Traditional Chinese Phonology Guillaume Jacques Chinese Historical Phonology Differs from Most Domains of Contemporary Linguisti
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A Look at Linguistic Readers
Reading Horizons: A Journal of Literacy and Language Arts Volume 10 Issue 3 April 1970 Article 5 4-1-1970 A Look At Linguistic Readers Nicholas P. Criscuolo New Haven, Connecticut Public Schools Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Criscuolo, N. P. (1970). A Look At Linguistic Readers. Reading Horizons: A Journal of Literacy and Language Arts, 10 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol10/iss3/5 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. A LOOK AT LINGUISTIC READERS Nicholas P. Criscuolo NEW HAVEN, CONNECTICUT, PUBLIC SCHOOLS Linguistics, as it relates to reading, has generated much interest lately among educators. Although linguistics is not a new science, its recent focus has captured the interest of the reading specialist because both the specialist and the linguist are concerned with language. This surge of interest in linguistics becomes evident when one sees that a total of forty-four articles on linguistics are listed in the Education Index for July, 1965 to June, 1966. The number of articles on linguistics written for educational journals has been increasing ever SInce. This interest has been sharpened to some degree by the publi cation of Chall's book Learning to Read: The Great Debate (1). -
Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters. -
Learning About Phonology and Orthography
EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning. -
Syllabus 1 Lín Táo 林燾 and Gêng Zhènshëng 耿振生
CHINESE 542 Introduction to Chinese Historical Phonology Spring 2005 This course is a basic introduction at the graduate level to methods and materials in Chinese historical phonology. Reading ability in Chinese is required. It is assumed that students have taken Chinese 342, 442, or the equivalent, and are familiar with articulatory phonetics concepts and terminology, including the International Phonetic Alphabet, and with general notions of historical sound change. Topics covered include the periodization of the Chinese language; the source materials for reconstructing earlier stages of the language; traditional Chinese phonological categories and terminology; fânqiè spellings; major reconstruction systems; the use of reference materials to determine reconstructions in these systems. The focus of the course is on Middle Chinese. Class: Mondays & Fridays 3:30 - 5:20, Savery 335 Web: http://courses.washington.edu/chin532/ Instructor: Zev Handel 245 Gowen, 543-4863 [email protected] Office hours: MF 2-3pm Grading: homework exercises 30% quiz 5% comprehensive test 25% short translations 15% annotated translation 25% Readings: Readings are available on e-reserves or in the East Asian library. Items below marked with a call number are on reserve in the East Asian Library or (if the call number starts with REF) on the reference shelves. Items marked eres are on course e-reserves. Baxter, William H. 1992. A handbook of Old Chinese phonology. (Trends in linguistics: studies and monographs, 64.) Berlin and New York: Mouton de Gruyter. PL1201.B38 1992 [eres: chapters 2, 8, 9] Baxter, William H. and Laurent Sagart. 1998 . “Word formation in Old Chinese” . In New approaches to Chinese word formation: morphology, phonology and the lexicon in modern and ancient Chinese. -
Part 1: Introduction to The
PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech. -
Shallow Vs Non-Shallow Orthographies and Learning to Read Workshop 28-29 September 2005
A Report of the OECD-CERI LEARNING SCIENCES AND BRAIN RESEARCH Shallow vs Non-shallow Orthographies and Learning to Read Workshop 28-29 September 2005 St. John’s College Cambridge University UK Co-hosted by The Centre for Neuroscience in Education Cambridge University Report prepared by Cassandra Davis OECD, Learning Sciences and Brain Research Project 1 Background information The goal of this report of this workshop is to: • Provide an overview of the content of the workshop presentations. • Present a summary of the discussion on cross-language differences in learning to read and the future of brain science research in this arena. N.B. The project on "Learning Sciences and Brain Research" was introduced to the OECD's CERI Governing Board on 23 November 1999, outlining proposed work for the future. The purpose of this novel project was to create collaboration between the learning sciences and brain research on the one hand, and researchers and policy makers on the other hand. The CERI Governing Board recognised this as a risk venture, as most innovative programmes are, but with a high potential pay-off. The CERI Secretariat and Governing Board agreed in particular that the project had excellent potential for better understanding learning processes over the lifecycle, but that ethical questions also existed. Together these potentials and concerns highlighted the need for dialogue between the different stakeholders. The project is now in its second phase (2002- 2005), and has channelled its activities into 3 networks (literacy, numeracy and lifelong learning) using a three dimensional approach: problem-focused; trans-disciplinary; and international. -
De Sousa Sinitic MSEA
THE FAR SOUTHERN SINITIC LANGUAGES AS PART OF MAINLAND SOUTHEAST ASIA (DRAFT: for MPI MSEA workshop. 21st November 2012 version.) Hilário de Sousa ERC project SINOTYPE — École des hautes études en sciences sociales [email protected]; [email protected] Within the Mainland Southeast Asian (MSEA) linguistic area (e.g. Matisoff 2003; Bisang 2006; Enfield 2005, 2011), some languages are said to be in the core of the language area, while others are said to be periphery. In the core are Mon-Khmer languages like Vietnamese and Khmer, and Kra-Dai languages like Lao and Thai. The core languages generally have: – Lexical tonal and/or phonational contrasts (except that most Khmer dialects lost their phonational contrasts; languages which are primarily tonal often have five or more tonemes); – Analytic morphological profile with many sesquisyllabic or monosyllabic words; – Strong left-headedness, including prepositions and SVO word order. The Sino-Tibetan languages, like Burmese and Mandarin, are said to be periphery to the MSEA linguistic area. The periphery languages have fewer traits that are typical to MSEA. For instance, Burmese is SOV and right-headed in general, but it has some left-headed traits like post-nominal adjectives (‘stative verbs’) and numerals. Mandarin is SVO and has prepositions, but it is otherwise strongly right-headed. These two languages also have fewer lexical tones. This paper aims at discussing some of the phonological and word order typological traits amongst the Sinitic languages, and comparing them with the MSEA typological canon. While none of the Sinitic languages could be considered to be in the core of the MSEA language area, the Far Southern Sinitic languages, namely Yuè, Pínghuà, the Sinitic dialects of Hǎinán and Léizhōu, and perhaps also Hakka in Guǎngdōng (largely corresponding to Chappell (2012, in press)’s ‘Southern Zone’) are less ‘fringe’ than the other Sinitic languages from the point of view of the MSEA linguistic area. -
Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese
Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese Grainger Lanneau A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts University of Washington 2020 Committee: Zev Handel William Boltz Program Authorized to Offer Degree: Asian Languages and Literature ©Copyright 2020 Grainger Lanneau University of Washington Abstract Glottal Stop Initials and Nasalization in Sino-Vietnamese and Southern Chinese Grainger Lanneau Chair of Supervisory Committee: Professor Zev Handel Asian Languages and Literature Middle Chinese glottal stop Ying [ʔ-] initials usually develop into zero initials with rare occasions of nasalization in modern day Sinitic1 languages and Sino-Vietnamese. Scholars such as Edwin Pullyblank (1984) and Jiang Jialu (2011) have briefly mentioned this development but have not yet thoroughly investigated it. There are approximately 26 Sino-Vietnamese words2 with Ying- initials that nasalize. Scholars such as John Phan (2013: 2016) and Hilario deSousa (2016) argue that Sino-Vietnamese in part comes from a spoken interaction between Việt-Mường and Chinese speakers in Annam speaking a variety of Chinese called Annamese Middle Chinese AMC, part of a larger dialect continuum called Southwestern Middle Chinese SMC. Phan and deSousa also claim that SMC developed into dialects spoken 1 I will use the terms “Sinitic” and “Chinese” interchangeably to refer to languages and speakers of the Sinitic branch of the Sino-Tibetan language family. 2 For the sake of simplicity, I shall refer to free and bound morphemes alike as “words.” 1 in Southwestern China today (Phan, Desousa: 2016). Using data of dialects mentioned by Phan and deSousa in their hypothesis, this study investigates initial nasalization in Ying-initial words in Southwestern Chinese Languages and in the 26 Sino-Vietnamese words. -
Reading Depends on Writing, in Chinese
Reading depends on writing, in Chinese Li Hai Tan*, John A. Spinks†, Guinevere F. Eden‡, Charles A. Perfetti§, and Wai Ting Siok*¶ *Department of Linguistics, and †Vice Chancellor’s Office, University of Hong Kong, Pokfulam Road, Hong Kong, China; ‡Georgetown University Medical Center, Washington, DC 20057; and §Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 12560 Communicated by Robert Desimone, National Institutes of Health, Bethesda, MD, April 28, 2005 (received for review January 3, 2005) Language development entails four fundamental and interactive this argument are two characteristics of the Chinese language: (i) abilities: listening, speaking, reading, and writing. Over the past Spoken Chinese is highly homophonic, with a single syllable four decades, a large body of evidence has indicated that reading shared by many words, and (ii) the writing system encodes these acquisition is strongly associated with a child’s listening skills, homophonic syllables in its major graphic unit, the character. particularly the child’s sensitivity to phonological structures of Thus, when learning to read, a Chinese child is confronted with spoken language. Furthermore, it has been hypothesized that the the fact that a large number of written characters correspond to close relationship between reading and listening is manifested the same syllable (as depicted in Fig. 1A), and phonological universally across languages and that behavioral remediation information is insufficient to access semantics of a printed using strategies addressing phonological awareness alleviates character. reading difficulties in dyslexics. The prevailing view of the central In addition to these system-level (language and writing system) role of phonological awareness in reading development is largely factors, Chinese writing presents some script-level features that based on studies using Western (alphabetic) languages, which are distinguish it visually from alphabetic systems. -
The Activation of Phonology During Silent Chinese Word Reading
Journal of Experimental Psychology: Copyright 1999 by the American Psychological Association, Inc. Learning, Memory', and Cognition 0278-7393/99/S3.0O 1999, Vol. 25, No. 4,838-857 The Activation of Phonology During Silent Chinese Word Reading Yaoda Xu Alexander Pollatsek Massachusetts Institute of Technology University of Massachusetts at Amherst Mary C. Potter Massachusetts Institute of Technology The role of phonology in silent Chinese compound-character reading was studied in 2 experiments using a semantic relatedness judgment task. There was significant interference from a homophone of a "target" word that was semantically related to an initially presented cue word whether the homophone was orthographically similar to the target or not This interference was only observed for exact homophones (i.e., those that had the same tone, consonant, and vowel). In addition, the effect was not significantly modulated by target or distractor frequency, nor was it restricted to cases of associative priming. Substantial interference was also found from orthographically similar nonhomophones of the targets. Together these data are best accounted for by a model that allows for parallel access of semantics via 2 routes, 1 directly from orthography to semantics and the other from orthography to phonology to semantics. The initial acquisition of most languages (with the orthography to meaning and two indirect routes to meaning important exception of sign language) is through speech. via a phonological representation, one based on spelling-to- When humans develop secondary verbal skills—reading and sound rules or regularities (a "prelexical" route) and the writing—it is unclear whether they establish a direct link other based on orthographic identification of a lexical entry from orthography to meaning or whether orthography is that leads to the activation of the word's phonological linked to phonology, with phonology remaining the sole or representation (a "postlexical" route). -
The Reconstruction of Proto-Yue Vowels
W O R K I N G P A P E R S I N L I N G U I S T I C S The notes and articles in this series are progress reports on work being carried on by students and faculty in the Department. Because these papers are not finished products, readers are asked not to cite from them without noting their preliminary nature. The authors welcome any comments and suggestions that readers might offer. Volume 40(2) 2009 (March) DEPARTMENT OF LINGUISTICS UNIVERSITY OF HAWAI‘I AT MĀNOA HONOLULU 96822 An Equal Opportunity/Affirmative Action Institution WORKING PAPERS IN LINGUISTICS: UNIVERSITY OF HAWAI‘I AT MĀNOA, VOL. 40(2) DEPARTMENT OF LINGUISTICS FACULTY 2009 Victoria B. Anderson Byron W. Bender (Emeritus) Benjamin Bergen Derek Bickerton (Emeritus) Robert A. Blust Robert L. Cheng (Adjunct) Kenneth W. Cook (Adjunct) Kamil Ud Deen Patricia J. Donegan (Co-Graduate Chair) Emanuel J. Drechsel (Adjunct) Michael L. Forman (Emeritus) George W. Grace (Emeritus) John H. Haig (Adjunct) Roderick A. Jacobs (Emeritus) Paul Lassettre P. Gregory Lee Patricia A. Lee Howard P. McKaughan (Emeritus) William O’Grady (Chair) Yuko Otsuka Ann Marie Peters (Emeritus, Co-Graduate Chair) Kenneth L. Rehg Lawrence A. Reid (Emeritus) Amy J. Schafer Albert J. Schütz, (Emeritus, Editor) Ho Min Sohn (Adjunct) Nicholas Thieberger Laurence C. Thompson (Emeritus) ii A RECONSTRUCTION OF PROTO-YUE VOWELS KAREN HUANG This paper presents an alternative reconstruction of Proto-Yue vowels in the literary stratum. Opposed to previous studies, the rhyme categories are not considered. I analyze the literary stratum of eighteen Yue dialects and reconstruct the vowel system based on the comparative method. -
S Suffixes in Old Chinese?
How many *-s suffixes in Old Chinese? Guillaume Jacques To cite this version: Guillaume Jacques. How many *-s suffixes in Old Chinese? . Bulletin of Chinese linguistics, Brill, 2016, 9 (2), pp.205-217. 10.1163/2405478X-00902014. halshs-01566036 HAL Id: halshs-01566036 https://halshs.archives-ouvertes.fr/halshs-01566036 Submitted on 20 Jul 2017 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. How many *-s suffixes in Old Chinese?* Guillaume Jacques July 20, 2017 1 Introduction While qusheng 去聲 derivation is one of the most prominent trace of mor- phology in Old Chinese, it is probably also the least understood one, as it presents diverse and even contradictory functions, to the extent that Downer (1959, 262), in his seminal article, argued that it was simply a way of creat- ing new words, not a derivation with a well-defined grammatical function.1 Yet, we know thanks to the work of scholars such as Haudricourt (1954), Forrest (1960); Schuessler (1985) and Sagart (1999) that qusheng derivation comes (at least in part) from *-s suffixes. As -s suffixes with functions similar to those that have been reconstructed for Old Chinese are attested and even are still productive in more conservative languages of the Trans-Himalayan family, it is worthwhile to explore the exact opposite hypothesis to Downer’s ultrascepticism, namely that the vast array of functions of the *-s is due to the merger of many independent dental suffixes, and constitute indeed obscured traces of a former inflectional system.