Un-Greek Pronunciations of Greek
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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. -
[Μελέτες] Modern Greek Dialects
[Μελέτες] Modern Greek Dialects Peter Trudgill: Modern Greek Dialects Greek is the only surviving member of the Hellenic branch of the Indo-European language family. It is not known if there ever were any other members, although scholars have variously speculated that the original language of the ancient Macedonians, before they became assimilated into mainstream ancient Greek culture, was (a) a dialect of Ancient Greek, (b) a Hellenic language related to but distinct from Ancient Greek, © not Hellenic at all but some other language altogether, such as Illyrian (which may or may not have been the ancestor of modern Albanian). In historical times, the Ancient Greek dialects were subject to levelling, leading to the formation of an interdialectal koiné, which almost all modern Greek varieties are descended from (Browning 1969). Unlike Latin, Ancient Greek did not give rise to a number of different daughter languages. The only descendant of Ancient Greek is Modern Greek. However, there are some varieties of Greek that are radically different from all others. One is Tsakonian (see Newton 1972), a Hellenic variety spoken in the eastern Peloponnese which is descended from ancient Greek but not by way of the koiné. Although Tsakonian is reported to be dying out, some schools in the area have acknowledged the degree of difference between it and other forms of Greek by providing pupils with teaching materials written in this variety. Another aberrant variety is Pontic - Black Sea dialects of Greek spoken mainly in Georgia and northern Turkey. This is generally distinguished from varieties of Greek originating in central areas of Turkey, which are known as Cappadocian (see Dawkins 1916; Sikkenga 1992; Janse 2005). -
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. -
INTERNATIONAL STANDARD 843 Iteh
INTERNATIONAL ISO STANDARD 843 First edition 1997-01-15 Corrected and reprinted 199-05-01 Information and documentation - Conversion of Greek characters into Latin characters iTeh STANDARD PREVIEW Information et documen ta tion - Conversion des caractkres grecs en (scaractan t&resda Iar tinsd s.iteh.ai) ISO 843:1997 https://standards.iteh.ai/catalog/standards/sist/e2f9613a-1a49-4f46-a0f7- e0d148028620/iso-843-1997 Reference number ISO 843:1997(E) ISO 843:1997(E) Foreword ISO (the International Organization for Standardization) is a worldwide federation of national Standards bodies (ISO member bodies). The work of preparing International Standards is normally carried out through ISO technical committees. Esch member body interested in a subject for which a technical committee has been established has the right to be represented on that committee. International organizations, governmental and non-governmental, in liaison with ISO, also take part in the work. ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of electrotechnical standardization. Draft International Standards adopted by the technical committees are circulated to the member bodies for voting. Publication as an International Standard requires approval by at least 75 % of the member bodies casting a vote. iTeh STANDARD PREVIEW International Standard ISO 843 was prepared(st abyn dTechnicalards .iCommitteeteh.a i) lSO/TC 46, Information and documentation, Subcommittee SC 2 I Conversion of written languages. ISO 843:1997 lt cancels and replaces ISO htRecommendationtps://standards.iteh .ai/cRat a843:1968,log/standa rdsof/si stwhich/e2f96 13ita -1a49-4f46-a0f7- constitutes a technical revision. e0d148028620/iso-843-1997 Annex A forms an integral part of this International Standard. -
Working Papers in Linguistics
___________________________ The Ohio State University ___________________________ Working Papers in Linguistics No. 59 Edited by Marivic Lesho Bridget J. Smith Kathryn Campbell-Kibler Peter W. Culicover The Ohio State University Department of Linguistics 222 Oxley Hall 1712 Neil Avenue Columbus, Ohio 43210-1298 USA Winter 2010 ii © reserved by individual authors iii The Ohio State University WORKING PAPERS IN LINGUISTICS Working Papers in Linguistics is an occasional publication of the Department of Linguistics of Ohio State University containing articles by members (students and faculty) of the department. To download back issues of the OSU WPL series, please see our web page at: http://linguistics.osu.edu/research/publications/workingpapers/ Information Concerning OSDL OHIO STATE DISSERTATIONS IN LINGUISTICS Since October of 1994, dissertations that have been written by students in the OSU Linguistics Department since 1992 have been distributed by the graduate student-run organization OSDL. As of September 2006, we no longer provide hard copies of dissertations. Instead, we provide them in downloadable format at the following web page: http://linguistics.osu.edu/research/publications/dissertations/ If you have any questions about OSDL or any of the dissertations it distributes, please email: [email protected] iv INTRODUCTION This volume of the Ohio State Working Papers in Linguistics continues to build on the revival of the Working Papers, which started with issue 58. This issue reflects the diversity of interests within the department, and wraps up the backlog caused by the hiatus in publishing. The issue is, as we used to name them, a varia issue, combining some older papers (Joseph & Lee, Riha,) with some newer papers (Klippenstein, Sampson, Baker & Brew), and representing multiple sub-disciplines in the field of linguistics. -
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. -
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. -
Preliminary Studies on the Scholia to Euripides
Preliminary Studies on the Scholia to Euripides CALIFORNIA CLASSICAL STUDIES NUMBER 6 Editorial Board Chair: Donald Mastronarde Editorial Board: Alessandro Barchiesi, Todd Hickey, Emily Mackil, Richard Martin, Robert Morstein-Marx, J. Theodore Peña, Kim Shelton California Classical Studies publishes peer-reviewed long-form scholarship with online open access and print-on-demand availability. The primary aim of the series is to disseminate basic research (editing and analysis of primary materials both textual and physical), data-heavy re- search, and highly specialized research of the kind that is either hard to place with the leading publishers in Classics or extremely expensive for libraries and individuals when produced by a leading academic publisher. In addition to promoting archaeological publications, papyrologi- cal and epigraphic studies, technical textual studies, and the like, the series will also produce selected titles of a more general profile. The startup phase of this project (2013–2017) is supported by a grant from the Andrew W. Mellon Foundation. Also in the series: Number 1: Leslie Kurke, The Traffic in Praise: Pindar and the Poetics of Social Economy, 2013 Number 2: Edward Courtney, A Commentary on the Satires of Juvenal, 2013 Number 3: Mark Griffith, Greek Satyr Play: Five Studies, 2015 Number 4: Mirjam Kotwick, Alexander of Aphrodisias and the Text of Aristotle’s Metaphys- ics, 2016 Number 5: Joey Williams, The Archaeology of Roman Surveillance in the Central Alentejo, Portugal, 2017 PRELIMINARY STUDIES ON THE SCHOLIA TO EURIPIDES Donald J. Mastronarde CALIFORNIA CLASSICAL STUDIES Berkeley, California © 2017 by Donald J. Mastronarde. California Classical Studies c/o Department of Classics University of California Berkeley, California 94720–2520 USA http://calclassicalstudies.org email: [email protected] ISBN 9781939926104 Library of Congress Control Number: 2017916025 CONTENTS Preface vii Acknowledgments xi Abbreviations xiii Sigla for Manuscripts of Euripides xvii List of Plates xxix 1. -
Re-Imagining “Annam”: a New Analysis of Sino–Viet– Muong Linguistic Contact
Chinese Southern Diaspora Studies, Volume 4, 2010 南方華裔研究雑志第四卷, 2010 Re-Imagining “Annam”: A New Analysis of Sino–Viet– Muong Linguistic Contact John D. Phan©2010 Abstract: This article examines the linguistic boundaries that separated (or united) Medieval China’s southern territories and the river plains of northern Vietnam at the end of the first millennium C.E. New evidence from Sino–Vietnamese vocabulary demonstrates the existence of a regional dialect of Middle Chinese, spoken in the Ma, Ca, and Red River plains. Preliminary analysis suggests that a “language shift” away from this “Annamese Middle Chinese” in favor of the local, non-Chinese language, was largely responsible for the highly sinicized lexicon of modern Vietnamese. This theory, which challenges the tradition of an essentially literary source for Sino–Vietnamese, may help to explain some of the sinicized features of Vietnamese phonology and syntax as well. The last section of the article presents a tentative hypothesis for the formal emergence of Vietnamese contra its closest relative, Muong. These hypotheses require further testing, and are presented here as a first look at the history of the languages of “Annam”. Key Words: Ancient Vietnam; Sino–Vietnamese; Muong; historical phonology; language contact Introduction This article revisits the notions of “Chinese” and “Vietnamese” in a linguistic context, and as they pertain to the transitional period linking the first and second millennia C.E. New evidence from Sino–Vietnamese (Chinese words borrowed into Vietnamese), and the Vietnamese language’s closest living relative, Muong, demonstrate that traditional notions of the “survival” of the Vietnamese language under centuries of Chinese domination create a false imagining of its history and evolution—one that has been tailored to a political agenda of national identity. -
Velar Softening: an Acoustic Study in Modern Greek
ICPhS XVII Regular Session Hong Kong, 17-21 August 2011 VELAR SOFTENING: AN ACOUSTIC STUDY IN MODERN GREEK Asimina Syrikaa, Eun Jong Kongb & Jan Edwardsb aCallier Center for Communication Disorders, UT-Dallas; bWaisman Center, UW-Madison, USA [email protected]; [email protected]; [email protected] ABSTRACT fronted velar, and affricate) variants in the different dialects of Greek are scarce and mainly In (Modern) Greek, velar consonants become impressionistic [3, 6, 7]. palatalized before front vowels following an Velar softening is a particularly interesting allophonic rule. In many southern dialects, the dialect feature because it is also a common sound variants that result from palatalization further change in the world’s languages [4, 8, 11]. Two undergo softening in this same position. While explanatory hypotheses for velar softening have velar softening is well-documented in Greek been proposed. First, the articulation-based dialectology studies, most previous work is based hypothesis claims that the sound change from velar on impressionistic data. In the present study, to an affricate is triggered by particular anterior, several acoustic and psychoacoustic measures were (alveolo) palatal realizations of the velar stop in applied to examine the characteristics of velar several contextual and positional conditions. Thus, palatalization/softening in voiceless plosives of velar softening (a change in manner) is necessarily two regional varieties of the language: a ‘non- preceded by velar palatalization (a change in place softening’ dialect spoken in Thessaloniki and a of articulation) [8, 11]. Second, the acoustic- ‘softening’ dialect spoken in Crete. The effects of equivalence hypothesis claims that velar softening is speaker’s sex, word position, and stress placement due to the acoustic similarity and subsequent on velar palatalization/softening were also perceptual confusability between the spectral cues examined. -
Achilles Tzartzanos and His Contribution to the Greek Language Question
GRAECO-LATINA BRUNENSIA 20, 2015, 2 KRISTÝNA KNAPKOVÁ (MASARYK UNIVERSITY, BRNO) ACHILLES TZARTZANOS AND HIS CONTRIBUTION TO THE GREEK LANGUAGE QUESTION Although in the twenties the Greek language question had already shifted from the streets to the university halls, Greek society was still dealing with the never ending language story. Achilles Tzartzanos, a significant philologist and well-known educator, has remained some- what left out in the history of the Greek language dispute. This paper describes the solitary struggle in which he was caught while trying to push through his own vision of the Greek language. Key words: Achilles Tzartzanos; Greek language question; dimotiki; katharevousa Tzartzanos and his time In Greece, the 1930’s was culturally considered a period of educational demoticism. It was a movement that aimed to apply the elements of culti- vated demotic (further in text as dimotiki), a popular variant of the Greek language, to education and to do it in a (if possible) realistic and, above all, conciliatory way.1 Achilles Tzartzanos was actively involved in the field of philology and linguistics at just this time when Greek intellectual society was not divided solely into adherents of the conservative katharevousa and followers of the opposing dimotiki. The period was actually finely divided with differences of opinion even within groups of supporters of the one or the other language variant. Fortunately, the dispute was no longer taking place in the crowds on the streets, but rather in university halls. Tzartzanos, as a teacher, also became involved in the project promoting a restrained establishment of an 1 Φραγκουδάκη (2001: pp. -
Early Modern Greek /B D G/: Evidence from Rebétika and Folk Songs Amalia Arvaniti and Brian D
Early Modern Greek /b d g/ 73 Early Modern Greek /b d g/: Evidence from Rebétika and Folk Songs Amalia Arvaniti and Brian D. Joseph Abstract In Arvaniti and Joseph (2000) we studied the variability in the pronunciation of the Greek phones spelled mp, nt, gg/gk, which in speech are said to consist of a nasal consonant, e.g., m, and a “voiced” stop consonant, e.g., b. Our data showed that the presence of the nasal depended largely on age, with younger speakers producing many more nasalless instances of these phones than older speakers. Here we examine the pronunciation of mp, nt, gg/gk in original recordings of early twentieth-century Greek rebétika and folk songs to see if these show similar variation, as linguistic theory would predict, or not (as traditional studies of Greek dialectology suggest). Our new data show variation in the pronunciation of these phones in a period for which no variation had been reported before. This early twentieth-century variation confirms our earlier conclusion that variation at the end of the twentieth century betokens a change to a new nasalless pronunciation, away for a previously stable variation pattern. This study reports on variability in the way in which speakers of Modern Greek pronounce the phones spelled mp, nt, gg/gk, which in speech are typically said to consist of a nasal consonant (m, n, or Ω1 ) and a “voiced”2 stop consonant (b, d, g). Our starting point is the situation found in the contemporary standard language, drawing on quantitative sociolinguistic data presented in Arvaniti and Joseph (2000).