The Analysis of African-American English

科技信息O外語(yǔ)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(yǔ)學(xué)院山東曲阜273100;2. 曲阜師范大學(xué)外語(yǔ)教研部山東曲阜273100;3.泰山醫學(xué)院外國語(yǔ)學(xué)院山東泰安271000)[擠要]美國黑人英語(yǔ)作為英語(yǔ)中最重要的種族變體,以其獨特的語(yǔ)音 、詞匯、語(yǔ)法等特點(diǎn)與標準莢語(yǔ)存在較大的區別黑人英語(yǔ)的形成是由多種因素引起的,它受到時(shí)間、地域、種族.社會(huì )和社會(huì )集團等因素的制約,形成了具有自己特色的一種語(yǔ)言形式.[關(guān)鍵詞]黑人英語(yǔ);標準英語(yǔ);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" (下轉第285頁(yè))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(yǔ)感吳秀謙(安溪縣金谷中心學(xué)校福建安溪362403)[摘要]語(yǔ)感這東西如水到口,冷暖自知,這種對于言語(yǔ)的敏感,在幾童時(shí)代的教育很要緊。語(yǔ)感是靠后天長(cháng)期的語(yǔ)言感知和實(shí)踐積累而.成的。在小學(xué)語(yǔ)文教學(xué)中要注意培養兒童的語(yǔ)感能力。語(yǔ)感的培養離不開(kāi)聽(tīng)、說(shuō)、讀、寫(xiě)的訓練。下面就在語(yǔ)文教學(xué)中進(jìn)行語(yǔ)感的培葬談一些粗淺的做法;[關(guān)鍵詞]語(yǔ)感;情境教學(xué);刨設情境語(yǔ)感是人們對語(yǔ)言文字的敏銳感受。敏銳的語(yǔ)感是學(xué)好語(yǔ)文的重字 ,增強語(yǔ)感的效應。如教學(xué)《十里長(cháng)街送總理>一-文時(shí) ,我將教室布置要條件,也是一個(gè)人語(yǔ)文水平的重要標志。語(yǔ)感分為接受性語(yǔ)感和表戚周總理的靈堂中間懸掛著(zhù)周總理的遺像,兩邊掛著(zhù)挽聯(lián).每位同學(xué)達性語(yǔ)感。接受性語(yǔ)感是對成晶文的感知時(shí)，能準確而迅速地讀懂語(yǔ)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(yǔ)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(dòng) 人故事,冉配上哀樂(lè )和動(dòng)情的朗讀。而后由學(xué)生自理解成晶文語(yǔ)言文字的基礎上.進(jìn)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(guò)情感共鳴.把自己對生活的直接表達的思想感情,所要描寫(xiě)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(lái),展開(kāi)形象思維活動(dòng),對文語(yǔ)感強的人會(huì )激動(dòng)得熱淚盈眶.而語(yǔ)感弱的人卻無(wú)動(dòng)于衷。表達性語(yǔ)章所 描繪的情景就會(huì )像過(guò)電影般地呈現。莊嚴肅穆的靈車(chē),致敬默哀言是當接觸到客觀(guān)事物時(shí)，能將這個(gè)事物用恰當的語(yǔ)言文字準確、形的人群等靈 車(chē)的焦急和耐心,送靈車(chē)的崇敬和揪心,望靈車(chē)的愛(ài)戴和象地表達出來(lái)。語(yǔ)感強的人在修改自己的文章時(shí)，能找出病處并加以懷念 ,形成了鮮明的內心視像,促進(jìn)、增強、提高了接受性語(yǔ)感能力。修改。而語(yǔ)感弱的人卻會(huì )將原來(lái)精美的語(yǔ)句去之無(wú)存。郭沫若曾說(shuō)過(guò)，3領(lǐng)略詞句 ,實(shí)踐感悟語(yǔ)感這東西如水到口,冷暖自知。這種對于盲語(yǔ)的敏感,在兒童時(shí)代的教育很要緊。語(yǔ)感是靠后天長(cháng)期的語(yǔ)言感知和實(shí)踐積累而成的。在小敏銳的語(yǔ)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(yǔ)文教學(xué)中要注意培養兒童的語(yǔ)感能力。語(yǔ)感的培養離不開(kāi)聽(tīng)說(shuō)、的反映,生活內容越豐富,語(yǔ)感能力就越強。培養學(xué)生的語(yǔ)感就必須引讀、寫(xiě)的訓練。下面就在語(yǔ)文教學(xué)中進(jìn)行語(yǔ)感的培養談- -些粗淺的做導學(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(shí)。我提問(wèn)學(xué)生“談淡的光"和光芒”這兩個(gè)詞有什么不同,舉個(gè)現實(shí)生活的例子來(lái)說(shuō)。學(xué)生回答:帶乳色燈罩的等打1多讀多背,讀中感悟開(kāi)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(huì )的過(guò)程,多讀可以領(lǐng)悟主旨.品評語(yǔ)睞,感光是強烈的 .刺眼的,就是“光芒”。學(xué)生的回答即是結合對自己的生活悟語(yǔ)情。古語(yǔ)“書(shū)讀百遍,其義自見(jiàn)"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。有節奏地朗讀。讀出氣勢、韻昧和技巧,直到悟出語(yǔ)育內涵和文章氣因此,老師應有目的、有計劃地多開(kāi)展有益于表達性語(yǔ)感培養的勢.領(lǐng)會(huì )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(huà) 動(dòng),讓學(xué)生在興趣盎然的活動(dòng)中增長(cháng)知識,開(kāi)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(lái)操 ,提高表達性語(yǔ)感能力。如開(kāi)展演講比賽,組織小廣播站等,在活動(dòng)的。有的語(yǔ)言往往只能意會(huì ),不能言傳。因此,讀對培養語(yǔ)感具有獨特中體 驗語(yǔ)感敏銳反應的程度和語(yǔ)言的表達能力。還可以組織引導學(xué)生的作用。辦班刊、隊刊、?？?、編小報,組織小文學(xué)杜,開(kāi)展邇訊活動(dòng)等,讓學(xué)生讀的指導有范讀、自讀、領(lǐng)讀導讀、分角色讀等多種形式。一般來(lái)有施展才 華的天地，把對敏銳信息的培養和生活實(shí)賤囊緊結合在一說(shuō),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上,為了幫助學(xué)生準確理解課文重點(diǎn),深人體會(huì )文章所表達的思此外,敏銳語(yǔ)感的培養還要注意平時(shí)積累材料,引導學(xué)生多讀課想感情,用導讀,領(lǐng)讀、范讀等。如學(xué)習《長(cháng)征》- -課時(shí)，可以通過(guò)反復誦外 書(shū),多觀(guān)察周?chē)氖澜?多思考.搜集素材?！昂糜洃洸蝗鐮€筆頭",無(wú)讀.憑借語(yǔ)盲文字展開(kāi)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(tīng)到的,想到的,隨手摘抄或記載，或長(cháng)或短,寫(xiě)浮現出來(lái),產(chǎn)生真切的感受,進(jìn)而感知課文的思想內容。正如朱贏(yíng)所說(shuō)成片 段的資料,建立小材料庫.做生活的有心人。正如葉老說(shuō)的“單菲的“大抵觀(guān)書(shū)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(yǔ)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(diǎn)一點(diǎn)積聚起來(lái)，積聚越多,了解越見(jiàn)深切?？傊?語(yǔ)感的培養要堅持整體性感知的審美原則加強實(shí)賤活動(dòng)。2創(chuàng )設情境,境中感悟把生活經(jīng)驗聯(lián)系到語(yǔ)言文字上去,并讓重積累。隨著(zhù)時(shí)間的推移,由量這種方法是通過(guò)創(chuàng )設- -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(yǔ)感才能培養起來(lái)。幫驗結合起來(lái),，喚起情感,產(chǎn)生共鳴,然后去感知和理解作品的語(yǔ)言文[責任編輯:王靜]●(上接第281頁(yè))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(lái)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[責任編輯:曹朋明]285 .