Studying Intonation in Varieties of English: Gender and Individual Variation in Liverpool
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High Rising Terminals in Australian Eng- Lish: Form and Function
The University of Melbourne Department of Linguistics and Applied Linguistics Honours Thesis November 2008 High Rising Terminals in Australian Eng- lish: Form and Function by Kelly Webb 314813 Under the supervision of Associate Professor Janet Fletcher and Dr. Deborah Loakes Declaration This thesis is submitted in partial fulfilment of the requirements for the Degree of Bachelor of Arts (Honours) in the Department of Linguistics and Applied Linguistics of the University of Melbourne. Work presented herein is the original work of the author, unless otherwise acknowledged. Kelly Webb November 24th, 2008 2 Abstract This study examined various aspects of both the form and function of high rising terminals in Australian English. Using both narrative and collaborative speech data, relevant intonational phrases were labeled on severals levels and an objective method to classify question and declara- tive utterances was also developed. In particular it aimed to examine the relationship between speech act and location of the rise onset, as past studies have shown a significant result in New Zealand English. The findings were that HRTs have a ‘continuing’ function in dialog, that previ- ous findings of a phonological distinction between speech acts are unsupported, and that there appears to be no significant relationship between the location of the rise onset and speech act type. 3 Acknowledgements I would first and foremost like to express my gratitude to both Janet Fletcher and Debbie Loakes for all of their advice and encouragement over this past year, and for their confidence when my self-doubt was at its worst. Without their help this thesis would be a much lesser piece of work – in fact, almost certainly non-existent. -
Downloaded an Applet That Would Allow the Recordings to Be Collected Remotely
UC Berkeley UC Berkeley PhonLab Annual Report Title A Survey of English Vowel Spaces of Asian American Californians Permalink https://escholarship.org/uc/item/4w84m8k4 Journal UC Berkeley PhonLab Annual Report, 12(1) ISSN 2768-5047 Author Cheng, Andrew Publication Date 2016 DOI 10.5070/P7121040736 Peer reviewed eScholarship.org Powered by the California Digital Library University of California UC Berkeley Phonetics and Phonology Lab Annual Report (2016) A Survey of English Vowel Spaces of Asian American Californians Andrew Cheng∗ May 2016 Abstract A phonetic study of the vowel spaces of 535 young speakers of Californian English showed that participation in the California Vowel Shift, a sound change unique to the West Coast region of the United States, varied depending on the speaker's self- identified ethnicity. For example, the fronting of the pre-nasal hand vowel varied by ethnicity, with White speakers participating the most and Chinese and South Asian speakers participating less. In another example, Korean and South Asian speakers of Californian English had a more fronted foot vowel than the White speakers. Overall, the study confirms that CVS is present in almost all young speakers of Californian English, although the degree of participation for any individual speaker is variable on account of several interdependent social factors. 1 Introduction This is a study on the English spoken by Americans of Asian descent living in California. Specifically, it will look at differences in vowel qualities between English speakers of various ethnic -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Variation in English /L
The University of Manchester Research Variation in English /l/ Link to publication record in Manchester Research Explorer Citation for published version (APA): Turton, D. (2014). Variation in English /l/: synchronic reections of the life cycle of phonological processes. University of Manchester. Citing this paper Please note that where the full-text provided on Manchester Research Explorer is the Author Accepted Manuscript or Proof version this may differ from the final Published version. If citing, it is advised that you check and use the publisher's definitive version. General rights Copyright and moral rights for the publications made accessible in the Research Explorer are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. Takedown policy If you believe that this document breaches copyright please refer to the University of Manchester’s Takedown Procedures [http://man.ac.uk/04Y6Bo] or contact [email protected] providing relevant details, so we can investigate your claim. Download date:08. Oct. 2021 Variation in English /l/: Synchronic reections of the life cycle of phonological processes A thesis submitted to The University of Manchester for the degree of Doctor of Philosophy in the Faculty of Humanities 2014 Danielle Turton School of Arts, Languages and Cultures Contents List of Figures 7 List of Tables 11 Abstract 15 Declaration 16 Copyright 17 Acknowledgements 18 1 Introduction 20 1.1 Goals of the thesis . 21 1.1.1 Theoretical issues . 21 1.1.2 Empirical issues . 22 1.1.3 Peripheral goals . -
Uptalk in Southern British English
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/305684920 Uptalk in Southern British English Conference Paper · May 2016 DOI: 10.21437/SpeechProsody.2016-32 CITATION READS 1 332 2 authors, including: Amalia Arvaniti University of Kent 93 PUBLICATIONS 2,044 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Components of intonation and the structure of intonational meaning View project Modelling variability: gradience and categoriality in intonation View project All content following this page was uploaded by Amalia Arvaniti on 28 August 2016. The user has requested enhancement of the downloaded file. Speech Prosody 2016 31 May - 3 Jun 2106, Boston, USA Uptalk in Southern British English Amalia Arvaniti1, Madeleine Atkins1 1 University of Kent [email protected], [email protected] Abstract but with different melodies for each: L* L-H% is used primarily with statements, and H* H-H% and L* H-H% with questions The present study deals with the realization and function of [4]. New Zealand English also uses uptalk for both statements uptalk in Southern British English (SBE), a variety in which the and questions [3], with the tunes used for each function use of uptalk has been little investigated. Eight speakers (4 becoming increasingly distinct [5]. In Australian English, on the male, 4 female) were recorded while taking part in a Map Task other hand, uptalk is used with statements mostly when the and playing a board game. All speakers used uptalk for a variety speaker wishes to hold the floor [3]. -
The Real California1
THE REAL CALIFORNIA1 PENELOPE ECKERT AND NORMA MENDOZA-DENTON When most Americans think of California English, they might remember the stereotypes made famous by Frank and Moon Unit Zappa in their song "Valley Girl," circa 1982. "Like, totally! Gag me with a spoon! " intoned Moon Unit, instantly cementing a stereotype of California English as being primarily the province of Valley Girls and Surfer Dudes. But California is not just the land of beaches and blonds. While Hollywood images crowd our consciousness, the real California, with a population of nearly 34 million, is only 46.7% white (most of whom are not blond and most of whom don't live close to the beach or in the San Fernando Valley). California has for generations been home to a large Latino population Ð a population that today accounts for 32.4% of Californians. Also for generations it has been the home of a large Chinese-American and Japanese-American population and in recent years, with the influx of immigrants from other parts of Asia, it now boasts a large and diverse Asian American population (11.2%). Most of the sizeable African-American population (16.4%) in California speak some form of African-American Vernacular English, with few traces of surfer dude or valley girl. Each of these groups brings a distinctive style, which provides a rich set of linguistic resources for all inhabitants of the state. Ways of speaking are the outcome of stylistic activity Ð activity that people engage in collaboratively as they carve out a distinctive place for themselves in the social landscape. -
24.901 Lecture 17: Tone III: Intonation and Phrasing
24.901 Tone-3: Intonation Nov. 10, 2010 [1]. Overview • Traditional analysis of intonation especially in Britain in terms of gross F0 contours such as rise for interrogative or fall for declarative oriented with respect to the edge of a phrase or the strongest stress (the nuclear accent): assìmilátion vs. prelíminàry • Strong (invariant?) correlation between intonation contour and information content: fall associated with with complete information, rise with incomplete information (Bollinger) • Early generativists Liberman (1975) and Goldsmith (1976) propose that autosegmental- metrical (AM) model of tone and stress can be applied to analysis of intonation contours: falling declarative F0 contour on cabin is phonetically and phonologically comparable to the HL tonal analysis of Mende ngílà and falling contour of baloon is comparable to mbû • Cf. English loans into Yoruba (Kenstowicz 2006): 'dollar > doĺ à, de'cree > dikirí ́ì • AM model applied to analysis of sentential F0 contours in English, Japanese, Romance, Hungarian, Korean, Bengali, and many other languages • Traditional contours analyzed as sequence of turning points (H,L) defined with respect to stressed syllables and edges of phrases and larger units • Universalist view of Bollinger is revealed to be just a statistical (markedness) tendency • More recent attempts to model F0 contours more precisely with notions of slope and decay [2]. Pierrehumbert (1980) develops general model of AM intonation with application to English and later Japanese (Beckman & Pierrehumbert 1988) • Two tone levels (H and L) suffice for English • Three tonal categories: pitch accents (e.g. H*, H*+L, ...), boundary tones (H%, %L), and phrase tone (H-) • Sparse representation: not every syllable specified for a tone: phonetic interpolation between tonal targets • Tones subject to phonetic implementation to generate F0 contour • ToBi (tone-break-index) transcription system [3]. -
Grade 9 ELA Released Test Questions
CALIFORNIA STANDARDS TEST GRADE Released Test Questions English–Language Arts 9 Introduction - Grade 9 English–Language Arts The following released test questions are taken from the Grade 9 English–Language Arts Standards Test. This test is one of the California Standards Tests administered as part of the Standardized Testing and Reporting (STAR) Program under policies set by the State Board of Education. All questions on the California Standards Tests are evaluated by committees of content experts, including teachers and administrators, to ensure their appropriateness for measuring the California academic content standards in Grade 9 English–Language Arts. In addition to content, all items are reviewed and approved to ensure their adherence to the principles of fairness and to ensure no bias exists with respect to characteristics such as gender, ethnicity, and language. This document contains released test questions from the California Standards Test forms in 2003, 2004, 2005, 2006, and 2007. First on the pages that follow are lists of the standards assessed on the Grade 9 English– Language Arts Test. Next are released passages and test questions. Following the questions is a table that gives the correct answer for each question, the content standard that each question is measuring, and the year each question last appeared on the test. The following table lists each strand/reporting cluster, the number of items that appear on the exam, and the number of released test questions that appear in this document. NUMBER OF NUMBER OF STRAND/REPORTING -
(CA ELD) Standards Encourage Your Child to Read
Optional We’d like to hear from those who access this CA Standards document. We invite you to participate in a brief survey: Survey https://www.surveymonkey.com/r/CC_Doc_Use_Survey The Purpose of the Three Levels in the To help your student make progress in How Your English “ELD Proficiency Level Continuum” learning English: Learner Student Will The CA ELD Standards define three proficiency Keep speaking your first language with your child. levels—Emerging, Expanding, and Bridging*—to All the words children learn in their first language Learn English: describe the stages of English language development will be useful when they are learning English. through which ELs are expected to progress as they The California English improve their abilities in listening, speaking, reading, Tell your child stories you were told in your and writing English. Importantly, the language skills childhood, or read to your child in your first Language Development described in all three proficiency levels support language—or in English. ELs as they learn English language arts and develop (CA ELD) Standards Encourage your child to read. Make regular visits literacy in history–social science, mathematics, to the library to keep reading material available at science, and other school subjects. home. Independent reading is a great way to learn Kindergarten–Grade 12 The “ELD Proficiency Level Continuum” chart shows new vocabulary. how ELs progress as they become fluent in English. For more information on the CA ELD Standards Each proficiency level includes descriptions of the and ideas for helping your student succeed, knowledge, skills, and abilities of English as a new language and of the “entry” and “exit” stages of check out these resources: the proficiency level. -
Similar Prosodic Structure Perceived Differently in German and English
INTERSPEECH 2017 August 20–24, 2017, Stockholm, Sweden Similar prosodic structure perceived differently in German and English Heather Kember1,2, Ann-Kathrin Grohe3, Katharina Zahner4, Bettina Braun4, Andrea Weber3, and Anne Cutler1,2 1The MARCS Institute, Western Sydney University, Australia; 2ARC Centre of Excellence for the Dynamics of Language, Australia; 3University of Tübingen, Germany; 4Konstanz University, Germany [email protected] consonants in these surnames were all voiceless, and the Abstract vowels were chosen to provide progressively less voiced English and German have similar prosody, but their speakers material (Schiefer, Schief, Schiff in German; Sheafer, Sheaf, realize some pitch falls (not rises) in subtly different ways. We and Shift in English). What she found was that for English, in here test for asymmetry in perception. An ABX discrimination both falling and rising contexts, rate of fundamental frequency task requiring F0 slope or duration judgements on isolated (F0) change increased significantly with decreasing syllable vowels revealed no cross-language difference in duration or duration. English speakers were thus compressing pitch F0 fall discrimination, but discrimination of rises (realized movements when the segmental material was shorter. The two similarly in each language) was less accurate for English than pitch accent types showed no significant differences in for German listeners. This unexpected finding may reflect realization; English speakers used compression for both rises greater sensitivity to rising patterns by German listeners, or and falls. German speakers, however, showed this pattern of reduced sensitivity by English listeners as a result of extensive compression only in the case of rises, and tended to truncate exposure to phrase-final rises (“uptalk”) in their language. -
Title: Exploring the Influence of Suprasegmental Features of Speech on Rater Judgements of Intelligibility
Title: Exploring the influence of suprasegmental features of speech on rater judgements of intelligibility Name: Thomas Michael Rogers This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. EXPLORING THE INFLUENCE OF SUPRASEGMENTAL FEATURES OF SPEECH ON RATER JUDGEMENTS OF INTELLIGIBILITY A thesis submitted to the University of Bedfordshire in partial fulfilment of the requirements for the degree of Doctor of Philosophy by Thomas Michael Rogers Centre for Research in English Language Learning and Assessment University of Bedfordshire January 2018 Declaration I, Thomas Rogers, declare that this thesis and the work presented in it are my own and have been generated by me as the result of my own original research. Exploring the Influence of Suprasegmental Features of Speech on Rater Judgements of Intelligibility I confirm that: 1. This work was done wholly or mainly while in candidature for a research degree at this University; 2. Where any part of this thesis has previously been submitted for a degree or any other qualification at this University or any other institution, this has been clearly stated; 3. Where I have cited the published work of others, this is always clearly attributed; 4. Where I have quoted from the work of others, the source is always given. With the exception of such quotations, this thesis is entirely my own work; 5. I have acknowledged all main sources of help; 6. Where the thesis is based on work done by myself jointly with others, I have made clear exactly what was done by others and what I have contributed myself; 7. -
Program Planning Handbook Is Published to Assist Parents and Their High School Students in Educational Planning and Course Selection
TO THE PARENTS The Program Planning Handbook is published to assist parents and their high school students in educational planning and course selection. Guidance is given for course selection, for grading interpretation, for meeting college admission requirements, and for completing graduation requirements. Special education is described. Schooling alternatives are listed. Guidance services are outlined. The whole purpose of the Handbook is to offer a single source of information about each high school so that families can make informed choices. In the spring of each year, packets of high school enrollment information are sent to parents of eighthgrade students via their middle school. The Program Planning Handbook is included in these packets. Please use this handbook as a reference as you and your student select courses for the ninth grade. Keep it as a reference for subsequent years. The Handbook can assist in making decisions about course selection throughout the high school years. SAVE IT. Use the student’s transcript as a means to keep track of your student’s progress through high school. TO THE STUDENTS This handbook can help you to make appropriate course selections. Use it regularly. Although it won’t take the place of guidance counselors, it is the best single source of information for making course selection decisions. If you read the Handbook carefully, you will be better prepared to receive the greatest benefit from Career Technical Education (CTE) opportunities offered at your high school. Early career exploration and goal setting are important as you navigate through high school. You can make better course choice decisions once you have begun the process of developing career goals.