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1
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.
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Kheira, Malek. "Die linguistischen Teilgebiete im DaF- Unterricht." Traduction et Langues 14, no. 2 (December 31, 2015): 170–74. http://dx.doi.org/10.52919/translang.v14i2.757.
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The Linguistic Sub-Areas in German Language lessons
This article deals with the linguistic sub-disciplines and their treatment in German language lessons. There is a number of linguistic sub-areas that play an important role in linguistics. One can develop the language phonetically-phonologically, grammatically, orthographically and stylistically. Linguistics has progressed particularly in the field of syntax and grammatical theories, they are the major advances of linguistics. These linguistic sub-disciplines are: phonetics-phonology, grammar' (syntax and morphology), semantics, lexicology, text linguistics and stylistics. .. Phonetics-phonology deal with the sound structure, morphology examines the word structure, syntax the sentence structure and semantics deals with the meaning of words and sentences. All these sub-disciplines are necessary in the German langauge studies program at the Algerian universities.
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Walker, Douglas C., and Wilbur A. Benware. "Phonetics and Phonology of Modern German: An Introduction." Language 64, no. 2 (June 1988): 427. http://dx.doi.org/10.2307/415450.
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Nycz, Krzysztof, and Zygmunt Tęcza. "On the Pronunciation Dictionaries of Contemporary German: The Concepts of Phonetic Standard and Differences in Specific Phonetic Issues." International Journal of Lexicography 33, no. 4 (December 20, 2019): 463–87. http://dx.doi.org/10.1093/ijl/ecz032.
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Abstract The aim of the following paper is to discuss some phonetics-based differences between four modern pronunciation dictionaries of the German language: Großes Wörterbuch der deutschen Aussprache (1982), Deutsches Aussprachewörterbuch (2009), DUDEN Aussprachewörterbuch (2000) and DUDEN Aussprachewörterbuch (2015). First, attention is paid to the concept of phonetic standard declared by the respective dictionary authors. After that, a number of specific phonetic issues are outlined which pinpoint some striking divergences between the dictionaries under analysis. The divergences occur in description and interpretation of certain phenomena in the field of vowels (diphthongs, half-long vowels, vocalic reductions), consonants (the /r/ allophones, affricates, consonant assimilations) as well as suprasegmental features (word stress marking).
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Skubis, Ida. "Pluricentrism in Education and Communication – Lexical Differences in English and German Varieties – Outcomes of the Research." Kultura i Edukacja 138, no. 4 (2022): 143–64. http://dx.doi.org/10.15804/kie.2022.04.09.
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The existence of language varieties has a considerable impact on communication. They influence the interaction between language users from various centres due to the number of linguistic differences observed on the level of phonetics, spelling, grammar, lexis, and pragmatics. On the one hand, pluricentric languages connect people from various centres by using the “same” language, and on the other hand, they separate them by developing national norms. This article aims to demonstrate the importance of teaching language varieties in foreign language classes because the knowledge of national norms of pluricentric languages is essential in communication with people from various centres. Both English and German are pluricentric languages. Advanced language users should be aware of the differences between language varieties and be able to use the appropriate variety according to the communicative situation. The research undertaken in this article is meant to verify the undergraduate students’ knowledge of English and German varieties, emphasising terminology used in everyday life and their abilities to communicate in languages other than English or German.
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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (February 29, 2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.
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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cultural transfer. The themes first were defined and then they were exemplified and interpreted. The results of the study indicate that many skills (reading, speaking, vocabulary, grammar and pronunciation) were included, cultural transfer (formulaic expressions, idioms, proverbs, Nasreddin Hodja jokes, etc.) was emphasised and authentic materials (newspaper articles, letters of agreement, stories, etc.) were used in teaching Turkish as a foreign language in the work.
Keywords: Adolf Wahrmund, Praktisches Handbuch der osmanisch-tuerkischen Sprache, teaching Turkish as a foreign language, Turkish for Germans and German speakers.
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Niebuhr, Oliver. "On the Phonetics of Intensifying Emphasis in German." Phonetica 67, no. 3 (2010): 170–98. http://dx.doi.org/10.1159/000321054.
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Lobanovskaya, E. V., and S. V. Muratova. "Morphological Characteristics of English Borrowings in the German Language in the Globalization Era." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 525–32. http://dx.doi.org/10.21603/2078-8975-2020-22-2-525-532.
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The article reveals the role of a foreign language / languages in the context of linguistic globalization and multiculturalism. The research featured the current attitude of German society to foreign languages and cultures. The authors believe that there is no contradiction between the modern multilingualism requirements and the promotion of German in the European community as a wholesome and stable language. As borders between languages become transparent, the development of linguistic consciousness acquires a special role. The research objective was to identify the motives behind borrowing that result from the needs of modern European community. The authors also explained the cases of incomplete or impossible assimilation of borrowings in German. They revealed some characteristics of English borrowings in German. For instance, hyphenation refers to the spelling of nouns borrowed from English. English verbs acquire German forms of weak verbs and their conjugation endings. Most borrowed nouns proved to have an unstable grammatical gender, while some of them are likened to German nouns and receive inflections. The syntagmatics of English adjectives is determined by English phonetics. The authors believe that the study of linguistic globalization will be useful to those interested in the development of European languages.
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Libert, Ye A., and K. V. Shindrova. "Consonantism of Plautdietsch, the language of the German Mennonites of Siberia: the problem of identifying labial phonemes." Languages and Folklore of Indigenous Peoples of Siberia, no. 41 (2021): 95–106. http://dx.doi.org/10.25205/2312-6337-2021-1-95-106.
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This work aims at identifying and describing the articulatory characteristics of the labial-labial and labial-dental consonant phonemes of the language of the Mennonite Germans of Siberia by distributive analysis and magnetic resonance imaging. The language of German Mennonites, referred to as Plautdietsch (self-designation Plotdich), or Mennonitenplatt, has a complex mixed character due to the history of its speakers. Through the centuries changing their place of residence, Mennonites, representatives of a special ethno-confessional community, now live in various countries of North and South America, European countries, and Russia. Of particular interest is the phonetic appearance of this language. For the first time, the description of its phonemic composition is carried out using the methods of experimental phonetics. The research material was collected from two native speakers (Neudachino, Novosibirsk region). Twenty tomograms were described and analyzed using the methodology of the Laboratory of Experimental Phonetic Research named after V. M. Nadelyaev, Institute of Philology, SB RAS. The tomography program comprised eleven word forms, with the target sound in the initial and final positions. The paper provides language material, with series of words in different phonetic contexts, a summary distribution table, and three tables describing the tomograms. Following N. S. Trubetskoy’s rules of phoneme selection, sound analysis identified five labial phonemes: noisy labial-labial mouth-bowed / p/ and / b/, noisy labial-dental mouth-slotted /v/ and /f/ and sonorous nasal-bowed /m/. Also, the analysis of MRI images determined the constitutive-differential features characteristic of the phonetic subsystem of labial consonantism of Plautdietsch.
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Rybalka, N. V., and K. I. Mykhalchenko. "PHONETIC INTERFERENCE IN LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE." INTELLIGENCE. PERSONALITY. CIVILIZATION, no. 1 (28) (July 21, 2024): 5–12. http://dx.doi.org/10.33274/2079-4835-2024-28-1-5-12.
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Objective. The objective of the article is to define the essence and content of the concept of "phonetic interference"; identify the conditions for the occurrence of interference, the forms and features of its manifestation during the study of German as a second foreign language after English, and identify methodical ways to overcome it. Methods. The main scientific results are obtained using such research methods as theoretical and comparative analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. A person learning a foreign language sets himself the goal of mastering one or several languages as best as possible. Accordingly, there is an unwanted transfer from one language to another, due to which the process of language acquisition often suffers from violations. But as in any other case, transference has two types: positive and negative transference (interference). Most linguists are mostly concerned with negative transfer, because the interference of one language into another is easily felt and known. Negative transference/interference is caused by a deviation from the norm. This means that the transfer of phonetics, grammar or vocabulary from a language that an individual has already mastered will lead to errors when learning a new foreign language. Mastery of one language can also facilitate mastery of another, which is equivalent to positive transfer. However, positive transference is often difficult to perceive. As a result of the similarity of languages, students, as a rule, when learning a new language, borrow phonetic, morphological or grammatical rules from the language they studied before. If borrowing or, accordingly, transfer helps and brings relief to the new language, then we can talk about positive transfer. In order to communicate well and understand other people in a new language, it is necessary to pronounce the sounds of the language, words and expressions correctly. In the "Ukrainian - English - German" trinity, the native language, mastered in a natural language environment, occupies a dominant place, and the level of mastery of it is, of course, much higher than that of foreign languages. The individual has a lower level of each system following the native language. However, a mediocre command of a second and/or third language does not prevent an individual from being considered multilingual, as he is able to switch codes, alternately use different language systems and communicate at a level that is accessible to him. Each subsequent language experiences the influence of the previous one, so bilingualism and multilingualism inevitably lead to interference. According to some scientists, phonetic interference is one of the most difficult and urgent problems of modern linguistics. The study of accent or phonetic deviations in the system of the secondary language of bilinguals is especially relevant for determining the acceptability or unacceptability of certain phonetic deviations in non-native speech. References: Anisimova, O. (2011). Do problem dydaktychnoho zistavlennia kontaktuiuchykh mov u protsesi navchannia druhoi inozemnoi movy [To the problems of didactic comparison of contact languages in the process of learning a second foreign language]. Pedagogy of creative personality formation in higher and secondary schools. Zaporizhzhia, Issues 15(68), pp. 51–57. Demianenko, O. Ye. (2005). Fonetychna interferentsiia pid chas vzaiemodii zvukovykh system ridnoi, neridnoi ta inozemnoi mov [Phonetic interference during the interaction of sound systems of native, non-native and foreign languages] Science and education: science and practice. Magazine, 1–2, pp. 110–112. Kardash, V. (2016). Riznoaspektni doslidzhennia movnoi interferentsii [Different aspects of language interference studies]. Young scientist, no. 2, pp. 280–283. Available at: http://molodyvcheny.in.ua/files/journal/2016/2/66.pdf Rybalka, N. V. (2024). Problema interferentsii pry navchanni nimetskoi movy yak druhoi inozemnoi [The problem of interference in teaching German as a second foreign language]. Modern engineering and innovative technologies, Issue №31, Part 4, 134-139. Available at: https://www.moderntechno.de/index.php/meit/issue/view/meit31-04/meit31-04 Alexiadis, Georgios (2008). Zwischensprachliche Interferenzerscheinungen innerhalb der kontrastiven Linguistik und der Neurolinguistik am Beispiel Deutsch Dissertation zur Erlangung des Doktorgrades der philologisch-historischen Fakultät der Universität Augsburg. Augsburg. 163 S. Flege, J. E., Yeni-Komshian, G. H. & Liu, S. (1999). Age constraints on second-language acquisition. Journal of Memory and Language, 41(1), pp.78-104.
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Taft, Benjamin N., and Lauren Elliott. "Changes in the phonetics of German language learners over a semester." Journal of the Acoustical Society of America 145, no. 3 (March 2019): 1826. http://dx.doi.org/10.1121/1.5101671.
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Braun, Bettina. "Phonetics and Phonology of Thematic Contrast in German." Language and Speech 49, no. 4 (December 2006): 451–93. http://dx.doi.org/10.1177/00238309060490040201.
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Krompák, Edina. "Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel (Asian Perspectives)." Journal on Asian Linguistic Anthropology 1, no. 4 (October 1, 2019): 1–12. http://dx.doi.org/10.47298/jala.v1-i4-a1.
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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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Fan, Xi. "Language Transfer of English Majors in L3 German Learning from the Perspective of Dynamic Systems Theory." Communications in Humanities Research 13, no. 1 (November 20, 2023): 324–30. http://dx.doi.org/10.54254/2753-7064/13/20230376.
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As the cultures of the worlds peoples interact and merge, language is an important vehicle for their development and will inevitably influence and intermingle with each other. English and German belong to the same language family, and both languages have commonalities and similarities in phonology, vocabulary and grammar. Based on this, from the perspective of dynamic systems theory, this paper focuses on the positive and negative transfer of L2 (English) knowledge in the acquisition of L3 (German) vocabulary and investigates the difficulties of trilingual learning of English majors in Guangzhou, China by means of questionnaires and interviews. The contents of the questionnaire included the different trilingual categories chosen by English majors and the influence of second language in the trilingual learning process. Through the questionnaire survey, the author found that second language had a significant transfer effect on third language acquisition in phonetics and vocabulary. Through the classification of trilingual and the analysis of transfer categories, it is expected to effectively improve the learning effect of German and strengthen the understanding of English majors on trilingual acquisition.
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Senina, Inna V., Natalya Yu Berezhnykh, and Natalya S. Novolodskaya. "Dialectology, grammar, and phonetics of the german language: the facets of interaction." HUMANITARIAN RESEARCHES, no. 1 (2022): 11–18. http://dx.doi.org/10.54398/1818-4936_2022_1_11.
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Collischonn, Gisela. "Phonetics and Phonology of Tense and Lax Obstruents in German (review)." Language 78, no. 2 (2002): 375–76. http://dx.doi.org/10.1353/lan.2002.0070.
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Lodge, Ken. "A declarative treatment of the phonetics and phonology of German rhymal /r/." Lingua 113, no. 10 (October 2003): 931–51. http://dx.doi.org/10.1016/s0024-3841(02)00142-0.
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Вельдина, Ю. В. "Международная программа обмена как средство изучения языка и культуры Германии." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 4 (2021): 46–49. http://dx.doi.org/10.18411/lj-02-2021-126.
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The article deals with the international program as one of the effective teaching methods of learning German. Immersion in the environment of the studied language and communication with native speakers helps not only to improve knowledge in grammar, phonetics, vocabulary, but also to learn more about the culture of the people, their customs, traditions, and history. Also, the international program helps to get rid of stereotypes that hamper intercultural communication and therefore language acquisition.
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Iivonen, Antti, and Geoffrey Hunt. "Letters to the Editor." Journal of the International Phonetic Association 22, no. 1-2 (June 1992): 61–64. http://dx.doi.org/10.1017/s0025100300004631.
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Martin Kioster-Jensen (1991) has traced the origin of the view that [h] is a glottal fricative back to the German scholar Brücke (1876). According to MK-J, this wrong view has been repeated in the manuals of phonetics since then and appears again in the new IPA consonant chart.
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Yaner, O. S., and I. G. Kulina. "THE FORMATION OF ORTHOGRAPHIC NORM IN GERMAN LANGUAGE." Writings in Romance-Germanic Philology, no. 1(50) (October 13, 2023): 301–10. http://dx.doi.org/10.18524/2307-4604.2023.1(50).285574.
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The article is about the formation of orthographic norm in German language since the XVII century up to the present time. The stages of the formation of German orthographic norm are examined with the description of the main characteristics of each of them. On the basis of the research works of prominent Ukrainian and foreign linguists and conference documents related to the formation and codification of a definite orthographic norm in German (Standarddeutsch) from the XVII century up to the present day, a certain simplification of certain spelling rules in modern German and more consistent adherence to the etymological principle of spelling have been revealed. The aim of this paper is to describe the processes of orthographic norm formation in the German language. The object of the research is orthographic peculiarities of the German written language in XVII–XIX centuries. The subject of the research is orthographic changes in the German language in the XVII–XIX centuries. The research is based on the works of prominent Ukrainian and foreign linguists and conference documents related to the formation and codification of a universally accepted orthographic norm in the German language. The conducted research has revealed the ways in which the orthographic norm in the German language has developed. Undoubtedly, all the authors of the various orthographic reforms were motivated to improve German spelling in order to meet the cultural objectives of the German language at every stage of its development. However, only time will show how much the new rules will ease the task of using the German language in writing. In our opinion, the authors of the latest reform avoided radical reforms, which explains, for example, the preservation of capitalization of nouns in German. The results of the study can be useful in lectures on the History of the German Language, Historical Phonetics of the German Language, as well as in teaching and learning a practical course of German.
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Dohlus, Katrin. "Phonetics or phonology: asymmetries in loanword adaptations; French and German mid front rounded vowels in Japanese." ZAS Papers in Linguistics 42 (January 1, 2005): 117–35. http://dx.doi.org/10.21248/zaspil.42.2005.275.
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It is one of the most highly debated issues in loanword phonology whether loanword adaptations are phonologically or phonetically driven. This paper addresses this issue and aims at demonstrating that only the acceptance of both a phonological as well as a phonetic approximation stance can adequately account for the data found in Japanese. This point will be exemplified with the adaptation of German and French mid front rounded vowels in Japanese. It will be argued that the adaptation of German /oe/ and /ø/ as Japanese /e/ is phonologically grounded, whereas the adaptation of French /oe/ and /ø/ as Japanese /u/ is phonetically grounded. This asymmetry in the adaptation process of German and French mid front rounded vowels and further examples of loans in Japanese lead to the only conclusion that both strategies of loanword adaptation occur in languages. It will be shown that not only perception, but also the influence of orthography, of conventions and the knowledge of the source language play a role in the adaptation process.
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Kennard, Holly J., and Aditi Lahiri. "Nonesuch phonemes in loanwords." Linguistics 58, no. 1 (February 25, 2020): 83–108. http://dx.doi.org/10.1515/ling-2019-0033.
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AbstractLoanwords may or may not affect the phonological system of a language. Much of the loanword literature has focused on the adaptation of “foreign” contrasts to native systems; however, there are certain cases where languages appear to have borrowed new phonemes. We argue that loanwords alone cannot introduce a new phoneme into a language unless there are special circumstances. We examine three case studies of apparently borrowed “unusual” phonemic contrasts: Swiss German initial geminates, Bengali retroflex stops, and English voiced fricatives. In each case, we find that rather than the loanwords introducing brand-new phonemes, an existing allophonic alternation has become phonemic due to a large influx of loanwords. Thus, the phonology rather than the phonetics alone – marked or otherwise – dominates the absorption of loans.
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Beskorsa, Olena S. "СИСТЕМА MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ ЗМІШАНОГО НАВЧАННЯ ПРАКТИЧНОЇ ФОНЕТИКИ НІМЕЦЬКОЇ МОВИ." Information Technologies and Learning Tools 62, no. 6 (December 30, 2017): 86. http://dx.doi.org/10.33407/itlt.v62i6.1832.
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In the article the problem of organizing blended learning of the course “Practical phonetics of German language” by means of virtual learning environment Moodle is revealed. The author summarizes the best practices of native and foreign researchers on the issues of blended learning implementation and technology of designing distance courses in the virtual learning environment Moodle. It is noted that the specificity of exercises in the course of practical phonetics is in the fact that they should contain tasks for recording their own voice to assess the level of formation of listening and pronunciation, rhythmic and intonation skills. The author describes his own experience in implementing the distance course in teaching the phonetics to students of the specialty “Primary Education”. The course offered by the author covers eight themes; each theme assumes the fulfillment of tasks in three blocks – theoretical, practical, and communicative. The article presents data of experimental verification of the implemented course that confirm its effectiveness.
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Zagorodnova, Viktoriia. "Verbal emphasis in Ukrainian and German languages: cross-linguistic relations." Linguistics, no. 1 (47) (2023): 76–85. http://dx.doi.org/10.12958/2227-2631-2023-1-47-76-85.
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Nowadays typological studies of related and unrelated languages are becoming of great importance. Appealing to historic, comparatively-synchronous, contrastive parallels of several languages opens up the possibility of highlighting the certain features of their historical and cultural development. Scientific research studies of such kind help to clarify the universal, common and distinctive features of comparative languages, as well as to substantiate the uniqueness of every language as a national phenomenon. Important for contrastive phonetics is the study of super-segmental means, in particular prosodic means, that is stress and intonation. In comparative linguistics to identify the peculiarities of stress in comparative languages can be used such criteria: nature of stress, the place of stress in a word, quality of stress and function of stress. These criteria were taken in to account in our research because they give quite objective data for achieving the goal. This article is devoted to the comparative study of verbal stress in the Ukrainian and German languages. The object of our study is verbal stress in the Ukrainian and German languages, which distinguishes and differs a word from the speech flow – the basic unit of the language mechanism of a particular language. There is considered the means of distinguishing the stressed syllable, the ratio of longitude and stress of a vowel sound, the place of stress in a word, functions of word stress. The main regularities of the accent norm of parts of speech in the Ukrainian and German languages. In the course of study, we came to the conclusion that in the Ukrainian and German languages the stressed syllable is characterized by dynamism, duration and expressiveness of timbre, that is dynamic stress is typical for both languages. Both languages have different place of stress in the word. With some apprehension, it can be considered a fixed accent in the German language, where the first sellable is mainly stressed (there are some rare exception, so it cannot be called a typical feature). In the Ukrainian language the accent is diverse and mobile, there are certain patterns of accent norm of parts of speech. Such free dynamic stress has a significative function, it distinguishes the grammatical forms of lexeme and the meaning of words. However, In the German language, in cases where the accent is free, the significative function is also used. In both compared languages we can find a side accent in addition to the main accent. Complex words have such accent. In the Ukrainian language the side stress is the first and the main stress is the second; in the German language, the main stress is the first and the side stress is the second. Common for all types of stress is the culminative function (design of word through the allocation of its prosodic center). Mobile stress has a significative (word-distinguishing) function.
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Atterer, Michaela, and D. Robert Ladd. "On the phonetics and phonology of “segmental anchoring” of F0: evidence from German." Journal of Phonetics 32, no. 2 (April 2004): 177–97. http://dx.doi.org/10.1016/s0095-4470(03)00039-1.
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Tabachnikov, I. I. "Hedging as one of Negative Politeness Strategies in German Languaculture." Proceedings of the Southwest State University. Series: Linguistics and Pedagogy 14, no. 1 (May 10, 2024): 31–40. http://dx.doi.org/10.21869/2223-151x-2024-14-1-31-40.
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The article deals with the problem of negative politeness and corresponding politeness strategies in German languaculture on the basis of modern fiction and also elaborates on the analysis of linguistic means of implementation of a negative politeness strategy known as hedging.Purpose of research: study of communicative situations in which a threat to the negative face of one of the speakers is present, and a review of politeness strategies that are used in such cases. The negative face means the desire of an interlocutor not to be bothered by others during communication (as an example, a request, an order or advice can damage the negative face of the addressee). Special attention is given to hedging as one of the most commonly used negative politeness strategy.Methods: the practical part of the research is based on a linguacultural analysis of the material.Results: using the analyzed materials we discover language (including grammatical, lexical and phonetical ones) tools and mechanisms that are used to perform such strategies in a speech act and also reasons to use hedges in communication and their functions in it.Conclusion: based on the theoretical, practical materials and the results that have been found in the course of the research we can state the importance of mastering (among all the linguacultural features being one of the key components of acquiring any foreign language on a par with grammar, vocabulary, phonetics etc.) the complex and frequently used for a lot of different communicative purposes phenomena known as hedging – one of the negative politeness strategies, that has quite a unique ways of usage depending on languaculture in question, and thus requiring a more deep and thorough studying in each particular case. The relevance of research of that particular element in the system of negative politeness strategies is due to the fact that while acquiring languages of western Europe (German, English and others – that means languages of cultures of an individualistic type) – an incorrect knowledge of hedging mechanisms can be the cause of problems and failures in communication, because in such cultures that element of communicative politeness has quite an important role (more important that in cultures of collectivist type – i.e. the Russian one and others).
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Ostrikova, Galina, and Olesya Kolesnikova. "Features of teaching a translator special vocabulary in the modern linguistic and economic situation." E3S Web of Conferences 273 (2021): 12135. http://dx.doi.org/10.1051/e3sconf/202127312135.
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This article studies the problem of teaching translators in special vocabulary in the modern linguistic and economic situation. In our time, science is constantly developing. The rapid development of science and technology has revealed the need for training translators to pay close attention to the ability of future translators to work with terms and special vocabulary found in various fields of activity. The article also raises the question of what knowledge students should have before teaching them special vocabulary, that is, the predecessors of such special seminars should be such language disciplines as linguistics, lexicology of the German language, phonetics of the German language, etc. The research was carried out on the material of special dictionaries and scientific and technical texts, in which a large number of German and Russian term units were found. Consideration of terminological systems of subject areas of informatics and cybernetics seems to be especially relevant, since this group of terms is one of the most important parts of a complex terminology system in modern science. As a result of the study, the elements of the terminology system were combined into some thematic groups. Further, the ratio of terms and professionalisms, the shadows of their meaning, origin and use were considered.
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Hutin, Mathilde, and Marc Allassonnière-Tang. "Operation LiLi: Using Crowd-Sourced Data and Automatic Alignment to Investigate the Phonetics and Phonology of Less-Resourced Languages." Languages 7, no. 3 (September 8, 2022): 234. http://dx.doi.org/10.3390/languages7030234.
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Less-resourced languages are usually left out of phonetic studies based on large corpora. We contribute to the recent efforts to fill this gap by assessing how to use open-access, crowd-sourced audio data from Lingua Libre for phonetic research. Lingua Libre is a participative linguistic library developed by Wikimedia France in 2015. It contains more than 670k recordings in approximately 150 languages across nearly 740 speakers. As a proof of concept, we consider the Inventory Size Hypothesis, which predicts that, in a given system, variation in the realization of each vowel will be inversely related to the number of vowel categories. We investigate data from 10 languages with various numbers of vowel categories, i.e., German, Afrikaans, French, Catalan, Italian, Romanian, Polish, Russian, Spanish, and Basque. Audio files are extracted from Lingua Libre to be aligned and segmented using the Munich Automatic Segmentation System. Information on the formants of the vowel segments is then extracted to measure how vowels expand in the acoustic space and whether this is correlated with the number of vowel categories in the language. The results provide valuable insight into the question of vowel dispersion and demonstrate the wealth of information that crowd-sourced data has to offer.
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Schopf, Juliane, and Beate Weidner. "Pluricentriciteit in het DaF-onderwijs." Internationale Neerlandistiek 59, no. 1 (February 1, 2021): 25–49. http://dx.doi.org/10.5117/in2021.1.002.scho.
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Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom. Samenvatting De vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.
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EDLICHKO, A. I., and A. V. MISHNOVA. "J.A. HEIM‘S TEXTBOOK “ RUSSISCHE SPRACHLEHRE FüR DEUTSCHE”: METATEXTUAL PRINCIPLES OF DESCRIPTION." Linguistics and Intercultural Communication 27, no. 3_2024 (July 26, 2024): 113–24. http://dx.doi.org/10.55959/msu-2074-1588-19-27-3-8.
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The article is devoted to the period of the origin of Russian textbook studies in foreign languages, a significant contribution to the formation of which was made by Professor of Imperial Moscow University Ivan Andreevich Нeim (1759–1821), an encyclopedic scholar, teacher, and public figure. The article provides a brief description of the professional scientific and pedagogical biography of I.A. Нeim, who was at different periods of his academic activity not only a professor, but also the first Dean of the Faculty of Philology and the Rector of the University. Special attention is paid to the analysis of the structural and substantive characteristics of the first edition of the textbook by I.A. Heim “Russian Grammar for Germans” in 1789 (German: “Russische Sprachlehre für Deutsche”). Variant features of the metalanguage of the book in the field of translation of terms, as well as units at the graphical, orthographic, morphological and lexical levels are revealed. The content of the book, on the one hand, includes a theoretical description of the structure of the Russian language (in German), on the other hand, it is practical in nature, which is manifested in the absence of a large number of definitions, the presence of sections on teaching phonetics, a mini-dictionary and bilingual dialogues on everyday topics. The analysis of the textbook provides us with insights into the formation of textbook studies at the end of the 18th century and enables us to discuss the creation and development of prototypes of a modern tutorial book and phrase book of foreign languages.
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Kügler, Frank, and Caroline Féry. "Postfocal Downstep in German." Language and Speech 60, no. 2 (June 1, 2016): 260–88. http://dx.doi.org/10.1177/0023830916647204.
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This article is a follow-up study of Féry and Kügler (2008. Pitch accent scaling on given, new and focused constituents in German. Journal of Phonetics, 36, 680–703). It reports on an experiment of the F0 height of potential pitch accents in the postfocal region of German sentences and addresses in this way an aspect of the influence of information structure on the intonation of sentences that was left open in the previous article. The results of the experiment showed that, when several constituents are located in this position, they are often in a downstep relation, but are rarely upstepped. In 37% of the cases, the pitch accents are only realized dynamically and there is no down- or upstepping. We interpret these results as evidence that postfocal constituents are phrased independently. The data examined speak against a model of postfocal intonation in which postfocal phrasing is eliminated and all accents are reduced to zero. Instead, the pitch accents are often present, although reduced. Moreover, the facts support the existence of prosodic phrasing of the postfocal constituents; the postfocal position implies an extremely compressed register, but no dephrasing or systematic complete deaccentuation of all pitch accents. We propose adopting a model of German intonation in which prosodic phrasing is determined by syntactic structure and cannot be changed by information structure. The role of information structure in prosody is limited to changes in the register relationship of the different parts of the sentence. Prefocally, there is no or only little register compression because of givenness. Postfocally, register compression is the rule. A model of intonation must take this asymmetry into account.
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Xhemajli, Arbona, and Liridona Mehmeti. "The Application of Contemporary Methods According to the Curriculum for the Course of the Albanian Language in Primary Education." Journal of Curriculum Studies Research 6, no. 1 (May 25, 2024): 99–116. http://dx.doi.org/10.46303/jcsr.2024.7.
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The curriculum field "Languages and communication" for primary education enables students to develop simple skills, such as: the difference between literary and non-literary texts, the recognition of the basic language system forms (phonetics, morphology, syntax), the development of expression skills through different linguistic means.This curricular area in primary education, based on the Curricular Framework, contains the following courses: mother tongue, first foreign language (English language, German language). This field also prepares students for functional, clear and substantive communication. Given the importance of using modern teaching methods, we intend to treat this research paper from the point of view of the application of contemporary methods in the Albanian language course, which we consider necessary for the identification of activities that influence the implementation of the curriculum in the course of the Albanian language. In order to carry out the research, we use the qualitative and quantitative method, preparing a questionnaire for the teachers of the Albanian language at the level of primary and lower secondary education, more precisely of grades VI-IX, in the Municipality of Gjilan, Vitia, Kamenica and Ferizaj. We also do a partial observation during the lessons wiin the Albanian Language course. From the findings of the research, we consider that contemporary methods are applied in the teaching of the Albanian language subject in primary education.
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PAKHOLOK, Zinaida. "MIKOŁAI KRUSZEWSKI IN THE LANGUAGE SPACE OF UKRAINE." Culture of the Word, no. 98 (2023): 188–97. http://dx.doi.org/10.37919/0201-419x-2023.98.15.
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The article examines the Ukrainian works in the scientific heritage of Mikołaj Kruszewski in three aspects: biographical, social and scientific. The linguist was born in Volyn in a Polish-German family, where the indigenous Ukrainian population was the majority. He formed his personality in the region, he considered Volyn his native land, and later, working in distant Kazan, he repeatedly came with his family in the summer to rest on his mother’s estate. In those days, Ukraine did not have the status of statehood. They called the country “Little Russia”. The disputable question was whether the Ukrainian language is independent or it is a dialect of the Russian language. The most common terms were “Little Russian dialect” and “Dialect of Rus’ Minor”. Kruszewski used these terms. The scientist applied knowledge of the Ukrainian language and culture for a scientific purpose. In his student essay “Spelis as a form of Russian folk poetry” he referred to Ukrainian works, used the toponyms “Little Russia” and “Volyn province”, included beliefs collected by him in the village of Solotvin. In Kazan Mikołaj Kruszewski studied the phonetic and morphological features of the Ukrainian language. For this purpose, he translated the Lithuanian fairy tale «Who knows better to lie» to the dialect of Solotvino. At the masters exam he received eight assignments on the text of a Ukrainian story from Jan Baudouin de Courtenay. In the works “On “analogy” and “folk etymology” (“Volksеtymologie”)”, “On the question of the guna. A study in the domain of Old Slavic vocalism”, “Üeber die Lautabwechslung”, “An Outline of Lingustic Science” Mikołaj Kruszewski drew on Ukrainian vocabulary to illustrate reflections and conclusions on word formation and phonetics. Ukrainian content in the research of Mikołaj Kruszewski testifies to the author᾽s linguistic erudition and desire, revealing the potential of a non-state language, to put it on a par with other Indo-European languages.
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Strobel, Maj-Brit. "Die Verschriftungen in der Dialekterhebung Friedrich Maurers in Baden und im Elsass als Evidenz für die Verbreitung der Standardlautung." Zeitschrift für germanistische Linguistik 49, no. 1 (April 1, 2021): 155–88. http://dx.doi.org/10.1515/zgl-2021-2024.
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Abstract This paper examines the development of lay transcriptions of base dialects within a period of 50 years in the early 20th century in the Upper Rhine area in Alsace and Baden. I argue that the spread of spoken standard German can be documented by the development of these transcriptions. In alignment with Ganswindt (2017), it is assumed that the still not widespread standard competence at the beginning of this period is reflected in ‚misspellings‘ in the transcriptions of the dialect, since the Standard German grapheme was associated with the phonetics of the regional standard. The lay transcriptions of the Upper German delabialization by the participating teachers from Friedrich Maurer’s indirect dialect survey from 1941 and the survey of the so-called Wenkeratlas from 1887/88 serve as data. A place-by-place comparison via vector maps allows to localize variation patterns. It can be shown that the ‘misspellings’ – i. e. rounded variants in the area of delabialization – are scattered throughout the area and significantly decrease in time as the spoken German standard is spreading. This is especially the case in the area of Baden, where the amount of ‘misspellings’ diminishes from about 30–60 % to 5–30 %. In Alsace, on the other hand, the amount of ‘misspellings’ is generally much lower and consequently the decrease is as well. I argue that the reason for the difference between transcriptions from Baden and Alsace is to be found in the different repertoire structures with a diglossia with two written standard languages – French and German – in Alsace.
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Dogil, Grzegorz, and Jörg Mayer. "Selective phonological impairment: a case of apraxia of speech." Phonology 15, no. 2 (December 1998): 143–88. http://dx.doi.org/10.1017/s095267579800356x.
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The present study proposes a new interpretation of the underlying distortion in APRAXIA OF SPEECH. Apraxia of speech, in its pure form, is the only neurolinguistic syndrome for which it can be argued that phonological structure is selectively distorted.Apraxia of speech is a nosological entity in its own right which co-occurs with aphasia only occasionally. This…conviction rests on detailed descriptions of patients who have a severe and lasting disorder of speech production in the absence of any significant impairment of speech comprehension, reading or writing as well as of any significant paralysis or weakness of the speech musculature.(Lebrun 1990: 380)Based on the experimental investigation of poorly coarticulated speech of patients from two divergent languages (German and Xhosa) it is argued that apraxia of speech has to be seen as a defective implementation of phonological representations at the phonology–phonetics interface. We contend that phonological structure exhibits neither a homogeneously auditory pattern nor a motor pattern, but a complex encoding of sequences of speech sounds. Specifically, it is maintained that speech is encoded in the brain as a sequence of distinctive feature configurations. These configurations are specified with differing degrees of detail depending on the role the speech segments they underlie play in the phonological structure of a language. The transfer between phonological and phonetic representation encodes speech sounds as a sequence of vocal tract configurations. Like the distinctive feature representation, these configurations may be more or less specified. We argue that the severe and lasting disorders in speech production observed in apraxia of speech are caused by the distortion of this transfer between phonological and phonetic representation. The characteristic production deficits of apraxic patients are explained in terms of overspecification of phonetic representations.
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Decyk-Zięba, Wanda. "Dawne nomenklatory gramatyczne jako źródło wiedzy o gramatyce." Poradnik Językowy, no. 10/2023(809) (January 15, 2024): 94–114. http://dx.doi.org/10.33896/porj.2023.10.7.
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The subject of the analysis are terms recorded in the 17th–19th-century grammar nomenclatures. The most numerously represented ones were terms from the field of inflection (naming parts of speech and grammatical categories), there were few terms from the field of phonetics and word-formation, and terms from the field of sentence syntax had not appeared in glossaries until the 19th century. This share of terms from various branches was determined by the utilitarian nature of grammatical works: they were intended for learning Polish or foreign languages. It was assumed a priori, so to speak, that the learner already had the knowledge of the rules of Latin grammar, and the point of reference for Polish terms (or German ones, as in Dobracki’s grammar book) was the Latin terminology. The outcome of the development of grammatical knowledge is the redefinition of grammar itself and its branches, the independence of the grammatical description of modern languages from Latin grammar, as well as the codification and standardisation of grammatical terminology.
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Томахів, Марта. "Prosodic Means of Speech Influence Realization: Auditory Analysis." East European Journal of Psycholinguistics 4, no. 1 (June 27, 2017): 225–33. http://dx.doi.org/10.29038/eejpl.2017.4.1.tom.
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The article offers the results of the experimental phonetics research on the role of intonation in speech influence realization in the video lecture as a main massive open online courses material. This methodology is elaborated according to the proven techniques in contemporary phonetics and combines the use of auditory analysis, methods of quantitative data and linguistic analysis, methods of semantic differential and questionnaire. The goal of the experiment was to prove the hypothesis about the role of prosodic organization and components of the tutors’ intonation in video lectures in better supporting students’ attention, capturing the interest to the subject, facilitating understanding, which help in realization of speech influence in scholarly discourse, thus making the communication and learning more efficient, productive and successful. As a result of the experiment, the intonation parameters used in the video lecture and contributory for students’ perception have been established. The paper gives brief insights into such notions as speech influence, scholarly discourse and an e-lecture as a genre of modern scholarly discourse.
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Lipińska, Dorota. "Production of L3 Vowels: Is it Possible to Separate Them From L1 and L2 Sounds?" Research in Language 13, no. 1 (March 30, 2015): 77–92. http://dx.doi.org/10.1515/rela-2015-0011.
Full textAbstract:
It is incontrovertible that acquisition of a sound system of a second language is always a complex phenomenon and presents a great challenge for L2 learners (e.g. Rojczyk, 2010a). There are numerous studies (e.g. Nowacka, 2010; Flege, 1991) which show that L2 learners whose first language has a scarce number of sounds, have problems to distinguish L2 sound categories and tend to apply their L1 segments to new contexts. It may be easily detectable in the case of vowels. There is abundance of studies examining L2 learners’ successes and failures in production of L1 and L2 vowels (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010a). Usually such projects show how difficult it is for L2 learners to separate “old” and “new” vowel categories. However, the situation becomes much more complicated when we think of third language (L3) production. While in the case of L2 segmental production the number of factors affecting L2 sounds is rather limited (either interference from learners’ L1 or some kind of L2 intralingual influence), in the case of L3 segmental production we may encounter L1®L3, L2®L3 or L3 intralingual interference. This makes separation of L3 sounds a much more complex process. The aim of this study is to examine whether speakers of L1 Polish, L2 English and L3 German are able to separate new, L3 vowel categories from their native and L2 categories. Being a part of a larger project, this time the focus is on German /oe/. This vowel was chosen since it is regarded as especially difficult for Polish learners of German and it is frequently substituted with some other sounds. A group of English philology (Polish-English-German translation and interpretation programme) students was chosen to participate in this project. They were advanced speakers of English who did not encounter any difficulties in communication with native speakers of this language and upperintermediate users of German. They had been taught both English and German pronunciation/practical phonetics during their studies at the University of Silesia. The subjects were asked to produce words containing analysed vowels, namely: P /u/, P /ɔ/, P /ɛ/, E /uː/, E /ɔː/ and G /oe/. All examined vowels were embedded in a /bVt/ context. The target /bVt/ words were then embedded in carrier sentences I said /bVt/ this time in English, Ich sag’ /bVt/ diesmal in German and Mówię /bVt/ teraz in Polish, in a non-final position. The sentences were presented to subjects on a computer screen and the produced chunks were stored in a notebook’s memory as .wav files ready for inspection. The Praat 5.3.12 speech-analysis software package (Boersma, 2001) was used to scroll through the audio files in order to locate an onset and offset of target vowels, measure the F1 and F2 frequencies and plot vowels on the plane. All analyses were also performed using Praat. The obtained results shed new light on L3 segmental production and L1 and L2 interference.
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Kossarik, M. A. "The treatise on the history of spanish by B. de Aldrete (1606) as the first textbook of romance philology." Philology at MGIMO 6, no. 4 (December 28, 2020): 135–45. http://dx.doi.org/10.24833/2410-2423-2020-4-24-135-145.
Full textAbstract:
The paper analyses the role of B. de Aldrete’s treatise “Del Origen y principio de la lengua castellana o romance que oi se usa en España” (1606) in the development of Romance philology. The XVII-century author writes about the most important aspects of internal and external history of Spanish, such as: pre-Romance Spain and substratum languages; Roman conquest and romanization; Hispanic Latin; German conquests of Spain; Arabic conquest and the Reconquista; formation of kingdoms in the north and state-building processes; sociolinguistic situation in Spain; the role of Spanish in the New World; changes from Latin to Spanish in phonetics and morphology; sources of Spanish lexis; early written texts; territorial, social, functional variation of Spanish. Apart from the aspects of Spanish philology, B. de Aldrete pays attention to the formation and functioning of Pyrenean languages: Catalan, Galician, and Portuguese. However, B. de Aldrete does not limit himself to examining Ibero-Romance languages. Many aspects of the history of Spanish are shown against a wider, Romance background, bearing in mind the earlier tradition (the Antiquity, in the first place). He also confronts Spanish with other Romance languages and Latin. The analysis of the first treatise on the history of Spanish makes one reconsider B. de Aldrete’s contribution to the development of language description models and the bases of Romance philology. The treatise sets up a model of Romance philology as a full-fledged philological discipline.
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Wandruszka, Ulrich. "Zur Motivation des französischen Wortakzents." Zeitschrift für romanische Philologie 136, no. 1 (March 6, 2020): 2–24. http://dx.doi.org/10.1515/zrp-2020-0001.
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AbstractStudies of individual languages rarely discuss in any depth the question of how, or to what extent, the positioning of word stress in polysyllabic words is motivated functionally although addressing this issue would mean relating the structural levels of phonetics/phonology, morphology, syntax, semantics and pragmatics systematically to each other. Given that in French practically all (Latin) syllables following the syllable which carries the main stress have been muted, words and word forms are oxytones, generally carrying stress on the last syllable. As a result, endings and suffixes which constitute the morphological head of a word and are, as such, normally unstressed, now also carry stress. This can be seen in faisait or nageur, which in English would correspond to was *doíng or *swimmér or in German to *machté or *Schwimmér respectively. Since stress is normally positioned on the lexical stem, which carries more information, a morphoprosodic mismatch leading to a countericonic stress pattern obtains in French. Interestingly, this phenomenon has hardly attracted serious attention in linguistics so far, and speakers of French have apparently remained undisturbed by the mismatch. The same is true of the counter-intuitive stress placed on enclitic pronouns in prends-lé! – táke it – nímm(e)s! or vient-íl? – is he cóming? – kómmt er? Apparently, language as an instrument also works when the encoding is suboptimal or dysfunctional. The reason for this must be that language is also supported by the (lexical) content of the signs, which nevertheless makes an appropriate interpretation possible.
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Arantes, Pablo, and Maria Érica Do Nascimento Linhares. "Efeito da língua, estilo de elocução e sexo do falante sobre medidas globais da frequência fundamental." Letras de Hoje 52, no. 1 (June 21, 2017): 26. http://dx.doi.org/10.15448/1984-7726.2017.1.25419.
Full textAbstract:
Analisamos o efeito do sexo, do estilo de elocução e da língua (alemão, estoniano, francês, inglês, italiano, português e sueco) sobre estimadores de tendência central e dispersão da frequência fundamental da fala. Os estilos são entrevista, leitura de frases e de palavras. As línguas diferem entre si em termos do valor típico de F0 usado por seus falantes. O estilo leitura de frases apresenta valores maiores do que a entrevista, mas o efeito não é uniforme entre as línguas. Diferenças significativas entre o estilo leitura de palavras e entrevista são mais raros. Todos os estimadores de tendência central estudados sofreram efeitos dos três fatores testados. Os homens apresentaram variabilidade de F0 ligeiramente maior do que as mulheres de forma significativa em três de cinco estimadores. O estilo entrevista tem maior variabilidade em dois. As línguas não diferem em termos de variabilidade de F0.********************************************************************Effect of language, speaking style and speaker sex on global measures of fundamental frequencyWe analyze the effect of speaker sex, speaking style and language (English, Estonian, French, German, Italian, Portuguese, Swedish) on global statistical measures of the voice fundamental frequency. The styles studied are interview, sentence reading and word list reading. Typical F0 values used by speakers among languages differ both in male and female speakers. Sentence reading has slightly higher values than interview, but the effect is not uniform among languages. In few cases word reading and interview values differ significantly. All central tendency estimators are affected by the variables tested. Three out of five estimators of dispersion show slightly higher values for male than for female speakers. Among styles, the interview has higher standard deviation and coefficient of variation. Languages do not differ among themselves in terms of F0 variability.Keywords: Fundamental frequency; Acoustic phonetics; Speaking styles; Sociophonetics