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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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Zhang, Lan, and 章澜. "Development and assessment of an acoustics-based multisensory accent reduction system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330188.
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Technological advancements in the recent past have provided new methods for learning to speak English as a second language (ESL). The majority of accent reduction training regimes nowadays involve the use of different media as teaching and learning cues such as video or audio signals. However, few such programs have been proven to actually provide efficient and useful feed back to ESL learners, and few offers evidence proving that such multisensory approach of accent reduction is superior to traditional unisensory (auditory-only) approach. The present study intended to design and assess the effectiveness and efficacy of a multisensory, acoustics-based accent reduction training system that is capable of training foreign speakers to correctly produce English vowels by providing instantaneous auditory and visual feedback to the users. The study also validated the system against traditional accent modification regimes by objectively comparing the efficacy of such system with traditional accent reduction training. Results indicate that multimedia-based training with instantaneous visual and auditory feedback yielded significant improvement in accent reduction.published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy
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Candler, Robert. "An investigation into Hong Kong non-native speakers' recognition of and attitudes towards different accents of English." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23435896.
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Lam, Chun-hin, and 林進軒. "Englishes in Hong Kong: students' awareness of, attitudes towards accent differences and the intelligibility ofaccents of English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38722975.
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Al-Jarrah, Rasheed S. "An optimality-theoretic analysis of stress in the English of native Arabic speakers." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1238739.
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The overall purpose of this study is to analyze the acquisition of English word-stress by Arabic speakers in light of advancements in Optimality Theory. It has been reported that Arab second language learners of English have difficulty in acquiring the various patterns of English word stress. According to OT, the reason for this difficulty is that although these speakers, like native speakers, have full command of the universal and violable constraints that are operative in determining where stress falls in the word, they fail to capture or induce the exact ordering of these constraints. The basic premise of OT is that each grammar is a unique way of ordering the set of universal and violable constraints that determine the actual output form of a certain linguistic feature, say word-stress in this case. In other words, whereas Arabic word-stress and English word-stress are both subject to the same set of universal and violable constraints, they differ in one respect: the ordering of these constraints. The sole task of the learner then is to capture the correct ordering that determines which syllable in each word carries main stress.This study consists of four chapters. In chapter one, we introduce the problem of the study and the basic background information for an OT analysis, the task we undertake for word stress in subsequent chapters. Chapter two reviews word-stress placement in three competing models: linear approach (Chomsky and Halle 1968), nonlinear approach (Liberman and Prince 1977; McCarthy 1979; Hayes 1980, 1982, 1991), and finally Optimality Theory (Prince and Smolensky 1993; McCarthy and Prince 1993a, b). In chapter three, we introduce the set of constraints that are relevant for predicting the place of stress, not just in English and Arabic, but in all languages. Hence, these constraints are literally present in all languages, though their ranking is language-specific. Then, we develop a ranking of the set of constraints particular to Arabic and another one particular to English. In chapter four, we set out to compare the two constraint rankings in order to (1) predict stress errors in the interlanguage of native speakers of Arabic when learning English, and (2) demonstrate how, by making use of the notion of constraint demotion, those learners can make their English more native-like with respect to stress placement.This study has diverted from a standard OT analysis in at least two ways. First, we allow for some alignment constraint (namely MAIN-RIGHT) to be interpreted as a nongradient constraint. Second, we allow for constraint parameterization. NONFINAL is parameterized to account for Arabic word stress; and WSP is parameterized to account for English word stress.This study has shown that there are significant differences between Arabic and English as far as the ranking of the universal and violable constraints is concerned. Among the major differences are the following. (1) WSP is irrelevant for stress placement in Arabic. (2) Arabic requires that FOOT-BINARITY be interpreted under a moraic analysis, but English requires it to be interpreted under a syllabic analysis. (3) Arabic requires constructing metrical feet from left to right (i.e. ALL-FEET-LEFT >> ALL-FEET RIGHT), English require that it be the other way around (i.e. ALL-FEETRIGHT >> ALL-FEET-LEFT). (4) In. ploysyllabic words, whereas a final syllable that weighs two or more moras is parsed in English, only a final syllable that weighs three moras is parsed in Arabic. (5) Arabic requires that PARSEσ dominates FOOTBINARITY, but English requires the opposite ranking.
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Ahlbrecht, John James. "College Student Rankings of Multiple Speakers in a Public Speaking Context: a Language Attitudes Study on Japanese-accented English with a World Englishes Perspective." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4334.
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This language attitudes study used a matched guise technique to compare participant reactions of American-accented English to Japanese-accented English. Participants (n = 40) were college educated adults living in the Portland area who completed an online survey which measured characteristics related to Status, Solidarity, and Dynamism using semantic differential Likert scales. Results showed that while Japanese-accented English received less favorable ratings on the Status and Solidarity dimensions on a statistically significant level, the small effect size may have indicated that the differences were negligible. Interpreting the results from the data through the World Englishes Kachruvian paradigm, it is argued that English learners and users would benefit by focusing more on achieving intelligibility than on attaining perfect control of an idealized variety of English.
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Arrieta, Marie. "Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3411.
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The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."
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Holland, Lillian Christine. "A Study of the Intelligibility, Comprehensibility and Interpretability of Standard Marine Communication Phrases as Perceived by Chinese Mariners." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3123.
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Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.
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Fournier, Pierre. "Accentuation et prononciation des suffixés en -ous en anglais contemporain." Thesis, Tours, 2011. http://www.theses.fr/2011TOUR2013/document.
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L’influence du suffixe -ous sur le système phonologique de l’anglais est considérable. Son impact se matérialise tant au niveau de l’assignation des accents lexicaux, qu’au niveau de la matérialisation phonétique des voyelles accentuées. L’étude de ce suffixe offre une perspective globale du fonctionnement du système anglais puisque -ous se situe à la croisée des principes fondamentaux qui régissent le système accentuel anglais.Cette étude s’inscrit dans une perspective morphophonologique, cadre théorique privilégiant une interaction entre les domaines de la morphologie et de la phonologie. La prise en considération des frontières morphologiques dans le calcul de l’accent constitue le fondement même de cette théorie. Cependant, l’influence du suffixe -ous sur la structure accentuelle et phonétique des termes a fait l’objet d’une multitude d’approches dont nous présentons les résultats les plus significatifs dans la partie théorique. En contrepartie, les théories phonologiques sont confrontées les unes aux autres afin de déterminer leurs avantages et leurs inconvénients.L'assignation des accents lexicaux ne constitue toutefois pas le seul versant de ce travail. Le placement de l'accent sur la syllabe a une conséquence directe sur la réalisation phonétique de la voyelle appartenant à cette syllabe. Elle est pleinement réalisée, et l'alternance des syllabes accentuées et non accentuées participe à la notion de rythme en anglais. ..... Cette étude se veut avant tout un état des lieux du comportement du suffixe -ous. Elle vise également à confronter les règles précédemment établies à la réalité d'une étude quantitative, dans le but de faire émerger de nouveaux phénomènes imputables au suffixeThe influence of the suffix -ous on the English phonological system is considerable. Its impact is materialized on word-stress assignment, as well as on the phonetic realisation of stressed vowels. The study of this particular suffix generates a global perspective on the functioning of the English system since -ous is a blend of the fundamental principles which rule the English stress system. This analysis falls within the framework of the morphophonological theory, which favours an interaction between the morphological and phonological levels. The concept of morphological boundary is essential to the operation of word-stress assignment and represents a key-notion inside this theoretical framework. However, the impact of the suffix -ous on word-stress assignment and on the pronunciation of stressed vowels has already been investigated through several theoretical approaches. The most significant results of these previous studies are expounded in the theoretical part. The phonological frameworks are then compared in order to determine their assets and their drawbacks. Word-stress assignment only represents the first side of this work. Indeed, the assignment of primary stress on the syllabic structure of a word has a consequence on the phonetic realisation of stressed vowels. They are "fully" realised, and the succession of stressed and unstressed syllabes creates the notion of rythm in English. Resorting to spelling enables to predict the pronunciation of stressed vowels through the application of a hierarchical system of rules. These rules, elaborated on the particularities of English spelling, operate a transfer from spelling to sounds
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Dabouis, Quentin. "L'accent secondaire en anglais britannique contemporain." Thesis, Tours, 2016. http://www.theses.fr/2016TOUR2013/document.
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Cette étude de l’accent secondaire en anglais britannique contemporain s’inscrit dans l’approche développée par Lionel Guierre et se compose d’un volet théorique et d’un volet empirique. Dans un premier temps, nous présentons cette approche et la comparons à d'autres théories contemporaines. Dans un second temps, après une revue de littérature, nous menons l'analyse d'un corpus de 5829 mots portant un accent secondaire. Cette étude confirme que la présence et la position de l'accent secondaire sont largement déterminées par des contraintres d'ordre rythmique. Elle révèle également des éléments nouveaux tels que le rôle joué par les préfixes sémantiquement opaques dans le placement de l'accent secondaire dans les mots dérivés et non-dérivés, le rôle de la fréquence relative entre dérivant et dérivé pour les dérivés accentués /021 (-) : ou encore l'existence d'une règle de détermination de la valeur de la voyelle accentuée dans la position initiale prétoniqueThis study of secondary accent in contemporary British English stands in the approach developed by Lionel Guierre and is composed of a theoretical section and an empirical section. First, we present this approach and compare it to other contemporary theories. Secondly, after a literature review, we conduct the analysis of a corpus of 5829 words carrying a secondary accent. This study confirms that the presence and position of secondary accent are largely determined by rhythmical contraints. It also reveals new elements such as the role of opaque prefixes in the placement of secondary accent in both derived an non-derived words, the role of the relative frequency of the base and its derivatives accented :021 (-)/or the existenza of a rule determining the value of the accented vowel in the initial pretonic position
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Martin, Marjolaine. "De l'accentuation lexicale en anglais australien standard contemporain." Phd thesis, Université François Rabelais - Tours, 2011. http://tel.archives-ouvertes.fr/tel-00952144.
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La littérature scientifique dédiée à l'accentuation en anglais australien standard contemporain (SAusE) est, contrairement à celle qui concerne la prononciation de ses voyelles, peu étendue. Après un chapitre introductif proposant le contexte historique dans lequel le SAusE est né et a été décrit, sa définition actuelle ainsi que sa description phonologique, notre étude est consacrée à un examen systémique de l'accentuation lexicale en SAusE. Un corpus test a été mis en place spécifiquement, qui comporte la quasi-totalité des verbes dissyllabiques, des préfixés pluricatégoriels et des exceptions aux règles d'accentuation des mots de deux syllabes et plus, ainsi qu'un large échantillon d'emprunts aux langues aborigènes. Ces quelques 3500 items ont été choisis précisément parce qu'ils font partie des mots les plus susceptibles de connaître une variation accentuelle en anglais contemporain. Notre approche se situe dans la lignée de Lionel Guierre et propose un traitement dictionnairique dans lequel les éléments du corpus sont tous étudiés au travers des données de chacune des éditions les plus récentes des Longman Pronouncing Dictionary, Cambridge English Pronunciation Dictionary et Macquarie Dictionary qui constituent les dictionnaires de références dans le domaine de la prononciation de l'anglais. Ces données ont été complétées, lorsque cela était nécessaire, par des données fréquentielles issues du Corpus of Contemporary American English et par des données orales enregistrées spécialement pour cette étude, selon une démarche similaire à la première partie du protocole du projet Phonologie de l'Anglais Contemporain. Notre analyse met en évidence une grande stabilité accentuelle intervariétale entre le SAusE, l'anglais britannique standard et l'anglais américain standard et propose un relevé étayé et détaillé des spécificités accentuelles lexicales du SAusE contenues dans le corpus étudié.
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Altmann, Heidi. "The perception and production of second language stress a cross-linguistic experimental study /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file Mb., 252 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220627.
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Kropf, Corinne Ann. "Perception and analysis of Spanish accents in English speech." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1404.
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Chan, Ming-kei Kevin. "The processing and representation of lexical stress in the short-term memory of Cantonese-English successive bilinguals." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B34860769.
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Chan, Ming-kei Kevin, and 陳銘基. "The processing and representation of lexical stress in the short-term memory of Cantonese-English successive bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B34860769.
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Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.
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Blackmore, Malin. "Corny or Cool. Swedish Teenagers' Attitudes towards Australian and British English Accents." Thesis, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6756.
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This essay investigated Swedish teenagers' attitudes towards Australian and British English accents. The respondents were exposed to four different accents as part of a modified version of the Matched Guise Technique. They were then asked to fill out a questionnaire assessing the accents in terms of psychological qualities, social evaluation, job suitability and likability. The results show that previous research on attitudes to accents in other countries is applicable on Swedish teenagers' and that stereotyping is an influence as well.
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Wilhelm, Stephan. "Innovations segmentales et suprasegmentales dans le NW Yorshire : implications pour l'étude du changement accentuel dans l'anglais des îles britanniques." Phd thesis, Université de Bourgogne, 2011. http://tel.archives-ouvertes.fr/tel-00665606.
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Plusieurs changements de nature phonétique et phonologique ont récemment été recensés dans la plupart des variétés de l'anglais britannique contemporain. Au cours des dernières décennies, ce phénomène semble s'être précipité en raison de la mobilité sociale et géographique accrue des locuteurs de ces variétés. À partir d'un corpus oral de plusieurs heures, essentiellement composé d'interactions spontanées entre locuteurs natifs du NW Yorkshire répartis en plusieurs tranches d'âge, on recense et analyse en temps apparent un certain nombre d'innovations segmentales et suprasegmentales affectant un ensemble d'accents associés à une zone déterminée. On aborde les motivations qui se trouvent à l'origine du changement accentuel dans le NW Yorkshire. On s'interroge aussi quant à l'identité des facteurs qui opèrent sur le plan suprasegmental (particulièrement dans les domaines de l'intonation et celui de la qualité de voix) et sur le plan segmental, au niveau phonétique autant que phonologique. On se penche sur la nature et sur le statut de certaines innovations intonatives en cours de diffusion, telles que le recours à des schémas ascendants en fin d'énoncés déclaratifs. On examine enfin la valeur sémantique et/ou pragmatique de ces schémas intonatifs et celle de certains ajustements articulatoires et phonatoires associés à la production orale des adolescents. Tout au long de ce travail, on suggère qu'il convient de prendre en compte simultanément plusieurs dimensions de la variation diachronique et synchronique pour appréhender le changement accentuel. On tente également de dégager quelques applications potentielles de ces observations à d'autres domaines de recherche, ainsi qu'à l'enseignement de l'anglais en tant que langue étrangère.
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Sykes, Abdel Halim. "A study of Singaporeans’ attitudes to eleven expanding circle accents of English." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9627.
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Effective communication in English between its two billion users (Crystal, 2008), requires comprehension of others’ English and a willingness to accept differences in English. While some studies have attempted to measure the attitudes of Inner Circle (IC) (Kachru, 1985) respondents towards IC Englishes, and other studies have focused on attitudes of Outer Circle (OC) and Expanding Circle (EC) respondents to IC English, there is a dearth of research on OC and EC respondents’ attitudes to non-IC English. Therefore, this study addressed the need for further research focusing on OC respondents’ attitudes to EC users’ English. Specifically, this study of 31 Singaporeans attempted to gain an understanding of their attitudes towards Expanding Circle Accents of English (ECAE). This study drew on direct and indirect approaches in language attitude research, involving a verbal-guise task using semantic differential scales to elicit attitudes to speakers on a range of solidarity and status traits, and interviews. Descriptive statistics derived from mean scores were used for quantitative analysis of the data from the verbal-guise task, while coding procedures were used for qualitative analysis of the interview data. The findings show the respondents displayed predominantly negative attitudes to eight of the eleven ECAE and slightly positive attitudes to three. Phonological features common to the ECAE, notably mispronunciation of particular phonemes and vowels added to consonant clusters, affected the respondents’ attitudes. Moreover, certain prosodic features and the perceived degree of attractiveness and assertiveness affected attitudes to the ECAE. These findings indicate accent can affect listeners’ attitude to speakers. The implications of this study have relevance to the discussions on World Englishes and English as an International Language to the extent that notions of attitude and intelligibility are central to both. Furthermore, the findings suggest attitude might be of greater significance than intelligibility when evaluating others’ English.
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Klevskog, Emma. "Teaching and Assessing Student's Accents : The Challenge of Working with the Multitude of Accents in the English-Speaking World." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71367.
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Today, English is a world language and more English accents have appeared. Today it is more difficult to teach English in Sweden due to the fact that we do not know when, where or how we are going to use English in the future. This study therefore focuses on how English teachers in Swedish upper secondary school teach and assess students’ accents and the challenge of working with the multitude of accents of the English-speaking world. This study is based on a questionnaire that was sent electronically to English teachers. The results from this study show that English teachers in Swedish upper secondary schools work with different English accents in class. The results also show that over fifty percent of the teachers do not let students choose accents for them to work with; most of the teachers’ choose which accents should be introduced and worked with in class. Moreover, students’ grades are not affected by the accent they speak, which is in line with the English syllabus. In conclusion, it is clear that British and American English are still dominant in Swedish school today.Idag är engelska ett världsspråk och fler engelska dialekter har dykt upp. Idag har det blivit svårare att undervisa engelska i Sverige, då vi oftast inte vet när eller hur vi kommer använda det engelska språket i framtiden. Denna studie inriktar sig på hur engelskalärare i den svenska gymnasieskolan undervisar och bedömer elevers uttal, samt den utmaning som finns idag med att arbeta med de många dialekter som finns i den engelsktalande världen. Denna studie är baserad på en enkät som skickades elektroniskt till engelskalärare. Resultatet av denna studie visar att engelskalärare i svenska gymnasieskolan arbetar med olika engelska dialekter. Resultatet visar också att över femtio procent av lärarna inte låter eleverna välja själva vilka dialekter som ska introduceras, utan de flesta lärare väljer själva vilka engelska dialekter de ska arbeta med i undervisningen. Elevernas betyg är inte heller påverkade av deras val av engelsk dialekt, vilket är i linje med den engelska kursplanen. Slutligen visar det sig att brittisk och amerikansk engelska fortfarande dominerar i den svenska skolan idag.
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Lam, Chun-hin. "Englishes in Hong Kong students' awareness of, attitudes towards accent differences and the intelligibility of accents of English /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38722975.
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Kapryn, Russell Paul. "L2 LEARNERS AND THE INTELLIGIBLITY OF THE BOSTONIAN AND CALIFORNIAN ACCENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/790.
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This thesis investigates issues of intelligibility through the lens and focus of prosody when the Bostonian and Los Angeles-based accents are heard in casually occurring conversation by native and non-native speakers. Over the spring and summer of 2017, six native speakers and 11 non-native speakers of English were interviewed from having listened to two 2.5 minute audio sample clips of speakers who have these accents. Respondents were asked questions such as what was difficult or easy or whether they could summarize the recordings for me. Findings indicate that while the native speakers often had difficulty with vocabulary due to context, non-native English speakers frequently found the same recordings to sound continuous, blended or merged together when the Boston and Los Angeles audios were played to them.
Native English speakers, by contrast, did not seem to face the same prosodic challenges of intelligibility as their non-native English-speaking counterparts when these two accents were heard in informal conversation. It has been found that L2 learners have a strong desire to learn English from their teachers through more naturally or informally occurring conversation. The argument is made that the teaching, practice and engagement of informal conversation is woefully inadequate for non-native speakers of English. Within this thesis the core subsets of the perceptions of prosody are analyzed between native and non-native speakers of English. The purpose of doing so is to pedagogically improve learning in EFL and ESL contexts.
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Rungta, Susan A. "Counselling clients with foreign accents : a comparison of counsellor anxiety with the accented and non-accented client." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26910.
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This research project was designed to determine whether anxiety in counsellors was higher with clients with foreign accents, and if so, whether this resulted in counsellors being less effective within the counselling session. Other feelings experienced by counsellors specific to counselling accented clients were also examined.
Two separate, but related studies were conducted in which a comparison between two groups of counsellors-in-training was made. One group counselled a client with a European accent, while the other counselled a client with a Western Canadian speech style, typical of the region in which the study took place. Subjects in both groups were presented with a 20-minute video training tape of a client presenting a problem. Each subject was asked to respond verbally as they would in a real counselling session. The video tapes shown to the two groups were identical with the exception of the accent variable.
The findings in both studies were similar. No statistically significant differences were found between the two groups in level of state anxiety as measured by the A-State of the STAI. Results from a questionnaire constructed specifically for this research project supported these findings. It did appear, however, that counsellors presented with the foreign accented client may have experienced more anxiety in the first few minutes of the session resulting from their inability to fully understand the accent. An unexpected finding emerged when both studies were examined together. It was found that a lower proportion of counsellors exposed to the foreign accented client expressed feelings on a frustrated/thwarted dimension (p<.05). More expected however, was the finding that higher levels of counsellor state anxiety were correlated with lower levels of counsellor functioning in the session (p<.001).
The results of this study are discussed in relation to cross-cultural counselling, the anxiety-counsellor competence relationship, and sociolinguistic accent research. These results question several assumptions prevalent in the cross-cultural literature and suggest that a new set of issues may be emerging for the counsellor working with the minority client.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Kumagai, Kazuaki. "How accent and identity influence each other| An investigation of L2 English speakers' perceptions of their own accents and their perceived social identities." Thesis, Indiana University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1537169.
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This qualitative study aims to attain a practical understanding of L2 English speakers' perceptions and understanding of their own English accents and to explore the relationship between their perceptions of accents and their perceived social identities.
Data were collected through interviews with 14 participants. The individual analysis on each participant was reported as a form of narrative. The group analysis across all the participants' narratives demonstrated the complexity of their perceptions and understanding of accents, and the complex and context-dependent nature of the relationship between accents and perceived social identities. Five themes that respond to the research questions emerged from the results and findings. From the discussion of the themes, a heuristic model of identity construction was developed. The model is grounded in three cases of the participants as an explanatory tool for identity construction.
The study provides pedagogical implications for language teachers, and provides some suggestions for future research.
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Sahlström, Camilla. "Upper Secondary Students' Assessment of Four Women Speaking Four Different Varieties of English." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-125.
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Society exhibits a wide variety of different languages with various prominent features. At the same time as we honour diversity, however our civilisation is coloured with prejudice and preconceptions. Even if there is a rather liberal view on language use today, dialects and accents still carry positive and negative connotations for a majority of citizens. Research shows, that we are prejudiced and that we have predetermined ideas when it comes to certain language varieties.
In this study, I take up four varieties of Standard English: American, English, Australian and Scottish. I focus on the associations Swedish students make when it comes to these four language varieties and how this transforms into attitudes towards the speakers. A language attitude study is carried out by using a modified Matched Guise Test. I explain the difference between dialect and accent, as well as societal attitudes to language varieties and present some prominent linguists and their methods. Finally, I draw some conclusions by comparing my results to previous findings.
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Duffin, Charles J. "Accents of tradition and the language of romance : a study in the relationship of popular oral tradition and literary culture in Scotland, 1700-1825." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/5576/.
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As this study is concerned with the noetic process of a pre-literate, oral tradition in eighteenth century Scotland, we are obliged to address that mental economy through residual artifacts which survive in translation as products of a print driven, literary culture. As such, those artifacts have already been engaged to a literary process and, if they are to be subjected here to a further breach of cultural integrity, it is a minimum requirement that we attempt to respect the intellectual and psychological priorities which energise the traditional word. The central aims of the study are: to establish useful parameters of literary understanding for these residues, to assess the manner of translation through which the original materials were subjected to a literary process and to elucidate the nature of the literary product that they became, as well as that of the literary creativity which they inspired. With this in mind, our attention is directed initially toward the way in which a traditional text generates meaning for a contemporary, literary audience. The application of oral theory to Scottish traditional poetry and song, in chapter one, aims to propose a literary model of a particular tradition at a critical stage in its development. This model seeks to recognise both the conceptual underpinning of that process and the accumulative feedback that occurs when literary styles and politics infuse and regenerate within the process of transmission and translation to become embedded in the 'oral' artifacts of a culture in transition. In chapter two we look, in the editorial conflict between creative and conservative mediators, to identify the aesthetic circumstances of that tradition in a transitional culture so as to elucidate the nature of those artifacts as literary products. As a measure of how these competing forces pressurise traditional sources, we engage with the dynamic of cultural negotiation surrounding the authentication of traditional 'texts'. This focuses our attention on the status of the traditional aesthetic within the existing literary critique and the implications that aesthetic conflict held for original, imaginative writing.
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Andersson, Niklas. "Stereotypes of English in Hollywood Movies : A Case Study of the Use of Different Varieties of English in Star Wars, The Lord of the Rings and Transformers." Thesis, Stockholms universitet, Engelska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-35040.
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This essay deals with the use of linguistic stereotypes in Hollywood movies. It investigates whether attitudes towards English dialects found in studies on perceptual dialectology are reflected in the selected movies and discusses the notion of linguistic identity and how standard and nonstandard speech, respectively, are used symbolically to emphasize features of characters in eleven movies from three different movie series, namely The Lord of the Rings, Star Wars and Transformers, with a main focus on syntactic and phonological dimensions. The essay finds a correlation between standard speech and features of competence and wisdom, and nonstandard speech and features of solidarity, sociability and traits of stupidity and humor. Moreover, very specific perceptions of certain varieties of English are probably utilized as amplifiers of equally specific characteristics of some characters. The use of dialects and accents in these movies is probably intentional and not coincidental.
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Warsame, Ramlah. "The Influence of Teacher Beliefs on Classroom Practices in English Pronunciation Teaching." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43163.
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This study aims to explore teacher beliefs on accents in the classroom and how they affect classroom practices as well as the teachers views on the LFC approach. Furthermore, the study investigates whether there exists a possible disconnect between teachers and the Swedish National Agency for Education when it comes to deciding what approach to take when teaching English pronunciation. The study is based on semi-structured interviews with five Secondary school and Upper Secondary School English teachers in Sweden, whose work experience ranged from six months to 22 years. The study found that the teachers with more experience were more likely to prefer the inner circle English accents and use them as a benchmark for correctness. Phenomena like the native-speaker ideal, which means to idealize native speakers and view them as better speakers of English, can be linked to the teachers age and experience. Moreover, some teachers expressed feeling pressure from students to sound native-like and felt disfavored as some schools showed a preference for hiring native speakers as English teachers. Thus, a haloeffect for teachers speaking with an inner-circle English accent was identified, which affects students’ and employers’ perception of non-native EFL-teachers. The study also found that while some of the teachers were familiar with the Lingua Franca Core model, none of them had taught it. The study concludes that there is a disconnect between the teachers and Skolverket’s steering documents, as most of the teachers felt that Skolverket does not explicitly call for pronunciation teaching and were unsure of the demands. Furthermore, this calls for clearer demands from Skolverket as well as re-formation programs for experienced teacher to change their beliefs on non-native accents.
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Toneli, Priscila Marques 1982. "A palavra prosódica no português brasileiro." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270939.
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Orientadores: Maria Bernadete Marques Abaurre, Marina Cláudia Pereira Verga Afonso e VigárioTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-26T10:39:25Z (GMT). No. of bitstreams: 1 Toneli_PriscilaMarques_D.pdf: 66093968 bytes, checksum: ed948857f871f46f09b9e060e46efc87 (MD5) Previous issue date: 2014
Resumo: Esta tese apresenta um estudo sistemático do domínio da Palavra Prosódica (PW ¿ Prosodic Word) no Português Brasileiro (doravante PB) em relação (i) à prosodização de palavras funcionais e de palavras lexicais; (ii) aos fenômenos fonológicos que podem tomar a PW como domínio de aplicação e àqueles que podem funcionar como diagnósticos para identificá-la; e (iii) à investigação da estrutura entoacional em busca de evidências desse domínio prosódico no PB. Uma comparação entre PB e Português Europeu (doravante PE) é feita ao longo do trabalho, conforme são discutidos os fenômenos fonológicos que identificam e caracterizam a PW na variedade europeia, uma vez que há um estudo sistemático sobre o respectivo domínio realizado por Vigário (2003). Os corpora analisados para o desenvolvimento da presente pesquisa foram obtidos empiricamente por meio de observação e da elaboração de experimentos que controlaram algumas variáveis para a validação ou para a refutação de algumas hipóteses, por exemplo, a investigação do domínio relevante para distribuição tonal no PB e para a atribuição de acento de foco fonológico. Na presente tese, mostramos que alguns fenômenos fonológicos tomam a PW como domínio de aplicação, como as regras de (i) atribuição de acento primário, (ii) harmonia vocálica, (iii) atribuição de acento secundário, (iv) neutralização da pretônica, (v) assimilação de nasalidade fonética, (vi) associação de acentos tonais e (vii) atribuição de acento inicial. Outros fenômenos como a haplologia, a semivocalização, a nasalidade fonética, a neutralização vocálica das vogais pretônicas e postônicas ajudam a identificar uma PW no PB. Destacamos que a síndrome da palavra mínima e as generalizações fonotáticas também contribuem para a discussão do estatuto prosódico de palavras funcionais e de palavras lexicais. Nossos resultados experimentais mostraram que a regra de atribuição de acento de foco e de acento enfático, o apagamento em estruturas coordenadas e o truncamento em sentenças que incluíam palavras formadas por duas PWs (e.g. cata-ventos) trazem evidências do Grupo de Palavra Prosódica (Prosodic Word Group - PWG). A análise da prosodização de palavras funcionais monossilábicas (e.g. a, artigo definido) também mostrou que tais palavras, quando prosodizadas como sílabas átonas, sofrem processos fonológicos pós-lexicais e são adjungidas a uma PW pronta no pós-léxico, formando um domínio prosódico acima de PW. Nesse caso, assumimos que esse domínio prosódico é PWG (cf. Toneli, 2009). Por outro lado, em relação à prosodização de afixos átonos (e.g. desfazer), assumimos, conforme já proposto na literatura do PB, que são adjungidos a uma PW pronta no componente lexical, formando uma única PW. No caso de sufixos átonos, também é assumido que são incorporados a uma base lexical no componente lexical, formando uma PW (cf. Lee, 1995; Moreno, 1997, Schwindt, 2000). A comparação entre PB e PE é tratada mais detalhadamente no âmbito da relação entre estrutura prosódica e estrutura entoacional, principalmente com relação à produção de sentenças declarativas em contexto de foco de escopo largo e de foco de escopo estreito contrastivo, e consiste em destacar os aspectos que aproximam e que distanciam as duas variedades de português, no que tange à aplicação de fenômenos fonológicos, como a distribuição tonal dentro do Sintagma Entoacional (I). Mostramos que a principal semelhança entre PB e PE é a posição e o tipo de acento tonal associado à posição nuclear de sentenças declarativas produzidas em contexto de foco largo, e a principal diferença consiste na densidade tonal, já que no PB há um acento tonal em cada PW de I, enquanto no PE há somente um acento tonal associado às posições inicial e final de I
Abstract: This thesis presents a systematic study on the domain of Prosodic Word (PW) in Brazilian Portuguese (BP) in relation to (i) the prosodization of function words and of lexical words; (ii) phonological phenomena that can take PW as an application domain, and those that can work as diagnostics to identify it; (iii) the investigation of the intonational structure searching for evidences of these prosodic domain in BP. A comparison between BP and European Portuguese (EP) is made throughout the study as the phonological phenomena that identify and characterize the PW in the European variety are discussed, since there is a systematic study about this domain conducted by Vigário (2003). The analyzed corpora on the development of this research were empirically obtained through the observation and by the elaboration of experiments that controlled some variables to validate or to deny some hypotheses, for example, the investigation of the relevant domain to the tonal distribution in BP and to the assignment of the phonological focus stress. In this thesis, we show that some phonological phenomena take the PW as an application domain, as the rules of: (i) primary stress assignment, (ii) vowel harmony, assignment of secondary stress, (iv) pretonic vowel neutralization, (v) phonetic nasality assimilation, (vi) pitch accents association and (vii) initial stress assignment. Other phenomena such as haplology, semivocalization, phonetic nasalization, pretonic and post-tonic vowels neutralization, helped us to identify a PW in PB. We emphasize that the syndrome of minimal word and that the phonotactic generalizations also contribute to the discussion of the prosodic status of function words and lexical words. Our experimental results showed that the rule for focus stress assignment and for emphatic accent, the deletion in coordinated structures, and the truncation in sentences that included words formed by two PWs (e.g. cata-ventos) provide evidence of the Prosodic Word Group (PWG). The analysis of the prosodization of monosyllabic function words (e.g. a - definite article) also showed that such words when prosodized as unstressed syllables, suffer post-lexical phonological processes and are adjoined to a ready PW in the post-lexical, forming a prosodic domain above PW. In this case, we assume that this prosodic domain is a PWG. On the other hand, in relation to unstressed prefix prosodization (e.g. desfazer > des+fazer), we assume, as already proposed in the literature of PB, that they are adjoined to a ready PW in the lexical component, forming a single PW. In the case of the unstressed suffixes, it is also assumed that they are incorporated into a lexical base in the lexical component, forming a PW (cf. Lee, 1995; Moreno, 1997 Schwindt, 2000). The comparison between BP and EP is treated in more details in the context of the relationship between the prosodic structure and the intonational structure, particularly with respect to the production of declarative sentences in a context of focus with a broad scope and focus with a contrastive narrow scope, and consists in highlighting aspects approaching and distancing the two Portuguese varieties, with respect to the application of phonological phenomena such as tonal distribution in the Intonational Phrase (I). We show that the main similarity between BP and EP is the position and the type of pitch accent associated with the nuclear position of declarative sentences produced in the context of broad focus, and the main difference lies in the tonal density, since in the BP there is a pitch accent on each PW in I, while in BP there is only one pitch accent associated with the initial and the final positions of I
Doutorado
Linguistica
Doutora em Linguística
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Hellström, Eugen. "A lack of flæ:r : A comparative study of English accent stereotypes in fantasy role-playing games." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-45860.
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This study analyzes the use of linguistic stereotypes in two fantasy role-playing games, Witcher 3: The Wild Hunt and Dragon Age: Origins with a focus on phonology. It investigates how accent stereotypes are used and why they are important for characters in video games, for example regarding prestige and attractiveness. It analyzes each character from a character type perspective: hero, villain, comic-relief, mentor and lover. The results show that there are accent stereotypes in fantasy role-playing games and that they are, most likely, deliberately placed as such. It also shows that standard variations of English are mainly used for characters that serves a purpose to the story while non-standard variations are used for characters that serves no purpose to the game other than working as tools to enrich the world with a sense of life.
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Widney, Brittany M. "ESL Students Recognition of and Attitudes Towards American Regional Dialects." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1429803862.
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Silva, Antonio Cesar da. "Estudo dos sinais de pontuação em material didático de língua portuguesa do Ensino Fundamental II: uma análise crítica." Universidade Federal de Alagoas, 2016. http://www.repositorio.ufal.br/handle/riufal/2483.
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Generally, the reading of the indications about the use of punctuation marks in didactic material reveals inaccurate orientations, floating and, in some cases, a bit subjective in respect of their applications. The aim of this work is the investigation of the contents and the treatments given to the teaching of these marks in didactic materials of Portuguese Language. The research is based on theories that discuss the nature and the manifestation of the language as a unity of sense; although the first aim of the study does not consist of an analysis according a theory or linguistics perspectives – the reason of the study is the nature and the linguistics functions of the punctuation marks –, the analysis support themselves in the principles of the conceptions of the enunciative and discursive linguistics, according to which, the meanings of an enunciation justify the forms and the resources used on the construction of an communicative event of written language. To attend the proposal of study, a methodological cut was made, what evidenced the problem of the teaching of those resources in a didactic material in Elementary School (6th to 9th grade) adopted in a school from the municipal network in the city of Maceió. From this delimitation, it was worked using the hypothesis that the teaching of these marks is stuck to the traditional concepts, that don’t reflect the dynamicity of the resource in the construction of the meanings of a text, and to methodologies which made incongruous the criteria of applicability with perception of linguistics functions of those resources, which are, in fact, much more related with the social practices of reading and writing of the student than the idea of marks of pause and rhythm of reading. As a final result the research brings a little proposal of categorization of the (now) marks of punctuation that can help teachers and students in the comprehension of the nature and the linguistics functions that so said resource of writing plays on textual organization and in its discursive elaboration.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
De modo geral, a leitura das indicações sobre o uso dos sinais de pontuação em materiais didáticos revela orientações imprecisas, flutuantes e, em alguns casos, baseadas em critérios subjetivos. O objetivo deste trabalho é a investigação dos conteúdos e dos tratamentos dados aos seus usos e funções nos livros didáticos de Língua Portuguesa adotados no Ensino Fundamental II. A pesquisa fundamenta-se em teorias linguísticas que discutem a natureza e a manifestação da língua enquanto um unidade de sentido; embora não seja o objetivo primeiro do trabalho uma análise segundo uma teoria ou perspectivas linguísticas — a razão do estudo é a natureza e as funções linguísticas dos sinais de pontuação —, as análises apoiam-se nos princípios das concepções da linguística discursiva e enunciativa, segundo as quais os sentidos de um enunciado justificam muito as formas e os recursos utilizados na construção de um evento comunicativo de língua escrita. Para atender a proposta de estudo, fez-se um recorte metodológico que evidenciou o problema do ensino desses recursos em material didático do Ensino Fundamental II (6° ao 9° ano) adotado em uma escola da rede municipal da cidade de Maceió. A partir dessa delimitação, trabalhou-se com a hipótese de que o ensino dos sinais de pontuação mantém-se preso a conceitos tradicionais, que não refletem a dinamicidade do recurso na construção dos sentidos de um texto, e a metodologias que tornam incongruentes os critérios de aplicabilidade com a percepção das funções linguísticas desses recursos, que estão, por sua vez, muito mais relacionadas com as práticas sociais de leitura e escrita dos alunos do que com a ideia de marcação de pausas e ritmo de leitura. Como resultado final, a pesquisa apresenta uma pequena proposta de categorização das (agora) marcas de pontuação que pode ajudar professores e alunos na compreensão da natureza e das funções linguísticas que tal recurso de escrita desempenha na organização textual e na sua elaboração discursiva.
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Arantes, Pablo. "Integrando produção e percepção de proeminencias secundarias numa abordagem dinamica do ritmo da fala." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269183.
Full textAbstract:
Orientador: Plinio Almeida BarbosaTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-15T02:43:38Z (GMT). No. of bitstreams: 1 Arantes_Pablo_D.pdf: 1902260 bytes, checksum: b0403212f9866ec4db08be56aeb38836 (MD5) Previous issue date: 2010
Resumo: Nesta tese são investigados dois temas: o acento secundário em português brasileiro e a integração entre a produção e a percepção do ritmo. Os dois temas são desenvolvidos tendo como pano de fundo o modelo dinâmico de produção do ritmo da fala de Barbosa (2006 e 2007). O fenômeno descrito como acento secundário é associado à ocorrência de proeminências na cadeia de sílabas pré-tônicas em palavras polissilábicas. O interesse pelo assunto decorre das disputas existentes na literatura sobre a natureza (e mesmo existência) destes acentos e os princípios que determinam sua distribuição e, ainda, da limitada quantidade disponível de dados experimentais para resolver essas disputas. Foram realizados dois experimentos de produção com o objetivo de descrever, em palavras polissilábicas com mais de duas pré-tônicas, os padrões apresentados por diversos parâmetros acústicos que são tradicionalmente associados à expressão do acento. Nos corpora dos experimentos foram manipuladas, entre outras variáveis, o tamanho da cadeia de pré-tônicas, a posição sintática e o status referencial das palavras-chave. Os parâmetros acústicos investigados foram duração, frequência fundamental, qualidade vocálica e ênfase espectral. Os resultados sugerem que há evidência para a manifestação de uma proeminência nas posições iniciais da cadeia de pré-tônicas. Essa proeminência, que tem um caráter opcional e dependente de falante, se manifesta acusticamente por meio do alongamento relativo gradiente das unidades de vogal a vogal em início de enunciado e de picos na curva de frequência fundamental alinhados às primeiras sílabas pré-tônicas da cadeia. O número de sílabas pré-tônicas é, dentre os fatores controlados nos corpora, o que mais tem influência sobre a manifestação da proeminência inicial. Simulações com o modelo dinâmico mostram que ele pode reproduzir os padrões de alongamento inicial observados nos dados coletados, o que pode ser tomado como evidência para a adequação de sua formulação corrente. Uma proposta de tratamento comum da produção e da percepção do ritmo em um modelo unificado que estende a noção de acoplamento entre osciladores para a relação entre a produção e a percepção foi investigada por meio de dois experimentos de percepção. Procurou-se obter por meio dos experimentos evidência comportamental para a proposição, implícita na proposta, segundo a qual a percepção da estruturação temporal pelo ouvinte é afetada pela maneira como a temporalidade foi produzida pelo falante. Nos experimentos, cliques foram inseridos junto aos onsets vocálicos ao longo de dois grupos acentuais consecutivos e a tarefa dada aos sujeitos era detectar os cliques. Os dados da latência de detecção dos cliques mostram que, ao longo do grupo acentuai, os tempos de reação diminuem, tendendo a aumentar nas imediações da fronteira do grupo acentuai, marcada por um pico no contorno de duração da frase. Análises de regressão indicam que as mudanças de duração e frequência fundamental ao longo do grupo acentuai explicam em torno de 50% da variabilidade dos tempos de reação. Os resultados constituem evidência para a proposta de integração delineada dado que a relação encontrada nos dados pode ser interpretada como o resultado de acoplamento entre temporalidade produzida e percebida
Abstract: The thesis investigates two main subjects: secondary stress in Brazilian Portuguese (BP) and the link between rhythm production and rhythm perception. Both subject matters are developed in light of Barbosa's (2006, 2007) coupled-oscillator model of rhythm production. Interest in secondary stress in BP is fostered by the fact that its existence, nature and distribution patterns are disputed in the literature. Also, the few existing experimental data do not help to settle the issues. Two production experiments are reported that aimed at describing the patterns of acoustical parameters traditionally considered correlates of stress observed in target words with at least two prestressed syllables. The experiments' corpora manipulated target word variables such as the number of prestressed syllables, syntactic position and referential status. Duration, fundamental frequency, vowel quality and spectral emphasis were measured. Results suggest that there's evidence of optional and speaker dependent initial prominence marking. Lengthening of utterance-initial syllable-sized units and fundamental frequency peaks also aligned to initial syllables are the main correlates of initial prominence. The number of target words' prestressed syllables has the strongest influence in initial prominence marking among the variables manipulated in the corpora. Simulations run with the coupled-oscillator model indicate that it is able to generate patterns of initial lengthening similar to the ones observed in the experiment. We outlined a proposal for a unified approach to speech rhythm that extends the notion of coupling and entrainment to the speaker-hearer relationship. Two perception experiments were run to test the implicit proposition that rhythm perception is the result of listeners getting entrained by speaker's produced timing. In the experiment, clicks were inserted near each vowel onset along two consecutive stress groups in test sentences. Each test sentence had one click and there were as many test sentence copies as vowel onset in the two stress groups. Subjects were instructed to press a button as soon as they heard the click upon listening to test sentences. Results show that the closer the click is to the stress group boundary (signaled in the speech signal by a peak in normalized duration) the faster the RT is. The crucial result concerning the speaker-hearer entrainment hypothesis, though, is that RT slows down after the stress group boundary, resuming its decrease afterwards, suggesting that the listener is sensitive to the effects of the boundary on the temporal structure of the signal being heard. Regression analysis points out that previous intervocalic interval duration (relative to the interval the click is associated to) and the derivative of the median fundamental frequency over the intervocalic interval account for nearly 50% of the variance in detection latency times. Overall the results seem to provide initial evidence to the speaker-listener entrainment hypothesis by showing that important events in the speech signal like a boundary have an impact on listeners' flow of attention along the sentence. Also, results single out the importance of vowel onsets as a carrier of prosodic structure and its role as a common currency between production and perception
Doutorado
Linguistica
Doutor em Linguística
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Marchand, Aline. "Acquisition de la prosodie en L2 : une étude acoustique de l'accentuation en français par des adultes turcophones." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMR080.
Full textAbstract:
Cette étude transversale et expérimentale, menée dans une perspective acquisitionniste, porte sur l’appropriation des accents final (AF) et initial (AI) en français L2 par 19 adultes plurilingues turcophones (13 femmes et 6 hommes). Ils sont âgés de 18 à 47 ans, vivent plusieurs mois ou années en France (Normandie) et sont de niveau A1 à C1-‐C2 en français (CECRL). Étant donné les convergences et divergences entre ces accents AF et AI en français et les accents primaire (A1) et secondaire (A2) en turc concernant leurs places, fonctions et paramètres acoustiques, l’objectif est de voir comment sont réalisés ces accents en français L2 par les locuteurs turcs. L’analyse contrastive des deux systèmes accentuels suggère que, par rapport au français L1, les locuteurs turcs réalisent plus d’écarts phonétiques que d’écarts phonologiques. L’analyse acoustique avec le logiciel Praat des énoncés produits lors de la lecture oralisée d’un corpus contrôlé confirme cette principale hypothèse. Sur le plan phonologique, l’AI et l’AF en français L2 sont bien placés, respectivement en début et fin de mot lexical et de Syntagme Prosodique/Phonologique (SP), avec leur fonction surtout démarcative et les paramètres acoustiques pertinents (surtout F0 et durée). L’AI n’est pas non plus réinterprété comme un A1 turc non final. Mais les locuteurs sont confrontés à deux problèmes importants. D’une part, au niveau phonologique, ils ont des difficultés à réaliser les deux accents du français comme des accents de groupe (le SP vs le Mot Prosodique ou Phonologique/MP en turc). C’est pourquoi ils produisent plusieurs SP courts au lieu de quelques SP longs. Les débutants réalisent aussi des AF sur les mots grammaticaux, inexistants en turc. Enfin, plusieurs locuteurs produisent des pauses après les mots, dues en partie à la tâche choisie : les SP sont en fait souvent des Unités Intonatives (Intonational Phrases/IP). D’autre part, sur le plan phonétique, les locuteurs ont des difficultés à gérer en français les proportions des allongements et des variations de F0, ainsi parfois que l’alignement temporel des pics accentuels par rapport aux syllabes accentuées. Leur sur-‐ utilisation des accents et des allongements confirme d’autres études, mais ces résultats ne confirment pas entièrement les prédictions de l’Hypothèse de la surdité accentuelle (Dupoux et al. 1997/2010). En effet, les turcophones sont « sourds » aux accents de groupe du français, mais pas à l’allongement des syllabes accentuées. Ces résultats confirment en partie les prédictions de la version modérée de l’Hypothèse de l’Analyse Contrastive (Brown 1987, Flege 1992) : c’est la ressemblance entre l’emplacement final de l’AF français au niveau du SP et de l’A1 turc au niveau du MP qui pose des difficultés. Les résultats confirment surtout les prédictions de l’Hypothèse de la Différence de Marque (Eckman 1977/2008) : l’A1 turc est plus complexe au niveau du mot lexical que l’AF français, c’est pourquoi les locuteurs turcs perçoivent les différences de l’AF français à ce niveau. En revanche, l’AI et l’AF français sont plus marqués car leur domaine de réalisation est le groupe de mots (SP), d’où les difficultés des locuteurs à acquérir ce domaine prosodiqueThis transversal and experimental study conducted from a language acquisition perspective deals with the mastering of final (AF) and initial (AI) accents in L2 French by 19 multilingual L1 Turkish adult speakers (13 women and 6 men). Those speakers are between 18 and 47 years old, have lived for several months or years in France (Normandy) and their skills in French range from A1 to C1-‐C2 (CECRL). Given similarities and differences between these French final and initial accents and the Turkish primary (A1) and secondary (A2) accents regarding their locations, functions and acoustic features, the aim is to examine how these accents are executed in L2 French by Turkish speakers. A contrastive analysis of accentual systems of both languages suggests that, compared with L1 French, the Turkish speakers make more phonetic differences than phonological ones. The acoustic analysis (made thanks to Praat software) of the utterances produced during the out-‐loud reading of a controlled corpus confirms this main hypothesis. At the phonological level, the French AI and AF are correctly located, respectively at the beginning and the end of lexical words and Prosodic or Phonological Phrases (PP) with their demarcative function and relevant acoustic features (especially F0 and duration). Also, the AI is not reinterpreted as a Turkish non final A1. However, the speakers struggle with two big issues. On the one hand, at the phonological level, their problem consists in performing both French accents as group accents (PP vs Prosodic or Phonological Word/PW in Turkish). That’s why the speakers make several short PP instead of a few long PP. Secondly, the speakers whose French skills range from A1 to A2 produce also some AF on functional words, which do not exist in Turkish. Finally, many speakers make pauses after words, notably because of the selected task: PP are actually often Intonational Phrases (IP). On the other hand, at the phonetic level, speakers hardly achieve, in French language, the proportions of lengthening and F0 variations and some temporal alignments of the accentual peaks with regard to the accented syllables. Their overuse of accents and lengthening confirms other studies whereas these results do not confirm entirely the predictions of the stress deafness Hypothesis (Dupoux et al. 1997/2010). Indeed, the Turkish speakers are “deaf” to French group accents, but not to French accented syllables lengthening. These results confirm to a certain extent the predictions of the moderate version of the Contrastive Analysis Hypothesis (Brown 1987, Flege 1992): the similarity between final location of French AF at the level of the PP and Turkish A1 at the level of the PW generates difficulties. In particular, results confirm the predictions of the Markedness Difference Hypothesis (Eckman 1977/2008): Turkish A1 is more complex at the level of the lexical word than French AF. That’s why the Turkish speakers can hear French AF differences at this level. However, French AI and AF are more marked because their domain of realization is the group of words (PP): hence, the difficulties of the speakers to acquire this prosodic domain
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Episcopo, Sarah Ashley. "Non-native speaker attitudes toward non-native English accents." 2009. http://hdl.handle.net/2152/19153.
Full textAbstract:
The increasing number of proficient, non-native English speakers, both in U.S. academic institutions and around the globe, warrants considerable investigation into possible norms developing within non-native to non-native interactions. This report analyzes attitudes toward accent, a prominent indicator of foreignness, within non-native English speaker interactions. It presents relevant research on this topic, and it summarizes some of the major findings of an online survey that examined what attitudes, if any, non-native listeners may form on the basis of accent alone when listening to other non-native English speakers. The results suggest that listeners base attitude judgments more on native-likeness than on intelligibility. Also, speakers’ perceptions of their own non-native accent are more negative than how they actually rate themselves as compared to others.text
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"Acquisition of lexical stress in bilingual children: English and Cantonese." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1291498.
Full textAbstract:
This study investigates the acquisition of English lexical stress by Cantonese-English bilingual children and compares the bilinguals with English monolingual children of the same age. The aim of this study is to find out how Cantonese-English bilingual children develop English lexical stress under the possible interaction of the two phonological systems. Two age groups were included: 2;06 and 3;0. Two acoustic correlates for lexical stress were measured: syllable duration and peak F0. Words in two language contexts were examined: disyllabic words in English speech and code-switched English words in Cantonese speech.Data of eight bilingual children and seven monolingual children were used. All the bilingual data came from CHILDES database and monolingual data came from multiple sources. Disyllabic words were extracted from English utterances, and the stressed/unstressed syllable duration and peak F0 ratios were calculated to see how contrastive the stress patterns were. Results indicated that the monolingual children displayed a more contrastive stress pattern in both acoustic correlates, although syllable duration is found to be more reliable than peak F0 in stress distinction. Stress pattern in code-switched words were also analyzed. It was found that bilingual children displayed a stronger pitch difference in code-switched words, more contrastive than the patterns in their English speech. The results suggest that between 2;06 and 3;0, Cantonese-English bilingual children used less duration and pitch contrast for lexical stress than English monolingual children did, and they were slower in developing native-like lexical stress pattern during this period. On the other hand, Cantonese-English bilingual children used acoustic properties for lexical stress differently in the two language contexts, indicating that they possessed some kind of metalinguistic awareness at such an early age.
本研究探索粵語和英語雙語兒童對英語詞重音的早期習得情況，並將雙語兒童與英語單語兒童進行對比討論。研究目的旨在探討雙語語音系統之間是否存在相互影響，以及此影響如何改變雙語兒童的語言韻律發展。研究對象包括處於2 歲6個月及3 歲這兩個年齡階段的粵英雙語及英語單語兒童。文章選取兒童自然對話中,位於句中位置的雙音節詞，對其音節時長和音高峰值進行測量。此外，本研究發現雙語兒童存在代碼轉換的現象，即在粵語表達中插入英語辭彙，因此本文同時也對被插入的英語辭彙的詞重音進行探究，以期對詞重音的雙語習得獲得更詳盡的瞭解。
本研究所用數據來自八名粵英雙語兒童和七名英語單語兒童。雙語兒童數據取自“兒童語言資料交換系統”（CHILDES）中的“香港雙語兒童語料庫”，單語兒童數據則來自多方資料。研究將所提取的雙音節詞的重音音節與非重音音節的時長及音高峰值分別測量之後，計算出重音音節與非重音音節的比值。比值越大表明兒童在產出中越能明顯區別重音音節與非重音音節，即對英語詞重音的掌握越好。
研究結果發現單語兒童的表現領先于雙語兒童，體現在單語兒童可以將重音與非重音音節的時長與音高明顯區分，而雙語兒童產出的雙音節詞中，重音音節和非重音音節在時長和音高方面的區別都不明顯。然而對於被插入粵語句子中的英語雙音節詞，雙語兒童卻能很好地區分開重音音節和非重音音節的音高 。
研究結果表明，在2 歲6 個月至3 歲之間的這段時間，粵語和英語雙語兒童對英語詞重音的習得逊於英語單語兒童。但另一方面，粵語和英語雙語兒童表現出對語言環境的敏感，可以根據語言環境和交流對象的不同改變對語音特徵的運用，展現出一定程度的元（後設）語言覺識。
Li, Jingwen.
Thesis M.Phil. Chinese University of Hong Kong 2014.
Includes bibliographical references (leaves 56-65).
Abstracts also in Chinese.
Title from PDF title page (viewed on 11, October, 2016).
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
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"The Acquisition of English word stress by Cantonese ESL learners." Chinese University of Hong Kong, 1991. http://library.cuhk.edu.hk/record=b5895369.
Full textAbstract:
Sin Ping Wong.Thesis (M.Phil.)--Chinese University of Hong Kong, 1991.
Bibliography: leaves 143-147.
Abstract --- p.i
Acknowledgements --- p.ii
Table of Contents --- p.iii
Chapter CHAPTER 0. --- INTRODUCTION --- p.1
Chapter 0.1. --- Learning the English Sound System --- p.1
Chapter 0.2. --- The Importance of the Acquisition of English Word Stress --- p.5
Chapter 0.2.1. --- "Stress, Morphology and Syntax" --- p.5
Chapter 0.2.2. --- Stress and Intelligibility of Non-native Speech --- p.7
Chapter CHAPTER 1. --- THE STRESS PATTERNS OF ENGLISH WORDS --- p.12
Chapter 1.1. --- The Phonetic Properties of English Word Stress --- p.12
Chapter 1.2. --- Theoretical Approaches to English Word Stress --- p.13
Chapter 1.2.1. --- Chomsky and Halle (1968) 一一 The Sound Pattern of English --- p.14
Chapter 1.2.1.1. --- Strong/Weak Syllables --- p.15
Chapter 1.2.1.2. --- The Transformational Cycle --- p.15
Chapter 1.2.1.3. --- The Main Stress Rule --- p.18
Chapter 1.2.1.4. --- The Compound Stress Rule and Nuclear Stress Rule --- p.20
Chapter 1.2.2. --- Liberman and Prince (1977) -- Metrical Phonology --- p.22
Chapter 1.2.2.1. --- The Stress Rules --- p.24
Chapter 1.2.2.2. --- The Lexical Category Prominence Rule --- p.26
Chapter 1.2.3. --- Selkirk (1980) ´ؤ Prosodic Categories --- p.29
Chapter 1.2.4. --- Hayes (1981) ´ؤ Extrametricality --- p.34
Chapter 1.2.4.1. --- Rime Projection --- p.34
Chapter 1.2.4.2. --- Extrametricality --- p.35
Chapter 1.2.4.3. --- English Stress Rules and Word Tree Construction --- p.36
Chapter 1.3. --- Prerequisites for the Acquisition of English Word Stress --- p.40
Chapter CHAPTER 2. --- STUDIES ON THE ACQUISITION OF STRESS --- p.43
Chapter 2.1. --- The Acquisition of Stress by Children --- p.43
Chapter 2.2. --- Adults' Stress Patterns - Native Speakers and ESL Learners --- p.45
Chapter CHAPTER 3. --- METHODOLOGY --- p.51
Chapter 3.1. --- Research Objectives --- p.51
Chapter 3.2. --- Research Design --- p.55
Chapter 3.2.1. --- Test Materials --- p.55
Chapter 3.2.1.1. --- Criteria for the Coinage of Test Items --- p.55
Chapter 3.2.1.2. --- The Rime Structure of Test Words --- p.57
Chapter 3.2.1.3. --- Number of Syllables and Directionality of Rule Application --- p.59
Chapter 3.2.1.4. --- Syntactic Categories --- p.61
Chapter 3.2.2. --- Subjects --- p.64
Chapter 3.2.3. --- Procedure --- p.64
Chapter CHAPTER 4. --- FINDINGS --- p.68
Chapter 4.1. --- Overall Performance --- p.69
Chapter 4.1.1. --- Proficiency Test --- p.69
Chapter 4.1.2. --- Overall Performance in Test Items --- p.70
Chapter 4.1.2.1. --- Secondary Students Versus University Students --- p.72
Chapter 4.1.2.2. --- Syntactic Category --- p.73
Chapter 4.2. --- Learners' Stress Patterns Classified According to Syllable Structures --- p.76
Chapter 4.2.1. --- The Stress Patterns of ESL Learners in Verbs --- p.78
Chapter 4.2.1.1. --- 2-syllable Verbs --- p.78
Chapter 4.2.1.2. --- 3-syllable Verbs (Regularly Patterned Responses) --- p.83
Chapter 4.2.1.3. --- 3-syllable Verbs (Irregularly Patterned Responses) --- p.87
Chapter 4.2.2. --- Stress Patterns of ESL Learners in Nouns --- p.92
Chapter 4.2.2.1. --- 2-syllable Nouns --- p.92
Chapter 4.2.2.2. --- 3-syllable Nouns --- p.96
Chapter 4.3. --- 4-Syllable Nouns --- p.104
Chapter CHAPTER 5. --- DISCUSSION --- p.116
Chapter 5.1. --- Summary of Findings --- p.117
Chapter 5.2. --- The Metrical Theory and the Stress Patterns of ESL --- p.123
Chapter 5.2.1. --- Rime Structures --- p.123
Chapter 5.2.2. --- Extrametricality --- p.125
Chapter 5.2.2.1. --- Consonant Extrametricality --- p.125
Chapter 5.2.2.2. --- Noun Extrametricality --- p.126
Chapter 5.2.3. --- Directionality --- p.130
Chapter 5.2.4. --- Stress Assignment --- p.132
Chapter 5.3. --- Second Language Acquisition --- p.137
Chapter 5.3.1. --- Learners' Strategy --- p.137
Chapter 5.3.2. --- Group Difference --- p.138
Chapter 5.3.3. --- L1 Transfer --- p.139
Chapter CHAPTER 6. --- CONCLUSION --- p.141
REFERENCES --- p.143
Appendix A --- p.i
Appendix B --- p.vi
Appendix C --- p.xvi
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Park, Mi Sun. "An exploratory study of foreign accent and phonological awareness in Korean learners of English." Thesis, 2019. https://doi.org/10.7916/d8-3668-qv45.
Full textAbstract:
Communication in a second or multiple languages has become essential in the globalized world. However, acquiring a second language (L2) after a critical period is universally acknowledged to be challenging (Lenneberg, 1967). Late learners hardly reach a nativelike level in L2, particularly in its pronunciation, and their incomplete phonological acquisition is manifested by a foreign accent—a common and persistent feature of otherwise fluent L2 speech. Although foreign-accented speech is widespread, it has been a target of social constraints in L2-speaking communities, causing many learners and instructors to seek out ways to reduce foreign accents. Accordingly, research in L2 speech has unceasingly examined various learner-external and learner-internal factors of the occurrence of foreign accents as well as nonnative speech characteristics underlying the judgment of the degree of foreign accents. The current study aimed to expand the understanding of the characteristics and judgments of foreign accents by investigating phonological awareness, a construct pertinent to learners’ phonological knowledge, which has received little attention in research on foreign accents.
The current study was exploratory and non-experimental research that targeted 40 adults with Korean-accented English living in the United States. The study first examined how 23 raters speaking American English as their native language detect, perceive, describe, and rate Korean-accented English. Through qualitative and quantitative analyses of the accent perception data, the study identified various phonological and phonetic deviations from the nativelike sounds, which largely result from the influence of first language (Korean) on L2 (English). The study then probed the relationship between foreign accents and learners’ awareness of the phonological system of L2, which was measured using production, perception, and verbalization tasks that tapped into the knowledge of L2 phonology. The study found a significant inverse relationship between the degree of a foreign accent and phonological awareness, particularly implicit knowledge of L2 segmentals. Further in-depth analyses revealed that explicit knowledge of L2 phonology alone was not sufficient for targetlike pronunciation. Findings suggest that L2 speakers experience varying degrees of difficulty in perceiving and producing different L2 segmentals, possibly resulting in foreign-accented speech.
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Holloway, Marilyn June. "Romancing the vernacular : Sammy Cahn and the enactment of request." Thesis, 2016. http://hdl.handle.net/10500/21897.
Full textAbstract:
The lyrics of Sammy Cahn played a dominant role in shaping the Golden Age of American light music.
He remains the most successful lyricist in cinema history, in terms of Academy Awards and Nominations, yet he has received little acclaim for his achievements. This thesis explores the diverse constituents of his
creative genius, focusing on his ability to “romance the vernacular”, and write “bespoke” material on request. The argument follows a chronological path, tracing the major influences on Cahn’s life:
vaudeville and musical theatre, the growth of the film industry, and the collaborators and performers who helped him achieve a level of mastery that he sustained for nearly fifty years. Particular emphasis is placed on his relationship with Frank Sinatra, on both a personal and professional level. Cahn had an acute awareness of the human condition and his ability to convey a range of emotions to match mood and moment displayed consummate craft and intellect, with a self-confidence that bordered on bravado. His contemporaries in the Golden Age of popular song have received due recognition, yet little has been written about Cahn, whose appreciation of the interaction between spontaneity and creativity remains unsurpassed by fellow lyricists. He had an intuitive understanding of the vernacular and an instinctive ability to write to order. The imagistic texture of the lyrics coupled with the prosodic intonation
demonstrate an intimate correlation between personality and composition which is supported by biographical content. The argument, augmented by an audio-documentary, develops systematically through a study of the lyrics, focusing on the cultural and musicological significance of Cahn’s oeuvre.
The material for both the written text and the two accompanying CDs are from personal archives and the Margaret Herrick Library in Los Angeles, which is the repository for the Sammy Cahn Collection, bequeathed to that institution after the death of Cahn in 1993.English Studies
D. Litt. et Phil. (English)
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Leman, Marcus Allen. "Reading With the Masoretes: The Exegetical Utility of Masoretic Accent Patterns." Diss., 2017. http://hdl.handle.net/10392/5325.
Full textAbstract:
Though interpreters commonly neglect the masoretic accents in exegesis, this system clarifies and confirms the sense of the text through highly predictable patterns. This dissertation seeks to establish the presence of intentional Masoretic accent patterns that correspond to syntactic features of the text. After establishing the statistical consistency of the pattern in the book of Judges, each chapter examines various examples of the pattern and intentional divergence. Intentional divergence also serves to establish the premise that the patterns are indeed laid down in a systematic fashion. Various examples of divergence illustrate their usefulness by indicating points of semantic interest. The value of these regular patterns and divergent examples warrants greater attention in the exegetical process.
Chapter 2 presents the pattern for Etnachta at the conclusion of mid-verse direct speech (e.g., Judg 1:3; 4:9; 6:20; 7:9–11; 8:20; 15:1). Chapter 3 examines the pattern for the interjection ועתה (ve‘atah) from Genesis to Kings (e.g., Judg 13:7; 15:18; 1 Sam 9:13; 2 Kgs 7:9). Chapter 4 opens up the pattern for framing conditional clauses (e.g., Judg 4:8; 6:17; 9:15; 9:19–20; 11:30–31; 13:16; 13:23; 14:13; Gen 18:3; 28:20–22). Chapter 5 investigates the use of Masoretic accents in contexts of contrast, specifically in the presence of the contrast structures vav + X + verb, and vav + לא + verb (e.g., Judg 1:27; 2:17; 10:13). The examination of these patterns forms the heart of the dissertation.
At least three practical implications for exegesis emerge from this study: (1) confirmation of clause boundaries, (2) guidance in grouping clauses, and (3) indication of literary interest via accent patterns. The consistency and predictability of the accents benefits the interpreter in the course of regular Bible reading, and the intentional divergence from these patterns often signals a point of literary interest. Readers must know the typical patterns in order to spot divergence from them. The dissertation concludes with suggestions for future study related to Masoretic accent patterns.
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"Klemreëls by afgeleide selfstandige naamwoorde in Afrikaans." Thesis, 2015. http://hdl.handle.net/10210/14765.
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