Journal articles on the topic 'Phonetics'
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1
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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Haidysh, N. O. "PHONETIC INFORMATION IN MATERIALS FOR LEARNING UKRAINIAN BY FOREIGNERS." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 32–36. http://dx.doi.org/10.17721/2520-6397.2019.2.04.
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In the article, phonetic material is analyzed in terms of its interpretation in textbooks and in- teractive means for learning Ukrainian as a foreign language. Language learning begins with the acquaintance with its phonetic system. So properly presented phonetics makes the process of language understanding not only possible but more available during studies. While considered from this point, phonetics is described a constituent part of a language system. For this system to take in use easier, language materials aimed at foreigners have to describe phonetics with the help of audio records and visual schemes. Visualization of a language apparatus work along with voice records helps to de- velop typical Ukrainian pronunciation. The point is that quite a few of sources give the opportunity to understand the phonetics through these methods. The language learning sources mostly do not provide a foreigner with audio-visual explanations. If the materials contain physiological pictures of language organs’ positions and voice records, a learner becomes able to understand the difference between their native phonetic system and the foreign (Ukrainian) one. The author of the article proves that for completing representative schemes, findings from the experimental phonetics have to be included. So using audio-visual additions is made possible due to researches in this branch. Moreover, it is proven that incompletely presented sound system causes accent development. Argumentatively the necessity of forming new materials is described as well as a renovation of those that already exist. Conclusions are made on the basis of comparative analysis of available sources for language learning.
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Abushaev, Amir. "Internal features of modern phonetics." Общество и инновации 4, no. 4/S (May 28, 2023): 360–64. http://dx.doi.org/10.47689/2181-1415-vol4-iss4/s-pp360-364.
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This article provides extensive information about the phonological layer in English, the specific types of linguistics, the department of phonology, and phonetic units. In addition, examples are given through scientific analyzes of the units that make up phonetics. This article covers scientifically the phonetic features of the English language. The rules were cited and scientifically explained.
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Kohle, Kunal K., Deepak Vikhe, Vijaysingh Tanpure, and Sanyukta Ingale. "Speech in phonetics: A review." IP Annals of Prosthodontics and Restorative Dentistry 7, no. 3 (September 15, 2021): 137–42. http://dx.doi.org/10.18231/j.aprd.2021.029.
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The proper knowledge of speech production and phonetic parameters will enables the clinician in fabrication of dentures with good phonetic capabilities. In achieving the optimum phonetic potential by providing correlation among three key objectives i.e. (mechanics, aesthetics and phonetics) of dentistry is the eventual goal of every dentist. This article provides a correlation between occlusion and speech, since the time these two factors are mostly not considered related to each other. But during phonation, the lower teeth functions independently and there remain no contact with upper teeth. This article also highlights the basic utilization of phonation as an indispensible part in placement of upper anterior teeth in complete and partial denture rehabilitation. This is basically because, while restoring natural teeth, we may have to depend on pre-extraction records in order to achieve necessary objectives. And if these records are missing, it is difficult to determining the position of artificial teeth. Hence here, we use phonetics as a guideline for proper placement of artificial teeth.
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MacMahon, Michael K. C. "Laura Soames’ contributions to phonetics." Historiographia Linguistica 21, no. 1-2 (January 1, 1994): 103–21. http://dx.doi.org/10.1075/hl.21.1-2.06mac.
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Summary Laura Soames (1840–1895) came to the attention of the teaching and phonetics professions through her work in applying phonetic principles to the teaching of reading and to the pronunciation of English and foreign languages. Lauded by many European phoneticians, she was despised by Henry Sweet – much to his discredit. Her publications, especially the Introduction to Phonetics (English, French and German) (1891) and The Child’s Key to Reading (1894) reveal a capacity to simplify the more technical expositions of phonetic theory in order to achieve a popular and readable exposition of the subject. Together with a number of other phoneticians of the late 19th and early 20th centuries, she represents the bridge between the work of Henry Sweet (1845–1912) and Daniel Jones (1881–1967).
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Skoczek, Robert, and Alexandra Ebel. "German Pronunciation Database and its Possible Applications in the Age of Homeschooling." Lublin Studies in Modern Languages and Literature 45, no. 3 (October 7, 2021): 71–81. http://dx.doi.org/10.17951/lsmll.2021.45.3.71-81.
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Orthoepie research is a traditional field at the department of Speech Science and Phonetics at Martin-Luther-University Halle-Wittenberg. After several pronunciation dictionaries, the department has now published a pronunciation database. With the establishment of the German pronunciation database (DAD), the desire for a publicly accessible reference source is met. It offers norm phonetic information on general vocabulary, as well as forms and rules of phonetical Germanization. The database can be used for various scenarios in German lessons. Continuous expansion means that further possible uses can be introduced in the future.
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Maulia Hafizhah, Larassati Dwi Wahyuni, and Yani Lubis. "Learn English Pronountation And Phonetic Transcription With Elsa Speaking Application : A Student Perception." Jurnal Riset Rumpun Ilmu Bahasa 2, no. 2 (July 4, 2023): 65–73. http://dx.doi.org/10.55606/jurribah.v2i2.1448.
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The aim of the study was to find out Student’s Perception about the Elsa speaking application was in teaching students how to pronounce words in English and providing phonetic transcriptions. It is qualitative research that collects results through the observations of researchers and questionnaires given to students. By providing the Elsa Speaking application with phonetic transcriptions that make it easy to learn English pronunciation and phonetics, with an exciting quiz view to make learning pronounces and phonetics fun, the Elsa Speaking application helps to learn transsyllabic phonics as well as practice the way it is spoken.
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Keba, O. M. "Status of vibrants in modern phonology and phonetics." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 36 (2019): 219–26. http://dx.doi.org/10.17721/2663-6530.2019.36.17.
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The article is devoted to the study of vibrant sounds / vibrants. Modern linguistics is characterized by the desire to study the sound functional units of oral speech, which ensure the adequacy of perception of content and the effectiveness of communication. Figuring out the nature of vibrant sounds (vibrants) belongs to the most debatable issues of general phonetics. They have always attracted the attention of phonetists and have become the subject of numerous studies. The main characteristic of the vibrants is the presence of one or more instant interruptions during the release of air. For the formation of vibrant sounds are crucial movementsof the language muscle. The system of vibrants of each language is characterized by a set of specific articulatory and acoustic features. Language tradition defines one or another phonetic characteristic of the phoneme, which is part of the language. The question of the nature of vibrant sounds can be solved only with a detailed comprehensive study of their physiological, acoustic and spectral characteristics using modern possibilities of experimental phonetics. The study of the physiological and acoustic properties of such sounds is necessary to obtain their correct phonological interpretation.
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Krylova, Irina Aleksandrovna, and Maria Sergeevna Fedchenko. "Tongue twister as a means of improving foreign language phonetic skills in foreign language classes in elementary school." Pedagogy. Issues of Theory and Practice 8, no. 8 (August 25, 2023): 855–62. http://dx.doi.org/10.30853/ped20230127.
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The study aims to provide a theoretical justification of the expediency of using tongue twisters to teach English phonetics to grade schoolers. The paper considers the stages of phonetics training, types of exercises, describes the stages of working with tongue twisters when teaching phonetics in foreign language classes in elementary grades, the features of foreign language phonetics teaching in elementary school, describes the main difficulties of grade schoolers in the formation of auditory skills. The scientific novelty of the work lies in determining the criteria for the selection of tongue twisters at an early stage of training and highlighting the requirements for the content of tongue twisters as educational material. As a result of the study, a methodology for working on tongue twisters for improving phonetic skills in grade schoolers involving the material of the English language has been developed.
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Harris, Jimmy G., and Jack Windsor Lewis. "In Memoriam: John Cunnison ‘Ian’ Catford and Stanley Ellis." Journal of the International Phonetic Association 40, no. 1 (March 15, 2010): 131–33. http://dx.doi.org/10.1017/s0025100309990314.
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JOHN CUNNISON ‘IAN’ CATFORD, IPA Council member and one of the great phoneticians, died peacefully on 6 October 2009. Catford was not only one of the best phoneticians; he was also a good, kind, honest human being. He always gave credit where and when credit was due. Catford first became seriously interested in phonetics when, at age 14, his parents took him to see a stage performance of George Bernard Shaw's Pygmalion. From that time until his death, he maintained a professional interest in phonetics and linguistics. Soon after seeing Pygmalion, he found a copy of A Primer of Phonetics by Henry Sweet in a second-hand bookstore in Edinburgh. It became his ‘bible’, and over the next two years he read every book on phonetics and linguistics he found in the Edinburgh Public Library. About the same time, he started keeping notebooks on his ideas and phonetic observations.
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Alhumsi, Mohammad Husam, and Saleh Belhassen. "The Challenges of Developing a Living Arabic Phonetic Dictionary for Speech Recognition System: A Literature Review." Advanced Journal of Social Science 8, no. 1 (June 3, 2021): 164–70. http://dx.doi.org/10.21467/ajss.8.1.164-170.
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Phonetic dictionaries are regarded as pivotal components of speech recognition systems. The function of speech recognition research is to generate a machine which will accurately identify and distinguish the normal human speech from any other speaker. Literature affirmed that Arabic phonetics is one of the major problems in Arabic speech recognition. Therefore, this paper reviews previous studies tackling the challenges faced by initiating an Arabic phonetic dictionary with respect to Arabic speech recognition. It has been found that the system of speech recognition investigated areas of differences concerning Arabic phonetics. In addition, an Arabic phonetic dictionary should be initiated where the Arabic vowels’ phonemes should be considered as a component of the consonants’ phonemes. Thus, the incorporation of developed machine translation systems may enhance the quality of the system. The current paper concludes with the existing challenges faced by Arabic phonetic dictionary.
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Murtazakulov, Murtazakulov. "Pedagogical technologies in the study of English phonetics." Зарубежная лингвистика и лингводидактика 1, no. 5 (October 10, 2023): 67–73. http://dx.doi.org/10.47689/2181-3701-vol1-iss5-pp67-73.
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The field of language education is ever-changing. Today’s language classrooms are vastly different from that of the mid-to-late 20th century (Eaton, 2010). In the realm of language learning, phonetics plays a critical role in developing accurate pronunciation and communication skills. With the advancement of pedagogical technologies, educators now have access to innovative tools and techniques that enhance the study of English phonetics. This article explores the significance of pedagogical technologies in the effective teaching and learning of English phonetics. There is also a discussion of phonetic issues occurring in speech production followed by explanations and corrections. The critical study of the advantages and downsides of the given approaches will be reviewed.
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Kaye, Alan S. "An interview with Peter Ladefoged." Journal of the International Phonetic Association 36, no. 2 (December 2006): 137–44. http://dx.doi.org/10.1017/s0025100306002519.
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In this 2005 interview, Peter Ladefoged, Distinguished Professor of Phonetics Emeritus at UCLA and USC Adjunct Professor, spoke candidly about his long and distinguished career as a scholar and instructor, as a former President of the Linguistic Society of America (LSA), and as an editor of the Journal of the International Phonetic Association (JIPA). Professor Ladefoged died on 24 January 2006, and numerous tributes to him have since appeared, including in JIPA 36.1 (June 2006). Among the topics treated in this interview are: the history and future of phonetics, the founding and growth of the UCLA Phonetics Laboratory, and Ladefoged's views on scholarly writing and on the place of phonetics both within linguistics and within humanistic and social scientific disciplines, more broadly. Professor Ladefoged had read proofs of the interview and approved the text, which was completed in the fall of 2005. The text of this interview was originally published in Semiotica 158 (2006) and is reprinted here with permission from Mouton de Gruyter.
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Shibles, Warren. "The comparative Phonetics of Dutch and its Dialects." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 119–54. http://dx.doi.org/10.1075/itl.111-112.06shi.
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Abstract The literature on Dutch phonetics reveals a controversy about certain vowels and consonants. Dictionaries typically do not give phonetics, or if they do, it is not standard IPA, but Dutch-IPA, a personal, or local symbolism. In addition, transcriptions differ. The effect is that the researcher must use questionable symbols and descriptions, and that the language teacher and learner are not provided with a reliable or accessible resource for pronunciation. These difficulties are met here by the attempt to give more careful descriptions of articulations, and consonants. Terms for articulation are standardized, and an extended IPA vowel chart is given to provide a better descriptive analysis than is presently available. A system is presented for the consistent and precise location of vowels. This extended IPA system is used as the basis of phonetic description, analysis and comparison. Emphasis is on the specific case or paradigm method of the philosophy of science so that numerous examples must of necessity be given. This contrasts with the usual article on phonology which provides the fewest number of examples required to support a general or universal hypothesis. This is one of the important differences between phonetics and phonology. These examples provide data for phonology, further research, comparative and contrastive phonetics, as well as to aid the language teacher or learner. In addition, a phonetic comparison is given between Dutch and the Germanic languages.
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McMahon, April, Paul Foulkes, and Laura Tollfree. "Gestural representation and Lexical Phonology." Phonology 11, no. 2 (August 1994): 277–316. http://dx.doi.org/10.1017/s0952675700001974.
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Recent work on Articulatory Phonology (Browman & Goldstein 1986, 1989, 1991, 1992a, b) raises a number of questions, specifically involving the phonetics–phonology ‘interface’. One advantage of using Articulatory Phonology (henceforth ArtP), with its basic units of abstract gestures based on articulatory movements, is its ability to link phenomena previously seen as phonological to those which are conventionally described as allophonic, or even lower-level phonetic effects, since ‘gestures are... useful primitives for characterising phonological patterns as well as for analysing the activity of the vocal tract articulators’ (Browman & Goldstein 1991: 313). If both phonetics and phonology could ultimately be cast entirely in gestural terms, the phonetics–phonology interface might effectively cease to exist, at least in terms of units of analysis.
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Tench, Paul. "Phonetics." System 31, no. 3 (September 2003): 426–28. http://dx.doi.org/10.1016/s0346-251x(03)00043-5.
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Vaughan-Rees, M. "Phonetics." ELT Journal 57, no. 3 (July 1, 2003): 312–14. http://dx.doi.org/10.1093/elt/57.3.312.
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Heard, Clemonce. "Phonetics." Transition 134, no. 1 (2023): 60–62. http://dx.doi.org/10.2979/transition.134.1.06.
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Heard, Clemonce. "Phonetics." Transition 134, no. 1 (2023): 60–62. http://dx.doi.org/10.2979/tra.2023.a903638.
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Palmaitis, M. L. "Phonetics." Kalbotyra 37, no. 4 (December 1, 1986): 17–24. http://dx.doi.org/10.15388/knygotyra.1986.22214.
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Shiryaeva, Oksana V., Zinaida V. Rezhuk, and Elena A. Skuratova. "CRITERIA FOR ASSESSING THE PHONETIC COMPONENT OF EDUCATIONAL-METHODICAL COMPLEXES FOR RFL." Proceedings of Southern Federal University. Philology 26, no. 1 (March 20, 2022): 206–18. http://dx.doi.org/10.18522/1995-0640-2022-1-206-218.
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The criteria for assessing the phonetic component of educational and methodological complexes in Russian as a foreign language are set out basing on the analysis of teaching aids and the experience of teaching phonetics of the Russian language to foreign students. When evaluating existing manuals as well as designing teaching materials, it is necessary to take into account both substantive criteria (correctness and completeness of the description of the work of the articulatory apparatus, the systematic organization of educational materials, the presence of exercises to develop the ability to correlate the phonetic and graphic appearance of a word, correlation with the phonetic characteristics of the students’ native language), and methodological criteria (variety and level of complexity of tasks, completeness of methodological support, allowing to work out various aspects of Russian phonetics, to consolidate skills and control the result).
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KUZNETSOVA, Halyna. "STRESS IN THE METHODICAL TRAINING SYSTEM PHONETICS OF FUTURE TEACHERS-PHILOLOGISTS." Cherkasy University Bulletin: Pedagogical Sciences, no. 3 (2022): 56–66. http://dx.doi.org/10.31651/2524-2660-2022-3-56-66.
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The article deals with the essence of stress in the methodical training system phonetics of future teachers-philologists. Based on systemic, analytic-synthetic methods and competence approach the essence of the concept «methodical training system phonetics» is defined, specific principles of training phonetics are designed in the article. The study revealed that the main components in the structure of the methodical training system phonetics are the goals, content, methods, means, and organizational forms of educational process that aimed to achiev the result of training phonetics. It should be noted that the cognitive-knowledge component of methodical system, which ensures a high level mastery of the phonetics program results and forming of future teacher-philologist’s practical competencies for successful communication in society is based on the content of the phonetic-phonological system as a regularly constructed and interconnected set of segmental and suprasegmental phonetics units. It is proved that the stress as a supersegmental phenomenon combines the segmental units into a single integrated system, determines the intonation-rhythmic background of speech, characterizes it by strength, duration and tone; creates clear auditory contrasts, adapts speech to listening and perception. A system of exercises (motivational-oriented, cognitive-activity, analytic-synthetic, accentuation-acoustic) is proposed, that will contribute the mastery of stress doctrine and will be an accentological background in the phonetics learning system of future teachers-philologists. The stress genesis in proto-Indian (Vedic Sanskrit) and proto-Greek languages, based on the comparative-historical method is observed; its term characteristics, features of graphic notation, types, tonic dynamics, rules of stress were clarified in the article. The influence of pre-stress on the accent features of the Ukrainian language formation, on the design of future teachers-philologists’ stress teaching methods is determined.
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Tucker, Benjamin V., and Natasha Warner. "What it means to be phonetic or phonological: the case of Romanian devoiced nasals." Phonology 27, no. 2 (July 21, 2010): 289–324. http://dx.doi.org/10.1017/s0952675710000138.
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Abstract phonological patterns and detailed phonetic patterns can combine to produce unusual acoustic results, but criteria for what aspects of a pattern are phonetic and what aspects are phonological are often disputed. Early literature on Romanian makes mention of nasal devoicing in word-final clusters (e.g. in /basm/ ‘fairy-tale’). Using acoustic, aerodynamic and ultrasound data, the current work investigates how syllable structure, prosodic boundaries, phonetic paradigm uniformity and assimilation influence Romanian nasal devoicing. It provides instrumental phonetic documentation of devoiced nasals, a phenomenon that has not been widely studied experimentally, in a phonetically underdocumented language. We argue that sound patterns should not be separated into phonetics and phonology as two distinct systems, but neither should they all be grouped together as a single, undifferentiated system. Instead, we argue for viewing the distinction between phonetics and phonology as a largely continuous multidimensional space, within which sound patterns, including Romanian nasal devoicing, fall.
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kizi, Xolmurodova Madina Alisher. "PHONETIC FEATURES OF ENGLISH DIALECTS." American Journal of Philological Sciences 4, no. 4 (April 1, 2024): 39–45. http://dx.doi.org/10.37547/ajps/volume04issue04-08.
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The article examines the term dialect is often used in the sense of regional, local or geographic varieties of a language mainly used in oral speech. A language belongs to a nation or nations, as English does, therefore it is a social phenomenon, understandable by all its members. A language is not a complex combination of individual speech forms. The phonetic and phonological features of a language dialect relationship, natural bilingualism and also some types of speech communities classified by their social characteristics are studiedin a new branch of phonetics, namely social phonetics. Idiolects and dialect speakers are identifiable by their sounds, tone or melody, words and also by expressions and constructions by their phonetics, grammatical, lexical and stylistic features. The distinction between language and dialect is based on the criterion of functional approach.
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Azimov, Inomjon M. "THE PROBLEM OF VOWELS IN THE UZBEK LANGUAGE." American Journal of Social Science and Education Innovations 05, no. 04 (April 1, 2023): 73–81. http://dx.doi.org/10.37547/tajssei/volume05issue04-09.
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It is known that the study of historical phonetics, the study and analysis of the vowels and consonants of the language of the studied period, and drawing the necessary scientific conclusions about them are problematic issues, because in that period the pronunciation of vowels and consonants, the determination of their quantity is not directly available. The linguist scientist H. Nematov writes about this: “On the basis of comparing the phonetic features of the language of the works written in different periods of development, it is possible to determine the development path of the phonetic system of the Uzbek language. But we are deprived of the opportunity to directly observe the pronunciation of past times. On the other hand, the writing did not fully reflect the pronunciation, so the study of historical phonetics faces great obstacles” [1:6]. For this reason, the written monuments of the Uzbek language have not been studied linguistically, scientific and critical texts have not been created on most of them, and some of them have not even been published. Even so, some work has been done on the historical phonetics of the Uzbek language. Commenting on them, summarizing existing views is also important for today’s linguistics. The article talks about the historical development of vowels, the research carried out on historical phonetics, the opinions of scientists about vowels, the views of modern people in determining the number of vowels in the Uzbek language.
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Haładewicz-Grzelak, Małgorzata. "Zabrocki’s structural phonetics in the case study of velar POA assimilation in Latinate prefixation in RP English." Lingua Posnaniensis 56, no. 2 (December 1, 2014): 19–28. http://dx.doi.org/10.2478/linpo-2014-0011.
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Abstract Zabrocki understood structural phonetics as a branch of phonetics concerned with analyzing acodal (substantial) systems (cf. Bańczerowski 1980: 13). In this theory, each sound has a specific acoustic and articulatory substance. Zabrocki constructed linear substantial sound structures based on measuring the amount of substance implied in the articulation. Diachronic structural phonetics, in turn, is the application of synchronically defined phonetic and acoustic relations to the study of language change. This paper investigates a synchronic scenario for velar POA assimilation in Latinate prefixation in English and tests the findings against the tenets of Zabrocki’s theory. The results show that Zabrocki’s structural phonetics perfectly accounts for the empirical findings. The corpus of investigation is comprised of realizations of all RP English Latinate prefixes ending with /n/, collected from various pronunciation dictionaries (online and paper). As a collateral corpus, recordings of two native speakers of English were made in which they produced some of the corpus material, as well as nonce words and unusual lexemes not listed in pronunciation dictionaries
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Leong, Che Kan. "Phonological development in specific contexts: Studies of Chinese-speaking children. Zhu Hua. Cleveden, UK: Multilingual Matters, 2002, Pp. 218." Applied Psycholinguistics 24, no. 1 (January 21, 2003): 168–71. http://dx.doi.org/10.1017/s0142716403230083.
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Phonology is usually explained as the study of speech sounds and their patterns and functions in the lexical representation of speakers of languages (Kenstowicz, 1994; Spencer, 1996). Some years ago the question, “Where's phonology?” was raised by Macken (1992) in the context of the large concern with the phonetics of acquisition and the conception of phonological acquisition as acquisition of phonetics. This division between phonology and phonetics may be traced to the work of the Prague School of Trubetzkoy (1939/1969) and earlier. Macken proposed a relatively autonomous phonological component, with perceptual, articulatory, and phonological-based abstract rules and principles, to account for learners' lexical representation and suggested a hierarchy of prosodic words, segments, and features as the basis of phonological acquisition (Macken, 1979, 1992). Recent emphasis is on the interaction among phonology, phonetics, and psychology, and this integrative approach has implications for studying common crosslinguistic speech sound patterns (Ohala, 1999). Phonology is further seen as addressing the questions of rules and representations, which may apply to “compute the phonetic representation” within the framework of universal grammar (Kenstowicz, 1994, p. 10).
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Leonova, Daria Y., and Evgeniya V. Tikhonova. "The role and place of phonetics in the process of learning Chinese language." Tambov University Review. Series: Humanities, no. 1 (2023): 103–9. http://dx.doi.org/10.20310/1810-0201-2023-28-1-103-109.
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In the process of learning Chinese, students often make typical mistakes that greatly affect communication and the learning process as a whole. With the analysis, it was found that at the initial stage, students have the most difficulties when mastering phonetics. This is primarily due to the difference in the phonetic systems of Chinese and Russian languages. Mistakes in the pronunciation of sounds, incorrect pronunciation of tones, pauses in a word or phrase distort the meaning of the utterance, interfere with the correct perception of information and are very difficult to correct if you do not pay attention to them in time. To avoid difficulties in communicating in Chinese, it is necessary to pay great attention to teaching phonetics, especially at the initial stage of training. A brief overview of the methodology of research in the field of phonetics is given, a number of errors identified in students and how these errors affect the communication process are given, thus confirming the important role of phonetics in teaching Chinese.
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Martins Medina, Suellen, and Ekaterina Budnik. "THE POTENTIAL OF DIALECT PHONETIC MISTAKES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 582–87. http://dx.doi.org/10.17770/sie2021vol5.6235.
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This article examines the problem of presenting phonetic material in texts when teaching Russian as a foreign language (RFL) to Brazilian students. Based on the methodological principles of teaching Russian phonetics, the authors discuss the importance of taking into account students' phonetic needs in selecting text in the educational process. The structure of educational materials and educational texts are analysed as an example of this approach. The authors offer to consider the national specifics of students to increase the efficiency of work on phonetics. To analyse the phonetic material present in texts and expose the specific difficulties Brazilian students experience when learning the Russian language, the authors experimented using a text from the textbook "Poekhali! 1 level". From different regions, fifty-four students were interviewed, and we presented different phonetic problems according to their dialectal characteristics. The most exciting and complex phonetic error is related to the pronunciation of the sounds [r]-[rʲ] and [X]-[Xʲ]; based on this type of error it is possible to determinate the provenience of the interviewed students.
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Garellek, Marc, Adrian Simpson, Timo B. Roettger, Daniel Recasens, Oliver Niebuhr, Christine Mooshammer, Alexis Michaud, et al. "Letter to the editor." Journal of Speech Sciences 9 (September 9, 2020): 03–16. http://dx.doi.org/10.20396/joss.v9i00.14955.
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It is not yet standard practice in phonetics to provide access to audio files along with submissions to journals. This is paradoxical in view of the importance of data for phonetic research: from audio signals to the whole range of data acquired in phonetic experiments. The phonetic sciences stand to gain greatly from data availability: what is at stake is no less than reproducibility and cumulative progress. We will argue that a collective turn to Open Science holds great promise for phonetics. First, simple reflections on why access to primary data matters are recapitulated and proposed as a basis for consensus. Next, possible drawbacks of data availability are addressed. Finally, we argue that data curation and archiving are to be recognized as part of the same activity that results in the publication of research papers, rather than attempting to build a parallel system to incentivize data archiving by itself.
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Ladefoged, Peter, and Peter Roach. "Revising the International Phonetic Alphabet: A plan." Journal of the International Phonetic Association 16, no. 1 (June 1986): 22–29. http://dx.doi.org/10.1017/s0025100300003078.
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The present set of symbols recommended by the International Phonetic Association had its origins nearly 100 years ago, shortly after the Association was founded in 1886. It was revised many times in its early years, but in the last 40 years there have been few changes. As a result, it is now time for the Association to turn to this matter again. But before we do so, we would like to make it clear that in our view the Association should be concerned with far more than the management of a set of symbols. Just as no university course in phonetics should limit itself to teaching students how to make phonetic transcriptions, so equally the Association is concerned with the whole science of phonetics. Phoneticians are not just people who can hear and produce a great variety of speech sounds. They are scholars who have studied the entire process of speech production and perception. They know how speech sounds form the medium of spoken language, and they continually relate their work to other fields such as general linguistics. They also know something about the practical applications of their work, ranging from pronunciation teaching to automatic speech recognition. Phonetics is an academic discipline, and the International Phonetic Association is the organization of the group of scholars who are enaged in that discipline.
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Anggraeni, Candradewi Wahyu, Widya Ratna Kusumaningrum, and Rangga Asmara. "O’SPEAK FOR ENGLISH PHONETIC AND PHONOLOGY CLASS: WHAT’S ON STUDENTS’ MIND?" SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 2 (July 21, 2021): 89–100. http://dx.doi.org/10.21460/saga.2021.22.76.
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In the era of Education 5.0, mobile applications for the teaching-learning process are proliferating. The mobile application also exists in English Phonetics and Phonology Classes. Its name is O’Speak. The use of O’Speak in English Phonetic and Phonology Class derives from the idea of technological development in this digital era. Virtues and hurdles of using O’Speak come out in students’ viewpoints. Therefore, this study is conducted to know the students’ perceptions toward the use of O’Speak in English Phonetic and Phonology Classes. The research method used in this study is a case study that focuses on the phenomenon of O’Speak. English Phonetics and Phonology students are the participants in this study. The finding shows that the students have several overviews toward O’Speak, such as students' concept of O’Speak, O’Speak designs, and O’Speak comments.
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Bezliudnyi, Oleksandr. "PHONETIC DIFFICULTIES FACED BY STUDENTS LEARNING ENGLISH IN THE LANGUAGE ENVIRONMENT." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 29–35. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244174.
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The urgency of the topic outlined in the article is explained by the increasing demand for qualified teachers who have a good command of a foreign language. The phonological competence of academic students who will become teachers of English in the future under the conditions of modern challenges and digital age is of great importance. The article provides a theoretical analysis of students’ phonetic complexities while learning a foreign language and the demand for improving students’ phonological competence in the learning environment. The analysis shows that interest in the topic of phonetic difficulties faced by students learning English is constantly growing. Thus, the purpose of the article is to research and analyze common phonetic difficulties faced by students learning English in the language environment and identify key aspects that affect constantly the acquisition of English by students studying university foreign language courses when their major is English, and what is more, they are future teachers of English for secondary schools in Ukraine. Moreover, the present investigation describes key factors that affect considerably the acquisition of the foreign language by students studying university foreign language courses namely Practical Phonetics, Theoretical Phonetics at Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The materials of this article may be of use to higher school lecturers and researchers who are interested in mastering phonological competence and developing their foreign language communicative competence as well.
Keywords: phonological competence; phonetic difficulties; phonological awareness; phonetics; foreign language pronunciation; pronunciation skills; learning foreign language; language environment.
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (February 19, 2021): 75–91. http://dx.doi.org/10.19105/alb.v2i1.3832.
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Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (February 19, 2021): 75–91. http://dx.doi.org/10.19105/ajpba.v2i1.3832.
Full textAbstract:
Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Lin, Yen-Hwei. "PHONOLOGICAL KNOWLEDGE: CONCEPTUAL AND EMPIRICAL ISSUES. Noel Burton-Roberts, Philip Carr, and Gerard Docherty (Eds.). Oxford: Oxford University Press, 2001. Pp. x + 352. $85.00 cloth, $35.00 paper." Studies in Second Language Acquisition 25, no. 3 (August 4, 2003): 460–61. http://dx.doi.org/10.1017/s0272263103230199.
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This book is a collection of papers dealing with the philosophical, conceptual, and empirical foundations of phonology, its position and relation with respect to syntax and phonetics in the theory of language, and the nature and acquisition of phonological knowledge. The introductory chapter by the editors provides a comprehensive discussion of the main themes presented in the following 11 chapters, in which diverse perspectives are represented. Bromberger and Halle open with a discussion of phonology within the context of the philosophy of language. Some chapters take a highly formal view of phonology: Hale and Reiss argue that phonology operates without reference to phonetic substance, and van der Hulst maintains that phonology and syntax are subject to the same operating principles. In contrast, the chapters by Burton-Roberts and Carr argue that phonology is substantive and should be excluded from the language faculty. Some papers adopt a more empirical approach: Docherty and Foulkes argue that phonological knowledge must include systematic sociophonetic variation; Fitzpatrick and Wheeldon discuss psycholinguistic research on spoken word comprehension; and Pierrehumbert, Beckman, and Ladd advocate experimental verification of phonological theory. Issues related to phonetics versus phonology are addressed by Myers, who distinguishes the gradual versus categorical nature of phonetics and phonology, Harris and Lindsey, who propose that vowel features are formulated on the basis of phonetic spectral patterns, and Vihman and Velleman, who discuss how phonological categories emerge from phonetic input in child language acquisition.
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Agustina Savitri, Nindya, and Firdaus Andrianto. "Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 57–62. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.06.
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English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language.
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Kohler, Klaus J. "Foreword by the President of the International Phonetic Association." Journal of the International Phonetic Association 31, no. 1 (June 2001): v—vi. http://dx.doi.org/10.1017/s002510030100113x.
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Since the 14th International Congress of Phonetic Sciences in San Francisco in August 1999, two decisive events have set signals for the future directions of phonetics in general and of the International Phonetic Association in particular. First of all, the Permanent Council for the Organization of International Congresses of Phonetic Sciences, the principal, quadrennial international forums for the presentation of phonetic research, and the Council of the International Phonetic Association, the oldest and most prominent scientific society of phonetics, separately voted in favour of a union, with the intention to affiliate the Permanent Council as a standing subcommittee to the IPA Council and to run future Congresses under the auspices of the IPA. This will broaden and intensify the activities of the IPA in all areas of Phonetic Science, even if the phonetic descriptions of languages will remain a traditional focus of attention. Secondly, a decision was taken by the IPA Executive to reach agreement for the Association's Journal to be published by Cambridge University Press. Upon the conclusion of the contract, we can now proudly present the first issue of volume 31 of the Journal of the International Phonetic Association under its new aegis. In conjunction, the two decisions taken by the IPA open up the prospect of a powerful international platform for the distribution of the state-of-the-art and new results in phonetic research.
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Shahin, Kimary. "Acoustic testing for phonologization." Canadian Journal of Linguistics/Revue canadienne de linguistique 56, no. 3 (November 2011): 321–43. http://dx.doi.org/10.1017/s0008413100002036.
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AbstarctExamination of phonetic data can show when phonologization has or has not occurred. Under the general Economy assumption of generative linguistics, this is important for theoretical phonology, since only cases where it has occurred require a phonological account. A modular view of phonetics and phonology is assumed, as it is clearly consistent with generative theory. A procedure for acoustic phonetic testing for phonologization is illustrated using data from one speaker of Palestinian Arabic and one speaker of Stát'imcets Salish. The testing can confirm phonological accounts or cause their revision. How it can cause revision is illustrated with the Stát'imcets data: the speaker's retraction harmony affects a rightward vowel, which is unexpected from standard descriptions of the harmony in that language. The testing can also identify cases of phonetics-within-language. This is illustrated with the St'at'imcets speaker's schwa lowering.
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Amengual, Mark. "Phonetics of Early Bilingualism." Annual Review of Linguistics 10, no. 1 (January 16, 2024): 191–210. http://dx.doi.org/10.1146/annurev-linguistics-031522-102542.
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This article presents an overview of recent research on the phonetics of early bilinguals, individuals who have acquired both of their languages early in life, by either growing up being exposed to two languages since birth (i.e., simultaneous bilinguals) or having initially learned their first language with the second language introduced at a later stage during their childhood (i.e., early sequential or successive/consecutive bilinguals). This review puts forth empirical evidence from methodologically and theoretically diverse studies on the phonetics of early bilingualism and considers explanations for the observed patterns of cross-linguistic influence on the production, perception, and processing of sounds in both of their languages. Throughout, this article discusses the critical significance of early linguistic experience on bilingual speech patterns, how early-onset bilinguals perceive speech sounds in each language, bilinguals’ phonetic abilities when producing language-specific segmental and suprasegmental features, and the dynamic nature of cross-language sound interactions in early bilingual speech.
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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.