西语西声,中文和英文两种语言在发音上的差别是非常明显的,作为一名中国英语学习者,我们如何才能发出一口纯正的英语音呢？有一种方法我们必须掌握,那就是口腔后部发声法.
口腔后部发声法、顾名思义、就是用口腔的后部发音的一种发声方法,发音区域主要体现在腮部中间靠后的发音区域(也就口腔的后三分之二).发音时咽腔打开,舌根用力.
为什么一定要用口腔的后部来发英语音呢? 原因有四点.
第一 不用口腔后部发音就读不准英语单词.
如果用口腔前部发音、导致一些辅音音标口型不对、出现单词发音严重不准.
第二 不用口腔后部发声、就读不顺句子.
如果用口腔前部发音、口腔松弛、无法进行连读、吞音等音变。就无法体现出一句话像一个单词的英语节奏.
第三 不用口腔后部发音、发出的英语音便无法作到饱满圆润。
第四不用口腔后部发音,读出的英语无法作到西语西声、就无法建立我们说英语的自信。
那么, 口腔后部发声法如何具体练习呢？
可以从三方面进行。
一、中文辅助练习 1、进行中文感叹音“噢”的练习。噢的发音部位就是明显的口腔后部、2、美声唱法模仿.美声唱法的发声技巧和英语发音有一定的相似之处、口腔里面也处于打开的状态 3、模仿老外说中文、不同的发音方法和发音部位使外国人的中文发音与我们国人相差很大,如果我们能够模仿老外的中文,也就在一定程度上实现了口腔发音部位的后部调整。
二、口腔肌肉锻造. 要作到用口腔后部发音,口腔后部的肌肉必须锻造灵活.可以从三个方面进行、1、绕口令训练、选取一些有代表性的绕口令、进行口腔肌肉的灵活性训练、2、练习口语时稍微的夸张也可以使口腔肌肉进一步灵活 3、闭齿训练. 练习英文句子时可在上下牙齿之间放置一枚硬币或水果糖等使上下牙齿闭合, 也可达到强行锻造口腔肌肉的目的.
三、口型操练 英语用口腔后部发音, 辅音的发音规律在口型上呈现为三种明显的变化规律 咧嘴噘嘴和闭嘴、反复进行三种口型的练习 也可养成口腔后部的发音习惯。
那么用口腔后部发音, 会产生哪几方面明显的发音效果呢？如下四点：
1: 用口腔后部发音，使口腔，喉腔，鼻腔与腔位处于充分打开的状态。英语发音有明显的共鸣感，充其是鼻腔共鸣。
·mind kind find
·Everybody can speak perfect English
·Ask not what others can do for you ,ask
2：用口腔后部发音，由于口腔里面完全打开，有较大的发音空间，所以长元音和双元音饱满。
·Time guy about now enjoy amazing
·How about you
·Please feel free to unite me
3：用口腔后部发音，由于口腔里面完全打开，舌尖能充分地向后卷曲，产生了美语明显的儿化现象。
Smart jerk first important blurt
First come, first served.
English is becoming more and more important.
I’ll never forget your support for me.
4: 用口腔后部发音，口腔内壁肌肉绷紧，致使语速加快，产生了连读吞音等音变现象,英语的语流粘而含，在语言节奏上，一句话听起来像一个单词。
.dinner is on me.
.get out of here.
.what do you do for a living?
一方水土一方人，不同的国家，不同的地区，甚至同一地区的不同人之间都会有不同的发音习惯，掌握口腔后部发生法，做到西语西声，逐渐建立起说英语的自信，说一口流利的英语并非难事。
英语口语的练习，无论是一个词组，一个短语，还是一篇短文，如何读准其中的每一个单词，成为我们口语练习的第一步也是最重要的一步。
英语单词分门别类，浩如烟海，有百万之多。如何才能读准这些单词呢？难道让老外一个个为我们示范吗？看来是不可行的，况且很多老外的英语也有地方口音。
英语单词的发音基本都是辅音音标和元音音标的音节组合，如何读准辅音和元音便成为了问题的关键。
按照传统的国际音标发音体系，辅音音标根据发音效果分为爆破音摩擦音破擦音鼻音喉音等。发音分类非常科学严谨，但对于练习者的准确掌握却有一定的困难，我们很难找到理论中精确的舌位及硬腭软腭的位置，练习时让我们不易掌握，学习时让我们感觉冷酷漫长。
那么该怎么办呢？其实很简单，掌握一种简单的练习方法 – 口型法
定义：通过控制口型而发准辅音音标的一种练习方法。
口型分类：
1：咧嘴音 f v s z θ δ ts dz t d n l j
2：噘嘴音 ∫ з t∫ dз tr dr r η h k g
3：闭嘴音 m p b w
练习说明：
1：咧嘴音练习：嘴角两侧以微笑状向两侧拉开，通过口型的控制把发音部位调整到口腔后部，从而读准该类型音标。
2：噘嘴音练习：嘴唇前突，同时上嘴唇上翘形成噘嘴状，上嘴唇和鼻尖一只笔的缝隙。通过口型的控制把发音部位调整到口腔后部，从而读准该类型音标。
3：闭嘴音练习：发音时上下嘴唇闭合，口腔里面打开。通过口型的控制把发音部位调整到口腔后部，从而读准该类型音标。
http://qianqian515369.blog.sohu.com/83344248.html
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A bit more:
Yes, it takes time to get used to back mouth sounding, this is true for other learning activities, learning curve is usually low - high - low, then another loop; realizing this would make people not feeing down-hearted when learning becomes slow;
There is no short-cut in learning: practice makes one perfect, rules should be used as guidance; the purpose of knowing rules is to facilitate one's learning; knowing rules is not the ultimate purpose. The ultimate purpose is to master the skills of using a language for effective communication.
However, rules should not be neglected, although rules should not be focused on in the beginning. This opinion is based the perception that there are no rules initially, rules are generalization and accumulation of common practices of language culture for years / generations (rules are still changing), thus, when we start learning a language we need to start from root - sound, word, sentence, from simple to complex. By and by, we would have already got acquainted to a lot of language phenomena, and we had unknowingly learned a lot of rules and we are using the rules unconsciously.
At this phase the role of rules jumps in. The more the language phenomina that we are exposed to, the more important the role of rules would become, as the knowlege of rules would speed up the learning at this stage. The learners might have had the tendency/inclination of subconsciously seeking hidden patterns (rules) in this language (learning), if the instructor/teacher would have introduced the appropriate/corresponding rules to the learner, he/she would be quite happy as the rules could solve some of their mysteries encountered during the previous learning activities, the rules will shorten their learning circle. The learners will love rules at this time and not regard rules as a burdon any more. (Putting grammar completely aside is not proposed).
There is one short-cut for language learning, if there exists one, it is "easy hard-working". Here the "easy" refers to that the learner has a clear mind of what/how to learn, he/she wouldn't regard the language learning as an unconquerable obstacle, the learning is under his/her contol;
the "hard" means that the learner has to devote time/energy onto it and he/she knows that, and he/she knows how much time/energy to invest to get to certain aim, which would make their learning easier. No pain no gain. The worst scenario is avoided: Lots of pain, no gain. The learner usually is hard to get to this stage by himself/herself initially; the instructor/teacher plays an important role here - -
Words above are my own thinking on language teaching/learning, I would love to hear criticism and different opinons so that we all learn and progress together.
******bj#2's comments:
However, I wanted to emphasize the importance of practice.
[I am writing the following paragraphs mainly for the purpose of practicing my English. The content may be too far from the topic. Please don't waste your time reading it if you only want to see discussions on 'back mouth' pronunciation.]
With pronunciation, if one hasn't practiced enough, s/he won't be able to truly understand and master those rules. And I guessed that is why although many people know this "back mouth" theory, even the best teachers are not able to give an instance solution to solve the learner's problem immediately.
Here are some personal experiences. I have been working with algorithms for many many years. When I play with the algorithms in my field, mostly I can play artfully (after so many years of studying and practice).
With English pronunciation, after 1 year's practice, right now I honestly think I know what this "back mouth" pronunciation is and how it works. But I am far from speaking English beautifully/artfully although I always thought I had a little talent in language.
I am also learning dancing starting nearly a year ago. Since it has very low priority on my weekly schedule and I seldom practice it after class, my teacher says I am doing mechanics. He is actually being nice and not wanting to scare me away, for I clearly know that I am not yet doing the correct and accurate mechanics (I feel my English pronunciation is somewhat close to such a mechanically correct stage -- though far from artful).
When being asked what I need to do and how should I do it to dance as beautifully as he does, my teacher says, "practice! I dance 20-30 hours per week, while you do only one hour a week. Not to mention the years I started ahead of you!" This guy is a multi-time national award winner and one of the best teachers I ever know. For every detail I'm not able to do well, he has a solution to improve/correct it. But currently I am still not able to even get close to there. Hopefully in 10 years, I may get out of the mechanistic stage in dancing.
Hope this lengthy writing explains a little on how practice helps the learners to get the essence of any kinds of arts. (My theory: mostly, theories work only through pratice.)
