Journal articles on the topic 'German language Phonology, Comparative English'
To see the other types of publications on this topic, follow the link: German language Phonology, Comparative English.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'German language Phonology, Comparative English.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Abryutina, Anna, and Anna Ponomareva. "German-English Interference in the Field of Vocalism (Based on the Speech of Germans who Study English as a Foreign Language)." Izvestia of Smolensk State University, no. 1 (53) (April 12, 2021): 128–43. http://dx.doi.org/10.35785/2072-9464-2021-53-1-128-143.
Full textAbstract:
The growing popularity of contrastive phonology as a branch of linguis-tics is seen now, in particular, due to the spread of bilingualism and multilin-gualism. Globalization involves the ability to speak several languages, in the study of which the phonetic level is primarily considered. The purpose of this work is to examine and describe the most likely consequences arising from in-terference in the articulation of vowel sounds in the English-language speech of Germans who study English as a foreign language. The article deals with monophthongs, diphthongs, and triphthongs, dis-cusses possible variations in the articulation of sounds, as well as the processes of reduction, elision, and substitution. Descriptive and comparative methods are the leading ones in the work, however, the instrumental method is also used to determine deviations from the norm and the nature of changes in articulation. The paper identifies a number of trends in the articulation of English sounds by Germans and reveals the reasons of the main difficulties which stu-dents face while studying phonetic norms of RP and speaking German as their native language, i.e. the qualitative and quantitative mismatch of allophones. The achievement of this goal testifies to the theoretical significance of this work, namely, the possibility of further detailed research in the field of sociophonetics and phonostylistics.
2
Engdahl, Elisabet, and Robin Cooper. "Introduction." Nordic Journal of Linguistics 27, no. 2 (November 17, 2004): 129–32. http://dx.doi.org/10.1017/s0332586504001222.
Full textAbstract:
This special issue of the Nordic Journal of Linguistics is devoted to Comparative Nordic Semantics. Whereas much research has been carried out on comparative syntax, morphology and phonology in the Nordic languages, much less work has been done on the comparative semantics of these languages. But the fact that some of the Nordic languages, namely the Scandinavian ones, Danish, Faroese, Icelandic, Norwegian and Swedish, are historically, lexically and structurally very similar means that they provide an interesting target for semantic research. Are there systematic semantic differences between these languages? If so, are the formal semantic analytic tools that have been developed mainly for English and German sufficiently fine-grained to account for the differences among the Scandinavian languages? These were some of the questions asked in the research project Comparative Semantics for Nordic Languages (NORDSEM), which was funded by the Joint Committee of the Nordic Research Councils for the Humanities in 1998–2001 and which involved researchers at the Copenhagen Business School, Göteborg University and the University of Oslo. Two of the papers in this issue (by Carl Vikner and Kjell Johan Sæbø) derive directly from the NORDSEM project whereas the third paper, by Erich Round, pursues some issues investigated during the project by Joakim Nivre and published in Nordic Journal of Linguistics 25:1 (2002).
3
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.
Full text
4
Elston-Güttler, Kerrie E., and Thomas C. Gunter. "Fine-tuned: Phonology and Semantics Affect First- to Second-language Zooming In." Journal of Cognitive Neuroscience 21, no. 1 (January 2009): 180–96. http://dx.doi.org/10.1162/jocn.2009.21015.
Full textAbstract:
We investigate how L1 phonology and semantics affect processing of interlingual homographs by manipulating language context before, and auditory input during, a visual experiment in the L2. Three experiments contained German–English homograph primes (gift = German “poison”) in English sentences and was performed by German (L1) learners of English (L2). Both reaction times and event-related brain potentials were measured on targets reflecting the German meaning of the interlingual homograph. In Experiment 1, participants viewed a pre-experiment English film, then half of the participants (n = 16) heard noise and the other half (n = 16) heard German pseudowords during the experiment; in Experiment 2, participants (n = 16) viewed a pre-experiment German film then heard noise; and in Experiment 3, participants (n = 16) viewed the pre-experiment English film then heard real German words. Those who had viewed the English film then heard noise during Experiment 1 showed no L1 influence. Those who saw the English film but heard German pseudowords during Experiment 1, or viewed the German film before and heard noise during Experiment 2, showed L1 influence as indicated by N400 priming of L1-related targets in the first half of the experiment. This suggests that a pre-experiment film in the L1 or the presence of L1 phonology during the experiment slowed down adjustment to the L2 task. In Experiment 3 with real L1 words in the background, N400 priming of L1 meanings was observed throughout the entire experiment for lower-proficiency participants. We discuss our findings in terms of context types that affect L1-to-L2 adjustment.
5
Rice, Curt. "Gjert Kristoffersen (2000). The phonology of Norwegian. Oxford: Oxford University Press. Pp. xvi+366." Phonology 18, no. 3 (December 2001): 434–38. http://dx.doi.org/10.1017/s095267570100416x.
Full textAbstract:
The phonology of Norwegian is the ninth book in the Oxford University Press series The Phonology of the World's Languages. With Kristoffersen's book, nearly half of this series is devoted to studies of Germanic languages, in which context his work supplements previous volumes on Dutch (Booij 1995), German (Wiese 1996) and English (Hammond 1999). The phonology of Norwegian fits comfortably into this series and the author has been successful in achieving his stated purpose of giving a thorough presentation of the phonological facts of Norwegian as well as offering analyses of many of those facts. The phonology of Norwegian can be seen as supplanting Kristoffersen (1991), the author's doctoral dissertation from the University of Tromsø, which has until this point arguably been the most comprehensive discussion of Norwegian phonology.
6
Stelter, Julia. "To pun or not to pun?" Languages in Contrast 11, no. 1 (March 22, 2011): 23–39. http://dx.doi.org/10.1075/lic.11.1.04ste.
Full textAbstract:
This paper presents a contrastive analysis of puns in English and German based on a bilingual corpus of 2,400 jokes from published collections. The main assumption is that punning in the two languages differs in quantity and quality because of contrasts in morphosyntax, lexis and phonology. More precisely, given that the creation of most types of paronomastic jokes is considered to be facilitated in English, the English data set is expected to show a higher number and a greater variation of puns. However, a few manifestations of punning are assumed to occur particularly often in the German data. Seven hypotheses related to these predictions are tested. The most significant finding is that puns in the English set clearly outnumber puns in the German set.
7
Walker, Ronald W., and John A. Hawkins. "A Comparative Typology of English and German." Modern Language Journal 71, no. 1 (1987): 104. http://dx.doi.org/10.2307/326787.
Full text
8
Shannon, Thomas F., and John A. Hawkins. "A Comparative Typology of English and German." Language 64, no. 4 (December 1988): 820. http://dx.doi.org/10.2307/414586.
Full text
9
Cahill, Lynne, Carole Tiberius, and Jon Herring. "PolyOrth." Written Language and Literacy 16, no. 2 (September 3, 2013): 146–85. http://dx.doi.org/10.1075/wll.16.2.02cah.
Full textAbstract:
The relationship between orthography, phonology and morphology varies with different languages and writing systems. These relationships are by no means random. They follow rules, albeit with exceptions, even for relatively irregular languages like English. In this paper, we present the PolyOrth approach to representing these relationships, which definines orthographic forms in terms of their phonological and morphological correspondences within inheritance lexicons. The approach involves defining Finite State Transducers (FSTs), but in a much more subtle way than traditional speech-to-text or text-to-speech transducers. We define FSTs to provide phoneme to grapheme mappings for onsets, peaks and codas, as well as a grapheme to grapheme FST which defines spelling rules. We demonstrate the approach applied to English, Dutch and German. These three languages are interesting because they share many features of all three levels (orthography, morphology and phonology) whilst also demonstrating significant differences. This allows us to illustrate not only a range of different orthography/ phonology/ morphology relationships within languages but also the possibility of sharing information about such mappings across languages.
10
YOUNG-SCHOLTEN, MARTHA, and MONIKA LANGER. "The role of orthographic input in second language German: Evidence from naturalistic adult learners’ production." Applied Psycholinguistics 36, no. 1 (January 2015): 93–114. http://dx.doi.org/10.1017/s0142716414000447.
Full textAbstract:
ABSTRACTA yearlong study of the acquisition of German by three American secondary school students reveals influence of orthographic input on their segmental development in phonology. The three had not been exposed to German prior to the year they spent in Germany, they received little explicit instruction on German, and they were the only native English speakers in their communities. Examination of their production of word-initial <s>, which is realized as [z] in German but [s] in English, points to influence of the orthographic input they received while interacting with written text as fully matriculated students in German secondary schools. Despite considerable aural input from their standard German-speaking peers, teachers, and host family members over the 12 months of their stay in Germany, the three learners’ production of word-initial <s> was typically [s]. Finer-grained analysis using Praat shows variation in voicing, suggesting these learners were also responding to the aural input.
11
Levi, Susannah V., and Richard G. Schwartz. "The Development of Language-Specific and Language-Independent Talker Processing." Journal of Speech, Language, and Hearing Research 56, no. 3 (June 2013): 913–25. http://dx.doi.org/10.1044/1092-4388(2012/12-0095).
Full textAbstract:
Purpose In this study, the authors aimed to investigate how differences in language ability relate to differences in processing talker information in the native language and an unfamiliar language by comparing performance for different ages and for groups with impaired language. Method Three groups of native English listeners with typical language development (TLD; ages 7–9, ages 10–12, adults) and 2 groups with specific language impairment (SLI; ages 7–9, ages 10–12) participated in the study. Listeners heard pairs of words in both English and German (unfamiliar language) and were asked to determine whether the words were produced by the same or different talkers. Results In English, talker discrimination improved with age. In German, performance improved with age for the school-age children but was worse for adult listeners. No differences were found between TLD and SLI children. Conclusion These results show that as listeners' language skills develop, there is a trade-off between more general perceptual abilities useful for processing talker information in any language and those that are relevant to their everyday language experiences and, thus, tied to the phonology. The lack of differences between the children with and without language impairments suggests that general auditory processing may be intact in at least some children with SLI.
12
Rosen, Nicole, Inge Genee, Jillian Ankutowicz, Taylor Petker, and Jennifer Shapka. "A Comparative analysis of rhythmic patterns in settler-heritage English and Blackfoot English in Southern Alberta." Canadian Journal of Linguistics/Revue canadienne de linguistique 64, no. 3 (January 31, 2019): 538–55. http://dx.doi.org/10.1017/cnj.2018.44.
Full textAbstract:
AbstractIn this paper we explore differences in prosodic rhythm between two English speech communities in rural Southern Alberta, Canada: speakers of Blackfoot First Nation descent and those of settler descent. Using the Variability Index (VI), we show that there are statistically significant differences between English speakers of settler descent and those of Blackfoot descent, where those of Blackfoot descent have a higher VI, that is, they are further along the stress-timing continuum than those of settler descent. We hypothesize that these differences are due to language transfer effects stemming from the community's original Blackfoot phonology which were present in their L2 English when the community norm shifted primarily to English, and that the historical, social, and geographical isolation of Blackfoot people in Southern Alberta has contributed to the development of a new local Blackfoot English norm.
13
DECLERCK, MATHIEU, IRING KOCH, and ANDREA M. PHILIPP. "Digits vs. pictures: The influence of stimulus type on language switching." Bilingualism: Language and Cognition 15, no. 4 (June 15, 2012): 896–904. http://dx.doi.org/10.1017/s1366728912000193.
Full textAbstract:
Stimuli used in cued language switching studies typically consist of digits or pictures. However, the comparability between both stimulus types remains unclear. In the present study, we directly compared digit and picture naming in a German–English language switching experiment. Because digits represent a semantic group and contain many cognates, the experiment consisted of four conditions with different stimulus sets in each condition: digits, standard language switching pictures, pictures depicting cognates, and semantically-related pictures. Digit naming caused smaller switch costs than picture naming. The data suggest that this difference can be attributed to phonology. Both methodological and theoretical implications are discussed.
14
van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.
Full textAbstract:
As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*
15
House, Juliane. "Global English, discourse and translation." Target. International Journal of Translation Studies 27, no. 3 (October 12, 2015): 370–86. http://dx.doi.org/10.1075/target.27.3.03hou.
Full textAbstract:
Abstract This paper first briefly discusses the relationship between comparative discourse analyses of original and translated texts as the basis for revealing the behavior of a particular linguistic phenomenon in context and use. Concretely, the paper examines how global English impacts on translations from English into German with regard to so-called ‘linking constructions,’ a hitherto rather neglected area of connectivity in discourse. The analysis focusses on the forms, functions, distribution, and the translation equivalents in parallel and comparable corpora. Results indicate that the use of linking constructions differs substantially in English and German discourse, and these differences may well block English influence on German discourse norms via translation.
16
Ishag, Adil, Claus Altmayer, and Evelin Witruk. "A comparative self-assessment of difficulty in learning English and German among Sudanese students." Journal of Language and Cultural Education 3, no. 2 (May 1, 2015): 32–38. http://dx.doi.org/10.1515/jolace-2015-0012.
Full textAbstract:
Abstract It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.
17
CULICOVER, PETER W., and SUSANNE WINKLER. "English focus inversion." Journal of Linguistics 44, no. 3 (October 16, 2008): 625–58. http://dx.doi.org/10.1017/s0022226708005343.
Full textAbstract:
Besides the canonical Subject–I–VP structure, English has several inversion constructions in which the subject follows the inflected verb. The most familiar is Subject Auxiliary Inversion (SAI) which is analyzed as an instance of Head Movement (I–to–C-movement across the subject) in the generative tradition. In this paper we investigate Comparative Inversion (CI), which appears to be a special case of SAI in which ellipsis is required (Merchant 2003). Contrary to this analysis, we show that the subject can stay low in a noncanonical position, violating the Extended Projection Principle (EPP) in exactly those instances where it is under comparison and therefore heavily accented and contrastively focused. Our analysis shows that the non-application of the EPP is tied to regular interactions of syntax with phonology and syntax with semantics. We extend this in depth analysis to other English focus inversions and provide evidence that phonological highlighting and focus on the low subject can suspend the EPP. Thus, our analysis supports research programs which assume minimal syntactic structure and operations in interaction with interface constraints that are independently required for explanation.
18
Ackermann, Tanja, and Christian Zimmer. "The sound of gender – correlations of name phonology and gender across languages." Linguistics 59, no. 4 (June 30, 2021): 1143–77. http://dx.doi.org/10.1515/ling-2020-0027.
Full textAbstract:
Abstract Our article is dedicated to the relation of a given name’s phonological structure and the gender of the referent. Phonology has been shown to play an important role with regard to gender marking on a name in some (Germanic) languages. For example, studies on English and on German have shown in detail that female and male names have significantly different phonological structures. However, little is known whether these phonological patterns are valid beyond (closely related) individual languages. This study, therefore, sets out to assess the relation of gender and the phonological structures of names across different languages/cultures. In order to do so, we analyzed a sample of popular given names from 13 countries. Our results indicate that there are both language/culture-overarching similarities between names used for people of the same gender and language/culture-specific correlations. Finally, our results are interpreted against the backdrop of conventional and synesthetic sound symbolism.
19
Barrs, Keith. "Errors in the use of English in the Japanese linguistic landscape." English Today 31, no. 4 (November 2, 2015): 30–33. http://dx.doi.org/10.1017/s026607841500036x.
Full textAbstract:
Foreign words which have been borrowed into the Japanese language, especially in the last few centuries, are commonly labelled as 外来語, gairaigo, meaning words (語, go) coming in (来, rai) from outside (外, gai). This umbrella term encompasses lexical items from numerous foreign languages, including Russian, French, Spanish, Italian, Korean, German, and English. As they undergo the borrowing process into the Japanese linguistic system, the words are likely to undergo modification, particularly in terms of their phonology, orthography, semantics, and syntax. The overwhelming majority of gairaigo have their roots in the English language; estimates put their number at around 10% of the Japanese lexicon (Daulton, 2008; Stanlaw, 2004). They include borrowings in the daily Japanese vocabulary (ニュース, nyūsu, news); ones used primarily in specialist fields, (コーパス, kōpasu, corpus), and others recorded in dictionaries but that play very little part in actual language usage (インディビデュアル, indibijyuaru, individual).
20
Almeida, Evelyn, and Anna Shkivera. "Dialect Analysis of English." INNOVA Research Journal 2, no. 8 (August 30, 2017): 79–85. http://dx.doi.org/10.33890/innova.v2.n8.2017.264.
Full textAbstract:
The main purpose of this article is to understand better the phonology of a region/socioeconomic variety of English based on two recording from the International Dialects of English Archieve website (IDEA). As Hansen, Yapanel, Huang, & Ikeno (2004) state, “Every individual develops a characteristic speaking style at an early age that depends heavily on his language environment (i.e., the native language), as well as the region where the language is spoken†(p.1). In this study, we want to analyze how the speaker’s pronunciation of English sounds is different from the English we know (American English) and how their intonation differs from the intonation patterns with which we are familiar. Finally, we want to analyze if the speaker’s profile (age, education, gender, experience with English, and socioeconomic background) influence in their English pronunciation. For this study, we transcribed the recording in a written and a phonetic form using the International Phonetic Alphabet (IPA) and then we conducted a comparative analysis.KEYWORDS: Dialect analysis, Standard, English, Phonetic transcription
21
Giorgi, Alessandra. "The Comparative Method in Synchronic Linguistics: The Case of Word Order." Armenian Folia Anglistika 16, no. 1 (21) (April 15, 2020): 9–32. http://dx.doi.org/10.46991/afa/2020.16.1.009.
Full textAbstract:
In this article I discuss the comparative method in formal linguistics when applied to word order phenomena in Italian, English and German. I argue that the comparison has to rest on sound theoretical basis in order to reach interesting conclusions. These languages might prima facie all look Subject- Verb-Object – SVO – languages, with some puzzling issues arising in German. At a closer look however, I will show that English and Italian pattern together as their basic word order – i.e., SVO – goes, as opposed to German, an SOV language. Conversely, English and German pattern together with respect to a property typical, even if not exclusively so, of Germanic languages, i.e. Verb Second.
22
WARNER, NATASHA, JEESUN KIM, CHRIS DAVIS, and ANNE CUTLER. "Use of complex phonological patterns in speech processing: evidence from Korean." Journal of Linguistics 41, no. 2 (June 28, 2005): 353–87. http://dx.doi.org/10.1017/s0022226705003294.
Full textAbstract:
Korean has a very complex phonology, with many interacting alternations. In a coronal-/i/ sequence, depending on the type of phonological boundary present, alternations such as palatalization, nasal insertion, nasal assimilation, coda neutralization, and intervocalic voicing can apply. This paper investigates how the phonological patterns of Korean affect processing of morphemes and words. Past research on languages such as English, German, Dutch, and Finnish has shown that listeners exploit syllable structure constraints in processing speech and segmenting it into words. The current study shows that in parsing speech, listeners also use much more complex patterns that relate the surface phonological string to various boundaries.
23
Kieseier, Teresa. "Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders." International Journal of Bilingualism 25, no. 3 (March 3, 2021): 708–26. http://dx.doi.org/10.1177/1367006921996811.
Full textAbstract:
Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.
24
Ponomaryova, Liliya, and Elena Osadcha. "Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language." International Letters of Social and Humanistic Sciences 70 (June 2016): 62–69. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.62.
Full textAbstract:
The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, English, Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound.
25
DZHUMANOVA, L. S., and A. E. DARIBAEVA. "LEARNING A SECOND FOREIGN LANGUAGE BASED ON ENGLISH." Iasaýı ýnıversıtetіnіń habarshysy 123, no. 1 (March 15, 2022): 207–18. http://dx.doi.org/10.47526/2022-1/2664-0686.18.
Full textAbstract:
The topic of this scientific article is one of the most important issues in the field of education. In today's rapidly changing world, where yesterday's news is today's story, there has been an increase in the number of people who are eager to move forward and learn several languages in accordance with modern requirements. Because people today speak several languages. This article emphasizes the importance of learning German as a related language, based on the knowledge of this language after English, which is the main foreign language. At present, knowledge of the German language is one of the mandatory requirements for the professional world. There are a lot of people who speak English, and every student, every young specialist, satisfied with their knowledge and experience, clearly understands that, having mastered other languages, one can find a decent job on the global labor exchange. By teaching students German in higher education, we prepare them for the future. Instead of theory, we focused on discussing modern situations in practical classes. We hope that this will allow young professionals to use the knowledge gained in higher education with benefit in working conditions. However, very few hours are devoted to teaching German as a second foreign language in higher education. Therefore, teachers consider it necessary to use unique, effective, useful, understandable, simple methods of teaching the German language, relying on the knowledge of the main foreign language (English) of students on a comparative basis in German classes. In this article, we will talk about such useful and effective methods used in teaching German as a second foreign language based on linguistics.
26
Zavyalova, Viktoriya L. "Tracing the roots of phonetic variation in East Asian Englishes through loan phonology." Russian Journal of Linguistics 24, no. 3 (December 15, 2020): 569–88. http://dx.doi.org/10.22363/2687-0088-2020-24-3-569-588.
Full textAbstract:
One key aspect of Englishes in the Kachruvian Expanding Circle concerns phonetic features as they commonly bear traits of speakers native languages. This article explores language contact phenomena that are likely to cause L1L2 phonological transfer, which underlies the phonetic specificity of English in East Asia. Drawing on the general theory of loan phonology, the author treats phonographic adaptation of English loanwords in East Asian languages compared to Russian, as a reliable source of data that supports research on the nature of phonetic variation in Chinese, Korean, Japanese, and Russian Englishes. The data were obtained through comparative analysis of English loanwords (200 for each language) selected from dictionary sources and speech samples from the Russian-Asian Corpus of English which was collected in earlier research. The findings confirm typological correlation of phonological transfer in loanword phonographic adaptation and in foreign language phonology. In both linguistic contexts, a crucial role is played by syllabic constraints, because being the fundamental unit of any phonological system, a syllable serves a domain of its segmental and suprasegmental features. Consequently, various resyllabification phenomena occur in English borrowings in the languages of East Asia whose phonological typology is distant from that of English; as a demonstration of this same conflict, the syllabic and, hence, rhythmic organization of East Asian Englishes tends to exhibit similar code-copying variation. The greater typological proximity of English and Russian syllable regulations leads to fewer manifestations of syllabic and rhythmic restructuring in both loanword adaptations and English spoken by native speakers of Russian.
27
Watcharakaweesilp, Wassamill. "A COMPARATIVE STUDY BETWEEN ENGLISH AND GERMAN FOR NON-NATIVE SPEAKERS THROUGH DIGITAL LANGUAGE." International Journal of Humanities, Philosophy and Language 5, no. 20 (December 31, 2022): 15–24. http://dx.doi.org/10.35631/ijhpl.520002.
Full textAbstract:
The main purpose of this study is to shed light on the concept of how L2 and L3 can be enhanced. In this regard, digital language in English and German are examined in terms of a comparative study in the context of non-native speakers and the following research questions are focused: 1) What can German teachers consider when using digital language in the class?; 2) What kind of effective Teaching Materials and Tasks can be employed based on the efficient language teaching performance?; and 3) What practical recommendations can be provided to FL teachers concerning effective language pedagogy? It is suggested in this study that comparing the knowledge of German with what learners have learned previously, namely the knowledge of English, can enhance the competence of learners when learning German language. Regarding data analysis, the language functions of the two languages are analyzed qualitatively which will lead to some practical recommendations for FL teachers concerning effective language pedagogy in the context of L2 and L3. Additionally, the results of this study may be applied to develop the competence of students to their fullest potential and to enable them to compete with graduates from other institutions and other countries.
28
Canaj, Kimete. "PHRASEOLOGIES WITH ANIMAL NAMES IN ALBANIAN, GERMAN AND ENGLISH: A COMPARATIVE STUDY." Folia linguistica et litteraria XII, no. 34 (April 2021): 245–59. http://dx.doi.org/10.31902/fll.34.2021.14.
Full textAbstract:
Phraseologies with animal names in Albanian, German and English: A comparative study. The paper takes a comparative approach in discussing selected phraseologies with animal names in Albanian, German and English. The point of departure is a collection of 48 random Albanian lexemes and their counterparts in the other two languages. Phraseologies, Metaphor and Translation have a hidden relationship with one another until we explore the linguistic and conceptual roots of these words. To carry something across, and in the case of translation, something is carried over from one language to another; hence to translate. Metaphor, on the other hand, indicates a similar act of transference (Übertragung), as it is a figure of speech in which a word or phrase signifying one thing is used in place of another to suggest some degree of likeness or equivalence. The most interesting result of the comparison is that there are more similarities between the neighbour languages than Germanic languages. This implies that neighbourhood and the common history have more impact on languages, even from different families (Albanian‐German), than common roots (English‐German).
29
Akhmeev, Ilia, and Larisa Georgievna Popova. "Adaptation of Anglicisms – complex words in the German and Russian languages (based on publicistic texts)." Litera, no. 11 (November 2021): 9–18. http://dx.doi.org/10.25136/2409-8698.2021.11.36148.
Full textAbstract:
The goal of this article is to determine similarities and differences in the process of adaptation of Anglicisms in the German and Russian languages. The subject of this research is Anglicisms that are structurally represented by complex words. The topic of adaptation of Anglicisms – complex words – was selected due its poor coverage in the comparative linguistics. The article determines the derivational models of Anglicisms used in the German and Russian publicistic texts. The author traces the similarity in the presence of derivational models of Anglicisms, namely: word from the recipient language word + English word, English word + word of the recipient language, English word + English word, combinations of 3 or more English words. The scientific novelty lies in the fact that this article is first to determine the similarities and differences in adaptation of Anglicisms based on the German and Russian publicistic texts. The conclusion is made that unlike Russian language, German language features a wide variety of compounding models. The German language is characterized by the connecting consonant ‘s’ for linking several word roots; while the Russian language is characterizes by the connecting vowel ‘o’. The author also concludes on the similarities and differences of the compared languages in terms of the tendency of grammatical assimilation of the English borrowings. It is noted that in the Russian language they are often masculine, while in German there are almost as many masculine Anglicisms as neuter, as well as a number of feminine Anglicisms. The acquired results can be applied in reading the lectures on comparative lexicology of the German and Russian languages.
30
Bacskai-Atkari, Julia. "Structural case and ambiguity in reduced comparative subclauses in English and German." Acta Linguistica Hungarica 61, no. 4 (December 2014): 363–78. http://dx.doi.org/10.1556/aling.61.2014.4.1.
Full text
31
Hayes, Bruce. "Heinz J. Giegerich, Metrical phonology and phonological structure: German and English. Cambridge: Cambridge University Press, 1985. Pp. vii + 301." Journal of Linguistics 22, no. 1 (March 1986): 229–35. http://dx.doi.org/10.1017/s0022226700010707.
Full text
32
Berg, Kristian. "Identifying graphematic units." Written Language and Literacy 15, no. 1 (January 30, 2012): 26–45. http://dx.doi.org/10.1075/wll.15.1.02ber.
Full textAbstract:
It is a matter of debate how far the description of a writing system should be based on the units and categories of the respective spoken language. The present paper pursues the idea of relative autonomy: accordingly, writing systems should be based on as little phonological information as possible. Otherwise, existing structures may be superimposed by structures from the spoken language and not be discovered. As a necessary step in this direction, the present paper proposes a procedure to identify vowel and consonant letters across languages without reverting to phonology. This is achieved by making use of the different distribution of vowel and consonant letters. The proposed identification procedure is shown to work for English, Dutch, and German. Keywords: letter distribution; written minimal pairs; multi-dimensional scaling
33
Kennard, Holly J., and Aditi Lahiri. "Nonesuch phonemes in loanwords." Linguistics 58, no. 1 (February 25, 2020): 83–108. http://dx.doi.org/10.1515/ling-2019-0033.
Full textAbstract:
AbstractLoanwords may or may not affect the phonological system of a language. Much of the loanword literature has focused on the adaptation of “foreign” contrasts to native systems; however, there are certain cases where languages appear to have borrowed new phonemes. We argue that loanwords alone cannot introduce a new phoneme into a language unless there are special circumstances. We examine three case studies of apparently borrowed “unusual” phonemic contrasts: Swiss German initial geminates, Bengali retroflex stops, and English voiced fricatives. In each case, we find that rather than the loanwords introducing brand-new phonemes, an existing allophonic alternation has become phonemic due to a large influx of loanwords. Thus, the phonology rather than the phonetics alone – marked or otherwise – dominates the absorption of loans.
34
Bruthiaux, Paul. "Predicting challenges to English as a global language in the 21st century." Language Problems and Language Planning 26, no. 2 (August 8, 2002): 129–57. http://dx.doi.org/10.1075/lplp.26.2.03bru.
Full textAbstract:
The worldwide dominance of English is such that only catastrophic upheaval could seemingly threaten it in the near future. In the longer term, an emerging power (eg, China) may come to challenge American supremacy and with it the dominant position of English. However, even in the event of such a realignment, the language of that emerging power (eg, Chinese) may not succeed in arresting the advantage English already derives from critical mass. To have any chance of global spread, a challenger would need to possess structural characteristics — namely, minimal inflectional morphology, non-tonal phonology, and a non-logographic script — that would facilitate its acquisition by individuals with largely utilitarian motivations. Alternatively, to evolve these characteristics, a challenger would need to be subjected to minimal standardization and be allowed the freedom to accommodate user-driven change, including indigenization. Finally, it would need to be perceived as a vehicle for modernizing values. While hypothetical challengers (eg, Chinese, French, German, Spanish, Japanese, Russian, Arabic, or Esperanto) all exhibit some of these characteristics, only English exhibits all of them at present and for the foreseeable future. For these reasons, the worldwide dominance of English is likely to survive even a hypothetical passing of the American Era.
35
Al- Sieedy, Dr Ghanim J. Idan. "The Diminutive in English and Arabic: A Comparative study." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (December 1, 2017): 1–12. http://dx.doi.org/10.36473/ujhss.v223i1.309.
Full textAbstract:
Carrying out comparative studies may pave the way for knowing some universal facts about human language and the common characteristics the compared languages have. The present study tackled one phenomenon of language, the diminutive, which was seen common both to English and Arabic. In English, the diminutive usually shows that something is small and it is either used literally or metaphorically. In Arabic, on the other hand, such meanings are also to be noticed together with the idea that the diminutive mainly means shortening. The paper was divided into three sections and a conclusion. Section one dealt with the diminutive in English giving a definition, talking about the formation of the diminutive, showing the relation between the diminutive and phonology, the diminutive and productivity, the diminutive and borrowing, the diminutive and other languages and afterwards the relation between the diminutive and pragmatics. Section two, on the other hand, was concerned with the diminutive in Arabic where a definition was also given, the functions the diminutive achieve, the conditions for forming the diminutive, the prosodic measures the diminutive follows and the rules and exceptions it follows. Section three was a comparison between the diminutive in English and Arabic. The study ended with mentioning some conclusions the study came out with. It was seen that the two languages differed on the phonological level, some differences were noticed as regards the parts of speech and functions the diminutive perform in each of the two languages.
36
Bawej, Izabela. "Rozumowanie dedukcyjne w procesie uczenia się języka niemieckiego jako drugiego języka obcego na przykładzie podsystemu gramatycznego." Neofilolog, no. 58/1 (April 27, 2022): 85–98. http://dx.doi.org/10.14746/n.2022.58.1.6.
Full textAbstract:
The role of the first foreign language in second foreign language learning is an interesting research question.
The main purpose of the research was to relate if and how the learners make deductions about German grammar based on English language skills. Therefore, this study presents the results of a survey conducted among students of Applied Linguistics who learn German after English. Participants were interviewed to state their opinion about the usefulness of English in learning German structures. The results of this inquiry allow the conclusions that learners use and transfer the previously acquired knowledge and information from what they have in first foreign language in order to understand, learn or form structures in the second foreign language. They compare both languages, look for similarities in the creation of the construction and the application of the structures or constructions, conclude by analogies between English and German in grammatical subsystem. In this way they deduce that English makes possible and facilitates to memorize grammatical forms while learning German, e.g. passive voice, articles, tenses, irregular verbs, comparative and superlative adjectives.
37
BEAL, JOAN C., SUSAN FITZMAURICE, and JANE HODSON. "Special issue: selected papers from the fourth International Conference on Late Modern English." English Language and Linguistics 16, no. 2 (June 1, 2012): 201–7. http://dx.doi.org/10.1017/s1360674312000093.
Full textAbstract:
This issue ofEnglish Language and Linguisticscontains a selection of papers from the fourth conference on Late Modern English, held at the University of Sheffield in May 2010. Twenty-one years previously, when Charles Jones referred to the eighteenth and nineteenth centuries as the ‘Cinderellas of English historical linguistic study’ (1989: 279), such a conference, let alone the fourth in a series of such conferences, would have seemed highly unlikely. Jones was alluding to the comparative neglect of the more recent past in historical studies of English. Up to this point, linguistic scholars had tended to regard the Late Modern period as unworthy of their attention. Morton W. Bloomfield & Leonard Newmark reflect this view in their assertion that ‘after the period of the Great Vowel Shift was over, the changes that were to take place in English phonology were few indeed’ (1963: 293). They also argue that any changes in the language that had occurred between the eighteenth and the mid twentieth centuries were ‘due to matters of style and rhetoric . . . rather than to differences in phonology, grammar or vocabulary’, going on to claim that ‘historical or diachronic linguistics, as such, is traditionally less concerned with such stylistic and rhetorical changes of fashion than with phonological, grammatical and lexical changes’ (1963: 288). This tendency to disregard anything not viewed as structural is very much of its time, but almost thirty years later, Dennis Freeborn was still claiming that ‘the linguistic changes that have taken place from the eighteenth century to the present day are relatively few’ (1992: 180).
38
van der Auwera, Johan. "From contrastive linguistics to linguistic typology." Languages in Contrast 12, no. 1 (January 12, 2012): 69–86. http://dx.doi.org/10.1075/lic.12.1.05auw.
Full textAbstract:
The paper looks back at Hawkins (1986), A comparative typology of English and German, and shows, on the basis of raising and human impersonal pronouns in English, Dutch and German, that contrastive linguistics can be viewed as a pilot study in typology. It also pleads for doing the contrastive linguistics of three languages rather than of two, not least because the third language can teach us something about the other two.
39
Rankin, Tom, and Barbara Schiftner. "Marginal prepositions in learner English." International Journal of Corpus Linguistics 16, no. 3 (October 24, 2011): 412–34. http://dx.doi.org/10.1075/ijcl.16.3.07ran.
Full textAbstract:
This paper illustrates the use of learner corpus data to inform language teaching. A comparative interlanguage analysis of a specific class of complex and marginal prepositions in a range of L1 German learner corpora is presented. The comparison shows that, in native English, prepositions in the semantic field of “reference” and “aboutness” are used in distinct structural and collocational environments, while the learner data shows a greater degree of interchangeability in use. Since the distribution of these prepositions in native English is more differentiated than might be suggested by the standard pedagogical reference works, implications for English language teaching are suggested.
40
Lenerz, Juergen. "A. Hawkins. 1986. A Comparative Typology of English and German. Unifying the contrasts." Studies in Language 11, no. 2 (January 1, 1987): 494–502. http://dx.doi.org/10.1075/sl.11.2.19len.
Full text
41
Chernenok, Irina G., and Elena M. Gordeeva. "Comparative analysis of the epistemological language in translation." Slovo.ru: Baltic accent 12, no. 1 (February 2021): 63–70. http://dx.doi.org/10.5922/2225-5346-2021-1-4.
Full textAbstract:
The article presents a comparative analysis of the translation of basic epistemological terms and attempts to analyse cognitive factors underlying the construction of meaning in the translation process. Apart from linguistic expertise, the translation of philosophical texts requires a profound understading of the subject matter. Ambiguity of philosophical terms, which appears as a result of the development of a particular concept within a specific philosophical school of thought, may lead to inconsistencies in the translation decision-making. The paper aims to apply a cognitive approach to the translation of epistemological terms into the German and English language: Erkenntnis/cognition vs knowledge. In this study, context is interpreted as a verbalization of a specific conceptual frame facilitating the identification of the appropriate meaning of the term on a deeper, conceptual level. The article contains numerous examples from the works of Immanuel Kant translated into English as well as the data from multilingual translation corpora which are used to describe translation-relevant aspects of conceptual integration in philosophical discourse.
42
Steriopolo, Olena. "SEGMENTAL AND SUPRASEGMENTAL PHONETICS OF THE UKRAINIAN LANGUAGE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 166–82. http://dx.doi.org/10.24195/2616-5317-2020-30-11.
Full textAbstract:
The article is dedicated to the study of the current state of segmental and suprasegmental phonetics and phonology of the Ukrainian language reviewed from the recent comparative investigations. In the focus of the research there is the analysis of phonemes’ syntagmatics and paradigmatics as well as the survey of the word stress realizations and the peculiarities of Ukrainian intonation as contrasted to German. The phonetical and phonological peculiar features of sound system and structural types of syllables in Ukrainian are also analyzed. Besides, Ukrainian word stress and intonation are studied as well as the phonetic realization of Aesop’s fable “The Sun and the Wind”. The research has been focused on the functioning of phonemes in the strong and weak position, in stressed and unstressed syllables. The typological discrepancies on the segmental and suprasegmental levels have been made distinct. The peculiarities of transcribing and transliterating Ukrainian texts in German have also been studied. The following conclusions have been arrived at. Ukrainian intonation differs from German intonation by the melody of interrogative sentences. The most relevant words in the utterance, the so-called semantic centres, are tonically realized at the highest pitch level with the subsequent fall, the intensity is maximum. The semantic centre in the Ukrainian texts under investigation is in the final part of the utterances, while in spontaneous speech the position of the centre may vary.
43
Voronevskaya, Natalia V. "ON ENGLISH TRANSLATIONS OF R. M. RILKE’S POETIC LANGUAGE." Вестник Пермского университета. Российская и зарубежная филология 13, no. 2 (2021): 89–96. http://dx.doi.org/10.17072/2073-6681-2021-2-89-96.
Full textAbstract:
This study aims to assess the adequacy of the form of German sonnets when reproduced in English translations. The focus is on interrogative sentences, which, together with the sonnet in the form of a macro-sentence, the shortened verse and enjambment, are the characteristics of the innovative features of Sonnets to Orpheus by R. M. Rilke. The lyrical cycle Sonnets to Orpheus is among the most translated into world languages of Rilke’s poetry works, as well as Duino Elegies. Both professional and amateur poets and translators have been competing to put the Austrian writer’s best poems into English. Here we examine more than twenty English translations of the Sonnets into English, made from 1936 to 2008. The importance of the comparative linguistic-stylistic study of the original and its translations is determined by the continuing interest in Rilke’s works in English-speaking countries and the necessity to understand the principles of reconstructing the features of Rilke’s poetics using the English language. The system of methods used in this work includes: historical and philological analysis, comparative linguistic and stylistic description, as well as comparative analysis of the original and translation in the form that was developed in the works of V. Bryusov (1905), N. Gumilev (1919), M. Lozinsky (1935), E. Etkind (1963), S. Goncharenko (1987). We have found that the innovative nature of German sonnets is not always reflected in English translations. In some translations, American and British translators significantly modified the form of the original: interrogative sentences dominating in XVII and XVIII sonnets of the second part of the lyric cycle were not reproduced in English translations made by G. Good, D. Young, C. Haseloff, N. Mardas Billias and others.
44
Slaba, Oksana, Yaroslava Padalko, Olena Vasylenko, and Larysa Parfenova. "Functional Aspects of Interlingual Borrowings: Current Challenges." Arab World English Journal 12, no. 2 (June 15, 2021): 318–29. http://dx.doi.org/10.24093/awej/vol12no2.22.
Full textAbstract:
A particular status of the English language as the language of international communication and connections between the nearly related English and German languages resulted in the emergence of many interlingual borrowings in the Modern English and German language vocabularies. The paper aims to consider the functioning of borrowings (loanwords) in the English and German languages. To reach the aim of the research and to carry out the tasks assigned, the following methods were used: a descriptive method, the method of correlation, componential analysis and, comparative semantic analysis. The paper focuses on linguistic and extralinguistic factors of the German and English interaction. Special attention is paid to clarifying the notion of borrowing in modern linguistic science. The word-formative calques and half-calques (hybrids), which differ from ordinary lexical borrowings by using partially borrowed lexical material, are identified in addition to direct lexical borrowings in the language subsystem under study. The paper demonstrates the significant influence of English borrowings on the structural-semantic qualities of German words, on various semantic changes, as well as on the participation of loanwords in the lexico-semantic variation: synonymy, polysemy, homonymy, and antonymy. The results of the research can also be used in the teaching and learning of both languages, in the course of lexicology or linguistics.
45
Kobzar, O. I. "Features of borrowings from English in the German-language glossary of the Covid-19 pandemic." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 59–66. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-59-66.
Full textAbstract:
The article is dedicated to the study of the current changes in the vocabulary of the German language, caused by the forced conditions of existence in the new reality of the coronavirus pandemic. Attention is focused on newly formed or re-actualized Anglicism, the way of their creation and peculiarities of functioning. It has been noted that the use of borrowings from the English language in the Glossary of the Coronavirus Pandemic is caused by the pragmatic needs of the German language to most accurately reflect changes in social life, using its inherent principles of language economy. The most common sociolects of the coronavirus period are mixed neologism composites, constructed from English and German components, and words consisting of previously borrowed morphemes in new combinations. Such neologisms expand the expressive and stylistic possibilities of German discourse. Some of them are partially assimilated, adapted to the spelling and morphological norms of the German language. We consider that a more detailed study of each English borrowings group in a comparative aspect is promising.
46
ANDERSON, JOHN. "Old English i-umlaut (for the umpteenth time)." English Language and Linguistics 9, no. 2 (October 31, 2005): 195–227. http://dx.doi.org/10.1017/s1360674305001620.
Full textAbstract:
This article offers an account of i-umlaut in Old English based on lexical minimality: the elimination of redundancies from, in this case, the phonological subentries in the lexicon. And the notation is that of Anderson & Ewen (1987), which is based, crucially for the present formulation, on simplex features which may combine in varying proportions. These assumptions combine to favour system-dependent underspecification. In accord with lexical minimality, the approach taken here is also polysystemic: thus, for instance, Old English vowels, even Old English accented vowels, do not enter into only one system of contrasts. The phonology is a system of systems sharing some but not all contrasts. The article attempts to show that on this basis some of the many apparent anomalies that the evidence has been thought to suggest can be resolved in terms of a simple coherent formulation. Concerning the interpretation of this evidence, it is the intention of the article to minimize appeals to phonetic features and phonetic processes not warranted by textual and comparative testimony. It is suggested that lack of attention to polysystemicity and a pervasive indulgence on the part of historical phonologists in phonetic fantasies undermine the conclusions reached by generations of scholars concerning the development of phonological systems, both in general and in particular.
47
Galich, G. G. "COMPARATIVE ANALYSES OF THE SIGNIFICANCE CATEGORY IN ENGLISH, GERMAN AND RUSSIAN." Review of Omsk State Pedagogical University. Humanitarian research, no. 36 (2022): 86–91. http://dx.doi.org/10.36809/2309-9380-2022-36-86-91.
Full textAbstract:
The article considers the representation of the concept of cognitive category of significance or salience in English, German and Russian as a manifestation of a universal way of the surrounding world cognition. The peculiarity of studying the presence of the category of salience in the compared and other languages is the combination of elements of neurophysiological and linguistic scientific knowledge. The description is based on the relationship traditionally distinguished in linguistics between different types of categories reflected in discursive structures, which is studied from the point of view of their ability to embody human cognition and serve as a material for building a common conceptual system of the individual and language. Adjective and substantive markers of salience are presented, an extensive set of which in all three languages indicates the scope of the category and the variety of its manifestations.
48
Gooskens, Charlotte, and Femke Swarte. "Linguistic and extra-linguistic predictors of mutual intelligibility between Germanic languages." Nordic Journal of Linguistics 40, no. 2 (October 2017): 123–47. http://dx.doi.org/10.1017/s0332586517000099.
Full textAbstract:
We report on a large-scale investigation of the mutual intelligibility between five Germanic languages: Danish, Dutch, English, German and Swedish. We tested twenty language combinations using the same uniform methodology, making the results commensurable for the first time. We first tested both written and spoken language by means of cloze tests. Next we calculated linguistic distance at the levels of lexicon, orthography, phonology, morphology and syntax. We also quantified exposure and attitudes towards the test languages. Finally, we carried out a regression analysis to determine the relative importance of these linguistic and extra-linguistic predictors for the mutual intelligibility between Germanic languages. The extra-linguistic predictor exposure was the most significant factor in predicting intelligibility in the Germanic language area. The effect of attitude was very small. Lexical distance, orthographic and phonetic distances were the most important linguistic predictors of intelligibility.
49
Telford Rose, Sulare L., Kay T. Payne, Tamirand N. De Lisser, Ovetta L. Harris, and Martine Elie. "A Comparative Phonological Analysis of Guyanese Creole and Standard American English: A Guide for Speech-Language Pathologists." Perspectives of the ASHA Special Interest Groups 5, no. 6 (December 17, 2020): 1813–19. http://dx.doi.org/10.1044/2020_persp-20-00173.
Full textAbstract:
Purpose Speech-language pathologists (SLPs) are responsible for differentially diagnosing a speech or language difference versus disorder. However, in the absence of data on particular cultural or linguistic groups, misdiagnosis increases. This study seeks to bridge the gap in available resources for SLPs focusing on the phonological features of Guyanese Creole (GC), a Caribbean English–lexified Creole. This study addresses the following question: What are the differences between the phonological features of GC and Standard American English (SAE), which may potentially cause SLPs to misdiagnose Guyanese speakers? Method A contrastive phonological analysis was conducted to identify the phonological differences of GC from SAE. Results The study results indicate differences in vowels, dental fricatives, voiced alveolar liquids, voiceless glottal fricatives, voiced palatal glides, consonant clusters, final consonants, and unstressed syllables. Conclusions The findings of this study support the literature that GC is distinct from SAE in its phonology. The results provide SLPs with data to make informed clinical and educational decisions when assessing the linguistic competencies of children from Caribbean backgrounds, specifically GC speakers.
50
Sorokina, Oksana, Irina Krasnova, and Veronika Shabanova. "Problems of translating English and German proverbs into Russian: the comparative aspect." E3S Web of Conferences 210 (2020): 21016. http://dx.doi.org/10.1051/e3sconf/202021021016.
Full textAbstract:
This article presents the results of the comparative analysis of translatability of English and German proverbs into Russian, which allows to discover specific features of communicants within various linguocultures, which is one of the priority areas of modern linguistic research. The work emphasizes that due to their figurativeness and ethno-cultural specificity, proverbs are a striking example of untranslatability or difficult translatability. This determines the significance of the research under discussion – the increasing need of society for high-quality translation and training of qualified translators. Despite a sufficient number of works devoted to paremiology, the major attention is paid to the semantic and structural features of proverbs in different languages under the absence of comprehensive studies on the translation of proverbial units, which hampers the complete study of the translation problem of paremias. The purpose of the study is to identify close correlations between the proverbs of different languages based on the comparative analysis of the linguistic material of the English, German and Russian languages and a comparison of approaches to the solutions of the problems of their translation. The accomplishment of the stated purpose predetermined the objectives of the study: basing on the analysis of experience concerning proverbs that was accumulated by modern linguistics, to reveal the notion of a proverb; to study the reflection of the linguistic world-picture in the proverbs of the English, German and Russian languages, as well as to conduct the comparative translation analysis. As a result, the authors were able to identify and describe the difficulties encountered in translating English and German proverbs into Russian. The article presents the author's classification of the studied phraseological units in accordance with their translatability from the source language into the target language. All research results are supported by the statistical data.