` Peter Ladefoged Soc. Sec. 370 44 3325 Linguistics Department, UCLA
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Kenneth J. De Jong Curriculum Vita
Kenneth J. de Jong Department of Linguistics 859 Ballantine Hall Indiana University Bloomington, Ind. 47405 Work: (812) 856-1307; [email protected] Curriculum Vita January 12, 2017 Education Ph.D., August, 1991. (MA, June, 1987). Linguistics, Ohio State University, Columbus, Ohio. Specializations: Phonetics, Laboratory Phonology, Phonological Theory, Speech Production, Second Language Acquisition, and Language Change. Dissertation: The Oral Articulation of English Stress Accent. B.A., June, 1984. English, Calvin College, Grand Rapids, Michigan. Academic Appointments Professor, Department of Linguistics and Department of Cognitive Science, Indiana University, 2010 - date Adjunct Professor, Department of Second Languages Studies, Indiana University, 2010 - date. Associate Professor, Department of Linguistics and Department of Cognitive Science, Indiana University, 2002 – 2010 Adjunct Associate Professor, Department of Second Languages Studies, Indiana University, 2006 – 2010. Assistant Professor, Department of Linguistics and Cognitive Science Program, Indiana University, 1995 - 2002 Visiting Assistant Professor, Department of Linguistics, Indiana University, 1994 - 1995. Research Linguist, Eloquent Technology, Inc., Ithaca, N.Y. 1993 - 1994. Visiting Scholar, Department of Modern Languages and Linguistics, Cornell University, 1993 - 1994. NIH Post-doctoral Fellow, Phonetics Laboratory, University of California, Los Angeles, 1991 - 1993. Visiting Assistant Professor, Department of Linguistics, University of California, Los Angeles; 1992, -
Vowels and Consonants
VOWELS VOWELS AND CONSONANTS THIRD EDITION Praise for the previous edition: “This is a fascinating, accessible, and reader-friendly book by a master phonetician, about AND how speech sounds are made, and how they can be analyzed. I warmly recommend the book to everyone with an interest, professional or otherwise, in spoken language.” John Laver, Queen Margaret University College Praise for the third edition: CONSONANTS “This book conveys an amazing range of current science, including phonetics, CONSONANTS psycholinguistics, and speech technology, while being engaging and accessible for novices. This edition maintains Ladefoged’s friendly, enthusiastic style while adding important updates.” Natasha Warner, University of Arizona This popular introduction to phonetics describes how languages use a variety of different sounds, many of them quite unlike any that occur in well-known languages. Peter Ladefoged rightly earned his reputation as one of the world’s leading linguists, and students benefitted from his accessible writing and skill in communicating ideas. The third edition of his engaging introduction to phonetics has now been fully updated to reflect the latest trends in the field. It retains Peter Ladefoged’s expert writing and knowledge, and combines them with Sandra Ferrari Disner’s essential updates on topics including speech technology. Vowels and Consonants explores a wide range of topics, including the main forces operating on the sounds of languages; the acoustic, articulatory, and perceptual THIRD EDITION components of speech; and the inner workings of the most modern text-to-speech systems and speech recognition systems in use today. The third edition is supported by an accompanying website featuring new data, and even more reproductions of the sounds of a wide variety of languages, to reinforce learning and bring the descriptions to life, at www.wiley.com/go/ladefoged. -
Natasha R. Abner –
Natasha R. Abner Interests Sign languages, morpho-syntax, syntax-semantics interface, language development & emergence. Employment 2017–present University of Michigan, Ann Arbor, MI. Assistant Professor Linguistics Department Sign Language & Multi-Modal Communication Lab Language Across Modalities 2014–2017 Montclair State University, Montclair, NJ. Assistant Professor Linguistics Department 2012–2014 University of Chicago, Chicago, IL. Postdoctoral Scholar Goldin-Meadow Laboratory Department of Psychology Education 2007–2012 PhD in Linguistics. University of California, Los Angeles Los Angeles, CA Fall 2010 Visiting student. Département d’études cognitives École normale supérieure Paris, France 2001–2005 BA in Linguistics, Summa Cum Laude. University of Michigan, Ann Arbor Ann Arbor, MI Theses Dissertation Title There Once Was a Verb: The Predicative Core of Possessive and Nominalization Structures in American Sign Language Committee Hilda Koopman and Edward Stabler (chairs), Karen Emmorey, and Edward Keenan Master’s Thesis Title Right Where You Belong: Right Peripheral WH-Elements and the WH-Question Paradigm in American Sign Language Linguistics Department – 440 Lorch Hall – Ann Arbor, MI Ó (734)764-0353 • Q [email protected] Last Updated: April 27, 2019 1/11 Committee Edward Stabler and Anoop Mahajan (chairs), and Pamela Munro Honor’s Thesis Title Resultatives Gone Minimal Advisors Acrisio Pires and Samuel Epstein Grants & Awards 2019 Honored Instructor University of Michigan 2018 New Initiative New Infrastructure (NINI) Grant ($12,500) University of Michigan 2016 Summer Grant Proposal Development Award Montclair State University 2011–2012 Dissertation Year Fellowship UCLA 2010–2011 Charles E. and Sue K. Young Award UCLA + Awarded annually to one student from the UCLA Humanities Division for exemplary achievement in scholarship, teaching, and University citizenship. -
Teaching Linguistic Mimicry to Improve Second Language Pronunciation
TEACHING LINGUISTIC MIMICRY TO IMPROVE SECOND LANGUAGE PRONUNCIATION Karen Yates, B.A. Thesis Prepared for the Degree of MASTER OF ARTS UNIVERSITY OF NORTH TEXAS May 2003 APPROVED: Timothy Montler, Major Professor Patricia Cukor-Avila, Minor Professor John Moses, Minor Professor Brenda Sims, Chair of Graduate Studies in English T.F. Tanner, Chair of the Department of English C. Neal Tate, Dean of the Robert B. Toulouse School of Graduate Studies Yates, Karen, Teaching linguistic mimicry to improve second language pronunciation. Master of Arts (Linguistics), May 2003, 77 pp., 12 tables, 4 charts, 2 figures, references, 172 titles. This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students’ pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications. Copyright 2003 by Karen Yates ii TABLE OF CONTENTS Page LIST OF TABLES ......................................................................................................... -
Ad Hoc Committee on Strategic Planning for the Journals Program
Ad Hoc Committee on Strategic Planning for the Journals Program October 2015 Final Report The Envisioned Future for the ASHA Journals Program Raymond D. Kent, PhD (Chair) Edward Conture, PhD, CCC-SLP Larry Humes, PhD, CCC-A Marie Ireland, MEd, CCC-SLP Swathi Kiran, PhD, CCC-SLP Sonja Pruitt-Lord, PhD, CCC-SLP Mary Ann Romski, PhD, CCC-SLP Anne Smith, PhD Howard Goldstein, PhD, CCC-SLP (Vice President for Science and Research, BOD Liaison) Mike Cannon, MA (Ex Officio, Director of Serial Publications and Editorial Services) Margaret Rogers, PhD, CCC-SLP (Chief Staff Officer for Science and Research) CONTENTS Executive Summary ....................................................................................................................................................... 1 Goal ............................................................................................................................................................................ 1 Need .......................................................................................................................................................................... 1 Recommendations ..................................................................................................................................................... 2 Overview ........................................................................................................................................................................ 5 Factors Driving the Need for Change ........................................................................................................................ -
The Control of Speech
Speculations on the control of speech Peter Ladefoged Speech, like most skilled movements, is best described as a goal directed activity. The speech centers in the brain send out instructions for the speech apparatus to achieve certain goals. But it is not at all clear how these goals are defined. One possibility has been outlined by proponents of Articulatory Phonology (Browman & Goldstein, 1986, 1992, Saltzman & Kelso 1987, int. al.), They suggest that the goals are a series of articulatory gestures, being careful to point out that we must distinguish between the higher level gestural goals and the lower level system that implements them. When you produce a word (e.g. cat) their notion is that the speech centers in the brain do not issue instructions for the use of particular muscles. Instead they issue instructions equivalent to “Make the following complex gestures: voiceless aspirated velar stop, follow this by a low front vowel, finally make a voiceless glottaled alveolar stop”. The different parts of each of these instructions specify goals for different parts of the speech mechanism. “Voiceless aspirated” is an instruction for a certain laryngeal gesture, “velar stop” a lingual gesture, and so on. We can never be sure what the goals of the speech centers in the brain are. We cannot find out by asking speakers what they are trying to control. If you ask an unsophisticated speaker of English what they are controlling when they say cat they will probably say that they don’t know, or that they are trying to produce a ‘c’ followed by an ‘a’ and then by a ‘t’. -
Obituary for Peter Ladefoged (1925-2006)
Obituary for Peter Ladefoged (1925-2006) Peter Ladefoged died suddenly on January 24, 2006, at the age of 80 in London, on his way home from field work in India. He was born on September 17, 1925, in Sutton, Surrey, England. In 1951 he received his MA at the University of Edinburgh and in 1959 his PhD from the same University. At Edinburgh he studied phonetics with David Abercrombie, a pupil of Daniel Jones and so also connected to Henry Sweet. Peter’s dissertation, The Nature of Vowel Quality, focused on the cardinal vowels and their articulatory vs. auditory basis. In 1953, he married Jenny MacDonald. In 1959-62 he carried out field researches in Africa that resulted in A Phonetic Study of West African Languages. In 1962 he moved to America permanently and joined the UCLA English Department where he founded the UCLA Phonetics Laboratory. Not long after he arrived at UCLA, he was asked to work as the phonetics consultant for the movie My Fair Lady (1964). Three main cornerstones characterize Peter’s career: the fieldwork on little-studied sounds, instrumental laboratory phonetics and linguistic phonetic theory. He was particularly concerned about documenting the phonetic properties of endangered languages. His field research work covered a world-wide area, including the Aleutians, Australia, Botswana, Brazil, China, Ghana, India, Korea, Mexico, Nepal, Nigeria, Papua New Guinea, Scotland, Senegal, Sierra Leone, Tanzania, Thailand, Uganda and Yemen. Among many distinctive contributions to phonetics was his insistence on the huge diversity of phonetic phenomena in the languages of the world. Ladefoged’s fieldwork originated or refined many data collections and analytic techniques. -
UCLA Electronic Theses and Dissertations
UCLA UCLA Electronic Theses and Dissertations Title On the Relation between Phonotactic Learning and Alternation Learning Permalink https://escholarship.org/uc/item/7235q340 Author Chong, Junxiang Adam Publication Date 2017 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA Los Angeles On the Relation between Phonotactic Learning and Alternation Learning A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Junxiang Adam Chong 2017 c Copyright by Junxiang Adam Chong 2017 ABSTRACT OF THE DISSERTATION On the Relation between Phonotactic Learning and Alternation Learning by Junxiang Adam Chong Doctor of Philosophy in Linguistics University of California, Los Angeles, 2017 Professor Megha Sundara, Co-chair Professor Kie Ross Zuraw, Co-chair This dissertation examines the question of how phonological alternations are learnt. In constraint-based models of phonological learning, it is hypothesized that prior learning of phonotactics from the lexicon facilitates the learning of alternations. While this is an influential assumption, the empirical evidence for it is equivocal. In this dissertation, I investigate this link by examining the learning outcomes in cases where phonotactics and alternations mismatch, particularly in cases of derived environment effects. For example, in Korean, /t/ palatalizes to [c] before [i] across a morpheme boundary, yet [ti] sequences are attested within stems. Derived-environment effects have proven theoretically challenging to account for precisely because of the mismatch in generalizations within stems and across morpheme boundaries. Using an artificial grammar learning paradigm, I first show that alternation learning is facilitated when the phonotactics in the lexicon match the alternation. -
Why Teaching Pronunciation to Spanish L2 Learners Matters
UCLA Voices Title Why Teaching Pronunciation to Spanish L2 Learners Matters Permalink https://escholarship.org/uc/item/51q604qx Journal Voices, 2(1) Author Meléndez-Ballesteros, Nancy Publication Date 2014 License https://creativecommons.org/licenses/by-nc-nd/3.0/ 4.0 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Why Teaching Pronunciation to Spanish L2 Learners Matters Nancy Meléndez-Ballesteros University of California, Los Angeles Centro de Estudios del Español de Estados Unidos (CEEEUS) Abstract In an increasingly globalized world, second language learners need to learn how to communi- cate effectively and confidently. In this context, pronunciation is crucial. In this paper, I show that placing emphasis on form in a classroom environment helps with the perception and the production of a more native-like L2 (in this study, Spanish).* Keywords: accuracy, audio-visual imitation tasks, focused-attention, fluency, native-accent pronunciation, perception-production 1. Introduction and background. Learning a second language entails the accumulation of an unfamiliar linguistic system that may or may not be similar to that of the second language (henceforth, L2) learner. It is assumed that learners carry within the language storage area(s) specific linguistic knowledge of their first language that could interfere with the proper or full attainment of a second language. Over the course of the past two-three decades, much of the research on L2 acquisition and second language instruction has mostly focused on the teaching of general aspects of an L2 (i.e., grammar, vocabulary, orthography, etc.) without paying much attention to Pronunciation. This has inadvertently contributed to the non-or improper-attainment of the L2 phonological system; thus, introducing in the Spanish-speaking world or community, speakers with moderate to heavy accented speech. -
List of Periodicals Surveyed in Index Islamicus 2008-2017
LIST OF PERIODICALS SURVEYED IN INDEX ISLAMICUS This is a list of all periodicals covered in Index Islamicus over the last decade (2008-2017). To request the inclusion of an additional journal, please use the online application form (https://brill.com/form?name=IndexIslamicusRequest). Read the selection criteria (https://brill.com/page/IISelectionRules) carefully before filling out this form. Journals submitted with incomplete access information will not be evaluated. Evaluation of a title does not guarantee its selection for Index Islamicus. Upon completion of the evaluation process, we will inform you whether your journal will be added to our list of indexed periodicals. Index Islamicus requires full text access to all articles of an accepted journal. If it is not available on open access, then free website logins, digital or paper copies must be supplied. If you wish to draw our attention to a publication missing in Index Islamicus, please send a file with complete metadata in BibTeX, RIS, Zotero RDF, Mendeley or any other commonly used citation format to [email protected]. AA Files: Annals of the Architectural 0860-6102 Association School of Architecture, Acta Ethnographica Hungarica, Budapest, ISSN: 0261-6823 ISSN: 1216-9803 Aakrosh: Asian Journal on Terrorism and Acta Historica et Archaeologica Internal Conflicts, Delhi, ISSN: Mediaevalia, Barcelona, ISSN: 0971-7892 0212-2960 Ab Imperio, Kazan, ISSN: 2166-4072 Acta Informatica Medica, ISSN: 0353-8109 ABA Journal, ISSN: 0747-0088 Acta Linguistica Asiatica, Ljubljana, ISSN: ABE Journal: -
A Tutorial on Acoustic Phonetic Feature Extraction for Automatic Speech Recognition (ASR) and Text-To-Speech (TTS) Applications in African Languages
Linguistic Portfolios Volume 9 Article 11 2020 A Tutorial on Acoustic Phonetic Feature Extraction for Automatic Speech Recognition (ASR) and Text-to-Speech (TTS) Applications in African Languages Ettien Koffi St. Cloud State University, [email protected] Follow this and additional works at: https://repository.stcloudstate.edu/stcloud_ling Part of the Applied Linguistics Commons Recommended Citation Koffi, Ettien (2020)A " Tutorial on Acoustic Phonetic Feature Extraction for Automatic Speech Recognition (ASR) and Text-to-Speech (TTS) Applications in African Languages," Linguistic Portfolios: Vol. 9 , Article 11. Available at: https://repository.stcloudstate.edu/stcloud_ling/vol9/iss1/11 This Article is brought to you for free and open access by theRepository at St. Cloud State. It has been accepted for inclusion in Linguistic Portfolios by an authorized editor of theRepository at St. Cloud State. For more information, please contact [email protected]. Koffi: A Tutorial on Acoustic Phonetic Feature Extraction for Automatic Linguistic Portfolios–ISSN 2472-5102 –Volume 9, 2020 | 130 A TUTORIAL ON ACOUSTIC PHONETIC FEATURE EXTRACTION FOR AUTOMATIC SPEECH RECOGNITION (ASR) AND TEXT-TO-SPECH (TTS) APPLICATIONS IN AFRICAN LANGUAGES ETTIEN KOFFI ABSTRACT At present, Siri, Dragon Dictate, Google Voice, and Alexa-like functionalities are not available in any indigenous African language. Yet, a 2015 Pew Research found that between 2002 to 2014, mobile phone usage increased tenfold in Africa, from 8% to 83%.1 The Acoustic Phonetic Approach (APA) discussed in this paper lays the foundation that will make Automatic Speech Recognition (ASR) and Text-to-Speech (TTS) applications possible in African languages. The paper is written as a tutorial so that others can use the information therein to help digitalize many of the continent’s indigenous languages. -
Curriculum Vitae Of
CURRICULUM VITAE OF TEJ K. BHATIA Name Tej K. Bhatia Address Linguistics/LLL 312 HBC, Syracuse University, Syracuse, New York-13224-1160, USA E-mail:[email protected] Web: http://as-cascade.syr.edu/profiles/pages/bhatia-tej.html Telephone: (315) 443-5374 (office) Fax: (315) 443-5376 Nationality USA Faculty Affiliate: Fellow, Forensic National Security Sciences Institute (FNSSI), Department of Chemistry, College of Arts and Sciences. International Relations, Maxwell School of Citizenship and Public Affairs. South Asia Center, Moynihan Institute of Global Affairs. Maxwell School of Citizenship and Public Affairs. Information and Technology Group, Maxwell School of Citizenship and Public Affairs. Cognitive Sciences Program, College of Arts and Sciences. The Writing Program, College of Arts and Science. Academic Forensic Linguistics and other specialization (see, particularly pages 24-27). Specialization Language Acquisition and Social Cognition Global Communication and International Advertising Discourse Product Naming & Trademark infringement Rural Models of Commercial and Social/Developmental Advertising The Multilingual Brain/Bilingualism/Multilingualism South Asian Languages (Languages of India, Pakistan, Nepal and Afghanistan) Indian/South Asian Diaspora Education Ph.D. Linguistics, University of Illinois at Urbana-Champaign (1978). M.A. Linguistics, University of Illinois at Urbana-Champaign (1975). EMPLOYMENT 1 1994 to present (Full) Professor of Linguistics, Syracuse University. Director, South Asian Languages, South Asia Center, The Moynihan Institute of Global Affairs, Maxwell School of Citizenship and Public Affairs. 2012 to present PI: Center for Biometrics and Psychiatric Forensic Speech Analysis. Jointly with James Knoll, MD, Director of Forensic Psychiatry, SUNY Upstate Medical University 2007-2008 Distinguished Research Professor, Institute for the Study of Languages and Cultures of Asian and Africa, Tokyo University of Foreign Studies, Tokyo, Japan.