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Here's How to Do Accent Modification: A Manual for Speech-Language Pathologists [Mīkstie vāki]

  • Formāts: Paperback / softback, 200 pages, height x width: 279x216 mm
  • Izdošanas datums: 15-Mar-2019
  • Izdevniecība: Plural Publishing Inc
  • ISBN-10: 1635500079
  • ISBN-13: 9781635500073
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  • Mīkstie vāki
  • Cena: 96,33 €
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  • Formāts: Paperback / softback, 200 pages, height x width: 279x216 mm
  • Izdošanas datums: 15-Mar-2019
  • Izdevniecība: Plural Publishing Inc
  • ISBN-10: 1635500079
  • ISBN-13: 9781635500073
Citas grāmatas par šo tēmu:
''Here's How to Do Accent Modification: A Manual for Speech-Language Pathologists'' is designed for speech-language pathologists (SLPs) working with clients on accent modification in American English. A growing number of non-native speakers are interested in improving their communication skills and SLPs need preparation to work with this clientele. The text provides copious advice and many diverse techniques for teaching accent modification, from the level of basic sounds to the level of discourse.

The text emphasizes realistic goal setting, so that clients focus on becoming effective communicators as opposed to sounding exactly like native speakers. The objective is a balance between clear and natural speech. Many SLPs favor intelligibility over naturalness because of their backgrounds working with speech delayed children, but with non-native speakers this often leads to unnatural speech and listeners focus on how something is said as opposed to what is said.

''Here's How to Do Accent Modification'' is uniquely geared toward the skills and backgrounds of SLPs working with clients in a one-on-one setting, but is also an excellent introductory text for any English as a Second Language (ESL) teacher. Robert McKinney brings this unique perspective as a speech-language pathologist with degrees in both Communication Disorders and Teaching English as a Second Language.

Also included with the text are numerous practical activities and worksheets for working with clients. A PluralPlus companion website presents the worksheets in a downloadable format along with audio files and video clips to demonstrate working with non-native speakers.
Introduction xi
Chapter 1 Accents
1(18)
Our Accents
1(8)
Native Accents
1(2)
The Critical Period
3(1)
Ultimate Attainment
4(2)
Actors and Spies
6(3)
Effective Communication
9(5)
Accentedness
10(1)
Nativeness Versus Intelligibility
11(1)
Intelligibility and Comprehensibility
12(1)
A Clear and Natural Accent
12(2)
Awareness, Training, and Counseling
14(2)
Our Role
16(1)
References
17(2)
Chapter 2 Accent Modification
19(30)
Who Provides Accent Modification?
19(8)
Teachers of English to Speakers of Other Languages
19(3)
Voice and Speech Trainers
22(2)
Speech-Language Pathologists
24(3)
Where SLPs Practice Accent Modification
27(2)
Private Practice
28(1)
University Programs
29(1)
Worksites
29(1)
How Does Accent Modification Work?
29(10)
Overview
29(3)
Counseling
32(5)
Terminology
37(2)
Who Are Our Clients?
39(2)
Does Accent Modification Work?
41(5)
Efficacy Studies
41(3)
Non-Native Clinicians
44(1)
A Note on Dialects
45(1)
References
46(3)
Chapter 3 Assessment
49(34)
Overview
49(3)
Purposes of Accent Assessments
50(1)
Determining Clients' Goals
50(2)
Segmental Assessment
52(4)
Intelligibility Assessment
56(1)
Suprasegmental Assessment
57(4)
Diagnostic Passages
58(2)
Spontaneous Speech Sample
60(1)
Assessing Pragmatics
61(1)
Evaluating Through Listening and Writing
61(1)
Evaluating Language
62(1)
Assessment Packages
63(2)
Final Thoughts
65(1)
References
66(2)
Appendices
68(15)
Chapter 4 Segmentals Overview
83(26)
Working with Sounds
83(5)
Phonemes and Allophones
83(2)
International Phonetic Alphabet and Spelling
85(1)
Phonemic Awareness
86(2)
Principles of Segmental Training
88(7)
Basic Techniques
88(2)
Minimal Pairs
90(4)
Other Auditory Discrimination Activities
94(1)
Generalization
95(3)
Target Selection
98(5)
Contrastive Analysis
98(1)
Functional Load
99(4)
Other Factors in Target Selection
103(1)
References
103(2)
Appendices
105(4)
Chapter 5 Suprasegmentals Overview
109(28)
Patterns of Speech
109(1)
Rate
110(4)
Should Clients Slow Down?
110(2)
Measuring Rate
112(1)
Pausing and Mean Length of Run (MLR)
113(1)
Average Rate of Speech
113(1)
Intonation
114(10)
The Big Picture
114(4)
Typical Intonation Patterns
118(1)
End of a Statement
118(1)
Question Intonation
118(1)
List Intonation
119(1)
Choice Questions
119(1)
Tag Questions
120(1)
Emphasis
120(1)
Question Word Intonation
121(1)
Rhetorical Questions
122(1)
Parentheticals
122(1)
Activities to Develop Intonation Awareness
122(2)
References
124(2)
Appendices
126(11)
Chapter 6 Consonants
137(32)
Working with Consonants
137(5)
Familiar Ground
137(1)
Classification of Consonants
137(1)
Consonants of the World
138(1)
Client Awareness
139(1)
The Basics
139(1)
Voicing
140(1)
Nasals, Liquids, and Approximants
141(1)
Problematic Phonemes
142(5)
Typical Targets
142(1)
American /1
143(1)
The th /θ
144(2)
The Post-Alveolar Affricates /t√, dz
146(1)
The Remaining Approximants, /w, j, l/, and the Glottal Fricative /h
146(1)
Allophones
147(22)
Natural Speech
147(1)
The Alveolar Tap
148(2)
The Nasal Tap
150(1)
Unreleased Stops
150(1)
The Glottal Stop
151(1)
Syllabic /n
151(1)
Nasal Plosion
152(1)
References
152(1)
Appendices
153(16)
Chapter 7 Vowels
169(34)
Introduction to Vowels
169(22)
Out of the Comfort Zone
169(1)
Vowel Space
169(2)
Developing Vowel Awareness
171(1)
Vowel Basics
172(1)
Shapes and Space
172(5)
Vowel Length
177(1)
Tense and Lax Vowels
178(1)
The Schwa and Reduced Vowels
178(2)
Gliding
180(1)
Roundedness and Lip Position
180(1)
Diphthongs
181(1)
Rhoticity, Nasality, Voicing
181(1)
Coarticulation
182(1)
American English and Other Dialects
183(1)
Typical Targets
184(1)
/i/vs./1
184(1)
/ei/vs./ε
185(1)
/ν/vs./u
185(1)
/vs./a
186(1)
/α/vs./æ
186(1)
/ε/vs./æ
187(1)
/a/vs./λ
188(3)
References
191(1)
Appendices
192(11)
Chapter 8 Syllables and Stress
203(28)
The Syllable
203(5)
Building Blocks
203(1)
Syllable Structure
203(2)
Phonotactics
205(1)
Syllable Count
206(2)
Syllables and Vowels
208(1)
Syllables and Endings
208(3)
Non-Native Errors
208(1)
Regular Past Tense -ed
209(1)
The -s Ending
210(1)
Lexical Stress
211(10)
English Stress
211(2)
Stress Patterns
213(5)
Morphology and Stress
218(1)
Compound Nouns and Descriptive Phrases
219(2)
References
221(1)
Appendices
222(9)
Chapter 9 Prosody
231(22)
Phrasal Stress
231(7)
Language Rhythm
231(1)
Syllable Based versus Stress Based
231(1)
Content Words Versus Function Words
232(3)
Tonic Stress
235(1)
Reducing Modals and Auxiliaries
236(2)
Emphasis
238(5)
Shifting Focus
238(2)
Advanced Functions of Emphasis
240(2)
Training on Emphasis
242(1)
Phrasing
243(3)
References
246(1)
Appendices
247(6)
Chapter 10 Connected Speech
253(22)
Overview of Connected Speech
253(1)
Linking Consonants
253(4)
CV Linking
254(1)
Linking with /n
255(1)
Linking with /t
255(1)
Intervocalic Linking with Other Consonants
256(1)
CC Linking
257(6)
Extending Consonants
257(1)
Hold and Release
258(1)
The Glottal Stop
258(1)
Assimilation
258(2)
Pronoun Reduction
260(1)
The Rule of Three and Endings
261(1)
Elision
261(2)
Linking of the Regular Past
263(1)
Linking Vowels
263(1)
Putting It All Together
264(1)
References
265(1)
Appendices
266(9)
Chapter 11 Getting Started
275(22)
Getting More Training
275(3)
Additional Resources
278(4)
University Clinics
282(7)
Student Clinicians
282(1)
The Accent and Communication Training Program at SDSU
283(5)
Group Work
288(1)
In Their Own Words
289(4)
Career Paths
289(2)
Challenges
291(1)
Rewards
292(1)
References
293(1)
Appendices
294(3)
Index 297
Robert (Bob) McKinney, M.A., CCC-SLP, is the lead Speech-Language Pathologist at the Sweetwater Union High School District in San Diego, California, USA. His caseload includes adolescents and adults with a range of disabilities, and he heads the district's Culturally/Linguistically Diverse Assessment team. He is on the part-time faculty at San Diego State University, where he supervises graduate students in the clinic and teaches undergraduate Phonetics. He also teaches and trains teachers at the University of California, San Diego's English Language Institute. He holds an M.A. in Communicative Disorders, an M.A. in Education/TESOL, and an M.A. in International Relations. Bob is active in the California Speech-Language Hearing Association and has served on its board of directors.