1 Old English Phonology After Our First Few Lessons Using This Language

Total Page:16

File Type:pdf, Size:1020Kb

1 Old English Phonology After Our First Few Lessons Using This Language 1 Old English Phonology After our first few lessons using This Language, A River, I’ve decided that you need supplementary materials that are a little bit clearer and more schematic, as well as a little bit more complete. The following pages are intended to supplement the material on pp. 125-132. The Old English Alphabet The Anglo-Saxons acquired the alphabet that they used in manuscripts from Christians who led efforts to convert them from the 580s onward. The Christians, as the inheritors of Roman textual traditions, used the Latin alphabet. When Christian monks began writing down Old English texts, they discovered that Old English included a number of sounds that the Latin alphabet did not represent easily. For this reason, they adapted a few runic characters into the Latin alphabet that they used to represent Old English. A momentary digression about Runes The runic alphabet was used throughout Northern Europe among communities who spoke languages that were part of the larger Germanic language family, but it was an alphabet that was best adapted for carving and inscription on stone, wood, metal, and bone rather than for writing on parchment or vellum. The oldest surviving artifact that certainly reflects a runic text is a bone comb from approximately 150AD found in a bog in Denmark (Looijenga 161). The inscription reads ᚺᚫᚱᛃᚫ: “harja.” The text may mean “warrior,” or “member of the Harii tribe,” or “hair.” Personally, I have always preferred the last interpretation because it seems like an amusingly obvious thing to put on a comb. In any case, the runic alphabets employed single graphical representations for phonemes that Germanic languages had but that Latin did not: <æ> ‘æsh’, which is also the character used in the IPA for the low front vowel phoneme in English /æ/; <þ> ‘thorn’, which represented the phoneme /θ/; <ƿ> ‘wynn’, which represented the phoneme /w/. The Old English alphabet also used the character <ð> ‘eth’, which was adapted from a crossed <d> in Irish manuscripts. We also use this character in the IPA to indicate the voiced interdental fricative sound / ð/. Back to the Old English Orthography and Phonology When we start talking about orthography (writing and spelling systems), we follow one aphorism: Old English spelling is comparatively more phonemic than present day English spelling. Anglo-Saxon scribes represented the phonemes that they perceived and recorded them. As a result, the spelling of Old English words gives us a consistent picture of how things sounded from approximately 500 AD to about 1100 AD, the six hundred years that we can describe as the “Old English period” in England. So this is the “Old English Alphabet” used in England until about 1100 (with a few exceptions, particularly in the north of England): Capital forms (known in manuscripts as “majuscule”): A Æ B C D E F Ȝ[rendered as G in editions] H I L M N O P R S T U Ƿ [W] Y X Ð Þ 2 Lower case (known as “miniscule” forms): a b c d e f ȝ[g] h i l m n o p r s t u ƿ[w] y x ð þ In addition, two “digraphs” are used to represent two other sounds: <sc> /ʃ/ <cg> /ʤ/ One other combination of letters can be disconcerting to speakers of Present Day English (PDE): <cw> /kw/. In PDE, this sound sequence is usually represented by <qu>. You will not see a ‘wynn’ or ‘yogh’ (the Old English letterform used for the /g/ phoneme) in any edition you encounter in this class, although you would encounter them if you looked at original manuscripts. Old English Consonant Phonemes and their Allophones Old English had two categories of phonemes that had radically different allophones based on the context in which they were found: voiceless fricatives and velar consonants. Old English did not have any “voiced fricative” phonemes as PDE does. PDE has both voiceless fricative phonemes and voiced fricative phonemes. Here is a little review of the fricative inventory of English. PDE Voiceless phonemes: Voiceless labio-dental phoneme: /f/ as in the following words <fan> /fæn/, <flood> /flʌd/ Voiceless interdental phoneme: /θ/ as in <thing> /θɪŋ/, <thin> /θɪn/ Voiceless alveolar phoneme: /s/ as in <set> /sɛt/, <house> (noun) /hɑus/ PDE Voiced phonemes: Voiced labio-dental phoneme: /v/ as in the following words <van> /væn/, <oven> /ʌvn̩/ Voiced interdental phoneme: /ð/ as in the following words <that> /ðæt/, <bathe> /beð/ Voiced alveolar phoneme: /z/ as in the following words <zip> /zɪp/, <house> (verb) /hɑuz/ Old English only had the first set of fricatives above as phonemes, as mental representations that speakers accessed in their word patterns, while the second set (the voiced fricatives) were realized as allophones. When voiceless fricative phonemes appeared at the beginning or end of a word, or when they were doubled, they were voiceless: Old English Word IPA Transcription PDE Meaning felda, n. [feldɑ] field (dative singular) ġedeorf. n. [jedeorf] hardship þearle, adv. [θæɑrle] severely oþþe, conj. [oθθe] or sume, adj. [sume] certain fisceras, n. [fiʃerɑs] fishermen (nom. plural) 3 When voiceless fricative phonemes appeared between two voiced sounds, they became voiced. Remember that all vowels are voiced, as are the following sounds /w, m, n, l, r, ʤ/ that frequently appear in Old English words around voiceless fricatives. Verbal prefixes, such as ā- and ġe-never triggered the voicing of the following consonant, most likely because the stress appears on the vowel following the initial consonant of the root. Thus, the word <ġefēran> 'companions' would be transcribed /jefe:rɑn/, and <āfyllan> 'to fill up' would be transcribed /ɑ:fyllɑn/. Old English Word IPA Transcription PDE Meaning wulfas, n. [wulvɑs] wolves leþerhosa, n. [leðerhoza] leather leggings (accusative plural) In linguistic terms, we can describe this voicing rule as a type of assimilation, a phonetic process where one sound takes on the traits of the sounds around it. In the case of the Old English voiceless fricatives, /f, θ, s/, they "catch" the voicing from the voiced sounds around them. The other major category of consonants that showed significant allophonic variation is the velar consonants. Old English included three velar phonemes: two stops--/k/ and /g/--and one fricative--/x/. The voiceless velar fricative was spelled with the letter <h>. Many of the words that historically had this phoneme after a vowel are now spelled with a <gh>. For example, the Old English word <leoht> /leoxt/ becomes PDE <light>. While the voiceless fricative phonemes show voicing assimilation, the velar consonants in Old English reflect another kind of assimilation called "palatalization"—the movement of velar consonants forward in the mouth to the palate. We can still feel palatalization in PDE, but just like with other allophones, the change in pronunciation doesn't change the way we conceptualize the velar consonant in our mind. Compare how you say the word <cot> and the word <kit>. Pay close attention to the position of the back of your tongue. When you say <cot> [kʰɑt], the back of your tongue rises to make a seal against your velum. When you say <kit> [kʲɪt], the back of your tongue moves forward and makes a seal against your palate instead of your velum. The trigger for this palatalization is the vowel that follows /k/: in <kit> the vowel that follows is a front vowel /ɪ/ rather than the back vowel /ɑ/ that appears in <cot>. In Old English, the palatalized allophones of the velar phonemes had a more dramatic result, but they had the same trigger. When a velar consonant appears adjacent to a front vowel, it becomes palatalized. In all of the Old English texts that you encounter, palatalized consonants will appear with a dot above them: <ċ> and <ġ>. The voiced velar stop /g/ had one additional allophone that results from a different set of triggers. When the sound /g/ appeared after or between back vowels or after a liquid consonant /l/ or /r/, it became a voiced velar fricative [ɣ]. Some words show exceptions to the palatalization rule with some stops in Old English, so make sure that you pay close attention to whether a velar stop is marked as a palatalized sound. Phoneme and Old English Word IPA Transcription PDE Translation Allophone /k/-->[tʃ]/front vowels ċiele, n. [tʃiele] cold 4 /k/-->[k] elsewhere cræft, n. [kræft] occupation /g/--> [j] / front vowels ġeġeocod, ppl. [jejeokod] yoked /g/--> [ɣ] /between two fugleras, n. [fuɣlerɑs] fowlers (bird- back vowels or between farmers/bird-catchers) back vowel and /l, r/ /g/--> [g]/ initially and gāde, n. [gɑ:de] goad (or prod) in consonant clusters /x/--> [h] initially hæbbe, v. [hæbbe] have (1st p. pres.) /x/--> [ç] after a front āwihte, n. [ɑwiçte] anything vowel /x/--> [x] elsewhere sylh, n. [sylx] plow Old English Vowels Phonologists differ about how to represent the Old English vowel system. Smith and Kim have decided to follow the "cardinal vowel" principle. They argue that Old English was, in effect, a fourteen vowel system: six short vowels and six long vowels. In our Old English texts, long vowels are indicated with a macron. A long [ɑ] is spelled <ā>, for example. In Old English, vowel length was a phonemic property, not an allophonic one. In other words, a word with a long vowel in it was distinctive from a word that had the same structure but a short vowel. Thus, the word <man> 'man', with a short vowel, was distinct from the word <mān> 'crime'. Front Back High i i: y y: u u: Mid e e: o o: Low æ æ: ɑ ɑ: In addition, Old English had at least six diphthongs: three short and three long.
Recommended publications
  • Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
    Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters.
    [Show full text]
  • ELL101: Intro to Linguistics Week 1 Phonetics &
    ELL101: Intro to Linguistics Week 1 Phonetics & IPA Tomonori Nagano <[email protected]> Education and Language Acquisition Dept. LaGuardia Community College August 16, 2017 . Tomonori Nagano <[email protected]> Edu&Lang Acq. Dept., LaGuardia CC 1/41 Fields of linguistics • Week 1-2: Phonetics (physical sound properties) • Week 2-3: Phonology (speech sound rules) • Week 4: Morphology (word parts) • Week 5-6: Syntax (structure) • Week 7-8: Semantics (meaning) • Week 7-8: Pragmatics (conversation & convention) • Week 9: First & Second language acquisition • Week 10-12: Historical linguistics (history of language) • Week 10-12: Socio-linguistics (language in society) • Week 10-12: Neuro-linguistics (the brain and language) • Week 10-12: Computational linguistics (computer and language) • Week 10-12: Evolutional linguistics (how language evolved in human history) . Tomonori Nagano <[email protected]> Edu&Lang Acq. Dept., LaGuardia CC 2/41 Overview Phonetics Phonetics is a study of the characteristics of the speech sound (p.30; Yule (2010)) Branches of phonetics • Articulatory phonetics • how speech sounds are made • Acoustic phonetics • physical properties of speech sounds • Auditory phonetics • how speech sounds are perceived • See some examples of phonetics research: • Speech visualization (acoustic / auditory phonetics) • ”McGurk effect” (auditory phonetics) . Tomonori Nagano <[email protected]> Edu&Lang Acq. Dept., LaGuardia CC 3/41 Acoustic phonetics (example) • The speech wave (spectorogram) of ”[a] (as in above), [ɛ] (as in bed), and [ɪ] (as in bit)” 5000 ) z H ( y c n e u q e r F 0 0 . .0.3799. Time (s) . Tomonori Nagano <[email protected]> Edu&Lang Acq. Dept., LaGuardia CC 4/41 Acoustic phonetics (example) • The speech wave (spectorogram) of ”Was that a good movie you saw?” 5000 ) z H ( y c n e u q e r F 0 0 2.926 Time (s) .
    [Show full text]
  • Learning About Phonology and Orthography
    EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.
    [Show full text]
  • 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.
    [Show full text]
  • Glossary of Key Terms
    Glossary of Key Terms accent: a pronunciation variety used by a specific group of people. allophone: different phonetic realizations of a phoneme. allophonic variation: variations in how a phoneme is pronounced which do not create a meaning difference in words. alveolar: a sound produced near or on the alveolar ridge. alveolar ridge: the small bony ridge behind the upper front teeth. approximants: obstruct the air flow so little that they could almost be classed as vowels if they were in a different context (e.g. /w/ or /j/). articulatory organs – (or articulators): are the different parts of the vocal tract that can change the shape of the air flow. articulatory settings or ‘voice quality’: refers to the characteristic or long-term positioning of articulators by individual or groups of speakers of a particular language. aspirated: phonemes involve an auditory plosion (‘puff of air’) where the air can be heard passing through the glottis after the release phase. assimilation: a process where one sound is influenced by the characteristics of an adjacent sound. back vowels: vowels where the back part of the tongue is raised (like ‘two’ and ‘tar’) bilabial: a sound that involves contact between the two lips. breathy voice: voice quality where whisper is combined with voicing. cardinal vowels: a set of phonetic vowels used as reference points which do not relate to any specific language. central vowels: vowels where the central part of the tongue is raised (like ‘fur’ and ‘sun’) centring diphthongs: glide towards /ə/. citation form: the way we say a word on its own. close vowel: where the tongue is raised as close as possible to the roof of the mouth.
    [Show full text]
  • Norn Elements in the Shetland Dialect
    Hugvísindadeild Norn elements in the Shetland dialect A Historical and Linguistic Review B.A. Essay Auður Dagný Jónsdóttir September, 2013 University of Iceland Faculty of Humanities Department of English Norn elements in the Shetland dialect A Historical and Linguistic Review B.A. Essay Auður Dagný Jónsdóttir Kt.: 270172-5129 Supervisors: Þórhallur Eyþórsson and Pétur Knútsson September, 2013 2 Abstract The languages spoken in Shetland for the last twelve hundred years have ranged from Pictish, Norn to Shetland Scots. The Norn language started to form after the settlements of the Norwegian Vikings in Shetland. When the islands came under the British Crown, Norn was no longer the official language and slowly declined. One of the main reasons the Norn vernacular lived as long as it did, must have been the distance from the mainland of Scotland. Norn was last heard as a mother tongue in the 19th century even though it generally ceased to be spoken in people’s daily life in the 18th century. Some of the elements of Norn, mainly lexis, have been preserved in the Shetland dialect today. Phonetic feature have also been preserved, for example is the consonant’s duration in the Shetland dialect closer to the Norwegian language compared to Scottish Standard English. Recent researches indicate that there is dialectal loss among young adults in Lerwick, where fifty percent of them use only part of the Shetland dialect while the rest speaks Scottish Standard English. 3 Contents 1. Introduction ............................................................................................................................ 5 2. The origin of Norn ................................................................................................................. 6 3. The heyday of Norn ............................................................................................................... 7 4. King James III and the Reformation ..................................................................................
    [Show full text]
  • Traditional Chinese Phonology Guillaume Jacques Chinese Historical Phonology Differs from Most Domains of Contemporary Linguisti
    Traditional Chinese Phonology Guillaume Jacques Chinese historical phonology differs from most domains of contemporary linguistics in that its general framework is based in large part on a genuinely native tradition. The non-Western outlook of the terminology and concepts used in Chinese historical phonology make this field extremely difficult to understand for both experts in other fields of Chinese linguistics and historical phonologists specializing in other language families. The framework of Chinese phonology derives from the tradition of rhyme books and rhyme tables, which dates back to the medieval period (see section 1 and 2, as well as the corresponding entries). It is generally accepted that these sources were not originally intended as linguistic descriptions of the spoken language; their main purpose was to provide standard character readings for literary Chinese (see subsection 2.4). Nevertheless, these documents also provide a full-fledged terminology describing both syllable structure (initial consonant, rhyme, tone) and several phonological features (places of articulation of consonants and various features that are not always trivial to interpret, see section 2) of the Chinese language of their time (on the problematic concept of “Middle Chinese”, see the corresponding entry). The terminology used in this field is by no means a historical curiosity only relevant to the history of linguistics. It is still widely used in contemporary Chinese phonology, both in works concerning the reconstruction of medieval Chinese and in the description of dialects (see for instance Ma and Zhang 2004). In this framework, the phonological information contained in the medieval documents is used to reconstruct the pronunciation of earlier stages of Chinese, and the abstract categories of the rhyme tables (such as the vexing děng 等 ‘division’ category) receive various phonetic interpretations.
    [Show full text]
  • Portuguese Syllables Through the Lenses of English Language Loanwords
    2º CICLO DE ESTUDOS ​ ​ ​ ​ ​ ​ ​ MESTRADO EM LINGUÍSTICA ​ ​ ​ ​ ​ Portuguese Syllables Through the Lenses of English Language Loanwords Clara Calado do Nascimento M 2020 Clara Calado do Nascimento Portuguese Syllables Through the Lenses of English Language Loanwords Dissertação realizada no âmbito do Mestrado em Linguística, orientada pelo Professor Doutor João Manuel Pires da Silva e Almeida Veloso. Faculdade de Letras da Universidade do Porto Setembro de 2020 Clara Calado do Nascimento Portuguese Syllables Through the Lenses of English Language Loanwords Dissertação realizada no âmbito do Mestrado em Linguística, orientada pelo Professor Doutor João Manuel Pires da Silva e Almeida Veloso. Membros do Júri Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Professor Doutor (escreva o nome do/a Professor/a) Faculdade (nome da faculdade) - Universidade (nome da universidade) Classificação obtida: (escreva o valor) Valores Aos meus pais e minha irmã List of Contents Declaração de honra 4 Acknowledgement 5 Resumo 6 Abstract 7 List of Figures 8 ​ List of Tables 9 List of Graphs 10 List of Abbreviations 10 ​ Introduction 12 ​ 1. Chapter 1: Theoretical Background 19 ​ 1.1.The Syllable Within Phonology 22 ​ 1.1.1.Syllable Structure 24 1.1.1.1.Onsets 26 ​ 1.1.1.2.Codas 27 ​ 1.2.Phonotactics 28 ​ 1.2.1.The Sonority Principle 28 1.2.2 Consonant Clusters. 29 ​ 1.3.Loanwords 31 2. Chapter 2: The Research 34 ​ 2.1.Design 34 ​ 2.1.1.
    [Show full text]
  • AJ Aitken a History of Scots
    A. J. Aitken A history of Scots (1985)1 Edited by Caroline Macafee Editor’s Introduction In his ‘Sources of the vocabulary of Older Scots’ (1954: n. 7; 2015), AJA had remarked on the distribution of Scandinavian loanwords in Scots, and deduced from this that the language had been influenced by population movements from the North of England. In his ‘History of Scots’ for the introduction to The Concise Scots Dictionary, he follows the historian Geoffrey Barrow (1980) in seeing Scots as descended primarily from the Anglo-Danish of the North of England, with only a marginal role for the Old English introduced earlier into the South-East of Scotland. AJA concludes with some suggestions for further reading: this section has been omitted, as it is now, naturally, out of date. For a much fuller and more detailed history up to 1700, incorporating much of AJA’s own work on the Older Scots period, the reader is referred to Macafee and †Aitken (2002). Two textual anthologies also offer historical treatments of the language: Görlach (2002) and, for Older Scots, Smith (2012). Corbett et al. eds. (2003) gives an accessible overview of the language, and a more detailed linguistic treatment can be found in Jones ed. (1997). How to cite this paper (adapt to the desired style): Aitken, A. J. (1985, 2015) ‘A history of Scots’, in †A. J. Aitken, ed. Caroline Macafee, ‘Collected Writings on the Scots Language’ (2015), [online] Scots Language Centre http://medio.scotslanguage.com/library/document/aitken/A_history_of_Scots_(1985) (accessed DATE). Originally published in the Introduction, The Concise Scots Dictionary, ed.-in-chief Mairi Robinson (Aberdeen University Press, 1985, now published Edinburgh University Press), ix-xvi.
    [Show full text]
  • Palatalization in Brazilian Portuguese/English Interphonology
    BETTONI-TECHIO, Melissa; KOERICH, Rosana Denise. Palatalization in Brazilian Portuguese/English interphonology. Revista Virtual de Estudos da Linguagem – ReVEL . V. 4, n. 7, agosto de 2006. ISSN 1678-8931 [www.revel.inf.br]. PALATALIZATION IN BRAZILIAN PORTUGUESE /E NGLISH INTERPHONOLOGY Melissa Bettoni-Techio 1 Rosana Denise Koerich 2 [email protected] [email protected] ABSTRACT: This research focuses on palatalization of final alveolar stops by Brazilian learners of English. Thirty learners from the pre-intermediate level of an English course read a sentence list in English, containing word-final alveolar stops, and a sentence list in BP, containing word-final te and de . Considering L1 transfer, it was expected that the production of English final alveolar stops would be problematic. This production was examined according to two hypotheses. The first hypothesis was that absence of palatalization in BP would indicate absence of palatalization in BP/English interphonology and the second hypothesis was that the phonological environments which trigger palatalization in BP/English interphonology would not coincide with those environments which trigger palatalization in BP. Both hypotheses were supported. KEYWORDS: Alveolar stops; coda; interphonology; palatalization; phonological environment. INTRODUCTION In the last decades, studies on interlanguage (IL) phonology have gradually gained considerable space and respect in the field of Applied Linguistics (Major 1998; Baptista 2000). In Brazil, a growing but still limited body of research has been conducted on IL phonology of Brazilian learners of English concerning the process of vowel epenthesis (e.g. Tarone 1980/1987; Baptista & Silva Filho 1997; Fernandes 1997; Rebello 1997; Koerich 2002; Rauber 2002; and Silveira 2004).
    [Show full text]
  • Place-Names of Inverness and Surrounding Area Ainmean-Àite Ann an Sgìre Prìomh Bhaile Na Gàidhealtachd
    Place-Names of Inverness and Surrounding Area Ainmean-àite ann an sgìre prìomh bhaile na Gàidhealtachd Roddy Maclean Place-Names of Inverness and Surrounding Area Ainmean-àite ann an sgìre prìomh bhaile na Gàidhealtachd Roddy Maclean Author: Roddy Maclean Photography: all images ©Roddy Maclean except cover photo ©Lorne Gill/NatureScot; p3 & p4 ©Somhairle MacDonald; p21 ©Calum Maclean. Maps: all maps reproduced with the permission of the National Library of Scotland https://maps.nls.uk/ except back cover and inside back cover © Ashworth Maps and Interpretation Ltd 2021. Contains Ordnance Survey data © Crown copyright and database right 2021. Design and Layout: Big Apple Graphics Ltd. Print: J Thomson Colour Printers Ltd. © Roddy Maclean 2021. All rights reserved Gu Aonghas Seumas Moireasdan, le gràdh is gean The place-names highlighted in this book can be viewed on an interactive online map - https://tinyurl.com/ybp6fjco Many thanks to Audrey and Tom Daines for creating it. This book is free but we encourage you to give a donation to the conservation charity Trees for Life towards the development of Gaelic interpretation at their new Dundreggan Rewilding Centre. Please visit the JustGiving page: www.justgiving.com/trees-for-life ISBN 978-1-78391-957-4 Published by NatureScot www.nature.scot Tel: 01738 444177 Cover photograph: The mouth of the River Ness – which [email protected] gives the city its name – as seen from the air. Beyond are www.nature.scot Muirtown Basin, Craig Phadrig and the lands of the Aird. Central Inverness from the air, looking towards the Beauly Firth. Above the Ness Islands, looking south down the Great Glen.
    [Show full text]
  • The Iafor European Conference Series 2014 Ece2014 Ecll2014 Ectc2014 Official Conference Proceedings ISSN: 2188-112X
    the iafor european conference series 2014 ece2014 ecll2014 ectc2014 Official Conference Proceedings ISSN: 2188-112X “To Open Minds, To Educate Intelligence, To Inform Decisions” The International Academic Forum provides new perspectives to the thought-leaders and decision-makers of today and tomorrow by offering constructive environments for dialogue and interchange at the intersections of nation, culture, and discipline. Headquartered in Nagoya, Japan, and registered as a Non-Profit Organization 一般社( 団法人) , IAFOR is an independent think tank committed to the deeper understanding of contemporary geo-political transformation, particularly in the Asia Pacific Region. INTERNATIONAL INTERCULTURAL INTERDISCIPLINARY iafor The Executive Council of the International Advisory Board IAB Chair: Professor Stuart D.B. Picken IAB Vice-Chair: Professor Jerry Platt Mr Mitsumasa Aoyama Professor June Henton Professor Frank S. Ravitch Director, The Yufuku Gallery, Tokyo, Japan Dean, College of Human Sciences, Auburn University, Professor of Law & Walter H. Stowers Chair in Law USA and Religion, Michigan State University College of Law Professor David N Aspin Professor Emeritus and Former Dean of the Faculty of Professor Michael Hudson Professor Richard Roth Education, Monash University, Australia President of The Institute for the Study of Long-Term Senior Associate Dean, Medill School of Journalism, Visiting Fellow, St Edmund’s College, Cambridge Economic Trends (ISLET) Northwestern University, Qatar University, UK Distinguished Research Professor of Economics,
    [Show full text]