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Koine Pronunciation 2012
Παράρτημα γ´ Ἡ Κοινὴ Προφορά 217 Ἡ Κοινὴ Προφορά Koiné Pronunciation Notes on the Pronunciation System of Koiné Greek, (These notes are of a technical nature beyond language learning, intended primarily for teachers.) When a person wants to use living language methods to learn a language, one is required to make some choices about what kind of pronunciation system to use. As long as students only need to write Greek or to look at Greek on a printed page, the pronunciation system is not a very important issue. As soon as students set their sights on a higher goal and want to include language learning methodologies that will lead to a fluent control of the language, they must come to grips with the need to include audio and oral material in a program. And audio material for an ancient language means that decisions must be made about the kind of pronunciation system to be used. Principles Governing the Pronunciation in this Course # 1. The pronunciation system is primarily intended for persons wishing to learn Koiné Greek, the general Greek dialect used from the third century before the Common Era (BCE) to the fourth century of the Common Era (CE). In particular, the focus is on the Koiné Greek of what is historically the Roman period in the land of Israel, 63 BCE to 325 CE. # 2. The pronunciation should preserve the same significant sound distinctions that were used in the Roman period. This means that the pronunciation system should be phonemic. This term will be explained below. # 3. The pronunciation system should, as far as practical, be historical. -
Using 'North Wind and the Sun' Texts to Sample Phoneme Inventories
Blowing in the wind: Using ‘North Wind and the Sun’ texts to sample phoneme inventories Louise Baird ARC Centre of Excellence for the Dynamics of Language, The Australian National University [email protected] Nicholas Evans ARC Centre of Excellence for the Dynamics of Language, The Australian National University [email protected] Simon J. Greenhill ARC Centre of Excellence for the Dynamics of Language, The Australian National University & Department of Linguistic and Cultural Evolution, Max Planck Institute for the Science of Human History [email protected] Language documentation faces a persistent and pervasive problem: How much material is enough to represent a language fully? How much text would we need to sample the full phoneme inventory of a language? In the phonetic/phonemic domain, what proportion of the phoneme inventory can we expect to sample in a text of a given length? Answering these questions in a quantifiable way is tricky, but asking them is necessary. The cumulative col- lection of Illustrative Texts published in the Illustration series in this journal over more than four decades (mostly renditions of the ‘North Wind and the Sun’) gives us an ideal dataset for pursuing these questions. Here we investigate a tractable subset of the above questions, namely: What proportion of a language’s phoneme inventory do these texts enable us to recover, in the minimal sense of having at least one allophone of each phoneme? We find that, even with this low bar, only three languages (Modern Greek, Shipibo and the Treger dialect of Breton) attest all phonemes in these texts. -
Contact Morphology in Modern Greek Dialects
Contact Morphology in Modern Greek Dialects Contact Morphology in Modern Greek Dialects Edited by Angela Ralli Contact Morphology in Modern Greek Dialects Edited by Angela Ralli This book first published 2016 Cambridge Scholars Publishing Lady Stephenson Library, Newcastle upon Tyne, NE6 2PA, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2016 by Angela Ralli and contributors All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-8691-2 ISBN (13): 978-1-4438-8691-8 CONTENTS Foreword ................................................................................................... vii Angela Ralli Headedness and/in Variation: Evidence from Italiot-Greek and Modern Greek Dialects ............................................................................................. 1 Marios Andreou The Morphological Marking of In-Definiteness: Evidence from Cappadocian and Pontic .................................................................... 21 Marianna Gkiouleka Internally- and Externally-Motivated Inter-Paradigm Levelling in Griko Verbal System ........................................................................................... 49 Nikos Koutsoukos Strategies and Patterns of Loan Verb Integration in Modern Greek Varieties .................................................................................................... -
The Satrap of Western Anatolia and the Greeks
University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2017 The aS trap Of Western Anatolia And The Greeks Eyal Meyer University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Ancient History, Greek and Roman through Late Antiquity Commons Recommended Citation Meyer, Eyal, "The aS trap Of Western Anatolia And The Greeks" (2017). Publicly Accessible Penn Dissertations. 2473. https://repository.upenn.edu/edissertations/2473 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2473 For more information, please contact [email protected]. The aS trap Of Western Anatolia And The Greeks Abstract This dissertation explores the extent to which Persian policies in the western satrapies originated from the provincial capitals in the Anatolian periphery rather than from the royal centers in the Persian heartland in the fifth ec ntury BC. I begin by establishing that the Persian administrative apparatus was a product of a grand reform initiated by Darius I, which was aimed at producing a more uniform and centralized administrative infrastructure. In the following chapter I show that the provincial administration was embedded with chancellors, scribes, secretaries and military personnel of royal status and that the satrapies were periodically inspected by the Persian King or his loyal agents, which allowed to central authorities to monitory the provinces. In chapter three I delineate the extent of satrapal authority, responsibility and resources, and conclude that the satraps were supplied with considerable resources which enabled to fulfill the duties of their office. After the power dynamic between the Great Persian King and his provincial governors and the nature of the office of satrap has been analyzed, I begin a diachronic scrutiny of Greco-Persian interactions in the fifth century BC. -
Vocalic Phonology in New Testament Manuscripts
VOCALIC PHONOLOGY IN NEW TESTAMENT MANUSCRIPTS by DOUGLAS LLOYD ANDERSON (Under the direction of Jared Klein) ABSTRACT This thesis investigates the development of iotacism and the merger of ! and " in Roman and Byzantine manuscripts of the New Testament. Chapter two uses onomastic variation in the manuscripts of Luke to demonstrate that the confusion of # and $ did not become prevalent until the seventh or eighth century. Furthermore, the variations % ~ # and % ~ $ did not manifest themselves until the ninth century, and then only adjacent to resonants. Chapter three treats the unexpected rarity of the confusion of o and " in certain second through fifth century New Testament manuscripts, postulating a merger of o and " in the second century CE in the communities producing the New Testament. Finally, chapter four discusses the chronology of these vocalic mergers to show that the Greek of the New Testament more closely parallels Attic inscriptions than Egyptian papyri. INDEX WORDS: Phonology, New Testament, Luke, Greek language, Bilingual interference, Iotacism, Vowel quantity, Koine, Dialect VOCALIC PHONOLOGY IN NEW TESTAMENT MANUSCRIPTS by DOUGLAS LLOYD ANDERSON B.A., Emory University, 2003 A Thesis Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2007 © 2007 Douglas Anderson All Rights Reserved VOCALIC PHONOLOGY IN NEW TESTAMENT MANUSCRIPTS by DOUGLAS LLOYD ANDERSON Major Professor: Jared Klein Committee: Erika Hermanowicz Richard -
A Note on the Phonology and Phonetics of CR, RC, and SC Consonant Clusters in Italian
A note on the phonology and phonetics of CR, RC, and SC consonant clusters in Italian Michael J. Kenstowicz 1. Introduction Previous generative research on Italian phonology starting with Vogel (1982) and Chierchia (1986) has proposed that intervocalic consonant clusters are parsed into contrasting tauto- vs. heterosyllabic categories based on several factors: phonotactic restrictions on word-initial consonant sequences, syllable weight as reflected in the distribution of stress and the length of a preceding tonic vowel, the distribution of prenominal allomorphs of various determiners, and the application of syntactic gemination (radoppiamento sintattico). Based on these criteria, clusters of rising sonority (in particular stop plus liquid) fall into the tautosyllabic category while falling sonority clusters composed of a sonorant plus obstruent are heterosyllabic. Clusters composed of /s/ plus a stop display mixed behavior but generally pattern with the heterosyllabic group. In her 2004 UCLA Ph.D. dissertation, Kristie McCrary investigated corpus-external reflexes of these cluster distinctions with a psycholinguistic test of word division and measurements of the phonetic duration of segments (both consonants and vowels). Her results support some aspects of the traditional phonological analysis but call into question others. In this squib we summarize the literature supporting the traditional distinction among these clusters and then review McCrary’s results. An important finding in McCrary’s study was that stops in VCV and VCRV contexts (R = a liquid) were significantly shorter than stops in VRCV contexts. She observed that these contexts align with the distribution of geminates in Italian and proposed that singleton stops are significantly shorter in the VCV and VCRV contexts in order to enhance their paradigmatic contrast with geminates. -
The Use of Gamma in Place of Digamma in Ancient Greek
Mnemosyne (2020) 1-22 brill.com/mnem The Use of Gamma in Place of Digamma in Ancient Greek Francesco Camagni University of Manchester, UK [email protected] Received August 2019 | Accepted March 2020 Abstract Originally, Ancient Greek employed the letter digamma ( ϝ) to represent the /w/ sound. Over time, this sound disappeared, alongside the digamma that denoted it. However, to transcribe those archaic, dialectal, or foreign words that still retained this sound, lexicographers employed other letters, whose sound was close enough to /w/. Among these, there is the letter gamma (γ), attested mostly but not only in the Lexicon of Hesychius. Given what we know about the sound of gamma, it is difficult to explain this use. The most straightforward hypothesis suggests that the scribes who copied these words misread the capital digamma (Ϝ) as gamma (Γ). Presenting new and old evidence of gamma used to denote digamma in Ancient Greek literary and documen- tary papyri, lexicography, and medieval manuscripts, this paper refutes this hypoth- esis, and demonstrates that a peculiar evolution in the pronunciation of gamma in Post-Classical Greek triggered a systematic use of this letter to denote the sound once represented by the digamma. Keywords Ancient Greek language – gamma – digamma – Greek phonetics – Hesychius – lexicography © Francesco Camagni, 2020 | doi:10.1163/1568525X-bja10018 This is an open access article distributed under the terms of the CC BY 4.0Downloaded license. from Brill.com09/30/2021 01:54:17PM via free access 2 Camagni 1 Introduction It is well known that many ancient Greek dialects preserved the /w/ sound into the historical period, contrary to Attic-Ionic and Koine Greek. -
Gemination As Fortition?
Gemination as fortition? Articulatory data from Hungarian Maida Percival, Tamás Gábor Csapó, Márton Bartók, Andrea Deme, Tekla Etelka Gráczi, Alexandra Markó Introduction: This study uses ultrasound imaging to investigate how tongue position differs across singleton and geminate consonants in Hungarian. In previous research, coronal geminates were found to be produced with greater lingual-palatal contact and a higher and flatter tongue (Kochetov & Kang, 2017; Payne, 2006). In Eastern Oromo, ultrasound imaging found similarly results that the tongue was more advanced in the mouth for coronal geminates, suggesting that it was more fully reaching its targeted place of articulation than singletons (Percival et al., 2019). These findings liken gemination with fortition. We follow up on these studies by examining whether there is evidence of differences in lingual articulation in geminates compared to singletons in Hungarian. As previous studies concentrated on coronal stops, we additionally ask if similar patterns of tongue raising or fronting can be found for geminates at other places of articulation as this could indicate how closely the pattern is tied to gemination in general versus a tongue pull mechanism limited to coronals. Methodology: Five native speakers of Hungarian (3 female, 2 male) were recorded with ultrasound and audio in Articulate Assistant Advanced (AAA). They read six repetitions of a word list containing geminate and singleton voiced and voiceless bilabial stops, alveolar stops, alveolar fricatives, and velar stops in intervocalic (post-tonic) position. Ultrasound frames at the point of maximum constriction were selected, and tongue contours were traced in AAA. The tongue contours were rotated to the speaker’s bite plane and divided into three regions (coronal, velar, and pharyngeal) (c.f. -
On the Theoretical Implications of Cypriot Greek Initial Geminates
<LINK "mul-n*">"mul-r16">"mul-r8">"mul-r19">"mul-r14">"mul-r27">"mul-r7">"mul-r6">"mul-r17">"mul-r2">"mul-r9">"mul-r24"> <TARGET "mul" DOCINFO AUTHOR "Jennifer S. Muller"TITLE "On the theoretical implications of Cypriot Greek initial geminates"SUBJECT "JGL, Volume 3"KEYWORDS "geminates, representation, phonology, Cypriot Greek"SIZE HEIGHT "220"WIDTH "150"VOFFSET "4"> On the theoretical implications of Cypriot Greek initial geminates* Jennifer S. Muller The Ohio State University Cypriot Greek contrasts singleton and geminate consonants in word-initial position. These segments are of particular interest to phonologists since two divergent representational frameworks, moraic theory (Hayes 1989) and timing-based frameworks, including CV or X-slot theory (Clements and Keyser 1983, Levin 1985), account for the behavior of initial geminates in substantially different ways. The investigation of geminates in Cypriot Greek allows these differences to be explored. As will be demonstrated in a formal analysis of the facts, the patterning of geminates in Cypriot is best accounted for by assuming that the segments are dominated by abstract timing units such as X- or C-slots, rather than by a unit of prosodic weight such as the mora. Keywords: geminates, representation, phonology, Cypriot Greek 1. Introduction Cypriot Greek is of particular interest, not only because it is one of the few varieties of Modern Greek maintaining a consonant length contrast, but more importantly because it exhibits this contrast in word-initial position: péfti ‘Thursday’ vs. ppéfti ‘he falls’.Although word-initial geminates are less common than their word-medial counterparts, they are attested in dozens of the world’s languages in addition to Cypriot Greek. -
The Phonological Role in English Pronunciation Instruction
The Phonological Role in English Pronunciation Instruction Kwan-Young Oh Yosu National University The purpose of this paper is to demonstrate a more effective way for improving Korean students’ pronunciation relating to the phonological role in English pronunciation instruction. Three different aspects of pronunciation will be considered: general, syllabic, prosodic aspects relating to the two language differences, as well as the teaching of pronunciation in the classroom. In addition to that, from the American-style language training of students, what problems the students encounter will be demonstrated. Hence, this will make clear what problems the Korean students face when attempting to speak English. Furthermore, an alternative for teaching English pronunciation, which makes use of a new program students can access on the internet regardless of their place and space, will be suggested. Giving consideration to the result of this study suggests that it is necessary to develop this methodology of instruction further. 1. Difficulties in teaching English Pronunciation to Korean Students 1.1. Language Differences in both English and Korean One thing that most Korean students have difficulty with is their pronunciation of the phonemic aspects; several sounds existing in English, consonants and vowels, that aren’t in Korean phonemes. From this respect, admittedly, it is hard for Korean students to perceive and pronounce non-Korean sounds. For example, when Korean students try to pronounce the sound /b/, they almost always mispronounce it as /p/ because the sound /b/ isn’t in Korean. 1.1.1. Phonemic aspects Now, if we compare the two languages regarding the articulation of consonants, we can definitely see the articulatory difference. -
Consonant Gemination in Moroccan Arabic: a Constraint- Based Analysis Ayoub Noamane
Consonant Gemination in Moroccan Arabic: A Constraint- Based Analysis Ayoub Noamane To cite this version: Ayoub Noamane. Consonant Gemination in Moroccan Arabic: A Constraint- Based Analysis. Journal of Applied Language and Culture Studies, Applied Language and Culture Studies Lab (ALCS), Faculty of Letters and Humanties, Chouaib Doukkali University in El Jadida, 2020, 3, pp.37 - 68. halshs- 02546392 HAL Id: halshs-02546392 https://halshs.archives-ouvertes.fr/halshs-02546392 Submitted on 7 May 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Journal of Applied Language and Culture Studies pISSN 2605-7506 Issue 3, 2020, pp. 37-68 e2605-7697 https://revues.imist.ma/index.php?journal=JALCS Consonant Gemination in Moroccan Arabic: A Constraint- Based Analysis1 Ayoub Noamane Mohammed V University, Rabat, Morocco To cite this article: Noamane, A. (2020). Consonant Gemination in Moroccan Arabic: A Constraint-based Analysis. Journal of Applied Language and Culture Studies, 3, 37-68. Abstract The purpose of this paper is to examine the phonological and morphological patterning of geminates in Moroccan Arabic (MA), using the constraint-based framework of Optimality Theory (Prince & Smolensky 1993/2004; McCarthy & Prince,1993a, 1993b, 1995). -
Why Is Pronunciation So Difficult to Learn?
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 3; September 2011 Why is Pronunciation So Difficult to Learn? Abbas Pourhossein Gilakjani (Corresponding author) School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Jalan Batu Uban 11700 Gelugor Pulau Pinang Malaysia Tel: 60-174-181-660 E-mail: [email protected] Mohammad Reza Ahmadi School of Educational Studies, Universiti Sains Malaysia, Malaysia 3A-05-06 N-Park Alan Batu Uban 1700 Gelugor Pulau Pinang Malaysia Tel: 60-175-271-870 E-mail: [email protected] Received: January 8, 2011 Accepted: March 21, 2011 doi:10.5539/elt.v4n3p74 Abstract In many English language classrooms, teaching pronunciation is granted the least attention. When ESL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic influence. If we learn a second language in childhood, we learn to speak it fluently and without a ‘foreign accent’; if we learn in adulthood, it is very unlikely that we will attain a native accent. In this study, the researchers first review misconceptions about pronunciation, factors affecting the learning of pronunciation. Then, the needs of learners and suggestions for teaching pronunciation will be reviewed. Pronunciation has a positive effect on learning a second language and learners can gain the skills they need for effective communication in English. Keywords: Pronunciation, Learning, Teaching, Misconceptions, Factors, Needs, Suggestions 1. Introduction General observation suggests that it is those who start to learn English after their school years are most likely to have serious difficulties in acquiring intelligible pronunciation, with the degree of difficulty increasing markedly with age.