Relevant bibliographies by topics / Suprasegmental

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Suprasegmental'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Suprasegmental"

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Bruce, Gösta. "2.3 Suprasegmental categories and 2.4 The symbolization of temporal events." Journal of the International Phonetic Association 18, no. 2 (December 1988): 75–76. http://dx.doi.org/10.1017/s0025100300003662.

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The focus of interest for the working group on Suprasegmental Categories – like that of other groups working on ‘the phonetic theory that the symbols represent’ – should primarily be on theoretical considerations. A main objective would therefore be to come up with a set of categories to be symbolized within the IPA framework. As a first step in this direction I have as the coordinator of the group devised a tentative list of such suprasegmental categories to be discussed within the working group. In a circular letter accompanying the list of suprasegmental categories I expressed the opinion that suprasegmentals within the IPA framework are not primarily in need of revision but rather addition. Another issue addressed in this letter is the question of the level of abstraction on which symbolization should take place for suprasegmental categories like stress and prominence relations as well as boundary signals, which seem to have a complex cueing with several phonetic correlates. I also expressed the possibility that the increasing number of discourse studies and studies of spontaneous speech may also call for an extension of symbols for suprasegmental categories that are not met in read speech and monologue and are not traditionally considered to be linguistic.
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Yurtbasi, Metin. "Correcting English learner’s suprasegmental errors." Global Journal of Foreign Language Teaching 7, no. 4 (January 7, 2018): 126–31. http://dx.doi.org/10.18844/gjflt.v7i4.3000.

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The main cause of pronunciation problems faced by EFL learners is their lack of a suprasegmental background. Most of those having oral comprehension and expression difficulties are unaware that their difficulty comes from their negligence of concepts of stress, pitch, juncture and linkers. While remedying stress problems, students should be taught the general rules, emphasising on primary and secondary stress, using various forms of pitch to give emotions to their utterances, taking shorter and longer pauses between meaningful thought chunks through junctures, and solidifying such suprasegmentals through constant exercises in dialogues as seen in model videos. Native speakers react more violently to unacceptable suprasegmental errors than segmental ones; thus, neglect of such important pronunciation elements risk harming the quality of communication. Learners of English should consider the good old cliche, It’s not what you said, it’s how you said it, if they want to have effective communication with their audience. Keywords: Stress placement, primary, secondary stress, prominence, compound/phrasal stress, pitch, juncture, fossilised error, algorith of suffixes.
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Saito, Yukie, and Kazuya Saito. "Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners." Language Teaching Research 21, no. 5 (April 13, 2016): 589–608. http://dx.doi.org/10.1177/1362168816643111.

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The current study examined in depth the effects of suprasegmental-based instruction on the global (comprehensibility) and suprasegmental (word stress, rhythm, and intonation) development of Japanese learners of English as a foreign language (EFL). Students in the experimental group ( n = 10) received a total of three hours of instruction over six weeks, while those in the control group ( n = 10) were provided with meaning-oriented instruction without any focus on suprasegmentals. Speech samples elicited from read-aloud tasks were assessed via native-speaking listeners’ intuitive judgments and acoustic analyses. Overall, the pre-/post-test data showed significant gains in the overall comprehensibility, word stress, rhythm, and intonation of the experimental group in both trained and untrained lexical contexts. In particular, by virtue of explicitly addressing first language / second language linguistic differences, the instruction was able to help learners mark stressed syllables with longer and clearer vowels; reduce vowels in unstressed syllables; and use appropriate intonation patterns for yes/no and wh-questions. The findings provide empirical support for the value of suprasegmental-based instruction in phonological development, even with beginner-level EFL learners with a limited amount of second-language conversational experience.
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TROFIMOVICH, PAVEL, and WENDY BAKER. "Learning prosody and fluency characteristics of second language speech: The effect of experience on child learners' acquisition of five suprasegmentals." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 251–76. http://dx.doi.org/10.1017/s0142716407070130.

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This study examined second language (L2) experience effects on children's acquisition of fluency-(speech rate, frequency, and duration of pausing) and prosody-based (stress timing, peak alignment) suprasegmentals. Twenty Korean children (age of arrival in the United States = 7–11 years, length of US residence = 1 vs. 11 years) and 20 age-matched English monolinguals produced six English sentences in a sentence repetition task. Acoustic analyses and listener judgments were used to determine how accurately the suprasegmentals were produced and to what extent they contributed to foreign accent. Results indicated that the children with 11 years of US residence, unlike those with 1 year of US residence, produced all but one (speech rate) suprasegmentals natively. Overall, findings revealed similarities between L2 segmental and suprasegmental learning.
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Sunday, Adesina B. "Compound stress in Nigerian English." English Today 27, no. 3 (August 18, 2011): 43–51. http://dx.doi.org/10.1017/s026607841100037x.

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Of all the levels of linguistic analysis, it is at the phonological level that differences in the dialects of a language are more easily noticed (Ogu, 1992: 82). The phonology of a language can be investigated at two sub-levels: segmental and suprasegmental. Investigating the segmental micro-level entails looking at phonemes – the vowels and the consonants. Suprasegmentals are linguistically significant elements that go beyond individual segments, and include syllable, tone, stress, rhythm and intonation.
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Lozano-Argüelles, Cristina, Nuria Sagarra, and Joseph V. Casillas. "Slowly but surely: Interpreting facilitates L2 morphological anticipation based on suprasegmental and segmental information." Bilingualism: Language and Cognition 23, no. 4 (November 27, 2019): 752–62. http://dx.doi.org/10.1017/s1366728919000634.

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AbstractNative speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.
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Ou, Shu-chen. "The role of lexical stress in spoken English word recognition by listeners of English and Taiwan Mandarin." Language and Linguistics / 語言暨語言學 20, no. 4 (September 24, 2019): 569–601. http://dx.doi.org/10.1075/lali.00049.ou.

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Abstract Two perceptual experiments investigated how the suprasegmental information of monosyllables is perceived and exploited in spoken English word recognition by listeners of English and Taiwan Mandarin (TM). Using an auditory lexical decision task in which correctly stressed English words and mis-stressed nonwords (e.g. camPAIGN vs. *CAMpaign) were presented for lexical decisions, Experiment I demonstrated that TM listeners could perceive the differences between stressed and unstressed syllables with native-like accuracy and rapidity. To examine how the perceived suprasegmental contrast would constrain English lexical access, Experiment II was conducted. It used a cross-modal fragment priming task in which a lexical decision had to be made for a visually presented English word or nonword following an auditory prime, which was a spoken word-initial syllable. The results showed that English and TM listeners recognized the displayed word (e.g. campus) faster both after a stress-matching (e.g. CAM-) prime and a stress-mismatching (e.g. cam-) prime than after a control prime (e.g. MOUN-, with mismatching segments). This indicates that suprasegmental information does not inhibit a segmentally matching but suprasegmentally mismatching word candidate for both the two groups, although TM is a language where lexical prosody is expressed syllabically and its listeners tend to interpret lexical stress tonally. Yet, the two groups’ responses were slower after the stressed primes than after the unstressed ones, presumably because the former generally had more possible continuations than the latter do. It is therefore concluded that when recognizing spoken English words, both the native and non-native (TM-speaking) listeners can exploit the suprasegmental cues of monosyllables, which, however, are not so effective that they will outweigh the segmental cues.
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Zhu, Xiaonong. "Reshaping Phonetics." Bulletin of Chinese Linguistics 4, no. 1 (January 24, 2010): 1–25. http://dx.doi.org/10.1163/23526963-90000517.

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This paper proposes that the fundamental categories in phonetics are not “segment” and “suprasegmental”, but rather “segment” and “phonation”, which result from the articulatory activities in the vocal tract and the phonatory activities at the glottis respectively. The “phonatory activities” consist of four sub-categories: phonationals (phonation modes), sub-phonationals (sub-phonation modes), supra-phonationals and quasi-phonationals. There are six types and twelve sub-types of phonation modes in linguistic phonetics, which can be used to define three tonal registers in syllabics (syllable-based phonology). Under such an analysis, pitch and length are not suprasegmentals, but rather supra-phonationals. The so-called quasi-phonationals refer to two kinds of laryngeal activities, implosive and ejective, which are classified as “non-pulmonic” consonants in traditional phonetics. This new “vocal tract – laryngeal” dichotomy system not only covers the former “segment and suprasegmental” system, but can serve to categorize the world’s languages and to illuminate the transition from polysyllabic accentual languages to monosyllabic tonal languages. Finally, a hypothesis that breathy voice results from humid climates is put forward.
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Calet, Nuria, María Flores, Gracia Jiménez-Fernández, and Sylvia Defior. "Habilidades fonológicas suprasegmentales y desarrollo lector en niños de educación primaria." Anales de Psicología 32, no. 1 (December 25, 2015): 72. http://dx.doi.org/10.6018/analesps.32.1.216221.

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Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5thgrade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.
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Mahmoodi, Mohammad Hadi, and Sorour Zekrati. "RELATIONSHIP AMONG BRAIN HEMISPHERIC DOMINANCE, ATTITUDE TOWARDS L1 AND L2, GENDER, AND LEARNING SUPRASEGMENTAL FEATURES." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 112. http://dx.doi.org/10.17509/ijal.v6i1.2743.

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<p>Oral skills are important components of language competence. To have good and acceptable listening and speaking, one must have good pronunciation, which encompasses segmental and suprasegmental features. Despite extensive studies on the role of segmental features and related issues in listening and speaking, there is paucity of research on the role of suprasegmental features in the same domain. Conducting studies which aim at shedding light on the issues related to learning suprasegmental features can help language teachers and learners in the process of teaching/learning English as a foreign language. To this end, this study was designed to investigate the relationship among brain hemispheric dominance, gender, attitudes towards L1 and L2, and learning suprasegmental features in Iranian EFL learners. First, 200 Intermediate EFL learners were selected from different English language teaching institutes in Hamedan and Isfahan, two provinces in Iran, as the sample. Prior to the main stage of the study, Oxford Placement Test (OPT) was used to homogenize the proficiency level of all the participants. Then, the participants were asked to complete the Edinburgh Handedness Questionnaire to determine their dominant hemisphere. They were also required to answer two questionnaires regarding their attitudes towards L1 and L2. Finally, the participants took suprasegmental features test. The results of the independent samples t-tests indicated left-brained language learners’ superiority in observing and learning suprasegmental features. It was also found that females are better than males in producing suprasegmental features. Furthermore, the results of Pearson Product Moment Correlations indicated that there is significant relationship between attitude towards L2 and learning suprasegmental features. However, no significant relationship was found between attitude towards L1 and learning English suprasegmental features. The findings of this study can provide English learners, teachers and developers of instructional materials with some theoretical and pedagogical implications which are discussed in the paper.</p>
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Dissertations / Theses on the topic "Suprasegmental"

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Souza, Elcio Camilo Alves de. "Reações de atitude ao sotaque suprasegmental." [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269754.

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Orientador: Linda Gentry El-Dash
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-07-28T09:06:34Z (GMT). No. of bitstreams: 1 Souza_ElcioCamiloAlvesde_M.pdf: 4834334 bytes, checksum: b8c6bd3a18cdfaa57c76dacd83dabf1e (MD5) Previous issue date: 2001
Resumo: Esta dissertação é um estudo sobre reações de atitude geradas pela presença de sotaque suprasegmental na fala de brasileiros e americanos ao utilizarem português ou inglês como língua estrangeira. Como o estudo visa dois domínios lingüísticos distintos, elaboraram-se duas pesquisas paralelas, uma para cada domínio lingüístico, para, posteriormente, verificar se seus resultados apresentavam semelhanças ou diferenças entre si. No Brasil, criou-se um instrumento de pesquisa, utilizando-se a técnica de matchedguise (Lambert et al, 1960),que consistiu em uma fita com a gravação de nove trechos de um mesmo texto, traduzido em português. Esses trechos foram gravados por americanos em duas versões- uma com muito sotaque suprasegmental e outra com menos sotaque suprasegmental.O instrumento foi avaliado por brasileiros e os resultados (analisados por testes t) demonstraram que o sotaque suprasegmental americano afetou a avaliação dos juízes de forma positiva. Nos Estados Unidos, o instrumento utilizado foi preparado com brasileiros lendo trechos do mesmo texto, no original em inglês, também em duas versões (com mais sotaque e com menos sotaque suprasegmental) e foi ouvido por americanos. Os resultados, entretanto, revelaram que o sotaque suprasegmental brasileiro afetou as avaliações dos juízes negativamente. Uma análise contrastiva entre algumas características de acento, ritmo e entoação do português do Brasil e do inglês norte-americano revelou que certos aspectos do português, quando transferidos para o inglês, assemelham-se a aspectos do inglês que expressam dúvida, suspeita, crítica e falta de interesse - o que gera, inconscientemente, uma reação negativa por parte do ouvinte americano. Já os aspectos do inglês, ao serem aplicados ao português, assemelham-se a padrões que exprimem entusiasmo e surpresa. Esse fato pode ajudar a explicar o porquê dos resultados opostos nas pesquisas acima citadas e, conseqüentemente, do porquê de os americanos terem reações de atitude negativas ao interagirem com brasileiros
Abstract: This thesis is a study of attitudinal reactions caused by suprasegmental accent present in the speech of Brazilians and Americanswhen speaking either English or Portuguese as a foreign language. As this study targeted two distinct linguistic domains, parallel research was carried out in both Brazil and the USA. For this matter, an instrument based on the matched-guisetechnique (Lambert at el., 1960)was created. Briefly speaking, this instrument consisted of tape recordings of Brazilian native speakers reading a text in English - each individual using both heavy and light suprasegmental accents. The instrument was then evaluated by Americans in the United States and the results (analyzed through t-tests) demonstrated that the Brazilian accent affected the judges' evaluation negatively. In Brazil, a similar instrument, consisted of tape recordings of American native speakers reading a Portuguese translation of the same text (each individual using both heavy and light suprasegmental accents), was evaluated by Brazilians. The results, however, revealed that the American accent affected the judges' evaluation positively. A contrastive analyses between some features of stress, rhythm and intonation of Brazilian Portuguese and American English revealed that certain aspects of Portuguese, when transferred to English, resemble pattems that usually express doubt, suspicion, criticism and lack of interest - which unconsciously generates a negative reaction in the American listener. On the other hand, aspects of English, when applied to Portuguese, sound like pattems used to express enthusiasm and surprise. These data may help explain why both domains had opposite results and, consequently, why Americans have negative attitudinal reactions when communicating with Brazilians
Mestrado
Ensino-Aprendizagem de Segunda Lingua e Lingua Estrangeira
Mestre em Linguística Aplicada
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Romanini, Adriana C. "The Influence of production accuracy on suprasegmental listening comprehension /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2677.pdf.

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Romanini, Adriana. "The Influence of Production Accuracy on Suprasegmental Listening Comprehension." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1586.

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One of the major questions in second language (L2) phonological learning is whether perception precedes (and therefore guides) production. This question is important for knowing what types of training most benefit L2 learners. While most theories assume that perception always precedes production (e.g., Best, 1995; Flege, 1995), several recent studies have found that production may precede perception (e.g., Baker & Trofimovich, 2006; Beach, Brunham, & Kitamura, 2001; Goto, 1971; Sheldon & Strange, 1982; Underbakke, 1993), demonstrating that this complex relationship may differ depending on how and when the L2 is learned. The current study seeks to further explore this relationship by examining how perception and production influence each other on the suprasegmental (i.e., primary word stress) level. While many studies have examined whether perceptual training can influence production accuracy of suprasegmentals, little to no research has examined whether the opposite is true. Thus the goal of this study was to examine whether ESL learners who were trained in suprasegmental pronunciation accuracy improved in listening and speaking more than similar students who were trained in perception accuracy. Comparisons of pre- and post-tests suggest that focusing on accurate production improves not only production accuracy, but also listening comprehension more than does training in listening comprehension. These results enlighten our understanding of how perception and production influence each other, and may underscore the importance of providing bottom-up pronunciation skills for improving L2 phonological learning.
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Delalez, Samuel. "Vokinesis : instrument de contrôle suprasegmental de la synthèse vocale." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS458/document.

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Ce travail s'inscrit dans le domaine du contrôle performatif de la synthèse vocale, et plus particulièrement de la modification temps-réel de signaux de voix pré-enregistrés. Dans un contexte où de tels systèmes n'étaient en mesure de modifier que des paramètres de hauteur, de durée et de qualité vocale, nos travaux étaient centrés sur la question de la modification performative du rythme de la voix. Une grande partie de ce travail de thèse a été consacrée au développement de Vokinesis, un logiciel de modification performative de signaux de voix pré-enregistrés. Il a été développé selon 4 objectifs: permettre le contrôle du rythme de la voix, avoir un système modulaire, utilisable en situation de concert ainsi que pour des applications de recherche. Son développement a nécessité une réflexion sur la nature du rythme vocal et sur la façon dont il doit être contrôlé. Il est alors apparu que l'unité rythmique inter-linguistique de base pour la production du rythme vocale est de l'ordre de la syllabe, mais que les règles de syllabification sont trop variables d'un langage à l'autre pour permettre de définir un motif rythmique inter-linguistique invariant. Nous avons alors pu montrer que le séquencement précis et expressif du rythme vocal nécessite le contrôle de deux phases, qui assemblées forment un groupe rythmique: le noyau et la liaison rythmiques. Nous avons mis en place plusieurs méthodes de contrôle rythmique que nous avons testées avec différentes interfaces de contrôle. Une évaluation objective a permis de valider l'une de nos méthodes du point de vue de la précision du contrôle rythmique. De nouvelles stratégies de contrôle de la hauteur et de paramètres de qualité vocale avec une tablette graphique ont été mises en place. Une réflexion sur la pertinence de cette interface au regard de l'essor des nouvelles interfaces musicales continues nous a permis de conclure que la tablette est la mieux adaptée au contrôle expressif de l'intonation (parole), mais que les PMC (Polyphonic Multidimensional Controllers) sont mieux adaptés au contrôle de la mélodie (chant, ou autres instruments).Le développement de Vokinesis a également nécessité la mise en place de la méthode de traitement de signal VoPTiQ (Voice Pitch, Time and Quality modification), combinant une adaptation de l'algorithme RT-PSOLA et des techniques particulières de filtrage pour les modulations de qualité vocale. L'utilisation musicale de Vokinesis a été évaluée avec succès dans le cadre de représentations publiques du Chorus Digitalis, pour du chant de type variété ou musique contemporaine. L'utilisation dans un cadre de musique électro a également été explorée par l'interfaçage du logiciel de création musicale Ableton Live à Vokinesis. Les perspectives d'application sont multiples: études scientifiques (recherches en prosodie, en parole expressive, en neurosciences...), productions sonores et musicales, pédagogie des langues, thérapies vocales
This work belongs to the field of performative control of voice synthesis, and more precisely of real-time modification of pre-recorded voice signals. In a context where such systems were only capable of modifying parameters such as pitch, duration and voice quality, our work was carried around the question of performative modification of voice rhythm. One significant part of this thesis has been devoted to the development of Vokinesis, a program for performative modification of pre-recorded voice. It has been developed under 4 goals: to allow for voice rhythm control, to obtain a modular system, usable in public performances situations as well as for research applications. To achieve this development, a reflexion about the nature of voice rhythm and how it should be controlled has been carried out. It appeared that the basic inter-linguistic rhtyhmic unit is syllable-sized, but that syllabification rules are too language-dependant to provide a invariant inter-linguistic rhythmic pattern. We showed that accurate and expressive sequencing of vocal rhythm is performed by controlling the timing of two phases, which together form a rhythmic group: the rhythmic nucleus and the rhythmic link. We developed several rhythm control methods, tested with several control interfaces. An objective evaluation showed that one of our methods allows for very accurate control of rhythm. New strategies for voice pitch and quality control with a graphic tablet have been established. A reflexion about the pertinence of graphic tablets for pitch control, regarding the rise of new continuous musical interfaces, lead us to the conclusion that they best fit intonation control (speech), but that PMC (Polyphonic Multidimensional controllers) are better for melodic control (singing, or other instruments).The development of Vokinesis also required the implementation of the VoPTiQ (Voice Pitch, Time and Quality modification) signal processing method, which combines an adaptation of the RT-PSOLA algorithm and some specific filtering techniques for voice quality modulations. The use of Vokinesis as a musical instrument has been successfully evaluated in public representations of the Chorus Digitalis ensemble, for various singing styles (from pop to contemporary music). Its use for electro music has also been explored by interfacing the Ableton Live composition environnment with Vokinesis. Application perspectives are diverse: scientific studies (research in prosody, expressive speech, neurosciences), sound and music production, language learning and teaching, speech therapies
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Xu, Qiming. "Processing constraints on segmental and suprasegmental production in a foreign language." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7623.

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Windmann, Andreas [Verfasser], and Petra [Akademischer Betreuer] Wagner. "Optimization-based modeling of suprasegmental speech timing / Andreas Windmann ; Betreuer: Petra Wagner." Bielefeld : Universitätsbibliothek Bielefeld, 2016. http://d-nb.info/112372718X/34.

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Walters, J. Roderick. "A study of the segmental and suprasegmental phonology of Rhondda Valleys English." Thesis, University of South Wales, 1999. https://pure.southwales.ac.uk/en/studentthesis/a-study-of-the-segmental-and-suprasegmental-phonology-of-rhondda-valleys-english(900ae2d6-237e-4ce5-82fb-a7c8c9a9c080).html.

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The research is a study of male working class pronunciation in the Rhondda, part of the 'Valleys' area of South East Wales. It encompasses both segmental and suprasegmental (prosodic) phonology. The segmental analysis is primarily auditory although it has some supporting acoustic detail. It examines the consonant and vowel systems of Rhondda Valleys English (RVE), with phonetic realizations and lexical incidence. Comparisons with British R.P. are made and similarities with neighbouring varieties of English (e.g. the West Country) and the Welsh Language are observed. The suprasegmental (prosodic) analysis is of spontaneous conversational data, and is auditory and instrumental. The phonology of RVE intonation is described mainly via a system of intonation phrases (IPs), accents, and terminal tones. IP tunes (overall contours) are observed to contain accent profiles whose pitch obtrusions to the stressed syllable are, in the majority of cases, downwards and whose initial pitch movement from the stressed syllable is rising in over 80% of final accents and final accents. A large majority of IP terminal tones in the data are ultimately rising. Aspects of length and rhythm are examined. Evidence is found of rhythmic organization, e.g. of alternation between strong and weak beats. Strongly accented syllables can be accompanied either by lengthening of the vowel, or by shortening of the vowel with lengthening of the succeeding consonant. Which of these two strategies is adopted by the speaker depends partly on the vowel and partly on how the speaker syllabifies the word. The final 'weak' syllable of an IP may be phonetically stronger (with greater duration, envelope amplitude and pitch prominence) than the accented penult. Several of the prosodic features of RVE are found to bear strong influence from the Welsh Language.
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Borland, Karen. "The Use of Songs in the ESL / EFL Classroom as a Means of Teaching Pronunciation: A Case Study of Chilean University Students." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32855.

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In this thesis, I set out to investigate whether the use of songs can help L2 speakers learn to better perceive and produce suprasegmental phenomena. Effective pronunciation skills are necessary for successful communication and as such can greatly impact one’s personal, social, and professional life. Studying the use of songs for teaching pronunciation is interesting because as a linguistically rich material, songs can enhance learning due to their positive affective, social, and cognitive influence in the L2 classroom. Using songs to teach pronunciation within a Communicative Language Teaching (CLT) framework constitutes a novel approach to an underexplored area of classroom research. In order to learn how using songs might help native Spanish speakers learn English suprasegmentals, I conducted a mixed methods exploratory short-term case study of Chilean university students studying English Language and Literature at the Universidad Católica de Chile. Using three groups: a control, songs, and no-songs group, the pre- to post-course progress was measured first with the two treatment groups combined and then with them separated. In this way we were able to measure the effectiveness of songs compared to other materials as well as to no intervention whatsoever. After two weeks of instruction, we found that using songs can significantly help in the production of the schwa when reading a text and of thought groups when speaking freely. Results obtained in listening tests were not statistically significant. However, closer examination of the performance of individual songs- group participants showed not only a greater than average progress in different suprasegmental areas in both listening and speaking, but also an appreciation of songs as an effective and enjoyable means of learning pronunciation. It would be advantageous for future research to explore the effects of teaching the pronunciation areas using the same methodology but for longer periods of time with delayed post-course testing to determine whether the effects are long-term. In addition, further exploration into the relationship between pronunciation perception and production could provide insight for the development of more effective teaching techniques.
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Sumdangdej, Suthee. "Input and the acquisition of suprasegmental phonology in English by Thai school children." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2479/.

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This thesis discusses an experimental study whose aim was to find out whether English pronunciation teaching can be improved in Thai schools, where English has recently been introduced at the primary level. The main study was first underpinned by a baseline study conducted to confirm the low level of achievement in English phonology in Thailand. Data were collected from a relatively small cross-section of Thai English learners (34 in total) from three levels: beginning (primary school), intermediate (secondary school), and advanced (university, both English majors and non-English majors). The results from the baseline study helped guide the direction of the experimental study. Results revealed that all across-levels, Thai learners share similar problems in English pronunciation including 1) mispronouncing the clusters in English either in initial or final position; 2) not pronouncing the final sound of English words; and 3) misstressing disyllabic and multi-syllabic English words. These non- target pronunciations lead to undesirable unintelligibity (Kenworthy, 1978). The thesis next considers the reasons for such problems and the conclusion is that this is due to the variety of English Thai learners are exposed to, that is from Thai teachers whose accents deviate from native English speakers (see Young-Scholten, 1995).How pronunciation is dealt with in Thailand inspired the main study. The experiment exposed two groups of learners to two types of English language lessons presented on tape, with voices of English native speakers the same age as the Thai learners. One type of lesson involved only primary linguistic input, similar to how a language is naturally learned (through interaction with English native speakers) and the other added awareness raising to this. Both lessons minimized the use of Thai. The content of the lessons was based on English syllable structure and primary stress and included 60 English words from the Thai national curriculum. These lessons were implemented with two different groups of 23 and 27 Thai first year primary school learners not yet exposed to English. The idea of investigating young learners was based on the grounds that the introduction of English to Thai learners has recently shifted to primary school. As a control group, a class of 30 learners who were the same age and at the same class level was selected to represent those who were learning English in Thai school fashion. Each experimental group had a 20-25 minute lesson every day for four weeks with the experimenter after a pre-test was administered. A control group who were learning English from Thai teachers received five to ten minutes of additional general tuition a day. Production test results from an immediate post-test and a one-month delayed post-test indicated the experimental groups performed significantly better on English syllable structure and stress than the control group. The errors produced showed the experimental group learners were similar in development to how first language learners of English acquire their native language and also closer to approximating the target language when compared with the control group. The study showed that both types of lessons using recorded native speakers input for the development of English phonology seemed to work equally well with young Thai learners. This indicates that pronunciation teaching for Thai learners can straightforwardly be improved. The large-scale development of lessons is recommended where the primary source of language input is from recordings from native speakers similar to those implemented with the two experimental groups.
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Patel, Sona. "An acoustic model of the emotions perceivable from the suprasegmental cues in speech." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024263.

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Books on the topic "Suprasegmental"

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Onsets: Suprasegmental and prosodic behaviour. New York: Cambridge University Press, 2010.

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Suprasegmental phonology and segmental form: Segmental variation in the English of Dutch speakers. Tübingen: Niemeyer, 1986.

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Bogers, Koen, Harry van der Hulst, and Marten Mous, eds. The Phonological Representation of Suprasegmentals. Berlin, Boston: De Gruyter, 1986. http://dx.doi.org/10.1515/9783110866292.

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Kim, Sung-A. The phonology and phonetics of suprasegmentals. Baltimore, MD: Gateway Press, 2004.

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Skorek, Julian. Fonologia suprasegmentalna języków rosyjskiego i polskiego. Zielona Góra: Wydawn. WSP, 1997.

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Fox, Anthony. Prosodic features and prosodic structure: The phonology of suprasegmentals. Oxford: Oxford University Press, 2000.

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Sawicka, Irena. Fonologija na sovremeniot makedonski standarden jazik: Segmentalna i suprasegmentalna. Skopje: Detska radost, 1997.

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Bowers, Norman A. Hidatsa suprasegmentals: A phonological analysis of a Siouan Native North American language. Moscow, Idaho: University of Idaho Press, 1996.

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Weier, Hans-Ingolf. Tonrelationen in Luba-Sprichwörtern: Reimformen auf suprasegmentaler Ebene bei den Baluba und den Beena Luluwa in Zaire. Köln: Rüdiger Köppe Verlag, 1992.

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Babaev, S. M. Segment vă suprasegment vaḣidlărin variativlii̐inin fonetik tăsviri: Elmi ăsărlărin tematik toplusu = Foneticheskoe opisanie varʹirovanii︠a︡ segmentnykh i suprasegmentnykh edinit︠s︡ : tematicheskiĭ sbornik nauchnykh trudov. Baky: Universiteti Năshrii̐i̐aty, 1990.

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Book chapters on the topic "Suprasegmental"

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Nöth, E., A. Batliner, A. Kießling, R. Kompe, and H. Niemann. "Suprasegmental Modelling." In Computational Models of Speech Pattern Processing, 181–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-60087-6_19.

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Ballard, Kim. "Suprasegmental Phonology." In The Frameworks of English, 270–90. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-06833-0_11.

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Hickey, Raymond. "Suprasegmental transfer." In Further Insights into Contrastive Analysis, 219. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/llsee.30.14hic.

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Hodgetts, John. "Suprasegmental Instruction and Intelligibility." In Second Language Learning and Teaching, 51–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56116-1_3.

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Sutcliffe, David. "Eastern Caribbean suprasegmental systems." In Varieties of English Around the World, 265–96. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/veaw.g30.15sut.

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Mazzola, Michael L. "On the independence of suprasegmental constituency." In Issues in Phonological Structure, 183–95. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/cilt.196.11maz.

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Henriksen, Nicholas. "Suprasegmental Phenomena in Second Language Spanish." In The Handbook of Spanish Second Language Acquisition, 166–82. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118584347.ch10.

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Kang, Okim, David O. Johnson, and Alyssa Kermad. "Computerized Systems for Measuring Suprasegmental Features." In Second Language Prosody and Computer Modeling, 87–120. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003022695-8.

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Ferragne, Emmanuel. "Automatic suprasegmental parameter extraction in learner corpora." In Studies in Corpus Linguistics, 151–68. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/scl.59.10fer.

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Low, Ee Ling. "Suprasegmental aspects of pronunciation in New Englishes." In The Routledge Handbook of Contemporary English Pronunciation, 527–41. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-33.

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Conference papers on the topic "Suprasegmental"

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Wakista, Ganesh W., Sachie J. Abhayarathne, Gihan T. Mendis, Shiromi M. K. D. Arunatileka, K. Damitha Sandaruwan, Sameera A. Gunawardena, and Ravindra Fernando. "Effect of alcohol on suprasegmental features of voice." In 2014 Fourth World Congress on Information and Communication Technologies (WICT). IEEE, 2014. http://dx.doi.org/10.1109/wict.2014.7077277.

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Vancova, Hana. "THE ROLE OF SUPRASEGMENTAL FEATURES IN PRONUNCIATION TEACHING." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0759.

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Vancova, Hana. "USING E-LEARNING IN TEACHING THE ENGLISH SUPRASEGMENTAL FEATURES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1200.

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He, Lei. "The Inadequacy of Rhythm Metrics to Quantify L2 Suprasegmental Characteristics." In 7th International Conference on Speech Prosody 2014. ISCA: ISCA, 2014. http://dx.doi.org/10.21437/speechprosody.2014-208.

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Hiranuma, Yuna. "The investigation of suprasegmental transfer by American learners of Japanese." In ISAPh 2018 International Symposium on Applied Phonetics. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/isaph.2018-11.

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Sun, Linjia. "Automatic Language Identification using Suprasegmental Feature and Supervised Topic Model." In SSPS 2020: 2020 2nd Symposium on Signal Processing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421515.3421521.

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Meng, Helen, Chiu-yu Tseng, Mariko Kondo, Alissa Harrison, and Tanya Viscelgia. "Studying L2 suprasegmental features in asian Englishes: a position paper." In Interspeech 2009. ISCA: ISCA, 2009. http://dx.doi.org/10.21437/interspeech.2009-517.

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Hide, Øydis, Steven Gillis, and Paul Govaerts. "Suprasegmental aspects of pre-lexical speech in cochlear implanted children." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-278.

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Kan, Rachel. "Suprasegmental and prosodic features contributing to perceived accent in heritage Cantonese." In 10th International Conference on Speech Prosody 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/speechprosody.2020-21.

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Shahin, Ismail. "Emotion Recognition based on Third-Order Circular Suprasegmental Hidden Markov Model." In 2019 IEEE Jordan International Joint Conference on Electrical Engineering and Information Technology (JEEIT). IEEE, 2019. http://dx.doi.org/10.1109/jeeit.2019.8717396.

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