Artigos de revistas sobre o tema "Phonologyx"

As a reaction to the pedagogical needs of adult learners in mastering speech sounds and sound phenomena unfamiliar to their L1 phonology, there surfaced a pressing need for a radical change in the overall approach to teaching them. A transition had to be gradually implemented in the form of a multisensory (auditory, visual, tactile-kinesthetic) strategies to be propped up with a set of multicognitive ones (e.g. think, associate, analyze, synthesize, memorize) in lieu of the traditional audiolingual one. During the implementation of such strategies for a few years, a fully-fledged approach emerged and titled as: Multisensory, Multicognitive Approach to Teaching Pronunciation (MMA). Further classroom experience with MMA, led to the reconsideration of the linguistic domain of phonology for theoretical and applied purposes and recognizing it in two sections i.e., linguistic phonologyvs. neural phonology. Below are a few reasons for introducing neural phonology. First, traditional phonology barely refers to the role of the brain in internalizing additional phonological constituents when targeting L2/FL as adults. Second, teaching phonology and the mastery of unfamiliar sound units/features to learners of L2/FL has been conventionally attempted in a unisensory(monosensory) manner, the auditory sense in this case, which tends to be less efficient and effective with many adults. Third, in real classroom situations there seems to be greater need to diversify and refine the sensory and cognitive strategies/techniques in teaching both sections of phonology, especially the neural one. Fourth, emphasizing the two sections further enhances the overall pedagogical and didactic worth of MMA.

SUMMARY Prosodic Morphology and Phonology have extended the prosodic hierarchy to solve recalcitrant problems in a number of areas and, more recently, work on phonological acquisition has determined that a prosodic template is a basic organizing unit for the acquisition of features and generalizations across the lexicon. While synchronic phonological theory in general has long exploited such higher prosodic entities, little has been done along these lines in historical phonology. This paper extends that template to another kind of change across states in time, namely to the analysis of a set of superficially quite diverse sound changes in Mixtec Highlands or Alta Mixtec dialects have a broad tendency to reduce historically more complex roots to a CV(C)V, disyllabic foot, with an onset of minimal sonority and fullest possible phonetic implementation, plus many shared specifications for both vowels. The template allows a coherent and unified account of these various changes. Incorporating a prosodic template into the analysis of sound change suggests new approaches to other longstanding problems in historical phonology as well as substantially broadens and strengthens prosodically-oriented theories of sound change. Ultimately, this diachronic study provides striking and independent support for the general role of a prosodic template in phonology, as well as further underpinning the acquisitional work for which the template was first posited. RÉSUMÉ La morphologie et la phonologie prosodiques ont etendu la hierarchie pro-sodique dans le but de resoudre des problemes durables dans plusieurs do-maines. Plus recemment, le fait de travailler sur 1'acquisition phonologique a determine qu'un gabarit prosodique est une unite fondamentale d'organisation pour l' acquisition des traits et des generalisations a travers le lexique. Tandis que la theorie phonologique synchronique a en general exploite depuis long-temps les entites prosodiques au dela de la syllabe, ces lignes de recherche ont ete assez peu exploitees en phonologie historique. Cet article etend ce gabarit a un autre type de changement a travers des etats de temps, c'est-a-dire a l'ana-lyse d'un groupe de changements phonetiques a premiere vue differents en Mixtec. Les dialectes du Mixtec des Hautes-Terres ou de 1'Alta ont une disposition prononcee a reduire des racines historiquement plus complexes a une structure CV(C)V, i.e., un pied disyllabique, avec un commencement de so-norite minimale et 1'implementation phonetique la plus complete possible, plus la specification partagee par deux voyelles. Le gabarit permet d'expliquer de fagon coherente et unifiee ces changements varies. Ce genre d'incorporation d'un gabarit prosodique a l'analyse d'un changement sonore ouvre la porte a des approches nouvelles a d'autres problemes de longue date en phonologie historique, elargit substantiellement et renforce les theories prosodiques orien-tees vers le changement phonetique. Enfin, cette etude diachronique fournit un soutien remarquable et independant au role general d'un gabarit prosodique en phonologie, ainsi que l'etaiement plus pousse du travail sur l'acquisition du langage qui a mene a la theorie du gabarit. ZUSAMMENFASSUNG Die prosodische Morphologie und Phonologie haben die prosodische Hie-rarchie erweitert und eine Reihe von Losungen seit langem bestehender Pro-bleme herbeigeführt. AuBerdem ist jüngster Zeit auf dem Gebiet des Erstspra-chenerwerbs der Nachweis erbracht worden, daB eine 'prosodische Schablone' ('prosodic template') als eine dem Erwerb phonologischer Merkmale wie auch lexikalischer Verallgemeinerungen zugrunde liegende organisierende Einheit dient. Wahrend synchron-orientierte Forscher schon seit langerer Zeit mit sol-chen hoheren prosodischen Einheiten Fortschritte erzielt haben, hat man in der diachronen Phonologie bisher nur wenig mit diesen Einsichten unternommen. Der vorliegende Aufsatz baut diese Schablone aus, um diachrone Entwicklun-gen zu erfassen, hier am Beispiel einer diversen Gruppe von Lautentwicklun-gen im Mixtekischen. Die sogenannten 'Highlands' bzw. 'Alta' Dialekte zeigen namlich starke Tendenzen zur Reduktion von historisch komplexeren Wurzeln zu einem einfachen metrischen FuB vom Typ CV(C)V, wo der anlautende Konsonant minimale Sonoritat und eine stark ausgepragte phonetische Reali-sierung besitzt, mit weiteren Tendenzen zur Harmonie zwischen den beiden Vokalen. Der Begriff der 'prosodischen Schablone' ermoglicht auf diese Weise eine einheitliche, zusammenhangende Analyse dieser vielfaltigen Veranderun-gen, bahnt neuen Losungen alter historischer Probleme den Weg und unter-mauert prosodisch-orientierte Theorien des Lautwandels. Dariiber hinaus bietet diese historische Studie auch unabhangige und auffallende Unterstützung der generellen Rolle einer prosodischen Schablone in der Phonologie und im Spracherwerb.

The papers in this volume were originally presented at the Workshop on Bantu Wh-questions, held at the Institut des Sciences de l’Homme, Université Lyon 2, on 25-26 March 2011, which was organized by the French-German cooperative project on the Phonology/Syntax Interface in Bantu Languages (BANTU PSYN). This project, which is funded by the ANR and the DFG, comprises three research teams, based in Berlin, Paris and Lyon. The Berlin team, at the ZAS, is: Laura Downing (project leader) and Kristina Riedel (post-doc). The Paris team, at the Laboratoire de phonétique et phonologie (LPP; UMR 7018), is: Annie Rialland (project leader), Cédric Patin (Maître de Conférences, STL, Université Lille 3), Jean-Marc Beltzung (post-doc), Martial Embanga Aborobongui (doctoral student), Fatima Hamlaoui (post-doc). The Lyon team, at the Dynamique du Langage (UMR 5596) is: Gérard Philippson (project leader) and Sophie Manus (Maître de Conférences, Université Lyon 2). These three research teams bring together the range of theoretical expertise necessary to investigate the phonology-syntax interface: intonation (Patin, Rialland), tonal phonology (Aborobongui, Downing, Manus, Patin, Philippson, Rialland), phonology-syntax interface (Downing, Patin) and formal syntax (Riedel, Hamlaoui). They also bring together a range of Bantu language expertise: Western Bantu (Aboronbongui, Rialland), Eastern Bantu (Manus, Patin, Philippson, Riedel), and Southern Bantu (Downing).

PURPOSE: to assess the lexical proficiency and the incidence of phonologic disorders in the language of children infected with HIV. METHOD: the study population consisted of 31 children between three and seven year-old. For evaluation purposes the Test of Infantile Language - ABFW was applied in the areas of phonology and vocabulary. RESULTS: the results obtained were analyzed according to the clinical criteria for the classification of the disease proposed by the CDC and regarding the immunological profile and the viral burden using the Mann-Whitney test for statistical analysis. In the vocabulary evaluation, 100% of the children presented an inappropriate response for their age in at least two distinct conceptual fields. In the phonologic evaluation, 67.7% of the assessed children were considered to be affected by some phonologic disorder. When we compared adequate and inadequate results of phonologic evaluation to the clinical and immunological parameters of AIDS such as clinical classification (p=0,16), CD4 count (p=0,37) and viral burden (p=0,82), we did not detect a statistically significant relation between language alterations and disease severity. CONCLUSION: this research has shown that the studied group presents a high risk for language disorders and that constant phonoaudiological follow-up is essential to identify the alterations in early stage.

Thirty children with hearing loss (HL) and 129 typically developing (TD) children representing comparable ages, vocabulary abilities, or phonology skills named pictures while attempting to ignore auditory distractors. The picture-distractor pairs were constructed to represent phonologically congruent or conflicting onset relations, for example, the picture "duck" with distractors of /d∧/ or /p∧/, respectively. In children with good phoneme discrimination, congruent distractors speeded naming and conflicting distractors slowed naming, relative to a control condition. Effects were similar in HL and TD subgroups. In children with poorer phoneme discrimination, conflicting distractors did not influence naming in the HL subgroup, regardless of discrimination status, and consistently slowed naming only for discriminated contrasts in the TD subgroup. Phonologic representations appear suitably fine-grained in HL children with good auditory perceptual abilities but may be less well specified, more holistic, and/or less auditory-linguistically based in HL children with poorer auditory perceptual abilities. Results are discussed in terms of the heterogeneous nature of phonologic processing in children with HL.

Developmental differences in the neurocognitive networks for lexical processing were examined in 15 adults and 15 children (9-to 12-year-olds) using functional magnetic resonance imaging (fMRI). The lexical tasks involved spelling and rhyming judgments in either the visual or auditory modality. These lexical tasks were compared with nonlinguistic control tasks involving judgments of line patterns or tone sequences. The first main finding was that adults showed greater activation than children during the cross-modal lexical tasks in a region proposed to be involved in mapping between orthographic and phonologic representations. The visual rhyming task, which required conversion from orthography to phonology, produced greater activation for adults in the angular gyrus. The auditory spelling task, which required the conversion from phonology to orthography, also produced greater activation for adults in the angular gyrus. The greater activation for adults suggests they may have a more elaborated posterior heteromodal system for mapping between representational systems. The second main finding was that adults showed greater activation than children during the intra-modal lexical tasks in the angular gyrus. The visual spelling and auditory rhyming did not require conversion between orthography and phonology for correct performance but the adults showed greater activation in a system implicated for this mapping. The greater activation for adults suggests that they have more interactive convergence between representational systems during lexical processing.

ABSTRACTFrench liaison has long been a favourite testing ground for phonological theories, a situation which can undoubtedly be attributed to the complexity of the phenomenon, involving in particular phonology/syntax, phonology/morphology, phonology/lexicon interfaces. Dealing with liaison requires stepping into all the components of the grammar, while at the same time tackling the quick sands of variation. The data on which a number of formal analyses are based have often been a source of concern since liaison, in part because of its intrinsic variable character, requires extensive and robust data. In the wake of the results from the study of other corpora, we present here extensive results based on the PFC database (Phonologie du français contemporain: usages, variétés et structures) and point to their implications for models of linguistic structure. While we do not believe that a motivated theoretical account can be mechanically extracted from the data, we conclude that future analyses will have to take explicitly into account the results of extensive corpus work as well as sociolinguistic surveys, acquisition studies, experimental phonetics and (neuro-)psycho-linguistic investigations, including the relationship between speech and writing. As stressed in Chevrot, Fayol and Laks (2005), these analyses will have to acknowledge that French liaison is not a homogeneous locus but a multi-faceted phenomenon requiring us to accept, without demur, the crossing of disciplinary boundaries.

Purpose This study investigated the relationship between non-orthographic language abilities and reading in order to examine assumptions of the primary systems hypothesis and further our understanding of language processing poststroke. Method Performance on non-orthographic semantic, phonologic, and syntactic tasks, as well as oral reading and reading comprehension tasks, was assessed in 43 individuals with aphasia. Correlation and regression analyses were conducted to determine the relationship between these measures. In addition, analyses of variance examined differences within and between reading groups (within normal limits, phonological, deep, or global alexia). Results Results showed that non-orthographic language abilities were significantly related to reading abilities. Semantics was most predictive of regular and irregular word reading, whereas phonology was most predictive of pseudohomophone and nonword reading. Written word and paragraph comprehension were primarily supported by semantics, whereas written sentence comprehension was related to semantic, phonologic, and syntactic performance. Finally, severity of alexia was found to reflect severity of semantic and phonologic impairment. Conclusions Findings support the primary systems view of language by showing that non-orthographic language abilities and reading abilities are closely linked. This preliminary work requires replication and extension; however, current results highlight the importance of routine, integrated assessment and treatment of spoken and written language in aphasia. Supplemental Material https://doi.org/10.23641/asha.7403963

One of the most significant challenges in the study of speech production is to acquire a theoretical understanding of how speakers coordinate articulatory movements. A variety of work has demonstrated that articulatory, prosodic and extralinguistic factors all influence speech timing in a complex and interactive way. Models such as Articulatory Phonology that stipulate the relative timing of articulatory units must be revised to allow for this variability. Such a revision is outlined below.The following work should be viewed as a presentation of a new framework for conceptualising articulatory timing. This approach, meant to be programmatic rather than conclusive, is productive if it motivates research that might not otherwise have been undertaken. §1 overviews Articulatory Phonology. The implementation of articulatory timing in terms of phasing relations is discussed. Speech production data bearing on timing variability are discussed in §2. §3 argues for an alternative to Articulatory Phonology's current rule-based approach to intergestural timing that can allow for linguistic and extralinguistic variables to systematically influence phasing relations. §3.2 introduces the PHASE WINDOW framework, which allows the degree of articulatory overlap between linguistic gestures to vary within a constrained range. Finally, §4 concerns the relation of intergestural timing to the postulation of the segment as a primitive unit in phonology. It is hypothesised that certain intergestural timing relations are stable and lexically specified. Gestures whose coordination is constrained by lexical PHASE WINDOWS seem to bear a close relation to those conglomerates of gestures that constitute what is traditionally considered to be a segment.

Indonesian people have so many tribes that various language are used. It happens for many cultures growing around citizens. Various language used by fishmongers also have unique varieties that could be distinguished from other sellers. It could be seen when they sell their goods. Language variety viewed from phonology aspect could interpret phoneme addition, reduction or change. Fishmongers� speech in Demak market have their own unique characteristics. These varieties were the attractions of this research. Purpose of this research was to describe fishmongers� speech in Demak Regency based on phonologic study. The used method was qualitative description method which do not need numbers. Data needed by this research were in forms of words, phrases, sentences and speeches of fishmongers in Demak Regency. Result of the study described language variety as viewed from phonologic study. There were phoneme change (to make buyers clearly heard what fish was being offered), phoneme reduction (to make sellers quickly delivered speech to offer their fish to buyers), and phoneme addition (to ease fishmongers to deliver speech) so that fishmongers� aim to sell their fish could be accepted by the buyers.

PURPOSE: To compare the performance of hearing-impaired and normal-hearing people on phonologic and semantic verbal fluency tests. METHODS: A cross-sectional study was conducted with 48 hearing-impaired adults and 42 individuals (control group) with no hearing or language complaints. Sociodemographic data were collected, as well as the characteristics of hearing loss and of the electronic auditory device (hearing aids or cochlear implant), when relevant. Verbal fluency was tested in two different tasks: by semantic category (animals) and by phonology (letter F). RESULTS: Educational level has influenced the results of fluency tests in both groups, with more evidence in the hearing-impaired subjects (p<0.001). Hearing-impaired subjects showed worse performance in verbal fluency tests when compared to normal-hearing people in groups with up to 10 years of schooling. In the comparison of performance in the two tests, both groups showed better results in the semantic fluency task. CONCLUSION: The hearing-impaired subjects with low educational level evoked fewer words in semantic and phonologic verbal fluency tests in comparison to normal-hearing subjects. Educational level is a relevant issue to the study of verbal fluency in deaf and hearing-impaired people.

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.

The errors on word-initial consonant clusters made by children in the Iowa-Nebraska Articulation Norms Project (Smit, Hand, Freilinger, Bernthal, & Bird, 1990) were tabulated by age range and frequency. The error data show considerable support for Greenlee’s (1974) stages in the acquisition of clusters: the youngest children show cluster reduction, somewhat older children show cluster preservation but with errors on one or more of the cluster elements, and the oldest children generally show correct production. These stages extended to three-element clusters as well. Typical cluster reduction errors were (a) reduction to the obstruent in obstruent-plus-approximant clusters and (b) reduction to the second element in /s/-clusters. When clusters were preserved, but one member was in error, the error was typically the same as for the singleton consonant. Cluster errors are discussed in terms of theories of phonologic development, including open genetic programs and feature geometry. These data are expected to be useful in evaluation and treatment of disorders of phonology.

While considerable swathes of the phonology and morphology of proto-languages have been reconstructed using the comparative method, syntax has lagged behind. Jeffers (1976) and Lightfoot (2002a), among others, have questioned whether syntax can be reconstructed at all, claiming that a fundamental problem exists in applying the techniques of phonological reconstruction to syntax. Others, such as Harris & Campbell (1995) and, following them, Barðdal & Eythórsson (2012), have claimed that the problem does not arise in their frameworks. This paper critically examines the isomorphism between phonological and syntactic reconstruction, made possible by an ‘item-based’ view of syntactic variation as assumed within Minimalist theories of syntax as well as Construction Grammar and others. A case study dealing with the ‘middle voice’ suffix -sk in early North Germanic is presented in support of the approach. While the conclusion drawn is not as pessimistic as that of Lightfoot (2002a), it is argued that the ‘correspondence problem’ is real and that reconstruction of syntax is therefore necessarily more difficult, and speculative, than that of phonology. Resume Si des pans entiers de la phonologie et de la morphologie des proto-langues ont pu etre reconstruits grace a la methode comparative, la syntaxe est restee, elle, peu touchee. Jeffers (1976) et Lightfoot (2002a), entre autres, ont emis des doutes sur la possibilite de reconstruire veritablement toute syntaxe, avancant un probleme fondamental dans l’application a la syntaxe des techniques de la reconstruction phonologique. D’autres, tels que Harris & Campbell (1995), et, par la suite, Barddal & Eythorsson (2012), ont fait valoir que ce probleme ne survenait pas dans leur systeme. Nous faisons ici un examen critique de l’isomorphisme entre les reconstructions phonologique et syntaxique, en nous appuyant sur la vision ‘par item’ de la variation syntaxique telle qu’elle est concue dans le cadre des theories de la syntaxe du programme minimaliste, des grammaires de construction et de bien d’autres encore. Afin d’etayer cette demarche, nous presentons une etude de cas portant sur le suffixe -sk en vieux scandinave. Si nous n’en tirons pas une conclusion aussi pessimiste que celle de Lightfoot (2002a), nous n’en pensons pas moins que ‘le probleme de la correspondance’ est bel et bien reel, et que, necessairement, la reconstruction de la syntaxe est plus difficile et plus conjecturale que celle de la phonologie. Zusammenfassung Wahrend die Phonologie und Morphologie von Proto-Sprachen zu einem bemerkenswert grosen Teil unter Anwendung der komparativen Methode rekonstruiert worden sind, hinkt die Syntax hinterher. Nicht nur Jeffers (1976) und Lightfoot (2002a) haben Bedenken daruber geausert, ob Syntax uberhaupt rekonstruiert werden kann, da es problematisch sei, Techniken, die fur die phonologische Rekonstruktion entwickelt wurden, auf die Syntax anzuwenden. Andere Forscher wie Harris & Campbell (1995) sowie Barddal & Eythorsson (2012) haben behauptet, dass dieses Problem in ihrem Framework nicht auftauche. Im vorliegenden Aufsatz wird die Isomorphie zwischen phonologischer und syntaktischer Rekonstruktion einer kritischen Prufung unterzogen. Ermoglicht wird dies durch eine ‘Item-basierte’ Sicht auf die syntaktische Variation, wie sie beispielsweise innerhalb minimalistischer und konstruktionsgrammatischer Syntaxtheorien und vergleichbaren Ansatzen vertreten wird. Eine Fallstudie zum Suffix -sk im fruhen Nordgermanischen wird zugunsten dieser Herangehensweise angefuhrt. Obwohl die Schlussfolgerung nicht so pessimistisch ausfallt wie diejenige von Lightfoot (2002a), ergibt sich doch, dass das ‘Korrespondenzproblem’ tatsachlich existiert und dass die Rekonstruktion der Syntax daher notwendigerweise schwieriger und spekulativer ist als die der Phonologie.

SUMMARY Generative phonology comes out of phonemic and morphonemic theory, except that it gives up the phonemic level. Since the early 1970s, a number of attempts have been made to bring the phoneme back. One of the earliest and strongest was that of Schane (1971). His claim was that features which are phonemic in some enviornments but nonphonemic in others tend to get lost in the latter but are preserved and accentuated in the former. We find a number of conceptual and factual problems with Schane's case. Most importandy, the phonemic/nonphonemic distinction is neither a necessary nor a sufficient condition for feature loss in the examples cited by Schane or in other parallel cases. In the article, we give a different explanation of these phenomena: feature loss, like all sound change, is determined by phonetic conditions and not formal ones (such as the phonemic/nonphonemic distinction). This, together with other arguments given in various publica-tions, supports our theory of 'broad phonology'. RÉSUMÉ La phonologie generative trouve ses sources dans les théories phoné-mique et morphophonémique, mais elle abandonne le niveau phonémique. Au debut des années 70 certaines tentatives ont été faites pour reintroduire la notion du phonème. Une des premières et des plus fortes est celle de Schane (1971). Son argument est que les traits qui sont phonémiques dans un certain environnement et qui ne le sont pas dans un autre, ont tendance a disparaître dans le dernier cas mais sont preservés, même exaggérés dans le premier. Nous montrons un nombre de problèmes conceptuels et factuels dans la démonstration de Schane. Le plus important est que la distinction entre le statut phonémique et non-phonémique n'est une condition ni nécessaire ni suffisante de la disparition des traits dans les cas cités par Schane ou dans d'autres cas semblables. Dans l'article nous donnons une autre explication de ces phénomènes: la disparition des traits, comme tout changement phonétique, est déterninée par des conditions phonétiques et non pas formelles (comme suggérée par la distinction phonémique/non-phonémique). Ceci, couplé avec d'autres observations présentées dans nombre d'autres études, nous offrent un bon argument en faveur de notre théorie d'une 'phonologie de grande envergure'. ZUSAMMENFASSUNG Die generative Phonologie ist eine Tochter der phonemischen und mor-phophonemischen Theorie, mit der Einschränkung, daB sie die phonemische Ebene aufgibt. Seit den frühen siebziger Jahren sind eine Reihe von Versuchen unternommen worden, das Konzept des Phonems wiedereinzufiihren. Einer der ersten und folgenreichsten war der Schanes dJ. 1971. Er behauptete, daB Eigenschaften, die in einigen Umgebungen phonemisch sind, jedoch nicht-phonemisch in anderen, neigten im letzteren Fall dazu, verloren zu gehen, während sie im ersteren starker betont wurden. Eine Reihe von faktischen und konzeptuellen Problemen mit Schanes Argumentation werden aufgezeigt, ins-besondere, daB die phonemisch/nichtphonemische Unterscheidung weder eine notwendige, noch eine hinreichende Bedingung ist zur Erklärung der Bei-spiele, die Schane anführt, oder solcher, die àhnliche Fälle aufweisen. Statt dessen wird eine andere Erklärung dieser Phänomene gegeben, nâmlich daB der Verlust von bestimmter Eigenschaften, wie im Lautwandel generell, von phonetischen Bedingungen herruhrt, und nicht formalen Gründen (wie etwa die Unterscheidung zwischen phonemisch und nicht-phonemisch). Zusammen mit Beobachungen, die in anderen Veröffentlichungen analysiert worden sind, wird hier das Argument für eine 'breite Phonologie' geführt.

Bahasa Bali dialek Ungasan (BBDU) memiliki keunikan jika dibandingkan dengan bahasa Bali baku (BBB), di sisi lain memiliki beberapa kemiripan dengan bahasa Bali dialek Bali Aga (DBA). Penelitian in berfokus pada tataran fonologis, yakni: menentukan ruas-ruas vokal dan konsonan, menentukan distribusi ruas-ruas asal, dan menentukan proses fonologis, proses fonologis pascaleksikal, dan kaidah-kaidah fonologis BBDU. Teori yang digunakan adalah teori fonologi generatif. Metode simak dan cakap digunakan dalam penyediaan data, metode padan dan agih digunakan dalam analisis data, serta metode formal dan informal digunakan dalam penyajian analisis data. Hasil analisis data menunjukkan BBDU memiliki 24 ruas asal yang meliputi 18 ruas asal konsonan dan 6 ruas asal vokal. Kedelapan belas ruas konsonan tersebut adalah /p, b, t, d, c, j, k, g, s, h, m, n, ɲ, ŋ, l, r, w, dan y/ dan memiliki sembilan belas realisasi fonetis, yakni [p, b, t, d, c, j, k, ʔ, g, s, h, m, n, ɲ, ŋ, l, r, w, dan y]. BBDU memiliki enam ruas vokal, yakni /i, e, ə, a, u dan o/, tetapi secara fonetis ditemukan 10 bunyi, yakni [i, ɪ, e, ɛ, ə, a, u, ʊ, o, dan ɔ]. Semua konsonan BBDU dapat menempati posisi tengah morfem, tetapi tidak semua konsonan dapat menempati posisi awal dan akhir morfem. Semua vokal BBDU dapat menempati posisi awal dan tengah, tetapi tidak semua bisa menempati posisi akhir morfem. Enam belas kaidah fonologis yang ditemuka dalam penelitian ini mengungkap proses-proses fonologis yang terjadi. Proses fonologis yang dibahas meliputi proses fonologis leksikal dan pascaleksikal. Sebelas kaidah fonologis yang dibacarakan membahas proses fonologi leksikal, yakni: 1) KF Asimilasi Nasal /ŋ-/; 2) KF Pelesapan Obstruen; 3) KF Penambahan [n]; 4) KF Penambahann [h]; 5) KF Penambahan Nasal; 6) KF Penambahan Semivokal; 7) KF Penambahan Vokal; 8) KF Pengenduran Vokal; 9) KF Pembulatan Vokal /a/; 10) KF Pembulatan Vokal /ə/; dan 11) KF Glotalisasi Konsonan. Lima kaidah fonologis pascaleksikal yang dibagi menjadi tiga bagian. Kaidah fonologis yang diakibatkan karena adanya klitik dalam BBDU, yakni: 12) KF Penambahan konsonan [n]; 13) KF Penambahan konsonan [n]; dan 14) KF Pengenduran Vokal /u/. Kaidah fonologis pada kata-kata tanya pada BBDU, yakni 15) KF: Penambahan vokal. Kaidah fonologis yang terjadi pada kata-kata yang menyatakan arah mata angin, yakni 16) KF: Penambahan Suku Kata /su/.

This article describes the basic aspects of the phonology of Jumjum, a littleknown Western Nilotic language. The treatment includes syllable structure and word shapes, vowels and vowel harmony, consonants and consonant assimilation, and tones and tonal processes.

This article describes the basic aspects of the phonology of Kurmuk, a previously undescribed language belonging to the Northern Burun subbranch of the Western Nilotic family. After a morpho syntactic overview, the treatment of the phonology includes syllable structure and word shapes, vowels and vowel alternation, consonants and consonant alternation, and tones and tonal processes.

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mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} --> <!--[endif] --> <!--StartFragment--><span style="font-size: 9.0pt; font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: &quot;ＭＳ 明朝&quot;; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-bidi-font-family: &quot;Times New Roman&quot;; mso-bidi-theme-font: minor-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Two problematic trends have dominated modern phonological theorizing: over-reliance on machinery of Universal Grammar, and reification of functional properties in grammar. 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Debate over the proper mechanism for apparent segment-transparency in harmony, or the binary vs. privative nature of features, is ultimately doomed if we do not have a clear awareness of what a &ldquo;grammar&rdquo; and a &ldquo;phonology&rdquo; are. Misconstruing the nature of a phonology as being a model of observed behavior negatively affects theoretical choices, leads to confusion over what could motivate a claim about the nature of grammar, and in general, a lack of developed epistemological foundation leads to confusion over how to approach theory-construction.</span><!--EndFragment-->

The purpose of this tutorial is to introduce a recent advance in phonological theory, “nonlinear phonology,” which differs fundamentally from previous theories by focusing on the hierarchical nature of relationships among phonological units. We first introduce the basic concepts and assumptions of nonlinear phonological theory and then demonstrate clinical applications of the theory for assessment and intervention. Data from a child with a severe phonological disorder are used to illustrate aspects of nonlinear theory. The data are first analyzed in terms of phonological processes in order to provide the readers with a familiar starting point for comprehension and comparison. The nonlinear frameworks are shown to provide a deeper analysis of the child’s phonological system than the phonological process analyses and to lead to a more clearly defined intervention plan.

Phonological principles and procedures provide a framework for identifying broad deviation patterns and for expediting intelligibility gains. The number of clinicians currently incorporating phonological research findings in their assessment and remediation procedures, however, is rather small. In this article, possible factors that may have deterred clinicians from employing phonological constructs are explored, and phonological assessment and remediation issues, principles, and practices are discussed. In addition, underlying concepts and target patterns that have helped expedite intelligibility gains are explained.

Abstract This paper presents the results of a study pertaining to the acquisition of timing control by Australian subjects who are enrolled in first-year Japanese at tertiary level. Instrumental techniques are used to observe segment duration and pitch patterns in the speech production of learners and native speakers of Japanese. The observations concern vowels and obstruents based on minimal pairs with durational contrasts, and the results are discussed within the framework of interlanguage phonology. The results obtained from this study demonstrate problems of beginning-level learners, including the underdifferentiation of durational contrasts (Han 1992). From the viewpoint of interlanguage phonology, however, the results seem to indicate that the learners have the ability to control timing and that they try to achieve durational distinctions in their speech production, but that their phonetic realisation is different from that of native speakers.