影响中国英语学习者语音评测的显著特征研究

　　本书着眼于中国英语学习者的语篇朗读评测，采用理性回顾与语料库数据分析相结合的研究方法，旨在发现并验证影响中国英语学习者语音总体印象评分和精细分项评分的显著语音特征。研究结果将为后续建设精细的语音评测量表，发展诊断性的语音评测、改进计算机辅助语音训练和自动语音评测系统提供实证依据；同时，研究还将对我们了解和认识英语作为国际通用语的核心语音特征贡献力量。本书是国内第一本系统考察二语语音特征与语音评测之间关系的专著，对外语语音教学与测试具有直接指导价值。

　　南京大学大学外语部讲师，英语博士，从事大学外语教学多年，发表学术论文多篇，研究方向：语言学，二语习得，语音学。

前言
Preface
Acknowledgements
Chapter One INTRODUCTION
1.1 Background
1.2 Need for the study
1.3 Outline of the dissertation
Chapter Two LITERATURE REVIEW
2.1 Definition of key concepts
2.1.1 Pronunciation
2.1.2 Criterial features
2.2 Second language pronunciation assessment
2.2.1 Competing paradigms
2.2.2 Factors influencing the pronunciation assessment
2.2.3 Automated scoring
2.3 Criterial features in L2 pronunciation assessment
2.3.1 The Mixed-method approach to identify criterial features
2.3.2 Phonological categories derived from theories
2.3.3 Phonological categories derived from rating scales
2.3.4 Phonological features derived from empirical studies
2.3.5 Summary of the phonological features identified in the literature
2.3.6 Relative contribution of the phonological features
Chapter Three METHODOLOGY
3.1 Research questions
3.2 Speech corpus
3.2.1 RESCCL
3.2.2 The speech samples for this study
3.2.3 Read English Speech Corpus of Native American Speakers
3.3 Phase- I study
3.3.1 Speech samples in Phase I
3.3.2 Speech coding in Phase I
3.3.3 Data analysis in Phase I
3.4 Phase-II study
3.4.1 Speech coding in Phase II
3.4.2 Data analysis in Phase II
3.5 Summary
Chapter Four RESULTS AND DISCUSSION I : The Validation of Criteriai Features
4.1 Segmental features
4.2 Prosodic features
4.2.1 Intonation features
4.2.2 Stress features
4.2.3 Rhythmic features
4.3 Fluency features
4.4 Discussion
4.4.1 Features that significantly contributed to the pronunciation ratings
4.4.2 Features that failed to significantly contribute to the pronunciation ratings
Chapter Five RESULTS AND DISCUSSION II : Distinguishing the Holistic Rating Levels
5.1 Segmental features
5.2 Prosodic features
5.2.1 Intonation features
5.2.2 Stress features
5.2.3 Rhythmic feature
5.3 Fluency features
5.3.1 Speed
5.3.2 Breakdown features
5.4 Discussion
5.4.1 Features distinguishing all the levels
5.4.2 Features distinguishing between the lower levels
5.4.3 Features distinguishing between the high and lower levels
5.4.4 The feature failing to distinguish across holistic rating levels
5.5 Summary
Chapter Six RESULTS AND DISCUSSION III : Predicting the Analytic Ratings
6.1 Segmental features
6.1.1 Checking the assumptions for regression
6.1.2 The regression model for the segmental ratings
6.2 Prosodic features
6.2.1 Checking the assumptions for regression
6.2.2 The regression model for the prosodic ratings
6.3 Fluenc3, features
6.3.1 Checking the assumptions for regression
6.3.2 The regression model for the fluency ratings
6.4 Discussion
6.4.1 Segmental predictors
6.4.2 Prosodic predictors
6.4.3 Fluency predictors
6.5 Summary
Chapter Seven CONCLUSION
7.1 Major findings
7.1.1 The validation of the criterial features
7.1.2 The role of the criterial features in distinguishing the holistic rating levels
7.1.3 The differential contribution of the criterial features to the analytic ratings
7.2 Implications
7.2.1 Implications for the conceptualizations of pronunciation
7.2.2 Implications for pronunciation teaching
7.2.3 Implications for pronunciation testing
7.3 Limitations
7.4 Suggestions for future research
References
Appendix A: Text of the read dialogues
Appendix B: Categorization of the within-sentence pauses
Appendix C. Locations of boundary tones examined for tone deviation
Appendix D. Syllables possible to be stressed in the read text
Appendix E: Possible locations for accented syllables and sampled tonic/weak syllables