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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Sahgal, Anju, and Rama Kant Agnihotri. "Indian English Phonology." English World-Wide 9, no. 1 (January 1, 1988): 51–64. http://dx.doi.org/10.1075/eww.9.1.04sah.
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Lado, Ana, and Raja T. Nasr. "Applied English Phonology." TESOL Quarterly 32, no. 2 (1998): 367. http://dx.doi.org/10.2307/3587595.
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Michelson, Karin, and Heinz J. Giegerich. "English Phonology: An Introduction." Language 71, no. 1 (March 1995): 166. http://dx.doi.org/10.2307/415974.
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Utami, Ika Adhitiyan, and Alies Poetri Lintangsari. "ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES." International Journal of Humanity Studies (IJHS) 4, no. 2 (March 31, 2021): 247–55. http://dx.doi.org/10.24071/ijhs.v4i2.3234.
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English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least preferred topics and themes by EFL (English as a Foreign Language) students during English Phonology learning. This was a descriptive quantitative research by using a cross-sectional survey design. The data was collected with questionnaire from 112 participants of English Education Study Program students. The result showed phonological process pattern in English becoming the most preferred topic and theme while segmental phonology becoming the least preferred topic and theme in learning English Phonology.
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Carr, Philip, and Patrick Honeybone. "English phonology and linguistic theory: an introduction to issues, and to ‘Issues in English Phonology’." Language Sciences 29, no. 2-3 (March 2007): 117–53. http://dx.doi.org/10.1016/j.langsci.2006.12.018.
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Walters, J. Roderick. "“Celtic English”." English World-Wide 24, no. 1 (May 9, 2003): 63–87. http://dx.doi.org/10.1075/eww.24.1.05wal.
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The article examines the phonology of Rhondda Valleys English, an accent of the Welsh “Valleys”, to try to discover to what degree it is influenced by the Welsh language. It finds some features of segmental phonology which appear to be direct transfers. However, most of these appear to be recessive, since they are found mostly in the speech of older generations born at a time when there was considerably more Welsh spoken in the Rhondda than at present. The article lists other non-standard features of segmental phonology where parallel sounds exist in the Welsh language, but it cannot be stated with certainty that Welsh is the primary source. In such cases, the Welsh substratum may be acting at least to reinforce the presence of the features concerned. Finally, the article looks at the suprasegmentals (prosody) of Rhondda Valleys English. Here, because the similarities with the Welsh language are so striking and there are no obvious parallels with neighbouring dialects of England, it would seem very likely that most of the features concerned constitute direct transfers. Since such Welsh-language derived suprasegmental features seem more pervasive than the segmental ones, they may well form the strongest and most enduring “Celtic imprint” on the dialect studied.
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Davis, Stuart, and Mi-Hui Cho. "Phonetics versus phonology: English word final /s/ in Korean loanword phonology." Lingua 116, no. 7 (June 2006): 1008–23. http://dx.doi.org/10.1016/j.lingua.2005.06.006.
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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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Rice, Curt. "An Introduction to English Phonology (review)." Language 79, no. 2 (2003): 445. http://dx.doi.org/10.1353/lan.2003.0133.
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Oeinada, I. Gede. "Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang." Pustaka : Jurnal Ilmu-Ilmu Budaya 18, no. 1 (February 28, 2018): 25. http://dx.doi.org/10.24843/pjiib.2018.v18.i01.p04.
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This paper focuses its discussion about loanword phonology in Japanese language. Loanword phonology is one of five contact phonology situations that was described by Smith (2007). The four other situations are areal influence, dialect mixing, language mixing, and simplification. Japanese language has been borrowing many words from foreign languages. One of those foreign languages is English. As we all know that both languages, Japanese and English, have different phonological system. Therefore, borrowed words of English language has been adapted to fit the phonological patterns of Japanese language. This adaptation could solve the loanword phonology problem. And because up until now the number of loanword in Japanese language is till limited so the phonological system of Japanese language is remain unaffected. In other words, the loadwords’ phonology does not cause lasting changes in the phonological system of Japanese language.
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Service, Elisabet. "Phonology, Working Memory, and Foreign-language Learning." Quarterly Journal of Experimental Psychology Section A 45, no. 1 (July 1992): 21–50. http://dx.doi.org/10.1080/14640749208401314.
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Three tasks were used to predict English learning by Finnish children over a three-year period. In the pseudoword repetition task the pupils had to repeat aloud tape-recorded pseudowords sounding like Finnish or English. In the pseudoword copying task the pupils saw strings of letters resembling Finnish or English words and copied them when they had disappeared from view. When comparing syntactic-semantic structures, the pupils had to find the syntactically matching pairs from two sets of Finnish sentences. Repetition and copying accuracy and the ability to compare syntactic-semantic structures predicted English learning. Intercorrelations between test scores and English and mathematics grades suggest that repetition and copying accuracy were specifically related to language learning. It is concluded that the ability to represent unfamiliar phonological material in working memory underlies the acquisition of new vocabulary items in foreign-language learning.
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Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology." Second Language Research 27, no. 2 (March 28, 2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.
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This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.
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Paul, Peter V., and Faisl Alqraini. "Conclusion: Perspectives on Language, Literacy, and Deafness." Education Sciences 9, no. 4 (December 1, 2019): 286. http://dx.doi.org/10.3390/educsci9040286.
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As indicated in this Special Issue, there has been much debate on the development of English language and literacy in d/Deaf and hard of hearing (d/Dhh) students. Questions remain on the nature of the first language and the relation of this language to the development of English literacy. There is also considerable controversy on the role of English phonology. Adding to the complexity is the increase of d/Dhh children for whom English is not the home language and the ongoing challenge of addressing the needs of those with disabilities or additional disabilities. After describing English literacy and the need for documenting desirable research characteristics, the authors of this conclusion article utilize a construct named the Qualitative Similarity Hypothesis (QSH) as the guiding framework for addressing issues such as the role of phonology and the nature of the through-the-air form of the language of print. The QSH asserts that d/Dhh students need to master the same set of fundamentals as typical English literacy learners. These fundamentals include code-related, language-related, and comprehension-related skills. One major assertion is that proficiency in the through-the-air form of English is essential for achieving proficiency in conventional English literacy skills. It is argued that the importance of English language proficiency has been emphasized in literacy models that delineate the strong connections among language, reading, and writing, even for second language learners of English or English learners. Another major assertion is that proficiency in English phonology is necessary (albeit not sufficient) for the development of emerging decoding skills. The use of English phonology facilitates the early and advanced literacy comprehension skills. The article concludes with recommendations for additional research, including the understanding of the visual representation of the structure of English, the development of comprehensive English language assessments, and the exploration of literacy-related skills such as decoding and comprehension. Finally, the validity of the QSH also needs to be further investigated.
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Aor, Terfa. "Phonemic substitutions in the English-Tiv loan phonology." Journal of Languages, Linguistics and Literary Studies 1, no. 1 (July 27, 2021): 1–10. http://dx.doi.org/10.57040/jllls.v1i1.49.
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All living languages borrows new words to enrich their own languages. Tiv language has borrowed a lot of loan words from the English language as a result of language contact. This paper analyses phonemic substitutions in the English-Tiv loan phonology. The main objectives of this study are to discuss vowel and consonant substitutions in the English-Tiv loan phonology and to state the implications of English-Tiv loan phonology in the study of the Tiv grammar. This study adopts LaCharite & Paradis’ (2005) phonological Repair Model and Calabrese Andrea’s (2009) Acoustic Approximation Model. The author used both primary and secondary sources in this study. Under primary sources, the researcher compiled the list of English-Tiv loan words through the participant-observer method, and the secondary sources were obtained from journal articles, textbooks, and dictionaries. From this study, the following observations were made: that English-Tiv loan phonology leads to coda declusterisation. Tiv phonology does not have /θ/, /ð/, /ʒ/, /ʌ/ and /ə/ phonemes; so the said phonemes are being replaced by /t/, /d/, /ʃ/, /ɔ:/ and /æ/. It has been discovered that some loan words maintain their original spellings but have different pronunciations. This paper is an advancement of scholarship on phonemic substitutions in the English-Tiv loan phonology, making it an important addition to secondary sources of data on the critical reception of English-Tiv loan words and promoting the Tiv language within and beyond the academic cycle.
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Gilbert, Judy B., John M. Levis, and Jennifer Jenkins. "The Phonology of English as an International Language." TESOL Quarterly 35, no. 3 (2001): 505. http://dx.doi.org/10.2307/3588037.
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DOMANGE, RAPHAËL. "A language contact perspective on Indian English phonology." World Englishes 34, no. 4 (August 7, 2015): 533–56. http://dx.doi.org/10.1111/weng.12162.
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Badi, Rudayna Mohammed. "ENGLISH and ARABIC SIGN LANGUAGE PHONOLOGY and MORPHOLOGY." Journal of Tikrit University for Humanities 28, no. 9 (September 29, 2021): 19–32. http://dx.doi.org/10.25130/jtuh.28.9.2021.24.
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This visual-manual modality is used in sign language to transfer meaning. Sign language is strongly related to manual groups of deaf people.Sign language is used by deaf people for a very long time, most written records about sign language trace based to the fifth century.
Sign languages are seen as complex as many spoken language besides they are not real language as most people think.
Sign languages are thought to be mime in some words, typical and arbitrary. It is not important for this type of language to have a visual relationship to their references. Spoken language is quite different from iconicity while the first is not onomatopoetic, the second is more systematic and more common use in sign language.
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Sietsema, Brian M., and Toni Borowsky. "Topics in the Lexical Phonology of English." Language 69, no. 3 (September 1993): 616. http://dx.doi.org/10.2307/416711.
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Fidelholtz, James L., and Jolanta Szpyra. "Three Tiers in Polish and English Phonology." Language 74, no. 1 (March 1998): 201. http://dx.doi.org/10.2307/417598.
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Simo Bobda, Augustin, and Beban Sammy Chumbow. "The Trilateral Process in Cameroon English Phonology." English World-Wide 20, no. 1 (November 5, 1999): 35–65. http://dx.doi.org/10.1075/eww.20.1.02sim.
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With reference to Cameroon English (CamE), this paper proposes another way of analysing non-native English features: differing from the traditional approach which limits itself to surface forms, the paper proposes the tracing of deviations down to the underlying representation (UR) and suggests that RP URs (A) are restructured to autonomous CamE URs (B). While A undergoes RP phonological rules to surface as A', B may fail to undergo these processes; it may also undergo parallel — and quite often divergent — processes and surface as B'. For example, RP UR "s[^]cceed" (A) is restructured to CamE "s[u]cceed" (B). A becomes "s[^]cceed" by Vowel Reduction and B, which does not undergo this process, surfaces unchanged as "s[u]cceed" (B'). This process can be represented on a chart which has three sides: AA', AB and BB'. Hence the name Trilateral Process. It is observed that this model is more illuminating with respect to the dynamics of the differences between native and non-native Englishes than an analysis based solely on surface observation of deviations, for a catalogue of deviations lacks the explanatory insights of a trilateral analysis.
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Simo Bobda, Augustin. "Some segmental rules of Nigerian English phonology." English World-Wide 28, no. 3 (October 30, 2007): 279–310. http://dx.doi.org/10.1075/eww.28.3.04sim.
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This paper discusses some major processes which characterise Nigerian English (NigE) phonology at the segmental level. After a review of patterns of realisation of English sounds in NigE, the paper identifies, analyses and names, where no previous names exist, the most salient contextual processes which can be considered the hallmarks of this variety of English. The next part of the analysis discusses the patterns of interaction of rules in NigE, addressing issues like ordering of rules, feeding and bleeding. The third part highlights the behaviour of NigE in relation to the existing rules of English; it thus acknowledges that NigE shares many existing rules of English phonology. But more importantly it shows that NigE applies other rules differently (either more generally, partially, or inordinately) and that some of its rules are altogether new when perceived in terms of the standard accents of Inner Circle Englishes. The conclusion of the study shows, inter alia, that the findings can be used very fruitfully to provide further, alternative, and arguably more convincing explanations and interpretations of many facts of NigE and related Englishes.
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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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James, Allan R. "Studies in the phonology of colloquial English." Lingua 67, no. 1 (September 1985): 89–92. http://dx.doi.org/10.1016/0024-3841(85)90016-6.
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Hwa-Froelich, Deborah, Barbara W. Hodson, and Harold T. Edwards. "Characteristics of Vietnamese Phonology." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 264–73. http://dx.doi.org/10.1044/1058-0360(2002/031).
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The number of individuals in the United States whose native language is Vietnamese has increased dramatically during the past decade. To work effectively with Vietnamese speakers, speech-language practitioners need to understand basic aspects of the Vietnamese language, especially the sound system, and how it differs from English. The purpose of this report is to provide basic information that can be used by practitioners to understand not only the differences between Vietnamese and English phonology, but also the influence of dialects. Characteristics of Vietnamese phonology and speech samples of three native speakers, representing the northern, central, and southern dialects, are used to illustrate information from the literature in this tutorial. Clinical Implications include considerations for assessment and intervention with Vietnamese individuals who may have a phonological disorder.
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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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BEAL, JOAN C., RANJAN SEN, NURIA YÁÑEZ-BOUZA, and CHRISTINE WALLIS. "Special issue on studies in Late Modern English historical phonology using the Eighteenth-Century English Phonology Database (ECEP): introduction." English Language and Linguistics 24, no. 3 (June 25, 2020): 471–74. http://dx.doi.org/10.1017/s1360674320000210.
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Since Charles Jones referred to the eighteenth and nineteenth centuries as the ‘Cinderellas of English historical linguistic study’ (1989: 279), there has been a great deal of progress in research on this period, but, as Beal (2012: 22) points out, much of this has been in the fields of syntax, morphology, lexis, pragmatics, sociolinguistics and the normative tradition. Beal argues that the availability of corpora of Late Modern English texts has greatly facilitated research in these areas, but, since creating phonological corpora for periods antedating the invention of sound recording is a challenging proposition, the historical phonology of Late Modern English has benefited much less from the corpus revolution. To redress this imbalance, the editors of this issue, with technical support from the Humanities Research Institute, University of Sheffield, created the Eighteenth-Century English Phonology Database (ECEP), which is freely available at www.dhi.ac.uk/projects/ecep/
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Hutasoit, Ruth Wahyu Ningsih, and Indah Arvianti. "PHONOLOGICAL OF BATAKNESE LANGUAGE OF BASIC ENGLISH LEARNER." Jurnal CULTURE (Culture, Language, and Literature Review) 7, no. 2 (November 1, 2020): 245–62. http://dx.doi.org/10.53873/culture.v7i2.228.
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Most Indonesian people master at least two languages, Bahasa Indonesia and mother tongue. Both of them can give impact into the phenomena of language, like code mixing, interference, and etc. Linguistics is divided into two parts those are micro linguistic and macro linguistics. Micro linguistics, the sub-discipline linguistics; consist of phonology and phonetic, morphology, syntax, and semantics. While macro linguistic consists of: psycholinguistic, anthropolinguistics and sociolinguistic. In this research, the writer analyzes about The interference of Bataknese language in spoken English of beginner. The data which are used are primary and secondary sources. The method of data collection are metode simak, and metode simak bebas libat cakap. To analyze the data, the writer uses metode padan and metode agih. The method of data presentation use formal method and informal method. Interference of language is a form of irregularities in the use of language of the norms that exist as a result of language contact or the introduction of more than one language is used interchangeably by the speakers.The result of the research shows that Bataknese students heads towards their mother tongue, so when they speak English, there are some interferences of Bataknese to English especially in phonology. In phonology there are two elements, those are Segmental and Suprasegmental. For the Segmentel element, there are vowel and consonant change of Bataknese to English. In Suprasegmental, there are intonation and stress interference of Bataknese and English.
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Shaw, Philip. "Multiple voices and modern phonology." English Today 25, no. 4 (November 19, 2009): 63–64. http://dx.doi.org/10.1017/s0266078409990460.
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ABSTRACTReview of McCully, Chris. 2009. The Sound Structure of English: An Introduction (Cambridge Introductions to the English Language) 264. pp Hardback 978 0 521 85036 0, UK £45, US $90; Paperback 978 0 521 61549 5, UK £15.99, US $32.99; Adobe eBook Reader 978 0 511 51258 2, $26
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Levy, Benjamin J., Nathan D. McVeigh, Alejandra Marful, and Michael C. Anderson. "Inhibiting Your Native Language." Psychological Science 18, no. 1 (January 2007): 29–34. http://dx.doi.org/10.1111/j.1467-9280.2007.01844.x.
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After immersion in a foreign language, speakers often have difficulty retrieving native-language words—a phenomenon known as first-language attrition. We propose that first-language attrition arises in part from the suppression of native-language phonology during second-language use, and thus is a case of phonological retrieval-induced forgetting. In two experiments, we investigated this hypothesis by having native English speakers name visual objects in a language they were learning (Spanish). Repeatedly naming the objects in Spanish reduced the accessibility of the corresponding English words, as measured by an independent-probe test of inhibition. The results establish that the phonology of the words was inhibited, as access to the concepts underlying the presented objects was facilitated, not impaired. More asymmetry between English and Spanish fluency was associated with more inhibition for native-language words. This result supports the idea that inhibition plays a functional role in overcoming interference during the early stages of second-language acquisition.
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Bates, Dawn, and Heinz J. Giegerich. "Metrical Phonology and Phonological Structure: German and English." Language 62, no. 3 (September 1986): 706. http://dx.doi.org/10.2307/415502.
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Schröder, Anne, Frederic Zähres, and Alexander Kautzsch. "Ethnic variation in the phonology of Namibian English." English World-Wide 41, no. 2 (June 9, 2020): 193–224. http://dx.doi.org/10.1075/eww.00046.sch.
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Abstract Studies on the pronunciation of Namibian English (NamE) have shown strong evidence for ethnically conditioned variation within the NamE vowel system. Thus, NamE should not be seen as a monolithic entity but rather as a group of ethnically and/or socially conditioned varieties. In this paper, we undertake a first approach to Baster English, a potential ethnic variety of NamE. The Rehoboth Basters constitute a unique ethnically mixed Afrikaans-speaking group from South Africa, who settled in Namibia in the 19th century and are known for their strong sense of a separate local and ethnic identity. Triangulating the results of a quantitative questionnaire on language attitudes and acoustic analyses of vocalic features in informants’ pronunciation, we demonstrate how the Basters’ unique identity translates into linguistic practice in a multi-ethnic and multilingual environment.
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Davis, John F. "Review of Giegerich (1992): English Phonology. An Introduction." English World-Wide 14, no. 1 (January 1, 1993): 129–31. http://dx.doi.org/10.1075/eww.14.1.09dav.
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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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Maxwell, Mike. "Lexical Phonology and the History of English (review)." Language 78, no. 2 (2002): 387–88. http://dx.doi.org/10.1353/lan.2002.0106.
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CHAUDHARY, SHREESH CHANDRA. "Issues on Indian English phonology: a rejoinder." World Englishes 12, no. 3 (November 1993): 375–83. http://dx.doi.org/10.1111/j.1467-971x.1993.tb00035.x.
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Hung, Tony T. N. "Towards a phonology of Hong Kong English." World Englishes 19, no. 3 (November 2000): 337–56. http://dx.doi.org/10.1111/1467-971x.00183.
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Golston, Chris. "Review of Giegerich (1992): English phonology: An introduction." Studies in Language 19, no. 1 (January 1, 1995): 239–44. http://dx.doi.org/10.1075/sl.19.1.09gol.
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Christie, Frances. "English in Australia." RELC Journal 34, no. 1 (April 2003): 100–119. http://dx.doi.org/10.1177/003368820303400107.
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Alkazwini, Azhar A. "The Concept of Lenition as the Phonemic Linguistic Phenomena." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 29. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.29.
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The term 'lenition’ has numerous definitions offered in the Phonology of English language, some of which will be discussed in this study. Moreover, “Spirantization”, “approximantization”, “debuccalization” and “voicing” are changes that are counted as lenition. There are also different types of lenition, and different views regarding what lenitions have in common. Some phonologists perceive lenition as the loss of segmental material, while it is perceived by others as an increase in sonority (Honeybone 2012). With regards to lenition in the English Language, English does not have such widespread lenitions. There are other phenomena that can be regarded as lenition in the English Language, and this will be casted light on it further in the current paper.Keywords: lenition, Phonology, English Language, Spirantization, Approximantization, Debuccalization, Weakening, Affrication of Plosives
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Zhang, Lawrence. "Awareness-Raising in the TEFL Phonology Classroom." ITL - International Journal of Applied Linguistics 145-146 (2004): 219–68. http://dx.doi.org/10.2143/itl.145.0.562915.
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This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.