Relevant bibliographies by topics / Phonetics

Academic literature on the topic 'Phonetics'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Phonetics"

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Istiqomah, Sri Ayu, Alies Poetri Lintangsari, and Widya Caterine Perdhani. "Attitudes toward English phonetics learning: a survey on Indonesian EFL learners." Journal on English as a Foreign Language 11, no. 1 (March 31, 2021): 197–217. http://dx.doi.org/10.23971/jefl.v11i1.2602.

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Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
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Rafii, Muhammad, and Rahmadsyah Rangkuti. "PRONUNCIATION ERROR DONE BY THE STUDENT OF ISLAMIC EDUCATION IN STUDYING ABOUT ENGLISH PHONETICS AT THE FACULTY OF RELIGIOUS STUDIES IN THE UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA." Hikari: Jurnal Bahasa dan Kebudayaan 2, no. 1 (November 29, 2022): 119–24. http://dx.doi.org/10.37301/hikari.v2i1.17.

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This article’s goals were to 1) look into what students thought about problems with phonetics learning, and 2) determine what elements were driving students' errors with phonetics learning. The samples consisted of 6 undergraduate Islamic education students who were chosen for an interview on purpose. A questionnaire and a semi-interview form were examined as research tools. According to the students' opinions, certain sounds, particularly [?], [ð], and [?], produced major phonetics learning challenges at the segmental level. It was also noted that linking produced major problems with supra segmental phonetics learning. Furthermore, phonetic ability was identified as the most common reason for difficulties in learning phonetics. It might be argued that the perception of the difference in sound systems between English and Indonesian, as well as various characteristics such as phonetic aptitude, native language, and prior English knowledge, all contribute to this conclusion.
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Kuznetsova, G. "Formation of Ukrainian phonetics and its teaching methods in educational institutions." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 40 (2024): 49–51. http://dx.doi.org/10.28925/2311-2409.2023.407.

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The article analyzes the genesis of the phonetic system of the Ukrainian language, the methods of its teaching, substantiates the significance of the historical processes of the formation of phonetics in the formation of professional competences of future teachers of Ukrainian literature. It was found that the more productive stages of the study of the phonetics of the Ukrainian language, the methods of its teaching in educational institutions were: the borderlands of the 19th-20th centuries; 20s-30s of the 20th century; times of independence of Ukraine. Approaches, methods, technologies of teaching phonetics are traced. The periods of the origin of the language, which are hypothetically oriented by linguists on chronological aspects, are visualized. The approaches and principles on the basis of which the formation of phonetics and phonetic linguistic didactics of the Ukrainian language took place were studied: retrospective, historical, sustainable development, dynamic, "membership of the body of knowledge" (according to K. Tyshchenko). The oldest sound changes described by M. Zhovtobryukh in the monograph "History of the Ukrainian language" were analyzed and summarized. Phonetics". The results of the analysis are presented as a phonetic case "Facts from the history of native language phonetics: the oldest sound changes, their national uniqueness."
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LI, Zizi. "Analysis of College English Phonetic Learning." Lecture Notes in Education Psychology and Public Media 20, no. 1 (October 26, 2023): 60–65. http://dx.doi.org/10.54254/2753-7048/20/20231477.

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Improving students speaking ability is one of the fundamental requirements for English teaching. However, some English majors have few chances in oral English learning and lack the motivation to practice phonetics, moreover, teachers may face challenges to teach them phonetics. Therefore, in order to discuss the problems in English phonetics teaching and improve the efficiency of it. This paper analyzes the current situation and problems of college students' phonetic learning by utilizing questionnaire investigation. The students attitudes, difficulties, methods of English phonetics learning are analyzed based on the linguistic. Furthermore, the corresponding teaching and learning are put forward. The investigation shows that nowadays, college students pay more attention to their English phonetics. There are three influence factors contributing to their dissatisfaction with it, including the negative influence of language transfer, low attention to English phonetics teaching, and lack of expertise in phonetics. Based on the analysis of these contributors, this paper purposes corresponding methods: Teachers should know the similarities and differences between English and Chinese in pronunciation, add English tests as a part of students English final exam, and colleges should conduct systematic phonetic training for English teachers.
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Ali Al-Fadhli, Dr Bushra Hussein. "Structural phonemes in the Linguistic research in Previously and Currently." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 1 (December 1, 2018): 345–64. http://dx.doi.org/10.36473/ujhss.v227i1.699.

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Linguistic sounds are studied by two branches: phonetics and phonology. The orientalists have studied Arabic phonemes and their phonetic variance like slanting or intensification in the field of phonetics because they are pronunciational changes that do not alter the meaning of the word in Arabic. Most orientalists see the historical transformations of sounds (unconditional) are from phonetics whereas other orientalists, while others view it as being part of phonology. The orientalists paid great attention to the study of the structural changes of sounds (conditional) like assimilation, and substitution and other phenomena which are subjected to the phonetic laws that enter in phonology.
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Ashby, Patricia. "Does Phonetics = Pronunciation? 100 Years of Phonetics in Pronunciation Teaching." ELOPE: English Language Overseas Perspectives and Enquiries 17, no. 2 (October 30, 2020): 9–26. http://dx.doi.org/10.4312/elope.17.2.9-26.

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The short answer to the question in the title is: not exactly, no. This paper examines the confusion between phonetics on the one hand and pronunciation on the other. It looks at what phonetics actually is (its acoustic, articulatory and auditory components), and attempts to dispel the popular myth that studying or teaching ‘(English) phonetics’ and studying or teaching ‘(English) pronunciation’ are one and the same thing – in fact, the former is general phonetics, the latter applied phonetics. Reviewing 100 years of thoughts about English pronunciation teaching (from Daniel Jones to Geoff Lindsey) it examines the contribution phonetics is considered to make in this field, looking at the roles of both phonetic theory and ear-training in pronunciation acquisition from teachers’ and learners’ perspectives. It concludes by summarizing what phonetics today can offer the language learner.
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Volenec, Veno, and Charles Reiss. "Cognitive Phonetics: The Transduction of Distinctive Features at the Phonology-Phonetics Interface." Biolinguistics 11 (March 15, 2018): 251–94. http://dx.doi.org/10.5964/bioling.9089.

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We propose that the interface between phonology and phonetics is mediated by a transduction process that converts elementary units of phonological computation, features, into temporally coordinated neuromuscular patterns, called ‘True Phonetic Representations’, which are directly interpretable by the motor system of speech production. Our view of the interface is constrained by substance-free generative phonological assumptions and by insights gained from psycholinguistic and phonetic models of speech production. To distinguish transduction of abstract phonological units into planned neuromuscular patterns from the biomechanics of speech production usually associated with physiological phonetics, we have termed this interface theory ‘Cognitive Phonetics’ (CP). The inner workings of CP are described in terms of Marr’s (1982/2010) tri-level approach, which we used to construct a linking hypothesis relating formal phonology to neurobiological activity. Potential neurobiological correlates supporting various parts of CP are presented. We also argue that CP augments the study of certain phonetic phenomena, most notably coarticulation, and suggest that some phenomena usually considered phonological (e.g., naturalness and gradience) receive better explanations within CP.
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Fan, Xiaochao, Hongfei Lin, Liang Yang, Yufeng Diao, Chen Shen, Yonghe Chu, and Tongxuan Zhang. "Phonetics and Ambiguity Comprehension Gated Attention Network for Humor Recognition." Complexity 2020 (April 29, 2020): 1–9. http://dx.doi.org/10.1155/2020/2509018.

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Humor refers to the quality of being amusing. With the development of artificial intelligence, humor recognition is attracting a lot of research attention. Although phonetics and ambiguity have been introduced by previous studies, existing recognition methods still lack suitable feature design for neural networks. In this paper, we illustrate that phonetics structure and ambiguity associated with confusing words need to be learned for their own representations via the neural network. Then, we propose the Phonetics and Ambiguity Comprehension Gated Attention network (PACGA) to learn phonetic structures and semantic representation for humor recognition. The PACGA model can well represent phonetic information and semantic information with ambiguous words, which is of great benefit to humor recognition. Experimental results on two public datasets demonstrate the effectiveness of our model.
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Kalenchuk, Maria L. "Phonetics and orthoepy: Status, object and tasks of two disciplines." Vestnik of Saint Petersburg University. Language and Literature 17, no. 4 (2020): 571–81. http://dx.doi.org/10.21638/spbu09.2020.405.

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It is known that two linguistic disciplines — phonetics and orthoepy — coexist on the sound level of the Russian language. The question of the relationship between the status, object and tasks of these sections as independent linguistic disciplines is debatable. In the works of modern scientists, two main approaches to the definition of phonetics and orthoepy can be found. Some linguists traditionally believe that both sections of the science of spoken speech study the same language material, but from different angles. Others attempt to differentiate the areas of responsibility of phonetics and orthoepy, showing that they operate in principle with different sound facts. The article formulates and analyzes these points of view and offers a new approach that allows not to contrast phonetics and orthoepy, but to combine them on the basis of the principle of positional structure. The implementation of a phoneme under the action of an orthoepic regularity is probabilistically predicted by a number of factors of different nature — phonetic, lexical, grammatical, word-forming, graphic and sociolinguistic, which were previously proposed to be called orthoepic positions. These factors do not operate in isolation, but there is a complex hierarchical system of relationships between them. It is possible to provide a description of the sound system of the Russian language, in which pronouncing patterns are divided not into phonetic and orthoepic, but into positional and non-positional. The concepts of phonetic and orthoepic positions can either be combined into a single concept of pronouncing positions, or, while preserving the concepts of phonetic and orthoepic positions, the former can be considered as a particular manifestation of the latter, which removes the question of differences between phonetics and orthoepy.
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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.

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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The three perspectives are outlined individually and in relation to each other, also with regard to their separate historical developments in the study of language and speech. The modem integration of the three perspectives into the unified paradigm of ‘phonetic or experimental phonology’ is then illustrated with reference to recent research at some leading phonetics labs around the world. From this examination of past history and present-day state-of-the-art of what is considered to be the core paradigm for phonetic study, conclusions are drawn for future research and teaching on the basis of this paradigm. In the shaping of phonetics as a scientific discipline, a strong plea is put forward for scientific, explanatory integration rather than modular, taxonomic diversification of the subject.
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Dissertations / Theses on the topic "Phonetics"

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Ashby, Patricia Doreen Scott. "Practical phonetics training and the nature of phonetic judgements." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289850.

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Bladon, R. A. W. "Auditory phonetics." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354774.

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Watkins, Justin William. "The phonetics of Wa." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286486.

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Ashby, Michael. "Experimental phonetics in Britain, 1890-1940." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d8bbffae-8a4e-478e-ba65-0f5a5bbd66e1.

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This study provides the first critical history of British developments in phonetic science from 1890 to the beginning of the Second World War. It draws on both published and unpublished documentary evidence, and on original digital analyses of contemporary images, experimental data, and sound recordings. Experimental phonetics had diverse origins embracing medicine, physics and philology. A survey of the nineteenth century background shows that by 1890 significant British contributions in all three fields could have furnished the makings of a native approach to phonetics as an experimental science, but they failed to come together for a variety of bureaucratic, professional and personal reasons. Experimental phonetics-an academic fashion as much as a scientific specialism-was instead imported from Germany and France, and it had little continuity with British antecedents. The study details the earliest British phonetics laboratories, their personnel, equipment, and research programmes, providing the first extensive account of the UCL laboratory, and bringing to light a forgotten 1930s laboratory in Newcastle. The major methods of empirical investigation of the period are scrutinised, rehabilitating long-neglected British origins. The early work of Daniel Jones is extensively re-evaluated, establishing his scientific credentials, and the career of Stephen Jones, the first academic in Britain to earn a salary as an experimental phonetician, receives detailed treatment. New light is thrown on many neglected figures, including W. A. Aikin, E. R. Edwards, John G. McKendrick, and Wilfred Perrett, while a detailed investigation of the work of Sir Richard Paget reveals the astonishing accuracy of his auditory analyses. The study concludes with an account of the career of Robert Curry, the first recognisably modern and professional speech scientist to emerge in Britain.
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Hadjipantelis, Pantelis-Zenon. "Functional data analysis in phonetics." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62527/.

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The study of speech sounds has established itself as a distinct area of research, namely Phonetics. This is because speech production is a complex phenomenon mediated by the interaction of multiple components of a linguistic and non-linguistic nature. To investigate such phenomena, this thesis employs a Functional Data Analysis framework where speech segments are viewed as functions. FDA treats functions as its fundamental unit of analysis; the thesis takes advantage of this, both in conceptual as well as practical terms, achieving theoretical coherence as well as statistical robustness in its insights. The main techniques employed in this work are: Functional principal components analysis, Functional mixed-effects regression models and phylogenetic Gaussian process regression for functional data. As it will be shown, these techniques allow for complementary analyses of linguistic data. The thesis presents a series of novel applications of functional data analysis in Phonetics. Firstly, it investigates the influence linguistic information carries on the speech intonation patterns. It provides these insights through an analysis combining FPCA with a series of mixed effect models, through which meaningful categorical prototypes are built. Secondly, the interplay of phase and amplitude variation in functional phonetic data is investigated. A multivariate mixed effects framework is developed for jointly analysing phase and amplitude information contained in phonetic data. Lastly, the phylogenetic associations between languages within a multi-language phonetic corpus are analysed. Utilizing a small subset of related Romance languages, a phylogenetic investigation of the words' spectrograms (functional objects defined over two continua simultaneously) is conducted to showcase a proof-of-concept experiment allowing the interconnection between FDA and Evolutionary Linguistics.
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(UPC), Universidad Peruana de Ciencias Aplicadas. "Pronunciation and phonetics - TR192 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623641.

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El curso Pronunciation and Phonetics es un curso de especialidad de la Carrera de Traducción e Interpretación Profesional. Pronunciation and Phonetics realiza un profundo análisis y exploración de los fundamentos introductorios de la fonética y fonología de la lengua inglesa que serán llevados a la práctica mediante la realización de transcripciones fonéticas de textos cortos utilizando el Alfabeto Fonético Internacional (AFI). Así, el curso busca desarrollar habilidades específicas que contribuirán al uso correcto y eficiente de la oralidad de la lengua inglesa. El curso Pronunciation and Phonetics ha sido diseñado con el propósito de permitir al futuro traductor intérprete desarrollar sus competencias orales en inglés a través de la aplicación de saberes y estrategias que se verán directamente reflejados en la correcta pronunciación y mayor fluidez en esta lengua, potenciando así su ejercicio profesional. El curso contribuye directamente al desarrollo de las competencias de Comunicación Oral (general-UPC) y, específica de Segundas Lenguas, ambas a nivel 3. Pronunciation and Phonetics tiene como pre-requisito el curso de Inglés TI4.
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Rosenthall, Samuel. "The phonology of nasal-obstruent sequences /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59291.

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This thesis presents an analysis of the phonological processes that affect contiguous nasal and obstruent segments. These phonological processes include voice, manner and place assimilation as well as deletion and coalescence. The goal of this thesis is to account for these seemingly disparate processes by introducing universal constraints on the representation of segments in non-linear phonology. Deriving these processes from the principles of a theory of representation is beneficial because such an analysis is not possible in a theory that appeals only to rules. The result is a theory of phonology with greater explanatory adequacy than a theory that relies on rules.
Chapter 1 contains a review of the history of the representation of segments and the representation of assimilation as well as a discussion of the theoretical assumptions used throughout the thesis. Chapter 2 contains a discussion of the phonological processes as they occur during the formation of prenasalized consonants. These processes are shown to be triggered by the representation of prenasalized consonants and a theory of underspecification. Chapter 3 proposes an analysis of the universal characteristics of nasal-obstruent place assimilation which is then extended to explain some universal properties of consonantal assimilation in general.
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Foday-Ngongou, Tamba Septimus. "The phonetics and phonology of Kono." Thesis, SOAS, University of London, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407563.

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Ao, Benjamin Xiaoping. "Phonetics and phonology of Nantong Chinese." Connect to this title online, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1105384417.

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Soskuthy, Marton. "Phonetic biases and systemic effects in the actuation of sound change." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8946.

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This thesis investigates the role of phonetic biases and systemic effects in the actuation of sound change through computer simulations and experimental methods. Phonetic biases are physiological and psychoacoustic constraints on speech. One example is vowel undershoot: vowels sometimes fail to reach their phonetic targets due to limitations on the speed of the articulators. Phonetic biases are often paralleled by phonological patterns. For instance, many languages exhibit vowel reduction, a phonologised version of undershoot. To account for these parallels, a number of researchers have proposed that phonetic biases are the causal drive behind sound change. Although this proposal seems to solve the problem of actuation, its success is only apparent: while it might be able to explain situations where sound change occurs, it cannot easily explain the lack of sound change, that is, stasis. Since stability in sound systems seems to be the rule rather than the exception, the bias-based approach cannot provide an adequate account of their diachronic development on its own. The problem of bias-based accounts stems from their focus on changes affecting individual sound categories, and their neglect of system-wide interactions. The factors that affect speech production and perception define an adaptive landscape. The development of sound systems follows the topology of this landscape. When only a single category is investigated, it is easy to take an overly simplistic view of this landscape, and assume that phonetic biases are the only relevant factor. It is natural that the predicted outcomes will be simple and deterministic if such an approach is adopted. However, when we look at an entire sound system, other pressures such as contrast maintenance also become relevant, and the range of possible outcomes is much more diverse. Phonetic biases can still skew the adaptive landscape towards themselves, making phonetically natural outcomes more likely. However, their effects will often be countered by other pressures, which means that they will not be satisfied in every case. Sound systems move towards peaks in the adaptive landscape, or local optima, where the different pressures balance each other out. As a result, the system-based approach predicts stability. This stability can be broken by changes in the pressures that define the adaptive landscape. For instance, an increase or a decrease in functional load or a change in lexical distributions can create a situation where the sound system is knocked out of an equilibrium and starts evolving towards a new stable state. In essence, the adaptive landscape can create a moving target for the sound system. This ensures that both stability and change are observed. Therefore, this account makes realistic predictions with respect to the actuation problem. This argument is developed through a series of computer simulations that follow changes in artificial sound systems. All of these simulations are based on four theoretical assumptions: (i) speech production and perception are based on probabilistic category representations; (ii) these category representations are subject to continuous update throughout the lifetime of an individual; (iii) speech production and perception are affected by low-level universal phonetic biases; and (iv) category update is inhibited in cases where too many ambiguous tokens are produced due to category overlap. Special care is taken to anchor each of these assumptions in empirical results from a variety of fields including phonetics, sociolinguistics and psycholinguistics. Moreover, in order to show that the results described above follow directly from these theoretical assumptions and not other aspects of these models, the thesis demonstrates that exemplar and prototype models produce the same dynamics with respect to the observations above, and that the number of speakers in the model also does not have a significant influence on the outcomes. Much of the thesis focuses on rather abstract properties of simulated systems, which are difficult to test in a systematic way. The last chapter complements this by presenting a concrete example, which shows how the simulations can be linked to empirical data. Specifically, I look at the effect of lexical factors on the strength of contextual effects in sound categories, using the example of the voicing effect, whereby vowels are longer before voiced obstruents than they are before voiceless ones. The simulations implemented in this chapter predict a larger effect in cases where a given vowel category occurs equally frequently in voiced and voiceless environments, and a smaller difference where one of the environments dominates the lexical distribution of the vowel. This prediction is borne out in a small cross-linguistic production experiment looking at voicingconditioned vowel length patterns in French, Hungarian and English. Although this is only one of many predictions that fall out of the theory of sound change developed in this thesis, the success of this experiment is a strong indication that the research questions it brings into focus are worth investigating.
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Books on the topic "Phonetics"

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O'Connor, J. D. Phonetics. London: Penguin, 1991.

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Edwards, Harold T. Applied phonetics workbook : a systematic approach to phonetic transcription. San Diego, Calif: Singular Pub. Group, 1992.

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Shriberg, Lawrence D. Clinical phonetics. 2nd ed. Boston: Allyn and Bacon, 1995.

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Ball, Martin J. Welsh phonetics. Lewiston, N.Y: Edwin Mellen Press, 2001.

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D, Kent Raymond, ed. Clinical phonetics. 3rd ed. Boston, Mass: Allyn and Bacon, 2003.

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Peter, French, ed. Forensic phonetics. London: Pinter Publishers, 1990.

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MacMahon, M. K. C. Basic phonetics. 6th ed. (Glasgow): (University of Glasgow, Department of English Language), 1993.

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Calvert, Donald R. Descriptive phonetics. 2nd ed. New York: Thieme Medical Publishers, 1992.

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Calvert, Donald R. Descriptive phonetics. 2nd ed. New York: Thieme, 1986.

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D, Kent Raymond, ed. Clinical phonetics. 4th ed. Boston, MA: Pearson Education, 2013.

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Book chapters on the topic "Phonetics"

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Jeffries, Lesley. "Phonetics." In Discovering Language, 8–43. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-62579-2_2.

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Callary, Edward. "Phonetics." In Language, 299–333. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13421-2_16.

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Chenausky, Karen. "Phonetics." In Encyclopedia of Autism Spectrum Disorders, 1–2. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_534-3.

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Poole, Stuart C. "Phonetics." In An Introduction to Linguistics, 41–54. London: Macmillan Education UK, 1999. http://dx.doi.org/10.1007/978-1-349-27346-1_4.

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Watson, Kevin. "Phonetics." In English Language, 11–29. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_2.

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Chenausky, Karen. "Phonetics." In Encyclopedia of Autism Spectrum Disorders, 2228–29. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_534.

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Kirkham, Sam, and Claire Nance. "Phonetics." In Introducing Linguistics, 3–21. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003045571-2.

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Watson, Kevin. "Phonetics." In English Language, 11–28. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_2.

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Hall, Charles, and Christopher Hastings. "Phonetics." In Phonetics, Phonology & Pronunciation for the Language Classroom, 16–73. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-55467-3_2.

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Crasborn, Onno A. "Phonetics." In The Linguistics of Sign Languages, 229–49. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.199.10cra.

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Conference papers on the topic "Phonetics"

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Kushner, P. S., L. A. Kistrina, and I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.

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The article discusses the importance of teaching phonetics as part of a short course of learning a foreign language, when the program does not provide a special introductory phonetic course for a new foreign language, examples of exercises for Spanish and French for the formation of correct pronunciation skills are given.
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Романчук, Алексей. "Romanian harnic ‘industrious, hardworking’ and Ukrainian [гарник] ‘cart worker’ as a key to the etymology of Ukrainian гарний ‘beautiful, good’." In Simpozion internațional de etnologie: Tradiții și procese etnice, Ediția III. Institute of Cultural Heritage, Republic of Moldova, 2023. http://dx.doi.org/10.52603/9789975841733.27.

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Th e author suggests a new etymology of Ukrainian гарний ‚beautiful, good‘ and Romanian harnic ‘industrious, hardworking’. He thinks that a Slavic (of the Proto-Slavic time) verb with the meaning ‘to work hard’ was the source of both mentioned lexeme. Th e origin of this Slavic verb can be explained through the analysis of two other Ukrainian dialectal words, that are semantically close to each other, but diff ering in phonetics and, as some researchers believe, by origin. Th e mentioned words are [гара] и [ґара], with the meaning ‘a cart with a box for transporting earth or sand; a sledge for transporting large loads’. Th e semantic identity of both words (that are very close in phonetics also) do not allow us to consider their origin separately. Th e phonetic diff erence has to be explained by the diff erence in the time of borrowing. Th us, the author thinks that the ProtoSlavic verb, which become the source for Ukrainian [гарувати], гарний (as well as [гарник] ‘cart worker’), and Romanian harnic, came from a word borrowed during the Proto-Slavic time with the meaning ‚cart’. Th e author thinks that this borrowed word comes not from German Karre ‘kart, wheelbarrow’, but Romanian car ‚cart‘.
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Wang, He. "Changes of Japanese Phonetics." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.152.

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Sprouse, Ronald L., and Keith Johnson. "The Berkeley Phonetics Machine." In Interspeech 2016. ISCA, 2016. http://dx.doi.org/10.21437/interspeech.2016-524.

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Draxler, Christoph, and Jürgen Trouvain. "On principles of phonetic archiving: From paleo-phonetics to modern speech data managment." In Third International Workshop on the History of Speech Communication Research (HSCR 2019). ISCA: ISCA, 2019. http://dx.doi.org/10.21437/hscr.2019-2.

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Kawahara, Shigeto. "Teaching phonetics through sound symbolism." In ISAPh 2018 International Symposium on Applied Phonetics. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/isaph.2018-4.

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Zue, Victor W. "Acoustic-phonetics based speech recognition." In the workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1989. http://dx.doi.org/10.3115/100964.1138538.

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Clements, George N., and Rachid Ridouane. "Quantal phonetics and distinctive features." In ExLing 2006: 1st Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2006/01/0003/000003.

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Liberman, Mark, J. Michael Schultz, Soonhyun Hong, and Vincent Okeke. "The phonetics of IGBO tone." In 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-224.

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Ashby, Michael. "Phonetics laboratory technology, 1930–1960." In Fifth International Workshop on the History of Speech Communication Research (HSCR 2022). ISCA: ISCA, 2022. http://dx.doi.org/10.21437/hscr.2022-4.

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Reports on the topic "Phonetics"

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, February 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
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Glass, James R. Finding Acoustic Regularities in Speech: Applications to Phonetic Recognition. Fort Belvoir, VA: Defense Technical Information Center, December 1988. http://dx.doi.org/10.21236/ada207072.

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Phillips, Michael, James Glass, and Victor Zue. Modelling Context Dependency in Acoustic-Phonetic and Lexical Representations. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada460564.

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Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7202.

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Zahorian, Stephen A. Detailed Phonetic Labeling of Multi-language Database for Spoken Language Processing Applications. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada614725.

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STANDARD OBJECT SYSTEMS INC. Advanced Audio Interface for Phonetic Speech Recognition in a High Noise Environment. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada373461.

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Alexander, Beverly. A comparison of the time taken to administer and analyze phonologic and phonetic tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5738.

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Pfister, M. Software Package for Speaker Independent or Dependent Speech Recognition Using Standard Objects for Phonetic Speech Recognition. Fort Belvoir, VA: Defense Technical Information Center, February 1998. http://dx.doi.org/10.21236/ada341198.

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Mahieva, L. H. Phonetic transformation of the Arab-Persian words in the terminology of the modern Karachay-Balkar language. КБНЦ РАН, 2018. http://dx.doi.org/10.18411/mlh_8.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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