Littérature scientifique sur le sujet « Phonological principle »
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Articles de revues sur le sujet "Phonological principle"
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Duběda, Tomáš. « The Phonology of Anglicisms in French, German and Czech : A Contrastive Approach ». Journal of Language Contact 13, no 2 (11 décembre 2020) : 327–50. http://dx.doi.org/10.1163/19552629-01302003.
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Abstract In this article, I analyse the phonological adaptation of Anglicisms in three languages (French, German and Czech) from a contrastive perspective. The classification of standard phonological forms, based on a system of eight adaptation principles, aims at capturing the degree of phonological permeability/resistance for each of the languages. Phonological approximation (the substitution of foreign phonemes with native ones) seems to be the fundamental principle in all three languages analysed. The spelling pronunciation principle is observed predominantly in French; phonological import occurs only in German. Globally, phonological resistance increases in the following order: German – Czech – French.
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Shankweiler, Donald, et Carol A. Fowler. « Relations Between Reading and Speech Manifest Universal Phonological Principle ». Annual Review of Linguistics 5, no 1 (14 janvier 2019) : 109–29. http://dx.doi.org/10.1146/annurev-linguistics-011718-012419.
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All writing systems represent speech, providing a means for recording each word of a message. This is achieved by symbolizing the phonological forms of spoken words as well as information conveying grammar and meaning. Alphabetic systems represent the segmental phonology by providing symbols for individual consonants and vowels; some also convey morphological units. Other systems represent syllables (typically CVs) or morphosyllables. In all cases, learning to read requires a learner to discover the forms of language that writing encodes, drawing on metalinguistic abilities that are not needed for the acquisition of speech. Therefore, learning to read is harder and rarer than acquiring speech. Research reveals that skilled readers of every studied orthography access phonological language forms automatically and early in word reading. Although reading processes differ according to the cognitive demands of specific orthographic forms, the differences are subservient to the universal phonologic principle that all readers access phonological language forms.
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Kisseberth, Charles W. « Phonological phrasing and questions in Chimwiini ». ZAS Papers in Linguistics 55 (1 janvier 2011) : 83–116. http://dx.doi.org/10.21248/zaspil.55.2011.410.
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This paper examines how questions, both Wh-questions and yes-no questions, are phrased in Chimwiini, a Bantu language spoken in southern Somalia. Questions do not require any special phrasing principles, but Wh-questions do provide much evidence in support of the principle Align-Foc R, which requires that focused or emphasized words/constituents be located at the end of a phonological phrase. Question words and enclitics are always focused and thus appear at the end of a phrase. Although questions do not require any new phrasing principles, they do display complex accentual (tonal) behavior. This paper attempts to provide an account of these accentual phenomena.
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Nikolaev, Dmitry, et Eitan Grossman. « Consonant co-occurrence classes and the feature-economy principle ». Phonology 37, no 3 (août 2020) : 419–51. http://dx.doi.org/10.1017/s0952675720000226.
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The feature-economy principle is one of the key theoretical notions which have been postulated to account for the structure of phoneme inventories in the world's languages. In this paper, we test the explanatory power of this principle by conducting a study of the co-occurrence of consonant segments in phonological inventories, based on a sample of 2761 languages. We show that the feature-economy principle is able to account for many important patterns in the structure of the world's phonological inventories; however, there are particular classes of sounds, such as what we term the ‘basic consonant inventory’ (the core cluster of segments found in the majority of the world's languages), as well as several more peripheral clusters whose organisation follows different principles.
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Fey, Marc E., et Catherine H. Stalker. « A Hypothesis-Testing Approach to Treatment of a Child with an Idiosyncratic (Morpho)Phonological System ». Journal of Speech and Hearing Disorders 51, no 4 (novembre 1986) : 324–36. http://dx.doi.org/10.1044/jshd.5104.324.
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Evaluation of a 6-year-old language-impaired girl's phonological and morphophonological systems revealed several idiosyncratic characteristics. Three hypotheses regarding the nature of this child's impairment were developed and then tested by monitoring the child's progress in therapy. The results of the intervention program supported all three hypotheses in principle. It is concluded that phonologically impaired children must learn to communicate facing articulatory and linguistic constraints similar to but often greater than those influencing the performance of younger normally developing children. It can be expected, then, that these children often will use phonological rules commonly found among normal children. It should also be expected that they occasionally will be led to phonological and morphological solutions to their communication problems that are unusual, if not idiosyncratic. The hypothesis-testing approach used in this investigation is advocated as a useful step in the development of an efficient intervention program and as a means of gaining insight into the nature of children's phonological and morphological impairments.
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Putu Wijana, I. Dewa. « PRINCIPLES OF ANTONYMOUS LEXEMIC COMBINATION IN INDONESIAN ». SEMIOTIKA : Jurnal Ilmu Sastra dan Linguistik 24, no 1 (1 janvier 2023) : 1. http://dx.doi.org/10.19184/semiotika.v24i1.36506.
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This article deals with Indonesian lexemic combination whose elements consisting of lexemes having antonymous meaning. By using data collected introspectively whose grammaticality and acceptability are tested with other Indonesian native speakers, it is found that the combinations are governed by three main principles, i.e. formal, semantic, and stylistic principles. The formal principle can further be classified into rhyming, phonological, and length principle. While, the semantic principle can be differentiated into marked, diametric and chronological, equity, idiomatic, and gender principle. Those principles seems to be hierarchical whose dominance has not been revealed in this research. Therefore, the more serious research concerning this matter is urgently needed.
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Smirkou, Ahmed. « Sonority Principle in French Nominal Loanwords into Moroccan Arabic : An Optimality-theoretic Analysis ». International Journal of Linguistics, Literature and Translation 3, no 10 (30 octobre 2020) : 54–68. http://dx.doi.org/10.32996/ijllt.2020.3.10.7.
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This paper examines the adaptation of French nominal loans into Moroccan Arabic by adopting the framework of optimality theory. The focus is to unveil the phonological and morphological repair strategies enforced by the phonotactic constraints of the borrowing language to resolve sonority principle in complex codas. The investigated phonological strategy is schwa and a high vowel epenthesis. Schwa epenthesis is triggered to split final biconsonantal codas that violate sonority principle. In three consonantal coda clusters, schwa insertion is conditioned by the sonority value of the consonants, where it is consistently epenthesized before the most sonorous segment. A high vowel behaves differently; it is epenthesized in the final position without splitting the coda cluster, and enforces the cluster to be syllabified as an onset instead of a coda, and as such sonority principle is satisfied. It is also argued that the addition of the morphological marker {-a}, which is primarily morphologically driven, indirectly satisfies sonority principle; by doing so, it blocks the application of schwa or a high vowel epenthesis, which points to the fact that such phonological and morphological strategies conspire to satisfy sonority principle. The study also provides further support for the phonological stance on loanword adaptation.
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Batais, Saleh. « Consonantal Adaptation of Arabic Loanwords in Kiswahili and Kisukuma : A Phonological Explanation ». Advances in Language and Literary Studies 10, no 2 (30 avril 2019) : 85. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.85.
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Based on three lists of well-established Arabic lexical borrowings in Standard Kiswahili and Standard Kisukuma, the study attempts to answer two questions. First, the study explores what consonantal repair strategies are triggered by both Standard Kiswahili and Standard Kisukuma to ensure the conformity of the Arabic consonants with the consonantal inventories of the two borrowing languages. Second, it investigates whether these repair strategies are phonological operations. It was found that nine of the ten consonantal repairs employed by both Standard Kiswahili and Standard Kisukuma are governed by the hypothesis and principles proposed by Paradis and LaCharité (1997, 2001, 2005), that is, the Non-Availability Hypothesis, Category Proximity and Preservation Principles, and the Threshold Principle. These findings lend strong support to the argument that loanword adaptation processes are phonologically motivated. In conclusion, the paper aims to contribute primarily to the research on loanword adaptation in general, and to the literature relevant to the consonantal repair strategies in Standard Kiswahili and Standard Kisukuma, in particular.
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Picard, Marc. « Minimality as a Universal Principle of Phonological Change ». Journal of Universal Language 8, no 2 (30 septembre 2007) : 61–78. http://dx.doi.org/10.22425/jul.2007.8.2.61.
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Sneller, Betsy, Josef Fruehwald et Charles Yang. « Using the Tolerance Principle to predict phonological change ». Language Variation and Change 31, no 1 (mars 2019) : 1–20. http://dx.doi.org/10.1017/s0954394519000061.
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AbstractLanguage acquisition is a well-established avenue for language change (Labov, 2007). Given the theoretical importance of language acquisition to language change, it is all the more important to formulate clear theories of transmission-based change. In this paper, we provide a simulation method designed to test the plausibility of different possible transmission-based changes, using the Tolerance Principle (Yang, 2016) to determine precise points at which different possible changes may become plausible for children acquiring language. We apply this method to a case study of a complex change currently in progress: the allophonic restructuring of /æ/ in Philadelphia English. Using this model, we are able to evaluate several competing explanations of the ongoing change and determine that the allophonic restructuring of /æ/ in Philadelphia English is mostly likely the result of children acquiring language from mixed dialect input, consisting of approximately 40% input from speakers with a nasal /æ/ split. We show that applying our simulation to a phonological change allows us to make precise quantitative predications about the progress of this change. Moreover, it forces us to reassess intuitively plausible hypotheses about language change, such as grammatical simplification, in a quantitative and independently motivated framework of acquisition.
Thèses sur le sujet "Phonological principle"
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Burke, Victoria. « Word Reading Strategy Development of Deaf and Hard-of-Hearing Preschoolers ». Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/83.
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WORD READING STRATEGY DEVELOPMENT OF DEAF AND HARD-OF-HEARING PRESCHOOLERS
by
Victoria Burke
Siegler’s (1996) overlapping waves model of strategy development applied to reading posits that children use multiple strategies to read words from the earliest stage of reading development, that these strategies coexist over a long period of time, and that experience results in gradual change in the strategies children use and the effectiveness with which they are executed. Phonological recoding is one of the most effective early developing reading strategies and is predictive of future reading success for hearing children (Ehri, 2005; Juel & Mindencupp, 2000; Share & Gur, 1999). However, less is known regarding the extent to which young children who are deaf and hard of hearing (DHH) develop and use phonological strategies to read words. Due to technological advances such as cochlear implants and digital hearing aids, many DHH children have sufficient functional hearing to be able to perceive and represent spoken language. For these children, beginning reading strategies may resemble those of hearing children (Geers, Tobey, Moog, & Brenner, 2008; Lederberg, Schick, & Spencer, in press). The purpose of this study was to describe changes in the word reading strategies of 15 DHH preschoolers with functional hearing. These children received explicit instruction in alphabetic knowledge, phonological awareness, and early reading strategies in a year-long intervention. Instruction was videotaped and children’s overt behavior while independently reading words was coded for reading strategy and accuracy. The preschoolers used multiple reading strategies at all times including two phonological recoding strategies (segmenting phonemes only, segmenting and blending phonemes) and retrieval. Gradual change was observed in strategy choice, execution, and accuracy. Children’s use of segmenting only decreased while segmenting and blending phonemes increased between the beginning and middle of the year. Retrieval use increased between the middle and end of the year. Execution of phonological strategies gradually improved over the year. These results suggest young DHH children who have functional hearing develop and use strategies in a manner similar to hearing children and benefit from explicit instruction in the alphabetic principle.
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VanLoo, David B. « Adequacy of written spelling fluency as a dynamic indicator of phonological awareness and the alphabetic principle in kindergarten and first grade students / ». view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095280.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 98-103). Also available for download via the World Wide Web; free to University of Oregon users.
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Wessels, Elsabé. « Teacher knowledge and implementation of phonological awareness in Grade R / Elsabé Wessels ». Thesis, North-West University, 2011. http://hdl.handle.net/10394/4512.
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South Africa’s current performance on national and international studies is an
indication that all is not well with our literacy teaching. In spite of the implementation
of the National Curriculum Statement Grade R-9, illiteracy is currently a serious
problem in South Africa.
Current international and national documents call for direct, explicit, systematic
teaching of reading and language concepts to beginning readers. The five principal
components of reading instruction, namely phoneme awareness; phonics; word study
and spelling; reading fluency; and text comprehension encompass language instruction
at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers
need specific and explicit linguistic knowledge to recognise and address the needs of all
learners on the continuum of reading and language proficiency.
Phonological awareness skills are considered as the most important indicators of
early reading skills. Literature suggests a strong positive correlation between
phonological awareness skills and reading skills development. Longitudinal studies
show that children who don’t have phonological awareness skills have difficulties in
reading. Experimental studies on phonological awareness suggest that the
implementation of phonological awareness training has positive effects on the
development of reading and spelling abilities. Phonological awareness is a key
component in the prevention of reading failure. The information collected through the
assessment of phonological awareness, enables teachers to make informed decisions
about modifications of the literacy learning programme and implement reading
interventions to prevent failure of reading acquisition. This early, preventative
intervention reduces the possibility that learners fall behind in reading.
The teaching of phonological awareness is par excellence for emergent literacy
in the grade R class. Phonological awareness can be improved through the systematic,
explicit instruction thereof. Therefore, teachers need to be able to implement a variety
of phonological awareness activities in their classroom instruction. Teachers need
content knowledge about phonological awareness, and how to implement it
successfully.
The purpose of this study was to determine:
What a SWOT analysis reveals about grade R-teachers’:
* Current in-depth knowledge of phonological awareness.
* Preparedness to teach phonological awareness.
* Implementation of instructional practices relevant to phonological
awareness.
* Perceptions of the support received from DoBE, in terms of relevant
documentation, teaching and learning support material and professional
development.
The limitations, if any, in the teacher support documents of the DoBE, regarding
the teaching of phonological awareness in grade R and to make suggestion with
regard to the improvement thereof.
What the perceptions of grade R teachers are about their in-depth knowledge,
instructional practices and preparedness, concerning phonological awareness,
after the implementation of a teacher training programme, focussing specifically
on phonological awareness.
The study was conducted utilizing a case study with thirteen grade R teachers
from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the
North West Province, Department of Basic Education, in South Africa. Data was
collected in three phases, using questionnaires, interviews, observations and document
analyses.
In the first phase, the researcher gathered information on the knowledge and
implementation of phonological awareness before the intervention (i.e., a teacher
training programme).
In the second phase, the teachers received training about the concept of
phonological awareness and its relevance in reading acquisition. The training
programme included relevant teaching activities as well as learning and teaching
support material. In the third phase, the researcher trained the participants in the implementation
of phonological awareness and gathered data about the implementation process.
The results indicated that if teachers received explicit training about
phonological awareness and are provided with relevant learning and teaching support
material, they are able to implement phonological awareness activities in grade R
classrooms.
The results of this study have implications for teacher training. The concept of
phonological awareness, its relevance in reading acquisition as well as relevant teaching
activities need to be included in the training of grade R teachers.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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Pitombo, Sheila Coutinho Paiva. « A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico : resultados de um programa de interven??o ». Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.
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This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.
Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.
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Purnell, Thomas Clark. « Principles and parameters of phonological rules evidence from tone languages / ». access full-text online access from Digital Dissertation Consortium, 1997. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9831516.
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Williams, A. Lynn. « Making Phonology Functional : Assessment and Intervention in Clinical Settings ». Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/2025.
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Шульгина, М. А., et M. A. Shulgina. « Особенности обучения фонетике китайского языка : магистерская диссертация ». Master's thesis, б. и, 2021. http://hdl.handle.net/10995/100758.
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Актуальность магистерской работы обусловлена глобализацией, взаимопроникновением культур, большой интеграцией в политике, экономике, образовании и других сферах, интеграцией русских специалистов в Китае – все это делает изучение китайского языка актуальным, и подразумевает, что в будущем понадобятся специалисты со знанием данного языка, что также предполагает и владение фонетикой китайского языка. Объектом исследования является процесс обучения китайскому языку. Предметом исследования выступает методика обучения фонетике китайского языка. Цель магистерского исследования – разработать методику обучения фонетике китайского языка и комплекс упражнений для формирования и отработки фонетических навыков. Данная магистерская диссертация состоит из введения, двух глав, заключения, списка использованных источников. Работа содержит 28 рисунков и 15 таблиц. Список использованных источников насчитывает 72 наименований на русском и английском языках. Объем работы составляет 154 страницы. Первая глава «Фонетика китайского языка и принципы ее обучения» магистерской диссертации посвящена особенностям китайской фонетической системы: звуковой состав и тональность китайского языка, постановка ударения в слогах, изменение звуков и тонов в потоке речи. Чтобы подчеркнуть характерные черты фонетической системы китайского языка, описание проходило посредством сравнения их с признаками фонетической системой русского языка. Во второй части первой главы нашего исследования была подчеркнута важность овладения произносительными навыками при обучении любому иностранному языку. особенно важно уделить фонетике при изучении китайского языка, так как это напрямую связано с особенностями его фонетической системы. Для преподавания фонетики китайского языка в первую очередь были определены общедидактические, общеметодические и частные методические принципы обучения, на основе которых была составлена методика ее обучения, которая получила название «комплексная» и «комбинаторная», так как она состоит из нескольких комплексов упражнений, направленных на развитие различных фонетический навыков, и которые зависят не только от уровня, потребностей и способностей обучающихся, но и от индивидуальных особенностей преподавателя. Во второй главе «Комплексная и комбинаторная методика обучения фонетике китайского языка» были рассмотрены и описаны методические приемы и рекомендации при обучении фонетики китайского языка. Была приведена последовательность, в которой рекомендуется овладевать звуками, звукосочетаниями и тонами для того, чтобы добиться более эффективных результатов в обучении фонетике китайского языка. Также были подробно рассмотрены особенности произнесения китайских гласных и согласных звуков и звукосочетаний и тонов. Вторая часть главы посвящена комплексу упражнений на формирование и отработку фонетических навыков в произнесении и различении звуков, звукосочетаний, тонов, постановку ударений в словах, отработку таких явлений как сандхи тонов и эризация, которые характерны для китайского языка. Также в комплекс упражнений были включены игровые упражнения на отработку произношения и дополнительные упражнения, которые включают в себя межкультурный аспект обучения китайскому языку. В этот вид упражнений вошли детские песни, скороговорки, идиоматические сказки из китайского фольклора и ряд стихотворений из эпохи династии Тан.The relevance of the master's thesis is caused by globalization, cross-cultural interaction, great integration into politics, economics, education and other fields, the integration of Russian specialists in China. As a result, learning of Chinese is relevant, and it means that in future specialists with language proficiency will be needed, which also implies mastering of Chinese phonetics. The target of the research is the process of teaching Chinese. The research subject is the methodology of teaching Chinese phonetics. The goal of the research is to develop a methodology for teaching the phonetics of Chinese and a set of exercises to train the pronunciation skills. This master's thesis consists of an introduction, two chapters, a conclusion, list of cited references. The work contains 28 figures and 15 tables. The list of cited references includes 72 titles in Russian and English. The body of work is 154 pages. The first chapter “Chinese phonetics and the principles of its teaching” of the master's thesis is devoted to the features of Chinese phonetic system: the sounds, tones, stress, change in sounds and tones in the flow of speech. To emphasize the characteristic features of the phonetic system of Chinese, the description was carried out by comparing them with the features of the phonetic system of Russian. In the second part of the research, the importance of mastering pronunciation skills in teaching any foreign language was emphasized. On account, it is especially important to pay attention to phonetics while learning Chinese, since it is directly related to the peculiarities of its phonetic system. For teaching Chinese phonetics, general didactic, general methodical and particular methodological principles of teaching were determined. On their basis the “complex and combinatorial methodology” of teaching Chinese phonetics was compiled. In the second chapter "Complex and combinatorial methodology of teaching Chinese phonetics”, methodological techniques and recommendations for teaching Chinese phonetics were reviewed and described. A sequence was given in which it is recommended to master the sounds, sound combinations and tones in order to achieve more effective results in learning Chinese phonetics. The features of the pronunciation of Chinese vowels, consonants, sound combinations and tones were reviewed in detail. The second part of the chapter is devoted to a set of exercises for development of phonetic skills in pronouncing and distinguishing sounds, sound combinations, tones, stress; practicing sandhi tones and erization. The set of exercises also includes game exercises for practicing pronunciation and additional exercises that include the cross - cultural aspect of teaching Chinese. This type of exercise includes children's songs, tongue twisters, idiomatic tales from Chinese folklore, and several poems from the Tang Dynasty.
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Stark, Robert John Alexander. « The influence of teaching hardwriting, reading and spelling skills on the accuracy of world level reading ». Diss., 2010. http://hdl.handle.net/2263/27639.
Texte intégralRésumé :
The purpose of the study was to investigate the influence of THRASS (Teaching Handwriting, Reading and Spelling Skills) on the word level accuracy skills of a group of grade 2 learners. Word level accuracy is one sub skill in learning to read and is an indicator of the word recognition abilities of the child. THRASS is a program that has been designed to systematically teach phonics and, thus, teaches the basic building blocks of word sounds and structure so as to improve the child’s decoding ability and word recognition ability. The research took place within the positivist paradigm and the methodology is quantitative in nature. The data collection method took the form of a one group pretest-posttest design, where a standardised reading test was administered prior to exposing the participants to the THRASS Program and then readministered one year later on the same group of learners. Data analysis took the form of statistical analysis to investigate any statistical significant difference in the word level accuracy skills of those Grade 2 learners. The result showed that over the period of a year the average reading accuracy age for the target population increased by four months. However, after statistical analysis the difference was not statistically significant. The Null Hypothesis that; exposing a group of Grade 2 learners to the THRASS Program for a period of one year will have no statistically significant influence on their word level accuracy skills cannot be rejected . However, the changes both in average reading accuracy as well as error patterns have inspired recommendations for further research. CopyrightDissertation (MEd)--University of Pretoria, 2010.
Educational Psychology
unrestricted
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Pittman, Ramona Trinette. « Improving spelling ability among speakers of African American vernacular English : an intervention based on phonological, morphological, and orthographic principles ». 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1483.
Texte intégralRésumé :
Given the importance of the role of spelling in literacy, it is important to have
knowledge of the linguistic features that allow students to be successful spellers. Having
phonological, morphological, and orthographic knowledge is essentially important to
spell conventionally. In the United States, the standard language is Academic English
(AE). African American Vernacular English (AAVE) is considered a deviation from AE,
with its own sound system. AAVE is the most widely used form of dialect in the United
States. Many students who speak AAVE may have difficulties in producing the correct
spelling of AE words. The overall purpose of this study was to provide sixth-grade
students, who are speakers of AAVE, with an eight-week intervention in the principles
of phonology, morphology, and orthography that would assist them in improving their
spelling performance.
Students had similar scores on all spelling and dialect pretest measures before the
intervention began. The research design was a pretest/posttest/posttest design using waitlist-
control. This study included 142 students divided into 14 class sections taught by two teachers. The two teachers provided the intervention to the students. The
experimental group consisted of seven classes, and the control group consisted of seven
classes. After the first implementation of the intervention, the study was replicated with
the control group of students.
MANOVA was utilized to determine the effect of the intervention. The
intervention produced large effects for the students who received the spelling instruction.
The results from the criterion-referenced spelling assessments and a sentence writing
task revealed that students who received explicit instruction from the intervention made
gains in their spelling performance from pretest/posttest 1/posttest 2 and maintained
these gains after being tested eight weeks later.
Practical and theoretical recommendations are provided for teachers and
researchers. Suggested recommendations include: providing teacher training that will
enable teachers to be more linguistically aware of AAVE and its features, making
students aware of the difference in the AAVE and the AE sound system, and conducting
more research-based studies that will assist speakers of AAVE in literacy and spelling.
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Mumford, Vivien Patricia. « Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach ». Diss., 2013. http://hdl.handle.net/10500/11896.
Texte intégralRésumé :
The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech.
THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology.
The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature.
The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills.
This study opens the gateway to further enquiry on enhancing deaf literacy levels.Inclusive Education
M. Ed. (Inclusive Education)
Livres sur le sujet "Phonological principle"
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Muthmann, Gustav. Reverse English dictionary : Based on phonological and morphological principles. Berlin : Mouton de Gruyter, 1999.
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Marcato, Enrico. Personal Names in the Aramaic Inscriptions of Hatra. Venice : Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-231-4.
Texte intégralRésumé :
This book offers a comprehensive linguistic evaluation of the 376 personal names attested in the roughly 600 Aramaic inscriptions of Hatra, the famous Northern Mesopotamian city that flourished in the Parthian age, between the 1st century BC and the 3rd century AD. This study benefits from the publication of many Hatran inscriptions during recent decades, which have yielded rich onomastic data, and some fresh readings of these epigraphic sources. This work is subdivided into three main parts: an “Onomastic Catalogue”, a “Linguistic Analysis”, and a “Concordances Section”. The “Catalogue” is organized as a list of entries, in which every name is transliterated, translated (whenever possible), discussed from an etymological perspective, provided with onomastic parallels, and accompanied by its attestations in the Hatran Aramaic corpus. The “Catalogue” is followed by a “Linguistic Analysis” which describes, firstly, the principal orthographic, phonological, morphological, and syntactical features of Hatran names. The linguistic discussion proper is followed by a semantic taxonomy of the names which make up the corpus and an overview of the religious significance of the theophoric names. “Charts of Concordances” end the book.
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Myler, Neil. Exceptions to the Mirror Principle and morphophonological ‘action at a distance’. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198778264.003.0005.
Texte intégralRésumé :
Hyman (2000, 2002) and Kiparsky (2011) have noted that Mirror-Principle-violating morpheme orders often give rise to non-local morphophonological effects. Kiparsky (2011) explicitly argues that this generalization cannot be captured in syntactic approaches to morphology, such as Distributed Morphology. This chapter shows that the generalization can be explained via the combination of two pre-existing tenets of such theories. One is the idea that Vocabulary Insertion proceeds from the most deeply embedded constituent outwards (Bobaljik 2000; Halle and Marantz 1993). The other is the proposal that violations of the Mirror Principle are to be accounted for via phrasal movement of a category containing the lexical root ‘stranding’ one or more affixes (Koopman 2005; Buell 2005; i.a.). The possibility of non-local phonological effects arises because the movements involved in deriving Mirror-Principle-violating orders lead to a disconnect between linear distance from the root and temporal order of Vocabulary Insertion.
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Bijankhan, Mahmood. Phonology. Sous la direction de Anousha Sedighi et Pouneh Shabani-Jadidi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.013.5.
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This chapter reviews the organization of sounds in the contemporary Persian language and discusses the issues in phoneme inventory, syllable structure, distinctive features, phonological rules, rule interaction, and prosodic structure according to the framework of the derivational phonology. Laryngeal states responsible for contrast in pairs of homorganic stops and fricatives are different in Persian. Phonological status of continuancy is controversial for the uvular obstruent. Glottal stop is distinctive at the beginning of loan-words while not at the beginning of the original Persian words. Phonotactic constraints within the codas of the syllables violate the sonority sequencing principle. Glottals are moraic in the coda position. Feature geometry is posited on the sound distinctions and patterns within phonological processes. Eleven phonological rules are explained to suggest natural classes. Interaction of some rules is derived. Laryngeal conspiracy, syllable structure, and intersegmental processes are analysed according to interaction of ranked violable constraints of optimality theory.
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Lobina, David J., et José E. García-Albea. On Language and Thought. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190464783.003.0012.
Texte intégralRésumé :
The relationship between language and thought remains an unsettled issue. The chapter approaches it from the perspective of whether any of the representations the language faculty generates can be said to be constitutive of thought (i.e., to form part of thought representations). It reviews four such linguistic formats or representations—phonetic (PHON), syntactic (SEM), phonological, and semantic—and argues that all of them are in principle extraneous to what a theory of thought requires. Thought must be subsumed by abstract, amodal, structured, and fully explicit propositional representations to account for cognitive flexibility, and all four formats fall short of exhibiting the necessary properties.
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Introduction to the Principles of Phonological Descriptions. Springer, 2012.
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Goad, Heather. Phonological Processes in Children’s Productions. Sous la direction de Jeffrey L. Lidz, William Snyder et Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.4.
Texte intégralRésumé :
This chapter examines ways in which children’s phonological processes converge with and diverge from those attested in adult grammars. Processes in segmental and prosodic phonology are examined. The starting point is the formal literature, where children’s grammars are typically viewed as systems that respect the same principles and constraints as adult grammars. As children are shown to display unexpected patterns in development from the perspective of adult language typology, a central question that is addressed is whether children’s systems differ in fundamental ways from adult grammars or whether unexpected patterns in production can be explained by examining how perceptual and motor development interface with the acquisition of an adult-like phonological grammar.
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Muthmann, Gustav. Reverse English Dictionary : Based on Phonological and Morphological Principles. De Gruyter, Inc., 2010.
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Machan, Tim William. When English Became Latin. Sous la direction de James Simpson et Brian Cummings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199212484.013.0014.
Texte intégralRésumé :
The English language, at all grammatical levels, underwent a profound, albeit gradual, change between 1377 and 1642. These phonological changes include the Great Vowel Shift and the change in inflectional morphology. This article examines the transition from Middle English to Modern English and how English became Latin. It considers the retention of what might be called England’s sociolinguistic infrastructure, alongside a wide-ranging reconfiguration of English’s grammar and social uses. It discusses three unfamiliar constancies that characterize the decisive shift in the English language between the medieval and early modern epochs: the first involved the object of grammatical inquiry in early modern England, the second concerned the character of England’s linguistic repertoire of which diglossia was the notable organizing principle, and the third relates to the cultural significance that English was understood to project as an emerging High Language.
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Maiden, Martin. Origins, substance, and persistence of Romance morphomic patterns. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199660216.003.0012.
Texte intégralRésumé :
This chapter reviews the evidence for the origins of morphomic patterns in the effects of defunct sound changes or extinct functional motivations and reflects on their substance and on the types of alternation involved, concluding that morphomic patterns exist independently of their phonological substance and that it is possible that any kind of formal difference (suppletion, defectiveness, heteroclisis, periphrastic structure, internal allomorphy) is liable to morphomic distribution. The chapter reasserts the crucial role of lexical identity in explaining morphomic structures in the face of formal difference. It invokes the principle of synonymy avoidance to explain speakers’ exploitation of morphomic patterns in the distribution of such differences. Finally, it considers the role of intraparadigmatic predictability in morphomic structure. Contrary to some current views, it argues that predictability is not an inherent property of morphomic patterns but an acquired property that favours the diachronic survival of morphomic patterns.
Chapitres de livres sur le sujet "Phonological principle"
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Elerick, Charles. « Chapter 7. New perspectives on phonological erosion as an aspect of grammaticalization ». Dans Studies in Language Companion Series, 176–96. Amsterdam : John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/slcs.232.07ele.
Texte intégralRésumé :
Phonological erosion as a concomitant of grammaticalization has been a prevailing assumption for four decades. Phonological erosion is, in fact, a general diachronic process with reduction occurring at the rate of about 15–20% per millennium. Reduction related to grammaticalization is often faster than the nominal rate and this has supported the standard theory. In a language, which is an adaptive and isostatic system, phonological loss, at nominal or accelerated rates, whether associated with grammaticalization or otherwise, interacts with mechanisms of compensation. Such interaction, a complex process, supports lexical right-sizing, an expression of the Quantity Principle. Phonological loss that accompanies grammaticalization, often significant and often uncompensated, is one aspect of this general diachronic process.
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Pierrehumbert, J. B. « Music and the phonological principle : Remarks from the phoneticians’s bench ». Dans Music, Language, Speech and Brain, 132–45. London : Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12670-5_12.
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Dinnsen, Daniel A. « Underspecification and phonological disorders ». Dans Principles and Prediction, 287. Amsterdam : John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.98.24din.
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Stenson, Nancy J. « Variation in phonological assimilation of Irish Loanwords ». Dans Principles and Prediction, 351. Amsterdam : John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.98.28ste.
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Segert, Stanislav. « Phonological and syntactic structuring principles in northwest semitic verse systems ». Dans Proceedings of the Fourth International Hamito-Semitic Congress, 543. Amsterdam : John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/cilt.44.30seg.
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Archibald, John. « Chapter 13. Phonological features and phonetic variation in multilingual grammars ». Dans Studies in Bilingualism, 348–79. Amsterdam : John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sibil.67.13arc.
Texte intégralRésumé :
Drawing on Archibald (2022a, b), the chapter shows how a contrastive hierarchy model of segmental phonology can provide formal model of determining cross-linguistic similarity. Looking primarily at Arabic-French learners of English, the L1 and L2 features (including the markedness value of the feature) and the rankings influence L3 acquisition. Neurolinguistic and sociolinguistic evidence for the differential behaviour of marked versus unmarked values are discussed, and then it is shown how this variation can act as a cue for the learner to discover the L3 grammatical hierarchy. The author explores a theory of L3 restructuring based on principles of merger, redeployment, and triggering. Ultimately, it is argued that the learner compares the L1 and L2 contrastive hierarchy parses of the L3 input and chooses the one which is optimal for the L3 grammar.
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Turnbull, Rory, et Sharon Peperkamp. « What governs a language’s lexicon ? Determining the organizing principles of phonological neighbourhood networks ». Dans Studies in Computational Intelligence, 83–94. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50901-3_7.
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Hale, Mark, et Charles Reiss. « The Subset Principle in phonology ». Dans The Phonological Enterprise, 27–57. Oxford University PressOxford, 2008. http://dx.doi.org/10.1093/oso/9780199533961.003.0002.
Texte intégralRésumé :
Abstract This chapter is an extended explication with relevance to phonological theory of the following quotation: “In any computational theory, ‘learning ‘ can consist only of creating novel combinations of primitives alrady innately available” (Jackendo 1990: 40). We refer to this position as the Innateness of Primitives Principle (IofPP). This position has been formulated and defended most eloquently by Jerry Fodor (e.g. 1975); however, an earlier formulation is in Pylyshyn (1973). Karl Popper (1962) has made essentially the same point, for all knowledge, including conscious scientific reasoning. In more or less explicit forms, the argument appears to be an ancient one that has never been completely refuted by connectionists or any other anti-nativist school. We will demonstrate the logical necessity of IofPP with a set of model languages, then show how a great deal of work on the acquisition of phonological inventories is inconsistent with IofPP. We then propose an alternate theory which is consistent with IofPP, which, we assume, lies at the core of the Innateness Hypothesis.
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Hale, Mark, et Charles Reiss. « Phonology as Cognition ». Dans Phonological Knowledge, 161–84. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198241270.003.0007.
Texte intégralRésumé :
Abstract This chapter attempts to ground phonology within psychology. That is, we are interested in phonology as a branch of the study of mental representation, the psychology of mind. In order to develop this ‘phonology of mind’ we need to understand the relationship between form and substance in linguistic representation. A coherent account of this distinction has yet to be proposed for either phonology or syntax. We attempt to contribute to this necessary enquiry in the domain of phonology by first defining ‘form’ and ‘substance’, and then critiquing some recent work that implicitly or explicitly touches on the relationship between the two. We will argue that current trends in phonology fail to offer a coherent conception of form and substance and are also inconsistent with basic principles of science. Since we are not proposing a complete alternative model of phonology, we invite the reader to reflect on how our proposals could be implemented or on how our assumptions (which we believe are widely shared in principle, if not in practice) should be modified.
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van Schaaik, Gerjan. « Phonological variation * ». Dans The Oxford Turkish Grammar, 18–28. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851509.003.0004.
Texte intégralRésumé :
The principle of “one letter—–one sound” introduced in the introduction of this chapter explains why Turkish writing is based on a phonological alphabet, and that such a system takes no account of a pronunciation that deviates from the spelling. For free or predictable variation rules can be set up describing the circumstances under which such variation occurs. Besides vowel reduction (stress induced) and differences in vowel quality (vowel length), phenomena such as contraction in rapid speech are discussed, as well as expansion—the way in which foreign words are adapted to the Turkish sound system and included in the vocabulary. The fully predictable effects of front and back vowels on the quality of certain consonants and other types of assimilation are treated in the final sections.
Actes de conférences sur le sujet "Phonological principle"
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Liu, Ruixue, Baoyang Chen, Meng Chen, Youzheng Wu, Zhijie Qiu et Xiaodong He. « Mappa Mundi : An Interactive Artistic Mind Map Generator with Artificial Imagination ». Dans Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California : International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/951.
Texte intégralRésumé :
We present a novel real-time, collaborative, and interactive AI painting system, Mappa Mundi, for artistic Mind Map creation. The system consists of a voice-based input interface, an automatic topic expansion module, and an image projection module. The key innovation is to inject Artificial Imagination into painting creation by considering lexical and phonological similarities of language, learning and inheriting artist’s original painting style, and applying the principles of Dadaism and impossibility of improvisation. Our system indicates that AI and artist can collaborate seamlessly to create imaginative artistic painting and Mappa Mundi has been applied in art exhibition in UCCA, Beijing.
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Toledo, Sebastián, Catalina Astudillo-Rodriguez, Priscila Verdugo, Santiago Cedillo et Jackelín Verdugo. « Educational game to stimulate phonological awareness in elementary school children ». Dans 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003146.
Texte intégralRésumé :
Phonological awareness (PA) is the ability to analyse, segment, and manipulate language structure consciously. Its development at an early age is crucial for acquiring skills in reading and writing. For the mentioned and considering that we belong to a digitised society where technology constitutes a tremendous educational resource and a source of interest for children, the proposal arises to support learning through the inclusion of digital applications that facilitate differentiated instruction and integrate playful ways and motivate. In this context, educational games have become a modern and precise tool to solve these needs. This work aims to develop a serious game to support literacy learning by stimulating phonological awareness in elementary school children. For this purpose, a methodology based on the SCRUM Framework and User-Centered Design (UCD) principles was applied, emphasising users’ active involvement in developing the game. The method comprised a four-phase process, including scope definition and analysis in the first two phases; translation of user requirements into contextual and prototype design, and subsequent software development in the third phase; and finally, an empirical study was conducted to evaluate the usability of the prototype in the final phase. As a result, a serious game was obtained that allows the creation of linguistic exercises from a series of activities designed by the therapist in the context of a playground to promote playful learning in a familiar environment for the children. The usability study revealed a score of 74.44 based on the System Usability Scale (SUS), indicating that the system was well-received and considered highly usable by the participants. In conclusion, involving therapists in an iterative UCD process brings benefits such as confidence in using digital tools for phonological awareness skills training and identifying needs that require alternative mechanisms of interaction, encouraging children to participate in learning.