Gestural Scores and Transciption
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Acoustic-Phonetics of Coronal Stops
Acoustic-phonetics of coronal stops: A cross-language study of Canadian English and Canadian French ͒ Megha Sundaraa School of Communication Sciences & Disorders, McGill University 1266 Pine Avenue West, Montreal, QC H3G 1A8 Canada ͑Received 1 November 2004; revised 24 May 2005; accepted 25 May 2005͒ The study was conducted to provide an acoustic description of coronal stops in Canadian English ͑CE͒ and Canadian French ͑CF͒. CE and CF stops differ in VOT and place of articulation. CE has a two-way voicing distinction ͑in syllable initial position͒ between simultaneous and aspirated release; coronal stops are articulated at alveolar place. CF, on the other hand, has a two-way voicing distinction between prevoiced and simultaneous release; coronal stops are articulated at dental place. Acoustic analyses of stop consonants produced by monolingual speakers of CE and of CF, for both VOT and alveolar/dental place of articulation, are reported. Results from the analysis of VOT replicate and confirm differences in phonetic implementation of VOT across the two languages. Analysis of coronal stops with respect to place differences indicates systematic differences across the two languages in relative burst intensity and measures of burst spectral shape, specifically mean frequency, standard deviation, and kurtosis. The majority of CE and CF talkers reliably and consistently produced tokens differing in the SD of burst frequency, a measure of the diffuseness of the burst. Results from the study are interpreted in the context of acoustic and articulatory data on coronal stops from several other languages. © 2005 Acoustical Society of America. ͓DOI: 10.1121/1.1953270͔ PACS number͑s͒: 43.70.Fq, 43.70.Kv, 43.70.Ϫh ͓AL͔ Pages: 1026–1037 I. -
Vowel Acoustics Reliably Differentiate Three Coronal Stops of Wubuy Across Prosodic Contexts
Vowel acoustics reliably differentiate three coronal stops of Wubuy across prosodic contexts Rikke L. BundgaaRd-nieLsena, BRett J. BakeRb, ChRistian kRoosa, MaRk haRveyc and CatheRine t. Besta,d aMARCS Auditory Laboratories, University of Western Sydney bSchool of Languages and Linguistics, University of Melbourne cSchool of Humanities and Social Science, University of Newcastle dHaskins Laboratories, New Haven Abstract The present study investigates the acoustic differentiation of three coronal stops in the indigenous Australian language Wubuy. We test independent claims that only VC (vowel-into-consonant) transitions provide robust acoustic cues for retroflex as compared to alveolar and dental coronal stops, with no differentiating cues among these three coronal stops evident in CV (consonant-into-vowel) transitions. The four-way stop distinction /t, t̪ , ʈ, c/ in Wubuy is contrastive word-initially (Heath 1984) and by implication utterance-initially, i.e., in CV-only contexts, which suggests that acoustic differentiation should be expected to occur in the CV transitions of this language, including in initial positions. Therefore, we examined both VC and CV formant transition information in the three target coronal stops across VCV (word-internal), V#CV (word-initial but utterance-medial) and ##CV (word- and utterance-initial), for /a / vowel contexts, which provide the optimal environment for investigating formant transitions. Results confirm that these coro- nal contrasts are maintained in the CVs in this vowel context, and in all three posi- tions. The patterns of acoustic differences across the three syllable contexts also provide some support for a systematic role of prosodic boundaries in influencing the degree of coronal stop differentiation evident in the vowel formant transitions. -
Ling 230/503: Articulatory Phonetics and Transcription English Vowels
Ling 230/503: Articulatory Phonetics and Transcription Broad vs. narrow transcription. A narrow transcription is one in which the transcriber records much phonetic detail without attention to the way in which the sounds of the language form a system. A broad transcription omits those details of a narrow transcription which the transcriber feels are not worth recording. Normally these details will be aspects of the speech event which are: (1) predictable or (2) would not differentiate two token utterances of the same type in the judgment of speakers or (3) are presumed not to figure in the systematic phonology of the language. IPA vs. American transcription There are two commonly used systems of phonetic transcription, the International Phonetics Association or IPA system and the American system. In many cases these systems overlap, but in certain cases there are important distinctions. Students need to learn both systems and have to be flexible about the use of symbols. English Vowels Short vowels /ɪ ɛ æ ʊ ʌ ɝ/ ‘pit’ pɪt ‘put’ pʊt ‘pet’ pɛt ‘putt’ pʌt ‘pat’ pæt ‘pert’ pɝt (or pr̩t) Long vowels /i(ː), u(ː), ɑ(ː), ɔ(ː)/ ‘beat’ biːt (or bit) ‘boot’ buːt (or but) ‘(ro)bot’ bɑːt (or bɑt) ‘bought’ bɔːt (or bɔt) Diphthongs /eɪ, aɪ, aʊ, oʊ, ɔɪ, ju(ː)/ ‘bait’ beɪt ‘boat’ boʊt ‘bite’ bɑɪt (or baɪt) ‘bout’ bɑʊt (or baʊt) ‘Boyd’ bɔɪd (or boɪd) ‘cute’ kjuːt (or kjut) The property of length, denoted by [ː], can be predicted based on the quality of the vowel. For this reason it is quite common to omit the length mark [ː]. -
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. -
Using Phonetic Transcription in Class
/ˈjuːˌzɪŋfəˈnɛˌɾɪkˌtɹənˈskɹɪp̚.ʃn̩ɪnklæˑs/* * Using Phonetic Transcription in Class Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Anthony Atkielski Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). As it happens, English is the most widely taught foreign language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equally to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronunciation from actual audio recording and, while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription include: • As any student of English can attest, written English is only an approximate representation of the spoken lan- guage. Phonetic transcription, in contrast, is an exact representation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription. -
Classification of Stop Consonant Place of Articulation
Classification of stop consonant place of articulation by Atiwong Suchato B.Eng., Chulalongkorn University (1998) S.M., Massachusetts Institute of Technology (2000) Submitted to the Department of Electrical Engineering and Computer Science in partial fulfillment of the requirements for the degree of M ASSACHUSETTS INSTITUTE Doctor of Philosophy OF TECHNOLOGY at the JUL 2 6 2004 Massachusetts Institute of Technology LIBRARIES June 2004 @ Massachusetts Institute of Technology 2004. All rights reserved. Author /Department of Electric ngineering and Computer Science April 27t', 2004 Certified by Kenneth N. Stevens ClarenweJ. LeBel Professor of Electrical Engineering an4 Professor of Healtl-,Sciences & Technology Thepigj$upervisor Accepted by Arthur C. Smith Chairman, Departmental Committee on Graduate Students BARKER This page is intentionally left blank. 2 Classification of Stop Consonant Place of Articulation by Atiwong Suchato Submitted to the Department of Electrical Engineering and Computer Science on April 27 th, 2004, in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Electrical Engineering and Computer Science Abstract One of the approaches to automatic speech recognition is a distinctive feature-based speech recognition system, in which each of the underlying word segments is represented with a set of distinctive features. This thesis presents a study concerning acoustic attributes used for identifying the place of articulation features for stop consonant segments. The acoustic attributes are selected so that they capture the information relevant to place identification, including amplitude and energy of release bursts, formant movements of adjacent vowels, spectra of noises after the releases, and some temporal cues. An experimental procedure for examining the relative importance of these acoustic attributes for identifying stop place is developed. -
Arabic and English Consonants: a Phonetic and Phonological Investigation
Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 6 No. 6; December 2015 Flourishing Creativity & Literacy Australian International Academic Centre, Australia Arabic and English Consonants: A Phonetic and Phonological Investigation Mohammed Shariq College of Science and Arts, Methnab, Qassim University, Saudi Arabia E-mail: [email protected] Doi:10.7575/aiac.alls.v.6n.6p.146 Received: 18/07/2015 URL: http://dx.doi.org/10.7575/aiac.alls.v.6n.6p.146 Accepted: 15/09/2015 Abstract This paper is an attempt to investigate the actual pronunciation of the consonants of Arabic and English with the help of phonetic and phonological tools like manner of the articulation, point of articulation, and their distribution at different positions in Arabic and English words. A phonetic and phonological analysis of the consonants of Arabic and English can be useful in overcoming the hindrances that confront the Arab EFL learners. The larger aim is to bring about pedagogical changes that can go a long way in improving pronunciation and ensuring the occurrence of desirable learning outcomes. Keywords: Phonetics, Phonology, Pronunciation, Arabic Consonants, English Consonants, Manner of articulation, Point of articulation 1. Introduction Cannorn (1967) and Ekundare (1993) define phonetics as sounds which is the basis of human speech as an acoustic phenomenon. It has a source of vibration somewhere in the vocal apparatus. According to Varshney (1995), Phonetics is the scientific study of the production, transmission and reception of speech sounds. It studies the medium of spoken language. On the other hand, Phonology concerns itself with the evolution, analysis, arrangement and description of the phonemes or meaningful sounds of a language (Ramamurthi, 2004). -
UCLA Working Papers in Phonetics
UCLA Working Papers in Phonetics Title WPP, No. 107: Acoustic Study of Georgian Stop Consonants Permalink https://escholarship.org/uc/item/63t1324h Author Vicenik, Chad Publication Date 2008-09-30 eScholarship.org Powered by the California Digital Library University of California UCLA Working Papers in Phonetics, No. 107, pp.1-30 An Acoustic Study of Georgian Stop Consonants Chad Vicenik [email protected] Abstract This study investigates the acoustic properties of ejective, voiced and voiceless aspirated stops in Georgian, a Caucasian language, and seeks to answer two questions: (1) which acoustic features discriminate the three stop manners and (2) do Georgian stops undergo initial strengthening, and if so, is it syntagmatic or paradigmatic strengthening? Five female speakers were recorded reading words embedded into carrier phrases and stories. Acoustic measures include closure duration, voicing during the closure, voicing lag, relative burst intensity, spectral moment of bursts, phonation (H1-H2) and f0. Of these, voicing lag, voicing during the closure, mean burst frequency, H1-H2 and f0 could all be used to discriminate stop manner, but stop manners did not differ in closure duration or relative burst intensity. Georgian stops did show initial strengthening and showed only syntagmatic enhancement, not paradigmatic enhancement. Stops showed longer closure durations, longer voicing lags, less voicing during the closure and higher H1-H2 values in higherprosodicpositions. 1. Introduction Georgian, a Caucasian language spoken in Georgia, has three stop manners: voiceless aspirated, voiced and ejective (Shosted & Chikovani2006). Its stop inventory is given below in Table 1. This study examines the stop consonants of Georgian and will look at a number of acoustic measures in order to describe the similarities and differences between ejectives and the other stop manners present in the language. -
A Laboratory Phonology Account of The
Linguistic Portfolios Volume 1 Article 15 2012 A Laboratory Phonology Account of the Past Tense Suffix <-ed> and Its Allomorphs Doug LeBlanc St. Cloud State University Ettien Koffi St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/stcloud_ling Part of the Applied Linguistics Commons Recommended Citation LeBlanc, Doug and Koffi, Ettien (2012) "A Laboratory Phonology Account of the Past Tense Suffix <-ed> and Its Allomorphs," Linguistic Portfolios: Vol. 1 , Article 15. Available at: https://repository.stcloudstate.edu/stcloud_ling/vol1/iss1/15 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]. LeBlanc and Koffi: Past Tense Suffix <-ed> and Its Allomorphs A LABORATORY PHONOLOGY ACCOUNT OF THE PAST TENSE SUFFIX <-ED> AND ITS ALLOMORPHS DOUG LEBLANC AND ETTIEN KOFFI 1.0 Introduction For much of its history, phonological accounts of pronunciation have relied almost exclusively on the impressionistic judgments of how linguists pronounce the segments, words, phrases, or utterances under investigation. However, since the late 1980s a gradual change is underway which calls for an increased use of instrumental phonetic methods to bolster or validate the claims made by phonologists. Even Pulleyblank (2012), a well-known theoretical phonologist, is on board with this new approach. In his plenary address entitled “Issues in the Phonology-Phonetics Interface in African Languages,” he calls for the integration of the two sub-disciplines of linguistics because he contends that instrumental phonetics can help accomplish the following: 1. -
Icelandic Phonetic Transcription
A Short Overview of the Icelandic Sound System Pronunciation Variants and Phonetic Transcription IPA Version Eiríkur Rögnvaldsson SÍM 2020 This document was written in December 2019 and January 2020 for the SÍM consortium as a part of the Icelandic National Language Technology Program. The document is made in two versions – one using the IPA transcription system and the other using the X-SAMPA transcription system. This is the IPA version. Both versions begin with a table showing the mappings between the two systems. The document is distributed under the CC BY 4.0 license. 2 1 An Overview of the Icelandic Sound System Icelandic speech sounds can be divided into two main groups; consonants and vowels. Icelandic consonants can be further divided into four classes: plosives (stops), fricatives (and approximants), nasals, and liquids (laterals and trills/taps). Within the vowel group, a further distinction can be made between monophthongs and diphthongs. The following table gives an overview of the phonemes of the Icelandic IPA and X- SAMPA symbol set, grouped by the phoneme classes to which they belong (according to the manner of their articulation). Consonants IPA SAMPA Orthography IPA SAMPA Gloss Plosives p p bera [pɛːra] /pE:ra/ ‘carry’ pʰ p_h pera [pʰɛːra] /p_hE:ra/ ‘pear’ t t dalur [taːlʏr] /ta:lYr/ ‘valley’ tʰ t_h tala [tʰaːla] /t_ha:la/ ‘talk’ c c gera [cɛːra] /cE:ra/ ‘do’ cʰ c_h kæla [cʰaiːla] /c_hai:la/ ‘cool off’ k k galdur [kaltʏr] /kaltYr/ ‘magic’ kʰ k_h kaldur [kʰaltʏr] /k_haltYr/ ‘cold’ Fricatives v v vera [vɛːra] /vE:ra/ ‘be’ -
Using Phonetic Transcription in Class.Qxd
/juziŋ fənε tik tɹ nskɹip.ʃn in kl s/* Phonetic transcription can be a useful tool for teaching or correcting pronunciation in the ESL/EFL classroom. Introduction This paper discusses the use of phonetic transcription in the teaching of English as a second or foreign language (ESL/EFL), using the International Phonetic Alphabet (IPA). English is the most widely taught language in the world, and the IPA is the most widely used alphabet for phonetic transcription. However, most of the concepts and techniques described in this paper apply equal- ly to the teaching of other languages and the use of other systems of phonetic transcription. Phonetic transcription is nothing more than a written record of the sounds of a spoken language. The relationship between phonetic transcription and spoken language is very similar to that between a printed musical score and a musical performance. Transcription separates pronuncia- tion from actual audio recording, and while this might at first seem to be counterproductive, in reality it has many advantages for teaching spoken language and pronunciation. One might well ask what purpose phonetic transcription serves in English when the written form of English already represents the way the language is spoken (more or less). The advantages of phonetic transcription are several: • As any student of English can attest, written English is only an approximate represen- tation of the spoken language. Phonetic transcription, in contrast, is an exact represen- tation, without any ambiguity, redundancy, or omission. In a phonetic transcription, every symbol stands for one sound, and one sound only. There are no “silent letters,” nor are there any spoken sounds that are not represented in the transcription. -
What Is the Difference Between Alveolar Stops and Retroflex Stops in Nepali?
What is the Difference between Alveolar Stops and Retroflex Stops in Nepali? DongYun Kwak Sogang University 1 INTRODUCTION In the class Field Methods opened in the 2019 Spring Semester, Nepali had been studied. Among various aspects of Nepali, in this paper, retroflex consonants of Nepali will be covered. In both English and Korean, there is no retroflex sound. According to Khatiwada (2009), however, there are four types of retroflex stops: [ɖ], [ɖʰ], [ʈ], and [ʈʰ]. These new sounds are intriguing because the Nepali can distinguish retroflex stops from alveolar stops such as [d] or [t]. In this paper, therefore, the difference between retroflex stops and alveolar stops in Nepali is to be analyzed through spectrograms. 2 LITERATURE REVIEW According to Ladefoged (2001), retroflex sounds can be defined as “the sound in which the tongue is curled up and back to touch the roof of the mouth behind the alveolar ridge” (p. 142). Although some authors do not use the term, retroflexion, in the case of Nepali because of a lesser degree of retroflexion (Pokharel, 1989), Khatiwada (2007) shows “that the tongue tip is curled back for some speakers after /a/ and /u/.” 3 METHODS The participant is an exchange student from Hong Kong who can speak both Nepali and English. During 16 weeks of the classes, elicitation sessions were held repetitively in the medium of English. To get more accurate voice recordings by the speaker, however, the recording session was conducted in Linguistic Lab 1 in J building. Before starting to record, with the help of the speaker, the four sets of the sentences, which contain [d], [ɖ], [t], and [ʈ] respectively, were made to be analyzed.