Where Are You From? -The Magic of Accent and Dialect
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New England Phonology*
New England phonology* Naomi Nagy and Julie Roberts 1. Introduction The six states that make up New England (NE) are Vermont (VT), New Hampshire (NH), Maine (ME), Massachusetts (MA), Connecticut (CT), and Rhode Island (RI). Cases where speakers in these states exhibit differences from other American speakers and from each other will be discussed in this chapter. The major sources of phonological information regarding NE dialects are the Linguistic Atlas of New England (LANE) (Kurath 1939-43), and Kurath (1961), representing speech pat- terns from the fi rst half of the 20th century; and Labov, Ash and Boberg, (fc); Boberg (2001); Nagy, Roberts and Boberg (2000); Cassidy (1985) and Thomas (2001) describing more recent stages of the dialects. There is a split between eastern and western NE, and a north-south split within eastern NE. Eastern New England (ENE) comprises Maine (ME), New Hamp- shire (NH), eastern Massachusetts (MA), eastern Connecticut (CT) and Rhode Is- land (RI). Western New England (WNE) is made up of Vermont, and western MA and CT. The lines of division are illustrated in fi gure 1. Two major New England shibboleths are the “dropping” of post-vocalic r (as in [ka:] car and [ba:n] barn) and the low central vowel [a] in the BATH class, words like aunt and glass (Carver 1987: 21). It is not surprising that these two features are among the most famous dialect phenomena in the region, as both are characteristic of the “Boston accent,” and Boston, as we discuss below, is the major urban center of the area. However, neither pattern is found across all of New England, nor are they all there is to the well-known dialect group. -
Downeast New England and South Boston Dialects
Downeast New England and South Boston Dialects by Juraj Gašpar Geographical Location Geographical Location The Downeast dialect - coastal Maine - southern New Hampshire - working-class Boston north-shore - eastern Rhode Island The South Boston dialect - Boston The Downeast New England Dialect Signature sounds 1. In the lot and cloth lexical sets we hear [ɒ] or [ɑ]. [ɒ] is the older, more traditional vowel and is pronounced half-long [ɒˑ]. rotten, lost jobs, college, swan, waffle, knowledge, off, cough, froth, cross, soft, often, Australia, long, Communist 2. In the bath set we most commonly hear long [aː] bath, pass, card, chance, last, branch, demand, example, half-caste 3. In the nurse set we hear [ɜː], [ɝ] or [ɞ]. The non-rhotic versions are the older, more traditional sounds bird, curly, furniture, pernicious, certain, earth, herd, rehearsal, work, worst, sermon, turncoat 4. In the face set we hear [eː]. The vowel tends to be a single-stage vowel, monophthong rather than diphthong, close and tense in the vicinity of [e] tape, change, taper, april, gauge, weight, day, rain, great 5. In the thought set we hear a variety of sounds in the region, a not very lip-rounded [ɔ] and [ʌ], the best being [ɒə] with a slight offglide taught, odd, applaud, atom, gob, jaw, chalk, all, bald, hold, alter, fault, awful, naughty, broad, small 6. In the goat set we hear [o], a fairly pure single-stage vowel in the vicinity of [u] soap, road, hole, noble, bowl, soul, cult, role, sow, dough 7. In the price set we hear [ʌɪ], the prescriptive GenAm, and [eɪ] or [əɪ] – the most evocative of the traditional dialect mind, timely, bright-eyed, childlike, bicycle, tight, either, height, fight 8. -
Phonetic Enhancement and Three Patterns of English A-Tensing
University of Pennsylvania Working Papers in Linguistics Volume 23 Issue 1 Proceedings of the 40th Annual Penn Article 21 Linguistics Conference 2017 Phonetic Enhancement and Three Patterns of English a-Tensing Yining Nie New York University Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Nie, Yining (2017) "Phonetic Enhancement and Three Patterns of English a-Tensing," University of Pennsylvania Working Papers in Linguistics: Vol. 23 : Iss. 1 , Article 21. Available at: https://repository.upenn.edu/pwpl/vol23/iss1/21 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol23/iss1/21 For more information, please contact [email protected]. Phonetic Enhancement and Three Patterns of English a-Tensing Abstract English a-tensing has received numerous treatments in the phonological and sociolinguistic literature, but the question of why it occurs (i) at all and (ii) in seemingly unnatural disjunctive phonological environments has not been settled. This paper presents a novel phonetic enhancement account of a-tensing in Philadelphia, New York City and Belfast English. I propose that a-tensing is best understood as an allophonic process which facilitates the perceptual identity and articulatory ease of nasality, voicing and/or segment duration in the following consonant. This approach unifies the apparently unnatural phonological environments in which the two a variants surface and predicts the attested dialectal patterns. A synchronic account of a-tensing also provides -
The Reversal of a Sound Change in Cincinnati Stephanie M
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarlyCommons@Penn University of Pennsylvania Working Papers in Linguistics Volume 3 Issue 1 (N)WAVES and MEANS: A selection of Article 19 papers from NWAVE 24 1-1-1996 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel Charles Boberg This paper is posted at ScholarlyCommons. http://repository.upenn.edu/pwpl/vol3/iss1/19 For more information, please contact [email protected]. The Reversal of a Sound Change in Cincinnati This working paper is available in University of Pennsylvania Working Papers in Linguistics: http://repository.upenn.edu/pwpl/vol3/ iss1/19 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel and Charles Boberg University of Pennsylvania 1 Introduction One of the most important variables for characterizing and distinguishing American English dialects is the phoneme /'iJ:./, or "short-a", the sound of mat, mass and man. Many dialects have two main allophones of l'i1:-/: a tense ['iJ:.h], characterized by phonetic raising along the outer perimeter of the vowel space and the development of a central in-glide; and a lax, monophthongal ['iJ:.] more or less in the position of cardinal ['iJ:.]. In some dialects these allophones have split into two phonem~. Labov (1991:12), in putting forth a tertiary typology of English dialects, calls this split one of two "pivot points" in American English. Some of the oldest American dialects, those on the Atlantic Coast and in the South, have tense /'iJ:./ in a restricted set of environments, most commonly before front nasals, voiceless fricatives and varying subsets of the voiced consonants. -
English Grammar in American Schools Before 1850
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1921, No. 12 ENGLISH GRAMMAR IN AMERICAN SCHOOLS BEFORE 1850 By ROLLO LAVERNE LYMAN THE UNIVERSITY OF CHICAGO .e WASHINGTON GOVERNMENT PRINTING OFFICE 1922 ADDITIONAL COPIES OF THIS PUBLICATION NAT BE pm-let:Ran FROM THE SCPERINTICNDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY CONTENTS. Page. Introduction 5 Chapter I.Early instruction In the vernacular precedingEnglish gram- mar 11 1. Character of vernacular instruction In English. 1596-1422 12 2. Reasons for early emphasis on vernacular in America 15 3. Character of vernacular instruction in America. 1620-1720 17 Chapter IT. -Early apitearanes of English grammar inAmerica... 21 1. SChools and schoolmasters teaching Englishgrammar before 1775 ... 0 21 , 2. English grammars in America before 1781. 33 3. Early instruction in English grammar in Americancolleges 36 Chapter 11.1. - =Influences adding grammars to the curriculum 43 1. Franklin's English school 43 2. The influence of the Philadelphia English school 49 3. Educational theories supporting grammar in Americapp to 1775 .55 Chapter !V.The rapid rise of grammar after 1775 70 1. The legislative recognition of grammar 70 2. The flood of textbooks after 1784 77 3. The .extent of, lustruction in grammar th repre,entative.States. 1800 -1850 82 4. The status of grammhr. 1850 to 1870 02 Chapter S.Traditional rriethodh of teaching Lan grammar transferred to English grammar 103 1. Grammar as an art.. 105 2. Methods used in stadying Lily, and Latingrammar in general seventeenth century 107 3. Latin methods carried directly to Englishgrammar memorization 111 4. -
The Use of Regional Accent in Audio Health Communications
University of Otago The Use of Regional Accent in Audio Health Communications Rachel Leeson A thesis submitted in partial fulfilment of the requirements for the degree of Master of Science Communication Centre for Science Communication, University of Otago, Dunedin, New Zealand 28 June 2019 Abstract Cancer is a large and complex family of diseases with a variety of causes and risk factors. The health communication strategy needed to combat cancer may also need to be a large and complex family of communications. Podcasts are an easily made, readily accessible form of audio communication. However, little research has been done about the use of podcasts for health communications. Drawing on the body of literature that supports the efficacy of tailored and targeted health communications, this project looks at the use of audio cancer prevention communications tailored with three regional accents, the American Midwestern accent, the Southern Texan accent, or the Tejano (Texan Mexican American) accent, focusing on a cancer prevention message in two cohorts, Americans (excluding Texans) and Texans. After listening to any of the three audio communications, both cohorts had a strong comprehension of the message and intended to exercise more. The American population reported liking the Southern-accented narrator less and viewing the message as less valid compared to the other narrators, but this did not impact either comprehension or intention to exercise. The Texan population had no significant difference in response to any of the three accents. However, in both the Texan and American population, there was a difference in the response to accents between men and women. -
READ to Your Child!! Read in English OR in Your Home Language
Grades K-2 PARENTS: READ to your child!! Read in English OR in your home language. Any type of reading improves a child’s ability to understand how to read! For example, you child learns that sounds are represented by letters and that the text runs in a direction. SPEAK with your child often! Point out interesting items on a daily walk or around your house. This builds your child’s observational skills, enabling him or her to be more focused when learning English. Again, do this in English or in your home language. Do not worry if your English is not as good as you want it to be! Your child will learn from you! Children have a unique ability to learn a second language like a native speaker; what you don’t know will not interfere with your child’s progress. BE EXCITED about learning! Do not act as if learning is a chore. Children are natural learners and are only discouraged when the tasks seem overwhelming or unrelated to what really matters. Make learning a central part of WHAT YOUR FAMILY LOVES TO DO: talk enthusiastically about what YOU are learning, ASK your child what they are learning and be happy! Grades 3-12 STUDENTS: WATCH movies or TV shows with SUBTITLES! Watch a favorite movie in English with subtitles in your first language, or switch it up: Watch the movie in your first language with English subtitles. Then, watch it in English with English subtitles and finally watch it without any subtitles. You will learn not only words, but how people use informal language. -
Jody Fish BA Thesis
Gende(r) in the Boston Accent A linguistic analysis of Boston (r) from a gender perspective Jody Fish English Studies – Linguistics BA Thesis 15 Credits Spring 2018 Supervisor: Soraya Tharani Gende(r) in the Boston Accent i Table of Contents Abstract ………………………………………………………………………………………...... ii 1 Introduction ……………………………………………………………………………………. 1 2 Background ……………………………………………………………………………………. 2 2.1 Historical background ……………………………………………………………………. 2 2.2 Theoretical background …………………………………………………………………... 3 2.3 Previous studies …………………………………………………………………………... 7 3 Design of the present study …………………………………….………………….…………. 10 3.1 Participants …………………………………………………………………………….... 10 3.2 Data elicitation ………………………………………………………………………….. 11 3.3 Method ………………………………………………………………………………….. 13 4 Results and discussion …...……………….………………………………………………....... 14 4.1 Casual speech vs careful speech ……………………………………………………....... 14 4.2 Gender differences ……………………………………………………………………… 16 4.3 Other social factors ……………………………………………………………………... 17 5 Concluding remarks …………………………………….……………………………………. 20 References …………………………………………………………………………………........ 22 Gende(r) in the Boston Accent ii Abstract The Boston accent is one of the most famous accents in the United States and is known for its non-rhoticity, which essentially means that Bostonians do not normally pronounce their r’s after vowels. While most Boston locals would tell you to ‘pahk the cah ova hea’ when you arrive in the city, not every Bostonian has the same level of non-rhoticity; this variation is due to a number of different factors, but arguably one of the most interesting factors, which this paper focuses on, is gender. This study looks into how Boston non-rhoticity differs between males and females, as well the theories that explain these potential differences. This is done by collecting and analyzing the speech of Boston locals, following two previous studies on the same topic. In addition to gender, types of speech and other social factors are also analyzed. -
Ruaridh Purse [email protected]
Ruaridh Purse [email protected] Education and Qualifications 2016– Ph.D. in Linguistics, University of Pennsylvania Advisor: Dr. Meredith Tamminga 2019 CTL Graduate Teaching Certificate, University of Pennsylvania Center for Teaching and Learning 2012–2016 M.A. (First Class Honours) in Linguistics, University of Edinburgh Dissertation: An Electromagnetic Articulography Perspective on ‘/t,d/ Deletion’ Advisor: Dr. Alice Turk Publications Purse, Ruaridh, 2019. The envelope of variation for /l/ vocalisation in Philadelphia English. University of Pennsylvania Working Papers in Linguistics, volume 25(2) Purse, Ruaridh, 2019. The Articulatory Reality of Coronal Stop ‘Deletion’. Proceedings of the 19th International Congress of the Phonetic Sciences (XIX). Melbourne, Australia Purse, Ruaridh, 2019. Variable Word-Final Schwa in French: An OT Analysis. University of Pennsylvania Working Papers in Linguistics, volume 25(1) Cardoso, Amanda and Lauren Hall-Lew, Yova Kemenchedjieva, Ruaridh Purse, 2016. Between California and the Pacific Northwest: The Front Lax Vowels in San Francisco English. In Valerie Fridland, Betsy Evans, Tyler Kendall, and Alicia Wassank, eds. Speech in the Western States, Volume 1: The Coastal States, pp. 33–54. Publication of the American Dialect Society. Durham, NC: Duke University Press. DOI: 10.1215/00031283- 3772890 Purse, Ruaridh and Euan McGill, 2016. An Intraspeaker Variation Study of Scottish English /r/ Pharyngealisation. Lifespans & Styles: Undergraduate Working Papers On Variation. 2(2): 36–44. DOI: https://doi.org/10.2218/ls.v2i2.2016 Hall-Lew, Lauren and Amanda Cardoso, Yova Kemenchedjieva, Kieran Wilson, Ruaridh Purse, and Julie Saigusa, 2015. San Francisco English and the California Vowel Shift. Proceedings of the 18th International Congress of the Phonetic Sciences (XVIII). -
Karen Obilom Resume
Karen Obilom SAG-AFTRA Hair: Brown Eyes: Brown Height: 5’6” Weight: 140 lbs. TELEVISION NCIS: LA Co-Star John P Kousakis Comedy Bang! Bang! Co-Star Stoney Sharp FILM Congo Cabaret Supporting Deondry & Quincy Gossfield Cultural Clash Lead Omodada Productions Hey Stacy Lead Outfest Festival: Outset Nutcracker Supporting Michael Aronson Bachelorette Party Supporting Rodrick Veal Princess Lead Bianca Emery 5AM Supporting Daryl Perle Unlikely Reunion Lead Ryan Gill NEW MEDIA Mr. Student Body President Recurring Verizon go90 A Movie For Women By Men Co Star Funny or Die American Quagmire Lead John Paul Black Boots Supporting Geno Brookes Spotlight Supporting Miller Walton Me You And Everyone We Know Lead Eloise Santa Maria THEATRE Reservoir Bitches Brown The Crucible Tituba Johanna Whitmore/Charles Hobby Midsummer Nights Dream Hippolyta/ Tituba Johanna Whitmore/Charles Hobby Our Town Mrs. Gibbs Whitmore & Hobby TRAINING AMDA Conservatory Anthony Meindl On-going Jordan Shappel Improv Workshops Katy Mushlin/ Tom Green Improv 1 Tom Christenson Improv 2 Katey Mushlin Dialects Deborah Ross-Sullivan Voice Projection 1 Giovanni Ortega Voice Projection 2 Deborah Ross-Sullivan Stage Combat: Mass Battles, Rapier & Dagger, Unarmed Dance & Movement Wendy Rosoff Movement Miming Michael Lee Cold Reading Trent Moore SKILLS Archery, Basketball, Bowling, Canoeing, Combat - Stage, Fishing, Football, Frisbee, Hula Hoop, Jump Rope, Roller Skating, Rollerblading, Running - General, Running - Long Distance, Running - Sprint, Segway, Soccer, Swimming - ability - general, -
The Nature of Reduced Vowels
MIT OpenCourseWare http://ocw.mit.edu 24.910 Topics in Linguistic Theory: Laboratory Phonology Spring 2007 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. Phonetics and phonology of accent variation Accents and Dialects Dialects of English can differ in all aspects of grammar •Lexicon – soda, coke, pop • Syntax – I might do vs. I might – The house needs painted (W. PA, E. Ohio, Scots) – The house needs painting • Phonology • Phonetics • ‘Accent’ refers to phonetics and phonology only. Accents of English Accents can differ in all aspects of phonology/phonetics • Phoneme inventory - differences in the number and arrangement of phonemes. • Phonological rules/phonotactics • Phonetic realization - differences in the detailed realization of phonemes. Differences in phoneme inventory • Contrast /ɑɔ/, e.g. Inland North, Atlantic States • Only /ɑ/, West, NE New England – Homophones: cot-caught, Don-dawn, hock-hawk Distinct [N=262] Close [N=70] Same [N=174] The Merger of /o/ and /oh/ Contrast in production of /o/ and /oh/ before /t/ in COT vs. CAUGHT. Figure by MIT OpenCourseWare. Adapted from the Linguistics Laboratory of the University of Pennsylvania. Differences in distribution of contrasts • All accents contrast /ɪ, ɛ/. • In some accents (e.g. South) this contrast is neutralized before nasals. pʰɪn ‘pin, pen’ hɪm ‘him, hem’ mɪni ‘many, mini’ lɪŋkθ ‘length’ Differences in distribution of contrasts Distinct [N=296] Close [N=69] Same [N=116] The PIN/PEN merger Contrast in speech production of /l/ and /e/ before nasals in PIN and PEN, HIM and HEM. Figure by MIT OpenCourseWare. Adapted from the Linguistics Laboratory of the University of Pennsylvania. -
Ki(Ng) in the North : Effects of Duration, Boundary and Pause on Post-Nasal [ɡ]-Presence
This is a repository copy of Ki(ng) in the North : effects of duration, boundary and pause on post-nasal [ɡ ]-presence. White Rose Research Online URL for this paper: https://eprints.whiterose.ac.uk/140612/ Version: Published Version Article: Bailey, George orcid.org/0000-0001-5137-8394 (2019) Ki(ng) in the North : effects of duration, boundary and pause on post-nasal [ɡ ]-presence. Laboratory Phonology. ISSN 1868-6354 https://doi.org/10.5334/labphon.115 Reuse Items deposited in White Rose Research Online are protected by copyright, with all rights reserved unless indicated otherwise. They may be downloaded and/or printed for private study, or other acts as permitted by national copyright laws. The publisher or other rights holders may allow further reproduction and re-use of the full text version. This is indicated by the licence information on the White Rose Research Online record for the item. Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ hon Bailey, G. 2019 Ki(ng) in the north: Effects of duration, boundary, labla Laboratory Phonology Journal of the Association for and pause on post-nasal [ɡ]-presence. Laboratory Phonology: phon Laboratory Phonology Journal of the Association for Laboratory Phonology 10(1): 3, pp. 1–26. DOI: https://doi.org/10.5334/labphon.115 JOURNAL ARTICLE Ki(ng) in the north: Effects of duration, boundary, and pause on post-nasal [ɡ]-presence George Bailey1,2 1 University of Manchester, UK 2 University of York, UK [email protected] This paper highlights a hitherto unreported change in progress among northern speakers of British English, with increasing post-nasal [ɡ]-presence in words like sing or wrong pre-pausally.