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Relevant bibliographies by topics / English language – Accents and accentuation

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Academic literature on the topic 'English language – Accents and accentuation'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "English language – Accents and accentuation"

1

Gut, Ulrike. "Nigerian English prosody." English World-Wide 26, no. 2 (June 14, 2005): 153–77. http://dx.doi.org/10.1075/eww.26.2.03gut.

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Nigerian English (NigE) prosody has often been described as strikingly different from Standard English varieties such as British English (BrE) and American English. One possible source for this is the influence of the indigenous tone languages of Nigeria on NigE. This paper investigates the effects of the language contact between the structurally diverse prosodic systems of English and the three major Nigerian languages. Reading passage style and semi-spontaneous speech by speakers of NigE, BrE, Hausa, Igbo and Yoruba were analysed acoustically in terms of speech rhythm, syllable structure and tonal structure. Results show that NigE prosody combines elements of intonation / stress languages and tone languages. In terms of speech rhythm, syllable structure and syllable length, NigE groups between the Nigerian languages and BrE. NigE tonal properties are different from those of an intonation language such as BrE insofar as tones are associated with syllables and have a grammatical function. Accentuation in NigE is different from BrE in terms of both accent placement and realisation; accents in NigE are associated with high tone. A proposal for a first sketch of NigE intonational phonology is made and parallels are drawn with other New Englishes.

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Gussenhoven, Carlos. "The English Rhythm Rule as an accent deletion rule." Phonology 8, no. 1 (May 1991): 1–35. http://dx.doi.org/10.1017/s0952675700001263.

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In order to account for the accentual and rhythmical structure of English, a binary-branching prosodic constituent structur is assumed, in which minimally the syllable and the foot must be headed. Feet are potentially marked as accented. This representation makes it possible to describe the prominence patterns of word groups as resulting from three accent deletion rules, the Compound Rule, the Initial Accent Deletion Rule and the Rhythm Rule. It was shown that the structural change effected by Initial Accent Deletion cannot be expressed in theories which represent stress as a relative concept. Moreover, this rule, which like the Compound rule is a lexical rule, provided evidence for the existence of a stratum in the lexical phonology of English in which compounding and so-called ClassII derivation take place. The Rhythm Rule is a postlexical rule, which was shown to apply to the output of the other two rules. Without the aid of any conditions or constraints, it accounted effortlessly for the stress-shift data presented in the recent literature. It could moreover be shown that apparent cases of stress shift in unaccented speech (in which the Rhythm Rule does not apply) should not in fact be viewed as the output of any stress-shift rule at all, but should be explained as the effect of preboundary lengthening as applying to the different constituents in the prosodic hierarchy. It was argued that an analysis of sentence accentuation whereby focused constituents have to be assigned accents can run into problems that do not exist in a ‘deaccenting’ analysis, in which nonfocused constituents are deprived of their accents. Finally, it was argued that English, unlike Dutch, lacks phonological rules that refer to primary word stress, and that, at best, primary stress may reveal itself in low-level timing distinctions.

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Дечева, С. В., and А. В. Копанева. "English Accentuation in Terms of the Present-Day Linguoculturological Realia." Иностранные языки в высшей школе, no. 3(58) (November 15, 2021): 33–42. http://dx.doi.org/10.37724/rsu.2021.58.3.004.

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В статье рассматривается своеобразие лингвокультурологически обусловленной акцентуации в современном английском языке. Несмотря на значительное количество работ, посвященных явлению дополнительной слоговой и словесной выделенности, до сих пор при его изучении основной упор, как правило, делается на грамматико-синтаксические и лексико-фразеологические предпосылки его возникновения. Что же касается этических аспектов, таких как различный менталитет участников общения или же свойственные тому или иному языковому коллективу особенности оформления речи, которые также влияют на местоположение и выбор просодических средств, участвующих в реализации акцентного выделения, то они все еще остаются во многом не раскрытыми и требуют более подробного освещения. В этой связи предпринятый в данной работе анализ публичных выступлений представителей британской аристократической элиты с опорой на принципы когнитивной силлабики оказывается особенно продуктивным. Результаты когнитивной обработки нашего материала свидетельствуют о том, что успешное усвоение современной английской акцентуации и осуществление эффективного и действенного общения в глобальном англоязычном пространстве становятся возможными только при учете лингвокультурологических предпосылок акцентного выделения и последних инновационных процессов в английской культуре речи. This article deals with the linguoculturological aspect of accentuation in modern British English. Although the phenomenon of accent is a very prolific subject both in this country and abroad, so far the effect of additional prominence in different genres of intellective communication has been studied mostly from the viewpoint of its grammatical, syntactic or lexical-phraseological antecedents. However, there is a whole range of other, no less significant, social-cultural-historical, psychological as well as ethical factors, such as the speakers’ worldview or the phonetic and linguistic outlook typical of the representatives of this or that speech community, which also play an important role in the localisation of accents and the choice of the prosodic means that make for their accentual highlighting in the flow of speech. These aspects of accentuation have not yet received all the attention they deserve and require further elaboration and interpretation in phonetic and, especially, syllabic terms. The cognitive processing of public speeches belonging to the members of the British aristocracy turns out to be highly illuminating in this respect. Our material indicates that in order to make accentuation part of our philological proficiency and optimize the process of communication in the English language as a lingua franca we need to take into account both the ethical properties of the phenomenon in question and the innovative trends in the present-day British English speaking culture.

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Kapović, Mate. "The Unattainable Standard — Zagreb Dialect Meets Standard Croatian Accentuation." Slovene 7, no. 1 (2018): 337–62. http://dx.doi.org/10.31168/2305-6754.2018.7.1.14.

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The paper discusses the accentual accommodation by speakers of the urban dialect of Zagreb (the capital of Croatia), which has a dynamic free accent, to the Standard Croatian (Neo-Štokavian) pitch accent (with rising and falling tones). The accommodation occurs in formal settings — the basis of this research is the corpus of 16 one-hour interviews with native Zagreb dialect speakers (8 male, 8 female) from a TV show on Croatian national television (HRT). The Zagreb dialect speakers cannot fully reproduce the prescribed standard accentuation, so they only approximate it by inconsistently changing the place of stress. The level of accommodation varies among speakers. The prescribed Croatian standard accentuation is different than in languages like English, because it cannot be acquired fully by many speakers due mainly to reasons of phonetic complexity. The basics of the Zagreb dialect accentuation and its complex relation to the standard language accentuation (due to many innovations in the dialect and a range of conservative and innovative varieties) are also analyzed. This paper is the first to describe the phenomenon in detail, based on concrete data.

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Decheva, S. V., and A. V. Kopaneva. "The Specificities of English Accentuation in the Genre of Lecturing." Vestnik of Samara University. History, pedagogics, philology 27, no. 2 (August 6, 2021): 89–94. http://dx.doi.org/10.18287/2542-0445-2021-27-2-89-94.

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This article focuses on the phonetic specificities and localization of accentual highlighting in the genre of lecturing. Although the phenomenon of accent in the English language has always been in the limelight, some of its aspects still remain uncovered and need further explanation and elaboration in class. The processing of the material with respect to pragmaphonetics and cognitive syllabics seems to be rather promising and problem-solving. It shows most convincingly that to gain a deeper insight into the underlying processes of English accentuation we can by no means confine ourselves only to the phonetic or prosodic means behind the effect of prominence. All the sociocultural-historical and psychological antecedents of the phenomenon in question are to be studied in greater detail. Besides, to eliminate the discrepancies in accentual highlighting between British anglophones, on the one hand, and Russian anglicists, on the other, the innovative trends in modern British English speech culture and the new rhetoric of intellective communication are also to be taken into account.

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Selemeneva, O. A. "Language Mixing in Creolized Glossy Magazine Advertisement Texts." Nauchnyi dialog, no. 3 (March 30, 2020): 168–84. http://dx.doi.org/10.24224/2227-1295-2020-3-168-184.

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The issue of enhancing the use of language code switching technique in modern creolized advertising texts is discussed in the article. The relevance of the chosen topic is due to the expansion of the areas of language interaction and the change in tactics for contacting the addressee of advertising due to the process of globalization, the popularization of the English language in the world, the emergence of new communication channels, the mobility of visual images, and the clip’s perception of information by the recipient. The actual material of the study was creolized advertising texts from seven Russian international glossy magazines: “Cosmopolitan”, “Elle”, “Glamor”, “GQ”, “InStyle”, “Tatler”, and “Vogue”. It is proved that foreign inclusions in the considered texts are presented in several ways of varying degrees of productivity: insertion of a foreign language grapheme (formation of graphogibrids); use of the word in the Latin script (astionyms, burials, pragmatonyms, English preposition since , etc.); the introduction of one or more statements in a foreign language; inclusion of a hashtag in latin graphics. The listed types of foreign inclusions are attributed by the author to signal (intentionally introduced into the texts with the aim of accentuation of units or their elements) and multifunctional (capable of performing attractive, accent-emphasizing, utilitarian-compressive, emotionally-expressive, suggestive, informative functions).

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Антонова, О. В. "Covid or covid (on the issue of accentuation of the latest borrowings)." Russkii iazyk za rubezhom, no. 6(289) (January 14, 2022): 39–47. http://dx.doi.org/10.37632/pi.2021.289.6.007.

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Одной из ярких черт, отражающих необычное поведение заимствований как особой орфоэпической подсистемы, является так называемое акцентное безразличие – устойчивое колебание в выборе места ударения, которое для исконно русских слов в целом не характерно. В новейшем заимствовании из английского языка ковид (а также в группе слов-дериватов) на начальном этапе освоения наблюдались ярко выраженные колебания в акцентуации. Для выяснения распределения акцентологических вариантов в узусе респондентов было проведено развернутое анкетирование, включавшее набор вопросов, посвященных акцентуации лексемы ковид и ее дериватов: ковидный, ковид-диссидент, ковидиот – информантам предлагалось отметить предпочтительный вариант (также существовала возможность выбрать оба варианта, если они покажутся информанту допустимыми). Полученные данные в рамках комплексного анализа были объединены с результатами сплошной выборки интересующих нас лексем из устных средств массовой информации, а также с зафиксированными фактами спонтанных произнесений в речи окружающих людей, носителей литературной нормы. Важным аспектом опроса являлось сравнение разночтений в ударении среди информантов – медицинских работников и информантов-немедиков, однако анализ не позволил обнаружить в их речи каких-либо существенных различий. Абсолютное большинство респондентов в двух группах предпочли ударение кови́д, кови́дный, ковидио́т, кови́д-диссидент. Следует констатировать, что именно у данных акцентных вариантов налицо факторы, которые необходимы, согласно современным орфоэпическим воззрениям, для их кодификации: устойчивое бытование в узусе респондентов, владеющих литературной нормой, и соответствие внутреннему языковому закону или тенденции. Соответствие второму фактору в нашем случае заключается в успешном встраивании в существующую в языке акцентную модель. Для сущ. кови́д это модель акцентологического оформления названий определенного класса воспалительных заболеваний, ср. оти́т, гаймори́т (к ней примыкают прил. кови́дный, сущ. кови́д-диссидент); для сущ. ковидио́т – аналогия с хорошо освоенной лексемой идио́т. In recent decades, the lexical composition of the modern Russian standard language has been rapidly expanding due to the surplus of the latest borrowings from the English language. One of the most striking features, reflecting the unusual behavior of borrowings as a special orthoepic subsystem, is the so-called accent indifference – a steady fluctuation in the place of stress, which is generally not typical for native Russian words. There could be observed pronounced fluctuations in the newest borrowing covid (as well as in the group of derivative words) at the initial stage of its existence in Russian language. To clarify the distribution of accentological variants in the respondents' usus, we conducted a detailed questionnaire, including a set of questions devoted to the accentuation of the lexeme covid and its derivatives: covid, covid-dissident, covidiot – informants were asked to mark the preferred option (it was also possible to choose both options if they seemed acceptable to the informant). The data obtained in the framework of a comprehensive analysis were combined with the results of a continuous sample of lexemes from the oral media, which were of interest to us, as well as with the recorded facts of spontaneous utterances by carriers of the literary norm. An important aspect of the survey was a comparison of the differences in stress among informants who were medical workers and the regular informants. However, the analysis did not reveal any significant differences in their speech. The overwhelming majority of respondents in two groups preferred the stress covid, covidniy, covidiot, covid-dissident. Thus, it should be stated that it is these accent variants that have the factors that are necessary, according to modern orthoepic views, for their codification: stable existence in the usus of the carriers of the literary norm and compliance with the internal linguistic law or tendency. The compliance with the second factor lies in successfully embedding the accent model into the language. For the noun covid it is a model of the accentological design of the names of a certain class of inflammatory diseases, e.g. otit (otitis), sinusit (sinusitis), which is the same for the derivatives covidniy and covid-dissident. For The noun covidiot functions similar to the word idiot existing in the language.

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Schane, Sanford. "Understanding English word accentuation." Language Sciences 29, no. 2-3 (March 2007): 372–84. http://dx.doi.org/10.1016/j.langsci.2006.12.014.

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Lundquist, Jesse. "παλίντονος." Indogermanische Forschungen 126, no. 1 (November 8, 2021): 261–304. http://dx.doi.org/10.1515/if-2021-012.

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Abstract The Ancient Greek feminines to u-stem adjectives (e.g. ἡδεῖα ‘sweet’ to ἡδύς) diverge from their Old Indic counterparts in terms of accentuation (cp. Ved. svādvī´ ). Homeric Greek possesses a couple of corresponding archaisms with oxytone accent (θαμειαί, ταρφειαί); in this paper, I will propose that Greek in fact runs the gamut, showing recessive accentuation as well, specifically in stems that have been “demorphologized” (e.g., λίγεια). This threefold accentuation provides a unique window onto the diachrony of accents in the prehistory of Greek. I bring to bear previously undertreated, and untranslated, evidence from ancient grammarians to bolster my position. Beginning from this reexamination, I turn to the controversial class of nouns in -υια, which have been held to show extraordinarily archaic properties of accent and ablaut. I propose that these nouns reflect not archaisms, but inner-Greek innovations.

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Trompelt, Kevin. "Die masoretische Akzentuation in den poetischen Büchern (ספרי אמ״ת)." Vetus Testamentum 73, no. 3 (June 16, 2022): 445–80. http://dx.doi.org/10.1163/15685330-00001152.

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Abstract This article describes how the Masoretic accents found in the poetic books of Psalms, Job, and Proverbs (ספרי אמ״ת) divide and structure the text. It provides a detailed description of the hierarchical structure of the Masoretic accents used in these books. It also discusses the law of continuous dichotomy, which constitutes an essential principle that underlies every division of the text by the Masoretic accents. In particular, this article highlights the specific characteristics of the Masoretic accentuation in the poetic books, compared with the other books of the Hebrew Bible (כ״א ספרים). Throughout the article, the Masoretic accents are revealed to be of great relevance for the Masoretic text, because they mark the syntactic structure of every verse. Therefore, the Masoretic accents deserve the full attention of modern scholars who seek to study the Masoretic text.

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Dissertations / Theses on the topic "English language – Accents and accentuation"

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Zhao, Shi Qi Jennifer. "The use of accents in Disney animated feature films 2010-2015." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953579.

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Chan, Ming-kei Kevin. "The perception and production of lexical stress by Cantonese speakers of English." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B39793886.

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Eisenhower, Kristina. "American attitudes toward accented English." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79762.

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This study draws on previous research (e.g., Labov, 1969; Carranza & Ryan, 1975; Brennan & Brennan, 1981; Alford & Strother, 1990) which has revealed and confirmed the many language stereotypes and biases in existence in the United States The present study differs from earlier investigations in that it specifically addresses the current-day attitudes of American English speakers toward a selection of accents that include both native (U.S. regional) and nonnative (foreign or ethnic) accents of English.
The purpose of the present study was to determine the evaluative reactions of an American-born audience toward accented English speech. Fifty-three American college students listened to an audio recording of eight accented English speakers, four representing regional U.S. accent groups and four representing ethnic or foreign accent groups. The students' evaluative reactions indicated favoritism toward the American English speakers with a consistent downgrading of the ethnic speakers. Analysis of the personality ratings suggests that participants based their judgments to some extent on their perceptions of the accented speakers in terms of three dimensions: appeal, accommodation and aspiration. The conceptual affinity of these three dimensions and the subsequent revelation of three-dimensional model of "absolute accommodation" are discussed.
This exploratory study clearly implies a need for further research, particularly into educational programs or interventions aimed at countering the negative attitudes and stereotypes associated with language variety.

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Al-Watban, Abdullah Mohammed. "Psychoacoustic analysis of intonation as a carrier of emotion in Arabic and English." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115720.

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This is a psychoacoustic study investigating experimentally the role of intonation as indicative of the human phenomenon of emotion in both Arabic and English. Itstudies both the acoustic properties of emotion in speech and their impact on intonational contours.Utterances representing five emotions (anger, fear, happiness, sadness, and neutral) in both the declarative and interrogative modes were collected from the speech of eight professional actors (4 Arabic, and 4 English) as they performed roles in movies and drama series. Two types of judges were used: viewers and listeners. The former watched the clips carrying the utterances and identified their emotional content. Their responses determined which utterances were included in the acoustic analysis. The listeners listened only to the utterances chosen by the viewers, and their responses were used to determine the acoustic clues for emotions. The acoustic analysis involved measuring the parameters of fundamental frequency (FO), intensity, and duration of four units of analysis: utterance as a whole unit, the initial and the final syllables of the utterance, and the syllable with the highest FO value (the peak).The ANOVA statistical test was run on the acoustic data. The listeners' responses were used in the Kappa test to determine their emotion recognition accuracy.The results showed that no single parameter can be taken as the sole marker or clue to a certain emotion. Rather, the expression of emotion is viewed as a complicated process involving the three parameters combined. Profiles for each emotion involving the levels of the three parameters at both the utterance and syllable levels are provided. The data analysis did not show emotion to have an impact on international contours. The KAPPA test showed a high degree of emotion recognition accuracy in both languages. The comparison of Arabic and English showed differences in the three parameters between the two languages. The most remarkable feature distinguishing the people of the two languages speech is intensity, with Arabic speakers showing higher decibel levels.
Department of English

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Willis, Genevieve L. "Does a rising intonation at the end of a spoken statement affect a witness's credibility?" Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1381.

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Past research has shown that the speech style employed by 11 witness in a jury trial may affect their credibility (Erikson, Lind, Johnson, & ()'Barr, 1978). One common linguistic device used by witnesses is a rising intonation, which is defined as the inflection of a speaker’s tone that occurs at the end of a spoken passage. Past research has shown that the use of a rising intonation in speech can add a questioning tone to a passage or signify that the speaker is unsure of what they are saying (Smith and Clark. 1993). If a witness uses a rising intonation they may sound less believable to a juror. The effect of rising intonation on the credibility of witness testimony was examined in the present study. Three independent variables were tested: the intonation contour at the end of a spoken witness statement (rising or nonrising); the gender of the witness; and the gender of the participant. Five dependent variables relating to how subjects judged the believability and credibility of the witness statements were measured. The primary finding was that rising intonation alone did not significantly affect perceptions of the speaker's credibility. However, the gender of the speaker was found to affect overall believability, with female speakers being rated as significantly less believable than male speakers. The results are interpreted from a sociocultural perspective, with the suggestion that rising intonation, given its frequency of use amongst Australian speakers, does not seem to indicate that the speaker is uncertain about their statements.

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Chan, Ka-wai Ricky, and 陳嘉威. "Implicit learning of L2 word stress rules." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B4961793X.

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In the past few decades, cognitive psychologists and linguists have shown increasing research interest in the phenomenon of implicit learning, a term generally defined as learning of regularities in the environment without intention and awareness. Some psychologists regard implicit learning as the primary mechanism for knowledge attainment and language acquisition (Reber, 1993), whereas others deny the possibility of learning even simple contingencies in an implicit manner (Lovibond and Shanks, 2002). In the context of language acquisition, while first language acquisition is essentially implicit, the extent to which implicit learning is relevant to second language acquisition remains unclear. Empirical evidence has been found on the implicit learning of grammar/syntactic rules (e.g., Rebuschat & Williams, 2012) and form-meaning connections (e.g., Leung & Williams, 2011) but little investigation of implicit learning has been conducted in the realm of phonology, particularly supra-segmental phonology. Besides, there is still no consensus on the extent to which implicit learning exhibits population variation. This dissertation reports three experiments which aim to 1) address the possibility of learning second language (L2) word stress patterns implicitly; 2) identify relevant individual differences in the implicit learning of L2 word stress rules; and 3) improve measurement of conscious knowledge by integrating both subjective and objective measures of awareness. Using an incidental learning task and a two-alternative forced-choice post-test, Experiment 1 found evidence of learning one-to-one stress-to-phoneme connections in an implicit fashion, and successfully applied the process dissociation procedure as a sensitive awareness measure. Experiment 2 found implicit learning effect for more complicated word stress rules which involved mappings between stress assignment and syllable types/types of phoneme, and integrated verbal reports, confidence ratings and inclusion-exclusion tasks as awareness measures. Experiment 3 explored potentially individual differences in the learning of L2 word stress rules. No correlation was found between learning of L2 word stress and working memory, processing speed and phonological short-term memory, supporting the belief that involvement of working memory in implicit learning is minimal, and the view that different stimuli/task-specific subsystems govern different implicit learning tasks. It is concluded that L2 word stress rules may be learnt implicitly with minimal individual variations.
published_or_final_version
English
Master
Master of Philosophy

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Lee, Pui-wah, and 李佩華. "The study of English in China with particular reference to accent and vocabulary." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3195361X.

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Chan, Ming-kei Kevin, and 陳銘基. "The perception and production of lexical stress by Cantonese speakers of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B39793886.

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Chan, Nga-ting, and 陳雅庭. "A study of English pronunciation teaching of stress and rhythm to Cantonese speakers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4517605X.

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Galanakis, Linda. "Learners' attitudes to standard vs non-standard South African English accents of their teachers." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4259.

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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways.
AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.

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Books on the topic "English language – Accents and accentuation"

1

Ewa, Waniek-Klimczak, ed. Issues in accents of English. Middlesex: Cambridge Scholars Pub., 2008.

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Wenszky, Nóra. Secondary stress in English words. Budapest: Akadémiai Kiadó, 2004.

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Wenszky, Nora. Secondary stress in English words. Budapest: Akademiai Kiado, 2004.

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Kunter, Gero. Compound stress in English: The phonetics and phonology of prosodic prominence. Berlin: De Gruyter, 2011.

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Nedbank, ed. Hear us speak: A study of South African accents. Kengray (PO Box 507, Kengray 2100): Ziningweni Communications, 2000.

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Lencho, Mark W. A grid-based theory of stress in English: A revised account. Bloomington, Ind: Indiana University Linguistics Club Publications, 1989.

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Lencho, Mark W. A grid-based theory of stress in English: A revised account. Bloomington: Indiana University Linguistics Club Publications, 1989.

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Waniek-Klimczak, Ewa. Issues in accents of English 2: Variability and norm. Newcastle upon Tyne: Cambridge Scholars, 2010.

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Waniek-Klimczak, Ewa. Issues in accents of English 2: Variability and norm. Newcastle upon Tyne: Cambridge Scholars, 2010.

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author, Crystal David 1941, ed. You say potato: A book about accents. London: Macmillan, 2014.

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Book chapters on the topic "English language – Accents and accentuation"

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Watson, Kevin. "Regional Variation in English Accents and Dialects." In English Language, 337–57. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_18.

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Watson, Kevin. "Regional Variation in English Accents and Dialects." In English Language, 271–90. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_17.

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Carrie, Erin. "English-language attitudes and identities in Spain." In Pragmatics of Accents, 163–86. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/pbns.327.07car.

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Orelus, Pierre Wilbert. "The Coloniality of Western Language Hegemony." In All English Accents Matter, 1–22. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781315858135-1.

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Archer, Gemma. "The Effects of Prestige Model Familiarity on Students’ Perceptions of and Interactions with Diverse English Accents." In Second Language Learning and Teaching, 67–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98218-8_5.

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"Performing accents." In Introducing English Language, 136–41. Routledge, 2015. http://dx.doi.org/10.4324/9781315707181-35.

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"Accents and dialects of English." In Projects in Linguistics and Language Studies, 123–35. Routledge, 2013. http://dx.doi.org/10.4324/9780203768990-15.

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"The Speech Accent Archive: towards a typology of English accents." In Corpus-based Studies in Language Use, Language Learning, and Language Documentation, 265–81. Brill | Rodopi, 2011. http://dx.doi.org/10.1163/9789401206884_014.

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Aadhitya, A., K. N. Balasubramanian, and J. Dhalia Sweetlin. "Classification of Indian Native English Accents." In Semantic Web Technologies and Applications in Artificial Intelligence of Things, 320–34. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1487-6.ch015.

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The accent spoken by the people is generally influenced by their native mother tongue language. People located at various geographical locations speak by adding flavors to their native language. Various Indian native English accents are classified to bring out a classic difference between these accents. To bring a solution to this problem, a comparative classification model has been built to classify the accents of five distinct native Indian languages such as Tamil, Malayalam, Odia, Telugu, and Bangla from English accents. Firstly, the features of the five-second audio samples each from different accents are obtained and converted to images. The consolidated attributes are gathered. The VGG16 pre-trained model is fused with support vector model to classify accents accurately. Secondly, along with these features, mel frequency cepstral coefficient is added and trained. Then, the features obtained from VGG16 were reduced using principal component analysis. Highest accuracy obtained was 98.46%. Further analysis could be made to produce automated speech recognition for various aspects.

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Horobin, Simon. "5. Varieties." In The English Language: A Very Short Introduction, 84–110. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0005.

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‘Varieties’ investigates how language varies according to region, discussing regional and social dialects, and how language varies according to use. It considers how Scots, one of several languages spoken in Scotland, differs from both Standard English and Scottish Standard English, although it has much in common. Although pronunciation is the most obvious area of difference, there are many variations between Scots and Standard English grammar and lexicon. Is Scots a dialect of English, or a language in its own right? The linguistic evidence points both ways. The difference between dialects and accents is considered as well as dialect grammars and vocabulary, and emergence of new varieties associated with electronic communication.

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Conference papers on the topic "English language – Accents and accentuation"

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Dersch, Dominik R., Christopher Cleirigh, and Julie Vonwiller. "The influence of accents in australian English vowels and their relation to articulatory tract parameters." In 5th International Conference on Spoken Language Processing (ICSLP 1998). ISCA: ISCA, 1998. http://dx.doi.org/10.21437/icslp.1998-208.

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Hakami, Ahmed. "“The Intelligence of the Accent”: A Quantitative Analysis of Saudis’ Attitudes Towards Three Expanding Circle Accents of English." In The European Conference on Language Learning 2020. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2188-112x.2020.7.

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Shantoash, C., M. Vishal, S. Shruthi, and Gopalsamy N. Bharathi. "Speech Accent Recognition." In International Research Conference on IOT, Cloud and Data Science. Switzerland: Trans Tech Publications Ltd, 2023. http://dx.doi.org/10.4028/p-irai1l.

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The speech accent demonstrates that accents are systematic instead of merely mistaken speech. This project allows detecting the demographic and linguistic backgrounds of the speakers by comparing different speech outputs with the speech accent archive dataset to work out which variables are key predictors of every accent. Given a recording of a speaker speaking a known script of English words, this project predicts the speaker’s language. This project aims to classify various sorts of accents, specifically foreign accents, by the language of the speaker. This project revolves round the detection of backgrounds of each individual using their speeches

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Pongkittiphan, Teeraphon, Nobuaki Minematsu, Takehiko Makino, Daisuke Saito, and Keikichi Hirose. "Automatic prediction of intelligibility of English words spoken with Japanese accents – comparative study of features and models used for prediction." In Speech and Language Technology in Education (SLaTE 2015). ISCA: ISCA, 2015. http://dx.doi.org/10.21437/slate.2015-4.

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Dai, L., Y. Ma, and D. J. Caswell. "Experimental Assessment of Speech Privacy and Intelligibility in Multi-Language Environments." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-39228.

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In the current literature, most assessments for speech privacy and speech intelligibility are relying on the subjective measurements utilized with the test materials of English and other Western languages. Effects of different languages and accents in speech privacy and speech intelligibility are usually overseen. This study aims at the speech privacy assessment of closed offices in multicultural environments. Subjective measurements are conducted in this study for closed offices by using English and a tonal language. The evaluation differences in speech privacy between the two languages are evident and significant. It is also found in this study that the existing single word tests used in research and industrial practice for subjectively evaluating speech privacy should be modified when closed spaces are considered. The subjective measurement results of this study are also compared with the objective measurement indices AI.

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Raheja, Roshni. "Social Evaluations of Accented Englishes: An Indian Perspective." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.1-1.

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Research in the field of Language Attitudes and Social Perceptions has evidenced the associations between a speaker’s accent and a listener’s perceptions of various aspects of their identity – intelligence, socio-economic background, race, region of origin, friendliness, etc. This process of ‘profiling’ results in discrimination and issues faced in various social institutions where verbal communication is of great importance, such as education environments, or even during employee recruitment. This study uses a mixed-methods approach, employing a sequential explanatory design to investigate the social evaluation process of native and non-native accents on status and solidarity parameters by students from a multicultural university located in Pune, India. The findings are consistent with research in the field of language attitudes, demonstrating preference for Indian and Western accents as compared to other Asian accents. Semi-structured interviews revealed factors such as education, colonial history, globalization and media consumption to be key in influencing these evaluations. The themes are explored in the context of the World Englishes framework, and the socio-economic history of the English language in India.

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Marculescu, Corina. "LANGUAGE AND SAFETY: THE BENEFITS OF USING AUDIO VISUAL AIDS IN TEACHING AVIATION ENGLISH." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-127.

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Aviation English is unique in English for Specific Purposes (ESP) because in the aeronautical field, language is inseparable from safety. The passengers' lives and safety depend on the accurate communication between pilots and air traffic control officers (ATCOs), on the precision of their language. My paper puts forward the suitability and effectiveness of using audio-visual aids (video clips, photographs, diagrams, maps, authentic audio recordings of voices with a variety of accents and pronunciations encountered in international flights) in aviation English teaching. The use of audio video digital technologies helps the students (especially aerospace engineering majors and air force academy students) to become familiar with the operational environment of aviation, to obtain a 'feel' for the conditions in which pilots and controllers communicate. Properly selected and relevant digital video or photographs "introduce" the students into the airport architecture (taxiways, runways, hangars, cargo areas etc), in the control tower or in the pilots' cockpit, into the world of pilots and ATCOs, of technicians and aerospace engineers. I will show that what matters even more is the teacher's passion for the field and his/her consequent ability to devise the best and most motivating pre- and post-watching activities and discussions to stimulate the students to debate the aviation incidents presented, to practice the vocabulary they are likely to encounter in an aviation context, the standardized coded phraseology used in pilot-controller conversations to communicate clear, concise, unambiguous, internationally recognized messages of a routine nature, and the spontaneous, non-coded "plain" English which is crucial to master in non-routine, unexpected or emergency operational situations. The paper proposes a content-based, communicative approach to teaching Aviation English, supported by audio-video technology - which Generation Y students in particular find engaging and challenging. Technology properly embedded in the course and relevant to projects or seminar activities maintains the attention of today's visual learners focused on the subject matter and inspires and motivates them to research and discover more about the communication in the aviation field.

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Obremski, David, Helena Babette Hering, Paula Friedrich, and Birgit Lugrin. "Mixed-Cultural Speech for Intelligent Virtual Agents - the Impact of Different Non-Native Accents Using Natural or Synthetic Speech in the English Language." In HAI '22: International Conference on Human-Agent Interaction. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3527188.3561921.

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Cizer, Laura, and Delia Lungu. "INTERCOMPREHENSION APPROACHES TO BUILDING UP LISTENING SKILLS IN MARITIME ENGLISH." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-234.

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Nowadays, with the introduction of multilingual crews and the loss of universal forms of communication, the importance of English as the 'lingua franca' of the sea has become paramount. In the aftermath of Intermar (a European Cooperation Programme under Key Action 2 of the Transversal Programme), this paper showcases part of the project's final result - online custom-designed courses for Intercomprehension (a 'natural' form of communication based on mutual understanding) and Maritime English. The ultimate goal of this project was to create of consortium of 18 institutions including European maritime colleges, both merchant marine and naval, as well as universities with a language training component; among which Mircea cel Batran Naval Academy of Constanta where the Intermar course was piloted during December 2012 and March 2013 with positive feedback from students. The course modules contain task-based learning materials, many set in a maritime context, with Teachers' guidelines that are also available as well as assessment tools (tests) that are provided to evaluate the learner during the entire process and at the end of each language module. Several activities within the learning/teaching modules focus on the identification of communication problems resulting from the pronunciation/production of English words/sounds by non-native speakers or other obstacles to communication such as volume, speed, rhythm, intonation, different accents, etc. in an effort to minimize misunderstanding both at sea and ashore. This paper will actually revolve around the presentation of the above-mentioned activities based on IC and oral reception strategies, and their relevance for a successful communication.

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Tang, Yixuan, and Anthony K. H: Tung. "SQuAD-SRC: A Dataset for Multi-Accent Spoken Reading Comprehension." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/578.

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Spoken Reading Comprehension (SRC) is a challenging problem in spoken natural language retrieval, which automatically extracts the answer from the text-form contents according to the audio-form question. However, the existing spoken question answering approaches are mainly based on synthetically generated audio-form data, which may be ineffectively applied for multi-accent spoken question answering directly in many real-world applications. In this paper, we construct a large-scale multi-accent human spoken dataset SQuAD-SRC, in order to study the problem of multi-accent spoken reading comprehension. We choose 24 native English speakers from six different countries with various English accents and construct audio-form questions to the correspondent text-form contents by the chosen speakers. The dataset consists of 98,169 spoken question answering pairs and 20,963 passages from the popular machine reading comprehension dataset SQuAD. We present a statistical analysis of our SQuAD-SRC dataset and conduct extensive experiments on it by comparing cascaded SRC approaches and the enhanced end-to-end ones. Moreover, we explore various adaption strategies to improve the SRC performance, especially for multi-accent spoken questions.

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