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Journal articles on the topic 'Bulgarian – Phonology. Phonology. Linguistics'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Koroloff, Larry Labro. "Notes on the Dialect of Zhèrveni, Kostur Region, as Spoken by Their Descendants in Mustafapaşa and Cemilköy, Turkey." Slovene 1, no. 2 (2012): 111–16. http://dx.doi.org/10.31168/2305-6754.2012.1.2.6.

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The article dwells upon the dialect of the people of Bulgarian origin in Mustafapasa and Cemilköy, Turkey, descending from the village of Zhèrveni in Kostur region (Aegean Macedonia). The general outline of some peculiarities of the dialect’s phonology is presented as well as some lexical differences between the Christian dialect in the neighbouring villages and the Muslim dialect of Zhèrveni. Three songs in Zhèrveni dialect are published for the first time.

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2

Schmalstieg, William R., Charles E. Townsend, and Laura A. Janda. "Common and Comparative Slavic: Phonology and Inflection with Special Attention to Russian, Polish, Czech, Serbo-Croatian, Bulgarian." Language 74, no. 1 (March 1998): 225. http://dx.doi.org/10.2307/417633.

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3

Bethin, Christina Y., Charles E. Townsend, and Laura A. Janda. "Common and Comparative Slavic: Phonology and Inflection with Special Attention to Russian, Polish, Czech, Serbo-Croatian, Bulgarian." Slavic and East European Journal 42, no. 1 (1998): 185. http://dx.doi.org/10.2307/310093.

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4

Bošković, Željko. "What is sent to spell-out is phases, not phasal complements." Linguistica 56, no. 1 (December 28, 2016): 25–66. http://dx.doi.org/10.4312/linguistica.56.1.25-66.

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An appealing property of the phase theory is that it is relevant to many phenomena, i.e. many domain-based mechanisms are stated in terms of phases. However, although phasal complements have no theoretical status in the phase theory (only phases do), they are taken to define spell-out units. This paper argues for an approach where phases define spell-out domains, which means that what is sent to spell-out is the phase itself. Several arguments to this effect are presented regarding syntax phonology interaction (in particular, encliticization in Bulgarian and Arabic, stress assignment in German and English, raddoppiamento fonosintattico in Abruzzese, and tone sandhi in Taiwanese), as well as more theoretical issues such as labeling. The assumption, however, has significant consequences for successive-cyclic movement. If phases are sent to spell-out and what is sent to spell-out is inaccessible to the syntax, successive-cyclic movement cannot target phases. Under the account argued for here, successive-cyclic movement therefore does not proceed via phases (i.e. phasal edges). As a result, the account also eliminates the PIC.

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5

Doykova, Ilina. "SELECTION OF TERMINOLOGICAL UNITS FOR TEACHING LOGOPEDICS BILINGUAL GLOSSARIES (ENGLISH-BULGARIAN)." Knowledge International Journal 28, no. 3 (December 10, 2018): 1139–44. http://dx.doi.org/10.35120/kij28031139i.

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The speech of the language pathologist may serve as a linguistic model in terms of application of language norms, unambiguous use of lexis and register for the achievement of effective professional communication. The aim of the present survey was to integrate the lexical and the corpus-based approach and to compile a collection of terminological units for the purposes of teaching English as a specialized language in the domain of Logopedics.The ESP syllabus brings together a broad range of subjects such as linguistics, phonetics, and medical sciences anatomy and physiology, psychology, neurology, and speech and language pathology. To introduce the core vocabulary and the main issues in several fields and to compensate for the lack of bilingual reference materials available to students in Logopedics, the creation of a bilingual glossary is naturally justified.On the one hand are the key components of speech production such as phonation; resonance; fluency; intonation, voice, and the components of language (phonology, morphology, syntax, semantics, and pragmatics). On the other hand, the focus on doctor-patient communication, history taking, voice, mechanics of breathing, syndromes of communicative disorders, should be introduced in accordance with the academic style conventions. For the achievement of such complex the teaching and learning goals a series of ESP language practice materials were developed, incorporating the listening, reading and speaking skills. Terminological units were extracted from authentic publications, grouped thematically in bilingual glossaries and published as an educational resource on the university platform. Key lexical items were incorporated into learning tasks and specially designed exercises for practicing pronunciation, vocabulary, and extensive oral practice through audio visuals, discussions, simulation and role-play activities, students’ Power point presentations by topics and other communication-based activities that transform the classroom into an interactive place. Further to the development of foreign language fluency, the researcher/lecturer believes that writing summaries and translating short professional texts should be part of the language seminars for logopedics.The bilingual glossaries provide clear and concise definitions, sample sentences that illustrate usage, and translation equivalents in Bulgarian, while the language practice resources reinforce the relevant terms in the field.

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6

Catharine Smith, Laura, and Joseph Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (November 1, 2008): 411–30. http://dx.doi.org/10.1075/dia.25.2.06smi.

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7

Smith, Laura Catharine, and Joseph C. Salmons. "Historical Phonology and Evolutionary Phonology." Diachronica 25, no. 3 (December 9, 2008): 411–30. http://dx.doi.org/10.1075/dia.25.3.06smi.

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8

Bates, Dawn, and Philip Carr. "Phonology." Language 73, no. 3 (September 1997): 647. http://dx.doi.org/10.2307/415908.

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9

Lin, Yen-Hwei, Sharon Hargus, and Ellen M. Kaisse. "Studies in Lexical Phonology: Phonetics and Phonology." Language 71, no. 4 (December 1995): 809. http://dx.doi.org/10.2307/415748.

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10

Bell, Alan, John J. Ohala, and Jeri J. Jaeger. "Experimental Phonology." Language 66, no. 4 (December 1990): 826. http://dx.doi.org/10.2307/414733.

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11

Hagiwara, Peter, and Peter Hawkins. "Introducing Phonology." Modern Language Journal 69, no. 3 (1985): 312. http://dx.doi.org/10.2307/328376.

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12

Theriault, Alain, Carlos Gussenhoven, and Haike Jacobs. "Understanding Phonology." Language 76, no. 1 (March 2000): 209. http://dx.doi.org/10.2307/417430.

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13

Laviosa, Flavia, and Foreign Service Institute. "Italian Phonology." Modern Language Journal 80, no. 1 (1996): 119. http://dx.doi.org/10.2307/329085.

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14

Wiltshire, Caroline, András Kornai, and Andras Kornai. "Formal Phonology." Language 72, no. 2 (June 1996): 433. http://dx.doi.org/10.2307/416680.

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15

Odden, David, Diana Archangeli, and Douglas Pulleyblank. "Grounded Phonology." Language 72, no. 1 (March 1996): 153. http://dx.doi.org/10.2307/416805.

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16

Hall, Tracy Alan, José Ignacio Hualde, and Jose Ignacio Hualde. "Basque Phonology." Language 69, no. 4 (December 1993): 861. http://dx.doi.org/10.2307/416918.

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17

Pederson, Lee. "AAM Phonology." Journal of English Linguistics 22, no. 1 (April 1989): 54–56. http://dx.doi.org/10.1177/007542428902200109.

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18

Toda, Takako. "Interlanguage phonology." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 51–76. http://dx.doi.org/10.1075/aral.17.2.03tod.

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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.

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19

Stokoe, William C. "Semantic Phonology." Sign Language Studies 1, no. 4 (2001): 434–41. http://dx.doi.org/10.1353/sls.2001.0019.

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20

Uyechi, Linda, and Geoffrey R. Coulter. "Current Issues in ASL Phonology: Phonetics and Phonology." Language 70, no. 3 (September 1994): 567. http://dx.doi.org/10.2307/416491.

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21

Zonneveld, Wim. "Studies in lexical phonology, phonetics and phonology 4." Lingua 97, no. 2-3 (November 1995): 224–30. http://dx.doi.org/10.1016/0024-3841(95)90067-5.

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22

Bennett, Ryan. "Mayan phonology." Language and Linguistics Compass 10, no. 10 (October 2016): 469–514. http://dx.doi.org/10.1111/lnc3.12148.

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23

Hall, Nancy. "Articulatory Phonology." Language and Linguistics Compass 4, no. 9 (September 2010): 818–30. http://dx.doi.org/10.1111/j.1749-818x.2010.00236.x.

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24

Grijzenhout, Janet, and Wim Zonneveld. "Doing Phonology." Journal of Phonetics 20, no. 1 (January 1992): 167–71. http://dx.doi.org/10.1016/s0095-4470(19)30245-1.

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25

Bernhardt, Barbara, and Carol Stoel-Gammon. "Nonlinear Phonology." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 123–43. http://dx.doi.org/10.1044/jshr.3701.123.

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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.

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26

Kargl, Reinhard, and Karin Landerl. "Beyond Phonology." Topics in Language Disorders 38, no. 4 (2018): 272–85. http://dx.doi.org/10.1097/tld.0000000000000165.

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27

Lindblom, Björn. "Emergent Phonology." Annual Meeting of the Berkeley Linguistics Society 25, no. 1 (August 25, 1999): 195. http://dx.doi.org/10.3765/bls.v25i1.1184.

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28

Ohala, John J. "Experimental Phonology." Annual Meeting of the Berkeley Linguistics Society 13 (September 10, 1987): 207. http://dx.doi.org/10.3765/bls.v13i0.1803.

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29

Frisch, Stefan, Bruce Connell, and Amalia Arvaniti. "Phonology and Phonetic Evidence: Papers in Laboratory Phonology IV." Language 73, no. 4 (December 1997): 908. http://dx.doi.org/10.2307/417385.

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30

Laeufer, Christiane, Bruce Connell, and Amalia Arvanti. "Phonology and Phonetic Evidence. Papers in Laboratory Phonology IV." Modern Language Journal 82, no. 2 (1998): 286. http://dx.doi.org/10.2307/329235.

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31

Nathan, Geoffrey S., and Philip Luelsdorff. "Orthography and Phonology." Language 65, no. 2 (June 1989): 432. http://dx.doi.org/10.2307/415363.

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32

Lipski, John M., and John Archibald. "Second Language Phonology." Language 75, no. 4 (December 1999): 860. http://dx.doi.org/10.2307/417772.

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33

Walker, Douglas C., Jennifer Cole, and Charles Kisseberth. "Perspectives in Phonology." Language 74, no. 2 (June 1998): 450. http://dx.doi.org/10.2307/417951.

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34

Daniels, Peter T., and Joseph L. Malone. "Tiberian Hebrew Phonology." Language 70, no. 3 (September 1994): 611. http://dx.doi.org/10.2307/416517.

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35

Ding, Picus S., Robert Bauer, and Paul K. Benedict. "Modern Cantonese Phonology." Language 75, no. 2 (June 1999): 395. http://dx.doi.org/10.2307/417296.

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36

Schreuder, Maartje, Dicky Gilbers, and Hugo Quené. "Recursion in phonology." Lingua 119, no. 9 (September 2009): 1243–52. http://dx.doi.org/10.1016/j.lingua.2009.02.007.

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37

Hammarberg, Björn. "Acquisition of Phonology." Annual Review of Applied Linguistics 9 (March 1988): 23–41. http://dx.doi.org/10.1017/s0267190500000787.

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It is quite evident that the study of phonological issues within second language acquisition [SLA] research has been vitalized in recent years and is attracting wider interest today than it did a decade ago. This can be seen in the major journals in the field, and also in the fact that compensive anthologies solely devoted to the phonological domain of SLA research have begun to appear (Ioup and Weinberger 1987, James and Leather 1987). Since this review is intended to concentrate on works from the last few years (mostly from 1986 on), it is worth pointing out that this period does not in itself mark a radical shift or reorientation towards new research issues. Rather, it is mainly a continuation of topics that originated a few years back, and a consolidation of a field of research which is gradually becoming more established.

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38

Blevins, Juliette, and Doug Marmion. "Nhanta historical phonology*." Australian Journal of Linguistics 14, no. 2 (December 1994): 193–216. http://dx.doi.org/10.1080/07268609408599509.

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39

Port, Robert F., and Adam P. Leary. "Against Formal Phonology." Language 81, no. 4 (2005): 927–64. http://dx.doi.org/10.1353/lan.2005.0195.

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40

Padgett, Jaye. "Laboratory phonology 8." Language 86, no. 4 (2010): 957–60. http://dx.doi.org/10.1353/lan.2010.0033.

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41

Blevins, Juliette. "Klamath Laryngeal Phonology." International Journal of American Linguistics 59, no. 3 (July 1993): 237–79. http://dx.doi.org/10.1086/466198.

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42

Sahgal, Anju, and Rama Kant Agnihotri. "Indian English Phonology." English World-Wide 9, no. 1 (January 1, 1988): 51–64. http://dx.doi.org/10.1075/eww.9.1.04sah.

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43

Sims-Williams, Patrick. "Mechanising Historical Phonology." Transactions of the Philological Society 116, no. 3 (September 14, 2018): 555–73. http://dx.doi.org/10.1111/1467-968x.12138.

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44

Hewitt, B. G. "Explanation in phonology." Lingua 67, no. 1 (September 1985): 87–89. http://dx.doi.org/10.1016/0024-3841(85)90015-4.

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45

Lado, Ana, and Raja T. Nasr. "Applied English Phonology." TESOL Quarterly 32, no. 2 (1998): 367. http://dx.doi.org/10.2307/3587595.

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46

Pardo, Darío Barrera, John Archibald, and Dario Barrera Pardo. "Second Language Phonology." TESOL Quarterly 34, no. 2 (2000): 373. http://dx.doi.org/10.2307/3587965.

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47

Gussenhoven, Carlos. "Phonology and syntax." Journal of Linguistics 22, no. 2 (September 1986): 455–74. http://dx.doi.org/10.1017/s0022226700010884.

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48

Bird, Steven, and D. Robert Ladd. "Presenting autosegmental phonology." Journal of Linguistics 27, no. 1 (March 1991): 193–210. http://dx.doi.org/10.1017/s0022226700012469.

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49

Kingston, John, and Avis H. Cohen. "Extending Articulatory Phonology." Phonetica 49, no. 3-4 (1992): 194–204. http://dx.doi.org/10.1159/000261915.

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50

Sebba, Mark. "Phonology Meets Ideology." Language Problems and Language Planning 22, no. 1 (January 1, 1998): 19–47. http://dx.doi.org/10.1075/lplp.22.1.02seb.

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ZUSAMMENFASSUNG Wo Phonologie und Ideologie einander treffen: die Bedeutung onthographischer Konventionen im Britischen Kreol Dieses Artikel behandelt die Orthographie einer unstandardisierten schriftlichen Sprachvarietät, des Kreol, mit primär Englischem Lexikon, das von Britishen Schriftstellern mit karibischen Vorfahren verwendet wird. Die Beispiele stammen von einem Korpus schriftlichen Kreols, der von in Großbritannien lebenden Schriftstellern mit karibischen Erbe produziert wurde. Orthographie wird hier im folgenden Sinn verwendet: eine Anzahl von orthographischen Praktiken die Autoren verwenden, um eine Sprache zu repräsentieren, für die es keine standardisierte Konventionen gibt. Ich argumentiere, daB, obwohl die Rechtschreibung des Kreol stark varieiert, die Schriftsteller/Verfasser der Texte — möglicherweise unbewuBt — wählen, die die Unterschiede zwischen Kreol und Standard Englisch hervorheben. Ich argumentiere daB, man sich Orthographie, wie literacy nach Street (1984), auf zwei Arten nähern kann: auf der Basis eines "autonomen" Modells oder eines "ideologischen". Ich argumentiere weiter, daB man die orthographischen Praktiken zeitgenössischer Britischer Kreolschriftsteller nur unter Annahme des "ideologischen" Modells verstehen kann. RESUMO Fonologio renkontas ideologion: La signifo de ortografiaj praktiko] en la brita kreolajo Tiu ĉi studo traktas la ortografion de nenormigita varianto de skribata lingvo, la anglaleksikona kreolajo uzata en Britio de karibdevenaj homoj. Ekzemploj estas tiritaj de kreola verkaro produktita en Britio de verkistoj el kultura fono kariba. La ortografio estas tie ĉi konsiderata aro de praktiko] farataj de verkistoj dum ili provas reprezenti lingvon por kiu neniu kutima skriba reprezento ekzistas. Mi argumentas ke dum la literumado de la kreolajo multe varias, verkistoj - eble senkonscie — elektas konvenciojn kiuj emfazas la diferencojn inter la kreolajo kaj la laŭnorma angla. Mi argumentas ke ortografio, kiel alfabeteco laŭ Street (1984), povas esti alirata en unu el du manieroj, surbaze de modelo aŭ "aŭtonomia" aŭ "ideologia", kaj ke nur ideologia aliro ebligas komprenon de la ortografiaj praktikoj de nuntempaj verkistoj en la brita kreolajo.

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