Effects of Vowel Length and Syllable Structure on Segment Duration In
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Length and Voicing in Friulian and Milanese Francesc Torres-Tamarit
Length and voicing in Friulian and Milanese Francesc Torres-Tamarit To cite this version: Francesc Torres-Tamarit. Length and voicing in Friulian and Milanese: Or why rule-free derivations are needed. Natural Language and Linguistic Theory, Springer Verlag, 2015, 33 (4), pp.1351-1386. 10.1007/s11049-014-9271-7. hal-01677835 HAL Id: hal-01677835 https://hal.archives-ouvertes.fr/hal-01677835 Submitted on 8 Jan 2018 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. manuscript No. (will be inserted by the editor) Length and voicing in Friulian and Milanese Or why rule-free derivations are needed Francesc Torres-Tamarit Received: date / Accepted: date Abstract This paper claims that phonology should express the relationship between vowel length and obstruent voicing operationally rather than in parallel. The empirical focus in on Friulian and Milanese. The distribution of vowel length in Friulian is predictable from the under- lying laryngeal specification of obstruents. Stressed vowels are long before underlyingly voiced word-final obstruents although they devoice. This situation creates opacity. In the light of the interaction between vowel lengthening and final devoicing, this paper argues in favor of Harmonic Serialism, a version of Optimality Theory that combines constraint ranking with serial deriva- tions. -
Koine Pronunciation 2012
Παράρτημα γ´ Ἡ Κοινὴ Προφορά 217 Ἡ Κοινὴ Προφορά Koiné Pronunciation Notes on the Pronunciation System of Koiné Greek, (These notes are of a technical nature beyond language learning, intended primarily for teachers.) When a person wants to use living language methods to learn a language, one is required to make some choices about what kind of pronunciation system to use. As long as students only need to write Greek or to look at Greek on a printed page, the pronunciation system is not a very important issue. As soon as students set their sights on a higher goal and want to include language learning methodologies that will lead to a fluent control of the language, they must come to grips with the need to include audio and oral material in a program. And audio material for an ancient language means that decisions must be made about the kind of pronunciation system to be used. Principles Governing the Pronunciation in this Course # 1. The pronunciation system is primarily intended for persons wishing to learn Koiné Greek, the general Greek dialect used from the third century before the Common Era (BCE) to the fourth century of the Common Era (CE). In particular, the focus is on the Koiné Greek of what is historically the Roman period in the land of Israel, 63 BCE to 325 CE. # 2. The pronunciation should preserve the same significant sound distinctions that were used in the Roman period. This means that the pronunciation system should be phonemic. This term will be explained below. # 3. The pronunciation system should, as far as practical, be historical. -
The Teachability-Intelligibility Issue: Vowel Length in Globenglish
1 The teachability-intelligibility issue: vowel length in GlobEnglish RAFAEL MONROY-CASAS (Published in Gagliardi, C. & Maley A. (2010) ,EIL, ELF, Global English: Teaching and Learning Issues. Peter Lang: Bern) It is an indisputable fact that English has become not just a global language but the global language. There are other languages that can claim this prerogative (Spanish, Chinese, Russian, Italian, etc. – see Annual Review of Applied Linguistics, 26, 2006), but none of these can question the privileged position English occupies as a world language. The ‘English factor’ in Graddol’s words (2007) is everywhere, and yet, despite this gratifying thought to both native and non-native speakers for what it means in terms of greater easiness of communication, there are a number of elements that can challenge the idea of a unified world system (Monroy, 2007). There is on the one hand, an increasing internal centrifugal movement, which, although observable in other linguistic systems, is particularly evident in the case of English, as titles like World Englishes (Kachru, 1985), The English Languages (Tom McCarthur, 1998), Englishes (Görlach,1991), More Englishes (Görlach 1995), Still more Englishes (Görlach, 2002), World Englishes (Jenkins, 2003), World Englishes (Melchers & Shaw, 2003) show; on the other, emerging pronunciation standards in nations like India, Singapore, Pakistan, Nigeria, etc., “each as ‘correct’ as any other” (Quirk, 1985: 2-3), are superseding normative models such as RP or GA as better options in a world where NNs (non-native speakers) with different linguistic backgrounds outnumber Ns (native speakers) (Graddol, 1997; 2006). No wonder that experts fear 2 that fragmentation could be a reality unless some action is taken. -
A Contrastive Study Farah Hafedh Ibrahim College of Arts,Mustansiriyah University, Baghdad, Iraq Email : [email protected]
36 Syllables in English and Arabic : A contrastive Study Farah Hafedh Ibrahim College of Arts,Mustansiriyah University, Baghdad, Iraq Email : [email protected] Abstract The present study investigates syllables in both English and Arabic for the sake of revealing the similarities and differences between them in these two languages. The syllable is regarded as the basic unit or the building block of speech that has attracted the attention of English and Arab phoneticians. The present study tackles the nature of English and Arabic syllables, sheds light on some of the theories that described them as well as classifying them into types and describing their structure. The study arrives at the conclusion that there are many differences between syllables in English and syllables in Arabic. These differences concern the way syllables are viewed, their types and their structure. However, both languages consider the syllable to be the basic unit of speech. Phonetically, syllables are described in English as consisting of a centre which has little or no obstruction to airflow preceded and followed by great obstruction; whereas in Arabic, syllables are phonetically described as chest pulses. Keywords: Syllable; Syllable Nature; Syllable Type; Structure Introduction The term syllable, in English language, is not easy to define since it can be defined phonetically, or phonologically or both phonetically and phonologically. Starting with Ladefoged (2006:242) who describes the syllable as “the smallest unit of speech. Every utterance must contain at least one syllable”. He (ibid.) further states that speech is composed of segments such as vowels or consonants and these segments are considered to be aspects of the syllable. -
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. -
Issues in the Distribution of the Glottal Stop
Theoretical Issues in the Representation of the Glottal Stop in Blackfoot* Tyler Peterson University of British Columbia 1.0 Introduction This working paper examines the phonemic and phonetic status and distribution of the glottal stop in Blackfoot.1 Observe the phonemic distribution (1), four phonological operations (2), and three surface realizations (3) of the glottal stop: (1) a. otsi ‘to swim’ c. otsi/ ‘to splash with water’ b. o/tsi ‘to take’ (2) a. Metathesis: V/VC ® VV/C nitáó/mai/takiwa nit-á/-omai/takiwa 1-INCHOAT-believe ‘now I believe’ b. Metathesis ® Deletion: V/VùC ® VVù/C ® VVùC kátaookaawaatsi káta/-ookaa-waatsi INTERROG-sponsor.sundance-3s.NONAFFIRM ‘Did she sponsor a sundance?’ (Frantz, 1997: 154) c. Metathesis ® Degemination: V/V/C ® VV//C ® VV/C áó/tooyiniki á/-o/too-yiniki INCHOAT-arrive(AI)-1s/2s ‘when I/you arrive’ d. Metathesis ® Deletion ® V-lengthening: V/VC ® VV/C ® VVùC kátaoottakiwaatsi káta/-ottaki-waatsi INTEROG-bartender-3s.NONAFFIRM ‘Is he a bartender?’ (Frantz, 1997) (3) Surface realizations: [V/C] ~ [VV0C] ~ [VùC] aikai/ni ‘He dies’ a. [aIkaI/ni] b. [aIkaII0ni] c. [aIkajni] The glottal stop appears to have a unique status within the Blackfoot consonant inventory. The examples in (1) (and §2.1 below) suggest that it appears as a fully contrastive phoneme in the language. However, the glottal stop is put through variety of phonological processes (metathesis, syncope and degemination) that no other consonant in the language is subject to. Also, it has a variety of surfaces realizations in the form of glottalization on an adjacent vowel (cf. -
Vowel Length/ Duration in Geminated and Non-Geminated Arabic Words
=================================================================== Language in India www.languageinindia.com ISSN 1930-2940 Vol. 18:4 April 2018 India’s Higher Education Authority UGC Approved List of Journals Serial Number 49042 ================================================================ Vowel Length/ Duration in Geminated and Non-geminated Arabic Words Asmaa Adel Abdulrahman and Dr. L. Ramamoorthy =========================================================== Abstract This paper investigates vowel length in Arabic and how it gets affected by neighboring consonants, in particular when it occurs in geminated or non-geminated phonetic environment in words. The paper examines vowel length before and after geminated and non-geminated consonants. It also focuses on the length of geminated/non-geminated consonants themselves and the proportion between them. The present study also investigates the proportion of vowels to consonants in the words and the proportion of geminated words to their non-geminated counterparts as a whole. Eighteen geminated and non-geminated Arabic words are selected and recorded randomly by the researcher who is a native speaker of Arabic. The data were recorded at the Phonetics Lab of the English and Foreign Languages University in Hyderabad/India. It was concluded that gemination in Arabic affects vowel and consonants as well as total length/ duration of the word as a whole. It is also observed that some vowels/ consonants have greater proportion than their non-geminated counterparts. The whole words were also affected by germination in terms of length and duration. Keywords: Duration, Gemination , Arabic,Vowels, consonants, Acoustic analysis. 1. Introduction Arabic is the mother tongue of over 400 million people. Modern Standard Arabic (MSA) _ the descendant of Classical Arabic branches into 22 vernacular dialects in the 22 Arab countries, each country having its own regional vernacular variety (Humran.A and Shyamala.K.C. -
The Phonological Domain of Tone in Chinese: Historical Perspectives
THE PHONOLOGICAL DOMAIN OF TONE IN CHINESE: HISTORICAL PERSPECTIVES by Yichun Dai B. A. Nanjing University, 1982 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGRFE OF MASTER OF ARTS In the pepartment of Linguistics @ Yichun Dai 1991 SIMON FRASER UNIVERSITY July 1991 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL NAME: Yichun Dai DEGREE: Master of Arts (Linguistics) TITLE OF THESIS : The Phonological Domain of Tone in Chinese: Historical Perspectives EXAMINING COMMITTEE: Chairman: Dr. R. C. DeArmond ----------- Dr. T. A. Perry, Senior ~aisor Dr. N. J. Lincoln - ................................... J A. Edmondson, Professor, Department of foreign Languages and Linguistics, University of Texas at Arlington, External Examiner PARTIAL COPYR l GHT L l CENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University L ibrary, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without my written permission. Title of Thesis/Project/Extended Essay Author: (signature) (name 1 Abstract This thesis demonstrates how autosegmental licensing theory operates in Chinese. -
English Vowels Basic Vowel Description Tense And
Main vowel symbols of GA and WCE Front Central Back* Height [i] ‘beat’ [u] ‘boot’ higher high English vowels [I] ‘bit’ [U] ‘book’ lower high [e] ‘bait’ [o] ‘boat’ higher mid [E] ‘bet’ [´] ‘sofa’ [ç] ‘ bought, GA’ lower mid Narrow transcription [! ] ‘but’ [Å] ‘Bob, bought WCE’ higher low [Q] ‘bat’ [A] ‘Bob, GA’ lower low •Back vowels except [A] are rounded; the rest are unrounded • [Å] is described as lower low in your text and IPA. I’ll take either. It is ROUNDED • [e] and [o] are the first part (nucleus) of the diphthongs [ej] and [ow] 1 3 Basic vowel description Tense and Lax • The basic descriptors for vowels are HAR • English phonology traditionally makes the – Height distinction between tense and lax vowels – Advancement – This is not phonetically well-defined as a single – Rounding characteristic • It is useful to subdivide each height class into a – You just need to learn which vowels are classed as tense and lax ‘higher’ and ‘lower’ subdivision – You should learn all the heights in the next chart • This distinction based mainly on phonotactics – Phonotactics is the description of which sounds can occur together in a legal word or syllable of a language 2 4 Duration patterns tense and lax Occurrence of TENSE Vs vowels • Vowels called ‘tense’ occur freely at the ends of • Tense vowels are longer than lax vowels of the one syllable words same general height class i, ej, u, ow, Å ( A and ç in GA) /i/ longer than /I/ /u/ longer than /U/ • Also tense : aj, aw, çj /ej/ longer than /E/ • Examples : • The tense back vowels /ow/ and /Å/ (both /A/ and – ‘bee’, ‘bay’, ‘too’, ‘tow’ , ‘law’ ( ‘spa’ and ‘law’ in GA) /ç/ in GA) are longer than the lax central /! / • An exception to the ‘lax vowels shorter than tense’ is /Q/ – It is often as long as any other vowel 5 7 Length of tense v. -
Six-Way Syllable Sort Objective the Student Will Identify Syllables in Words
Phonics Syllable Patterns P.034 Six-Way Syllable Sort Objective The student will identify syllables in words. Materials Header cards (Activity Master P.034.AM1) Word cards (Activity Master P.034.AM2a - P.034.AM2f) Note: Two syllable words ending in consonant-le should use consonant-le as the target syllable. Activity Students will sort words by syllable types. 1. Place header cards face up on a flat surface. Shuffle the word cards and place face down in a stack. 2. Taking turns, students select the top card from the stack, read the word, and identify what type of syllable it is (e.g., “tennis, closed syllables” or “loop, vowel pair syllable”). 3. Place in column under matching header card. 4. Point to and read words in entire column starting with header card. 5. Continue until all cards are sorted. 6. Peer evaluation Extensions and Adaptations Make more words and sort. Sort fewer patterns and/or words. Record words. 2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: Phonics Phonics P.034.AM1 Six-Way Syllable Sort flat she closed syllables open syllables snake sharp vowel-consonant-e syllables r-controlled syllables read sample vowel pair syllables consonant-le syllables header cards 2-3 Student Center Activities: Phonics 2006 The Florida Center for Reading Research (Revised July, 2007) Phonics Six-Way Syllable Sort P.034.AM2a witness bobbin grand suffix tennis camp panic happen closed syllable word cards 2006 The Florida Center for Reading Research (Revised July, 2007) 2-3 Student Center Activities: -
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. -
49 Stress-Timed Vs. Syllable- Timed Languages
TBC_049.qxd 7/13/10 19:21 Page 1 49 Stress-timed vs. Syllable- timed Languages Marina Nespor Mohinish Shukla Jacques Mehler 1Introduction Rhythm characterizes most natural phenomena: heartbeats have a rhythmic organization, and so do the waves of the sea, the alternation of day and night, and bird songs. Language is yet another natural phenomenon that is charac- terized by rhythm. What is rhythm? Is it possible to give a general enough definition of rhythm to include all the phenomena we just mentioned? The origin of the word rhythm is the Greek word osh[óp, derived from the verb oeí, which means ‘to flow’. We could say that rhythm determines the flow of different phenomena. Plato (The Laws, book II: 93) gave a very general – and in our opinion the most beautiful – definition of rhythm: “rhythm is order in movement.” In order to under- stand how rhythm is instantiated in different natural phenomena, including language, it is necessary to discover the elements responsible for it in each single case. Thus the question we address is: which elements establish order in linguistic rhythm, i.e. in the flow of speech? 2The rhythmic hierarchy: Rhythm as alternation Rhythm is hierarchical in nature in language, as it is in music. According to the metrical grid theory, i.e. the representation of linguistic rhythm within Generative Grammar (cf., amongst others, Liberman & Prince 1977; Prince 1983; Nespor & Vogel 1989; chapter 43: representations of word stress), the element that “establishes order” in the flow of speech is stress: universally, stressed and unstressed positions alternate at different levels of the hierarchy (see chapter 40: stress: phonotactic and phonetic evidence).