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1
Leong, Che Kan. "Phonological development in specific contexts: Studies of Chinese-speaking children. Zhu Hua. Cleveden, UK: Multilingual Matters, 2002, Pp. 218." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 168–71. http://dx.doi.org/10.1017/s0142716403230083.
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Phonology is usually explained as the study of speech sounds and their patterns and functions in the lexical representation of speakers of languages (Kenstowicz, 1994; Spencer, 1996). Some years ago the question, “Where's phonology?” was raised by Macken (1992) in the context of the large concern with the phonetics of acquisition and the conception of phonological acquisition as acquisition of phonetics. This division between phonology and phonetics may be traced to the work of the Prague School of Trubetzkoy (1939/1969) and earlier. Macken proposed a relatively autonomous phonological component, with perceptual, articulatory, and phonological-based abstract rules and principles, to account for learners' lexical representation and suggested a hierarchy of prosodic words, segments, and features as the basis of phonological acquisition (Macken, 1979, 1992). Recent emphasis is on the interaction among phonology, phonetics, and psychology, and this integrative approach has implications for studying common crosslinguistic speech sound patterns (Ohala, 1999). Phonology is further seen as addressing the questions of rules and representations, which may apply to “compute the phonetic representation” within the framework of universal grammar (Kenstowicz, 1994, p. 10).
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Lin, Yen-Hwei. "PHONOLOGICAL KNOWLEDGE: CONCEPTUAL AND EMPIRICAL ISSUES. Noel Burton-Roberts, Philip Carr, and Gerard Docherty (Eds.). Oxford: Oxford University Press, 2001. Pp. x + 352. $85.00 cloth, $35.00 paper." Studies in Second Language Acquisition 25, no. 3 (August 4, 2003): 460–61. http://dx.doi.org/10.1017/s0272263103230199.
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This book is a collection of papers dealing with the philosophical, conceptual, and empirical foundations of phonology, its position and relation with respect to syntax and phonetics in the theory of language, and the nature and acquisition of phonological knowledge. The introductory chapter by the editors provides a comprehensive discussion of the main themes presented in the following 11 chapters, in which diverse perspectives are represented. Bromberger and Halle open with a discussion of phonology within the context of the philosophy of language. Some chapters take a highly formal view of phonology: Hale and Reiss argue that phonology operates without reference to phonetic substance, and van der Hulst maintains that phonology and syntax are subject to the same operating principles. In contrast, the chapters by Burton-Roberts and Carr argue that phonology is substantive and should be excluded from the language faculty. Some papers adopt a more empirical approach: Docherty and Foulkes argue that phonological knowledge must include systematic sociophonetic variation; Fitzpatrick and Wheeldon discuss psycholinguistic research on spoken word comprehension; and Pierrehumbert, Beckman, and Ladd advocate experimental verification of phonological theory. Issues related to phonetics versus phonology are addressed by Myers, who distinguishes the gradual versus categorical nature of phonetics and phonology, Harris and Lindsey, who propose that vowel features are formulated on the basis of phonetic spectral patterns, and Vihman and Velleman, who discuss how phonological categories emerge from phonetic input in child language acquisition.
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Volenec, Veno, and Charles Reiss. "Cognitive Phonetics: The Transduction of Distinctive Features at the Phonology-Phonetics Interface." Biolinguistics 11 (March 15, 2018): 251–94. http://dx.doi.org/10.5964/bioling.9089.
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We propose that the interface between phonology and phonetics is mediated by a transduction process that converts elementary units of phonological computation, features, into temporally coordinated neuromuscular patterns, called ‘True Phonetic Representations’, which are directly interpretable by the motor system of speech production. Our view of the interface is constrained by substance-free generative phonological assumptions and by insights gained from psycholinguistic and phonetic models of speech production. To distinguish transduction of abstract phonological units into planned neuromuscular patterns from the biomechanics of speech production usually associated with physiological phonetics, we have termed this interface theory ‘Cognitive Phonetics’ (CP). The inner workings of CP are described in terms of Marr’s (1982/2010) tri-level approach, which we used to construct a linking hypothesis relating formal phonology to neurobiological activity. Potential neurobiological correlates supporting various parts of CP are presented. We also argue that CP augments the study of certain phonetic phenomena, most notably coarticulation, and suggest that some phenomena usually considered phonological (e.g., naturalness and gradience) receive better explanations within CP.
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Keba, O. M. "Status of vibrants in modern phonology and phonetics." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 219–26. http://dx.doi.org/10.17721/2663-6530.2019.36.17.
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The article is devoted to the study of vibrant sounds / vibrants. Modern linguistics is characterized by the desire to study the sound functional units of oral speech, which ensure the adequacy of perception of content and the effectiveness of communication. Figuring out the nature of vibrant sounds (vibrants) belongs to the most debatable issues of general phonetics. They have always attracted the attention of phonetists and have become the subject of numerous studies. The main characteristic of the vibrants is the presence of one or more instant interruptions during the release of air. For the formation of vibrant sounds are crucial movementsof the language muscle. The system of vibrants of each language is characterized by a set of specific articulatory and acoustic features. Language tradition defines one or another phonetic characteristic of the phoneme, which is part of the language. The question of the nature of vibrant sounds can be solved only with a detailed comprehensive study of their physiological, acoustic and spectral characteristics using modern possibilities of experimental phonetics. The study of the physiological and acoustic properties of such sounds is necessary to obtain their correct phonological interpretation.
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Abbasi, Abdul Malik, Habibullah Pathan, and Mansoor Ahmed Channa. "Experimental Phonetics and Phonology in Indo-Aryan & European Languages." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 21–52. http://dx.doi.org/10.2478/jolace-2018-0023.
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Abstract Phonetics and phonology are very interesting areas of Linguistics, and are interrelated. They are based on the human speech system, speech perception, native speakers’ intuition, and vocalic and consonantal systems of languages spoken in this world. There are more than six thousand languages spoken in the world. Every language has its own phonemic inventory, sound system, and phonological and phonetic rules that differ from other languages; most even have distinct orthographic systems. While languages spoken in developed countries are well-studied, those spoken in underdeveloped countries are not. There is a great need to examine them using a scientific approach. These under-studied languages need to be documented scientifically using advanced technological instruments to bring objective results, and linguistics itself provides the scientific basis for the study of a language. Most research studies to date have also been carried out with reference to old or existing written literature in poetry and drama. In the current era of research, scholars are looking for objective scientific approaches, e.g., experimental and instrumental studies that include acoustic research on the sound systems of less privileged languages spoken locally in developing countries. In this context, Sindhi is an example of this phenomenon, and un-researched with reference to syllable structure and the exponents of lexical stress patterns.
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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.
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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The three perspectives are outlined individually and in relation to each other, also with regard to their separate historical developments in the study of language and speech. The modem integration of the three perspectives into the unified paradigm of ‘phonetic or experimental phonology’ is then illustrated with reference to recent research at some leading phonetics labs around the world. From this examination of past history and present-day state-of-the-art of what is considered to be the core paradigm for phonetic study, conclusions are drawn for future research and teaching on the basis of this paradigm. In the shaping of phonetics as a scientific discipline, a strong plea is put forward for scientific, explanatory integration rather than modular, taxonomic diversification of the subject.
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Skrelin, Pavel. "Ščerba’s Leningrad Phonological School in the XXI Century." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 43 (November 5, 2015): 135–54. http://dx.doi.org/10.26034/la.cdclsl.2015.595.
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It has been commonly accepted that Lev Ščerba’s concept of the phoneme as the smallest unit of the sound structure that can serve to differentiate words (Ščerba 1974: 156-158) has had the strongest influence on the development of general phoneme theory, as it provided a new and widely accepted link between sounds and meaning. At the same time, Ščerba did not regard phonetics and phonology as independent from one another. Rather he emphasized the importance of experimental phonetic studies since the phonetic material obtained from the analysis of real speech events provides the basis for phonological generalizations. Ščerba’s (The Leningrad / St. Petersburg) phonological school has been known for thecombination of theoretical postulates based on the analysis of the language system with careful experimental verification of the features of its sound manifestation.
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Tian, Jiayi. "Exploring the Mongolian Spoken Language Corpus Mongolian Vowels Phonetic Experimental Research." Communications in Humanities Research 20, no. 1 (December 7, 2023): 200–204. http://dx.doi.org/10.54254/2753-7064/20/20231349.
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Based on the Mongolian Spoken Language Corpus, this paper analyzes the phonological phenomena encountered in the construction of the corpus and explores the phonological patterns and features of the Mongolian spoken language flow in Mongolia by using theories of experimental phonetics and phonology and acoustic analysis methods. In the paper, natural dialogues are chosen as the acoustic corpus, and the resonance peaks are analyzed to determine the phonetic phenomena encountered in the corpus construction. A comparative analysis is attempted with the experimental results of the read-aloud corpus. The acoustic experiments and was used to analyze the resonance peaks and lengths of vowels in the Mongolian Spoken Corpus, and the acoustic characteristics of word-initial and non-word-initial syllable lengths, short vowel phonemes, and compound vowel phonemes were described.
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Kim, Kyumin, and Alexei Kochetov. "Phonology and phonetics of epenthetic vowels in loanwords: Experimental evidence from Korean." Lingua 121, no. 3 (February 2011): 511–32. http://dx.doi.org/10.1016/j.lingua.2010.10.012.
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Toft, Zoë. "phonetics and phonology of some syllabic consonants in southern British English." ZAS Papers in Linguistics 28 (January 1, 2002): 111–44. http://dx.doi.org/10.21248/zaspil.28.2002.162.
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This article presents new experimental data on the phonetics of syllabic /l/ and syllabic /n/ in Southern British English and then proposes a new phonological account of their behaviour. Previous analyses (Chomsky and Halle 1968:354, Gimson 1989, Gussmann 1991 and Wells 1995) have proposed that syllabic /l/ and syllabic /n/ should be analysed in a uniform manner. Data presented here, however, shows that syllabic /l/ and syllabic /n/ behave in very different ways, and in light of this, a unitary analysis is not justified. Instead, a proposal is made that syllabic /l/ and syllabic /n/ have different phonological structures, and that these different phonological structures explain their different phonetic behaviours.
This article is organised as follows: First a general background is given to the phenomenon of syllabic consonants both cross linguistically and specifically in Southern British English. In §3 a set of experiments designed to elicit syllabic consonants are described and in §4 the results of these experiments are presented. §5 contains a discussion on data published by earlier authors concerning syllabic consonants in English. In §6 a theoretical phonological framework is set out, and in §7 the results of the experiments are analysed in the light of this framework. In the concluding section, some outstanding issues are addressed and several areas for further research are suggested.
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O'Rourke, Erin. "Phonetics and phonology of Cuzco Quechua declarative intonation: An instrumental analysis." Journal of the International Phonetic Association 39, no. 3 (November 12, 2009): 291–312. http://dx.doi.org/10.1017/s0025100309990144.
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This paper offers an analysis of Cuzco Quechua intonation using experimental techniques to examine one of the acoustic cues of pitch, the fundamental frequency or F0. While previous descriptions in the literature are based on auditory impression, in the present study recordings were made of read declaratives produced by native Quechua speakers in Cuzco, Peru. This paper provides an initial characterization of high and low tones with respect to the stressed syllable, as well as information regarding the height and alignment of these tones. In addition, the intonational marking of intermediate phrases within an utterance is discussed. Research on Quechua intonation can be used to begin to address several issues regarding the intonation of languages in contact, as well as to provide data for a future cross-linguistic analysis of indigenous language intonation features.
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DURAND, JACQUES, and CHANTAL LYCHE. "French liaison in the light of corpus data." Journal of French Language Studies 18, no. 1 (March 2008): 33–66. http://dx.doi.org/10.1017/s0959269507003158.
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ABSTRACTFrench liaison has long been a favourite testing ground for phonological theories, a situation which can undoubtedly be attributed to the complexity of the phenomenon, involving in particular phonology/syntax, phonology/morphology, phonology/lexicon interfaces. Dealing with liaison requires stepping into all the components of the grammar, while at the same time tackling the quick sands of variation. The data on which a number of formal analyses are based have often been a source of concern since liaison, in part because of its intrinsic variable character, requires extensive and robust data. In the wake of the results from the study of other corpora, we present here extensive results based on the PFC database (Phonologie du français contemporain: usages, variétés et structures) and point to their implications for models of linguistic structure. While we do not believe that a motivated theoretical account can be mechanically extracted from the data, we conclude that future analyses will have to take explicitly into account the results of extensive corpus work as well as sociolinguistic surveys, acquisition studies, experimental phonetics and (neuro-)psycho-linguistic investigations, including the relationship between speech and writing. As stressed in Chevrot, Fayol and Laks (2005), these analyses will have to acknowledge that French liaison is not a homogeneous locus but a multi-faceted phenomenon requiring us to accept, without demur, the crossing of disciplinary boundaries.
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KEREN-PORTNOY, TAMAR, MARINELLA MAJORANO, and MARILYN M. VIHMAN. "From phonetics to phonology: The emergence of first words in Italian*." Journal of Child Language 36, no. 2 (September 15, 2008): 235–67. http://dx.doi.org/10.1017/s0305000908008933.
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ABSTRACTThis study assesses the extent of phonetic continuity between babble and words in four Italian children followed longitudinally from 0 ; 9 or 0 ; 10 to 2 ; 0 – two with relatively rapid and two with slower lexical growth. Prelinguistic phonetic characteristics, including both (a) consistent use of specific consonants and (b) age of onset and extent of consonant variegation in babble, are found to predict rate of lexical advance and to relate to the form of the early words. In addition, each child's lexical profile is analyzed to test the hypothesis of non-linearity in phonological development. All of the children show the expected pattern of phonological advance: Relatively accurate first word production is followed by lexical expansion, characterized by a decrease in accuracy and an increase of similarity between word forms. We interpret such a profile as reflecting the emergence of word templates, a first step in phonological organization.
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Abdelrahim, Azza A. M. "Improving Speaker’s Use of Segmental and Suprasegmental Features of L2 Speech." International Journal of English Linguistics 10, no. 5 (July 17, 2020): 203. http://dx.doi.org/10.5539/ijel.v10n5p203.
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Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.
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Groshev, D. V. "Distinctive Features of a Threatening Demand and Entreaty at the Fundamental Frequency Level." Contemporary problems of social work 7, no. 1 (March 31, 2021): 54–60. http://dx.doi.org/10.17922/2412-5466-2021-7-1-54-60.
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the article gives the results of an experimental and phonetic study on the prosodic differentiation at the level of the fundamental frequency of two illocutionary acts – a threatening demand and entreaty (on the material of German). It is known that prosody affects a communicative process, and depending on the nature of a prosodic structure, the meaning of a statement changes. The same lexical and grammatical corpus can act as a threat, demand, entreaty, sarcastic statement, etc. The distinctive features of these speech acts are directly influenced by the perceived prosodic features of fundamental frequency, intensity and duration. On the basis of auditory, acoustic, and mathematical and statistical analyzes, the distinctive features of the two illocutionary acts were identified at the level of the fundamental frequency. The study shows that the two illocutionary acts differ at the level of the fundamental frequency, despite the fact that they belong to the same speech act – directive. The results obtained can be used in research in the field of phonology, experimental and applied phonetics. In addition, the obtained material may be of interest to forensic experts when conducting a phonoscopic examination
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Marshall, Chloe. "Investigations in clinical phonetics and linguistics. Fay Windsor, M. Louise Kelly, and Nigel Hewitt (Eds.). Mahwah, NJ: Erlbaum, 2002." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 163–65. http://dx.doi.org/10.1017/s0142716403210080.
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This volume consists of 38 papers presented at the summer 2000 meeting of the International Clinical Phonetics and Linguistics Association, hosted by Queen Margaret University College, Edinburgh. The scope of the collection is ambitious in many respects. All levels of linguistic analysis are covered, from pragmatics through to acoustics, although approximately two thirds of the papers deal with phonology and phonetics. The full range of ages is represented, from a paper by John Locke on the functions of infant babbling through to Jacqueline Guendozi and Nicole Muller's paper on repair strategies in the conversation of an elderly subject with Alzheimer disease. The majority of the papers consider developmental and acquired disorders, although a few consider normal and bilingual language development. Although English is the most frequently studied language, data from Arabic, Greek, Korean, Portugese, Putonghua, Swedish, and several other languages are also featured. The editors are justly proud of the international feel to the research, with contributors working on five continents.
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Li, Huili, I. Praptomo Baryadi, and I. Dewa Putu Wijana. "SOUND PATTERN OF INDONESIAN PLOSIVES." Linguistik Indonesia 37, no. 1 (March 14, 2019): 1–12. http://dx.doi.org/10.26499/li.v37i1.84.
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As a language which is quite extensively used, Indonesian segments are already known to linguists. Although experimental research methodology is relatively new, it is useful for undertaking further research on Indonesian phonology and phonetics. It can assist in generating phonological and phonetic data as evidence of sounds within a theoretical framework. Sound pattern study by means of experimentation is selected as the theoretical framework for this research. As sound patterns of one language consist of many subparts, this research only focuses on the Indonesian plosive sound pattern. This paper examines sound pattern of Indonesian plosives and their special features. In order to do this research, a quantitative method is adopted for data collection and analysis. Indonesian words with plosives at the beginning of the second syllable and first syllable are respectively designed as stimuli for recordings. Then sound analysis software Praat is applied to measure gap and the voice onset time of plosives as parameters of data. The result of this research shows that the Indonesian plosive sound pattern forms two clear clusters on an acoustic plosive chart. Voiceless plosives have a longer gap duration than their corresponding voiced plosives. Front plosives in the vocal cavity have a longer gap than back plosives, but are shorter in VOT length. Such acoustic results will provide the basis for further research such as auditory phonetics experimental research and second language acquisition. Additionally, the visualization of abstract concepts, compared to the Chinese sound pattern, will help Indonesian learners from China better understand the Indonesian sound pattern and Indonesian language teachers to seek better solution to students’ pronunciation problems.
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Adzieva, Elvira S. "Comparative analysis of the articulatory-acoustic characteristics of the vocalism of the modern English and Russian languages (Based on biological terminology)." Izvestiya of Saratov University. Philology. Journalism 22, no. 3 (August 24, 2022): 289–92. http://dx.doi.org/10.18500/1817-7115-2022-22-3-289-292.
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The article considers the comparative analysis of the articulation-acoustic characteristics of the vocalism of the modern English and Russian languages (on the examples of the scientific discourse), taking into account combinatorial and positional changes that affect the characteristics of unstressed vocalism, a number of typical modifications in the timbre, temporal, dynamic and tonal characteristics of unstressed languages are identified. Namely: the variability of the timbre features of the vowel depending on the vowel of the Russian language,to which it is assimilated by the speaker; increasing the duration of unstressed vowels; full-sounding pronunciation (absence of elision and haplology processes) of words in a weak position; insufficient degree of the reduction of vowels; variability and expressiveness of the tonal characteristics of unstressed vowels. The theoretical and methodological basis of the study is the scientific works in the fields of phonology, prosody, acoustic theory of speech, experimental phonetics, taking into account the problems of interaction between the components of the interfered phonetic system in the English language of Russian speakers with different (high, medium and low) levels of phonetic competence. The paper uses a complex methodology of the experimental phonetic study of the prosodic features of unstressed vocalism in the English speech of the Russian language speakers. The methodology for conducting experimental phonetic research includes the use of empirical general scientific methods (measurement, experiment); special methods of auditory and acoustic analysis (computer-oscillographic and spectral), the method of quantitative analysis of processing the results of a phonetic experiment and the linguistic interpretation of the results of the study. The paper analyzes the quantitative indicators and the degree of these modifications of English unstressed vocalism in speech, taking into account the level of their phonetic competence and the experience of communicating in English.
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STRYCHARCZUK, PATRYCJA, MARIJN VAN 'T VEER, MARTINE BRUIL, and KATHRIN LINKE. "Phonetic evidence on phonology–morphosyntax interactions: Sibilant voicing in Quito Spanish." Journal of Linguistics 50, no. 2 (July 10, 2013): 403–52. http://dx.doi.org/10.1017/s0022226713000157.
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This paper presents new experimental data on Quito Spanish /s/-voicing, which has attracted considerable interest from theoretical phonologists owing to the overapplication of voicing to word-final pre-vocalic /s/. Bermúdez-Otero (2011) singles out Quito /s/-voicing as an important test case for discriminating between two competing theories of phonology–morphosyntax interactions: Output–output correspondence and cyclicity. Overapplication in /s/-voicing cannot be captured using correspondence relationship to a base form, which challenges Output–output correspondence as a theory of opacity. However, the argument only holds insofar as word-final pre-vocalic /s/-voicing is considered phonological, as Output–output correspondence can account for /s/-voicing assuming that it only applies in the phonetics (Colina 2009). We discuss the diverging empirical predictions concerning categoricity and gradience in the surface realisation of voicing processes. We further test these predictions based on acoustic data from seven speakers of Quito Spanish. Evidence from speech rate manipulations shows that some speakers produce more voicing during frication at normal speech rate, compared to fast, maintaining a stable voicing ratio across different speech rates. We argue that for these speakers, /s/-voicing is optional but categorical, and so it ought to be analysed as phonological. This result presents a challenge to the Output–output correspondence approach, but can be accommodated within cyclicity.
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FÉRY, CAROLINE, and SHINICHIRO ISHIHARA. "The phonology of Second Occurrence Focus." Journal of Linguistics 45, no. 2 (June 4, 2009): 285–313. http://dx.doi.org/10.1017/s0022226709005702.
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This paper investigates the question of whether and how ‘Second Occurrence Focus’ (SOF) is realized phonetically in German. The apparent lack of phonetic marking on SOF has raised much discussion on the semantic theory of focus (Partee 1999, Rooth 1992). Some researchers have reported the existence of phonetic marking of SOF in the postnuclear area (Rooth 1996, Beaver et al. 2007). In our experimental study with German sentences, we examined sentences both with prenuclear SOF and with postnuclear SOF, comparing them with their first occurrence focus (FOF) and non-focus counterparts. The results show that the phonetic prominence of focus (higher pitch/longer duration) is realized differently according to the type of focus as well as according to the position of the target expression. We account for these differences by considering several phonetic effects, those that are information-structure-related and those that are phonologically motivated.
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Sedó, Beatriz, Lauren B. Schmidt, and Erik W. Willis. "Rethinking the phonological process of /s/ voicing assimilation in Spanish: An acoustic comparison of three regional varieties." Studies in Hispanic and Lusophone Linguistics 13, no. 1 (May 27, 2020): 167–217. http://dx.doi.org/10.1515/shll-2020-2027.
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AbstractSpanish is described as having an /s/ regressive voicing assimilation process by which the sibilant is voiced when followed by a voiced consonant. However, experimental studies documenting the nature of the process – including variation in its realization across speech varieties – are limited. The current study presents an acoustic analysis of the phonetic nature of the process, including an analysis of the linguistic and social factors which influence voicing of the /s/. Using an identical controlled phrase elicitation task, rates and location of voicing within the /s/ segment were compared across three varieties of Spanish: Mexican Spanish (Mexico City) and two Peninsular varieties (León and Vitoria). Different voicing rates and different linguistic voicing predictors were found across dialects. The data suggest that /s/ voicing before a voiced consonant is far from a categorical process in Spanish, with variable rates of application between 43% and 63%. We propose that, based on the data, /s/ voicing in Spanish is, in fact, better understood as a progressive voicing process (i. e. continuation of voicing from the previous vowel), and that the linguistic factors that condition voicing can be explained in part through articulatory and aerodynamic mechanisms. We also discuss the phonetics and phonology of the process.
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Abdul-Razak, Inusah. "Using phonics as a method of teaching reading in basic schools." Journal of Educational Development and Practice 7, no. 2 (December 1, 2016): 28–54. http://dx.doi.org/10.47963/jedp.v7i.978.
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This study examines the use of phonics as a method of teaching reading in basic schools within the framework of generative phonology proposed by Chomsky and Halle (1968) in the Sound Pattern of English (SPE) as discussed in Hawkins (1992).The study aims at describing the patterns of phonic sounds with the application of phonological rules. It describes naturally occurring phenomena (phonemes) without experimental manipulation. The data which is collected from some existing data onphonic teaching and learning and used in this paper are from both verbal and written sources. Participants selected include teachers (T), teacher-trainees (TT) and pupils (P). The study shows the relationship between phonic symbols and letters of thealphabet in English. It attempts to present consonants and vowels occurring in wordinitial, word-medial and word-final positions in English as the major sounds in the English language. Based on the synchronic data available, the paper hypothesizesthat the voiceless dental fricative /0/ and the voiced dental fricative /6/ are the difficult sounds that are not easily pronounced in English words by the LI learner in Ghana. The study, therefore, suggests that both teachers and teacher-trainees shouldhave some knowledge in phonic sounds, and that an introduction to phonetics and phonology should be considered as a course in the Colleges of Education.
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Butkauskaitė, Edita. "Nasalization: an overview of the notion and research." Lietuvių kalba, no. 4 (October 25, 2010): 1–19. http://dx.doi.org/10.15388/lk.2010.22858.
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Nasalization, treated both from a phonetic and phonological point of view, has a rather long history of research. It was first described in reference to nasal sounds in the 5th century BC. Nowadays it is mostly treated in the context of abundant experimental research into nasal and nasalized sounds and is based on radiographic, electrographic, nasographic, fiberoscopic and aerodynamic data.In traditional phonetic studies a nasalized segment is understood as a sound whose production involves a flow of air through the mouth and nose; nasalization is defined as the production of a sound when the velum is lowered so that some air passes through the nose.Linguistic studies of Lithuanian and other researchers have identified three types of nasalization: nasal vowels, nasalized vowels and nasal consonants. Only about one fourth of world languages have nasal vowels in their inventory and they are treated as individual phonemes. French is one of the few examples of such languages. In linguistic studies such nasalization is also called contrastive. In languages which have no nasal vowels, nasalization occurs next to or between the nasal consonants [m] and [n]. The type of nasalization is referred to as contextual nasalization; their respective sounds are called nasalized vowels. The notion of nasalization also includes nasal consonants, whose production also involves the air escaping through the mouth and nose.Nasalization has been extensively discussed in the studies on phonetics and phonology produced by foreign researchers, especially those investigating English and French. The studies include both theoretical papers and overviews of experimental research focusing on investigating both sound length and quality. In Lithuania investigation into nasalization has only just started.
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Templeton, Shane, and Linda Scarborough-Franks. "The spelling's the thing: Knowledge of derivational morphology in orthography and phonology among older students." Applied Psycholinguistics 6, no. 4 (December 1985): 371–89. http://dx.doi.org/10.1017/s0142716400006317.
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ABSTRACTThis study examines the ability of good and poor spellers at grades six and ten to generate orthographic and phonetic derivatives for three predominant vowel alternation patterns characteristic of internal derivational morphology. Results support the hypothesis that a productive knowledge of these patterns in orthography precedes a productive knowledge of these patterns in phonology. Further, orthographic (visual) information was found to be superior to phonetic (aural) information in accessing the appropriate derivational morphological rules. An order is identified for the acquisition of a productive knowledge of the three vowel alternation patterns in both orthography and phonology. Based on these results and analyses, instructional implications for both spelling and vocabulary are offered.
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Dogil, Grzegorz, and Jörg Mayer. "Selective phonological impairment: a case of apraxia of speech." Phonology 15, no. 2 (December 1998): 143–88. http://dx.doi.org/10.1017/s095267579800356x.
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The present study proposes a new interpretation of the underlying distortion in APRAXIA OF SPEECH. Apraxia of speech, in its pure form, is the only neurolinguistic syndrome for which it can be argued that phonological structure is selectively distorted.Apraxia of speech is a nosological entity in its own right which co-occurs with aphasia only occasionally. This…conviction rests on detailed descriptions of patients who have a severe and lasting disorder of speech production in the absence of any significant impairment of speech comprehension, reading or writing as well as of any significant paralysis or weakness of the speech musculature.(Lebrun 1990: 380)Based on the experimental investigation of poorly coarticulated speech of patients from two divergent languages (German and Xhosa) it is argued that apraxia of speech has to be seen as a defective implementation of phonological representations at the phonology–phonetics interface. We contend that phonological structure exhibits neither a homogeneously auditory pattern nor a motor pattern, but a complex encoding of sequences of speech sounds. Specifically, it is maintained that speech is encoded in the brain as a sequence of distinctive feature configurations. These configurations are specified with differing degrees of detail depending on the role the speech segments they underlie play in the phonological structure of a language. The transfer between phonological and phonetic representation encodes speech sounds as a sequence of vocal tract configurations. Like the distinctive feature representation, these configurations may be more or less specified. We argue that the severe and lasting disorders in speech production observed in apraxia of speech are caused by the distortion of this transfer between phonological and phonetic representation. The characteristic production deficits of apraxic patients are explained in terms of overspecification of phonetic representations.
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Fakhira, Farha. "فعالية الطريقة الصوتية لتعليم مهارة القراءة للتلاميذ في المدرسة محمدية 9 الإبتدائية مالانج." Maharaat Lughawiyyat: Jurnal Pendidikan Bahasa Arab 2, no. 1 (May 8, 2023): 50–60. http://dx.doi.org/10.18860/jpba.v2i1.2843.
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Comprehension and mastery of phonology contributes greatly to reading skill. With good understanding and eloquent pronunciation, a person can establish what he is saying to the addressee. If phonology does this skill with eloquence, it will affect the listener, because the information will be obtained by its clear transmission. The task area is to understand phonology influencing reading skill. Reading skill cannot be fully mastered if science understands the sounds a little. As well as learning science, sounds are very important to learn in the Arabic language. Research Objectives In this study, the research is to find out the effectiveness of the phonological method in the reading skill of pupils in the primary school Muhammadiyah 9 Malang. In this study, the researcher used the experimental method with the quantitative approach, and the type of this research is real experimental. It includes two groups, the experimental group and the control group. Research tools including observation, test, and questionnaire. The data collection method is Statistic Descriptif and SPSS. Data analysis using a t-test. The result of this research study is that the use of phonetic method in teaching reading skill in Muhammadiyah 9 Elementary School Malang is effective. Evidence that the statistical result = 15.14 is greater than the result of the significant estimate 5% = 1.67, meaning that Ha is acceptable or that the hypotheses of this research are acceptable.
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Vancova, Hana. "AUTOMATIC PRONUNCIATION ASSESSMENT IN A FLIPPED CLASSROOM CONTEXT." PUPIL: International Journal of Teaching, Education and Learning 7, no. 3 (November 15, 2023): 32–49. http://dx.doi.org/10.20319/pijtel.2023.73.3249.
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Automatic pronunciation assessment programs allow learners to practice pronunciation independently and receive immediate feedback based on acoustic analysis of their speech compared to a pronunciation model. The programs display a high level of reliability when assessing speakers’ pronunciation accuracy. The paper aims to present the results of an investigation into a recent experimental application of an automatic pronunciation assessment online program used within the flipped classroom of English phonetics and phonology course taught to foreign language pre-service teachers of English. Flipped learning approach was selected to offload the preliminary activities and tasks that do not require the immediate attention of the teacher to an online learning management system. Thus, course participants’ face-to-face learning could be enhanced and more effective. The participants could practice and receive tailored feedback from an online program before the face-to-face class. After the individual pronunciation practice, they could discuss more complex questions with the lecturer and, in collaboration with fellow students. The paper will present the survey results among the course participants who evaluated their experience with automatic pronunciation evaluation. Special attention is paid to the potential use of such programs for developing linguistic competence.
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Cohn, Abigail C., and Margaret E. L. Renwick. "Embracing multidimensionality in phonological analysis." Linguistic Review 38, no. 1 (February 1, 2021): 101–39. http://dx.doi.org/10.1515/tlr-2021-2060.
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Abstract We pursue the idea, implicit in much current phonological research, that understanding the multiple factors that shape speech production and perception is within the purview of phonology. In particular, increased access to naturalistic data has highlighted the multidimensional reality of variation in spoken language. At the same time, longstanding methods of doing phonology – including impressionistic analysis, and laboratory and experimental studies – remain crucial to understanding native speaker competence and grammar. We advocate for an expanded methodological toolbox in phonological analysis, using an iterative approach that crucially includes naturalistic corpus data. Integrating across multiple data sources offers fuller insight into the nature of the phonological system and native speaker-hearer ability. Several case studies highlight findings gained through linked, iterative studies, showing the importance of naturalistic data for a richer understanding of phonological phenomena, and leading us to reflect on desiderata for corpora to reveal speaker-specific patterns in fine phonetic detail and variability, which we argue are part of a speaker-hearer’s phonological competence. Phonological analysis that embraces the full spectrum of variation in spoken language data (from categorical to gradient, and systematic to sporadic) contributes to a deeper understanding of phonology in this richer sense.
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Hamouda, Musa Alamin. "Phonological Contrast Between English Language and Baggara Arabs dialect." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 6, no. 1 (May 12, 2023): 33. http://dx.doi.org/10.20527/jetall.v6i1.14478.
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Abstract:- This study investigates the similarities and differences between Baggara Arabs dialect and English language phonological systems. It aims at preparing a scale for the difficulties of English pronunciation that face Baggara Arabs students, as well as enabling Baggara Arabs learners of English Language to pronounce English sounds or phonemes and words accurately. It uses the semi-experimental approach . In addition pre and post-tests are used as tools for gathering data. 30 secondary school students were chosen as a reasonable sample to represent the secondary school students at Elddein locality in East Dar Fur State. The study comes out with many results: The phonological rules of English facilitates Baggara students to speak and pronounce English fluently. The phonological system of English is different from Baggras dialect and that they undergo some difficulties. The recommendations of the study are listed as: The researchers should get benefit from this study in contrastive analysis in other dialects to establish inter-lingual identifications between the L1 and the L2. They should also get benefit from the prediction of learning problems that they face while learning English language (Phonology an Phonetics). This study can also be used as a reference study to accomplish more and deep studies on other tribal dialects in Sudan.
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Thal, Donna J., Melinda Oroz, and Valerie McCaw. "Phonological and lexical development in normal and late-talking toddlers." Applied Psycholinguistics 16, no. 4 (1995): 407–24. http://dx.doi.org/10.1017/s0142716400066017.
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AbstractToddlers in the lowest tenth percentile for lexical production, based on parental report (late talkers), were compared with age- and language-matched controls on measures of phonetic complexity, lexical development, and grammatical complexity. Late talkers were placed in the pre-meaningful speech group if they produced fewer than 10 different words or in the meaningful speech group if they produced more than 10 different words in a spontaneous language sample. Late talkers who had entered the meaningful speech stage scored higher than those who had not on most of the measures of phonology, lexical, and grammatical complexity in intelligible speech, but not on measures of phonological development in babble. These results are compatible with other studies that found an overlap between phonology, lexicon, and grammar, as well as with those that suggested the importance of true consonant production for lexical development.
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Gallagher, Gillian. "Phonotactic knowledge and phonetically unnatural classes: the plain uvular in Cochabamba Quechua." Phonology 36, no. 1 (February 2019): 37–60. http://dx.doi.org/10.1017/s0952675719000034.
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While many phonological patterns target classes of sounds that can be defined phonetically, a large number of patterns in descriptive grammars involve sounds that cannot be easily characterised in phonetic terms. This finding suggests that phonological patterns themselves must be taken into account when learning phonological representations, and that phonological classes may emerge in learning from both phonetic factors (bottom-up) and phonological patterns (top-down). The current work presents a case of a phonetically unnatural class in South Bolivian Quechua that is active in the phonology of the language, and provides experimental support that this class is referred to by speakers’ grammars. While many cases of phonetically unnatural classes have been documented in descriptions of language patterns, in most cases there is little or no evidence that these patterns or classes are represented by speakers as they are described by linguists.
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BLESES, DORTHE, HANS BASBØLL, JARRAD LUM, and WERNER VACH. "Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*." Journal of Child Language 38, no. 1 (October 18, 2010): 61–68. http://dx.doi.org/10.1017/s0305000910000437.
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In her interesting article, Stoel-Gammon (this issue) reviews studies concerning the interactions between lexical and phonological development. While the focus of the review is on vocabulary production from children acquiring American English, she also suggests that cross-linguistic research be undertaken to examine how universal and language-specific properties affect the interaction between lexical and phonological acquisition. In this regard, Stoel-Gammon referred to the study of Bleses et al. (2008) who found differences in receptive vocabulary development across languages, based on norming studies for the Communicative Development Inventories (Fenson, Marchman, Thal, Dale, Reznick & Bates, 2007). Bleses et al. showed that Danish children were slower in the early comprehension of words (and phrases). It was hypothesized that the phonetic structure of Danish may account for the difference in receptive vocabulary skills in this population (Bleses & Basbøll, 2004).
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Locke, John L. "Variation in human biology and child phonology: a response to Goad and Ingram." Journal of Child Language 15, no. 3 (October 1988): 663–68. http://dx.doi.org/10.1017/s0305000900012617.
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ABSTRACTGoad & Ingram (1987) use the mere existence of inter-child variability to argue in favour of a ‘cognitive’, and against a ‘biological’ model of phonological development (Locke 1983). In this response it is suggested that such an argument fails to recognize the uniqueness of each individual's neural and vocal structures, ignores documented variability in the phonetic patterns of prelexical (and arguably prephonological) infants, and assumes–inexplicably–that inter-child variability implies the operation of ‘cognitive’ factors.
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Gao, Yingming, Baorian Nuchged, Ya Li, and Linkai Peng. "An Investigation of Applying Large Language Models to Spoken Language Learning." Applied Sciences 14, no. 1 (December 26, 2023): 224. http://dx.doi.org/10.3390/app14010224.
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People have long desired intelligent conversational systems that can provide assistance in practical scenarios. The latest advancements in large language models (LLMs) are making significant strides toward turning this aspiration into a tangible reality. LLMs are believed to hold the most potential and value in education, especially in the creation of AI-driven virtual teachers that facilitate language learning. This study focuses on assessing the effectiveness of LLMs within the educational domain, specifically in the areas of spoken language learning, which encompass phonetics, phonology, and second language acquisition. To this end, we first introduced a new multiple-choice question dataset to evaluate the effectiveness of LLMs in the aforementioned scenarios, including the understanding and application of spoken language knowledge. Moreover, we investigated the influence of various prompting techniques such as zero- and few-shot methods (prepending the question with question-answer exemplars), chain-of-thought (CoT) prompting, in-domain exemplars, and external tools. We conducted a comprehensive evaluation of popular LLMs (20 distinct models) using these methods. The experimental results showed that the task of extracting conceptual knowledge posed few challenges for these LLMs, whereas the task of application questions was relatively difficult. In addition, some widely proven effective prompting methods combined with domain-specific examples resulted in significant performance improvements compared to the zero-shot baselines. Additionally, some other preliminary experiments also demonstrated the strengths and weaknesses of different LLMs. The findings of this study can shed light on the application of LLMs to spoken language learning.
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Tong, Xiuhong, Wei Shen, Zhao Li, Mengdi Xu, Liping Pan, and Shelley Xiuli Tong. "Phonological, not semantic, activation dominates Chinese character recognition: Evidence from a visual world eye-tracking study." Quarterly Journal of Experimental Psychology 73, no. 4 (November 27, 2019): 617–28. http://dx.doi.org/10.1177/1747021819887956.
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Combining eye-tracking technique with a revised visual world paradigm, this study examined how positional, phonological, and semantic information of radicals are activated in visual Chinese character recognition. Participants’ eye movements were tracked when they looked at four types of invented logographic characters including a semantic radical in the legal (e.g., [Formula: see text]) and illegal positions ([Formula: see text]), a phonetic radical in the legal (e.g., [Formula: see text]) and illegal positions (e.g., [Formula: see text]). These logographic characters were presented simultaneously with either a sound-cued (e.g., /qiao2/) or meaning-cued (e.g., a picture of a bridge) condition. Participants appeared to allocate more visual attention towards radicals in legal, rather than illegal, positions. In addition, more eye fixations occurred on phonetic, rather than on semantic, radicals across both sound- and meaning-cued conditions, indicating participants’ strong preference for phonetic over semantic radicals in visual character processing. These results underscore the universal phonology principle in processing non-alphabetic Chinese logographic characters.
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Ratner, Nan Bernstein. "Interactive influences on phonological behaviour: a case study." Journal of Child Language 20, no. 1 (February 1993): 191–97. http://dx.doi.org/10.1017/s0305000900009193.
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ABSTRACTAn infant girl's unusual phonological behaviour was evaluated in the light of a maternai model which appeared to exaggerate features of normal conversational speech. It is suggested that parental responses to immature speech patterns may account for selected case study behaviours which have been reported in both the child phonology and child fluency literatures. It appears that evaluation of phonological development within an interactive framework may allow a more accurate picture of the conditions under which children learn speech skills. To this end, further study of the phonetic characteristics of input language and patterns of parental feedback to early articulatory attempts is desirable.
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ZHANG, JIE, HONG LI, QIONG DONG, JIE XU, and ELIZABETH SHOLAR. "Implicit use of radicals in learning characters for nonnative learners of Chinese." Applied Psycholinguistics 37, no. 3 (April 13, 2015): 507–27. http://dx.doi.org/10.1017/s0142716415000090.
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ABSTRACTThis study investigated whether beginning nonnative learners of Chinese can use phonological and semantic information of radicals to learn the sounds and meanings of new Chinese characters. Thirty-four seventh- and eighth-grade American adolescents, who received intensive Chinese instruction for one semester, were taught 16 compound pseudocharacters paired with novel pictures over three learning trials. After each learning trial, students were asked to produce the sounds and meanings of pseudocharacters in which semantic transparency and phonetic regularity of radicals were manipulated. Results showed a facilitation effect of transparent semantic radicals in learning character meanings in early trials. There was a trend that students learned to read regular and transparent characters better than irregular and opaque characters. The ability to learn orthography–pronunciation association uniquely predicted Chinese word reading after controlling for semantic and phonetic radical knowledge. These findings suggest a predominant use of semantic strategies and the importance of orthography to phonology mappings in learning to read Chinese for beginning nonnative learners of Chinese.
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PLAG, INGO, JULIA HOMANN, and GERO KUNTER. "Homophony and morphology: The acoustics of word-final S in English." Journal of Linguistics 53, no. 1 (June 4, 2015): 181–216. http://dx.doi.org/10.1017/s0022226715000183.
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Recent research has shown that homophonous lexemes show systematic phonetic differences (e.g. Gahl 2008, Drager 2011), with important consequences for models of speech production such as Levelt et al. (1999). These findings also pose the question of whether similar differences hold for allegedly homophonous affixes (instead of free lexemes). Earlier experimental research found some evidence that morphemic and non-morphemic sounds may differ acoustically (Walsh & Parker 1983, Losiewicz 1992). This paper investigates this question by analyzing the phonetic realization of non-morphemic /s/ and /z/, and of six different English /s/ and /z/ morphemes (plural, genitive, genitive-plural and 3rd person singular, as well as cliticized forms ofhasandis). The analysis is based on more than 600 tokens extracted from conversational speech (Buckeye Corpus, Pitt et al. 2007). Two important results emerge. First, there are significant differences in acoustic duration between some morphemic /s/’s and /z/’s and non-morphemic /s/ and /z/, respectively. Second, there are significant differences in duration between some of the morphemes. These findings challenge standard assumptions in morphological theory, lexical phonology and models of speech production.
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Munro, Natalie, Elise Baker, Sarah Masso, Lynn Carson, Taiying Lee, Anita M. Y. Wong, and Stephanie F. Stokes. "Vocabulary Acquisition and Usage for Late Talkers Treatment: Effect on Expressive Vocabulary and Phonology." Journal of Speech, Language, and Hearing Research 64, no. 7 (July 16, 2021): 2682–97. http://dx.doi.org/10.1044/2021_jslhr-20-00680.
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Purpose This study examined the effect of Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment on toddlers' expressive vocabulary and phonology. Parent acceptability of VAULT treatment was also considered. Method We used a nonconcurrent multiple baseline single case experimental design with three late talking toddlers aged 21–25 months. The treatment was delivered twice weekly in 30-min sessions for 8 weeks by a rotating team of four speech-language pathologists. Toddlers heard three of their 10 strategically selected target words a minimum of 64 times in play activities each session. Expressive vocabulary and phonology was assessed pre–post, with parent interviews conducted posttreatment. Results All toddlers increased production of target words and expressive vocabulary. Ambient expressive vocabulary size increased by an average of 16 words per week (range of 73–169 words learned over the treatment period). On a 20-item, single-word speech assessment, the toddlers' phonetic inventories increased on average from three to seven consonants, and five to eight vowels. Two toddlers used protowords pretreatment, which were replaced by recognizable attempts at words posttreatment. Parents reported the treatment was acceptable for the child and their family with future consideration of parent-based delivery of the treatment in the home. Conclusions The results of this treatment provide further evidence of a model of intervention informed by the principles of implicit learning, and the interconnectedness of phonological and lexical learning. Investigation is required to establish the efficacy and feasibility of VAULT in clinical contexts. Supplemental Material https://doi.org/10.23641/asha.14714733
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Li, Wen-Chao Chris. "Foreign names into native tongues." Target. International Journal of Translation Studies 19, no. 1 (July 26, 2007): 45–68. http://dx.doi.org/10.1075/target.19.1.04li.
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The transfer of sound from one language into another is not a uniform process, but rather, takes different forms depending on the orthographies and phonological properties of source and target languages, the less common of which involve processes significantly different from transliteration between European phonetic scripts. This paper pools techniques commonly used in loanword phonology and second language acquisition to illustrate complications that arise when translating names from English into languages such as Japanese and Chinese, which differ significantly from the source language in syllable structure and orthographic convention. Competing strategies of adaptation and accommodation are placed in the context of lexical retrieval and compared with experimental studies of nativization in interlanguage. It will be shown that for names to be perceived as similar-sounding across language boundaries, it would be desirable to look beyond segmental equivalence and consider stress, syllable count and other suprasegmental factors that play a greater role in phonological memory.
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DYE, CRISTINA D. "Reduced auxiliaries in early child language: Converging observational and experimental evidence from French." Journal of Linguistics 47, no. 2 (December 14, 2010): 301–39. http://dx.doi.org/10.1017/s002222671000037x.
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Since early studies in language development, scholars have noticed that function words, in particular auxiliaries, often appear to be missing in early speech, with the result that child utterances sometimes exhibit verbs with non-finite morphology in seemingly matrix clauses. This has led to the idea of a ‘deficit’ in the child's syntactic representations. In contrast with previous studies, this article explores the possibility that the child's phonology may considerably impact her overt realization of auxiliaries. Specifically, it examines the hypothesis that non-finite verbs in early speech are in fact attempted periphrastics (i.e. auxiliary/modal+non-finite verb) in which the auxiliaries are just reduced phonetically, often to the point where they remain unpronounced. We studied 28 normally developing French-speaking children aged between 23 and 37 months. New observational data uncovered a continuum in a given child's phonetic realizations of auxiliaries. Children showed various levels of auxiliary reduction, suggesting that their non-finite verbs are best analyzed as being part of periphrastics involving an auxiliary form that represents the endpoint on this continuum, i.e. is (completely) deleted. Further examination of these verbs revealed that their semantics corresponds to the semantics of adult periphrastics. Additionally, the results of an experiment where children imitated sentences with either periphrastic or synthetic verbs showed that responses with non-finite verbs were predominantly produced when the target sentence involved a periphrastic, rather than a synthetic verb.
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Kim, Hyun. "Synchonic phonology and phonetics." Journal of Korean Linguistics 85 (March 31, 2018): 369–98. http://dx.doi.org/10.15811/jkl.2018..85.011.
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Shin, Seung-Yong. "Historical phonology and phonetics." Journal of Korean Linguistics 85 (March 31, 2018): 399–427. http://dx.doi.org/10.15811/jkl.2018..85.012.
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Kim, Hyun. "Synchonic phonology and phonetics." Journal of Korea Linguistics 85 (March 31, 2018): 369–98. http://dx.doi.org/10.15811/jkl.2018.85.011.
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Shin, Seung-Yong. "Historical phonology and phonetics." Journal of Korea Linguistics 85 (March 31, 2018): 399–427. http://dx.doi.org/10.15811/jkl.2018.85.012.
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Salzmann, Zdenek, Mike Davenport, and S. J. Hannahs. "Introductory Phonetics and Phonology." Language 76, no. 3 (September 2000): 727. http://dx.doi.org/10.2307/417154.
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Keating, Patricia A. "On Phonetics/Phonology Interaction." Phonetica 48, no. 2-4 (1991): 221–22. http://dx.doi.org/10.1159/000261886.
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Major, Roy C. "INTERLANGUAGE PHONETICS AND PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 131–37. http://dx.doi.org/10.1017/s0272263198002010.
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This thematic issue explores various aspects of interlanguage phonetics and phonology and their relationship to general linguistic theory. Research in interlanguage syntax and recently in discourse and pragmatics has been quite prolific; however, research in interlanguage phonetics and phonology has produced far fewer studies. Of the nearly 200 articles published in Studies in Second Language Acquisition (SSLA) during the last 10 years, only about a dozen focus on phonetics and phonology. This thematic issue is intended to fill some of this gap.
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Gussenhoven, Carlos, and René Kager. "Introduction: phonetics in phonology." Phonology 18, no. 1 (May 2001): 1–6. http://dx.doi.org/10.1017/s0952675701004055.
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If there is such a person as the average phonologist, he might have a conception of the relation between phonetics and phonology that comes close to the relation between social perceptions of crimes and a Code of Criminal Law. The Code's definition of various types of crimes and the penalty each type carries ultimately reflect, to put it crudely, the feelings of the people. Also, the Code's development will reflect social change. Criminal codes will typically incorporate the changing perceptions of the general public, and will now begin to include articles devoted to the use of the Internet, for instance. But at the end of the day, what counts in a law suit is what is in the Criminal Code, not the feelings of the people. So it is with phonology. It is easy to show that lexical forms are frequently related to functional (ergonomic) considerations, and that the way the grammar processes them into surface representations will amount to a reasonable articulatory task for the speaker, while equally the acoustic result will enable the listener to recognise these forms with reasonable ease. However, ultimately we say things the way we do because our lexical representations are the way they are, and our phonological grammar is the way it is.
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Hargus, Sharon. "Athabaskan Phonetics and Phonology." Language and Linguistics Compass 4, no. 10 (October 2010): 1019–40. http://dx.doi.org/10.1111/j.1749-818x.2010.00245.x.
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