Теоретическая фонетика английского языка (803492), страница 32
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II ,One 'sawtjar too much 'dangerous "pulling out I without an -+adequate >signai \ havingbeen .,given.-+ LaneAlso the semantic centre of the preceding intonation group may be repeated at the beginning of the next utterance. Lexically it may be the sameword or word combination or a related one. This is done to chain thees tightly into a phonetic whole (phonopassage). On the prosodic5.3. Stylistic Use ofTntonation135close connection is expressed by the use of the Low Rising Tone in the initial intonation group:At the "'opening 'meeting in ,London olast ,night I Sir -+John Stone... 'critiI the "'standard of'motorway driving in this ,country. He ,said that therewas ,evidence I that "'many ofthe 'basic 'disciplines of ,motorwav use I had yetto be vlearned I by British ,drivers.One can see here that in the text sentences are not long and not complicated in their structure.
The intonation groups are quite short so that thelistener would not lose thread of what is being reported.Terminal tones are usually final and categoric, falls prevail. Falling-rising tones (or even Rise-Fall- Rises) are often heard in the initial short intonation groups introduced to draw the listener's attention:A "'number of'/orry drivers and vmotorists Ito l!1!1l 'YJ2 in time...With "'both 'carriageways vblocked Ipolice 'closed the motorwayfor a ,time...IITable J IProsodic Characteristics of a News Bulletin Reading(Press Reporting and Broadcasting)r'"---------------\bice colouringdispassionate, impartial, but resolute and assured; the effect of "chilly distant sounding"(usually achieved by special training ofthe announcers)Delimitationphonopassages - phrases - intonation groupsStylemarkingprosodicfeaturesLoudnessnormal or increased, contrasted at the phonopassage boundariesLevels andrangesnormal; decrease towards the end of the passage; noticeable increase at the start of anynew news itemRatenot remarkably varied; slow, rarely allegro; deliberately slow (lento) on communicativelyimportant centresPausesrather long, especially at the end of each newsitemRhythmstable, properly organized136Chapter V.
PhonostylisticsTable 11 (Continued)Accentuation ofsemantic centres Tenninaltonesfrequent use of final, categoric falling tones onthe semantic centres and falling-rising or risones in the initial intonation groups Pre-nuclearpatternscommon use of descending heads (very oftenbroken); alternation of descending and ascerlolIlg heads!------_t_The contrast not great between the accented and unaccented Comparing phonostylistic characteristics of the reading of an informational text and a news bulletin we can make the following observations:1. News bulletin read aloud conveys mainly factual infonnation, attitudinal function of intonation is of secondary importance here.2. The prosodic parameters are not greatly varied in both registers of thestyle except for such occasions in news bulletins when pitch levels,types of heads and pauses are alternated to break the monotony ofspeech and draw the listeners' or viewers' attention to something veryimportant in the message. This often happens when events are enumerated.
Marked prosodic variations are also observed at the beginning and the end of each new paragraph or topic.3. Voice quality is a very important marker of news coverage reading. It isvery easily identified, often labelled as "distant", "indifferent", "impartial", "neutral". It is true, of course, for events of routine character. When tragic events are broadcast, for instance, all the prosodicfeatures are changed to convey the meaning.4. In the "news bulletin reading" the use ofbroken descending heads andfall-rises on initial intonation groups is more common.5. Pauses tend to be longer, the general tempo is faster than in the readingof informational educational texts.6.
The "broadcast" reading is more properly rhythmically organized.Highly skilled newsreaders are capable of making the meaning clearby careful control of rhythm.5.3. Stylistic Use ofIntonation1375.3.3. Academic styleThis phonetic style is often described as both intellectual and volitional.The speaker's aim is to get the information across to the listener, to educate,to instruct. It is frequently manifested in lectures, scientific discussions, atconferences, seminars and in classes.It can be suggested here that the most pure manifestation of the academic phonetic style is realized in a lecture. Admittedly, there can be different types of lectures, they vary in the degree of formality, the competenceand the individual manner of the lecturer and so on.No public lecture is ever spontaneous, since all of them, even those inwhich no notes are used, will have been to some extent prepared in advanceand therefore represent the written variety of the language read aloud.Here is an example of a carefully prepared lecture read aloud in publicaddressed to a fairly-sized audience.You will "'all have 'seen from the 'handouts I which you have in vfront ofyou I that 01 pro"'pose to di'vide this 'course of v lectures I on the 'urban and'architectural de'velopment of, London I into "'three 'main ,sections, II and per>-haps I I could 'Just point 'out, 'right at the he.,ginning, I that there will be a"'good 'deal of 'overlap be.tween them.
II T.hey are in-+tended to >stand I as,separate, I -+self-contained ,units. 111'deed, \ I would 'go as far as to >say I that'anyone \ who "'tried to 'deal entirely 'senaratelv with the ,past, I the ,present, Iand the ""course ofdevelopment in the yfuture, I would be 'misrepre'senting the'way in which 'urban 'growth takes ,place. IINow by -+way ofintro,duction, I I'd "'like to 'try and 'give some indi>cationof"'how 'London it'selfQ,riginated; II of""what de'velopmental 'treI:lds. were built,into ,it, as it ,were, \from the -+very ,outset; I and of how -+these >trends have-+ affected its ,growth.
IIIt -+started, of,course, I not as vD11£, but ascities. II The, Ramans builta "'bridge a'cross the >Thames I at a "point where the 'estuary was 'narrowg'nough to "make this a practical'propo,sition; \ and the en-+campment as.,sacia1£d with this obridge I"'grew 'up on the 'north 'bank ofthe ,river.The -+principal Jim ofthis enr-ampment Iwas "'on the 'site now 'occupied by the, Tower. 111-+ Further to the vwest, at a "point where the 'river was ~fordable, I flf.L '~- Ithe -+Abbey of, Westminster - Iwas ,founded, Iand the "'two 'towns 'grew 'up oSideby ,side -I ""one centred on the vilomaJ:l camp, Iand the -+otheron the ,Abbey.-+Now in my ,next ,lecture I I "hope to 'demonstrate in Vdetaill that "'this'state ofgf'fairs I this double vfocus, I as we might ,call it - I was of"'crucialimportance for the 'subsequent 'growth o!,London as a '@'138Chapter V.
PhonostylisticsThis is a public lecture about the growth and development of Londonaddressed to a fairly-sized audience. The lecturer is evidently a specialist,therefore he sounds very self-assured and comfortable with the subject,knowledgeable about the topic. The purpose of the lecturer is to deliver themessage across to the audience.
To implement this goal he tries to engagethe attention and interest of the listeners, to maintain contact.The speaker uses all sorts of rhetorical strategies to involve the audienceand to implement his objectives:1'd like you to consider what happened as the two towns began to expand.What do you think the main consequences ofthe expansion were?The speaker outlines the points he is going to lecture about, uses all sortsof phrases to cla.ri1Y his position and underline each new item in the text:You will all have seenfrom the handouts which you have infront ofyou thatI propose to divide this course oflectures on the urban and architectural development ofLondon into three main sections and perhaps I could just point out,right at the beginning that there will be a good deal ofoverlap between them.Indeed l wouldgo asfar as to say.
..Now by way ofintroduction Iid like to try and give some indication of..Now in my next lecture Ihope to demonstrate in detail. ..The relationship between the lecturer and the audience is on the wholerather formal. At the same time he sounds interested, involved, enthusiasticabout the subject of his talk.Table 12Prosodic Characteristics of Academic Style PresentationVoice colouring"11ftve,lIltpV:S11ll:\,edifying, instructive,self-assuredDelimitationStyle-marking prosodicfeaturesphonopassages - phrasesintonation groupsLoudnessincreased, sometimes to forteLevels andrangesremarkably varied within the passage; gradual decrease within the supraphrasal unitRatenormal, slow in the most important parts ofthe lecture (rules, conclusions, examples); rate is as flexibleas the lecturer wishes it to be1395.3. Stylistic Use ofIntonationTable 12 (Continued)-~~ sesAccentuation ofsemanticIrather long, especially between the phonopassages; alarge proportion ofpauses serving to bring out communicatively important parts of utteranccs; occasional use of breath-taking pausesRhythmproperly organized, especially while giving the rules,the laws, drawing conclusions, etc.I Tel: minalhigh proportion of compound terminal tones (HighFall + Low Rise; Fall-Rise, Rise-Fall-Rise); a grcatnumber of high categoric fallsIton escentn,,_Pre -nuclearpat ternsfrequent use of stepping and falling heads; alternationof descending and ascending heads, especially in enumerationsTh ~ contrast not greatbet "een theace ented andun :ccentedseg nentsNow we would like to give an outline of the specific characteristics ofthe academic style presentation:1.
Academic presentations are generally well prepared and even rehearsedby a trained lecturer.2. The lecturer sounds self-assured, authoritative, instructive and edifying.3. The degree ofloudness is determined by the size of the audience.4. The prosodic features of the academic style presentation are varied. Wecan observe marked variations of terminal tones, pre-nuclear patterns,ranges, tempo and loudness.5. The rhythmical organization of the text is properly balanced by the alternation of all prosodic features which gives the acoustic impression of"rhythmicality" .6.
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