Lesson 3 | Sight and Sounds of Greek Words
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A Study of Kufic Script in Islamic Calligraphy and Its Relevance To
University of Wollongong Research Online University of Wollongong Thesis Collection University of Wollongong Thesis Collections 1999 A study of Kufic script in Islamic calligraphy and its relevance to Turkish graphic art using Latin fonts in the late twentieth century Enis Timuçin Tan University of Wollongong Recommended Citation Tan, Enis Timuçin, A study of Kufic crs ipt in Islamic calligraphy and its relevance to Turkish graphic art using Latin fonts in the late twentieth century, Doctor of Philosophy thesis, Faculty of Creative Arts, University of Wollongong, 1999. http://ro.uow.edu.au/ theses/1749 Research Online is the open access institutional repository for the University of Wollongong. For further information contact Manager Repository Services: [email protected]. A Study ofKufic script in Islamic calligraphy and its relevance to Turkish graphic art using Latin fonts in the late twentieth century. DOCTORATE OF PHILOSOPHY from UNIVERSITY OF WOLLONGONG by ENiS TIMUgiN TAN, GRAD DIP, MCA FACULTY OF CREATIVE ARTS 1999 CERTIFICATION I certify that this work has not been submitted for a degree to any university or institution and, to the best of my knowledge and belief, contains no material previously published or written by any other person, expect where due reference has been made in the text. Enis Timucin Tan December 1999 ACKNOWLEDGEMENTS I acknowledge with appreciation Dr. Diana Wood Conroy, who acted not only as my supervisor, but was also a good friend to me. I acknowledge all staff of the Faculty of Creative Arts, specially Olena Cullen, Liz Jeneid and Associate Professor Stephen Ingham for the variety of help they have given to me. -
Carolingian Uncial: a Context for the Lothar Psalter
CAROLINGIAN UNCIAL: A CONTEXT FOR THE LOTHAR PSALTER ROSAMOND McKITTERICK IN his famous identification and dating ofthe Morgan Golden Gospels published in the Festschrift for Belle da Costa Greene, E. A. Lowe was quite explicit in his categorizing of Carolingian uncial as the 'invention of a display artist'.^ He went on to define it as an artificial script beginning to be found in manuscripts of the ninth century and even of the late eighth century. These uncials were reserved for special display purposes, for headings, titles, colophons, opening lines and, exceptionally, as in the case ofthe Morgan Gospels Lowe was discussing, for an entire codex. Lowe acknowledged that uncial had been used in these ways before the end of the eighth century, but then it was * natural' not 'artificial' uncial. One of the problems I wish to address is the degree to which Frankish uncial in the late eighth and the ninth centuries is indeed 'artificial' rather than 'natural'. Can it be regarded as a deliberate recreation of a script type, or is it a refinement and elevation in status of an existing book script? Secondly, to what degree is a particular script type used for a particular text type in the early Middle Ages? The third problem, related at least to the first, if not to the second, is whether Frankish uncial, be it natural or artificial, is sufficiently distinctive when used by a particular scriptorium to enable us to locate a manuscript or fragment to one atelier rather than another. This problem needs, of course, to be set within the context of later Carolingian book production, the notions of 'house' style as opposed to 'regional' style and the criteria for locating manuscript production to particular scriptoria in the Frankish kingdoms under the Carolingians that I have discussed elsewhere." It is also of particular importance when considering the Hofschule atehers ofthe mid-ninth century associated with the Emperor Lothar and with King Charles the Bald. -
Web Typography │ 2 Table of Content
Imprint Published in January 2011 Smashing Media GmbH, Freiburg, Germany Cover Design: Ricardo Gimenes Editing: Manuela Müller Proofreading: Brian Goessling Concept: Sven Lennartz, Vitaly Friedman Founded in September 2006, Smashing Magazine delivers useful and innovative information to Web designers and developers. Smashing Magazine is a well-respected international online publication for professional Web designers and developers. Our main goal is to support the Web design community with useful and valuable articles and resources, written and created by experienced designers and developers. ISBN: 978-3-943075-07-6 Version: March 29, 2011 Smashing eBook #6│Getting the Hang of Web Typography │ 2 Table of Content Preface The Ails Of Typographic Anti-Aliasing 10 Principles For Readable Web Typography 5 Principles and Ideas of Setting Type on the Web Lessons From Swiss Style Graphic Design 8 Simple Ways to Improve Typography in Your Designs Typographic Design Patterns and Best Practices The Typography Dress Code: Principles of Choosing and Using Typefaces Best Practices of Combining Typefaces Guide to CSS Font Stacks: Techniques and Resources New Typographic Possibilities with CSS 3 Good Old @Font-Face Rule Revisted The Current Web Font Formats Review of Popular Web Font Embedding Services How to Embed Web Fonts from your Server Web Typography – Work-arounds, Tips and Tricks 10 Useful Typography Tools Glossary The Authors Smashing eBook #6│Getting the Hang of Web Typography │ 3 Preface Script is one of the oldest cultural assets. The first attempts at written expressions date back more than 5,000 years ago. From the Sumerians cuneiform writing to the invention of the Gutenberg printing press in Medieval Germany up to today՚s modern desktop publishing it՚s been a long way that has left its impact on the current use and practice of typography. -
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. -
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. -
Aspirated and Unaspirated Voiceless Consonants in Old Tibetan*
LANGUAGE AND LINGUISTICS 8.2:471-493, 2007 2007-0-008-002-000248-1 Aspirated and Unaspirated Voiceless Consonants * in Old Tibetan Nathan W. Hill Harvard University Although Tibetan orthography distinguishes aspirated and unaspirated voiceless consonants, various authors have viewed this distinction as not phonemic. An examination of the unaspirated voiceless initials in the Old Tibetan Inscriptions, together with unaspirated voiceless consonants in several Tibetan dialects confirms that aspiration was either not phonemic in Old Tibetan, or only just emerging as a distinction due to loan words. The data examined also affords evidence for the nature of the phonetic word in Old Tibetan. Key words: Tibetan orthography, aspiration, Old Tibetan 1. Introduction The distribution between voiceless aspirated and voiceless unaspirated stops in Written Tibetan is nearly complementary. This fact has been marshalled in support of the reconstruction of only two stop series (voiced and voiceless) in Proto-Tibeto- Burman. However, in order for Tibetan data to support a two-way manner distinction in Proto-Tibeto-Burman it is necessary to demonstrate that the three-way distinction of voiced, voiceless aspirated, and voiceless unaspirated in Written Tibetan is derivable from an earlier two-way voicing distinction. Those environments in which voiceless aspirated and unaspirated stops are not complimentary must be thoroughly explained. The Tibetan script distinguishes the unaspirated consonant series k, c, t, p, ts from the aspirated consonant series kh, ch, th, ph, tsh. The combination of letters hr and lh are not to be regarded as representing aspiration but rather the voiceless counterparts to r and l respectively (Hahn 1973:434). -
The Importance of Pronunciation
First publication: 7/2008 Last update: 12/2019 THE IMPORTANCE OF PRONUNCIATION Ricardo Schütz – MA TESL Apresentações desta palestra: • Escola Teddy Bear, Florianópolis – 7/2008 • Programa de Formação Docente 2010 (UNISUL Tubarão-SC) – 2/2010 • XII Encontro Goiano dos Estudantes de Letras (UEG São Luís de Montes Belos-GO) – 9/2011 TABLE OF CONTENTS TABLE OF CONTENTS • Introduction • Phonological Rules • Spelling Interference • Rhythm • Phonetic Signaling • Vowel Reduction • Phonemes • Word stress • Vowels • Phonetic Symbols • Consonants INTRODUCTION LANGUAGE AND HUMANKIND Language is humankind’s distinctive feature. Whether we think of rationality or sociability, we are thinking of language. It is language that makes us different from other species. Linguagem é a principal característica que distingue o ser humano das demais espécies. Quer o consideremos um animal racional ou um animal social, estamos definindo-o como um animal que fala, pois tanto a racionalidade quanto a sociabilidade se fundamentam na linguagem. INTRODUCTION LANGUAGE: SPEECH VS. TEXT No community has ever been found to lack spoken language, but only a minority of languages have ever been written down. (David Crystal) As comunidades humanas, desde suas mais remotas origens, sempre souberam se comunicar oralmente. A fala é talvez a mais importante das características que distinguem o ser humano no reino animal e que lhe possibilitam se organizar em sociedade. Nem todas as línguas entretanto chegaram a se desenvolver em sistemas escritos. INTRODUCTION Likewise, the vast majority of human beings learn to speak, but it is only in recent years that some of these people have learned to write. (David Crystal) Não há ser humano normal que não saiba falar sem limitações, porém só recentemente na história da humanidade é que a maioria começou a desenvolver a habilidade de escrever, muitos até hoje com limitações. -
Preaspiration in Modern and Old Mongolian
Jan-Olof Svantesson & Anastasia Karlsson Lund University Preaspiration in Modern and Old Mongolian Background The problem of how to analyse the two contrasting manners of articulation for Mongolian stops and affricates has been debated since Mongolian phonetics first came to be studied. To date, there remains no consensus about the phonetic correlates of the two manners of articulation found in the literature. In phone- mic transcriptions, the two series have often been rendered with symbols for voiceless and voiced consonants. The Cyrillic Mongolian script also treats them in this way. Most Mongolists have used terms such as fortis ~ lenis, strong ~ weak, or tense ~ lax; see the review in our book, The Phonology of Mongolian (Svantesson et al. 2005: 220–221). In that book, we presented data showing that the difference is one of the presence vs. the absence of aspiration. Aspirated consonants are preaspirated in all positions except utterance-initially, while they are postaspirated word-in- itially. Here we will present more data to support this analysis. (An analysis of this kind was already proposed by the Finland-Swedish scholar John Ramstedt in his pioneering 1902 description of Halh Mongolian phonetics.) The stop and affricate phonemes are shown in (1). Minimal pairs show- ing that they contrast are given in Svantesson et al. (2005: 26–27). In phonemic transcription, we write aspirated stops and affricates as /pʰ/, /tʰ/, etc.; although the aspiration sign is written after the consonant, it is intended as a symbol for (pre- or post-) aspiration in general. In close phonetic transcription, we differen- tiate between pre- and postaspiration [ʰt, tʰ]. -
Teaching Pronunciation to Adult English Language Learners
Brief July 2009 Teaching Pronunciation to Adult English Language Learners Kirsten Schaetzel, Georgetown Law Center, Washington, DC Ee Ling Low, National Institute of Education, Nanyang Technological University, Singapore 1997; Gatbonton, Trofimovich, & Magid, 2005; Moyer, Background on Adult Learners 2008). Adult education programs serve both native English speakers and learners whose first, or native, language Although pronunciation is part of the curriculum in is not English. Native English speakers attend adult many adult education programs, it is often not included basic education (ABE) classes to learn basic skills in state language proficiency standards or addressed needed to improve their literacy levels and adult sec- systematically in instruction (Levis, 2005). In addition, ondary education (ASE) classes to earn high school some ESL teachers working with adult learners do not equivalency certificates. Both ABE and ASE instruc- have training in teaching pronunciation (Derwing & tion help learners achieve goals related to job, family, Munro, 2005; Levis, 2005). As a result, teachers may and further education. English language learners not be able to identify the patterns of or reasons for attend English as a second language (ESL), ABE, or learners’ pronunciation problems or have a system- workforce preparation classes to improve their oral atic way to teach the sound, stress, intonation, and and literacy skills in English and to achieve goals rhythm patterns of English. This brief reviews features similar to those of native English speakers. of languages (particularly English) that can have an impact on the teaching and learning of English pronun- Audience for This Brief ciation, discusses the research on learner acquisition of This brief is written for teachers, program adminis- pronunciation, and describes how teachers can teach trators, education researchers, and policy makers to pronunciation in their classes. -
TEACHING PRONUNCIATION to DIFFERENTIATE PHONEME /P/ and /F/ by USING MINIMAL PAIRS TECHNIQUE
TEACHING PRONUNCIATION TO DIFFERENTIATE PHONEME /p/ AND /f/ BY USING MINIMAL PAIRS TECHNIQUE Arum Sulistyaningsih, Clarry Sada, Zainal Arifin. English Study Program, FKIP Tanjungpura University, Pontianak Email: [email protected] Abstract: This research is about teaching pronunciation of one syllable words to differentiate phoneme /p/ and /f/ by using minimal pairs technique to the fifth grade students of SDN 08 DELTA PAWAN Ketapang in academic year 2012/2013. The research method applied is a Pre-Eperimental study. The result of this research shows that the alternative hypothesis is accepted with high effective category. It proves that the achievement of students improve with the interval score of pre test and post test 44,2. The mean of pre test score is 47,9 and the mean of post test score is 92,1. In addition, the significance of effect size achievement of Pre test and Post test is 4,97 which indicates that t-test score is higher than t-table (2.060). it indicates that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching pronunciation by using minimal pairs technique to the fifth grade students of SDN 08 DELTA PAWAN in academic year 2012/2013 can improve students’ ability in differentiating the pronunciation of phoneme /p/ and /f/ effectively. Keyword: Minimal Pairs, Phoneme /p/, /f/. Abstrak: Pengajaran pengucapan phoneme /p/ dan /f/ dengan menggunakan teknik minimal pairs terhadap siswa kelas 5 SDN 08 Delta Pawan Ketapang. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan teknik minimal pairs terhadap kemampuan siswa untuk membedakan pengucapan phoneme /p/ dan /f/ pada siswa kelas 5 SDN 08 Delta Pawan Ketapang. -
Breathy Nasals and /Nh/ Clusters in Bengali, Hindi, and Marathi Christina M
Breathy Nasals and /Nh/ Clusters in Bengali, Hindi, and Marathi Christina M. Esposito, Sameer ud Dowla Khan, Alex Hurst [email protected] [email protected] [email protected] Abstract Previous work on breathiness in Indic languages has focused primarily on the acoustic properties of breathy (also known as aspirated) oral stops in languages like Hindi ([ baːːːl] ‘hair’ vs. [ bʱʱʱaːːːl] ‘forehead’) or Bengali ([ bati] ‘bowl’ vs. [ bʱʱʱati] ‘kiln’). However, breathiness in some Indic languages also extends to nasals, as in Marathi ([ maːːːr] ‘beat’ vs. [ m̤̤̤a̤ ːːːr] ‘a caste’). It is not clear if languages such as Hindi and Bengali have breathy nasals in addition to breathy oral stops. This study addresses the following question: in Bengali and Hindi, are /N/ + /h/ sequences single breathy nasals ([N ̤̤̤]),̤ or are they clusters ([Nh])? To answer this question, simultaneous audio, aerodynamic, and electroglottographic recordings were made of Hindi, Bengali, and Marathi speakers. Within- and cross-language comparisons were made, and phonological evidence was examined. While some within-language comparisons gave inconclusive results for Hindi and Bengali, other comparisons with Marathi and within-language phonological evidence pointed to the lack of breathy nasals in Hindi and an uncertain status for breathy nasals in Bengali. 1 Introduction 1 The Indic languages are typologically unusual, possessing a four-way oral stop contrast that includes both voiceless and voiced aspirates. 2 This is exemplified in Table 1, with data from two Indic languages, Bengali and Hindi. Bengali Hindi Voiceless unaspirated pati ‘mat’ paːːːl ‘take care of’ Voiceless aspirated phati ‘I burst’ phaːːːl ‘knife blade’ Voiced unaspirated bati ‘bowl’ baːːːl ‘hair’ Voiced aspirated bʱʱʱati ‘kiln’ bʱʱʱaːːːl ‘forehead’ Table 1: Examples of the four-way oral stop contrast in Bengali and Hindi. -
An Introduction to Indic Scripts
An Introduction to Indic Scripts Richard Ishida W3C [email protected] HTML version: http://www.w3.org/2002/Talks/09-ri-indic/indic-paper.html PDF version: http://www.w3.org/2002/Talks/09-ri-indic/indic-paper.pdf Introduction This paper provides an introduction to the major Indic scripts used on the Indian mainland. Those addressed in this paper include specifically Bengali, Devanagari, Gujarati, Gurmukhi, Kannada, Malayalam, Oriya, Tamil, and Telugu. I have used XHTML encoded in UTF-8 for the base version of this paper. Most of the XHTML file can be viewed if you are running Windows XP with all associated Indic font and rendering support, and the Arial Unicode MS font. For examples that require complex rendering in scripts not yet supported by this configuration, such as Bengali, Oriya, and Malayalam, I have used non- Unicode fonts supplied with Gamma's Unitype. To view all fonts as intended without the above you can view the PDF file whose URL is given above. Although the Indic scripts are often described as similar, there is a large amount of variation at the detailed implementation level. To provide a detailed account of how each Indic script implements particular features on a letter by letter basis would require too much time and space for the task at hand. Nevertheless, despite the detail variations, the basic mechanisms are to a large extent the same, and at the general level there is a great deal of similarity between these scripts. It is certainly possible to structure a discussion of the relevant features along the same lines for each of the scripts in the set.