Academic literature on the topic 'German language, pronunciation'
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Journal articles on the topic "German language, pronunciation"
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Badi, Hussein Saddam. "Phonétique et phonétique corrective." Al-Adab Journal 1, no. 138 (September 15, 2021): 21–38. http://dx.doi.org/10.31973/aj.v1i138.1093.
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This research deals with the topic of phonology and corrective phonology in a foreign French language. This study aims at improving the pronunciation of the German student who is learning French as a foreign language with the aim of finding the suitable ways of improving his pronunciation. In this study, we have chosen a German student who is studying French in the University Center for French Studies in Grenoble in France. We told this student to read a French text and we recorded this reading. Then we analyzed this dialogue in order to find the pronunciation mistakes and the effect of the German Language in learning French and to know the student's ability to pronounce new sounds that do not exist in the mother tongue. Finally, we proposed pronunciation corrections that were suitable to the student's case. This would help the teacher of French in Germany to manage the classroom and improve the pronunciation of his students and make them able to distinguish the sounds of both French and German languages.
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Shesterina, E. A. "Aesthetic perception of the Russian sound speech by Germans (a case study of German internet forums)." Linguistics & Polyglot Studies 7, no. 5 (January 3, 2022): 102–10. http://dx.doi.org/10.24833/2410-2423-2021-5-29-102-110.
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The article is devoted to the aesthtic assessment of the sound of Russian speech as reflected in German Internet forums. Segmental and suprasegmental features of Russian pronunciation which evoke in native speakers of German empathy and / or antipathy towards Russian sounding speech, are described. The ordinary Germans' naive assessment of Russian souding speech differs from that by professional linguists. Germans who are not familiar with the theoretical basis of the phonetic structure of the Russian language pay attention, first of all, to those pronunciation features that are not characteristic of the phonetic basis of the German language. Among them on segmental level are the following: trembling sonant [r̥], vowel [ᵻ] and back-lingual slit [ɣ] after vowels [e], [i] and consonants [lʲ], [nʲ], [j], the pronunciation of which in German in this position is pronounced as ich-Laut [ç]. The Germans also seem to dislike clusters of consonants that are absent in the German language, for example, -рск-, -здр- etc. The presence of these sounds in the Russian language allows ordinary Germans to characterize Russian sounding speech as rude, despite the remarks of the Germans that there are many “soft” sounds i.e. palatalized consonants in the Russian language. The main difference at the suprasegmental level, which in the scientific literature is designated as the opposition of the German “staccato” and Russian “legato”, finds its confirmation in the statements of German members of the forum. The rhythmic organization of Russian speech is assessed by common Germans as discordant and indistinct, since, unlike German speech, Russian speech is characterized by relaxed articulation, non-forced vocalization, an extended melodic range and an irregular rhythmic patterns. In addition, the use of different pitch movements in friendly and aggressive communication encourages Germans to qualify the speech of Russian speakers in obvious situations of friendly communication as confrontational.
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Akhmetsagirova, Leysan I. "Phonetic information in Russian-German and German-Russian dictionaries compiled in Germany in the 19th century." Voprosy leksikografii, no. 23 (2022): 49–68. http://dx.doi.org/10.17223/22274200/23/3.
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The article presents the results of the study of phonetic information provided in Russian-German and German-Russian dictionaries which were compiled in Germany in the 19th century. The relevance of this research is determined by the lack of metalexicographic works on a detailed analysis of this issue. According to their title pages and prefaces, most of the Russian-German and German-Russian dictionaries were addressed equally to Germanspeaking and Russian-speaking users. The comparative study applied in this research shows how German lexicographers meet the need of both target groups for pronunciation information. In the course of the research, we studied the bilingual Russian-German and German-Russian dictionaries in relation to the formats of presenting phonetic information, the sound composition of Russian and German words, and of recording their prosodic characteristics (stress). The research reveals that German lexicographers of the 19th century paid considerable attention to the elaboration of phonetic information which was presented in the analyzed dictionaries in two formats. Information on pronunciation was either shown in dictionary entries or given separately outside the lemma list in the surrounding text (in phonetic appendices and tables). The most commonly used format is the presentation of the pronunciation directly in dictionary entries. By the end of the century, phonetic information was additionally introduced in the macrostructure of the dictionaries in the form of phonetic appendices/notes or alphabet tables with pronunciation rules. The problem of the accurate representation of the sound composition of words was not acutely posed in the dictionaries. Apparently, the reason is that pronunciation in Russian and German was quite in line with spelling so that why this type of information could be basically left out. Nevertheless, in some dictionaries, this phonetic parameter found some elaboration. In most cases, the sound composition was represented only for Russian words. All Russian-German and German-Russian dictionaries indicated word stress. But in most dictionaries, stress is placed only on Russian words. Only in three dictionaries, lexicographers indicated the position of stress on words of both languages. The analysis shows that information on pronunciation recorded for Russian words was slightly more elaborated than for German ones. It means that the main target group of these dictionaries were still German-speaking users. Based on the results of the research, a conclusion is made that German lexicographers tried in their own way to meet the requirements of the users and to make their dictionaries as user-friendly as possible. This experience is very valuable and of undoubted interest for contemporary lexicography. Therefore, there is a need in further special investigations dealing with these dictionaries. The author declares no conflicts of interests.
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Verbitskaya, T., and O. Vasylchenko. "PERCEPTUAL-ARTICULATORY ASPECTS OF THE DEVELOPMENT OF GERMAN-SPEAKING VARIATIVE COMPETENCE." Writings in Romance-Germanic Philology, no. 1(48) (July 5, 2022): 170–82. http://dx.doi.org/10.18524/2307-4604.2022.1(48).259827.
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The given article highlights a relevant question of methodology, namely, how well students who study German as a foreign language can distinguish national versions of German by ear. It is thus about the development of variable competence of students, as well as the level of tolerance for the perception of national versions of the German language. As it is known, since the 1980s, the German language has acquired the status of a pluricentric language with national centers located in Germany, Austria and Switzerland. On the one hand, there is the problem of insufficient level of development of perceptual competence of students in the perception of national versions of the German language, which is noted by many scholars, which determines the relevance of this study. On the other hand, however, it is necessary to take into account the target group and the level of students, so that the pluricentric approach does not become an additional burden in learning a foreign language. Our focus is on the language of the media, namely audio recordings of Austrian and federal German television. The study involved German students of the 4th and 8th semesters of study, who, after listening to audio recordings, filled out a questionnaire designed specifically for this study. During the first audition, it was necessary to establish the national version of the German language in which the news releases sound. The second task of the study was to establish pronunciation variants that especially distinguish the federal-German standard pronunciation from the Austrian national variant of the German language. As the results show, there is no doubt about the influence of the media language of Germany on some sound realizations. We can assume that it could be not only about linguistic, but also about complex psychological processes and ultimately about the persuasive influence of sound media language on the individual.
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Shesterina, E. A. "Phonoesthetics of German speech in the perception of Russian speaking recipients." Linguistics & Polyglot Studies 8, no. 2 (June 28, 2022): 63–74. http://dx.doi.org/10.24833/2410-2423-2022-2-31-63-74.
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The purpose of this article is to study the aesthetic side of sounding German speech perceived by native speakers of the Russian language, as well as to determine the linguistic mechanisms that determine the nature of their assessment. Current changes in Russian-speaking recipients’ perception of the sounding German speech are revealed. The posts in the Internet forums are analyzed, and negative stereotypes are identified which determine the assessment of the aesthetics of German pronunciation, and it origin, with a special role played by feature films about the war against Nazi Germany and documentary chronicles with the speeches of National Socialism leaders. The conclusion is made about the excessive emotionality and aggressiveness of such speeches, however, this manner of speaking is a “stage language” (Bühnensprache) which is not typical of everyday German communication. This aggressively stylized sounding of the German language is used today in popular culture often to create a feeling of rudeness among foreign-language recipients. At the segment level, the negative assessment of sounding German speech by Russianspeaking recipients is associated with the pronunciation of the uvular trembling consonant [ʀ] and the voiced uvular spirant [ʁ]. Aspirates and glottal stops in the German language foster the participants of the experiment and the authors of the posts on the Internet to characterize German speech as clear, but in terms of its melody − as torn or “barking”. Due to the aspiration of voiceless plosives, as well as voiceless palatal spirant [ç], Russian-speaking recipients characterize German speech as hissing and whistling. At the suprasegmental level, greater tension in the pronunciation of sounds, along with a rising tone in neutral communication, make Russian-speaking recipients qualify German speech as rough and aggressive.
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Ya., Kurbanov. "MASTERING THE FUNCTIONAL BASIS OF COMMUNICATION IN GERMAN LANGUAGE AND THE SIGNIFICANCE OF POETRY IN TEACHING GERMAN PRONUNCIATION." American Journal Of Philological Sciences 03, no. 04 (April 1, 2023): 88–93. http://dx.doi.org/10.37547/ajps/volume03issue04-15.
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The present article examines the significance of poetry in instructing a nonnative language through a focused exploration of the phonetic facets of the German language, encompassing its pronunciation and modes of utilization within the context of German language pedagogy.
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Moosmüller, Sylvia, Carolin Schmid, and Julia Brandstätter. "Standard Austrian German." Journal of the International Phonetic Association 45, no. 3 (December 2015): 339–48. http://dx.doi.org/10.1017/s0025100315000055.
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The development of Standard Austrian German (SAG; de-AT) is closely linked to the development of Standard German German (SGG; de-DE) as spoken in Northern Germany. Traditionally, SAG is strongly geared towards SGG norms. The orientation towards SGG norms goes back to at least 1750, when Maria Theresia ordered the adoption of the Upper Saxonian norms in place at that time (Ebner 1969, Wiesinger 1989). Since then, SAG pronunciation is modelled on SGG and Austrian newsreaders are instructed according to the norms of Duden's (2005)Aussprachewörterbuchand Siebs (1958, with an addendum for Austria) (Wächter-Kollpacher 1995, Soukup & Moosmüller 2011). This procedure leads to an inconsistent usage of SGG features in Austrian broadcasting media (Wiesinger 2009, Soukup & Moosmüller 2011, Hildenbrandt & Moosmüller 2015). Therefore, from a methodological point of view, pronunciation used in the Austrian broadcasting media is unsuitable for defining SAG (Moosmüller 2015).
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Seddiki, Aoussine. "Das Hör- und Aussprachetraining in einer mehrsprachigen Umgebung: Die Ausspracheschulung in Algerien als Beispiel." Traduction et Langues 15, no. 1 (December 31, 2016): 234–39. http://dx.doi.org/10.52919/translang.v15i1.731.
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Listening and Pronunciation Instruction in a Multilingual Context: Pronunciation training in Algeria as a case study
Training related to pronunciation in a multilingual environment is increasingly important and remains topical. Social developments and resulting changes make the main reason. In this article, multilingualism and training in the field of pronunciation are the main avenues of exploration. I consider it important to emphasize the impact of phonetic training on multilingualism characterizing Algerians who learn Deutsch as a foreign language. This analysis also attempts to deal with the aspect related to the means likely to reduce phonetic difficulties in the context of teaching/learning of Deutsch as a foreign language in an Algerian context. For all of the reasons mentioned in this article regarding the influence of the source languages on the pronunciation of Algerian learners of German, it is necessary for teachers to take appropriate measures with regard to the selection of appropriate pronunciation exercises and other adequately planned activities for pronunciation instruction. Another basic requirement for teachers is that they should adhere to the standard pronunciation rules when communicating with their learners. Competent teachers are and remain the best role models. They should not only have sufficient phonetic, phonological and prosodic knowledge of German and speech training skills, but their correct pronunciation should serve as a model for learners. In Algeria, teachers should have in-depth knowledge of the phonetic formation of the source languages (Algerian, Arabic, French, Berber, English). They should identify their learners' interference and difficulties arising from source and target phonetic pronunciation.
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Keul, Ramona, Magdalena Brudnicki, and Nina Osiecki. "SPEECH PRONUNCIATION DISORDERS IN GERMAN LANGUAGE - THE REVIEW." Listy klinické logopedie 2, no. 1 (March 30, 2018): 21–29. http://dx.doi.org/10.36833/lkl.2018.007.
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Keul, Ramona, Magdalena Brudnicki, and Nina Osiecki. "SPEECH PRONUNCIATION DISORDERS IN GERMAN LANGUAGE - THE REVIEW." Listy klinické logopedie 2, no. 1 (March 30, 2018): 30–38. http://dx.doi.org/10.36833/lkl.2018.008.
Full textDissertations / Theses on the topic "German language, pronunciation"
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Jügler, Jeanin [Verfasser], and Bernd [Akademischer Betreuer] Möbius. "The impact of training procedures on the pronunciation of stops in second language acquisition: The case of German learners of French / Jeanin Jügler ; Betreuer: Bernd Möbius." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2017. http://d-nb.info/1137509449/34.
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Noske, Karina. "The influence of formal instruction on segmental speech production by German learners of English." Thesis, Stockholms universitet, Engelska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-62163.
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This study examines the influence of formal L2 English instruction (FEI) onpronunciation accuracy of similar and new vowels in the framework of Flege’s SpeechLearning Model (Flege, 1995a, 1999, 2002), focusing on selected segmentalpronunciation features produced by native German speakers. A spectral vowelproduction experiment was carried out with 24 German students who attend sixth, ninthand twelfth grade of a south German secondary school by the time this study wasconducted. Spectral characteristics of the similar vowel /ɛ/ and the new vowel /æ/,produced by each subject of the three groups (G6, G9, and G12), were compared tovowel data of native English speakers. In order to test the influence of formalinstruction on selected phonetic segments, which are known to cause difficulties fornative German learners of English, three native English listeners judged on a three pointscale the intelligibility of the segments produced. The results of the vowel experimentshowed significant influence of FEI on pronunciation accuracy of some characteristicsof the similar vowel /ɛ/ but not of the new vowel /æ/. The listener rating experimentshowed that FEI had on average no influence on pronunciation accuracy of the three L2English learner groups.
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Wottawa, Jane. "Production & Perception in a second language the case of French learners of German : evidence from large speech corpora, electroencephalography, and teaching." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA141.
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Ce projet de recherche vise à étudier la production et la perception de la parole chez les apprenants francophones de l’allemand. Un corpus de parole de 7 heures correspondant à trois tâches (imitation, lecture, description) a été enregistré. Il comprend des germanophones natifs et des apprenants francophones. Nous avons analysée les productions des segments intéressants d'après le cadre du SLM. Une étude de perception en EEG utilisant [h-ʔ], [ʃ-ç] et les voyelles courtes et longues a été réalisée sur des germanophones natifs et des apprenants francophones. Enfin, l'impact de l'enseignement sur l'amélioration des production et perception a été examiné à travers une étude longitudinale. L'étude de production montre que, suivant les tâches, les apprenants produisent le [h] en début de mot sans problème majeur. De même, ils peuvent produire des voyelles de durée contrastive. Cependant, pour les trois tâches, les apprenants ont plus de difficultés pour la production de la qualité vocalique, de [ç] et [ŋ]. Fait notable, la perception ne reflète pas toujours la production. Les apprenants tendent à ne pas percevoir le [h] en début de mot alors que la production de ce segment en répétition est bonne. À l'inverse, les apprenants perçoivent le contraste [ʃ-ç] mais sa production reste difficile. Seulement dans les voyelles courtes et longues, la perception reflète la production.L'étude d'enseignement montre que la conscience linguistique affecte différemment perception et production : une conscience linguistique accrue permet d'affiner la perception de phonèmes à contenu acoustique complexe et la production des phonèmes faciles à produire du point de vue articulatoireThis research project proposes to investigate the production and perception of German speech in French learners of German. A 7h speech corpus containing three production tasks (imitation, reading, description) produced by German natives and French learners was recorded. Segmental productions of challenging vowels and consonants were analysed according to the SLM. A perception experiment involving [h-ʔ], [ʃ-ç] and short and long vowels using EEG was carried out on German natives and French learners. Finally, the impact of pronunciation teaching on improved speech production and perception was investigated. Undergraduates following a stand-alone pronunciation class were recorded and performed perception tests before and at the end of the course. The production study showed that French learners may produce word-initial [h] faithfully. With regard to short and long vowels, contrasting vowel duration is produced. However, French learners encounter more difficulties with respect to vowel quality. This holds for the production of [ç] and [ŋ]. Interestingly, perception does not always mirror production. The EEG results showed that the perception of word-initial [h] is poor in French learners whereas production accuracy is good. On the contrary, French learners perceive the [ʃ-ç] contrast but its production remains difficult. Only in short and long vowels, perception mirrored production. The teaching study showed that the increased linguistic awareness may affect non-native speech perception and production in different ways: phones that are easy to produce from an articulatory point of view can benefit from teaching. Increased awareness helps to better perceive phones with rich acoustic information
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Ibarrondo, Ludovic. "Étude des voyelles antérieures non-arrondies en allemand, français et finnois, et applications en vue d'une didactique de la prononciation." Thesis, Paris 3, 2013. http://www.theses.fr/2013PA030134.
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Cette thèse s’inscrit dans une réflexion sur les apports potentiels de la phonétique expérimentale à la didactique et à l’enseignement de la prononciation. Son objectif est d’examiner les préférences perceptives des locuteurs du finnois, de l’allemand et du français, pour les voyelles antérieures non-arrondies /i e ɛ/ ; et de prolonger cette démarche dans le cadre de l’enseignement de la prononciation du français, en s’interrogeant sur la nécessité de continuer à considérer le contraste existant entre les voyelles moyennes /e/ et /ɛ/. La première partie de ce travail dresse un portrait des trois langues concernées, et introduit les principales hypothèses de processus cognitifs impliqués dans la perception. La deuxième partie de ce travail aborde la perception des voyelles /i e ɛ/, à travers trois tests de perception permettant 1) de définir les prototypes privilégiés par chacune des populations, 2) de mesurer l’effet d’un aimant perceptif spécifique à la langue, et 3) d’évaluer l’importance accordée à l’abaissement de la mandibule pour le choix des exemplaires de chacune des catégories concernées. L’analyse d’un corpus de parole spontanée nous permet enfin d’examiner la robustesse du contraste /e/~/ɛ/, et de mesurer l’intérêt didactique d’enseigner la différenciation et l’acquisition du timbre ouvert et du timbre fermé de ces voyelles en français langue étrangère. La troisième partie de ce travail s’intéresse enfin à la place accordée à la phonétique dans l’enseignement des langues, et offre une revue des principales tendances méthodologiques qui ont contribué à sa diffusion. L’intérêt d’investir différents outils issus de la phonétique expérimentale, du support multimédia, ou de disciplines non-linguistiques, y est discutéThis work has its place within the context of reflection on the potential input of experimental phonetics to pronunciation teaching. Its aim is to compare the perceptual preferences of native speakers of Finnish, German, and French, for the front non-rounded vowels /i e ɛ/ ; and to extend this approach to French pronunciation teaching, by analyzing the contrast between the middle vowels /e/ and /ɛ/. The first part of this dissertation presents a picture of the phonological systems and phonotactics of the three languages and recalls the main theories about the cognitive processes involved in the perception of phonetic categories. Based on this comparison, the second part examines the perception of the vowels /i e ɛ/. Three studies have been conducted, in order to 1) determine the category’s prototypes for the three populations studied, 2) measure the impact of a language-specific perceptual magnet [Kuhl, 1991], and 3) assess the involvement of mouth opening, to ensure the contrast between the categories in the three languages. The robustness of the contrast /e/~/ε/ through the acoustic analysis of 633 occurrences of /E/ in a spontaneous speech corpus by one French native speaker has been evaluated and the interest to systematically distinguish the sounds of these two vowels in French as a foreign language has been assessed. The diverse conditioning factors, as the trends highlighted in our corpus, are compared to a similar study carried out by Léon and Tennant [1990] on 100 occurrences of /E/ taken from television broadcasts of Bernard Pivot. The third part of this work finally deals with the place granted to phonetics in language teaching and provides a review of the main methodological tendencies which have contributed to its diffusion. The potential of applying different tools resulting from experimental phonetics research, multimedia or non-linguistic disciplines is also discussed
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Mueller, Mareike. "Learners' Identity Negotiations and Beliefs about Pronunciation in Study Abroad Contexts." Thesis, 2011. http://hdl.handle.net/10012/6067.
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This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations.
My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning.
The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation.
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Habánová, Eva. "Problematika výuky výslovnosti německého jazyka na prvním stupni základní školy v Čechách." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354566.
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This master thesis deals with the teaching of pronunciation in primary schools in the Czech Republic. The theoretical thesis explains the importance of pronunciation, of phonetics and of phonology, because of achieving communication skills. It explains terms, that are related with pronunciation, describes phenomena in the German phonetic system, that are difficult for Czechs, and discusses methods of teaching German pronunciation in the context of primary school. It also points out that the inclusion of teaching German pronunciation is insufficient in RVP and very diverse in the school educational plans. The practical part of the thesis introduces three textbook files and analyses the degree of the inclusion of pronunciation in their concepts. Afterwards, it shows research that took place in five classes in primary school. It conducts observations and interviews with teachers in this research. The mastery of the very difficult German sounds by the pupils was found out. Finally, the results of the research in all classes are compared. The results of the research show that there is some connection between the teacher's teaching skills and the pupil's pronunciation skills. However, pupils don't manage the pronunciation of German sounds after two years of learning German. KEYWORDS German as a foreign...
Books on the topic "German language, pronunciation"
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Weiss, Rudolf. German pronunciation: A phonetics manual. Bellingham, Wash: Western Washington University Press, 1985.
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Institut), Dudenredaktion (Bibliographisches, and Institut für Deutsche Sprache, eds. Duden, das Aussprachewörterbuch. 7th ed. Berlin: Dudenverlag, 2015.
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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Reston, Va: Music Educators National Conference, 1987.
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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Reston, VA: Music Educator's National Conference, 1987.
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May, William V. Pronunciation guide for choral literature: French, German, Hebrew, Italian, Latin, Spanish. Denton: North Texas State University, 1988.
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Rues, Beate. Lautung im Gespräch: Ergebnisse einer empirischen Untersuchung. Frankfurt am Main: T. Hector, 1993.
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Ehrlich, Karoline. Wie spricht man "richtig" Deutsch?: Kritische Betrachtung der Aussprachenormen von Siebs, GWDA und Aussprache-Duden. Wien: Praesens, 2008.
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Paton, John Glenn. Gateway to German diction: A guide for singers. Van Nuys, CA: Alfred Publishing Co., 1999.
Find full textBook chapters on the topic "German language, pronunciation"
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Schlechtweg, Marcel. "Optimizing English Pronunciation of German Students Online and with Praat." In Optimizing Online English Language Learning and Teaching, 273–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27825-9_14.
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Schmid, Stephan. "Chapter 7: Spelling and Pronunciation in Migrant Children: The Case of Italian-Swiss German Bilinguals." In Second Language Writing Systems, edited by Vivian Cook and Benedetta Bassetti, 184–212. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597954-009.
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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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Kronenfeld, David B. "Marking." In Plastic Glasses and Church Fathers, 89–113. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195094077.003.0007.
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Abstract The relationship between marked and unmarked categories was first described by Trubetzkoy1 (see Trubetzkoy 1969, also Jakobson 1939). He noticed that in German the distinction between voiced and unvoiced stops disappeared (was “;neutralized”) in word final position. Thus the Id/ of Biider contrasted with the /ti of beten on the feature of voicing (/d/ being voiced and /ti being unvoiced). But, in word final position, the Id/ of Bad had the same pronunciation as the /ti of bet. Moreover, the common pronunciation of /d/ and /ti in word-final positions was not some kind of average or random mix or random choice of the two word-medial pronunciations, but instead for all such pairs was consistent and predictable. In our example, the common pronunci ation of Id/ and It/, when their contrast was neutralized, was the pronunciation of /ti. To understand why /ti rather than /d/ or something else represented the neutralized pair, we need to briefly introduce a little information about Prague linguistic theory of the time and to look at the physical specification of our contrasting sounds in terms of that theory. We have already noted that componential analysis in American anthropology was borrowed from Prague School phonology, and in particular from Trubetzkoy’s work. Instead of providing a universal list of phone types (i.e., sounds) in which all the sounds of any language could be described and then grouping these phone types into sets to describe the phonemi system of a particular language (in the manner of American linguistics of the period), Trubetzkoy and his colleague Jakobson described the phonemes of a language directly in terms of the distinctive features by which they contrasted with one another (or were distinguished one from the other). In Trubetzkoy’s work, these were articulatory features, though later Jakobson switched to acoustic features; Jakobson, through his connections with Halle (Jakobson, Fant, and Halle 1951), provided the basis for modem transformational phonology.
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Miller, Richard. "Early Repertoire Suggestions." In Securing Baritone, Bass-Baritone, and Bass Voices, 166–71. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195322651.003.0018.
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Abstract For most North American male singers of university or conservatory age, it is almost always most rewarding to begin voice study with literature in the native language, which generally is English. Possibilities seem endless, but should include some of the basic literature listed here. Because of the favorability of the Italian language for singing, every young baritone should early encounter a number of songs (arieantiche) in Italian. The following list contains items readily available in commercial collections. The proliferation of phonetic sounds in the French language may make it wise to delay early assignments for the native English-language speaker. However, for the singer who has some acquaintance with the rules of French pronunciation, a few excellent sources are listed here. Because the heart of the artsong literature lies in the lied, a singer should begin exploring German-language sources as early as possible.
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Ebel, Alexandra, and Robert Skoczek. "Zur Eindeutschung der Aussprache polnischer Namen." In Onomastics in Interaction With Other Branches of Science. Volume 3. Proceedings of the 27th International Congress of Onomastic Sciences General and Applied Onomastics. Literary Onomastics. Chrematonomastics. Reports. Jagiellonian University Press, 2023. http://dx.doi.org/10.4467/k7478.47/22.23.17726.
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Broadcast speakers frequently have to pronounce names of foreign origin in their everyday work. Mostly these are anthroponyms of celebrities or toponyms in international news. Often, they have to pronounce names from many different languages of foreign origin within one newscast. This means they have to make a special cognitive and articulatory effort because of unfamiliar accent patterns and phonemes which do not exist in the German phonological system, as well as unknown connections and distributions of speech sounds. Pronunciation codes such as the “Deutsches Aussprachewörterbuch” (Krech et al., 2009) or the “Duden Aussprachewörterbuch” (Kleiner et al., 2015) give information on codified standard pronunciation. In addition, they make suggestions for the phonetic Germanization of words of foreign origin. Especially non-German names are challenging in the codification process. This is because of the differences between nomina appellativa and nomina propria in meaning and designation as well as in phonetics. So, pronunciation codes should find a sensitive balance between a pronunciation close to the original on one hand and convergence with German pronunciation laws on the other hand. Polish nomina propria are difficult to pronounce for German speakers because of atypical consonant connections and some xenophones. There is a need for empirically based Germanization recommendations.
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Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.
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With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
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Horobin, Simon. "2. Origins." In The English Language: A Very Short Introduction, 12–32. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0002.
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Where does the English language come from? While English is distantly related to both Latin and French, it is principally a Germanic language. ‘Origins’ provides a brief history of the English language, highlighting a number of substantial changes, which have radically altered its structure, vocabulary, pronunciation, and spelling. It begins with Old English (AD 650–1100), then moves on to Middle English (1100–1500), which saw the impact of the French language after the Norman Conquest of 1066. The Early Modern English period (1500–1750) witnessed the biggest impact of Latin upon English, while Late Modern English (1750–1900) resulted in an expansion of specialist vocabulary using Latin and Greek.
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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.
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Okrent, Arika, and Sean O’Neill. "That’s Enough Now, English." In Highly Irregular, 243–44. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197539408.003.0007.
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This chapter explains that the answer to most “why does English do this?” questions will be a variation on things that were discussed in the previous chapters: old habits getting reinforced while new habits take over, unnoticeable slow drifts in pronunciation, the practice of extending or borrowing or creating in order to get something useful, reusing materials at hand in new ways, the drive to get more emotional impact, the need to look smart, impress, send social signals, express national pride. It will be because of the old Germanic layer, the French upheaval, the consolidating force of the printing press, the purposeful manipulation done by snobs, or the natural tendencies of our human language endowment. When language changes it is never the whole system changing at once. It happens one piece at a time, and the pieces do not coordinate or even communicate with each other while they do this. Contradictions will not be noticed until they are already baked in. English, because of its history, has a lot of them, but that does not stop the system from working. It does not stop people from learning to use it and making sense of what does not seem to make sense.
Conference papers on the topic "German language, pronunciation"
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Kachur, A. Yu. "Dialects of the German language in the Federal States of Germany." In Scientific and Technical Creativiy of Youth - 2024. Siberian State University of Telecommunications and Information Systems, 2024. http://dx.doi.org/10.55648/nttm-2024-1-46.
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German dialects play an important role in German culture and identity, especially in the federal states. Each of the lands has its own unique dialects, which differ in pronunciation, vocabulary and grammar from the official standard German language. The article is devoted to the dialects of the German language and their classification depending on geographical location
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Wesenick, Maria-Barbara. "Automatic generation of German pronunciation variants." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-32.
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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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Adda-Decker, Martine, Gilles Adda, and Lori Lamel. "Investigating text normalization and pronunciation variants for German broadcast transcription." In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-66.
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Kipp, Andreas, Maria-Barbara Wesenick, and Florian Schiel. "Automatic detection and segmentation of pronunciation variants in German speech corpora." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA: ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-27.
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Mixdorff, Hansjörg, Daniel Külls, Hussein Hussein, Shu Gong, Guoping Hu, and Si Wei. "Towards a computer-aided pronunciation training system for German learners of Mandarin." In Speech and Language Technology in Education (SLaTE 2009). ISCA: ISCA, 2009. http://dx.doi.org/10.21437/slate.2009-16.
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Momcilovic, Nikoleta, and Dina Petrovic. "STUDENT ATTITUDES ON THE USE OF NEW MEDIA IN LEARNING GERMAN AS A FOREIGN LANGUAGE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-104.
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The rapid and intense development of new media brought about a significant change in foreign language learning, acquiring and developing language proficiency of students. Changing the paradigm of learning a foreign language under the influence of cyberspace, provides the potential for successful mastering of educational content in the field of language and language skills such as grammar, reading, writing, pronunciation, listening, speaking and culture. The use of new media for learning a foreign language is very frequent in young people, especially in developed countries, while in Serbia, these issues are still insufficiently investigated. Consequently, the main objective of this study is aimed at testing students' opinions on the use of new media, especially online materials that support successful learning of German language. The main survey instrument was a structured interview, which was carried out on a selected sample of students of Faculty of Philosophy in Nis (N = 40) who learn German as a foreign language. Data processing was performed using descriptive statistics and qualitative approach, the analysis of respondents' answers, percentages and frequencies. The results confirmed the initial hypothesis that the students in learning the German language use a variety of new media resources and have a positive attitude towards online learning materials. According to the responses, it can be concluded that the largest number of students use laptop or home computer, especially when study at home, while the use of tablets and mobile phones is less common. The data show that there is a trend of using a variety of online materials that students recognize as significant support in learning German. Research findings indicate that the use of online materials in learning the German language is on the rise, and recommend the greater involvement of institutions, especially faculties, in the process of modernization of teaching and learning.
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Wesenick, Maria-Barbara, and Florian Schiel. "Applying speech verification to a large data base of German to obtain a statistical survey about rules of pronunciation." In 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-73.
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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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Nistor, Cristina mihaela. "BLENDED LEARNING IN THE LANGUAGE CLASS: TEACHING ROMANIAN TO MULTICULTURAL GROUPS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.
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In the University "Politehnica" of Bucharest, first-year students may choose to study at least one language out of the four foreign languages we teach: English, French, German and Russian. That is the case with all our Romanian students, as well as with some of the foreign ones. Still, there is another option, reserved for those who come to this country to study in our own language, Romanian. Indeed, in recent years, I have perceived a constantly growing interest in the study of Romanian, and that can be explained in various ways; some foreign students come here to avoid the difficult situation they would have to deal with if they went back home (war, rebellions), while others are only interested in learning new skills and techniques that will help them give their careers a boost. In this paper, I intend to touch upon some points that refer to assisting these students, who belong to multicultural groups, in their attempt to live and learn in Romania. The type of learning we, teachers of Romanian, choose to adopt for this particular type of students is, naturally, the blended one, as the difficulties posed by the Romanian language at all levels (pronunciation, grammar, vocabulary) cannot be overcome without face-to-face interaction and communication. Still, since we now live in the Internet age, we resort to all possible tools we can afford in order to accomplish our task. My study, then, refers to my own experience with some multicultural groups whom I have taught Romanian; I will describe the multicultural groups I intend to discuss, and I will refer to the methods that I, for one, adopt in my language class. The conclusion I will draw reflects mainly on the necessity of striking a balance between the usage of on-line learning and face-to-face meetings.
Reports on the topic "German language, pronunciation"
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.