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Research Project 2 FINAL Draft
! ! Are$Phoneme$Categories$$ Context1Dependent$or$Context1Independent?$ $ English$Phoneme$Discrimination$by$Dutch1English$Early$Bilinguals$$ in$Dutch$and$English$Pseudo1Word$Contexts$ ! ! ! ! by!! ! Andreea!Geambașu! ! ! ! ! ! ! Supervisor:!Prof.!Dr.!Paul!Boersma! ! Co<Assessor:!Drs.!Titia!Benders! ! ! ! ! ! ! ! Research!Report!for!the!Completion!of!MSc!in!Brain!and!Cognitive!Sciences! Track:!Cognitive!Science! Amsterdam,!2011! ! ! ! ! ! ! ! ! ! Acknowledgements$ ! Many wonderful people have helped me over the year that I’ve been working on developing and executing this project. First of all, thank you to Titia Benders for helping me with the brainstorming process for this project, for your valuable feedback, for taking the time to help me with the studio recordings and splicing, and for assuming the role of co-assessor. For their guidance on the topic of EEG research, thank you to Titia van Zuijen and Karin Wanrooij. I appreciate that you took the time to talk with me on multiple occasions, even though you were not directly involved in this project, and even though time did not allow for us to execute the proposed EEG part of this project. I have learned so much from you both nonetheless. Also thanks to Jan-Willem van Leussen for coordinating the testing rooms and for taking the time to help with stimuli recordings; to Maartje Raijmakers for your help with the ethical approval; to David Weenink for filling the role of UvA representative; and to Dirk Vet for all the technical support. Finally, a sincere thank you to my supervisor Paul Boersma for all of your guidance along the way, your knowledgeable feedback, your help with the analysis and for pushing me to teach myself basic statistics, for giving me the chance to attend L.O.T., and for your help 2! ! on my first attempt at my own PhD project proposal. -
Black English: a Community Language. PUB DATE Nov 73 NOTE 12P.; Paper Presented at the Annual Meeting of the Western Speech Communication Assn
DOCUMENT RESUME ED 083 655 CS 500 442 AUTHOR Davis, France A. TITLE Black English: A Community Language. PUB DATE Nov 73 NOTE 12p.; Paper presented at the Annual Meeting of the Western Speech Communication Assn. (November 19-21, 1973) EDRS PRICE NF-$0.65 HC-$3.29 DESCRIPTORS *African American Studies; Biculturalism; *Communication (Thought Transfer); *Cross Cultural Studies; Cultural Interrelationships; Language Styles; *Language Usage; Negro Culture; *Negro Dialects; Negroes; Verbal Communication IDENTIFIERS *Afro American Communication ABSTRACT Black English, the particular variation of the English language used by many American Negroes, is frequently condemned as inferior to standard English by arbiters of language usage, but many Negroes find the structures and style of black English satisfactory for their communication needs. Black English is the result of a complex, developmental history, emerging from the primarily verbal intercommunication prevalent in the early culture of English-speaking Negroes. Because of its history and its usefulness, black English has earned a legitimate place in the American culture and educational system. The author argues that since black English is the usage most frequently practiced by the largest racial minority group in the United States and since it has a consistent linguistic structure, such language usage can no longer roe ignored in academic studies of American language or in the curricula of American schools. (CH) U S DEPARTMENT OF HEALTH EDUCATION L WELFARE NATIONAL INSTITUTE OF EDUCATION Do,uvE '1,F% WcPWC) D U (I D F .F POM THE C.AN I. '.(7,% (,4 POIN ". '71 .E A ',WI DO NO' NE,F v WF PPF SENT 0, Tt, TF '),v P05 '.0% BLACK ENGLISH: A COMMUNITY LANGUAGE Author: FRANCE A DAVIS PERMISSION TO REPRODUCETHIS COPY RluHTED MATERIAL HAS BEEN GRANTEDBY Address: Department of Communication France A. -
PRONOUNS Are Words That Take the Place of Or Refer to Nouns Or Other Pronouns
WHAT ARE PRONOUNS ... and what do they do? PRONOUNS are words that take the place of or refer to nouns or other pronouns. Pronouns function in a sentence the same way that nouns do. Using pronouns effectively allows the maintenance of a smooth flow of ideas without the unnecessary repetition of nouns. The word a pronoun refers to is known as its antecedent. • A pronoun must agree in number and person with the word it replaces - its antecedent. Ifthe word a pronoun refers to is singular, the pronoun must be singular; if that word is plural, the pronoun must be plural. Example: Marie showed me the new English china she had just purchased. Students enrolled in the art class must provide their own supplies. When Tom couldn't find his shirt, he asked his wife where it was. The three sisters wanted to change the name of their restaurant to The Sisters Three. • A pronoun must refer clearly to the word it replaces. A sentence may be confusing and unclear ifa pronoun appears to refer to more than one word, or if the pronoun does not refer to any specific word. Avoid vague and confusing pronoun reference. Be especially careful when using the pronouns they and it. If they or it do not reflect a specific antecedent, change the pronoun to the exact word that you have in mind. Incorrect: Susan's mother wondered ifshe was tall enough to be a model. Correct: Susan's mother wondered if Susan was tall enough.. to be a model. Incorrect: Joe dropped out of high school because he felt they stressed discipline too much. -
Indefinite Pronouns Refer to Unnamed
All Indefinite Pronouns Refer To Unnamed Peptic and votive Moishe upbuilds her deposals impignorating or cantilevers understandingly. Morrie hieing her stereobate eath, plain and inexplicit. Cheesed Eli returfs, his geriatrics galvanize intertraffic half-price. Policeare being placed first choice is all to the same pronoun has beenfound and Please provide you not necessary to indicate a logical relation between anyone know your child was introduced theyselves to use this should be considered singular? Form refers to the qualities and characteristics that pronouns have distinct common. Fixt on premise view as great discoverer stood, And thus addrest the messenger of good. None of to other comments make handwriting more sense. The wording makes the sentence sound as substitute the mosquitoes are reading on the porch swing, since the speaker. What words are used to permit that an affirmative answer is expected to carefully question? Why were as was involved but you refer to all pronouns indefinite! Livia, my working languages are English and German. Form of manly exercises and what is of them up the different structures while other method, as objects appear to him well established in all indefinite pronouns refer to unnamed. You are commenting using your Twitter account. Is at birth connie got out loud, are referring to? And indefinite pronouns refer to unnamed person refers to see by referring to override the disagreement in a numerous as words that your new mode of. The pronoun refers to refer to do not a massive depopulation by. Brush up anyone says in form function as a sentence compounds that pronouns all indefinite refer to unnamed person singular or writing a woman, then c going to become neither of what words? They making singular, proved central tool to the rattlesnake is drawn from them with our website is primarily demonstrative adjective all to! Use proofreading marks to correct the evil below. -
Manipulating Stance and Involvement Using Collaborative Tasks: an Exploratory Comparison
INTERSPEECH 2014 Manipulating stance and involvement using collaborative tasks: An exploratory comparison Valerie Freeman1, Julian Chan1, Gina-Anne Levow1, Richard Wright1, Mari Ostendorf2,Victoria Zayats2 1Department of Linguistics 2Department of Electrical Engineering University of Washington Seattle, WA USA fvalerief,jchan3,levow,rawright,ostendor,[email protected] Abstract us to identify and quantify properties of the speech signal as- sociated with stance-taking, create an acoustic model of stance, The ATAROS project aims to identify acoustic signals of and test theories of stance-taking on natural speech. stance-taking in order to inform the development of automatic stance recognition in natural speech. Due to the typically low In automatic recognition research, stance links most closely frequency of stance-taking in existing corpora that have been to sentiment and subjectivity, expressions of a “private state” used to investigate related phenomena such as subjectivity, we [5], an internal mental or emotional state. Research on sen- are creating an audio corpus of unscripted conversations be- timent and subjectivity analysis has exploded since the publi- tween dyads as they complete collaborative tasks designed to cation of foundational work such as [6, 7]. The majority of elicit a high density of stance-taking at increasing levels of in- this work has focused on textual materials with accompany- volvement. To validate our experimental design and provide a ing annotated corpora, such as those described in [7, 8, 6] and preliminary assessment of the corpus, we examine a fully tran- many others. Such text-based approaches to subjectivity recog- scribed and time-aligned portion to compare the speaking styles nition primarily exploit lexical and syntactic evidence, relying in two tasks, one expected to elicit low involvement and weak on long, well-formed sentences and clauses for identification of stances, the other high involvement and strong stances. -
A DISTRIBUTIONAL ANALYSIS of RURAL COLORADO ENGLISH By
A DISTRIBUTIONAL ANALYSIS OF RURAL COLORADO ENGLISH by LAMONT D. ANTIEAU (Under the Direction of William A. Kretzschmar, Jr.) ABSTRACT This dissertation describes a study in linguistic geography conducted in Colorado using the methodology of the Linguistic Atlas of the Western States. As such, the goals of this dissertation are threefold: 1) to provide a description of Colorado English with respect to select lexical, phonetic, and syntactic features; 2) to compare the results of work in Colorado with previous work conducted in the eastern states as well as in Colorado and other western states; and 3) to use inferential statistics to show correlation between the distribution of specific linguistic variants and the social characteristics of those informants who use these variants. The major findings of this study include the observation that linguistic variants are distributed according to a power law, that numerous variants have statistically significant social correlates at all levels of the grammar, and that the relative effect of social variables differ at each linguistic level. INDEX WORDS: Linguistic Geography, Dialectology, Sociolinguistics, Language Variation, American English, Western American English, Colorado English, Rural Speech, Kruskal-Wallis A DISTRIBUTIONAL ANALYSIS OF RURAL COLORADO ENGLISH by LAMONT D. ANTIEAU BA, Eastern Michigan University, 1996 MA, Eastern Michigan University, 1998 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2006 © 2006 Lamont D. Antieau All Rights Reserved A DISTRIBUTIONAL ANALYSIS OF RURAL COLORADO ENGLISH by LAMONT D. ANTIEAU Major Professor: William A. Kretzschmar, Jr. Committee: Marlyse Baptista Lee Pederson Diane Ranson Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2006 DEDICATION This work is dedicated to the good people of Colorado who welcomed me into their homes and into their lives. -
Parts of Speech
Parts of Speech e learning training team Lounis Maha 2020 1.0 Légende § Entrée du glossaire > Abréviation ¨ Référence Bibliographique ¤ Référence générale Table des matières Objectifs 5 Introduction 6 I - Pre-requisits Test 8 II - The noun 9 1. common nouns ............................................................................................................................................. 9 1.1. what is a common noun? ....................................................................................................................................................... 9 1.2. proper nouns .......................................................................................................................................................................... 10 1.3. Concrete and Abstract Nouns ............................................................................................................................................. 10 1.4. Collective nouns .................................................................................................................................................................... 11 III - The Pronoun 12 1. Demonstrative Pronouns ........................................................................................................................... 12 1.1. what is a demonstrative pronoun? ...................................................................................................................................... 12 1.2. Indefinite Pronouns .............................................................................................................................................................. -
YDS Grammar.Pdf
Dr. Cahit Karakuş 2013 1 “ Read, Memorize and Remember ” Balbiti 2 CONTENTS 1. Sentence ......................................................................................................... 11 1.1. Noun ................................................................................................................... 11 1.1.1. Plural noun ........................................................................................................................ 16 1.1.2. Noun phrase ..................................................................................................................... 18 1.1.3. Determiners: a, an, the ................................................................................................... 19 1.1.4. Numbers and Numerals .................................................................................................. 22 1.1.5. Suffix and Prefix ............................................................................................................... 35 1.1.6. Abbreviations .................................................................................................................... 52 1.2. Structure............................................................................................................. 55 1.2.1. Subject - Özne.................................................................................................................. 57 1.2.2. Agrement between subject and verb ............................................................................ 61 1.2.3. Object - Nesne -
Wednesday Morning, 30 November 2016 Lehua, 8:00 A.M
WEDNESDAY MORNING, 30 NOVEMBER 2016 LEHUA, 8:00 A.M. TO 9:05 A.M. Session 3aAAa Architectural Acoustics and Speech Communication: At the Intersection of Speech and Architecture II Kenneth W. Good, Cochair Armstrong, 2500 Columbia Ave., Lancaster, PA 17601 Takashi Yamakawa, Cochair Yamaha Corporation, 10-1 Nakazawa-cho, Naka-ku, Hamamatsu 430-8650, Japan Catherine L. Rogers, Cochair Dept. of Communication Sciences and Disorders, University of South Florida, USF, 4202 E. Fowler Ave., PCD1017, Tampa, FL 33620 Chair’s Introduction—8:00 Invited Papers 8:05 3aAAa1. Vocal effort and fatigue in virtual room acoustics. Pasquale Bottalico, Lady C. Cantor Cutiva, and Eric J. Hunter (Commu- nicative Sci. and Disord., Michigan State Univ., 1026 Red Cedar Rd., Lansing, MI 48910, [email protected]) Vocal effort is a physiological entity that accounts for changes in voice production as vocal loading increases, which can be quanti- fied in terms of Sound Pressure Level (SPL). It may have implications on potential vocal fatigue risk factors. This study investigates how vocal effort is affected by room acoustics. The changes in the acoustic conditions were artificially manipulated. Thirty-nine subjects were recorded while reading a text, 15 out of them used a conversational style while 24 were instructed to read as if they were in a class- room full of children. Each subject was asked to read in three different reverberation time RT (0.4 s, 0.8 s, and 1.2 s), in two noise condi- tions (background noise at 25 dBA and Babble noise at 61 dBA), in three different auditory feedback levels (-5 dB, 0 dB, and 5 dB), for a total of 18 tasks per subject presented in a random order. -
Consonantal Variation in Utah English *
Consonantal Variation in Utah English * Joseph A. Stanley Kyle Vanderniet University of Georgia University of Georgia Abstract In this paper, we analyze the frequency of three consonantal variables in Utah English: the glottal stop in words like mountain, [t]-epenthesis in words with /ls/ clusters like salsa, and word-final velar nasals (NG+). Using Amazon Mechanical Turk to collect audio, we gathered 2,795 tokens of these variables. Though relatively few nonmainstream variants were found in our sample, we find indications of phonetic conditioning and that women and younger speakers used some nonmainstream variants more. Ultimately, further work and a larger dataset is required to more fully describe these variables in Utah English. 1 Introduction Research on and documentation of North American varieties of English is an ongoing effort. The western United States has not been given the same kind of attention as the Eastern part of the country, and only recently has it been the topic of rigorous sociolinguistic study. While the Atlas of North American English (Labov et al. 2006) broadly describes speakers in the western states has having a similar, albeit heterogeneous dialect, more recent and more focused work has uncovered differences between states in the West (Fridland et al. 2016, 2017). In this study we focus on Utah, and because of its heavy Mormon influence in its settlement patterns and present population, we expect to find a combination of linguistic features not found in other states. Like much sociolinguistic work, the research that has been done on Utah English has been primarily focused on vowels, and in particular, vowel mergers. -
On Multi-Functionality of Determiners in Grammar and Discourse
愛知教育大学研究報告,5On Multi-Functionality7(人文・社会科学編) of Determiners in Grammar,pp.2 and7~3 Discourse5, March,2008 On Multi-Functionality of Determiners in Grammar and Discourse Tomoko YASUTAKE Department of Teaching Japanese as a Foreign Language, Aichi University of Education, Kariya, Aichi448―8542 Japan 0.Introduction This paper aims to shed light on the involuted workings of function words in English. Focusing on the articles and the in- definite determiners, I propose a new understanding of the concept of meaning in grammar and discourse. Drawing on evidence from present-day English, I point out that each determiner carries more than one function and different layers of meaning. The indefinite article a(n) is a prototypical example of multi-functional grammatical item: it signifies ‘oneness’ as its core lexical meaning and marks ‘hearer-new’ information at the same time. Functions of other determiners, however, are not so well recog- nized. More often than not, one of the functions stands out and attracts attention, while all the others are backgrounded, unrec- ognized or neglected. In some cases, multiple functions tend to be treated as polysemy. The new approach to multi- functionality of determiners permits better understanding of linguistic meanings than have hitherto been possible. 1.Determiners in English A determiner is a grammatical element whose main role is to co-occur with nouns to express such semantic notions as quantity, number, possession, and definiteness; e.g. the, a, this, some, my, much. These words ‘determine’ the way in which the noun phrase is to be interpreted (e.g. acarvs. the car vs. -
Possessive, Relative and Indefinite Pronouns Worksheet
Possessive, relative and indefinite pronouns Grade 5 Pronouns Worksheet A possessive pronoun refers to a Fill in the blanks with the correct pronouns specific owner: from the word banks. mine, yours, my, hers, his, its, your, etc. Possessive pronouns A relative pronoun his mine their ours your connects a phrase to a noun/ pronoun: who, which, that, 1. The boy was looking for his parents. whom, etc. 2. Did you go to ______ house after school? An indefinite pronoun 3. I bought a giant candy bar because I doesn’t refer to wanted it to be all ______. anything specific: 4. That suitcase isn’t yours; it is definitely all, any, each, some, ______. several, etc. Relative pronouns who which that whoever whichever 1. ______ lives in this house needs to mow the grass. 2. I don’t know ______ restaurant is the most delicious. 3. The teacher ______ teaches science loves to do experiments. 4. The boy prefers a seat ______ is close to the front of the room. Indefinite pronouns all any someone anything nobody 1. ______ likes being sick. 2. ______ of my family members live in California. 3. She saw ______ who looked just liked her mom. 4. I was wondering if you had ______ ideas for the new store. Reading & Math for K-5 © www.k5learning.com Possessive, relative and indefinite pronouns Grade 5 Pronouns Worksheet Answers Possessive pronouns his mine their ours your 1. The boy was looking for his parents. 2. Did you go to your house after school? 3. I bought a giant candy bar because I wanted it to be all mine .