Relevant bibliographies by topics / English language Australia Phonology

Academic literature on the topic 'English language Australia Phonology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "English language Australia Phonology"

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Alqarhi, Awaad. "Arabic Phonology." English Linguistics Research 8, no. 4 (October 13, 2019): 9. http://dx.doi.org/10.5430/elr.v8n4p9.

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The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to get coalesced into various other modern dialects whereas on the other hand, the new phonemes have already been introduced via phonemic splits or borrowing. The phonemic length and quality that applies to both consonants and vowels at the same time. There have been research that analyses how multicultural society in Australia gets operated only with a particular form of language generated in some linguistic environments. The scripts of English Language tend to have the capability of merging with other language that are native of a place for making it a complete new variety. The process is termed as Romanization. The hybrid or amalgamation of languages within the linguistic framework can be classified and characterized that makes its standardization easy. This paper aims to do a complete research on the linguistics of Arabic phonology.
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Malcolm, Ian G. "Embedding cultural conceptualization within an adopted language." Cultural Linguistic Contributions to World Englishes 4, no. 2 (December 14, 2017): 149–69. http://dx.doi.org/10.1075/ijolc.4.2.02mal.

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Abstract Although a minority of Indigenous Australians still use their heritage languages, English has been largely adopted by Aboriginal and Torres Strait Islander people as their medium of communication both within and beyond their communities. In the period since English first reached Australia in 1788, a dialect has emerged, drawing on English, contact language, and Indigenous language sources, to enable Aboriginal and Torres Strait Islander speakers to maintain cultural conceptual continuity while communicating in a dramatically changed environment. In the perspective of Cultural Linguistics it can be shown that many of the modifications in the lexicon, grammar, phonology, and discourse of English as used by Indigenous Australians can be related to cultural/conceptual principles, of which five are illustrated here: interconnectedness, embodiment, group reference, orientation to motion, and orientation to observation. This is demonstrated here with data from varieties of Aboriginal English spoken in diverse Australian locations.1 The understanding of Aboriginal English this gives has implications for cross-cultural communication and for education.
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Breen, Gavan, and Veronica Dobson. "Central Arrernte." Journal of the International Phonetic Association 35, no. 2 (December 2005): 249–54. http://dx.doi.org/10.1017/s0025100305002185.

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Central Arrernte is the language of an area centred on the present-day town of Alice Springs, in Central Australia. It is one of a group of dialects or closely-related languages spoken or formerly spoken over most of the southeast quarter of the Northern Territory and extending on the east side into the far-western part of Queensland; a slightly less closely-related language extends south into the north-central part of South Australia. They include varieties using the names Anmatyerr, Alyawarr and Antekerrepenh as well as several varieties using the name Arrernte with (nowadays) English geographical qualifiers. The major surviving varieties, Eastern, Central and Western Arrernte, Eastern and Western Anmatyerr, Southern and Northern Alyawarr each have several hundred to a thousand speakers, and are still being learned by many of the children, who grow up bilingual (in English) or multilingual. Breen (2001) is a brief introduction to the phonology of these languages.
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Pittam, Jeffery, and John Ingram. "Accuracy of perception and production of compound and phrasal stress by Vietnamese-Australians." Applied Psycholinguistics 13, no. 1 (January 1992): 1–12. http://dx.doi.org/10.1017/s0142716400005397.

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ABSTRACTThis study considered the accuracy of perception and production of the compound-phrasal contrast by Vietnamese-Australians learning English and examined phonological, demographic, and speaker normalization factors that might influence acquisition of the contrast. In the study, 32 Vietnamese subjects took part; their performance on the perception part of the study was compared to that of 32 native English-speaking Australians. Complexity of phonological environment, in terms of number of syllables and consonant clusters alien to Vietnamese phonology, and length of residence in Australia were found to be the major factors influencing both the perception and production of the contrast. Accuracy of perception and production were highly correlated. Australian subjects, while performing significantly better than Vietnamese subjects on the perception task, nevertheless demonstrated the same pattern of accuracy across different levels of phonological complexity as had the latter.
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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (December 30, 2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter into before moving on to discuss a potential role for some use of translanguaging techniques in the classroom and discussing the potential benefits and advantages these may have. 1The term Indigenous is used respectfully to refer to all people of Australian Aboriginal or Torres Strait Islander descent. Indigenous languages and Australian Indigenous languages are used to refer to the languages of both Aboriginal and Torres Strait Islanders following NILS3 (2020).
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RATTANASONE, NAN XU, and KATHERINE DEMUTH. "The acquisition of coda consonants by Mandarin early child L2 learners of English." Bilingualism: Language and Cognition 17, no. 3 (November 28, 2013): 646–59. http://dx.doi.org/10.1017/s1366728913000618.

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Little is known about the acquisition of phonology in children learning a second language before the age of four. The study of Mandarin children's early learning of English coda consonants is of particular interest because of the different syllable structures permitted in the two languages. Using an elicited imitation task, this study explored the acquisition of coda consonants and related phrase-final lengthening in twelve three-year-old Mandarin-speaking children exposed to Australian English at preschool. Performance was good on /t/ and /s/ codas, but worse on the phonologically and morphologically more complex /ts/ coda. Although /n/ is one of the few codas permitted in Mandarin, both perceptual and acoustic analysis revealed surprisingly poor performance, suggesting possible L1 Mandarin effects. As expected, longer exposure to English resulted in better coda production. The results are discussed in terms of possible mechanisms underlying L2 phonological and morphological acquisition in early child second language learners (ECL2).
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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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Johnston, Trevor. "The lexical database of Auslan (Australian Sign Language)." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (December 31, 2001): 145–69. http://dx.doi.org/10.1075/sll.4.1-2.11joh.

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The form and content of the lexical database of Auslan (Australian Sign Language) is described and explained. The type of database utilized and its precise structure (relational or flat, the type and number of fields, the design of the data entry interface, etc.) is first described. This is followed by a detailed description of the types of information registered in the database: phonological, definitional, bilingual (English-based glossing), grammatical, and semantic. The non-gloss based representations of each sign record (graphic, video, and transcription) that are used in the lexical database are then discussed. Finally, the compatibility of the Auslan lexical database with other lexical databases is examined. The paper concludes with a discussion of the possibility of building an extensive “universal” database of signs that could centralize lexical information from scores of signed languages and facilitate cross-linguistic investigations of lexis and phonology.
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Johnston, Trevor. "The lexical database of Auslan (Australian Sign Language)." Sign Transcription and Database Storage of Sign Information 4, no. 1-2 (December 31, 2001): 145–69. http://dx.doi.org/10.1075/sll.4.12.11joh.

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The form and content of the lexical database of Auslan (Australian Sign Language) is described and explained. The type of database utilized and its precise structure (relational or flat, the type and number of fields, the design of the data entry interface, etc.) is first described. This is followed by a detailed description of the types of information registered in the database: phonological, definitional, bilingual (English-based glossing), grammatical, and semantic. The non-gloss based representations of each sign record (graphic, video, and transcription) that are used in the lexical database are then discussed. Finally, the compatibility of the Auslan lexical database with other lexical databases is examined. The paper concludes with a discussion of the possibility of building an extensive “universal” database of signs that could centralize lexical information from scores of signed languages and facilitate cross-linguistic investigations of lexis and phonology.
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Nihalani, Paroo. "Communication." ITL - International Journal of Applied Linguistics 79-80 (January 1, 1988): 61–75. http://dx.doi.org/10.1075/itl.79-80.03nih.

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Abstract The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants is negotiated. In the second part, the paper discusses the importance of para-phonological features such as ‘plesasant’ voice quality for communicative purposes. It is suggested that perhaps a course in Spoken English based on ‘diction’ and ‘dramatics’ rather than on the exact phonetic quality of sounds will prove to be more effective. Phonetic correlates of what is called ‘pleasant’ voice quality have also been discussed. The widespread use of the Daniel Jones’s English Pronouncing Dictionary in the commonwealth countries seems to imply that British Received Pronunciation (BRP) is the model of English prescribed for the learners of English in these countries. To my mind, this form of pronunciation represents an unrealistic objective and one that is perhaps undesirable. I consider RP as the ‘normative model’ that limits itself to the consideration of communicative intentions attributed to the speaker only. I should like to argue in favour of a communicative model which goes by the measure of success with which a transaction between two participants, either individuals and/or groups, is negotiated. RP has a set of rules prescribed for the speaker whereas the hearer-based communicative two-way interactional model considers the hearer as an active participant because it is after all up to the hearer either to accept the speech act as a successful speech act or reject it as more or less inappropriate or unhappy. Only the observation of the hearer’s answer can tell whether the speaker has succeeded in performing his/her speech act. This conventional effect should be analysed in the hearer’s uptake and of the speaker’s acceptance of such acceptance. Within the framework of Speech Act theory, an utterance is treated as an act performed by a speaker in a context with reference to an addressee. This pragmatic model focusses on strips of activity and speech acts as occurring in interaction. Within this framework, events as opposed to system, activity as opposed to rules, actual behaviour as opposed to cultural patterns are in focus. The problem of the choice of an instructional model with regard to spoken English has been debated in most of the commonwealth countries, and it seems to have generated a lot of heat. Arguments in favour of the British native model (BRP) have been advocated by the purists and perfectionists like Daniel Jones (1948), Prator (1968) and some other language conservatives. People like Abercrombie (1956, 1965), Kachru (1979), Bamgbose (1971), Bansal (1966) and Mary Tay (1982) who believe in a more realistic approach have suggested the acceptance of an indigenous model under the name of Educated West African English, Educated Singaporean English, Educated Indian English....etc. There aren’t any marked differences between standard native varieties and the Educated indigenous Englishes as far as morphology and syntax are concerned. Grammar is something ‘sacred’. The phonology of Educated indigenous Englishes, however, varies tremendously and one tends to be rather tolerant about this. Ideally speaking, the nonnative speaker should aim at BRP, because the standard of correct usage in a language, whether it is phonology or grammar, is the usage prevalent among the educated native speakers. British Received Pronunciation (BRP), however, has to be an unrealised ideal, partly because we do not have live speakers of this model. Any language model to be followed in instruction and learning has to be a living model. Furthermore, I am rather apprehensive whether such a thing as RP really exists any more even in Britain. I think even in England where it has such great prestige, the proportion of RP speakers would not exceed 3 per cent in 1988. The younger generation in Britain is beginning to feel more democratic and grow-ing rather hostile to the whole business of RP. Professor David Abercrombie, during his last visit to India, maintained that most of the Heads of Departments of English in British univerisities do not speak RP. He went on to add that their three Prime Ministers - Harold Wilson, Edward Heath and James Callaghan - did not speak RP. I am therefore inclined to agree with Abercrombie (1964:14) that “RP is an anachronism in the present-day democratic society”. In most of the commonwealth countries, it has been fashionable to promote the use of English that has a native-speaker base with everyone being encouraged to speak like a native speaker. Therefore, most of the research in the past on nonnative varieties (e.g., Tay (1982), Bansal (1966), Tiffen (1974)) has sought to identify the ways in which a nonnative variety deviates from a native variety at the segmental level. The typical approach in this tradition is to use the native accent selected for comparison as a template, juxtapose it against the template. Their research, thus, has largely concentrated on the way a nonnative accent deviates from a particular native accent, e.g. Singaporean English and R.P., Taiwanese English and American English, or Fijian English and Australian English. Evidently, the studies referred to fail to distinguish between the core properties of native accents and their accidental proprerties. Bansal’s study, for example, identifies the lack of contrast between “cot” and “caught” in Indian English. To my mind, this is a minor/uninteresting feature because for most speakers of standard American English there is no contrast between “bomb” and “balm” either. Both Indian and American speakers of English distinguish between “caught” and “court”, but this distinction is lost in British English. If keeping the segmental distinctions were the primary purpose of teaching spoken English, we would have to teach speakers of General American and RP to keep the distinctions that they do not maintain. Realisational differences are equally unimportant. Thus, Tay (1983) points out that the diphthong /ei/ is realised as [e:] in Singaporean English. However, this is true for most North American varieties as well, and there is no special reason why the speakers of Singaporean English alone should change their habits.
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Dissertations / Theses on the topic "English language Australia Phonology"

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Green, Antony D. "Phonology limited." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2007/1551/.

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Phonology Limited is a study of the areas of phonology where the application of optimality theory (OT) has previously been problematic. Evidence from a wide variety of phenomena in a wide variety of languages is presented to show that interactions involving more than just faithfulness and markedness are best analyzed as involving language-specific morphological constraints rather than universal phonological constraints. OT has proved to be a highly insightful and successful theory of linguistics in general and phonology in particular, focusing as it does on surface forms and treating the relationship between inputs and outputs as a form of conflict resolution. Yet there have also been a number of serious problems with the approach that have led some detractors to argue that OT has failed as a theory of generative grammar. The most serious of these problems is opacity, defined as a state of affairs where the grammatical output of a given input appears to violate more constraints than an ungrammatical competitor. It is argued that these problems disappear once language-specific morphological constraints are allowed to play a significant role in analysis. Specifically, a number of processes of Tiberian Hebrew traditionally considered opaque are reexamined and shown to be straightforwardly transparent, but crucially involving morphological constraints on form, such as a constraint requiring certain morphological forms to end with a syllabic trochee, or a constraint requiring paradigm uniformity with regard to the occurrence of fricative allophones of stop phonemes. Language-specific morphological constraints are also shown to play a role in allomorphy, where a lexeme is associated with more than one input; the constraint hierarchy then decides which input is grammatical in which context. For example, [ɨ]/[ə] and [u]/[ə] alternation found in some lexemes but not in others in Welsh is attributed to the presence of two inputs for the lexemes with the alternation. A novel analysis of the initial consonant mutations of the modern Celtic languages argues that mutated forms are separately listed inputs chosen in appropriate contexts by constraints on morphology and syntax, rather than being outputs that are phonologically unfaithful to their unmutated inputs. Finally, static irregularities and lexical exceptions are examined and shown to be attributable to language-specific morphological constraints. In American English, the distribution of tense and lax vowels is predictable in several contexts; however, in some contexts, the distributions of tense [ɔ] vs. lax [a] and of tense [æ] vs. lax [æ] are not as expected. It is shown that clusters of output-output faithfulness constraints create a pattern to which words are attracted, which however violates general phonological considerations. New words that enter the language first obey the general phonological considerations before being attracted into the language-specific exceptional pattern.
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Strikis, Liena A. "The effects of orthography and phonology on vocabulary acquisition /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/179.pdf.

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Barrios, Shannon L. "Similarity in L2 phonology." Thesis, University of Maryland, College Park, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600018.

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Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire non-native contrasts, theories of (L2) speech perception often appeal to notions of similarity. But how is similarity best determined?

In this dissertation I explored the predictions of two theoretical approaches to similarity comparison in the second language, and asked: [1] How should L2 sound similarity be measured? [2] What is the nature of the representations that guide sound similarity? [3] To what extent can the influence of the native language be overcome?

In Chapter 2, I tested a `legos' (featural) approach to sound similarity. Given a distinctive feature analysis of Spanish and English vowels, I investigated the hypothesis that feature availability in the L1 grammar constrains which target language segments will be accurately perceived and acquired by L2 learners (Brown [1998], Brown [2000]). Our results suggest that second language acquisition of phonology is not limited by the phonological features used by the native language grammar, nor is the presence/use of a particular phonological feature in the native language grammar sufficient to trigger redeployment. I take these findings to imply that feature availability is neither a necessary, nor a sufficient condition to predict learning outcomes.

In Chapter 3, I extended a computational model proposed by Feldman et al. [2009] to nonnative speech perception, in order to investigate whether a sophisticated `rulers' (spatial) approach to sound similarity can better explain existing interlingual identification and discrimination data from Spanish monolinguals and advanced L1 Spanish late-learners of English, respectively. The model assumes that acoustic distributions of sounds control listeners' ability to discriminate a given contrast. I found that, while the model succeeded in emulating certain aspects of human behavior, the model at present is incomplete and would have to be extended in various ways to capture several aspects of nonnative and L2 speech perception.

In Chapter 4 I explored whether the phonological relatedness among sounds in the listeners native language impacts the perceived similarity of those sounds in the target language. Listeners were expected to be more sensitive to the contrast between sound pairs which are allophones of different phonemes than to sound pairs which are allophones of the same phoneme in their native language. Moreover, I hypothesized that L2 learners would experience difficulty perceiving and acquiring target language contrasts between sound pairs which are allophones of the same phoneme in their native language. Our results suggest that phonological relatedness may influence perceived similarity on some tasks, but does not seem to cause long-lasting perceptual difficulty in advanced L2 learners.

On the basis of those findings, I argue that existing models have not been adequately explicit about the nature of the representations and processes involved in similarity-based comparisons of L1 and L2 sounds. More generally, I describe what I see as a desirable target for an explanatorily adequate theory of cross-language influence in L2 phonology.

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Lipscomb, David Robert. "Non-linear phonology and variation theory." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61817.

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Spaargaren, Magdalena Jeannette. "Change in obstruent laryngeal specifications in English : historical and theoretical phonology." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4079.

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Two traditions have arisen from an ongoing debate concerning cross-linguistic laryngeal representations in series of obstruents. The first, ‘traditional’ approach assumes universally identical laryngeal representations: /p, t, k/ are unspecified and /b, d, g/ carry |voice|. The second, Laryngeal Realism (LR), assumes underlyingly different representations between languages: ‘aspiration languages’ have unspecified /b, d, g/, and /p, t, k/ specified for |spread|. ‘Voice languages’ have unspecified /p, t, k/, and /b, d, g/ specified for |voice|. In this thesis, I use historical data in order to determine which of these two traditions is correct. Chapter 1 introduces the thesis subject and places it in the broader context of representational models of theoretical phonology and general historical linguistics. In chapter 2, I discuss the discrepancy between traditional laryngeal features and their cross-linguistic implementation, the basis of the debate outlined above. The two traditions are then discussed in detail. It is shown that evidence for LR is drawn from surface facts in aspiration- and voice languages such as respective presence or absence of aspiration of /p, t, k/, respective absence or presence of voicing in /b, d, g/ and asymmetry in assimilation processes in favour of one of the features. Present-Day English (PDE) is best described in LR when these criteria are taken into account, e.g., [ph]in, [b 0]in, and invariable assimilation to ‘voicelessness’, e.g., cats /t+z/→[ts], sacked /k+d/→[kt]. In the following chapters, I present data from historical laryngeal modifications in English which have never been considered together in this respect before. In Chapter 3, I present new evidence that the laryngeal situation just described for Present-Day English dates back to the very beginning of its recorded history. This is shown in the fact that all laryngeal assimilation throughout the history of English is exclusively assimilation to ‘voicelessness’ or |spread| - as in pre-Old English [pd] > [pt] cepte ‘kept’, [td] > [tt] mette ‘met’, [kd] > [kt] iecte ‘increased’, [fd] > [ft] pyfte ‘puffed’, [sd] > [st] cyste ‘kissed’. LR can easily capture this asymmetry because |spread| is the only active member in the laryngeal opposition. |voice| is unspecified in English and can therefore never partake in phonological processes. Chapters 4, 5 and 6 deal with historical English data traditionally interpreted as ‘voicings’, i.e. addition of |voice|, and ‘devoicings’, i.e. loss of |voice|. Therefore, these data are potentially problematic for LR in that, according to this framework, |voice| is not specified in English. However, I show that LR can unproblematically deal with these phenomena as laryngeal lenition, removal of |spread|, and fortition, addition of |spread|. In fact, some of the lenition processes provide extra back up for LR. Processes in word-initial position, e.g., dialectal [v]ather, and final position, e.g., i[z], knowle[d3], are highly marked when viewed as ‘voicings’. However, when viewed as simple lenitions, as in LR, they are natural processes, which are predicted to be found in languages. Therefore, I show in this thesis that all available data from English historical laryngeal modification support LR, and that LR in its turn sheds an interesting new light on the data. It is superior to traditional accounts in that it can account for otherwise puzzling phenomena such as asymmetric assimilation and initial and final ‘voicings’.
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Tin, Choi-yau Carmela. "Description of bilingual phonology in Cantonese-English preschoolers." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279356.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Aloufi, Aliaa. "The phonology of English loanwords in UHA." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67766/.

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This thesis investigates the phonology of loanword adaptation focusing on English loanwords in Urban Hijazi Arabic (UHA). It investigates the segmental adaptations of English consonants that are absent in UHA as well as the various phonological adaptations of illicit syllabic structures. It is based on dataset of around 100 English loanwords that were integrated into UHA that contain several illicit consonants and syllable structures in the donor language. This dataset is compiled from different published sources along with a data collection exercise. The first significant source is Abdul-Rahim (2011) a dictionary of loanwords into Arabic, while the other one is Jarrah's (2013) study of English loanwords into Madinah Hijazi Arabic (MHA) adopting the on-line adaptation. The third source is original pronunciation data collected from current UHA speakers. Furthermore, the Oxford English Dictionary (OED) was consulted for the etymology and transcription of the English words. The goal is to provide a thorough analysis of these phonological patterns whether consonantal or syllabic ones found in the adaptation of English loanwords into UHA. To accomplish this, the adaptations have been analysed according to two theoretical frameworks: the Theory of Constraints and Repair Strategies Loanword Model (TCRSLM) proposed by Paradis and LaCharité (1997) and Optimality Theory (OT) introduced by Prince and Smolensky (1993). The different proposed analyses in this study facilitated an evaluation of the adequacy of each of these theories in accounting for the discussed phonological patterns found in UHA loan phonology. The thesis concludes that OT better explains the adaptations, but neither theory fully accounts for the variety of adaptations found in UHA.
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Caravolas, Marketa. "The effect of linguistic input on children's phonological awareness : a cross-linguistic study." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60612.

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The subjects of the study were kindergarten and first grade speakers of Czech and English. The Czech language contains a considerably higher frequency and variety of complex syllabic onsets than English. Hence, it was hypothesized that if linguistic input affects children's phonological awareness development, Czech children should show higher levels of ability on the tasks. These differences were expected to appear in preliterate kindergarten children if linguistic input, more than literacy and/or general cognitive factors, impacts significantly on phonological awareness.
The finding that preliterate Czech children were more advanced in the ability to manipulate complex syllable onsets suggests that oral language input has an important effect on developing phonological awareness skills. Furthermore, its effect appears to be independent of the effects of literacy.
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Ahn, Hyunkee. "Post-release phonatory processes in English and Korean : acoustic correlates and implications for Korean phonology /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Martin, Marjolaine. "De l'accentuation lexicale en anglais australien standard contemporain." Phd thesis, Université François Rabelais - Tours, 2011. http://tel.archives-ouvertes.fr/tel-00952144.

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La littérature scientifique dédiée à l'accentuation en anglais australien standard contemporain (SAusE) est, contrairement à celle qui concerne la prononciation de ses voyelles, peu étendue. Après un chapitre introductif proposant le contexte historique dans lequel le SAusE est né et a été décrit, sa définition actuelle ainsi que sa description phonologique, notre étude est consacrée à un examen systémique de l'accentuation lexicale en SAusE. Un corpus test a été mis en place spécifiquement, qui comporte la quasi-totalité des verbes dissyllabiques, des préfixés pluricatégoriels et des exceptions aux règles d'accentuation des mots de deux syllabes et plus, ainsi qu'un large échantillon d'emprunts aux langues aborigènes. Ces quelques 3500 items ont été choisis précisément parce qu'ils font partie des mots les plus susceptibles de connaître une variation accentuelle en anglais contemporain. Notre approche se situe dans la lignée de Lionel Guierre et propose un traitement dictionnairique dans lequel les éléments du corpus sont tous étudiés au travers des données de chacune des éditions les plus récentes des Longman Pronouncing Dictionary, Cambridge English Pronunciation Dictionary et Macquarie Dictionary qui constituent les dictionnaires de références dans le domaine de la prononciation de l'anglais. Ces données ont été complétées, lorsque cela était nécessaire, par des données fréquentielles issues du Corpus of Contemporary American English et par des données orales enregistrées spécialement pour cette étude, selon une démarche similaire à la première partie du protocole du projet Phonologie de l'Anglais Contemporain. Notre analyse met en évidence une grande stabilité accentuelle intervariétale entre le SAusE, l'anglais britannique standard et l'anglais américain standard et propose un relevé étayé et détaillé des spécificités accentuelles lexicales du SAusE contenues dans le corpus étudié.
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Books on the topic "English language Australia Phonology"

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Brandenstein, C. G. von. Nyungar anew: Phonology, text samples, and etymological and historical 1500-word vocabulary of an artificially re-created Aboriginal language in the south-west of Australia. Canberra: Dept. of Linguistics, Research School of Pacific Studies, Australian National University, 1988.

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Alpher, Barry. Yir-Yoront lexicon: Sketch and dictionary of an Australian language. Berlin: Mouton de Gruyter, 1991.

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English phonology. Amsterdam: J. Benjamins Pub. Co., 1993.

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English phonology: An introduction. Cambridge [England]: Cambridge University Press, 1992.

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Yavas, Mehmet S. Applied English phonology. Malden, MA: Blackwell Pub., 2005.

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Applied English phonology. 2nd ed. Oxford: Wiley-Blackwell, 2011.

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Shuja, Asif. Urdu-English phonetics and phonology. New Delhi: Bahri Publications, 1995.

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Shuja, Asif. Urdu-English phonetics and phonology. New Delhi: Bahri Publications, 1995.

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A history of English phonology. London: Longman, 1989.

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An introduction to English phonology. Edingurgh: Edinburgh University Press, 2002.

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Book chapters on the topic "English language Australia Phonology"

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Kirkham, Sam, and Claire Nance. "Phonology." In English Language, 29–41. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_3.

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Katamba, Francis. "Segmental Phonology." In English Language, 30–54. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_3.

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Katamba, Francis. "Phonology: Beyond the Segment." In English Language, 55–76. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_4.

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Thorne, Sara. "Phonetics and phonology." In Mastering Advanced English Language, 48–71. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13645-2_2.

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Kuiper, Koenraad, and W. Scott Allan. "The phonology of English." In An Introduction to English Language, 48–94. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24604-5_3.

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Kuiper, Koenraad, and W. Scott Allan. "The Phonology of English." In An Introduction to English Language, 137–76. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-49688-1_5.

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Kuiper, Koenraad, and W. Scott Allan. "The Phonology of English." In An Introduction to English Language, 146–88. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36563-6_5.

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Pennington, Martha C., and Pamela Rogerson-Revell. "Phonology in Language Learning." In English Pronunciation Teaching and Research, 57–118. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_2.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Teaching a Foreign Language." In Practical English Phonetics and Phonology, 176–82. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-15.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Learning a Foreign Language." In Practical English Phonetics and Phonology, 182–207. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-16.

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Conference papers on the topic "English language Australia Phonology"

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Hamka, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Learning English Phonology on English Language Education Study Program State Universities in Malang." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.034.

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Qiu, Jianna, and Ke Xu. "A Critical Understanding of English Language Provision in Australia." In 2015 Joint International Social Science, Education, Language, Management and Business Conference. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/jisem-15.2015.42.

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Ueyama, Motoko. "The phonology and phonetics of second language intonation: the case of "Japanese English"." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-276.

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Nurhayati, Dwi Astuti Wahyu. "Plosive and Fricative Sounds Produced by EFL Students Using Online Media: A Perspective on Learning English Phonology." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.042.

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Sila Ahmad, Kham, Fay Sudweeks, and Jocelyn Armarego. "Learning English Vocabulary in a Mobile Assisted Language Learning (MALL) Environment: A Sociocultural Study of Migrant Women." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2166.

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This paper reports on a case study of a group of six non-native English speaking migrant women’s experiences learning English vocabulary in a mobile assisted language learning (MALL) environment at a small community centre in Western Australia. A sociocultural approach to learning vocabulary was adopted in designing the MALL lessons that the women undertook. The women provided demographic information, responded to questions in a pre-MALL semi-structured interview, attended the MALL lessons, and completed a post-MALL semi-structured interview. This study explores the sociocultural factors that affect migrant women’s language learning in general, and vocabulary in particular. The women’s responses to MALL lessons and using the tablet reveal a positive effect in their vocabulary learning. A revised version of this paper was published in Interdisciplinary Journal of e-Skills and Life Long Learning Volume 11, 2015
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Sila Ahmad, Kham, Jocelyn Armarego, and Fay Sudweeks. "The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3774.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose : To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology : A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Impact on Society: MALL offers an enriched and interactive medium of learning, and positive, enriched learning experience Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting.
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Fatima Hajizada, Fatima Hajizada. "SPECIFIC FEATURES OF THE AMERICAN VERSION OF THE BRITISH LANGUAGE." In THE FIRST INTERNATIONAL SCIENTIFIC – PRACTICAL VIRTUAL CONFERENCE IN MODERN & SOCIAL SCIENCES: NEW DIMENSIONS, APPROACHES AND CHALLENGES. IRETC, 2022. http://dx.doi.org/10.36962/mssndac-01-10.

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English is one of the most spoken languages in the world. A global language communication is inherent in him. This language is also distinguished by a significant diversity of dialects and speech. It appeared in the early Middle Ages as the spoken language of the Anglo-Saxons. The formation of the British Empire and its expansion led to the widespread English language in Asia, Africa, North America and Australia. As a result, the Metropolitan language became the main communication language in the English colonies, and after independence it became State (USA, Canada, Australia, New Zealand) and official (India, Nigeria, Singapore). Being one of the 6 Official Languages of the UN, it is studied as a foreign language in educational institutions of many countries in the modern time [1, 2, s. 12-14]. Despite the dozens of varieties of English, the American (American English) version, which appeared on the territory of the United States, is one of the most widespread. More than 80 per cent of the population in this country knows the American version of the British language as its native language. Although the American version of the British language is not defined as the official language in the US Federal Constitution, it acts with features and standards reinforced in the lexical sphere, the media and the education system. The growing political and economic power of the United States after World War II also had a significant impact on the expansion of the American version of the British language [3]. Currently, this language version has become one of the main topics of scientific research in the field of linguistics, philology and other similar spheres. It should also be emphasized that the American version of the British language paved the way for the creation of thousands of words and expressions, took its place in the general language of English and the world lexicon. “Okay”, “teenager”, “hitchhike”, “landslide” and other words can be shown in this row. The impact of differences in the life and life of colonists in the United States and Great Britain on this language was not significant either. The role of Nature, Climate, Environment and lifestyle should also be appreciated here. There is no officially confirmed language accent in the United States. However, most speakers of national media and, first of all, the CNN channel use the dialect “general American accent”. Here, the main accent of “mid Pppemestern” has been guided. It should also be noted that this accent is inherent in a very small part of the U.S. population, especially in Nebraska, Iowa, and Illinois. But now all Americans easily understand and speak about it. As for the current state of the American version of the British language, we can say that there are some hypotheses in this area. A number of researchers perceive it as an independent language, others-as an English variant. The founder of American spelling, American and British lexicographer, linguist Noah Pondebster treats him as an independent language. He also tried to justify this in his work “the American Dictionary of English” written in 1828 [4]. This position was expressed by a Scottish-born English philologist, one of the authors of the “American English Dictionary”Sir Alexander Craigie, American linguist Raven ioor McDavid Jr. and others also confirm [5]. The second is the American linguist Leonard Bloomfield, one of the creators of the descriptive direction of structural linguistics, and other American linguists Edward Sapir and Charles Francis Hockett. There is also another group of “third parties” that accept American English as a regional dialect [5, 6]. A number of researchers [2] have shown that the accent or dialect in the US on the person contains significantly less data in itself than in the UK. In Great Britain, a dialect speaker is viewed as a person with a low social environment or a low education. It is difficult to perceive this reality in the US environment. That is, a person's speech in the American version of the British language makes it difficult to express his social background. On the other hand, the American version of the British language is distinguished by its faster pace [7, 8]. One of the main characteristic features of the American language array is associated with the emphasis on a number of letters and, in particular, the pronunciation of the letter “R”. Thus, in British English words like “port”, “more”, “dinner” the letter “R” is not pronounced at all. Another trend is related to the clear pronunciation of individual syllables in American English. Unlike them, the Britons “absorb”such syllables in a number of similar words [8]. Despite all these differences, an analysis of facts and theoretical knowledge shows that the emergence and formation of the American version of the British language was not an accidental and chaotic process. The reality is that the life of the colonialists had a huge impact on American English. These processes were further deepened by the growing migration trends at the later historical stage. Thus, the language of the English-speaking migrants in America has been developed due to historical conditions, adapted to the existing living environment and new life realities. On the other hand, the formation of this independent language was also reflected in the purposeful policy of the newly formed US state. Thus, the original British words were modified and acquired a fundamentally new meaning. Another point here was that the British acharism, which had long been out of use, gained a new breath and actively entered the speech circulation in the United States. Thus, the analysis shows that the American version of the British language has specific features. It was formed and developed as a result of colonization and expansion. This development is still ongoing and is one of the languages of millions of US states and people, as well as audiences of millions of people. Keywords: American English, English, linguistics, accent.
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Shafrir, Uri, Masha Etkind, Ron Kenett, and Leo Roytman. "Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2581.

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The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.
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Nurkholifa, Ferda Fibi Tyas, Eti Poncorini Pamungkasari, and Hanung Prasetya. "Effect of Secondary Education on Exclusive Breastfeeding: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.131.

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ABSTRACT Background: Many studies reported the importance of exclusive breastfeeding for infants. However, there are many obstacles faced by lactating mothers to provide exclusive breastfeeding for their children. This study aimed to investigate the effect of secondary education on exclusive breastfeeding using a meta-analysis. Subjects and Method: Meta-analysis and systematic review were conducted by collecting articles from PubMed, Science Direct, and Google Scholar databases. Keywords used exclusive breastfeeding” AND “secondary education” OR “education for breastfeeding” AND “cross sectional” AND “adjusted odd ratio”. The study population was postpartum mothers. Intervention was secondary education with comparison primary education. The study outcome was exclusive breastfeeding. The inclusion criteria were full text, using English or Indonesian language, and reporting adjusted odds ratio. The articles were selected by PRISMA flow chart. The quantitative data were analyzed using random effect model run on Revman 5.3. Results: 7 studies from Peru, China, Nigeria, Korea, Ireland, Sub-Sahara, and South Australia were met the inclusion criteria. There was high heterogeneity between groups (I2= 94%; p<0.001). This study reported that secondary education reduced exclusive breastfeeding, but it was statistically non-significant (aOR= 0.86; 95% CI= 0.60 to 1.24; p= 0.430). Conclusion: Secondary education reduced exclusive breastfeeding, but it was statistically non-significant. Keywords: exclusive breastfeeding, secondary education, postpartum Correspondence: Ferda Fibi Tyas Nurkholifa. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: ferdafibi13@gmail.com. Mobile: +6285655778863. DOI: https://doi.org/10.26911/the7thicph.03.131
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Sitorukmi, Galuh, Bhisma Murti, and Yulia Lanti Retno Dewi. "Effect of Family History with Diabetes Mellitus on the Risk of Gestational Diabetes Mellitus: A Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.55.

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Background: Gestational diabetes mellitus (GDM) is a serious pregnancy complication, in which women without previously diagnosed diabetes develop chronic hyperglycemia during gestation. Studies have revealed that the family history of diabetes is an important risk factor for the gestational diabetes mellitus. The purpose of this study was to investigate effect of family history with diabetes mellitus on the risk of gestational diabetes mellitus. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Pubmed, Google Scholar, Scopus, Science Direct, and Springer Link electronic databases, from year 2010 to 2020. Keywords used risk factor, gestational diabetes mellitus, family history, and cross-sectional. The inclusion criteria were full text, using English language, using cross-sectional study design, and reporting adjusted odds ratio. The study population was pregnant women. Intervention was family history of diabetes mellitus with comparison no family history of diabetes mellitus. The study outcome was gestational diabetes mellitus. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed by random effect model using Revman 5.3. Results: 7 studies from Ethiopia, Malaysia, Philippines, Peru, Australia, and Tanzania were selected for this study. This study reported that family history of diabetes mellitus increased the risk of gestational diabetes mellitus 2.91 times than without family history (aOR= 2.91; 95% CI= 2.08 to 4.08; p<0.001). Conclusion: Family history of diabetes mellitus increases the risk of gestational diabetes mellitus. Keywords: gestational diabetes mellitus, diabetes mellitus, family history Correspondence: Galuh Sitorukmi. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: galuh.sitorukmi1210@gmail.com. Mobile: 085799333013. DOI: https://doi.org/10.26911/the7thicph.05.55
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