科技信息O外語論壇OSCIENCE & TECHNOLOGY INPORMATION2011年第15期The Analysis of African- American English楊明霞1唐秀峰2袁媛3(1.曲阜師范大學(xué)外國語學(xué)院山東曲阜273100;2. 曲阜師范大學(xué)外語教研部山東曲阜273100;3.泰山醫(yī)學(xué)院外國語學(xué)院山東泰安271000)[擠要]美國黑人英語作為英語中最重要的種族變體,以其獨特的語音 、詞匯、語法等特點與標準莢語存在較大的區(qū)別黑人英語的形成是由多種因素引起的,它受到時間、地域、種族.社會和社會集團等因素的制約,形成了具有自己特色的一種語言形式.[關(guān)鍵詞]黑人英語;標準英語;種族變體1 Introduction3.1.2 Phonetic varistion on vowels(1)The confusion of lil and le: Blacks seldom make the diferenceAfrican-American English is a variant of English, users are mostlybetween 1i/ and lel. For example, "pin" /pin/ is read /pen/, "tin" /in/ islower African Americans living in the community. Looking the African-American English a8 inferior is a social concept based on nacialread /ten/. The pronunciationof the vowels is identical with each other,discrimination and this social concept is inconsistent with linguistics. Thewhich is pronounced as the sound between Iiv and lel.(2)In the dialect of African-American English, the double vowe!voice,morphologyntax and voceabulary eysem of African -Americanis the pure blending sound, not is the gliding sound. For example,English is significantly diferent from the charateristics of Standard"right"/rai/ is read as /ret, “my" /mai 1 is read as /maw.English, however it is consistent with principle of "language is a system.2 African- American English in Grammatical Variationof rule".The most obvious and fundamental difference between African -2 The Definition of African- American EnglishAmericanEnglish and StandardAmerican English is the granmarstructure. Grammar is the moet constant and most different part. TheThe words "African -American English" wereproduced in 1969. fllowing are the main features of African American English in granmerArican-American English usually refers to the English which is used inaspecl.the norhem cities, and it is aloo known a Blaeck Vemacular English,or 3.2.1 The replecement of adverbAfro-American Vemacular English. African-American English is not aIn the dialect of African-American English, some grammar featuresgeographical concept nor is the concept of race. Most of blaecks of are showm on the verb physical appearance. In Standard English, peoplemiddle -clags don't speak African - American English, and except 80usually use adverb to emphasize the action that took place at this time orpercent of African Americans speak African-American English, there ae the Continuous action. However, African-Ameican Englishuse "be" toalso some whites (especially the plantation owners in the Soutb), Puertoreplace the adverb. For example,Ricans in New York city and some Indians to speak African-AmericanAfrican-American EnglishStandard EnglishEnglish. Therefore, not all blacks speak Black English. But the peopleHe be studyingHe is studyingwho speak African-American English are majority blacks.3.2.2 The disappearance of“-g" inflection3 Features of Atrican- American Englishome blacks who live at the botton of society and have a loweconomic status omit“- a" sometimes, such as the plural noun, theThe voice, morphology, syntax and vocabulary systems of African- possessive noun and the third person singular verb. For example,American English are significantly diferent from the features of StandardMy mamma tlk all the time =My mamma tlks all the timeEngliah. However, it is consistent with the principle that "language is aHe dance well=He dances wellsystem of nules". African- American English is the result the cooperationWe see many student in the lasroom=We sce many students in theof language rules, there is clear system and self- regulation. The fllowing claesroomare the main features of Afnican- American English from the aspeet of the.2.3pronunciation, grammar and vocabulary.One very unique feature of African -American English is the3.1 African-American English in Phonetic Variationormission of linking verb or the auxiliary verb "be". If an action or state3.1.1 Phonetic variation on consonantsposesses a fixed time, or in the static situation, and nhot often oceurs or(1 )On the sound "“h"18/, Aincan-American English diferns from thereoccurs, then "be" in the sentence can be omitted. For example,Standard English in several aspects:African- American English Standard English(a)When Blacka speak the prefix voiceleas consonant“th" 10/, theyMary sick todayMary is sick todaypronounce“t" IHI. For example, the pronunciation of “thin" /0in/ is readThey walking nowThey are walking now齲/tin/, "thanks" /0exnks/ is read a /uegks/.This my sister- in-lawThis is my sister-in-law(b)In the blecks’ dilecl, the voiced consonant “h"/JwasYou too short for meYou are too short for mepronounced“d" ld. For example,“this" 1is/ is read as /dis,“that" 163.2.4 The use of "He"eV is reaed as /det.When African Americans use pronoun to stand for the gender, they(e)If the"th" is in the middle or end of the word, it was pronouncedusually use "he". "he" not only stand for positive gender, but also standuU. For example, "birthday" /b:0dei/ is read as /bafdei/, "nothing"/ n^Ofor the negative gender. For exarmple,in/ is read a8 /nAfig/, "mouth" /mau0/ is read as /maul/ ,"both" /bou0/ isHe a beautiful woman =She is a beautiful woman.read as /boud/.He my mother = She is my mother.(2)The oison of nv eound: Many Blackes often omit the middleor 33 Ani 1中國煤化工- riationending consonants nN. For example, "help" /help/ is read /hep/,“felt" 1GeneArican Americans is infelu is read Hietl, "tool" /tu:/ is read /tu:/,“coal" /kau/ is read kow/ and line withaction which is diferentso on.YHCNMHGetion”all "goober",(3)The omission of lr/ sound: In these words, suchas "court, core, "carry" is called "tote", “wifecar, sure, door" and 8o on, the had Bound often is omitted by blacks."old uns". "scare" ie written幽“scaire", "before" (下轉(zhuǎn)第285頁)281科技侑息O教學(xué)研究0SCIENCE & TECHNOLOGY INFORMATION2011年第15期弓|人情境熏陶語感吳秀謙(安溪縣金谷中心學(xué)校福建安溪362403)[摘要]語感這東西如水到口,冷暖自知,這種對于言語的敏感,在幾童時代的教育很要緊。語感是靠后天長期的語言感知和實踐積累而.成的。在小學(xué)語文教學(xué)中要注意培養(yǎng)兒童的語感能力。語感的培養(yǎng)離不開聽、說、讀、寫的訓(xùn)練。下面就在語文教學(xué)中進行語感的培葬談一些粗淺的做法;[關(guān)鍵詞]語感;情境教學(xué);刨設(shè)情境語感是人們對語言文字的敏銳感受。敏銳的語感是學(xué)好語文的重字 ,增強語感的效應(yīng)。如教學(xué)《十里長街送總理>一-文時 ,我將教室布置要條件,也是一個人語文水平的重要標志。語感分為接受性語感和表戚周總理的靈堂中間懸掛著周總理的遺像,兩邊掛著挽聯(lián).每位同學(xué)達性語感。接受性語感是對成晶文的感知時，能準確而迅速地讀懂語發(fā)給一 朵小白 花掛在胸前。我介紹周總理生前忘我工作的情漿和關(guān)心言文字本身,把語言文字所代表的狀態(tài)和具體形象的東西。在感知和人民生活疾苦的動 人故事,冉配上哀樂和動情的朗讀。而后由學(xué)生自理解成晶文語言文字的基礎(chǔ)上.進行必要的聯(lián)想和想象.感知文章所由 誦讀,這樣學(xué)生仿佛身臨其境。通過情感共鳴.把自己對生活的直接表達的思想感情,所要描寫的人物形象便躍然腦際。讀同樣一篇文章，感受 同作品傳給我們的間接感受連接起來,展開形象思維活動,對文語感強的人會激動得熱淚盈眶.而語感弱的人卻無動于衷。表達性語章所 描繪的情景就會像過電影般地呈現(xiàn)。莊嚴肅穆的靈車,致敬默哀言是當接觸到客觀事物時，能將這個事物用恰當?shù)恼Z言文字準確、形的人群等靈 車的焦急和耐心,送靈車的崇敬和揪心,望靈車的愛戴和象地表達出來。語感強的人在修改自己的文章時，能找出病處并加以懷念 ,形成了鮮明的內(nèi)心視像,促進、增強、提高了接受性語感能力。修改。而語感弱的人卻會將原來精美的語句去之無存。郭沫若曾說過，3領(lǐng)略詞句 ,實踐感悟語感這東西如水到口,冷暖自知。這種對于盲語的敏感,在兒童時代的教育很要緊。語感是靠后天長期的語言感知和實踐積累而成的。在小敏銳的語感是和對生活敏銳感受密切聯(lián)系在-起的。 文章是生活學(xué)語文教學(xué)中要注意培養(yǎng)兒童的語感能力。語感的培養(yǎng)離不開聽說、的反映,生活內(nèi)容越豐富,語感能力就越強。培養(yǎng)學(xué)生的語感就必須引讀、寫的訓(xùn)練。下面就在語文教學(xué)中進行語感的培養(yǎng)談- -些粗淺的做導(dǎo)學(xué)生接近生活 ,體驗生活,積極生活體驗。在教學(xué)(初冬》一文時。我提問學(xué)生“談淡的光"和光芒”這兩個詞有什么不同,舉個現(xiàn)實生活的例子來說。學(xué)生回答:帶乳色燈罩的等打1多讀多背,讀中感悟開后發(fā)出的光是柔和的.不刺眼的.就是“淡淡的光".而璜鎢燈發(fā)出的讀的本身就是揣摩體會的過程,多讀可以領(lǐng)悟主旨.品評語睞,感光是強烈的 .刺眼的,就是“光芒”。學(xué)生的回答即是結(jié)合對自己的生活悟語情。古語“書讀百遍,其義自見"也是提倡多讀,要讓學(xué)生有表情、 經(jīng)驗對“淡淡的光"和“光芒”的具體生活體驗和感曼。有節(jié)奏地朗讀。讀出氣勢、韻昧和技巧,直到悟出語育內(nèi)涵和文章氣因此,老師應(yīng)有目的、有計劃地多開展有益于表達性語感培養(yǎng)的勢.領(lǐng)會其布局謀篇,遭詞造句之精妙,才能潛移默化，在讀中受到感各項話 動,讓學(xué)生在興趣盎然的活動中增長知識,開拓視野,陶冶情染和熏陶。對一篇好文章的感悟不是靠空洞抽象的推理和分析得來操 ,提高表達性語感能力。如開展演講比賽,組織小廣播站等,在活動的。有的語言往往只能意會,不能言傳。因此,讀對培養(yǎng)語感具有獨特中體 驗語感敏銳反應(yīng)的程度和語言的表達能力。還可以組織引導(dǎo)學(xué)生的作用。辦班刊、隊刊、?？⒕幮?組織小文學(xué)杜,開展邇訊活動等,讓學(xué)生讀的指導(dǎo)有范讀、自讀、領(lǐng)讀導(dǎo)讀、分角色讀等多種形式。一般來有施展才 華的天地，把對敏銳信息的培養(yǎng)和生活實賤囊緊結(jié)合在一說,要求把文章讀正確.清楚.采用自由讀、輕聲讀等方法。在讀正確的起?；A(chǔ)上,為了幫助學(xué)生準確理解課文重點,深人體會文章所表達的思此外,敏銳語感的培養(yǎng)還要注意平時積累材料,引導(dǎo)學(xué)生多讀課想感情,用導(dǎo)讀,領(lǐng)讀、范讀等。如學(xué)習(xí)《長征》- -課時，可以通過反復(fù)誦外 書,多觀察周圍的世界,多思考.搜集素材?！昂糜洃洸蝗鐮€筆頭",無讀.憑借語盲文字展開想象.使課文描述的人、事、景、物在學(xué)生頭腦中論是讀到的 ,看到的.聽到的,想到的,隨手摘抄或記載，或長或短,寫浮現(xiàn)出來,產(chǎn)生真切的感受,進而感知課文的思想內(nèi)容。正如朱贏所說成片 段的資料,建立小材料庫.做生活的有心人。正如葉老說的“單菲的“大抵觀書須先熟讀,使其言諧若出于吾口、繼面精思.使其意皆出翻查字 典.是得不到什么深切的語感,唯有從生活方面去體驗,把生活于吾之心,然后可以有得耳。"所得一點一點積聚起來，積聚越多,了解越見深切。總之,語感的培養(yǎng)要堅持整體性感知的審美原則加強實賤活動。2創(chuàng)設(shè)情境,境中感悟把生活經(jīng)驗聯(lián)系到語言文字上去,并讓重積累。隨著時間的推移,由量這種方法是通過創(chuàng)設(shè)- -定 的情境，讓學(xué)生把儲存的信息和情境體變到質(zhì)變 ,敏銳的語感才能培養(yǎng)起來。幫驗結(jié)合起來,，喚起情感,產(chǎn)生共鳴,然后去感知和理解作品的語言文[責(zé)任編輯:王靜]●(上接第281頁)is witen as“fore", and so on.quality of their own culture, should maintain and develop the fintraditions of their owm nation. Only in this way, the political, economic4 Conclusionand eultural status of black language and blacks can be improved andFrom the perspective of linguistics, the formation of African- enhanced. 科American Engish is caused by a variety of factors, such a，time,geographic, ethnic, social and community groupe and other factorns.[參考文獻]Language is one miror, therefore, the social, political and economic[1]秦秀自中國煤化工1-.1918status determine the status of language. So when African Americans[2]侯維瑞[3]王來炎G發(fā).1993.resolved the issue of national languages, the main task should be to strive[4]王文昌:YHCNMH G教育出版社.1986.to improve their social, economic and political status, also should absorbthe excellent results of other ethnic groups, and continuously improve the[責(zé)任編輯:曹朋明]285 .