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1
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.
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DE LEEUW, ESTHER, MONIKA S. SCHMID, and INEKE MENNEN. "The effects of contact on native language pronunciation in an L2 migrant setting." Bilingualism: Language and Cognition 13, no. 1 (October 7, 2009): 33–40. http://dx.doi.org/10.1017/s1366728909990289.
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The primary aim of this study was to determine whether native speakers of German living in either Canada or the Netherlands are perceived to have a foreign accent in their native German speech. German monolingual listeners (n = 19) assessed global foreign accent of 34 L1 German speakers in Anglophone Canada, 23 L1 German speakers in the Dutch Netherlands, and five German monolingual controls in Germany. The experimental subjects had moved to either Canada or the Netherlands at an average age of 27 years and had resided in their country of choice for an average of 37 years. The results revealed that the German listeners were more likely to perceive a global foreign accent in the German speech of the consecutive bilinguals in Anglophone Canada and the Dutch Netherlands than in the speech of the control group and that nine immigrants to Canada and five immigrants to the Netherlands were clearly perceived to be non-native speakers of German. Further analysis revealed that quality and quantity of contact with the native German language had a more significant effect on predicting global foreign accent in native speech than age of arrival or length of residence. Two types of contact were differentiated: (i) C−M represented communicative settings in which little code-mixing between the L1 and L2 was expected to occur, and (ii) C+M represented communicative settings in which code-mixing was expected to be more likely. The variable C−M had a significant impact on predicting foreign accent in native speech, whereas the variable C+M did not. The results suggest that contact with the L1 through communicative settings in which code-mixing is inhibited is especially conducive to maintaining the stability of native language pronunciation in consecutive bilinguals living in a migrant context.
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (April 2, 2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.
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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and German ( n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and beliefs. Similar to ESL/EFL contexts, the results indicated that instructors believe it is important to incorporate pronunciation in class and that it is possible to improve pronunciation. However, the findings also indicated that instructors have goals which simultaneously prioritize intelligibility and accent reduction. Implications include the need for research on which pronunciation features influence intelligibility in languages other than English and for materials designed to target these features.
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Cherepanova, Olga D. "Contrastive phonetic analysis of Russian and German tongue twisters." Rhema, no. 3, 2018 (2018): 119–35. http://dx.doi.org/10.31862/2500-2953-2018-3-119-135.
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This article is a review of a contrastive phonetic analysis of German and Russian tongue twisters. The aim of the survey was to examine in which way tongue twisters reflect peculiarities of a language sound system and whether it is efficient to turn to tongue twisters while improving foreign language pronunciation, e.g. to use them in computer-aided pronunciation training systems.
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Friel, Brian M., and Shelia M. Kennison. "Identifying German–English cognates, false cognates, and non-cognates: methodological issues and descriptive norms." Bilingualism: Language and Cognition 4, no. 3 (December 2001): 249–74. http://dx.doi.org/10.1017/s1366728901000438.
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We investigated 563 German–English nouns for the purposes of identifying cognates, false cognates and non-cognates. Two techniques for identifying cognates were used and compared: (i) De Groot and Nas's (1991) similarity-rating technique and (ii) a translation-elicitation task similar to that of Kroll and Stewart (1994). The results obtained with English-speaking participants produced 112 cognates, 94 false cognates, and 357 non cognates and indicated that the two techniques yielded similar findings. Rated similarity of German–English translation pairs and translation accuracy were positively correlated. We also investigated whether the presence of German-specific characters and the availability of German pronunciation information influenced similarity ratings and translation accuracy. Ratings for translation pairs in which the German word contained a language-specific character were lower and the word was translated less accurately. Participants provided with pronunciation information rated German–English translation pairs as being more similar and translated German words correctly more often than participants who did not receive pronunciation information. We also report the relationships among word frequency, rated imageability and the performance measures. The resulting database of information is intended to be a resource for researchers interested in cognitive processing in German–English bilinguals.
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Cherepanova, O. "Linguistic support of CAPT-systems: Prediction of pronunciation errors and creation of exercises." Rhema, no. 2, 2019 (2019): 100–117. http://dx.doi.org/10.31862/2500-2953-2019-2-100-117.
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This article discusses the possibilities of using linguistic information in CAPTsystems. Information about the user's native language allows to partially predict the pronunciation errors that he or she will make in the target language. This data can be used in phonetic simulators to improve error localization at the level of phonemes. In the first part of the article we summarize the results of two experiments in which we conducted an acoustic contrastive analysis of the Russian and German vowel subsystems and predicted three pronunciation error types that Russian speakers are most likely to make in their German speech. The second part of the article discusses the possibilities of correcting typical pronunciation errors by means of special exercises.
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Alber, Birgit, Jennifer-Carmen Frey, Aivars Glaznieks, Alexander Glück, and Joachim Kokkelmans. "Verschriftungsprinzipien im geschriebenen Dialekt: WhatsApp-Nachrichten aus Südtirol." Linguistik Online 127, no. 3 (April 8, 2024): 25–49. http://dx.doi.org/10.13092/lo.127.11087.
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Although the orthographic norm of the standard language has dominated most written registers of German, social media and other non-standardized digital contexts have recently given rise to the written use of dialects and vernaculars in informal communication. The written use of non-standard dialects is especially wide-spread in the south of the German-speaking area, e. g. in Switzerland, Bavaria, Austria and South Tyrol, where various studies have reported the use of dialectal forms in digital contexts such as Chatrooms, WhatsApp or Facebook (cf. Christen 2004; Glaznieks/Frey 2018). Using a corpus of South Tyrolean WhatsApp chats with corresponding audio recordings of the chat authors retelling the chat contents, we analyze four phonetic-phonological phenomena of Tyrolean dialects, characteristic of the southern German-speaking area: pre-consonantal s-retraction, the neutralization of the phonemes /p/ and /b/ in word-initial position, vowels undergoing umlaut or unrounding and the realisation of r in the coda of unstressed syllables. In particular, we analyze if and how these phenomena of the dialect are represented in the written form. The results show that Standard German graphematic conventions form the basis for most dialect spellings in WhatsApp chats. However, they are sometimes abandoned for the benefit of spellings that explicitly represent dialectal pronunciations. Interestingly, in some cases these dialectal spellings do not correspond to the pronunciation of the writers who, instead, opt for a pronunciation closer to that of the standard language.
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Kieseier, Teresa. "Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders." International Journal of Bilingualism 25, no. 3 (March 3, 2021): 708–26. http://dx.doi.org/10.1177/1367006921996811.
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Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.
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EDLICHKO, A. I. "GERMAN IN LUXEMBOURG: LEXICOGRAPHIC CODIFICATION OF NATIONAL STANDARD." Linguistics and Intercultural Communication, no. 2_2023 (September 23, 2023): 108–20. http://dx.doi.org/10.55959/msu-2074-1588-19-2023-2-01-08.
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The article is an analytical review of some problems of dictionary codification of Luxembourg German Standard. The relevance of the study lies in the fact that the Luxembourg variety of German Standard, which differs in a number of distinctive features from other national varieties of the German language, is still poorly studied. Some aspects of the study of the German language in Luxembourg, the criteria of the standard in general and the features of the Luxembourg standard of the German language in particular are briefly described. The main part of the study is the analysis of current lexicographic sources that codify the specific features of the pronunciation, grammar, lexical and semantic norms of the Luxembourg Standard. The results of the analysis of lexicographic sources, which are descriptive codifiers of the German Standard in Luxembourg, are presented: a pronunciation dictionary of the Standard High German language, the project “Regional Variation in the Grammar of Standard German”, dictionaries of varieties of the German language. The structure and content of the dictionary of the Luxembourg standard for the German language [Sieburg, 2022] are considered in detail. This includes general information about the mega-, macro- and microstructure of the dictionary, the subject and variable characteristics of the codified vocabulary, the features of the structure and content of dictionary entries. As a result of the analysis, a conclusion is made about the development of the normalizing activity of the Luxembourg German Standard and about the recognizing of this standard, which has specific features at different levels of the language system.
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Ponomaryova, Liliya, and Elena Osadcha. "Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language." International Letters of Social and Humanistic Sciences 70 (June 2016): 62–69. http://dx.doi.org/10.18052/www.scipress.com/ilshs.70.62.
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The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, English, Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound.
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MENZEL, WOLFGANG, DANIEL HERRON, RACHEL MORTON, DARIO PEZZOTTA, PATRIZIA BONAVENTURA, and PETER HOWARTH. "Interactive pronunciation training." ReCALL 13, no. 1 (May 2001): 67–78. http://dx.doi.org/10.1017/s0958344001000714.
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Improving the feedback quality of a computer-based system for pronunciation training requires rather detailed and precise knowledge about the place and the nature of actual mispronunciations in a student’s utterance. To be able to provide this kind of information, components for the automatic localisation and correction of pronunciation errors have been developed. This work was part of a project aimed at integrating state-of-the-art speech recognition technology into a pronunciation training environment for adult, intermediate level learners. Although the technologies described here are in principle valid for any language pairs, the current system focuses on Italian and German learners of English.
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Sobor, Aida. "INTERFERENCE PHENOMENA IN THE FIELD OF ACCENTOLOGY." Grail of Science, no. 39 (May 21, 2024): 382–85. http://dx.doi.org/10.36074/grail-of-science.10.05.2024.058.
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The results of a phonetic experiment analyzing the pronunciation of a specific sentence by both female and male speakers reveal distinct differences in acoustic parameters. Acoustic analysis focused on pitch frequency, sound duration, and dynamism demonstrates notable variations between the two genders. For instance, female speakers consistently exhibit higher pitch frequencies and smoother sentence dynamics compared to male speakers. Moreover, the study highlights articulatory deviations observed in the pronunciation of German vowel phonemes by speakers of Azerbaijani, shedding light on the impact of native language phonological systems on second language pronunciation.
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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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Gupta, Shreyansh, Abhishek Unnam, Kuldeep Yadav, and Varun Aggarwal. "Towards Building a Language-Independent Speech Scoring Assessment." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (March 24, 2024): 23200–23206. http://dx.doi.org/10.1609/aaai.v38i21.30366.
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Automatic speech scoring is crucial in language learning, providing targeted feedback to language learners by assessing pronunciation, fluency, and other speech qualities. However, the scarcity of human-labeled data for languages beyond English poses a significant challenge in developing such systems. In this work, we propose a Language-Independent scoring approach to evaluate speech without relying on labeled data in the target language. We introduce a multilingual speech scoring system that leverages representations from the wav2vec 2.0 XLSR model and a force-alignment technique based on CTC-Segmentation to construct speech features. These features are used to train a machine learning model to predict pronunciation and fluency scores. We demonstrate the potential of our method by predicting expert ratings on a speech dataset spanning five languages - English, French, Spanish, German and Portuguese, and comparing its performance against Language-Specific models trained individually on each language, as well as a jointly-trained model on all languages. Results indicate that our approach shows promise as an initial step towards a universal language independent speech scoring.
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KUPISCH, TANJA, TATJANA LEIN, DAGMAR BARTON, DAWN JUDITH SCHRÖDER, ILSE STANGEN, and ANTJE STOEHR. "Acquisition outcomes across domains in adult simultaneous bilinguals with French as weaker and stronger language." Journal of French Language Studies 24, no. 3 (August 2, 2013): 347–76. http://dx.doi.org/10.1017/s0959269513000197.
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ABSTRACTThis study investigates the adult grammars of French simultaneous bilingual speakers (2L1s) whose other language is German. Apart from providing an example of French as heritage language in Europe, the goals of this paper are (i) to compare the acquisition of French in a minority and majority language context, (ii) to identify the relative vulnerability of individual domains, and (iii) to investigate whether 2L1s are vulnerable to language attrition when moving to their heritage country during adulthood. We include two groups of German-French 2L1s: One group grew up predominantly in France, but moved to Germany during adulthood; the other group grew up predominantly in Germany and stayed there. Performance is compared in different domains, including adjective placement, gender marking, articles, prepositions, foreign accent and voice onset time. Results indicate that differences between the two groups are minimal in morpho-syntax, but more prominent in pronunciation.
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Sokolova, M., and E. Plisov. "CROSS-LINGUISTIC TRANSFER CLASSROOM L3 ACQUISITION IN UNIVERSITY SETTING." Vestnik of Minin University 7, no. 1 (March 17, 2019): 6. http://dx.doi.org/10.26795/2307-1281-2019-7-1-6.
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Introduction: the paper investigates cross-linguistic influences between the two previously learnt languages and their effects on classroom L3 acquisition. The study checks the predictions of the existing theories of mechanisms of transfer into the L3 attested for naturalistic learners. The main predictions get confirmed with the population of classroom learners of English as the L3. All the participants are native speakers of Russian. They all learnt their dominant foreign language, either French or German, in the classroom. The results suggest a governing role of the Universal Grammar in classroom language learning. Materials and Methods: the experiment uses three production tasks: written production, oral production and pronunciation task. The written assignment asks the participants to translate sentences from Russian into English. The target sentence contains the existential there are that does not exist in Russian. The way the participants structure the target sentence in English allows for conclusion about possible influences of the first foreign language on the development of their L3- English. In the oral production task, the participants are prompted to produce negative sentences. The influences from previously learnt languages is traced through the placement of the negation not. In the pronunciation task Praat was used to measure the duration and the formant frequency of the nasal [N] in English. Differences in sound quality trace back to the influences from the previously learnt languages. The data were analyzed with one-way ANOVA for between and within group differences. Results: in the written task, the participants who studied German as their first foreign language prefer verb final placement in the subordinate, which is ungrammatical in English but grammatical in German. The L2-French group put the verb in the right place, but they do not use the existential there are, which required in English. In the oral task, the placement of negation is Russian-like in both groups. In pronunciation, the quality of English [N] is influenced by the amount of nasality the participants learnt before, i.e. French influences make the English [N] more nasalized than the [N] in the group with German as the first foreign language. Discussion and Conclusion: classroom learners of English as the L3 experience influences from all the previously learnt languages, the native language and the first foreign language. These findings pattern with the assumptions of the main generative theories of naturalistic L3 acquisition. Concluding that classroom language learning is governed by universal grammar, the teaching can benefit from predicting what cross-linguistic influences can be facilitative or not for the acquisition of the target language.
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Manerova, K. V. "Variation of Pronunciation Norm and Meaning in Light of Semantic-Cognitive Analysis: german Idiom <i>das A und O</i>." Nauchnyi dialog 11, no. 7 (September 30, 2022): 74–98. http://dx.doi.org/10.24224/2227-1295-2022-11-7-74-98.
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A unique example for the German language of the divergent development of the pronunciation norm and frame semantics in the phraseological unit das A und O and variants das Alpha und Omega / das Alpha und O / A und O. The interpretation of the pronunciation norm from the theoretical works of L. A. Verbitskaya is used. Observations on the development of semantic frames are presented on the basis of semantic-cognitive analysis and sociophonetic analysis of the pronunciation norm of a grapheme phraseological unit. The loss of religious connotation during the transition of the phrase into profane discourse in the course of discursive secularization is noted. The influence of the written norm on the oral norm is established as the reason for the emergence of the variance of the phraseological unit in diachrony. The emergence of variance of a grapheme formula in the direction of reduction of its components is studied. Mechanisms for modeling the meaning of idiom variants by means of four cognitive operations are disclosed. The study of formula norm dynamics is confirmed by examples of codification in nine German dictionaries. The relevance of the study is due to the application of corpus analysis to 14743 contextual uses of the formula das A und O in texts from the digital corpus of the German language DWDS. It is concluded that the pronunciation norm in its dynamics regulates the functioning of this phraseological unit in literary German.
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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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Rudyakov, L. A. "Nonstandard dialect pronunciation as an object of sociophonetic research (based on German)." Philology and Culture, no. 3 (October 4, 2023): 54–59. http://dx.doi.org/10.26907/2782-4756-2023-73-3-54-59.
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The issue of studying the linguistic variation, caused by the stratification of society into different strata and groups, has not been solved so far, remaining one of the key issues in modern linguistics. This article deals with the concept “nonstandard dialect” in the framework of sociolinguistic research into the German-speaking tradition, which belongs to the field of studies of linguistic variability of the German language native speakers. Nonstandard dialects may differ from other forms of language existence, as well as from the literary language at all linguistic levels: phonological, grammatical, syntactical, lexical and idiomatic. We examine various forms of the vernacular existence, including urban vernaculars. The focus is on the consideration of the features characterizing language variations at phonological and phonetic levels. This is caused by the necessity of determining sources and patterns of linguistic variations at the phonetic level, one of which, in our opinion, may be the nonstandard dialect as one of the forms of language existence. The article touches upon such notions as: colloquial language, regional norms and regional peculiarities of pronunciation. The article presents some pronunciation peculiarities of Cologne inhabitants’ urban colloquial speech at the segmental level of the German language phonetic system.
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Siliņa-Piņķe, Renāte. "Zwischen Mündlichkeit und Schriftlichkeit: lettische Rufnamen in der Revision von 1638." Linguistik Online 121, no. 3 (July 6, 2023): 13–26. http://dx.doi.org/10.13092/lo.121.10006.
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In the course of several centuries, Latvian personal names were recorded only in foreign-language texts and their spelling was adapted to the languages of these sources – namely, it did not reflect Latvian pronunciation. Nevertheless, it is known that since the 13th century the increasingly widespread Christian personal names (just like lexical borrowings) were adapted to the Latvian language and pronunciation.
This article is looking at the Latvian personal names recorded in the substantial 1638 revision of manors in the so-called Swedish Livonia, and in the first German-Latvian dictionary published in the same year. On the basis of the limited material of personal names in the dictionary and on the usual patterns of loanword adaptation, we are trying to identify or reconstruct the Latvian personal names of the 17th century.
According to the rules, the auditors carrying out the revision had to swear in the peasants they were questioning to obtain information, thus the procedure certainly involved spoken communication. Meanwhile, the text of the revision is written in Early New High German, and the personal names are also „translated“. For instance, the name Šķērsts (< Middle Low German Kersten < Christian) in the revision appears as Skärst(h), Skerst(e) and Skierst (namely, transcriptions of the Latvianized version) as well as Kerste and Kersten (replaced by its German equivalent). In most cases, the names subjected to this treatment are the most widespread ones and those acquired via the German language. Meanwhile, some lesser-used names (probably borrowed from or via other languages) cannot be deciphered – e. g., Bhegke, Sunze or Tursche.
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Lein, Tatjana, Tanja Kupisch, and Joost van de Weijer. "Voice onset time and global foreign accent in German–French simultaneous bilinguals during adulthood." International Journal of Bilingualism 20, no. 6 (July 27, 2016): 732–49. http://dx.doi.org/10.1177/1367006915589424.
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Aims and objectives: In this study, we investigated crosslinguistic influence in the phonetic systems of simultaneous bilinguals (2L1s) during adulthood. Methodology: Specifically, we analyzed the voice onset time (VOT) of the voiceless stop /k/ in the spontaneous speech of 14 German–French bilinguals who grew up in France or Germany. We looked at both languages, first comparing the groups, second comparing their VOT to their global accent. Data and analysis: The material consisted of interviews, lasting for about half an hour. Findings/conclusions: Most 2L1s showed distinct VOT-ranges in their two languages, even if they were perceived to have a foreign accent in the minority language of their childhood environment. We conclude that the phonetic systems of 2L1s remain separate and stable throughout the lifespan. However, the 2L1s from France had significantly shorter VOTs in German than the 2L1s from Germany, and their speech was overall more accented. These findings are discussed with respect to the role of intra- and extra-linguistic factors. Originality: Our study adds a new perspective to existing VOT studies of bilinguals by using naturalistic speech data and by comparing two groups of 2L1s who have the same language combination but grew up in different countries, which allows us to evaluate the impact of their childhood environment on VOT development. Significance/implications: Language exposure during childhood seems to be beneficial for pronunciation during adulthood.
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Lipińska, Dorota. "“Never too late to spot a difference”: the development of L2 speech perception in adults." Language in Focus 2, no. 2 (December 1, 2016): 1–11. http://dx.doi.org/10.1515/lifijsal-2016-0006.
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Abstract Learning correct pronunciation of a second/foreign language always represents a considerable challenge for language learners (e.g. Rojczyk, 2010a), especially for adults (e.g. Flege, 2007). There is an abundance of studies (e.g. Nowacka, 2010; Flege, 1991) showing that second language learners whose first language (L1) phonetic system has only one sound where L2 is characterized by noticeable richness of separate sound categories, encounter serious problems when they try to distinguish those new sounds and, moreover, they tend to apply their native vowels or consonants in L2 speech. It may be easily audible in the case of vowels and actually a lot of studies on L2 learners’ production and perception of L1 and L2 vowels have been carried (e.g. Flege, 1992; Nowacka, 2010; Rojczyk, 2010a; Rojczyk, 2010b). The aim of this study was to examine elementary learners’ perception of 4 German vowels, namely: /ɪ/, /iː/, /ʏ/ and /yː/. They were organized as two sets of minimal pairs, namely /ɪ/ vs. /ʏ/ and /iː/ vs. /yː/. The aforementioned sounds were chosen for the study since /ʏ/ and /yː/ are considered to be very difficult vowels for Polish learners (e.g. Bęza, 2001). Twelve elementary, adult (29-52 years old) Polish learners of German agreed to participate in the study. The subjects had just began their A2-level language course, however they had been taught the basics of German pronunciation for a year, during their A1-level course. They were presented a printed list of word pairs and listened to the recorded words. Then they were asked to circle the right option in each pair. The results revealed that although all study participants were adults when they started learning German and they were still just elementary users of the language, they were already able to distinguish correctly a considerable number of words. It may suggest that proper pronunciation training during a FL/L2 course can provide language learners with measurable benefits.
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Zeman, Dalibor. "Deutsche Entlehnungen in der südmährischen Varietät : einige Bemerkungen zum deutsch-tschechischen Sprachkontakt." Brünner Beiträge zur Germanistik und Nordistik, no. 2 (2022): 35–54. http://dx.doi.org/10.5817/bbgn2022-2-2.
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This article discusses lexical borrowings from German into Czech. It is a continuation of our previous paper which deals with German-Czech language contact in Central Europe (Zeman 2021). Due to the longstanding coexistence of both the Czech and German/Austrian ethnics, lots of German/Austrian loan-words became domesticated in the Czech. A significant language contact area in Central Europe is the contact area which is based on the former centre of the Austro-Hungarian Empire. From this contact area, a remarkable territory emerged in Vienna that was particularly affected by the influence of Czech on German. Although there has been a high degree of inter-national mixing at various stages in history, there was never any real harm done to the essence of either of the two languages. A fascinating aspect is the parallel changes in pronunciation in both languages, for example, in vowel sounds and diphthongs. Today it is generally accepted that, to make these sound changes, both languages had to develop similar internal expectations and that these developed in parallel. Aim is a short description of phonological and morphological adaptation of the German loan words in south Moravian variety. The paper enabled to confirm that the phonological and morphological structures of German loan words in south Moravian variety are more differentiated than those of German.
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Grzeszczakowska-Pawlikowska, Beata. "Überlegungen zur Aussprachebewusstheit im Kontext der Fremdsprachenvermittlung." Studia Linguistica 40 (November 26, 2021): 31–39. http://dx.doi.org/10.19195/0137-1169.40.3.
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Multilingualism at the European or worldwide level is related to the need for changing the perception of foreign language teaching and learning. As a result, the concept of language awareness has been given a high priority. It implies the reflection on the language elements and their functions – language comparisons on the one hand, and the interdisciplinary sensitivisation for languages with the inclusion of language curiosity, etc. on the other. At the same time, the concept of language awareness plays a significant role in the field of tertiary language didactics, such as teaching German after English. With that in mind, this article presents in-depth reflections about the consciousness of pronunciation aspects and their multidimensional character.
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Н. Г. ХОДАКОВСЬКА. "DESCRIPTIVE AND PRESCRIPTIVE NORMS IN LINGUISTICS." MESSENGER of Kyiv National Linguistic University. Series Philology 22, no. 2 (December 26, 2019): 88–97. http://dx.doi.org/10.32589/2311-0821.2.2019.192343.
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Introduction. The linguistic norm is a defining feature of literary language at all stages of its development. This linguistic phenomenon is characterized by complexity and multidimensionality predetermined by internal and external conditionality of language development. It explainsinsufficient research of the language norm. Every language realizes the implicit and explicit norm. A codified component of the latter is referred to as a prescriptive norm and non-codified one is labeled as descriptive.Purpose. The article focuses on determining the status of prescriptive and descriptive norms in linguistics.Methods. The paper applies linguistic methods and techniques, including descriptive analysis, as well as methods of comparison, classification, and generalization.Results. The research shows that the descriptive norm creates selection of already existing speech facts, based on the usage and the prescriptive norm. The descriptive standard (Ist-Norm) in German is related to the rules of a written language, rules of pronunciation and oral language.The spelling norm of the German language is always prescriptive, and the orthoepic norm is, on the contrary, descriptive, except for the media and public style. The process of German orthoepic norm codification is fostered by two trends. The representatives of the first movement considerthe norm of pronunciation as an ideal and understand it as a prescriptive norm. Their opponents believe that the process of codification is descriptive. The prescriptive norm is ideal. Generally, the prescriptive approach covers the issues on standards in pronunciation, syntax, correctstylistic use of lexical means. The prescriptive norm is labelled as a “regulatory norm” because it has passed its own way, and is considered as fixed one in a form for a certain period of time and regulates the use of linguistic means in speech. The frame construction is part of the prescriptive norm (Soll-Norm) of the German language, is characterized by a high degree of representation in texts of different styles and performs structural-syntactic and communicative-pragmatic functions in the sentence.Conclusion. The descriptive norm represents various possibilities of a particular language system, accepted and implemented by the linguistic society of the world. Characteristic features of the descriptive norm are as follows: its determinism, development in the process of change and simultaneously with the change in the language system, variability. The properties of the prescriptive norm are codification, awareness and obligation for all speakers, taking into account social status. In German, prescriptive (prдskriptive) and descriptive (deskriptive) rules are called Regeln rules.
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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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Lanwermeyer, Manuela, Johanna Fanta-Jende, Alexandra N. Lenz, and Katharina Korecky-Kröll. "Competing norms of standard pronunciation. Phonetic analyses on the ‹-ig›-variation in Austria." Dialectologia et Geolinguistica 27, no. 1 (November 26, 2019): 143–75. http://dx.doi.org/10.1515/dialect-2019-0008.
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Abstract This paper focuses on phonetic variation within the standard German language register of Austria. While the norm status and a high socio-symbolic value are attributed to certain lexical variants of standard language in Austria, the norm and usage status of characteristic phonetic properties remain unclear, due to lack of empirical analyses. By investigating the relation between standard language norms and “standard usage” (Gebrauchsstandard) in Austria, our study aims to close this research gap by using the example of unstressed ‹-ig›. The analyses are based on data gathered from 52 speakers from two generations, covering all Austrian dialect regions. Elicitation settings varied from strongly standardized tasks with a graphic or visual stimulus (reading aloud tasks, picture naming tasks) to translation tasks (translation from dialect into standard) with oral stimuli. The results demonstrate that although ‹-ig› is predominantly pronounced like [ɪk], (socio-)linguistic factors as phonetic context, part of speech, setting, gender and regional background influence the ‹-ig›-variation. In total, the data suggest that German speaking Austrians are situated in a conflict between transnationally diverging norms and intra-nationally varying model speakers of German.
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Krusha, Ilir, and Franz Schörkhuber. "THE FORMAL AND SEMANTIC PROPERTIES OF INTERROGATIVE SENTENCES IN ALBANIAN AND GERMAN USAGE." Folia linguistica et litteraria XIII, no. 40 (July 2022): 291–314. http://dx.doi.org/10.31902/fll.40.2022.15.
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This paper provides a comparison of two languages that are very distinct in grammar and pronunciation, respectively German and Albanian. Since research opportunities in comparative linguistics are infinite, this paper focuses on interrogative sentences and their sentence types. Through a detailed analysis of sentence examples of the grammar used in Albanian and German, we examine the similarities and differences related to different forms of interrogative sentences. As a framework for the classification of interrogative sentences in both languages, we have distinguished sentences into general interrogative sentences and complementary ones. In the end, the knowledge gained is summerised in a general overview. The aim of this work is to compare two languages that are very different in grammar, style and pronunciation, German and Albanian. Since the field of possible investigations in comparative linguistics is endless, the present work focuses on interrogative sentences and their respective linguistic forms. Through the detailed analysis of sentence examples, which are taken from common German and Albanian grammars, the similarities and differences in interrogative sentences are shown. The distinction between yes/no questions and questions that require a supplement serves as a regulatory framework. At the end of the work, the knowledge gained is summarized in an overview.
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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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Demenko, Grażyna, Agnieszka Wagner, and Natalia Cylwik. "The Use of Speech Technology in Foreign Language Pronunciation Training." Archives of Acoustics 35, no. 3 (September 30, 2010): 309–29. http://dx.doi.org/10.2478/v10168-010-0027-z.
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AbstractIn recent years the application of computer software to the learning process has been found to be an indisputably effective tool supporting the traditional teaching methods. Particular focus has been put on the application of techniques based on speech and language processing to the second language learning. Most of the commercial self-study programs, however, do not allow for introduction of an individualized learning course by the teacher and to concentrate on segmental features only. The paper discusses the use of speech technology in the training of foreign languages' pronunciation and prosody and defines pedagogical requirements for an effective training with CAPT systems. In this context, steps taken in the development of the intelligent tutoring system AzAR3.0 (German‘Automat for accent reduction’) in the scope of the Euronounce project (Cylwiket al., 2008) are described with the focus on creation of the linguistic content. In response to the European Union's call for promoting less widely spoken languages, the project focuses on German as a target language for native speakers of Polish, Slovak, Czech, and Russian, andvice versa. The paper presents the design of the speech corpus for the purpose of the tutoring system and the analysis of pronunciation errors. The results of the latter provide information which is important for Automatic Speech Recognition (ASR) training on the one hand, and for automatic error detection and feedback generation on the other hand. In the end, Pitch Line software for implementation in the prosody visualization and training module of AzAR3.0 tutoring system is described.
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Simon, Ellen, and Torsten Leuschner. "Laryngeal Systems in Dutch, English, and German: A Contrastive Phonological Study on Second and Third Language Acquisition." Journal of Germanic Linguistics 22, no. 4 (December 2010): 403–24. http://dx.doi.org/10.1017/s1470542710000127.
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Although Dutch, English, and German all have a phonological contrast between voiced and voiceless plosives, they differ in the way these stops are realized. While English and German contrast voiceless aspirated with phonetically voiceless stops, Dutch has a contrast between voiceless unaspirated and prevoiced stops. This study compares these three laryngeal stop systems and examines the acquisition of the English and German systems by a group of native speakers of Dutch. The analysis reveals that both trained and untrained participants transferred prevoicing from Dutch into English and German but acquired aspiration and thus showed a “mixed” laryngeal system in both their L2 (English) and their L3 (German). Since even untrained participants produced voiceless stops in the target Voice Onset Time range, pronunciation training has only a moderate effect.*
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Dahmen, Silvia, Martine Grice, and Simon Roessig. "Prosodic and Segmental Aspects of Pronunciation Training and Their Effects on L2." Languages 8, no. 1 (March 6, 2023): 74. http://dx.doi.org/10.3390/languages8010074.
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Some studies on training effects of pronunciation instruction have claimed that the training of prosodic features has effects at the segmental level and that the training of segmental features has effects at the prosodic level, with greater effects reported when prosody is the main focus of training. This paper revisits this claim by looking at the effects of pronunciation training on Italian learners of German. In a pre-post-test design, we investigate acoustic changes after training in learners’ productions of two features regarded as prosodic and two features regarded as segmental. The prosodic features were the pitch excursion of final rises in yes–no questions and the reduction in schwa epenthesis in word-final closed syllables. The segmental features were final devoicing and voice onset time (VOT) in plosives. We discuss the results for three groups (with segmental training, with prosody training, and with no pronunciation training). Our results indicate that there are positive effects of prosody-oriented training on the production of segments, especially when training focuses on syllable structure and prosodic prominence (stress and accent). They also indicate that teaching segmental and prosodic aspects of pronunciation together is beneficial.
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Munir, Herlina. "Tingkat Kesulitan Berbicara Bahasa Jerman Siswa Kelas XI SMA Negeri 1 Takalar." JURNAL SIPATOKKONG BPSDM SULSEL 4, no. 2 (July 21, 2023): 198–214. http://dx.doi.org/10.58643/sipatokkong.v4i2.235.
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This study aimed to describe the level of difficulty in speaking German of class XI students of SMAN 1 Takalar. This study is expected to give advantage for the development of theory and conversation skills in German and the selection of appropriate strategies for teachers in the teaching and learning of German language. In accordance with the objectives and benefits will be achieved, the method used was descriptive method through observation and interview conducted during the learning of German of 32 students. Research showed that: (1) students pronounce the word in a sentence influenced by foreign accents of strong language utterance, differences in pronunciation and written with the symbols generally found on the vowels and consonants in a German word or vocabulary, the students inability to distinguish some vocabulary that is almost the same but have different meanings, and the mistakes pronouncing vocabulary associated with changes in time, change of the subject, object, plural and singular, (2) students’ fluency in speaking German based on the observations were quite varied, including: (a) commonly conversation always stopping and halting, (b) talks very slow and steady, except for shot sentences and routine, (c) the discussion often appears hesitant and incomplete sentence, (d) sometimes talks are still in doubt and word-grouping sometimes inappropriately, (e) the conversation smoothly and gently but occasionally still less steady, and (f) conversation as whole were running well and fine, and (3) beside linguistic components, as mentioned above, non-linguistic components were also effect the difficulty experienced by students in speaking German. Non-linguistic component included the idea, relevance, openness, courage, and calmness.
Speech Difficulties, German, Effects of Accents, Pronunciation of Vowels and Consonants
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Nimz, Katharina, and Ghada Khattab. "On the role of orthography in L2 vowel production: The case of Polish learners of German." Second Language Research 36, no. 4 (March 1, 2019): 623–52. http://dx.doi.org/10.1177/0267658319828424.
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This study investigates the role of orthography in German vowel production by Polish native speakers (L1) with German as a second language (L2). Eighteen intermediate to advanced Polish L2 German learners and 20 German native speakers were recorded during a picture-naming task in which half of the experimental items were explicitly marked in their orthographic representation for their vowel length (short or long). Duration measurements revealed that explicit orthographic marking helped the Polish L2 German learners produce the short-long contrast more native-like. Regarding vowel quality, group differences were interpreted to have been caused by (in)congruencies between L1 and L2 grapheme-to-phoneme correspondences. These findings have important implications for models of L2 speech learning and pronunciation training.
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HOPP, HOLGER, and MONIKA S. SCHMID. "Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism." Applied Psycholinguistics 34, no. 2 (December 21, 2011): 361–94. http://dx.doi.org/10.1017/s0142716411000737.
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ABSTRACTThis study investigates constraints on ultimate attainment in second language (L2) pronunciation in a direct comparison of perceived foreign accent of 40 late L2 learners and 40 late first language (L1) attriters of German. Both groups were compared with 20 predominantly monolingual controls. Contrasting participants who acquired the target language from birth (monolinguals, L1 attriters) with late L2 learners, on the one hand, and bilinguals (L1 attriters, L2ers) with monolinguals, on the other hand, allowed us to disentangle the impacts of age of onset and bilingualism in speech production. At the group level, the attriters performed indistinguishably from controls, and both differed from the L2 group. However, 80% of all L2ers scored within the native (attriter) range. Correlational analyses with background factors further found some effects of use and language aptitude. These results show that acquiring a language from birth is not sufficient to guarantee nativelike pronunciation, and late acquisition does not necessarily prevent it. The results are discussed in the light of models on the role of age and cross-linguistic influence in L2 acquisition.
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Roccamo, Ashley. "Teaching Pronunciation in Just Ten Minutes a Day: A Method for Pronunciation Instruction in First-Semester German Language Classrooms." Die Unterrichtspraxis/Teaching German 48, no. 1 (March 2015): 59–83. http://dx.doi.org/10.1111/tger.10181.
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Bergmann, Christopher, Amber Nota, Simone A. Sprenger, and Monika S. Schmid. "L2 immersion causes non-native-like L1 pronunciation in German attriters." Journal of Phonetics 58 (September 2016): 71–86. http://dx.doi.org/10.1016/j.wocn.2016.07.001.
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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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Mukhamadiarova, Albina Fanilevna. "Formation of German oral speech skills among students of language universities based on corpus technologies." Педагогика и просвещение, no. 1 (January 2024): 147–58. http://dx.doi.org/10.7256/2454-0676.2024.1.70085.
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The purpose of the study is to substantiate the use of corpus technologies in the formation of German oral speech skills. The subject of the study is the process of teaching speaking at a language university. The object of the study is corpus technologies used in the formation of oral speech skills among students of a language university. The article analyzes the grammatical and phonetic phenomena of oral colloquial speech, which can be introduced in German language teaching. Special attention is paid to such phonetic features of oral speech as reduction, elision, and clitic forms of definite and indefinite articles. The scientific study examines in detail such aspects as the fusion of preposition and definite article, modal particles, direct word order in sentences with WEIL, OBWOHL and unconnected sentences with WENN. The FOLK corpus included in the Gesprochenes Deutsch (DGD) database of the "Leibniz German Language Institute" was used as a corpus toolkit for compiling a set of exercises. The main attention in the article is paid to a complex of different types of tasks created on the basis of corpus tools, which determines the scientific novelty of this approach, namely: the use of a quantitative parameter (normalization coefficient indicating deviations from standard pronunciation based on written language) and parameters indicating phenomena characteristic of oral speech (discursive markers, hesitation phenomena). As a result of the research, the author emphasizes the linguistic and methodological potential of text corpora for the development of students' oral conversational skills. The practical significance of the research lies in the possibility of using its results in the teaching of the following disciplines: a practical course in the German language, features of spoken German, methods of teaching foreign languages, digital technologies in teaching foreign languages.
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Szilágyi-Kósa, Anikó. "Bewegte deutsche Familiennamen in Ungarn." Linguistik Online 121, no. 3 (July 6, 2023): 27–41. http://dx.doi.org/10.13092/lo.121.10007.
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German proper names have a long history in Hungary: since the founding of the Hungarian state in the 10th century, the country has maintained lively linguistic and cultural contacts with the German-speaking area, resulting in a large, historically grown German-language proper name material in Hungary, in which above all anthroponyms and toponyms are represented. This article is devoted to German personal names in Hungary. This name material, which arose in language contact, is characterised by numerous spontaneous contact phenomena. They have been standardised since the end of the 19th century by the registers of civil status offices, but before that numerous spelling (and pronunciation) variants developed in the language triangle of the written German language, the spoken dialect and the official Hungarian language. These parallel forms of names testify to a phonematic-graphemic wealth of forms: e. g. the surnames Stahl/Stáhl/Stál, Westerkam/Westergam/Westergom. They are researched in the databases of the Central Office of Electronic and Administrative Services of Hungary (KEKKH).
On the other hand, German surnames have also been deliberately “hungarised”; this article will demonstrate, on the basis of selected cases of name changes, which linguistic strategies were pursued in the individual cases by the bearers of the names (who also gave the names).
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Anderson, Lisa. "Applications of Music Within the Neurolinguistic Approach in a German Bilingual School." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (June 27, 2020): 129–30. http://dx.doi.org/10.25071/1916-4467.40546.
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This paper presents a study exploring applications of music within the Neurolinguistic Approach (Germain, 2018) to enhance second or additional language teaching in a Kindergarten to Grade 6 German bilingual school. Each participating teacher was interviewed about how they employ music in the classroom, how they create musical resources for teaching language, and what benefits and challenges they have experienced from its use. One of the key findings is that teachers use songs as oral models to teach both the implicit grammar of the target language and accurate pronunciation. Furthermore, teachers are adapting existing musical resources and creating their own to provide rich texts for classroom activities to help establish routines, to aid in emotional regulation and to facilitate the memorization of difficult concepts. Finding age-appropriate materials that are suitable for the skill levels of their students remains the greatest challenge. As one of the first studies to study music with the Neurolinguistic Approach, the findings suggest that this music-integrated approach has the potential to facilitate second language teaching.