Constructing a Multilingual Phoneme List for Polyglot Speech Synthesiser
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Ling 230/503: Articulatory Phonetics and Transcription English Vowels
Ling 230/503: Articulatory Phonetics and Transcription Broad vs. narrow transcription. A narrow transcription is one in which the transcriber records much phonetic detail without attention to the way in which the sounds of the language form a system. A broad transcription omits those details of a narrow transcription which the transcriber feels are not worth recording. Normally these details will be aspects of the speech event which are: (1) predictable or (2) would not differentiate two token utterances of the same type in the judgment of speakers or (3) are presumed not to figure in the systematic phonology of the language. IPA vs. American transcription There are two commonly used systems of phonetic transcription, the International Phonetics Association or IPA system and the American system. In many cases these systems overlap, but in certain cases there are important distinctions. Students need to learn both systems and have to be flexible about the use of symbols. English Vowels Short vowels /ɪ ɛ æ ʊ ʌ ɝ/ ‘pit’ pɪt ‘put’ pʊt ‘pet’ pɛt ‘putt’ pʌt ‘pat’ pæt ‘pert’ pɝt (or pr̩t) Long vowels /i(ː), u(ː), ɑ(ː), ɔ(ː)/ ‘beat’ biːt (or bit) ‘boot’ buːt (or but) ‘(ro)bot’ bɑːt (or bɑt) ‘bought’ bɔːt (or bɔt) Diphthongs /eɪ, aɪ, aʊ, oʊ, ɔɪ, ju(ː)/ ‘bait’ beɪt ‘boat’ boʊt ‘bite’ bɑɪt (or baɪt) ‘bout’ bɑʊt (or baʊt) ‘Boyd’ bɔɪd (or boɪd) ‘cute’ kjuːt (or kjut) The property of length, denoted by [ː], can be predicted based on the quality of the vowel. For this reason it is quite common to omit the length mark [ː]. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
How to Edit IPA 1 How to Use SAMPA for Editing IPA 2 How to Use X
version July 19 How to edit IPA When you want to enter the International Phonetic Association (IPA) character set with a computer keyboard, you need to know how to enter each IPA character with a sequence of keyboard strokes. This document describes a number of techniques. The complete SAMPA and RTR mapping can be found in the attached html documents. The main html document (ipa96.html) comes in a pdf-version (ipa96.pdf) too. 1 How to use SAMPA for editing IPA The Speech Assessment Method (SAM) Phonetic Alphabet has been developed by John Wells (http://www.phon.ucl.ac.uk/home/sampa). The goal was to map 176 IPA characters into the range of 7-bit ASCII, which is a set of 96 characters. The principle is to represent a single IPA character by a single ASCII character. This table is an example for five vowels: Description IPA SAMPA script a ɑ A ae ligature æ { turned a ɐ 6 epsilon ɛ E schwa ə @ A visual represenation of a keyboard shows the mapping on screen. The source for the SAMPA mapping used is "Handbook of multimodal an spoken dialogue systems", D Gibbon, Kluwer Academic Publishers 2000. 2 How to use X-SAMPA for editing IPA The multi-character extension to SAMPA has also been developed by John Wells (http://www.phon.ucl.ac.uk/home/sampa/x-sampa.htm). The basic principle used is to form chains of ASCII characters, that represent a single IPA character, e.g. This table lists some examples Description IPA X-SAMPA beta β B small capital B ʙ B\ lower-case B b b lower-case P p p Phi ɸ p\ The X-SAMPA mapping is in preparation and will be included in the next release. -
Building a Universal Phonetic Model for Zero-Resource Languages
Building a Universal Phonetic Model for Zero-Resource Languages Paul Moore MInf Project (Part 2) Interim Report Master of Informatics School of Informatics University of Edinburgh 2020 3 Abstract Being able to predict phones from speech is a challenge in and of itself, but what about unseen phones from different languages? In this project, work was done towards building precisely this kind of universal phonetic model. Using the GlobalPhone language corpus, phones’ articulatory features, a recurrent neu- ral network, open-source libraries, and an innovative prediction system, a model was created to predict phones based on their features alone. The results show promise, especially for using these models on languages within the same family. 4 Acknowledgements Once again, a huge thank you to Steve Renals, my supervisor, for all his assistance. I greatly appreciated his practical advice and reasoning when I got stuck, or things seemed overwhelming, and I’m very thankful that he endorsed this project. I’m immensely grateful for the support my family and friends have provided in the good times and bad throughout my studies at university. A big shout-out to my flatmates Hamish, Mark, Stephen and Iain for the fun and laugh- ter they contributed this year. I’m especially grateful to Hamish for being around dur- ing the isolation from Coronavirus and for helping me out in so many practical ways when I needed time to work on this project. Lastly, I wish to thank Jesus Christ, my Saviour and my Lord, who keeps all these things in their proper perspective, and gives me strength each day. -
Equivalences Between Different Phonetic Alphabets
Equivalences between different phonetic alphabets by Carlos Daniel Hern´andezMena Description IPA Mexbet X-SAMPA IPA Symbol in LATEX Voiceless bilabial plosive p p p p Voiceless dental plosive” t t t d ntextsubbridgeftg Voiceless velar plosive k k k k Voiceless palatalized plosive kj k j k j kntextsuperscriptfjg Voiced bilabial plosive b b b b Voiced bilabial approximant B VB o ntextloweringfntextbetag fl Voiced dental plosive d” d d d ntextsubbridgefdg Voiced dental fricative flD DD o ntextloweringfntextipafn;Dgg Voiced velar plosive g g g g Voiced velar fricative Èfl GG o ntextloweringfntextbabygammag Voiceless palato-alveolar affricate t“S tS tS ntextroundcapftntexteshg Voiceless labiodental fricative f f f f Voiceless alveolar fricative s s s s Voiced alveolar fricative z z z z Voiceless dental fricative” s s [ s d ntextsubbridgefsg Voiced dental fricative” z z [ z d ntextsubbridgefzg Voiceless postalveolar fricative S SS ntextesh Voiceless velar fricative x x x x Voiced palatal fricative J Z jn ntextctj Voiced postalveolar affricate d“Z dZ dZ ntextroundcapfdntextyoghg Voiced bilabial nasal m m m m Voiced alveolar nasal n n n n Voiced labiodental nasal M MF ntextltailm Voiced dental nasal n” n [ n d ntextsubbridgefng Voiced palatalized nasal nj n j n j nntextsuperscriptfjg Voiced velarized nasal nÈ N n G nntextsuperscript fntextbabygammag Voiced palatal nasal ñ n∼ J ntextltailn Voiced alveolar lateral approximant l l l l Voiced dental lateral” l l [ l d ntextsubbridgeflg Voiced palatalized lateral lj l j l j lntextsuperscriptfjg Lowered -
Using Phonetic Transcription in Class
/ˈjuːˌzɪŋfəˈnɛˌɾɪkˌtɹənˈskɹɪp̚.ʃn̩ɪnklæˑs/* * Using Phonetic Transcription in Class Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Anthony Atkielski Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). As it happens, English is the most widely taught foreign language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equally to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronunciation from actual audio recording and, while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription include: • As any student of English can attest, written English is only an approximate representation of the spoken lan- guage. Phonetic transcription, in contrast, is an exact representation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription. -
Arabic and English Consonants: a Phonetic and Phonological Investigation
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Arabic and English Consonants: A Phonetic and Phonological Investigation Mohammed Shariq College of Science and Arts, Methnab, Qassim University, Saudi Arabia E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.6p.146 Received: 18/07/2015 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.146 Accepted: 15/09/2015 Abstract This paper is an attempt to investigate the actual pronunciation of the consonants of Arabic and English with the help of phonetic and phonological tools like manner of the articulation, point of articulation, and their distribution at different positions in Arabic and English words. A phonetic and phonological analysis of the consonants of Arabic and English can be useful in overcoming the hindrances that confront the Arab EFL learners. The larger aim is to bring about pedagogical changes that can go a long way in improving pronunciation and ensuring the occurrence of desirable learning outcomes. Keywords: Phonetics, Phonology, Pronunciation, Arabic Consonants, English Consonants, Manner of articulation, Point of articulation 1. Introduction Cannorn (1967) and Ekundare (1993) define phonetics as sounds which is the basis of human speech as an acoustic phenomenon. It has a source of vibration somewhere in the vocal apparatus. According to Varshney (1995), Phonetics is the scientific study of the production, transmission and reception of speech sounds. It studies the medium of spoken language. On the other hand, Phonology concerns itself with the evolution, analysis, arrangement and description of the phonemes or meaningful sounds of a language (Ramamurthi, 2004). -
Icelandic Phonetic Transcription
A Short Overview of the Icelandic Sound System Pronunciation Variants and Phonetic Transcription IPA Version Eiríkur Rögnvaldsson SÍM 2020 This document was written in December 2019 and January 2020 for the SÍM consortium as a part of the Icelandic National Language Technology Program. The document is made in two versions – one using the IPA transcription system and the other using the X-SAMPA transcription system. This is the IPA version. Both versions begin with a table showing the mappings between the two systems. The document is distributed under the CC BY 4.0 license. 2 1 An Overview of the Icelandic Sound System Icelandic speech sounds can be divided into two main groups; consonants and vowels. Icelandic consonants can be further divided into four classes: plosives (stops), fricatives (and approximants), nasals, and liquids (laterals and trills/taps). Within the vowel group, a further distinction can be made between monophthongs and diphthongs. The following table gives an overview of the phonemes of the Icelandic IPA and X- SAMPA symbol set, grouped by the phoneme classes to which they belong (according to the manner of their articulation). Consonants IPA SAMPA Orthography IPA SAMPA Gloss Plosives p p bera [pɛːra] /pE:ra/ ‘carry’ pʰ p_h pera [pʰɛːra] /p_hE:ra/ ‘pear’ t t dalur [taːlʏr] /ta:lYr/ ‘valley’ tʰ t_h tala [tʰaːla] /t_ha:la/ ‘talk’ c c gera [cɛːra] /cE:ra/ ‘do’ cʰ c_h kæla [cʰaiːla] /c_hai:la/ ‘cool off’ k k galdur [kaltʏr] /kaltYr/ ‘magic’ kʰ k_h kaldur [kʰaltʏr] /k_haltYr/ ‘cold’ Fricatives v v vera [vɛːra] /vE:ra/ ‘be’ -
Using Phonetic Transcription in Class.Qxd
/juziŋ fənε tik tɹ nskɹip.ʃn in kl s/* Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). English is the most widely taught language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equal- ly to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronuncia- tion from actual audio recording, and while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription are several: • As any student of English can attest, written English is only an approximate represen- tation of the spoken language. Phonetic transcription, in contrast, is an exact represen- tation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription. -
List of Symbols Because the International Phonetic Association
List of Symbols Because the International Phonetic Association (IPA) and its symbols and conventions are the most linguistically acceptable tool of phonetic transcription, they have been adopted in this book to transcribe both English and Spanish as well as other languages when necessary. Slight modifications in both letter symbols and diacritics are occasionally used. Below is a list of the symbols and conventions used: Vowels Phonetic Description i Close front with spread lips Close front (somewhat centralized) to close-mid with spread lips گ e Close-mid front with unrounded lips ϯ Open-mid front with unrounded lips ҷ Open-mid central with unrounded lips a Open front with unrounded lips э Near-open central vowel æ Near-open front with unrounded lips Ϫ Open back with unrounded lips Ҳ Open back with rounded lips o Close-mid back with rounded lips ѐ Open-mid back with rounded lips u Close back with rounded lips Ѩ Near-close near-back with rounded lips ѩ Open-mid back with unrounded lips ђ Mid central (neutral) vowel (schwa) ɚ R-colored (rhotacized) mid central (schwar) ɝ R-colored (rhotacized) open-mid central Diphthongs au as in <how, now> ai as in <high, tie> oi as in <boy, noise> ou; o as in <go, know> ei; e as in <bait, gate> i; iɚ as in <here, dear> e; eɚ as in <there, bear> u; uɚ as in <poor, tour> x Consonants Phonetic Description b Voiced bilabial plosive p Voiceless unaspirated bilabial plosive p Voiceless aspirated bilabial plosive d Voiced alveolar plosive t Voiceless unaspirated alveolar plosive t Voiceless aspirated alveolar -
Introductory Materials Akan Twi Asante 1
Humboldt-Universität zu Berlin Sprach- und literaturwissenschaftliche Fakultät Institut für deutsche Sprache und Linguistik MA Historische Linguistik Modul 9: Methoden Linguistischer Datenerhebung Urbane Feldforschung Sommersemester 2018 Dozent: PD Dr. habil. Frank Seifart Verfasserin: Polina Zabolotskikh Matrikelnummer: 595976 Introductory Materials Akan Twi Asante 1. Bibliographical survey This paper is dedicated to the dialect Asante of Akan Twi, one of languages of West Africa. The topic of this small research is usage of phrasal verbs (emu) ye den, (emu) ye duru and (emu) ye hare, which is described in the grammar outlook, written by J. G. Christaller in 1875 and called Grammar of the Asante and Fante Language called Tschi [Chwee, Twi]. This is a brief grammar outlook, describing all main phonetic, morphologic and syntactic aspects of Akan Twi. There is a lack of fundamental linguistic studies of Akan Twi, the majority of the works are either general essays or textbooks for school students, what means there are mostly works one can consult only on basic patterns of verbal conjunction and noun inflection in Akan and its dialects. The ones, used used while writing this paper are: Asante-Twi learners' reference grammar written by David Adu-Amankwah in 2003 and A Comprehensive Course in Twi (Asante) by Florence A. Dolphyne, published in 1996 as well as the Twi, basic course written by James E Redden, and Nana Owusu, issued in 1963. Unfortunately there are only a few references to the dialectal differences between Akan dialects in the mentioned general works, but there is a lack of a thorough research on this topic. -
Analysis of Phonetic Transcriptions for Danish Automatic Speech Recognition
Analysis of phonetic transcriptions for Danish automatic speech recognition Andreas Søeborg Kirkedal Department of International Business Communication, CBS Dalgas Have 15, DK-2000 Frederiksberg Denmark [email protected] ABSTRACT Automatic speech recognition (ASR) relies on three resources: audio, orthographic transcrip- tions and a pronunciation dictionary. The dictionary or lexicon maps orthographic words to sequences of phones or phonemes that represent the pronunciation of the corresponding word. The quality of a speech recognition system depends heavily on the dictionary and the transcrip- tions therein. This paper presents an analysis of phonetic/phonemic features that are salient for current Danish ASR systems. This preliminary study consists of a series of experiments using an ASR system trained on the DK-PAROLE corpus. The analysis indicates that transcribing e.g. stress or vowel duration has a negative impact on performance. The best performance is obtained with coarse phonetic annotation and improves performance 1% word error rate and 3.8% sentence error rate. KEYWORDS: Automatic speech recognition, phonetics, phonology, speech, phonetic transcrip- tion. Proceedings of the 19th Nordic Conference of Computational Linguistics (NODALIDA 2013); Linköping Electronic Conference Proceedings #85 [page 321 of 474] 1 Introduction Automatic speech recognition systems are seeing wider commercial use now more than ever before. No longer are ASR systems restricted to rerouting scenarios in call centres with a small and domain-specific vocabulary. The largest commercial experiment in Europe to date has taken place in the Danish public sector in Odense municipality and entailed more than 500 case workers dictating reports rather than typing them. To be a practical alternative to manual transcriptions or typing in general, the recognition rate must be high.