Chapter Ii Literature and Related Review
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New England Phonology*
New England phonology* Naomi Nagy and Julie Roberts 1. Introduction The six states that make up New England (NE) are Vermont (VT), New Hampshire (NH), Maine (ME), Massachusetts (MA), Connecticut (CT), and Rhode Island (RI). Cases where speakers in these states exhibit differences from other American speakers and from each other will be discussed in this chapter. The major sources of phonological information regarding NE dialects are the Linguistic Atlas of New England (LANE) (Kurath 1939-43), and Kurath (1961), representing speech pat- terns from the fi rst half of the 20th century; and Labov, Ash and Boberg, (fc); Boberg (2001); Nagy, Roberts and Boberg (2000); Cassidy (1985) and Thomas (2001) describing more recent stages of the dialects. There is a split between eastern and western NE, and a north-south split within eastern NE. Eastern New England (ENE) comprises Maine (ME), New Hamp- shire (NH), eastern Massachusetts (MA), eastern Connecticut (CT) and Rhode Is- land (RI). Western New England (WNE) is made up of Vermont, and western MA and CT. The lines of division are illustrated in fi gure 1. Two major New England shibboleths are the “dropping” of post-vocalic r (as in [ka:] car and [ba:n] barn) and the low central vowel [a] in the BATH class, words like aunt and glass (Carver 1987: 21). It is not surprising that these two features are among the most famous dialect phenomena in the region, as both are characteristic of the “Boston accent,” and Boston, as we discuss below, is the major urban center of the area. However, neither pattern is found across all of New England, nor are they all there is to the well-known dialect group. -
Pronunciation Features of Philippine English Vowels and Diphthongs 1
➢ Pronunciation Features of Philippine English Vowels and Diphthongs 1. Absence of contrast between /æ/ and /ɑ/ e.g. ‘cat’ /kæt/ →/kɑt/ 2. Diphthong shortening e.g. ‘mail’(/meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /f/ for /p/ e.g. ‘pin’ (/pɪn/) → ‘fin’(/fɪn/) 4. Substitution of /t/ for /θ/ e.g. ‘think’ (/θɪŋk/) → ‘Tink’ (/tɪŋk/) 5. Substitution of /d/ for /ð/ e.g. ‘there’(/ðeə/) → ‘dare’(/deə/) 6. Substitution of /ts/ for /tʃ/ e.g. ‘chair’(/tʃeə/) → (/tseə/) 7. Substitution of /dj/ for /dʒ/ e.g. ‘jealous’ (/ˈdʒeləs/) → (/ˈdjeləs/) 8. Substitution of /ds/ for /dʒ/ e.g. ‘passage’ (/ˈpæsɪdʒ/) → (/ˈpæsɪds/) 9. Unaspirated /p/, /t/ and /k/ 10. Prevoiced /b/, /d/, and /g/ in onset position 11. Neutralized /s/ and /z/ coda position ➢ Pronunciation Features of Indian English Vowels and Diphthongs 1. Long vowel shortening e.g. ‘seek’ (/siːk/)→‘sick’(/sɪk/) 2. diphthong shortening e.g. ‘mail’( /meɪl/) → ‘mill’ (/mɪl/) Consonants 3. Substitution of /ʈ/ for /t/ e.g. ‘tidy’ (/ˈtaɪdi/) → (/ˈʈaɪdi/) 4. Substitution of /ɖ/ for /d/ e.g. ‘desk’ (/desk/) → (/ɖesk/) 5. Substitution of /t/ for /d/ e.g. ‘feed’(/fiːd/) → ‘feet’(/fiːt/) 6. Substitution of /ʂ/ for /s/ e.g. ‘sing’ (/sɪŋ/) → (/ʂɪŋ/) 7. Substitution of /ʐ/ for /z/ e.g. ‘zoo’ (/zuː/) → (/ʐuː/) 8. Substitution of / ɭ / for /l/ e.g. ‘light’ (/laɪt/) → (/ɭaɪt/) 9. Substitution of /f/ for /v/ e.g. ‘gave’ (/geɪv/) → (/geɪf/) 10. Substitution of /v/ for /w/ e.g. ‘wet’ (/wet/) → ‘vet’ (/vet/) 11. Absence of contrast between /f/ and /p/ e.g. ‘pin’ (/pɪn/) ⇄ ‘fin’(/fɪn/) or vice versa 12. Absence of contrast between /s/ and /ʃ/ e.g. -
Tagalog-English Code Switching As a Mode of Discourse
Asia Pacific Education Review Copyright 2004 by Education Research Institute 2004, Vol. 5, No. 2, 226-233. Tagalog-English Code Switching as a Mode of Discourse Maria Lourdes S. Bautista De La Salle University-Manila Philippines The alternation of Tagalog and English in informal discourse is a feature of the linguistic repertoire of educated, middle- and upper-class Filipinos. This paper describes the linguistic structure and sociolinguistic functions of Tagalog-English code switching (Taglish) as provided by various researchers through the years. It shows that the analysis of Taglish began with a linguistic focus, segmenting individual utterances into sentences and studying the switch points within the sentence. Other studies were more sociolinguistic in nature and investigated the functions of code switching. Recently, Taglish has been viewed as a mode of discourse and a linguistic resource in the bilingual’s repertoire. New theoreticians working within a Critical Discourse Analysis framework are seeing Taglish as a reaction to the hegemonizing tendencies of Philippine society and modern life. Key Words: code switching, code mixing, discourse analysis, Tagalog, English in the Philippines 1Foreigners who visit Manila or other urban areas in the English in the same discourse or conversation (Gumperz, Philippines for the first time are struck by the phenomenon of 1982); it is the use of Tagalog words, phrases, clauses, and hearing snatches of conversation that they can understand sentences in English discourse, or vice-versa. The term is also because part of the conversation is recognizably in English, occasionally used generically for the switching that takes but at the same time feel completely lost when listening to the place between a Philippine language (not necessarily Tagalog) other parts of the conversation. -
C a L L a L O O
C A L L A L O O WHAT WE MEAN WHEN WE SAY ‘CREOLE’ An Interview with Salikoko S. Mufwene by Michael Collins Salikoko S. Mufwene is an internationally renowned theorist of language evolution, language contact, and sociolinguistics, among other subjects. He sat for the following interview on April 7 and April 8, 2003, during a visit he paid to Texas A & M University in College Station to lecture on controversies surrounding Ebonics. Mufwene’s ability to dazzle audiences was just as evident in Texas as it had been in the city-state of Singapore, where I first heard him lecture. His ability was indeed already apparent early in his life in Congo: Robert Chaudenson of the Université d’Aix-en-Provence reports that in 1973 “Mufwene received a License en Philosophie et Lettres (with a major in English Philology) from the National University of Zaire at Lubumbashi (with Highest Honors). The same year he also obtained his Agrégation d’enseignement moyen du degré supérieur (with Honors). Let me comment a bit on the significance of these diplomas, especially for readers who are not familiar with (post)colonial Africa. That the young Salikoko, born in Mbaya-Lareme, would find himself twenty years later in Lubumbashi at the University, with not one but two diplomas, should in itself count as an obvious sign of intellectual excellence for anyone who is in any way familiar with the Congo of that era. Salikoko must have seriously distinguished himself among his peers: at that time, overly limited opportunities and a brutally elitist educational system did entail fierce competition.” For the rest of Chaudenson’s remarks, and for further information on Mufwene, see http://humanities.uchicago.edu/faculty/mufwene/index.html. -
Cambridge University Press 978-1-108-42537-7 — English Around the World 2Nd Edition Index More Information
Cambridge University Press 978-1-108-42537-7 — English around the World 2nd Edition Index More Information Index Aboriginal English 23, 122, 140 Bao Zhiming 202 Aboriginals, 118, 121–122, 125, 226 Barbados 101, 105, 106 accent 5, 7, 17, 20, 88, 121, 123, 133, basilect 104, 106, 112 134, 235 Belafonte, Harry 108 accommodation 39, 134, 175, 229 Berlin Conference 46, 48 Achebe, Chinua 152, 197 bilingualism 28, 35, 51, 83, 166, 246 acrolect 104 biological concepts 26, 226 adjective comparison 73 Bislama 157, 176–177 adstrate 68 blogs 59 adverbs 99, 214 borrowing, see loan words African American English 87, 88, 116, 219 Botswana 146, 209, 211 African Englishes 32 Brexit 59, 71 Afrikaans 33, 130, 131, 133, 135 British Empire 40, 52–55, 160, 226 Ali G 114 British English 31, 57, 73, 75, 84, 85, 87, 151, American English 38, 57, 59, 61, 68, 113, 116, 152, 212, 214, 229, 235, 236, 242 208, 214, 216 history 69–74, 113 see also Standard English dialects 16, 85–86, 89, 114 Brunei 157, 161 history 82–89 Brunei English 162, 197 lexis 25, 26, 209 Butler English 50 melting pot 82, 89 Native AmE 23, 84, 88, 226 Cajun English 88 pronunciation 16, 212, 229 calque 24, 209 southern dialect 16, 23, 84, 85, 88, 90–99, Cambodia 158 116 Cameroon 147, 149, 238, 239, 240 standard 87, 88 Cameroonian English 23, 203, 205, 209 vs. British English 84 Camfranglais 149, 240 Americanization Canada 54, 54, 89 of World Englishes 56, 57, 59 language situation 33, 61 analogy 28, 205 Canadian English 61, 89–90, 210, 211, 215 antideletion 137, 205 Cantonese 19, 163, 164, 239 AntConc corpus software 258 Caribbean 51, 52, 53, 61, 62, 68, 113, 117, 235 archaisms 209 Caribbean Creoles 102, 105–106, 205 article omission / insertion 8, 137, 172, 194, cline 105 215, 224, 230 Caribbean English 23, 26, 88, 98, 117, 212, 213 article reduction 78 case 78 articulation 202, 250 Celtic Englishes 74, 116 ASEAN / Association of South-East Asian Celtic languages 73, 113 Nations 158, 185, 234 Celts 70 aspiration 20, 192 Chambers, J. -
Report R E S U M E S
REPORT R E S U M E S ED 011 810 RE 000 039 LINGUISTICSIN READING INSTRUCTION. BY- ROGERS,JOHN R. AND OTHERS MIS4ISSIFPIUNIV., UNIVERSITY, SCH. OF EDUC. PUB DATE FES 65 EDRS PRICE MF40.27 HC -$6.24 156P. DESCRIPTORS- *LINGUISTICS, *READING INSTRUCTIONS *LANGUAGE PATTERNS, *DIALECTS, *TEACHING TECHNIQUES, MORPHOLOGY, GRAPHEMES, PHONETICS, PHONICS, SYNTAX, GRAMMAR, CULTURAL INFLUENCES, SOCIAL INFLUENCES, LANGUAGE ARTS, SPELLING, UNIVERSITY PRACTICAL SUGGESTIONS FOR THE CLASSROOM TEACHER OF READING ARE REPORTED BY PARTICIPANTS OF AN INSTITUTE ON THE APPLICATION OF LINGUISTICS TO SPELLING AND READING INSTRUCTION. CHAPTER 10 "PHONEMICS ANC ':IRTHOORAFHY IN READING INSTRUCTION," TRACES SIGNIFICANT RELATIONSHIPS AMONG PHONEMICS, PHONETICS, PHONICS, ORTHOGRAPHY, AND READING INSTRUCTION. CHAPTER 2, "MORPHOLOGY IN READING INSTRUCTION," IS CONCERNED WITH STRUCTURAL ANALYSIS. CMAPTER 3, "SYNTAX IN READING INSTRUCTION," IS CONCERNED WITH LANGUAGE UNITS MORE COMPLEX THAN THE SINGLE WORD, AND THEIR RELATIONSHIPS WITH READING INSTRUCTION. CHAPTER 4, "DIALECTOLOGY IN READING INSTRUCTION," DEALS WITH PROBLEMS ARISING FROM THE FACT THAT LANGUAGE PATTERNS VARY FROM AREA TO AREA AND FROM CULTURAL LEVEL TO CULTURAL LEVEL. COMPLICATED TERMINOLOGY IS SIMPLIFIED FOR THE CREATIVE TEACHER SEEKING TO DEVELOP THE CHILD'S BACKGROUND IN BASIC LANGUAGE PATTERNS IN HIS ORAL LANGUAGE IN ORDER TO FACILITATE HIS BEGINNING READING DEVELOPMENT. EMPHASIS IS PLACED UPON HELPING THE CHILD FEEL COMFORTABLE WITH THE LANGUAGE HE BRINGS TO SCHOOL, AS WELL AS UPON DEVISING MEANS OF DEVELOPING LANGUAGE UNDERSTANDINGS AND APPRECIATIONS TO FIT THE CLASSROOM SITUATION. IMPLICATIONS FOR AND RECOMMENDATIONS TO THE CLASSROOM TEACHER ARE DISCUSSED. FIGURES, CHARTS, TABLES, AND A BIBLIOGRAPHY OF 47 ENTRIES ARE INCLUDED. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE C.) PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDUCATION POSITION OR POLICY. -
Resources for Philippine Languages: Collection, Annotation, and Modeling
PACLIC 30 Proceedings Resources for Philippine Languages: Collection, Annotation, and Modeling Nathaniel Ocoa, Leif Romeritch Syliongkaa, Tod Allmanb, Rachel Edita Roxasa aNational University 551 M.F. Jhocson St., Sampaloc, Manila, PH 1008 bGraduate Institute of Applied Linguistics 7500 W. Camp Wisdom Rd., Dallas, TX 75236 {nathanoco,lairusi,todallman,rachel_roxas2001}@yahoo.com The paper’s structure is as follows: section 2 Abstract discusses initiatives in the country and the various language resources we collected; section In this paper, we present our collective 3 discusses annotation and documentation effort to gather, annotate, and model efforts; section 4 discusses language modeling; various language resources for use in and we conclude our work in section 5. different research projects. This includes those that are available online such as 2 Collection tweets, Wikipedia articles, game chat, online radio, and religious text. The Research works in language studies in the different applications, issues and Philippines – particularly in language directions are also discussed in the paper. documentation and in corpus building – often Future works include developing a involve one or a combination of the following: language web service. A subset of the “(1) residing in the place where the language is resources will be made temporarily spoken, (2) working with a native speaker, or (3) available online at: using printed or published material” (Dita and http://bit.ly/1MpcFoT. Roxas, 2011). Among these, working with resources available is the most feasible option given ordinary circumstances. Following this 1 Introduction consideration, the Philippines as a developing country is making its way towards a digital age, The Philippines is a country in Southeast Asia which highlights – as Jenkins (1998) would put it composed of 7,107 islands and 187 listed – a “technological culture of computers”. -
Patterns of Vowel Production in Speakers of American English from the State of Utah
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2009-08-06 Patterns of Vowel Production in Speakers of American English from the State of Utah Larkin Hopkins Reeves Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Communication Sciences and Disorders Commons BYU ScholarsArchive Citation Reeves, Larkin Hopkins, "Patterns of Vowel Production in Speakers of American English from the State of Utah" (2009). Theses and Dissertations. 1886. https://scholarsarchive.byu.edu/etd/1886 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. PATTERNS OF VOWEL PRODUCTION IN SPEAKERS OF AMERICAN ENGLISH FROM THE STATE OF UTAH by Larkin Hopkins Reeves A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Science Department of Communication Disorders Brigham Young University December, 2009 BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a thesis submitted by Larkin Hopkins Reeves This thesis has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. Date Shawn L. Nissen, Chair Date Ron W. Channell Date Christopher Dromey BRIGHAM YOUNG UNIVERSITY As chair of the candidate’s graduate committee, I have read the thesis of Larkin Hopkins Reeves in its final form and have found that (1) its format, citations, and bibliographical style are consistent and acceptable and fulfill university and department style requirements; (2) its illustrative materials including figures, tables, and charts are in place; and (3) the final manuscript is satisfactory to the graduate committee and is ready for submission to the university library. -
Vol11-05 Chad Hall Article
The Perception of the Vowel Continuum in British and US English Speakers Chad Hall Michigan State University (USA) Abstract In this paper, the perception of the /æ/-/ɛ/ vowel continuum was analysed in British and United States English speakers by testing their word identification across the pan-pen continuum. A clear difference was found between the two speaker groups, with the U.S. speakers continuing to perceive ‘pan’ beyond the British speakers, presumably due to /æ/-tensing in U.S. dialects, particularly before nasal codas. It was found that the amount of /æ/-tensing across phonetic environments in a U.S. speaker’s dialect as well as their exposure to British English affected how they perceived the continuum. The results prove Bell-Berti’s (1979) argument that speech production and perception are closely related, and the steep drop in perception from ‘pan’ to ‘pen’ displayed by both speaker groups may prove that vowel perception is categorical, in contrast to popular opinion, though a discrimination task would have to be run before any reliable claim can be made. Keywords: Vowels, Perception, U.S. English, British English, Sociolinguistics, Sociophonetics, Dialectology Papers from the Lancaster University Postgraduate Conference in Linguistics and Language Teaching, Vol 11–12. Papers from LAEL PG 2016–2017 Edited by Márton Petykó, Olena Rossi, and Shuo Yu © 2018 by the author 76 Chad Hall 1. Introduction 1.1. British and United States English Short-a Pronunciation The production of short-a by British and United States speakers is one of the key linguistic features that differentiates the dialects of these two countries. -
New Cambridge History of the English Language
New Cambridge History of the English Language Volume V: English in North America and the Caribbean Editors: Natalie Schilling (Georgetown), Derek Denis (Toronto), Raymond Hickey (Essen) I The United States 1. Language change and the history of American English (Walt Wolfram) 2. The dialectology of Anglo-American English (Natalie Schilling) 3. The roots and development of New England English (James N. Stanford) 4. The history of the Midland-Northern boundary (Matthew J. Gordon) 5. The spread of English westwards (Valerie Fridland and Tyler Kendall) 6. American English in the city (Barbara Johnstone) 7. English in the southern United States (Becky Childs and Paul E. Reed) 8. Contact forms of American English (Cristopher Font-Santiago and Joseph Salmons) African American English 9. The roots of African American English (Tracey L. Weldon) 10. The Great Migration and regional variation in the speech of African Americans (Charlie Farrington) 11. Urban African American English (Nicole Holliday) 12. A longitudinal panel survey of African American English (Patricia Cukor-Avila) Latinx English 13. Puerto Rican English in Puerto Rico and in the continental United States (Rosa E. Guzzardo Tamargo) 14. The English of Americans of Mexican and Central American heritage (Erik R. Thomas) II Canada 15. Anglophone settlement and the creation of Canadian English (Charles Boberg) NewCHEL Vol 5: English in North America and the Caribbean Page 2 of 2 16. The open-class lexis of Canadian English: History, structure, and social correlations (Stefan Dollinger) 17. Ontario English: Loyalists and beyond (Derek Denis, Bridget Jankowski and Sali A. Tagliamonte) 18. The Prairies and the West of Canada (Alex D’Arcy and Nicole Rosen) 19. -
Some Offspring of Colonial English Are Creole 281
Vernacular Universals and Language Contacts Evidence from Varieties of English and Beyond Edited by Markku Filppula, Juhani Klemola & Heli Paulasto ~~o~~~~n~~~up ~ 0cPt I~New York London ----- Some Offspring of Colonial English Are Creole 281 The prior myth has its foundation in some questionable assumptions in 12 Some Offspring of linguistics, including the following which are disputed in Mufwene (1998, Colonial English Are Creole 2001,2005a): 1) External factors, including language contact, play a negligible role Salikoko S. Mufwene in determining what is assumed to be normal and ordinary language change. If they do, as in the case of creoles, then the change is no longer ordinary. Creoles are thus claimed to have developed by nonordinary and unusual processes (Hock and Joseph 1996), which make them children out of wedlock, so to speak (d. Mufwene 2001). Thus, they can be disfranchised from the family of descendants of the English language, consistent with Thomason's (2001, 2002) and Thomason 1. INTRODUCTION and Kaufman's (1988) position that creoles cannot be classed geneti• cally with their lexifiers, as they allegedly inherited only most of their Linguists have cherished the following myth in discussions of the evolu• vocabularies from the latter, but selected their grammars from other tion of English and its speciation into several varieties, viz., those spoken sources (d. Mufwene 2003, 200Sa).2 by descendants of Europeans, wherever they evolved, are English dialects, 2) There is a creolization process that can, at any point in human history whereas most of the nonstandard vernaculars that have evolved among and anywhere, transform any language into a creole, despite increas• populations of non-European descent are creoles and separate languages ing evidence (including Mufwene 2001, 2005a; Trudgi1l1986, 2004) altogether. -
Exemplary Analyses of the Philippine English Corpus
Exemplary analyses of the Philippine English Corpus Ma. LourdesExemplary analyses of the Philippine English S. Corpus Bautista De La Salle University-Manila The inspiration for this paper comes from Schneider’s “Corpus linguistics in the Asian context: Exemplary analyses of the Kolhapur corpus of Indian English” (2000), illustrating how descriptive linguistics can be done using an electronic corpus. The general objective of his study was to characterize some features of Indian English and to determine whether this new variety was particularly conservative or relatively innovative compared to the colonizers’ variety, mainly British English, and peripherally American English. In other words, does Indian English manifest signs of a nativization process? His analysis of the Kolhapur corpus focuses on the use of the subjunctive, the case marking of wh- pronouns, the putatively British intransitive-do proform, and the indefinite pronouns ending in -body and -one. He compares his results with those of the (British) Lancaster- Oslo-Bergen, hereafter LOB, and the (American) Brown corpora. The comparison seems well motivated because the three corpora—Kolhapur, LOB, and Brown—each consist of one million words, have an equal number of five hundred texts with two thousand words per text, follow the basic design of fifteen print genres or text types, with all the texts being synchronic: i.e., printed within the same year within each corpus (although it was 1961 for both Brown and LOB but 1978 for Kolhapur). I am replicating Schneider’s (2000) analysis of the subjunctive, the case marking of wh- pronouns, and the indefinite compound pronouns in -body and -one using two corpora—the components of the International Corpus of English (ICE) from the Philippines and Singapore, hereafter ICE-PHI and ICE-SIN.