Dissertations / Theses: '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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Fujii, Ikuko. "Interlanguage phonology of Japanese speakers of English in South Wales." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.

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Yeung, Wai Han Gloria. "A study on the pronunciation of Hong Kong English : a variety of English." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/87.

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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.

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Campos, Dintrans Gonzalo Santiago. "Acquisition of morphosyntax in the adult second language: the phonology factor." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2677.

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The goal of this dissertation is to examine the ubiquitous challenge that adult second language speakers have in producing functional morphology, even at advanced stages of acquisition. Specifically, this study examines how native speakers of Spanish, Mandarin and Japanese use past tense and number morphology in English. To this aim, two current competing hypotheses are tested: the Interpretability Hypothesis, which states that certain aspects of syntactic knowledge (uninterpretable features) cannot be acquired after a critical period, resulting in target-deviant use of functional morphology, and the Prosodic Transfer Hypothesis, which claims that all aspects of syntax can be acquired, but that phonological transfer effects from the first language might be at the source of target-deviant use of functional morphology. Participants were selected according to a pre-established set of criteria in order to obtain similar linguistic profiles. Native speakers of American English also participated as controls. The experiments included proficiency tests, sentence completion tests and picture description tests. Group and individual results were analyzed in order to determine the extent to which the Interpretability Hypothesis and the Prosodic Transfer Hypothesis could account for the observed patterns. The results of the experiments in this study strongly suggest that phonological factors can account for some of the observed target-deviant use of functional morphology, supporting the Prosodic Transfer Hypothesis. The results also suggest that ultimate acquisition of new uninterpretable features is possible, supporting the Prosodic Transfer Hypothesis and not the Interpretability Hypothesis. The study also stresses the idea that although phonological transfer effects cannot account for all the problems observed in second language functional morphology, it is vital that phonological factors be taken into account.

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Ng, E.-Ching. "The Phonology of Contact| Creole sound change in context." Thesis, Yale University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3663654.

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This dissertation identifies three previously unexplained typological asymmetries between creoles, other types of language contact, and `normal' sound change. (1) The merger gap deals with phoneme loss. French /y/ merges with /i/ in all creoles worldwide, whereas merger with /u/ is also well-attested in other forms of language contact. The rarity of /u/ reflexes in French creoles is unexplained, especially because they are well attested in French varieties spoken in West Africa. (2) The assimilation gap focuses on stress-conditioned vowel assimilation. In creoles the quality of the stressed vowel often spreads to unstressed vowels, e.g. English potato > Krio /&rgr;ϵ&rgr;&tgr;ϵ&tgr;ϵ/. Strikingly, we do not find the opposite in creoles, but it is well attested among non-creoles, e.g. German umlaut and Romance metaphony. (3) The epenthesis gap is about repairs of word-final consonants.These are often preserved in language contact by means of vowel insertion (epenthesis), e.g. English big > Sranan bigi, but in normal language transmission this sound change is said not to occur in word-final position.

These case studies make it possible to test various theories of sound change on new data, by relating language contact outcomes to the phonetics of non-native perception and L2 speech production. I also explore the implications of social interactions and historical developments unique to creolisation, with comparisons to other language contact situations.

Based on the typological gaps identified here, I propose that sociohistorical context, e.g. age of learner or nature of input, is critical in determining linguistic outcomes. Like phonetic variation, it can be biased in ways which produce asymmetries in sound change. Specifically, in language contact dominated by adult second language acquisition, we find transmission biases towards phonological rather than perceptual matching, overcompensation for perceptual weakness, and overgeneralisation of phrase-final prominence.

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Chu, Ka-bik Cindy. "The effects of improving phonological awareness and spelling ability through contrastive phonology a study of a Hong Kong primary classroom /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262086.

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Yeung, Lau-luk Margery. "On the effect of Cantonese (L1) phonological awareness on the acquisition of English (L2) phonology among primary students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3828022X.

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Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.

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Qin, Chuan. "The perception and production of English vowel contrasts by Vietnamese speakers." HKBU Institutional Repository, 2010. http://repository.hkbu.edu.hk/etd_ra/1207.

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Pascoe, Michelle. "Segmental phonology and Black South African English speakers : communicative success with standard dialect listeners." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/26323.

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The study investigated the nature of the listener confusion which occurs when Black South African English (BSAE) speakers communicate a list of common English words to speakers of standard South African (StdSAE) English. BSAE and StdSAE subjects were grouped into 10 dyads. BSAE subjects read 120 monosyllabic English words to StdSAE subjects. Written data of StdSAE subjects were analysed to determine patterns of success and failure in the communication of single word items by BSAE subjects. Specific difficulties with vowels, dipthongs and consonants are discussed in terms of their effect on intelligibility. Findings are evaluated in the light of previous research, and in terms of Flege's Speech Learning Model (1987, 1991, 1995). It is suggested that all segmental features of BSAE relate to two distinct levels: a functional (meaning) level and an aesthetic level. This study focussed on the functional level, and aimed to describe the segmental features of BSAE speech which affect meaning. Such a distinction has particular relevance for speech and language therapists who need to have a clear rationale for their work with BSAE-speaking clients. Clinical implications specific to this emerging client group within South Africa are discussed.

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Ng, Shiu May Doris. "The system of diphthongs in the interlanguage phonology of young educated Hong Kong speakers of English." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/345.

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Sirsa, Hema. "First Language and Sociolinguistic Influences on the Sound Patterns of Indian English." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18715.

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The current dissertation is a systematic study of variation in the English spoken in multilingual and multicultural India. Three experiments were conducted to investigate the influence of two native languages (Hindi and Telugu) on English, which is spoken by almost all Indians as a second language. The first experiment indicated that Indian English (IE) is accented by the first language of its speakers, but high English proficiency and the degree of divergence between the sound patterns of the speaker's native language and his or her IE suggested that other factors might influence the preservation of a native language accent in IE. The second experiment controlled for language investigated the effect of region on IE, finding that listeners were able to distinguish speakers based on region even when they spoke the same native language. The regional variation in IE was more noticeable for native Telugu speakers than for native Hindi speakers. This difference was attributed to differences in the social and political power associated with these native languages: Hindi being the national language and the language of the capital city of India; Telugu, a regional language of Andhra Pradesh and spoken by many fewer people than Hindi. The third experiment was motivated by the idea that persistent effects of the speaker's native language might also be used to reflect a speaker's personal identity. Accordingly, the experiment investigated the effect of speaking about personal versus neutral topics on IE pronunciation. The results were that speakers' IE pronunciation was more like their native language when speakers discussed personal topics then when they discussed neutral topics. Overall, the results suggest that the pronunciation of IE is conditioned by social factors, meaning that it has entered the differentiation phase of Schneider's dynamic model of English evolution. This dissertation includes previously published co-authored material.

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Al, Ahmari Saleha Hussain. "THE ACQUISITION OF THE ENGLISH VELAR NASAL /ŋ/ BY SAUDI SPEAKERS OF ENGLISH: ARE THERE DEVELOPMENTAL TRENDS?" OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1444.

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This study aims to examine the developmental acquisition trends of English nasal /ŋ/ by Saudi learners of English. According to the previous literature, the velar nasal /ŋ/ presents significant difficulties for learners of English, especially for Arabic speakers. The literature indicates that their most serious problem lies in their tendency to insert a stop after the velar nasal, such as singing /sɪŋɪŋ/ pronounced as [sɪŋgɪŋg]. Accordingly, this study aims to examine this claim by studying Saudi learners of English as a second language to find the types of committed errors, and the effects of length of residence and language use in diminishing such tendencies. For this purpose, participants representing two ranges of length of residence in the US (LOR < 1 year and LOR >4 years) were recruited. The instruments included both a demographic questionnaire and a production task. A list of English words ending with the velar nasal preceded by different vowels was given. Data analysis made use of speech analyzer, descriptive statistics, frequency analyses, and an independent t-test to see if there are significant developmental trends in the acquisition of the target sound. The findings of this study provide empirical evidence in support of some of the most well-known theories in second language acquisition, namely, Contrastive Analysis hypothesis (Lado, 1957), Markedness Differential Hypothesis (Eckman, 1977), and Language Transfer Theory (Odlin, 1986; Gass & Selinker 1994). The absence of the marked velar nasal in coda position and the phonological rules of its use in the marked coda position caused many types of serious mispronunciations in Saudis' oral production of English words that end in such a segment. Resulting types of errors stem from the negative transfer of the allophonic environment of the velar nasal in Arabic language. Such transfer decreases as the length of residence and L2 use increase.

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Winters, Stephen James. "Empirical investigations into the perceptual and articulatory origins of cross-linguistic asymmetries in place assimilation." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054756426.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xx, 351 p.; also includes graphics Includes bibliographical references (leaves 344-351). Available online via OhioLINK's ETD Center

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Hill, Margaret Monica. "The role of phonology in English vocabulary learning by Chinese tertiary students in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263521.

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洪盛琴 and Shing-kam Phoebe Hung. "The effect of phonological awareness training on the reading achievement of late English learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40717161.

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Bremen, Maria Verena von. "The application of nonlinear phonological theory to intervention with phonologically delayed twins." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28924.

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Despite the fact that speech-language pathologists do not develop the theories underlying the principles and procedures used in the clinic, speech and language clinicians are ethically obliged to apply the "best" possible theory in their practice. Recently phonologists have been developing a theory of nonlinear phonology. Application of this theory to cross-linguistic data and to child language data has shown that what appeared to be idiosyncratic or difficult to account for using previous theoretical formulations can be neatly explained using a nonlinear phonological explanation. The purpose of this study was to investigate the possibility of further extending the application of nonlinear phonological principles to the field of speech-language pathology. Two levels defined by the theory, segmental and prosodic, were investigated in a six-month-long intervention programme with a set of phonologically delayed twins (aged 5;6 at the outset of the project). Each twin was assigned to an experimental condition motivated by one of these levels, or tiers. In each condition, intervention goals were determined by parameters of the theory; the segmental condition contrasted features "higher" versus "lower" in the feature hierarchy, while the prosodic condition contrasted moraic with onset-rime descriptions of syllable/word shape. Using twins as subjects also allowed the twin aspect of language acquisition and speech-language intervention to be explored. Results of the phonological intervention study revealed that nonlinear phonology provides a viable framework for assessing and determining goals for phonological remediation. A comparison of progress in therapy indicated that one twin acquired therapy goals faster than the other. An investigation of the differential progress of the twins allowed conclusions to be drawn regarding social awareness and success in phonological therapy.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Almalki, Hussain. "Acoustic Investigation of Production of Clusters by Saudi Second Language Learners of English." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1235.

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Production errors made by second language (L2) learners of English have been attributed to markedness, L1 transfer or input frequency (cf. Major, 2001; Edwards & Zampini, 2008; Baptista, Rauber, & Watkins, 2009). This thesis examines the production of 17 English initial consonant clusters (e.g., /pr/ in “pray”) in a markedness relationship, whereby clusters with greater sonority distance between the first and second consonants are unmarked and clusters with smaller sonority distance between the first and second consonants are marked, by two groups of Saudi Arabian L2 English learners. It also explores the effect of input frequency and L1 transfer. Participants were asked to read 60 sentences and their reading was recorded for acoustic analysis. Analysis showed that “prothesis” was always used to simplify the clusters, and that, the duration of the prothetic vowel tended to get longer when clusters become more marked. Intermediate participants had greater degree of difficulty in producing the clusters and tended to insert a longer prothetic vowel in general. Markedness explained the performance on #sC clusters; however, performance on non #sC clusters was best explained by L1 transfer. Results further indicated that input frequency was irrelevant to this study.

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Lewis, Casey L. "Teachers' knowledge of English phonology and attitudes toward reading instruction as related to student outcomes /." Online version of thesis, 2008. http://hdl.handle.net/1850/6206.

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Kwok, Ka-man, and 郭家敏. "Phonological awareness and the ability to read English as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36855492.

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Lam, Wai Kin Stephen. "Realization of "th" in Hong Kong English." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/949.

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O'Neill, Sarah Ollivia. "Sound correspondences in the English-Spanish bilingual lexicon." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6620.

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While it has been recognized that L2 word learning is facilitated for cognates (De Groot & Keijzer 2000), approaches to cognate acquisition have focused on the similarity of L1- L2 forms, overlooking regular patterns in differences between items. For example, English phone [dʒ] regularly corresponds to the Spanish phone [x]: agent [eɪdʒɛnt]- agente [axente], voyage [vɔɪədʒ]- viaje [bjaxe]. The current studies test whether L1 English, L2 Spanish learners acquire and utilize regular cognate sound correspondences. Experiment 1 compared accuracy for cognate forms that include or do not include regular correspondences. Subjects learned the English names of 20 monsters. Afterward, they saw each monster's image and heard its name in English, then recalled and produced the monster's (cognate) name in Spanish. Results revealed higher accuracy for items containing regular cognate correspondences. Subjects with higher proficiency showed greater differences in accuracy between regular and irregular items. In Experiment 2, subjects heard a novel word in either English or Spanish and invented a plausible cognate in the other language. Their modifications to the word forms were analyzed. Analyses revealed that subjects’ modifications were not random, but rather demonstrated convergence on dominant modification strategies. Higher proficiency correlated with greater convergence on dominant strategies. Together, these results demonstrate that L1 English, L2 Spanish learners have knowledge of regular cognate correspondences and can utilize correspondences to learn or invent new cognate forms. Furthermore, because this knowledge is acquired gradually by the L2 learner, cognate processing is not consistent across proficiency levels or between individual learners.

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Miller, Sherri Lynn. "Percentage of phonological process usage in expressive language delayed children." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4204.

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Language delay and phonological delay have been shown to coexist. Because they so often co-occur, it is possible that they may interact, sharing a relationship during the child's development. A group of children who were "late talkers" as toddlers, achieved normal development in their syntactic ability by the preschool period. Because their language abilities are known to have increased rapidly, data on their phonological development could provide information on the relationship between phonological and syntactic development. The purpose of this study was to compare the percentage of phonological process usage of the eight most commonly used simplification processes in four-year-old expressive language delayed (ELD) children, children with a history of slow expressive language development (HX), and normally developing (ND) children. The questions this study sought to answer were: do ELD children exhibit a higher percentage of phonological process usage than ND children, and are HX children significantly different in their percentage of phonological process usage than ND and/or ELD children.

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Jennings, Patricia Joan. "A comparison of the phonological skills of late talking and normal toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4082.

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In the present study, the speech of twenty-four normally speaking toddlers and twenty-eight late talking toddlers was analyzed with respect to the syllable structures produced during a speech sample. The groups were matched with regard to age, sex, and socio-economic status, all passed a hearing screening, and all scored at least 85 on the Bayley Scales of Infant Development.

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AUFDERHAAR, CAROLYN RACHEL. "THE INFLUENCE OF USING DISCOURSE ANALYSIS TECHNIQUES ON THE FILTERED SPEECH OF AUTHENTIC AUDIO TEXT TO IMPROVE PRONUNCIATION." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1100670010.

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Jared, Debra J. (Debra Jean). "The processing of multisyllabic words : effects of phonological regularity, syllabic structure and frequency." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63367.

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Chan, Siu-ling, and 陳小玲. "From letters to sound: the dyslexic bridge toreading." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3159847X.

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Wynne, Hilary Suzanne Zinsmeyer. "The phonological encoding of complex morphosyntactic structures in native and non-native English speakers." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:39fd5b76-2099-4f42-a428-e4c2df39685d.

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Theories of phonological word formation (e.g. Selkirk 1980, 1986; Nespor & Vogel 1986; Lahiri & Plank 2010) assume that prosodic units are not isomorphic with syntactic units. However, the prosodic status of compounds remain uncertain, at least in so far as language planning and phonological encoding is concerned. Theories are not transparent about the prosodic status of compounds: although a noun-noun compound in English consists of two lexical words (and therefore two prosodic words), it can also act as a single prosodic item by exhibiting main stress on the first unit and carrying inflection. Thus the question remains controversial - should these items be treated as a single prosodic unit, similar to a monomorphemic word, or as two distinct units for the purpose of post-lexical representation? Recursive word formation may suggest that compounds are a single unit. Psycholinguistic evidence measuring speech onset latency in native speakers of Dutch and Portuguese also shows compounds being treated as single prosodic units (Wheeldon & Lahiri 1997, 2002; Vigario, 2010). Although recent studies have produced evidence for the prosodification of compounds in native speakers, little is known about the process in non-native speakers. Our research questions are as follows: what is the post-lexical planning unit in English, and how do non-native fluent speakers of English plan these units for the purpose of phonological encoding? To investigate our hypotheses, we focus on the phonological encoding of compounds with and without encliticisation, for native and non-native speakers of English. In a series of delayed priming tasks, we found overwhelming evidence that reaction times reflected the total number of prosodic units in the target sentence. In online tasks, however, speech latencies only reflected the size of the first prosodic unit. Taken together,these results suggest that, despite containing two lexical and prosodic words, English compounds are planned as single prosodic units, exhibiting encliticisation and reaction times similar to those of monomorphemic words. As shown by the results in this study, this naming paradigm has proved extremely beneficial for eliciting data about the structure of prosodic units in speech production. Not only was it successful for native speakers of Dutch, European Portuguese, and English, we also found that it was easily implemented into a study of post-lexical encoding in non-native speakers of English.

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Wei-Chen, Hsu. "An OT Perspective on Second Language Phonology: Acquisition of English Word-final Consonants by Mandarin-Taiwanese Learners." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486627.

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This thesis attempts to demonstrate that constraint-based OT (prince and Smolensky, 1993) is well-suited to provide an adequate and explicit analysis of interlanguage data. . . An empirical study of the acquisition ofEnglish word-fmal consonants was conducted in a university in Taiwan. Both Mandarin and Taiwanese share a simple cve syllable, and therefore Mandarin-Taiwanese learners of English are expected to have a certain degree of difficulty in acquiring English word-final consonant clusters. The OT framework is adopted to account for a variety of error patterns observed throughout interlanguage development, particularly in L2 word-final consonant production. The main focuses are that certain constraints are found to be dominant in determining which 'excess' consonant is deleted in a complex cluster, and the issue of how an L2 _. input is formed during L2 acquisition. This thesis also explores what effect linguistic environment has on L2 production: for instance, theÃ‚Â· activation of ONSET is regarded as a case of spell out TETU effect under a given environment with a following vowel. The goal of this thesis is to adopt OT as a theoretical framework to examine how error patterns are manifested during L2 acquisition.

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Dziubalska-Kołaczyk, Katarzyna. "A theory of second language acquisition within the framework of natural phonology : a Polish-English contrastive study /." Poznań : UAM, 1990. http://catalogue.bnf.fr/ark:/12148/cb354980325.

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Hernandez, Lauren Kristine. "Phonological Processes in English Sentences Produced by Adult Native Speakers of Spanish." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461947976.

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Goering, Nelson. "The linguistic elements of Old Germanic metre : phonology, metrical theory, and the development of alliterative verse." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:d49ea9d5-da3f-4796-8af8-a08a1716d191.

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I examine those linguistic features of Old English and Old Norse which serve as the basic elements for the metrical systems of those languages. I begin with a critical survey of recent work on Old English metrical theory in chapter 1, which suggests that the four-position and word-foot theories of metre are the most viable current frameworks. A further conclusion of this chapter is that stress is not, as is often claimed, a core element of the metre. In chapter 2, I reassess the phonological-metrical phenomenon of Kaluza's law, which I find to be much more regular and widely applicable within Bēowulf than has previously been recognized. I further argue that the law provides evidence that Old English phonological foot structure is based on a preference for precise bimoraism. In chapter 3, I examine the role of syllables in the Norse Eddic metre fornyrðislag, which supports a view of resolution and phonological feet similar to that found in Old English, though Norse prosody is much more tolerant of degenerate, light feet. I reconsider the other major Eddic metre, ljóðaháttr, in chapter 4, integrating the insights of Andreas Heusler and Geoffrey Russom to propose a new system of scansion for this notoriously recalcitrant verse form. This scansion provides important support for the word-foot theory, and suggests that linguistic elements larger than syllables or phonological feet play a crucial role in early Germanic verse. In the final chapter, I give a diachronic account of Germanic metre and relevant linguistic structures, arguing that the word-foot theory provides the best metrical framework for understanding the development of Germanic alliterative verse. This metrical system is linguistically supported by Germanic word structures and compounding rules, and interacts with bimoraic phonological feet, all of which have a long history in Proto- and pre-Germanic.

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Capliez, Marc. "Acquisition and learning of English phonology by French speakers : on the roles of segments and suprasegments." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30011/document.

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De plus en plus de chercheurs s'accordent à dire que la prosodie a un rôle crucial dans la communication, la compréhensibilité du discours et la détection d'un accent étranger. L'apprentissage et l'enseignement de l'anglais langue étrangère bénéficieraient ainsi à mettre au premier plan les traits suprasegmentaux, ou prosodiques (accent, rythme et intonation), plutôt que les traits segmentaux (consonnes et voyelles) comme le font beaucoup d'enseignants, d'autant que les erreurs prosodiques ont souvent un effet plus néfaste que les erreurs segmentales. Cette thèse de doctorat part de l'hypothèse que les francophones apprenant l'anglais pourraient davantage améliorer leurs capacités à l'oral (production et perception) si on leur enseignait avant tout les caractéristiques prosodiques de la langue cible, plutôt que de mettre en avant les segments. Notre étude expérimentale compare ainsi l'impact d'une approche « prosodique » avec l'impact d'une approche « segmentale » sur des apprenants français non-débutants. Bien que les deux méthodes d'enseignement aient permis aux participants de s'améliorer en production et perception L2, en comparaison avec un groupe de contrôle n'ayant pas reçu de cours, aucune des deux méthodes ne leur a permis d'améliorer leurs capacités à l'oral davantage que l'autre, ce qui montre l'importance tout aussi forte d'inclure les aspects segmentaux que suprasegmentaux dans l'enseignement de l'anglais langue étrangère
Researchers increasingly highlight the crucial role of prosody in communication, speech comprehensibility, and the detection of a foreign accent. Thus, the learning and teaching of English as a foreign language would benefit from prioritising the suprasegmental, or prosodic, features (i.e., stress, rhythm, and intonation), rather than the segmental features (i.e., consonants and vowels) as many teachers tend to do, all the more so as prosodic errors often have a more detrimental effect than segmental errors. The present doctoral thesis starts from the hypothesis that French-speaking learners of English could improve their oral skills (production and perception) more if they were primarily taught the prosodic characteristics of the target language, rather than putting the segments in the foreground. Our experimental study compares the impact of a “prosody-based” teaching approach with that of a “segment-based” approach on non-beginner French learners of English. Although the two teaching methods enabled the participants to improve their L2 production and perception skills, compared with a non-treated control group, neither of the two methods enabled them to improve their oral skills more than the other, suggesting that it is important to include segmental and suprasegmental aspects alike in the teaching of English as a foreign language

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Morris, Jonathan. "Sociolinguistic variation and regional minority language bilingualism : an investigation of Welsh-English bilinguals in North Wales." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-and-regional-minority-language-bilingualism-an-investigation-of-welshenglish-bilinguals-in-north-wales(c666cc2a-c131-4dcf-8d74-1c86c9315099).html.

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This thesis investigates phonetic and phonological variation in the bilingual repertoire of adolescent Welsh-English bilinguals living in North Wales. It contributes to linguistic research by, firstly, providing an account of language variation in an under-studied area (N. Wales) and context (regional minority language bilingualism) and, secondly, by examining cross-linguistic variation, and the constraints on this variation, in bilingual speech. The two variables under discussion differ in how they are realised in the two languages: /l/ is thought to be heavily velarised in both languages as a result of long-term contact and phonological convergence. Variation in the production of /r/ and realisation of coda /r/ has hitherto been reported as language-specific, though frequent transfer is said to occur from Welsh to English in predominantly Welsh-speaking areas (e.g. Penhallurick 2004: 110; Wells 1982: 390).The first aim of the study is therefore to quantify claims of phonological convergence and transfer in the speech of Welsh-English bilinguals by using a variationist sociolinguistics methodology (e.g. Labov 1966), which also considers the influence of linguistic and extra-linguistic factors on variation. Particular attention is paid to differences between a majority Welsh-speaking town and a town where English is the main language. A further distinction is made between those from Welsh-speaking homes and those from English-speaking homes who have acquired Welsh through immersion education. The second aim is to make empirically-informed theoretical claims about the nature of phonological convergence and transfer, and conceptualise cross-linguistic interaction in the speech of Welsh-English bilinguals in light of existing frameworks. Data (sociolinguistic interviews and wordlists) were collected in Welsh and English from 32 Welsh-English bilinguals aged 16-18. The sample was equally stratified in terms of speaker sex, home language, and area. The two towns compared in the study are Caernarfon (N.W. Wales, where c.88% of the population speak Welsh) and Mold (N.E. Wales, where c. 20% Welsh of the population speak Welsh). The results indicate that English [ɫ] tends to be lighter than Welsh [ɫ] in word-initial onset position for females, and in word-medial intervocalic position for both males and females. The data also show linguistic influences on the realisation of [ɫ] in both languages, and differences between males and females. The realisation of coda /r/ and production of [r] and [ɾ] in English are confined to the speech of those from Welsh-speaking homes in Caernarfon. In Welsh, use of [ɹ] is widespread and is constrained by a more complex interaction between area, home language, and sex. On the basis of these findings, I conclude that features which have undergone phonological convergence due to long-term language contact may be subject to language-specific constraints when implemented phonetically. In terms of transfer, I argue for a ternary distinction between interference, transfer, and transfer which is constrained by linguistic and/or extra-linguistic factors (cf. Grosjean 2012). Finally, I suggest that Mufwene’s (2001) notion of the ‘feature pool’ is the most succinct way of conceptualising Welsh-English transfer and differentiate between more focussed accents of English and a less-focussed variety of North Wales Welsh.

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Wong, Man-ching Vanessa, and 黃玟靜. "The effect of phonological awareness on learning English as a second language: a study with Korean and Chinesesubjects." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B38710833.

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Ekelund, Martin. "Turkish-Swedish Bilingual Third Language English High-Front Vowel Category Formation." Thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-141768.

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This study explores the possibilities of phonetic category formation in early bilingual Turkish-Swedish learners of English. Specifically, the high-front unrounded vowels across the three languages Turkish, Swedish and English are investigated. The bilinguals are compared to L2 learners of English with Turkish and Swedish as their first language, respectively, to aim to see if the English vowel categories /i/ and /ɪ/ would be harder to establish, since the bilinguals already have three similar categories across two languages. It is hypothesized that if the bilinguals have managed to keep the Turkish and Swedish categories separate, it will have made it more difficult to establish new categories for English, since having a larger phonological inventory is thought to increase the likelihood of equivalence classification in subsequent learning. The results reveal that all three groups of speakers produced English /ɪ/ similarly to one another, but the L1 Swedish speakers made the most consistent distinction of English /ɪ/ compared to the other vowels. Furthermore, the bilinguals produced the Swedish long allophone [iː] markedly differently than the monolingual Swedish speakers. The bilinguals’ categories for Turkish /i/, English /i/ and Swedish [ɪ] had merged except in one speaker, who produced Turkish /i/ slightly further back than the Swedish short allophone. This speaker had not established a new category for English /ɪ/, but since several of the bilinguals who had merged categories had not established a new category for English /ɪ/ either, the hypothesis is not directly supported. In other words, since L2 Swedish [ɪ] had merged with L1 Turkish /i/ for almost all bilinguals, this study does not provide evidence that bilinguals’ increased number of phonetic categories across two languages makes it easier or more difficult to establish new categories for an L3.

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Hufnagle, Daniel. "The role of phonology in reading the verification hypothesis and Korean learners of English as a second language /." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1000130.

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Thesis (M.A.)--University of Florida, 2002.
Title from title page of source document. Document formatted into pages; contains viii, 67 p.; also contains graphics. Includes vita. Includes bibliographical references.

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Pritchard, Sonia. "A Cross-language Study of the Production and Perception of Palatalized Consonants." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22882.

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The goal of this dissertation was to investigate experimentally the phonetic qualities of the palatalized consonants of Standard Bulgarian. The term ‘palatalized’ refers to consonants (e.g., [tʲ, dʲ]) which are articulated with a secondary palatal gesture superimposed on the primary gesture associated with their plain counterparts (e.g., [t, d]). An acoustic study investigated the claim (Horálek, 1950; Choi, 1998; Ignateva-Tsoneva, 2008) that the palatalized consonants of Standard Bulgarian have undergone depalatalization, which was defined as the decomposition of a secondary palatal [ ʲ ] gesture into a palatal glide [j]. A cross-language comparison was performed. Russian (e.g., [tʲulʲ], ‘silk net’) and British English (e.g., [tju:lip], ‘tulip’) data served as a baseline against which the Bulgarian data (e.g., [tʲul], ‘silk net’) was evaluated. Subjects’ productions of words were recorded for acoustic analyses. The F1, F2 and F3 frequencies of the critical segments were analyzed with a Smoothing Spline ANOVA (Gu, 2002). The analyses indicated that Bulgarian palatalized consonants were identical to those of the Russian palatalized consonants, but different from the consonant-palatal glide sequences of British English. It was concluded that Bulgarian palatalized consonants have not undergone depalatalization. A perception study employed two variations of the gating task (Grosjean, 1980): audio-only and audio-visual. The results of the audio-only experiment indicated that Bulgarian and Russian listeners needed only the information associated with the palatalization portion of the consonant to identify it as palatalized. Bulgarian subjects did not need the transitions with the following vowel (Tilkov, 1983) to identify a consonant as palatalized. The Russian subjects of Richey’s (2000) experiment did not need the formant transitions either to identify the secondary palatal gesture. These findings provide further evidence that the palatalized consonants of the Standard Bulgarian have not undergone depalatalization. The purpose of the audio-visual experiment was to investigate if Bulgarian and Russian listeners use visual information to identify palatalized consonants. The results from this experiment were not as clear cut as those from the audio-only experiment. Factors such as insufficient visual information at earlier gates, as well as attentional load are being considered as possible confounds. In addition, an improved methodology for an audio-visual perception study is outlined. Experimental evidence from the acoustic and perception studies points to similarities in the phonetic shape of the palatalized consonants of Bulgarian and Russian. However, the phonological distribution of these segments is very different in the respective languages. I argue against a one-to-one mapping between the phonetic and phonological representations of the Bulgarian palatalized consonants. Based on distributional evidence, I propose that at the level of phonology they consist of a sequence of /CjV/.

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Cooper, Andrew. "A unified account of the Old English metrical line." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148370.

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This study describes the verse design of Old English poetry in terms of modern phonological theory, developing an analysis which allows all OE verse lines to be described in terms of single metrical design. Old English poetry is typified by a single type of line of variable length, characterised by four metrical peaks. The variation evident in the lengths of OE metrical units has caused previous models to overgenerate acceptable verse forms or to develop complex typologies of dozens of acceptable forms. In this study, Metrical phonology and Optimality theory are used to highlight some aspects of the relationship between syntax, phonology and verse metrics in determining how sentences and phrases interact with the verse structure to create variation. The main part of the study is a metrical model based on the results of a corpus analysis. The corpus is centred on the OE poems Genesis and Andreas, complemented by selected shorter poems. A template of a prototypical line is described based on a verse foot which contains three vocalic moras, and which can vary between 2 and 4 vocalic moras distributed across 1 to 4 syllables. Each standard line is shown to consist of four of these verse feet, leading to a line length which can vary between 8 and 16 vocalic moras. It is shown that the limited variation within the length of the verse foot causes the greater variation in the length of lines. The rare, longer ‘hypermetric’ line is also accounted for with a modified analysis. The study disentangles the verse foot, which is an abstract metrical structure, from the prosodic word, which is a phonological object upon which the verse foot is based, and with which it is often congruent. Separate sets of constraints are elaborated for creating prosodic words in OE, and for fitting them into verse feet and lines. The metrical model developed as a result of this analysis is supported by three smaller focused studies. The constraints for creating prosodic words are defended with reference to compounds and derivational nouns, and are supported by a smaller study focusing on the metrical realisation of non-Germanic personal names in OE verse. Names of biblical origin are often longer than the OE prosodic word can accommodate. The supporting study on non-Germanic names demonstrates how long words with no obvious internal morphology in OE are adapted first to OE prosody and then to the verse structure. The solution for the metrical realisation of these names is shown to be patterned on derivational nouns. The supporting study on compound numerals describes how phrases longer than a verse are accommodated by the verse design. It is shown that compound numerals, which consist of two or more numeral words (e.g. 777 – seofonhund and seofon and hundseofontig) are habitually rearranged within the text to meet the requirements of verse length and alliteration. A further supporting study discusses the difference between the line length constraints controlling OE verse design and those for Old Norse and Old Saxon verse. Previous studies have often conflated these three closely related traditions into a single system. It is shown that despite their common characteristics, the verse design described in this study applies to all OE verse, but not to ON or OS.

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朱嘉璧 and Ka-bik Cindy Chu. "The effects of improving phonological awareness and spelling ability through contrastive phonology: a study of aHong Kong primary classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41262086.

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Dissertations / Theses on the topic 'English language – Phonology'

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