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Relevant bibliographies by topics / American English dialects

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Academic literature on the topic 'American English dialects'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "American English dialects"

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Hendricks, Alison Eisel, and Suzanne M. Adlof. "Production of Morphosyntax Within and Across Different Dialects of American English." Journal of Speech, Language, and Hearing Research 63, no. 7 (2020): 2322–33. http://dx.doi.org/10.1044/2020_jslhr-19-00244.

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Purpose This study examined the production of morphosyntactic markers by school-age children with and without developmental language disorder. Comparisons were made between students who speak mainstream American English (MAE) dialects and nonmainstream American English (NMAE) dialects. Method First- and second-grade students ( N = 82) completed assessments of dialect use and language ability, which are designed for students who speak NMAE dialects. Students also completed an experimental production task targeting three morphosyntactic features: past tense – ed marking, third-person singular – s marking, and plural – s marking. Past tense marking and third-person singular are produced differently across MAE and NMAE dialects, whereas plural marking is produced more similarly across dialects. Results When comparing across dialects, children with typical language skills who spoke NMAE dialects overtly marked past tense and third-person singular less often compared to MAE peers. However, when comparing to same-dialect peers with language disorders, children with typical language skills who spoke NMAE dialects overtly marked these morphosyntactic markers more often than peers with developmental language disorder. Conclusion The results underscore the importance of considering a child's dialect use when assessing language ability, in particular with measures that include features that are variable in NMAE dialects. At the same time, within-dialect comparisons suggest that a broader set of morphosyntactic features may provide useful information for evaluations of language ability. Future research should investigate the source of these differences, including the extent to which students with language disorders have acquired the social and linguistic factors that condition the use of variable features.

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Cooley, Marianne. "Emerging Standard and Subdialectal Variation in Early American English." Diachronica 9, no. 2 (1992): 167–87. http://dx.doi.org/10.1075/dia.9.2.02coo.

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SUMMARY In spite of later clearly delineated American dialects, many visitors as well as inhabitants in colonial and early federal America commented upon the uniformity of American English, although others pointed out differences. Taken together, the usual evidence sources such as orthoepistic and grammatical description, naive spellings, contemporary journalistic commentary, or literary dialect representation provide indecisive evidence. However, a principle of perceptual recognition of language variation in relation to both an external standard (British English) and a developing internal standard (American English) may account for the uniformity comments while diversity simultaneously existed. RÉSUMÉ Malgré l'existence d'un certain nombre de dialectes déjà bien délimités, de nombreux voyageurs et habitants d'Amérique coloniale remarquèrent et commentèrent sur l'uniformité de l'anglais américain, alors que d'autres relevèrent des différences significatives. En gros, les documents habituels, tels que les descriptions orthopéistes et grammaticales, les orthographes naïves, les commentaires journalistiques de l'époque et les dialectales littéraires offrent des témoignages contradictoires. Toutefois une perception de la variation linguistique par rapport à un standard externe (l'anglais britannique) et un standard interne (l'anglais américain) peut expliquer l'uniformité des commentaires en regard d'une diversité persistante. ZUSAMMENFASSUNG Trotz deutlich erkennbarer amerikanischer Dialekte, sprachen viele Besu-cher sowie die Einwohner des kolonialen und frühen foderativen Amerika von der Ausgewogenheit des amerikanischen Englisch, während andere auf Unter-schiede hinwiesen. Insgesamt gesehen, bieten die ublichen Beweisquellen wie orthoepische Schriften, grammatische Abhandlungen, phonetische Schreibun-gen, zeitgenössische journalistische Kommentare und literarische Dialekte, kei-ne entsprechenden Unterlagen. Ein Prinzip etwa der 'auffassungsfähigen Er-kennung' von Sprachvariationen im Verhältnis zu einem 'externen Standard' (i.e., dem britischen Englisch) und einem sich in der Entwicklung befindenden 'internen Standard' (dem amerikanischen Englisch) dürfte jedoch die Einfor-migkeit der Kommentare und Beobachtungen erklären, trotz der dialektalen Unterschiede, die zur damaligen Zeit wohl existierten.

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Algeo, John, Walt Wolfram, and Natalie Schilling-Estes. "American English: Dialects and Variation." Language 76, no. 1 (2000): 194. http://dx.doi.org/10.2307/417411.

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Shi, Lu-Feng, and Luz Adriana Canizales. "Dialectal Effects on a Clinical Spanish Word Recognition Test." American Journal of Audiology 22, no. 1 (2013): 74–83. http://dx.doi.org/10.1044/1059-0889(2012/12-0036).

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Purpose American Spanish dialects have substantial phonetic and lexical differences. This study investigated how dialectal differences affect Spanish/English bilingual individuals' performance on a clinical Spanish word recognition test. Method Forty Spanish/English bilinguals participated in the study—20 dominant in Spanish and 20 in English. Within each group, 10 listeners spoke the Highland dialect, and 10 spoke the Caribbean/Coastal dialect. Participants were maximally matched between the 2 dialectal groups regarding their demographic and linguistic background. Listeners were randomly presented 4 lists of Auditec Spanish bisyllabic words at 40 dB SL re: pure-tone average. Each list was randomly assigned with a signal-to-noise ratio (SNR) of quiet, +6, +3, and 0 dB, in the presence of speech-spectrum noise. Listeners responded orally and in writing. Results Dialect and language dominance both significantly affected listener performance on the word recognition test. Higher performance levels were obtained with Highland than Caribbean/Coastal listeners and with Spanish-dominant than English-dominant listeners. The dialectal difference was particularly evident in favorable listening conditions (i.e., quiet and +6 dB SNR) and could not be explained by listeners' familiarity with the test words. Conclusion Dialects significantly affect the clinical assessment of Spanish-speaking clients' word recognition. Clinicians are advised to consider the phonetic features of the dialect when scoring a client's performance.

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Oder, Austin L., Cynthia G. Clopper, and Sarah Hargus Ferguson. "Effects of dialect on vowel acoustics and intelligibility." Journal of the International Phonetic Association 43, no. 1 (2013): 23–35. http://dx.doi.org/10.1017/s0025100312000333.

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A great deal of recent research has focused on phonetic variation among American English vowels from different dialects. This body of research continues to grow as vowels continuously undergo diachronic formant changes that become characteristic of certain dialects. Two experiments using the Nationwide Speech Project corpus (Clopper & Pisoni 2006a) explored whether the Midland dialect is more closely related acoustically and perceptually to the Mid-Atlantic or to the Southern dialect. The goal of this study was to further our understanding of acoustic and perceptual differences between two of the most marked dialects (Mid-Atlantic and Southern) and one of the least marked dialects (Midland) of American English. Ten vowels in /hVd/ context produced by one male talker from each of these three dialects were acoustically analyzed and presented to Midland listeners for identification. The listeners showed the greatest vowel identification accuracy for the Mid-Atlantic talker (95.2%), followed by the Midland talker (92.5%), and finally the Southern talker (79.7%). Vowel error patterns were consistent with vowel acoustic differences between the talkers. The results suggest that, acoustically and perceptually, the Midland and Mid-Atlantic dialects are more similar than are the Midland and Southern dialects.

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Mitchell, David, Marivic Lesho, and Abby Walker. "Folk Perception of African American English Regional Variation." Journal of Linguistic Geography 5, no. 1 (2017): 1–16. http://dx.doi.org/10.1017/jlg.2017.2.

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Contrary to previous “sociolinguistic folklore” that African American (Vernacular) English has a uniform structure across different parts of the US, recent studies have shown that it varies regionally, especially phonologically (Wolfram, 2007; Thomas & Wassink, 2010). However, there is little research on how Americans perceive AAE variation. Based on a map-labeling task, we investigate the folk perception of AAE variation by 55 participants, primarily African Americans in Columbus, Ohio. The analysis focuses on the dialect regions recognized by the participants, the linguistic features associated with different regions, and the attitudes associated with these beliefs. While the perceived regional boundaries mostly align with those identified by speakers in previous perceptual dialectology studies on American English, the participants consistently identified linguistic features that were specific to AAE. The participants recognized substantial phonological and lexical variation and identified “proper” dialects that do not necessarily sound “white”. This study demonstrates the value of considering African Americans’ perspectives in describing African American varieties of English.

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Bent, Tessa, and Rachael Frush Holt. "Shhh… I Need Quiet! Children’s Understanding of American, British, and Japanese-accented English Speakers." Language and Speech 61, no. 4 (2018): 657–73. http://dx.doi.org/10.1177/0023830918754598.

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Children’s ability to understand speakers with a wide range of dialects and accents is essential for efficient language development and communication in a global society. Here, the impact of regional dialect and foreign-accent variability on children’s speech understanding was evaluated in both quiet and noisy conditions. Five- to seven-year-old children ( n = 90) and adults ( n = 96) repeated sentences produced by three speakers with different accents—American English, British English, and Japanese-accented English—in quiet or noisy conditions. Adults had no difficulty understanding any speaker in quiet conditions. Their performance declined for the nonnative speaker with a moderate amount of noise; their performance only substantially declined for the British English speaker (i.e., below 93% correct) when their understanding of the American English speaker was also impeded. In contrast, although children showed accurate word recognition for the American and British English speakers in quiet conditions, they had difficulty understanding the nonnative speaker even under ideal listening conditions. With a moderate amount of noise, their perception of British English speech declined substantially and their ability to understand the nonnative speaker was particularly poor. These results suggest that although school-aged children can understand unfamiliar native dialects under ideal listening conditions, their ability to recognize words in these dialects may be highly susceptible to the influence of environmental degradation. Fully adult-like word identification for speakers with unfamiliar accents and dialects may exhibit a protracted developmental trajectory.

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MALLINSON, CHRISTINE, and WALT WOLFRAM. "Dialect accommodation in a bi-ethnic mountain enclave community: More evidence on the development of African American English." Language in Society 31, no. 5 (2002): 743–75. http://dx.doi.org/10.1017/s0047404502315021.

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The investigation of isolated African American enclave communities has been instrumental in reformulating the historical reconstruction of earlier African American English and the current trajectory of language change in African American Vernacular English (AAVE). This case study examines a unique enclave sociolinguistic situation – a small, long-term, isolated bi-ethnic enclave community in the mountains of western North Carolina – to further understanding of the role of localized dialect accommodation and ethnolinguistic distinctiveness in the historical development of African American English. The examination of a set of diagnostic phonological and morphosyntactic variables for several of the remaining African Americans in this community supports the conclusion that earlier African American English largely accommodated local dialects while maintaining a subtle, distinctive ethnolinguistic divide. However, unlike the situation in some other African American communities, there is no current movement toward an AAVE external norm for the lone isolated African American teenager; rather, there is increasing accommodation to the local dialect. Contact-based, identity-based, and ideologically based explanations are appealed to in describing the past and present direction of change for the African Americans in this receding community.

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MCDONALD, JANET L., CHRISTY M. SEIDEL, REBECCA HAMMARLUND, and JANNA B. OETTING. "Working memory performance in children with and without specific language impairment in two nonmainstream dialects of English." Applied Psycholinguistics 39, no. 1 (2017): 145–67. http://dx.doi.org/10.1017/s0142716417000509.

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ABSTRACTUsing speakers of either African American English or Southern White English, we asked whether a working memory measure was linguistically unbiased, that is, equally able to distinguish between children with and without specific language impairment (SLI) across dialects, with similar error profiles and similar correlations to standardized test scores. We also examined whether the measure was affected by a child's nonmainstream dialect density. Fifty-three kindergarteners with SLI and 53 typically developing controls (70 African American English, 36 Southern White English) were given a size judgment working memory task, which involved reordering items by physical size before recall, as well as tests of syntax, vocabulary, intelligence, and nonmainstream density. Across dialects, children with SLI earned significantly poorer span scores than controls, and made more nonlist errors. Span and standardized language test performance were correlated; however, they were also both correlated with nonmainstream density. After partialing out density, span continued to differentiate the groups and correlate with syntax measures in both dialects. Thus, working memory performance can distinguish between children with and without SLI and is equally related to syntactic abilities across dialects. However, the correlation between span and nonmainstream dialect density indicates that processing-based verbal working memory tasks may not be as free from linguistic bias as often thought. Additional studies are needed to further explore this relationship.

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Wang, Hai, and Daiming Huang. "The Rise and Development of Lexicography & Dictionary Craft in Tiechiu-Swatow Dialect during Late Qing Dynasty." World Journal of English Language 10, no. 1 (2020): 38. http://dx.doi.org/10.5430/wjel.v10n1p38.

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In the first half of the 19th century, the Christian churches of Britain and America successively sent missionaries to the southeast Asia. American Baptist missionaries William Dean and Josiah Goddard, who preached in Bangkok, published First Lessons in the Tiechiw Dialect 1841 and A Chinese and English Vocabulary in the Tiechiu Dialect in 1847. They started the activities of missionaries and foreigners in China to compile dictionaries of Tiechiw-Swatow dialects. After the second Opium War, missionaries went deep into the hinterland of China, and the activities of compiling dictionaries of Chinese dialects became more active. The compilation techniques such as content design, Roman pronunciation scheme and tone annotation, and Chinese-English comparison, became more perfect. From the 1870s to 1911, foreign missionaries in Tiechiw-Swatow area compiled and published nine dictionaries. The purpose of this paper is to sort out the compilation process of Tiechiw-Swatow dialect dictionaries in the late Qing dynasty and the recognition of the regularity of compilation techniques, so as to provide reference for the study of compilation techniques of Tiechiw-Swatow dialect dictionaries and the dissemination of Tiechiw-Swatow regional culture in the English world.

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Dissertations / Theses on the topic "American English dialects"

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Hedges, Stephanie Nicole. "A Latent Class Analysis of American English Dialects." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6480.

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Research on the dialects of English spoken within the United States shows variation regarding lexical, morphological, syntactic, and phonological features. Previous research has tended to focus on one linguistic variable at a time with variation. To incorporate multiple variables in the same analysis, this thesis uses a latent class analysis to perform a cluster analysis on results from the Harvard Dialect Survey (2003) in order to investigate what phonetic variables from the Harvard Dialect Survey are most closely associated with each dialect. This thesis also looks at how closely the latent class analysis results correspond to the Atlas of North America (Labov, Ash & Boberg, 2005b) and how well the results correspond to Joshua Katz's heat maps (Business Insider, 2013; Byrne, 2013; Huffington Post, 2013; The Atlantic, 2013). The results from the Harvard Dialect Survey generally parallel the findings of the Linguistic Atlas of North American English, providing support for six basic dialects of American English. The variables with the highest probability of occurring in the North dialect are ‘pajamas: /æ/’, ‘coupon: /ju:/’, ‘Monday, Friday: /e:/’ ‘Florida: /ɔ/’, and ‘caramel: 2 syllables’. For the South dialect, the top variables are ‘handkerchief: /ɪ/’, ‘lawyer: /ɒ/’, ‘pajamas: /ɑ/’, and ‘poem’ as 2 syllables. The top variables in the West dialect include ‘pajamas: /ɑ/’, ‘Florida: /ɔ/’, ‘Monday, Friday: /e:/’, ‘handkerchief: /ɪ/’, and ‘lawyer: /ɔj/’. For the New England dialect, they are ‘Monday, Friday: /e:/’, ‘route: /ru:t/’, ‘caramel: 3 syllables’, ‘mayonnaise: /ejɑ/’, and ‘lawyer: /ɔj/’. The top variables for the Midland dialect are ‘pajamas: /æ/’, ‘coupon: /u:/’, ‘Monday, Friday: /e:/’, ‘Florida: /ɔ/’, and ‘lawyer: /ɔj/’ and for New York City and the Mid-Atlantic States, they are ‘handkerchief: /ɪ/’, ‘Monday, Friday: /e:/’, ‘pajamas: /ɑ/’, ‘been: /ɪ/’, ‘route: /ru:t/’, ‘lawyer: /ɔj/’, and ‘coupon: /u:/’. One major discrepancy between the results from the latent class analysis and the linguistic atlas is the region of the low back merger. In the latent class analysis, the North dialect has a low probability of the ‘cot/caught’ low back vowel distinction, whereas the linguistic atlas found this to be a salent variable of the North dialect. In conclusion, these results show that the latent class analysis corresponds with current research, as well as adding additional information with multiple variables.

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Lenart, Jessica. "American or British English? : Attitudes towards English dialects among Swedish pupils." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22529.

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The two major varieties of English are American and British English. In Swedish compulsory school both varieties are taught. This essay examines the preferences and attitudes of pupils in 9th grades towards the two varieties, and if there are any gender differences. Previous research has shown that pupils are becoming more and more positive towards American English than they have been in earlier studies. This essay is based on a quantitative study carried out through questionnaires handed-out to 84 9th graders. The results show that the pupils prefer American English in speaking and for educational purposes. However, British English is viewed as more intelligent, professional, beautiful and correct. These findings mostly correspond to previous research but also show some contrasting features such as pupils wanting to speak British English rather than American English.<br><p>engelska</p>

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Widney, Brittany M. "ESL Students Recognition of and Attitudes Towards American Regional Dialects." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429803862.

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Lester, Benjamin T. "Standard English Language Acquisition Among African American Vernacular English Speaking Adolescents: A Modified Guided Reading Study." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/37.

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This dissertation is an effort to contribute to the knowledge base concerning reading instruction for adolescent students who speak African American Vernacular English (AAVE), as well as their acquisition of Standard English (SE), by focusing on language structure during a modified approach to guided reading (MGR). Emphasis was placed on teaching the eight inflectional morphemes in SE, as well as other literacy strategies to AAVE speaking students. This intervention hypothesized that the teaching and learning of inflectional morphemes, in particular, would increase SE literacy acquisition. The intervention utilized formative experiment methodology and a quasi-experimental time series design. Data sources and collection took several forms: a) KTEA II - reading (letter and word recognition and reading comprehension) and written language (written expression) (Kaufman & Kaufman, 2004); b) field reflections; c) student surveys; and d) video-taped MGR lessons. Informal assessments such as the Ekwall/Shanker Reading Inventory, 4th Edition (Shanker & Ekwall, 2000) were used to guide instruction for MGR lessons. The findings supported the hypothesis that instruction of inflectional morphemes in SE has a positive impact on reading, writing, and overall acquisition of SE among AAVE speaking students.

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Kim, Sasha S. Kim. "Perception of Regional Dialects in 2-Talker Masking Speech by Korean-English Bilinguals." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531861417828363.

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Eubank, Ilona M. "The teaching of composition to speakers of non-standard dialects through collaborative learning." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/575.

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Di, Biase Adriana. "The Representation of Central-Southern Italian Dialects and African-American Vernacular English in Translation: Issues of Cultural Transfers and National Identity." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1437053857.

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Huang, Xiaozhao. "African-American English in "Middletown" : a syntactic and phonological study with time-depth data to test the linguistic convergence and divergence hypothesis." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932629.

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Recent discussions on African-American Vernacular English (AAVE) have focused on the linguistic divergence and convergence hypotheses. Some linguists (Ash and Myhill 1986; Bailey and Maynor 1987, 1989; Graff, Labov, and Harris 1986; Labov 1983, 1987; Labov and Harris 1986; Luthin 1987; Myhill and Harris 1986; Thomas 1989) claim that AAVE is diverging from White Vernacular English (WVE) on a national level. However, other linguists (Butters 1987, 1988, 1989; Vaughn-Cooke 1986, 1987; Wolfram 1987) have challenged the divergence hypothesis, and have argued that AAVE is actually converging with WVE. They point out that the data in most of the studies supporting the divergence hypothesis were incomparable and manifested age-grading. In addition, these studies investigated only a few linguistic features. Most importantly, most of these studies lack the time-depth data which are essential to investigate language change.This study analyzed the time-depth data of speech samples from thirty-two African-American subjects, sixteen from 1980 and sixteen from 1993, in Muncie, Indiana. The subjects were both males and females, equally divided into young adult and elderly speakers. The analysis of the study focused on twenty-three syntactic and five phonological features.The results from the study have found no innovative features, either syntactic or phonological, in the speech of Muncie AAVE subjects. More importantly, the findings of the study, based on the time-depth data, have shown that Muncie AAVE was not divergent with WVE, but convergent with it, at least from 1980 to 1993. Thus, the findings of the study do not support the divergence hypothesis.<br>Department of English

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Russ, Robert Brice. "Examining Regional Variation Through Online Geotagged Corpora." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385420187.

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Holt, Yolanda Feimster. "A Cross Generational Dialect Study in Western North Carolina." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1299037925.

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Books on the topic "American English dialects"

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Wolfram, Walt. Dialects and American English. Prentice-Hall International, 1991.

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Dialects and American English. Prentice Hall, 1991.

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Natalie, Schilling-Estes, ed. American English: Dialects and variation. 2nd ed. Blackwell Pub., 2006.

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Wolfram, Walt. American English: Dialects and variation. Blackwell Publishers, 1998.

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Natalie, Schilling-Estes, ed. American English: Dialects and variation. Blackwell, 1998.

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American regional dialects: A word geography. University of Michigan Press, 1987.

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Carver, Craig M. American regional dialects: A word geography. University of Michigan Press, 1986.

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American regional dialects: A word geography. University of Michigan Press, 1987.

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Hendrickson, Robert. American talk: The words and ways of American dialects. Viking, 1986.

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American talk: The words and ways of American dialects. Penguin Books, 1987.

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Book chapters on the topic "American English dialects"

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Jones, Gavin. "American English Dialects." In A Companion to the History of the English Language. Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch27.

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Satterfield, Teresa, and José R. Benkí. "Caribbean Spanish influenced by African American English." In Dialects from Tropical Islands. Routledge, 2019. http://dx.doi.org/10.4324/9781315115443-12.

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Barlow, Jessica A., and Sonja Pruitt-Lord. "The role of phonological context in children’s overt marking of ‘-s’ in two dialects of American English." In Perspectives on Phonological Theory and Development. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lald.56.12bar.

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Bailey, Guy. "A perspective on African-American English." In American Dialect Research. John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/z.68.14bai.

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Ash, Sharon. "1. The North American Midland as a dialect area." In Varieties of English Around the World. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/veaw.g36.04ash.

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Considine, Basil. "Rise of Online Higher Education, Global English Collisions, and the Academic American English Dialect." In Handbook of the Changing World Language Map. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-73400-2_180-1.

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Considine, Basil. "Rise of Online Higher Education, Global English Collisions, and the Academic American English Dialect." In Handbook of the Changing World Language Map. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02438-3_180.

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Jacewicz, Ewa, and Robert Allen Fox. "Cross-Dialectal Differences in Dynamic Formant Patterns in American English Vowels." In Vowel Inherent Spectral Change. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-14209-3_8.

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Fox, Robert Allen, and Julie Tevis McGory. "Second language acquisition of a regional dialect of American English by native Japanese speakers." In Language Experience in Second Language Speech Learning. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.13fox.

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Hodson, Jane. "‘I expect that I prefer them horses considerable beyond the oxen’: American English in British fiction 1800–1836." In Dialect and Literature in the Long Nineteenth Century. Routledge, 2017. http://dx.doi.org/10.4324/9781315576954-3.

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Conference papers on the topic "American English dialects"

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Aksenova, Alena, Antoine Bruguier, Amanda Ritchart-Scott, and Uri Mendlovic. "Algorithmic Exploration of American English Dialects." In ICASSP 2020 - 2020 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2020. http://dx.doi.org/10.1109/icassp40776.2020.9053751.

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Tauberer, Joshua, and Keelan Evanini. "Intrinsic vowel duration and the post-vocalic voicing effect: some evidence from dialects of north american English." In Interspeech 2009. ISCA, 2009. http://dx.doi.org/10.21437/interspeech.2009-629.

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Dorn, Rachel. "Dialect-Specific Models for Automatic Speech Recognition of African American Vernacular English." In Student Research Workshop Associated with RANLP 2019. Incoma Ltd., 2019. http://dx.doi.org/10.26615/issn.2603-2821.2019_003.

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Blodgett, Su Lin, Lisa Green, and Brendan O'Connor. "Demographic Dialectal Variation in Social Media: A Case Study of African-American English." In Proceedings of the 2016 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/d16-1120.

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Reports on the topic "American English dialects"

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American English Dialects. American Speech-Language-Hearing Association, 2003. http://dx.doi.org/10.1044/policy.tr2003-00044.

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