The Intonational Structure of Singapore English by Daryl Chow

Total Page:16

File Type:pdf, Size:1020Kb

The Intonational Structure of Singapore English by Daryl Chow The intonational structure of Singapore English by Daryl Chow Dissertation Submitted for the degree of Doctor of Philosophy in Linguistics University of Ottawa Supervisor: Professor Marc Brunelle Doctoral Committee: Professor Ian McKay Professor Lisa Lim Professor Stephen Levey Professor Andres Salanova © Daryl Chow, Ottawa, Canada, 2016 ABSTRACT This dissertation is a comprehensive description of the structure of the prosody of Singapore English. Using the Prosodic Hierarchy as a framework, each layer of the structure of Singapore English is described in detail. The smallest level described in this dissertation is the syllable, the domain in which the majority of segmental processes occur in Singapore English. The second level is the prosodic word domain, where there is a high tone anchored to the final syllable and a low tone anchored to the left edge, and these tones are shown in this dissertation to be recursive. These tones are independent of stress, which is argued to not exist in Singapore English. The third level is the intonational phrase, where the final syllable carries the boundary tone of the entire intonational phrase, affecting the tones of final particles. There is also a phrase-initial boost on the first prosodic word of the intonational phrase. Markedly absent is any intermediate phrase or domain between the word and intonational phrase, which is argued to not exist in this dissertation. The dissertation ends with a look at the possible origins of the prosody of Singapore English and a consideration of the prosodic systems which may have influenced its development. ii ACKNOWLEDGMENTS This dissertation is dedicated to my wife Lily whose indescribable support comes in so many different ways. I would also like to thank my family, especially my sister, who have always been there for me since the beginning. Many thanks to my advisor Marc Brunelle whose constant guidance and timely revisions made this work the best it could be. Thanks also to my committee members, Lisa Lim, Stephen Levey, Ian MacKay and Andres Salanova for their invaluable comments and advice. iii Contents List of Figures .............................................................................................................................................. vii `§1 Introduction ..................................................................................................................................... 1 §1.1 An Introduction to Singapore English ........................................................................................... 2 §1.2 The Levels of the Prosodic Hierarchy ............................................................................................ 3 §1.3 Syntax and the Prosodic Hierarchy ............................................................................................... 7 §1.4 The Universality of the Prosodic Hierarchy .................................................................................. 9 §1.5 Recursion .................................................................................................................................... 11 §1.6 Autosegmental-Metrical Theory ................................................................................................. 12 §1.7 Framework of Dissertation ......................................................................................................... 15 §2 A Review of Singapore English Prosody .......................................................................................... 17 §2.1 Segmental Phonology ................................................................................................................. 17 §2.2 Word Prosody ............................................................................................................................. 18 §2.2.1 Word Stress and Standard English ...................................................................................... 18 §2.2.2 Syllable Timing ................................................................................................................... 19 §2.2.3 Word Stress in Singapore English ....................................................................................... 21 §2.2.4 Word Tone ......................................................................................................................... 26 §2.2.5 Vestigial lexical tone ........................................................................................................... 31 §2.3 Intermediate or Phonological Phrases ........................................................................................ 32 §2.4 The Intonational Phrase .............................................................................................................. 35 §2.4.1 Rightmost Prominence ....................................................................................................... 35 §2.4.2 Sentence-Final Particles ..................................................................................................... 37 §2.4.3 Old versus New Information .............................................................................................. 38 §2.4.4 Sentential Prominence ....................................................................................................... 41 §2.5 Summary and outstanding research questions .......................................................................... 43 iv §3 The Prosodic Word in Singapore English ........................................................................................ 48 §3.1 The Syllable ................................................................................................................................. 48 §3.2 The Core Prosodic Word and its Tonal Structure........................................................................ 50 §3.3 The Structure of the Extended Prosodic Word ........................................................................... 52 §3.4 The Prosodic Word: Formal Analysis .......................................................................................... 57 §3.5 The Prosodic Word Structure Applied to Data ........................................................................... 59 §3.6 The Prosodic Word: Function Words .......................................................................................... 65 §3.6.1 Function Words: Methodology .............................................................................................. 66 §3.6.2 Function Words: Results and Discussion ............................................................................... 69 §3.6.3 Function Words: General Discussion ..................................................................................... 76 §3.7 The Prosodic Word: Additional Cases ........................................................................................ 83 §3.8 The Prosodic Word: Summary ................................................................................................... 86 §4 The Phonological/Intermediate Phrase in Singapore English ......................................................... 89 §4.1 Does an intermediate phrase exist? ........................................................................................... 89 §4.2 Research Questions and Methodology ...................................................................................... 91 §4.3 Results and Discussion ............................................................................................................... 94 §5 The Intonational Phrase in Singapore English ............................................................................... 100 5.1 The phrase-initial boost in Singapore English .......................................................................... 100 §5.1.1 Research Questions and Methodology ............................................................................... 103 §5.1.2 Results and Discussion ........................................................................................................ 104 §5.2 The Final Syllable in the Intonational Phrase ............................................................................ 110 §5.2.1 Final Syllable: Research Questions and Methodology ......................................................... 111 §5.2.2 Results and Discussion ......................................................................................................... 113 §5.3 Final Particles in Singapore English ........................................................................................... 118 §5.4 Summary and Formalization of the Intonational Phrase .......................................................... 123 v §6 The origins of Singapore English prosody ..................................................................................... 125 §6.1 The Language Situation in Singapore ........................................................................................ 125 §6.2 New Englishes ........................................................................................................................... 129 §6.3 The difficulties with ascribing contact ...................................................................................... 130 §6.4 The Reinterpretation of Stress into Word Tone ....................................................................... 133 §6.5 The Development of Phrasal Prosody ....................................................................................... 139 §7 Conclusion ....................................................................................................................................
Recommended publications
  • Transfer Learning for Singlish Universal Dependencies Parsing and POS Tagging
    From Genesis to Creole language: Transfer Learning for Singlish Universal Dependencies Parsing and POS Tagging HONGMIN WANG, University of California Santa Barbara, USA JIE YANG, Singapore University of Technology and Design, Singapore YUE ZHANG, West Lake University, Institute for Advanced Study, China Singlish can be interesting to the computational linguistics community both linguistically as a major low- resource creole based on English, and computationally for information extraction and sentiment analysis of regional social media. In our conference paper, Wang et al. [2017], we investigated part-of-speech (POS) tagging and dependency parsing for Singlish by constructing a treebank under the Universal Dependencies scheme, and successfully used neural stacking models to integrate English syntactic knowledge for boosting Singlish POS tagging and dependency parsing, achieving the state-of-the-art accuracies of 89.50% and 84.47% for Singlish POS tagging and dependency respectively. In this work, we substantially extend Wang et al. [2017] by enlarging the Singlish treebank to more than triple the size and with much more diversity in topics, as well as further exploring neural multi-task models for integrating English syntactic knowledge. Results show that the enlarged treebank has achieved significant relative error reduction of 45.8% and 15.5% on the base model, 27% and 10% on the neural multi-task model, and 21% and 15% on the neural stacking model for POS tagging and dependency parsing respectively. Moreover, the state-of-the-art Singlish POS tagging and dependency parsing accuracies have been improved to 91.16% and 85.57% respectively. We make our treebanks and models available for further research.
    [Show full text]
  • Vowel and Consonant Lessening: a Study of Articulating Reductions
    Title: Vowel and Consonant Lessening: A Study of Articulating Reductions and Their Relations to Genders Author name(s): Grace Hui Chin Lin & Paul Shih Chieh Chien General Education Center, China Medical University (Lin) English Department, Changhwa University of Education General Education Center, Taipei Medical University (Chien) Academic Writing Education Center, National Taiwan University Page Number: p. 70-81 Publication date: 2011, Dec. 20 Conference information for conference papers (name, date and location of the conference) : Name : International Conference on Computer Assisted Language Learning in 2011, National Yunlin University of Science and Technology Date: Nov. 5, 2011, Location: Yunlin, Taiwan 69 Vowel and Consonant Lessening: A Study of Articulating Reductions and Their Relations to Genders Grace Hui Chin Lin Paul Shih Chieh Chien ABSTRACT Using English as a global communicating tool makes Taiwanese people have to speak in English in diverse international situations. However, consonants and vowels in English are not all effortless for them to articulate. This phonological reduction study explores concepts about phonological (articulating system) approximation. From Taiwanese folks’ perspectives, it analyzes phonological type, rate, and their associations with 2 genders. This quantitative research discovers Taiwanese people’s vocalization problems and their facilitating solutions by articulating lessening. In other words, this study explains how English emerging as a global language can be adapted and fluently articulated by Taiwanese. It was conducted at National Changhwa University of Education from 2010 fall to 2011 spring, investigating Taiwanese university students’ phonological lessening systems. It reveals how they face the phonetics challenges during interactions and give speeches by ways of phonological lessening. Taiwanese folks’ lessening patterns belong to simplified pronouncing methods, being evolved through Mandarin, Hakka, and Holo phonetic patterns.
    [Show full text]
  • 'Speaking Singlish' Comic Strips
    International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 12, Issue 12, 2020 The Use of Colloquial Singaporean English in ‘Speaking Singlish’ Comic Strips: A Syntactic Analysis Delianaa*, Felicia Oscarb, a,bEnglish department, Faculty of Cultural Studies, Universitas Sumatera Utara, Email: a*[email protected] This study explores the sentence structure of Colloquial Singaporean English (CSE) and how it differs from Standard English (SE). A descriptive qualitative method is employed as the research design. The data source is the dialogue of five comic strips which are purposively chosen from Speaking Singlish comic strips. Data is in the form of sentences totalling 34 declaratives, 20 wh- interrogatives, 14 yes -no interrogatives, 3 imperatives and 1 exclamative. The results present the sentence structure of CSE found in the data generally constructed by one subject, one predicate, and occasionally one discourse element. The subject is a noun phrase while the predicate varies amongst noun, adjective, adverb, and verb phrases– particularly in copula deletion. On the other hand, there are several differences between the sentence structure of CSE and SE in the data including the use of copula, topic sentence, discourse elements, adverbs, unmarked plural noun and past tense. Key words: Colloquial Singaporean English (CSE), Speaking Singlish, sentence structure. Introduction Standard English (SE) is a variety of the English language. This view is perhaps more acceptable in the case of Non-Standard English (NSE). The classification of SE being a dialect goes against the lay understanding that a dialect is a subset of a language, usually with a geographical restriction regarding its distribution (Kerswill, 2006).
    [Show full text]
  • Does Singlish Contribute to Singaporean's National Identity
    International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? Wang Shih Ching To Link this Article: http://dx.doi.org/10.6007/IJARPED/v9-i2/7244 DOI:10.6007/IJARPED/v9-i2/7244 Received: 15 Jan 2020, Revised: 15 Feb 2020, Accepted: 10 Mar 2020 Published Online: 23 Mar 2020 In-Text Citation: (Wang, 2020) To Cite this Article: Wang, S. C. (2020). Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? International Journal of Academic Research in Progressive Education and Development, 9(2), 96–112. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 9(2) 2020, Pg. 96 - 112 http://hrmars.com/index.php/pages/detail/IJARPED JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 96 International Journal of Academic Research in Progressive Education and Development Vol. 9 , No. 2, 2020, E-ISSN: 2226-6348 © 2020 HRMARS Does Singlish Contribute to Singaporean’s National Identity, and do Singaporeans Support Formal Recognition of it? Wang Shih Ching Research Scholar, Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia Abstract ‘Singlish’ is a colloquial form of English that was influenced by other languages used in Singapore, such as Chinese Mandarin, Malay and Tamil.
    [Show full text]
  • Singlish to English
    TO English Singlish In a country like Singapore, where a non-native language is adopted as a native language, the style, vocabulary, grammar, pronunciation, etc. will have its own flavour and even its own unique code of usage, like a grammar. This chapter will focus on specific problems students have when studying English in Singapore. A comparison will be made between standard English and Singlish in terms of structure and form. It should be noted that Singlish and Singapore English are two very different things. A person who speaks Singapore English uses standard grammar and vocabulary but pronounces words the way most Singaporean English speakers do. Singlish, on the other hand, includes the same kind of pronunciation, although Singlish speakers may have a stronger accent in that some sounds are changed or dropped entirely. 1. CAN and the omission of the subject. In Chinese, the verb “can” has different meanings. One means ability (I can speak English) and the other meaning possibility (We can go now) or permission (We can’t smoke here), etc. The biggest difference in these expressions between Chinese and English (and Malay too) is that in Chinese and Malay, “can” is sometimes used without the subject, as it is not necessary when the meaning is understood. Also, in Chinese, a simple question marker “mah” is used to make questions (in Malay, it is necessary only to change intonation for a question). This “mah” cannot be translated into a word in English because we change word order and intonation to make questions. The result is often sentences like these: Can go? This one can? Can? Cannot.
    [Show full text]
  • Kodrah Kristang: the Initiative to Revitalize the Kristang Language in Singapore
    Language Documentation & Conservation Special Publication No. 19 Documentation and Maintenance of Contact Languages from South Asia to East Asia ed. by Mário Pinharanda-Nunes & Hugo C. Cardoso, pp.35–121 http:/nflrc.hawaii.edu/ldc/sp19 2 http://hdl.handle.net/10125/24906 Kodrah Kristang: The initiative to revitalize the Kristang language in Singapore Kevin Martens Wong National University of Singapore Abstract Kristang is the critically endangered heritage language of the Portuguese-Eurasian community in Singapore and the wider Malayan region, and is spoken by an estimated less than 100 fluent speakers in Singapore. In Singapore, especially, up to 2015, there was almost no known documentation of Kristang, and a declining awareness of its existence, even among the Portuguese-Eurasian community. However, efforts to revitalize Kristang in Singapore under the auspices of the community-based non-profit, multiracial and intergenerational Kodrah Kristang (‘Awaken, Kristang’) initiative since March 2016 appear to have successfully reinvigorated community and public interest in the language; more than 400 individuals, including heritage speakers, children and many people outside the Portuguese-Eurasian community, have joined ongoing free Kodrah Kristang classes, while another 1,400 participated in the inaugural Kristang Language Festival in May 2017, including Singapore’s Deputy Prime Minister and the Portuguese Ambassador to Singapore. Unique features of the initiative include the initiative and its associated Portuguese-Eurasian community being situated in the highly urbanized setting of Singapore, a relatively low reliance on financial support, visible, if cautious positive interest from the Singapore state, a multiracial orientation and set of aims that embrace and move beyond the language’s original community of mainly Portuguese-Eurasian speakers, and, by design, a multiracial youth-led core team.
    [Show full text]
  • Attitudes to Mandarin Chinese Varieties in Singapore
    Attitudes to Mandarin Chinese varieties in Singapore Francesco Cavallaro, Mark Fifer Seilhamer, Ho Yen Yee and Ng Bee Chin Nanyang Technological University This study aims to shed light on the attitudes of Chinese Singaporeans and Chinese nationals residing in Singapore to varieties of Mandarin Chinese. 64 Singaporean Chinese and Chinese national participants took matched and verbal-guise tests, evaluating recorded speakers of two varieties of Singapore Mandarin (standard and colloquial) and the variety spoken in the PRC on status and solidarity traits. These evaluations were followed by optional questionnaire items intended to probe for additional more insights into the participants’ atti- tudes and perceptions of one another. Both Singaporean Chinese and Chinese national participants assigned higher status to the PRC’s variety of Mandarin. Attitudes toward the two varieties of Singapore Mandarin, however, varied, with Singaporeans rating the standard variety higher than the colloquial variety on all traits and Chinese nationals favouring the colloquial variety. Interestingly, for all three varieties of Mandarin, solidarity traits were rated higher than status traits by all participants, suggesting that, in Singapore, Mandarin Chinese is now viewed more as a language of solidarity than status. Keywords: language attitudes, matched-guise, Putonghua, Singapore Mandarin, verbal-guise Introduction After explaining that he makes a conscious effort to speak Mandarin Chinese ac- cording to mainland China ‘standard’ pronunciation norms, Singaporean blogger Limpeh recounts an experience he had in a Singapore clothing store: Now the staff in there are very Chinese speaking (or Singlish speaking) – but it is distinctly Singaporean-Mandarin that they speak. One of the standard lines the shop assistants there use is this: “你可以 try!” Yeah, precisely in that combination.
    [Show full text]
  • The Guide to Sing-Lish!
    The Guide to Sing-lish! Learning to read vowels Traditionally when learning how to read English – we were told there are 5 vowels (a, e, i, o, u) – and given a bunch of rules to know when to use “short A” as in “man” or “long A” as in “mane”. When you take all the combinations, it turns out that we pronounce 12 vowel sounds when speaking English. Take a moment to sing or say them to yourself on the same note. A man, hand, sand EE me, she, see OH go, foal, boat AH father, cot EH men, head, red OO soon, food, you AW gone, off, fall ER girl, word, learn oo full, stood, book, could AY mane, hay, date IH sit, bill, win UH sun, hush, love The 12 target vowel sounds we use to sing English. (Note that long OO as in soon is traditionally written as OO. Short OO as in stood is traditionally written as OO – however this is difficult for email, so for the purposes of Sing- lish we use lowercase “oo” to mean short OO.) Diphthongs Obviously, with just the 12 vowels, we can‟t say very interesting words in English. To create more interesting words, we combine vowel sounds – if this combination occurs in the same syllable, this is called a diphthong. These are so common we hardly know we‟re using them. If the diphthong lands on a really long note, the director will usually direct when the first vowel ends and the second one begins. In slow songs, the first vowel is held longer than in fast songs.
    [Show full text]
  • Arabizi – Help Or Harm?
    ARABIZI – HELP OR HARM? ANALYSIS OF THE IMPACTS OF ARABIZI -THREAT OR BENEFIT TO THE WRITTEN ARABIC LANGUAGE? Thesis Submitted to The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree of Master of Arts in English By Abdurazag Ahmed Saide M.S. Dayton, Ohio December 2019 ARABIZI – HELP OR HARM? AN ANALYSIS OF THE IMPACTS OF ARABIZI - THREAT OR BENEFIT TO THE WRITTEN ARABIC LANGUAGE? Name: Saide, Abdurazag Ahmed APPROVED BY: ____________________________________ Bryan Bardine, Ph.D. Faculty Advisor. ____________________________________ Thomas Wendorf, Ph.D. Faculty Advisor ____________________________________ Kirsten Mendoza, Ph.D. Faculty Advisor ii © Copyright by Abdurazag Saide All rights reserved 2019 iii ABSTRACT ARABIZI – HELP OR HARM? AN ANALYSIS OF THE IMPACTS OF ARABIZI - THREAT OR BENEFIT TO THE WRITTEN ARABIC LANGUAGE? Name: Saide, Abdurazag Ahmed University of Dayton Advisor: Dr. Bryan Bardine In the 21st century, the Arab world has undergone significant change, which has had profound impacts in the lives of Arab people throughout many occupations, fields, and locations. New technological advancements, communication innovations, and globalization efforts have been the core drivers to open the Arab world to Western civilization. The Arab world is characterized by unique cultural traditions, moral principles, and religious beliefs that differ greatly from those of the West. However, the globalization movement has had multiple impacts on Arab culture and the Arabic language. When comparing the Arabic language with the languages of Latin origin, it becomes clear that there exists multiple distinctions, especially in their writings and language. These distinctions did not play such a serious role several centuries ago, but with the increased cooperation between Arab nations and the Western world, these language dissimilarities have become well-recognized.
    [Show full text]
  • Dgfs-CNRS Summer School on Linguistic Typology
    DGfS-CNRS Summer School on Linguistic Typology Leipzig 15 August–3 September 2010 Creole Languages in a World-Wide Perspective SUSANNE MICHAELIS Max-Planck-Institut für evolutionäre Anthropologie & Universität Gießen Class 2, 24 August 2010 1. Towards a systematic comparison of pidgin and creole language structures • Creole studies have seen various ambitious attempts at explaining the grammatical features of creole languages (substrates, superstrates, and universal principles) • BUT: many of these claims were often based on a relatively small amount of merely suggestive data of only one or a few languages (e.g. Bickerton 1981, Chaudenson 1990); even McWhorter (1998, 2001) does not base his claims on a solid systematic database. 1 Some earlier comparative creole studies, e.g. • Ivens Ferraz (1987) for Portuguese-based creoles • Goodman (1964) for French-based creoles • Hancock (1987) for Atlantic English-based creoles • Baker (1993) for Pacific English-based pidgins/creoles Holm & Patrick (2007), Comparative creole syntax (London: Battlebridge) 2 • the first collaborative project: 18 creole languages are described with respect to a questionnaire of 97 morphosyntactic features • limited to morphosyntax, to 18 languages, and to a book publication without automatic search options • no summarizing tables for all creoles, no synopses • features are Atlantic-biased • some mixing of synchronic and diachronic features, e.g. 8.5 Subordinator from superstrate 'that'; 15.3 Definite article (from superstrate deictic) 2. The APiCS project • large-scale
    [Show full text]
  • SINGLISH (Aka Singapore English) CAM-ICU Flowsheet
    Singapore English aka Singlish is the Singlish local lingo. It is a melting pot of words version originating from various languages such - A funny as English, Mandarin, HoKKien, take Cantonese, Malay and Tamil. Singlish is used universally regardless of race or origin, which reflects multiculturalism at its finest! “Siao liao!” Steady lah! Singapore is an *to be out of one’s mind island city state in Southeast Asia, smaller than New YorK City, where 5.6 million people live peacefully Squeeze my hand when I say “lah” in racial Read the following – “Come on lah, squeeze hand lah, don’t be Steady lah! harmony. liddat lah, please lah.” = “Salah!!” Error = no squeeze with lah “This is a slang version of the CAM-ICU Flowsheet Kena Delirium!! created purely in jest by Dr. Chee Hong Loh, of RASS = “Kan cheong” (*flustered/agitated) score from +4 to -5 *to acquire Changi General Hospital in Singapore. It is not meant for actual use at the bedside as it is not = “diam” (*calm) validated. In an English speaKing country where the population is predominantly Chinese, “Jia lat!!” multiple Asian languages are also spoKen, and *this is bad! these are the common languages used for delirium monitoring.” Stone got float on water? First presented at “Shiok!” Have fish in sea meh? *cool! One Kilo durian or two heavier? Can use hammer hantam nail? (*hit) Steady lah! Sean Loh CH1, Stollings JL2, Ely EW2. Revised 28 Apr 2019. 1Changi General Hospital, 2Vanderbilt University Medical Center Contact - [email protected] *lah is a Singlish term used to emphasize a sentence at the end.
    [Show full text]
  • A Case Study on Singlish»
    TRABAJO DE FIN DE GRADO «LANGUAGE IDENTITY AND MULTICULTURALISM: A CASE STUDY ON SINGLISH» Autora: SILVIA GARCÍA VIERA Tutora: MARÍA DEL CARMEN FERNÁNDEZ MARTÍN GRADO EN ESTUDIOS INGLESES Curso Académico 2016-2017 Fecha de presentación: 07/06/2017 FACULTAD DE FILOSOFÍA Y LETRAS Index Abstract ...................................................................................................................................... 1 1. Introduction ............................................................................................................................ 3 2. Literature RevieW: State of the art ......................................................................................... 5 2.1. The Lectal Continuum ............................................................................................. 6 2.2. Expanding Triangles ............................................................................................... 6 2.3. The Diglossia Approach. ......................................................................................... 7 2.4. The Cultural Orientation Model (COM) ................................................................. 8 3. Singapore Standard English and Singapore Colloquial English .......................................... 10 3.1. Language policy .................................................................................................... 10 3.2. Language choice and language attitudes ............................................................... 12 3.2.1. The ‘Speak Good English Movement’
    [Show full text]