Thematische Bibliographien / Pronunciation standard

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Auswahl der wissenschaftlichen Literatur zum Thema „Pronunciation standard“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 30. Mai 2022

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Zeitschriftenartikel zum Thema "Pronunciation standard"

Ebel, Alexandra, Friderike Lange und Robert Skoczek. „Ausspracheangaben zu eingedeutschten Namen in Aussprachewörterbüchern“. Lexicographica 30, Nr. 1 (10.10.2014): 323–49. http://dx.doi.org/10.1515/lexi-2014-0012.

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AbstractGerman pronunciation dictionaries provide codifications that claim to be accepted as standard. When it comes to foreign names and words, the two most established German pronunciation dictionaries and the ARD pronunciation database have rather oppositional approaches. This heterogeneous situation on the prescriptive side is mirrored by countless incidences of inconsistent pronunciations of foreign names in the media. Therefore, empirical studies like comparisons of dictionaries, analyses of media pronunciation as well as online preference polls are necessary to be able to find pronunciation rules for foreign names and words that can be accepted as standard in a German context.

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Lok Raj Sharma. „Significance of Teaching the Pronunciation of Segmental and Suprasegmental Features of English“. Interdisciplinary Research in Education 6, Nr. 2 (31.12.2021): 63–78. http://dx.doi.org/10.3126/ire.v6i2.43539.

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Pronunciation is an essential and rudimentary facet of language involved in an oral communication. This article attempts to highlight the significance of teaching the pronunciationof segmental and suprasegmental features of English. The segmental features involve consonant and vowel sounds or phonemes, whereas the suprasegmental features include stress, rhythm, intonation, pitch, length etc. The central function of a language is for communication through speech. The speech is sequences of the pronunciation of segmental as well as suprasegmental features. At least, legible pronunciation is essential for anunderstandable communication. Legible pronunciation of any one of Standard British English (SBE), Scottish Standard English and General American English (GAE) is indispensable for the proper and effective oral communication in the global context. Standard British English (SBE) is normally used in context of teaching English to the students in Nepal. It is a difficult task to teach the standard pronunciation to the students whose native tongue is not English, but teaching pronunciation can improve their ways of speaking to some extent. There is not always one-to-one corresponding correlation between spellings and their sounds in words. A spelling may retain different sounds in different phonetic environment. The article writer has pinpointed some instances where the wrong pronunciation of a speaker can lead to a misleading communication. To avoid the wrong or unintelligible pronunciation, it is necessary to teach the intelligible or standard pronunciation of English to our students.

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Coblin, W. South. „A Reading of the Dialect Chapter of Zhāng Wèi’s Wènqíjí“. Bulletin of Chinese Linguistics 7, Nr. 1 (24.01.2013): 41–48. http://dx.doi.org/10.1163/2405478x-90000109.

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The Wènqíjí of the late sixteenth century Míng scholar Zhāng Wèi 張位 contains a short chapter entitled “Local Pronunciations of Various Areas”. The work comprises a number of direct sound glosses on Chinese characters, with the glossing words used to indicate dialectal pronunciations of the glossed words. In the present article, we assume that Zhāng's glossing characters were to be read in the standard pronunciation of that period, i.e., in the so-called Nányīn pronunciation of the Guānhuà koine. Using the nearly contemporary romanized sound glosses of Nicholas Trigault, which are also thought to represent this type of Guānhuà pronunciation, we then attempt to determine how Zhāng Wèi believed the dialect readings of the glossed characters were pronounced.

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Nickolayeva, Iryna. „AMERICAN PRONUNCIATION STANDARD AND REGIONAL TYPES OF THE AMERICAN PRONUNCIATION“. Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, Nr. 1(69)/2 (29.03.2018): 58–61. http://dx.doi.org/10.25264/2519-2558-2018-1(69)/2-58-61.

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Ganie, Rohani, Wahyu Maulana und Rahmadsyah Rangkuti. „ERRORS IN PRONOUNCING ENGLISH PHONEMES: A PRAAT ANALYSIS“. Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, Nr. 1 (05.07.2019): 49–63. http://dx.doi.org/10.30743/ll.v3i1.1216.

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This article is concerned with a study of pronunciation errors made by students of English Literature Department, Faculty of Cultural Sciences, University of Sumatera Utara. The scope is limited to the study of error analysis in the pronunciation of English phonemes. The participants of this study were two students of the department with Acehnese background. In this study, the electronic software called Praat was used as an instrument in the analysis of speech sounds of the participants. The purpose of this study was to find out the dominant errors of the pronunciation of English phonemes made by the participants. The data were derived from the pronunciations of English phonemes which were recorded and transcribed in the International Phonetic Alphabet (IPA) as in Katamba (1996: 13). The standard value of the pronunciation of English phonemes was adopted from Cambridge Advanced Learner’s Dictionary. The quality of the pronunciations of the participants was described in graphs and the results were shown in percentage as given in tables and charts.

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김옥영. „Phonological constraints in Standard Korean Pronunciation“. Language & Information Society 11, Nr. ll (November 2009): 29–67. http://dx.doi.org/10.29211/soli.2009.11..003.

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Rastall, Paul. „Another change in standard English pronunciation?“ English Today 15, Nr. 2 (April 1999): 43–44. http://dx.doi.org/10.1017/s0266078400010920.

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Kleine, Ane. „The Pronunciation of 'Argentinean Standard Yiddish'“. Zutot 1, Nr. 1 (2001): 158–64. http://dx.doi.org/10.1163/187502101788691132.

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Yao, Yuanfei. „The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation“. Theory and Practice in Language Studies 10, Nr. 6 (01.06.2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.

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In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect in Zhoucheng and Received Pronunciation; as well as the differences between their consonants and vowels respectively can be achieved to rectify the pronunciations’ deviation in English learning. It is intended to improve English teaching quality of Yuxi dialect speakers and enhance the pronunciation standardization of English there.

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Pratiwi, Desy Riana, und Lia Maulia Indrayani. „Pronunciation Error on English Diphthongs Made by EFL Students“. TEKNOSASTIK 19, Nr. 1 (28.01.2021): 24. http://dx.doi.org/10.33365/ts.v19i1.486.

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This research addresses pronunciation errors of English diphthongs made by EFL students. The data were collected from pronunciation recordings of 9 post-graduate students who were studying linguistics in the second year. Three of the respondents were male and 6 female students. Studies show that different backgrounds and cultures affect sounds and sound styles as they are related to pronunciation or language styles. The purpose of this research was to analyze and describe the pronunciation errors of English diphthongs made by EFL students. Diphthong is divided into two types, namely GA (General American) and SSBE (Standard Southern British English) or commonly referred to as British accent. To collect the data, the researchers recorded students’ pronunciations using a smartphone. The data collected were then analyzed by employing qualitative and quantitative descriptive methods. The results show that 4 students used SSBE diphthong accent and 5 used GA diphthong accents. In this analysis, there were also 4 students who made pronunciation errors in pronouncing [eɪ], [ɛə], [ʊə] and [aɪ] diphthongs, 3 students had problems about [aʊ] and 2 students mispronounced [oʊ] diphthong.

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Dissertationen zum Thema "Pronunciation standard"

Бондаренко, Юлия Станиславовна, Алена Владимировна Сауляк, Юлія Станіславівна Бондаренко, Yuliia Stanislavivna Bondarenko, Alona Yevhenivna Sauliak und Альона Євгенівна Сауляк. „Estuary as the latest pronunciation standard of the English language“. Thesis, Нижний Новгород: Издательство Волго-Вятской академии государственной службы, 2010. http://essuir.sumdu.edu.ua/handle/123456789/2749.

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The nature of Estuary English is investigated in this paper. The description of phonemic variety of this pronunciation standard is analyzed. The Popularity of the Pronunciation Standard is given.
У статті розглянуто вимовний варіант англійської мови Ест’юарі, подано опис фонемічної варіативності цієї вимовної норм та популярність цього вимовного стандарту. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/2749

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Martirosian, Olga Meruzhanovna. „Adapting a pronunciation dictionary to Standard South African English for automatic speech recognition / Olga Meruzhanovna Martirosian“. Thesis, North-West University, 2009. http://hdl.handle.net/10394/4902.

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The pronunciation dictionary is a key resource required during the development of an automatic speech recognition (ASR) system. In this thesis, we adapt a British English pronunciation dictionary to Standard South African English (SSAE), as a case study in dialect adaptation. Our investigation leads us in three different directions: dictionary verification, phoneme redundancy evaluation and phoneme adaptation. A pronunciation dictionary should be verified for correctness before its implementation in experiments or applications. However, employing a human to verify a full pronunciation dictionary is an indulgent process which cannot always be accommodated. In our dictionary verification research we attempt to reduce the human effort required in the verification of a pronunciation dictionary by implementing automatic and semi-automatic techniques that find and isolate possible erroneous entries in the dictionary. We identify a number of new techniques that are very efficient in identifying errors, and apply them to a public domain British English pronunciation dictionary. Investigating phoneme redundancy involves looking into the possibility that not all phoneme distinctions are required in SSAE, and investigating different methods of analysing these distinctions. The methods that are investigated include both data driven and knowledge based pronunciation suggestions for a pronunciation dictionary used in an automatic speech recognition (ASR) system. This investigation facilitates a deeper linguistic insight into the pronunciation of phonemes in SSAE. Finally, we investigate phoneme adaptation by adapting the KIT phoneme between two dialects of English through the implementation of a set of adaptation rules. Adaptation rules are extracted from literature but also formulated through an investigation of the linguistic phenomena in the data. We achieve a 93% predictive accuracy, which is significantly higher than the 71 % achievable through the implementation of previously identified rules. The adaptation of a British pronunciation dictionary to SSAE represents the final step of developing a SSAE pronunciation dictionary, which is the aim of this thesis. In addition, an ASR system utilising the dictionary is developed, achieving an unconstrained phoneme accuracy of 79.7%.
Thesis (M.Ing. (Computer Engineering))--North-West University, Potchefstroom Campus, 2009.

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Jande, Per-Anders. „Modelling Phone-Level Pronunciation in Discourse Context“. Doctoral thesis, Stockholm : Department of Speech, Music and Hearing, Computer Science and Communication, Kungliga Tekniska högskolan (KTH), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4202.

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Galanakis, Linda. „Learners' attitudes to standard vs non-standard South African English accents of their teachers“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.

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Hill, Christopher. „Defining Britain's Most Appealing Voice : An Accent Profile of Sir Sean Connery“. Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6662.

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The aim of this paper is to explore the features that combine to make up the distinctive accent of the actor Sir Sean Connery. This study outlines the subject’s basic vowel system and compares it to data collected on the vowel systems of Received Pronunciation (RP) and Scottish Standard English (SSE) from previous research (Stuart-Smith 1999, Hawkins & Midgely 2005, Fisk 2006). Furthermore, this essay examines the degree to which other elements associated with SSE are present in the subject’s accent. These features include the Scottish Vowel Lengthening Rule (SVLR), the presence of dark /l/, rhoticity and T-glottalling. It is hypothesised that the subject speaks a modified variety of SSE yet retains the aforementioned qualities typically associated with SSE.

The speech analysis software programs Wavesurfer (version 1.4.7.) and Praat (version 4.4.33.) were used to analyse sections of sound taken from a speech given by the subject at an awards ceremony. Instrumental analysis of this nature was deemed appropriate in order to establish a high degree of objectivity in this study. Of the wide range of recorded material available the subject’s acceptance speech was judged most suitable for analysis. This is a passage of spontaneous speech as opposed to a movie script, where the subject talks of his background and career.

Having analysed the subject’s accent in this way, certain sociolinguistic implications can be drawn. The results suggest that Sir Sean Connery does indeed speak a variety of SSE however rather surprisingly the subject’s accent appears quite typical of his Edinburgh origins. The vowel system not only identifies the subject as an SSE speaker but also indicates traces of his working-class background e.g., the frontal quality to Connery’s realisation of /u/ and his low /I/ are typical of a working-class SSE speaker. Moreover, the general low quality found in Connery’s basic vowel system can be interpreted as revealing a little of his working-class origins.

Evidence of the other features associated with SSE was also found in the subject’s accent. Durational evidence indicates (albeit tentatively at this stage) that the SVLR operates within his accent while dark /l/ and t-glottalling were also observed.

While it is also apparent that Connery speaks a rhotic variety of English it is the nature and variety of his /r/ production that is most interesting. The subject appears to produce a retroflex realisation of /r/ which affects other consonants in its environment. This /r/ may be indicative of an earlier Irish influence over Connery’s accent.

It should be stated that due to the nature and the limited size of this study, all findings are preliminary and more research is needed into this area before any firm conclusions can be drawn.

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Mugglestone, Lynda C. „Studies in the pronunciation of standard English in the late eighteenth and nineteenth centuries according to the evidence of contemporary writers on the language“. Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.256899.

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Holland, Lillian Christine. „A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners“. PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3123.

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Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.

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Elliott, Slosarova Zuzana. „Sociolinguistic variation among Slovak immigrants in Edinburgh, Scotland“. Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33202.

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This thesis investigates sociolinguistic variation among highly fluent Slovak-English bilingual women and also long-term immigrants residing in Edinburgh, Scotland. The present study adds to existing literature on urban migratory experiences (Block, 2008; Forsberg, Lundell and Bartning, 2015; Howley, 2015), comparing cross-cultural variation of immigrants' speech with their local peers (Drummond, 2010, 2012; Meyerhoff et al., 2009), by exploring linguistic and social constraints on language attitudes and accent acquisition among bilingual Slovak immigrants. Sociolinguistic interview data were obtained from 32 women, ages 22-46: 20 Slovak immigrants, 8 Edinburgh Scottish participants, and 6 bilingual Slovak teachers of English in Slovakia. By considering linguistic and social factors that influence Slovak immigrants' variation, in this thesis I ask not just whether and to what extent do local language communities shape immigrants' identity, but also how their identity affects their language attitudes and pronunciation. The thesis pays particular attention to how implicit and explicit language attitudes combine to establish what Block (2008) called a "multidimensional" identity in immigrants. Further investigation establishes a link between identity and production (Redinger and Llamas, 2014; Podesva et al., 2015) by drawing on the variationist sociolinguistic methodologies set out by Labov (1966, 2001, 2006). Implicit language attitudes were collected via a Verbal Guise Task (VGT), during which participants evaluated speakers of foreign and native English accents (Campbell- Kibler, 2006; McKenzie, 2015; McKenzie and Carrie, 2018). Explicit attitudes were collected via a questionnaire designed to elicit attitudes in a casual setting (Dörnyei and Csizér, 2012). The combination of methodologies revealed that immigrant participants in the study held complex attitudes and motivations in relation to their host country. The results for language attitudes suggested that long-term Slovak immigrants experienced shifts to their identity while residing in Scotland, with most adopting a transnational identity that made them amenable to local language communities while maintaining connections with their home country. Their identity represented a degree of integration with Scottish communities, but transnational immigrants often felt separate from both home and host countries as a result. The present study also explores connection between identity and production which is now well recognised (Kobiałka, 2016; Regan, 2016; Regan and Ni Chasaide, 2010; Bucholtz, 2011). Immigrant participants' pronunciations of FACE and GOAT vowel lexical sets (Wells, 1982) were evaluated in comparison to two language groups that represented different standards of pronunciation: native Scottish participants in Edinburgh, with more monophthongal pronunciations (Schützler, 2015); and English-Slovak bilinguals residing in Trnava, Slovakia, whose vowel productions were highly diphthongal and similar to Received Pronunciation (RP) constructions. Comparative study of pronunciations revealed that the immigrants' FACE and GOAT realisations were relatively more monophthongal than the non-immigrant Slovak group, yet more diphthongal than the native Scottish group - effectively making immigrant Slovaks' mean pronunciations separate and distinct from both native standard varieties. However, the immigrant's pronunciations varied widely, and data modelling revealed associations between key social factors and pronunciation. Settings of high formality, strong European and Slovak identities, and intentions to return to Slovakia were associated with relatively more diphthongal pronunciations. Decreased formality, strong Scottish identities, and lack of formal education before immigration were associated with relatively more monophthongal pronunciations. Key findings in the study reinforce observations of multi-cultural identities in longterm Slovak immigrants. Drawing on work that explores variation in language attitudes (Clark and Schleef, 2010) and production in migratory settings (Meyerhoff and Schleef, 2014), I argue that there is a tendency for immigrants to shape their multi-cultural identities in response to linguistic and social contexts. However, internal contexts such as self-definition were equally important in shaping identities, which in turn affected language attitudes and pronunciation.

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Reikofski, Helen Dewey. „Singing in English in the 21St Century: a StudyComparing and Applying the Tenets of Madeleine Marshall and Kathryn Labouff“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804857/.

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The English diction texts by Madeleine Marshall and Kathryn LaBouff are two ofthe most acclaimed manuals on singing in this language. Differences in style between the two have separated proponents to be primarily devoted to one or the other. An in-depth study, comparing the precepts of both authors, and applying their principles, has resulted in an understanding of their common ground, as well as the need for the more comprehensive information, included by LaBouff, on singing in the dialect of American Standard, and changes in current Received Pronunciation, for British works, and Mid-Atlantic dialect, for English language works not specifically North American or British. Chapter 1 introduces Marshall and The Singer’s Manual of English Diction, and LaBouff and Singing and Communicating in English. An overview of selected works from Opera America’s resources exemplifies the need for three dialects in standardized English training. Chapter 2 reviews notational and diction resources, and use of the International Phonetic Association’s alphabet (IPA). Chapter 3 directly compares Marshall and LaBouff’s views of the importance of the unstressed syllable, often schwa [ә] or open I [ɪ], as vital to allowing the audience to understand the flow of the sung text, and contrasts their differences regarding < r >. Chapter 4 discusses observations in applying the tenets with singers, focusing on three arias coached for this dissertation. Chapter 5 states conclusions and opportunities for further research. Figures include materials from the Juilliard School Archives. Appendices include interviews.

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Santos, Vanessa Carrasco. „Uma pronúncia standar das vogais nasais do português brasileiro“. Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/14228.

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This dissertation is situated in the area of Portuguese Language Description and limited aspects of nasal vowels articulation pre, post and tonic in Brazilian Portuguese. There has been concern in the quantitative and qualitative description of the standardized pronunciation, by TV Globo, the nasal vowels of Brazilian Portuguese. The aim of this work is to contribute to studies of identity of a standard pronunciation of Brazilian Portuguese, in order to provide the "desestrangeiração" students, speakers of other languages who are learning Brazilian Portuguese. It has specific goals for: 1 - The qualitative and quantitative description of the pronunciation of nasal vowels pre-stress; 2 - The qualitative and quantitative description of the pronunciation of nasal vowels post-tonic; 3 - The qualitative and quantitative description of the pronunciation of nasal vowels tonic; The procedure of analysis was descriptive and explanatory materials being collected in the database of pronunciation stander, file this one from Prof. Dr. Regina Celia Pagliuchi da Silveira. The results enabled the formulation of rules for the pronunciation of Brazilian Portuguese idiom: 1-The pre-stress nasal vowels are articulated following the control of the letter; 2-The vowels post-tonic is made by nasal vowel or the vowel reduction or desnasalação; 3-Vowels tonic is made by nasal vowels monotongações or ditongações, depending on the number of syllables in the word, The 4-ditongações preferably are increasing; We conclude that there is a standardized pronunciation for the nasal vowels of Brazilian Portuguese and this is controlled by phonological rules, phonetic and morfofonológicas
Esta dissertação situa-se na área da Descrição de Língua Portuguesa e delimitada aspectos articulatórios das vogais nasais pré, pós e tônicas do português brasileiro. Tem-se por tema, a descrição quantitativa e qualitativa da pronúncia standardizada, pela TV Globo, das vogais nasais do português brasileiro. O objetivo geral deste trabalho é contribuir com os estudos identitários de uma pronúncia standar do português brasileiro, a fim de propiciar a desestrangeiração de alunos, falantes de outras línguas que estão aprendendo o português brasileiro. Tem-se por objetivos específicos: 1- A descrição qualitativa e quantitativa da pronúncia das vogais nasais prétônicas; 2- A descrição qualitativa e quantitativa da pronúncia das vogais nasais pós tônicas; 3- A descrição qualitativa e quantitativa da pronúncia das vogais nasais tônicas; O procedimento de análise foi descritivo e explicativo, sendo os materiais coletados no banco de dados da pronúncia standar, arquivo este da Profª Drª Regina Célia Pagliuchi da Silveira. Os resultados obtidos possibilitaram a formulação de regras para a pronúncia idiomática do português brasileiro: 1-As vogais pré-tônicas nasais são articuladas seguindo o controle da letra; 2-As vogais pós-tônicas são realizadas pela vogal nasal ou pela redução vocálica ou desnasalação; 3-As vogais tônicas são realizadas por vogais nasais monotongações ou ditongações, dependendo do nº de sílabas da palavra; 4-As ditongações preferencialmente são crescentes; Conclui-se que há uma pronúncia standardizada para as vogais nasais do português brasileiro e esta é controlada por regras fonológicas, fonéticas e morfofonológicas

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Bücher zum Thema "Pronunciation standard"

English "standard" pronunciations: A study of attitudes. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1989.

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An investigation into the present state of standard Chinese pronunciation. 3. Aufl. London: Curzon Press, 1988.

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Forward, Geoffrey G. American diction for singers: Standard American diction for singers and speakers. Los Angeles: Alfred Pub. Co., 2001.

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Chwat, Sam. Living Language Speakup! American regional accent elimination program: Learn to speak standard American English. New York: Crown, 1994.

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Whose German?: The ach/ich alternation and related phenomena in standard and colloquial. Amsterdam: J. Benjamins, 2001.

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Hines, Robert Stephan. Singers' liturgical Latin: Rules for pronunciation plus standard texts with IPA transcriptions and English translations. LaVergne, TN: Lightning Source, 2003.

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Chen-Hui, Tsai, und Zhou Yunong, Hrsg. Han yu pin yin ru men: Hanyu pinyin rumen = Introduction to standard Chinese Pingyin system. Beijing Shi: Beijing yu yan da xue chu ban she, 2006.

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Chwat, Sam. Living Language SpeakUp! Spanish accent elimination program: Learn to speak standard American English. New York: Crown Publishers, 1994.

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Chwat, Sam. Living Language Speakup! Asian, Indian, and Middle Eastern accent elimination program: Learn to speak standard American English. New York: Crown, 1994.

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Han-Il Romacha pʻyogi ŭi pigyo yŏnʼgu =: A comparative study on the Romanization of Korean & Japanese with English as the standard of pronunciation. Sŏul: Muyŏk Chʻulpʻansa, 1996.

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Buchteile zum Thema "Pronunciation standard"

Kleine, Ane. „The Pronunciation of ‘Argentinean Standard Yiddish’“. In Zutot 2001, 158–64. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3730-2_21.

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Raihan, Nur, und David Deterding. „The fallacy of standard English“. In The Routledge Handbook of Contemporary English Pronunciation, 203–17. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-13.

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Xydas, Gerasimos, Georgios Karberis und Georgios Kouroupertroglou. „Text Normalization for the Pronunciation of Non-standard Words in an Inflected Language“. In Methods and Applications of Artificial Intelligence, 390–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24674-9_41.

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Schwyter, Jürg. „Chapter 9 The BBC Advisory Committee on Spoken English or How (not) to construct a ‘standard’ pronunciation“. In Standards and Norms in the English Language, 175–94. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110206982.1.175.

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Hazen, Kirk. „Standards of pronunciation and regional accents 1“. In The Routledge Handbook of Contemporary English Pronunciation, 188–202. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-12.

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„Standard American English pronunciation“. In The Americas and the Caribbean, 37–51. De Gruyter Mouton, 2008. http://dx.doi.org/10.1515/9783110208405.1.37.

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„Standard American English pronunciation“. In A Handbook of Varieties of English, herausgegeben von Bernd Kortmann, Edgar W. Schneider, Kate Burridge, Rajend Mesthrie und Clive Upton. Berlin • New York: Mouton de Gruyter, 2004. http://dx.doi.org/10.1515/9783110175325.1.257.

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Kretzschmar, William A. „Standard American English pronunciation“. In A Handbook of Varieties of English, 257–69. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110197181-019.

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„Introduction; Orthography and Pronunciation; the Basque Noun Phrase“. In Standard Basque. The MIT Press, 2007. http://dx.doi.org/10.7551/mitpress/7444.003.0004.

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Belluscio, Giovanni. „A Bifocal Pronunciation of Standard Albanian:“. In The Potentiality of Pluricentrism, 89–120. Harrassowitz, O, 2019. http://dx.doi.org/10.2307/j.ctvcm4fhk.11.

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Konferenzberichte zum Thema "Pronunciation standard"

Skrelin, Pavel A., Vera V. Evdokimova und Daniil A. Kocharov. „“HIDDEN” VARIANTS OF THE RUSSIAN STANDARD PRONUNCIATION“. In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.06.

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The article is devoted to the works of L. A. Verbitskaya in the field of the Russian standard pronunciation, manifestations of the orthoepic norm in different conditions of the speaker’s speech activity. Research carried out at the Department of Phonetics of St Petersburg State University in recent years and continuing at the present time shows which phonemic sequences, differing from those prescribed by orthoepic dictionaries, are observed in the speech of both professional speakers of the pronunciation norm, and in the speech of young people in careful and reduced speech. The analysis of the obtained results leads to possible interpretations of the terms “careful and reduced pronunciation types”, “careful and reduced (colloquial) styles” of pronunciation. The article also provides new data on the tendencies of change in the phonological system of the Russian language, formulated by L. A. Verbitskaya, which can lead to a change in the pronunciation norm. A previously developed automatic transcriber is described. It converts the text into a sequence of phonetic symbols that meet the requirements of the orthoepic norm, and also offers variants of deviations from the norm observed in a large corpus of prepared professional speech, as well as the statistical probabilities of these deviations. The issues of both the loss of labialization, repeatedly described by L. A. Verbitskaya, and abnormal labialization, are also considered, to be taken into account in the new version of the automatic transcriber. Refs 35.

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Cao, Ruilan, und Shaokang Jin. „Phonological Differences between Received Pronunciation and Standard Scottish English“. In 2017 International Seminar on Social Science and Humanities Research (SSHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sshr-17.2018.21.

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Edlichko, Anzhela I. „CODIFICATION OF THE ORTHOEPIC NORMS OF THE GERMAN LANGUAGE: HISTORY AND CURRENT SITUATION“. In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.07.

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The article discusses the development of the lexicographic codification of pronunciation norms of German. It gives an overview of the orthoepic norm, its varieties and inherent features, relations between the norm and standard of pronunciation. Pronouncing dictionaries since the end of the 19th century have been studied as primary sources, some phonetic phenomena are also illustrated with the explanatory dictionaries of earlier periods. The lexicographic codification of the pronunciation norms in historical retrospect is briefly analyzed: from exaggerated articulation of actors in Germany to actual sound phenomena using in the pronunciation of professional radio and television announcers, which includes the pronouncing features of authentic oral media communication. Special attention is paid to the problem of codification of the orthoepic standard in different types of dictionaries in light of the pluricentricity of German, due to lack of empirical analyses. The article also represents the current orthoepic dictionaries, which include information about the sounds of three standards of German in Germany, Austria and Switzerland. Study of their structure and content features made it possible to identify some advantages and disadvantages. As a result of the study, the author concludes with changing approaches to the codification of pronunciation norms, such as transformation of the metalanguage, expansion of the empirical base, use of contemporary sociophonetic methods in its analysis, some structural and content changes in the dictionaries. These modifications are shown to be connected with the change of the lexicographic paradigm and the turn from monocentricity to pluricentricity due to sociocultural and sociolinguistic factors. Refs 24.

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Filippov, Konstantin A., Liubov’ N. Grigor’eva, Mikhail V. Koryshev, Kristina V. Manerova und Andrei K. Filippov. „REMARKS ON PHONETICS AND SPELLING OF M. LOMONOSOV’S GERMAN TEXTS“. In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.08.

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M. Lomonosov’s texts in German provide numerous examples of word spelling inconsistency, e. g. Freiheit/Freyheit, Dero/dero, etc. The influencing factors for this are Lomonosov’s individual style and the scientific and educational discourse of 18th century Russia. The research focuses on the alternation of g/h and g/сh. The alternation at the beginning of a morpheme (Staffengagen/Staffenhagen) can be explained by the similarity in the pronunciation of the German letters g and h in Russian educational tradition. As possible reasons for the alternation in the intervocal position after i (abziegen/abzihen) and ei (verzeigen/ Verzeigung/verzeihen), one can point at voicing of a voiceless consonant /h/ in the position between two vowels and Russian spiranta /ɤ/ functioning as a variant of the phoneme /g/. In the final position of a word, the alternation of g / ch is observed in adjectives with the suffix -lich, causing a deviation from the standard spelling in the words neulig and unmöglig. In this case, the explanation could lie in the fact that in the German language, two productive derivational suffixes -ig and -lich exist, similar in form and in semantics. Also in the German texts of Lomonosov one can find variants Petersburg/Petersburch with alternating g/сh at the end of a word. The tradition of substituting -urch for -urg in place names survives in Russian grammar textbooks for foreigners up to mid–19th century as Russian г is pronounced as /x/ at the end of some words. Refs 22.

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Yakhnina, Elena Z. „The development of auditory perception and the pronunciation side of speech in deaf students: history and current trends“. In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-185-193.

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The article reviews scientific aspects of development of hearing perception and reproduction of oral speech of school age deaf children in Russian surdopedagogic. Special emphasis is dedicated to modern tendencies in such a work according to requirements of State Federal educational standards

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Berichte der Organisationen zum Thema "Pronunciation standard"

Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko und Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], Juni 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.

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