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Journal articles on the topic 'Descriptive phonetics'
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1
Shibles, Warren. "The comparative Phonetics of Dutch and its Dialects." ITL - International Journal of Applied Linguistics 111-112 (January 1, 1996): 119–54. http://dx.doi.org/10.1075/itl.111-112.06shi.
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Abstract The literature on Dutch phonetics reveals a controversy about certain vowels and consonants. Dictionaries typically do not give phonetics, or if they do, it is not standard IPA, but Dutch-IPA, a personal, or local symbolism. In addition, transcriptions differ. The effect is that the researcher must use questionable symbols and descriptions, and that the language teacher and learner are not provided with a reliable or accessible resource for pronunciation. These difficulties are met here by the attempt to give more careful descriptions of articulations, and consonants. Terms for articulation are standardized, and an extended IPA vowel chart is given to provide a better descriptive analysis than is presently available. A system is presented for the consistent and precise location of vowels. This extended IPA system is used as the basis of phonetic description, analysis and comparison. Emphasis is on the specific case or paradigm method of the philosophy of science so that numerous examples must of necessity be given. This contrasts with the usual article on phonology which provides the fewest number of examples required to support a general or universal hypothesis. This is one of the important differences between phonetics and phonology. These examples provide data for phonology, further research, comparative and contrastive phonetics, as well as to aid the language teacher or learner. In addition, a phonetic comparison is given between Dutch and the Germanic languages.
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Kozelko, Iryna. "TERMINOLOGICAL ACTIVITY OF VASYL SIMOVYCH AT THE BEGINNING OF THE XX CENTURY." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 120–23. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-120-123.
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The result of V. Simovych’s fruitful work is a number of scientific investigations. The scientist worked on improving the system of the Ukrainian language and its terminology in the 20-30’s of the twentieth century and paid much attention to the culture of the Ukrainian language. This article focuses on the study of linguistic terminology in V. Simovich’s textbooks – «Practical grammar of the Ukrainian language» (1918) and «Grammar of the Ukrainian language for self-study and in support of school science» (1921), namely the phonetical terminology. The article presents the corpus of phonetical terms used by V. Simovych in grammars. Using descriptive and comparative methods, a quantitative description of phonetical terms used in the grammars of V. Simovych in the beginning of the twentieth century. The originality of the proposed phonetic terms is indicated. In both books, V. Simovych identified the phonetic terms in a separate section «Sounds». It talks about how «sounds up», the apparatus of speech is illustrated, or the speech apparatus of a person. In the second edition, the author introduces a term звучня that corresponds to the modern term phonetics. In each of the grammar by V. Simovych, about 116 terms have been recorded, giving the names of syllables, characterizing the types of sounds, the emphasis. It also highlights the borrowed sounds, which are called as чужі звуки, чужі двозвуки, чуже «ґ», чуже «ф», чуже «о», etc., but there are also occasional чужоземні двозвуки, чужоземні посереднї звуки «Ö», «Ü».
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (February 19, 2021): 75–91. http://dx.doi.org/10.19105/alb.v2i1.3832.
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Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Khozaimah, Khozaimah. "Ta'lîmu Ashwâti al-Lughah bi at-Tharîqah al-Tarkîbiyyah al-Tahlîlîyyah li Mahârati al-Istimâ' li al-Thullâb al-Mubtadiîn." Alibbaa': Jurnal Pendidikan Bahasa Arab 2, no. 1 (February 19, 2021): 75–91. http://dx.doi.org/10.19105/ajpba.v2i1.3832.
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Dar al-Lughah Wa Dirasat al-Islamiyyah Pamekasan Islamic boarding school is an Arabic language development institutions which applies phonetics learning to students at the first grade. Phonetic learning is important in learning Arabic especially for listening skill. Arabic phonetics and listening skill are an inseparable unity. First graders need to learn phonetics to support their listening skills in learning Arabic. At Dar al-Lughah, this is taught using synthetic-analytical methods (al-thariqah al-tarkibiyyah al-tahliliyyah) as it is considered very effective. The results of observations, interviews, questionnaires and document examination through descriptive qualitative methods show that the use of synthetic-analtical method is very suitable for phonetics subject learning among first graders of Dar al-Lughah. Moreover, several media are used. One of with is schematic drawing of the face (rasm al-takhthithi li al-wajhi). However, some problems arise in the process of phonetics learning, including:1) First graders are not accustomed to recite any sounds of Arabic letters, words or sentences in good and right pronounciation.2) First graders find it difficult to harden the tongue in pronouncing some specific sounds of Arabic letters, especially those which do not exist in Indonesian language, 3) Most of first graders come from schools where they were not used to listen to Arabic letter pronunciation from native speakers.
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Agustina Savitri, Nindya, and Firdaus Andrianto. "Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 57–62. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.06.
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English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language.
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Dinnsen, Daniel A. "A re-examination of phonological neutralization." Journal of Linguistics 21, no. 2 (September 1985): 265–79. http://dx.doi.org/10.1017/s0022226700010276.
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One of the most fundamental constructs of phonological theory past and present is ‘neutralization’, i.e. the merger of a contrast in certain contexts. It is as basic as such other constructs as ‘contrast’, ‘distinctive feature’, and ‘segment’. While there exists a substantial body of literature on the phonetics of various phonological constructs (e.g. acoustic correlates for features, acoustic invariance, descriptive phonetics of particular languages, instrumental measurement techniques and segmentation criteria), the phonetics of neutralization has largely been assumed on the basis of casual impressionistic phonetics. The assumption is that forms which are distinguishable phonetically and phonologically in certain contexts and/or levels of representation (e.g. intervocalic voiced and voiceless obstruents in German) are under certain other well-defined circumstances totally indistinguishable at the level of phonetics (e.g. only voiceless obstruents occur word-finally in German).
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Lindsey, Geoffrey, Katrina Hayward, and Andrew Haruna. "Hausa glottalic consonants: a laryngographic study." Bulletin of the School of Oriental and African Studies 55, no. 3 (October 1992): 511–27. http://dx.doi.org/10.1017/s0041977x00003682.
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The Chadic (Afroasiatic) language Hausa, spoken mainly in Nigeria and the Republic of Niger, has a series of ‘glottalic’ obstruents. This includes both ejectives ([k’], [s’] or [ts’]; orthographic κ,ts) and two other consonants which have often been described as ‘implosives’ and are represented by the IPA symbols for implosives in Hausa orthography (б,d). In addition, there is a ‘laryngealized’ palatal glide (orthographic ‘y). The description of orthographic б,das implosive has been called into question, however. Ladefoged, in his well-known work on the phonetics of West African languages (Ladefoged (1964: 16)), suggested that, while these sounds may on occasion show the ingressive air flow characteristic of implosives, their most consistent characteristic is a distinctive mode of vocal fold vibration (phonation type) known as creaky voice or laryngealization; thus, Hausa б anddshould be labelled ‘laryngealized stops’ rather than ‘implosives’. One implication of this change in descriptive label is that, at least from a phonetic point of view, б anddshould be grouped with ‘y.
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Haydarov, Anvar Askarovich, and Nigina Hamidovna Navruzova. "STYLISTIC FEA YLISTIC FEATURES OF IN TURES OF INTONATION." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 18–29. http://dx.doi.org/10.52297/2181-1466/2021/5/1/2.
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Abstract. It is known that descriptive phonetics refers to phonetic phenomena such as speech sounds, their formation, types, changes, syllables, intonation, pause, stress, and their peculiarities. These phenomena recorded in the process of speech combine into a single system and form a speech act. This article discusses and comparatively analyzes stylistic features of intonation in the English and Uzbek languages. Background. Therefore, in the analysis and study of such phenomena, it is necessary to study them separately, and to keep in mind that these phenomena require one another, in other words, units that cannot exist without the other. Particularly, vowel sounds, which are stressed, form a syllable, and words are formed from the syllables, a sentence is formed from words, and each word and sentence is pronounced with a specific intonation and pause. In the formation of such a speech chain, the phonetic segment (main part) and supersegment (additional parts) elements are almost identically involved. But they also have some peculiarities while using them
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BENIA, Redhouane, and Meftah LAKHDARI. "ARABIC LANGUAGE SONOROUS SOUNDS IN THE ANCIENT ARABIC LESSON OF SOUNDS: DESCRIPTIVE AND ANALYTICAL STUDY." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 305–15. http://dx.doi.org/10.47832/2717-8293.5-3.29.
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Among what some oriental researchers had decided, and has been followed by many of modern Arab researchers, is that the ancient arabic linguistics didn't pay attention to sonorous sounds in Arabic language so well as their consideration to the mute sounds. Their point of view is that these sounds got only superficial mentions, therfore, they didn't arrive to define the nature of these letters pretending that ancient phonologique scientists were considering them casual sounds, a part of mute sounds, in addition their effectiveness to the script more than their effectiveness to the aural. Although, if we get back to the patrimonial phonetic resources and read our ancient Arab scientists achievement, we find the opposite. What they arrived to in their researches in the description of sonorous sounds in its physiological and physical parts, or in its functional and syntactic parts, is not far from that proved by modern researchers of phonetics. Thus, this research will, trough description and analysis, work on the study of sonorous sounds in Arabic language by our ancient scientists. It will also see in the importance of their sonorous achievement.
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Kim, Olha, Stanislav Naumenko, Nataliia Rudaya, Nataliia Siekina, and Kateryna Zhukova. "TEACHING CHINESE PHONETICS TO NON-PHILOLOGY STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 450. http://dx.doi.org/10.17770/sie2020vol5.4979.
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China has been promoting the project of the “New Silk Road” (NSR) not just as a revival of the ancient trade road or a transport route between East and West. On a larger scale it is the redesigning of the entire commercial and economic model of the Middle East and Central Asia. Thus we have no time to wait until all the people involved in the project will graduate from the universities’ foreign language departments. We are well aware that we need short term language programs intended for non-philologist learners. One of the aspects that is compulsory for the beginner is the phonetics of the Chinese language. The article discusses the basic modern requirements for the content and form of teaching the phonetics of the Chinese language. The methods like synthesis, comparative analysis and literature review were used to outline the requirements for teaching phonetics of the Chinese language in short term language programs and in higher education. As a result of the study the textbook aimed at forming the correct pronunciation for beginners is introduced. While compiling the textbook the descriptive method and the method of comparison were used.
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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (November 18, 2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.
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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are proposed and justification of the researcher’s position toward the use of phonics as an EFL literacy instruction in ELT is presented.Keywordsphonetic transcriptionInternational Phonetic AlphabetEFL literacy instruction
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RASHID, Omar Hassan, and Waqas Saadi GHARKAN. "GENERAL LINGUISTIC DICTIONARY DESCRIPTIVE STUDY." RIMAK International Journal of Humanities and Social Sciences 04, no. 01 (January 1, 2022): 454–72. http://dx.doi.org/10.47832/2717-8293.15.33.
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The first antecedents in the service of the language of the Holy Qur'an were serious about learning, teaching and compilation. They exerted extraordinary efforts that reflected an organized mentality, sincerity and unparalleled dedication which impressed the whole world. These efforts included the linguistic part of the language, its morphology, phonetics and dictionary, and they have in each aspect fruitful studies and precedent and informed opinions. There are several aspects that have contributed to the admission of linguistics into modern Arab culture. Of these, sending Arab scholarships to western universities; conducting university studies and thesis by Arab students in European and American universities; establishing a special section in linguistics in some Arab universities; the emergence of linguistic writings known as modern linguistics; the emergence of Arabic translations of some linguistic articles; the organization of local and international scientific seminars and meetings in the field of linguistics; and the establishment of self-list specialties in general linguistics. However, it is no wonder that others add up to the achievements of the antecedents of theories that deal with linguistic studies, and extract meanings from beyond the linguistic text, all of which is related to the renaissance witnessed by other sciences in the modern era, and which linguists have benefited from in the linguistic field. Some linguists have collected the terms that have emerged from modern linguistic literature, who have varied in their approaches in arranging these terms. I have chosen five of these general linguistic dictionaries and addressed them in description and analysis, indicating the differences amongst them and what distinguishes each from others.
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Mortensen, David R., and Jordan Picone. "East Tusom." Linguistics of the Tibeto-Burman Area 44, no. 2 (November 23, 2021): 168–96. http://dx.doi.org/10.1075/ltba.21009.mor.
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Abstract East Tusom is a Tibeto-Burman language of Manipur, India, belonging to the Tangkhulic group. While it shares some innovations with the other Tangkhulic languages, it differs markedly from “Standard Tangkhul” (which is based on the speech of Ukhrul town). Past documentation is limited to a small set of hastily transcribed forms in a comparative reconstruction of Tangkhulic rhymes (Mortensen & Miller 2013; Mortensen 2012). This paper presents the first substantial sketch of an aspect of the language: its (descriptive) phonetics and phonology. The data are based on recordings of an extensive wordlist (730 items) and one short text, all from one fluent native speaker in her mid-twenties. We present the phonetic inventory of East Tusom and a phonemicization, with exhaustive examples. We also present an overview of the major phonological patterns and generalizations in the language. Of special interest are a “placeless nasal” that is realized as nasalization on the preceding vowel unless it is followed by a consonant, and numerous plosive-fricative clusters (where the fricative is roughly homorganic with the following vowel) that have developed from historical aspirated plosives. A complete wordlist, organized by gloss and semantic field, is provided as appendices.
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Anthony, Ugboja. "Information and Communication Technology and the Learning of English Phonetics in Selected Secondary Schools in Nigeria: A Case Study." English Linguistics Research 6, no. 4 (November 8, 2017): 13. http://dx.doi.org/10.5430/elr.v6n4p13.
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The study investigated the Information and Communication Technology and learning of English phonetics in selected senior secondary schools in Rivers State. The study employed a descriptive survey design. A sample of ten (10) senior secondary schools was selected from Ogba/Egbema/Ndoni Local Government Area of Rivers State. 15 students were randomly selected from the 10 schools which came to a total of (150) students based on the objectives of the study five research questions were formulated four hypotheses were tested at 0.05 level of significance. The data collected was analyzed using simple descriptive methods of mean and standard deviation (SD) to answer the five research questions. Chi-Square(x2) and t-test were used to test the hypothesis at 0.05 level of significance. The results of the research revealed that there are low availabilities of ICT in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study also revealed that teachers of oral English rarely possess the skills to use the ICT facilities to teach oral English in the public and private secondary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The urban areas are more exposed to the use of ICT than their mates in the rural area. Students in the rural area and their mates in the urban area have similar problems in the leaning of phonetics. Based on the results it was recommended that the use of ICT to teach oral English should be encouraged in senior secondary schools. The recommendations, suggestions for further studies and contribution to knowledge were made.
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Lauren, Cendy, Anggi Resti Rahmadani, and Farni Wulandari. "Re-Thinking Bloomfield’s Concepts of Meaning: Do Meaning Really as a Weak Point in Language Study?" REiLA: Journal of Research and Innovation in Language 1, no. 3 (December 29, 2019): 84–89. http://dx.doi.org/10.31849/reila.v1i3.3562.
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This paper aims to describe the concepts of meaning in Bloomfield’s Theory. The methodology used to gain data in this paper is a qualitative descriptive using documentation method. Sources of data consists of words, sentences, and discourses found in the book Language by Bloomfield published by Henry Holt in New York in 1933. This research collects its data in a descriptive manner by reducing data, presentation data then drawing conclusions. The results of the analysis of this study indicate that Bloomfield underlines that meaning as a weak point in language study and believed that it might well be all expressed in behaviourist terms. Bloomfield also stressed the context of the situation was a very important level of linguistic analysis aside syntax, morphology, phonology, and phonetics, all of which support to linguistic meaning. This present study also found that Bloomfield considered words to be ambiguous notions both in everyday speech and in linguistics.
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Lauren, Cendy, Anggi Resti Rahmadani, and Farni Wulandari. "Re-Thinking Bloomfield’s Concepts of Meaning: Do Meaning Really as a Weak Point in Language Study?" REiLA : Journal of Research and Innovation in Language 1, no. 3 (March 27, 2020): 94–99. http://dx.doi.org/10.31849/reila.v1i3.3837.
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This paper aims to describe the concepts of meaning in Bloomfield’s Theory. The methodology used to gain data in this paper is a qualitative descriptive using documentation method. Sources of data consists of words, sentences, and discourses found in the book Language by Bloomfield published by Henry Holt in New York in 1933. This research collects its data in a descriptive manner by reducing data, presentation data then drawing conclusions. The results of the analysis of this study indicate that Bloomfield underlines that meaning as a weak point in language study and believed that it might well be all expressed in behaviourist terms. Bloomfield also stressed the context of the situation was a very important level of linguistic analysis aside syntax, morphology, phonology, and phonetics, all of which support to linguistic meaning. This present study also found that Bloomfield considered words to be ambiguous notions both in everyday speech and in linguistics.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-205.
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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Harisal, Harisal. "Interference in Japanese Learning by First-Year Students of Hospitality Department in State Polytechnic Of Bali." IZUMI 10, no. 1 (May 29, 2021): 193–205. http://dx.doi.org/10.14710/izumi.10.1.193-206.
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The second-language learning process is often constrained by the influence of mother tongue or first language-Acquisition learners, which is called interference. Interference is principal language irrelevance in bilingual due to one or more language to be introduced or Speech Communication. Based on its phenomenon, students of State Polytechnic of Bali are considered passive interference learners, putting their mother tongue (Javanese and Balinese) elements and Indonesian Language in Japanese consciously or intuitively. This study aims to disclose the type of interference by the hospitality program students for those studying Japanese in State Polytechnic of Bali and explain its factors. The method used is Descriptive Qualitative, which is concerned with taking document field notes and literature Review to represent the real phenomenon of passive Interference types. The population in this study were all students in State Polytechnic of Bali in Japanese class. In contrast, the sample was taken from the results of purposive sampling based on their 100% attendance. There were about 65 first-year or second Semester students in Japanese Class and showed their Interferences. The study results showed that about 75 Passive Interference has commonly occurred in grammatical cases, such as phonetics, morphology, and syntax. Moreover, the occurrence factors of Passive Interference are distinctive Phonetic Features, The Language pattern differences between Mother Tongues (Local Languages) – Japanese, and lack of Japanese Language Proficiency skills and its dictions.
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Widya, Widya, and Erika Agustiana. "ENGLISH VOWELS PRONUNCIATION ACCURACY: AN ACOUSTIC PHONETICS STUDY WITH PRAAT." Scope : Journal of English Language Teaching 4, no. 2 (June 27, 2020): 113. http://dx.doi.org/10.30998/scope.v4i2.6229.
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<p>Analyzing speech production acoustically by using <em>PRAAT</em> software and by taking minimal pairs as research data will help us to examine pronunciation accuracy. The causes of mistake and the factors affecting pronunciation phonetically may be detected through this analysis. This study aimed to measure the accuracy of the pronunciation of English vowel sounds by third-semester students majoring in English Education by comparing them to the standard pronunciation by a native speaker of English and to find factors causing pronunciation problems. This descriptive qualitative research was conducted by following the research phases, that is, (1) data collection, (2) data analysis, and (3) presentation of the result. The results show that, out of four participants, there was only one participant who can distinguish front and back vowels correctly while the other three participants failed to do so at certain vowel sounds. The most common mistake was at long and short vowels ([i:] : [I] and [u:] : [?]). Participants failed to distinguish long and short vowels even though they have been informed that they are different. Furthermore, the problems of pronouncing [æ], [?:], and [?] varied across the participants. The first language interference, attitude toward English, and lack of motivation are indicated to be the factors affecting pronunciation.</p><p> </p><p>Keywords: Acoustic phonetics; vowels; pronunciation; PRAAT; formant frequency</p><p><strong> </strong></p><p align="center"><strong><em>ABSTRAK</em></strong><em></em></p><p><em>Menganalisis produksi suara dengan menggunakan perangkat lunak PRAAT dan dengan mengambil pasangan minimal sebagai data penelitian akan membantu kita untuk memeriksa keakuratan pelafalan. Penyebab kesalahan dan faktor-faktor yang mempengaruhi pelafalan secara fonetis dapat dideteksi melalui analisis ini. Penelitian ini bertujuan untuk mengukur keakuratan pelafalan bunyi vokal bahasa Inggris oleh mahasiswa semester tiga jurusan Pendidikan Bahasa Inggris dengan membandingkannya dengan pengucapan standar oleh penutur asli bahasa Inggris dan untuk menemukan faktor-faktor yang menyebabkan masalah pelafalan. Penelitian kualitatif deskriptif ini dilakukan dengan mengikuti tahapan penelitian, yaitu (1) pengumpulan data, (2) analisis data, dan (3) penyajian hasil. Hasil menunjukkan bahwa, dari empat pertisipan, hanya ada satu partisipan yang dapat membedakan bunyi vokal depan dan belakang dengan benar sedangkan tiga peserta lainnya gagal melakukannya pada bunyi vokal tertentu. Kesalahan paling umum adalah vokal panjang dan pendek ([i:]: [I] dan [u:]: [?]). Peserta gagal membedakan vokal panjang dan pendek meskipun mereka telah diberitahu bahwa bunyi-bunyi itu berbeda. Lebih lanjut, masalah pelafalan [æ], [?:], dan [?] bervariasi antar peserta. Gangguan bahasa pertama, sikap terhadap bahasa Inggris, dan kurangnya motivasi diindikasikan sebagai faktor yang mempengaruhi pelafalan.</em></p><p><strong> </strong></p><p><em>Kata kunci: fonetik akustik; bunyi vokal; pelafalan; PRAAT; frekuensi forman</em></p><p><strong> </strong></p>
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Koshelyuk, Natalia A. "Мансийские исследования: от истоков к современности." Oriental Studies 13, no. 3 (December 24, 2020): 743–65. http://dx.doi.org/10.22162/2619-0990-2020-49-3-743-765.
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Introduction. The article reviews background studies on the Mansi language and its dialects performed by European and Russian (Soviet) linguists. Goals. The paper seeks to provide a comprehensive historical description of Mansi language research. Methods. The descriptive and comparative-historical methods have been employed thereto. Results. The work arranges the studies chronologically — from earliest research activities to contemporary ones — highlighting most essential achievements. Mansi is one of the least studied languages with earliest written accounts dating to the 16th-17th centuries. The earliest Mansi dictionaries were compiled by explorers and missionaries (I. Kuroedov, S. Cherkalov, P. S. Pallas, etc.) in the 18th century. In the 19th century, the Mansi language officially became a subject of scientific research, and expeditions by Finnish and Hungarian linguists (Antal Reguly, August Engelbrekt Ahlqvist, Bernát Munkácsi, Artturi Kannisto) proved the first field studies. In the 20th century, quite a number of European scientists have contributed to Mansi language research, namely: W. Steinitz, L. Honti, K. F. Кarjalainen, M. Bakró-Nagy, K. Rédei, M. Szilasi, and others. In Russia, the first Mansi studies were initiated by Soviet scholars in the 1930s (V. Chernetsov, A. Balandin). Studies in spoken Mansi evolved into a national Cyrillic alphabet, and for the first time ever there were published comprehensive works dealing with Mansi studies, textbooks on Mansi phonetics, morphology, and grammar. Experimental phonetic explorations emerged in the mid-to-late 20th century resulting in new Mansi dictionaries (A. Sainakhova, T. FrankKamenetskaya, E. Rombandeeva, and others). Mansi studies in the 21st century in Russia and Europe have reached a brand new level: there appeared online research laboratories and linguistic platforms which make it possible to further investigate the Mansi language and verify up-to-date materials.
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Oktadiana, Bella, Esti Hayati, and Ira Agus Sofiana. "Analisis Perkembangan Bahasa Anak Usia Dasar (Tercapai) Di Mi Ma’arif Sambego." Nazhruna: Jurnal Pendidikan Islam 2, no. 2 (August 11, 2019): 225–45. http://dx.doi.org/10.31538/nzh.v2i2.335.
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This research (article) discusses the Language Development of Basic Children (Reached) in Mi Ma'arif Sambego Yogyakarta. The purpose of this study was to determine the language development of students of elementary age in MI Maarif Sembego. This type of research is descriptive qualitative, the informants of this study were class III students named Shaafira. The data collection tool in this study is in the form of observation, interviews and documentation. While the data that has been collected is then analyzed by descriptive qualitative data analysis techniques, namely data reduction, data presentation and conclusion (verification). The results of his research are the development of the language of children of elementary age (reached) in Mi Ma'arif Sambego Yogyakarta including First phonetics, namely the sound of the language. Both Morphology changes in word form, as well as changes in the form of words to the meaning and class of words. The third Syntax is to sort words in meanings composed of Subjects, Predicates, Objects, and Description. The fourth Semantic is knowing the meanings or meanings contained in each word in other words. And the Fifth Pragmatics is to use polite language in the right situations. And the results of the five aspects of language development in basic age children that almost all indicators are very well achieved. Only indicators of pragmatic development are still sufficient or are beginning to develop. As for the overall results of the development of the language knowledge of children of basic age in MI Ma'arif Sambego, it can be said to be very good or already achieved
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Ahmed, Naseer, Muhammad Humayun, Maria Abbasi, Nafij Jamayet, Syed Habib, and Muhammad Zafar. "Comparison of Canine-Guided Occlusion with Other Occlusal Schemes in Removable Complete Dentures: A Systematic Review." Prosthesis 3, no. 1 (March 11, 2021): 85–98. http://dx.doi.org/10.3390/prosthesis3010009.
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Choosing an adequate occlusion is challenging during the construction of artificial dentures, and critical for patient satisfaction. However, there is no conclusive evidence to support which occlusal design is more appropriate. The aim of this systematic review was to evaluate canine-guided occlusion in comparison to other occlusal schemes in removable complete denture wearers. The review was conducted according to the Preferred Reported Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. An extensive search was carried out on (PubMed (National Library of Medicine)), Scopus (Elsevier), Cochrane collaboration (Wiley), Science Direct (Elsevier) and Europe PMC (European Bioinformatics Institute). English and non-English studies were identified using keywords on canine-guided occlusion, denture occlusion, dental occlusion and artificial occlusal schemes. Out of 1759 articles searched, 18 were selected based on the inclusion criteria. The included studies were interpreted for the descriptive analysis for the calculation of occlusal schemes, occlusion assessment parameters, the outcome of the occlusal schemes and types of removable prosthesis used. The systematic analysis of occlusal schemes revealed that canine-guided occlusion is viable compared with other occlusal designs in terms of patient satisfaction, mastication, retention, esthetics, phonetics, oral-health-related quality of life and muscle activity. The type of occlusal scheme influences the complete denture patient’s’ masticatory efficiency, satisfaction, retention, phonetics and esthetics. Nevertheless, physical, physiological, mechanical and psychological factors play a vital role in the success of removable complete dentures. The canine-guided occlusal scheme is preferred because of its simplicity, less time consumption, good masticatory performance, ease of fabrication and modification into bilateral balanced occlusion if required. Further studies are required to reduce the controversies related to jaw relations, gnathology and occlusal schemes in complete dentures.
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Nirwana. "PRONUNCIATION ERRORS IN SYLLABIC CONSONANTS (AN INVESTIGATION OF THE STUDENT'S PHONOLOGICAL UNDERSTANDING)." JLE: Journal of Literate of English Education Study Program 2, no. 2 (December 29, 2021): 55–67. http://dx.doi.org/10.47435/jle.v2i2.752.
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This research examined pronunciation errors in syllabic consonant sounds uttered by fourth-semester students in the English and literature departments. This study aimed to find out how fourth-semester students read the text and pronounce syllabic consonant sounds. The theories of English phonetics and phonology were proposed by Peter Roach and Corder's theory of error analysis. The data was gathered using the descriptive qualitative method. The researcher used the phone as an instrument to record herself reading aloud text. According to the findings, the students made three errors: addition, omission, and selection. First, they began using the schwa sound with long syllabic consonant words. Second, some syllables were removed, which was most common in the final syllable. Third, they identified where a syllable in a word should go because they heard a vowel sound that should not be there or a sound in a syllable that was in the wrong location. This mistake occurs in the middle and last syllables
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Kalenchuk, Maria L. "Phonetics and orthoepy: Status, object and tasks of two disciplines." Vestnik of Saint Petersburg University. Language and Literature 17, no. 4 (2020): 571–81. http://dx.doi.org/10.21638/spbu09.2020.405.
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It is known that two linguistic disciplines — phonetics and orthoepy — coexist on the sound level of the Russian language. The question of the relationship between the status, object and tasks of these sections as independent linguistic disciplines is debatable. In the works of modern scientists, two main approaches to the definition of phonetics and orthoepy can be found. Some linguists traditionally believe that both sections of the science of spoken speech study the same language material, but from different angles. Others attempt to differentiate the areas of responsibility of phonetics and orthoepy, showing that they operate in principle with different sound facts. The article formulates and analyzes these points of view and offers a new approach that allows not to contrast phonetics and orthoepy, but to combine them on the basis of the principle of positional structure. The implementation of a phoneme under the action of an orthoepic regularity is probabilistically predicted by a number of factors of different nature — phonetic, lexical, grammatical, word-forming, graphic and sociolinguistic, which were previously proposed to be called orthoepic positions. These factors do not operate in isolation, but there is a complex hierarchical system of relationships between them. It is possible to provide a description of the sound system of the Russian language, in which pronouncing patterns are divided not into phonetic and orthoepic, but into positional and non-positional. The concepts of phonetic and orthoepic positions can either be combined into a single concept of pronouncing positions, or, while preserving the concepts of phonetic and orthoepic positions, the former can be considered as a particular manifestation of the latter, which removes the question of differences between phonetics and orthoepy.
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Bashlueva, Natalya, and Mariya Bashlueva. "General education role of foreign language teaching in General education schools and higher educational institutions." Applied psychology and pedagogy 6, no. 1 (December 17, 2020): 20–30. http://dx.doi.org/10.12737/2500-0543-2020-20-30.
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the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.
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Azisah, Nadya Nur, Kaharuddin Kaharuddin, and Abdul Muis Said. "SUPRASEGMENTAL SOUNDS PRODUCED BY THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN MAKASSAR." English Language Teaching for EFL Learners 3, no. 1 (March 31, 2021): 40. http://dx.doi.org/10.24252/elties.v3i1.19091.
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This study aims to see the extent the ability of students to pronounce English words who have studied English for many years and studied phonetics, then compare it with the pronunciation of native English speakers. The benefit of this research is that it can increase students' awareness in improving their speaking skills by trying to find new strategies to support their skill improvement. Phonetic and phonology theory is used as concept of this study. The research uses descriptive qualitative method with data collection techniques through recording to retrieve the audio of the samples and native English speaker, then insert it into the gold wave editor to then see the high and low amplitude of the sound. This study focuses on suprasegmental sound especially stress and intonation.The findings of this study showed two things i.e. first, for the stress level, the English students pronounced the words slower and clearer and they also pauses within two words more frequently than the English native speaker and it indicates that the word is stressed with primary or secondary stress. In contrast, the native English speaker pronounced the English words faster than between a word and the coming word and more frequently than the English student. And it indicates that the word is stressed with unstressed (weak stress). Second, the difference of the intonation contour The English native speaker pronounces some words and juncture within two words more frequently, so the intonation contours of her utterances are more falling than rising. On the other hand, English students pronounce the words slower, clearer and gave pause within two words, consequently the amplitude of the words were higher and at the result the rising intonation contour more than falling intonation contour.
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Gordon, Matthew, Pamela Munro, and Peter Ladefoged. "Chickasaw." Journal of the International Phonetic Association 31, no. 2 (December 2001): 287–90. http://dx.doi.org/10.1017/s0025100301002110.
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Chickasaw is a Muskogean language spoken in south-central Oklahoma. Published descriptions of Chickasaw phonetics include Munro & Willmond (1994), Munro (to appear), and Gordon et al. (2000). The following description is a summary of the principal phonetic aspects of Chickasaw drawn primarily from these works.
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Sa’adah, Sa’adah, and Hidayah Nor. "Speech-Language Therapy Given to King George VI in The King’s Speech Movie." NOBEL: Journal of Literature and Language Teaching 7, no. 1 (April 25, 2016): 36–48. http://dx.doi.org/10.15642/nobel.2016.7.1.36-48.
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Language is a vital ability that one person should have in order to get connected with other people. One of the possible ways to build a good relationship with other people is speech, which cannot be separated from language. Unfortunately, not all people have the ability to manage their speech. Such problem called by psycholinguists as speech disorder is well captured in a true story movie entitled ‘The King’s Speech’. The main character in the movie, King George VI, has some difficulties to produce language especially when he has to perform speech in public. This research aimed to figure out the phenomena of speech disorder found in the movie. Using descriptive qualitative approach, the writer attempted to analyze the language productivity problems and the possible therapy given to solve the problems. The results show that King George VI has several speech disorder such as disfluency, articulation disorder and muteness. But, with some treatments, such as, muscle strengthening exercises, breathing strengthening exercises and phonetics therapy, he finally could reduce and overcome his speech disorder much better than the one he had beforehand.
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Kohler, Klaus J. "The future of phonetics." Journal of the International Phonetic Association 30, no. 1-2 (December 2000): 1–24. http://dx.doi.org/10.1017/s0025100300006629.
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This paper sets out from a global definition of phonetics as ‘the study of the spoken medium of language’ in the broadest sense, whose goal is the description, modelling and explanation of speech communication in the languages of the world. Within this overall scientific frame, three general perspectives are distinguished — ‘speech signal analysis’, ‘historical linguistics and sound change’, ‘phonetics of the languages of the world’ — under which a wide array of specific questions, including applications, e.g. in language teaching, speech therapy and speech technology, may be subsumed. The three perspectives are outlined individually and in relation to each other, also with regard to their separate historical developments in the study of language and speech. The modem integration of the three perspectives into the unified paradigm of ‘phonetic or experimental phonology’ is then illustrated with reference to recent research at some leading phonetics labs around the world. From this examination of past history and present-day state-of-the-art of what is considered to be the core paradigm for phonetic study, conclusions are drawn for future research and teaching on the basis of this paradigm. In the shaping of phonetics as a scientific discipline, a strong plea is put forward for scientific, explanatory integration rather than modular, taxonomic diversification of the subject.
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Vulāne, Anna, and Elita Stikute. "POSSIBILITIES OF USING DIALECT ATLASES IN THE ACQUISITION OF LATVIAN LANGUAGE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 579. http://dx.doi.org/10.17770/sie2020vol5.5128.
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The creation of a modern lesson increasingly uses open data, a variety of digital resources, electronic teaching tools etc. In addition to books, electronic teaching tools, information resources, etc., come into the training process as a way to portray linguistic information and the writers' creative thought. One of the resources that can be successfully exploited in promoting the growth of a fully developed and skilled pupil, as well as in-depth learning of the Latvian language, is dialect atlases. The aim of the research was to understand the functionality and effectiveness of the dialect atlases in lear ning lexicology and dialectology. The study combined the descriptive method and content analysis, and was conducted with the help of experiments and questionnaires.The article describes the experience gained through the use of the „Atlas of the Latvian Dialects” in learning Latvian. It characterises the use of maps within the „Lexicon” part of the Atlas to develop pupils' socio-cultural competence, to enhance text composition, analytical, digital and self-guided learning skills and it outlines the role of phonetics and morphology parts of the Atlas in the development of pupils' linguistic competence.
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Nycz, Krzysztof, and Zygmunt Tęcza. "On the Pronunciation Dictionaries of Contemporary German: The Concepts of Phonetic Standard and Differences in Specific Phonetic Issues." International Journal of Lexicography 33, no. 4 (December 20, 2019): 463–87. http://dx.doi.org/10.1093/ijl/ecz032.
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Abstract The aim of the following paper is to discuss some phonetics-based differences between four modern pronunciation dictionaries of the German language: Großes Wörterbuch der deutschen Aussprache (1982), Deutsches Aussprachewörterbuch (2009), DUDEN Aussprachewörterbuch (2000) and DUDEN Aussprachewörterbuch (2015). First, attention is paid to the concept of phonetic standard declared by the respective dictionary authors. After that, a number of specific phonetic issues are outlined which pinpoint some striking divergences between the dictionaries under analysis. The divergences occur in description and interpretation of certain phenomena in the field of vowels (diphthongs, half-long vowels, vocalic reductions), consonants (the /r/ allophones, affricates, consonant assimilations) as well as suprasegmental features (word stress marking).
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Zykova, Svetlana A., and Diana R. Muzhbatullina. "Phonetic Interference as the Problem of Interaction Between Two Target Languages under Study: Spanish after English." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2022): 17–28. http://dx.doi.org/10.29025/2079-6021-2022-1-17-28.
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The article discusses the problem of phonetic interference and examines it as an interesting linguistic phenomenon faced by the students studying Spanish as the second foreign language with regard of the acquired knowledge in English. The author presents an overview or the main scientific approaches to the definition and the description of the concept «linguistic interference» existing in modern linguistics. The types and levels of the process have been highlighted. The most detailed consideration has been given to the level of phonetic interference, being usually manifested as segmental and non-segmental. In the practical part of the research presented in this article we mainly discuss the problems of teaching Spanish phonetics taking into account the competencies acquired within the first practical phonetics course in English. In view of which the process of the secondary interference appearing as a result of the overlay of one articulatory system onto another has been presented and described in details. We analyze a number of natural phonetic mistakes made by the students speaking Spanish at the initial stage of the Practical Spanish course in terms of comparison of English and Spanish phonetic systems. Along with this we compare a group of alphabetically equal English and Spanish phonemes and single out their articulatory peculiarities which can help to explain the essence and the background of the process of English-Spanish interference in the context of the learning situation. As a result a number of methodological recommendations aimed to prevent and minimize this type of interferential mistakes have been developed.
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Abercrombie, David. "William Holder and other 17th-century phoneticians." Historiographia Linguistica 20, no. 2-3 (January 1, 1993): 309–30. http://dx.doi.org/10.1075/hl.20.2-3.04abe.
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Summary In spite of inevitable deficiencies in their knowledge, 17th-century writers on phonetics can be said to have succeeded in laying the foundations of a true general phonetics. They include some famous names, such as John Wallis and Isaac Newton, but many of them have remained virtually unknown until comparatively recent times, in spite of having contributed significant insights. A brief mention is given here of the work of thirteen of these early writers on phonetics, followed by a fuller account of William Holder (1616–1698), probably the best phonetician of his time. He was not an orthoepist, nor was he concerned to describe the sounds of English. His book had a practical purpose – to provide a theoretical basis for techniques of teaching the deaf. Possible ambiguity in the 17th-century use of ‘letter’ is explained before examining Holder’s description of the sounds of speech. This includes his interesting use of the hylomorphic distinction between ‘matter’ and ‘form’. The description of vowels is almost inevitably less satisfactory than that of the consonants, but his phonetic terminology and general framework would not be out of place in a modern introduction to phonetics. He deserves more attention than he has received, both for his theoretical contribution and for his pioneering work in techniques of teaching the deaf.
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Lihah, Muflihah Muf. "Mauqif al-Jāhiẓ ‘an al-Ṣauṭ al-Lugawiy wa al-Adā’iy." ALSINATUNA 4, no. 1 (December 21, 2018): 99. http://dx.doi.org/10.28918/alsinatuna.v4i1.1594.
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Language is essentially sound. In using Arabic, the sound spoken is related to a certain meaning. A person who has a certain language can recognize the sounds that are coupled, so that they are meaningful speeches. In this case, phonology is a branch of language that talks about the sound of language that is able to distinguish the meaning of a word. The problem that was first encountered by someone in learning oral languages, especially foreign languages and regional languages, was the problem of his speech. Before learning the meaning of various words and the grammar to be faced, first he must recognize the sounds used in them. Sound science as a classical science that has received tremendous attention from the Arabs since its inception. It can be seen from what was done by the lugho scholars including Imam Jahidz. He discussed in detail about Arabic phonetics, the sound of the language, the place where the language came out and its characteristics. Thus, the researcher wanted to discuss the above matters mainly about language sounds according to Jahidz, using qualitative descriptive research methods. The result of this study is al-Jahiz’s thought that sound comes from vibration of human body using lips in oral activity, then there is a transition around the lips which moves to the ears and brain, and finally the vibration is called as vocal. It is divided into psychology and physiology.
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Kochetov, Alexei, and Laura Colantoni. "Coronal place contrasts in Argentine and Cuban Spanish: An electropalatographic study." Journal of the International Phonetic Association 41, no. 3 (November 11, 2011): 313–42. http://dx.doi.org/10.1017/s0025100311000338.
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Theoretical and descriptive work on Spanish phonetics and phonology has been largely based on Peninsular varieties. This study uses electropalatography (EPG) to investigate articulatory characteristics of coronal consonant contrasts in Argentine and Cuban Spanish. Simultaneous EPG and acoustic data were collected from five speakers from Buenos Aires (Argentina) and three speakers from Havana (Cuba) reading sentences with various syllable-initial coronal consonants corresponding to the orthographic 〈t, ch, n, ñ, s, z, ll, y, l, r〉. As a control, the same data were collected from a single speaker of Peninsular Spanish from Madrid. As expected, the main distinction in both varieties was made between anterior and posterior coronal consonants ((denti-)alveolars vs. (alveolo-)palatals) and reflected the historical merger of the sounds represented by 〈s–z〉 and 〈ll–y〉. At the same time, the results revealed some consistent differences between the two varieties in the location of the constriction and the amount of linguopalatal contact for most coronal consonants. First, the coronal consonants produced by the Argentine speakers were overall considerably more fronted and more constricted than the corresponding consonants produced by the Cuban speakers. Second, 〈ll, y〉 were produced as a fronted alveolo-palatal fricative by the Argentine speakers, and as an approximant by the Cuban speakers. Inter-speaker variation was observed within the varieties in the articulation of some consonants, namely in the Argentine alveolo-palatal fricative and nasal (〈ll, y〉 and 〈ñ〉), and the Cuban alveolo-palatal affricate 〈ch〉.
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Rusnak, Natalia. "The problem of nomination is the main problem of ethnolinguistics." Current issues of social sciences and history of medicine, no. 3 (31) (August 26, 2021): 21–26. http://dx.doi.org/10.24061/2411-6181.3.2021.286.
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Language is a part of the spiritual culture of nation. Dichotomy language - thinking as a component of the basic triad of ethnolinguistics language - thinking - culture among the problems that are within this discipline, brings to the fore the problem of nomination, which requires interdisciplinary efforts (psychology and linguistics) and interlevel exploration (vocabulary, word formation, phonetics). The relevance of scientific work is due to the need for philosophical and linguistic understanding of the problem of nomination.
The purpose of the article is to consider the problem of nomination and related issues in terms of psychology, linguistics, such as: significant, denotative and connotative meaning of the word; to compare the terms feature, sema, internal form of the word.
Research methods. In the article as the main general scientific methods of analysis and synthesis are used, as well as linguistic – descriptive, structural and comparative and historical methods. Conclusions. Thus, the problem of the name, realizing the dichotomy of language – thinking, becomes one of the main problems of the culturological scientific paradigm. Scientific synonymy as one of the features of the modern metalanguage of science in the problem of the name distinguishes a number of related terms – feature, sema, internal form of the word. The concepts of semiotics are related to the problem of the name – significant, denotative and connotative meaning of the word, which reproduces the different degrees of connection of the word with reality. Connotative meaning makes it possible to highlight specific features of the Ukrainian language.
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Mel’nik, Yuliya A. "Foreign Language Accent in Russian Speech of the Mongols As a Result of Interference of Language Systems." Review of Omsk State Pedagogical University. Humanitarian research, no. 30 (2021): 72–76. http://dx.doi.org/10.36809/2309-9380-2021-30-72-76.
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The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment level. The practice shows that Mongol students experience significant difficulties in mastering the phonetics and intonation of the Russian language; the formed accent is very stable and difficult to correct, so it is important to work on pronunciation at the initial stages of language learning. The most effective, according to the author, is a comparative methodology based on a comparative description. The given material can be useful for practicing teachers working in a Mongolian-speaking audience, who are interested in correct pronunciation, who want to get an idea of the phonetic systems of the compared languages to prevent typical mistakes and correct them.
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Maralbek, E. "THE SCIENTIFIC HERITAGE OF ELDES OMARULY, HIS PLACE AND CONTRIBUTION TO THE DEVELOPMENT OF KAZAKH LINGUISTICS." Tiltanym, no. 4 (December 20, 2021): 36–45. http://dx.doi.org/10.55491/2411-6076-2021-4-36-45.
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The article describes the contribution to the development of Kazakh linguistics and scientific thought based on the analysis of the scientific heritage of the outstanding figure of the early twentieth century Alash, scientist, physicist, mathematician, translator, talented linguist, one of the founders of Kazakh linguistics Eldes Omaruly. The scientific works of the scientist, written in the period of the 20-30s of the twentieth century, related to many areas of natural science and linguistics, such as history, translation, teaching methods and physics, mathematics, with a total volume of 5-6 volumes, are considered in detail and highlighted in them important problems and topical topics. As a result, the contribution of Еldes Omaruly to the development of Kazakh science, his merits in the formation of Kazakh linguistics will be evaluated. His linguistic heritage, works on phonetics, vocabulary, grammar and spelling, terminology, and onomastics are especially analyzed. Together with the teacher Akhmet Baitursynuly scientific continuity and original searches in the field of linguistics were compared, concrete conclusions were made about the contribution to the development of Kazakh writing and spelling. As a result of this analysis, scientific data from the scientist’s works on problematic issues of Kazakh spelling that arose on the eve of the alphabet reform today will be presented. The article is one of the first special research articles distinguished by innovative conclusions that contribute to the development of «eldesovedenie». The article mainly uses a descriptive method. The structural and comparative methods are partly used in the analysis of linguistic works.
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Antonenko, Natalia, and Tatiana Teplova. "Dialectological description of the Russian language functioning in the Baidar Valley of Greater Sevastopol." SHS Web of Conferences 69 (2019): 00006. http://dx.doi.org/10.1051/shsconf/20196900006.
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The paper discusses the main stages of investigation into the dialectological situation in the South of Russia, with special attention being given to the studies of territories close to the Republic of Crimea. This paper presents findings from a field study of the Russian language functioning in an isolated area. We investigate speech of the people living in Greater Sevastopol to identify peculiar features in phonetics, word building, morphology and syntax. Our respondents are both natives and migrants from various regions. The regiolect of Sevastopol is analysed in terms of dialect bases and their correlation, time of migration. Our results show positive relationship between the respondents linguistic and biographic background. The speech of the respondents exhibits a high degree of similarity with the Russian literary language, and demonstrates features of the closely related Ukrainian language. The influence of Ukrainian is more pronounced at the phonetic level and less evident at the lexical level.
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Ristati. "The Difficulties in Pronunciation of Fricatives [f] and [v] by Learners of English Whose First Language is Dayak Ngaju: Applied Linguistics." International Journal of Linguistics, Literature and Culture 3, no. 1 (January 22, 2017): 37. http://dx.doi.org/10.21744/ijllc.v3i1.361.
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This paper aims to describe (1) the difficulties in pronouncing [f] and [v] by the learners of English whose first language is Dayak Ngaju, (2) constraints that cause difficulty in learning English pronunciation, and (3) the application of drill method as an attempt to solve the problem of learning English pronunciation. This study is included in applied linguistics. Problem identification is done by using contrastive analysis. The approach used is qualitative and quantitative descriptive approach. The instruments used to collect data research are a test, observation, and interview. Location of the study is in SMA PGRI Palangka Raya. Based on the pre-test result, the learners’ mastery level only 60% (under the minimum completeness criteria or KKM). The learners pronounce the sound fricative [f] and [v] à [p]. While the factors that cause difficulty are the phonological interference (interlingual transfer). As for extra-lingual factors are (1) the teachers of English have a lack of knowledge in English pronunciation, (2) the strategy applied in teaching pronunciation is not right, and (3) facility and infrastructure are inadequate, as there are no video, LCD, and language laboratory. The effort done to solve the difficulties of English pronunciation are first, the teachers follow workshop on English phonetics and phonology along with the strategy used to teach pronunciation, that is drill method. Secondly, the teachers apply drill method in pronunciation class in the form of Classroom Action Research (CAR). After the treatment is given in the form of CAR, then the mastery level is increased, it has reached 75% (already reached KKM). The learners of English pronounce correctly English sounds [f] and [v].
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Alshehri, Awad H. "Teaching the Challenging Content of Phonology during Covid-19 Pandemic." Arab World English Journal, no. 2 (January 24, 2022): 35–47. http://dx.doi.org/10.24093/awej/covid2.3.
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This study aims to find the impact of the abrupt transition from traditional teaching to remote teaching of the phonology courses and how stakeholders dealt with such a shift. To this end, a descriptive approach was used, and data were collected using a questionnaire. The sample included students at English language programs (ELP) in some Saudi universities at levels 5 and 6 since they took the phonetics and phonology course at the beginning of the pandemic. There was an educational challenge during the coronavirus that compelled the conventional system of education to accept the status quo where educators found themselves obliged to shift abruptly from a traditional, face-to-face educational environment to fully online instruction. However, most of our Saudi academic institutions were not prepared for such a sudden and quick change. During the COVID-19 lockdown, language teachers in English Departments at Saudi Universities (ELP) resorted to the different type of teaching which depended mostly on technology where internet-wired personal computers or tablets played a significant role, and which expanded the scope of the teaching process and practically increased orientation on the teachers’ part. Moreover, students’ independence and self-teaching seemed to have increased, which could have influenced their cognition and skills. This study discussed the way language teachers in ELP dealt with the challenging content of the phonology course during Covid-19. The findings show that there were some problems at the beginning moving from traditional to virtual classes, where the students depended upon themselves and adapted to the change. The findings also showed that the teaching aids were not satisfactory enough to suit the purpose of the course.
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Petrova, Elena A. "The comparative analysis of phraseological units with the names of domestic animals in the English and Russian languages." Verhnevolzhski Philological Bulletin 1, no. 28 (2022): 70–79. http://dx.doi.org/10.20323/2499-9679-2022-1-28-70-79.
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The article is devoted to phraseology, one of the most complex linguistic phenomena at the junction of various scienc-es – lexicology, grammar, stylistics, phonetics, language history, history, philosophy, logic and regional studies, which is investigated using a particular research method. The article aims at conducting a comparative analysis of idioms with the names of domestic animals in Russian and English. The methodological basis of the study is theoret-ical works related to classification and semantic analysis of phraseological units, which are not onlycollocations with complicated semantics, but also units of mental representation. It is emphasized that the phraseological units under consideration contain culturally significant information, which is expressed in both denotative and connotative aspects of meaning. A comparative analysis of phraseological units in English and Russian shows that English phraseological units, without an equivalent in Russian, are often translated in a descriptive way. The author explains this by the fact that phraseological units are verbalized in a certain logosphere of the language culture, connected, on the one hand, with linguistic consciousness and thinking, and on the other, with the linguistic picture of the world. The article points out that the concept “animal” has a universal meaning and national peculiarity, generalized in the national linguistic picture of the world. The attention is drawn to the fact that the English phraseological units with animal names do not coincide partially or completely with their Russian equivalents on the figurative basis due to national peculiarities. In conclusion, the number of English phraseological units denoting dogs with negative connotations is much greater than the number of phraseological units with positive emotional connotations.
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Zakaria, Muhammad. "The segmental phonetics and phonology of Hyow, A Tibeto-Burman language of Bangladesh." Linguistics of the Tibeto-Burman Area 43, no. 2 (December 31, 2020): 309–46. http://dx.doi.org/10.1075/ltba.19006.zak.
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Abstract This paper presents a description and analysis of segmental phonetics and phonology of Hyow, a Tibeto-Burman language spoken by almost 4,000 people in the southeast of Bangladesh. Hyow demonstrates phonological features which are absent in other Chin languages of the Tibeto-Burman branch. Proto Kuki-Chin initial voiceless nasals are not only preserved in Mara and Central Chin languages (Van Bik 2009: 220), but also in Hyow. Unlike other Southern Chin languages, Hyow final liquids are sometimes preserved or developed into central approximants. In fact, final liquids are preserved in Bangladesh Hyow, and in two varieties of Laitu – Keyni and Myebon – and Laisaw in the Rakhine State of Myanmar. The salient and prevalent phonological process of re-syllabification in Hyow demonstrates that the glottal stop cannot be treated as a phonetic property of the coda-cluster sonorants, which is otherwise treated as glottalized in some Chin languages by scholars, e.g. Hakha Lai (Hyman & Van Bik 2002: 114). Hyow does not show a phonemic contrast between long and short vowels which is very often found in Chin languages. Though Mainland Southeast Asian Languages are profoundly known for having sesquisyllables or reduced syllables, in Hyow, vowels of initial syllables of disyllabic words carrying grammatical morphemes are harmonized with vowels of root-initial syllables, which confirms the absence of such type of reduced syllables in Hyow. The phonological description and analysis in this paper are furthermore supported by phonetic data and illustrations. Discussions of variant phonetic realizations of certain segments have also been included.
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Weinberger, Steven H., Hussain Almalki, and Larisa A. Olesova. "Teaching teachers phonetics: The design and implementation of an asynchronous online English phonetics course." Proceedings of the Linguistic Society of America 6, no. 2 (October 12, 2021): 5112. http://dx.doi.org/10.3765/plsa.v6i2.5112.
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It is axiomatic that one of the chief goals of an applied linguistics program is to instruct teachers in the intricacies of English language structure. Explicit knowledge of the target language can help domestic and international teachers when dealing with adult 2nd language learners. But while most programs offer courses in English grammar, we found a paucity of (online) phonetics classes. We discuss three characteristics to be included in an online phonetics course: the description and learning of the sounds of the world’s languages, the technology-based collaborative procedures to narrowly transcribe a wide range of accented English speech, and the specific design to engage a variety of online students. Particular attention is devoted to our unique collaborative online project that at once trains students in the phonetic analysis of non-native speech. The results of these analyses are contributed to the online database, the speech accent archive (accent.gmu.edu), thereby giving students ownership of a publicly available online archive. The outcomes are described, with justifications and specific methods for measuring them. This paper emphasizes that learning to narrowly transcribe leads to enhanced listening and analysis, and that peer-to-peer collaboration is vital for any asynchronous online class.
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Прохватилова, О. А. "Phonetic speech correction course for Chinese: what should it be? (from work experience at the Shenzhen MSU-BIT University)." Russkii iazyk za rubezhom, no. 6(289) (January 14, 2022): 63–67. http://dx.doi.org/10.37632/pi.2021.289.6.010.
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Статья посвящена рассмотрению содержательных особенностей корректировочного курса фонетики РКИ для носителей китайского языка. На основе опыта преподавания в Совместном университете МГУ-ППИ и с учетом имеющихся в специальной литературе представлений о фонетико-фонологической системе китайского языка и китайском акценте формулируется ведущий принцип построения корректировочного курса фонетики, сочетающий ориентацию на китайскую артикуляционную базу и учет специфики фонетико-фонологической системы китайского языка. Предлагается описание содержательной структуры корректировочного курса для китайских студентов, которая включает четыре компонента: работу над проблемами в освоении консонантной системы русского языка, совершенствование навыков произношения гласных звуков в безударной позиции, отработку ритмико-интонационного членения речевого потока русской звучащей речи, знакомство со стилистическими особенностями русской звучащей речи. The article is devoted to the consideration of the content features of the correction course of the phonetics of the RCT for native speakers of the Chinese language. Based on the experience of teaching at the Joint University of MSU-PPI and taking into account the ideas available in the special literature about the phonetic-phonological system of the Chinese language and the Chinese accent, the leading principle of constructing a correction course of phonetics is formulated, combining orientation to the Chinese articulation base and taking into account the specifics of the phonetic-phonological system of the Chinese language. Russian Russian is a description of the content structure of the correction course for Chinese students, which includes four components: work on problems in mastering the consonant system of the Russian language, improving the skills of pronunciation of vowel sounds in an unstressed position, working out the rhythmic-intonation division of the speech flow of Russian sounding speech, familiarity with the stylistic features of Russian sounding speech.
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Libert, Ye A., and K. V. Shindrova. "Consonantism of Plautdietsch, the language of the German Mennonites of Siberia: the problem of identifying labial phonemes." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 95–106. http://dx.doi.org/10.25205/2312-6337-2021-1-95-106.
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This work aims at identifying and describing the articulatory characteristics of the labial-labial and labial-dental consonant phonemes of the language of the Mennonite Germans of Siberia by distributive analysis and magnetic resonance imaging. The language of German Mennonites, referred to as Plautdietsch (self-designation Plotdich), or Mennonitenplatt, has a complex mixed character due to the history of its speakers. Through the centuries changing their place of residence, Mennonites, representatives of a special ethno-confessional community, now live in various countries of North and South America, European countries, and Russia. Of particular interest is the phonetic appearance of this language. For the first time, the description of its phonemic composition is carried out using the methods of experimental phonetics. The research material was collected from two native speakers (Neudachino, Novosibirsk region). Twenty tomograms were described and analyzed using the methodology of the Laboratory of Experimental Phonetic Research named after V. M. Nadelyaev, Institute of Philology, SB RAS. The tomography program comprised eleven word forms, with the target sound in the initial and final positions. The paper provides language material, with series of words in different phonetic contexts, a summary distribution table, and three tables describing the tomograms. Following N. S. Trubetskoy’s rules of phoneme selection, sound analysis identified five labial phonemes: noisy labial-labial mouth-bowed / p/ and / b/, noisy labial-dental mouth-slotted /v/ and /f/ and sonorous nasal-bowed /m/. Also, the analysis of MRI images determined the constitutive-differential features characteristic of the phonetic subsystem of labial consonantism of Plautdietsch.
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Jenner, Bryan. "Educational phonetics." Journal of the International Phonetic Association 17, no. 2 (December 1987): 124. http://dx.doi.org/10.1017/s0025100300003340.
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The first Educational Phonetics section of JIPA shows a preoccupation with the theory, practice and results of language teaching. Clearly this area of professional interest will continue to occupy the interests of phoneticians as it has done ever since the Association was founded. Windsor Lewis's note addresses the perennial question of which phonological varieties of English should be set up as models for the non-native learner of English, while Jenner's article offers an alternative approach to the description of non-native accents which may suggest a novel basis for the organisation of pronunciation teaching. Contributions have been promised in other areas of professional interest, but did not materialise in time to be incorporated in this issue.
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Wahiyudin, Ummi Nadjwa, and Taj Rijal Bin Muhamad Romli. "Tanslating Malay Compounds into Arabic Based on Dynamic Theory and Arabization Method." Journal of Islamic Thought and Civilization 11, no. 1 (June 28, 2021): 43–58. http://dx.doi.org/10.32350/jitc.111.03.
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This study aims at making possible the effective use of machine translation (MT) in interpreting the Malay compounds into Arabic ones following the structure and Arabic style. The necessity of this study arises on account of the weakness of translation quality using online MT and the lack of suitable methods to structure the compounds from the Malay language into Arabic. There are three objectives of this study which are to collect the results of Malay compound translations using online MT into Arabic, analyze the results of the compound translations, and suggest compound translation methods based on dynamic theory and Arabization method. The study uses three online MT as instruments to translate: Google Translate, Microsoft Bing Translator, and Yandex Translator. This qualitative study employs a descriptive approach and analysis method in collecting information and analyzing data. The study focuses on 15 Malay compounds which are later categorized into school names, hospital names, and clinics. The findings of translation have been drawn using the next three MTs and analyzed at three main level: namely grammar level, phonetics and phonology level, and dynamic translation level. From this analysis, 4 out of 15 compound nouns translations data into Arabic are categorized as poor translations for not approaching the structure and Arabic style. In the final stages, the results of the translation collected are formulated and suggested alternative translations based on dynamic theory and methods of Arabization and compound restructuring formula in Arabic. Through this process, the translation results of the compounds can be categorized as translations that can meet the structure and style of the Arabic language. The compound translation model can be proposed as a new translation method for Arabic language users, especially the Arabic translators and students both at school and higher education.
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Erniati, Erniati. "INVENTARISASI BUNYI VOKAL DAN KONSONAN BAHASA ALUNE." GENTA BAHTERA: Jurnal Ilmiah Kebahasaan dan Kesastraan 5, no. 2 (January 14, 2020): 109–26. http://dx.doi.org/10.47269/gb.v5i2.82.
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Abstrak: Bahasa Alune merupakan salah satu bahasa yang masih digunakan oleh masyarakat. Bahasa Alune merupakan bahasa yang memiliki penutur yang masih banyak. Oleh sebab itu, patut mendapat prioritas dan perhatian yang sama dengan bahasabahasa daerah lain. Bahasa ini digunakan oleh kelompok masyarakat yang tinggal di Pulau Seram Bagian Barat. Metode yang digunakan dalam penelitian ini adalah metode deskriptif. Untuk memperoleh data, digunakan metode simak, yakni dengan menyimak bahasa secara langsung dari penutur. Masalah dalam penelitian ini adalah bagaimanakah karakteristik fonem bahasa Alune dan distibusinya dalam kata. Tujuan penelitian ini adalah untuk menginventarisasi fonem bahasa Alune dan distribusinya dalam kata. Berdasarkan hasil kajian disimpulkan bahwa bahasa Alune memiliki 23 buah fonem segmental yang terdiri atas 15 konsonan, 7 vokal (monoftong), dan 3 diftong. Fonem-fonem tersebut, yaitu: /p/, /b/, /t/, /d/, /k/, /m/, /n/, /s/, /r/, /h/, /l/, /w/, /y/ , /G/, /?/, /a/, /i/, /u/, /e/, /o/, / O /,dan /E/.Kata Kunci: fonologi, fonetik, fonemAbstract: Alune language is one of the languages that is still used by the community. This language is a regional language that has many speakers. Therefore, it should deserve the same priority and attention as other regional languages. This language is used by community groups living in West Seram Island. The method used in this research is descriptive method. To obtain data, listening method, namely by listening to the language directly from the speaker. The problem in this research is how the characteristics of the Alune phoneme. The objective to be achieved in this research is to inventory the Alune language phonemes. Based on the results of the study, concluded that the Alune language has 23 segmental phonemes consisting of 15 consonants, 7 vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? vowels (monophthongs), and 3 diphthongs. The phonemes, namely: / p /, / b /, / t /, / d /, / k /, / m /, / n /, / s /, / r /, / h /, / l / , / w /, / y /, / G /, /? /, / a /, /i /, / u /, / e /, / o /, / O /, and /E /.Keywords: phonology, phonetics, phonemes
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Chen, Chun-Mei. "Phonetic structures of Paiwan." ZAS Papers in Linguistics 34 (January 1, 2004): 30–44. http://dx.doi.org/10.21248/zaspil.34.2004.201.
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This study focuses upon a detailed description and analysis of the phonetic structures of Paiwan, an aboriginal language spoken in Taiwan, with around 53,000 speakers, Paiwan, a member of the Austronesian language family, is not typologically related to the other languages such as Mandarin and Taiwanese spoken in its geographically contiguous districts, Earlier work on phonological features of Paiwan (Chang, 1999; Tseng, 2003) sought an account in terms of segments and isolated facts about reduplication and stress, without accounting for the possible roles of phrase-level and sentence-Ievel prosodic structures, Government Teaching Material (1993) listed 25 consonants and 4 vowels, without any description of phonetic features and phonological rules, Chang's (2000) reference grammar included 22 consonants and 4 vowels, with a very brief description of 5 phonological rules on single words, Regional diversity and 25 consonants have been mentioned in Pulaluyan's (2002) teaching material; however, no description of phonological rules was found in his material.