DOCSLIB.ORG

Experimental Methods in Phonology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

TIPA. Travaux interdisciplinaires sur la parole et le langage 28 | 2012 Linguistique expérimentale Experimental methods in phonology Didier Demolin Édition électronique URL : http://journals.openedition.org/tipa/162 DOI : 10.4000/tipa.162 ISSN : 2264-7082 Éditeur Laboratoire Parole et Langage Référence électronique Didier Demolin, « Experimental methods in phonology », TIPA. Travaux interdisciplinaires sur la parole et le langage [En ligne], 28 | 2012, mis en ligne le 29 octobre 2012, consulté le 30 avril 2019. URL : http:// journals.openedition.org/tipa/162 ; DOI : 10.4000/tipa.162 La revue TIPA. Travaux interdisciplinaires sur la parole et le langage est mise à disposition selon les termes de la licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International. Experimental methods in phonology Didier Demolin Gipsa-lab & Université Stendhal, Grenoble [email protected] 1. Introduction 1.1 Experimental phonology A centur after Rousselot"s publication of #Principes de phonétique expérimentale" (1904, the experimental method is finall ta-ing its approriate place in in linguistics. .xperimental or laborator phonologies (Ohala & 0aeger, 19123 4ingston & 5ec-man, 19903 Dochert & 6add, 19923 4eating, 19983 Connell & Arvaniti, 19983 5roe & Pierrehumbert, 20003 Gussenhoven & :arner, 20023 6ocal, Ogden, & Temple, 20033 Goldstein, 5est, and :halen, 20083 Cole & Hualde, 20073 Fougeron, 4@hnert, D"Amperio, & Ballée, 2010, are noC Cell established and are graduall becoming dominant in the field. A neC Dournal, #6aborator Phonolog ," has been founded to promote this neC paradigm. Fundamental issues such as the s stematic and quantified description of sound s stems and sound phenomena are noC evaluated differentl than Chen phonetics and phonolog Cere considered separated b the structuralist and generativist frameCor-s (e.g. Trubets-o , 19393 Choms- & Halle, 1921,. The search for adequate primitives, the t pes of evidence considered the nature of explanation, the nature of phonological representations, and the t pes of experimental paradigms used in phonological research are also central issues in 6aborator Phonolog . Rousselot expressed similar concerns in his various publications (1191, 1904, 1923,. The #6eEon d"ouverture au CollFge de France" (1923, is probabl the best s nthesis of his ideas and shoCs that the founder of experimental phonetics had anticipated much of Chat is noC becoming routine in linguistics. TCo thirds of a centur later he Cas folloCed b Ohala (1917, Cho argued for the establishment of phonolog as an experimental discipline. Ohala"s first statement Cas expressed as a reaction #Gto escape the endless and agoniHing c cle of birth and death of trend theories, schools, frameCor-s, etc. and achieve oneness Cith the spirit and principles that guide all scientific endeavorG" Cohn (2010, calls for integrated theoretical models in laborator phonolog . Croot (2010, suggests that some findings are becoming central to the emergence of a paradigm in laborator phonolog . This is the occurrence of linguistic categories identified and anal Hed using verbalIs mbolic categories. This is also the case for gradience that appears at all levels of anal sis: the probabilistic nature of sound structures (Pierrehumbert 2001,. 1.2 Phonology Most phonologists Could li-el accept that phonolog studies the logical, functional and behavioral aspects of speech sounds. Such studies requires the categoriHation of sounds or features, and implies mental representations and other cognitive aspects of speech sounds. Phonolog is thus concerned Cith the description and the comparison of the sound s stems of human languages. The discipline also aspires to a set of explanator first principles Chereb the sound phenomena found in languages ma be understood. 6i-e an scientific endeavor, the discipline is characteriHed b questions that researchers are tr ing to ansCer. .ven if the folloCing list is not exhaustive, most phonologists Could probabl consider these questions as part of their research activities: HoC are acoustic features categoriHedL HoC do Ce explain the sources of sound changeL HoC does speech perception influence sound changeL :hat can Ce sa about the direction of sound changeL HoC are allophones controlled and categoriHedL Do Ce account for sounds better in terms of features or in terms of gesturesL HoC can Ce account for articulator controlL :hat is the minimal distance betCeen segments to be distinguished in perceptionL HoC can Ce account for the emergence of sound patterns in ontogen and ph logen L :hat are the correlates of s llablesL Are t pologies of an use to explain sound patternsL :hat are the best primitivesL :hat -ind of explanation is required to explain the observed phenomenaL :hat are the constraints acting on phonetics and phonological processesL HoC do Ce explain universalsL :hat are the universalsL Obviousl , to ansCer to these questions our -noCledge of speech production and speech perception need to be included in an integrated field of phonetics and phonolog . 1.3 Between physics and cognition The interaction betCeen the ph sical and the cognitive aspects of speech sounds is emphasiHed b 4ingston & 5ec-man (1990, in their introductor note to the first volume of 6aborator Phonolog . The model of articulator phonolog (5roCman & Goldstein 1919, 1992, promotes similar vieCs in a different frameCor-. :hatever the limits of articulator phonolog and Chether or not one agrees Cith the model, it is difficult not to ac-noCledge that it is a serious attempt to integrate the domains of phonetics and phonolog . Andeed, in articulator phonolog , phonological units are discrete gestures having both an abstract and a concrete (d namic, side. This model of phonolog ta-es into account time (the d namic aspect of gestures, in phonolog and alloCs consideration of processes such as assimilation and epenthesis, for example, as variations in the execution or phasing of gestures. Hume & 0ohnson (2001, also emphasiHe the role of perception in phonolog . Their proposals on the interpla of speech perception and phonolog enable the integration of the cognitive aspects of speech sounds in phonolog , and the shoC hoC phonological s stems influence speech perception, for example in that listeners are more adept at perceiving sounds of their native language than those of a second language. Hume & 0ohnson also shoC several influences of speech perception on phonological s stems, including the failure to perceptuall compensate for articulator effects, the avoidance of Cea-l perceptible contrasts, and the avoidance of noticeable alternations. The influence of speech perception in phonolog is particularl obvious on Chat the call phonological repair strategies that can either preserve contrasts (epenthesis, dissimilation and metathesis, or sacrifice contrasts (assimilation and deletion,. :hat is important in Hume & 0ohnson"s model (2001: 20, is the emphasis given to the fact that the interpla betCeen speech perception and phonolog must be defined in a Ca to include the cognitive and formal representations of phonological s stems. 2. Experimentation in phonology 2.1 A bit of history .xperimental methods and the theor of evolution the tCo main pillars of science and have long been used to stud speech. An this respect Rousselot"s Cor- still provides an excellent example of the benefits of experimentation for the stud of man aspects of speech and phonolog , from sound to dialectolog . HoCever, the results and methods of experimental studies have not been adequatel incorporated into the frameCor- of mainstream phonolog , ma be because of Chat Rousselot considered almost a centur ago: #Gles procédés des sciences expérimentales sont assez étrangers a x ling istes. Une sorte de terre r s perstitie se s"empare d"e x d#s q "il s"agit de to cher a mécanisme le pl s simple. Il fallait donc&le r faire entrevoir le champ immense q e l"expérimentation o vre devant e x" (1904: 1,. This still applies to generative phonolog and several other contemporar approaches to phonolog . Rousselot (1923, stated a crucial point (that is still heard occasionall toda , about the relation betCeen science and linguistics and the status of experimentation: #On a ref sé ) la ling istiq e le titre de science, en allég ant po r motif q "elle empr nte sa méthode ) l"histoire, q "elle enregistre simplement les faits sans po voir les reprod ire, imp issante par conséq ent ) atteindre la certit de q e donnent les sciences proprement dites" (1923: 17,. Rousselot Cas strongl questioning this position and Cas promoting his opinion of the science of language, of Chich phonetics (and therefore phonolog in his vieC, Cas a part. Debating issues related to experimental phonetics, Rousselot advocated a program that an speech scientist can still adopt noCada s: #Elle (la phonétiq e expérimentale, demande ) l"organisme l i-m.me de l i en révéler les conditions physiologiq es / elle dégage les éléments actifs, q i, ) n certain moment de l"évol tion ont étés mis en présence, p is elle cherche ) les reconna0tre dans le trésor d parler h main / enfin, q and elle a été assez he re se po r les rencontrer dans ne m.me bo che, elle les ré nit / et alors, a ssi s1rement q e s"il s"agissait d" ne manip lation de chimie, elle voit se reprod ire le phénom#ne attend . 2"est l) l"oe vre propre de la phonétiq e expérimentale" (1923: 17,. The last part of this quotation shoCs that Rousselot clearl understood the necessit to be able to recombine elements of speech and to be able to reproduce them in laborator conditions. This is similar to Ohala"s statement (1974, that one of the main goals of such an endeavor is to reproduce the phenomenon under investigation in controlled laborator conditions . The intent of both men is that the experimental method should be used in phonolog as it is in an other scientific discipline. The multiple dimensions involved, i.e. ranging across both the ph sical and cognitive dimensions of phonological s stems, ma-e the enterprise an thing but trivial.
Recommended publications
  • THE LANGUAGE OFTHE SALINAN INDIANS Nominalizing Suffixes

    THE LANGUAGE OFTHE SALINAN INDIANS Nominalizing Suffixes

    UNIVERSITY OF CALIFORNIA PUBLICATIONS IN AMERICAN ARCHAEOLOGY AND ETHNOLOGY Vol. 14, No. 1, pp. 1-154 January 10, 1918 THE LANGUAGE OF THE SALINAN INDIANS BY J. ALDEN MASON CONTENTS PAGE INTRODUCTION..--.--.......------------........-----...--..--.......------........------4 PART I. P'HONOLOGY ---------7 Phonetic system ----------------------------------------------------------------------------------------------- Vowels ------------------------------------------------------------------------------------- 7 Quality ----------------------------------------------------------------------------------------------------8 Nasalization ----------------------------------------------------------------------------------------8 Voiceless vowels.------------------......-------------.........-----------------......---8 Accent --------------------------------------------------9 Consonants ................---------.............--------------------...----------9 Semi-vowels ---------------------------------------------------------------------------------9 Nasals ---------- 10 Laterals -------------------------------------------------------------10 Spirants ---------------------------------------....-------------------------------------------10 Stops .--------......... --------------------------- 11 Affricatives .......................-.................-........-......... 12 Tableof phonetic system ---------------------------.-----------------13 Phonetic processes ---------------------------.-----.--............13 Vocalic assimilation ------------------..-.........------------------13
  • The Cambridge Handbook of Phonology

    The Cambridge Handbook of Phonology

    This page intentionally left blank The Cambridge Handbook of Phonology Phonology – the study of how the sounds of speech are represented in our minds – is one of the core areas of linguistic theory, and is central to the study of human language. This state-of-the-art handbook brings together the world’s leading experts in phonology to present the most comprehensive and detailed overview of the field to date. Focusing on the most recent research and the most influential theories, the authors discuss each of the central issues in phonological theory, explore a variety of empirical phenomena, and show how phonology interacts with other aspects of language such as syntax, morph- ology, phonetics, and language acquisition. Providing a one-stop guide to every aspect of this important field, The Cambridge Handbook of Phonology will serve as an invaluable source of readings for advanced undergraduate and graduate students, an informative overview for linguists, and a useful starting point for anyone beginning phonological research. PAUL DE LACY is Assistant Professor in the Department of Linguistics, Rutgers University. His publications include Markedness: Reduction and Preservation in Phonology (Cambridge University Press, 2006). The Cambridge Handbook of Phonology Edited by Paul de Lacy CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521848794 © Cambridge University Press 2007 This publication is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.
  • Applying Phonology in Lexicography: Variant-Synonym Classification In

    Applying Phonology in Lexicography: Variant-Synonym Classification In

    Applying phonology in lexicography: variant-synonym classification in Czech Sign Language Hana Strachoňová, Masaryk University, Brno, Czech Republic, [email protected] Lucia Vlášková, Masaryk University, Brno, Czech Republic, [email protected] Sign language (SL) lexicography, as a young field of study within SL linguistics, faces a lot of challenges that have already been answered for the audio-oral language material. In this talk we present a method that is being applied in the ongoing process of data classification for the first Czech SL online dictionary (part of the platform Dictio). Problem: For audio-oral languages, a dictionary entry standardly contains the citation form of a lexeme and all the variants (Čermák 1995). See for example the gender variants in Czech: brambor (potato- masculine) / brambor-a (potato-feminine), hadr (cloth-masculine) / hadr-a (cloth-feminine). However, two (or more) expressions of a different word-forming nature are not considered variants but synonyms (Filipec 1995). See the example pairs in Czech - the first expression comes from the traditional Czech lexicon and the latter originates in English/Latin: jazykověda (linguistics; Czech origin) / lingvistika (linguistics; foreign origin), poradce (consultant; Czech origin) / konzultant (consultant; foreign origin). The common ground of the variant- and synonym-pairs is their shared meaning (brambor has the same meaning as brambora; jazykověda has the same meaning as lingvistika) and in the lexicographic work it is essential to assign each of them the right place in the dictionary entry. What seems as a simple task for spoken languages (basically - common root for variants, different roots for synonyms) becomes a challenge for SLs (still ongoing discussion about the definition of morphemes and lexical roots; see e.g.
  • Language Development Language Development

    Language Development Language Development

    Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development.
  • Phonetic and Phonological Research Sharing Methods

    Phonetic and Phonological Research Sharing Methods

    The Kabod Volume 3 Issue 3 Summer Article 1 January 2017 Phonetic and Phonological Research Sharing Methods Cory C. Coogan Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/kabod Part of the Modern Languages Commons, and the Reading and Language Commons Recommended Citations MLA: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods," The Kabod 3. 3 (2017) Article 1. Liberty University Digital Commons. Web. [xx Month xxxx]. APA: Coogan, Cory C. (2017) "Phonetic and Phonological Research Sharing Methods" The Kabod 3( 3 (2017)), Article 1. Retrieved from https://digitalcommons.liberty.edu/kabod/vol3/iss3/1 Turabian: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods" The Kabod 3 , no. 3 2017 (2017) Accessed [Month x, xxxx]. Liberty University Digital Commons. This Individual Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in The Kabod by an authorized editor of Scholars Crossing. For more information, please contact [email protected]. Coogan: Phonetic and Phonological Research Sharing Methods Running Head: PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 1 Phonetic and Phonological Research Sharing Methods Cory Coogan Liberty University Published by Scholars Crossing, 2017 1 The Kabod, Vol. 3, Iss. 3 [2017], Art. 1 PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 2 Phonetic and Phonological Research Sharing Methods Most linguists affirm the observation that human language is innate; the human mind has a capacity for grammar that is inherent from birth. This notion implies that a singular grammar produces all human languages; therefore, to appropriately understand the scope of the human capacity for grammar, a single model must cohesively describe the various processes of all human languages.
  • The Utterance, and Otherbasic Units for Second Language Discourse Analysis

    The Utterance, and Otherbasic Units for Second Language Discourse Analysis

    The Utterance, and OtherBasic Units for Second Language Discourse Analysis GRAHAM CROOKES University of Hawaii-Manoa Theselection ofa base unitisan importantdecision in theprocess ofdiscourse analysis. A number of different units form the bases of discourse analysis systems designed for dealing with structural characteristics ofsecondlanguage discourse. Thispaperreviews the moreprominentofsuch unitsand provides arguments infavourofthe selection ofone inparticular-the utterance. INTRODUCTION Discourse analysis has been an accepted part of the methodology of second language (SL) research for some time (see, for example, Chaudron 1988: 40-5; Hatch 1978; Hatch and Long 1980; Larsen-Freeman 1980), and its procedures are becoming increasingly familiar and even to some extent standardized. As is well-known, an important preliminary stage in the discourse analysis of speech is the identification of units relevant to the investigation within the body of text to be analysed, or the complete separation of the corpus into those basic units. In carrying out this stage of the analysis, the varying needs of second language discourse analysis have caused investigators to make use ofall of the traditional grammatical units of analysis (morpheme, word, clause, etc.), as well as other structural or interactional features of the discourse (for example, turns), in addition to a variety of other units defined in terms of their functions (for example, moves). These units have formed the bases of a number of different analytic systems, which canmainly beclassified as either structural orfunctional (Chaudron 1988), developed to address differing research objectives. In carrying out structural discourse analyses of oral text, researchers have been confronted with the fact that most grammars are based on a unit that is not defined for speech, but is based on the written mode of language-that is, the sentence.
  • 24.900 Intro to Linguistics Lecture Notes: Phonology Summary

    24.900 Intro to Linguistics Lecture Notes: Phonology Summary

    Fall 2012 Phonology Summary • Speakers of English learned something from the data they were presented with as (contains all examples from class slides, and more!) babies that caused them to internalize (learn) the rule exemplified in (1) — just as Tojolabal speakers learned from the data that they heard as babies, and ended up with 1. Phonology vs. phonetics the rule exemplified in (2). • The path from memory (lexical access) to speech is mediated by phonology. • The English rule is real and active "on-line", governing creative linguistic behavior. A • Phonology = system of rules that apply when speech sounds are put together to form native speaker of English will apply it to new words they have never heard. The /t/ in morphemes and words. tib will be aspirated, and the /t/ in stib (both nonsense words, I hope) will not be. Probably Tojolabal speakers will show similar behavior with respect to their rule. (1) stop consonant aspiration in English: initial within a stressed syllable ASPIRATED UNASPIRATED 2. What phonetic distinctions are made in lexical entries? initial within a stressed syllable after s or initial within an word-final (therefore syllable- Part 1: phonological rules that eliminate distinctions from the lexicon unstressed syllable final) pan span nap tone stone note • English: lexicon does not need to distinguish aspirated from unaspirated stops. kin skin nick There is no reason to suppose that information about aspiration forms part of the sound field of lexical entries of English words, since it is entirely predictable. Though pan is upon supping pronounced /pʰæn/ and span /spæn/, there is no reason to distinguish the aspirated and unaspirated bilabial stops in the lexical entries of the two words.
  • Phonological Typology, Rhythm Types and the Phonetics-Phonology Interface

    Phonological Typology, Rhythm Types and the Phonetics-Phonology Interface

    Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2012 Phonological typology, rhythm types and the phonetics-phonology interface. A methodological overview and three case studies on Italo-Romance dialects Schmid, Stephan Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-73782 Book Section Published Version Originally published at: Schmid, Stephan (2012). Phonological typology, rhythm types and the phonetics-phonology interface. A methodological overview and three case studies on Italo-Romance dialects. In: Ender, Andrea; Leemann, Adrian; Wälchli, Bernhard. Methods in contemporary linguistics. Berlin: de Gruyter Mouton, 45-68. Phonological typology, rhythm types and the phonetics-phonology interface. A methodological overview and three case studies on Italo- Romance dialects Stephan Schmid 1. Introduction Phonological typology has mainly concentrated on phoneme inventories and on implicational universals, whereas the notion of ‘language type’ ap- pears to be less appealing from a phonological perspective. An interesting candidate for establishing language types on the grounds of phonological or phonetic criteria would have come from the dichotomy of ‘stress-timing’ vs. ‘syllable-timing’, if instrumental research carried out by a number of phoneticians had not invalidated the fundamental claim of the so-called ‘isochrony hypothesis’. Nevertheless, the idea of classifying languages according to their rhythmic properties has continued to inspire linguists and phoneticians, giving rise to two diverging methodological perspectives. The focus of the first framework mainly lies on how phonological processes relate to prosodic domains, in particular to the syllable and to the phonolog- ical word.
  • Introduction to Phonology École D’Automne De Linguistique, ENS

    Introduction to Phonology École D’Automne De Linguistique, ENS

    Introduction to Phonology École d’automne de linguistique, ENS Class coordinates Time : 14:30-15:50 (Session 4), Sept. 24, 25, 26, 27 (Monday to Thursday) Place : Salle des Résistants (45 rue d’Ulm, 1er étage, couloir A-B) Instructor coordinates Name : Kie Zuraw [ ka z ] Affiliation : UCLA (University of California, Los Angeles) Department of Linguistics E-mail : [email protected] Web page : www.linguistics.ucla.edu/people/zuraw Course description What do we know about our language’s sound pattern, and how do we know it? This course will begin with a quick overview of characteristics of sound patterns that linguists have noticed (alternations and phonotactics), and of the approach to explanatory adequacy that will be adopted here. We will then look at research that has sought to determine what phonological generalizations speakers extract from the learning data, and follow the consequences of these findings for achieving a descriptively adequate grammatical framework (that is, a framework that can express speakers’ implicit phonological knowledge): basic rule notation, features, and constraint interaction. Next we will consider why determining what speakers know is so difficult, and review a range of methods that have been tried. Finally, we will examine some recent work that moves towards explanatory adequacy—what kind of learner can, on exposure to typical learning data, choose a grammar similar to the one that human learners choose? Prerequisites : None! Course outline Day 1: 24 September sound patterns conceptual framework Day 2: 25 September descriptive adequacy: methods and consequences Day 3: 26 September explanatory adequacy: methods Day 4: 27 September explanatory adequacy: theoretical developments Suggestions for further reading are included at the ends of the first two handouts Language : In accordance with EALing policy, I’ll lecture in English, but feel free to make comments or pose questions in French, to ask me to try to express something into French if it’s not clear in English, to talk to me after class in French..
  • Phd Handbook in Linguistics

    Phd Handbook in Linguistics

    The PhD program in Linguistics Table of Contents The PhD program in Linguistics 2 Graduate work in the Department of Linguistics 2 Graduate Courses in Linguistics 3 Graduate Introductory courses (400-level) 3 Graduate Core courses (400-level) 4 Advanced Graduate Courses (500-level) 4 Linguistics Requirements for PhD students 5 Planning the PhD degree program of study 5 Pre-Qualifying 5 Qualifying for Advancement to Candidacy for PhD students 5 Timing 6 Teaching Assistantships 6 Sample Schedules for a Linguistics PhD 7 Sample Linguistics and Brain and Cognitive Sciences schedule 7 Sample Linguistics and Computer Science (LIN/CS) schedule. 8 Course Descriptions 9 Linguistics 9 Relevant Brain and Cognitive Science Graduate Courses 14 Relevant Computer Science Graduate Courses 16 1 The PhD program in Linguistics The PhD program in Linguistics The Department of Linguistics at the University of Rochester offers a fully-funded five year PhD program in Linguistics, focusing on cross-disciplinary training and collaboration. Students in this program have a primary affiliation in Linguistics, with secondary affiliation in an allied department. At Rochester, cross-disciplinary, collaborative work is the norm. The Linguistics faculty are grounded in the traditional fields of formal linguistics, employing empirical methodologies to examine data and topics in experimental syntax, semantics, pragmatics, phonetics, laboratory phonology, and morphology in collaboration with faculty and students in allied fields. Our work incorporates contemporary issues and practices in these areas. Our principal allied fields are Brain and Cognitive Sciences and Computer Science, but we also have strong connections in related departments, such as Biomedical Engineering and departments at the Eastman School of Music.
  • LATEX for Linguists Contents Reader

    LATEX for Linguists Contents Reader

    LATEX for Linguists LATEX for Linguists Contents 1 Transcriptions with IPA LATEX for Linguists L L 4 05: IPA & verbatim 2 Verbatim Antonio Machicao y Priemer hps://www.linguistik.hu-berlin.de/sta/amyp MGK Workshop – SFB 1412, Berlin 1 / 11 2 / 11 LATEX for Linguists LATEX for Linguists Transcriptions with IPA Reader 1 Transcriptions with IPA LATEX Reader (Freitag & Machicao y Priemer 2019): 2 Verbatim hps://doi.org/10.13140/RG.2.2.29299.27682 Exercises and Handouts: hps://www.linguistik.hu-berlin.de/de/sta/amyp/latex 3 / 11 4 / 11 LATEX for Linguists LATEX for Linguists Transcriptions with IPA Transcriptions with IPA macros: Transcriptions with IPA [\textglotstop{}an.\textesh{}\textinvscr{}\texttoptiebar{a\textsci{}}. \textschwa{}n] [\textsecstress\textepsilon kspl\textschwa \textprimstress ne\textsci\textesh \textschwa n] The package tipa oers commands for transcriptions with IPA, but it is not fully compatible with all other packages. (1)[ Pan.SK>aI.@n] (2)[ ­Ekspl@"neIS@n] Since tipa redefines certain LATEX commands, additional seings may be necessary (depending on your font encoding): groups of macros: > Load the package fontenc with the options T3 and T1 (in that order). \textipa{[Pan.SK\t{aI}.@n]} (3) [Pan.SKaI.@n] \textipa{[""Ekspl@"neIS@n]} Load tipa with the options noenc and safe. (4) [­Ekspl@"neIS@n] \usepackage[T3,T1]{fontenc} tipa environment: \usepackage[noenc,safe]{tipa} > \begin{IPA} (5) [Pan.SKaI.@n] [Pan.SK\t{aI}.@n] tipa provides 3 ways to use IPA characters: macros, group of macros, and [­Ekspl@"neIS@n] environment. [""Ekspl@"neIS@n] \end{IPA} Normally, we use macros inside of \textipa{ }.
  • TABLE of CONTENTS Preface 5 List of Abbreviations 10 L Introduction 13 2. Linguistic Research in Ancient Greece 15 3. the Indian

    TABLE of CONTENTS Preface 5 List of Abbreviations 10 L Introduction 13 2. Linguistic Research in Ancient Greece 15 3. the Indian

    TABLE OF CONTENTS Preface 5 List of Abbreviations 10 LINGUISTIC RESEARCH BEFORE THE NINETEENTH CENTURY L Introduction 13 2. Linguistic Research in Ancient Greece 15 3. The Indian Grammatical School 22 4. From the Days of the Roman Empire to the end of the Renaissance 26 5. From the Renaissance to the end of the Eighteenth Century 31 LINGUISTIC RESEARCH IN THE NINETEENTH CENTURY 6. Introduction 37 7. The Epoch of the First Comparativists 40 8. The Biological Naturalism of August Schleicher. ... 44 9. "Humboldtism" in Linguistics (the "Weltanschauung" theory) 48 10. Psychologism in Linguistics 52 11. The Neo-grammarians 58 12. Hugo Schuchardt, a Representative of the 'Tndependents" 65 8 TABLE OF CONTENTS LINGUISTIC RESEARCH IN THE TWENTIETH CENTURY 13. Introduction 69 The Basic Characteristics of Twentieth Century Scholar- ship 69 The Trend of Development in Linguistics 72 14. Non-Structural Linguistics 78 Linguistic Geography 78 The Foundation of Methods 78 Modern Dialectology 82 The French Linguistic School 84 The Psychophysiological, Psychological and Sociolog- ical Investigation of Language 84 Stylistic Research 87 Aesthetic Idealism in Linguistics 89 Introduction 89 Vossler's School 90 Neolinguistics 93 The Progressive Slavist Schools 97 The Kazan School 97 The Fortunatov (Moscow) School 100 The Linguistic Views of Belic 101 Marrism 102 Experimental Phonetics 107 15. Structural Linguistics . 113 Basic Tendencies of Development 113 Ferdinand de Saussure 122 The Geneva School 129 The Phonological Epoch in Linguistics 132 The Forerunners 132 The Phonological Principles of Trubetzkoy 134 The Prague Linguistic Circle 141 The Binarism of Roman Jakobson 144 TABLE OF CONTENTS 9 The Structural Interpretation of Sound Changes.