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Going the Pub and Being the Library
Going the Pub and Being the Library A Microparameter in North-West English Preposi>onal Phrases Boston University Linguis>cs Faculty Spotlight Thursday, Oct 2nd Neil Myler ([email protected]) The United Kingdom 2 England 3 England The North West of England 4 Bit of the North West we’re dealing with 5 Bit of the North West we’re dealing with Scouse 6 Bit of the North West we’re dealing with Woolyback Scouse 7 Scousers, Plas>c Scousers (Placcies) and Woolybacks St Helens, Widnes etc are wools. Huyton, Kirkby, Bootle etc. are borderline. Birkenhead are the biggest wools. Wools want to be Scousers, Scousers don’t want to be wools. Stevie Dunn I AM proud to be classed as a Scouser and here are my defini>ons. Scouser: An individual born within eyesight of the Liver Building or adopted by the en>re city. Must have a Liverpudlian accent and be proud that we sound Australian to all Americans. Plas>c Scousers: Those born in eyesight of the Liver Building, but have to cross water, or those born and living within the city, but wish to speak differently and live elsewhere. Woolybacks: Those who sound like they live near sheep – areas like Manchester, Warrington and Widnes. Lulla h[p://www.liverpoolecho.co.uk/news/liverpool-news/scousers-plas>c-scousers-woolybacks--3366630 h[p://www.liverpoolecho.co.uk/news/nostalgia/what-plas>c-scouser-paddy-shennan-3370855 8 Definite Woolybacks The Lancashire Hotpots • Comedy folk band from St Helens • Named aer “Lancashire Hotpot”, a tradi>onal stew. • Note flatcaps, waistcoats etc. -
Perceptions of Different Accent
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Hana Richterová Perceptions of Different Accents of English Bachelor ’s Diploma Thesis Supervisor: PhDr. Kate řina Tomková, Ph. D. 2013 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author’s signature I would like to thank all of my American respondents who took the time and effort to take part in my research, and all of those who helped me contact them via Facebook, especially Karolina Schmid. My greatest thanks go to Mrs. Kate řina Tomková for her continuous support, willingness and inspirational remarks, which were at the very root of this thesis outline. Table of Contents 1. Introduction ................................................................................................................... 1 2. Theory ........................................................................................................................... 5 2.1 The definition of accent .......................................................................................... 5 2.2 Development of accents of English......................................................................... 6 2.3 Differences between British and American accents ................................................ 8 2.3.1 The separation of the accents ........................................................................... 8 2.3.2 Pronunciation differences .............................................................................. -
The Ideology of American English As Standard English in Taiwan
Arab World English Journal (AWEJ) Volume.7 Number.4 December, 2016 Pp. 80 - 96 The Ideology of American English as Standard English in Taiwan Jackie Chang English Department, National Pingtung University Pingtung City, Taiwan Abstract English language teaching and learning in Taiwan usually refers to American English teaching and learning. Taiwan views American English as Standard English. This is a strictly perceptual and ideological issue, as attested in the language school promotional materials that comprise the research data. Critical Discourse Analysis (CDA) was employed to analyze data drawn from language school promotional materials. The results indicate that American English as Standard English (AESE) ideology is prevalent in Taiwan. American English is viewed as correct, superior and the proper English language version for Taiwanese people to compete globally. As a result, Taiwanese English language learners regard native English speakers with an American accent as having the greatest prestige and as model teachers deserving emulation. This ideology has resulted in racial and linguistic inequalities in contemporary Taiwanese society. AESE gives Taiwanese learners a restricted knowledge of English and its underlying culture. It is apparent that many Taiwanese people need tore-examine their taken-for-granted beliefs about AESE. Keywords: American English as Standard English (AESE),Critical Discourse Analysis (CDA), ideology, inequalities 80 Arab World English Journal (AWEJ) Vol.7. No. 4 December 2016 The Ideology of American English as Standard English in Taiwan Chang Introduction It is an undeniable fact that English has become the global lingua franca. However, as far as English teaching and learning are concerned, there is a prevailing belief that the world should be learning not just any English variety but rather what is termed Standard English. -
“Cockney and the Queen”
“Cockney and the Queen” The importance and development of the accent known as Estuary English Maren Kristine Haugom MA Thesis UNIVERSITY OF OSLO Faculty of Humanities Department of Literature, Area Studies and European Languages Spring 2012 Abstract For this MA thesis I have chosen to investigate the accent known as Estuary English (EE). Even though it is having a massive impact on the development of the English language (especially in Britain) there are few extensive sources regarding this accent, and even though studies have been conducted they are few and hard to come across. Even linguists agree that there are few sources regarding EE, which makes it an interesting research topic. Due to the structure and (lack of) status of EE it is being discussed by linguists and commoners alike, and the media has acted as a linguistic “battlefield” of sorts where linguists and members of the general public have presented their arguments, suggested definitions, and frustrations regarding the new accent. The fact that the general opinions differ greatly and that definitions are changing continually makes it a very interesting base for research. It is a dynamic topic, a linguistic phenomenon which is happening in our time. As my thesis is being written over the course of only one semester I have chosen not to do field work or conduct a survey, although I will attempt to refer to studies conducted by other researchers where this is feasible. Because of the time limit I have chosen to focus mainly on theoretical aspects, such as the problems regarding a proper definition of EE and the discussion around which phonemic traits are part of the accent. -
Pronunciation Notes (PDF)
Pronunciation Notes for the Pronouncing Dictionary of the Supreme Court of the United States Jason A. Zentz IPA Garner Examples IPA Garner Examples p p pie, pea i ee heed, bead b b by, bee ɪ i hid, bid t t tie, tea eɪ ay hate, bait d d die, D ɛ e head, bed k k buckeye, key æ a had, bad ɡ g guy, foggy ɑ ah ha, baa ʔ (none)1 uh-uh, Hawaiʻi ɑ ah2 hot, body tʃ ch chai, cheetah ɔ aw hawed, bawd dʒ j jive, G oʊ oh hoed, bode f f fie, fee ʊ uu hood, book v v vie, V u oo whoʼd, booed θ th thigh, theme ə ə ahead, aboard ð th thy, thee ʌ ə Hudson, bud s s sigh, sea aɪ ɪ hide, bide z z Zaire, Z aʊ ow howʼd, bowed ʃ sh shy, she ɔɪ oi ahoy, boy ʒ zh vision, regime iɹ eer here, beard χ kh3 chutzpah ɛɹ air hair, bared h h high, he ɑɹ ahr hard, bard m m my, me ɔɹ or horde, board n n nigh, knee uɹ oor poor, boor ŋ ng rang, clingy əɹ ər herd, bird, over l l lie, Lee ɹ r rye, reed w w wide, we hw hw why, which j y yes, ye 1 For Americanized pronunciations that include the glottal stop, it is represented in our IPA transcriptions but not our Garner transcriptions. 2 Garner (2009a,b, 2011) distinguishes between IPA /ɑ/ and /ɒ/, giving /ah/ for the former and /o/ for the latter. -
A Contrastive Study Between Rp and Ga Segmental Features
A CONTRASTIVE STUDY BETWEEN RP AND GA SEGMENTAL FEATURES Submitted as one of the requirements for completing the Undergraduate Study Program at the English Education Department School of Teacher Training and Education By: AULIANISA NETASYA SALAM A320160022 DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2020 A CONTRASTIVE STUDY BETWEEN RP AND GA SEGMENTAL FEATURES Abstrak Penelitian ini merupakan penelitian kontrastif yang bertujuan untuk mendeskripsikan persamaan dan perbedaan ciri segmental RP dan GA. Penelitian ini menggunakan metode deskriptif-kualitatif dengan pengumpulan data dari video YouTube. Studi ini menemukan bahwa kesamaan antara bunyi segmental RP dan GA pada posisi awal, medial, dan akhir adalah [ɪ], [ə], [eɪ], [ͻɪ], [p], [b], [t], [ d], [tʃ], [θ], [g], [f], [v], [s], [z], [ʃ], [m], [n], [l]. Bunyi serupa yang ditemukan di posisi awal dan medial adalah [ӕ], [tʃ], [dȝ], [ð], [h], [w], [j]; di posisi medial dan terakhir adalah [aɪ], [k], [ȝ], [ղ]; di posisi awal adalah [r] dan di posisi medial: [ʊ], [ʌ], [ɛ]. Kemudian perbedaan suara antara fitur segmental RP dan GA telah ditemukan pada posisi awal dan medial adalah [ͻ], [ɑ:]; pada posisi medial dan akhir adalah [ɪə], [əʊ], pada posisi awal [ʌ], [eə] sedangkan pada posisi medial adalah [ɒ], [i:], [u:], [ͻ:], [ ʊə], [t]. Kata kunci: penerima pengucapan, amerika umum, pengucapan, fonetis. Abstract This research is a contrastive study aimed to describe the similarities and the differences between RP and GA segmental features. This research used descriptive-qualitative method which collected the data from the YouTube video. The study found that the similarities between RP and GA segmental sounds in initial, medial, and final positions are [ɪ], [ə], [eɪ], [ͻɪ], [p], [b], [t], [d], [tʃ], [θ], [g], [f], [v], [s], [z], [ʃ], [m], [n], [l]. -
Language Variation And. Identity
LanguageVariation and.Identity in Sunderland (Volume 1) LourdesBurbano-Elizondo Doctor of Philosophy National Centre for English Cultural Tradition (School of English Literature, Language and Linguistics) The University of Sheffield September2008 Acknowledgments First and foremost I would like to expressmy gratitude to the National Centre for English Cultural Tradition for financially supporting this PhD and thus making possiblethe conductof this project. I would also like to thank Joan Beal (NATCECT, School of English Literature, Languageand Linguistics) and Emma Moore (School of English Literature, Language and Linguistics) for supervisingmy study and providing me with invaluable advice and supportthroughout the whole process.Tbanks also to the Departmentof English at EdgeHill University for their supportand facilitation. Thanks must go to the NECTE team for granting me accessto recordings and transcriptions when they were still in the process of completing the corpus. I am indebted to Carmen Llamas, Dom Watt, Paul Foulkes and Warren Maguire who at different stagesin my dataanalysis offered their guidanceand help. I am very grateful to Elizabeth Wiredu (Leaming Support Adviser from the Learning ServicesDepartment of Edge Hill University) for her assistancewith some of the statisticsconducted in the dataanalysis. My thanks are due to Lorenzo and Robin for providing me accommodationevery time I went up to Sunderlandto do my fieldwork. I must also gratefully acknowledgeall the Sunderlandpeople who volunteeredto participatein my study. This study would not havebeen possible without their help. Special thanks go to Anna, Natalia, Heike, Alice, John, Esther and Damien for innumerablefavours, support and encouragement.I must also thank Damien for his patienceand understanding,and his invaluablehelp proof-readingthis work. -
Interpreting Rising Intonation in Australian English
Interpreting rising intonation in Australian English Janet Fletcher, Deborah Loakes School of Languages and Linguistics, University of Melbourne [email protected], [email protected] Abstract some the rising tunes that are theoretically permissible within the ToBI system as applied to Australian English. It is loosely Australian English is referred to widely as a rising variety of based on a summary provided in [2]. This list can be further English due to the prevalence of rising tunes in interactive expanded to take into account downstepped !H* pitch accents discourse. Australian English subjects were required to listen or! H- phrase accents. Also included are the equivalent to a series of rising stimuli that varied in terms of pitch level English Tone categories adapted from Halliday’s [3] model of and pitch span and were asked whether they heard a question English intonation. or statement. The results showed that both rise span and pitch level of the rise elbow influenced the pattern of responses. If Table 1 Summary of rising contours, Halliday’s English both were relatively high, subjects were most likely to Tones, and ToBI annotation categories interpret the rise as a question, with fewer question responses when the rise elbow was relatively low and the pitch span High Low High/Mid- Fall- narrow. The results provide limited evidence for two simple Rise, Rise, level Rise, rises in Australian English, but also confirm a high level of Tone 2 Tone 3 Rise- phonetic gradience amongst rising tunes in this variety. Fall- Rise Index Terms: intonation, uptalk, phonetic gradience Tone 2 Tone 4 Rises with low or L*L- L*+H 1. -
Phonemes, Graphemes and Phonics for Liverpool English 1. Introduction
Phonemes, graphemes and phonics for Liverpool English Patrick Honeybone Kevin Watson Linguistics and English Language Linguistics and English Language University of Edinburgh Lancaster University 1. Introduction This document is intended mainly to be a resource for those teachers and other professionals who have an interest in spoken English and how it is encoded in the spelling system. We hope that this will include those using reading schemes which are fully or partly phonics-based, such as that advocated by the National Literacy Strategy for England. Most specifically, this piece is intended for those who teach spelling to pupils who have ‘Liverpool’ or ‘Merseyside’ accents, and for others who have an interest in this area. The issues under examination here are thus considered from the perspective of those who speak what we call ‘Liverpool English’, which, as we will see, differs from other varieties of English in a number of important ways. These differences mean that the sets of correspondences between sounds and letters (that is, between ‘phonemes’ and ‘graphemes’, as these things are usually called in the phonics literature and elsewhere) that have been developed for other varieties do not fit Liverpool English perfectly. They need some modifications, and this document aims to indicate what these modifications are. We do not give a full description of Liverpool English here, nor do we provide anything like a full phonics scheme. We focus only on the pronunciation of Liverpool English (so, only on the Liverpool English accent, not on the variety’s lexical or grammatical characteristics), and we do not consider the precise ways in which speech is encoded (speech to text: spelling) or decoded (text to speech: reading) in any detail. -
Periscope View
PERISCOPE VIEW The Newsletter of the Barrow-in Furness Branch of the Submariners Association Patron: Admiral of the Fleet the Lord Boyce KG GCB OBE DL Issue No: 169 www.submarinersassociation.co.uk July 2014 Page 1 of 12 BRANCH OFFICIALS Hon President: John V Hart 01229 821831 BARROW BRANCH COMMITTEE Chairman: Treasurer & Membership Website Manager: Dave Barlow 01229 831196 Secretary: Ron Hiseman 01229 828664 [email protected] Mick Mailey 01229 821290 [email protected] 4, Jesmond Avenue, Barrow in Vice Chairman: Furness, CUMBRIA LA13 9AW Committee Members Ken Collins 01229 823454 [email protected] Mick Dack 01229 823202 [email protected] Jan Mead 01229 470954 Lay Chaplain: Secretary: Alan Jones 01229 462150 Welfare Team: Ron Hiseman 01229 828664 [email protected] Alan Jones [email protected] Mick Mailey Newsletter Editor: Social Secretary: Barrie Downer 01229 820963 Standard Bearers: Alex Webb 01229 839551 [email protected] Bob Palmer [email protected] Ginge Cundall Cover Picture: Standard Bearers at the Barrow in Furness Armed Forces Day Flag Raising Ceremony EDITORIAL Your July edition of Up Periscope is here! Thank you all those Branch Members who attended the Tri Service Veterans Day Flag Raising Ceremony at the Town Hall on Monday 23rd June. The number of Veterans attending this year was slightly down on last year but there was a large platoon from HMS ARTFUL to boost up the numbers. The weather was fine and sunny and this occasion was the first time Gordon Walker paraded the Branch Standard – and he got his photo on the front page of the North West Evening Mail! The whole ceremony went off well and we all then trooped into the Town Hall for tea, coffee and biscuits. -
The Phonological Study of the Speech of the Conchs, Early Inhabitants Of
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1965 The honologP ical Study of the Speech of the Conchs, Early Inhabitants of the Florida Keys, at Three Age Levels. Frank Kenneth La ban Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation La ban, Frank Kenneth, "The honoP logical Study of the Speech of the Conchs, Early Inhabitants of the Florida Keys, at Three Age Levels." (1965). LSU Historical Dissertations and Theses. 1043. https://digitalcommons.lsu.edu/gradschool_disstheses/1043 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been 65-11,395 microfilmed exactly as received LA BAN, Frank Kenneth, 1930- A PHONOLOGICAL STUDY OF THE SPEECH OF THE CONCHS, EARLY INHABITANTS OF THE FLORIDA KEYS, AT THREE AGE LEVELS. Louisiana State University, Ph.D., 1965 Language and Literature, linguistics University Microfilms, Inc., Ann Arbor, Michigan A PHONOLOGICAL STUDY OF THE SPEECH OF THE CONCHS, EARLY INHABITANTS OF THE FLORIDA KEYS, AT THREE AGE LEVELS A Dissertation Submitted to the Graduate faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Speech bY v ' Frank KpLa Ban B.A., University of Kansas, 1955 M.A., University of Kansas, 1959 May, 1965 ACKNOWLEDGMENT I should like to express my sincere appreciation to Dr. -
Liverpool English
ILLUSTRATIONS OF THE IPA Liverpool English Kevin Watson Department of Linguistics and English Language Lancaster University [email protected] Liverpool English (LE) is the variety of English spoken in Liverpool and much of the surrounding county of Merseyside, in the north-west of England. After London, the north- west of England is the most densely populated of all regions in England and Wales, with the population of Liverpool standing at around 450,000. LE itself is said to have developed in the middle of the 19th century, after rapid immigration from Ireland during the Irish potato famines of 1845–1847 (see Knowles 1973). Arguably as a result of this immigration, as we will see, there are some similarities between LE’s phonological system and those of Irish Englishes. Of course, as we might expect, the phonological system of LE maintains its connection with other northern Englishes, too. There is a greater amount of previous work on LE than on many other accents of British English, particularly other varieties of the north-west of the country. The earliest systematic study of LE, Knowles (1973), remains the seminal work and is where the widest range of phonological features is considered. Later work, including De Lyon (1981), Honeybone (2001), Sangster (2001) and Watson (2006, 2007), has tended to restrict its focus to a smaller number of variables which are amongst the variety’s most characteristic features. This article bases most of its descriptive detail on data gathered during fieldwork carried out by the author (see Watson 2007), but at times information is gleaned from elsewhere (most notably Knowles’ early work) to provide comparison.