Academic literature on the topic 'German language – Phonetics'
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Journal articles on the topic "German language – Phonetics"
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Steriopolo, Olena. "SEGMENTAL AND SUPRASEGMENTAL PHONETICS OF THE UKRAINIAN LANGUAGE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 166–82. http://dx.doi.org/10.24195/2616-5317-2020-30-11.
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The article is dedicated to the study of the current state of segmental and suprasegmental phonetics and phonology of the Ukrainian language reviewed from the recent comparative investigations. In the focus of the research there is the analysis of phonemes’ syntagmatics and paradigmatics as well as the survey of the word stress realizations and the peculiarities of Ukrainian intonation as contrasted to German. The phonetical and phonological peculiar features of sound system and structural types of syllables in Ukrainian are also analyzed. Besides, Ukrainian word stress and intonation are studied as well as the phonetic realization of Aesop’s fable “The Sun and the Wind”. The research has been focused on the functioning of phonemes in the strong and weak position, in stressed and unstressed syllables. The typological discrepancies on the segmental and suprasegmental levels have been made distinct. The peculiarities of transcribing and transliterating Ukrainian texts in German have also been studied. The following conclusions have been arrived at. Ukrainian intonation differs from German intonation by the melody of interrogative sentences. The most relevant words in the utterance, the so-called semantic centres, are tonically realized at the highest pitch level with the subsequent fall, the intensity is maximum. The semantic centre in the Ukrainian texts under investigation is in the final part of the utterances, while in spontaneous speech the position of the centre may vary.
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Sviridyuk, V. Р. "Phonetic competence features as a component of intercultural communicative competence of prospective German language teachers." Vìsnik KNLU. Serìâ “Psihologìâ ta Pedagogìka” / Visnyk KNLU. Series "Pedagogy and Psychology" 36 (July 29, 2022): 27–35. http://dx.doi.org/10.32589/2412-9283.36.2022.262062.
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The article presents the results of a theoretical study of the linguistic component ofthe intercultural education of the German language. The phonetic features of the German language are presentedon the basis of its pluricentric character. Examples of phonetic phenomena of the national variants of theAustrian and Swiss German languages are given. The phonetic phenomena of the German language, whicharise in the process of mastering and communicating in German, are indicated and affect the language and stylisticliteracy of future teachers. Purpose. The problem of the formation of German-speaking phonetic competencein modern conditions is outlined. The levels of proficiency in phonetic skills and abilities while using a foreignlanguage are noted. Methods. Thorough study of the researches on phonetic material; selection and analysisof chosen authentic texts, scientific sources; phonetic phenomena selection and analysis. Results. The researchillustrates samples of phonetic competence that determine the nationally marked feature of the German languageand constitute the content of educational and methodological material for the skills and abilities of interculturalcommunicative competence development.Conclusion. Thus, the work presented the main pronunciation and intonation characteristics of the Germanlanguage, which are the object of development and improvement in prospective teachers during the formationof intercultural communicative competence. The article investigated linguistic basics for teaching the aspectof the German phonetics. In addition, the paper outlines the phonetic national features of German variants,which highlight the culturally marked characteristics of German in the countries where the language is studied,and require additional attention in the educational process to acquire linguistic and sociocultural knowledge,skills and abilities as the components of intercultural competence.
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MacMahon, Michael K. C. "Laura Soames’ contributions to phonetics." Historiographia Linguistica 21, no. 1-2 (January 1, 1994): 103–21. http://dx.doi.org/10.1075/hl.21.1-2.06mac.
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Summary Laura Soames (1840–1895) came to the attention of the teaching and phonetics professions through her work in applying phonetic principles to the teaching of reading and to the pronunciation of English and foreign languages. Lauded by many European phoneticians, she was despised by Henry Sweet – much to his discredit. Her publications, especially the Introduction to Phonetics (English, French and German) (1891) and The Child’s Key to Reading (1894) reveal a capacity to simplify the more technical expositions of phonetic theory in order to achieve a popular and readable exposition of the subject. Together with a number of other phoneticians of the late 19th and early 20th centuries, she represents the bridge between the work of Henry Sweet (1845–1912) and Daniel Jones (1881–1967).
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Benouddene, Ahmed. "Zum Stellenwert der Phonetik in der mündlichen Kommunikation." Traduction et Langues 12, no. 2 (December 31, 2013): 31–39. http://dx.doi.org/10.52919/translang.v12i2.665.
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On the importance of phonetics in oral communication
In foreign language lessons, the question of the importance of phonetics is always asked. It is an important skill to be mastered by foreign language learners in order to gain the ability to communicate intelligibly. In this article, an attempt is made to sensitize German language learners at the Algerian universities to the important role of phonetics in oral communication. The aim is to speak freely and simply express the vocabulary. Phonetics, as an important area of learning a foreign language, must have a share in the curriculum. Curricula and textbooks for teaching German as a foreign language must give pronunciation training the importance it deserves.
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ZYMOVETS, H. V. "FACTORS UNDERLYING ADAPTATION OF LOANWORDS INTO SYSTEM OF LANGUAGE." Movoznavstvo 321, no. 6 (December 7, 2021): 24–39. http://dx.doi.org/10.33190/0027-2833-321-2021-6-002.
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The article elaborates on ways of English loanwords integration into Ukrainian, with comparison to the situation in German and Serbian. The subject matter of research includes processes of adaptation in phonetics and grammar of the above-mentioned languages. The main intralinguistic factor that influences adaptation process is disparity of phonetic and grammar level configuration of languages in contacts. English has an affluent system of vowels that causes necessity of simplification of a phonetic form of English borrowings in other languages. The major factor of phonetic adaptation is an existing tradition of conveying sounds in loanwords in a certain way. However, nowadays transcription also plays a significant role in phonetic adaptation, i.e. integration of loanwords is based on their pronunciation rather than spelling. Uncertainty of patterns for conveying sounds of foreign languages in loanwords leads to variability of phonetic form of English loanwords at the initial stage of their functioning in the recipient language. Grammar adaptation involves adjusting of loanwords to the recipient language. Its course depends on morphological type of language and affinity. The research has revealed main patterns how English loanwords obtain the category of gender, which is absent in English. These patterns are based on both formal and semantic factors. Moreover, the author considers the ways of pluralia tantum nouns integration into the system of the recipient language. The analysis has shown that there is a typological difference between borrowing process on the one hand in Slavic languages and on the other hand in German, i.e. Slavic languages, unlike German, have obligatory derivational stage for verbs and adjective adaptation, which makes process of borrowing more complicated in Slavic languages.
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Tupytsya, O. Yu, and L. V. Zimakova. "Development of phonetic competence of students mastering a second foreign language." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 238–46. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-238-246.
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The article analyses peculiarities of the development of phonetic competence of students majoring in “Philology” who begin to learn a second foreign language (German). Phonetic competence is the ability to correctly articulate, intonate the utterances and comprehend the speech of others. According to the authors, phonetic competence is based on the skills laid at the initial stage of learning a second foreign language. Phonetic competence is an important component of all types of speech skills and therefore, it develops comprehensively in speech activity. The authors are convinced that the study of phonetics is not possible without the practical mastery of lexical and grammatical constructions of a foreign language. The author’s methods of development of phonetic competence of philology students are based on the following principles: 1) comparative analysis of phonetic phenomena in different languages; 2) taking into account the difference between spelling and pronunciation; 3) development of phonemic hearing; 4) active training; 5) the use of emotional means. The task of a teacher is to create an emotional factor (game techniques, models of communication situations, selection of speech patterns), a communicative environment, motivation and interest. The “German pronunciation games” selected by the authors are aimed at creating a “German accent” for students. Thus, practice proves that the principle of approximation, which is applied at the initial stage of learning a foreign language, is inappropriate for students learning German as a second foreign language. Communicative orientation is the main aspect of planning a second foreign language lesson for philology students. It is determined that successfully organized initial stage of the development of phonetic competence is very effective for further mastering a practical course of a second foreign language.
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Dinnsen, Daniel A. "A re-examination of phonological neutralization." Journal of Linguistics 21, no. 2 (September 1985): 265–79. http://dx.doi.org/10.1017/s0022226700010276.
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One of the most fundamental constructs of phonological theory past and present is ‘neutralization’, i.e. the merger of a contrast in certain contexts. It is as basic as such other constructs as ‘contrast’, ‘distinctive feature’, and ‘segment’. While there exists a substantial body of literature on the phonetics of various phonological constructs (e.g. acoustic correlates for features, acoustic invariance, descriptive phonetics of particular languages, instrumental measurement techniques and segmentation criteria), the phonetics of neutralization has largely been assumed on the basis of casual impressionistic phonetics. The assumption is that forms which are distinguishable phonetically and phonologically in certain contexts and/or levels of representation (e.g. intervocalic voiced and voiceless obstruents in German) are under certain other well-defined circumstances totally indistinguishable at the level of phonetics (e.g. only voiceless obstruents occur word-finally in German).
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Evteev, S. V. "School of German Language." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 237–41. http://dx.doi.org/10.24833/2071-8160-2014-5-38-237-241.
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Department of German is one of the oldest language departments at MGIMO. Since its foundation in 1944 the military experienced teachers of the department, most of whom were native speakers, have begun to develop a unique method of teaching the German language, thereby revolutionize learning this foreign language. The first steps made under the supervision of the Department of Antonina V. Celica. The department refused to conventional time and is still used in universities such as the Moscow Linguistic University, separate teaching phonetics, grammar and vocabulary, which was due to the specific objectives set for the teaching staff: prepare for short term specialists in international relations, active Germanspeaking. The department can be proud of its graduates, many of whom continue his career in the walls of native high school. Many graduates have dedicated their lives to serving the State in the Ministry of Foreign Affairs.
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Ouddeken, Nina. "Voicing distinctions in the Dutch-German dialect continuum." Linguistics in the Netherlands 33 (December 14, 2016): 106–20. http://dx.doi.org/10.1075/avt.33.08oud.
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Abstract This study investigates the phonetics and phonology of voicing distinctions in the Dutch-German dialect continuum, which forms a transition zone between voicing and aspiration systems. Two phonological approaches to represent this contrast exist in the literature: a [±voice] approach and Laryngeal Realism. The implementation of the change between the two language types in the transition zone will provide new insights in the nature of the phonological representation of the contrast. In this paper I will locate the transition zone by looking at phonetic overlap between VOT values of fortis and lenis plosives, and I will compare the two phonological approaches, showing that both face analytical problems as they cannot explain the variation observed in word-initial plosives and plosive clusters.
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Kraehenmann, Astrid. "Swiss German stops: geminates all over the word." Phonology 18, no. 1 (May 2001): 109–45. http://dx.doi.org/10.1017/s0952675701004031.
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This paper presents evidence for two claims: (a) that the underlying contrast between stops in Swiss German dialects is based purely on quantity and (b) that the duration of the stop closure is its sole reliable phonetic reflex, i.e. there is a geminate–singleton opposition acoustically manifested in long–short closure duration. Using production and perception data on initial, medial and final stops in Thurgovian, a dialect spoken in north-eastern Switzerland, we show that the pattern of phrase-medial contrast neutralisation supports both arguments: when the extra phonological length position of a geminate is not syllabifiable, the closure duration shortens and underlying geminates and singletons become indistinguishable. The perception data in particular make evident that closure duration is the crucial cue of the underlying contrast, because, in the absence of this phonetic correlate, listeners can no longer discriminate an underlying geminate from a singleton. The results bear not only on central issues concerning the representation of geminates but also on some intricacies of the phonology–phonetics interface.
Dissertations / Theses on the topic "German language – Phonetics"
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Kumashiro, Fumiko. "Phonotactic interactions : a non-reductionist approach to phonology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2000. http://wwwlib.umi.com/cr/ucsd/fullcit?p9963655.
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Caldas, Raoni Naraoka de. "Criação e uso de onomatopeias em língua alemã: proposta de estudo com a utilização de quadrinhos." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-07052015-143448/.
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A presente pesquisa foi elaborada com o objetivo de verificar empiricamente se o processo de criação de onomatopeias segue as regras das estruturas fonológica, silábica e grafemática do idioma alemão, além de determinar possíveis peculiaridades do processo de criação e uso de onomatopeias referentes às formas de realização oral e escrita. Apesar de utilizadas há muito tempo tanto na linguagem oral quanto na linguagem escrita, as onomatopeias ganharam um novo status quando passaram a ser utilizadas na linguagem das histórias em quadrinhos no século XX. A fim de compilar um corpus de onomatopeias orais e escritas, foi desenvolvida uma pesquisa empírica para a coleta de dados e uma metodologia para analisar as onomatopeias. A metodologia proposta para a constituição do corpus e para a análise dos dados atendeu aos objetivos da pesquisa. As onomatopeias analisadas foram elicitadas de falantes da língua alemã a partir de quadros de histórias em quadrinhos em que estão representadas ações que produziriam um ruído. As onomatopeias originais não figuram nas cenas que foram apresentadas aos informantes tendo sido retiradas com a utilização de um editor digital de imagens. As onomatopeias sugeridas foram analisadas comparativamente em relação a cada um dos quadros, bem como em relação às formas oral e escrita para cada um dos quadros. Através da análise foi possível a constatação de tendências relativas à utilização de determinados fones para a representação de determinadas características sonoras, de acordo com a posição desses sons nas onomatopeias, corroborando as observações de NOGUEIRA (1950). Também constatamos tendências ao emprego de onomatopeias consagradas no idioma alemão, utilizadas com frequência quando havia a chance. Foi possível identificar aspectos do processo de imitação sonora através de meios linguísticos, além de peculiaridades referentes aos meios de realização oral e escrito. Constatou-se uma tendência à conformidade com os padrões linguísticos nas onomatopeias sugeridas de forma escrita, em relação àquelas sugeridas de forma oral. Também foi perceptível a utilização de recursos extralinguísticos, como a variação tonal, para a sugestão de movimentos realizados rapidamente ou de um corpo se movimentando rapidamente. Exceções e onomatopeias peculiares foram destacadas e discutidas ao longo da análise.This research was conducted in order to verify empirically if the process of onomatopoeia creation follows the rules of the phonological, syllabic and graphematic structures of the German language, and to determine possible peculiarities of the processes of creation and use of onomatopoeia relating to oral and written media. Although used for a long time both in oral and written language, onomatopoeia gained a new status in the language of comics in the twentieth century. In order to compile a corpus of oral and written onomatopoeia, an empirical research to collect data was conducted, and a methodology was developed to analyze it. The proposed methodology and analysis of the data has met the research objectives. German speakers provided examples of onomatopoeia after being presented comics panels, in which were represented actions that would produce noises. The original onomatopoeia were not present in the panels shown to the informants. They were removed from the panels with a digital image editor. The thus provided onomatopoeia have been analyzed comparatively regarding each one of the comic panels, as well as concerning the oral and written media. Through the analysis, it was possible to evidence trends regarding the use of certain phones for the representation of specific sound characteristics concerning the position of these sounds in the onomatopoeia, thus endorsing the observations from NOGUEIRA (1950). There was also a tendency to the use of already established German onomatopoeia, when possible. It was possible to identify certain aspects of sound imitation process on basis of linguistic resources, as well as peculiarities related to oral and written media. A tendency towards conformity to the linguistic patterns was verified in the onomatopoeia provided in writing form, compared with those provided in oral form. It was also noticed the use of extra linguistic expressions, such as pitch variation for suggesting movements performed quickly or the quick moving of an object or a person. Exceptions and peculiar onomatopoeia were characterized and discussed along the analysis.
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Niebuhr, Oliver. "Perzeption und kognitive Verarbeitung der Sprechmelodie : theoretische Grundlagen und empirische Untersuchungen /." Berlin [u.a.] : de Gruyter, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2998769&prov=M&dok_var=1&dok_ext=htm.
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Bley, Hiersemenzel Inge Anna. "L’allemand oral L4 à Hong Kong : vers l’identification des interférences phonético-phonologiques issues des langues source chez des apprenants cantophones adultes." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20035.
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Cette étude d’ordre phonético-phonologique considère la prononciation en allemand L4 chez des apprenants tardifs cantophones de la première génération postcoloniale à Hong Kong. Pour ces locuteurs dont les langues source sont le cantonais (L1) et l’anglais (L2) de Hong Kong, ainsi que le putonghua/mandarin (L3), l’allemand est la quatrième langue orale (L4). La question des transferts linguistiques issus des langues source reste mal évaluée. À travers une analyseprincipalement auditive, nous cherchons à découvrir comment l’allemand lu est prononcé sous l’effet interférentiel attendu d’une ou de plusieurs langues source. Ce travail dégage des fautes typiques et quantifiables à travers l’exploitation d’enregistrements d’apprenants cantophones adultes. Ces données élicitées aux niveaux segmental et suprasegmental ont été comparées à celles d’un groupe contrôle de locuteurs natifs, ainsi qu’à la prononciation canonique retenue. Noustentons de déterminer les causes des déviances saillantes dues aux effets interférentiels des langues source relevant du niveau phonético-phonologique. Ce travail permettra de dégager des méthodes d’apprentissage plus adaptées, une fois les différents domaines identifiés, ayant trait aux difficultés spécifiques lors de l’acquisition de l’allemand L4. Ainsi, des exercices variés et bien adaptés à ce public d’apprenants permettront d’améliorer plus rapidement l’acquisition del’allemand oral. Ce travail était dicté par le souci de fournir un ensemble d’informations potentiellement utiles aux domaines linguistique et didactiqueThis thesis aims to investigate salient mispronunciations from Cantonese adult L4 learners of German in Hong Kong, in order to support the design of effective pedagogical and remedial instruction for pronunciation improvement. For these learners of the first post-colonial generation, the other source languages are Hong Kong English (L2) and putonghua/Mandarin (L3), both non-native/non-foreign languages. The overall aims of this study are to promote ourunderstanding of cross-linguistic interference between source languages and the target language in adult learners whose first language is genetically and typologically distant from German, as well as to identify typical linguistic features of German L4. The proposed approach involves a systematic contrastive description of phonology and phonetics primarily between German and Cantonese, followed by a shorter description of learners’ L2 and L3. To address the question of deviant features and language transfer, data gathered from students reading German were compared to native speaker data, as well as to a canonical form of pronunciation. The analysis of interlanguage data revealed segmental and suprasegmental deviations from the underlying canonical form, as well as contexts where L1 and L2 transfer effects are prominent. Thismethodology enabled us to propose an inventory of salient pronunciation errors, useful for the domain of linguistics and for pedagogical purposes. Though further studies should be conducted at both the segmental and suprasegmental level, this work contributes to our understanding of aspects of this particular L4 interlanguage
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Schultheiss, Lore Katharina Gerti. "Cross-Language Perception of German Vowels by Speakers of American English." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2406.pdf.
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Borella, Sabrina Gewehr. ""Tu dampém fala assim?" : macroanálises pluridimensionais da variação de sonorização e dessonorização das oclusivas do português de falantes bilíngues hunsriqueano-português." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/108953.
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A presente Tese tem como objetivo central descrever a variação de sonorização e de dessonorização das oclusivas /p, b/, /t, d/ e /k, g/ em dados de fala do português de falantes de hunsriqueano como língua de imigração alemã, a partir de uma perspectiva macroanalítica e pluridimensional (THUN, 1998). Para tanto, são analisadas leituras em português da ‘Parábola do Filho Pródigo’ de informantes de 16 localidades do Projeto ALMA-H (Atlas Linguístico-Contatual das Minorias Alemãs na Bacia do Prata: Hunsrückisch), divididos em duas gerações (jovens [GI] e velhos [GII]) e dois estratos sociais (classe sócio-cultural alta [Ca] e baixa [Cb]). A análise dos dados é dividida em quatro etapas. Na primeira etapa, são analisadas 43 leituras completas da Parábola de 15 localidades do Projeto, a fim de verificar o número total de dessonorizações/sonorizações de oclusivas e os condicionamentos linguísticos que favorecem as transferências do hunsriqueano para o português (tipo de processo, tonicidade silábica, tipo de oclusiva, etc.). A segunda etapa é dividida em dois momentos. Primeiramente, é feita uma comparação em tempo aparente, da leitura de jovens e de velhos (GI versus GII), uma análise mesocronológica (THUN, 2009), do primeiro e segundo parágrafos de 59 leituras de 16 localidades do Projeto. Em seguida, é realizada uma descrição em tempo real, a partir de uma análise macrocronológica (THUN, 2009) de 9 cartas antigas (1892- 1922) trocadas entre falantes de hunsriqueano de diferentes localidades do Rio Grande do Sul. Ambas as análises têm o intuito de observar a existência de uma mudança em curso em relação à variável analisada, na comparação de diferentes gerações (dimensão diageracional e diacrônica). Na terceira etapa, são descritas as análises das 59 leituras, na dimensão diastrática (Ca versus Cb), com o objetivo de verificar o papel da escolaridade na manutenção ou mudança das marcas de influência da língua de imigração nos dados analisados. Na última etapa, são descritas as análises das 59 leituras, tomando por base a dimensão diatópica (diferentes pontos), visando comparar, por meio da cartografia pluridimensional, o comportamento variável dos informantes analisados em uma rede de 16 pontos de pesquisa. Os resultados da primeira etapa apontam: a) um número bastante reduzido de transferências interlinguísticas (apenas 1,98%); b) um maior número de dessonorizações (84,14%) do que sonorizações (15,86%) de oclusivas; c) a predominância de dessonorizações em sílabas pretônica e tônica e de sonorizações em sílaba postônica, seguindo as regras de vozeamento do hunsriqueano (ALTENHOFEN, 1996) e d) um número elevado de dessonorizações em posição inicial de palavra, o que leva a crer que tanto as oclusivas sonoras quanto a posição inicial de palavra são condicionamentos linguísticos propícios para a ocorrência de transferências do paradigma de dessonorização. As outras etapas mostram: a) um maior número de dessonorizações/sonorizações em informantes da GII do que da GI (análise mesocronológica); b) um crescente aumento no número de dessonorizações e uma queda no número das sonorizações com o passar do tempo (análise macrocronológica); c) um maior número de transferências nos informantes da Cb do que da Ca e d) um predomínio de padrões distintos do português em informantes pertencentes às colônias velhas e com baixo índice populacional. De modo geral, observa-se o predomínio de padrões distintos nos informantes CbGII, seguidos dos informantes CaGII, CbGI e, por fim, CaGI. Conclui-se, com isso, que o número de transferências do padrão de vozeamento da língua de imigração para o português está decrescendo. O resultado apresentado favorece uma mudança de atitude, tendo em vista que a diminuição de transferências faz com que os benefícios do bilinguismo fiquem mais evidentes do que, contrariamente, sugerem os estereótipos normalmente associados à fala de indivíduos bilíngues português-hunsriqueano, o que contribui para uma imagem e postura mais favoráveis ao uso dessa língua de imigração.This dissertation is mainly aimed to describe the variation of voicing and devoicing plosives (/p, b/, /t, d/ and /k, g/) in Portuguese speech data from speakers of Hunsrückisch, as a German immigration language, from a macroanalytic and pluridimensional perspective (THUN, 1998). So that, readings, in Portuguese of the ‘Prodigal Son Parable’ from informants of 16 localities of ALMA-H Project (Contactual-Linguistic Atlas of German Minorities in La Plata Basin- Hunsrückisch), divided into two generations (joung [GI] and old [GII] and two social strata (high [Ca] and low [Cb] socio-cultural class), are analysed. The data analysis is divided into four steps. In the first step, 43 complete readings of the Parable from 15 localities of the Project are analysed, in order to check the total number of devoicing/voicing in the plosives and the linguistic constraints that favor transfers from Hunsrückisch to Portuguese (type of process, Syllable Stress, type of plosive, etc.). The second step is divided into two moments. Firstly, a comparison of readings from young and old is made (GI versus GII- apparent time), a mesochronological analysis (THUN, 2009), from the first and the second paragraphs of 59 readings of 16 Project localities. After that, a description in real time (macrochronological analysis (THUN, 2009)) of 9 old letters exchanged among Hunsrückisch speakers of different locations of Rio Grande do Sul is made. Both analyses aims to observe the existence of a change in progress in relation to the variable analyzed, in the comparation of different generations (diagenerational and diachronic dimensions). In the third step, the analyzes of 59 readings (diastratic dimension (Ca versus Cb)) are described, aiming to verify the role of education in maintaining or changing the marks of the immigration language influence in the analyzed data. In the last step, the analyzes of 59 readings (diatopic dimension- different points), are described, aiming to compare, through pluridimensional cartography, the variable behavior of the analyzed informants in a network of 16 points of research. The results of the first step show: a) a very low number of interlinguistic transfers (only 1,98%); b) a larger number of devoicing (84,14%) than voicing (15,86%) of plosives; c) the predominance of devoicing in pretonic and tonic syllables, and voicing in posttonic syllables, following to the rules of voicing in Hunsrückisch (ALTENHOFEN, 1996) and d) a great number of devoicing in word initial position, which suggests that both voiced plosives and word initial position are linguistic constraints that favor transfers. The other steps show: a) a larger number of devoicing/voicing in GII than GI informants (mesochronological analysis); b) an increasing in the number of devoicing and a decreasing in the number of voicing over time (macrochronological analysis); c) a larger number of transfers in informants from Cb than from Ca and d) A predominance of Portuguese distinctive patterns in informants from old colonies and low degree of population. Overall, there is a predominance of distinctive patterns in CbGII informants, followed by CaGII, CbGI and finally CaGI informants. With that we can conclude that the number of voicing pattern transfers from the immigration language to Portuguese is decreasing. The result shown favors a change in attitude, taking into account that the decreasing in transfers makes the benefits of bilingualism become more evident than contrarily suggest the stereotypes usually associated with the speech of Portuguese-Hunsrückisch bilinguals, which contributes to an image and stance more favorable to the use of this immigration language.
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Suessenbach, Lisa. "A phonetic and phonological investigation of North American English (NAE) segments in the interlanguage grammar of a native speaker of German (SHG)." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9310.
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This thesis investigates the L2 English pronunciation of a native speaker of German who has lived in western Canada for 25 years. The goal of the study was understand the defining features of his accent, to determine what factors contributed to his accent, and to characterize his interlanguage grammar. There are two opposing theories about L2 speakers’ linguistic competence, encoded in what is called their interlanguage grammar: 1) The L2 speaker has several heterogeneous grammars at their disposal depending on discourse type (the socio-/psycholinguistic theory), so variable task performance is indicative of variable competence, and 2) variable task performance exists but it not indicative of variable competence. Instead, competence is a stable, homogenous system and it is performance that is variable (the generative/rationalist theory). This thesis discusses the concepts of variable competence in light of the L2 English pronunciation investigated.
The subject’s pronunciation of a variety of speech sounds of North American English was tested in three production tasks with differing formality levels: wordlist, sentences, and a semi-spontaneous interview. Additionally, in a qualitative element of this study, extra-linguistic factors like motivation, attitude, aptitude, identity, and personality of the L2 speaker were investigated to determine how they contribute to L2 accented speech production. These were reported through an interview with the subject and a self-assessment of his L2 pronunciation proficiency. Finally, through native speaker judgments (NSJs), it was assessed whether foreign accentedness in the L2 interferes with intelligibility and comprehensibility. Production data from the three tasks was auditorily and acoustically analyzed to understand the contribution of various intra-linguistic factors to speech production: task type, orthography, cognate status, syllable context, stress, and phonetic environment. This thesis also investigated the validity of predictions made by the Speech Learning Model (Flege, 1995) about the ease of phonetic acquisition of L2 sounds.
The findings of this investigative study indicated that the L2 learner has a homogenous interlanguage grammar that is not responsible to variable competences despite variable task type performance. They showed that all variable performance in production could be attributed to intra-linguistic factors that influence performance, but do not alter the mental representation the subject has of these L2 sounds. Additionally, the findings showed that the Speech Learning Model does not accurately predict the ease or difficulty of acquisition of L2 speech sounds. Furthermore, the findings indicated that mispronunciation of individual speech sounds resulting in accentedness does not hinder effective communication in the L2, nor does accented speech production reflect an impoverished L2 interlanguage grammar. It further revealed that the subject was aware of his interlanguage grammar differing from that of native speakers of English. Findings from the qualitative interview study indicated that the subject makes use of his accent as an identity marker to reflect his cultural attachment to his home country Germany.Graduate
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Denton, Jeannette Marshall. "North and West Germanic consonant gemination : a philological and phonetic reanalysis /." 1999. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:9943060.
Full textBooks on the topic "German language – Phonetics"
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Weiss, Rudolf. German pronunciation: A phonetics manual. Bellingham, Wash: Western Washington University Press, 1985.
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J, Kohler Klaus, ed. Phrase-level phonetics and phonology of German. Kiel: Institut für Phonetik und Digitale Sprachverarbeitung, Universität Kiel, 1999.
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Steinberg, Johanna. Geflüsterte Plosive: Eine akustische Untersuchung zum Stimmhaftigkeitskontrast bei Plosiven im Deutschen. Frankfurt am Main: P. Lang, 2008.
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Jessen, Michael. Phonetics and phonology of tense and lax obstruents in German. Amsterdam: J. Benjamins, 1998.
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Hengartner, Thomas. Phonetik, Phonologie und phonetische Transkription: Grundzüge, Begriffe, Methoden und Materialien. Aarau: Sauerländer, 1993.
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Ronca-Uroš, Dorina. Kontrastive Phonetik Deutsch--Afrikaans. Stuttgart: Steiner, 2008.
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Goblirsch, Kurt Gustav. Consonant strength in Upper German dialects. [Odense]: Odense University Press, 1994.
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J, Kohler Klaus, ed. Sound patterns in German read and spontaneous speech: Symbolic structures and gestural dynamics. Kiel, Germany: Institut für Phonetik und Digitale Sprachverarbetung, universität Kiel, 2001.
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Christian, Gutowski, Stock, Eberhard, Dr. sc. phil., and Sprechwissenschaftliche Fachtagung (15th : 1989), eds. Phonetik des Deutschen: Grundlagen und Anwendungen. Halle (Saale): Martin-Luther-Universität Halle-Wittenberg, 1989.
Find full textBook chapters on the topic "German language – Phonetics"
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Nimz, Katharina. "The Perception of Vowel Quality and Quantity by Turkish Learners of German as a Foreign Language." In The Segment in Phonetics and Phonology, 251–66. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118555491.ch12.
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Allen, Brent, and Joseph C. Salmons. "Heritage Language Obstruent Phonetics and Phonology." In Germanic Heritage Languages in North America, 97–116. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/silv.18.04all.
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Page, B. Richard. "Homorganic lengthening in late Old English revisited." In Investigating West Germanic Languages, 14–31. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/sigl.8.02pag.
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Minkova & Stockwell (1992) and Kruger (2020) claim that homorganic lengthening is limited to the environment before -ld and -nd, with only high vowels lengthening before -nd. This paper examines evidence in the Ormulum and from other sources for lengthening and finds ample evidence of regular vowel lengthening before -ld, -nd, -mb, -rd, and -rn. The cross-linguistic tendency of phonetic lengthening of vowels and sonorants in sequences of vowel plus sonorant plus homorganic voiced consonant provided a phonetic motivation for the lengthening. Already existing Old English words like frēond ‘friend’ and fēond ‘fiend’ served as a basis for a phonological reanalysis of the phonetically lengthened vowel as underlyingly long.
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Agafonova, Marina, and Anna Starozhuk. "Manifestation of Phonetic Interference in the Speech of Students Learning German as a Second Foreign Language." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives, 507–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_55.
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"Phonetics and phonology." In The German Language Today, 118–47. Routledge, 2002. http://dx.doi.org/10.4324/9780203425770-13.
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Fox, Anthony. "Phonology." In The Structure of German, 20–87. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198158158.003.0002.
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Abstract In Chapter 1 phonology was introduced as that part of linguistics which is concerned with pronunciation. In this chapter we shall be examining in some detail the phonology of German, but in order to do this we shall need to make a little more precise the scope and meaning of the term ‘phonology’ itself. It is useful to draw a distinction between speech as a physical activity on the one hand and speech as language on the other. Speaking involves making bodily movements and producing sounds, and these can be described in much the same way that any movements or sounds can be described, in physiological and acoustic terms. The investigation and description of speech-sounds and articulations from this point of view is called PHONETICS; it is an important and legitimate area of study in its own right, concerned with articulation and the acoustic and auditory aspects of the sounds produced, and it forms the indispensable starting-point for the linguistic study of pronunciation.1 But in considering the role of sounds in language we must go beyond the purely articulatory and acoustic facts and take into account the relationships between the sounds, and the way in which these relationships are exploited in the expression of meaning. It is this approach to which the term ‘phonology’ is applied. The terms phonetic and phonological are generally used in contrasting and complementary senses: we may speak of the ‘phonological’ as opposed to the ‘phonetic’ characteristics of speech-sounds. Just how a phonological description differs from a phonetic one will be demonstrated in the course of this chapter.
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"Comprehension of Resultative Verbs in Normally Developing and Language Impaired German Children." In Investigations in Clinical Phonetics and Linguistics, 131–46. Psychology Press, 2012. http://dx.doi.org/10.4324/9781410613158-13.
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Metslang, Helle. "North and Standard Estonian." In The Oxford Guide to the Uralic Languages, 350–66. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198767664.003.0020.
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Estonian belongs to the southern branch of the Finnic languages. Standard Estonian, now the sole official state language of Estonia, was developed mainly on the basis of North Estonian dialects. Estonian has been in contact with many languages and has especially been influenced by German. It has several features that are spread in the Circum-Baltic area. Estonian phonetics and phonology are characterized by three quantity degrees, palatalization, and lack of vowel harmony. The morphology combines agglutinative features with fusional. Existential, possessive, experiential, and resultative sentences display non-canonical subjects. Differential subject and object marking are conditioned by various semantic and syntactic features of the sentence. In addition to inherited and borrowed stems, Estonian language planning has created many completely new word stems.
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Chang, Ku-ming (Kevin). "Field, Ears, and Laboratory: Training Language Scholars, 1920–1940." In History of Universities: Volume XXXIV/1, 174–205. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0010.
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This chapter continues the time frame of Chapter 8 through the first half of the twentieth century, an important period in which linguistics and phonetics gained their own identities. The editors and contributors of this volume have chosen to examine an area of study over two successive periods: the late nineteenth century and the first half of the twentieth century. This aims to show that a discipline may go through transformations, sometimes branching into new disciplines, and that methods and instruments of training contribute to the formation or consolidation of new disciplines. The first half of the twentieth century saw the breakaway of language sciences (linguistics and phonetics) from philology. Although language scholars usually received substantial training in philology, especially comparative philology (known as comparative grammar in France), they took up new methods in training the next generation. In the United States, the new instrument of training was fieldwork, adopted for unwritten American Indian languages. In Britain, it was phonetic transcription by ears and hands. The use of the kymograph in phonetic laboratories began in France and spread elsewhere. This chapter begins with Fang-Kuei Li, who was likely the first student to receive advance (or on-site) fieldwork training for doctoral work in language studies and who went on to become a pioneering linguist in China. It then compares the training of language scholars in Britain, France, and Germany. This comparison sheds light on the diversity of approaches to language studies and their training methods, and on the intellectual and technological realities conditioning the formation of linguistics and phonetics as autonomous disciplines.
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Denning, Keith, Brett Kessler, and William R. Leben. "Phonetics." In English Vocabulary Elements, 95–111. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195168020.003.0005.
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Abstract Phonetics describes the sounds of language. Learning how the sounds of English are pronounced puts us in a better position to understand some of the allomorph we encounter in English words. The same principles also bring out striking similarities between Latin, French, and English words despite several hundreds of years of sound changes. An example is Latin *cape, the source of the French word chef and, through French, the source of the English words chief and chef. Basic phonetics also helps us to appreciate the similarities among the Germanic languages and Latin and Greek, despite several millennia of sound changes. For example, in chapter 10 we trace the English word fire back to the same source as the Greek root pyr, showing along the way that the difference in pronunciation between /f/ and /p/ is a highly regular one.
Conference papers on the topic "German language – Phonetics"
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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.7-2.
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The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.
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Filippov, Konstantin A., Liubov’ N. Grigor’eva, Mikhail V. Koryshev, Kristina V. Manerova, and Andrei K. Filippov. "REMARKS ON PHONETICS AND SPELLING OF M. LOMONOSOV’S GERMAN TEXTS." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.08.
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M. Lomonosov’s texts in German provide numerous examples of word spelling inconsistency, e. g. Freiheit/Freyheit, Dero/dero, etc. The influencing factors for this are Lomonosov’s individual style and the scientific and educational discourse of 18th century Russia. The research focuses on the alternation of g/h and g/сh. The alternation at the beginning of a morpheme (Staffengagen/Staffenhagen) can be explained by the similarity in the pronunciation of the German letters g and h in Russian educational tradition. As possible reasons for the alternation in the intervocal position after i (abziegen/abzihen) and ei (verzeigen/ Verzeigung/verzeihen), one can point at voicing of a voiceless consonant /h/ in the position between two vowels and Russian spiranta /ɤ/ functioning as a variant of the phoneme /g/. In the final position of a word, the alternation of g / ch is observed in adjectives with the suffix -lich, causing a deviation from the standard spelling in the words neulig and unmöglig. In this case, the explanation could lie in the fact that in the German language, two productive derivational suffixes -ig and -lich exist, similar in form and in semantics. Also in the German texts of Lomonosov one can find variants Petersburg/Petersburch with alternating g/сh at the end of a word. The tradition of substituting -urch for -urg in place names survives in Russian grammar textbooks for foreigners up to mid–19th century as Russian г is pronounced as /x/ at the end of some words. Refs 22.
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Pavlenko, Anastasia N. "German dialect dictionaries: composition and its specialty." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-72.
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The principles of compiling dialect dictionaries of the German language are discussed. Based on the analysis of the dictionary entries of existing dictionaries, an assessment is made of the reflection of grammatical, phonetic, lexical, cultural information about the lemma in dialect dictionaries.
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Edlichko, Anzhela I. "CODIFICATION OF THE ORTHOEPIC NORMS OF THE GERMAN LANGUAGE: HISTORY AND CURRENT SITUATION." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.07.
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The article discusses the development of the lexicographic codification of pronunciation norms of German. It gives an overview of the orthoepic norm, its varieties and inherent features, relations between the norm and standard of pronunciation. Pronouncing dictionaries since the end of the 19th century have been studied as primary sources, some phonetic phenomena are also illustrated with the explanatory dictionaries of earlier periods. The lexicographic codification of the pronunciation norms in historical retrospect is briefly analyzed: from exaggerated articulation of actors in Germany to actual sound phenomena using in the pronunciation of professional radio and television announcers, which includes the pronouncing features of authentic oral media communication. Special attention is paid to the problem of codification of the orthoepic standard in different types of dictionaries in light of the pluricentricity of German, due to lack of empirical analyses. The article also represents the current orthoepic dictionaries, which include information about the sounds of three standards of German in Germany, Austria and Switzerland. Study of their structure and content features made it possible to identify some advantages and disadvantages. As a result of the study, the author concludes with changing approaches to the codification of pronunciation norms, such as transformation of the metalanguage, expansion of the empirical base, use of contemporary sociophonetic methods in its analysis, some structural and content changes in the dictionaries. These modifications are shown to be connected with the change of the lexicographic paradigm and the turn from monocentricity to pluricentricity due to sociocultural and sociolinguistic factors. Refs 24.
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Lupu, Simion Sorin. "Diction problems and their solution in Nordic lied." In International scientific conference "Valorization and preservation by digitization of the collections of academic and traditional music from the Republic of Moldova". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2023. http://dx.doi.org/10.55383/ca.02.
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The article represents a research of the problems related to the diction in the Nordic lied, determined by the peculiarities of the North Germanic and Finno-Ugric languages and their solution. Given that the musicians chosen for the present research composed on lyrics written in the Swedish, Danish, Norwegian and Finnish languages, we focused mainly on the pronunciation in these languages. Thus, the euphonic differentiation of the vowels compared to the repertoire approached so far (in Italian, French, German, English and Spanish), represents the main difficulty in performing the Nordic lied. Solving some difficulties of pronunciation, articulation, impostation, dosage or expressiveness, have proven to be of real use in approaching the repertoire in the above-mentioned languages, and the problems raised by phonetic and linguistic peculiarities of the Nordic languages have motivated the identification of arguments, solutions and sometimes novel but functional solutions.
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Амирхажиев, Н. У., and Р. М. Виторгаева. "The influence of the German language on the English language." In Международная научно-практическая конференция «МИРОВАЯ ГЛОБАЛИЗАЦИЯ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ АСПЕКТЫ». Crossref, 2024. http://dx.doi.org/10.26118/3430.2023.32.75.008.
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Данная статья исследует влияние немецкого языка на английский язык и обсуждает исторические, социокультурные и лингвистические аспекты этого влияния. Проводится анализ лексических и фонетических элементов, которые были заимствованы из немецкого языка и внесены в английскую лексику и грамматику. Они также рассматривают причины и механизмы этого влияния, а также его влияние на развитие и современное состояние английского языка. В результате исследования авторы приходят к выводу, что влияние немецкого языка на английский было значительным и оказало глубокое влияние на лексический и грамматический состав английского языка. This article explores the influence of the German language on the English language and discusses the historical, socio-cultural and linguistic aspects of this influence. The analysis of lexical and phonetic elements that were borrowed from the German language and introduced into English vocabulary and grammar is carried out. They also consider the causes and mechanisms of this influence, as well as its impact on the development and current state of the English language. As a result of the study, the authors conclude that the influence of the German language on English was significant and had a profound impact on the lexical and grammatical composition of the English language.
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Gessinger, Iona, Bernd Möbius, Bistra Andreeva, Eran Raveh, and Ingmar Steiner. "Phonetic Accommodation of L2 German Speakers to the Virtual Language Learning Tutor Mirabella." In Interspeech 2020. ISCA: ISCA, 2020. http://dx.doi.org/10.21437/interspeech.2020-2701.
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Grežová, Ivana, and Henrich Grežo. "AN EFFORT TO FIND A BALANCE BETWEEN PHONETIC EXERCISES AND LANGUAGE SKILLS IN TEACHING GERMAN AS A FOREIGN LANGUAGE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2155.
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Донина, Ирина, Татьяна Ширина, and Елена Никифорова. "Мобильные приложения в школе: готовность педагогов." In Россия — Германия в образовательном, научном и культурном диалоге. Конкорд, 2021. http://dx.doi.org/10.37490/de2021/012.
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Today, the most popular are smartphones, which modern adolescents are so keen on, that sometimes they do not let go of them even in the learning process. This obsession with the smartphone requires new approaches to the organization of educational activities from the teacher. The use of mobile applications in a foreign language lesson expands the possibilities for the development of forms and methods of teaching. They provide the formation of lexical, grammatical and phonetic skills, as well as the ability to speak, write, understand the information which has been heard and read. According to the survey results, the majority of German teachers are ready to use mobile applications and confirm that they are an effective technical tool to stimulate speech activity and develop independence, but at the same time it should not be a substitute for live communication, but only supplement it.