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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-DashDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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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 vocalesThis 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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Fonseca, De Sam Bento Ribeiro Manuel. "Suprasegmental representations for the modeling of fundamental frequency in statistical parametric speech synthesis." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31338.
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Statistical parametric speech synthesis (SPSS) has seen improvements over recent years, especially in terms of intelligibility. Synthetic speech is often clear and understandable, but it can also be bland and monotonous. Proper generation of natural speech prosody is still a largely unsolved problem. This is relevant especially in the context of expressive audiobook speech synthesis, where speech is expected to be fluid and captivating. In general, prosody can be seen as a layer that is superimposed on the segmental (phone) sequence. Listeners can perceive the same melody or rhythm in different utterances, and the same segmental sequence can be uttered with a different prosodic layer to convey a different message. For this reason, prosody is commonly accepted to be inherently suprasegmental. It is governed by longer units within the utterance (e.g. syllables, words, phrases) and beyond the utterance (e.g. discourse). However, common techniques for the modeling of speech prosody - and speech in general - operate mainly on very short intervals, either at the state or frame level, in both hidden Markov model (HMM) and deep neural network (DNN) based speech synthesis. This thesis presents contributions supporting the claim that stronger representations of suprasegmental variation are essential for the natural generation of fundamental frequency for statistical parametric speech synthesis. We conceptualize the problem by dividing it into three sub-problems: (1) representations of acoustic signals, (2) representations of linguistic contexts, and (3) the mapping of one representation to another. The contributions of this thesis provide novel methods and insights relating to these three sub-problems. In terms of sub-problem 1, we propose a multi-level representation of f0 using the continuous wavelet transform and the discrete cosine transform, as well as a wavelet-based decomposition strategy that is linguistically and perceptually motivated. In terms of sub-problem 2, we investigate additional linguistic features such as text-derived word embeddings and syllable bag-of-phones and we propose a novel method for learning word vector representations based on acoustic counts. Finally, considering sub-problem 3, insights are given regarding hierarchical models such as parallel and cascaded deep neural networks.
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Dung, Le Thanh, and n/a. "An analysis of suprasegmental errors in the interlanguage of North Vietnamese students of English." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060706.115954.
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Stress and intonation play important roles in the production and
perception of the English language. They are always very difficult for
second language learners to acquire. Yet, a review of literature
reveals that these important suprasegmental features have not
received due attention from second language researchers or
teachers. In Vietnam in particular, there is no research to date which
studies the stress and intonation errors in the performance of
Vietnamese learners of English.
This study uses the procedures of Error Analysis to investigate
the problem. Chapter one and two give a review of relevant literature
and a description of the methodology of the study. In chapter three,
the students' stress and intonation errors are described and classified,
and the possible sources of those errors are discussed. Finally,
chapter four shows implications and makes suggestions for the
improvement of teaching and learning English stress and intonation.
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Lööf, Maja, and Erika Svensson. "Uttalsträning i svenska för tre personer med thai som förstaspråk : En single subject design-studie." Thesis, Linköpings universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93998.
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I föreliggande single subject designstudie har tre personer med thai som modersmål och svenska som andraspråk tränats specifikt i svenskt uttal. Syftet med föreliggande studie var därför att utforma samt genomföra en uttalsintervention vilken delades in i en suprasegmentell och en segmentell modul. Syftet var vidare att undersöka hur suprasegmentella och segmentella förändringar i uttalet påverkade uttalets förståelighet. Uttalsträningen utfördes 14 gånger under en fem-veckors period. Interventionen delades upp i två moduler, en med suprasegmentellt fokus (B1) och en med segmentellt fokus (B2). I den suprasegmentella modulen ingick medvetandegörelse av stavelseuppbyggnad samt träning i svenska betoningsmönster. Den segmentella modulen innefattade träning av konsonantförbindelser, [ɧ] samt /r/. Efter varje tillfälle fick deltagarna repetera 50 ord som valts ut innan studiens början. Dessa ord analyserades utifrån deltagarnas förmåga att korrekt producera suprasegmentella och segmentella aspekter och utgjorde studiens mätpunkter. De suprasegmentella aspekterna bedömdes utifrån uppsatta bedömningskriterier och de segmentella aspekterna bedömdes med hjälp av Percentage Phonemes Correct (PPC). Efter genomförd intervention fick tre utomstående lyssnare skatta förståelighet för att undersöka om samband kunde ses mellan deras skattningar och de valda bedömningsverktygen. Enskilda ord ur ordlistorna valdes ut för att bedömningsverktygen även skulle jämföras mot akustiska mätningar. Resultaten i föreliggande studie visade på att samband kunde ses mellan specifik uttalsträning med segmentellt fokus och förbättrat uttal både vad gäller segmentella och suprasegmentella aspekter. Samma resultat visade den suprasegmentella uttalsträningen ge. Vidare kunde samband ses mellan bedömningen av de segmentella aspekterna utifrån mätpunkternas beräknade PPC och förståelighetsskattningarna. När PPC ökade förbättrades också förståeligheten. Då uttalsträning bör ha som fokus att uppnå god förståelighet hos andraspråksinläraren (Pennington, 1996; Levis, 2005) föreslås att segmentella aspekter bör ingå i uttalsträning. Mellan förbättringarna av suprasegmentella aspekter och förståelighet har inte liknande samband kunnat ses vilket dock kan bero på studiens design. Författarna till föreliggande studie anser därför att suprasegmentella aspekter i uttalsträning inte bör bortprioriteras.Three native Thai speakers with Swedish as their second language have received special training in Swedish pronunciation in the current single-subject design study. The aim of the current study was therefore to devise and implement a set of pronunciation training exercises, divided into suprasegmental and segmental modules. The aim was also to examine how suprasegmental and segmental changes in pronunciation affected the intelligibility of the pronunciation. The pronunciation training consisted of 14 training sessions during a five-week period. The exercises were divided into two modules, one with focus on suprasegmental aspects (B1) and one with focus on segmental aspects (B2). The suprasegmental module included acquainting subjects with the syllabic structure of the Swedish language as well as training of the Swedish language stress pattern. The segmental module contained training of consonant clusters, the Swedish speech sound [ɧ] and /r/. At the end of each session the participants were asked to repeat 50 words chosen before the start of the study. These words constituted the measuring points of the study and were analyzed according to the participants' ability to produce suprasegmental and segmental aspects correctly. The suprasegmental aspects were assessed according to fixed criteria and the segmental aspects were rated by means of Percentage Phonemes Correct (PPC). After completion of the final training session, three independent listeners estimated intelligibility to determine if relationship existed between these and the chosen assessment tools. Single words were selected in order to compare their criteria-based and PPC-ratings with acoustic correlates. The results of the present study indicate that a relationship can be observed between specific pronunciation training with focus on segmental aspects and improved pronunciation in terms of segmental and suprasegmental aspects. The pronunciation training with suprasegmental focus indicated the same conclusion. Further, a relationship can be seen between the judgment of the segmental aspects based on the measuring points' PPC-rating and the ratings of intelligibility. The intelligibility improved when the PPC increased. The focus of pronunciation training should be to achieve good intelligibility (Pennington, 1996; Levis, 2005); therefore it is suggested that segmental aspects should be included in pronunciation training for native Thai speakers when learning Swedish as a second language. No similar relations have been discovered between the suprasegmental aspects and intelligibility, which, however, may be due to limitations in the design of the study. Therefore suprasegmental aspects should not be neglected in pronunciation training.
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Szakay, Anita. "Identifying Maori English and Pakeha English from Suprasegmental Cues: A Study Based on Speech Resynthesis." Thesis, University of Canterbury. School of Classics and Linguistics, 2007. http://hdl.handle.net/10092/975.
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This thesis investigates the suprasegmental properties of Maori English and Pakeha English, the two main ethnolects of New Zealand English. Firstly, in a Production Experiment the speech of 36 New Zealenders is acoustically analysed. Using the Pairwise Variability Index (PVI) to measure syllabic rhythm, the study reveals that the two ethnic varieties display differing rhythmic patterns, with Maori English being significantly more syllable-timed than Pakeha English. It is also shown that, overall, Maori speakers use a higher percentage of High Rising Terminals than Pakeha speakers. The results relating to pitch suggest that Maori English pitch is becoming higher over time, with young Maori speakers producing a significantly higher mean pitch than young Pakeha speakers. Secondly, a Perception Experiment using 107 listeners is carried out to investigate the role of suprasegmental information in the identification of Maori English and Pakeha English. The ability of listeners to identify the two dialects based on prosodic cues only is tested in seven different speech conditions. The various conditions aim to isolate the precise suprasegmental features participants may use to identify speaker ethnicity. The results reveal that listeners are aware of the differing rhythmic properties of Maori English and Pakeha English, and are capable of tuning into the rhythmic characteristics of a speaker to use it as a cue in dialect identification, with some level of accuracy. The perceptual relevance of other prosodic cues is also discussed and the results indicate that, based on certain stereotypes, Maori English speech is assumed to be low-pitched, monotonous, hesitant and slow in pace. It is also shown that listeners who have had greater exposure to Maori English perform significantly better in a dialect identification task than those who are not integrated into Maori social networks, proving that the linguistic experience of the listener is a key indicator of his or her performance in ethnic dialect identification.
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Jian, Francine Hua-Li. "Suprasegmental properties of Taiwanese speech and their role in human perception and recognition by machine." Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298416.
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Elgie, Benjamin. "Activation of word-level speech production regions during suprasegmental speech perception differs by modality and task." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104890.
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This study addresses recent ideas regarding the contribution of motor and frontal brain regions, traditionally engaged during speech production, to speech perception. Using an fMRI experiment concerned with word-level speech production and perception, the overlap between perception and production was investigated using a functional mask derived from a conjunction analysis of that experiment's word production tasks. This same mask was used to analyse activity during multi-modal sentence-level speech perception in another experiment. Common activity was found between word production and word perception, but not between word production and the more complex sentence-level speech perception tasks. Contrary to certain claims, visual speech perception did not lead to increased activation of speech production regions. Whole-brain analyses of the sentence-level experiment revealed complex differences between modality- and task-specific regions in frontal, temporal, and occipital regions. Activation in this experiment was clearly influenced by inherent demands of the speech level, task, and modality. Results are discussed in light of the task demands of both experiments, as well as their implication for current understanding of motor/frontal contributions to speech perception.Cette étude s'appuie sur de récentes hypothèses concernant la contribution en perception de la parole des aires cérébrales motrices et frontales, traditionnellement recrutées lors de la production de la parole. La création d'un masque fonctionnel calculé à partir des données d'une étude en imagerie par résonance magnétique fonctionelle (IRMf) portant sur la perception et la production de mots nous a permis de rechercher une éventuelle superposition entre la perception et la production de la parole. Ce masque a été à nouveau utilisé pour analyser d'éventuelles activations pendant une tâche de perception de phrases multi-modales issue d'une autre expérience d'IRMf. Des activités communes à la production et à la perception de mots, mais pas entre la production de mots et la production plus complexe de phrases, ont été mises en évidence. Contrairement à certaines affirmations, la perception visuelle de la parole n'a pas entraîné d'augmentation des activations dans les régions dédiées à la production de la parole. Des analyses de l'ensemble du cerveau lors de la perception et de la production des phrases ont révélé des différences complexes entre les régions spécifiques de la tâche ou de la modalité dans des aires frontales, temporales et occipitales. La modalité, la tâche et le niveau de complexité de la parole ont clairement influencé les activations observées lors de cette expérience. Les résultats obtenus sont discutés en regard des demandes spécifiques dues aux tâches et aux expériences menées ainsi que de la compréhension actuelle des contributions motrices/frontales lors de la perception de la parole.
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Müller-Liu, Patricia E. "The suprasegmental signaling of attitude in German and Chinese a phonetically oriented contribution to intercultural communication /." [S.l. : s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973256397.
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Mohapatra, Prateeti. "Deriving Novel Posterior Feature Spaces For Conditional Random Field - Based Phone Recognition." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1236784133.
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Powell, Lacey Ann. "The Effects of Gender and Elicitation Method on the Prosodic Cues Used by 7- to 11-year-old Children to Signal Sentence Type." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2828.
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The purpose of this study was to examine the prosodic cues used by 7 to 11 year-old children to signal questions and declarative statements in terms of changes in fundamental frequency (F0), duration, and intensity. Additional aims were to evaluate how children's use of prosody changes as a function of gender and method of elicitation. A group of 16 children participated in three different types of elicitation tasks (imitative, reading, and naturalistic). An acoustic analysis revealed that the participants produced the different sentence types using a variety of acoustic cues. Not only do children vary the mean of F0 and intensity at the end of the sentences, but they also seemed to use relative differences in peak intensity and F0. Differences between sentence types were also found in the F0 and intensity slope in the terminal portion of sentences. In addition, the way in which the participants signaled sentence type changed as a function of speaker gender and elicitation method for a limited number of acoustic measures. Although the present study found acoustic differences in how the participants' produced the sentence types, additional research is needed to determine the perceptual impact of such differences.
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Blunck, Sharalee Ann. "Listeners' Ability to Identify the Gender of Preadolescent Children Across Multiple Linguistic Contexts." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2613.
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The purpose of this study was to determine whether 20 listeners could identify the gender of 10 preadolescent children from speech samples. An additional aim was to evaluate whether listeners identified children more accurately when listening to speech samples when more linguistic context was available. The listeners were presented with a total of 190 speech samples in four different categories of linguistic context: segments, words, sentences, and discourse. The listeners were instructed to listen to each speech sample and decide whether the speaker was a male or female. In addition, the listeners were instructed to rate their level of confidence in their decision on a 1-10 scale. Results showed listeners identified the gender of the speakers with a high degree of accuracy, ranging from 86% to 95%. In addition, statistical analysis showed significant differences in the accuracy of listener judgments among the four levels of linguistic context, with segments having the lowest (83%) and discourse the highest accuracy (99%). At the segmental level, the listeners' ability to identify the each speaker's gender from a speech sample was greater for vowels than for fricatives, with both types of phoneme being identified at a rate well above chance. Significant differences in identification were found between the /s/ and /ʃ/ fricatives, but not between the four corner vowels. The perception of gender is likely multifactorial, with listeners possibly using phonetic, prosodic, or stylistic speech cues to determine a speaker's gender.
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Borrie, Stephanie Anna. "Perceptual learning of dysarthric speech." Thesis, University of Canterbury. Department of Communication Disorders, 2011. http://hdl.handle.net/10092/5480.
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Perceptual learning, when applied to speech, describes experience-evoked adjustments to the cognitive-perceptual processes required for recognising spoken language. It provides the theoretical basis for improved understanding of a speech signal that is initially difficult to perceive. Reduced intelligibility is a frequent and debilitating symptom of dysarthria, a speech disorder associated with neurological disease or injury. The current thesis investigated perceptual learning of dysarthric speech, by jointly considering intelligibility improvements and associated learning mechanisms for listeners familiarised with the neurologically degraded signal. Moderate hypokinetic dysarthria was employed as the test case in the three phases of this programme of research.
The initial research phase established strong empirical evidence of improved recognition of dysarthric speech following a familiarisation experience. Sixty normal hearing listeners were randomly assigned to one of three groups and familiarised with passage readings under the following conditions: (1) neurologically intact speech (control) (n = 20), dysarthric speech (passive familiarisation) (n = 20), and (3) dysarthric speech coupled with written information (explicit familiarisation) (n = 20). Subsequent phrase transcription analysis revealed that the intelligibility scores of both groups familiarised with dysarthric speech were significantly higher than those of the control group. Furthermore, performance gains were superior, in both size and longevity, when the familiarisation conditions were explicit. A condition discrepancy in segmentation strategies, in which attention towards syllabic stress contrast cues increased following explicit familiarisation but decreased following passive familiarisation, indicated that performance differences were more than simply magnitude of benefit. Thus, it was speculated that the learning that occurred with passive familiarisation may be qualitatively different to that which occurred with explicit familiarisation.
The second phase of the research programme followed up on the initial findings and examined whether the key variable behind the use of particular segmentation strategies was simply the presence or absence of written information during familiarisation. Forty normal hearing listeners were randomly assigned to one of two groups and were familiarised with experimental phrases under either passive (n = 20) or explicit (n = 20) learning conditions. Subsequent phrase transcription analysis revealed that regardless of condition, all listeners utilised syllabic stress contrast cues to segment speech following familiarisation with phrases that emphasised this prosodic perception cue. Furthermore, the study revealed that, in addition to familiarisation condition, intelligibility gains were dependent on the type of the familiarisation stimuli employed. Taken together, the first two research phases demonstrated that perceptual learning of dysarthric speech is influenced by the information afforded within the familiarisation procedure.
The final research phase examined the role of indexical information in perceptual learning of dysarthric speech. Forty normal hearing listeners were randomly assigned to one of two groups and were familiarised with dysarthric speech via a training task that emphasised either the linguistic (word identification) (n = 20) or indexical (speaker identification) (n = 20) properties of the signal. Intelligibility gains for listeners trained to identify indexical information paralleled those achieved by listeners trained to identify linguistic information. Similarly, underlying error patterns were also comparable between the two training groups. Thus, phase three revealed that both indexical and linguistic features of the dysarthric signal are learnable, and can be used to promote subsequent processing of dysarthric speech.
In summary, this thesis has demonstrated that listeners can learn to better understand neurologically degraded speech. Furthermore, it has offered insight into how the information afforded by the specific familiarisation procedure is differentially leveraged to improve perceptual performance during subsequent encounters with the dysarthric signal. Thus, this programme of research affords preliminary evidence towards the development of a theoretical framework that exploits perceptual learning for the treatment of dysarthria.
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Rostas, Márcia Helena Sauáia Guimarães. "Balizas suprassegmentais para a adaptação do reggae cantado em São Luís /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/103545.
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Orientador: Gladis Massini-CagliariBanca: Luciani Ester Tenani
Banca: Flaviani Romani Fernandes Svartman
Banca: Rosane de Andrade Berlinck
Banca: Renata Maria Facuri Coelho Marchezan
Resumo: O objetivo desta tese consiste em estudar a maneira como regueiros maranhenses da zona rural da cidade de São Luís, falantes monolíngües de português brasileiro, variedade rural ludovicense, adaptam fonética e fonologicamente o inglês dos reggaes que cantam nessa língua, com vistas a obter seqüências que façam sentido na sua língua materna. Analisando os padrões fonológicos do Português Brasileiro Rural Ludovicense (PBRL), variedade linguística nativa dos sujeitos da pesquisa, e a interferência de uma língua "estrangeira" que é nativizada no som, com finalidades de obtenção de um sentido também "nativo", buscou-se também discutir a identidade fonológica do Português. A hipótese inicial consiste em verificar a tendência para a manutenção de vogais tônicas e de traços de consoantes em posições tônicas, substituição / adaptação / supressão / reinterpretação de vogais e consoantes em posições átonas, prevalecendo a percepção de falantes de português, não fluentes em inglês, daquilo que ouvem nas músicas, e a busca de sentido em uma seqüência sonora aparentemente sem sentido. No entanto, no decorrer da pesquisa, são identificados processos utilizados pelos falantes do PBRL para a adaptação fonológica da língua original (Inglês) em direção à língua alvo, sendo tais processos a manutenção da qualidade da vogal tônica, a monotongação, a ditongação, a semelhança entre consoantes, a simplificação e a complexificação do padrão silábico e a manutenção da posição do acento. Dentre estes processos, há uma incidência maior na semelhança entre consoantes, da manutenção da posição do acento e da manutenção da qualidade da vogal tônica
Abstract: The purpose of this work consists in studying how the reggae musicians from Maranhão state, living in the rural area of Sao Luis, as monolingual speakers of Brazilian Portuguese, rural variety from São Luis, adapt phonetically and phonologically the English language of the reggae music that they sing, in order to achieve sequences that can actually make sense in their mother language. Analyzing the phonological patterns of Brazilian Rural Portuguese from São Luis do Maranhão (Português Brasileiro Rural Ludovicense - PBRL), the native linguistic variety of the research subjects, and the interference of a "foreign" language that is turned into native language in speech in order to reach some native meaning, we also sought to discuss the Portuguese phonological identity. The initial assumption consists in verifying the trend to maintain stressed vowels and consonant traces in stressed positions, replacement / adaptation / suppression / reinterpretation of vowels and consonants in non-stressed positions, in which prevail the Portuguese speakers‟ perception, non-fluent in English, of what they hear in the songs and the search for some meaning in a sound sequence that is apparently meaningless. However, throughout this work, we identified some processes taken by these PBRL speakers for the phonological adaptation of the original language (English) towards the target language, such as the maintenance of the stressed vowel quality, the monophthongization, the diphthongization, consonant similarity, simplification and complexification of the syllabical pattern and the maintenance of the stress position. Among these processes, there is a greater incidence of the consonant similarity, the maintenance of stress position and the maintenance of the stressed vowel quality
Doutor
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Kebboua, Chaker Nadia. "Integrating Information Technology in theTeaching/Learning of English Pronunciation in the Classroom: Designing and Implementing an Online Course to Teach Word and Sentence Stress to Tertiary Level Students." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/668789.
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Este estudio investiga el potencial del uso de la tecnologia en la ensenanza y el aprendizaje de la pronunciacion. El
estudio explora el progreso de los estudiantes en la pronunciacion en ingles con respecto a la acentuacion de
palabras y oraciones. El curso de pronunciacion era original, se creo especialmente para los participantes de este
estudio, teniendo en cuenta los errores tipicos que cometen los hablantes de espanol / catalan como resultado de la
interferencia del idioma materno. El estudio se llevo a cabo con dos grupos de 24 estudiantes universitarios de primer
ano que actuaron como control y experimental. El grupo control recibio instruccion sobre la acentuacion de ingles por
medios convencionales, mientras que el grupo experimental utilizo un entorno virtual para el aprendizaje de la
pronunciacion. El estudio utilizo un diseno de prueba previa, intervencion y prueba posterior.
Para evaluar los datos, se adoptaron tres enfoques diferentes. Las tareas de lectura fueron evaluadas mediante
analisis acustico.
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Rostas, Márcia Helena Sauáia Guimarães [UNESP]. "Balizas suprassegmentais para a adaptação do reggae cantado em São Luís." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/103545.
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O objetivo desta tese consiste em estudar a maneira como regueiros maranhenses da zona rural da cidade de São Luís, falantes monolíngües de português brasileiro, variedade rural ludovicense, adaptam fonética e fonologicamente o inglês dos reggaes que cantam nessa língua, com vistas a obter seqüências que façam sentido na sua língua materna. Analisando os padrões fonológicos do Português Brasileiro Rural Ludovicense (PBRL), variedade linguística nativa dos sujeitos da pesquisa, e a interferência de uma língua “estrangeira” que é nativizada no som, com finalidades de obtenção de um sentido também “nativo”, buscou-se também discutir a identidade fonológica do Português. A hipótese inicial consiste em verificar a tendência para a manutenção de vogais tônicas e de traços de consoantes em posições tônicas, substituição / adaptação / supressão / reinterpretação de vogais e consoantes em posições átonas, prevalecendo a percepção de falantes de português, não fluentes em inglês, daquilo que ouvem nas músicas, e a busca de sentido em uma seqüência sonora aparentemente sem sentido. No entanto, no decorrer da pesquisa, são identificados processos utilizados pelos falantes do PBRL para a adaptação fonológica da língua original (Inglês) em direção à língua alvo, sendo tais processos a manutenção da qualidade da vogal tônica, a monotongação, a ditongação, a semelhança entre consoantes, a simplificação e a complexificação do padrão silábico e a manutenção da posição do acento. Dentre estes processos, há uma incidência maior na semelhança entre consoantes, da manutenção da posição do acento e da manutenção da qualidade da vogal tônica
The purpose of this work consists in studying how the reggae musicians from Maranhão state, living in the rural area of Sao Luis, as monolingual speakers of Brazilian Portuguese, rural variety from São Luis, adapt phonetically and phonologically the English language of the reggae music that they sing, in order to achieve sequences that can actually make sense in their mother language. Analyzing the phonological patterns of Brazilian Rural Portuguese from São Luis do Maranhão (Português Brasileiro Rural Ludovicense – PBRL), the native linguistic variety of the research subjects, and the interference of a “foreign” language that is turned into native language in speech in order to reach some native meaning, we also sought to discuss the Portuguese phonological identity. The initial assumption consists in verifying the trend to maintain stressed vowels and consonant traces in stressed positions, replacement / adaptation / suppression / reinterpretation of vowels and consonants in non-stressed positions, in which prevail the Portuguese speakers‟ perception, non-fluent in English, of what they hear in the songs and the search for some meaning in a sound sequence that is apparently meaningless. However, throughout this work, we identified some processes taken by these PBRL speakers for the phonological adaptation of the original language (English) towards the target language, such as the maintenance of the stressed vowel quality, the monophthongization, the diphthongization, consonant similarity, simplification and complexification of the syllabical pattern and the maintenance of the stress position. Among these processes, there is a greater incidence of the consonant similarity, the maintenance of stress position and the maintenance of the stressed vowel quality
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Lee, Yunhyun. "Lexical Stress Features Affecting the Recognition of English Loanwords in Korean by Native English Hearers." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7419.
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Unlike some Asian languages (e.g., Korean), English has lexical stress manifested by four acoustic features: duration, intensity, F0 (pitch), and vowel quality. Lexical stress has been known to have significant influences on native English speakers’ recognition of spoken words. According to Cutler (2015), lexical stress has both suprasegmental and segmental features: Suprasegmental features include duration, intensity, and F0 while vowel quality is considered a segmental feature. However, it is still unclear which lexical features are more responsible for spoken word recognition. This study examined which features, suprasegmental features or vowel quality of English, are a more significant influencer in spoken word recognition using English loanwords in Korean, which lack the prominence of any syllable realized by these features. Additionally, this study investigated the claimed advantage of the strong-weak stress pattern over a weak-strong pattern. To that end, two experiments were conducted. First, a parallel acoustic comparison was made between disyllabic English words and their corresponding English loanwords in Korean in order to investigate whether Korean has lexical stress features similar to those of English. 10 Korean and 10 English native speakers read 20 disyllabic words: the English loanwords in Korean by Korean participants and the source English words by American participants. The results showed that the differences of acoustic values between the syllables of the English words were significantly larger than those of the English loanwords. That is, the relative prominence of the stressed syllable over the unstressed syllable in English was not found in Korean. Additionally, the results indicated that Korean does not have a reduced vowel such as /ə/ in English, which is a critical feature of English vowel quality. In Experiment II, 16 English loanwords were used to create three versions of a spoken word recognition experiment, which was administered using the online survey platform, Qualtrics. Each version had a different type of manipulation: unmanipulated English loanwords, English loanwords with suprasegemental manipulation or English loanwords with vowel quality manipulation. 117 American English hearers identified the spoken words of one of the versions assigned to them; their success rates and reaction times (RT) were recorded. A binominal regression test was used for the analysis of success rates, and the Kruskal-Wallis H test for the response times. The results indicated that as far as success rates are concerned, both suprasegmental features and vowel quality play a role in recognizing spoken English words. However, when these two features were compared, vowel quality seemed to be a much stronger player. As for stress patterns, no significant differences were found in success rates across the three sets of manipulation. Moreover, this study did not find any significant difference in RTs either across the three manipulation sets or the two stress patterns. This study offered many applied implications in ESL, especially for teaching English pronunciation in Korea.
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Lněnička, Jakub. "Rozpoznávání emoční stavů na základě řečového záznamu." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2012. http://www.nusl.cz/ntk/nusl-219450.
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The aim of the diploma project is to find a method through which it will be possibleto classify the selected emotion from speech. At the beginning of the work deals with the description of the human body and their voice-generating operation. Furthermore, the text deals with the problem of the human voice into digital form.Great attention is paid to the parameters of the speech signal with an emphasis on describing the symptoms to help the selected emotion. The work deals with therecognition of emotions and a description of some of them. The main part is finding the best methods to reduce symptoms of segmental and suprasegmental speech utterances. The results of success was achieved by comparing the classification of selected emotions when using multiple methods and compare their results. The most important criterion in assessing the results ofthe reduction parameters of the speech signal, based on previous research in this area.
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Kim, Sung-a. "Issues in phonetically grounded phonology : evidence from suprasegmentals /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Barb, Christine DiLollo Anthony. "Suprasegmentals and comprehensibility a comparative study in accent modification /." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.
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Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders."December 2005." Title from PDF title page (viewed on October 2, 2006). Thesis adviser: Anthony DiLollo. Includes bibliographic references (leaves 81-95).
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Kranich, Wieland. "Suprasegmentale Eigenschaften gesprochener Sprache unter besonderer Berücksichtigung emotionaler Ausdrucksqualitäten /." [S.l. : s.n.], 2002.
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Anabalón, Schaaf Rommy. "Análisis de dos tipos de desviaciones fonológicas, una de carácter segmental y otra suprasegmental, producidas por hablantes de español de Chile aprendientes de inglés, que cursan tercer y cuarto año de Licenciatura en Lengua y Literatura Inglesas en la Universidad de Chile." Tesis, Universidad de Chile, 2012. http://repositorio.uchile.cl/handle/2250/108757.
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La presente investigación está inserta en el marco general de la lingüística aplicada,
específicamente dentro del campo de la lingüística contrastiva ya que se da cuenta de algunas de
las diferencias entre dos idiomas: la variedad del inglés británico culto conocida como RP y el
español de Chile. Estas diferencias se concentrarán en el plano fonológico ya que se tratará de
establecer los errores1 más comunes que comete un grupo de estudiantes de inglés como segunda
lengua en cuanto a segmentos, específicamente consonantes, y a suprasegmentos,
concretamente, colocación de acento de palabra. También se tratará de dilucidar si es que los
alumnos del curso superior (4° y último año del programa de Lengua y Literatura inglesas)
producen menos errores que los alumnos de un curso inferior (3° y penúltimo año del programa
antes señalado).
31
Hunold, Cordula. "Untersuchungen zu segmentalen und suprasegmentalen Ausspracheabweichungen chinesischer Deutschlernender." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/991222261/04.
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Pagel, Vincent. "De l'utilisation d'informations acoustiques suprasegmentales en reconnaissance de la parole continue." Nancy 1, 1999. http://www.theses.fr/1999NAN10299.
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Ce travail a pour but d'utiliser des indices acoustiques suprasegmentaux en reconnaissance de la parole continue, en exploitant notamment la régularité des accents venant conclure les groupes intonatifs en français. Nous avons d'abord mis au point avec J. Vaissière (professeur à Paris III) des conventions de marquage accentuel et intonatif du français que nous avons appliquées à un corpus monolocuteur. Pour reproduire automatiquement le marquage de l'expert, nous avons ensuite utilisé un classificateur connexioniste, puis un classificateur par arbre de décision, utilisant des indices acoustiques sur la syllabe et son contexte immédiat : durée, énergie acouqtique, valeur de la fréquence fondamentale. Les accents sont prédits avec une précision de 85% et on observe la forte corrélation de l'accent primaire et de l'émergence de la durée syllabique. Les indices d'énergie ne sont utilisés que pour la caractérisation de l'accent secondaire. Avec une précision de 74%, la prédiction des accents internes au groupe de souffle reste la principale difficulté. Dans un second temps nous avons utilisé une méthode de délexicalisation pour comparer les performances humaines à celles des classificateurs sur le même type de tâche. Les énoncés, dont on veut faire analyser l'accentuation par des auditeurs, sont réitérés à l'aide du synthétiseur vocal MBROLA, après modification des sons élémentaires pour masquer le sens, selon un paradigme original appelé Karaoke Prosodique. Les auditeurs sélectionnent les groupes prosodiques avec une précision étonnante, mais aussi avec prudence puisque le nombre d'accents internes détectés au sein des groupes de souffle est faible, confirmant ainsi les difficultés rencontrées avec les classificateurs. La méthode offre de nombreuses applications pour l'étude de la perception de la prosodie, et nous concluons que dans les études futures, les accents primaires au contact des prises de souffle devront systématiquement être placés dans des classes séparées.
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Aylett, Matthew Peter. "Stochastic suprasegmentals : relationships between redundancy, prosodic structure and care of articulation in spontaneous speech." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/22455.
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Within spontaneous speech there are wide variations in the articulation of the same word by the same speaker. Some words become extremely reduced while others seem to stand out more strongly in a phrase or sentence. This thesis explores these variations in articulation from two different but, arguably, related perspectives, prosodic structure and redundancy. I argue that the constraint of producing robust communication while efficiently expending articulatory effort leads to: 1. An inverse relationship between language redundancy and care of articulation 2. The need for a strong 'checking' signal The inverse relationship improves robustness by spreading the information more smoothly across the speech signal leading to a smoother signal redundancy profile. Checking in contrast leads to a more robust signal by ensuring that errors are detected and corrected. I argue that smooth signal redundancy and a checking signal are implemented by prosodic prominence and prosodic boundaries. Prosodic prominence increases care of articulation and appear to coincide with unpredictable sections of speech. In doing so prosodic prominence leads to a smoother signal redundancy. Prosodic boundaries cause syllabic lengthening and, by bounding self contained chunks of information (such as a word or phrase), give a signal that a listener should have a meaningful section of speech as well as offering a location for a listener to request clarification or re-transmission. In this way prosodic boundaries can be regarded as a checking signal. The work presented here concentrates on the issue of smoothing redundancy. In order to explore this idea quantitatively, prosodic coding, metrics of language redundancy (word frequency, syllabic trigrams and givenness) and of care of articulation (normalised syllabic duration and vowel quality) are formulated and applied to a large corpus of English spontaneous task-oriented dialogue.
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Stephens, Chirstin. "The Effectiveness of Using Written Feedback to Improve Adult ESL Learners' Spontaneous Pronunciation of English Suprasegmentals." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6062.
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This report describes a systematic procedure designed to give students pronunciation feedback on suprasegmental features of English in spontaneous production (rather than students' pronunciation during a read-aloud task). The procedure was developed to find out if written feedback (given frequently enough) could impact students' spontaneous production of suprasegmentals. Pronunciation feedback was given to the treatment group by marking transcripts of spontaneous speech with written symbols. Both the treatment group and the control group received form-focused pronunciation instruction. After 14 weeks, there was no significant difference between the groups, but there was a statistically significant improvement in students' comprehensibility overall (regardless of the feedback condition). Students were also surveyed to determine if either group perceived a greater benefit from the pronunciation instruction or if either group perceived a greater improvement in pronunciation. Surveys revealed a meaningful correlation between the group that received the treatment and the group that found the pronunciation instruction to be beneficial.
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Jolley, Caitlin. "The Effect of Computer-Based Pronunciation Readings on ESL Learners' Perception and Production of Prosodic Features in a Short-Term ESP Course." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4321.
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Recent studies on pronunciation teaching in ESL classrooms have found that the teaching of suprasegmentals, namely stress, pausing, and intonation, has a great effect on improving intelligibility (Derwing, Munro, & Wiebe, 1998; Kang, Rubin, & Pickering, 2010; Morley, 1991). The current project describes the development and implementation of computer-based pronunciation materials used for an English for Specific Purposes (ESP) program. The pronunciation program made use of cued pronunciation readings (CPRs) which used suprasegmentals and were developed for English as a second language (ESL) missionaries at the Provo, Utah, Missionary Training Center (MTC). Because there was no pronunciation program in place at the MTC, instructional materials that focused on prosodic features were greatly needed. Missionaries participated in the program anywhere from three to six weeks. Results from the implementation period revealed that missionaries made medium to large gains in their ability to perceive suprasegmentals after using the practice tasks and small-medium gains in their ability to produce suprasegmentals during this short time period. Recommendations for further development, implementation, and testing of similar materials are made for use with individuals in other ESP settings like these missionaries at the MTC.
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Dimou, Athanassia-Lida. "L'Identification d'une langue à partir d'indices suprasegmentaux : étude expérimentale de deux idiomes du grec moderne." Paris 7, 2008. http://www.theses.fr/2008PA070097.
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Dans ce travail j'examine le rôle d'indices suprasegmentaux dans l'identification d'une langue, à travers l'exemple précis de deux idiomes du grec moderne, l'idiome d'Athènes et l'idiome d'Ayassos, parlé dans un village de l'île de Lesbos (Mytilène). Le but principal de cette étude est de contribuer à mettre en place un outil méthodologique qui peut mettre en relief les éléments prosodiques, de façon qu'un auditeur natif peut identifier les propriétés acoustiques de son idiome maternel quand celui - ci est comparé à un autre de la même langue. Plus précisément, il s'agit d'une étude expérimentale qui au moyen de tests de perception, un test d'identification et deux tests de discrimination, met en preuve que les auditeurs natifs de l'idiome parlé à Athènes peuvent identifier leur idiome maternelle à l'aide des seuls indices du rythme, de la mélodie et en partie de l'information phonotactique. Dans un premier temps, j'essaie de définir les éléments suprasegmentaux qui vont être étudiés pour pouvoir par la suite construire un plan expérimental pertinent, pouvant peut les mettre en évidence ; ceci a été effectué avec l'utilisation de la parole synthétique. En deuxième temps, j'entreprends les réponses des auditeurs que j'analyse statistiquement. Mon travail fini avec un essaie d'interprétation des résultats statistiques à travers le prisme de la phonétique expérimentale - l'analyse phonétique des deux mieux et des deux moins bien identifiées séquences du test d'identificationThis study investigates the role of suprasegmental cues in language identification. Two idiomatic variations of Modem Greek are compared, the idiom spoken in Athens and the idiom spoken in Ayassos, a small village in the island of Lesvos. The present study aims to construct a methodological instrument which can highlight the prosodic elements in a way that a native listener can identify the acoustic propheties of his mother idiom when this is compared to another one of the same language. More precisely, the present study is an experimental one that in the means of perceptual experiments, an identification task and two discrimination tasks, shows that a native listener of the Athenian idiom can identify his mother idiom using only rhythmic, melodic and mere phonotactic information. In my work, I first tried to define the suprasegmental cues that would be studied, in order to construct a pertinent experimental protocol; this was achieved with the use of synthetic speech. I then analysed statistically the listeners' responses while tried interpreting the overall results through a phonetic analysis of the two best and the two worst identified sequences of the identification task
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Mueller, Holly A. "Developing Cued Pronunciation Readings for Latter-day Saint Missionaries Learning English." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2211.
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The focus of this project was to develop self-directed pronunciation materials for a specialized group of English as a second language (ESL) learners—missionaries at the Provo Missionary Training Center (MTC) of The Church of Jesus Christ of Latter-day Saints. A set of six Cued Pronunciation Readings (CPRs) were developed. CPRs are computer-based, self-directed pronunciation materials designed to help students perceive pausing, word stress, and sentence-final intonation in spoken English and practice these features through a sequence of oral reading tasks. The CPRs developed in this project were based on essential missionary communicative tasks and utilized high-frequency gospel vocabulary. These tasks included saying set prayers, reciting relevant scripture passages, and bearing testimonies on gospel principles. These materials, originally developed in Microsoft PowerPoint, were converted for use in an MTC application called Assessment Tools. Following development, the materials were tested with a group of ESL missionaries in the Provo MTC. Fourteen missionaries used the materials during a three-week period. They were encouraged to spend 10–15 minutes each day in the computer lab working on the tasks. At the end of three weeks, a posttest survey was administered to obtain the missionaries' feedback. The missionaries' use of the materials and their reactions are discussed. Suggestions are given for the further development of similar materials and for further implementation of these materials at the MTC.
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Martínez, Asís Francisco. "Estudio de una intervención pedagógica para la enseñanza de la pronunciación inglesa en 4º curso de la E.S.O." Doctoral thesis, Universidad de Murcia, 2004. http://hdl.handle.net/10803/10812.
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Con esta investigación se pretende validar la hipótesis de que un tratamiento innovador de la pronunciación inglesa, que incluye enseñanza explícita y práctica de materiales comunicativos, puede ayudar a restablecer un equilibrio entre las destrezas escritas y orales de nuestros alumnos así como mejorar la competencia lingüística global de éstos en lengua inglesa. Para ello se realizó un estudio cuasi-experimental con grupo control y experimental en el 4º nivel de la E.S.O. El grupo experimental recibió el tratamiento innovador de la pronunciación inglesa y el grupo control recibió un tratamiento tradicional de contenidos de pronunciación inglesa según lo establecido en el Programación Didáctica Anual del Centro. Después de nueve meses de tratamiento, los resultados obtenidos mostraron para las destrezas lingüísticas orales una mejora estadísticamente significativa del grupo experimental con respecto del grupo control, sin que esto supusiera ninguna pérdida para el grupo experimental en las destrezas lingüísticas escritas.This investigation has tried to validate the hypothesis that an innovative teaching course of treatment in English pronunciation, which includes implicit and explicit learning practice of communicative pronunciation materials, can help to restore an equal balance between the oral and written linguistic skills of our secondary education students in Spain, and also help to improve their global linguistic competence in the English language. To achieve this, a quasi-experimental study with a control and an experimental group was undertaken on the 4th level of E.S.O. (Compulsory Secondary Education in Spain). The experimental group received an innovative teaching treatment of English pronunciation, whereas the group control received a traditional treatment of pronunciation contents as established on the school's official educational programme for the subject of English in the 4th level E.S.O. After nine months of pronunciation teaching treatment, the results obtained showed for the two oral linguistic skills (speaking and listening skills) a significant statistical improvement on the part of the experimental group with respect to those of the control group, this not implying any backwardness on the written linguistic skills performance for the experimental group.
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Capliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.
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De plus en plus de chercheurs s'accordent à dire que la prosodie a un rôle crucial dans la communication, la compréhensibilité du discours et la détection d'un accent étranger. L'apprentissage et l'enseignement de l'anglais langue étrangère bénéficieraient ainsi à mettre au premier plan les traits suprasegmentaux, ou prosodiques (accent, rythme et intonation), plutôt que les traits segmentaux (consonnes et voyelles) comme le font beaucoup d'enseignants, d'autant que les erreurs prosodiques ont souvent un effet plus néfaste que les erreurs segmentales. Cette thèse de doctorat part de l'hypothèse que les francophones apprenant l'anglais pourraient davantage améliorer leurs capacités à l'oral (production et perception) si on leur enseignait avant tout les caractéristiques prosodiques de la langue cible, plutôt que de mettre en avant les segments. Notre étude expérimentale compare ainsi l'impact d'une approche « prosodique » avec l'impact d'une approche « segmentale » sur des apprenants français non-débutants. Bien que les deux méthodes d'enseignement aient permis aux participants de s'améliorer en production et perception L2, en comparaison avec un groupe de contrôle n'ayant pas reçu de cours, aucune des deux méthodes ne leur a permis d'améliorer leurs capacités à l'oral davantage que l'autre, ce qui montre l'importance tout aussi forte d'inclure les aspects segmentaux que suprasegmentaux dans l'enseignement de l'anglais langue étrangèreResearchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language
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Garcia, Iria Werlang. "The influence of a native english speaking environment on the pronunciation of efl brazilian speakers :: a study of the suprasegmentals /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/80911.
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Tese (Doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T20:44:51Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T04:00:53Z : No. of bitstreams: 1 147333.pdf: 5128872 bytes, checksum: 34179ca0c300595b72635c70591da830 (MD5)
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Abdulbaqi, Ibrahim Khaleel. "L’analyse phonostylistique du discours politique oral de Dominique de Villepin." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1029.
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Notre thèse focalise sur une analyse phonostylistique du discours politique oral de M. Dominique de Villepin. Une étude qui aborde les variations de son style vocal dans plusieurs de ces discours oraux, d'une manière qui nous permet d'analyser les éléments discursifs et prosodiques tout au long de ses discours politiques. L'étude portera sur le double codage (linguistique et paralinguistique) caché derrière ses propos politiques. Notre corpus d'étude est l'ensemble d'échantillons tirés d'entretien, débat, conférence, interview. Cette étude, par ailleurs, soulève sa compétence discursive et communicationnelle manifestée quant à l'emploi des unités linguistiques, prosodiques, et discursive perçus comme un rôle praxéologique de pratiques sociales, politiques et de l'expérience dans son discours. Au niveau discursif, l'étude analyse des éléments pragmatiques tels que le tour de la parole les temps verbaux et les effets persuasifs. Au niveau phonostylistique, plusieurs phénomènes prosodiques de valeurs phonostylistiques (intonation, mélodie, accent et pause) seront analysés à l'aide du logiciel Praat pour connaître les différentes rôles pragmatiques et énonciatives en termes de stratégie de persuasion de cet homme politique. La thèse consiste à démontrer le rôle de ces phénomènes prosodiques dans l'établissement des informations nouvelles capables de transmettre un deuxième message vocal à son public. Ce message phonostylistique, qui renforce le premier message discursif des forces illocutoires, rajoute au style de Dominique de Villepin un nouveau procédé d'influence et de convaincre sur un public auditoireThis thesis studies the phonostylistical analysis of Mr. Dominique de Villepin's political oral discourse. A study which requires several of his vocal style in his different oral speeches in a way that allows us to analyze the discourse and prosodic elements throughout his political speeches. The study will focus on the dual coding (linguistic and paralinguistic) hidden behind his political purposes. The corpus of study is the set of samples taken from his different speeches: debate, conference, interviews. This study also rises to explain his discursive and communicative competence which is manifested by using linguistic, prosodic and discursive units in order to disclose the praxeological role of social practices, political roles and the role of experience in his speeches. Concerning the discursive level, the present study aims to analyze the pragmatic elements such as the tour of speech and verbal and persuasive effects. Concerning the phonostylistical level, several of phonostylistic phenomena which have prosodic values (intonation, melody, accent and pause) are analyzed under the Praat software to identify different pragmatic and enunciative roles in terms of persuasive strategy of this political man. The thesis is to demonstrate the role of prosodic phenomena in the establishment of new information, capable of transmitting a second vocal message to his audience. This phonostylistical message, which supports the first message carried through discursive illocutionary forces, adds to the style of Dominique de Villepin a new method to influence and persuade the public audience
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Wilhelm, Stephan. "Innovations segmentales et suprasegmentales dans le NW Yorshire : implications pour l'étude du changement accentuel dans l'anglais des îles britanniques." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00665606.
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Plusieurs changements de nature phonétique et phonologique ont récemment été recensés dans la plupart des variétés de l'anglais britannique contemporain. Au cours des dernières décennies, ce phénomène semble s'être précipité en raison de la mobilité sociale et géographique accrue des locuteurs de ces variétés. À partir d'un corpus oral de plusieurs heures, essentiellement composé d'interactions spontanées entre locuteurs natifs du NW Yorkshire répartis en plusieurs tranches d'âge, on recense et analyse en temps apparent un certain nombre d'innovations segmentales et suprasegmentales affectant un ensemble d'accents associés à une zone déterminée. On aborde les motivations qui se trouvent à l'origine du changement accentuel dans le NW Yorkshire. On s'interroge aussi quant à l'identité des facteurs qui opèrent sur le plan suprasegmental (particulièrement dans les domaines de l'intonation et celui de la qualité de voix) et sur le plan segmental, au niveau phonétique autant que phonologique. On se penche sur la nature et sur le statut de certaines innovations intonatives en cours de diffusion, telles que le recours à des schémas ascendants en fin d'énoncés déclaratifs. On examine enfin la valeur sémantique et/ou pragmatique de ces schémas intonatifs et celle de certains ajustements articulatoires et phonatoires associés à la production orale des adolescents. Tout au long de ce travail, on suggère qu'il convient de prendre en compte simultanément plusieurs dimensions de la variation diachronique et synchronique pour appréhender le changement accentuel. On tente également de dégager quelques applications potentielles de ces observations à d'autres domaines de recherche, ainsi qu'à l'enseignement de l'anglais en tant que langue étrangère.
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Inkpin, Sally. "Enfrentando as dificuldades da compreensão oral do inglês falado: uma pesquisa na sala de aula." Programa de Pós-Graduação em Letras e Linguística da UFBA, 2004. http://www.repositorio.ufba.br/ri/handle/ri/11413.
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Neste estudo, procurou-se investigar, se o treino da pronúncia e o aumento da conscientização sobre os padrões da prosódia, da ênfase e da não-ênfase da língua inglesa de um grupo de aprendizes adultos brasileiros implica em um melhor desempenho de compreensão do inglês falado em cadeia. O estudo ilustra os erros típicos de pronúncia do aprendiz brasileiro e as dificuldades que ele sente quando escuta o inglês falado. Chega-se à conclusão de que muitos desses problemas originam-se nas diferenças entre os padrões de ênfase da língua materna dos aprendizes e os da língua estrangeira. A língua inglesa é uma língua stress-timed, significando que somente as sílabas tônicas e as sílabas fortes dos agrupamentos de pensamentos são enunciadas claramente, enquanto o português brasileiro pertence ao grupo syllable-timed de línguas, significando que a duração e o timbre das suas sílabas são muito mais regulares. Dois grupos de alunos (um grupo de controle e um grupo de pesquisa) participaram de um curso de inglês e seus resultados num teste de compreensão oral foram comparados no início e no fim dos cursos. Ao grupo de controle, foi ministrado um curso típico da abordagem comunicativa, enquanto o grupo da pesquisa seguiu o mesmo curso, com o acréscimo de informações sobre a ênfase e a não-ênfase da língua inglesa e os processos da simplificação que resultam destas como a redução, a assimilação, a contração, a elisão e a junção. O grupo da pesquisa praticou a pronúncia do inglês para reforçar a sua consciência sobre a ênfase e a não-ênfase, trabalhando sob a premissa de que a pronúncia e a compreensão oral são habilidades interligadas. Este estudo não pode ser considerado conclusivo por causa das limitações da amostra, entretanto foi observado que o grupo de pesquisa demonstrou resultados positivos especialmente na área do reconhecimento das palavras-chave.
Salvador
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Lege, Ryan Frederick. "The Effect of Pause Duration on Intelligibility of Non-Native Spontaneous Oral Discourse." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3488.
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Pausing is a natural part of human speech. Pausing is used to segment speech, negotiate meaning, and allow for breathing. In oral speech, pausing, along with other suprasegmental features, plays a critical role in creating meaning as comprehensible speech is seen as a goal for language learners around the world. In order to be comprehensible, language learners need to learn to pause correctly in their speaking. Though this notion is widely accepted by applied linguists and many language teachers, the effect of pausing on intelligibility of spontaneous oral discourse has not been established by empirical data. This study isolates pause duration in spontaneous oral discourse in order to establish its connection to the intelligibility of non-native speech. In this study, North American undergraduate students' reactions to non-native pause duration in spontaneous oral discourse were examined. The task involved measuring the NESs' processing, comprehension, and evaluation of three different versions of an international teaching assistant's presentation: One with unmodified pause duration, one with pause duration shortened by 50%, and a third passage with pause duration lengthened by 50%. Results showed a positive correlation between pause duration and number of listeners able to identify main ideas. Finally, listener reaction was measurably more positive to the unmodified passage than to the passages with lengthened or shortened pauses.
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Pattamadilok, Chotiga. "Orthographic effects on speech processing: studies on the conditions of occurrence." Doctoral thesis, Universite Libre de Bruxelles, 2006. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210766.
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My doctoral research addressed two questions regarding the influence of orthographic knowledge on speech processing. First, I attempted to identify the locus of the orthographic effects observed in spoken word recognition tasks in which the orthographic consistency and the congruency between the phonological and orthographic representations of the stimuli were manipulated. Several studies provided converging results suggesting that only phonological representations activated at lexical or postlexical processing levels are affected by orthographic knowledge, while those activated at prelexical levels are not. However, the lexical processing level is not the only factor that determines the occurrence and/or the size of the orthographic effects. Regardless of the processing level tapped by the task, the characteristics of the material and the way in which participants perform the tasks also play an important role. Second, I examined the generality of the orthographic effects both in the suprasegmental domain and in the operation of working memory. Overall, the results showed orthographic effects in both situations./La question de l’influence des connaissances orthographiques sur le traitement de la parole a été abordée sous différents angles à travers les études menées dans le cadre de ma thèse de doctorat. Plus précisément, le locus des effets orthographiques a été examiné dans des tâches de reconnaissance de la parole grâce à une manipulation de la consistance orthographique et de la congruence entre les représentations phonologique et orthographique des stimuli. Les résultats obtenus convergent pour indiquer que seules les représentations phonologiques activées dans les situations qui exigent un traitement lexical et/ou post-lexical sont affectées par les représentations orthographiques. Cependant, l’occurrence et/ou la magnitude des effets orthographiques obtenus semblent dépendre également des caractéristiques du matériel et de la manière dont les participants effectuent la tâche. La question de la généralité des effets orthographiques a aussi été abordée :les effets orthographiques ont été démontrés d’une part dans le domaine suprasegmental (sur le ton lexical) et, d’autre part, dans le fonctionnement de la mémoire de travail.Doctorat en sciences psychologiques
info:eu-repo/semantics/nonPublished
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Basalamah, Mohammed Saleh. "A study of certain aspects of the suprasegmentals of Arabic, and of their influence on the English pronunciation of Arab teachers of English from the Western Zone of Saudi Arabia." Thesis, University College London (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677467.
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Atechi, Samuel Ngwa. "The intelligibility of native and non-native English speech: A comparative analysis of Cameroon English and American and British English." Doctoral thesis, Universitätsbibliothek Chemnitz, 2004. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200400880.
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The purpose of this work is to measure the degree of intelligibility of native and non-native English speech as well as analyse the major sources of intelligibility failure when speakers of these varieties of English interact. British and American English (henceforth BrE and AmE) and Cameroon English (hereafter CamE) are used as a case study with focus on segmental and supra segmental features. The study was motivated by a number of concerns, several of which are more prominent: First, it was motivated by the trepidation scholars like Gimson (1965, 1980); Prator (1968); etc. nursed that the unprecedented spread of English across the globe and the emergence of non-native varieties would cause English to disintegrate into mutually unintelligible languages, in the way Romance languages devolved from their Latin ancestor. The second motivation was that previous researchers (Bansal 1969, Tiffen 1974) on intelligibility have often concentrated their efforts on the traditional approach, which sees intelligibility from a one-sided perspective. To them, the non-native varieties of English are deficient and not different varieties from the native varieties. They were seen as substandard, incorrect, and unintelligible and thus needed remediation at all costs. The native varieties were seen as prestigious, correct, intelligible and the sole norm that must be emulated by non-native English speakers. In this way any interaction between a native speaker and a non-native speaker should be characterised by the non-native speaker making all the efforts to be understood as well as to understand the native English-speaking partner. This explains in large part why these researchers concentrated on measuring the intelligibility of non-native speech to native speakers and never vice versa. It was as if it was treasonable to measure the intelligibility of native speech to non-native speakers. Even if some researchers managed to do this, the comments that followed such data still showed that the aim was not to test the intelligibility of native speakers but to find out how efficient the non-native speakers were in understanding the native speaker. Another aim could also be to reinforce the teaching of the native norm, which was seen as correct against non-native features, which were seen as incorrect, to measuring intelligibility. While accepting that these studies reflected the conventional wisdom of the time, this study aims to move the debate forward by looking at intelligibility from a two-sided perspective. It sees communication between speakers of different varieties as a game of give and take, where both participants tune in to make the process successful rather than one participant being obliged to make all the efforts because s/he speaks a new English variety. That explains why we are testing not only the intelligibility of non-native speakers to native speakers but also native speakers to non-native speakersGegenstand der vorgelegten Promotionsarbeit ist die Untersuchung der gegenseitigen Verständlichkeit von muttersprachlichem und nicht-muttersprachlichem Englisch. Im besonderen werden die Hauptquellen und Ursachen des Scheiterns von Verständlichkeit in einer empirischen Studie bestimmt, klassifiziert und analysiert. Die Untersuchung wird exemplarisch anhand des Kamerunischen Englisch einerseits und des Britischen und Amerikanischen Englisch anderseits vorgenommen. Motiviert ist diese Arbeit vor allem durch folgende Punkte. Erstens bedarf es der Auseinandersetzung mit den durch eine Reihe von Autoren geäußerten Befürchtungen (z.B. Gimson 1965, 1980 und Prator 1968), daß die Herausbildung und Entwicklung neuer Varianten des Englischen letztlich zu einer Auflösung des Englischen in gegenseitig nicht mehr verständliche Sprachen führt, ein Prozeß, wie er sich historisch bei der Entstehung der romanischen Sprachen aus dem Lateinischen vollzog. Derartige Befürchtungen werden genährt durch die bisher ohnegleichen fortschreitende Verbreitung des Englischen über den gesamten Globus. Hier ergibt sich die dringende Notwendigkeit vergleichender Studien zur gegenseitigen Verständlichkeit zwischen den bestehenden Varianten. Zweitens folgen die meisten zu diesem Thema vorliegenden Untersuchungen im wesentlichen einer traditionellen, überkommenen Grundperspektive: die nicht-muttersprachlichen Varianten des Englischen werden als abweichend bzw. sogar defizitär aus Sicht der muttersprachlichen betrachtet, nicht aber als eigenständige Sprachformen (z.B. Bansal 1969; Tiffen 1974). Dies führt nach Auffassung des Autors zu einer einseitigen Betrachtung und Bewertung. Im besonderen wird in der sprachlichen Interaktion bei einem solchen Zugang die Last zu verstehen und für den Kommunikationspartner verständlich zu sein einseitig dem nicht-muttersprachlichen Sprecher übertragen. Auf diesem Hintergrund untersuchen die vorliegenden Studien anderer Autoren primär die Verständlichkeit nicht-muttersprachlicher Sprachformen für den muttersprachlichen Sprecher, nicht jedoch die umgekehrte Konstellation. Wenn die umgekehrte Perspektive überhaupt berücksichtigt wird, so zeigen die Kommentare, daß nicht die Verständlichkeit muttersprachlicher Sprecher für den Nichtmuttersprachler eigentliches Ziel und Gegenstand der Untersuchung war, sondern vielmehr die Frage, wie effizient sich Nichtmuttersprachler beim Verstehen muttersprachlicher Äußerungen zeigten. Des weiteren stehen diese Studien oft im Kontext des Bestrebens, im institutionalisierten Spracherwerb die muttersprachlichen Normen gegen die nicht-muttersprachlichen Merkmale durchzusetzen, die als nicht korrekt angesehen werden. Diese Positionen, der zugrundeliegende Zugang und die einseitige Ausrichtung bedürfen einer kritischen Auseinandersetzung
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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.
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Teodocio, Olivares Amador. "Betaza Zapotec phonology : segmental and suprasegmental features." 2009. http://hdl.handle.net/2152/19162.
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This report analyzes the phonology of Betaza Zapotec, a language within the linguistic family of the Otomanguean languages of Mesoamerica that is spoken in northern Oaxaca, Mexico. The first part of this report describes the consonants of the language; the second part focuses on the vowel system; and the third section describes the suprasegmentals; tone and stress. I support my claims about the phonological system in Betaza Zapotec using data collected during the Summer of 2008 in San Melchor, Betaza Villa Alta, Oaxaca. I analyze the phonetic properties of the consonants, vowels and tones using spectrograms obtained through Praat, software for phonetic analysis. I consider the fortis/lenis opposition inherent in the consonants rather than using the traditional classification of voiced/voiceless consonants. The tone system in Betaza Zapotec involves four contrastive tones: high, low, falling, and rising. In addition there is a phonetic mid-tone which is a toneme of the high tone.text
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Lee, Yi-Hui, and 李怡慧. "Pronunciation Training at the Suprasegmental Level Using Speaking Avatars." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/61128350184203066720.
Full textAbstract:
碩士國立東華大學
英美語文學系
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The purpose of this study was to investigate whether the Taiwanese elementary school students’ pronunciation competence at the suprasegmental level (i.e. word stress and sentence intonation) improved after learning through the pronunciation training course which involved combined practice with speaking avatars. Their experiences during the training course were also analyzed. The participants were five fifth grade elementary school students from eastern Taiwan; three males and five females. This study lasted for 10 weeks, and there were a total of 19 sessions in this study. Sessions 1 through 5 were the preparation stage, and the other 14 sessions were the treatment stage. The researcher adopted time series design and case study to conduct the study. Research instruments included self-designed pronunciation tests and questionnaires. Data was collected through interviews, videotaping and recording. Quantitative data – the participants’ scores in the self-designed pronunciation tests were analyzed through nonparametric statistics to explore whether the development of the participants’ performances during the treatment sessions reached the significance level. Other qualitative data were analyzed qualitatively in order to investigate the participants’ perceptions and attitudes toward the training course. Based on the results of the quantitative data and qualitative data, the possible factors which may affect the participants’ performances toward this pronunciation training course were identified. The findings revealed that the participants’ pronunciation competence at the suprasegmental level – word stress and sentence intonation improved after learning through the training course. Three factors were identified as possible causes for the differences in performance between the participants; they were participants’ English proficiency, the degree of favor toward learning English, and the time spent on and the frequency of learning/reviewing English. In general, participants showed positive perceptions and attitudes toward the training course. Based on the findings, the researcher also proposed some suggestions and discussed implications for future studies and EFL educators.