RUTH KRAMER Department of Linguistics Office
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Development of Phonetic Variants (Allophones)
Journal of Phonetics 52 (2015) 152–169 Contents lists available at ScienceDirect Journal of Phonetics journal homepage: www.elsevier.com/locate/phonetics Research Article Development of phonetic variants (allophones) in 2-year-olds learning American English: A study of alveolar stop /t, d/ codas ⁎ Jae Yung Song a, , Stefanie Shattuck-Hufnagel b, Katherine Demuth c,d a Department of Linguistics, University of Wisconsin-Milwaukee, WI 53211, USA b Speech Communication Group, Research Laboratory of Electronics, Massachusetts Institute of Technology, Cambridge, MA 02139, USA c Department of Linguistics, Centre for Language Sciences (CLaS), ARC Centre of Excellence in Cognition and its Disorders (CCD), Macquarie University, Sydney, New South Wales 2109, Australia d The Santa Fe Institute, Santa Fe, NM 87501, USA ARTICLE INFO ABSTRACT Article history: This study examined the emergence of the phonetic variants (often called allophones) of alveolar phonemes in Received 26 June 2014 the speech production of 2-year-olds. Our specific question was: Does the child start by producing a “canonical” Received in revised form form of a phoneme (e.g., /t/ with a clear closure and a release burst), only later learning to produce its other 28 May 2015 phonetic variants (e.g., unreleased stop, flap, and glottal stop)? Or, does the child start by producing the Accepted 11 June 2015 appropriate phonetic variants in the appropriate contexts and only later learn that they are phonetic variants of the same phoneme? In order to address this question, we investigated the production of three phonetic variants Keywords: (unreleased stop, flap, and glottal stop) of the alveolar stop codas /t, d/ in the spontaneous speech of 6 American- Language development English-speaking mother–child dyads, using both acoustic and perceptual coding. -
<I>Language Learning
Language Learning ISSN 0023-8333 EDITORIAL Extending the Reach of Research: Introducing Open Accessible Summaries at Language Learning Emma Marsden (Associate Journal Editor & Incoming Journal Editor), Pavel Trofimovich (Journal Editor), and Nick Ellis (General Editor) University of York, Concordia University, and University of Michigan Open science practices, which include efforts to enhance accessibility to data and ma- terials and to improve the dissemination of findings to broader audiences, have been at the forefront of the open science movement worldwide. Language Learning is proud to extend its support of open science practices by participating in the OASIS (Open Accessible Summaries in Language Studies) initiative, which aims to make language- related research openly available and easily accessible, both physically and conceptually. As part of the OASIS initiative, Language Learning now publishes accessible sum- maries of all accepted articles, including reviews and syntheses. Written in nontechnical We are grateful to the Journal Editors in language sciences who contributed to the guidelines for summary writing. We thank the OASIS team contributors (Sible Andringa, Laura Collins, Aline Godfroid, Suzanne Graham, Carrie Jackson, Rowena Kasprowicz, Ines Martin, Kevin McManus, Luke Plonsky, Andrea Revesz, June Ruivivar, Natasha Tokowicz, Tessa Warren) and the audience of a colloquium entitled “Extending the Reach of Research in the Language Sciences” at the 2018 meeting of the American Association for Applied Linguistics in Chicago, Illinois. An initial collection of over 300 accessible summaries now exists on the OASIS platform (https://oasis- database.org) thanks to an overwhelming collaborative international effort, involving over 20 aca- demics, 10 postdoctoral researchers (including Inge Alferink, Lisa-Maria Muller, David O’Reilly, and Angela Tellier), and doctoral and master’s students too numerous to list here. -
Modeling Language Variation and Universals: a Survey on Typological Linguistics for Natural Language Processing
Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, Thierry Poibeau, Ekaterina Shutova, Anna Korhonen To cite this version: Edoardo Ponti, Helen O ’Horan, Yevgeni Berzak, Ivan Vulic, Roi Reichart, et al.. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing. 2018. hal-01856176 HAL Id: hal-01856176 https://hal.archives-ouvertes.fr/hal-01856176 Preprint submitted on 9 Aug 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Modeling Language Variation and Universals: A Survey on Typological Linguistics for Natural Language Processing Edoardo Maria Ponti∗ Helen O’Horan∗∗ LTL, University of Cambridge LTL, University of Cambridge Yevgeni Berzaky Ivan Vuli´cz Department of Brain and Cognitive LTL, University of Cambridge Sciences, MIT Roi Reichart§ Thierry Poibeau# Faculty of Industrial Engineering and LATTICE Lab, CNRS and ENS/PSL and Management, Technion - IIT Univ. Sorbonne nouvelle/USPC Ekaterina Shutova** Anna Korhonenyy ILLC, University of Amsterdam LTL, University of Cambridge Understanding cross-lingual variation is essential for the development of effective multilingual natural language processing (NLP) applications. -
Universals in Phonology This Article A
UC Berkeley Phonology Lab Annual Report (2007) (Commissioned for special issue of The Linguistic Review, 2008, Harry van der Hulst, ed.) Universals in Phonology ABSTRACT This article asks what is universal about phonological systems. Beginning with universals of segment inventories, a distinction is drawn between descriptive universals (where the effect of different theoretical frameworks is minimized) vs. analytic universals (which are specific-theory- dependent). Since there are few absolute universals such as “all languages have stops” and “all languages have at least two degrees of vowel height”, theory-driven or “architectural” universals concerning distinctive features and syllable structure are also considered. Although several near- universals are also mentioned, the existence of conflicting “universal tendencies” and contradictory resolutions naturally leads into questions concerning the status of markedness and synchronic explanation in phonology. While diachrony is best at accounting for typologically unusual and language-specific phonological properties, the absolute universals discussed in this study are clearly grounded in synchrony. 1. Introduction My colleague John Ohala likes to tell the following mythical story about a lecture that the legendary Roman Jakobson gives upon arrival at Harvard University some time in the 1940s. The topic is child language and phonological universals, a subject which Prof. Jakobson addresses in his Kindersprache, Aphasie und allgemeine Lautgesetze (1941). In his also legendary strong Russian accent, Jakobson makes the pronouncement, “In all languages, first utterance of child, [pa]!” 1 He goes on to explain that it is a matter of maximal opposition: “[p] is the consonant most consonant, and [a] is the vowel most vowel.” As the joke continues, a very concerned person in the audience raises his hand and is called on: “But, professor, my child’s first utterance was [tSik].” Prof. -
The Linguistic Review 2019; 36(1): 117–150
The Linguistic Review 2019; 36(1): 117–150 Sun-Ah Jun* and Xiannu Jiang Differences in prosodic phrasing in marking syntax vs. focus: Data from Yanbian Korean https://doi.org/10.1515/tlr-2018-2009 Abstract: In studying the effect of syntax and focus on prosodic phrasing, the main issue of investigation has been to explain and predict the location of a prosodic boundary, and not much attention has been given to the nature of prosodic phrasing. In this paper, we offer evidence from intonation patterns of utterances that prosodic phrasing can be formed differently phonologically and phonetically due to its function of marking syntactic structure vs. focus (promi- nence) in Yanbian Korean, a lexical pitch accent dialect of Korean spoken in the northeastern part of China, just above North Korea. We show that the location of a H tone in syntax-marking Accentual Phrase (AP) is determined by the type of syntactic head, noun or verb (a VP is marked by an AP-initial H while an NP is marked by an AP-final H), while prominence-marking accentual phrasing is cued by AP-initial H. The difference in prosodic phrasing due to its dual function in Yanbian Korean is compared with that of Seoul Korean, and a prediction is made on the possibility of finding such difference in other languages based on the prosodic typology proposed in (Jun, Sun-Ah. 2014b. Prosodic typology: by prominence type, word prosody, and macro-rhythm. In Sun-Ah Jun (ed.), Prosodic Typology II: The Phonology of Intonation and Phrasing. 520–539. Oxford: Oxford University Press). -
Margaret Thomas Department of Slavic & Eastern Languages
CURRICULUM VITAE Margaret Thomas Department of Slavic & Eastern Languages & Literatures Boston College 24 Hemlock Road Chestnut Hill, MA 02467 Newton, MA 02464 (617) 552-3697 (617) 244-3105 [email protected] Education Ph.D. 1991 Harvard University Linguistics A.M. 1985 Harvard University Linguistics M.Ed. 1983 Boston University Teaching English to Speakers of Other Languages B.A. 1974 Yale University Japanese Language and Literature Employment 2006– Professor, Slavic and Eastern Languages and Literatures, Boston College 1996–06 Associate Professor, Slavic and Eastern Languages Department, Boston College 1992–96 Assistant Professor, Slavic and Eastern Languages Department, Boston College 1991–92 Visiting Assistant Professor, Slavic and Eastern Languages, Boston College 1986–90 Teaching Fellow, Linguistics Department, Harvard University Publications 2013 ‘Air writing’ and second language learners’ knowledge of Japanese kanji. Japanese Language and Literature, 47: 59–92. Otto Jespersen and ‘The Woman’, then and now. Historiographia Linguistica, 40: 377–208. The doctorate in second language acquisition: An institutional history. Linguistic Approaches to Bilingualism, 3: 509–531. History of the study of second language acquisition. In Martha Young-Scholten and Julia Herschensohn (Eds.), The Cambridge Handbook of Second Language Acquisition, 26–45. Cambridge University Press.. 2011 Fifty Key Thinkers on Language and Linguistics, pp. xvii + 306. Routledge Press. Gender and the language scholarship of the Summer Institute of Linguistics in the context of mid twentieth-century American linguistics. In Gerda Hassler (Ed.), History of Linguistics 2008: Selected Papers from the XI International Conference on the History of the Language Margaret Thomas 2 Sciences (ICHOLS XI), Potsdam, 28 August–2 September 2008, 389–397. -
Bibliography
BIBLIOGRAPHY Adams, Valerie. 1973. An introduction to modern English word-formation. English Language Series 7. London: Longman. Alcina Franch, J. and J. M. Blecua. 1975. Gramática española. Barcelona: Ariel. Alderete, John. 1995. Faithfulness to prosodic heads. Rutgers Optimality Archive 94- 0000, 46 pp. Alemany Bolufer, J. 1920. Tratado de formación de palabras en lengua castellana. La derivación y la composición. Estudio de los prefijos y sufijos empleados en una y otra. Madrid: Victoriano Suárez. Algeo, John. 1974. The acronym and its congeners. In A. Makkai and V. Becker Makkai, eds., The First Lacus Forum. 217-234. Algeo, John. 1975. Portmanteaux, telescopes, jumbles. Verbatim 2. 1-2. Algeo, John. 1977. Blends. A structural and systemic view. American Speech 52, 47-64. Algeo, John. 1978. The taxonomy of word making. Word 29, 22-31. Allen, Andrew S. 1992. Blends in humorous language. In Peter A. Reich, ed., The Nineteenth LACUS Forum. 366-370. Anderson, S. 1992. A-morphous morphology. New York: Cambridge University Press. Bagemihl, Bruce. 1988. Alternate phonologies and morphologies. Doctoral dissertation. University of British Columbia. Bagemihl, Bruce. 1995. Language games and related areas. In John A. Goldsmith, ed., The Handbook of Phonological Theory. 697-712. Bauer, Laurie. 1983. English word-formation. Cambridge: CUP. Bauer, Laurie. 1988. Introducing linguistic morphology. Edinburgh: Edinburgh University Press. Bat-El, Outi. 1996. Selecting the best of the worst: the grammar of Hebrew blends. Phonology 13, 283-328. Benua, Laura. 1995. Identity effects in morphological truncation. In Jill N Beckman, eds., Papers in Optimality Theory (University of Massachusetts Occasional Papers 18). 77-136. Bergström, Gustaf Adof. -
Day 1 Program Booklet
LANGUAGE THROUGH EDUCATION February 7-8, 2020 University of British Columbia, Vancouver, BC 1 Table of Contents I. About LSURC 3 II. Acknowledgments 4 III. Conference Schedule 5-8 IV. Abstracts A. Speaker Session 1 9-12 B. Speaker Session 2 13-17 V. Sponsors 18 2 About LSURC We are proudly partnered with the UBC Language Sciences Initiative and UBC’s Speech and Linguistics Student Association (SALSA), who tirelessly support our committee’s efforts to organize this event. Established in 2017 from a committee of five Linguistics and Speech Science undergraduate students, the Language Sciences Undergraduate Research Conference (LSURC) was formed with the goal of creating an opportunity for undergraduate students to explore language and communication research with an interdisciplinary perspective. While inaugurated at UBC Vancouver, we attempt to expand our reach to undergraduate students studying in other disciplines and at other institutions in order to facilitate undergraduate engagement with language research. Our committee (composed of undergraduate students across disciplines) meets weekly from September until February to plan this two-day event. We are excited to have you all attend and hope LSURC is an eye-opening, inspiring, and rewarding experience. 2020 Conference Theme Language Through Education: How can we apply linguistics and language science theories to educational practice? Language and education work like a two-way street: they influence each other, shaping the way we think and forming our ideas which can be shared amongst others. This intellectual growth facilitates our ability to connect with individuals in various settings – institutions, classrooms, even in mundane conversation. The different aspects of language play an integral role in communication, enabling us to gain insight and probe into the countless areas of academia and research. -
JUDITH R. H. KAPLAN Integrated Studies Program University of Pennsylvania 175 Claudia Cohen Hall 249 South 36Th Street Philadelphia, PA 19104-6324 [email protected]
JUDITH R. H. KAPLAN Integrated Studies Program University of Pennsylvania 175 Claudia Cohen Hall 249 South 36th Street Philadelphia, PA 19104-6324 [email protected] Updated December 2019 ACADEMIC POSITIONS 2017-Present University of Pennsylvania, Integrated Studies Program, Teaching Fellow / History and Sociology of Science, Lecturer 2016-17 Wolf Humanities Forum (formerly, PHF), Andrew W. Mellon Postdoctoral Fellow / University of Pennsylvania, History and Sociology of Science, Lecturer 2016 Bard College Berlin, Contributing Lecturer 2013-16 Max Planck Institute for the History of Science, Postdoctoral Fellow EDUCATION 2012 University of Wisconsin, Madison: PhD in History of Science Dissertation Title: “Language Science and Orientalism in Imperial Germany” Committee: Lynn K. Nyhart, chair; Thomas H. Broman; Ronald L. Numbers; Joseph C. Salmons; Richard A. Staley Preliminary Examination Fields: History of Modern Biology (Nyhart), History of Science and Religion (Numbers), History of Scientific Methodology (Shank) PhD Minor: Modern European Intellectual History, Rudy J. Koshar, advisor Languages: German, French reading knowledge 2006 University of Wisconsin, Madison: MA in History of Science 2004 University of Illinois, Chicago: MS in Disability and Human Development 2002 Hampshire College: BA in Cultural Studies Kaplan CV 2 FELLOWSHIPS AND AWARDS 2017 Consortium for the History of Science, Technology, and Medicine, NEH Postdoctoral Fellowship (declined) 2011 DAAD-Center for German and European Studies, Graduate Research Assistantship -
Lecture 11: Introduction to Pragmatics. Formal Semantics and Formal Pragmatics
Formal Semantics and Semantic Universals, Lecture 11 Barbara H. Partee, RGGU, April 28, 2011 Lecture 11: Introduction to Pragmatics. Formal Semantics and Formal Pragmatics. Possible Pragmatic Universals 0. Syntax, Semantics, Pragmatics. ....................................................................................................................................1 1. Grice’s Conversational Implicatures. ...........................................................................................................................2 1.1. Motivation. Questions about the meanings of logical words.................................................................................2 1.2. Truth-conditional content (semantics) vs. Conversational Implicatures (pragmatics)..........................................2 1.3. Conversational maxims. (“Gricean maxims”.)......................................................................................................3 1.4. Generating implicatures. General principles. Examples......................................................................................4 1.5. Are Gricean implicatures universal?......................................................................................................................5 2. How a better understanding of conversational implicatures helps semantics. .............................................................5 3. At the borderline of semantics and pragmatics: presuppositions. ................................................................................6 3.1 -
Exaptation, Grammaticalization, and Reanalysis
Heiko Narrog Tohoku University Exaptation, Grammaticalization, and Reanalysis Abstract The goal of this paper is to argue that exaptation, as introduced into the study of language change by Lass (1990, 1997), in specific functional domains, is a limited alternative to grammaticalization. Exaptation, similarly to grammaticalization, leads to the formation of grammatical elements. Like grammaticalization, exaptation is based on the mechanism of reanalysis. It decisively differs from grammaticalization, however, as it implies change in the opposite direction, namely from material absorbed in the lexicon back to grammatical material. Two sets of data are presented as evidence for the replicability of this process. One involves the occurrence of exaptation across languages in a specific semantic domain, namely, the evolution of morphological causatives out of lexical verb patterns. The other data pertain to recurrent processes of exaptation in one language, namely in Japanese, where exaptation figures in the development of various morphological categories. In all cases of exaptation, reanalysis is crucially involved. This serves to show that reanalysis may be more fundamental to grammatical change than both grammaticalization and exaptation. Furthermore, it allows for change both with the usual directionality of grammaticalization and against it. 1. Introduction Even detractors of grammaticalization theory do not seriously challenge the fact that in the majority of cases the morphosyntactic and semantic development of grammatical material follows the paths outlined in the standard literature on grammaticalization. The two following California Linguistic Notes Volume XXXII No. 1 Winter, 2007 2 issues, however, potentially pose a critical challenge to the validity of the theory. First, there is the question of the theoretical status of grammaticalization as a coherent and unique concept. -
English Phonology and Linguistic Theory: an Introduction to Issues, and to ‘Issues in English Phonology’
Language Sciences 29 (2007) 117–153 www.elsevier.com/locate/langsci English phonology and linguistic theory: an introduction to issues, and to ‘Issues in English Phonology’ Philip Carr a, Patrick Honeybone b,* a De´partement d’anglais, Universite´ de Montpellier III-Paul Vale´ry, Route de Mende, 34199 Montpellier, France b Linguistics and English Language, University of Edinburgh, 14 Buccleuch Place, EH8 9LN, Scotland, UK Abstract Data from the phonology of English has been crucial in the development of phonological and sociophonological theory throughout its recent past. If we had not had English to investigate, we claim, with both its unique and its widely-shared phonological phenomena, linguistic theory might have developed quite differently. In this article, we document some of the ways in which particular English phonological phenomena have driven theoretical developments in phonology and related areas, as a contribution to the history of recent phonological theorising. As we do this, we set in their context the other individual articles in the Special Issue of Language Sciences on ‘Issues in English Phonology’ to which this article is an introduction, explaining both their contents and how they relate to and seek to advance our understanding of the English phonological phenomena in question. Ó 2007 Elsevier Ltd. All rights reserved. Keywords: English phonology; History of phonological theory; Sociophonology; Vowel shift; Lexical strata; Lenition; Tense–lax 1. Introduction Is it still worth investigating the phonology of English? After all, English is probably the best studied of all languages, so we might wonder whether it can still provide data that is * Corresponding author.