On suprasegmental features Introduction So far we havebeen talking about phonetic features as they apply to single phonetic segments，or Phonetic features can also apply to a string of severalsounds， such as a syllable， or an entire word or The study ofphonological features which applies to groups larger than the single segment，are known as suprasegmentalfeatures， such as the syllable or the The study of these features is knownas It mainly includessyllable， stress， pitch， tone， and In this paper， I will talk aboutthe suprasegmental features ingreat Key words: phonetic， Syllable The most obvious prosodic feature in languageis the Let's briefly discuss the notion of Like all of our other basic linguistic concepts，although everyone knows what a syllable is， the concept "syllable" isdifficult to define in absolute A syllable can be divided into threeparts， that is， onset， nucleus， and coda， of which nucleus is a Asyllable that has no coda is called an open syllable while a syllable with codais called a closed In English only long vowels and diphthongs canoccur in open The onset may be empty or filled by a cluster of asmany as three consonants， while the coda position may be filled as many as The maximal onset principle states that when there is a choice asto where to place a consonant， it is put into the onset rather than the In some languages， syllables are always open，that is， they always end in a vowel， never a (Hawaiian) On the other hand， every Hawaiian syllable must begin with a (Aloha spoken as a single word beginsin a glottal ) In other languages， syllables are always closed; they mustend in a consonant (Navaho): Háá'ishah Let's build a Táá diné 'ooljéé'go naaskai' Three men went to the (LikeHawaiian， they must also begin in a )Stress The nature of stress The word stress is used differently bydifferent authors， and the relationship between stress， emphasis， accent andprominence is also defined Robins has defined it as “a genericterm for the relatively greater force exerted in the articulation of part ofutterance” The nature of stress is simple enough—practically everyone wouldagree that the first syllable of words like“father”， “open” is stressed， thatthe middle syllable is stressed in “potato”， “apartment” and the final syllableis stressed in “about”， “perhaps”， and most people feel they have some sort ofidea of what the difference is between stressed and unstressed syllables，though they might explain it in many different The production of stress is generallybelieved to depend on the speaker using more muscular energy than is used forunstressed From the perceptual point of view， all stressed syllableshave one characteristic in common， and that is “prominence” Roach hasmanifested that at least four different factors are important to make asyllable prominent:i) Loudness: Most people seem to feelthat stressed syllables are louder than unstressed ones; in other words，loudness is a component of ii) Length: The length of syllables hasan important part to play in prominence; the syllables which are made longerthan the others will be heard as iii) Pitch: Pitch in speech is closelyrelated to the frequency of vibration of the vocal folds and to the musicalnotion of low-pitched and high-pitched notes; if one syllable is said with apitch that is noticeably different from that of the others， this will have astrong tendency to produce the effect of iv) Quality: a syllable will tend to be prominentif it contains a vowel that is different in quality from neighboring Languages differ in how they use 1) In some languages， eachsyllable is equally stressed or unstressed，as in Cambodian2) the syllable in eachword is more Theplace of stress is fixed on acertain syllable:1) Finnish，Hungarian and other Finno-Ugric languages2) Polish，3) F4) Complex set In Bulgarian nouns and verbs have separate sets of rules forstress Hopi (phonetic: first syllable of a two syllableword: síkwi meat; inwords of three or more syllables， accent falls on the first long vowel: máamatsi to recognize; or onthe first short vowel before a consonant cluster: péntani to write; otherwise it falls on thenext to last syllable: wunúvtu standup)The place of stress is 1) In Russian the stress iscompletely random: xoroshó， xoró2) In English the stress ismore predictable but still Usually a middle syllable of a longerword receives the In two syllable words stress is rando and oftenrenders differences in meaning: project/toproject， produce/produce， and insult/ to Some languages have more than one stress perword: English is such a In English， words of foursyllables or more have a primaryand a secondary SomeEnglish compounds have phrasal stress on the first element of Phrasal stress often distinguishes meaning in adjective/ Sentence stress in English According to He Shanfen (1992)， Englishsentence stress has two main functions:⑴ to indicate the important words in thesentence; ⑵ to serve as thebasis for the rhythmic structure of the Consequently， in connected English speech，sentence stress usually falls on content ( or lexical) words， which carry thebasic meaning of a sentence， nouns， adjectives， adverbs Those whichare usually unstressed in sentences are form (or structural) words， which showgrammatical relationships， such as articles， auxiliary and modal verbs，monosyllabic prepositions， Pitch Another prosodic feature is pitch， defined as the frequency ofvibration of vocal Pitch is measured in Physiologically， pitch tends to be higher inwoman than in men and higher before puberty than after Also， thepitch of women's voices tends to lower with old age; the pitch of men's voicestends to get higher with Despite these physiological， non-linguisticuniversal， each language uses pitch distinctions for linguisticallymeaningful Startingfrom the lowest pitch on the initial syllable， the pitch of each subsequentsyllable raises until the word reaches the "peak" From that point，pitch either remains at the same level for the remainder of the word or itdrops The choice between maintenance of high pitch or allowing it todrop is a matter of formality: pitch is maintained in formal or careful speech，but dropped in colloquial 七．ConclusionBeing the most important part， suprasegmental features can not be despised in phonology From the whole passage， we can understand that suprasegmentalfeatures not only has its phonology significance， but also the practicaluse as We can not say this person is a good language user just by his orher vocabulary， as well as the Spoken language is also very Ido hope that the paper will be sufficient to prove that suprasegmental features is an efficient way for our studies and encouragemore and more students to pay attention to using Reference【1】CaoJ The Rhythm of Mandarin C Instituteof Linguistics of Chinese Academyof Social S RPR-IL/CASS (2000-2002)【2】Chen Y Contrastive Study of Suprasegmental Phonology in English and Chinese: aFunctional P MA: Southwest China Normal U【3】Chomsky，N & Halle，M The Sound Pattern of E New York: Harper and Row， P
1、英文摘要是应用符合英文语法的文字语言，提供论文内容梗概为目的的短文。（内容基本与中文摘要相同，但不用完全逐句对应）。2、英文题目、摘要、关键词自成一页（1页即可），放在中文摘要页之后。3、英文字体与行间距：统一使用“西文字体”中的“Times New Roman”。4、英文题目：使用三号字加粗。5、英文摘要：“Absract”顶格，使用四号字，并加粗。6、英文关键词：“KeyWords”顶格，使用四号字并加粗。组成部分：摘要应具有独立性和自明性，并且拥有与文献同等量的主要信息，即不阅读全文，就能获得必要的信息。对一篇完整的论文都要求写随文摘要，摘要的主要功能有：（1）让读者尽快了解论文的主要内容，以补充题名的不足。现代科技文献信息浩如烟海，读者检索到论文题名后是否会阅读全文，主要就是通过阅读摘要来判断；所以，摘要担负着吸引读者和将文章的主要内容介绍给读者的任务。（2）为科技情报文献检索数据库的建设和维护提供方便。论文发表后，文摘杂志或各种数据库对摘要可以不作修改或稍作修改而直接利用，从而避免他人编写摘要可能产生的误解、欠缺甚至错误。所以论文摘要的质量高低，直接影响着论文的被检索率和被引频次。
Paper title: Chinese phonetic teaching case studiesIn South Korea， harvard-yenching institute -- for example elementary Chinese cram schoolIn teaching Chinese as a foreign language， Chinese phonetic teaching is a crucial part， if speech base play well， it will affect the whole Chinese language This paper is based on the author's teaching experience to carry out case studies of Chinese phonetic From 2010 September to December， the author in busan yanjing Chinese college internship， the professor of 22 Korean zero point In the teaching practice of most South Korea， found that the students， 0 start learning Chinese speech is very difficult， and often produce phonetic， so in order to help South Korea zero point it easier for students， the more accurately mastering Chinese speech， the author has been related Based on the field observation and record the method to case studies， each chapter 22 Korean zero recorded the starting point and analysis the pronunciation of the students might create a errors of reason， in the final chapter of forward an effective teaching According to the results of the survey， 22 zero starting point when students learn Chinese phonetic pronunciation errors， the existence of a major is:(1) initials aspects: after ChunChiYin f， tongue zh， ch， sh sound， (2) finals aspects: single vowels o， e， u， after finals uo， ue， ou， BiYunMu the Ian， uan， the UN(3) tone aspects: yangping and shang tone， "a" liaison tone-variation and rising even read the YangPing tone According to the survey results， the concrete analysis of produce the main cause of pronunciation errors in South Korea， and puts forward the countermeasures of teaching students 0 Keywords: South Korea zero point students Chinese phonetic teaching countermeasures case analysis
