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xiaolai
Lyric
@@ -273,15 +273,15 @@ export default withMermaid(
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},
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{
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text: "3.5.2. 起伏",
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link: "/sounds-of-american-english/3.5.2-intonation",
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link: "/sounds-of-american-english/3.5.2-tone",
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},
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{
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text: "3.5.3. 轻重",
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link: "/sounds-of-american-english/3.5.3-weight",
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link: "/sounds-of-american-english/3.5.3-emphasis",
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},
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{
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text: "3.5.4. 缓急",
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link: "/sounds-of-american-english/3.5.4-speed",
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link: "/sounds-of-american-english/3.5.4-rhythm",
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},
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]
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},
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@@ -2,15 +2,27 @@
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学说话，其实就是低配版的学唱歌。这个类比的好处在于，它让我们把日常连贯的语音理解成一串音节，而不是一些放在一起的单词（一个单词可能有一个以上的音节）—— 因为自然语音，本质上都是以音节为基础单位，而不是以字词为单位的……
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Learning to speak is, in many ways, a simpler version of learning to sing. This comparison is useful because it allows us to perceive everyday, fluid speech as a string of syllables, not just a group of words (a single word can have more than one syllable). After all, natural speech is fundamentally based on syllables, not words.
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歌曲是有韵律的，自然语音其实也一模一样…… 好听的歌声和好听的语音，简单说，总计需要注意以下几个方面：
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The prosody of speech is like the rhythm of a song. To make our speech or singing appealing to the ear, there are a few key elements we need to pay attention to. These are:
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> **高低**、**起伏**、**轻重**、**缓急**…… 以及，很多人并不重视的**停顿**（[3.4.1](3.4.1-stop)）。
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> *pitch*, *tone*, *emphasis*, *rhythm*, and oft-neglected *pauses*.
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>
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> * **高低**指的是**音高**（*pitch*）的变化。
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> * **起伏**指的是**声调**（*intonation*），即，扬、平、降、轻。
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> * *Pitch* refers to the high and low variations in voice.
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> * **起伏**指的是**声调**（*tone*），即，扬、平、降、轻。
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> * *tone* refers to the tone of voice, whether it's *rising*, *flat*, *falling*, or *light*.
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> * **轻重**（*stress*）落实到**音节**（就好像歌曲中的**音符**）上来看，就是轻重的安排，重音、次重音、非重音、弱音（[3.3.2](3.3.2-stress)）。
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> * **缓急**（*speed*）就是一组**音节**发声的速度 —— 在歌曲中，如果 4 个音符在同一个节拍里唱完，每个音符只占 $\frac{1}{4}$ 拍，那就每个音节都**很短**且**很快**；或者反过来，如果一个音符竟然持续了 2 个节拍，那就是这个音节**很长**，但**很慢**。
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> * *Stress* refers to the emphasis placed on a syllable, similar to the emphasis on a note in a song. There are various levels of stress such as *primary stress*, *secondary stress*, *unstressed*, and *weak schwa* ([3.3.2](3.3.2-stress)).
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> * **缓急**（*rhythm*）就是一组**音节**发声的速度 —— 在歌曲中，如果 4 个音符在同一个节拍里唱完，每个音符只占 $\frac{1}{4}$ 拍，那就每个音节都**很短**且**很快**；或者反过来，如果一个音符竟然持续了 2 个节拍，那就是这个音节**很长**，但**很慢**。
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> * *rhythm* is the speed at which a group of syllables is spoken. In a song, if four notes are sung in one beat, each note lasts a quarter of a beat, making each syllable short and fast. Conversely, if a single note spans two beats, the syllable is long and slow.
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所以，**好好说话**，**说得连贯**，甚至**说得好听**，更重要的是**学会如何安排好每一个音节**，而所谓的 “安排好”，就是处理**高低、起伏、轻重、缓急**以及**停顿**。
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Therefore, to speak well, to speak fluently, even to speak beautifully, we need to learn how to properly arrange each syllable, handling its *pitch*, *tone*, *stress*, *rhythm*, and *stop* or *pauses*.
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虽然**把每个音素读准读对**看起来更基础，但实际上更重要的是每个音节的**韵律**，即，该**音节**的**高低、起伏、轻重、缓急**，比这个还重要的，是很多人没想到的**音节间**可能的**停顿**。
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While it might seem more basic to pronounce each phoneme correctly, what's actually more crucial is the prosody of each syllable, including the *pitch*, *variation*, *stress*, and *rhythm* of the syllable, and what's even more important is the potential *stop* or *pause* between syllables, which is something many people overlook.
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@@ -2,22 +2,34 @@
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被清楚地读出的音节，有可能伴随着高低不同的音高（*Pitch*）变化。
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Clear syllables when pronounced, may vary in *pitch*.
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> Yet, | it is a fact of **life** | that an *un·lettered* **pea**sant is considered **ig**norant.
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这句话里，*Yet* 和 *life* 这两个单音节词汇，以及 *peasant* 的第一个音节 `/pe/`，以及 *ignorant* 里的第一个音节 `/ɪg/`，都有明显的音高（*pitch*）拉升。语音分析工具可以帮我们清楚地 “看到”：
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In this sentence, the single syllable words *Yet* and *life*, the first syllable `/pe/` in *peasant*, and `/ɪg/` in *ignorant*, all experience a noticeable *pitch lift*. Voice analyzing software can help us *see* this clearly:
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<video controls width="720"> <source src="/videos/yet-it-is-a-fact-of-life.mp4" type="video/mp4"></source>Your browser does not support the video tag. </video>
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如果你可以唱出 $\frac{4}{4}$ `| 3 2 1 - |` —— 当然，这三个音符其实任何人都可以唱出来……
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If you can sing $\frac{4}{4}$ | 3 2 1 - | - indeed, anyone could sing these three notes...
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<video controls width="720"> <source src="/videos/321.mp4" type="video/mp4"></source>Your browser does not support the video tag. </video>
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那你就可以把 *fact*, *fact*, *fact*... 用三个不同的音唱出来，`/fækt/(3) /fækt/(2) /fækt/(1-)`，你就能体会到自然语音中的音高变化了。
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那你就可以把 *fact*, *fact*, *fact*... 用三个不同的音唱出来，`/fækt/(3) /fækt/(2) /fækt/(1-)`，你就能体会到自然语音中的**音高**变化了。
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Then you can voice *fact*, *fact*, *fact*... in three different pitches, /fækt/(3) /fækt/(2) /fækt/(1-), and you will then feel the *pitch* changes in natural speech.
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**音高**（*pitch*）的控制，主要靠**喉部**（*larynx*）；而**语调**（*intonation*, [3.5.2](3.5.2-intonation)），由于涉及到音高的变化（**从高到低**或者**从低到高**），所以，也由喉部控制。如果有个人在我们面前讲话，在我们听到她声调明显变化的时候，就可以看得到她的喉咙部位的明显动作……[^1]
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Pitch control mainly relies on the *larynx*. *Intonation* (3.5.2), which involves pitch variation (from high to low or from low to high), is also controlled by the *larynx*. If someone is speaking in front of us, we can see the clear movement in their throat when we hear a noticeable change in their pitch...[^1]
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<video controls width="720"> <source src="/videos/CatherineAnderson.mp4" type="video/mp4"></source>Your browser does not support the video tag. </video>
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其实吧，“说话” 真的只不过是 “极其低配版的歌唱”，因为它的曲调（*Melody*）只是在一个特别狭小音高区域（*Pitch region*）里变化。
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之所以 “说话” 只不过是 “极其低配版的歌唱”，是因为它的曲调（*Melody*）只是在一个特别狭小音高区域（*Pitch region*）里变化。
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The reason why *speaking* can be considered as *extremely pared-down singing* is because its melody (prosody) only fluctuates within a very narrow pitch region.
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[^1]: The video clip came from *[Essentials of Linguistics, 2nd edition](https://ecampusontario.pressbooks.pub/essentialsoflinguistics2/)*，and the narrator is one of the authors, Catherine Anderson。
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@@ -1,43 +0,0 @@
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# 3.5.2. 起伏（Intonation）
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把中文当作外语学习的时候，最麻烦的一件事是学习中文每个字的声调，一二三四声以及轻声。`ma` 这个音，可以有 `mā, má, mǎ, mà` 以及 `ma`。更令人格外头痛的是：同一个音的不同声调会代表不同的含义。
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英文的音节不仅没有指定的声调，并且，声调的变化也不影响音节的含义。一般来说，声调主要在**重音音节**上有所体现。偶尔，在**句末**或者**意群末**的最后一个**非重音音节**也可能带着声调 —— 这时一般只有**平调**。
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理论上，重音音节都可以有最常见的三种声调的读法，**平调**、**升调**、**降调**。比如，`→`*big*, `↗`*big*, `↘`*big*，`→`*fact*, `↗`*fact*, `↘`*fact*……
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偶尔，你也会听到一些人会使用**降升调**，一般是在**双元音**上。比如，`⤻`sure, i`⤻`dea……
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注意：如果**短元音**的音节用**平调**读出来，会自然而然地有所**拉长**。
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如果是多音节词汇，要分两种情况：
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> * 最后一个音节是**重音**：*adapt*, a`→`dapt，a`↗`dapt，a`↘`dapt
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>
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> * 倒数第二个音节是重音：
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>
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> * 第一种情况是**重音**用更高**音调** —— 以下用 `↑` 表示音调（*pitch*）的提高：
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>
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> * *component*, com`↑`po·nent
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>
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> * *condition*, con`↑`di·tion
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>
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> 在这种情况下，最后一个音节只能继续轻声读出来……
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>
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> * 第二种情况是**重音**用**降调**
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>
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> * *component*, com`↘`po`→`nent，com`↘`po`↗`nent，com`↘`po·nent
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>
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> * *condition*, con`↘`di`→`tion，con`↘`di`↗`tion，con`↘`di·tion
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>
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> 由于倒数第二个音节是重音，声调在那里已经明显完成，所以，随后的最后一个音节只需要轻声读出来就可以了。
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含有重音的多音节单词读的时候就是相对更为吃力。在日常对话中，人们为了方便会下意识地尽量避免使用多音节单词。在口语中更多且又自然地使用含有重音的多音节单词，多多少少是多年教育的结果 —— 在学校里朗读背诵了更多的内容。
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> [!Tip]
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> 这是很多人学英语从未养成的习惯：
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> > 在学一个新的英语词汇的时候，要分别用几个声调各自读很多遍……
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传统的语音教学里，声调（*intonation*）一般只涉及到句末的词汇，疑问句用升调，祈使句用降调 —— 到此为止。
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事实上，自然语流中，**每个非弱读音节都可能有属于自己的声调** —— 只不过，在没有计算机辅助的情况下，哪怕是母语使用者也无法逐一分辨…… 事实上，很多人连自己语音的每个音节声调究竟是如何控制的都无法说清楚。
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75
1000-hours/sounds-of-american-english/3.5.2-tone.md
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75
1000-hours/sounds-of-american-english/3.5.2-tone.md
Normal file
@@ -0,0 +1,75 @@
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# 3.5.2. 起伏（Tone）
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把中文当作外语学习的时候，最麻烦的一件事是学习中文每个字的声调，一二三四声以及轻声。`ma` 这个音，可以有 `mā, má, mǎ, mà` 以及 `ma`。更令人格外头痛的是：同一个音的不同声调会代表不同的含义。
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When learning Chinese as a foreign language, one of the biggest hurdles is mastering the *tones* of each character. For example, the sound `ma` can be expressed as `mā, má, mǎ, mà` or with a *soft tone* `ma`, each with a different meaning depending on the tone.
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英文的音节不仅没有指定的声调，并且，声调的变化也不影响音节的含义。一般来说，声调主要在**重音音节**上有所体现。偶尔，在**句末**或者**意群末**的最后一个**非重音音节**也可能带着声调 —— 这时一般只有**平调**。
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In contrast, English syllables don't have designated tones, and changes in tone won't alter the meaning of the syllable. Tones in English are usually reflected on the stressed syllable. Sometimes, the last unstressed syllable at the end of a sentence or phrase may carry a tone, which is typically a flat tone.
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理论上，重音音节都可以有最常见的三种声调的读法，**平调**、**升调**、**降调**。比如，`→`*big*, `↗`*big*, `↘`*big*，`→`*fact*, `↗`*fact*, `↘`*fact*……
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In theory, *stressed syllables* can have the three most common tones: *flat*, *rising*, or *falling*. You could say *big* with a flat, rising, or falling tone, `→`*big*, `↗`*big*, `↘`*big*; the same goes for *fact*, `→`*fact*, `↗`*fact*, `↘`*fact*...
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偶尔，你也会听到一些人会使用**降升调**，一般是在**双元音**上。比如，`⤻`sure, i`⤻`dea……
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Occasionally, a *falling-rising* tone is used, typically on *diphthongs*, for instance, *`⤻`sure* or *i`⤻`dea*.
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注意：如果**短元音**的音节用**平调**读出来，会自然而然地有所**拉长**。
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Note: *Short vowel* syllables read with a *flat* tone naturally tend to *lengthen*.
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如果是多音节词汇，要分两种情况：
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For multi-syllable words, there are two scenarios:
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> * 最后一个音节是**重音**：*adapt*, a`→`dapt，a`↗`dapt，a`↘`dapt
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>
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> * Last syllable is stressed: *adapt*, a`→`dapt，a`↗`dapt，a`↘`dapt
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>
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> * 倒数第二个音节是重音：
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>
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> * Penultimate syllable is stressed:
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>
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> * 第一种情况是**重音**用更高**音调** —— 以下用 `↑` 表示音调（*pitch*）的提高：
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>
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> * First case: using *a higher pitch* for the stressed syllable, indicated by `↑` for pitch increase:
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>
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> * *component*, com`↑`po·nent
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>
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> * *condition*, con`↑`di·tion
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>
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> 在这种情况下，最后一个音节只能继续**轻声**读出来……
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>
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> In this case, the last syllable should continue to be read in a *soft tone*.
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>
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> * 第二种情况是**重音**用**降调**
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>
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> * Second case: using a falling tone for the stressed syllable:
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>
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> * *component*, com`↘`po`→`nent，com`↘`po`↗`nent，com`↘`po·nent
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>
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> * *condition*, con`↘`di`→`tion，con`↘`di`↗`tion，con`↘`di·tion
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>
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> 由于倒数第二个音节是**重音**，声调在那里已经明显**完成**，所以，随后的最后一个音节只需要**轻声**读出来就可以了。
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>
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> Since the penultimate syllable is *stressed* and the tone is clearly *completed* there, the last syllable only needs to be read *softly*.
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含有重音的多音节单词读的时候就是相对更为吃力。在日常对话中，人们为了方便会下意识地尽量避免使用多音节单词。在口语中更多且又自然地使用含有重音的多音节单词，多多少少是多年教育的结果 —— 在学校里朗读背诵了更多的内容。
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Pronouncing multi-syllable words with stress is more challenging. In casual conversation, people tend to avoid using multi-syllable words. The more frequent and natural use of multi-syllable words with stress in spoken English is largely the result of years of education — spending more time reading and reciting content in school.
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> [!Tip]
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> 这是很多人学英语从未养成的习惯：
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> > 在学一个新的英语词汇的时候，要分别用几个声调各自读很多遍……
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>
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> One habit many English learners haven't developed is to *practice a new vocabulary word with different tones repeatedly*.
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传统的语音教学里，**声调**（*intonation*）一般只涉及到句末的词汇，疑问句用**升调**，祈使句用**降调** —— 到此为止。
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Traditional phonetics lessons usually only cover *intonation* at the ends of sentences, with *rising* tones for questions and *falling* tones for commands.
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事实上，自然语流中，**每个非弱读音节都可能有属于自己的声调** —— 只不过，在没有计算机辅助的情况下，哪怕是母语使用者也无法逐一分辨…… 事实上，很多人连自己语音的每个音节声调究竟是如何控制的都无法说清楚。
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However, in natural speech, every non-weak syllable might carry its own tone. Without technological assistance, even native speakers might struggle to distinguish these subtle differences. In fact, many people can't articulate how they control the tone of each syllable in their own speech.
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@@ -1,9 +1,13 @@
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# 3.5. 轻重（Weight）
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# 3.5. 轻重（Emphasis）
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自然语音中，不可能每个词汇都被用同样轻重的方式读出来 —— 总是有些词被**强调**，而另外一些词读的相对较轻。
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In natural speech, not every word is pronounced with the same *emphasis*. Some words are *stressed* or *highlighted*, while others are read in a lighter, less emphasized manner.
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不妨体会以下**同一个句子**的 4 个版本（例子来自于 [Macquarie University](https://www.mq.edu.au/about/about-the-university/our-faculties/medicine-and-health-sciences/departments-and-centres/department-of-linguistics/our-research/phonetics-and-phonology/speech/phonetics-and-phonology/Intonation-tobi-introduction)）：
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|
||||
Consider the following 4 versions of the same sentence (examples from [Macquarie University](https://www.mq.edu.au/about/about-the-university/our-faculties/medicine-and-health-sciences/departments-and-centres/department-of-linguistics/our-research/phonetics-and-phonology/speech/phonetics-and-phonology/Intonation-tobi-introduction)):
|
||||
|
||||
> *Marianna made the marmalade...*
|
||||
>
|
||||
> 1. <audio controls><source src="/audios/marm1.wav" type="audio/mpeg">Your browser does not support the audio element.</source></audio>
|
||||
@@ -16,9 +20,13 @@
|
||||
|
||||
拿第 1 个版本为例，请参照以下图示：
|
||||
|
||||
In the first version, for example, please refer to the following diagram:
|
||||
|
||||
|
||||
|
||||
同样一个句子，**强调**不同的词可能表达不同的含义[^1]：
|
||||
同样一个句子，**强调**不同的**词**可能表达不同的含义[^1]：
|
||||
|
||||
The same sentence, by *emphasizing* different *words*, can convey different meanings[^1].
|
||||
|
||||
> * Will **you** drive to the office tommorrow? (rather than someone else)
|
||||
> * Will you **drive** to the office tommorrow? (rather than going some other way)
|
||||
@@ -28,9 +36,15 @@
|
||||
|
||||
被**强读**的词汇之中，重音音节往往带着**声调** —— 升、降、平、降升（[3.4](33-up-down)）。并且，少数重音音节会有被拔高的音高（[3.3](32-high-low)）。这些都是自然语流的韵律（*prosody*）格外重要的组成部分，也是跟读模仿时的重点之一。
|
||||
|
||||
Stressed words often carry *tone* - *rising*, *falling*, *flat*, or *falling-rising*. Moreover, a few stressed syllables might have a higher *pitch*. These are significant parts of natural speech *prosody*, and should be a focus when imitation reading.
|
||||
|
||||
另外，除了少数词汇会被**强读** 之外，还会有很多词汇会被**弱读**。
|
||||
|
||||
以下是 TOEFL 听力录音中第一篇中的前两个句子，请注意同一个单词 “**community**” 第一次出现和第二次出现时的具体不同：
|
||||
In addition, besides a few words being *stressed*, many words will be *weakly pronounced.*
|
||||
|
||||
以下是某段 TOEFL 听力录音中前两个句子，请注意同一个单词 “**community**” 第一次出现和第二次出现时的具体不同：
|
||||
|
||||
Here are two sentences from the TOEFL listening recording. Note the specific difference when the word *community* appears for the first and second time:
|
||||
|
||||
> *Community* service is an important component of education here at our university. We encourage all students to volunteer for at least one *community* activity before they graduate.
|
||||
|
||||
@@ -38,37 +52,66 @@
|
||||
|
||||
这段录音中所有被强读的词汇在以下的文本中被加重标记（而没有标记的，就是被弱读的）：
|
||||
|
||||
In this recording, all the words that are *stressed* are highlighted in the following text (those not marked are weakly pronounced):
|
||||
|
||||
> **Community** **service** is an **important** **component** of **education** **here** at our **university**. We **encourage** **all** **students** to **volunteer** for at **least** **one** community **activity** **before** they **graduate**.
|
||||
|
||||
自然语音中，会有大量的常见词汇会被**弱读** —— 尤其是那些最常见的单音节词汇。
|
||||
|
||||
In natural speech, a large number of common words are weakly pronounced - especially those most common single syllable words.
|
||||
|
||||
各种语言都有这种现象，主要原因可能是因为**太常见**、**太容易理解**、**不可能被误解**、**相对于不那么重要**等等诸如此类的原因，乃至于说话者在说那些**词汇**（或者**音节**）的时候会**更快**或者**更轻**，甚至**合并**或者**省略**。
|
||||
|
||||
This phenomenon exists in all kinds of languages. The main reason might be because these words are too common, too easily understood, cannot be misunderstood, relatively unimportant, and so on. As a result, when speakers say these words (or syllables), they tend to speak faster or lighter, even merging or omitting them.
|
||||
|
||||
北京人在说 “不知道” 这三个字的时候，有可能说出来的是用拼音都很难标记的 `bù(r)dào`，其中原本应该的 `zhī` 被糊弄成了甚至好像没有韵母的 `r`…… 但，谁都听得懂，哪怕最初不习惯，听个两三次也就适应了。
|
||||
|
||||
For example, when Beijingers say "不知道", it might come out as `bù(r)dào`, where the original `zhī` is mumbled into an `r` that doesn't even seem to have a vowel. But everyone understands it, and even if you're not used to it at first, you'll adapt after hearing it a few times.
|
||||
|
||||
某个单词被强读或者被弱读的时候，该单词的元音长短和重音所在（如果是多音节单词的话）都会相应发生变化，具体常见变化如下：
|
||||
|
||||
如果一个单词（或音节）被强读，那么这个单词中的：
|
||||
When a word is stressed or weakly pronounced, the length of the vowels and the location of the stress (if it's a multisyllabic word) will change accordingly. The common changes are as follows:
|
||||
|
||||
如果一个单词（或音节）被**强读**，那么这个单词中的：
|
||||
|
||||
If a word (or syllable) is *stressed*, or *emphasized*:
|
||||
|
||||
> * 长元音会被读的很清楚，并且足够长，甚至显得更长一些；
|
||||
> * Long vowels are pronounced very clearly and long enough, even a bit longer;
|
||||
> * 双元音会被读的很饱满，并且显得很有弹性；
|
||||
> * Diphthongs are pronounced full and elastic;
|
||||
> * 落在重音上的短元音都会显得更长一些；
|
||||
> * Short vowels on the stressed syllables appear longer;
|
||||
> * 重音所在的音节可能带着不同的声调（平调、升调、降调、降升）……
|
||||
> * 重音所在的音节可能带着不同的音高（往往是 “高”、“中”、“低” 中的 “高”）……
|
||||
> * The syllable with the stress might carry different tone (flat, rising, falling, falling-rising);
|
||||
> * 重音所在的音节可能带着更高的音高（往往是 “高”、“中”、“低” 中的 “高”）……
|
||||
> * The syllable with the stress might often carry a *higher pitch*, often *high* among *high*, *middle*, *low*.
|
||||
|
||||
如果一个单词（或音节）被弱读，那么这个单词中的：
|
||||
如果一个单词（或音节）被**弱读**，那么这个单词中的：
|
||||
|
||||
If a word (or syllable) is *weakly pronounced*:
|
||||
|
||||
> * 长元音会变得短一些（几乎与短元音的长度相当）；
|
||||
> * Long vowels can get shorter (almost as short as short vowels);
|
||||
> * 重音音节会变得与非重音音节一样轻；
|
||||
> * The stressed syllable can be as light as the unstressed syllable;
|
||||
> * 很多元音都会发生变化，向 *schwa* `ə`（[3.1.2](3.1.2-ʌ)、[3.1.4](3.1.4-ə)）靠拢；
|
||||
> * Many vowels might change, moving towards *schwa* `ə` ([3.1.2](3.1.2-ʌ)、[3.1.4](3.1.4-ə));
|
||||
> * 很多与辅音相关的停顿（[3.4.1](3.4.1-stop), [3.4.3.1](3.4.3-cc#_3-4-3-1-省音-elision)）会被直接省略；
|
||||
> * Many stops or pauses ([3.4.1](3.4.1-stop), [3.4.3.1](3.4.3-cc#_3-4-3-1-省音-elision)) related to consonants can be directly omitted;
|
||||
> * 清辅音 `s`、`t`、`k`、`f` 之后的元音 `ə` 可能会直接被省略掉；
|
||||
> * The vowel `ə` after `s`, `t`, `k`, `f` might be directly omitted;
|
||||
> * 整个单词所处的音高往往是 “高”、“中”、“低” 之中的 “低”，最多是 “中”……
|
||||
> * The whole word often has a *lower* pitch, or at most *middle* pitch among *high*, *middle*, *low*.
|
||||
|
||||
其实，哪怕在单独读某一个单词的时候，其中元音的长短都会受到重音重读的影响。比如，*city* 这个单词，重音在第一个音节上，而两处的元音是一样的：`/ˈsɪ-t̬ɪ/`；但是只要你把第一个音节读得足够重，自然而然就能感觉到**第一个音节**只能比**第二个音节**更长（[3.3.2](3.3.2-stress)）。
|
||||
|
||||
Actually, even when pronouncing a single word, the length of the vowels is influenced by the stress. For example, in the word *city*, the stress is on the first syllable, and both vowels are the same: `/ˈsɪ-t̬ɪ/`. But if you pronounce the first syllable heavy enough, you will naturally feel that the first syllable can only be longer than the second one ([3.3.2](3.3.2-stress)).
|
||||
|
||||
大多数助动词、系动词、介词、连词、冠词、代词，都有两种发音形式：**强读式**（*accented form*）、**弱读式**（*weak form*） —— 这些单词往往都是单音节单词。在自然语流中，它们更多的情况下是以**弱读式**读出的。以下是其中最常见的强读式、弱读式对照列表。注意，以下的列表不能当作硬规则使用，不是所有的虚词都必须被弱读；也不是所有的实词都必须被强读。下面的列表只是在描述现象。
|
||||
|
||||
Most *auxiliary verbs*, *linking verbs*, *prepositions*, *conjunctions*, *articles*, and *pronouns* have two pronunciation forms: *accented form* and *weak form* - these words are often single syllable words. In natural speech, they are more often pronounced in the weak form. Below is a list of the most common accented and weak forms. Note, the list below cannot be used as hard rules. Not all function words must be weakly pronounced; not all content words must be stressed. The list below is only describing the phenomenon.
|
||||
|
||||
> * a: `/eɪ/` → `/ə/`
|
||||
> * am: `/æm/` → `/əm, m/`
|
||||
> * an: `/æn/` → `/ən, n/`
|
||||
46
1000-hours/sounds-of-american-english/3.5.4-rhythm.md
Normal file
46
1000-hours/sounds-of-american-english/3.5.4-rhythm.md
Normal file
@@ -0,0 +1,46 @@
|
||||
# 3.5.4. 缓急（rhythm）
|
||||
|
||||
自然语音中，被强读的音节通常语速较慢，伴随着音高的变化、声调的不同，并且，其中的长元音读得够长，双元音读得够饱满。
|
||||
|
||||
In natural speech, syllables that are emphasized tend to be spoken more slowly. They are often associated with changes in pitch, different tones, and the elongation of long vowels and diphthongs.
|
||||
|
||||
与之相对的，另外一些音节会被轻读，它们常常会很轻很快，弄不好还会有大量的变音。
|
||||
|
||||
In contrast, some syllables are pronounced more weakly. They are frequently very soft and quick, and if not done correctly, may have many variations in pronunciation.
|
||||
|
||||
还是以这句话为例子：
|
||||
|
||||
Let's still use this sentence as an example:
|
||||
|
||||
> Community service is an important component of education *here at our uni*·**ver**·*sity*. We encourage all students to volunteer for at least one community activity before they graduate.
|
||||
|
||||
<audio controls><source src="/audios/toefl-sampe-01.mp3" type="audio/mpeg">Your browser does not support the audio element.</source></audio>
|
||||
|
||||
请仔细注意这一串音节：*here at our uni*·**ver**·*sity*... 它们原本应该被读作 `/ˈhiə æt ɑʊə ˌjunəˈvəː(r)səti/`…… 可你听到的是什么呢？`ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə·ˈvəː(r)sət̬i/`（括号里的音素省略到几乎听不清）……
|
||||
|
||||
Pay close attention to this string of syllables: *here at our uni*·**ver**·*sity*... They're supposed to be pronounced as `/ˈhiə æt ɑʊə ˌjunəˈvəːsəti/`, but what do you hear instead? `ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə·ˈvəː(r)sət̬i/` (with vowel sounds in parentheses being nearly omitted)...
|
||||
|
||||
> * *at* 被轻读成 `/ət/`，而其中的 `ə` 又几乎被省略掉了；
|
||||
> * *at* is de-emphasized to `/ət/` with the `ə` almost left out;
|
||||
> * 而 *our* 原本单独朗读的话，应该是 `/ɑʊə/`，却只变成了 `/ɑ/`；又由于这是美式发音（毕竟是 TOEFL 听力考试题），好像是多了个 `r`，所以是 `/ɑr/`；
|
||||
> * *our*, when pronounced alone, should be `/ɑʊə/`, but is reduced to `/ɑ/` or `/ɑr/` due to American pronunciation adding an `r`;
|
||||
> * *at* 中的 `t`，由于前后被两个元音夹着，所以变成了和 `d` 非常接近的 `t̬`；
|
||||
> * The `t` in *at*, sandwiched between two vowels, is pronounced similarly to `d`, becoming `t̬`;
|
||||
> * 为了把 *university* 中的长元音重读音节 `/vəː/` 读清楚，与前一个音节 `/junə/` 之间有个细微的停顿，而 `/vəː/` 读成了平调……
|
||||
> * To emphasize the stressed syllable `/vəː/` in *university*, there's a slight pause between it and the preceding syllable `/junə/`, and `/vəː/` is pronounced with a flat tone.
|
||||
|
||||
关键在于，好听的语音是有节奏感的。该朗读者把 `ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə` 放进了同一个节拍里，然后，下一个节拍从重音 `ˈvəː` 开始：`ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə | ˈvəː(r)sət̬i/`……
|
||||
|
||||
The key point is that attractive speech has *rhythm*. The speaker put `ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə` into one beat, then started the next beat with the stressed syllable `ˈvəː`: `ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə | ˈvəː(r)sət̬i/`...
|
||||
|
||||
日常生活中，绝大多数人讲话并不会刻意在乎**节奏**，也常常感觉并无必要。但，总有一些人是训练有素的，比如，他们需要朗读、录音、演讲，甚至表演…… 于是，他们会有意无意地控制**节奏**。
|
||||
|
||||
In everyday life, most people don't consciously pay attention to *rhythm* when speaking, nor do they feel the need to. But some people have trained to precisely control their *rhythm* when reading aloud, recording, giving speeches, or performing.
|
||||
|
||||
这也是为什么绝大多数人在模仿外语录音的时候总是感觉心有余力不足的原因，首先因为他们忽视了**节奏**这个格外重要的因素。另外，他们忘了被模仿的语音，是训练有素且相当专业的声音，那甚至是质量极高难度极大的表演 —— 这更是提高了普通人模仿的难度。
|
||||
|
||||
This is why most people find it challenging to imitate foreign language recordings accurately. First, they overlook the essential factor of *rhythm*. Plus, they forget that the speech they're trying to mimic is a professionally trained and high-quality performance, which raises the difficulty level of imitation.
|
||||
|
||||
然而，说话的**节奏**，本质上来看，毕竟没多复杂，只不过是由**长短**和适当**停顿**构成的…… 再加上**高低起伏轻重**构成的**韵律**，就更好听了。
|
||||
|
||||
However, the *rhythm* of speech isn't overly complex. It's essentially determined by the *length* of sounds and appropriate *stops* or *pauses*... Add in the *prosody* created by variations in *pitch* and *stress*, and the speech becomes even more pleasant to the ear.
|
||||
@@ -1,24 +0,0 @@
|
||||
# 3.5.4. 缓急（Speed）
|
||||
|
||||
自然语音中，被强读的音节通常语速较慢，伴随着音高的变化、声调的不同，并且，其中的长元音读得够长，双元音读得够饱满。
|
||||
|
||||
与之相对的，另外一些音节会被轻读，它们常常会很轻很快，弄不好还会有大量的变音。
|
||||
|
||||
还是以这句话为例子：
|
||||
|
||||
> Community service is an important component of education *here at our uni*·**ver**·*sity*. We encourage all students to volunteer for at least one community activity before they graduate.
|
||||
|
||||
<audio controls><source src="/audios/toefl-sampe-01.mp3" type="audio/mpeg">Your browser does not support the audio element.</source></audio>
|
||||
|
||||
请仔细注意这一串音节：*here at our uni*·**ver**·*sity*... 它们原本应该被读作 `/ˈhiə æt ɑʊə ˌjunəˈvvəː(r)səti/`…… 可你听到的是什么呢？`ˈ/hiə·(æ)t̬ɑ(ʊə)ˌjunə·ˈvvəː(r)sət̬i/`（括号里的音素省略到几乎听不清）……
|
||||
|
||||
> * *at* 被轻读成 `/ət/`，而其中的 `ə` 又几乎被省略掉了；
|
||||
> * 而 *our* 原本单独朗读的话，应该是 `/ɑʊə/`，却只变成了 `/ɑ/`（[3.5](34-strong-weak)）；又由于这是美式发音（毕竟是 TOEFL 听力考试题），好像是多了个 `r`，所以是 `/ɑr/`（[2.1.2](05-Ʌ)）；
|
||||
> * *at* 中的 `t`，由于前后被两个元音夹着，所以变成了和 `d` 非常接近的 `t̬`（[2.2.5](17-td#_2-2-5-4-弹舌音)）；
|
||||
> * 为了把 *university* 中的长元音重读音节 `/vəː/` 读清楚，与前一个音节 `/junə/` 之间有个细微的停顿（[3.2](31-pause)），而 `/vəː/` 读成了平调（[3.4](33-up-down)）……
|
||||
|
||||
日常生活中，绝大多数人讲话并不会刻意在乎**节奏**，也常常感觉并无必要。但，总有一些人是训练有素的，比如，他们需要朗读、录音、演讲，甚至表演…… 于是，他们会有意无意地控制**节奏**。
|
||||
|
||||
这也是为什么绝大多数人在模仿外语录音的时候总是感觉心有余力不足的原因，首先因为他们忽视了**节奏**这个格外重要的因素。另外，他们忘了被模仿的语音，是训练有素且相当专业的声音，那甚至是质量极高难度极大的表演 —— 这更是提高了普通人模仿的难度。
|
||||
|
||||
然而，说话的**节奏**，本质上来看，毕竟没多复杂，只不过是由**缓急**和适当**停顿**构成的…… 再加上**高低起伏轻重**构成的**韵律**，就更好听了。
|
||||
Reference in New Issue
Block a user