A subject-centred approach to development multicultural education at the university

Алдошина, М И; Комарова, Эмилия Павловна; Bakleneva, Svetlana A.; Федоров, В. А.

doi:10.17223/19996195/56/9

Cited by 2 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Известно, что ритм как элемент просодии может выполнять социолингвистические функции: иногда самостоятельно, но чаще в совокупности и взаимодействии с другими компонентами просодии (такими как паузация, темп, мелодика, тембр), быть маркером социальных и индивидуальных характеристик [1], [6], [7], [9], [10], [12], [13], [14], [17], [18], [19], [21], [24]. При применении акустических методов исследования ритм обычно рассматривают как нарушенную или ненарушенную изохронность возникновения ударных слогов среди безударных в речевом потоке.…”

Section: введение / Introductionunclassified

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

Bankov

2024

Linguistics & Polyglot Studies

View full text Add to dashboard Cite

This article describes the major results of exploring the contemporary American English particulars of rhythmical groups’ structural types quantity distribution as observed in the course of impromptu speaking and compared with extemporaneous reading, subject to the speaker’s gender. A number of specific features relating both to gender and oral speech production form are discussed. It was found that when switching to impromptu speaking both gender groups show an increase in the number of rhythmical groups of all structural types, however, the specificities of such an increase are different in either group. Women showcase an approximately twofold total gain in the number of rhythmical groups than men. Against the background of the general increase in the number of rhythmical groups of all structural types in a phrase, the Stress Rhythmical Group’s percentage share dynamics in the total gain turned out negative being the only negative indicator for men. With women the negative percentage share dynamics in the total gain is observed in rhythmical groups of two structural types: the Stress and the Proclitico-Enclitic ones. It is noteworthy that both gender groups attest to the same value of the aggregated negative percentage share dynamics in the total gain in the number of rhythmical groups which is equal to -0.8%. The major driving force of the gain in the total number of rhythmical groups is the Enclitic type. However, women evince an approximately 1.5 times greater percentage share dynamics in the gain of the Enclitic rhythmical group than men. Men compensate the reduced Enclitic rhythmical group gain percentage share dynamics by an increase of the indicator in such types as Proclitic and Proclitico-Enclitic. The most rigid structural type of rhythmical groups for women is the Proclitic one, it is also the least numerous for both genders. However, with men, the Proclitic rhythmical group is as agile as the Proclitico-Enclitic one provided, when the latter can be observed almost four times more often than the former. The author makes a number of assumptions and develops several hypotheses about the reasons for these observations, as well as draws possible perspectives for further studies.

show abstract

Section: введение / Introductionunclassified

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

Bankov

2024

Linguistics & Polyglot Studies

View full text Add to dashboard Cite

show abstract

Assessment of Student Satisfaction with Technology and Organization of the Learning Process at the University

Zaitseva

Гончарова²

2023

Lecture Notes in Networks and Systems

View full text Add to dashboard Cite

A subject-centred approach to development multicultural education at the university

Cited by 2 publications

References 0 publications

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

Distribution of rhythmic groups in the paradigm of gender and type of speech activity

Assessment of Student Satisfaction with Technology and Organization of the Learning Process at the University

Contact Info

Product

Resources

About