneous speech<br/>  10.1 Stress-timing: definitions<br/>  10.2 Syllable timing: definitions<br/>  10.3 Stress-timing theory<br/>  10.4 Syllable-timing theory<br/>  10.5 Experimental evidence<br/>  10.6 Isochrony in a triple-prominence speech unit<br/>  10.7 Isochrony in spontaneous speech is rare<br/>  10.8 Coincidental isochrony<br/>  10.9 Pre-packaged language<br/>  10.10 Putting stress timing in perspective<br/>  10.11 Summary and what’s next<br/>  10.12 Further reading<br/>  10.13 Language awareness activities<br/>  References for Part 2<br/>  Answer key for Part 2<br/>  Chapter 6<br/>  Chapter 7<br/>  Chapter 8<br/>  Chapter 9<br/>  Chapter 10 Part 3: Accents, Identity and emotion in speech 11. British English and American English<br/>  11.1 Which British English, which American English?<br/>  11.2 Symbols<br/>  11.3 Vowels<br/>  11.4 Consonants<br/>  11.5 Word stress and non-prominent syllables<br/>  11.6 Intonation<br/>  11.7 Summary and what’s next<br/>  11.8 Further reading<br/>  11.9 Language awareness activities 12. Accents of Britain and Ireland<br/>  12.1 Describing accents<br/>  12.2 Accent, identity and prejudice<br/>  12.3 Changing an accent<br/>  12.4 Five countries, five accents<br/>  12.5 Accents in four cities<br/>  12.6 Bi-accentedness<br/>  12.7 Trends in accent change: are regional accents becoming weaker?<br/>  12.8 Prejudices: a personal note<br/>  12.9. Summary and what’s next<br/>  12.10 Further reading<br/>  12.11 Language awareness activities 13. Accents of North America<br/>  13.1 Canada – Toronto<br/>  13.2 New York<br/>  13.3 Virginia<br/>  13.4 Tennessee<br/>  13.5 Texas<br/>  13.6 African American Vernacular English (AAVE)<br/>  13.7 Summary and what’s next<br/>  13.8 Further reading<br/>  13.9 Language awareness activities 14. Accents of Global English<br/>  14.1 Lydia’s feelings about her own accent<br/>  14.2 Richard from England<br/>  14.3 Andrzej from Poland: University Professor<br/>  14.4 Hector from Venezuela: Musician<br/>  14.5 Caroline from France: University researcher<br/>  14.6 Mohamed from Sudan: University professor<br/>  14.7 Silvia from Romania: Clerical assistant<br/>  14.8 Summary and what’s next<br/>  14.9 Further reading<br/>  14.10 Language awareness activities 15. Emotion in speech<br/>  15.1 The labelling problem<br/>  15.2 The assumption of a causal connection<br/>  15.3 Inhibiting learners<br/>  15.4 The mystery of disappearing anger<br/>  15.5 Emotional involvement<br/>  15.6 Inadvertently rude?<br/>  15.7 Acclimatisation<br/>  15.8 Summary and what’s next<br/>  15.8 Further reading<br/>  15.9 Language awareness activities<br/>  References for Part 3<br/>  Part 3 Answer key Part 4: Teaching listening 16. Issues in teaching listening<br/>  16.1 An omission in teacher training<br/>  16.2 Students’ reactions to listening<br/>  16.3 Listening activities vs listening goals<br/>  16.4 L1 listening vs L2 listening – stresses and osmosis<br/>  16.5 Two models revisited: careful speech and spontaneous speech<br/>  16.6 Authenticity<br/>  16.7 The blur gap revisited<br/>  16.8 The decoding gap<br/>  16.9 Listening comprehension is testing<br/>  16.10 Summary and what’s next<br/>  16.11 Further reading<br/>  16.12 Learning and teaching activities 17. Goals and mindset<br/>  17.1 A goal for learners<br/>  17.2 A goal for teachers<br/>  17.3 Two models, five metaphors<br/>  17.4 Letting go of the careful speech model<br/>  17.5 Neutralising the blur gap<br/>  17.6 Dealing with the decoding gap<br/>  17.7 Questions and answers<br/>  17.8 Questions from students<br/>  17.9 The value of short extracts<br/>  17.10 No one right away<br/>  17.11 Learners’ discomfort and frustration<br/>  17.12 Summary and what’s next<br/>  17.13 Further reading<br/>  17.14 Learning and teaching activities 18. Vocal gymnastics in the classroom<br/>  18.1 Stepping stones<br/>  18.2 Drafting phenomena<br/>  18.3 Word squeezer<br/>  18.4 Reducing words and syllables in the squeeze zones<br/>  18.5 Seeking amusing alternatives –mondegreens<br/>  18.6 Sequences of frequent forms<br/>  18.7 Teaching new vocabulary<br/>  18.8 Summary and what’s next<br/>  18.9 Further Reading<br/>  18.10 Learning and teaching activities<br/> 19. Rebalancing listening comprehension<br/>  19.1 Listening comprehension, a particular point of view<br/>  19.2 The value of short extracts<br/>  19.3 Preparing for listening: identifying short extracts<br/>  19.4 Pre-, while-, and post-listening<br/>  19.5 Handling and savouring the sound substance<br/>  19.6 The question as a focusing device<br/>  19.7 Handling different soundshapes<br/>  19.8 Respecting our students’ perceptions<br/>  19.9 Using the transcript<br/>  19.10 Impromptu dictations<br/>  19.11 Summary and what’s next<br/>  19.12 Further reading<br/>  19.13 Learning and teaching activities 20. Hi-tech solutions and activities<br/>  20.1 Resources on the Internet<br/>  20.2 Copyright<br/>  20.3 Digital audio editors<br/>  20.4 Pronunciation dictionaries<br/>  20.5 Dictionary examples<br/>  20.6 Text to speech<br/>  20.7 Navigating, annotating and mining a recording<br/>  20.8 Producing versions at different speeds<br/>  20.9 Handling: comparing and deciding<br/>  20.10 Student projects: Sampling and dictations<br/>  20.11 Conclusion<br/>  20.12 Further reading<br/>  20.13 Learning and teaching activities<br/>  References for Part 4 Appendices<br/>  1. Two models of speech<br/>  2. Calculating the speed of speech<br/>  3. Word clusters of three or more words<br/>  4. Creating an obscure acoustic blur Glossary 
<br/><br/><label>ISBN: </label>9780954344726 (pbk) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Spoken English--Textbooks for foreign speakers.<br/>English language--Spoken English--Study and teaching--Foreign speakers.
<br/><br/><label>LC Class. No.: </label>PE1128  / .C447 2003