American Accent Training的读后感10篇

　　《American Accent Training》是一本由Ann Cook著作，Barron's Educational Series出版的Audio CD图书，本书定价：USD 39.95，页数：2000-9-1，文章吧小编精心整理的一些读者的读后感，希望对大家能有帮助。

　　《American Accent Training》读后感(一)：总长度是344分钟哈

　　我网上下载下来的mp3排序老是不对。

　　一气之下我学习了python，然后写了个脚本解决了排序的问题。

　　#This ｓｃｒｉｐｔ will clear all tags infomation of mp3 under current directory

　　import eyed3

　　import os

　　from eyed3 import id3

　　from eyed3.id3 import Tag

　　def clearTag(tag):

　　rint '[OK]process: '+filename

　　tag.title=u""

　　tag.artist = u""

　　tag.album = u""

　　tag.save()

　　for root, subFolders, files in os.walk('.'):

　　for filename in files:

　　abPath= os.path.join(root, filename)

　　if filename.endswith(".mp3"):

　　audiofile = eyed3.load(abPath)

　　if audiofile:

　　if audiofile.tag:

　　clearTag(audiofile.tag);

　　else:

　　rint '[Warning]Skipped because no tag : '+filename

　　else:

　　rint '[Warning]Skipped because it is not valid mp3: '+filename

　　else:

　　rint '[Warning]Skipped because it is not mp3: '+filename

　　《American Accent Training》读后感(二)：成为英语学习局内人

　　American Accent Training是一部非常强大的语音训练教材，作者Ann Cook从各个方面讲解了真实的美式发音是怎样一回事。书中有这样一段话：

One way to look at English from the inside out, rather than always looking from the outside in, is to get a feel for what Americans have already accepted and internalized. This starts out as a purely language phenomenon, but you will notice that as you progress and undergo the relentless cultural indoctrination of standard intonation patterns, you will find yourself expressing yourself with the language cues and signals that will mark you as an insider—not an outsider.

　　按照自己的理解，我把“insider”和“outsider”称为“局内人”和“局外人”。只有真真正正地去体会和理解Americans是如何使用这门语言的，才能从“局外人”逐渐地入门，成为“局内人”，进而得以窥见英语的另一种面貌。

　　为了帮助英语学习者达到这一境界，这本书逐一分析了英语语音中需要注意的要点：

Intonation (speech music) Liaisons (word connection) pronunciation (the spoken sounds of vowels, consonants, and combinations)

　　全书对语调、连读，还有几个重点元辅音的发音难点进行了解析，并总结了规律。每一个小条目后面都有相应的练习题，帮助学习者巩固提高。

　　《American Accent Training》读后感(三)：第70页

　　Chapter 2 Word Connections

　　Liaison Rule 1 : Consonant/ Vowel

　　Words are connected when a word ends in a consonant sound and the next word starts with a vowel sounds, including the semivowels W, Y, and R.

　　Liaison Rule 2 : Consonant/ Consonant

　　Words are connected when a word ends in a consonant sound and the next word start with a consonant that is in a similar position.

　　Liaison Rule 3: Vowel / Vowel

　　When a word ending in a vowel sound is next to one beginning wirh a vowel sound, they are connected with a glide between the two vowels. A glide is either a slight [y] sound or a slight [w] sound.

　　liaison Rule 4: T,D,S, or Z + Y

　　When the letter or sound of T, D, S, or Z is followed by a word that starts with Y, or its sound, both sounds are connected.

　　T+Y=CH

　　D+Y=J

　　+Y=SH

　　Z+Y=ZH

　　《American Accent Training》读后感(四)：Reading Notes

　　【2017.3.13~2017.4.17】 American Intonation Do's and Dont's: Do not speak word by word. Connect words to form sounds groups. Use staircase intonation. Three way to make intonation: 1. Get louder or raise your volume. 2. Stretch the word out or lengthen the word that you want to draw attention to. 3. Change pitch. When you replace the nouns with the pronouns, stress the verb. Four main reasons for intonation : new information, opinion, contrast, "can't". Native speakers make a clear distinction between pretty "easily" (easily) and "pretty" easily (a little difficult). Spellings and numbers : Usually in groups of three or four letters or numbers, with the stress falling on the last member of the group. An adjective and a noun combination is called a deｓｃｒｉｐｔive phrase, and in the absence of contrast or other secondary changes, the stress will always fall naturally on the noun. In the absence of a noun, you will stress the adjective, but as soon as a noun appears on the scene, it takes immediate precedence—and should be stressed. As soon as adeｓｃｒｉｐｔive phrase becomes a set phrase, the emphasis shifts from the second word to the first. The original sense of each word is more or less forgotten and the new meaning takes over. (e. g. painkiller, flash light, fingernail, phone book, backbone etc) For some words, stress the first syllable for noun, and the second syllable for verb. (e. g. insert, produce, suspect etc) Syllables that fall in the valleys or on a lower stairstep are weak sounds; thus they are reduced. Some vowels are reduced completely to schwas, a very relaxed sound, while others are only toned down. Tag endings: With a query, the intonation rises. With confirmation, the intonation drops. The basic techniques introduced in this chapter are pitch, stress, the staircase and musical notes, reduced sounds, and word groups and phrasing. Words are connected in four main situations : 1 Consonant / Vowel 2 Consonant / Consonant 3 Vowel / Vowel 4 T, D, S, or Z + Y Words are connected when a word ends in a consonant sound and the next word starts with a vowel sound, including the semivowels W, Y, and R. (pick up on...) Words are connected when a word ends in a consonant sound and the next word starts with a consonant that is in a similar position. (sit down, hard time...) When a word ending in a vowel sound is next to one beginning with a vowel sound, they are connected with a glide between the two vowels. A glide is either a slight [y] sound or a slight [w] sound. (go away, no other, I also... ) T+Y=CH don't you like it？ D+Y=J did you see it？ S+Y=SH bless you! Z+Y=ZH how's your family？ The American T is influenced very strongly by intonation and its position in a word or phrase. At the top of a staircase T is pronounced T as in Ted or Italian; a T in the middle of a staircase is pronounced as D [Beddy] [Idaly] ; whereas a T at the bottom of a staircase isn't pronounced at all [ho(t)]. 1. T is T at the beginning of a word or in a stressed syllable. 2. T is D in the middle of a word. (Betty bought a bit of better butter.) 3. T is Held at the end of a word. 4. T is Held before N in -tain and -ten endings. (e.g. forgotten, mountain) 5. T is Silent after N with lax vowels. (e.g. interview, twenty) When a T is at the top of a staircase, in a stressed position, it should be a clear popped sound. 1. In the beginning of a word, T is [t]. Ted took ten tomatoes. 2. With a stressed T and ST, TS, TR, CT, LT, and sometimes NT combinations, T is [t]. He was content with the contract. 3. T replaces D in the past tense, after an unvoiced consonant sound — f, k, p, s, ch, sh, th — (except T). T: laughed [lœft], picked [pikt], hoped [houpt], raced [rast], watched [wächt], washed [wäsht], unearthed [uneartht] D: halved [hœvd], rigged [rigd], nabbed [næbd], raised [razd], judged [j'jd], garaged [garazhd], smoothed [smoothd] Exceptions: wicked [wikəd], naked [nakəd], crooked [krükəd], etc. When you have a verb/preposition combination, the stress usually goes on the preposition: pick up, put down, fall in, and so on. Otherwise, prepositions are placed in the valleys of your intonation. It's f'r you., They're fr'm LA. When you have initials, the stress goes on the last letter: IBM, PO Box, ASAP, IOU, and so on. When you modify a deｓｃｒｉｐｔive phrase by adding an adjective or adverb, you maintain the original intonation pattern and simply add an additional stress point. (It's a chocolate 'cake'. -> It's a 'tasty' chocolate 'cake'.) When you modify a set phrase, you maintain the same pattern, leaving the new adjective unstressed. (It's a 'pan'cake. -> It's a delicious 'pan'cake. ) Three-word set phrases: (It's a 'pan'cake. -> It's a 'pan'cake shop.) When a single syllable word ends in an unvoiced consonant, the vowel is on a single stairstep—short and sharp. When the word ends in a voiced consonant, or a vowel, the vowel is on a double stairstep. (bit, bid, beat, bead) The letter I in the unstressed position devolves consistently into a schwa. (ability, accident, America...) The sound of the letter S is [s] only if it follows an unvoiced consonant. Otherwise, it becomes a Z in disguise. When an S follows a vowel, a voiced consonant, or another S, it turns into a [z]. (books, maps, thanks, eats, it's, what's, ...) (dogs, oranges, arrives, comes, goes, there's, he's, ...) Tense vowel: æ æo ä i ā ē ū ōū hat, how, hot, height, hate, heat, hood, hope Las vowel: e i ü ə ər bet, bit, book, but, burn Nasal consonants: M, N, NG. Throaty consonants: [h] [k] [g] [ng] [er].

　　《American Accent Training》读后感(五)：The only way to get it is to practice all of the time

　　阅前先读这两篇→ 为什么我不推荐英音的教程： http://site.douban.com/195274/widget/notes/12076215/note/259976504/ 为什么英音爱好是英语学习的大毒瘤： http://www.douban.com/group/topic/26614702/ 先不说这两篇文章是否有推销书本的嫌疑—— 觉得英音高贵典雅的同学们去看Guy Ritchie的《两杆大烟枪》吧，各路人马原汁原味根正苗红的英音脏话从头到尾充斥其中。 看完这部以后再去看看John Crowley拍的《男孩A》。每个人口中那浓厚而诡异的英国地方country口音甚至会让你萌生出一种“啊原来我英语老师的口语居然那么好居然比老外还要标准”的莫名的优越感。 看完以后，诸位再回来解释解释，何谓高贵，何谓典雅。 As for me，我倒是觉得英音美音之分真的没那么重要。学英语，最终还是讲给外国人听的，不是装给本国人看的。老外才不会care你讲的是英音还是美音呢，讲得清晰流利，他们就觉得你口语牛逼。因此，首先应该学好，这才是最应该考虑的——而不是一天到晚怀着优越感在那儿瞎BB“我现在下了唐顿庄园/卷福/神秘博士准备练英音”。 不过这并不代表我抵制英音。我的意思只是，先将英语讲得清晰流利，再去考虑英不英美不美的问题吧。 这本书是我高二下学期时在豆瓣上面看到的，高三毕业后入手。大一期间抽空学习，一边将CD上的音频复制到mp3上面跟读（连exercise外的指导性的语句都会跟着），一边吸收其中的发音规则及少量生词，同时培养语感。 作为一名从小到大都一直是英语方面表现卓著的优等生【←也不害臊】，由于父母寄予的厚望而经历了典型的英语学习环境的熏陶（各种外教口语班、各种英语夏令营出国游学……），英语本来就不差。因此学这本书时，我觉得里面最有用的反而是前面几章。越读到后面我的速度越快，很多地方看了几眼大致明白就跳过了——因为那些部分对于我而言仅仅是巩固加深已有知识。 AAT是将发音规则揉碎了再一点一点地教授给你的。鉴于它针对的是全世界的英语学习者，内容会不可避免地为照顾广泛的读者水平而进行调整。如果你是一名从小学到高中都有好好学英语，并且口语还说得不错的学生，你最应该好好学的是Chapter 1：American Intonation（美音语调，这也是每个说英语的中国人的软肋）。Chapter 2是讲连读技巧的，这部分也可好好读读。因为它跟学校教材上面大致提一提就带过的连读要求不同，很细致地将各种连读情况（包括平时教材上面没提到过的）都列出来了（Chapter 1也有部分关于连读的教学）。 当然，后面的章节不是说你可以就此不练，而是可以学习得不那么细致。但一定要看。因为你也许会从中发现一些自己从前没有注意的发音薄弱点，盲区或是误区。 至于口语处于中下层到中间层次的，还是老老实实地将每一个部分都细读吧。读篇文章都没法读得顺，各种吞音错音漏音各种卡壳的，就别嚷嚷英音美音什么的了。 不推荐英语初学者读这本书。你入了门再说。 另外，这里有些话给那些看了豆瓣上的文章推荐又买了这本书看了封底读者反馈准备开始学习的同学： 你们当中一些人可能会有这么一个错觉，好像看完这本书以后自己的口语就会立马从烂铁变黄金。然而学习是一个漫长的过程。读过这本书的同学就会记得里面的一句需要我们反复读出来的一句话：The only way to get it is to practice all of the time。这是一本实用型书籍，实用型书籍与小说相比，一个最大的不同就是——除非你能够做到过目不忘，否则别以为看完了，在豆瓣上面标记一个“读过”就可以完事儿。而即使真的过目不忘，你也得慢慢吸收。 小说是拿来给人阅读的，实用型书籍是拿来给人翻看的。无论做什么事情，最重要的都是坚持。笔者读完这本书以后，书中各种折页，方便以后重新翻阅。一边读这本书，一边看各种美国电影或者美剧（必须是有英语字幕的版本），一边留意片中演员的发音和语调，有条件的在和外国人交流时也多多留意，【长期】下来，才能取得成果。 我现在读完了，也不敢说自己的英语就能有多标准，一样得继续多看电影吸收发音语调，继续多和外教沟通，继续多练习。 见到亲戚家的人时，他们总会跟自己的孩子说：“你看哥哥的英语那么好，你去问问他是怎么学的啦？”然后各种盘问方法。其实语言这东西哪里有捷径，最好的方法无非就是多读多练多看多听多记忆，能力自然就上来了。 但不推荐死记硬背。 以下内容摘选自奶爸的英语教室： —————————————我是引文的分割线————————————— 如果只谈英文，在母语国家中，语言大师们的回忆录没有一个提到自己是靠大量背诵成为大师的，富兰克林丘吉尔等人都有自己的练习写作方法，中国的英文大师里面，林语堂强调模仿熟诵整句，张爱玲和李赋宁强调回译法，辜鸿铭虽然强调背诵大量篇章，但对他英文帮助最大的其实是布朗老师。 至于像房龙还有康拉德还有阿兰德这种外国人成年之后学英语并靠著作在英语文学史上留下重要地位的写作大师，也没有一个强调过背诵的重要——需要注意的是，以上提到的例子并不是丹布朗那种文笔不好靠情节取胜的，相反都是情节，思想，文笔皆好的三好作家。 以上说的是母语的学习方法，求的是精进和造诣，那么在外语学习中，求的仅仅是语言的实际技能，国外的SLA二语习得理论也早有公论了，Krashen的论文明确提到过，重复了数次之后反复记忆的内容已经不是可理解性输入了，对语言习得无帮助。学习外语记忆肯定是不可避免的，但死记硬背，完全低效。 —————————————我是引文的分割线————————————— Anyway，这就像有人问呼啦圈、游泳和慢跑，哪一个对减腹部、减肥更有帮助。说白了其实就是毅力问题，你甭管哪个最有效，随便选一个，能坚持它半年一年，绝对都会有显著效果——前提是你得能够坚持。不能坚持的，一心到处追求捷径却从未开始过的同学，你们就慢慢等着天上掉馅饼吧。 所以，还是那句话，天下哪有免费的午餐。虽说是老生常谈，但的确如此。读完它就能说一口纯正的美式英语，这是痴心妄想。AAT只相当于在道路中给了你一辆自行车。有了它可以轻快许多，但路还是得由你自己骑下去。 四星推荐。

　　《American Accent Training》读后感(六)：美语发音总结

　　体会：学完不容易。给四星是因为书本未讨论完全各种句型的情况，比如补语、宾宾、宾补的句型还有从句及其简化，对修饰语也没有进行描述，因此实际的操作还是会遇到很多问题。

　　应用方法：通读文本（理清思路，查单词发音），分析下面1~4，整体读（只学规则不做练习没有效果）

　　1.Intonation: 重读（主要是升调如上阶梯+重音+拉长如以元音/浊辅结尾单词中的最后一个元音和缩写/数字中的尾字母和人名/地名中的后位）新信息（简单句与从句中——主动宾：主宾至少有一个名短，重读名短，注意形容词；名从情况同名短，不重读动，名从单独分析；主宾两个代词，重读动；状语中，重读副词，副短重读介系词后名短，副从单独分析；定语中，形短重读介系词后名短，形从单独分析。主动补：重读补语，其他类同。主动宾宾：重读宾宾，其他类同。主动宾补：重读后面的补语，其他类同。主动：类主动宾。简化从句中——简化的部分当成从句处理。复句——类同上述情况）/据（观点）需要/（同类）对比，弱读介/冠/助（时态）/连/代/关系代/副词，元音在句中弱读可发ʌ音。 还需注意：名词短语中，重读相对独特的a（尤1.与n结合的set phrase 2.n/动短做a），否则重读n（前面多个a，原则为间隔）；动词短语中，重读动词后的介词。can't需重读发æ音，can（多数情况）不需重读发ʌ音。反义疑问句需重读。them弱读省th，him/his/her弱读省h。

　　2.Word Group： 在‘，’，‘。’和较长成份处停顿。或根据需要。

　　3.Liason/Word Connection： 观察单词开头结尾是元音vowel还是辅音consonant？consonant+vowel连接辅元；consonant+consonant失去爆破（p,b,t,d,k,g）；vowel+vowel添音（ʊ加元音添w，i加元音添y）；四大音变（t/s加y变ʃ音，d/z加y变dʒ音）+the加元音ə变i音。

　　4.单个字母发音（特别注意）： R在词首、词中，噘嘴卷舌(reinforce)；在词尾，卷舌(here)； W发wʌ，噘嘴卷舌(water)； Q发kw(quick)； T在词首、词中发t(tomorrow,contract)，在元音间发d(betty等)，在结尾轻快(seat)，又美语发音中，T, D, TH与S, N和L在一起不发音（来自Coach Shane的Daily Easy English Expression）； L下颚尽量张开，舌头尽量上翘至顶端； TH如蛇吐信，快速吐至齿间再快速收回；但TH+部分人名、地名等，只发T，如Thomas, Thompse, Theresa和Thailand等； m,n,ŋ为鼻辅音，发音时气流从鼻子经过（与b,d,g比较，发音位置相同）； S念z如is, his, as, was, these, those, easy, because；清辅结尾+S发s（cat-cats），浊辅/元音结尾+S发z（tree-trees）； X加C或清辅音发ks(excited,extra)，加元音发gz(example)； H在开头，强大、响亮的气流； 清辅音+ED，发t，如laughed [læft]；

　　以上是个人阅读本书的心得，小部分来自发音课上的笔记。如有问题欢迎留言讨论指正。