《超越概念·高等院校英语专业系列教材：英语语音学》系统介绍英语语音和音位的理论与知识，每一个术语或观点都用实例来演示。每个章节之后附有练习和阅读书目，用以加强语音训练和巩固理论知识。《超越概念·高等院校英语专业系列教材：英语语音学》通俗易懂，侧重语音实践，具有很强的可教性与可学性。
《超越概念·高等院校英语专业系列教材：英语语音学》特色： 超越权威：凝聚全国英语专业教学指导委员会主任何其莘教授数十年教学、科研及教材编写经验，是何其莘教授的又一次自我超越。 超越国界：汇集众多中美名家的经验与智慧，吸收国际先进理念，旨在提升本土教学水平。 超越传统：打破以功能为主的传统教材编写模式，充分考虑当前教学实践，创新教学方法和手段，突破文化特征，培养学生人文素养和文化意识。
何其莘博士，北京外国语大学教授，博士生导师。1994年-2005年任北外副校长，现为中国人民大学外国语学院院长、教育部高校英语专业教学指导委员会主任、全国翻译硕士专业学位教育指导委员会副主任、全国英语文学学会会长、全国有突出贡献的中青年专家。
杨孝明博士，教授。毕业于西安外国语大学，后获英国诺丁汉大学英语硕士学位、美国鲍陵格林州立大学英语博士学位。现为新泽西州海洋郡学院英语系终身教授。
Chapter 1 Acoustics and Articulation
1.1 Speech perception
1.1.1 Definition of speech perception
1.1.2 Acoustic cues
1.1.3 Perception of continuous speech
1.1.4 Theories of speech perception
1.2 Speech production
1.2.1 The stages of speech production
1.2.2 The speech chain
1.2.3 Orga of speech
1.2.4 Articulatory description of speech sounds
Summary
Exercises
Further reading
Chapter 2 The English Pronunciation and Phonetic Tra criptio
2.1 Received Pronunciation （RP）
2.2 General American （GA）
2.3 Pronunciation differences between Received Pronunciation and General American
2.3.1 Vowel differences
2.3.2 Co onantal differences
2.4 Phonetic tra criptio and the International Phonetic Alphabet （IPA）
2.4.1 Why do people use phonetic tra cription？
2.4.2 Introduction to IPA
2.4.3 Diacritics
2.4.4 Broad and narrow tra criptio
Summary
Exercises
Further reading
Chapter 3 English Co onants
3.1 The manne of articulation
3.2 The places of articulation
3.3 Teaching of co onants
Summary
Exercises
Further reading
Chapter 4 English Vowels
4.1 The Cardinal Vowel system
4.2 The criteria of vowel description
4.3 The classification of vowels
4.4 Teaching of vowels
Summary
Exercises
Further reading
Chapter 5 Phonemes and Phonology
5.1 Phonetics and phonology
5.2 Phonemic system
5.2.1 Phoneme
5.2.2 Phonological rules
5.3 Distinctive features
5.4 Allophone
5.4.1 Phonemic contrast
5.4.2 Complementary distribution
5.4.3 Free variation
Summary
Exercises
Further reading
Chapter 6 Syllables and Suprasegmental Features
6.1 Syllable
6.1.1 Phonological structure of a syllable
6.1.2 Classification of syllables
6.2 Stress
6.2.1 Word stress
6.2.2 Sentence stress
6.3 Strong forms and weak forms
6.4 Length
6.5 Rhythm
6.6 Pitch
6.7 Intonation and tone
6.7.1 Types of intonation
6.7.2 Functio and uses of intonation
6.7.3 Tone
Summary
Exercises
Further reading
References
1.1 Speech perception
1.1.1 Definition ofspeech perception
Speech perception refers to the study of the way speech sounds are analyzed and identified by ears and brain. When we hear sounds， we hear them either as speech or non-speech. No matter how hard we try， we cannot hear speech as a series of acoustic hisses and buzzes， but only as a sequence of speech sounds.
The development of speech perception precedes the development of speech production. There are two reasons for this phenomenon. One is that although the human ear is almost completely formed when the fetus is 7 months old， the oral cavity of a baby at birth is very different from that of an adult. The second reason is that in order to produce the sounds of a given language， a child must be exposed to the relevant linguistic input， that is， the speech produced by the people around him or her.
Speech may be processed at the auditory， phonetic， or phonological levels. At the auditory level， the signal is represented in terms of its frequency， intensi阡， and temporal attributes. The auditory level is characteristic of the way all sounds are perceived. At the phonetic level， we identify individual phones by a combination of acoustic cues， such as formant transitions. The phonetic level is assumed to be specific to speech. At the phonological level， the phonetic segment is converted into a phoneme， and phonological rules are applied to the sound sequence. The phonological level is specific to a particular language. In other words， we first discriminate auditory signals from other sensory signals and make sure that the stimulus is something that we have heard. Then we identify the particular properties that qualify it as speech， later recognize it as the meaningful speech of a particular language.
Even after years of research， the process of speech perception is little understood. The difficulty is that the link between speech and listener's perception cannot be studied in a direct manner. The movements within the ear and auditory nerve cannot be easily observed. There are still some problems remained to be solved. For example， when several people are talking at once in a crowded room， we are able to “tune in” to one speaker and to ignore the others. However， if we hear our names spoken nearby， we readily tune in to that conversation， at the risk ofignoring the person we are supposed to be listening to. This is termed as “cocktail-party phenomenon”.How does the brain select auditory information so impressively？
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