The Aeroacoustics of Nasalized Fricatives by Ryan Keith Shosted BA
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Mehri Ejective Fricatives: an Acoustic Study Rachid Ridouane, Cédric Gendrot, Rajesh Khatiwada
Mehri ejective fricatives: an acoustic study Rachid Ridouane, Cédric Gendrot, Rajesh Khatiwada To cite this version: Rachid Ridouane, Cédric Gendrot, Rajesh Khatiwada. Mehri ejective fricatives: an acoustic study. 18th International Congress of Phonetic Sciences, Aug 2015, Glasgow, United Kingdom. halshs- 01287685 HAL Id: halshs-01287685 https://halshs.archives-ouvertes.fr/halshs-01287685 Submitted on 15 Mar 2016 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. Mehri ejective fricatives: an acoustic study Rachid Ridouane, Cédric Gendrot, Rajesh Khatiwada Laboratoire de Phonétique et Phonologie (CNRS/Sorbonne Nouvelle), Paris ABSTRACT sequence of a pulmonic fricative followed by a glottal stop [3]. The second strategy, observed in Ejective consonants are not very common cross- Tlingit, was to produce ejective fricatives with a linguistically. Even less common is the occurrence much narrower constriction than was used in their of ejective fricatives. This infrequency is generally pulmonic counterparts [4]. This allowed for glottal attributed to the incompatibility of two aerodynamic closure to overlap the entire frication duration while requirements: a continuing flow of air to create noise producing high intra-oral pressure, suggesting that frication and an increasing intraoral air pressure to they were indeed ejective fricatives. -
The Whistled Fricatives of Southern Bantu
Just put your lips together and blow? The whistled fricatives of Southern Bantu Ryan K. Shosted12∗ 1Dept of Linguistics, University of California, Berkeley 1203 Dwinelle Hall #2650 – Berkeley, CA 94120-2650 USA 2Dept of Linguistics, University of California, San Diego 9500 Gilman Drive #108 – La Jolla, CA 92093-0108 USA [email protected] Abstract. Phonemically, whistled fricatives /s z / are rare, limited almost en- Ţ Ţ tirely to Southern Bantu. Reports differ as to whether they are realized with labial protrusion and/or rounding. Phonetically, whistled sibilants are com- mon; they are regarded as a feature of disordered speech in English. According to the clinical literature, unwanted whistled fricatives are triggered by dental prosthesis and/or orthodontics that alter the geometry of the incisors—not by aberrant lip rounding. Based on aeroacoustic models of various types of whis- tle supplemented with acoustic data from the Southern Bantu language Tshwa (S51), this paper contends that labiality is not necessary for the production of whistled fricatives. 1. Introduction 1.1. Typology Few phonemes are as typologically restricted as the so-called whistled, whistling, or whistly fricatives / s z /.1 They are said to occur in only a handful of languages: the Shona Ţ Ţ (S10) and Tshwa-Ronga (S50) groups of Southern Bantu (Bladon et al., 1987; Sitoe, ∗This research was supported by a Jacob K. Javits Fellowship and a Fulbright Fellowship to the author. I would like to thank John Ohala, Keith Johnson, and Ian Maddieson for their insights. I am also grateful to Larry Hyman for his help with the diachronic data. -
LINGUISTICS 221 LECTURE #3 the BASIC SOUNDS of ENGLISH 1. STOPS a Stop Consonant Is Produced with a Complete Closure of Airflow
LINGUISTICS 221 LECTURE #3 Introduction to Phonetics and Phonology THE BASIC SOUNDS OF ENGLISH 1. STOPS A stop consonant is produced with a complete closure of airflow in the vocal tract; the air pressure has built up behind the closure; the air rushes out with an explosive sound when released. The term plosive is also used for oral stops. ORAL STOPS: e.g., [b] [t] (= plosives) NASAL STOPS: e.g., [m] [n] (= nasals) There are three phases of stop articulation: i. CLOSING PHASE (approach or shutting phase) The articulators are moving from an open state to a closed state; ii. CLOSURE PHASE (= occlusion) Blockage of the airflow in the oral tract; iii. RELEASE PHASE Sudden reopening; it may be accompanied by a burst of air. ORAL STOPS IN ENGLISH a. BILABIAL STOPS: The blockage is made with the two lips. spot [p] voiceless baby [b] voiced 1 b. ALVEOLAR STOPS: The blade (or the tip) of the tongue makes a closure with the alveolar ridge; the sides of the tongue are along the upper teeth. lamino-alveolar stops or Check your apico-alveolar stops pronunciation! stake [t] voiceless deep [d] voiced c. VELAR STOPS: The closure is between the back of the tongue (= dorsum) and the velum. dorso-velar stops scar [k] voiceless goose [g] voiced 2. NASALS (= nasal stops) The air is stopped in the oral tract, but the velum is lowered so that the airflow can go through the nasal tract. All nasals are voiced. NASALS IN ENGLISH a. BILABIAL NASAL: made [m] b. ALVEOLAR NASAL: need [n] c. -
The Violability of Backness in Retroflex Consonants
The violability of backness in retroflex consonants Paul Boersma University of Amsterdam Silke Hamann ZAS Berlin February 11, 2005 Abstract This paper addresses remarks made by Flemming (2003) to the effect that his analysis of the interaction between retroflexion and vowel backness is superior to that of Hamann (2003b). While Hamann maintained that retroflex articulations are always back, Flemming adduces phonological as well as phonetic evidence to prove that retroflex consonants can be non-back and even front (i.e. palatalised). The present paper, however, shows that the phonetic evidence fails under closer scrutiny. A closer consideration of the phonological evidence shows, by making a principled distinction between articulatory and perceptual drives, that a reanalysis of Flemming’s data in terms of unviolated retroflex backness is not only possible but also simpler with respect to the number of language-specific stipulations. 1 Introduction This paper is a reply to Flemming’s article “The relationship between coronal place and vowel backness” in Phonology 20.3 (2003). In a footnote (p. 342), Flemming states that “a key difference from the present proposal is that Hamann (2003b) employs inviolable articulatory constraints, whereas it is a central thesis of this paper that the constraints relating coronal place to tongue-body backness are violable”. The only such constraint that is violable for Flemming but inviolable for Hamann is the constraint that requires retroflex coronals to be articulated with a back tongue body. Flemming expresses this as the violable constraint RETRO!BACK, or RETRO!BACKCLO if it only requires that the closing phase of a retroflex consonant be articulated with a back tongue body. -
Phonology: Analysis and Theory
This page intentionally left blank Clear and concise, this textbook is an introduction to phonology for students which assumes no prior knowledge of this area of linguistics and provides an overall view of the field which can be covered within one year. The book does not confine itself to any specific theoretical approach and can therefore be used for study within any framework and also to prepare students for work in more specialised frameworks such as Optimality Theory, Government, Dependency and Declarative Phonology. Each chapter focuses on a particular set of theoretical issues including segments, syllables, feet and phonological processing. Gussmann explores these areas using data drawn from a variety of languages including English, Icelandic, Russian, Irish, Finnish, Turkish and others. Suggestions for further reading and summaries at the end of each chapter enable students to find their way to more advanced phonological work. EDMUND GUSSMANN is Professor of General Linguistics at the University of Gda´nsk,Poland. His books include Introduction to Phonological Analysis (1980), Studies in Abstract Phonology (1980), Phono-Morphology (ed., 1985), Licensing in Syntax and Phonology (ed., 1995) and (with A. Doyle) Reverse Dictionary of Modern Irish (1996). Phonology Analysis and Theory EDMUND GUSSMANN University of Gdansk´ Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo Cambridge University Press The Edinburgh Building, Cambridge , United Kingdom Published in the United States of America by Cambridge University Press, New York www.cambridge.org Information on this title: www.cambridge.org/9780521574099 © Edmund Gussmann 2002 This book is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. -
Presentation Overview Course Objectives What Is a Sibilant A
1 The Entire World Presentation Overview of Sibilants™ • Targeted for intermediate level of knowledge. However, encompass entry- level to experienced clinicians. • Review S & Z first, then SH & CH, J, ZH. • Evaluation procedure. Christine Ristuccia, M.S. CCC-SLP • Specific treatment strategies. www.sayitright.org • Case study examples. ©2007 Say It Right ©2007 Say It Right Course Objectives What is a Sibilant • Know how to evaluate and treat the various word positions of the sibilant sounds:[s, z, ch, sh, sh, j, and zh]. A consonant characterized • Know how to use co-articulation to elicit correct tongue positioning. by a hissing sound. • Be able to write measurable and objective IEP goals. • Be able to identify 3 elicitation techniques S, Z,Z, SH, ZH, CH, and J • Identify natural tongue positioning for /t/, /n/, /l/ and /d/. • Know difference between frontal and lateral lisp disorders. ©2007 Say It Right ©2007 Say It Right Facts About /s/ & /z/ Facts About [s] & [z] • Cognates. Have same manner and [s] spellings S as in soup production with the exception of C as in city voicing. Sc as in science X as in box • Airflow restricted or released by tongue causes production and common “hissing” sound. [z] spellings s as in pans x as in xylophone • Different spellings, same production. z as in zoo ©2007 Say It Right ©2007 Say It Right Say It Right™ • 888—811-0759 • [email protected] • www.sayitright.org ©2007 Say It Right™ All rights reserved. 2 Two Types of Lisp Frontal Lisp Disorders • Most common Frontal Lateral • Also called interdental lisp • Trademark sound - /th/ • Cause: Tongue is protruding too far forward. -
The Phonology of Quantity in Icelandic and Norwegian
Dysertacje Wydziału Neofilologii UAM w Poznaniu 25 Przemysław Czarnecki The Phonology of Quantity in Icelandic and Norwegian Wydział Neofilologii UAM w Poznaniu Poznań 2016 The Phonology of Quantity in Icelandic and Norwegian Dysertacje Wydziału Neofilologii UAM w Poznaniu 25 Przemysław Czarnecki The Phonology of Quantity in Icelandic and Norwegian Wydział Neofilologii UAM w Poznaniu Poznań 2016 Projekt okładki: Przemysław Czarnecki Recenzja: prof. dr hab. Stanisław Puppel Copyright by: Przemysław Czarnecki Wydanie I, Poznań 2016 ISBN 978-83-947398-6-7 *DOI: 10.14746/9788394739867* Wydanie: Wydział Neofilologii UAM w Poznaniu al. Niepodległości 4, 61-874 Poznań e-mail: [email protected] www.wn.amu.edu.pl The most remarkable fact about phonological phenomena is that they exist at all Jonathan Kaye (1989): Phonology: a cognitive view. Hillsdale: Erlbaum Table of Contents Introduction ...................................................................... 9 Chapter 1. Sounds of Icelandic and Norwegian ............. 14 1.1 Vowels ................................................................... 15 1.2. Consonants ........................................................... 18 1.3. A note on stress and its relation to vowel length ..... 21 Chapter 2. The main assumptions of the theoretical framework .................................................... 24 Chapter 3. Quantity in Icelandic and Norwegian – “open syllable lengthening” ......................... 32 Chapter 4. Branching onsets in Icelandic and Norwegian ... 38 4.1. Branching onsets -
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. -
Legends for Videos
Case-Based Learning through Videos: A Virtual Walk through Our Clinic From Cleft Palate and Craniofacial Anomalies: The Effects on Speech and Resonance, 3rd Edition Ann W. Kummer, Ph.D., CCC-SLP Most students and professionals in speech-language pathology learn about communication disorders from reading textbooks first, and then by attending lectures. This type of learning is not only required for the degree, but is also essential in order to obtain basic and theoretical information for clinical practice. Unfortunately, book knowledge alone does not adequately prepare the learner to evaluate and treat individuals affected by communication disorders. As such, the American Speech-Language- Hearing Association (ASHA) has observation requirements for graduation in speech-language pathology (or communication sciences and disorders) at the bachelor’s level, and practicum experience requirements for graduation at the master’s level. In addition, it is universally recognized that observing, interacting, problem-solving, and obtaining experience in real-life clinical situations is essential for individuals to be able to apply learned didactic information appropriately and effectively in clinical situations. Although observation and practicum experiences are essential for clinical learning, there are many issues and inefficiencies when trying to obtain these experiences. First, students (and professionals wanting to obtain additional competencies) usually need to schedule the experience with an outside facility, and then travel to the location. There is a risk that the patient will cancel or be a no-show. There is also the possibility that the session is not a good one for various reasons. The experience may not be focused learning. For example, the student/observer may understand the point of the session in 5 minutes, but need to be present for the entire session, which can take an hour or more. -
Chapter 9 Consonant Substitution in Child Language (Ikwere) Roseline I
Chapter 9 Consonant substitution in child language (Ikwere) Roseline I. C. Alerechi University of Port Harcourt The Ikwere language is spoken in four out of the twenty-three Local Government Areas (LGAs) of Rivers State of Nigeria, namely, Port Harcourt, Obio/Akpor, Emohua and Ikwerre LGAs. Like Kana, Kalabari and Ekpeye, it is one of the major languages of Rivers State of Nigeria used in broadcasting in the electronic media. The Ikwere language is classified asan Igboid language of the West Benue-Congo family of the Niger-Congo phylum of languages (Williamson 1988: 67, 71, Williamson & Blench 2000: 31). This paper treats consonant substi- tution in the speech of the Ikwere child. It demonstrates that children use of a language can contribute to the divergent nature of that language as they always strive for simplification of the target language. Using simple descriptive method of data analysis, the paper identifies the various substitutions of consonant sounds, which characterize the Ikwere children’s ut- terances. It stresses that the substitutions are regular and rule governed and hence implies the operation of some phonological processes. Some of the processes are strengthening and weakening of consonants, loss of suction of labial implosives causing them to become labial plosives, devoicing of voiced consonants, etc. While some of these processes are identical with the adult language, others are peculiar to children, demonstrating the relationships between the phonological processes in both forms of speech. It is worthy of note that high- lighting the relationships and differences will make for effective communication between children and adults. 1 Introduction The Ikwere language is spoken in four out of the twenty-three Local Government Areas (LGAs) of Rivers State of Nigeria, namely, Port Harcourt, Obio/Akpor, Emohua and Ik- werre LGAs. -
Current Studies on South American Languages, [Indigenous Languages of Latin America (ILLA), Vol
This file is freely available for download at http://www.etnolinguistica.org/illa This book is freely available for download at http://www.etnolinguistica.org/illa References: Crevels, Mily, Simon van de Kerke, Sérgio Meira & Hein van der Voort (eds.). 2002. Current Studies on South American Languages, [Indigenous Languages of Latin America (ILLA), vol. 3], [CNWS publications, vol. 114], Leiden: Research School of Asian, African, and Amerindian Studies (CNWS), vi + 344 pp. (ISBN 90-5789-076-3) CURRENT STUDIES ON SOUTH AMERICAN LANGUAGES INDIGENOUS LANGUAGES OF LATIN AMERICA (ILLA) This series, entitled Indigenous Languages of Latin America, is a result of the collaboration between the CNWS research group of Amerindian Studies and the Spinoza research program Lexicon and Syntax, and it will function as an outlet for publications related to the research program. LENGUAS INDÍGENAS DE AMÉRICA LATINA (ILLA) La serie Lenguas Indígenas de América Latina es el resultado de la colabora- ción entre el equipo de investigación CNWS de estudios americanos y el programa de investigación Spinoza denominado Léxico y Sintaxis. Dicha serie tiene como objetivo publicar los trabajos que se lleven a cabo dentro de ambos programas de investigación. Board of advisors / Consejo asesor: Willem Adelaar (Universiteit Leiden) Eithne Carlin (Universiteit Leiden) Pieter Muysken (Katholieke Universiteit Nijmegen) Leo Wetzels (Vrije Universiteit, Amsterdam) Series editors / Editores de la serie: Mily Crevels (Katholieke Universiteit Nijmegen) Simon van de Kerke (Universiteit -
Introducing Phonology This Accessible Textbook Provides a Clear and Practical Introduction to Phonology, the Study of Sound Patterns in Language
Introducing Phonology This accessible textbook provides a clear and practical introduction to phonology, the study of sound patterns in language. Designed for undergraduates with only a basic knowledge of linguistics, it teaches in a step-by-step fashion the logical techniques of phonological analysis and the fundamental theories that underpin it. Through over sixty graded exercises, students are encouraged to make their own analyses of phonological patterns and processes, based on extensive data and problem sets from a wide variety of languages. Introducing Phonology equips students with the essential analytical skills needed for further study in the field, such as how to think critically and discover generalizations about data, how to formulate hypotheses, and how to test them. Providing a solid foundation in both the theory and practice of phonology, it is set to become the leading text for any introductory course, and will be invaluable to all students beginning to study the discipline. david odden is Professor in the Department of Linguistics, Ohio State University, having previously held positions at Yale University, the University of Tromsø and the University of Durham. He is the author of The Phonology and Morphology of Kimatuumbi (1996), and has contributed to many journals such as Phonology, Language, Linguistic Inquiry, Linguistic Analysis, Journal of African Languages and Linguistics and Studies in African Linguistics, of which he is the editor. Cambridge Introductions to Language and Linguistics This new textbook series provides students and their teachers with accessible introductions to the major subjects encountered within the study of language and linguistics. Assuming no prior knowledge of the subject, each book is written and designed for ease of use in the classroom or seminar, and is ideal for adoption on a modular course as the core recommended textbook.