Journal articles: 'Suprasegmental'

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

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The focus of interest for the working group on Suprasegmental Categories – like that of other groups working on ‘the phonetic theory that the symbols represent’ – should primarily be on theoretical considerations. A main objective would therefore be to come up with a set of categories to be symbolized within the IPA framework. As a first step in this direction I have as the coordinator of the group devised a tentative list of such suprasegmental categories to be discussed within the working group. In a circular letter accompanying the list of suprasegmental categories I expressed the opinion that suprasegmentals within the IPA framework are not primarily in need of revision but rather addition. Another issue addressed in this letter is the question of the level of abstraction on which symbolization should take place for suprasegmental categories like stress and prominence relations as well as boundary signals, which seem to have a complex cueing with several phonetic correlates. I also expressed the possibility that the increasing number of discourse studies and studies of spontaneous speech may also call for an extension of symbols for suprasegmental categories that are not met in read speech and monologue and are not traditionally considered to be linguistic.

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Yurtbasi, Metin. "Correcting English learner’s suprasegmental errors." Global Journal of Foreign Language Teaching 7, no. 4 (January 7, 2018): 126–31. http://dx.doi.org/10.18844/gjflt.v7i4.3000.

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The main cause of pronunciation problems faced by EFL learners is their lack of a suprasegmental background. Most of those having oral comprehension and expression difficulties are unaware that their difficulty comes from their negligence of concepts of stress, pitch, juncture and linkers. While remedying stress problems, students should be taught the general rules, emphasising on primary and secondary stress, using various forms of pitch to give emotions to their utterances, taking shorter and longer pauses between meaningful thought chunks through junctures, and solidifying such suprasegmentals through constant exercises in dialogues as seen in model videos. Native speakers react more violently to unacceptable suprasegmental errors than segmental ones; thus, neglect of such important pronunciation elements risk harming the quality of communication. Learners of English should consider the good old cliche, It’s not what you said, it’s how you said it, if they want to have effective communication with their audience. Keywords: Stress placement, primary, secondary stress, prominence, compound/phrasal stress, pitch, juncture, fossilised error, algorith of suffixes.

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Saito, Yukie, and Kazuya Saito. "Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners." Language Teaching Research 21, no. 5 (April 13, 2016): 589–608. http://dx.doi.org/10.1177/1362168816643111.

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

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TROFIMOVICH, PAVEL, and WENDY BAKER. "Learning prosody and fluency characteristics of second language speech: The effect of experience on child learners' acquisition of five suprasegmentals." Applied Psycholinguistics 28, no. 2 (March 1, 2007): 251–76. http://dx.doi.org/10.1017/s0142716407070130.

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This study examined second language (L2) experience effects on children's acquisition of fluency-(speech rate, frequency, and duration of pausing) and prosody-based (stress timing, peak alignment) suprasegmentals. Twenty Korean children (age of arrival in the United States = 7–11 years, length of US residence = 1 vs. 11 years) and 20 age-matched English monolinguals produced six English sentences in a sentence repetition task. Acoustic analyses and listener judgments were used to determine how accurately the suprasegmentals were produced and to what extent they contributed to foreign accent. Results indicated that the children with 11 years of US residence, unlike those with 1 year of US residence, produced all but one (speech rate) suprasegmentals natively. Overall, findings revealed similarities between L2 segmental and suprasegmental learning.

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Sunday, Adesina B. "Compound stress in Nigerian English." English Today 27, no. 3 (August 18, 2011): 43–51. http://dx.doi.org/10.1017/s026607841100037x.

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Of all the levels of linguistic analysis, it is at the phonological level that differences in the dialects of a language are more easily noticed (Ogu, 1992: 82). The phonology of a language can be investigated at two sub-levels: segmental and suprasegmental. Investigating the segmental micro-level entails looking at phonemes – the vowels and the consonants. Suprasegmentals are linguistically significant elements that go beyond individual segments, and include syllable, tone, stress, rhythm and intonation.

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Lozano-Argüelles, Cristina, Nuria Sagarra, and Joseph V. Casillas. "Slowly but surely: Interpreting facilitates L2 morphological anticipation based on suprasegmental and segmental information." Bilingualism: Language and Cognition 23, no. 4 (November 27, 2019): 752–62. http://dx.doi.org/10.1017/s1366728919000634.

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AbstractNative speakers use suprasegmental information to predict words, but less is known about segmental information. Moreover, anticipatory studies with non-native speakers are scarce and mix proficiency with anticipatory experience. To address these limitations, we investigated whether Spanish monolinguals and advanced English learners of Spanish use suprasegmentals (stress: oxytone, paroxytone) and segmentals (syllabic structure: CVC, CV) to predict word suffixes, and whether increased anticipatory experience acquired via interpreting will facilitate anticipation in non-interpreting L2 situations. Eye-tracking data revealed that: (1) the three groups made use of the linguistic variables, and L2 groups did not anticipate in CV paroxytones; (2) everybody anticipated better with the less frequent conditions (oxytones, CVC) having fewer lexical competitors; (3) monolinguals anticipated earlier than L2 learners; and (4) interpreters anticipated at a faster rate in some conditions. These findings indicate that less frequent suprasegmental and segmental information and anticipatory experience facilitate native and non-native spoken word prediction.

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Ou, Shu-chen. "The role of lexical stress in spoken English word recognition by listeners of English and Taiwan Mandarin." Language and Linguistics / 語言暨語言學 20, no. 4 (September 24, 2019): 569–601. http://dx.doi.org/10.1075/lali.00049.ou.

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Abstract Two perceptual experiments investigated how the suprasegmental information of monosyllables is perceived and exploited in spoken English word recognition by listeners of English and Taiwan Mandarin (TM). Using an auditory lexical decision task in which correctly stressed English words and mis-stressed nonwords (e.g. camPAIGN vs. *CAMpaign) were presented for lexical decisions, Experiment I demonstrated that TM listeners could perceive the differences between stressed and unstressed syllables with native-like accuracy and rapidity. To examine how the perceived suprasegmental contrast would constrain English lexical access, Experiment II was conducted. It used a cross-modal fragment priming task in which a lexical decision had to be made for a visually presented English word or nonword following an auditory prime, which was a spoken word-initial syllable. The results showed that English and TM listeners recognized the displayed word (e.g. campus) faster both after a stress-matching (e.g. CAM-) prime and a stress-mismatching (e.g. cam-) prime than after a control prime (e.g. MOUN-, with mismatching segments). This indicates that suprasegmental information does not inhibit a segmentally matching but suprasegmentally mismatching word candidate for both the two groups, although TM is a language where lexical prosody is expressed syllabically and its listeners tend to interpret lexical stress tonally. Yet, the two groups’ responses were slower after the stressed primes than after the unstressed ones, presumably because the former generally had more possible continuations than the latter do. It is therefore concluded that when recognizing spoken English words, both the native and non-native (TM-speaking) listeners can exploit the suprasegmental cues of monosyllables, which, however, are not so effective that they will outweigh the segmental cues.

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Zhu, Xiaonong. "Reshaping Phonetics." Bulletin of Chinese Linguistics 4, no. 1 (January 24, 2010): 1–25. http://dx.doi.org/10.1163/23526963-90000517.

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This paper proposes that the fundamental categories in phonetics are not “segment” and “suprasegmental”, but rather “segment” and “phonation”, which result from the articulatory activities in the vocal tract and the phonatory activities at the glottis respectively. The “phonatory activities” consist of four sub-categories: phonationals (phonation modes), sub-phonationals (sub-phonation modes), supra-phonationals and quasi-phonationals. There are six types and twelve sub-types of phonation modes in linguistic phonetics, which can be used to define three tonal registers in syllabics (syllable-based phonology). Under such an analysis, pitch and length are not suprasegmentals, but rather supra-phonationals. The so-called quasi-phonationals refer to two kinds of laryngeal activities, implosive and ejective, which are classified as “non-pulmonic” consonants in traditional phonetics. This new “vocal tract – laryngeal” dichotomy system not only covers the former “segment and suprasegmental” system, but can serve to categorize the world’s languages and to illuminate the transition from polysyllabic accentual languages to monosyllabic tonal languages. Finally, a hypothesis that breathy voice results from humid climates is put forward.

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Calet, Nuria, María Flores, Gracia Jiménez-Fernández, and Sylvia Defior. "Habilidades fonológicas suprasegmentales y desarrollo lector en niños de educación primaria." Anales de Psicología 32, no. 1 (December 25, 2015): 72. http://dx.doi.org/10.6018/analesps.32.1.216221.

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Recent literature research has shown the influence of suprasegmental phonology (the awareness of prosodic features such as stress, timing, and intonation) on literacy acquisition. However, the majority of these studies have been carried out in English. Moreover, the lexical level has been the most explored component. The current study analyzes the relationship between suprasegmental phonology skills and reading development in 92 Spanish primary-school children of 5thgrade. Vocabulary, phonological awareness, suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) along with reading aloud and reading comprehension were assessed. Results suggest that suprasegmental phonology predicts a significative amount of variance in reading once phonological awareness and vocabulary were controlled. Furthermore, the components of suprasegmental skills (lexical- and metrical-stress sensitivity, and non-linguistic rhythm) have different relationships with reading skills.

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Mahmoodi, Mohammad Hadi, and Sorour Zekrati. "RELATIONSHIP AMONG BRAIN HEMISPHERIC DOMINANCE, ATTITUDE TOWARDS L1 AND L2, GENDER, AND LEARNING SUPRASEGMENTAL FEATURES." Indonesian Journal of Applied Linguistics 6, no. 1 (July 29, 2016): 112. http://dx.doi.org/10.17509/ijal.v6i1.2743.

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

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Yu, Kyung-ah. "The Effectiveness of Communication-Oriented Pronunciation Instruction and Students' Perception." Korean Association of General Education 15, no. 3 (June 30, 2021): 253–65. http://dx.doi.org/10.46392/kjge.2021.15.3.253.

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The purpose of this study is intended to empirically examine whether or not communication-oriented pronunciation teaching affects the English segmental and suprasegmental pronunciation improvements of Korean college learners, as well as their English speaking ability. The students who participated in this study were 26 college students, all of whom were taking an English pronunciation clinic course at a local university. Three types of pre and post-tests were conducted to find out how communication-oriented pronunciation teaching influenced the learners’ pronunciation. Namely, tests of consonant and vowel sound recognition, reading aloud tests, and picture description tests. First, a total of 40 questions were given as pre-and post-pronunciation recognition evaluations to find out how accurately the students perceived the sounds of consonants and vowels. In addition, the students’ voices were recorded as they read dialogue readings both before and after the evaluation, in order to examine the degree of improvement of the segmental and suprasegmental features. Finally, the students were asked to describe certain pictures before and after the course to see if there were any beneficial effects regarding their pronunciation of English. The findings showed that communication-oriented activities led to significant improvements, but only on the consonant recognition tests, not on the tests with vowels. The results from the reading aloud tests also demonstrated that the communication-oriented activities helped students to improve suprasegmental elements, such as stress, intonation, and rhythm. Moreover, there was a significant improvement in the speaking ability of the students, from which I can infer that communication-oriented activities have a positive effect on improving the students’ suprasegmentals, as well as their speaking ability.

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Zhang, Runhan, and Zhou-min Yuan. "EXAMINING THE EFFECTS OF EXPLICIT PRONUNCIATION INSTRUCTION ON THE DEVELOPMENT OF L2 PRONUNCIATION." Studies in Second Language Acquisition 42, no. 4 (April 23, 2020): 905–18. http://dx.doi.org/10.1017/s0272263120000121.

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AbstractThe current study compares the effects of two types of pronunciation instruction (segmental- and suprasegmental-based) on the development of second-year Chinese undergraduate students’ English pronunciation as against a group with no specific pronunciation (NSP) instruction. The participants were 90 university-level students in the Chinese mainland, from three intact classes. One class was taught with a segmental focus (N = 30) and the second with a suprasegmental focus (N = 31), while the third received NSP instruction (N = 29). The results showed that after an 18-week period of instruction, both the segmental and suprasegmental groups made statistically significant progress in pronunciation, as measured by comprehensibility on a sentence-reading task; however, only the suprasegmental group made statistically significant progress in comprehensibility at the spontaneous level, and it was also the only group that maintained these spontaneous gains on the delayed posttest. The positive effects of explicit pronunciation instruction in general and of suprasegmental instruction in particular account for the findings.

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Laméris, Tim Joris, and Calbert Graham. "L2 Perception and Production of Japanese Lexical Pitch." Journal of Monolingual and Bilingual Speech 2, no. 1 (September 26, 2020): 106–36. http://dx.doi.org/10.1558/jmbs.14948.

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Adults are known to have difficulties acquiring suprasegmental speech that involves pitch (f0) in a second language (L2) (Graham & Post, 2018; Hirata, 2015; Wang, Spence, Jongman & Sereno, 1999; Wong & Perrachione, 2007). Previous research has suggested that the perceived similarity between L1 and L2 phonology may influence how easily segmental speech is acquired, but this notion of ‘similarity’ may also apply to suprasegmental speech (So & Best, 2010; Wu, Munro & Wang, 2014). In this paper, the L2 acquisition of Japanese lexical pitch was assessed under a ‘Suprasegmental Similarity Account’, which is a theoretical framework inspired by previous models of segmental and suprasegmental speech (Best & Tyler, 2007; Flege, 1995; Mennen, 2015) to account for the L2 acquisition of word prosody. Eight adult native speakers of Japanese and eight adult English-native advanced learners of Japanese participated in a perception and production study of Japanese lexical pitch patterns. Both groups performed similarly in perception, but non-native speakers performed significantly worse in production, particularly for ‘unaccented’ Low–High–High patterns. These findings are discussed in light of the ‘Suprasegmental Similarity Account’.

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Gordon, Joshua, and Isabelle Darcy. "The development of comprehensible speech in L2 learners." Journal of Second Language Pronunciation 2, no. 1 (March 31, 2016): 56–92. http://dx.doi.org/10.1075/jslp.2.1.03gor.

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Developing comprehensible speech is an important goal for L2 learners. At present, there is clear evidence indicating that pronunciation instruction can help develop comprehensibility compared to no instruction at all (see Thomson & Derwing, 2015, for a review). However, it is unclear whether rapid improvements can be obtained through explicit pronunciation instruction. This study investigated the effects of explicit and nonexplicit instruction in the development of comprehensible speech in ESL learners. Three groups (n = 12) received about four hours of pronunciation instruction over three weeks using the same teaching sequence. Groups differed in the type of explicit instruction received: two experimental groups received explicit instruction either on suprasegmental features or four vowel sounds. The same content was presented to the third group without explicit instruction. Speech samples collected from all L2 learners before and after treatment revealed an effect of explicit instruction on comprehensibility: the group instructed in suprasegmentals was rated as more comprehensible. No significant improvement was seen in the nonexplicit group. These results suggest that focusing on suprasegmental aspects seems to be most effective for comprehensibility when time is limited, and argue for a major role for explicit phonetic instruction in developing enhanced comprehensibility (e.g., Derwing, Munro, & Wiebe, 1998; Munro, 1995).

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Brooks, Joseph D. "Suprasegmental features in Northern Paiute." Journal of the Acoustical Society of America 130, no. 4 (October 2011): 2551. http://dx.doi.org/10.1121/1.3655211.

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Iosad, Pavel. "Prosodic structure and suprasegmental features." Journal of Comparative Germanic Linguistics 19, no. 3 (September 1, 2016): 221–68. http://dx.doi.org/10.1007/s10828-016-9083-8.

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Wenrich, Kaitlyn A., Lisa S. Davidson, and Rosalie M. Uchanski. "Segmental and Suprasegmental Perception in Children Using Hearing Aids." Journal of the American Academy of Audiology 28, no. 10 (November 2017): 901–12. http://dx.doi.org/10.3766/jaaa.16105.

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Background: Suprasegmental perception (perception of stress, intonation, “how something is said” and “who says it”) and segmental speech perception (perception of individual phonemes or perception of “what is said”) are perceptual abilities that provide the foundation for the development of spoken language and effective communication. While there are numerous studies examining segmental perception in children with hearing aids (HAs), there are far fewer studies examining suprasegmental perception, especially for children with greater degrees of residual hearing. Examining the relation between acoustic hearing thresholds, and both segmental and suprasegmental perception for children with HAs, may ultimately enable better device recommendations (bilateral HAs, bimodal devices [one CI and one HA in opposite ears], bilateral CIs) for a particular degree of residual hearing. Examining both types of speech perception is important because segmental and suprasegmental cues are affected differentially by the type of hearing device(s) used (i.e., cochlear implant [CI] and/or HA). Additionally, suprathreshold measures, such as frequency resolution ability, may partially predict benefit from amplification and may assist audiologists in making hearing device recommendations. Purpose: The purpose of this study is to explore the relationship between audibility (via hearing thresholds and speech intelligibility indices), and segmental and suprasegmental speech perception for children with HAs. A secondary goal is to explore the relationships among frequency resolution ability (via spectral modulation detection [SMD] measures), segmental and suprasegmental speech perception, and receptive language in these same children. Research Design: A prospective cross-sectional design. Study Sample: Twenty-three children, ages 4 yr 11 mo to 11 yr 11 mo, participated in the study. Participants were recruited from pediatric clinic populations, oral schools for the deaf, and mainstream schools. Data Collection and Analysis: Audiological history and hearing device information were collected from participants and their families. Segmental and suprasegmental speech perception, SMD, and receptive vocabulary skills were assessed. Correlations were calculated to examine the significance (p < 0.05) of relations between audibility and outcome measures. Results: Measures of audibility and segmental speech perception are not significantly correlated, while low-frequency pure-tone average (unaided) is significantly correlated with suprasegmental speech perception. SMD is significantly correlated with all measures (measures of audibility, segmental and suprasegmental perception and vocabulary). Lastly, although age is not significantly correlated with measures of audibility, it is significantly correlated with all other outcome measures. Conclusions: The absence of a significant correlation between audibility and segmental speech perception might be attributed to overall audibility being maximized through well-fit HAs. The significant correlation between low-frequency unaided audibility and suprasegmental measures is likely due to the strong, predominantly low-frequency nature of suprasegmental acoustic properties. Frequency resolution ability, via SMD performance, is significantly correlated with all outcomes and requires further investigation; its significant correlation with vocabulary suggests that linguistic ability may be partially related to frequency resolution ability. Last, all of the outcome measures are significantly correlated with age, suggestive of developmental effects.

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Poblete M., María Teresa, and Adalberto Salas. "El aymara de Chile (fonología, textos, léxico)." Revista de Filología y Lingüística de la Universidad de Costa Rica 23, no. 1 (August 30, 2015): 121. http://dx.doi.org/10.15517/rfl.v23i1.20396.

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El presente artículo ofrece un análisis completo de la fonología de la lengua aymara de Chile. El estudio incluye una descripción detallada de los fonemas segmentales. Además, discute los rasgos suprasegmentales y la composición de la estructura silábica de esta lengua. Finalmente, tres textos ilustran el análisis fonológico previo.This article presents a complete phonological analysis of the Aymara language of Chile. It includes a detailed description of the segmental phonemes as well as a discussion of the suprasegmental features and the syllabic structure of the language. Besides, the phonological analysis is ilIustrated with three different texts.

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Tong, Xiuhong, Xiuli Tong, and Fung King Yiu. "Beyond Auditory Sensory Processing Deficits: Lexical Tone Perception Deficits in Chinese Children With Developmental Dyslexia." Journal of Learning Disabilities 51, no. 3 (June 13, 2017): 293–301. http://dx.doi.org/10.1177/0022219417712018.

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Increasing evidence suggests that children with developmental dyslexia exhibit a deficit not only at the segmental level of phonological processing but also, by extension, at the suprasegmental level. However, it remains unclear whether such a suprasegmental phonological processing deficit is due to a difficulty in processing acoustic cues of speech rhythm, such as rise time and intensity. This study set out to investigate to what extent suprasegmental phonological processing (i.e., Cantonese lexical tone perception) and rise time sensitivity could distinguish Chinese children with dyslexia from typically developing children. Sixteen children with dyslexia and 44 age-matched controls were administered a Cantonese lexical tone perception task, psychoacoustic tasks, a nonverbal reasoning ability task, and word reading and dictation tasks. Children with dyslexia performed worse than controls on Cantonese lexical tone perception, rise time, and intensity. Furthermore, Cantonese lexical tone perception appeared to be a stable indicator that distinguishes children with dyslexia from controls, even after controlling for basic auditory processing skills. These findings suggest that suprasegmental phonological processing (i.e., lexical tone perception) is a potential factor that accounts for reading difficulty in Chinese.

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Kang, Yoonjung. "Tutorial overview: Suprasegmental adaptation in loanwords." Lingua 120, no. 9 (September 2010): 2295–310. http://dx.doi.org/10.1016/j.lingua.2010.02.015.

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Anderson, John, Colin Ewen, and Jørgen Staun. "Phonological structure: segmental, suprasegmental and extrasegmental." Phonology Yearbook 2, no. 1 (May 1985): 203–24. http://dx.doi.org/10.1017/s0952675700000439.

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In the past few years a great deal of attention has been paid to the representation of suprasegmental phenomena in phonology, with the resulting development of a number of partly competing theories and models of suprasegmental representation – in particular, various versions of AUTOSEGMENTAL PHONOLOGY (see, for example, Goldsmith 1976; Halle & Vergnaud 1981; Clements & Keyser 1983) and METRICAL PHONOLOGY (Liberman & Prince 1977; Hayes 1980, 1982; Prince 1983; Giegerich 1985). Other frameworks have also been developed which allow for the representation of phenomena in this area, notably that of DEPENDENCY PHONOLOGY (Anderson & Jones 1974, 1977; Ewen 1980; Anderson 1984; Anderson & Ewen 1980, forthcoming).It has, moreover, become obvious that although these theories at first seemed very different, many of the differences are more apparent than real, so that in some respects the proposals are complementary rather than alternative - and in many areas it is clear that we are moving towards a situation where a single model can perhaps be developed from the various frameworks (cf. Leben 1982; Goldsmith this volume).

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Li, Bin, and Lan Shuai. "Suprasegmental features of Chinese‐accented English." Journal of the Acoustical Society of America 129, no. 4 (April 2011): 2453. http://dx.doi.org/10.1121/1.3588055.

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Ligthelm, Adri, and Emily Groenewald. "Suprasegmentele Spraakeienskappe van Prelinguaal Gehoorgestremde Kinders met Kogleêre Inplantings, Gehoorgestremde Kinders sonder Inplantings en Normaalhorende Kinders." South African Journal of Communication Disorders 46, no. 1 (December 31, 1999): 65–72. http://dx.doi.org/10.4102/sajcd.v46i1.729.

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A review of the relevant literature indicates a lack of knowledge regarding suprasegmental speech characteristics in prelingual hearing impaired children with cochlear implants. This study is aimed at examining certain suprasegmental features in the speech of prelingual hearing impaired children with cochlear implants by perceptual ratings and acoustic analyses, comparing these results to that of prelingual hearing impaired children without implants, and normal hearing children of the same age. Twelve Afrikaans speaking children between the ages of six and ten years were included in three groups. An integrated view of the perceptual and acoustic results shows that the cochlear implanted children's suprasegmental speech characteristics bear closer resemblance to those of the normal hearing group than those of the hearing impaired group.

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Deterding, David. "The intonation of Singapore English." Journal of the International Phonetic Association 24, no. 2 (December 1994): 61–72. http://dx.doi.org/10.1017/s0025100300005077.

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The segmental characteristics of the English spoken in Singapore are quite widely described (e.g. Tongue 1979, Platt and Weber 1980, Brown 1988a, Brown 1991). However, the suprasegmental aspects, such as intonation, are less well documented, even though it is widely accepted that it is the suprasegmental aspects that contribute most to the distinctive character of “foreign” accents such as that of Singapore (Brown 1991: 4).

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Carney, Arlene Earley, Marjorie Kienle, and Richard T. Miyamoto. "Speech Perception with a Single-Channel Cochlear Implant." Journal of Speech, Language, and Hearing Research 33, no. 2 (June 1990): 229–37. http://dx.doi.org/10.1044/jshr.3302.237.

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Suprasegmental and segmental speech perception tasks were administered to 8 patients with single-channel cochlear implants. Suprasegmental tasks included the recognition of syllable number, syllabic stress, and intonation. Segmental tasks included the recognition of vowels and consonants in three modalities: visual only, implant only, and visual + implant. Results were compared to those obtained from artificially deafened adults using a single-channel vibrotactile device (Carney, 1988; Carney & Beachler, 1986). The patterns of responses for both suprasegmental and segmental tasks were highly similar for both groups of subjects, despite differences between the characteristics of the subject samples. These results suggest that single-channel sensory devices, whether they be cochlear implants or vibrotactile aids, produce similar patterns of speech perception errors, even when differences are observed in overall performance level.

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Steriopolo, Olena. "SEGMENTAL AND SUPRASEGMENTAL PHONETICS OF THE UKRAINIAN LANGUAGE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 166–82. http://dx.doi.org/10.24195/2616-5317-2020-30-11.

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The article is dedicated to the study of the current state of segmental and suprasegmental phonetics and phonology of the Ukrainian language reviewed from the recent comparative investigations. In the focus of the research there is the analysis of phonemes’ syntagmatics and paradigmatics as well as the survey of the word stress realizations and the peculiarities of Ukrainian intonation as contrasted to German. The phonetical and phonological peculiar features of sound system and structural types of syllables in Ukrainian are also analyzed. Besides, Ukrainian word stress and intonation are studied as well as the phonetic realization of Aesop’s fable “The Sun and the Wind”. The research has been focused on the functioning of phonemes in the strong and weak position, in stressed and unstressed syllables. The typological discrepancies on the segmental and suprasegmental levels have been made distinct. The peculiarities of transcribing and transliterating Ukrainian texts in German have also been studied. The following conclusions have been arrived at. Ukrainian intonation differs from German intonation by the melody of interrogative sentences. The most relevant words in the utterance, the so-called semantic centres, are tonically realized at the highest pitch level with the subsequent fall, the intensity is maximum. The semantic centre in the Ukrainian texts under investigation is in the final part of the utterances, while in spontaneous speech the position of the centre may vary.

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SAITO, KAZUYA, HUI SUN, and ADAM TIERNEY. "Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures." Bilingualism: Language and Cognition 22, no. 5 (August 1, 2018): 1123–40. http://dx.doi.org/10.1017/s1366728918000895.

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The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.

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Remijsen, Bert, Otto G. Ayoker, and Timothy Mills. "Shilluk." Journal of the International Phonetic Association 41, no. 1 (March 28, 2011): 111–25. http://dx.doi.org/10.1017/s0025100310000289.

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Shilluk is a Western Nilotic language spoken in Southern Sudan. In the study of sound systems, the Western Nilotic languages are of particular interest on account of their rich systems of suprasegmental distinctions. For example, Dinka, another Western Nilotic language, has three levels of vowel length, a voice quality distinction (modal vs. breathy), and – depending on the dialect – three or four distinctive tone patterns (Andersen 1987, Remijsen & Manyang 2009). As we shall see, Shilluk presents a similarly complex system of suprasegmental distinctions.

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Stenzel, Kristine. "Glottalization and Other Suprasegmental Features in Wanano." International Journal of American Linguistics 73, no. 3 (July 2007): 331–66. http://dx.doi.org/10.1086/521730.

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Soto-Faraco, Salvador, Núria Sebastián-Gallés, and Anne Cutler. "Segmental and Suprasegmental Mismatch in Lexical Access☆☆☆." Journal of Memory and Language 45, no. 3 (October 2001): 412–32. http://dx.doi.org/10.1006/jmla.2000.2783.

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Bassiri, Mohammad Amin. "Intonation Patterns and Their Place in Teaching Pronunciation for Azeri-Speaking English language Learners." Studies in English Language Teaching 1, no. 1 (February 2, 2013): 100. http://dx.doi.org/10.22158/selt.v1n1p100.

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Although there has always been controversies around the importance of two levels of phonology (segmental and suprasegmental) in language teaching history, today there is a general consensus that both levels of phonology (segmental and suprasegmental) should be taken into consideration to reach the goals of pronunciation instruction. However time shortage is a factor that forces us as teachers to set priorities and be selective of materials that have more crucial role in understanding and being understood than others both in segmental and suprasegmental level. Our touchstone in this way is the degree to which these features affect the comprehensibility of materials. The current study examined the degree to which intonation patterns affect comprehensibility. The results of the study supported the initial prediction that Intonation patterns play no crucial role in pronunciation teaching to impede comprehension.

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Sarnat, Harvey B. "Le Cerveau Influence-t-il le Développement Musculaire du Foetus Humain?" Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 12, no. 2 (May 1985): 111–20. http://dx.doi.org/10.1017/s0317167100046801.

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ABSTRACT:Does the human fetal brain influence muscle development? The importance of suprasegmental cerebral influence on developing human fetal muscle is less well understood than the control of histochemical differentiation of muscle by the motor neuron. Muscle biopsies of 21 hypotonic infants and children with nonprogressive congenital lesions of the cerebellum and/or brainstem were studied by histochemical methods. Two neonates who died with severely dysplastic brains and no descending motor tracts had normal muscle. The others, particularly those with cerebellar hypoplasia, had delayed muscle maturation, selective predominance of type I or II muscle fibres or disproportion in fibre sizes. It is concluded that the motor unit is capable of developing normally without suprasegmental influence, but that an abnormal balance of descending impulses may alter histochemical differentiation of fetal muscle. The small ‘subcorticospinal’ pathways arising in the brainstem probably are more influential than the larger corticospinal tract because of later myelination in the latter. The muscle biopsy thus serves to provide evidence of suprasegmental disease in infantile hypotonia.

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Camarata, Stephen, and Jack Gandour. "Rule Invention in the Acquisition of Morphology by a Language-Impaired Child." Journal of Speech and Hearing Disorders 50, no. 1 (February 1985): 40–45. http://dx.doi.org/10.1044/jshd.5001.40.

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This paper presents a case study of a language-impaired child who invented a unique morphophonologic rule for signaling the distinction between English singular and plural nouns. Conventional linguistic-phonetic analysis indicated that the child was producing the distinction suprasegmentally rather than segmentally. Acoustic-phonetic analysis of matched singular-plural noun pairs was performed in order to determine quantitatively which suprasegmental acoustic cues he used to signal the distinction. Results of a multivariate analysis of variance revealed that singular and plural productions were significantly different from one another on various fundamental frequency, duration, and intensity parameters. This example of a child's linguistic creativity is offered as further evidence in support of a model of language acquisition that emphasizes the cognitive aspects underlying linguistic regularities in child language. Clinical implications are also discussed.

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Veenker, Herman. "De Waarneming van Klemtoon bij NT2-Studenten." Toegepaste Taalwetenschap in Artikelen 53 (January 1, 1995): 171–82. http://dx.doi.org/10.1075/ttwia.53.15vee.

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Recently several research groups that are concerned with language acquisition have claimed, that suprasegmental information contributes to the learnability of natural languages. Specifically, it is claimed, that suprasegmentals enable the language learner to perceive and distinguish linguistic patterns in the stream of speech (Morgan et al, 1987; Mehler et al, 1988; Hirsch-PAsek, 1987). It has been shown, that suprasegmentals are immediately accessable to babies and require no learning process. This finding is compatible with psychological research that has shown, that the sensoric system of babies structures perception immediately after birth (see Van Geert, 1983 for an overview). The present study deals with the use of suprasegmentals in adult second language learners. For several reasons it may be wondered whether adults have the same benefit from suprasegmentals like newborns. Therefore an experiment is conducted in order to investigate the ability of adult second language learners to distinguish several stress-patterns in Dutch. Several stress-patterns in two- and three syllabic words were investigated. The results indicate, that both groups of second language learners use a lexical and a perceptual strategy, that in the case of Level 1 students leads to a confusion of perceptual and lexical strategies, whereas Level Π students appear to seperate these strategies in a more appropriate way. The results are discussed in the perspective of language teaching. It is concluded, that the development of perceptual strategies need more attention in the classroom, since they might enable the student more effectively to explore a second language in communicative situations.

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Boothroyd, A. "Perception of Speech Pattern Contrasts via Cochlear Implants and Limited Hearing." Annals of Otology, Rhinology & Laryngology 96, no. 1_suppl (January 1987): 58–62. http://dx.doi.org/10.1177/00034894870960s127.

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The ability to perceive four suprasegmental and eight segmental speech pattern contrasts was measured in several subject groups. Mean performance of a group of House 3M cochlear implantees was similar to the mean performance of a group of Nucleus implantees with a trend toward better perception of suprasegmentals in the former and better perception of segmentals in the latter. Intersubject variability was higher in the Nucleus implantees, the best subject achieving an open set phoneme recognition score of 40%. Data from a single subject showed considerably superior performance in an aided ear with a 95-dB hearing loss than in an ear implanted with the House 3M device. Data from normal subjects listening to low pass filtered speech provide a basis for evaluating the results obtained by implantees. The results, though limited, illustrate the potential value of analytical tests such as the speech pattern contrast test used in these studies.

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Nazari, Nasrin Shah Mohammad, and Atefeh Sadat Mirsaeeidi. "The Effects of Communicative Pronunciation Instruction on Suprasegmental Performance in an EFL Context." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 860. http://dx.doi.org/10.17507/tpls.0710.06.

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This study investigated the effects of communicative suprasegmental instruction on Iranian EFL learners’ pronunciation performance. To this end, 24 pre-intermediate EFL learners were randomly assigned to two groups: the experimental group receiving communicative pronunciation instruction in which after receiving conventional explicit instruction students were given communicative tasks to practice learned features, and the control group receiving only conventional explicit exercise-based instruction. The learners’ pronunciations were assessed in controlled read-aloud and communicative picture-description/picture-driven contexts in terms of two suprasegmental features (i.e. compound words stress and interrogative intonation). The results of the study revealed that the explicit exercise-based instruction was significantly effective in controlled contexts but modestly effective in communicative picture-description and picture-driven tasks. On the contrary, communicative pronunciation instruction was not only significantly effective in the controlled context but also in communicative tasks. This finding reveals that communicative suprasegmental instruction is more effective than conventional explicit instruction in both controlled and communicative language production contexts. In the end, some pedagogical implications of the findings are also discussed.

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WONG, PATRICK C. M., and TYLER K. PERRACHIONE. "Learning pitch patterns in lexical identification by native English-speaking adults." Applied Psycholinguistics 28, no. 4 (September 28, 2007): 565–85. http://dx.doi.org/10.1017/s0142716407070312.

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The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily entailed learning to use pitch patterns in words. Two major facets of sound-to-word learning were investigated: could native speakers of a nontone language learn the use of pitch patterns for lexical identification, and what effect did more basic auditory ability have on learning success. We found that all subjects improved to a certain degree, although large individual differences were observed. Learning success was found to be associated with the learners' ability to perceive pitch patterns in a nonlexical context and their previous musical experience. These results suggest the importance of a phonetic–phonological–lexical continuity in adult nonnative word learning, including phonological awareness and general auditory ability.

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Zhang, Wei, Hui Chang, and Yi Liao. "Effects of recasts, clarification requests on suprasegment development of English intonation." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (February 3, 2021): 311–25. http://dx.doi.org/10.30827/portalin.v0i35.16949.

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A total of 102 English as a Foreign Language (EFL) learners participated in the present study, which aimed to test how different types of corrective feedback-recasts and clarification requests-can differentially affect the suprasegment development of English intonation. All participants received 5 treatment sessions designed to encourage them to notice and practice the target feature in meaningful discourse; recasts or clarification requests were provided to the participants’ untargetlike production, except those in the control group (n=34), who received comparable instruction but without corrective feedback. Acoustic analyses were conducted on 7 intonation features including words/IP, pause, anacrusis, lengthing, pitch reset, improper tonicity and tone selection elicited via pretest and posttest measures targeting trained instances and untrained instances. The results showed that 1) recasts are more effective than clarification requests on EFL learners’ suprasegment development of English intonation; 2) recasts may not only lead learners to establish, reinforce and generalize their new phonological knowledge of English intonation that they had practiced during the treatments, but also help them transmit their attention from trained to untrained learning of foreign language input at a suprasegmental level.

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정원돈. "Segmental and Suprasegmental Sounds in Korean Language Education." Studies in Linguistics ll, no. 14 (May 2009): 143–54. http://dx.doi.org/10.17002/sil..14.200905.143.

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최영미. "The Study of Suprasegmental Type in Jeongseon dialect." EOMUNYEONGU 73, no. ll (September 2012): 127–60. http://dx.doi.org/10.17297/rsll.2012.73..006.

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Sharma, Bidisha, and S. R. Mahadeva Prasanna. "Sonority Measurement Using System, Source, and Suprasegmental Information." IEEE/ACM Transactions on Audio, Speech, and Language Processing 25, no. 3 (March 2017): 505–18. http://dx.doi.org/10.1109/taslp.2016.2641901.

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White, Katherine S., Kyle E. Chambers, Zachary Miller, and Vibhuti Jethava. "Listeners learn phonotactic patterns conditioned on suprasegmental cues." Quarterly Journal of Experimental Psychology 70, no. 12 (December 2017): 2560–76. http://dx.doi.org/10.1080/17470218.2016.1247896.

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Hall, T. A. "Onsets: Suprasegmental and prosodic behaviour (review)." Language 88, no. 3 (2012): 673–75. http://dx.doi.org/10.1353/lan.2012.0054.

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Kawai, Hiromi. "Japanese children's suprasegmental imitation capability of English rhythm." Journal of the Acoustical Society of America 135, no. 4 (April 2014): 2291. http://dx.doi.org/10.1121/1.4877524.

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Meijer, Paul J. A. "Suprasegmental Structures in Phonological Encoding: The CV Structure." Journal of Memory and Language 35, no. 6 (December 1996): 840–53. http://dx.doi.org/10.1006/jmla.1996.0043.

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Komissarchik, Julia, and Edward Komissarchik. "Language independent suprasegmental pronunciation tutoring system and methods." Journal of the Acoustical Society of America 113, no. 3 (2003): 1200. http://dx.doi.org/10.1121/1.1566348.

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Sukarni, Semi, Junaedi Setiyono, and Rofiq Nurhadi. "Suprasegmental Errors of Students with Javanese Mother Tongue: A Case at a Private Islamic University in Purworejo." Ta'dib: Jurnal Pendidikan Islam 25, no. 2 (December 24, 2020): 83–95. http://dx.doi.org/10.19109/td.v25i2.6084.

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This study was aimed to examine errors found in suprasegmentals, more specifically in word stress and intonation; and to explain the causes of errors made by the learners. The research samples were twenty of the first semester students who spoke Javanese as their mother tongue and who took Pronunciation subject. The instruments of the study were pronunciation test and focus group interview. The pronunciation test was used to get the data of suprasegmental errors, specifically in word stress and intonation. Meanwhile, the interview was used to get the data of the causes of errors. The data were analyzed by using descriptive statistics analysis and thematic analysis. The findings showed that there were 35.8 % errors in word stress and 40 % errors in intonation. Then, the source of errors occurred because of mother-tongue influence, target language or intralingua, learning strategy and learners' attitude. Other factors contributed to the errors were lack of practice and lack of exposure to the native speakers both in the classroom and outside the classroom

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Wohlert, Amy B., and Vicki L. Hammen. "Lip Muscle Activity Related to Speech Rate and Loudness." Journal of Speech, Language, and Hearing Research 43, no. 5 (October 2000): 1229–39. http://dx.doi.org/10.1044/jslhr.4305.1229.

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Changes in suprasegmental speech parameters may require adjustments in oral motor control that are reflected in the activity of perioral musculature. In order to evaluate possible patterns of difference, perioral surface electromyographic (EMG) signals were obtained from 20 adults who read a paragraph aloud at habitual rate and at self-judged proportionately slower and faster rates, at habitual loudness and at proportionately softer and louder levels, and in a "precise" manner. EMG amplitude analysis showed significant task effects, with higher average amplitudes for fast, loud, and precise speech and lower average amplitudes for slow and soft speech. These results are compatible with a model of multidimensional reorganization of speech motor control for suprasegmental changes applied to connected speech.

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DICKIE, CATHERINE, MITSUHIKO OTA, and ANN CLARK. "Revisiting the phonological deficit in dyslexia: Are implicit nonorthographic representations impaired?" Applied Psycholinguistics 34, no. 4 (March 7, 2012): 649–72. http://dx.doi.org/10.1017/s0142716411000907.

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ABSTRACTThis study investigates whether developmental dyslexia involves an impairment in implicit phonological representations, as distinct from orthographic representations and metaphonological skills. A group of adults with dyslexia was matched with a group with no history of speech/language/literacy impairment. Tasks varied in the demands made on (implicit) phonological representations versus metalinguistic analysis/manipulation, and controlled the contribution of phonological versus orthographic representations by including both a segmental and an equivalent suprasegmental (nonorthographic) version of each task. The findings show a dissociation between metaphonological skills and implicit phonological representations, with the dyslexic group impaired in metaphonological manipulation skills in both segmental and suprasegmental tasks, but not in implicit knowledge of phonological contrasts.

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Pei, Zhengwei, Yidi Wu, Xiaocui Xiang, and Huimin Qian. "The Effects of Musical Aptitude and Musical Training on Phonological Production in Foreign Languages." English Language Teaching 9, no. 6 (May 3, 2016): 19. http://dx.doi.org/10.5539/elt.v9n6p19.

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This study investigates 128 Chinese college students to examine the effects of their musical aptitude and musical training on phonological production in four foreign languages. Results show that musically-trained students remarkably possessed stronger musical aptitude than those without musical training and performed better than their counterpart in foreign language suprasegmental production. Students of high musical aptitude performed significantly better in suprasegmental production and Russian production as compared with those of low musical aptitude. Musical aptitude could exert some effects on foreign language phonological production. With the music-phonology link confirmed in this study, pedagogical implications for teaching and learning of foreign language phonology are discussed.

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Journal articles on the topic 'Suprasegmental'

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