Kazakh Phonology Edward J
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Anatolian Evidence Suggests That the Indo- European Laryngeals * H2 And
Indo-European Linguistics 6 (2018) 69–94 brill.com/ieul Anatolian evidence suggests that the Indo- European laryngeals *h2 and *h3 were uvular stops Alwin Kloekhorst Leiden University [email protected] Abstract In this article it will be argued that the Indo-European laryngeals *h2 and *h3, which recently have been identified as uvular fricatives, were in fact uvular stops in Proto- Indo-Anatolian. Also in the Proto-Anatolian and Proto-Luwic stages these sounds prob- ably were stops, not fricatives. Keywords Indo-European – laryngeals – phonological change – Indo-Anatolian 1 Background It is well-known that the Indo-European laryngeals *h2 and *h3 have in some environments survived in Hittite and Luwian as consonants that are spelled with the graphemes ḫ (in the cuneiform script) and h (in the hieroglyphic script).1 Although in handbooks it was usually stated that the exact phonetic interpretation of these graphemes is unclear,2 in recent years a consensus seems to have formed that they represent uvular fricatives (Kümmel 2007: 1 Although there is no full consensus on the question exactly in which environments *h2 and *h3 were retained as ḫ and h: especially the outcome of *h3 in Anatolian is debated (e.g. Kloekhorst 2006). Nevertheless, for the remainder of this article it is not crucial in which environments *h2 and *h3 yielded ḫ and h, only that they sometimes did. 2 E.g. Melchert 1994: 22; Hoffner & Melchert 2008: 38. © alwin kloekhorst, 2018 | doi:10.1163/22125892-00601003 This is an open access article distributed under the terms of the prevailing CC-BY-NC license at the time of publication. -
Department of English and American Studies
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Petra Jureková The Pronunciation of English in Czech, Slovak and Russian Speakers Bachelor‟s Diploma Thesis Supervisor: PhDr. Kateřina Tomková, Ph.D. 2015 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………… Author‟s signature 2 I would like to express gratitude to my supervisor, PhDr. Kateřina Tomková, Ph.D., and thank her for her advice, patience, kindness and help. I would also like to thank all the volunteers that participated in the research project. 3 Table of contents List of tables ...................................................................................................................... 5 1. Introduction ............................................................................................................... 7 1.1. English as an important language for international communication .................. 7 1.2. Acquisition of a foreign language ...................................................................... 8 1.2.1. English as a foreign language ..................................................................... 8 1.2.2. Pronunciation .............................................................................................. 8 1.3. About the thesis .................................................................................................. 9 2. English phonetic system ........................................................................................ -
Using 'North Wind and the Sun' Texts to Sample Phoneme Inventories
Blowing in the wind: Using ‘North Wind and the Sun’ texts to sample phoneme inventories Louise Baird ARC Centre of Excellence for the Dynamics of Language, The Australian National University [email protected] Nicholas Evans ARC Centre of Excellence for the Dynamics of Language, The Australian National University [email protected] Simon J. Greenhill ARC Centre of Excellence for the Dynamics of Language, The Australian National University & Department of Linguistic and Cultural Evolution, Max Planck Institute for the Science of Human History [email protected] Language documentation faces a persistent and pervasive problem: How much material is enough to represent a language fully? How much text would we need to sample the full phoneme inventory of a language? In the phonetic/phonemic domain, what proportion of the phoneme inventory can we expect to sample in a text of a given length? Answering these questions in a quantifiable way is tricky, but asking them is necessary. The cumulative col- lection of Illustrative Texts published in the Illustration series in this journal over more than four decades (mostly renditions of the ‘North Wind and the Sun’) gives us an ideal dataset for pursuing these questions. Here we investigate a tractable subset of the above questions, namely: What proportion of a language’s phoneme inventory do these texts enable us to recover, in the minimal sense of having at least one allophone of each phoneme? We find that, even with this low bar, only three languages (Modern Greek, Shipibo and the Treger dialect of Breton) attest all phonemes in these texts. -
A Brief Description of Consonants in Modern Standard Arabic
Linguistics and Literature Studies 2(7): 185-189, 2014 http://www.hrpub.org DOI: 10.13189/lls.2014.020702 A Brief Description of Consonants in Modern Standard Arabic Iram Sabir*, Nora Alsaeed Al-Jouf University, Sakaka, KSA *Corresponding Author: [email protected] Copyright © 2014 Horizon Research Publishing All rights reserved. Abstract The present study deals with “A brief Modern Standard Arabic. This study starts from an description of consonants in Modern Standard Arabic”. This elucidation of the phonetic bases of sounds classification. At study tries to give some information about the production of this point shows the first limit of the study that is basically Arabic sounds, the classification and description of phonetic rather than phonological description of sounds. consonants in Standard Arabic, then the definition of the This attempt of classification is followed by lists of the word consonant. In the present study we also investigate the consonant sounds in Standard Arabic with a key word for place of articulation in Arabic consonants we describe each consonant. The criteria of description are place and sounds according to: bilabial, labio-dental, alveolar, palatal, manner of articulation and voicing. The attempt of velar, uvular, and glottal. Then the manner of articulation, description has been made to lead to the drawing of some the characteristics such as phonation, nasal, curved, and trill. fundamental conclusion at the end of the paper. The aim of this study is to investigate consonant in MSA taking into consideration that all 28 consonants of Arabic alphabets. As a language Arabic is one of the most 2. -
Phonetics and Phonology in Russian Unstressed Vowel Reduction: a Study in Hyperarticulation
Phonetics and Phonology in Russian Unstressed Vowel Reduction: A Study in Hyperarticulation Jonathan Barnes Boston University (Short title: Hyperarticulating Russian Unstressed Vowels) Jonathan Barnes Department of Modern Foreign Languages and Literatures Boston University 621 Commonwealth Avenue, Room 119 Boston, MA 02215 Tel: (617) 353-6222 Fax: (617) 353-4641 [email protected] Abstract: Unstressed vowel reduction figures centrally in recent literature on the phonetics-phonology interface, in part owing to the possibility of a causal relationship between a phonetic process, duration-dependent undershoot, and the phonological neutralizations observed in systems of unstressed vocalism. Of particular interest in this light has been Russian, traditionally described as exhibiting two distinct phonological reduction patterns, differing both in degree and distribution. This study uses hyperarticulation to investigate the relationship between phonetic duration and reduction in Russian, concluding that these two reduction patterns differ not in degree, but in the level of representation at which they apply. These results are shown to have important consequences not just for theories of vowel reduction, but for other problems in the phonetics-phonology interface as well, incomplete neutralization in particular. Introduction Unstressed vowel reduction has been a subject of intense interest in recent debate concerning the nature of the phonetics-phonology interface. This is the case at least in part due to the existence of two seemingly analogous processes bearing this name, one typically called phonetic, and the other phonological. Phonological unstressed vowel reduction is a phenomenon whereby a given language's full vowel inventory can be realized only in lexically stressed syllables, while in unstressed syllables some number of neutralizations of contrast take place, with the result that only a subset of the inventory is realized on the surface. -
Russian Voicing Assimilation, Final Devoicing, and the Problem of [V] (Or, the Mouse That Squeaked)*
Russian voicing assimilation, final devoicing, and the problem of [v] (or, The mouse that squeaked)* Jaye Padgett - University of California, Santa Cruz "...the Standard Russian V...occupies an obviously intermediate position between the obstruents and the sonorants." Jakobson (1978) 1. Introduction Like the mouse that roared, the Russian consonant [v] has a status in phonology out of proportion to its size. Besides leaving a trail of special descriptive comments, this segment has played a key role in discussions about abstractness in phonology, about the manner in which long-distance spreading occurs, and about the the larger organization of phonology. This is largely because of the odd behavior of [v] with respect to final devoicing and voicing assimilation in Russian. Russian obstruents devoice word-finally, as in kniga 'book (nom. sg.) vs. knik (gen. pl.), and assimilate to the voicing of a following obstruent, gorodok 'town (nom. sg.)' vs. gorotka (gen. sg.). The role of [v] in this scenario is puzzling: like an obstruent, it devoices word-finally, krovi 'blood (gen. sg.)' vs. krofj (nom. sg.), and undergoes voicing assimilation, lavok 'bench (gen. pl.)' vs. lafka (nom. sg.). But like a sonorant, it does not trigger voicing assimilation: compare dverj 'door' and tverj 'Tver' (a town). As we will see, [v] behaves unusually in other ways as well. Why is Russian [v] special in this way? The best-known answer to this question posits that [v] is underlyingly /w/ and therefore behaves as a sonorant with respect to voicing assimilation (Lightner 1965, Daniels 1972, Coats and Harshenin 1971, Hayes 1984, Kiparsky 1985). -
A North Caucasian Etymological Dictionary
S. L. Nikolayev S. A. Starostin A NORTH CAUCASIAN ETYMOLOGICAL DICTIONARY Edited by S. A. Starostin ***************** ****************ASTERISK PUBLISHERS * Moscow * 1994 The two volumes contain a systematic reconstruction of the phonology and vocabulary of Proto-North-Caucasian - the ancestor of numerous modern languages of the Northern Caucasus, as well as of some extinct languages of ancient Anatolia. Created by two leading Russian specialists in linguistic prehistory, the book will be valuable for all specialists in comparative linguistics and history of ancient Near East and Europe. © S. L. Nikolayev, S. A. Starostin 1994 TABLE OF CONTENTS Editor' s foreword. , . Preface List of abbreviations Literature I ntr oduct ion Dictionary ? . 200 9 . 236 5 . , . ..............242 a' i ... ' 252 a ............. 275 b ...... 285 c 322 c 3 3 L t ^39 C 352 £ 376 : 381 d 397 e 409 4 2 5 Y 474 B 477 h 48 5 h 5 00 h 5 0 3 H 342 i 625 i 669 j '. 6 7 3 k. 68 7 fc 715 I 7 4 2 1 : .... 7 5 4 X. ! 7 5 8 X ; 766 X 7 7 3 L 7 86 t. ' 7 87 n 844 o. 859 p. 865 p. 878 q . 882 q 907 r. ..... 943 s... i 958 s. 973 S. 980 t . 990 t 995 ft. ...... 1009 u 1010 u 1013 V 1016 w. 1039 x 1060 X. ........ 1067 z. ... 1084 z 1086 2. 1089 3 1 090 3 1101 5 1105 I ndices. 1111 5 EDITOR'S FOREWORD This dictionary has a long history. The idea of composing it was already ripe in 1979, and the basic cardfiles were composed in 1980-1983, during long winter months of our collaboration with S. -
Russian Alphabet Soup!
Lesson Plan: Russian Alphabet Soup! CURRICULUM FOCUS: Russian Language, World Culture GRADE LEVEL: 7-12 Overview The modern Russian alphabet is a variant of the cyrillic alphabet and contains 33 letters. To non-native speakers, it may look intimidating, but it’s actually quite easy to learn! In this activity, students will compare Russian and English letters and their sounds. They will then use this knowledge to fill out a worksheet identifying American geographical locations by their Russian language cognates. Objectives Materials Student will be able to: All materials are inclusive in this lesson plan. • Identify all 33 letters of the Russian alphabet; Activities • Pronounce 33 letters of the Russian alphabet; Begin by giving an overview of the Russian alphabet (provided on page 2). Show • Use the Russian alphabet students the chart of the Russian alphabet and its equivalent English letters and to spell out American sounds. Sound out all 33 letters of the alphabet together. Explain what “cognates” geographical locations. are and give examples (from attached worksheet). Ask students to fill in worksheet using the Russian alphabet chart as a key. Adaptations Vocabulary This lesson can be used for younger grades as well, Cyrilic: Adjective describing the alphabet used by a number of Slavic languages although the teacher will (examples: Russian, Bulgarian, Serbian) and some non-Slavic languages of Central need to be more active Asia (example: Tajik). about helping with the spelling of American Cognate: In linguistics, cognates are two words that have a common etymologi- geographical places. cal origin, meaning they share roots (“night” in English and “nuit” in French, for example). -
A Comparative Typology on Phonological System of Russian, English and Persian Languages
International Journal of Educational Investigations 2017 (October), Vol.4, No.5: 38-53 Available online @ www.ijeionline.com ISSN: 2410-3446 A Comparative Typology on Phonological System of Russian, English and Persian Languages Malihe Bashirnezhad1*, Zargham Ghapanchi2 1. Tabaran Institute of Higher Education, Iran. 2. Ferdowsi University of Mashhad, Iran. Email: [email protected] * Corresponding Author’s Email: [email protected] Abstract – The aim of this study is to identify similarities and differences among phonological system of Russian, English and Persian languages. To achieve this, the main differences and rules on phonological system of these languages have been gathered. The data is presented in a systematic order. Moreover the study tries to identify the problematic areas in production of these sounds. The model used is Yarmohammadi's (1996). In this model, there are basically two choices for phonological comparison: taxonomic phonology and generative phonology. In this study the taxonomic model has been adopted because it is more suitable “for phonological CA, particularly in applied areas”. The results indicate that when a syllabus structure does not exist in a language it makes problem for correct pronunciation, and language learners try to use approximate syllables in their mother tongue and the issue is salient in Persian-speakers; however, the deviation in the vowels' behavior can be a very prominent linguistic phenomenon. This study can express a path for further studies on other linguistics field such as morphology and syntax. Keywords: Comparative, Typology, Phonology, Linguistic 1. INTRODUCTION Languages are classified based on their phonemes; because the phonemes are fixed in any language and actually phonological typology is the study of different languages according to varies of their sounds. -
Contrastive Feature Typologies of Arabic Consonant Reflexes
languages Article Contrastive Feature Typologies of Arabic Consonant Reflexes Islam Youssef Department of Languages and Literature Studies, University of South-Eastern Norway, 3833 Bø i Telemark, Norway; [email protected] Abstract: Attempts to classify spoken Arabic dialects based on distinct reflexes of consonant phonemes are known to employ a mixture of parameters, which often conflate linguistic and non- linguistic facts. This article advances an alternative, theory-informed perspective of segmental typology, one that takes phonological properties as the object of investigation. Under this approach, various classificatory systems are legitimate; and I utilize a typological scheme within the framework of feature geometry. A minimalist model designed to account for segment-internal representations produces neat typologies of the Arabic consonants that vary across dialects, namely qaf,¯ gˇ¯ım, kaf,¯ d. ad,¯ the interdentals, the rhotic, and the pharyngeals. Cognates for each of these are analyzed in a typology based on a few monovalent contrastive features. A key benefit of the proposed typologies is that the featural compositions of the various cognates give grounds for their behavior, in terms of contrasts and phonological activity, and potentially in diachronic processes as well. At a more general level, property-based typology is a promising line of research that helps us understand and categorize purely linguistic facts across languages or language varieties. Keywords: phonological typology; feature geometry; contrastivity; Arabic dialects; consonant reflexes Citation: Youssef, Islam. 2021. Contrastive Feature Typologies of 1. Introduction Arabic Consonant Reflexes. Languages Modern Arabic vernaculars have relatively large, but varying, consonant inventories. 6: 141. https://doi.org/10.3390/ Because of that, they have been typologized according to differences in the reflexes of their languages6030141 consonant phonemes—differences which suggest common origins or long-term contact (Watson 2011a, p. -
Wagner 1 Dutch Fricatives Dutch Is an Indo-European Language of The
Wagner 1 Dutch Fricatives Dutch is an Indo-European language of the West Germanic branch, closely related to Frisian and English. It is spoken by about 22 million people in the Netherlands, Belgium, Aruba, Suriname, and the Netherlands Antilles, nations in which the Dutch language also has an official status. Additionally, Dutch is still spoken in parts of Indonesia as a result of colonial rule, but it has been replaced by Afrikaans in South Africa. In the Netherlands, Algemeen Nederlands is the standard form of the language taught in schools and used by the government. It is generally spoken in the western part of the country, in the provinces of Nord and Zuid Holland. The Netherlands is divided into northern and southern regions by the Rijn river and these regions correspond to the areas where the main dialects of Dutch are distinguished from each other. My consultant, Annemarie Toebosch, is from the village of Bemmel in the Netherlands. Her dialect is called Betuws Dutch because Bemmel is located in the Betuwe region between two branches of the Rijn river. Toebosch lived in the Netherlands until the age of 25 when she relocated to the United States for graduate school. Today she is a professor of linguistics at the University of Michigan-Flint and speaks only English in her professional career. For the past 18 months she has been speaking Dutch more at home with her son, but in the 9 years prior to that, she only spoke Dutch once or twice a week with her parents and other relatives who remain in the Netherlands. -
Language Development of Bilingual Russian/English Speaking Children Living in the United States: a Review of the Literature" (2014)
Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 5-10-2014 Language Development of Bilingual Russian/ English Speaking Children Living in the United States: A Review of the Literature Jeanette D. Grosman Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Grosman, Jeanette D., "Language Development of Bilingual Russian/English Speaking Children Living in the United States: A Review of the Literature" (2014). Honors Theses. Paper 365. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. Running Head: BILINGUAL RUSSIAN/ENGLISH-SPEAKING CHILDREN Language Development of Bilingual Russian/English Speaking Children Living in the United States: A Review of the Literature Jeanette Grosman A thesis submitted to the University Honors Program in partial fulfillment of the requirements for the Honors Diploma Southern Illinois University Carbondale May 10, 2014 Bilingual Russian/English-Speaking Children Abstract The number of bilingual speakers in the United States is increasing. Children in particular provide unique contributions and challenges to the English-speaking communities in which they live. Various aspects of the young bilingual population have been studied, including an emphasis on the communicative abilities and trends of such children. However, there is a paucity of research regarding communication of bilingual Russian/English-speaking children. The purpose of this project is to review the existing literature on the language development of bilingual Russian/English-speaking children as compared to that of monolingual English- speaking children to establish grounds for further research about this increasing population.