Relevant bibliographies by topics / English language – Phonology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language – Phonology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "English language – Phonology"

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Oeinada, I. Gede. "Contact Phonology : Fonologi Kata Serapan dalam Bahasa Jepang." Pustaka : Jurnal Ilmu-Ilmu Budaya 18, no. 1 (February 28, 2018): 25. http://dx.doi.org/10.24843/pjiib.2018.v18.i01.p04.

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This paper focuses its discussion about loanword phonology in Japanese language. Loanword phonology is one of five contact phonology situations that was described by Smith (2007). The four other situations are areal influence, dialect mixing, language mixing, and simplification. Japanese language has been borrowing many words from foreign languages. One of those foreign languages is English. As we all know that both languages, Japanese and English, have different phonological system. Therefore, borrowed words of English language has been adapted to fit the phonological patterns of Japanese language. This adaptation could solve the loanword phonology problem. And because up until now the number of loanword in Japanese language is till limited so the phonological system of Japanese language is remain unaffected. In other words, the loadwords’ phonology does not cause lasting changes in the phonological system of Japanese language.
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Utami, Ika Adhitiyan, and Alies Poetri Lintangsari. "ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES." International Journal of Humanity Studies (IJHS) 4, no. 2 (March 31, 2021): 247–55. http://dx.doi.org/10.24071/ijhs.v4i2.3234.

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English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least preferred topics and themes by EFL (English as a Foreign Language) students during English Phonology learning. This was a descriptive quantitative research by using a cross-sectional survey design. The data was collected with questionnaire from 112 participants of English Education Study Program students. The result showed phonological process pattern in English becoming the most preferred topic and theme while segmental phonology becoming the least preferred topic and theme in learning English Phonology.
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Sahgal, Anju, and Rama Kant Agnihotri. "Indian English Phonology." English World-Wide 9, no. 1 (January 1, 1988): 51–64. http://dx.doi.org/10.1075/eww.9.1.04sah.

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Aor, Terfa. "Phonemic substitutions in the English-Tiv loan phonology." Journal of Languages, Linguistics and Literary Studies 1, no. 1 (July 27, 2021): 1–10. http://dx.doi.org/10.57040/jllls.v1i1.49.

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All living languages borrows new words to enrich their own languages. Tiv language has borrowed a lot of loan words from the English language as a result of language contact. This paper analyses phonemic substitutions in the English-Tiv loan phonology. The main objectives of this study are to discuss vowel and consonant substitutions in the English-Tiv loan phonology and to state the implications of English-Tiv loan phonology in the study of the Tiv grammar. This study adopts LaCharite & Paradis’ (2005) phonological Repair Model and Calabrese Andrea’s (2009) Acoustic Approximation Model. The author used both primary and secondary sources in this study. Under primary sources, the researcher compiled the list of English-Tiv loan words through the participant-observer method, and the secondary sources were obtained from journal articles, textbooks, and dictionaries. From this study, the following observations were made: that English-Tiv loan phonology leads to coda declusterisation. Tiv phonology does not have /θ/, /ð/, /ʒ/, /ʌ/ and /ə/ phonemes; so the said phonemes are being replaced by /t/, /d/, /ʃ/, /ɔ:/ and /æ/. It has been discovered that some loan words maintain their original spellings but have different pronunciations. This paper is an advancement of scholarship on phonemic substitutions in the English-Tiv loan phonology, making it an important addition to secondary sources of data on the critical reception of English-Tiv loan words and promoting the Tiv language within and beyond the academic cycle.
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Lado, Ana, and Raja T. Nasr. "Applied English Phonology." TESOL Quarterly 32, no. 2 (1998): 367. http://dx.doi.org/10.2307/3587595.

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Badi, Rudayna Mohammed. "ENGLISH and ARABIC SIGN LANGUAGE PHONOLOGY and MORPHOLOGY." Journal of Tikrit University for Humanities 28, no. 9 (September 29, 2021): 19–32. http://dx.doi.org/10.25130/jtuh.28.9.2021.24.

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This visual-manual modality is used in sign language to transfer meaning. Sign language is strongly related to manual groups of deaf people.Sign language is used by deaf people for a very long time, most written records about sign language trace based to the fifth century. Sign languages are seen as complex as many spoken language besides they are not real language as most people think. Sign languages are thought to be mime in some words, typical and arbitrary. It is not important for this type of language to have a visual relationship to their references. Spoken language is quite different from iconicity while the first is not onomatopoetic, the second is more systematic and more common use in sign language.
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Michelson, Karin, and Heinz J. Giegerich. "English Phonology: An Introduction." Language 71, no. 1 (March 1995): 166. http://dx.doi.org/10.2307/415974.

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Liang, Ruohan, and Junxiao Zhang. "Exploring the Influence of L1 Chinese on L2 English Acquisition." Lecture Notes in Education Psychology and Public Media 18, no. 1 (October 26, 2023): 239–44. http://dx.doi.org/10.54254/2753-7048/18/20231327.

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The impact of L1 Chinese on L2 English acquisition has received more attention as more Chinese students study English as a second language. This paper reviews previous research on Second Language Acquisition (SLA) and introduces some factors that can influence language transfer. The writers focus on three linguistic aspects, syntax, lexicon, and phonology, to explore how English as Second Language (ESL) learners L1 Chinese has influenced their English acquisitions. Results found that: 1) Syntax: The syntax structure includes many factors influencing Chinese learners English acquisition, such as subjects, verbs, and adverbs. English requires an issue while Chinese tend to omit the subject; English has a verb conjugation system while Chinese does not; and English adverbs can be placed in different positions according to the type while Chinese adverbs are mainly set in the middle; 2) Lexicon: Lexical errors may occur when ESL learners may make errors when they meet the differences in linguistic features such as polysemy, part of speech and word collocations between the two languages.; 3) Phonology: As Chinese is a tonal language and English is a non-tonal language, their tones of phonology are, to some extent, different, which might cause ESL learners confusion. These features of Chinese and English differ, and how these disparities have prevented positive language transfer from Chinese to English is explored. As a result, this study can inform second language instructors of the distinctions between the two languages and offer resources for future instruction of ESL students.
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Alqarhi, Awaad. "Arabic Phonology." English Linguistics Research 8, no. 4 (October 13, 2019): 9. http://dx.doi.org/10.5430/elr.v8n4p9.

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The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to get coalesced into various other modern dialects whereas on the other hand, the new phonemes have already been introduced via phonemic splits or borrowing. The phonemic length and quality that applies to both consonants and vowels at the same time. There have been research that analyses how multicultural society in Australia gets operated only with a particular form of language generated in some linguistic environments. The scripts of English Language tend to have the capability of merging with other language that are native of a place for making it a complete new variety. The process is termed as Romanization. The hybrid or amalgamation of languages within the linguistic framework can be classified and characterized that makes its standardization easy. This paper aims to do a complete research on the linguistics of Arabic phonology.
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Walters, J. Roderick. "“Celtic English”." English World-Wide 24, no. 1 (May 9, 2003): 63–87. http://dx.doi.org/10.1075/eww.24.1.05wal.

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The article examines the phonology of Rhondda Valleys English, an accent of the Welsh “Valleys”, to try to discover to what degree it is influenced by the Welsh language. It finds some features of segmental phonology which appear to be direct transfers. However, most of these appear to be recessive, since they are found mostly in the speech of older generations born at a time when there was considerably more Welsh spoken in the Rhondda than at present. The article lists other non-standard features of segmental phonology where parallel sounds exist in the Welsh language, but it cannot be stated with certainty that Welsh is the primary source. In such cases, the Welsh substratum may be acting at least to reinforce the presence of the features concerned. Finally, the article looks at the suprasegmentals (prosody) of Rhondda Valleys English. Here, because the similarities with the Welsh language are so striking and there are no obvious parallels with neighbouring dialects of England, it would seem very likely that most of the features concerned constitute direct transfers. Since such Welsh-language derived suprasegmental features seem more pervasive than the segmental ones, they may well form the strongest and most enduring “Celtic imprint” on the dialect studied.
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Dissertations / Theses on the topic "English language – Phonology"

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Green, Antony D. "Phonology limited." Universität Potsdam, 2007. http://opus.kobv.de/ubp/volltexte/2007/1551/.

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Phonology Limited is a study of the areas of phonology where the application of optimality theory (OT) has previously been problematic. Evidence from a wide variety of phenomena in a wide variety of languages is presented to show that interactions involving more than just faithfulness and markedness are best analyzed as involving language-specific morphological constraints rather than universal phonological constraints. OT has proved to be a highly insightful and successful theory of linguistics in general and phonology in particular, focusing as it does on surface forms and treating the relationship between inputs and outputs as a form of conflict resolution. Yet there have also been a number of serious problems with the approach that have led some detractors to argue that OT has failed as a theory of generative grammar. The most serious of these problems is opacity, defined as a state of affairs where the grammatical output of a given input appears to violate more constraints than an ungrammatical competitor. It is argued that these problems disappear once language-specific morphological constraints are allowed to play a significant role in analysis. Specifically, a number of processes of Tiberian Hebrew traditionally considered opaque are reexamined and shown to be straightforwardly transparent, but crucially involving morphological constraints on form, such as a constraint requiring certain morphological forms to end with a syllabic trochee, or a constraint requiring paradigm uniformity with regard to the occurrence of fricative allophones of stop phonemes. Language-specific morphological constraints are also shown to play a role in allomorphy, where a lexeme is associated with more than one input; the constraint hierarchy then decides which input is grammatical in which context. For example, [ɨ]/[ə] and [u]/[ə] alternation found in some lexemes but not in others in Welsh is attributed to the presence of two inputs for the lexemes with the alternation. A novel analysis of the initial consonant mutations of the modern Celtic languages argues that mutated forms are separately listed inputs chosen in appropriate contexts by constraints on morphology and syntax, rather than being outputs that are phonologically unfaithful to their unmutated inputs. Finally, static irregularities and lexical exceptions are examined and shown to be attributable to language-specific morphological constraints. In American English, the distribution of tense and lax vowels is predictable in several contexts; however, in some contexts, the distributions of tense [ɔ] vs. lax [a] and of tense [æ] vs. lax [æ] are not as expected. It is shown that clusters of output-output faithfulness constraints create a pattern to which words are attracted, which however violates general phonological considerations. New words that enter the language first obey the general phonological considerations before being attracted into the language-specific exceptional pattern.
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Strikis, Liena A. "The effects of orthography and phonology on vocabulary acquisition /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/179.pdf.

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Barrios, Shannon L. "Similarity in L2 phonology." Thesis, University of Maryland, College Park, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600018.

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Adult second language (L2) learners often experience difficulty producing and perceiving non-native phonological contrasts. Even highly proficient bilinguals, who have been exposed to an L2 for long periods of time, struggle with difficult contrasts, such as /r/-/l/ for Japanese learners of English. To account for the relative ease or difficulty with which L2 learners perceive and acquire non-native contrasts, theories of (L2) speech perception often appeal to notions of similarity. But how is similarity best determined?

In this dissertation I explored the predictions of two theoretical approaches to similarity comparison in the second language, and asked: [1] How should L2 sound similarity be measured? [2] What is the nature of the representations that guide sound similarity? [3] To what extent can the influence of the native language be overcome?

In Chapter 2, I tested a `legos' (featural) approach to sound similarity. Given a distinctive feature analysis of Spanish and English vowels, I investigated the hypothesis that feature availability in the L1 grammar constrains which target language segments will be accurately perceived and acquired by L2 learners (Brown [1998], Brown [2000]). Our results suggest that second language acquisition of phonology is not limited by the phonological features used by the native language grammar, nor is the presence/use of a particular phonological feature in the native language grammar sufficient to trigger redeployment. I take these findings to imply that feature availability is neither a necessary, nor a sufficient condition to predict learning outcomes.

In Chapter 3, I extended a computational model proposed by Feldman et al. [2009] to nonnative speech perception, in order to investigate whether a sophisticated `rulers' (spatial) approach to sound similarity can better explain existing interlingual identification and discrimination data from Spanish monolinguals and advanced L1 Spanish late-learners of English, respectively. The model assumes that acoustic distributions of sounds control listeners' ability to discriminate a given contrast. I found that, while the model succeeded in emulating certain aspects of human behavior, the model at present is incomplete and would have to be extended in various ways to capture several aspects of nonnative and L2 speech perception.

In Chapter 4 I explored whether the phonological relatedness among sounds in the listeners native language impacts the perceived similarity of those sounds in the target language. Listeners were expected to be more sensitive to the contrast between sound pairs which are allophones of different phonemes than to sound pairs which are allophones of the same phoneme in their native language. Moreover, I hypothesized that L2 learners would experience difficulty perceiving and acquiring target language contrasts between sound pairs which are allophones of the same phoneme in their native language. Our results suggest that phonological relatedness may influence perceived similarity on some tasks, but does not seem to cause long-lasting perceptual difficulty in advanced L2 learners.

On the basis of those findings, I argue that existing models have not been adequately explicit about the nature of the representations and processes involved in similarity-based comparisons of L1 and L2 sounds. More generally, I describe what I see as a desirable target for an explanatorily adequate theory of cross-language influence in L2 phonology.

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Lipscomb, David Robert. "Non-linear phonology and variation theory." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61817.

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Onken, Busaki. "Letter-sound relationship in modern British English: theoretical considerations and teaching implications for Zairean efl beginners." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213424.

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Tin, Choi-yau Carmela. "Description of bilingual phonology in Cantonese-English preschoolers." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279356.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Spaargaren, Magdalena Jeannette. "Change in obstruent laryngeal specifications in English : historical and theoretical phonology." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/4079.

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Two traditions have arisen from an ongoing debate concerning cross-linguistic laryngeal representations in series of obstruents. The first, ‘traditional’ approach assumes universally identical laryngeal representations: /p, t, k/ are unspecified and /b, d, g/ carry |voice|. The second, Laryngeal Realism (LR), assumes underlyingly different representations between languages: ‘aspiration languages’ have unspecified /b, d, g/, and /p, t, k/ specified for |spread|. ‘Voice languages’ have unspecified /p, t, k/, and /b, d, g/ specified for |voice|. In this thesis, I use historical data in order to determine which of these two traditions is correct. Chapter 1 introduces the thesis subject and places it in the broader context of representational models of theoretical phonology and general historical linguistics. In chapter 2, I discuss the discrepancy between traditional laryngeal features and their cross-linguistic implementation, the basis of the debate outlined above. The two traditions are then discussed in detail. It is shown that evidence for LR is drawn from surface facts in aspiration- and voice languages such as respective presence or absence of aspiration of /p, t, k/, respective absence or presence of voicing in /b, d, g/ and asymmetry in assimilation processes in favour of one of the features. Present-Day English (PDE) is best described in LR when these criteria are taken into account, e.g., [ph]in, [b 0]in, and invariable assimilation to ‘voicelessness’, e.g., cats /t+z/→[ts], sacked /k+d/→[kt]. In the following chapters, I present data from historical laryngeal modifications in English which have never been considered together in this respect before. In Chapter 3, I present new evidence that the laryngeal situation just described for Present-Day English dates back to the very beginning of its recorded history. This is shown in the fact that all laryngeal assimilation throughout the history of English is exclusively assimilation to ‘voicelessness’ or |spread| - as in pre-Old English [pd] > [pt] cepte ‘kept’, [td] > [tt] mette ‘met’, [kd] > [kt] iecte ‘increased’, [fd] > [ft] pyfte ‘puffed’, [sd] > [st] cyste ‘kissed’. LR can easily capture this asymmetry because |spread| is the only active member in the laryngeal opposition. |voice| is unspecified in English and can therefore never partake in phonological processes. Chapters 4, 5 and 6 deal with historical English data traditionally interpreted as ‘voicings’, i.e. addition of |voice|, and ‘devoicings’, i.e. loss of |voice|. Therefore, these data are potentially problematic for LR in that, according to this framework, |voice| is not specified in English. However, I show that LR can unproblematically deal with these phenomena as laryngeal lenition, removal of |spread|, and fortition, addition of |spread|. In fact, some of the lenition processes provide extra back up for LR. Processes in word-initial position, e.g., dialectal [v]ather, and final position, e.g., i[z], knowle[d3], are highly marked when viewed as ‘voicings’. However, when viewed as simple lenitions, as in LR, they are natural processes, which are predicted to be found in languages. Therefore, I show in this thesis that all available data from English historical laryngeal modification support LR, and that LR in its turn sheds an interesting new light on the data. It is superior to traditional accounts in that it can account for otherwise puzzling phenomena such as asymmetric assimilation and initial and final ‘voicings’.
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Aloufi, Aliaa. "The phonology of English loanwords in UHA." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/67766/.

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This thesis investigates the phonology of loanword adaptation focusing on English loanwords in Urban Hijazi Arabic (UHA). It investigates the segmental adaptations of English consonants that are absent in UHA as well as the various phonological adaptations of illicit syllabic structures. It is based on dataset of around 100 English loanwords that were integrated into UHA that contain several illicit consonants and syllable structures in the donor language. This dataset is compiled from different published sources along with a data collection exercise. The first significant source is Abdul-Rahim (2011) a dictionary of loanwords into Arabic, while the other one is Jarrah's (2013) study of English loanwords into Madinah Hijazi Arabic (MHA) adopting the on-line adaptation. The third source is original pronunciation data collected from current UHA speakers. Furthermore, the Oxford English Dictionary (OED) was consulted for the etymology and transcription of the English words. The goal is to provide a thorough analysis of these phonological patterns whether consonantal or syllabic ones found in the adaptation of English loanwords into UHA. To accomplish this, the adaptations have been analysed according to two theoretical frameworks: the Theory of Constraints and Repair Strategies Loanword Model (TCRSLM) proposed by Paradis and LaCharité (1997) and Optimality Theory (OT) introduced by Prince and Smolensky (1993). The different proposed analyses in this study facilitated an evaluation of the adequacy of each of these theories in accounting for the discussed phonological patterns found in UHA loan phonology. The thesis concludes that OT better explains the adaptations, but neither theory fully accounts for the variety of adaptations found in UHA.
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Caravolas, Marketa. "The effect of linguistic input on children's phonological awareness : a cross-linguistic study." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60612.

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The subjects of the study were kindergarten and first grade speakers of Czech and English. The Czech language contains a considerably higher frequency and variety of complex syllabic onsets than English. Hence, it was hypothesized that if linguistic input affects children's phonological awareness development, Czech children should show higher levels of ability on the tasks. These differences were expected to appear in preliterate kindergarten children if linguistic input, more than literacy and/or general cognitive factors, impacts significantly on phonological awareness.
The finding that preliterate Czech children were more advanced in the ability to manipulate complex syllable onsets suggests that oral language input has an important effect on developing phonological awareness skills. Furthermore, its effect appears to be independent of the effects of literacy.
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Ahn, Hyunkee. "Post-release phonatory processes in English and Korean : acoustic correlates and implications for Korean phonology /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Books on the topic "English language – Phonology"

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Yavas, Mehmet S. Applied English phonology. Malden, MA: Blackwell Pub., 2005.

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Shuja, Asif. Urdu-English phonetics and phonology. New Delhi: Bahri Publications, 1995.

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Shuja, Asif. Urdu-English phonetics and phonology. New Delhi: Bahri Publications, 1995.

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Rogerson-Revell, Pamela. English phonology and pronunciation teaching. London: Continuum, 2011.

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John, Harris. English sound structure. Oxford, UK: Blackwell, 1994.

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Carr, Philip. English phonetics and phonology: An introduction. Chichester, West Sussex, UK: Wiley-Blackwell, 2013.

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North, David J. Studies in Anglo-Cornish phonology. Redruth: Institute of Cornish Studies, 1991.

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Massachusetts Institute of Technology. Dept. of Linguistics and Philosophy., ed. Metrical phonology and English verse. Cambridge, MA: Distributed by MIT Working Papers in Linguistics, MIT, Dept. of Linguistics, 1997.

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Greene, Victoria E. Phonology guide. Bloomington, MN: Language Circle Enterprise, 1991.

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Lee, Enfield Mary, ed. Phonology guide. Bloomington, MN: Language Circle Enterprise, 1997.

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Book chapters on the topic "English language – Phonology"

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Kirkham, Sam, and Claire Nance. "Phonology." In English Language, 29–41. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_3.

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Katamba, Francis. "Segmental Phonology." In English Language, 30–54. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_3.

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Katamba, Francis. "Phonology: Beyond the Segment." In English Language, 55–76. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_4.

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Kuiper, Koenraad, and W. Scott Allan. "The phonology of English." In An Introduction to English Language, 48–94. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-24604-5_3.

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Kuiper, Koenraad, and W. Scott Allan. "The Phonology of English." In An Introduction to English Language, 137–76. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-49688-1_5.

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Kuiper, Koenraad, and W. Scott Allan. "The Phonology of English." In An Introduction to English Language, 146–88. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36563-6_5.

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Thorne, Sara. "Phonetics and phonology." In Mastering Advanced English Language, 48–71. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-13645-2_2.

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Pennington, Martha C., and Pamela Rogerson-Revell. "Phonology in Language Learning." In English Pronunciation Teaching and Research, 57–118. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-47677-7_2.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Teaching a Foreign Language." In Practical English Phonetics and Phonology, 176–82. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-15.

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Learning a Foreign Language." In Practical English Phonetics and Phonology, 182–207. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-16.

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Conference papers on the topic "English language – Phonology"

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Hamka, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Learning English Phonology on English Language Education Study Program State Universities in Malang." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.034.

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Ueyama, Motoko. "The phonology and phonetics of second language intonation: the case of "Japanese English"." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-276.

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Nurhayati, Dwi Astuti Wahyu. "Plosive and Fricative Sounds Produced by EFL Students Using Online Media: A Perspective on Learning English Phonology." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.042.

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Ali, Mohammad Nassef D. "AWARENESS OF PHILIPPINE ENGLISH: THE CASE OF UNDERGRADUATE STUDENTS." In Проблемы языка: взгляд молодых учёных. Институт языкознания РАН, 2023. http://dx.doi.org/10.37892/978-5-6049527-1-9-14.

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Although there is an increase in the number of studies on Philippine English (PE), there is very little research tackling Filipinos’ awareness of PE. This study was done to help expand the limited research on PE awareness, fill the gaps in a few related studies, and test Filipinos’ cognizance of their English variety. Specifically, this research investigated undergraduate students’ awareness of the meanings, features, and uses of PE and its relationship with their age. This study employed a quantitative approach and used an online survey form to collect data. The form consisted of Likert items on PE which were rated by the respondents according to their awareness of each statement. After surveying 216 respondents, it was found that the undergraduate students were slightly aware of the existence of a local English variety, i.e. PE. However, the data show that the respondents were moderately conscious of the other meanings, features, and uses of PE. This suggests that the students were fairly aware of PE but have slight cognizance of its legitimacy as an English variety. A similar finding can be observed in the students’ consciousness of PE features, where they showed moderate awareness of PE having its own accent, phonology, vocabulary, and grammar, but low average consciousness on the acceptability of PE lexicon and grammar. These findings reveal the respondents’ lack of recognition of PE validity, a common issue in non-native English varieties. Spearman rank correlation was used to determine the relationship between the students’ age and their level of PE awareness. With a rho of -0.07, this study claims no significant correlation between the two variables and concludes that age is not a factor influencing PE awareness. Overall, this study reveals the fair awareness of Filipino undergraduate students towards PE and their low awareness of its legitimacy. Also, as shown in the results, the cognizance of a local English variety cannot be assumed among its speakers. Thus, language awareness should be considered as a factor in World Englishes studies.
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Jebali, Adel. "French as a second language (L2) and AI: Deep Learning Models to the Rescue of Object Clitics." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005406.

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Just like many other Romance languages, French includes units known as object clitics, which exhibit characteristics of both affixes and noun phrases (NPs). They resemble affixes in that they need a prosodically strong host to attach to, and they are similar to NPs in that they fulfill a syntactic role in the utterance. These properties, coupled with their unique positioning compared to the phrases they replace, categorize them as special clitics (Zwicky, 1983). All these factors place them at the intersection of phonology, morphology, and syntax. Consequently, it’s not surprising that they pose a challenge for learners whose first language isn’t French.Learners of French as a second language (L2) often find it difficult to master the use of these units, leading to mistakes and various avoidance strategies. Errors can include incorrect agreements (with the antecedent, as well as with the past participle and adjectives), non-standard placement (such as placing the clitic between the auxiliary and the past participle), resorting to strong pronouns (likely influenced by languages that allow it, such as English), and an incomplete understanding of certain morphosyntactic or semantic properties (such as the distinction between animate and inanimate or verb subcategorization). On the other hand, avoidance strategies include NP repetition and omission (Wust, 2009; Emirkanian et al., 2021).Could deep learning be the solution to assist these learners? We believe so.To train a model capable of identifying sentences containing errors in the use of clitic object pronouns, a substantial amount of training data is required. This data should include a significant number of correctly written sentences in French L2, along with sentences containing errors in the use of clitic object pronouns. Once collected, this data needs to be prepared for use in a deep learning model. The data must be cleaned, normalized, and encoded into a format that the model can interpret. The data can also be augmented with variations of similar sentences, allowing the deep learning model to learn to generalize and recognize errors in a wider context.Our project involves adapting a pre-trained FlauBERT model (Le et al., 2020), based on BERT (Devlin et al., 2019), for a grammaticality judgment task. We fine-tuned this monolingual model on a dataset of 5272 sequences annotated as correct or containing errors. This dataset includes authentic productions from learners of French L2 (Jebali, 2018), along with data collected from the web containing both real productions and modifications introducing non-authentic but plausible errors.After fine-tuning FlauBERT, we used it to provide grammaticality judgments on a second evaluation corpus containing data the model had never seen before. On this dataset, it achieved an overall F-score of 0.93, which is higher than the scores obtained by GPT 3.5 (ChatGPT) and Antidote 11.After fine-tuning this initial model, we further fine-tuned it on a corpus of 6936 examples of errors related to the use of these clitics. The task was to discriminate between four types of errors regarding these units: agreement, position, resort to strong pronouns, and syntactic or semantic order errors. This second model achieved an evaluation F-score of 0.95, demonstrating excellent classification capabilities.Both deep learning models can be seamlessly integrated into an automatic correction system to help French L2 learners avoid errors related to the use of clitic object pronouns.The system pipeline we’ve established using these two models takes a sequence of words (ranging from a sentence to an average-length paragraph), checks for errors in the use of the object clitic, and provides feedback based on the error type. We later added an additional generative module, a model fine-tuned on another corpus and based on mBARThez (Kamal Eddine et al., 2021), which is built on BART (Lewis et al., 2019). This module can suggest a correction for the sequence containing an error in the use of the object clitic.
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Anderson, Jane. "THE USE OF THE INITIAL TEACHING ALPHABET (I.T.A.) FOR ACQUISITION OF ENGLISH PHONOLOGY, VOCABULARY, GRAMMAR, READING, AND WRITING BY SPEAKERS OF OTHER LANGUAGES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1304.

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Reports on the topic "English language – Phonology"

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, February 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.
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