CHAPTER TWELVE the Phonemes of German
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Study on Unique Pharyngeal and Uvular Consonants in Foreign Accented Arabic
Study on Unique Pharyngeal and Uvular Consonants in Foreign Accented Arabic Yousef A. Alotaibi, Khondaker Abdullah-Al-Mamun, and Ghulam Muhammad Department of Computer Engineering, College of Computer and Information Sciences, King Saud University, Riyadh, Saudi Arabia {yalotaibi, mamun, ghulam}@ccis.ksu.edu.sa common to all Arabic-speaking countries. It is the language Abstract used in the media (television, radio, press, etc.), in official This paper investigates the unique pharyngeal and uvular speeches, in universities and schools, and, generally speaking, consonants of Arabic from the automatic speech recognition in any kind of formal communication situation [4]. (ASR) point of view. Comparisons of the recognition error Arabic texts are almost never fully diacritized and are thus rates for these phonemes are analyzed in five experiments that potentially unsuitable for automatic speech recognition and involve different combinations of native and non-native synthesis [3]. Table 1 shows all Arabic alphabet letters and Arabic speakers. The most three confusing consonants for their correspondences to consonant and semivowel phonemes. every investigated consonant are uncovered and discussed. This table also shows the phonetic description of each Results confirm that these Arabic distinct consonants are a phoneme including the place of articulation. In this paper we major source of difficulty for ASR. While the recognition rate use Language Data Consortium (LDC) WestPoint Modern for certain of these unique consonants such as /H/ can drop MSA database phoneme set rather than International Phonetic below 35% when uttered by non-native speakers, there are Alphabet (IPA). This was decided because we are using advantages to including non-native speakers in ASR. -
Complete Issue
CURRENTS. A Journal of Young English Philology Thought and Review, no. 2/2016 Ed. by Edyta Lorek-Jezińska, Emilia Leszczyńska, Natalia Pałka, & Marta Sibierska, www.curents.umk.pl, ISSN 2449-8769||All texts licensed under CC BY-NC-ND 3.0 1 CURRENTS. A Journal of Young English Philology Thought and Review CURRENTS, no. 2/2016 CURRENTS A Journal of Young English Philology Thought and Review No. 2: Then and Now 2016 Edited by Emilia Leszczyńska, Natalia Pałka & Marta Sibierska Toruń 2016 3 CURRENTS. A Journal of Young English Philology Thought and Review CURRENTS. A Journal of Young English Philology Thought and Review No. 2: Then and Now/ 2016 Edited by Emilia Leszczyńska, Natalia Pałka & Marta Sibierska Editor-in-Chief: Edyta Lorek-Jezińska This online version of the journal is a referential version. All texts licensed under: CC BY-NC-ND 3.0. www.currents.umk.pl [email protected] ISSN 2449-8769 Logo designed by: Zuzanna Larysz / 007fff 2nd issue cover designed by: Marta Sibierska Advisory Board: Prof. Martin Butler (University of Oldenburg) Prof. Tyler Kessel (Hudson Valley Community College, Troy, NY) Reviews: dr Magdalena Cieślak, University of Łódź; dr Tomasz Dobrogoszcz, University of Łódź; dr Michał Janowski, Kazimierz Wielki University; dr Konrad Juszczyk, Adam Mickiewicz University; dr Anna Krawczyk-Łaskarzewska, University of Warmia and Mazury; dr Dorota Lipowska, Adam Mickiewicz University; dr Joanna Łozińska, University of Warmia and Mazury; dr Aneta Mancewicz, Kingston University; dr Katarzyna Marak, Nicolaus Copernicus University; dr Marta Marecka, Adam Mickiewicz University; dr Paulina Mirowska, University of Łódź; dr Katarzyna Piątkowska, Nicolaus Copernicus University; dr Joanna Stolarek, Siedlce University of Natural Sciences and Humanities; dr hab. -
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. -
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard
VERBAL BEHAVIOR by B. F. Skinner William James Lectures Harvard University 1948 To be published by Harvard University Press. Reproduced by permission of B. F. Skinner† Preface In 1930, the Harvard departments of psychology and philosophy began sponsoring an endowed lecture series in honor of William James and continued to do so at irregular intervals for nearly 60 years. By the time Skinner was invited to give the lectures in 1947, the prestige of the engagement had been established by such illustrious speakers as John Dewey, Wolfgang Köhler, Edward Thorndike, and Bertrand Russell, and there can be no doubt that Skinner was aware that his reputation would rest upon his performance. His lectures were evidently effective, for he was soon invited to join the faculty at Harvard, where he was to remain for the rest of his career. The text of those lectures, possibly somewhat edited and modified by Skinner after their delivery, was preserved as an unpublished manuscript, dated 1948, and is reproduced here. Skinner worked on his analysis of verbal behavior for 23 years, from 1934, when Alfred North Whitehead announced his doubt that behaviorism could account for verbal behavior, to 1957, when the book Verbal Behavior was finally published, but there are two extant documents that reveal intermediate stages of his analysis. In the first decade of this period, Skinner taught several courses on language, literature, and behavior at Clark University, the University of Minnesota, and elsewhere. According to his autobiography, he used notes from these classes as the foundation for a class he taught on verbal behavior in the summer of 1947 at Columbia University. -
Bleaching and Coloring*
386 Bleaching and Coloring* Patricia D. Miller Ohio State University Current studies in natural phonology have dealt with vowels in terms of three cardinal properties: palatality, labiality, and sonority. Palatality and labiality--the chromatic properties--are optimized by a minimally open, maximally constricted vocal tract; and sonority is optimized by a more open vowel tract) Thus the familiar triangle: A or, more exactly a a represents the maximal opposition of the three properties.2 And in many ways, the vowel space does seem to be triangular: ordinarily, the more sonorant a vowel is, the less color it has; and the more chromatic it is--the less sonorant. Thus, while i, e, and m are all palatal, i is more palatal than e, and e is more palatal than m; and, similarly, the degree of rounding varies for u, o, 3. The vowels #, A, and a are colorless or achromatic. They lack both palatality and labiality, and differ only in sonority.3 In this framework, the terms bleaching and coloring are almost self-explanatory: bleaching removes color, and coloring adds color. Bleaching Bleaching may remove palatality or labiality, or both simultaneously: V !lover -Labial !unstressed and/or !lax/short -Palatal] !mixed _(context) Full-scale operation of bleaching will produce linear vowel systems like those of the Caucasian languages reported to have k, A, a. If A lowers, it will produce the system 4, a like that of Kabardian (Kuipers 1960:23 et passim), or that of the child Curt4 (011er forthcoming); or, if all achromatics lower, it will give the single- vowel system, a. -
Mispronunciation of English Sounds by Korean Speakers
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By AULIA NUR HALIMAH Student Number: 154214100 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS AN UNDERGRADUATE THESIS Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters By AULIA NUR HALIMAH Student Number: 154214100 DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS UNIVERSITAS SANATA DHARMA YOGYAKARTA 2019 ii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A Sarjana Sastra Undergraduate Thesis MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS By AULIA NUR HALIMAH Student Number: 154214100 Approved by Arina Isti‟anah, S.Pd., M.Hum. April 15, 2019 Advisor Wedhowerti, S.Pd., M.Hum. April 15, 2019 Co-Advisor iii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A Sarjana Sastra Undergraduate Thesis MISPRONUNCIATION OF ENGLISH SOUNDS BY KOREAN SINGERS IN BUZZFEED INTERVIEWS By AULIA NUR HALIMAH Student Number: 154214100 Defended before the Board of Examiners On May 6, 2019 And Declared Acceptable BOARD OF EXAMINERS NAME SIGNATURE Chairperson : Arina Isti‟anah, S.Pd., M.Hum. _______________ Secretary : Wedhowerti, S.Pd., M.Hum. _______________ Member 1 : Dr. Fr. B. Alip, M.Pd., M.A. _______________ Member 2 : Arina Isti‟anah, S.Pd., M.Hum. _______________ Member 3 : Wedhowerti, S.Pd., M.Hum. _______________ Yogyakarta, May 31, 2019 Faculty of Letters Universitas Sanata Dharma Dean Dr. -
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. -
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. -
The Phonetic Nature of Consonants in Modern Standard Arabic
www.sciedupress.com/elr English Linguistics Research Vol. 4, No. 3; 2015 The Phonetic Nature of Consonants in Modern Standard Arabic Mohammad Yahya Bani Salameh1 1 Tabuk University, Saudi Arabia Correspondence: Mohammad Yahya Bani Salameh, Tabuk University, Saudi Arabia. Tel: 966-58-0323-239. E-mail: [email protected] Received: June 29, 2015 Accepted: July 29, 2015 Online Published: August 5, 2015 doi:10.5430/elr.v4n3p30 URL: http://dx.doi.org/10.5430/elr.v4n3p30 Abstract The aim of this paper is to discuss the phonetic nature of Arabic consonants in Modern Standard Arabic (MSA). Although Arabic is a Semitic language, the speech sound system of Arabic is very comprehensive. Data used for this study were collocated from the standard speech of nine informants who are native speakers of Arabic. The researcher used himself as informant, He also benefited from three other Jordanians and four educated Yemenis. Considering the alphabets as the written symbols used for transcribing the phones of actual pronunciation, it was found that the pronunciation of many Arabic sounds has gradually changed from the standard. The study also discussed several related issues including: Phonetic Description of Arabic consonants, classification of Arabic consonants, types of Arabic consonants and distribution of Arabic consonants. Keywords: Modern Standard Arabic (MSA), Arabic consonants, Dialectal variation, Consonants distribution, Consonants classification. 1. Introduction The Arabic language is one of the most important languages of the world. With it is growing importance of Arab world in the International affairs, the importance of Arabic language has reached to the greater heights. Since the holy book Qura'n is written in Arabic, the language has a place of special prestige in all Muslim societies, and therefore more and more Muslims and Asia, central Asia, and Africa are learning the Arabic language, the language of their faith. -
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. -
Arxiv:2101.06396V2 [Eess.AS] 8 Feb 2021 Found to Be an Effective Tool That Helps Non-Native (L2) Speak- Technique
MISPRONUNCIATION DETECTION IN NON-NATIVE (L2) ENGLISH WITH UNCERTAINTY MODELING Daniel Korzekwa?y, Jaime Lorenzo-Trueba?, Szymon Zaporowskiy, Shira Calamaro?, Thomas Drugman?, Bozena Kosteky ? Amazon Speech y Gdansk University of Technology, Faculty of ETI, Poland ABSTRACT ah f/ (short ‘i’ or ‘schwa’ phoneme at the beginning). These A common approach to the automatic detection of mispro- assumptions do not always hold which can result in a signif- nunciation in language learning is to recognize the phonemes icant amount of false mispronunciation alarms and making produced by a student and compare it to the expected pronun- students confused when it happens. ciation of a native speaker. This approach makes two sim- We propose a novel approach that results in fewer false plifying assumptions: a) phonemes can be recognized from mispronunciation alarms, by formalizing the intuition that speech with high accuracy, b) there is a single correct way for we will not be able to recognize exactly what a student has a sentence to be pronounced. These assumptions do not al- pronounced or say precisely how a native speaker would ways hold, which can result in a significant amount of false pronounce it. First, the model estimates a belief over the mispronunciation alarms. We propose a novel approach to phonemes produced by the student, intuitively representing overcome this problem based on two principles: a) taking the uncertainty in the student’s pronunciation. Then, the into account uncertainty in the automatic phoneme recogni- model converts this belief into the probabilities that a native tion step, b) accounting for the fact that there may be multiple speaker would pronounce it, accounting for phonetic variabil- valid pronunciations. -
Mispronunciation Detection Without Nonnative Training Data
INTERSPEECH 2015 Mispronunciation Detection without Nonnative Training Data Ann Lee, James Glass MIT Computer Science and Artificial Intelligence Laboratory, Cambridge, Massachusetts 02139, USA {annlee, glass}@mit.edu Abstract to be known. The pronunciation error patterns that a system Conventional mispronunciation detection systems that have the focuses on are typically extracted by either comparing human capability of providing corrective feedback typically require a transcriptions (surface pronunciations) and canonical pronunci- set of common error patterns that are known beforehand, ob- ations from a lexicon (underlying pronunciations) [10, 11, 12, tained either by consulting with experts, or from a human- 13] or consulting with language teachers [9, 12]. As a result, the annotated nonnative corpus. In this paper, we propose a mispro- system’s assessment ability is constrained by the training data nunciation detection framework that does not rely on nonnative or experts’ input. To make matters worse, the data collection training data. We first discover an individual learner’s possi- process is costly and has scalability issues, as it is impractical ble pronunciation error patterns by analyzing the acoustic sim- to collect data for every L1-L2 pair. This makes it hard to tailor ilarities across their utterances. With the discovered error can- a system to meet every student’s need. In contrast, it is rela- didates, we iteratively compute forced alignments and decode tively easy for native speakers to identify patterns that deviate learner-specific context-dependent error patterns in a greedy from the norm without being trained on nonnative examples. manner. We evaluate the framework on a Chinese University Our previous work [14] has shown that the pronunciation of Hong Kong (CUHK) corpus containing both Cantonese and variation of an underlying phoneme on the learner-level is much Mandarin speakers reading English.