Journal articles: 'English language Australia Phonetics'

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Nickolayeva, Iryna. "NATIONAL AND CULTURAL PECULIARITIES OF PHONETICS IN THE AMERICAN ENGLISH." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 16–18. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-16-18.

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The article shows the establishment of the territorial norms on the level of phonetics in the American English. It analyses their national and cultural peculiarities. The studied and presented material shows that the phonetic characteristics of the American national version of the English language have their own territorial national and cultural characteristics. The article deals with the issue of phonetic peculiarities of the dialectic language as an ideal of the signs of the territorial jurisdiction of native speakers in terms of interpersonal communication. The main causes of regional dialects are analyzed. Separately, it is noted that the phonetic characteristics of the American national version of English in the South-West of the United States have their own regional identity. It is underlined that distinctive phonetic features of the English language in the United States include not only dialect phenomena, but they are also characteristic of the literary language. The assessment of the same linguistic facts from the point of view of American and British norms is indicative in this respect. In this article, it is discussed in detail the phonetic features of American English compared to British, officially recognized in the world community the main. The American version is of the greatest interest in comparison with Canadian, Australian and New Zealand English, because, for various reasons, it has undergone a large number of changes in all aspects of the language, including phonetic. The article emphasizes that the United States is developing its own territorial phonetic norms.

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Pavlovych, Andrii. "AUSTRALIAN ENGLISH AND CANADIAN ENGLISH AS TWO EXAMPLES OF LANGUAGE DEVELOPMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 276–79. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-276-279.

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The article is devoted to the development of English in Australia and Canada. The analysis of historical, social and political prerequisites of formation of English in Australia and Canada has been conducted. The influence of extralinguistic factors on the development of English in the abovementioned countries, the universalization of vocabulary, grammar and phonetic structure of the language is described. The geographical location and lifestyle of Indigenous people and migrants had a significant impact on the development of Australian English. Concerning Canadian English, it should be mentioned that Canada is a bilingual country and French, and French, as well as American and British English, had a considerable influence on the development of language in this country.

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Garellek, Marc, and Marija Tabain. "Tongan." Journal of the International Phonetic Association 50, no. 3 (March 18, 2019): 406–16. http://dx.doi.org/10.1017/s0025100318000397.

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Tongan (lea fakatonga, ISO 639-3 code ton) is a Polynesian language spoken mainly in Tonga, where it is one of two official languages (with English). There are about 104,000 speakers of the language in Tonga, with nearly 80,000 additional speakers elsewhere (Simons & Fennig 2017). It is most closely related to Niuean, and more distantly related to West Polynesian languages (such as Tokelauan and Samoan) and East Polynesian languages (such as Hawaiian, Māori, and Tahitian). Previous work on the phonetics and phonology of Tongan includes a general grammar (Churchward 1953), a dissertation with a grammatical overview (Taumoefolau 1998), a phonological sketch of the language (Feldman 1978), two dictionaries (Churchward 1959, Tu‘inukuafe 1992), journal and working papers on stress (Taumoefolau 2002, Garellek & White 2015), intonation (Kuo & Vicenik 2012), as well as the ‘definitive accent’ (discussed below) and the phonological status of identical vowel sequences (Poser 1985; Condax 1989; Schütz 2001; Anderson & Otsuka 2003, 2006; Garellek & White 2010; Ahn 2016; Zuraw 2018). This illustration is meant to provide an overview of the phonetic structures of the language, and includes novel acoustic data on its three-way word-initial laryngeal contrasts, which are cross-linguistically rare. The recordings accompanying this illustration come from Veiongo Hehepoto, a native speaker of Tongan currently living in Melbourne, Australia. Ms. Veiongo was born in 1950 on the island of Vava‘u (northern Tonga), but grew up and was educated in the capital city Nuku‘alofa on Tongatapu (see Figure 1). She moved to Vanuatu when she was 16 years old, and when she was 21 moved to Australia where she trained as a nurse. She continues to speak Tongan every day with family members (including children, who were born in Australia) and friends.

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MARTYNYUK, O. "LEXICAL STYLISTIC AND PHONETIC FEATURES OF THE AUSTRALIAN ENGLISH LANGUAGE IN THE CONTEXT OF LINGUISTIC COUNTRY STUDIES." Current issues of linguistics and translation studies, no. 19 (October 30, 2020): 29–34. http://dx.doi.org/10.31891/2415-7929-2019-19-6.

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The article deals with the process of formation and development of the Australian English language, characterizes its present-day lexical, stylistic and phonetic features. It has been found out that the Australian variety of the English language was formed as a result of interaction and development of dialects, colloquialisms, slang, through which the first settlers and emigrants from Great Britain, the United States and other countries of the world communicated. As far as everyday vocabulary is concerned, Australian English shares words and phrases with both British and American English, but also has some terminology of its own. Some elements of Aboriginal languages were incorporated into Australian English, mainly as names for the indigenous flora and fauna, as well as extensive borrowings for place names. Australian English has its own characteristic lexical and stylistic features such as a small number of words from Aboriginal languages; formation of new lexical units by extending pre-existing meanings of words; novel compounds; novel fixed phrases; coinage of lexical units; application of vocabulary from British regional dialects; unique means of imagery (metaphors and similes) that reflect the national Australian authenticity. The most common ways of forming Australian slang vocabulary have been described. A unique set of diminutive forms and abbreviations in Australian English has been exemplified. Australianisms have been defined as words or phrases that either originated or acquired new meanings in Australia and are widely used in everyday Australian English. Australians have a distinct accent, which varies between social classes and is sometimes claimed to vary from state to state, although this is disputed. The difference between the three major Australian accents (Broad Australian, General Australian, and Cultivated Australian) has been highlighted. Cultivated Australian is considered to be closely approaching British Received Pronunciation and Broad Australian – vigorously exhibiting distinctive regional features.

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Tsukada, Kimiko. "An acoustic comparison of English monophthongs and diphthongs produced by Australian and Thai speakers." English World-Wide 29, no. 2 (April 23, 2008): 194–211. http://dx.doi.org/10.1075/eww.29.2.05tsu.

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This study investigated acoustic-phonetic characteristics of English vowels (four monophthongs /I æ ~ %/ and two diphthongs /eI o~/) spoken by native speakers of Australian English (AusE, n = 6) and Thai (T, n = 15). The Thai speakers had lived in Australia for an average of 3.2 years. While the Thai speakers did not differ significantly from the AusE speakers in their vowel quality for monophthongs, they were more dissimilar in their production of diphthongs. Specifically, the Thai speakers produced English diphthongs with less formant movement, a phenomenon widely reported for speakers of various other Southeast Asian languages. Differences between the Thai and AusE groups reached statistical significance for the female speakers. As for temporal characteristics, the Thai speakers produced significantly shorter monophthongs, but not diphthongs, than did AusE speakers. As a result, the ratio of monophthongs to diphthongs was much smaller for the Thai (0.53) than for the AusE group (0.72). It appeared that the Thai speakers equated the English diphthongs /eI/ and /o~/ with the long vowels /e˜/ and /o˜/, respectively, in their first language (L1) Thai. Further, their production of the diphthongs may be related to a large number of diphthongs in the Thai vowel inventory, which may encourage its speakers to substitute existing L1 categories for English diphthongs rather than forming authentic, new phonetic categories.

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Bell, Allan. "The Phonetics of Fish and Chips in New Zealand." English World-Wide 18, no. 2 (January 1, 1997): 243–70. http://dx.doi.org/10.1075/eww.18.2.05bel.

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Centralization of the short /I/ vowel (as in KIT) is regarded by both linguists and lay observers as a defining feature of New Zealand English and even of national identity, especially when contrasted with the close front Australian realization. Variation in the KIT vowel is studied in the conversation of a sociolinguistic sample of 60 speakers of NZE, structured by gender, ethnicity (Maori and Pakeha [Anglo]) and age. KIT realizations are scattered from close front through to rather low backed positions, although some phonetic environments favour fronter variants. All Pakeha and most Maori informants use centralized realizations most of the time, but some older Maori speakers use more close front variants. This group is apparently influenced by the realization of short /I/ in the Maori language, as these are also the only fluent speakers of Maori in the sample. Close front realizations of KIT thus serve as a marker of Maori ethnicity, while centralization marks general New Zealand identity. Centralized /I/ appears to have been established in NZE by the early 20th century

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Tsukada, Kimiko, and Rungpat Roengpitya. "Discrimination of English and Thai words ending with voiceless stops by native Thai listeners differing in English experience." Journal of the International Phonetic Association 38, no. 3 (December 2008): 325–47. http://dx.doi.org/10.1017/s0025100308003575.

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This study examines the discrimination of words ending with voiceless stops /p t k/ in first language (L1) and second language (L2) by three groups of native Thai participants. These participants differed in their countries of residence and experience with L2 English in the formal education system. The first group (T1) was a group of 18 Thai listeners who were living in Australia. The second and third groups consisted of 12 university students (T2) and 12 high-school students (T3) living in Thailand. Eighteen Australian English (AusE) listeners were included as controls. English and Thai words minimally contrasting in the final stop (e.g. ‘cap’ vs. ‘cat’) were presented to the listeners to investigate whether L2 phonetic learning occurs even for the contrasts that are expected to be discriminated with high accuracy from the onset of L2 learning and if so, how it is influenced by L2 experience. All three Thai groups showed reasonably accurate discrimination for both English and Thai words, but only T1 showed discrimination accuracy comparable to AusE in English. Further, only T3 was clearly more accurate in discriminating unreleased Thai than English stop contrasts, most of which were accompanied with release bursts. These two findings are taken to be evidence for phonetic learning of specific aspects of L2 contrasts rather than positive L1 transfer.

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Yang, Ping. "Back to basics: Cracking a nut in using English indefinite articles." English Today 30, no. 4 (November 11, 2014): 28–33. http://dx.doi.org/10.1017/s0266078414000376.

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This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).

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Babinski, Sarah, Rikker Dockum, J. Hunter Craft, Anelisa Fergus, Dolly Goldenberg, and Claire Bowern. "A Robin Hood approach to forced alignment: English-trained algorithms and their use on Australian languages." Proceedings of the Linguistic Society of America 4, no. 1 (March 15, 2019): 3. http://dx.doi.org/10.3765/plsa.v4i1.4468.

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Forced alignment automatically aligns audio recordings of spoken language with transcripts at the segment level, greatly reducing the time required to prepare data for phonetic analysis. However, existing algorithms are mostly trained on a few well-documented languages. We test the performance of three algorithms against manually aligned data. For at least some tasks, unsupervised alignment (either based on English or trained from a small corpus) is sufficiently reliable for it to be used on legacy data for low-resource languages. Descriptive phonetic work on vowel inventories and prosody can be accurately captured by automatic alignment with minimal training data. Consonants provided significantly more challenges for forced alignment.

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Mailhammer, Robert, Stacey Sherwood, and Hywel Stoakes. "The inconspicuous substratum." English World-Wide 41, no. 2 (June 9, 2020): 162–92. http://dx.doi.org/10.1075/eww.00045.mai.

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Abstract Descriptions of Australian Aboriginal English list the neutralisation of the Standard English contrast between so-called voiced and voiceless stops as one characteristic feature. This paper reports on the results of an acoustic analysis of data collected in a production task by monolingual speakers of Standard Australian English in Sydney, of Aboriginal English on Croker Island, Northern Territory, and bilingual speakers of Iwaidja/Aboriginal English and Kunwinjku/Aboriginal English on Croker Island. The results show that average values for Voice Onset Time, the main correlate of the “stop voicing contrast” in English, and Closure Duration collected from Aboriginal speakers of English do not significantly differ from that of speakers of Standard Australian English, irrespective of language background. This result proves that the stop contrast is not neutralised by these Aboriginal speakers of English. However, it can be shown that phonetic voicing manifesting itself in Voice Termination Time is a prevalent and characteristic feature of Aboriginal English on Croker Island. This feature aligns Aboriginal English on Croker Island with local Aboriginal languages and differentiates it from Standard Australian English.

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BUNDGAARD-NIELSEN, RIKKE L., CATHERINE T. BEST, and MICHAEL D. TYLER. "Vocabulary size matters: The assimilation of second-language Australian English vowels to first-language Japanese vowel categories." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 51–67. http://dx.doi.org/10.1017/s0142716410000287.

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ABSTRACTAdult second-language (L2) learners’ perception of L2 phonetic segments is influenced by first-language phonological and phonetic properties. It was recently proposed that L2 vocabulary size in adult learners is related to changes in L2 perception (perceptual assimilation model), analogous to the emergence of first-language phonological function (i.e., attunement to the phonological identity of words) associated with the “vocabulary explosion” at 18 months. In a preliminary investigation of the relationship between L2 perception and vocabulary size, Japanese learners of Australian English identified Australian English vowels, provided goodness of fit ratings, and completed a vocabulary size questionnaire. We adopted a “whole-system” approach, allowing learners to apply all native vowel system possibilities to the full L2 vowel system. Learners with a larger L2 vocabulary were more consistent in their vowel assimilation patterns, compatible with the L2 perceptual assimilation model.

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Burnham, Denis, and Barbara Dodd. "Language–General Auditory–Visual Speech Perception: Thai–English and Japanese–English McGurk Effects." Multisensory Research 31, no. 1-2 (2018): 79–110. http://dx.doi.org/10.1163/22134808-00002590.

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Cross-language McGurk Effects are used to investigate the locus of auditory–visual speech integration. Experiment 1 uses the fact that [], as in ‘sing’, is phonotactically legal in word-final position in English and Thai, but in word-initial position only in Thai. English and Thai language participants were tested for ‘n’ perception from auditory [m]/visual [] (A[m]V[]) in word-initial and -final positions. Despite English speakers’ native language bias to label word-initial [] as ‘n’, the incidence of ‘n’ percepts to A[m]V[] was equivalent for English and Thai speakers in final and initial positions. Experiment 2 used the facts that (i) [ð] as in ‘that’ is not present in Japanese, and (ii) English speakers respond more often with ‘tha’ than ‘da’ to A[ba]V[ga], but more often with ‘di’ than ‘thi’ to A[bi]V[gi]. English and three groups of Japanese language participants (Beginner, Intermediate, Advanced English knowledge) were presented with A[ba]V[ga] and A[bi]V[gi] by an English (Experiment 2a) or a Japanese (Experiment 2b) speaker. Despite Japanese participants’ native language bias to perceive ‘d’ more often than ‘th’, the four groups showed a similar phonetic level effect of [a]/[i] vowel context × ‘th’ vs. ‘d’ responses to A[b]V[g] presentations. In Experiment 2b this phonetic level interaction held, but was more one-sided as very few ‘th’ responses were evident, even in Australian English participants. Results are discussed in terms of a phonetic plus postcategorical model, in which incoming auditory and visual information is integrated at a phonetic level, after which there are post-categorical phonemic influences.

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TSUKADA, KIMIKO. "Comparison of native versus nonnative perception of vowel length contrasts in Arabic and Japanese." Applied Psycholinguistics 33, no. 3 (August 5, 2011): 501–16. http://dx.doi.org/10.1017/s0142716411000452.

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ABSTRACTThis study assessed the prediction that individuals are able to use the knowledge from their first language (L1) in processing the comparable sound contrasts in an unknown language. Two languages, Arabic and Japanese, which utilize vowel duration contrastively, were examined. Native Arabic (NA) and native Japanese (NJ) listeners' discrimination accuracy for native (known) and nonnative (unknown) vowel length contrasts was assessed in an AXB discrimination test. A group of Australian English (OZ) speakers who do not know either Arabic or Japanese participated as a control group. Despite the expectation that native listeners positively transfer and generalize the L1 knowledge to process unknown languages with equivalent phonetic characteristics, both the NA and NJ groups were clearly less accurate in discriminating vowel length contrasts in unknown languages. Further, they showed no advantage over the OZ listeners who have limited experience with vowel length contrasts in their L1. These results suggest that, not only for stop place contrasts examined previously, but also for vowel length contrasts, experience with specific phonetic contrasts may not be sufficient for attaining truly nativelike discrimination accuracy.

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Bernhardt, James E., Oleg Beniukh, and Ksana Beniukh. "Russian-English/English-Russian Dictionary with Complete Phonetics." Modern Language Journal 77, no. 4 (1993): 560. http://dx.doi.org/10.2307/329713.

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Jenner, Bryan. "Educational phonetics." Journal of the International Phonetic Association 18, no. 2 (December 1988): 143. http://dx.doi.org/10.1017/s0025100300003753.

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The widely different topics covered by the two contributions to this second Educational Phonetics section reflect well the intended scope of this section of the Journal. Brown's paper addresses an issue of recurring interest to teachers of English, namely the status of post-vocalic /r/ in different varieties of English and the acceptability, or otherwise, of intrusive or linking /r/. Duckworth and Ball look at the usefulness of the IPA in its present version for the representation of dysfluent speech, and suggest alternatives which the Association might wish to evaluate as part of its current revision of the symbols for transcription.

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Ogden, Richard. "An Introduction to English Phonetics." Phonetica 68, no. 1-2 (2011): 111–12. http://dx.doi.org/10.1159/000328775.

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Jenner, Bryan. "Educational phonetics." Journal of the International Phonetic Association 17, no. 2 (December 1987): 124. http://dx.doi.org/10.1017/s0025100300003340.

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The first Educational Phonetics section of JIPA shows a preoccupation with the theory, practice and results of language teaching. Clearly this area of professional interest will continue to occupy the interests of phoneticians as it has done ever since the Association was founded. Windsor Lewis's note addresses the perennial question of which phonological varieties of English should be set up as models for the non-native learner of English, while Jenner's article offers an alternative approach to the description of non-native accents which may suggest a novel basis for the organisation of pronunciation teaching. Contributions have been promised in other areas of professional interest, but did not materialise in time to be incorporated in this issue.

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Druien, Robert F., Oleg Beniukh, and Ksana Beniukh. "Russian-English Dictionary with Complete Phonetics." Modern Language Journal 76, no. 4 (1992): 573. http://dx.doi.org/10.2307/330095.

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Jassem, Wiktor, and J. Windsor Lewis. "Studies in General and English Phonetics." Language 73, no. 3 (September 1997): 594. http://dx.doi.org/10.2307/415890.

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Cohn, Abigail C. "Nasalisation in English: phonology or phonetics." Phonology 10, no. 1 (May 1993): 43–81. http://dx.doi.org/10.1017/s0952675700001731.

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In English, a number of rules affect the realisation of a nasal consonant or a segment adjacent to a nasal consonant. These include rules of Anticipatory Nasalisation, e.g. bean /bin/ [bĩn]; Coronal Stop Deletion, e.g. kindness /kajndnes/ [kãjnnes]; Nasal Deletion and optionally Glottalisation, e.g. sent /sent/ [set] or [set'] (see Malécot 1960; Selkirk 1972; Kahn 1980 [1976]; Zue & Laferriere 1979). These rules, characterised largely on the basis of impressionistic data, are widely assumed to be phonological rules of English. Yet current views of the relationship between phonology and phonetics make the distinction between phono-logical rules and phonetic ones less automatic than once assumed and a reconsideration of the status of these rules is warranted. In the present article, I use phonetic data from English to investigate these rules. Based on these data, I argue that Anticipatory Nasalisation results from phonetic implementation rather than from a phonological rule, as previously assumed. It is shown that the basic patterns of nasalisation in English can be accounted for straightforwardly within a target-interpolation model. I then investigate the phonological status and phonetic realisation of Nasal Deletion, Coronal Stop Deletion and Glottalisation. The interaction of these rules yields some surprising results, in that glottalised /t/ [t'] is amenable to nasalisation.

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Cox, Felicity, Sallyanne Palethorpe, and Samantha Bentink. "Phonetic Archaeology and 50 Years of Change to Australian English /iː/." Australian Journal of Linguistics 34, no. 1 (January 2, 2014): 50–75. http://dx.doi.org/10.1080/07268602.2014.875455.

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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.

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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction

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Better, Odukwu,, and Ordu, Stanley. "Phonetics Instruction's Effect on Adult Learners and the Production of Second Language Sounds at Ignatius Ajuru University of Education." Journal of Language and Linguistics in Society, no. 24 (July 27, 2022): 33–40. http://dx.doi.org/10.55529/jlls.24.33.40.

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The influence of phonetics education on adult learners and the creation of second language sounds was examined at the Ignatius Ajuru University of Education. The study was guided by four research questions. A questionnaire on the influence of phonetics education on adult learners in the generation of English sounds was used in a qualitative study design. A total of 10,000 people were studied with a sample size of 200 people. To obtain responses from the respondents, random and purposive selection approaches were utilized. The data was analyzed using the mean and standard deviations. According to the research, adult second-language learners who learn phonetics improve their pronunciation of English sounds. Adult second-language learners who received phonetics training improved their intonation. After obtaining phonetics education, adult second language learners improve in the placing of emphasis on words. Phonetics teaching helped adults who were learning a new language improve their word pronunciation.

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Browne, Wayles, Alexander Ushkevich, and Alexandra Zezulin. "Byelorussian-English English-Byelorussian Dictionary: With Complete Phonetics." Slavic and East European Journal 37, no. 4 (1993): 595. http://dx.doi.org/10.2307/308481.

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Picard, Marc. "English Phonetics and Phonology: An Introduction (review)." Language 77, no. 3 (2001): 603–4. http://dx.doi.org/10.1353/lan.2001.0186.

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Harrington, Jonathan, Felicity Cox, and Zoe Evans. "An acoustic phonetic study of broad, general, and cultivated Australian English vowels*." Australian Journal of Linguistics 17, no. 2 (September 1997): 155–84. http://dx.doi.org/10.1080/07268609708599550.

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LARRAZA, SAIOA, and CATHERINE T. BEST. "Differences in phonetic-to-lexical perceptual mapping of L1 and L2 regional accents." Bilingualism: Language and Cognition 21, no. 4 (July 19, 2017): 805–25. http://dx.doi.org/10.1017/s1366728917000323.

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This study investigates how second language (L2) listeners match an unexpected accented form to their stored form of a word. The phonetic-to-lexical mapping for L2 as compared to L1 regional varieties was examined with early and late Italian-L2 speakers who were all L1-Australian English speakers. AXB discrimination and lexical decision tasks were conducted in both languages, using unfamiliar regional accents that minimize (near-merge) consonant contrasts maintained in their own L1-L2 accents. Results reveal that in the L2, early bilinguals’ recognition of accented variants depended on their discrimination capacity. Late bilinguals, for whom the accented variants were not represented in their L2 lexicon, instead mapped standard and accented exemplars to the same lexical representations (i.e., dual mapping: Samuel & Larraza, 2015). By comparison, both groups showed the same broad accommodation to L1 accented variants. Results suggest qualitatively different yet similarly effective phonetic-to-lexical mapping strategies both for L2 versus L1 regional accents.

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Ashby, Patricia. "Does Phonetics = Pronunciation? 100 Years of Phonetics in Pronunciation Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 17, no. 2 (October 30, 2020): 9–26. http://dx.doi.org/10.4312/elope.17.2.9-26.

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The short answer to the question in the title is: not exactly, no. This paper examines the confusion between phonetics on the one hand and pronunciation on the other. It looks at what phonetics actually is (its acoustic, articulatory and auditory components), and attempts to dispel the popular myth that studying or teaching ‘(English) phonetics’ and studying or teaching ‘(English) pronunciation’ are one and the same thing – in fact, the former is general phonetics, the latter applied phonetics. Reviewing 100 years of thoughts about English pronunciation teaching (from Daniel Jones to Geoff Lindsey) it examines the contribution phonetics is considered to make in this field, looking at the roles of both phonetic theory and ear-training in pronunciation acquisition from teachers’ and learners’ perspectives. It concludes by summarizing what phonetics today can offer the language learner.

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Haggag, Haggag Mohamed. "Teaching Phonetics Using A Mobile-Based Application in an EFL Context." European Scientific Journal, ESJ 14, no. 14 (May 31, 2018): 189. http://dx.doi.org/10.19044/esj.2018.v14n14p189.

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Mobile based learning has been an effective mean for learning languages. The aim of this study is three-fold: first, to investigate the process of designing mobile-based application for teaching phonetics in EFL context. The second is to verify the effect of this mobile application on pre-service EFL teachers' achievement of English phonetics at a university level. Finally, it aims to investigate participants' satisfaction towards Mobile Assisted Language Learning. The research implements a mobile based program for developing preservice teachers' segmental elements in a phonetics courses. It deals with how to design the program, implement it and test its results. Participants of the study were (23) pre-service English language teachers at Hurghada Faculty of Education, South Valley University, Egypt. Instruments of the study included a mobile based phonetics module, English phonetics achievement Test and an English Satisfaction scale. Results showed a development in participants' achievement at the level (0.01) in mastering the segmental elements (Phonemes identifications- consonants classificationvowels classification). Participants showed their satisfaction of the application through their positive feedback and responses to the items of the questionnaire

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Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.

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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

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MacMahon, Michael K. C. "Laura Soames’ contributions to phonetics." Historiographia Linguistica 21, no. 1-2 (January 1, 1994): 103–21. http://dx.doi.org/10.1075/hl.21.1-2.06mac.

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Summary Laura Soames (1840–1895) came to the attention of the teaching and phonetics professions through her work in applying phonetic principles to the teaching of reading and to the pronunciation of English and foreign languages. Lauded by many European phoneticians, she was despised by Henry Sweet – much to his discredit. Her publications, especially the Introduction to Phonetics (English, French and German) (1891) and The Child’s Key to Reading (1894) reveal a capacity to simplify the more technical expositions of phonetic theory in order to achieve a popular and readable exposition of the subject. Together with a number of other phoneticians of the late 19th and early 20th centuries, she represents the bridge between the work of Henry Sweet (1845–1912) and Daniel Jones (1881–1967).

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Algeo, John. "GERALD KNOWLES. Patterns of spoken English: An introduction to English phonetics." WORD 43, no. 1 (April 1, 1992): 134–37. http://dx.doi.org/10.1080/00437956.1992.12098290.

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Bauer, Laurie. "Notes on New Zealand English Phonetics and Phonology." English World-Wide 7, no. 2 (January 1, 1986): 225–58. http://dx.doi.org/10.1075/eww.7.2.04bau.

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Nowacka, Marta. "English Phonetics Course: University Students’ Preferences and Expectations." Research in Language 20, no. 1 (December 29, 2022): 71–84. http://dx.doi.org/10.18778/1731-7533.20.1.05.

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This paper examines the perspectives of Polish university students of English (n=110) on selected aspects after the pronunciation instruction they underwent during their phonetics course. It shows qualitative questionnaire results obtained by means of four open-ended statements. It sheds light on: English accent preference, reasons why they favoured and disfavoured the course and expectations from the course tutor. The students reported a positive impact of the training on their speaking and overall English/language skills, sounding native-like, good, and being understood. They admitted to disliking rules, theory of phonetics, unexpected pronunciation of words. In addition, the expected responsibilities of a pronunciation tutor comprised: correction of students’ pronunciation and helping them improve this skill. It confirms that the nativeness principle to pronunciation learning still prevails as the students wish to sound nativelike and expect the teacher to give them corrective accuracy-based feedback.

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Weinberger, Steven H., Hussain Almalki, and Larisa A. Olesova. "Teaching teachers phonetics: The design and implementation of an asynchronous online English phonetics course." Proceedings of the Linguistic Society of America 6, no. 2 (October 12, 2021): 5112. http://dx.doi.org/10.3765/plsa.v6i2.5112.

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It is axiomatic that one of the chief goals of an applied linguistics program is to instruct teachers in the intricacies of English language structure. Explicit knowledge of the target language can help domestic and international teachers when dealing with adult 2nd language learners. But while most programs offer courses in English grammar, we found a paucity of (online) phonetics classes. We discuss three characteristics to be included in an online phonetics course: the description and learning of the sounds of the world’s languages, the technology-based collaborative procedures to narrowly transcribe a wide range of accented English speech, and the specific design to engage a variety of online students. Particular attention is devoted to our unique collaborative online project that at once trains students in the phonetic analysis of non-native speech. The results of these analyses are contributed to the online database, the speech accent archive (accent.gmu.edu), thereby giving students ownership of a publicly available online archive. The outcomes are described, with justifications and specific methods for measuring them. This paper emphasizes that learning to narrowly transcribe leads to enhanced listening and analysis, and that peer-to-peer collaboration is vital for any asynchronous online class.

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Kundrotas, Gintautas. "Lithuanian language intonation: history of research, in the context of language intonology." Językoznawstwo 14, no. 1(14)/2020 (March 22, 2021): 195–204. http://dx.doi.org/10.25312/2391-5137.14/2020_12gk.

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The linguists Jablonskis (1911) and Durys (1927) were the first to study Lithuanian language intonation. Research on intonation in other European languages (English, Russian) began earlier, in the 16th and 17th centuries (English: Hart (1551) and Butler (1634); Russian: Lomonosov (1743, 1765)). The beginning and the second half of the 20th century were the most productive research periods on Lithuanian language intonation. Intonation was studied by Lithuanian linguists – syntax specialists and phoneticians. A considerable amount of research using methods of experimental phonetics was carried out. The main authors were the syntactician Balkevičius (1963, 1998) and the phoneticians Pukelis (1972) and Bikulčienė (1976), Pakerys (2003), Girdenis (1980; 2003). Variants of the Lithuanian language intonation system inventory are presented in the numerous works of the author. Keywords: intonation, experimental phonetics, intonation units, intonation system of the Lithuanian language, intonation typology.

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Windsor Lewis, Jack. "Phonetics in advanced learner's dictionaries." Journal of the International Phonetic Association 44, no. 1 (March 21, 2014): 75–82. http://dx.doi.org/10.1017/s0025100313000340.

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The history is outlined of the origins and development, during the earlier twentieth century from the work of H. E. Palmer and A. S. Hornby, of a highly distinctive type of dictionary designed to meet the needs of non-native-speaking students of English. It was distinguished by its inclusion of various phonetic and grammatical matters previously almost entirely neglected. In doing so it made a major contribution to the remedying of deficiencies in our records of the English language in respect of the rhythmical characteristics of lexical items longer than the uncompounded word. Other phonetic aspects of these dictionaries are dealt with, including the arrival of related recorded spoken pronunciations.

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Moore, David. "Uniform orthographies and phonetics in Central Australia 1890–1910." Language & History 61, no. 3 (September 2, 2018): 95–115. http://dx.doi.org/10.1080/17597536.2018.1522857.

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Agustina Savitri, Nindya, and Firdaus Andrianto. "Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 57–62. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.06.

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English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language.

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TSUKADA, KIMIKO. "Cross-language perception of word-final stops in Thai and English." Bilingualism: Language and Cognition 9, no. 3 (October 20, 2006): 309–18. http://dx.doi.org/10.1017/s1366728906002653.

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This study examined Australian English (AE) and Thai–English bilingual (TE) speakers' ability to perceive word-final stops in their native and non-native languages. In the perception experiment, the TE listeners were able to discriminate stop contrasts differing only in place of articulation (/p/–/t/, /p/–/k/, /t/–/k/) in both English and Thai accurately, but the AE listeners' discrimination was accurate only for English. The listeners' discrimination accuracy was differentially influenced by the type of stop contrast they heard. The Thai /p/–/t/ contrast was most discriminable for both groups of listeners, in particular, the AE listeners. Acoustic analyses of the Thai stimuli presented in the perception experiment were conducted in order to search for cues that led to different response patterns for the AE and TE listeners. There was a clear effect of the final stop on the formant trajectories of /a/ and /u/, suggesting that these acoustic differences may be audible to the listeners. The results provide further evidence that first language (L1) transfer alone is insufficient to account for listeners' response patterns in cross-language speech perception and that it is necessary to take into account phonetic realization of sounds and/or the amount of acoustic information contained in the speech signal to predict accuracy with which sound contrasts are discriminated.

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Cox, Felicity, Sallyanne Palethorpe, Linda Buckley, and Samantha Bentink. "Hiatus resolution and linking ‘r’ in Australian English." Journal of the International Phonetic Association 44, no. 2 (July 25, 2014): 155–78. http://dx.doi.org/10.1017/s0025100314000036.

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Hiatus occurs when the juxtaposition of syllables results in two separate vowels occurring alongside one another. Such vowel adjacency, both within words and across word boundaries, is phonologically undesirable in many languages but can be resolved using a range of strategies including consonant insertion. This paper examines linguistic and extralinguistic factors that best predict the likelihood of inserted linking ‘r’ across word boundaries in Australian English. Corpus data containing a set of 32 phrases produced in a sentence-reading task by 103 speakers were auditorily and acoustically analysed. Results reveal that linguistic variables of accentual context and local speaking rate take precedence over speaker-specific variables of age, gender and sociolect in the management of hiatus. We interpret this to be a reflection of the phonetic manifestation of boundary phenomena. The frequency of the phrase containing the linking ‘r’, the frequency of an individual's use of linking ‘r’, and the accentual status of the flanking vowels all affect the /ɹ/ strength (determined by F3), suggesting that a hybrid approach is warranted in modelling liaison. Age effects are present for certain prosodic contexts indicating change in progress for Australian English.

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Stevens, Mary, and Jonathan Harrington. "The phonetic origins of /s/-retraction: Acoustic and perceptual evidence from Australian English." Journal of Phonetics 58 (September 2016): 118–34. http://dx.doi.org/10.1016/j.wocn.2016.08.003.

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Wati, Shafrida. "HIJANETICS (HIJAIYAH AND ENGLISH PHONETICS) IN EFL PRONUNCIATION CLASSES: A PARTICIPATORY ACTION RESEARCH." JL3T ( Journal of Linguistics Literature and Language Teaching) 5, no. 2 (February 5, 2020): 139–54. http://dx.doi.org/10.32505/jl3t.v5i2.1429.

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This study explored the use of sounds association of Hijaiyah (Arabic Alphabets) and English phonetics (HIJANETICS) in teaching pronunciation to students who learn English as a Foreign Language, especially in Aceh context. It aimed at overcoming the learners’ difficulties in producing English sounds, enhancing their communicative competency, and also promoting an alternative approach to teach pronunciation for teachers. The researcher worked with four English teachers of Madrasah Ulumul Quran (MUQ) Langsa, Aceh Province, whom were selected purposively. Observation and in-depth interview were conducted to obtain the results of the research. The findings revealed that phonetics training by associating the sounds to Hijaiyah (Arabic Alphabets) improved some learners’ pronunciation qualities, which were clearer and understandable. It promoted independent learning for the students since their ability to recognize phonetics symbols allow them to discover how a word is pronounced. Most importantly, it engaged and motivated them to learn the foreign language.

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So, Connie K., and Catherine T. Best. "PHONETIC INFLUENCES ON ENGLISH AND FRENCH LISTENERS’ ASSIMILATION OF MANDARIN TONES TO NATIVE PROSODIC CATEGORIES." Studies in Second Language Acquisition 36, no. 2 (May 20, 2014): 195–221. http://dx.doi.org/10.1017/s0272263114000047.

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This study examined how native speakers of Australian English and French, nontone languages with different lexical stress properties, perceived Mandarin tones in a sentence environment according to their native sentence intonation categories (i-Categories) in connected speech. Results showed that both English and French speakers categorized Mandarin tones primarily on the phonetic similarities of the pitch contours between the Mandarin tones and their native i-Categories. Moreover, French but not English speakers were able to detect the fine-detailed phonetic differences between Tone 3 (T3) and Tone 4 (T4; i.e., low or low-falling tone vs. high-falling tone), which suggests that the stress differences between these languages may affect nonnative tone perception: English uses lexical stress, whereas French does not. In the discrimination task, the French listeners’ performance was better than that of the English listeners. For each group, discrimination of the Tone 1 (T1)–T4 and Tone 2 (T2)–T3 pairs was consistently and significantly lower than that of the other tone pairs, and the difference between T1-T4 and T2-T3 was significant. Discrimination of the Mandarin tone pairs was not fully predicted by pairwise categorizations to native i-Categories, however. Some discrimination differences were observed among tone pairs showing the same assimilation patterns. Phonetic overlaps in native i-Category choices for the Mandarin tones, strength of categorization (So, 2012), and tonal coarticulation effects (Xu, 1994, 1997) may offer possible accounts of these discrepancies between categorization and discrimination performance. These findings support the perceptual assimilation model for suprasegmentals (So & Best, 2008, 2010a, 2010b, 2011, 2013), extended to categorization of nonnative tone words within sentence contexts to native i-Categories.

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Burzio, Luigi. "Phonology and phonetics of English stress and vowel reduction." Language Sciences 29, no. 2-3 (March 2007): 154–76. http://dx.doi.org/10.1016/j.langsci.2006.12.019.

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Braber, Natalie. "Language variation in the West Midlands." English Today 31, no. 2 (May 28, 2015): 59–60. http://dx.doi.org/10.1017/s0266078414000583.

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West Midlands English: Birmingham and The Black Country forms part of the series Dialects of English which has so far included volumes on varieties such as: Urban North-Eastern English, Hong Kong English, Newfoundland and Labrador English, Irish English, Indian English, New Zealand English, Singapore English and Northern and Insular Scots. As such, it follows the general format of the series which covers the history and geography of a region, chapters on phonetics and phonology, grammar, lexis and a survey of previous works and bibliography. This contribution to the series follows this same general format and makes it applicable to the West Midlands region of the UK.

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MacMahon, Michael K. C. "The work of Richard John Lloyd (1846–1906) and “the crude system of doctrine which passes at present under the name of Phonetics”." Historiographia Linguistica 34, no. 2-3 (November 13, 2007): 281–331. http://dx.doi.org/10.1075/hl.34.2.05mac.

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Summary Richard John Lloyd (1846–1906) was a well-known Liverpool businessman who also pursued the study of phonetics, English language, literature, sociology and philosophy. His wide intellectual background embraced mathematics and physics too. His work in phonetics is characterised by a particular emphasis on the acoustics of vowel sounds, as well as by close attention to the fine detail of articulation (what he called “minute phonetics”). Alongside a small group of scientists in Europe, he was actively involved in research into the formant structure of vowels. His relatively early death meant that his work never achieved the prominence it deserved, and hence his influence has remained negligible. His work, however, bears comparison with that of colleagues in articulatory and experimental phonetics later in the 20th century.

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Bezliudnyi, Oleksandr. "PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 29–35. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244174.

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The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well. Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.

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Baran-Łucarz, Małgorzata. "Phonetics Learning Anxiety – Results of a Preliminary Study." Research in Language 11, no. 1 (March 30, 2013): 57–79. http://dx.doi.org/10.2478/v10015-012-0005-9.

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The main aim of this paper is to verify the assumption that pronunciation learning during a course of phonetics is hindered by the feeling of anxiety (Phonetics Learning Anxiety) experienced by foreign language (FL) learners studying English as their major at universities or colleges. A study carried out among 32 students of the School of English at Wroclaw University (Poland) revealed a significant negative correlation of moderate strength between the subjects’ level of Phonetics Learning Anxiety (PhLA) and their attainments on pronunciation tests (sentence, passage and word reading) conducted after a 45-hour (30x90-minute lessons) course of practical phonetics. The detrimental effect of PhLA on pronunciation learning was further supported by t-tests, in which the pronunciation of high anxiety subjects was found to be at a significantly lower level than that of low anxiety students. The Phonetics Learning Anxiety Scale, a 44-item questionnaire based on a 6-point Likert scale, designed for the purpose of the research sheds light on the nature of this peculiar type of apprehension experienced by advanced FL learners in a specific educational context (i.e. a traditional classroom, rather than a language or computer laboratory), in which the major focus is on pronunciation practice. The obtained quantitative data imply that such factors as fear of negative evaluation (represented by general oral performance apprehension and concern over pronunciation mistakes, pronunciation self-image, pronunciation self-efficacy and self-assessment) and beliefs about the nature of FL pronunciation learning are significant sources of PhLA. Anxiety about the transcription test (IPA Test Anxiety) - one of the other hypothetical determinants of PhLA - did not prove to be correlated with the general level of Phonetics Learning Anxiety.

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Hancock, M. "Pronunciation and Phonetics: A Practical Guide for English Language Teachers." ELT Journal 68, no. 4 (August 22, 2014): 460–62. http://dx.doi.org/10.1093/elt/ccu052.

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Journal articles on the topic 'English language Australia Phonetics'

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