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Journal articles on the topic 'Polysyllabic words'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Schiller, Niels O., Bernadette M. Jansma, Judith Peters, and Willem J. M. Levelt. "Monitoring metrical stress in polysyllabic words." Language and Cognitive Processes 21, no. 1-3 (January 2006): 112–40. http://dx.doi.org/10.1080/01690960400001861.

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2

Warotamasikkhadit, Udom. "The Accentual System of Thai Polysyllabic Words." MANUSYA 3, no. 2 (2000): 32–44. http://dx.doi.org/10.1163/26659077-00302004.

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Many Thai grammarians seem to ignore intonational rhythms that exist in the pronunciation of Thai words. It is erroneous to think that Thai words are monotonous and without rhythms. The Thais have pronounced words with fixed pronunciation patterns for years but many grammarians and Thai scholars ignore them. At the moment pronunciation of the language is chaotic because many Thai people do not know how to pronounce Thai words. They often make the wrong cuts at morpheme or word boundaries. The Royal Institute rules for the pronunciation of Thai words concerning the gemination of the final consonant of a syllable with an inserted [a] in conjoining words, as found in the dictionary of the Royal Institute of B.E. 2525, must be held responsible for these problems. This paper points out the word rhythms of Thai as found in daily speech of the Thai people.

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3

Taft, Marcus, and Carlos J. Álvarez. "Coda Optimization in the Segmentation of English Polysyllabic Letter-Strings." Experimental Psychology 61, no. 6 (January 1, 2014): 488–94. http://dx.doi.org/10.1027/1618-3169/a000266.

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A word-spotting experiment is reported whereby participants determined whether a polysyllabic pseudoword began with a real word or not. All target words ended in a single consonant (e.g., slam) which either did or did not form a complex coda with the consonant that followed it. When it did (e.g., the mp of slampora), target detection was harder than when the target was followed by a vowel (e.g., slamorpa). When it did not (e.g., the mc of slamcora), target detection was easier. These results demonstrate a bias toward maximization of the coda when segmenting a polysyllabic letter-string which is argued to reflect the way in which polysyllabic words are represented in the mental lexicon.

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4

Trammell, Robert L. "Variant Grapheme-Phoneme Correspondences in Unfamiliar Polysyllabic Words." Language and Speech 33, no. 4 (October 1990): 293–323. http://dx.doi.org/10.1177/002383099003300401.

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5

Kearns, Devin M. "How elementary-age children read polysyllabic polymorphemic words." Journal of Educational Psychology 107, no. 2 (2015): 364–90. http://dx.doi.org/10.1037/a0037518.

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6

Liu, Lih-Cherng, Wu-Ji Yang, Hsiao-Chuan Wang, and Yueh-Chin Chang. "Tone recognition of polysyllabic words in Mandarin speech." Computer Speech & Language 3, no. 3 (July 1989): 253–64. http://dx.doi.org/10.1016/0885-2308(89)90021-1.

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7

Scharenborg, Odette, Louis ten Bosch, and Lou Boves. "‘Early recognition’ of polysyllabic words in continuous speech." Computer Speech & Language 21, no. 1 (January 2007): 54–71. http://dx.doi.org/10.1016/j.csl.2005.12.001.

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8

Gibson, Todd A., and Carolina Bernales. "Polysyllabic shortening in Spanish-English bilingual children." International Journal of Bilingualism 24, no. 2 (May 8, 2019): 437–54. http://dx.doi.org/10.1177/1367006919846426.

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Aims and objectives: Polysyllabic shortening is thought to contribute to the perception of stress-timed rhythm in some languages. Little is known about its use in the speech of children exposed to a language that incorporates it more frequently (e.g. English) and one that incorporates it less frequently (e.g. Spanish). The purpose of the current investigation was to explore polysyllabic shortening in bilingual children’s two languages compared to monolingual Spanish and English comparison groups. Method/Design: We performed a group-level, cross-sectional study comparing the magnitude of polysyllabic shortening for monolingual English- and Spanish-speaking children and Spanish-English bilingual children. Data/Analysis: Sixteen monolingual English speakers, 23 monolingual Spanish speakers, and 16 Spanish-English bilingual speakers produced two- and four-syllable words in English only, Spanish only, or both English and Spanish, respectively. Ages ranged from 4;5 to 7;7 ( M = 5;10, SD = 7 months). English and Spanish words had the same syllable shapes and primary stress locations. Articulation rate was measured by syllables per second. A language history questionnaire and standardized vocabulary test were also administered. Comparisons were made both between and within groups. Results: Both monolingual English and Spanish speakers utilized polysyllabic shortening to similar degrees. Bilingual children produced polysyllabic shortening in English and Spanish to the same degree as their monolingual peers, but they produced it to a greater degree in their own Spanish than in their own English. Conclusion: Polysyllabic shortening might be a universal feature of speech that results from universal phonetic constraints. For the bilingual children, greater use of polysyllabic shortening in Spanish than English may be related to better Spanish than English articulatory control.

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9

Yoo, Isaiah WonHo, and Barbara Blankenship. "Duration of epenthetic t in polysyllabic American English words." Journal of the International Phonetic Association 33, no. 2 (December 2003): 153–64. http://dx.doi.org/10.1017/s0025100303001269.

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10

White, Laurence, and Alice E. Turk. "English words on the Procrustean bed: Polysyllabic shortening reconsidered." Journal of Phonetics 38, no. 3 (July 2010): 459–71. http://dx.doi.org/10.1016/j.wocn.2010.05.002.

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11

Weda, Sukardi. "Problems on English Word Stress Placement Made by Indonesian Learners of English." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 328–41. http://dx.doi.org/10.34050/els-jish.v1i3.4561.

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AbstractThis study focuses its investigation on the problems of stress placement in English words made by Indonesian learners of English (ILE). The subjects of the study were the students of English Literature Study Program Universitas Negeri Makassar (N = 66, 20 or 30.30% males and 46 or 69.69 females). Results of the study show that the Indonesian learners of English (ILE) were able to put the an acute accent (´) illustrating the primary stress on monosyllabic words (one syllable words) easily; two syllable words, except for word permit; three syllable words, except for the word determine; words with suffixes in reading test; words with prefixes, except for word imbalance; compound words, except for word sunrise; noun phrases; stress on verbs and stress on nouns. The ILE were not able to put an acute accent (´) illustrating the main stress on polysyllabic words with suffixes in written test, but the ILE has excellent competence for the words objectivity and disagreement. The ILE therefore tended to put the correct stress placement on reading test than on written test. The ILE often mistress the words in polysyllabic words, like: permit, determine, imbalance, accuracy, anchorage, etc. Additionally, descriptive statistics shows the percentage of correct and incorrect pronunciation made by Indonesian Learners of English (ILE) in recording and written test. The educational implication of this study is that the practice for stress placement of words, ranging from monosyllabic words to polysyllabic words needs to be taught in English learning and teaching process in the classroom setting. This in keeping with the results of the questionnaires that ‘Learning correct stress placement needs large portion in EFL classroom’ with a mean 3.6061 and SD = .87493 and ‘Correct stress placement on words is important’ with a mean of 4.1515 and SD = .68483. Keywords: Pronunciation problems, stress, stress placement, English, ILE

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12

Qojayeva, Shahla. "Accentual Structure in Spoken English—Has It Been Overanalyzed?" International Journal of English Linguistics 6, no. 3 (May 26, 2016): 200. http://dx.doi.org/10.5539/ijel.v6n3p200.

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<p>Pronouncing words with the correct stress plays an important role in communication. This has been investigated by different phoneticians, Torsuyev and Gibson amongst others, who have analyzed the different accentual patterns of English words and defined a large number of different accentual patterns. In this paper the author experimentally challenges the concept of complex accentual structures by investigating the pattern of standard British English speakers. Using the PRAAT program, a software package which is widely used in phonetic experimental research, the fundamental parameters of frequency of tone, intensity and time were measured and used to define accentual patterns of polysyllabic words as spoken by two modern standard English speakers. This study demonstrated that polysyllabic words, phrases and abbreviations exhibit only four distinct accentual-syllabic patterns. This is in direct contrast to previous work and demonstrates that accentual structure in spoken English has been over analyzed and made unnecessarily complex.</p>

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13

Arantes, Pablo, and Plinio Barbosa. "Duration and fundamental frequency patterns in Brazilian Portuguese polysyllabic words." Journal of the Acoustical Society of America 125, no. 4 (April 2009): 2573. http://dx.doi.org/10.1121/1.4783770.

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14

NIMMO, LISA M., and STEVEN ROODENRYS. "Syllable frequency effects on phonological short-term memory tasks." Applied Psycholinguistics 23, no. 4 (November 19, 2002): 643–59. http://dx.doi.org/10.1017/s0142716402004071.

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Recent evidence suggests that phonological short-term memory (STM) tasks are influenced by both lexical and sublexical factors inherent in the selection and construction of the stimuli to be recalled. This study examined whether long-term memory (LTM) influences STM at a sublexical level by investigating whether the frequency with which one-syllable nonwords occur in polysyllabic words influences recall accuracy on two phonological STM tasks, nonword repetition and serial recall. The results showed that recall accuracy increases when the stimuli to be recalled consist of one-syllable nonwords that occur often in polysyllabic English words. This result is consistent with the notion that LTM facilitates phonological STM at both a lexical and sublexical level. Implications for models of verbal STM are discussed.

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15

Klein, Harriet B. "Relationship between Early Pronunciation Processes and Later Pronunciation Skill." Journal of Speech and Hearing Disorders 50, no. 2 (May 1985): 156–65. http://dx.doi.org/10.1044/jshd.5002.156.

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Two boys who exhibited different early phonological processes for the maintenance of syllables in polysyllabic words were studied at two subsequent times during the phonology development period. At Time 1 (mean age 1:10) one child used assimilation and reduplication, while the other used glottal and glide replacement. At Time 2 (mean age 3:8) and Time 3 (mean age 6:0) the children maintained differences in types and frequencies of process use. The child using glottal and glide replacement lagged somewhat behind the other regarding the rate of process dissolution, especially for those processes affecting affricates and clusters. The longitudinal data suggest that early processes applied to polysyllabic words may be predictive of later pronunciation skill for the production of continuous speech.

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16

Kunnari, Sari. "Word length in syllables: evidence from early word production in Finnish." First Language 22, no. 2 (June 2002): 119–35. http://dx.doi.org/10.1177/014272370202206501.

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This study examines the phonological form of ten Finnish-speaking children's productive vocabulary in the period of transition into speech, with primary focus on the number of syllables in a word. The results showed that Finnish children produced relatively few monosyllables and a large number of disyllables in their early words. This seemed to reflect the predominance of disyllabic target words over monosyllabic ones in Finnish. Furthermore, it appeared that the reduction of disyllabic words was very uncommon, whereas polysyllabic words were considerably more often deformed. Finally, the polysyllabic words were quite often truncated in such a way that they fitted a trochaic pattern, which may partly be due to the fact that primary word stress in Finnish falls on the first syllable. Additionally, the segmental content of the target word and the use of a favourite template may have an effect on the selection of syllables. Thus, the present results suggest that the target language affects the syllabicity of children's early word productions and that differences in the linguistic features of the input may influence the strategies that children use when producing their first words.

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17

Klein, Harriet B., and Cecile C. Spector. "Effect of Syllable Stress and Serial Position on Error Variability in Polysyllabic Productions of Speech-Delayed Children." Journal of Speech and Hearing Disorders 50, no. 4 (November 1985): 391–402. http://dx.doi.org/10.1044/jshd.5004.391.

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This study explored the effect of naturally occurring interactions of syllable stress and serial positions, found in polysyllabic words, on the variability of phonological performance of speech-delayed children. The subjects were 8 mild to moderately delayed children between the ages of 5:2 and 6:11 with a mean age of 6:0. Continuous speech samples and nonimitated productions of polysyllabic single-word utterances were recorded and analyzed for each child. Two phonological processes (syllable deletion and intervocalic consonant deletion) were related to specific syllable context conditions. Increased process use in syllables of reduced stress occurring early in a sequence was predicted by the production patterns of young children initially learning to say words. Syllables with reduced stress also were found to be associated frequently with atypical error productions.

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18

Artyukhova, D. T. "Retention of Rhythmic Structure in English Polysyllabic Words in Canadian Discourse." Вестник Московского государственного лингвистического университета. Гуманитарные науки, no. 1 (2021): 9–18. http://dx.doi.org/10.52070/2542-2197_2021_1_843_9.

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19

Powell, Debbie A., and Roberta Aram. "Spelling in Parts: A Strategy for Spelling and Decoding Polysyllabic Words." Reading Teacher 61, no. 7 (April 2008): 567–70. http://dx.doi.org/10.1598/rt.61.7.6.

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20

Ferrand, Ludovic. "Reading aloud polysyllabic words and nonwords: The syllabic length effect reexamined." Psychonomic Bulletin & Review 7, no. 1 (March 2000): 142–48. http://dx.doi.org/10.3758/bf03210733.

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21

Fletcher, Janet. "Temporal compensation in interaccent intervals and polysyllabic words in spoken French." Journal of the Acoustical Society of America 84, S1 (November 1988): S98. http://dx.doi.org/10.1121/1.2026590.

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22

Taft, Marcus. "Orthographic Processing of Polysyllabic Words by Native and Nonnative English Speakers." Brain and Language 81, no. 1-3 (April 2002): 532–44. http://dx.doi.org/10.1006/brln.2001.2545.

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23

McKechnie, Jacqueline, Mostafa Shahin, Beena Ahmed, Patricia McCabe, Joanne Arciuli, and Kirrie J. Ballard. "An Automated Lexical Stress Classification Tool for Assessing Dysprosody in Childhood Apraxia of Speech." Brain Sciences 11, no. 11 (October 25, 2021): 1408. http://dx.doi.org/10.3390/brainsci11111408.

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Childhood apraxia of speech (CAS) commonly affects the production of lexical stress contrast in polysyllabic words. Automated classification tools have the potential to increase reliability and efficiency in measuring lexical stress. Here, factors affecting the accuracy of a custom-built deep neural network (DNN)-based classification tool are evaluated. Sixteen children with typical development (TD) and 26 with CAS produced 50 polysyllabic words. Words with strong–weak (SW, e.g., dinosaur) or WS (e.g., banana) stress were fed to the classification tool, and the accuracy measured (a) against expert judgment, (b) for speaker group, and (c) with/without prior knowledge of phonemic errors in the sample. The influence of segmental features and participant factors on tool accuracy was analysed. Linear mixed modelling showed significant interaction between group and stress type, surviving adjustment for age and CAS severity. For TD, agreement for SW and WS words was >80%, but CAS speech was higher for SW (>80%) than WS (~60%). Prior knowledge of segmental errors conferred no clear advantage. Automatic lexical stress classification shows promise for identifying errors in children’s speech at diagnosis or with treatment-related change, but accuracy for WS words in apraxic speech needs improvement. Further training of algorithms using larger sets of labelled data containing impaired speech and WS words may increase accuracy.

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24

Young, Edna Carter. "An analysis of a treatment approach for phonological errors in polysyllabic words." Clinical Linguistics & Phonetics 9, no. 1 (January 1995): 59–77. http://dx.doi.org/10.3109/02699209508985325.

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25

Guba, Mohammed Nour Abu. "Stress assignment in polysyllabic words in Levantine Arabic: An Optimality-Theoretic analysis." Lingua Posnaniensis 60, no. 2 (December 1, 2018): 7–24. http://dx.doi.org/10.2478/linpo-2018-0009.

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Abstract This paper proposes an Optimality-Theoretic analysis of stress assignment in Levantine Arabic. The proposed hierarchy incorporates two constraints, namely *EXTENDED-LAPSE-R, which restricts stress to one of the last three syllables, and ALIGN-LEFT, which demands that the left edge of the prosodic word be aligned with a foot. This hierarchy is superior to earlier research as it successfully accounts for stress assignment in a more comprehensive and economical way. Most interestingly, it can account for the unexpected stress on a light penult in prosodic words ending in four light syllables and the paradoxical status of foot extrametricality without ad hoc parameterization of constraints. Moreover, findings show that footing in Levantine Arabic is iterative, an indication that secondary stress is attested in Levantine dialects.

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26

Berg, Thomas. "ON THE INTERNAL STRUCTURE OF POLYSYLLABIC MONOMORPHEMIC WORDS: THE CASE FOR SUPERRIMES." Studia Linguistica 43, no. 1 (June 1989): 5–32. http://dx.doi.org/10.1111/j.1467-9582.1989.tb00792.x.

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27

James, Deborah G. H., Jan van Doorn, and Sharynne McLeod. "The contribution of polysyllabic words in clinical decision making about children's speech." Clinical Linguistics & Phonetics 22, no. 4-5 (January 2008): 345–53. http://dx.doi.org/10.1080/02699200801919240.

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28

Prins, David, Carol P. Hubbard, and Michelle Krause. "Syllabic Stress and the Occurrence of Stuttering." Journal of Speech, Language, and Hearing Research 34, no. 5 (October 1991): 1011–16. http://dx.doi.org/10.1044/jshr.3405.1011.

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The occurrence of stuttering on stress-peak and unstressed syllables in connected speech was studied in 10 young adult stutterers. Results showed a significant coincidence of stutter events and syllabic stress peaks, particularly in polysyllabic words. Stuttering on the first three words of principal clauses, however, appeared independent of syllabic stress. Similarities between the loci of stutter events and segmental errors of speech are considered in relation to explanations that regard stuttering as evidence of failure in normal speech production processes.

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29

Taft, Marcus, Carlos J. Álvarez, and Manuel Carreiras. "Cross-language differences in the use of internal orthographic structure when reading polysyllabic words." Mental Lexicon 2, no. 1 (May 11, 2007): 49–63. http://dx.doi.org/10.1075/ml.2.1.04taf.

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The way in which adult readers process the internal orthographic structure of words was examined in two languages that differ in their syllabic structure, English and Spanish. Readers of both languages were presented with polysyllabic words split according to either their pronounced syllable (e.g., cac tus) or their maximized initial unit corresponding to their Basic Orthographic Syllabic Structure (BOSS, e.g., cact us). In agreement with other recent research, it was found that speed of lexical decision to syllabically split words was faster than to BOSS split words for poorer English speakers, while better English speakers were more oriented toward the BOSS. The Spanish data suggested an overall syllable bias regardless of reading ability, though less so for better readers. The contrast between the English and Spanish results is explained in terms of phonological considerations being more important for Spanish readers.

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30

Berninger, Virginia W., Katherine Vaughan, Robert D. Abbott, Allison Brooks, Kristin Begayis, Gerald Curtin, Kristina Byrd, and Steve Graham. "Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words." Learning Disability Quarterly 23, no. 2 (May 2000): 117–35. http://dx.doi.org/10.2307/1511141.

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Two studies addressed issues related to multiple instructional components in early intervention for at-risk spellers learning to spell polysyllabic words. The first study was a follow-up to a prior second-grade intervention. The fast responders in that study, who were monitored at the beginning and end of third grade ( n=61), maintained their earlier gains during third grade when treatment was withdrawn. Thirty-two of the slower responders received continuing tutoring (12 individual tutorials over 6 to 8 weeks in late fall of third grade), which showed that children who received only alphabet principle training did as well as those who received combined alphabet principle and syllable awareness training (syllable types in English), but that these children required 24 practice trials for short-term mastery of spelling specific words. The second study with a new sample of 48 third graders also evaluated the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training. In these 24 individual tutorials over a 4-month period beginning in the fifth month of third grade, the combined treatment was more effective for (a) spelling untrained transfer words, (b) spelling taught polysyllabic words with a final, silent e syllable, and (c) transfer to phonological awareness. A two-tier model for early intervention to prevent spelling disabilities is proposed. In the first tier alphabet principle is taught (along with other sound-spelling connections for words including syllable awareness) and applied to practice in spelling words singly and in text (teacher-directed dictation and child-generated composition). In the second tier children are monitored in the year following early intervention and continuing tutoring is provided if necessary.

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31

Shatzman, Keren B., and James M. McQueen. "Prosodic Knowledge Affects the Recognition of Newly Acquired Words." Psychological Science 17, no. 5 (May 2006): 372–77. http://dx.doi.org/10.1111/j.1467-9280.2006.01714.x.

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An eye-tracking study examined the involvement of prosodic knowledge—specifically, the knowledge that monosyllabic words tend to have longer durations than the first syllables of polysyllabic words—in the recognition of newly learned words. Participants learned new spoken words (by associating them to novel shapes): bisyllables and onset-embedded monosyllabic competitors (e.g., baptoe and bap). In the learning phase, the duration of the ambiguous sequence (e.g., bap) was held constant. In the test phase, its duration was longer than, shorter than, or equal to its learning-phase duration. Listeners' fixations indicated that short syllables tended to be interpreted as the first syllables of the bisyllables, whereas long syllables generated more monosyllabic-word interpretations. Recognition of newly acquired words is influenced by prior prosodic knowledge and is therefore not determined solely on the basis of stored episodes of those words.

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32

Taft, Marcus. "The body of the BOSS: Subsyllabic units in the lexical processing of polysyllabic words." Journal of Experimental Psychology: Human Perception and Performance 18, no. 4 (1992): 1004–14. http://dx.doi.org/10.1037/0096-1523.18.4.1004.

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33

Knuijt, Paul P. N. A., and Egbert M. H. Assink. "Morphographic Units in Dutch Polysyllabic Words: In Search of the Body of the BOSS." Scientific Studies of Reading 1, no. 2 (April 1997): 99–117. http://dx.doi.org/10.1207/s1532799xssr0102_1.

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34

Odell, Katharine, Malcolm R. McNeil, John C. Rosenbek, and Linda Hunter. "Perceptual Characteristics of Vowel and Prosody Production in Apraxic, Aphasic, and Dysarthric Speakers." Journal of Speech, Language, and Hearing Research 34, no. 1 (February 1991): 67–80. http://dx.doi.org/10.1044/jshr.3401.67.

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Narrow phonetic transcriptions and prosodic judgments were made of single-word imitations by apraxic (AOS), conduction aphasic (CA), and ataxic dysarthric (AD) speakers. AOS and AD subjects showed similar vowel error patterns, particularly predominant errors in low, tense, and back vowels, more distortions than other types of vowel errors, and predominant errors in initial position of words and in monosyllabic words. The CA subjects displayed a different vowel error pattern, notably more substitutions than distortions, more errors in polysyllabic than monosyllabic words, and more errors in noninitial than initial positions of words. Analysis of prosodic features identifiable at the single-word level (e.g., syllabic stress, juncture, and struggles to initiate or complete productions) indicated that syllabic stress errors and more difficulty initiating than completing word production were characteristic of AOS and AD but not CA subjects.

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35

Kearns, Devin M., and Reem Al Ghanem. "The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud?" Journal of Educational Psychology 111, no. 6 (August 2019): 933–56. http://dx.doi.org/10.1037/edu0000316.

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36

Cohen, Evan-Gary, Vered Silber-Varod, and Noam Amir. "The acoustics of primary and secondary stress in Modern Hebrew." Brill’s Journal of Afroasiatic Languages and Linguistics 10, no. 1 (May 15, 2018): 5–23. http://dx.doi.org/10.1163/18776930-01001001.

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Abstract This study investigates the acoustic realization of primary and secondary stress in polysyllabic words in Modern Hebrew (MH). The study focuses on the production of target words embedded in a meaningful carrier sentence, with three primary stress types: ultimate, penultimate and antepenultimate stress. We measured the duration, intensity and F0 of each vowel. Results show that duration is the sole reliable cue for stress in MH, and that there is no phonetic realization of secondary stress in MH, and therefore no true surface alternating pattern. These findings may have phonological implications regarding the prosodic organization of language, and provide a solid basis for future studies on the perception of primary and secondary stress by speakers.

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37

Baumann, Andreas, and Nikolaus Ritt. "On the replicator dynamics of lexical stress: accounting for stress-pattern diversity in terms of evolutionary game theory." Phonology 34, no. 3 (December 2017): 439–71. http://dx.doi.org/10.1017/s0952675717000240.

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This paper accounts for stress-pattern diversity in languages such as English, where words that are otherwise equivalent in terms of phonotactic structure and morphosyntactic category can take both initial and final stress, as seen in ˈlentil–hoˈtel, ˈenvoy–deˈgree, ˈresearchN–reˈsearchNand ˈaccessV–acˈcessV. Addressing the problem in general and abstract terms, we identify systematic conditions under which stress-pattern diversity becomes stable. We hypothesise that words adopt stress patterns that produce, on average, the best possible phrase-level rhythm. We model this hypothesis in evolutionary game theory, predict that stress-pattern diversity among polysyllabic word forms depends on the frequency of monosyllables and demonstrate how that prediction is met both in Present-Day English and in its history.

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38

Bouchhioua, Nadia. "Cross-Linguistic Influence On The Acquisition Of English Pronunciation By Tunisian EFL Learners." European Scientific Journal, ESJ 12, no. 5 (February 28, 2016): 260. http://dx.doi.org/10.19044/esj.2016.v12n5p260.

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While acquiring English as a second language (L2) has received substantial research, learning English as a third language (L3) especially in complex sociolinguistic contexts has not received as much attention. Various factors including typological similarity between L2 and L3 are believed to affect the process and the product of learning a third language. Typological similarity is said to facilitate learning at the lexcio-semantic level. However, its effects on the learning of L3 phonology is not always as such. In this study, cross-linguistic influence on the acquisition of English (as L3) pronunciation in the Tunisian context which is characterized by multilingualism involving Tunisian Arabic (TA) as mother tongue, Modern Standard Arabic (MSA) as the first language learnt at school, and French as L2 is investigated. The production of two pronunciation features is tested. These features are the sounds existing in English-French cognates such as information, syntax, important, and stress placement in polysyllabic words. The methodology consisted in having English major university students and their teachers produce these features in read and spontaneous speech. Phonetic analysis and statistical tests revealed significant linguistic transfer from French in the pronunciation of the target features. The participants produced the French nasalized vowel [ɛ̃] in the syllables in English-French cognate vocabulary instead of the correct English pronunciation and placed stress on final syllables according to French stress patterns in their production of English polysyllabic words that should be stressed elsewhere.

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Snow, David. "A Prominence Account of Syllable Reduction in Early Speech Development." Journal of Speech, Language, and Hearing Research 41, no. 5 (October 1998): 1171–84. http://dx.doi.org/10.1044/jslhr.4105.1171.

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When young children produce multiword utterances and words that are polysyllabic in adult speech, they are most likely to omit unstressed syllables. Because unstressed syllables are omitted more often in weak-strong (iambic) than in strong-weak (trochaic) environments, a trochaic metrical theory has been proposed to account for the asymmetrical omission pattern. This paper presents an alternative explanation based on the notion of relative prosodic prominence. I propose that syllable prominence is a product of two orthogonal suprasegmental systems: one that marks stress/accent peaks and one that marks phrase boundaries. A two-component scale of prominence values reflecting the contributions of both systems was used to analyze single- and multi-word speech samples of 11 children 19 to 26 months of age. The results show that the prominence scale parsimoniously accounts not only for the bias toward syllable omissions in nontrochaic environments but also explains other types of syllable reduction not captured by metrical theories. Implications of the dual-system prosodic model are discussed in terms of possible contributions to a perceptually based theory of early polysyllabic and multiword patterns in child speech.

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Kliukienė, Regina. "Vietovardžių apibendrintų skiemens modelių statistinė analizė." Lietuvių kalba, no. 1 (December 27, 2007): 1–11. http://dx.doi.org/10.15388/lk.2007.22898.

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The article deals with the syllable structure of toponyms and with the general regularities of the syllable phonotactics. The experiment has been carried out using the original software SKIEMUO. PAS. (the programming language Turbo Pascal. 7), developed by A. Girdenis. The results obtained can be summarised as follows: toponyms account for 22 generalised structures; the CV type syllable structure is the most productive; vowel syllables prevail; open covered asymmetrical syllables are more common than others; polynomial consonant clusters in toponyms are rare; toponyms are polysyllabic words; their average length is 3.128 syllables.

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Adamik, Tamás. "Vocabulary of Catullus’ Poems Hapax Legomena as Vulgar Words." Acta Antiqua Academiae Scientiarum Hungaricae 59, no. 1-4 (September 25, 2020): 317–25. http://dx.doi.org/10.1556/068.2019.59.1-4.28.

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Summary“There are 150 words in Catullus which occur once only in his writings, and of these more than 70 per cent are rare in the whole of Latin literature, and more than 90 per cent do not occur in Vergil at all” – writes J. Whatmough in his work Poetic, Scientific, and other Forms of Discourse, Berkeley and Los Angeles, 1956, 41. It is necessary to distinguish between genuine and apparent once-words. The true once-word is a coinage that never recurs; the number of the true once-words is exceedingly small. Catullus’ once-words were well known, but not in writing. Theoretically one would expect such words to be polysyllabic; so are the comic jawbreakers of Aristophanes which fit the pattern of his verse so well. The hapax legomena of Catullus are not genuine once-words of the spoken language, but they are vulgar and in some contexte obscene. We can, therefore, regard them as taboo words. They occur sometimes in similes; cf. Poems 17, 23, 25, 97. In my paper I would like to analyse some vulgar hapax legomena of Catullus.

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Nooteboom, Sieb G., and Gert J. Doodeman. "Cues for lexical stress and recognition of polysyllabic words, synthesized from diphones and presented in isolation." Journal of the Acoustical Society of America 77, S1 (April 1985): S39. http://dx.doi.org/10.1121/1.2022315.

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Wu, Ya-dong, Kazuo HEMMI, and Kazuo INOUE. "A Tone Recognition of Polysyllabic Chinese Words Using an Approximation Model of Four Tone Pitch Patterns." Transactions of the Institute of Systems, Control and Information Engineers 5, no. 7 (1992): 294–301. http://dx.doi.org/10.5687/iscie.5.294.

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Hwang, Misun, and Yongsoon Kang. "An Analysis of Stress Patterns of English Polysyllabic Words with Special Reference to Spelling-based Theory." LINGUA HUMANITATIS 22, no. 1 (June 30, 2020): 219–43. http://dx.doi.org/10.16945/2020221219.

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SHEVCHENKO, TATIANA. "ENGLISH WORD STRESS IN LONG-TERM LANGUAGE CONTACT." Theoretical and Applied Linguistics, no. 2 (2021): 160–68. http://dx.doi.org/10.22250/2410-7190_2021_7_2_160_168.

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The paper summarizes the results of recent studies concerned with English accentual patterns dynamics in polysyllabic words, based on English and French language contact. Canadian English reflects the present-day situation of language contact. Intersection of a variety of tendencies is observed which are due to accentual assimilation in lexicon of Romance origin borrowed from French. The recessive and the rhythmical are the major ones in the historical perspective. The data collected in dictionaries are further supplied with sociocultural comments based on corpus and opinion survey cognitive analyses. The presence of rhythmical stress was discovered in British, American and Canadian Englishes with the growing tendency in compound words due to disappearing of the pattern with two equal stresses. The tendency is most vivid in bilingual speakers from the Province of Quebec who accentuate word-final syllable.

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Ragaišienė, Vilija. "Tendencies of the accentuation of polysyllabic nouns of the West Aukštaitian of Kaunas in the written sources of the 1950s and 1960s." Lietuvių kalba, no. 13 (December 20, 2019): 1–19. http://dx.doi.org/10.15388/lk.2019.22489.

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The article analyses the dialectal material collected in the area of the West Aukštaitian of the Kaunas subdialect in the written sources of the 1950s and 1960s at the Dialect Archive of the Geolinguistic Centre of the Institute of the Lithuanian Language. Based on the data of the written sources, the goal is to describe the accentuation peculiarities of the polysyllabic nouns of the West Aukštaitian of the Kaunas subdialect in the written sources of that time, to discuss their accent models and to establish the accentuation tendencies of this subdialect. After the research was completed it was established that there is a tendency in the West Aukštaitian of the Kaunas subdialect to stress polysyllabic suffixed nouns according to three accentual models: 1) fixed, 2) mobile and 3) fixed-mobile. The author of the article is of the opinion that the accentual variance of parallel derivatives with suffixes could have been determined not by one factor, but by a set of factors. The appearance of accentual variants is linked to semantics, the accentual and semantic model of two plurals, the accentual variance of the root words, the soft ending of the stem of words and is explained by the stress analogy of the same type of word formation. The author surmises that the phenomena of oxytogenesis and baritogenesis in the subdialect under research could have worked by the principle of structure. The accentuation of some suffixes (e.g., -iena and -ėja) can demonstrate the change of the accentual models in the Aukštaitian subdialect – the movement of the mobile accentuation model from the South Aukštaitian subdialect in the direction of the North.

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Aabedi, alexander, Benjamin Lipkin, Jasleen Kaur, Sofia Kakaizada, Jacob Young, Anthony Lee, Saritha Krishna, Edward Chang, David Brang, and Shawn Hervey-Jumper. "TAMI-66. FUNCTIONAL ALTERATIONS IN CORTICAL PROCESSING OF SPEECH IN GLIOMA-INFILTRATED CORTEX." Neuro-Oncology 23, Supplement_6 (November 2, 2021): vi212. http://dx.doi.org/10.1093/neuonc/noab196.848.

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Abstract INTRODUCTION Recent developments in the biology of malignant gliomas have demonstrated that glioma cells interact with neurons through both paracrine signaling and electrochemical synapses. Glioma-neuron interactions consequently modulate the excitability of local neuronal circuits, and it is unclear the extent to which glioma-infiltrated cortex can meaningfully participate in neural computations. For example, gliomas may result in a local disorganization of activity that impedes the transient synchronization of neural oscillations. Alternatively, glioma-infiltrated cortex may retain the ability to engage in synchronized activity, in a manner similar to normal-appearing cortex, but exhibit other altered spatiotemporal patterns of activity with subsequent impact on cognitive processing. METHODS Here, we acquired invasive electrophysiologic recordings to sample both normal-appearing and glioma-infiltrated cortex during speech initiation in order to measure language task-related circuit dynamics of IDH-wild-type glioblastoma patients. We then applied an information theoretical framework to directly compare the encoding capacity and decodability of signals arising from these regions. RESULTS We find that glioma-infiltrated cortex engages in synchronous activity during task performance in a manner similar to normal-appearing cortex, but recruits a diffuse spatial network. On a temporal scale, we show that glioma-infiltrated cortex has lower capacity for information encoding when performing nuanced tasks such as speech production of monosyllabic versus polysyllabic words. As a result, temporal decoding strategies for distinguishing monosyllabic from polysyllabic words were feasible for signals arising from normal-appearing cortex, but not from glioma-infiltrated cortex. CONCLUSION These findings inform our understanding of cognitive processing in patients with malignant gliomas and have implications for patient survival, neuromodulation, and prosthetics in patients with malignant gliomas.

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Verhoeven, Ludo, R. H. Baayen, and Robert Schreuder. "Orthographic constraints and frequency effects in complex word identification." Written Language and Literacy 7, no. 1 (July 30, 2004): 49–59. http://dx.doi.org/10.1075/wll.7.1.06ver.

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In an experimental study we explored the role of word frequency and orthographic constraints in the reading of Dutch bisyllabic words. Although Dutch orthography is highly regular, several deviations from a one-to-one correspondence occur. In polysyllabic words, the grapheme E may represent three different vowels: /ε /, /e/, or /œ /. In the experiment, skilled adult readers were presented lists of bisyllabic words containing the vowel E in the initial syllable and the same grapheme or another vowel in the second syllable. We expected word frequency to be related to word latency scores. On the basis of general word frequency data, we also expected the interpretation of the initial syllable as a stressed /e/ to be facilitated as compared to the interpretation of an unstressed /œ /. We found a strong negative correlation between word frequency and latency scores. Moreover, for words with E in either syllable we found a preference for a stressed /e/ interpretation, indicating a lexical frequency effect. The results are discussed with reference to a parallel dual-route model of word decoding.

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Wijnen, Frank, Evelien Krikhaar, and Els Den Os. "The (non)realization of unstressed elements in children's utterances: evidence for a rhythmic constraint." Journal of Child Language 21, no. 1 (February 1994): 59–83. http://dx.doi.org/10.1017/s0305000900008679.

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ABSTRACTIn this study it is argued that the omission of closed class morphemes and of unstressed syllables within words is related to their common characteristic, viz. that they are unstressed, rhythmically weak parts of utterances. Several strands of evidence indicate that it is unlikely that children are unable to perceive these elements in the input speech. The pattern of (non)realization of unstressed syllables within content words and the class of determiners, was analysed in two Dutch children from 1;6 to 2;11. It appeared that polysyllabic words were quite generally truncated in such a way that they fitted a trochaic (strong-weak) pattern, particularly in the early samples. Some observations with respect to the (non)realization of determiners are suggestive of an influence of an SW-constraint on the realization of noun phrases. These findings support the hypothesis that in the course of utterance preparation, words and phrases are mapped onto S(W) templates. Anecdotal evidence suggests that the dissolution of the SW-constraint coincides with the acquisition of specific aspects of stress assignment in Dutch, such as quantity sensitivity.

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Gimenes, Manuel, Cyril Perret, and Boris New. "Lexique-Infra: grapheme-phoneme, phoneme-grapheme regularity, consistency, and other sublexical statistics for 137,717 polysyllabic French words." Behavior Research Methods 52, no. 6 (May 21, 2020): 2480–88. http://dx.doi.org/10.3758/s13428-020-01396-2.

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