Journal articles: 'Phonetic transcription'

1

Bailey, Guy, and Charles-James N. Bailey. "English Phonetic Transcription." Language 65, no. 1 (March 1989): 174. http://dx.doi.org/10.2307/414857.

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Wells, John C. "Computer-coded phonetic transcription." Journal of the International Phonetic Association 17, no. 2 (December 1987): 94–114. http://dx.doi.org/10.1017/s0025100300003303.

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Speech databases on Danish, Dutch, English, French, German and Italian are being set up as part of an Esprit-funded project, ‘Speech Assessment Methods’ (SAM), which is concerned with the establishment of standardized assessment methods for automatic speech recognition devices. An important aspect of this work is the devising of a standard set of conventions for the machine-readable phonetic transcription of these languages. This matter was discussed at a two-day meeting in London devoted to aspects of the organization of speech databases, which was attended by participants from SAM Partners in the five currently participating countries (Denmark, France, Italy, Netherlands, United Kingdom), together with representatives from the German Federal Republic. Participants agreed that a compromise based on the three existing multilingual proposals could be achieved: its broad outlines were agreed, while the elaboration of detail was left to the present author and this report.

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Šuštaršič, Rastislav. "Phonemic Transcriptions in British and American Dictionaries." ELOPE: English Language Overseas Perspectives and Enquiries 2, no. 1-2 (June 22, 2005): 87–95. http://dx.doi.org/10.4312/elope.2.1-2.87-95.

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In view of recent criticisms concerning vowel symbols in some British English dictionaries (in particular by J. Windsor Lewis in JIPA (Windsor Lewis, 2003), with regard to the Oxford Dictionary of Pronunciation (Upton, 2001), this article extends the discussion on English phonemic transcriptions by including those that typically occur in standard American dictionaries, and by comparing the most common conventions of British and American dictionaries. In addition to symbols for both vowels and consonants, the paper also deals with the different representations of word accentuation and the issue of consistency regarding application of phonemic (systemic, broad), rather than phonetic (allophonic, narrow) transcription. The different transcriptions are assessed from the points of view of their departures from the International Phonetic Alphabet, their overlapping with orthographic representation (spelling) and their appropriateness in terms of reflecting actual pronunciation in standard British and/or American pronunciation.

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Folkins, John W., and Ken M. Bleile. "Taxonomies in Biology, Phonetics, Phonology, and Speech Motor Control." Journal of Speech and Hearing Disorders 55, no. 4 (November 1990): 596–611. http://dx.doi.org/10.1044/jshd.5504.596.

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This article begins with a review explaining the different purposes of biological taxonomies. Taxonomic units are often dependent on the purpose for which the taxonomy has been constructed. Biological taxonomies provide an analogy that we use to emphasize some of the distinctions among the units of phonetic transcription systems, competence phonologies, and performance phonologies. The units of both phonology and phonetic transcription are considered as possible units of the speech motor system, and some of the difficulties of this assumption are explained. Although phonemic units, like units of phonetic transcription, are useful for many purposes, it is not theoretically necessary to use units derived as part of competence phonologies in systems attempting to explain phonological performance or speech motor performance. In this regard, we challenge the concept of coarticulation, because it is based on assumptions about the role of phonological or phonetic units in speech motor control. We offer an integrated perspective that has implications for research in speech motor control and deficits of the speech motor system. We see speech motor deficits as distinct from, yet possibly interacting with, phonological deficits.

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Hillenbrand, James M., Robert T. Gayvert, and Michael J. Clark. "Phonetics Exercises Using the Alvin Experiment-Control Software." Journal of Speech, Language, and Hearing Research 58, no. 2 (April 2015): 171–84. http://dx.doi.org/10.1044/2014_jslhr-s-14-0149.

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Purpose Exercises are described that were designed to provide practice in phonetic transcription for students taking an introductory phonetics course. The goal was to allow instructors to offload much of the drill that would otherwise need to be covered in class or handled with paper-and-pencil tasks using text rather than speech as input. Method The exercises were developed using Alvin, a general-purpose software package for experiment design and control. The simplest exercises help students learn sound–symbol associations. For example, a vowel-transcription exercise presents listeners with consonant–vowel–consonant syllables on each trial; students are asked to choose among buttons labeled with phonetic symbols for 12 vowels. Several word-transcription exercises are included in which students hear a word and are asked to enter a phonetic transcription. Immediate feedback is provided for all of the exercises. An explanation of the methods that are used to create exercises is provided. Results Although no formal evaluation was conducted, comments on course evaluations suggest that most students found the exercises to be useful. Conclusions Exercises were developed for use in an introductory phonetics course. The exercises can be used in their current form, they can be modified to suit individual needs, or new exercises can be developed.

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Powell, Thomas W. "Phonetic Transcription of Disordered Speech." Topics in Language Disorders 21, no. 4 (August 2001): 52–72. http://dx.doi.org/10.1097/00011363-200121040-00007.

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Powell, Thomas W. "Phonetic Transcription of Disordered Speech." Topics in Language Disorders 21, no. 4 (August 2001): 52–72. http://dx.doi.org/10.1097/00011363-200108000-00007.

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Wothke, K. "Morphologically based automatic phonetic transcription." IBM Systems Journal 32, no. 3 (1993): 486–511. http://dx.doi.org/10.1147/sj.323.0486.

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Henton, Caroline, and Anthony Bladon. "Developing computerized transcription exercises for American English." Journal of the International Phonetic Association 17, no. 2 (December 1987): 72–82. http://dx.doi.org/10.1017/s0025100300003285.

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Acquiring the skill of phonetic transcription from orthographic text is a widespread technique included in all undergraduate curricula for phonetics, linguistics and speech science. It is an ability which is also frequently expected in students of modern languages and English. Any instructor who has been faced with a pile of thirty and more transcriptions to mark knows what a laborious task this is, requiring a lot of close examination of fine detail. To be able to lighten the load by computerizing some of the detail of error-correcting is therefore seen as desirable from several points of view.

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Braun, Almut. "IPAtranscriptor: A Python program for narrow phonetic transcription for blind and sighted linguists." Journal of the International Phonetic Association 50, no. 2 (September 28, 2018): 193–98. http://dx.doi.org/10.1017/s0025100318000233.

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IPAtranscriptor is a tool for creating narrow phonetic transcriptions. As it connects to the computer's default text-to-speech engine on demand, the program can be used not only by sighted but also by partially sighted and blind individuals. Sighted users can choose whether they prefer the mouse or the keyboard as their input device. In contrast to other programs, the full set of symbols and diacritics of the International Phonetic Alphabet (IPA) is implemented and users can produce very narrow phonetic transcriptions as they can insert up to three diacritics above and three diacritics below each IPA symbol to modify it. Furthermore, the program can facilitate the collaboration between blind and sighted phoneticians (or students of linguistics in general) since they can easily exchange their phonetic transcriptions. A conversion of the transcriptions is not necessary as all transcribers can use the same system regardless of their visual abilities. IPAtranscriptor is freely available online and is believed to be the first audio-based program for narrow phonetic transcription that can be used by blind and sighted phoneticians.

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Kerswill, Paul, and Susan Wright. "The validity of phonetic transcription: Limitations of a sociolinguistic research tool." Language Variation and Change 2, no. 3 (October 1990): 255–75. http://dx.doi.org/10.1017/s0954394500000363.

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ABSTRACTAuditory phonetic transcription is a stock-in-trade of sociolinguists; it is transcriptions, not actual speech, that form the raw data of much of sociolinguistics. Given its importance, it is surprising that phonetic transcription has rarely been examined by sociolinguists from the point of view of its validity and its reliability — despite the existence of a certain amount of discussion in the phonetic literature. Rather, it has been treated as a pretheoretical notion. In this article, we report an experiment that compares the auditory transcriptions of trained phoneticians with physiological data on the same utterances, using the technique ofelectropalatography. The experiment shows that (a) there are intervening factors of a psycho-acoustic nature that impinge on a phonetician's transcription, thus affecting validity; and (b) there is considerable inconsistency, both between phoneticians and between a single phonetician's different attempts at transcribing the same token. Both of these latter factors show that a high degree of reliability cannot be assumed.

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Mihajlik, Péter, Tibor Révész, and Péter Tatai. "Phonetic transcription in automatic speech recognition." Acta Linguistica Hungarica 49, no. 3-4 (November 2002): 407–25. http://dx.doi.org/10.1556/aling.49.2002.3-4.9.

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Werfel, Krystal L. "Phonetic Transcription Training Improves Adults’ Explicit Phonemic Awareness: Evidence From Undergraduate Students." Communication Disorders Quarterly 39, no. 1 (May 16, 2017): 281–87. http://dx.doi.org/10.1177/1525740117702456.

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Al -Zubaidi, Assist Instructor Rasha Tareq Awad, and Instructor: Sinan Ameer Yousif. "The Impact of phonetic Cues in Connected Speech." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 59, no. 4 (December 15, 2020): 33–42. http://dx.doi.org/10.36473/ujhss.v59i4.1204.

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The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream? In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech. The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues. In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made

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Vinay, Jean-Paul. "L'enseignement de la prononciation: L'un des buts de l'Association Phonétique International." Journal of the International Phonetic Association 16, no. 1 (June 1986): 48–53. http://dx.doi.org/10.1017/s002510030000311x.

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The following text was read at the VIIIth International Congress of Phonetic Sciences, held at the University of Leeds in August 1972. Its contents gave rise to quite a lively discussion, but it was never published. I think the problem still calls for a close scrutiny, particularly at a time when the Association is reconsidering its aims and procedures. Speaking from my experience, I based my argument on the problems of teaching pronunciation of second languages between the two World Wars. This was one of the more important tasks of phoneticians, especially in the UK and, to a lesser extent, in the USA; the results were excellent, often outstanding. Under the leadership of Daniel Jones, graduates from UCL acquired a thorough knowledge of spoken French, achieving a near perfection in articulation and intonation. Now, this was the avowed aim of the Department of Phonetics at UCL and other universities, which reflected on the curriculum and teaching procedures of grammar schools and high schools. An important dose of phonetic and phonemic theory was included in the course, to supply a basis for memorizing morphophonemic rules and the interface between sounds and spelling; some contrastive work was also included, contrasting English and French phonetic structures. It seems to me that this approach has now lost some of its appeal, and although phonemic transcription has gained a wider recognition since 1925, the overall aim of teachers is an acceptable approximation rather than a strict imitation. I submit this text therefore in the hope that it will be examined by the Council and the membership, to see whether it still has merit, and if so, to examine what the modern science of applied linguistics can do about it. It will be obvious to all that such teaching is closely associated with problems of transcription involving the choice and use of IPA symbols very much in the way envisaged by Peter Ladefoged in his recent circular letter.

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Sirazitdinov, Zinnur, Lilia Buskunbaeva, and Tashpolot Sadykov. "ON THE PRINCIPLES OF CREATING PHONETIC CORPORA OF TURKIC LANGUAGES ON THE BASIS OF DIALECTS OF BASHKIR LANGUAGE." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 105–14. http://dx.doi.org/10.17015/aas.2019.193.08.

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The article deals with the principles of transcription of audio materials of field expeditions to create a phonetic corpus of Turkic languages, including dialects and subdialects. Transcription is developed on the basis of audio corpus data on the subdialects of the Eastern dialect of the Bashkir language. It is close to phonemic and as close as possible to the spelling of the modern language. Free access of linguists of different specialization to the primary corpus is provided, which will serve as an invaluable source for the study of territorial dialects, the establishment of areas of distribution of a language phenomenon, will be the basis for the study of the historical development and formation of the literary language, sociolinguistic analysis, comparative studies of languages. The proposed guidelines for the transcription of the audio field expeditions, multi-level layout, including paralinguistics elements hesitation phenomena will be useful when creating similar corpora phonetic speech for all related Turkic languages.

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Irawan, Bambang, and Muhammad Ahsan Tampubolon. "USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 7, no. 2 (December 29, 2020): 1–12. http://dx.doi.org/10.34001/edulingua.v7i2.1325.

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For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation.

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Tank, V. P., and M. S. Manavadaria. "Construct a phonetic database and develop a phonetic transcription in Gujarati language." International Journal of Computer Sciences and Engineering 6, no. 5 (May 31, 2018): 892–96. http://dx.doi.org/10.26438/ijcse/v6i5.892896.

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

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

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Dziczek-Karlikowska, Hanna. "The implications and purpose of using international phonetic symbols and English advertising slogans in advertisements in Poland." Scripta Neophilologica Posnaniensia, no. 18 (February 7, 2019): 151–63. http://dx.doi.org/10.14746/snp.2018.18.14.

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This paper examines the various implications resulting from the use of English phonetic transcription in advertising in Poland. I focus on the problem of the use of phonetic transcription by copywriters as a graphic form and I make an attempt at showing that this technique can have pedagogical consequences, because a graphic form in which phonetic symbols are used is, in fact, a text message, not an image only. In addition, I analyze selected advertisements as a means of communication addressed to a specific recipient. In this case, I demonstrate that the use of advertising slogans in English and English phonetic transcription in Poland, does not guarantee that such advertising is effective.

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Pollock, Karen E., and Linette Hinton Meredith. "Phonetic Transcription of African American Vernacular English." Communication Disorders Quarterly 23, no. 1 (December 2001): 47–53. http://dx.doi.org/10.1177/152574010102300107.

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Oller, D. Kimbrough, and Heather L. Ramsdell. "A Weighted Reliability Measure for Phonetic Transcription." Journal of Speech, Language, and Hearing Research 49, no. 6 (December 2006): 1391–411. http://dx.doi.org/10.1044/1092-4388(2006/100).

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Domokos, József, and Zsolt Attila Szakács. "Web Application for Romanian Language Phonetic Transcription." MACRo 2015 2, no. 1 (October 1, 2017): 1–10. http://dx.doi.org/10.1515/macro-2017-0001.

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AbstractThis paper presents a Romanian language phonetic transcription web service and application built using Java technologies, on the top of the Phonetisaurus G2P, a Word Finite State Transducer (WFST)-driven Grapheme-to-Phoneme Conversion toolkit.We used NaviRO Romanian language pronunciation dictionary for WFST model training, and MIT Language Modeling (MITLM) toolkit to estimate the needed joint sequence n-gram language model.Dictionary evaluation tests are also included in the paper.The service can be accessed for educational, research and other non-commercial usage at http://users.utcluj.ro/~jdomokos/naviro/.

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Besling, Stefan. "A statistical approach to multilingual phonetic transcription." Philips Journal of Research 49, no. 4 (January 1995): 367–79. http://dx.doi.org/10.1016/0165-5817(96)81586-5.

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Van Bael, Christophe, Lou Boves, Henk van den Heuvel, and Helmer Strik. "Automatic phonetic transcription of large speech corpora." Computer Speech & Language 21, no. 4 (October 2007): 652–68. http://dx.doi.org/10.1016/j.csl.2007.03.003.

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Krimm, Hannah, Melanie C. Schuele, and Cynthia Brame. "Viability of Online Learning for Ensuring Basic Skills in Speech-Language Pathology." Perspectives of the ASHA Special Interest Groups 2, no. 10 (January 2017): 49–58. http://dx.doi.org/10.1044/persp2.sig10.49.

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Students begin graduate school with a wide range of knowledge and disparate levels of skill established in undergraduate education and/or prerequisite courses. This study evaluated an online learning module for ensuring basic phonetic transcription knowledge and skill in matriculating graduate students. Students' knowledge of International Phonetic Alphabet symbols and their skill transcribing familiar and unfamiliar words improved after completing module activities, and gains maintained in the absence of module activities. Knowledge and skill discrepancies diminished between students who had previously taken a phonetics class and students who had not. Online learning may be a viable solution for ensuring foundational knowledge in speech-language pathology graduate students.

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Sujarno. "Phonetic Transcription Development in KBBI: The Study of Structural Linguistic." Britain International of Linguistics Arts and Education (BIoLAE) Journal 1, no. 2 (November 30, 2019): 242–52. http://dx.doi.org/10.33258/biolae.v1i2.91.

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This research aims to describe the development of The Great Dictionary of the Indonesian Language (abbreviated in English and Indonesian as KBBI) according to phonetic symbol. The data of this qualitative study is the development of KBBI covering phonetic symbol. This research used structural linguistics theory. Specially, the theory includes phonetic symbol. The method of this research is descriptive qualitative research. The data were taken from KBBI I up to KBBI IV which were collected through analysis and documentation from 2013 until 2015. As for the data analysis technique, this study used content technique analysis (reading the data source, comparing, analyzing, interpreting, assigning, and concluding). The result of the study of the development of Kamus Besar Bahasa Indonesia based on phonetic symbol showed no development, because in KBBI I until KBBI IV there is only sound development [é]. Structurally in KBBI I until KBBI IV not showed the realization of phonetic symbolThis study provides suggestions for experts compiling the dictionary content, educational institutions’ leaders (school headmasters, Rectors, Head and Director of Institutions), head of libraries, teachers or lecturers, and dictionary users.

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Grošelj, Robert. "La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari?" Studia Romanica Posnaniensia 47, no. 2 (June 15, 2020): 47–66. http://dx.doi.org/10.14746/strop.2020.472.004.

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The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also featureaudio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.

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Maddieson, Ian. "Revision of the IPA: linguo-labials as a test case." Journal of the International Phonetic Association 17, no. 1 (July 1987): 26–30. http://dx.doi.org/10.1017/s0025100300003194.

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The president of the International Phonetic Association has called for a discussion of issues concerning the revision of the International Phonetic Alphabet (Ladefoged (1987 a; b)). This discussion needs to be concerned with the actual use to which the IPA is put by its ‘consumers’ as well as with the way that the design of the Alphabet reflects and interacts with the notion of a phonetic theory. However, for many phoneticians perhaps the first issue to come to mind will be the need for possible additions to the Alphabet to represent sounds that at present have no recognized transcription. The present paper discusses suggestions for the transcription of one class of such sounds, namely, linguo-labials. A number of proposals are evaluated in the light of their advantages and drawbacks and the implications they have for principles of transcription and phonetic theory.

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Anderson, Cormac, Tiago Tresoldi, Thiago Chacon, Anne-Maria Fehn, Mary Walworth, Robert Forkel, and Johann-Mattis List. "A cross-linguistic database of phonetic transcription systems." Yearbook of the Poznan Linguistic Meeting 4, no. 1 (December 1, 2018): 21–53. http://dx.doi.org/10.2478/yplm-2018-0002.

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Abstract Contrary to what non-practitioners might expect, the systems of phonetic notation used by linguists are highly idiosyncratic. Not only do various linguistic subfields disagree on the specific symbols they use to denote the speech sounds of languages, but also in large databases of sound inventories considerable variation can be found. Inspired by recent efforts to link cross-linguistic data with help of reference catalogues (Glottolog, Concepticon) across different resources, we present initial efforts to link different phonetic notation systems to a catalogue of speech sounds. This is achieved with the help of a database accompanied by a software framework that uses a limited but easily extendable set of non-binary feature values to allow for quick and convenient registration of different transcription systems, while at the same time linking to additional datasets with restricted inventories. Linking different transcription systems enables us to conveniently translate between different phonetic transcription systems, while linking sounds to databases allows users quick access to various kinds of metadata, including feature values, statistics on phoneme inventories, and information on prosody and sound classes. In order to prove the feasibility of this enterprise, we supplement an initial version of our cross-linguistic database of phonetic transcription systems (CLTS), which currently registers five transcription systems and links to fifteen datasets, as well as a web application, which permits users to conveniently test the power of the automatic translation across transcription systems.

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Shriberg, Lawrence D., and Gregory L. Lof. "Reliability studies in broad and narrow phonetic transcription." Clinical Linguistics & Phonetics 5, no. 3 (January 1991): 225–79. http://dx.doi.org/10.3109/02699209108986113.

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Howard, Sara J., and Barry C. Heselwood. "Learning and teaching phonetic transcription for clinical purposes." Clinical Linguistics & Phonetics 16, no. 5 (January 2002): 371–401. http://dx.doi.org/10.1080/02699200210135893.

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Siren, Kathleen A., and Kim A. Wilcox. "The utility of phonetic versus orthographic transcription methods." Child Language Teaching and Therapy 6, no. 2 (June 1990): 127–46. http://dx.doi.org/10.1177/026565909000600202.

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Černá, Martina, and Radek Skarnitzl. "PHONETIC TRANSCRIPTION AND ITS APPLICATION IN SLT PRACTICE." Listy klinické logopedie 2, no. 1 (March 30, 2018): 3–9. http://dx.doi.org/10.36833/lkl.2018.002.

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Hoffman, Paul R., and Hugh W. Buckingham. "Development of a Computer-Aided Phonetic Transcription Laboratory." American Journal of Speech-Language Pathology 9, no. 4 (November 2000): 275–81. http://dx.doi.org/10.1044/1058-0360.0904.275.

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Hillenbrand, James. "Some thoughts on teaching and learning phonetic transcription." Journal of the Acoustical Society of America 142, no. 4 (October 2017): 2617. http://dx.doi.org/10.1121/1.5014582.

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Яскульски [Jaskólski], Адам [Adam]. "Недостатки и достоинства разных систем транскрипции при записи говора старообрядцев в Польше." Acta Baltico-Slavica 39 (December 31, 2015): 174–85. http://dx.doi.org/10.11649/abs.2015.003.

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Advantages and disadvantages of different types of phonetic transcription for notation of the dialect of Old Believers in Poland The author presents the problems associated with the phonetic representation of the dialect of the Old Believers in Poland in the conditions of bilingualism. The Old Believers’ Russian dialect is has been under influence of the Polish language for over a century. On the phonetic level the main expressions of interference are: pronunciation of palatal consonants [ś], [ź], [ć], [ʒ́], [ń] instead of Russian soft coronal consonants [s’], [z’], [t’], [d’], [n’] as well as pronunciation of the labial glide [w] instead of Russian velarized lateral consonant [ł]. In the conditions of bilingualism using only a Russian phonetic transcription seems to be insufficient, since it does not include signs for notation sounds which turned up in the Russian dialect under the influence of Polish phonetics. With reference to the mentioned above one should use a more universal transcription system. Since in the studied dialect numerous elements of two languages are coexisting and both of them are Slavonic languages, the author proposes the use of Slavonic transcription system for notation of Polish Old Believers’ speech. Wady i zalety różnych systemów transkrypcji przy zapisie fonetycznym gwary polskich staroobrzędowców W artykule autor przedstawia problemy związane z zapisem fonetycznym gwary polskich staroobrzędowców w warunkach dwujęzyczności, a także proponuje sposoby ich rozwiązania. Rosyjska gwara polskich staroobrzędowców podlega stałemu wpływowi języka polskiego. Głównymi przejawami interferencji na poziomie fonetycznym jest wymowa spółgłosek palatalnych [ś], [ź], [ć], [ʒ́], [ń] na miejscu rosyjskich miękkich przedniojęzykowych spółgłosek [s’], [z’], [t’], [d’], [n’], a także wymowa glajdu wargowego [w] zamiast rosyjskiej welaryzowanej spółgłoski lateralnej [ł]. W warunkach dwujęzyczności niewystarczającym wydaje się użycie tylko rosyjskiego systemu transkrypcji, ponieważ brakuje w nim znaków do oznaczenia dźwięków, które pojawiły się w gwarze polskich staroobrzędowców pod wpływem polskiej fonetyki. W związku z powyższym powinien być użyty bardziej uniwersalny system transkrypcji lub system mieszany, wykorzystujący znaki różnych alfabetów fonetycznych. Ponieważ w badanej gwarze współistnieją liczne elementy dwóch języków i obydwa te języki są słowiańskie, do jej zapisu fonetycznego optymalny wydaje się slawistyczny system transkrypcji.

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Robinson, Gregory C., Stacey L. Mahurin, Kimberly L. Richards, and Barbara Justus. "Predicting Difficulties in Learning Phonetic Transcription: Phonemic Awareness Screening for Beginning Speech-Language Pathology Students." Contemporary Issues in Communication Science and Disorders 38, Spring (March 2011): 87–95. http://dx.doi.org/10.1044/cicsd_38_s_87.

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Fischer-Jørgensen, Eli, and J. G. Talma-Schilthuis. "Spécimen: Dutch (1948)." Journal of the International Phonetic Association 40, no. 3 (December 2010): 292–96. http://dx.doi.org/10.1017/s0025100311000077.

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The reprinted text entitled ‘Dutch’ was written by Eli Fischer-Jørgensen and J. G. Talma-Schilthuis, in original phonetic transcription, for the 1948 January–June issue (vol. 89) of Le Maître Phonétique and is an example of the spécimen type of contribution. Eli Fischer-Jørgensen (1911–2010) was a member of the Linguistic Circle of Copenhagen from 1933 and became Denmark's first Professor of Phonetics at the University of Copenhagen. Johanna Geertruida Talma-Schilthuis (1901–1984) studied with Daniel Jones in 1921.

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Kim, Weon-Goo. "Phonetic Transcription based Speech Recognition using Stochastic Matching Method." Journal of Korean Institute of Intelligent Systems 17, no. 5 (October 25, 2007): 696–700. http://dx.doi.org/10.5391/jkiis.2007.17.5.696.

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Allen, George D. "PHONASCII: An ASCII‐based system for detailed phonetic transcription." Journal of the Acoustical Society of America 81, S1 (May 1987): S68. http://dx.doi.org/10.1121/1.2024356.

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Padgitt, Noelle R., Benjamin Munson, and Edward J. Carney. "A speech‐perception training tool to improve phonetic transcription." Journal of the Acoustical Society of America 118, no. 3 (September 2005): 1862. http://dx.doi.org/10.1121/1.4778949.

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EL-IMAM, Y. A. "Rules and Algorithms for Phonetic Transcription of Standard Malay." IEICE Transactions on Information and Systems E88-D, no. 10 (October 1, 2005): 2354–72. http://dx.doi.org/10.1093/ietisy/e88-d.10.2354.

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Kessens, Judith M., and Helmer Strik. "On automatic phonetic transcription quality: lower word error rates do not guarantee better transcriptions." Computer Speech & Language 18, no. 2 (April 2004): 123–41. http://dx.doi.org/10.1016/s0885-2308(03)00034-2.

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Wells-Jensen, Sheri. "The Braille International Phonetic Alphabet and other options: the blind student in the phonetics classroom." Journal of the International Phonetic Association 35, no. 2 (December 2005): 221–30. http://dx.doi.org/10.1017/s002510030500215x.

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This paper discusses techniques, including the Braille IPA, which are useful for the full inclusion of blind and visually impaired students into the phonetics classroom. Topics include transcribing, reading transcription, access to textbooks and classroom management. Suggestions for making the classroom more accessible have the added advantage of creating better access to information for the sighted students as well. The material may also be useful to blind phonetics instructors who teach sighted students.

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Ball, Martin J. "Further to Articulatory Force and the IPA Revisions." Journal of the International Phonetic Association 23, no. 1 (June 1993): 39–41. http://dx.doi.org/10.1017/s0025100300004783.

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I read with interest the note by Leigh Lisker in JIPA 22 (pp 57–61) concerning the problem of marking force of articulation in phonetic transcription, and his regret that the 1989 revisions did not include diacritics for the fortis-lenis distinction. It is true that there exists no universally agreed definition of articulatory force, however, as Professor Lisker points out, phoneticians involved in transcription frequently encounter the need to differentiate sounds of different strength which appear to be the same in other phonetic dimensions.

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Trouvain, Jürgen. "Das IFCASL-Korpus als phonetisches Lernerkorpus." Zeitschrift für germanistische Linguistik 50, no. 1 (April 1, 2022): 82–103. http://dx.doi.org/10.1515/zgl-2022-2049.

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Abstract Phonetic learner corpora represent a special type of spoken learner corpora by providing detailed phonetic and phonological annotation in the form of phonetic transcription as well as the segmentation and labelling of the speech signal on the levels of segments, syllables, words and sentences. This time-consuming post-processing enables a better acoustic analysis of the data and provides many options for using audio data in teaching foreign languages. It also offers good opportunities to develop tools for computer-aided pronunciation training. The possibilities and restrictions of phonetic learner corpora are illustrated with the bidirectional German–French IFCASL corpus.

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Weston, Audrey D., Lawrence D. Shriberg, and Jon F. Miller. "Analysis of Language-Speech Samples with Salt and Pepper." Journal of Speech, Language, and Hearing Research 32, no. 4 (December 1989): 755–66. http://dx.doi.org/10.1044/jshr.3204.755.

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Microcomputer-aided analysis of spontaneous language-speech samples offers researchers an efficient means of analyzing large amounts of data. It may be necessary, however, to format samples for more than one software program in order to obtain comprehensive morpho-syntactic and phonetic/phonologic analyses. This paper suggests a procedure for the combined use of SALT (Systematic Analysis of Language Transcripts, Miller & Chapman, 1985) and PEPPER (Programs to Examine Phonetic and Phonologic Evaluation Records, Shriberg, 1986) that is designed to minimize the duplication of effort involved in following two different formatting procedures. Results of a study undertaken to explore methodological issues in the combined use of SALT and PEPPER generally support the validity, reliability, and efficiency of the procedure. Results also raise some issues concerning the use of narrow phonetic transcription as opposed to standard orthographic transcription of continuous language-speech samples.

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ZYMOVETS, H. V. "FACTORS UNDERLYING ADAPTATION OF LOANWORDS INTO SYSTEM OF LANGUAGE." Movoznavstvo 321, no. 6 (December 7, 2021): 24–39. http://dx.doi.org/10.33190/0027-2833-321-2021-6-002.

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The article elaborates on ways of English loanwords integration into Ukrainian, with comparison to the situation in German and Serbian. The subject matter of research includes processes of adaptation in phonetics and grammar of the above-mentioned languages. The main intralinguistic factor that influences adaptation process is disparity of phonetic and grammar level configuration of languages in contacts. English has an affluent system of vowels that causes necessity of simplification of a phonetic form of English borrowings in other languages. The major factor of phonetic adaptation is an existing tradition of conveying sounds in loanwords in a certain way. However, nowadays transcription also plays a significant role in phonetic adaptation, i.e. integration of loanwords is based on their pronunciation rather than spelling. Uncertainty of patterns for conveying sounds of foreign languages in loanwords leads to variability of phonetic form of English loanwords at the initial stage of their functioning in the recipient language. Grammar adaptation involves adjusting of loanwords to the recipient language. Its course depends on morphological type of language and affinity. The research has revealed main patterns how English loanwords obtain the category of gender, which is absent in English. These patterns are based on both formal and semantic factors. Moreover, the author considers the ways of pluralia tantum nouns integration into the system of the recipient language. The analysis has shown that there is a typological difference between borrowing process on the one hand in Slavic languages and on the other hand in German, i.e. Slavic languages, unlike German, have obligatory derivational stage for verbs and adjective adaptation, which makes process of borrowing more complicated in Slavic languages.

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Catford, J. C. "On the classification of stop consonants (1939)." Journal of the International Phonetic Association 40, no. 3 (December 2010): 287–91. http://dx.doi.org/10.1017/s0025100311000065.

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The reprinted text entitled ‘On the classification of stop consonants’ was written by J. C. Catford, in original phonetic transcription, for the 1939 January–March issue (vol. 65) of Le Maître Phonétique and is an example of the article de fond type of contribution. J. C. (Ian) Catford (1917–2009) studied phonetics with Daniel Jones, Pierre Fouché and Marguerite Durand. He founded the School of Applied Linguistics in Edinburgh in the early 1950s. In 1964, he was invited to the University of Michigan, where he headed the English Language Institute and the Laboratory of Communication Studies until his retirement in 1985.

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Journal articles on the topic 'Phonetic transcription'

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