Introduction |
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xi | |
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1 | (18) |
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1 | (8) |
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1 | (2) |
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3 | (1) |
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4 | (2) |
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6 | (3) |
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9 | (5) |
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10 | (1) |
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Nativeness Versus Intelligibility |
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11 | (1) |
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Intelligibility and Comprehensibility |
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12 | (1) |
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A Clear and Natural Accent |
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12 | (2) |
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Awareness, Training, and Counseling |
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14 | (2) |
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16 | (1) |
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17 | (2) |
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Chapter 2 Accent Modification |
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19 | (30) |
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Who Provides Accent Modification? |
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19 | (8) |
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Teachers of English to Speakers of Other Languages |
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19 | (3) |
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Voice and Speech Trainers |
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22 | (2) |
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Speech-Language Pathologists |
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24 | (3) |
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Where SLPs Practice Accent Modification |
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27 | (2) |
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28 | (1) |
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29 | (1) |
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29 | (1) |
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How Does Accent Modification Work? |
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29 | (10) |
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29 | (3) |
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32 | (5) |
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37 | (2) |
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39 | (2) |
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Does Accent Modification Work? |
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41 | (5) |
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41 | (3) |
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44 | (1) |
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45 | (1) |
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46 | (3) |
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49 | (34) |
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49 | (3) |
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Purposes of Accent Assessments |
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50 | (1) |
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Determining Clients' Goals |
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50 | (2) |
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52 | (4) |
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Intelligibility Assessment |
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56 | (1) |
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Suprasegmental Assessment |
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57 | (4) |
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58 | (2) |
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Spontaneous Speech Sample |
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60 | (1) |
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61 | (1) |
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Evaluating Through Listening and Writing |
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61 | (1) |
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62 | (1) |
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63 | (2) |
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65 | (1) |
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66 | (2) |
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68 | (15) |
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Chapter 4 Segmentals Overview |
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83 | (26) |
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83 | (5) |
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83 | (2) |
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International Phonetic Alphabet and Spelling |
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85 | (1) |
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86 | (2) |
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Principles of Segmental Training |
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88 | (7) |
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88 | (2) |
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90 | (4) |
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Other Auditory Discrimination Activities |
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94 | (1) |
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95 | (3) |
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98 | (5) |
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98 | (1) |
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99 | (4) |
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Other Factors in Target Selection |
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103 | (1) |
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103 | (2) |
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105 | (4) |
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Chapter 5 Suprasegmentals Overview |
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109 | (28) |
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109 | (1) |
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110 | (4) |
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Should Clients Slow Down? |
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110 | (2) |
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112 | (1) |
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Pausing and Mean Length of Run (MLR) |
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113 | (1) |
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113 | (1) |
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114 | (10) |
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114 | (4) |
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Typical Intonation Patterns |
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118 | (1) |
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118 | (1) |
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118 | (1) |
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119 | (1) |
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119 | (1) |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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122 | (1) |
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122 | (1) |
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Activities to Develop Intonation Awareness |
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122 | (2) |
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124 | (2) |
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126 | (11) |
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137 | (32) |
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137 | (5) |
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137 | (1) |
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Classification of Consonants |
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137 | (1) |
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138 | (1) |
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139 | (1) |
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139 | (1) |
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140 | (1) |
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Nasals, Liquids, and Approximants |
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141 | (1) |
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142 | (5) |
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142 | (1) |
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143 | (1) |
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144 | (2) |
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The Post-Alveolar Affricates /t√, dz |
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146 | (1) |
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The Remaining Approximants, /w, j, l/, and the Glottal Fricative /h |
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146 | (1) |
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147 | (22) |
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147 | (1) |
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148 | (2) |
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150 | (1) |
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150 | (1) |
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151 | (1) |
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151 | (1) |
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152 | (1) |
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152 | (1) |
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153 | (16) |
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169 | (34) |
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169 | (22) |
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169 | (1) |
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169 | (2) |
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Developing Vowel Awareness |
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171 | (1) |
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172 | (1) |
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172 | (5) |
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177 | (1) |
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178 | (1) |
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The Schwa and Reduced Vowels |
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178 | (2) |
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180 | (1) |
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Roundedness and Lip Position |
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180 | (1) |
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181 | (1) |
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Rhoticity, Nasality, Voicing |
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181 | (1) |
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182 | (1) |
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American English and Other Dialects |
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183 | (1) |
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184 | (1) |
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184 | (1) |
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185 | (1) |
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185 | (1) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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188 | (3) |
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191 | (1) |
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192 | (11) |
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Chapter 8 Syllables and Stress |
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203 | (28) |
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203 | (5) |
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203 | (1) |
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203 | (2) |
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205 | (1) |
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206 | (2) |
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208 | (1) |
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208 | (3) |
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208 | (1) |
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209 | (1) |
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210 | (1) |
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211 | (10) |
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211 | (2) |
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213 | (5) |
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218 | (1) |
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Compound Nouns and Descriptive Phrases |
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219 | (2) |
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221 | (1) |
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222 | (9) |
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231 | (22) |
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231 | (7) |
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231 | (1) |
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Syllable Based versus Stress Based |
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231 | (1) |
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Content Words Versus Function Words |
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232 | (3) |
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235 | (1) |
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Reducing Modals and Auxiliaries |
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236 | (2) |
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238 | (5) |
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238 | (2) |
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Advanced Functions of Emphasis |
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240 | (2) |
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242 | (1) |
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243 | (3) |
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246 | (1) |
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247 | (6) |
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Chapter 10 Connected Speech |
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253 | (22) |
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Overview of Connected Speech |
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253 | (1) |
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253 | (4) |
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254 | (1) |
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255 | (1) |
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255 | (1) |
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Intervocalic Linking with Other Consonants |
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256 | (1) |
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257 | (6) |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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258 | (2) |
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260 | (1) |
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The Rule of Three and Endings |
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261 | (1) |
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261 | (2) |
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Linking of the Regular Past |
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263 | (1) |
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263 | (1) |
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264 | (1) |
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265 | (1) |
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266 | (9) |
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Chapter 11 Getting Started |
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275 | (22) |
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275 | (3) |
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278 | (4) |
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282 | (7) |
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282 | (1) |
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The Accent and Communication Training Program at SDSU |
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283 | (5) |
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288 | (1) |
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289 | (4) |
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289 | (2) |
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291 | (1) |
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292 | (1) |
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293 | (1) |
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294 | (3) |
Index |
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297 | |