(Mandarin), Phonology Of
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Length and Voicing in Friulian and Milanese Francesc Torres-Tamarit
Length and voicing in Friulian and Milanese Francesc Torres-Tamarit To cite this version: Francesc Torres-Tamarit. Length and voicing in Friulian and Milanese: Or why rule-free derivations are needed. Natural Language and Linguistic Theory, Springer Verlag, 2015, 33 (4), pp.1351-1386. 10.1007/s11049-014-9271-7. hal-01677835 HAL Id: hal-01677835 https://hal.archives-ouvertes.fr/hal-01677835 Submitted on 8 Jan 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. manuscript No. (will be inserted by the editor) Length and voicing in Friulian and Milanese Or why rule-free derivations are needed Francesc Torres-Tamarit Received: date / Accepted: date Abstract This paper claims that phonology should express the relationship between vowel length and obstruent voicing operationally rather than in parallel. The empirical focus in on Friulian and Milanese. The distribution of vowel length in Friulian is predictable from the under- lying laryngeal specification of obstruents. Stressed vowels are long before underlyingly voiced word-final obstruents although they devoice. This situation creates opacity. In the light of the interaction between vowel lengthening and final devoicing, this paper argues in favor of Harmonic Serialism, a version of Optimality Theory that combines constraint ranking with serial deriva- tions. -
Koine Pronunciation 2012
Παράρτημα γ´ Ἡ Κοινὴ Προφορά 217 Ἡ Κοινὴ Προφορά Koiné Pronunciation Notes on the Pronunciation System of Koiné Greek, (These notes are of a technical nature beyond language learning, intended primarily for teachers.) When a person wants to use living language methods to learn a language, one is required to make some choices about what kind of pronunciation system to use. As long as students only need to write Greek or to look at Greek on a printed page, the pronunciation system is not a very important issue. As soon as students set their sights on a higher goal and want to include language learning methodologies that will lead to a fluent control of the language, they must come to grips with the need to include audio and oral material in a program. And audio material for an ancient language means that decisions must be made about the kind of pronunciation system to be used. Principles Governing the Pronunciation in this Course # 1. The pronunciation system is primarily intended for persons wishing to learn Koiné Greek, the general Greek dialect used from the third century before the Common Era (BCE) to the fourth century of the Common Era (CE). In particular, the focus is on the Koiné Greek of what is historically the Roman period in the land of Israel, 63 BCE to 325 CE. # 2. The pronunciation should preserve the same significant sound distinctions that were used in the Roman period. This means that the pronunciation system should be phonemic. This term will be explained below. # 3. The pronunciation system should, as far as practical, be historical. -
Intonation Pitch and Stress – a Guide
INTONATION PITCH AND STRESS – A GUIDE Say this sentence aloud and count how many seconds it takes. The beautiful Mountain appeared transfixed in the distance. Time required? Probably about 5 seconds. Now, try speaking this sentence aloud. He can come on Sundays as long as he doesn’t have to do any homework in the evening. Time required? Probably about 5 seconds! Wait a minute the first sentence is much shorter than the second sentence! You are only partially right! This simple exercise makes a very important point about how we speak and use English. Namely, English is considered a stressed language while many other languages are considered syllabic. Some words are given more emphasis and l o n g e r some words are quickly spoken, sometimes ‘eaten!’ Kenneth Beare The Basics : In English speech there are a combination of stressed (strong) and unstressed (weak) syllables. • It was the best car for them to buy. The syllable which is stressed the most is called the nuclear syllable. • It was the best car for them to buy. (Buy is the nuclear syllable.) The nuclear syllable carries the main focus of information. It also carries any new information. • We looked at the hatchback. (Hatchback is new information). • The hatchback was old. (Hatchback is given information. Old is new information). The nuclear syllable sounds louder than the other stressed syllables. It also has a change of pitch. Pitch movements : The two most common pitch movements are: 1. rising pitch yés 2. falling pitch yès Compare these replies: Q: When would it suit you to come? A: Nów? (The intonation expresses a question : would it be OK if I came now?) Q: When would it suit you to come? A: Nòw. -
The Teachability-Intelligibility Issue: Vowel Length in Globenglish
1 The teachability-intelligibility issue: vowel length in GlobEnglish RAFAEL MONROY-CASAS (Published in Gagliardi, C. & Maley A. (2010) ,EIL, ELF, Global English: Teaching and Learning Issues. Peter Lang: Bern) It is an indisputable fact that English has become not just a global language but the global language. There are other languages that can claim this prerogative (Spanish, Chinese, Russian, Italian, etc. – see Annual Review of Applied Linguistics, 26, 2006), but none of these can question the privileged position English occupies as a world language. The ‘English factor’ in Graddol’s words (2007) is everywhere, and yet, despite this gratifying thought to both native and non-native speakers for what it means in terms of greater easiness of communication, there are a number of elements that can challenge the idea of a unified world system (Monroy, 2007). There is on the one hand, an increasing internal centrifugal movement, which, although observable in other linguistic systems, is particularly evident in the case of English, as titles like World Englishes (Kachru, 1985), The English Languages (Tom McCarthur, 1998), Englishes (Görlach,1991), More Englishes (Görlach 1995), Still more Englishes (Görlach, 2002), World Englishes (Jenkins, 2003), World Englishes (Melchers & Shaw, 2003) show; on the other, emerging pronunciation standards in nations like India, Singapore, Pakistan, Nigeria, etc., “each as ‘correct’ as any other” (Quirk, 1985: 2-3), are superseding normative models such as RP or GA as better options in a world where NNs (non-native speakers) with different linguistic backgrounds outnumber Ns (native speakers) (Graddol, 1997; 2006). No wonder that experts fear 2 that fragmentation could be a reality unless some action is taken. -
Downstep and Recursive Phonological Phrases in Bàsàá (Bantu A43) Fatima Hamlaoui ZAS, Berlin; University of Toronto Emmanuel-Moselly Makasso ZAS, Berlin
Chapter 9 Downstep and recursive phonological phrases in Bàsàá (Bantu A43) Fatima Hamlaoui ZAS, Berlin; University of Toronto Emmanuel-Moselly Makasso ZAS, Berlin This paper identifies contexts in which a downstep is realized between consecu- tive H tones in absence of an intervening L tone in Bàsàá (Bantu A43, Cameroon). Based on evidence from simple sentences, we propose that this type of downstep is indicative of recursive prosodic phrasing. In particular, we propose that a down- step occurs between the phonological phrases that are immediately dominated by a maximal phonological phrase (휙max). 1 Introduction In their book on the relation between tone and intonation in African languages, Downing & Rialland (2016) describe the study of downtrends as almost being a field in itself in the field of prosody. In line with the considerable literature on the topic, they offer the following decomposition of downtrends: 1. Declination 2. Downdrift (or ‘automatic downstep’) 3. Downstep (or ‘non-automatic downstep’) 4. Final lowering 5. Register compression/expansion or register lowering/raising Fatima Hamlaoui & Emmanuel-Moselly Makasso. 2019. Downstep and recursive phonological phrases in Bàsàá (Bantu A43). In Emily Clem, Peter Jenks & Hannah Sande (eds.), Theory and description in African Linguistics: Selected papers from the47th Annual Conference on African Linguistics, 155–175. Berlin: Language Science Press. DOI:10.5281/zenodo.3367136 Fatima Hamlaoui & Emmanuel-Moselly Makasso In the present paper, which concentrates on Bàsàá, a Narrow Bantu language (A43 in Guthrie’s classification) spoken in the Centre and Littoral regions of Cameroon by approx. 300,000 speakers (Lewis et al. 2015), we will first briefly define and discuss declination and downdrift, as the language displays bothphe- nomena. -
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. -
Rising) Or Circumflex (Falling) Intonation
Syllables, intonations and Auslautgesetze MIGUEL CARRASQUER VIDAL Syllables and intonations In Greek, long vowels and diphthongs can have acute (rising) or circumflex (falling) intonation. The distinction directly reflects pre-Greek differences in intonation only in oxytone forms, due to the working of a set of accentological laws (the “law of limitation” and the “σωτῆρα”-rule) that make the choice between acute and circumflex automatic in non-final syllables. In Lithuanian, long vowels and diphthongs can also be acute or circumflex, although the acute has become a falling intonation, and the circumflex a rising one. Latvian has a falling intonation (`) corresponding to the Lithuanian circumflex, and two intonations (˜ and ^) corresponding to the Lithuanian acute: the “Dehnton” (˜) implies an originally stressed acute, the “Stoßton” or “broken (glottalized) tone” (^) an originally pretonic acute. In Old Prussian, the distinction is reflected orthographically on diphthongs only (falling/circumflex āi vs. rising/acute aī). In Slavic, the distinction has been neutralized in mobile paradigms (Meillet’s law), but is preserved in original barytones: acute stems remain barytone (a.p. a), while in circumflex (or short) root syllables the stress shifts forward by Dybo’s law (a.p. b). Finally, the Germanic Auslautgesetze also show a distinction in the reflexes of final acute vs. circumflex vowels and diphthongs. Given the above facts, it stands to reason to assign the distinction between rising and falling intonation on long vowels and diphthongs to Proto- Indo-European, or at least to the PIE dialect ancestral to Greek, Balto-Slavic and Germanic. However, a number of problems still remain. (1) the Greek and Balto-Slavic intonations do not always agree; (2) there is controversy over the Balto-Slavic reflexes of certain sequences (e.g. -
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. -
A Contrastive Study Farah Hafedh Ibrahim College of Arts,Mustansiriyah University, Baghdad, Iraq Email : [email protected]
36 Syllables in English and Arabic : A contrastive Study Farah Hafedh Ibrahim College of Arts,Mustansiriyah University, Baghdad, Iraq Email : [email protected] Abstract The present study investigates syllables in both English and Arabic for the sake of revealing the similarities and differences between them in these two languages. The syllable is regarded as the basic unit or the building block of speech that has attracted the attention of English and Arab phoneticians. The present study tackles the nature of English and Arabic syllables, sheds light on some of the theories that described them as well as classifying them into types and describing their structure. The study arrives at the conclusion that there are many differences between syllables in English and syllables in Arabic. These differences concern the way syllables are viewed, their types and their structure. However, both languages consider the syllable to be the basic unit of speech. Phonetically, syllables are described in English as consisting of a centre which has little or no obstruction to airflow preceded and followed by great obstruction; whereas in Arabic, syllables are phonetically described as chest pulses. Keywords: Syllable; Syllable Nature; Syllable Type; Structure Introduction The term syllable, in English language, is not easy to define since it can be defined phonetically, or phonologically or both phonetically and phonologically. Starting with Ladefoged (2006:242) who describes the syllable as “the smallest unit of speech. Every utterance must contain at least one syllable”. He (ibid.) further states that speech is composed of segments such as vowels or consonants and these segments are considered to be aspects of the syllable. -
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. -
Prosody Analysis and Modeling for Cantonese Text-To-Speech Li Yu
Prosody Analysis and Modeling for Cantonese Text-to-Speech Li Yu Jia A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Philosophy in Electronic Engineering © The Chinese University of Hong Kong July 2003 The Chinese University of Hong Kong holds the copyright of this thesis. Any person(s) intending to use a part or whole of the materials in the thesis in a proposed publication must seek copyright release from the Dean of the Graduate School. 权 n • )1 Acknowledgment I am greatly indebted to Prof. Tan Lee for his supervision and insightful advice throughout this research. I also wish to give my thanks to Prof. P.C. Ching, Prof. Y.T. Chan, Prof. X.G. Xia and Dr. Frank Soong for their valuable suggestions. I would like to appreciate Ms. Y. Qian for her knowledge sharing. I would also thank Dr. W.K. Lo, Ms. K.Y. Kwan, Mr. K.M. Law, Mr. W. Lau and Ms. W. Lam for their technical support. Thanks are due to Ms. P.W. Wong. Without her assistance in recording speech data, this research cannot be completed successfully. I would like to thank all the colleagues and friends in DSP laboratory for giving me the most enjoyable and inspiring working environment. I would also thank all the participants for their feedback and comments on my work. To name only some of them: Mr. Arthur Luk, Ms. L.Y. Ngan, Ms. P. Kam, Mr. Herman Yau, Ms. C. Yang, Ms. S.W. Lee and Ms. Y.Y. Tarn. -
Phonological Elision in Malaysian Cantonese Casual Speech
PHONOLOGICAL ELISION IN MALAYSIAN CANTONESE CASUAL SPEECH ONG YIN HSIAR NATIONAL UNIVERSITY OF SINGAPORE 2007 PHONOLOGICAL ELISION IN MALAYSIAN CANTONESE CASUAL SPEECH ONG YIN HSIAR (B. ARTS), UM A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF ARTS DEPARTMENT OF CHINESE STUDIES NATIONAL UNIVERSITY OF SINGAPORE 2007 Acknowledgement How does a person say “thank you” when there are so many people to thank? This thesis is dedicated to my family, who encourage me to pursue my dream without a fear. They are my mentors and heroes that make my life complete. In my course of learning at NUS, I have had the benefit of wisdom from three supervisors. A/P Lee Cher Leng took me under her wing at the crucial moment when I was nearing completion of this research; Dr. Yan Xiuhong offered me insightful comments and guidance after my first supervisor Wee Lian Hee left NUS. But it was also Lian Hee who started me on the journey of Linguistics. Even though he had left NUS, modern technology had made it possible for me to obtain much help from him. I would have been lost if not for his suggestions and patience in keeping an eye almost word-by-word in my thesis. I would also like to thank everyone who contributed in any way to the completion of this project. I am particularly grateful for the National University of Singapore Research Scholarship (2005-2007), without which my life would be peppered with much physical hardship. On fieldwork, recordings and phonetic analyses, I am indebted to A/P Robbie Goh, Mr.