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Issues in Text-To-Speech for French
ISSUES IN TEXT-TO-SPEECH FOR FRENCH Evelyne Tzoukermann AT&T Bell Laboratories 600 Mountain Avenue, Murray tlill, N.J. 07974 evelyne@rcsearch, art.corn Abstract in the standard International Phonetic Alphabi,t; the second column ASCII shows the ascii correspon- This paper reports the progress of the French dence of these characters for the text-to-speech text-to-speech system being developed at AT&T system, and the third column shows art example Bell Laboratories as part of a larger project for of the phoneme in a French word. multilingual text-to-speech systems, including lan- guages such as Spanish, Italian, German, Rus- Consonant s Vowels sian, and Chinese. These systems, based on di- IPA ASCII WORD IPA ASCII WORD phone and triphone concatenation, follow the gen- p p paix i i vive eral framework of the Bell Laboratories English t t tout e e the TTS system [?], [?]. This paper provides a de- k k eas e g aisc scription of the approach, the current status of the b b bas a a table French text-to-speech project, and some problems iI d dos u a time particular to French. g g gai 3 > homme m m mais o o tgt n n liOn u U boue 1 Introduction .p N gagner y y tour l 1 livre n ellX In this paper, the new French text-to-sIieech sys- f f faux ce @ seul tem being developed at AT&T is presented; sev- s s si o & peser eral steps have been already achieved while others f S chanter I bain are still in progress. -
Teaching and Learning Academic Vocabulary
Musa Nushi Shahid Beheshti University Homa Jenabzadeh Shahid Beheshti University Teaching and Learning Academic Vocabulary Developing learners' lexical competence through vocabulary instruction has always been high on second language teachers' agenda. This paper will be focusing on the importance of academic vocabulary and how to teach such vocabulary to adult EFL/ESL learners at intermediate and higher levels of proficiency in the English language. It will also introduce several techniques, mostly those that engage students’ cognitive abilities, which can in turn facilitate the process of teaching and learning academic vocabulary. Several online tools that can assist academic vocabulary teaching and learning will also be introduced. The paper concludes with the introduction and discussion of four important academic vocabulary word lists which can help second language teachers with the identification and selection of academic vocabulary in their instructional planning. Keywords: Vocabulary, Academic, Second language, Word lists, Instruction. 1. Introduction Vocabulary is essential to conveying meaning in a second language (L2). Schmitt (2010) notes that L2 learners seem cognizant of the importance of vocabulary in language learning, as evidenced by their tendency to carry dictionaries, and not grammar books, around with them. It has even been suggested that the main difference between intermediate and advanced L2 learners lies not in how complex their grammatical knowledge is but in how expanded and developed their mental lexicon is (Lewis, 1997). Similarly, McCarthy (1990) observes that "no matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way" (p. -
Multi-Disciplinary Lexicography
Multi-disciplinary Lexicography Multi-disciplinary Lexicography: Traditions and Challenges of the XXIst Century Edited by Olga M. Karpova and Faina I. Kartashkova Multi-disciplinary Lexicography: Traditions and Challenges of the XXIst Century, Edited by Olga M. Karpova and Faina I. Kartashkova This book first published 2013 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2013 by Olga M. Karpova and Faina I. Kartashkova and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-4256-7, ISBN (13): 978-1-4438-4256-3 TABLE OF CONTENTS List of Illustrations ..................................................................................... ix List of Tables............................................................................................... x Editors’ Preface .......................................................................................... xi Olga M. Karpova and Faina I. Kartashkova Ivanovo Lexicographic School................................................................ xvii Ekaterina A. Shilova Part I: Dictionary as a Cross-road of Language and Culture Chapter One................................................................................................ -
The Ideology of American English As Standard English in Taiwan
Arab World English Journal (AWEJ) Volume.7 Number.4 December, 2016 Pp. 80 - 96 The Ideology of American English as Standard English in Taiwan Jackie Chang English Department, National Pingtung University Pingtung City, Taiwan Abstract English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE. Keywords: American English as Standard English (AESE),Critical Discourse Analysis (CDA), ideology, inequalities 80 Arab World English Journal (AWEJ) Vol.7. No. 4 December 2016 The Ideology of American English as Standard English in Taiwan Chang Introduction It is an undeniable fact that English has become the global lingua franca. However, as far as English teaching and learning are concerned, there is a prevailing belief that the world should be learning not just any English variety but rather what is termed Standard English. -
Defining Vocabulary Words Grades
Vocabulary Instruction Booster Session 2: Defining Vocabulary Words Grades 5–8 Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin © 2014 Texas Education Agency/The University of Texas System Acknowledgments Vocabulary Instruction Booster Session 2: Defining Vocabulary Words was developed with funding from the Texas Education Agency and the support and talent of many individuals whose names do not appear here, but whose hard work and ideas are represented throughout. These individuals include national and state reading experts; researchers; and those who work for the Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin and the Texas Education Agency. Vaughn Gross Center for Reading and Language Arts College of Education The University of Texas at Austin www.meadowscenter.org/vgc Manuel J. Justiz, Dean Greg Roberts, Director Texas Education Agency Michael L. Williams, Commissioner of Education Monica Martinez, Associate Commissioner, Standards and Programs Development Team Meghan Coleman, Lead Author Phil Capin Karla Estrada David Osman Jennifer B. Schnakenberg Jacob Williams Design and Editing Matthew Slater, Editor Carlos Treviño, Designer Special thanks to Alice Independent School District in Alice, Texas Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin © 2014 Texas Education Agency/The University of Texas System Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin © 2014 Texas Education Agency/The University of Texas System Introduction Explicit and robust vocabulary instruction can make a significant difference when we are purposeful in the words we choose to teach our students. -
Gender Differences in the Personal Pronouns Usage on the Corpus of Congressional Speeches
jrds (print) issn 2052-417x jrds (online) issn 2052-4188 Article Gender differences in the personal pronouns usage on the corpus of congressional speeches Dragana Bozic Lenard Abstract Gender differences in language have been extensively investigated by sociolinguists since the 1960s. This paper aimed to study gender differences in the personal pro- nouns usage on the corpus of the 113th United States Congress. All uninterrupted speeches (672 by women and 3,655 by men) whose transcripts were downloaded from the official repository Thomas were analyzed with the text analysis software Linguistic Inquiry and Word Count calculating the degree to which the politicians use personal pronouns. In addition, the computational analysis results were further analyzed with the software for statistical analysis SPSS. The quantitative analysis results pointed to minor statistically significant gender differences in the personal pronouns usage. However, the qualitative analysis showed more subtle gender differ- ences pointing to linguistic changes in stereotypization. Keywords: congressional speeches; gender differences; LIWC; SPSS; personal pronouns 1. Introduction Language is one of the most important means of humans’ expression of thoughts. Guided by thoughts, choices people make in the forms of expres- sion can be paralleled to their perception of things from the real world and consequently the way they express themselves about those things. Hence, two people may be speaking about the same thing with their descriptions being Affiliation University of Osijek, Osijek, Croatia. email: [email protected] jrds vol 3.2 2016 161–188 https://doi.org/10.1558/jrds.30111 ©2017, equinox publishing 162 Gender differences in personal pronouns usage utterly unrelated. -
Aspects of Idiom*
University of Calgary PRISM: University of Calgary's Digital Repository Calgary (Working) Papers in Linguistics Volume 07, Winter 1982 1982-01 Aspects of idiom* Sayers, Coral University of Calgary Sayers, C. (1982). Aspects of idiom*. Calgary Working Papers in Linguistics, 7(Winter), 13-32. http://hdl.handle.net/1880/51297 journal article Downloaded from PRISM: https://prism.ucalgary.ca Aspects of Idiom* Coral Sayers • 1. Introduction Weinreich (1969) defines an idiom as "a complex expression • whose meaning cannot be derived from the meanings of its elements." This writer has collected examples of idioms from the English, German, Australian English, and Quebec French dialects (Appendix I) in order to examine the properties of the idiom, to explore in the literature the current concepts of idiom, and to relate relevant knowledge gained by these processes to the teaching of English as a Second Language. An idiom may be a word, a "lexical idiom," or, if it has a more complicated constituent structure, a "phrasal idiom." (Katz and Postal, 1964, cited by Fraser, 1970:23) As the lexical idiom, domi nated by a single branch syntactic category (e.g. "squatter," a noun) does not present as much difficulty as does the phrasal idiom, this paper will focus upon the latter. Despite the difficulties presented by idioms to the Trans formational Grammar model, e.g. the contradiction of the claim that virtually all sentences have a low occurrence probability and frequency (Coulmas, 1979), the consensus of opinion seems to be that idioms can be accommodated in the grammatical description. Phrasal idioms of English should be considered as a "more complicated variety of mono morphemic lexical entries." (Fraser, 1970:41) 2. -
Investigating the Problems That Result of Using Homophones And
Sudan University of Science and Technology College of Graduate Studies College of Languages Investigating the Problems that Result of Using Homophones and Homographs among Students of the College of Languages ﺗﻘﺼﻲ اﻟﻤﺸﺎﻛﻞ اﻟﻨﺎﺟﻤﺔﻋﻦ اﺳﺘﺨﺪام اﻟﻤﻔﺮدات اﻟﻤﺘﺠﺎﻧﺴﺔ ﻟﻔﻈﺎً و ﺷﻜﻼً ﻟﺪى طﻼب ﻛﻠﯿﺔ اﻟﻠﻐﺎت A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of (M.A) in English Language (Applied Linguistics) Submitted by: Abdulraziq Mohammed Abdulraziq Ibrahim Supervised by: Dr. Hillary Marino Pitia 2018 0 CHAPTER ONE INTRODUCTION 1.0 Background of the Study (Yule George, 2008) stated that, semantics is the study of the meaning of words, phrases, and sentences. In semantic analysis, there is always an attempt to focus on what the words conventionally mean rather than on what an individual speaker might want them to mean on particular occasion. This technical approach is concerned with objective on general meaning and avoids trying to account for subjective or local meaning. Linguistic semantics deals with conventional meaning conveyed by the use of words, phrases and sentences of a language. The researcher shed light on the homophones and homographs linguistic phenomena. The researcher can say homophones when two or more different forms have the same pronunciation also the term homograph is used when one form written and spoken has two or more related meaning. Homographs (literally "same writing") are usually defined as words that share the same spelling, regardless of how they are pronounced. If they are pronounced the same then they are also homophones (and homonyms) – for example, bark (the sound of a dog) and bark (the skin of a tree). -
New Zealand English
New Zealand English Štajner, Renata Undergraduate thesis / Završni rad 2011 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:005306 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-26 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište J.J. Strossmayera u Osijeku Filozofski fakultet Preddiplomski studij Engleskog jezika i književnosti i Njemačkog jezika i književnosti Renata Štajner New Zealand English Završni rad Prof. dr. sc. Mario Brdar Osijek, 2011 0 Summary ....................................................................................................................................2 Introduction................................................................................................................................4 1. History and Origin of New Zealand English…………………………………………..5 2. New Zealand English vs. British and American English ………………………….….6 3. New Zealand English vs. Australian English………………………………………….8 4. Distinctive Pronunciation………………………………………………………………9 5. Morphology and Grammar……………………………………………………………11 6. Maori influence……………………………………………………………………….12 6.1.The Maori language……………………………………………………………...12 6.2.Maori Influence on the New Zealand English………………………….………..13 6.3.The -
The Use of Personal Pronouns in Political Speeches a Comparative Study of the Pronominal Choices of Two American Presidents
School of Language and Literature G3, Bachelors’ Course English Linguistics Course Code: 2EN10E Supervisor: Ibolya Maricic Credits: 15 Examiner: Charlotte Hommerberg Date: May 28, 2012 The Use of Personal Pronouns in Political Speeches A comparative study of the pronominal choices of two American presidents Jessica Håkansson ! !"#$%&'$( The study investigates the pronominal choices made by George W Bush and Barack Obama in their State of the Union speeches. The main focus of the study is on determining whom the two presidents refer to when they use the pronouns I, you, we and they, and to compare the differences in pronominal usage by the two presidents. The results suggest that the pronominal choices of the presidents do not differ significantly. The results also indicate that the pronoun I is used when the speaker wants to speak as an individual rather than as a representative of a group. You is used both as generic pronoun as well as a way for the President to speak to the Congress, without speaking on their behalf. The pronoun we is used to invoke a sense of collectivity and to share responsibility, in most cases it refers to the President and the Congress. They is used to separate self from other; whom the speaker refers to while using they varied greatly between the speakers. The study also showed that the pronominal choices and whom the pronouns refer to vary greatly depending on the context of the speech. Since a great deal of studies on pronominal choices in political interviews and debates already exist, this study can be regarded as significant because it deals with prepared speeches rather than interviews and debates. -
Phonological Effects in Visual Word Recognition: Investigating the Impact of Feedback Activation
Journal of Experimental Psychology: Copyright 2002 by the American Psychological Association, Inc. Learning, Memory, and Cognition 0278-7393/02/$5.00 DOI: 10.1037//0278-7393.28.3.572 2002, Vol. 28, No. 3, 572–584 Phonological Effects in Visual Word Recognition: Investigating the Impact of Feedback Activation Penny M. Pexman Stephen J. Lupker University of Calgary University of Western Ontario Lorraine D. Reggin University of Calgary P. M. Pexman, S. J. Lupker, and D. Jared (2001) reported longer response latencies in lexical decision tasks (LDTs) for homophones (e.g., maid) than for nonhomophones, and attributed this homophone effect to orthographic competition created by feedback activation from phonology. In the current study, two predictions of this feedback account were tested: (a) In LDT, observe homophone effects should be observed but not regularity or homograph effects because most exception words (e.g., pint) and homographs (e.g., wind) have different feedback characteristics than homophones do, and (b) in a phonological LDT (“does it sound like a word?”), regularity and homograph effects should be observed but not homophone effects. Both predictions were confirmed. These results support the claim that feedback activation from phonology plays a significant role in visual word recognition. The role of phonology in visual word recognition has long been In a recent investigation of the role of phonology in visual word an important issue in psycholinguistic research. A considerable recognition, Pexman, Lupker, and Jared (2001) examined homo- amount of research evidence supports the idea that phonology is phone effects in lexical decision tasks (LDTs). Homophones are activated early in the word recognition process (e.g., Berent & words like maid and made, where a single pronunciation maps Perfetti, 1995; Lukatela & Turvey, 2000; Perfetti & Bell, 1991), onto at least two spellings (and two meanings). -
A Corpus-Based Approach to Determining Standard American English
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2007-12-11 A Corpus-based Approach to Determining Standard American English Delys Ann Waite Snyder Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Educational Psychology Commons BYU ScholarsArchive Citation Snyder, Delys Ann Waite, "A Corpus-based Approach to Determining Standard American English" (2007). Theses and Dissertations. 1269. https://scholarsarchive.byu.edu/etd/1269 This Dissertation is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. A CORPUS-BASED APPROACH TO DETERMINING STANDARD WRITTEN AMERICAN USAGE by Delys Waite Snyder A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Instructional Psychology and Technology Brigham Young University December 2007 Copyright © 2007 Delys Waite Snyder All Rights Reserved BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a dissertation submitted by Delys Waite Snyder This dissertation has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. _______________________________ _________________________________ Date David D. Williams, Chair _________________________________