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Kuznetsova, Halyna. "SUPRASEGMENTAL PHONOLOGICAL UNITS IN LINGUODIDACTIC TRAINING OF FUTURE UKRAINIAN LANGUAGE AND LITERATURE TEACHERS." Psychological and Pedagogical Problems of Modern School, no. 2(10) (October 31, 2023): 6–19. http://dx.doi.org/10.31499/2706-6258.2(10).2023.290563.
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This publication examines linguistic and linguodidactic sources on the study and mastery of suprasegmental phonetic units, including stress, intonation, pauses, and prosody. The research is conducted using methods of analysis, synthesis, and comparison. The acoustic, perceptual, and functional characteristics of these suprasegmental features are explored. It is revealed that in the field of linguodidactics, the information regarding suprasegmental phonetic elements is often simplified, with limited consideration given to the theoretical and methodological foundations of prosody and intonation. Furthermore, the connection between these suprasegmental features and the accentual subsystem of phonetics is not consistently traced.The content of the case study titled “Suprasegmental Phonetic Units in the Methodological System of Teaching Phonetics to Future Ukrainian Literature Teachers” has been developed and made open for discussion, critical analysis, and enhancement within the interactive technology of the “Linguodidactic Studio”. The content of the case study aims at facilitating a comprehensive understanding of the linguistic material concerning the suprasegmental level of language, which represents both prosody and intonation and is viewed differently by researchers. The linguistic units at this level include accentemes, prosodemes, and intonemes. It has been observed that in spoken language, accentemes correlate with stress, while prosodemes and intonemes correlate with stress, tempo, timbre, rhythm, tone, melody, loudness, and pauses. Considering this, the case study includes research on the interconnectedness of the accentual system of the Ukrainian language with intonation and prosody, as well as the influence of stress on the functioning of a combination of prosodic and intonational components that overlay segmental phonetic units such as sounds, syllables, consonant clusters, rhythmic structures, phrases, and sentences. Through an analysis of the locational sphere of intonation (phrase segments) and prosody (all speech segments, from syllables to text), their relationship has been clarified. It is argued that suprasegmental units in linguodidactics can be studied within the structure of the accentological sub-level.
Keywords: Suprasegmental Units of Phonetics; Stress; Prosody; Intonation; Accentological Sublevel; Teacher-Wordist; Linguistic Case; “Linguodidactic Studies”.
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Gaines, Phil. "The Discontinuous Intonation Contour: A Case for Rethinking Intonation Contour/Intonation Phrase Isomorphy." Annual Meeting of the Berkeley Linguistics Society 24, no. 1 (August 25, 1998): 69. http://dx.doi.org/10.3765/bls.v24i1.1244.
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O'Rourke, Erin. "Phonetics and phonology of Cuzco Quechua declarative intonation: An instrumental analysis." Journal of the International Phonetic Association 39, no. 3 (November 12, 2009): 291–312. http://dx.doi.org/10.1017/s0025100309990144.
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This paper offers an analysis of Cuzco Quechua intonation using experimental techniques to examine one of the acoustic cues of pitch, the fundamental frequency or F0. While previous descriptions in the literature are based on auditory impression, in the present study recordings were made of read declaratives produced by native Quechua speakers in Cuzco, Peru. This paper provides an initial characterization of high and low tones with respect to the stressed syllable, as well as information regarding the height and alignment of these tones. In addition, the intonational marking of intermediate phrases within an utterance is discussed. Research on Quechua intonation can be used to begin to address several issues regarding the intonation of languages in contact, as well as to provide data for a future cross-linguistic analysis of indigenous language intonation features.
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Steriopolo, Olena. "SEGMENTAL AND SUPRASEGMENTAL PHONETICS OF THE UKRAINIAN LANGUAGE." Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2020, no. 30 (March 2020): 166–82. http://dx.doi.org/10.24195/2616-5317-2020-30-11.
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The article is dedicated to the study of the current state of segmental and suprasegmental phonetics and phonology of the Ukrainian language reviewed from the recent comparative investigations. In the focus of the research there is the analysis of phonemes’ syntagmatics and paradigmatics as well as the survey of the word stress realizations and the peculiarities of Ukrainian intonation as contrasted to German. The phonetical and phonological peculiar features of sound system and structural types of syllables in Ukrainian are also analyzed. Besides, Ukrainian word stress and intonation are studied as well as the phonetic realization of Aesop’s fable “The Sun and the Wind”. The research has been focused on the functioning of phonemes in the strong and weak position, in stressed and unstressed syllables. The typological discrepancies on the segmental and suprasegmental levels have been made distinct. The peculiarities of transcribing and transliterating Ukrainian texts in German have also been studied. The following conclusions have been arrived at. Ukrainian intonation differs from German intonation by the melody of interrogative sentences. The most relevant words in the utterance, the so-called semantic centres, are tonically realized at the highest pitch level with the subsequent fall, the intensity is maximum. The semantic centre in the Ukrainian texts under investigation is in the final part of the utterances, while in spontaneous speech the position of the centre may vary.
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Konopkina, E. S., and L. S. Shkurat. "DIFFICULTIES OF FOREIGNERS IN INTONATION OF STATEMENTS IN RUSSIAN AND POSSIBLE WAYS TO OVERCOME THEM (THE INITIAL STAGE OF TRAINING)." Review of Omsk State Pedagogical University. Humanitarian research, no. 36 (2022): 177–81. http://dx.doi.org/10.36809/2309-9380-2022-36-177-181.
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The article is devoted to the problem of teaching foreign students the intonational aspect of Russian speech. The main types of intonation disorders in the speech of foreign students are indicated. Based on the experience of the authors of the article on teaching the intonation of foreigners from different countries of the world, a system of exercises is proposed that allows minimizing their difficulties in the intonation design of an utterance in Russian. The results of the study can be used to create practical phonetics courses for foreign students studying Russian.
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Kundrotas, Gintautas. "Lithuanian language intonation: history of research, in the context of language intonology." Językoznawstwo 14, no. 1(14)/2020 (March 22, 2021): 195–204. http://dx.doi.org/10.25312/2391-5137.14/2020_12gk.
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The linguists Jablonskis (1911) and Durys (1927) were the first to study Lithuanian language intonation. Research on intonation in other European languages (English, Russian) began earlier, in the 16th and 17th centuries (English: Hart (1551) and Butler (1634); Russian: Lomonosov (1743, 1765)). The beginning and the second half of the 20th century were the most productive research periods on Lithuanian language intonation. Intonation was studied by Lithuanian linguists – syntax specialists and phoneticians. A considerable amount of research using methods of experimental phonetics was carried out. The main authors were the syntactician Balkevičius (1963, 1998) and the phoneticians Pukelis (1972) and Bikulčienė (1976), Pakerys (2003), Girdenis (1980; 2003). Variants of the Lithuanian language intonation system inventory are presented in the numerous works of the author. Keywords: intonation, experimental phonetics, intonation units, intonation system of the Lithuanian language, intonation typology.
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Local, J. K., J. Kelly, and W. H. G. Wells. "Towards a phonology of conversation: turn-taking in Tyneside English." Journal of Linguistics 22, no. 2 (September 1986): 411–37. http://dx.doi.org/10.1017/s0022226700010859.
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Remarkably little is known in detail about the phonetics and phonology of naturally occurring conversational talk. Virtually nothing of interest is known of theinteractionalimplications of particular kinds of phonetic events in everyday talk: in particular about the ways in which participants in talk deploy general phonetic resources to accomplish specific interactional tasks. This is in part a consequence of the tendency of recent research on the phonological aspect of discourse to limit itself to ‘intonation’ as an area of primary interest. This work has moved away from the type of phonological analysis, such as that of Halliday (1967), that states intonational systems in terms of grammatically defined units or sentence types. Workers such as Brazil (1975, 1978, 1981), Brown, Currie and Kenworthy (1981), and Coulthard and Brazil (1981) have pursued Bolinger's suggestion that the relationship between intonation and grammar is ‘casual not causal’ and have sought to relate ‘intonation’ to discourse categories rather than to grammatical ones. These, and similar attempts to deal with aspects of discourse phonology, have suggested some organizational features which traditional linguistic accounts have not dealt with. On the whole, however, these recent attempts have been less than satisfactory for one or more of the following reasons.
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Azadi, Roya, and Alireza Valipour. "Effect of Persian Prosodic Units and Intonation Patterns on Intonation Pattern No. 7 in Iranian Students of Russian." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2024, no. 1 (March 14, 2024): 49–56. http://dx.doi.org/10.21603/2542-1840-2024-8-1-49-56.
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Iranian students of Russian often experience problems with phonetics and pronunciation that hinder their listening comprehension. Pronunciation mistakes and native-language interference are the main problems Iranian students have to face while studying Russian. No textbooks in Iran introduce a comparative analysis of Russian and Persian phonetic systems. This research was an attempt to compare the intonation systems of both languages in order to help Iranian students to master Intonation Pattern No.7 and develop their communication skills in the Russian language. Oral speech of 17 Iranian students was processed phonetically and acoustically using PRAAT 6.2.10. This program used pitch and intensity filters to analyze Russian Intonation Pattern No. 7 and visualize speech sounds as graphs. Intonation is a set of prosodic means that segments and structures speech flow in accordance with the message intended. In both languages, intonation patterns convey meaning and express emotions. In this study, native intonation pool prevented the Iranian students from imitating Russian Intonation Pattern No. 7. This comparative acoustic analysis of Russian and Persian intonation systems will help Iranian students to prevent phonetic, rhythmic, and intonation errors in Russian. The results can be used by students, second-language teachers, speech therapists, and communication specialists.
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Haydarov, Anvar Askarovich, and Nigina Hamidovna Navruzova. "STYLISTIC FEA YLISTIC FEATURES OF IN TURES OF INTONATION." Scientific Reports of Bukhara State University 5, no. 1 (February 26, 2021): 18–29. http://dx.doi.org/10.52297/2181-1466/2021/5/1/2.
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Abstract. It is known that descriptive phonetics refers to phonetic phenomena such as speech sounds, their formation, types, changes, syllables, intonation, pause, stress, and their peculiarities. These phenomena recorded in the process of speech combine into a single system and form a speech act. This article discusses and comparatively analyzes stylistic features of intonation in the English and Uzbek languages. Background. Therefore, in the analysis and study of such phenomena, it is necessary to study them separately, and to keep in mind that these phenomena require one another, in other words, units that cannot exist without the other. Particularly, vowel sounds, which are stressed, form a syllable, and words are formed from the syllables, a sentence is formed from words, and each word and sentence is pronounced with a specific intonation and pause. In the formation of such a speech chain, the phonetic segment (main part) and supersegment (additional parts) elements are almost identically involved. But they also have some peculiarities while using them
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Cruttenden, Alan. "The origins of nucleus." Journal of the International Phonetic Association 20, no. 1 (July 1990): 1–9. http://dx.doi.org/10.1017/s0025100300003984.
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Intonation has frequently been regarded by linguists as on the periphery of linguistics. The study of grammar began in the classical era (see Robins 1967) and the study of phonetics also goes back a very long way (see, for example, Allen 1953). But intonation has not figured prominently in phonetic writings (if we exclude discussion of word phenomena like Greek accent). Most bibliographies of intonation do not go further back than the twentieth century (e.g. Ladd 1979a), two exceptions being Pike (1945) and Crystal (1969). But there are sufficient early writings on various aspects of intonation to justify a new sub-branch of the history of linguistics, the history of intonology. This article seeks to inaugurate this sub-branch by tracing the origins of a central theoretical concept in modern intonation back to the seventeenth century and ultimately to the renaissance.
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Khusanovna, Goipova Zuhra, and Umarova Dilafruz Askarovna. "THE ROLE OF PHONETICS IN LEARNING ENGLISH." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 2024): 130–33. http://dx.doi.org/10.37547/tajssei/volume06issue03-23.
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This article explores the pivotal role of phonetics in the acquisition of the English language. It emphasizes the importance of phonetics in understanding the nuances of pronunciation, accentuation, and intonation, which are critical for effective communication in English.
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Bazarbayeva, Z. M. "AKHMET BAITURSYNOV – THE FOUNDER OF KAZAKH SUPERSEGMENTAL PHONETICS." Tiltanym, no. 3 (August 25, 2020): 3–11. http://dx.doi.org/10.55491/2411-6076-2020-3-3-11.
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The article is devoted to the scientific heritage of the founder of Kazakh linguistics A. Baitursynov in the field of super-segmental phonetics. From the point of view of the teachings of A. Baitursynov, the main components of intonation, their functions in sounding speech are described. A detailed description is given to the components of intonation: melody, tempo, intensity, pause, timbre. The intonation specificity of the language is manifested in the choice of prosodic means and their interaction. According to A. Baitursynov, the Kazakh prosodic system is similar to the prosodic system of the French language rather than Russian. This is manifested in the nature of the Kazakh stress, which, like in French, falls on the end of the word, in contrast to the different-place Russian stress. The concept of intonation, the smallest functional unit of intonation, is explained.Intonema is a sign that has both form and content. The number of intones, as well as phonemes, is limited. On the basis of experimental-phonetic research, 8 intones of the Kazakh language were identified. The main function of an intonme is revealed, which serves to differentiate statements.Particular attention is paid to the intonation of poetic speech. The scientist introduced into scientific circulation such concepts as syllable, verse, line, rhythm through which poetic texts are described. The scientific contribution of the scientist to the development of functional grammar is analyzed. A. Baitursynov in his research examined the problems of the theory of discourse, for the first time in Kazakh linguistics he explored speech facts in a communicative-pragmatic aspect.
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Bazarbayeva, Z. M. "AKHMET BAITURSYNULY – THE FOUNDER OF KAZAKH SUPER-SEGMENTAL PHONETICS." Tiltanym, no. 1 (January 23, 2021): 26–37. http://dx.doi.org/10.55491/2411-6076-2021-1-26-37.
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The article is devoted to the scientific heritage of the founder of Kazakh linguistics Akhmet Baitursynuly in the field of super-segmental phonetics. From the point of view of the teachings of Akhmet Baitursynuly, the main components of intonation, their functions in sounding speech are described. A detailed description is given to the components of intonation: melody, tempo, intensity, pause, timbre. The intonation specificity of the language is manifested in the choice of prosodic means and their interaction. According to Akhmet Baitursynuly, the Kazakh prosodic system is similar to the prosodic system of the French language rather than Russian. This is manifested in the nature of the Kazakh stress, which, like in French, falls on the end of the word, in contrast to the different-place Russian stress.The concept of intoneme, the smallest functional unit of intonation, is explained. Intoneme is a sign that has both form and content. The number of intonemes, as well as phonemes, is limited. On the basis of experimental-phonetic research, 8 intonemes of the Kazakh language were identified. The main function of intoneme is revealed, which serves to differentiate statements.Particular attention is paid to the intonation of poetic speech. The scientist introduced into scientific circulation such concepts as syllable, verse, line, rhythm through which poetic texts are described. The scientific contribution of the scientist to the development of functional grammar is analyzed. Akhmet Baitursynuly in his research examined the problems of the theory of discourse, for the first time in Kazakh linguistics he explored speech facts in the communicative-pragmatic aspect.
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Mel’nik, Yuliya A. "Foreign Language Accent in Russian Speech of the Mongols As a Result of Interference of Language Systems." Review of Omsk State Pedagogical University. Humanitarian research, no. 30 (2021): 72–76. http://dx.doi.org/10.36809/2309-9380-2021-30-72-76.
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The article analyses the most typical phonetic and intonational mistakes that arise in the speech of the Mongols when mastering the Russian language. Such mistakes create a specific foreign accent, and can be an obstacle to successful communication. Phonetic and intonational differences in the speech of the Russian-speaking Mongols are due to the influence of the phonological system of their native language, as well as the diverse structure of the compared languages (consonant and vocal), the discrepancy of articulation bases, and the peculiarities of the organization of the super-segment level. The practice shows that Mongol students experience significant difficulties in mastering the phonetics and intonation of the Russian language; the formed accent is very stable and difficult to correct, so it is important to work on pronunciation at the initial stages of language learning. The most effective, according to the author, is a comparative methodology based on a comparative description. The given material can be useful for practicing teachers working in a Mongolian-speaking audience, who are interested in correct pronunciation, who want to get an idea of the phonetic systems of the compared languages to prevent typical mistakes and correct them.
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Verbych, Nataliia. "NUCLEAR COMPONENTS IN THE INTONATION STRUCTURE OF THE TEXT." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 30 (2021): 8–11. http://dx.doi.org/10.17721/1728-2659.2021.30.2.
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The article presents the results of experimental study of prosody оn the Ukrainian language. The significance of intonation as an important factor influencing the audience in oral speech is described. Possibilities of functioning of intonation means in modern public performance are established. The object of analysis is the peculiarities of prosodic separation of the nuclear components of the text. The relevance of the analysis of the category selection is due to the trends in the development of experimental phonetics, in particular the shift of emphasis from the description of the intonation of the phrase to the analysis of pragmatic and textual aspects of intonation. In different languages there is a restriction on the set of intonation forms for the expression of individual intonation meanings, in particular completeness, incompleteness, emphaticity, selection. Each meaning has its own specific intonation form as opposed to the acoustic characteristics of other intonation forms. The average value of the topic of speech, the average duration of phrases, pauses, the characteristic of the frequency of the fundamental tone, the terminal tone and the intensity are defined in the scientific report. Activity of prosodic parameters in the selection of semantic center of phrase is determined. To realize its goal – to effectively impact on the audience, the speaker may be using as a maximum value (for example, the maximum frequency spacing in the nuclear syllables, a significant slowdown on the allocated segments of the phrase, average duration of the phrase) and the minimum values (the lowest level of the intonation contour, the minimum volume, duration, etc). The combination or contrast ratio of the maximum and minimum values for individual prosodic features on certain segments of verbal text contributes to the optimization of speech impact. Category intonational allocation is evident in the contrasting intonational marking of nuclear components, in their actualization and establishing relationships between them.
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Zerbian, Sabine, and Etienne Barnard. "Phonetics of intonation in South African Bantu languages." Southern African Linguistics and Applied Language Studies 26, no. 2 (October 2008): 235–54. http://dx.doi.org/10.2989/salals.2008.26.2.5.569.
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Estebas-Vilaplana, Eva. "The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models." Linguistica 57, no. 1 (December 30, 2017): 73–91. http://dx.doi.org/10.4312/linguistica.57.1.73-91.
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The teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning setting.
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Pang, Yuan. "An Action Research on Phonetics Instruction in College-level English Education." SHS Web of Conferences 185 (2024): 01001. http://dx.doi.org/10.1051/shsconf/202418501001.
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The deficiency in knowledge of English phonetics constitutes a significant contributing factor to the lower proficiency observed among college students in terms of their listening and speaking skills in English. By implementing a communicative approach, an action research study was conducted with the aim of enhancing students’ pronunciation and intonation within speech flow, thereby effectively improving their ability to communicate in English. This investigation suggests that incorporating phonetic instruction into college-level English education can augment language acquisition accuracy and enhance students’ linguistic proficiency when expressing themselves, ultimately facilitating successful communication in the English language.
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Zheenbekova, Ch, M. Isakova, and Ch Asperdieva. "Principles and History of Using Punctuation in Literary Discourse." Bulletin of Science and Practice 10, no. 4 (April 15, 2024): 683–86. http://dx.doi.org/10.33619/2414-2948/101/88.
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The main stages of the origin of punctuation in the language have been considered. Since punctuation to some extent reflects the rhythm and intonation of the language, its melody, and each language has its own unique phonetics and intonation characteristics, punctuation marks have their own rules of use. The article deals with the peculiarities of using some punctuation marks.
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Shevchenko, Olga G., and Daria S. Shevyakova. "Developing foreign rhythm and intonation skills of linguistic students through poems." Vestnik Tomskogo gosudarstvennogo universiteta, no. 478 (2022): 194–202. http://dx.doi.org/10.17223/15617793/478/23.
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The article focuses on the problem of implementing poems into the process of developing rhythm and intonation skills in linguistic students as one of the most important goals of professional training. Rhythm and intonation skills are part of phonetic competence which in its turn forms linguistic competence. Linguistic competence constitutes the basis of communicative competence. The formation of a foreign language communicative competence is one of the fundamental requirements of our time. The aim of the article is to present a model for the rhythm and intonation skills formation in linguistic students and the results of its verification. The research methods include the literature observation of the problem, experimental verification, quantitative and qualitative analysis of the results. The article firstly makes a theoretical overview of the student books which are used by linguistic students while studying foreign language phonetics. The authors learned that poems are not used to the full extent in the formation of phonetic competence despite their rich linguistic potential. The article secondly hypothesizes the effectiveness of introducing poems into the process of rhythm and intonation skills formation. The authors develop a model of a six-stage implementation of developing rhythm and intonation skills through poems. As a result of the purposeful selection of poems using specific criteria, the six-stage implementation of poems in developing rhythm and intonation skills, with the help of the system of exercises and with specific recommendations, the model achieves the expected results. At the first four stages of the rhythm and intonation skills formation, the receptive type of exercises is presented, while the next two stages tend to implement exercises of productive type, in which foreign language learners majoring in Linguistics produce speech phonetically formed in a perfect way. Students use a variety of English scales; determine the stressed and unstressed syllables along with identifying authentic pauses and diverse forms of nuclear tones. An evaluating test for diagnosing the level of rhythm and intonation skills formation as part of phonetic competence is created. The process and results of experimental verification are made for determining the effectiveness of the chosen model for developing rhythm and intonation skills in a specifically selected informational educational environment. The results of the research have proved the efficiency of the selected methods.
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Koydan, E. V. "The Communicative Function of Phonetic Units in Russian Futurist Poetry." Communicology 9, no. 1 (July 15, 2021): 42–52. http://dx.doi.org/10.21453/2311-3065-2021-9-1-42-52.
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The paper examines the historical connection of phonetics with general linguistics, and reveals why this area of linguistics did not develop neither consistently, nor simultaneously in the structure of philological sciences. Attention is paid to the modern media-text approach to such an area of phonetics as intonation; the latter, in turn, is viewed as part of communication theory. It is hypothesized that such an attitude to sound, to the phoneme, has already been considered among the Futurists, Dadaists, Lettrists, Budelyans and Oberiuts, who interpreted sounds as an unknowable phenomenon that is beyond the cognition of the mind. Here the place and the pragmatic role of modern science on current approaches to phonetics in communicology is determined, where intonation does not refer to either cognitive science or paralinguistics, but, at the same time, unites these two areas of practical speech production. It is hypothetically assumed that such approaches were realized by some representatives of trends and schools of the direction of modernism of the early twentieth century.
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Korolova, Tetiana, and Svetlana Yukhimets. "PHONETIC TYPOLOGY." Scientific Research Issues of South Ukrainian National Pedagogical University named after K. D. Ushynsky: Linguistic Sciences 2023, no. 37 (December 2023): 51–64. http://dx.doi.org/10.24195/2616-5317-2023-37-4.
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In spite of many works in the field of phonetics some problems of typology still want systematisation both on segmental and suprasegmental levels. Experimental research is one of them. The research is aimed at determining phonetic typologi- cal characteristics in English and Ukrainian on segmental and suprasegmental levels. The results of the research demonstrate the significant amount of typo- logically similar characteristics in English and Ukrainian. The presence of fore lingual and back lingual vowels, plosives, fricatives, voiced and voiceless conso- nants, such phenomena as reduction and assimilation in both languages under investigation testify to it. Similar mechanisms of word stress production that is the total energy data (dynamic characteristics and duration time) is another mark of typological similarity of English and Ukrainian. The intonation models, the degree of stability of intonation models, sentence stress variability, the same functions of intonation in the process of speech produc- tion show similar mechanisms of prosody elements’ interaction. The most stable in both languages are the prosodic models of attitudinal and emotional functions of intonation. The status of different functions (the attitudinal function, sense-group delimitation, sense-groups relation, communicative type of utterances, sentence stress) of intonation changes from the subordinate one (as in the function of di- vision into sense groups) up to the dominating one (as in the function reflect- ing the speaker’s emotional state). In correspondence with this status and the poly-functional character of intonation the resulting intonation contour mainly preserves the relevant prosodic features of the dominating intonation function in English and Ukrainian. The qualitative and quantitative differences of segmental (phonematic length of vowels in English, phonemic length of consonants in Ukrainian, some difference in articulation) and suprasegmental units (variety of melody contour structure, prevalence of dynamic characteristics in English and temporal in Ukrainian) in the languages under investigation are explained by linguacultural peculiarities of the communities, their historical development
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Agustina Savitri, Nindya, and Firdaus Andrianto. "Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners." Education of English as Foreign Language 4, no. 1 (January 1, 2021): 57–62. http://dx.doi.org/10.21776/ub.educafl.2021.004.01.06.
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English learners should aware of English sounds, more specifically English phoneme, to comprehending the English language accurately. In order to completing the goal this research aimed to find out students’ preferences and attitude of English Education Program in Universitas Brawijaya. This was a descriptive quantitative research by using a survey design. The participants of this study were 103 (a hundred and three) students of batch 2015 to 2017 in English Language Education Program. The researcher used adopted questionnaire which consist of 8 items preferred themes and 19 statements of attitude in phonetic as the instrument by Lintunen and Makilahde (2013). This research was analyzed using SPSS program. The result of this study revealed student’s preference and attitudes toward phonetics learning. The most preferred topic chosen by the participants are the vowel systems (28.20%), speech rhythm and accent difference (27.20%), and intonation analysis (26.20%). The students performed a positive attitude toward English phonetic learning that can improve their skill in English especially in their pronunciation (98.1%). It is concluded that the students thought English Phonetics is important to increase their knowledge and their skill in learning English. The researcher suggested for future researcher, they can conduct the research by considering the correlation between pronunciation in English phonetics and speaking skill in English language.
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Kokorin, S. A. "SYSTEM OF RUSSIAN INTONATION AS A TOOL TO TEACH RUSSIAN AS A FOREIGN LANGUAGE." Современная высшая школа инновационный аспект, no. 2 (2022): 128–33. http://dx.doi.org/10.7442/2071-9620-2022-14-2-128-133.
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Teacher’s experiences of working with foreign students at the initial stage of teaching phonetics of Russian as a foreign language, particularly intonation, are discussed. Besides, characteristics of pronouncing different constructions in view of communication aim by speakers of other languages are presented. Results of a pedagogical experiment of teaching Russian as a foreign language through intonation as a means to realize speech intention are given.
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Freydina, E. "Style variation of intonation in intercultural communication and in the practice of teaching English." Язык и текст 4, no. 3 (2017): 139–43. http://dx.doi.org/10.17759/langt.2017040314.
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The article is devoted to the problems of stylistic variation of phonetic means in English oral discourse. The author gives an overview of contextual factors which influence the prosodic realisation of speech. It is demonstrated that in speech interaction the factors related to the local context (the immediate speech situation) are closely connected to the sociocultural context. The problems of phonostylistics are discussed with regard to cross-cultural communication and EFL teaching. It is argued that phonostylistics should be integrated into the course of phonetics for the students of foreign languages faculties. The author outlines some approaches to teaching the fundamentals of phonostylistics.
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Erwina, Emmy, Paitoon M. Chayanara, T. Syarfina, and Gustianin gsih. "Emotional Utterances in Langkat Malay’s Intonation: An Experimental Phonetics." IOSR Journal of Humanities and Social Science 19, no. 6 (2014): 01–13. http://dx.doi.org/10.9790/0837-19650113.
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KUZNETSOVA, Halyna. "STRESS IN THE METHODICAL TRAINING SYSTEM PHONETICS OF FUTURE TEACHERS-PHILOLOGISTS." Cherkasy University Bulletin: Pedagogical Sciences, no. 3 (2022): 56–66. http://dx.doi.org/10.31651/2524-2660-2022-3-56-66.
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The article deals with the essence of stress in the methodical training system phonetics of future teachers-philologists. Based on systemic, analytic-synthetic methods and competence approach the essence of the concept «methodical training system phonetics» is defined, specific principles of training phonetics are designed in the article. The study revealed that the main components in the structure of the methodical training system phonetics are the goals, content, methods, means, and organizational forms of educational process that aimed to achiev the result of training phonetics. It should be noted that the cognitive-knowledge component of methodical system, which ensures a high level mastery of the phonetics program results and forming of future teacher-philologist’s practical competencies for successful communication in society is based on the content of the phonetic-phonological system as a regularly constructed and interconnected set of segmental and suprasegmental phonetics units. It is proved that the stress as a supersegmental phenomenon combines the segmental units into a single integrated system, determines the intonation-rhythmic background of speech, characterizes it by strength, duration and tone; creates clear auditory contrasts, adapts speech to listening and perception. A system of exercises (motivational-oriented, cognitive-activity, analytic-synthetic, accentuation-acoustic) is proposed, that will contribute the mastery of stress doctrine and will be an accentological background in the phonetics learning system of future teachers-philologists. The stress genesis in proto-Indian (Vedic Sanskrit) and proto-Greek languages, based on the comparative-historical method is observed; its term characteristics, features of graphic notation, types, tonic dynamics, rules of stress were clarified in the article. The influence of pre-stress on the accent features of the Ukrainian language formation, on the design of future teachers-philologists’ stress teaching methods is determined.
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Better, Odukwu,, and Ordu, Stanley. "Phonetics Instruction's Effect on Adult Learners and the Production of Second Language Sounds at Ignatius Ajuru University of Education." Journal of Language and Linguistics in Society, no. 24 (July 27, 2022): 33–40. http://dx.doi.org/10.55529/jlls.24.33.40.
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The influence of phonetics education on adult learners and the creation of second language sounds was examined at the Ignatius Ajuru University of Education. The study was guided by four research questions. A questionnaire on the influence of phonetics education on adult learners in the generation of English sounds was used in a qualitative study design. A total of 10,000 people were studied with a sample size of 200 people. To obtain responses from the respondents, random and purposive selection approaches were utilized. The data was analyzed using the mean and standard deviations. According to the research, adult second-language learners who learn phonetics improve their pronunciation of English sounds. Adult second-language learners who received phonetics training improved their intonation. After obtaining phonetics education, adult second language learners improve in the placing of emphasis on words. Phonetics teaching helped adults who were learning a new language improve their word pronunciation.
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Morozova, Olga N., and Svetlana V. Androsova. "THE PROSODY OF QUESTIONS IN THE AMUR EVENKS' SPEECH: PITCH." Theoretical and Applied Linguistics, no. 4 (2019): 84–96. http://dx.doi.org/10.22250/2410-7190_2019_5_4_84_96.
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Intonational contours of interrogative sentences in the Evenki language have rarely been in the focus of researchers' attention either theoretically or practically. In this article, this problem is studied from the standpoint of experimental phonetics. Pitch patterns of the general, and special questions are described. The experimental samples were simple sentences with one emphasis center. The material for the study was collected from 11 speakers of the Eastern dialect group of the Evenki language. The obtained results are the following. A typical intonation contour of the general question in the Evenki language is Rise. In the course of the experiment, it was found that in order to identify interrogation in the Evenki general questions, the rising intonation of the last syllable was essential. Special questions were characterized by the Falling pitch pattern with the nucleus on the verb. Our data differ from the ones previously obtained by N. Ya. Bulatova and L. Grenoble (1999) who found rising pitch on the sentence-initial question word.
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Yao, Junming. "F 0 declination of intonation groups in Spanish and in Mandarin Chinese." Prosodic Issues in Language Contact Situations 16, no. 3 (December 31, 2019): 523–42. http://dx.doi.org/10.1075/sic.00049.yao.
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Abstract Mandarin Chinese and Spanish are the first two languages in the world by number of speakers. The interaction between speakers and thus between the two languages increases day by day. There are more and more Chinese students who study Spanish and Spanish students who study Chinese. At the same time, difficulties arise from the teaching-learning process, particularly with regard to phonetics, and more specifically the intonation, as they are two typologically-different languages. However, there exist very few comparative studies between them. This article seeks to explore the global declination of intonation groups in Spanish and Mandarin Chinese and we found similarities and differences between these two languages. To do this, we created a corpus of 278 isolated and unmarked sentences and 140 neutral paragraphs in Mandarin Chinese (totally 651 sentences), while in Spanish we used data from previous studies. The corpus was recorded by nine native speakers, three men and six women. We approached this study from a phonetic point of view and used the Garrido model (Garrido 1996, 2001, 2010) to compare the declination effect on the two languages according to different factors such as sentence type, the position of the intonation group within the utterance and length of the group. We also proposed for future study some possible methods for teaching Chinese and Spanish intonation as a second language.
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Hernawati, Heni, and Dwi Puji Asrini. "The Utilization of the "Tsutaeru Hatsuon" Online Media in Learning Japanese Accents and Intonations." IZUMI 10, no. 1 (April 25, 2021): 32–40. http://dx.doi.org/10.14710/izumi.10.1.32-40.
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This study reveals the analysis of the online media's role, "Tsutaeru Hatsuon", to improve Japanese language learners in mastering and to apply Japanese phonetics, especially in accents and intonation. This study uses primary data in the form of respondents' answers to questions in the website "Tsutaeru Hatsuon", which was conducted twice, namely pre-test and post-test, and secondary data in the form of responses questionnaires. Respondents in this study were 64 Japanese language education students at Semarang State University, class of 2019. The results showed that the post-test scores increased than the pre-test scores. In Japanese intonation material, respondents who answered questions correctly on all questions increased by 23%, while in accent material, respondents who answered questions correctly on all questions increased by 31%. Thus, it can be concluded that there is an improvement in the respondent's ability to understand Japanese intonation and accent after using the "Tsutaeru Hatsuon" website. According to respondents, the questionnaire answers showed that the website "Tsutaeru Hatsuon" is easy to understand and use. Moreover, the material is easy to understand, and the explanation is very detailed, which is equipped with sound files and learning videos. It is beneficial for learners to be able to understand Japanese accents and intonations directly.
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Levi, Susannah V. "Teaching acoustic phonetics to undergraduates in communication sciences and disorders: Course structure and sample projects." Journal of the Acoustical Society of America 152, no. 1 (July 2022): 651–58. http://dx.doi.org/10.1121/10.0012984.
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Virtually all undergraduate communication sciences and disorders programs require a course that covers acoustic phonetics. Students typically have a separate phonetics (transcription) course prior to taking the acoustic phonetics course. This paper describes a way to structure an acoustic phonetics course into two halves: a first half that focuses on the source, including basic acoustics (simple harmonic motion, harmonics), vocal fold vibration, modes of phonation, and intonation, and a second half that focuses on the filter, including resonance and tube models, vowel formants, and consonant acoustics. Thus, basic acoustic properties are interwoven with specific examples of speech-related acoustics. In addition, two projects that illustrate concepts from the two halves of the course (one on fundamental frequency and the other on vowel formants) are presented.
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Cardinali, Renata Fabiana, and Maria Celina Barbeito. "Developing intonation skills in English: A systemic functional linguistics perspective." Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 11–20. http://dx.doi.org/10.18844/gjflt.v8i1.3222.
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This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers
Keywords: EFL, intonation, systemic functional linguistics, teacher training.
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Ilyassova, Nagima, and Gulnafis Yerkegaliyeva. "Grammatical status of syntactic syntagma." Turkic Studies Journal 5, no. 3 (2023): 123–35. http://dx.doi.org/10.32523/2664-5157-2023-3-123-135.
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The article deals with the problem of studying syntagma in relation to phonetics, vocabulary, semantics, intonation, also highlights the issue of classification of syntagma by scientists in the form of a phonetic unit, semantic-intonation unit, multicomponent syntagma, one-component syntagma, lexical syntagmatics, syntactic syntagmatics, it is shown that it is not part of a a single system, and the connection of syntagma with the specified areas is recognized as a linguistic unit of the sentence. The sentence is formed from the words that have fallen into the flow of speech, and the syntagma is a syntactic category that serves to convey thought, determining the role and meaning 134Н.А. Ильясова, Г.А. Еркегалиева Turkic Studies Journal 3 (2023) 123-135of the words that come into contact within a sentence. As a result, the term syntactic syntagma is proposed. Syntactic syntagma refers to a category that has a grammatical status closely related to the structural, semantic, intonation, and communicative system of the language. During the analysis of the activity of interrelated words and linguistic units linking them within a sentence, it is proved that there is a connection between syntactic syntagma and the structural system of the language. The semantic compatibility of words as part of a syntactic syntagma is considered through the relationship of the semantic field with the lexical meaning. Intonation pause and consecutive intonation serve to link syntactic syntagma and intonation. The connection between communication and syntagma is reflected in the definition of information meanings. A comprehensive analysis of each syntagma is carried out, which serves to convey certain information, as well as the function of words and affixes as part of a syntactic syntagma, the features of the interaction of syntactic syntagmas and syntagmatic connections. Syntactic syntagma is considered as a grammatical category arising from the connection of words in the flow of speech.
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Arvaniti, Amalia, Argyro Katsika, and Na Hu. "Variability, overlap, and cue trading in intonation." Language 100, no. 2 (June 2024): 265–307. http://dx.doi.org/10.1353/lan.2024.a929737.
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Abstract: We modeled the Greek H*, L+H*, and H*+L pitch accents using functional principal component analysis, followed by statistical modeling and curve reconstruction. The accents were distinguished by F0 height and shape. The data also exhibited cue trading between F0 and duration, as well as systematic context-driven variation and general variability, which led to category overlap comparable to that reported for vowel contrasts. These findings indicate that intonation categories are more similar to segmental categories than previously thought, supporting the view that the study of intonation phonetics and phonology should follow the same principles as the study of segments.
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Mohammed, Dr Bushra Abdul razzaq. "The Intonation Patterns to The Vocal PauseIn Surat Al-Adiyat - Study laboratory-." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 226, no. 2 (September 1, 2018): 51–60. http://dx.doi.org/10.36473/ujhss.v226i2.78.
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This research deals with the subject of The Intonation Patterns to The Vocal Pause of its sides functional and physicist, was taken from al-adiyat a model, came in three sections: The first, how to measure The Intonation Patterns to The Vocal Pause acoustic , stopping second on Time tempo to Pause in linguistic text, eat a third of whom, phonetics and physical analysis The Intonation Patterns to The Vocal Pause in Surat Antiquities, which consisted of Quranic comma. It adopted an analytical study of the physical properties (acoustic) of this Surah on Praat voice analysis program, and the program Cool Edit pro for cutting art audio and configured to search, and the sample is studied the performance of Sheikh Mahmoud Khalil exclusive (1980).
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Stewart, Jesse. "Intonation Patterns in Pijal Media Lengua." Journal of Language Contact 8, no. 2 (February 27, 2015): 223–62. http://dx.doi.org/10.1163/19552629-00802003.
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Pijal Media Lengua (pml) is a mixed language described as having Quichua morphosyntactic and phonological systems where nearly every content word (89%), including pronouns and determiners, is replaced by its Spanish-derived counterpart through the process of relexification. pml speakers however, often regard their language as intonationally distinct from both Quichua and Spanish. This paper offers a basic description of the pitch accent and boundary tone configurations found in pml using the autosegmental framework (Pierrehumbert, 1980) in a ToBI transcription system (Silverman, 1984). This paper also explorers the current literature on mixed language phonetics and attempts to promote acoustic analyses of intonation as a useful investigative tool for analyzing the origins of prosodic material. The results suggest that pml predominantly makes use of Quichua-like intonation patterns along with innovative and/or preserved structures.
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Курбанбаев, Дж., and Р. Жолдасбаева. "Comparative analysis of vowels in the phonological system of english, karakalpak and uzbek." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (April 24, 2024): 334–37. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp334-337.
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In this article we try to explore the fundamental branch of linguistics that delves into the intricate structure of speech sounds, syllables, stress patterns, and intonation within a language. Phonetics is unique among linguistic disciplines as it not only investigates the linguistic function but also delves into the physical aspects of speech production, including the workings of the pronunciation apparatus and the acoustic properties of sound phenomena, as well as their interpretation by native speakers. Unlike non-linguistic fields, phonetics regards sound phenomena as integral components of a language system, essential for the transformation of words and sentences into audible forms crucial for communication. Phonetics considers both the acoustic-articulatory and functional-linguistic aspects of the sound system, thus distinguishing between phonetics proper and phonology. In essence, phonetics serves as a bridge between the abstract structures of language and their tangible manifestation in speech. It analyzes how sounds are produced by the human vocal tract, how they are perceived by listeners, and how they contribute to the overall meaning and communication process.
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Mospan, Natalia. "TEACHING EMOTIONAL ENGLISH INTONATION." Continuing Professional Education: Theory and Practice, no. 2 (2022): 45–51. http://dx.doi.org/10.28925/1609-8595.2022.2.5.
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This experimental research focuses on teaching emotional English intonation with video at university as this issue is not presented in scientific literature. The article aims to show a practical approach to teaching English intonation with ICT tools confirmed experimentally and in practice while conducting an English Phonetics course at university. The article is based on the author’s dissertation «Teaching emotional intonation with video (2-nd year students at Linguistic University)» (2009). Reaviling linguistic and psychological features of emotional intonation the article shows that emotional intonation teaching is a complex phenomenon including a system of interdependent features – linguistic, paralinguistic and extralinguistic. This approach to teaching intonation provides equal conditions for students with the visual and auditory types of speech information perception to perceive and recognise emotional intonation patterns in communication. Educational video courses are considered beneficial to demonstrate verbal and non-verbal features of emotional intonation in a communicative environment. Besides, the article presents step-by-step teaching of emotional intonation based on carefully designed exercises: pre-communicative (receptive: recognition, differentiation and reproductive: imitation, imitation with a key, substitution, transformation, sounding) and communicative (productive: sounding and dramatisation); paused and synchronous. The examples of exercises with detailed descriptions of activities are displayed as well. Furthermore, a model of teaching emotional intonation shows stages of using video and performing communicative activities. After experimental learning, all 60 (100%) students achieved proficiency levels, primarily «proficient», and «advanced». The research has demonstrated that the proposed method of training can result in better recognition and more accurate production of emotional intonation in speaking.
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Ponomarova, Vira, and Alona Alona Sikorska. "A COMPLEX OF EXERCISES TO DEVELOP ENGLISH PROSODIC SKILLS IN SPEAKING IN HIGH SCHOOL STUDENTS." АRS LINGUODIDACTICAE, no. 4 (2019): 34–43. http://dx.doi.org/10.17721/2663-0303.2019.4.05.
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Background: The importance of mastering good pronunciation is undeniable. According to the current curricular for secondary schools, high school students have to produce phonetically correct speech. The purpose of studying phonetics is to shape the standard phonetic image of the phonemes and intonation patterns and make use of them in speech. The observation of the educational process shows that the level of prosodic competence of high school students in Ukraine is quite low, the special exercises and tasks for improving the pronunciation skills in textbooks are almost not presented. Purpose: The objective of this paper is to develop a complex of exercises to teach prosody and intonation at high school. The authors examine the differences between English and Ukrainian prosodic constituents, and on the basis of this analysis suggests the ways to master each component in the developed tasks. Results and Discussion: By focusing on certain differences between the prosodic systems of the English and Ukrainian languages the study presented in the article has provided possible ways to improve the prosodic skills of high school students. The further perspective of the study relates to developing, expanding, piloting and modifying tasks and exercises for mastering prosody
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Mustafayeva, Sahila Baghir Gizi. "The Role of the Experiment in the Study of the Language Material." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1337. http://dx.doi.org/10.17507/tpls.1010.23.
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The article deals with the role of the experiment in the study of the language material. As it is known the learning of voices is very difficult, and it requires great attention. In this case it is necessary to use the opportunities of experimental phonetics. It should be stressed that the role of experiment in the investigation of the language facts through experiment has long been proved. The author uses expedient to investigate the acoustic peculiarities of the language voices. The intonation is used to be closely related to the various emotions of a person in the speech acts. In recent years, the application of principles, conceptual schemes, ideas and concepts derived from psycho- and sociolinguistics and linguistic pragmatics in the field of intonation has become widespread. Intonation must be studied at the communicative level. Semantic categories expressed in intonation units usually refer to the communicative components of speech. In the grammatical structure of the sentence, they can correspond to the composition of any length. Accordingly, the "sphere of activity" of intonation units can have different components from word to sentence at the hierarchical level.
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McPherson, Laura, and Michael Obiri-Yeboah. "Akan tone encoding across musical modalities." Studies in African Linguistics 52, no. 1and2 (April 28, 2024): 160–88. http://dx.doi.org/10.32473/sal.52.1and2.133067.
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Musical surrogate languages like talking drums remain understudied in the linguistics literature, despite their close connection with the phonetics and phonology of the spoken language. African surrogate languages tend to be based on tone, making them a unique angle for studying a language’s tonal system. This paper looks at the encoding of Akan tone in three instrumental surrogate languages: the atumpan drums, the seperewa harp, and the abɛntia horn trumpet. Each instrument presents different organological constraints that could shape how the tone system is transposed to musical form. Drawing on novel data elicited with musicians in Ghana, we show that all three systems are built on a two-tone foundation mirroring the Akan tone system, but with subtle differences in the treatment of downstep and intonational effects like phrase-final lowering and lax question intonation.
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Shamlidi, Evgenij Yuryevich. "ON THE ISSUE OF INTERPRETERS’ PHONETIC COMPETENCE (BASED ON THE ENGLISH LANGUAGE)." Russian Journal of Multilingualism and Education 11, no. 1 (December 15, 2019): 86–97. http://dx.doi.org/10.35634/2500-0748-2019-11-86-97.
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The article deals with one of the most important aspects of translators’ linguistic competence - their phonetics, since interpreters’ good pronunciation is of great practical value, including enunciation of phonemes, lexemes, intonation, articulation, stress placement, and even voice timbre. The novelty of this research consists in the fact that it is one of the few works analyzing typical pronouncing errors of Russian learners of English - mainly interpreters, but also teachers and other students of English - who use their English for various pragmatic purposes. Linguistic literature is replete with textbooks and teaching aids in theoretical and practical phonetics of the English language highlighting theoretical and practical aspects of forming correct pronunciation habits; however, they do not pay sufficient attention to most common pronouncing errors, i.e. stress misplacement, wrong articulation of vowels, diphthongs, consonants, etc., enforced by the interference of Russian phonetic system. The writer of this article analyses most common errors gleaned in the course of his career of a professional interpreter and university lecturer by drawing on his own experience and that of his colleagues - teachers and interpreters. This research seems topical due to the fact that audiences form their first impression of an English teacher or an interpreter by the proximity of his/her pronunciation to that of native speakers. The writer of this article holds an opinion that an interpreter’s pronunciation is his/her “business card,” allowing for the fact, however, that an interpreter does not have to speak without any foreign accent at all, but if the accent is still there it must not jar on native speakers’ ear; the enunciation has to be clear, distinct, pleasant, without obvious phonetic errors affected by the phonetics of the Russian language. Hopefully this article will help some Russian learners of English correct their pronunciation errors in their mastery of the English language, should those errors be taken notice of
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Ali, Sri Widyarti. "English Phonetics and Phonology Learning and Its Impact on Students’ English Pronunciation." International Journal of English Education and Linguistics (IJoEEL) 5, no. 1 (July 4, 2023): 1–17. http://dx.doi.org/10.33650/ijoeel.v5i1.5930.
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This study aims to identify students' perceptions and expectations of English Phonetics and Phonology learning, and whether the learning process in this course meets students' needs and expectations for mastering English pronunciation. This research is conducted at the English department of Universitas Negeri Gorontalo, by taking English Department students as research subjects. Students' perceptions and expectations regarding the English phonetics and phonology course are described using a qualitative method gleaned from student interviews. The interviews show students' perceptions of the English phonetics and phonology course that the process of learning the subject is enjoyable, the lecturer's teaching method aids students to comprehend the course material, and the course material was well-explained. While the findings of interviews on students' perceptions of the impact of studying English phonetics and phonology on their English pronunciation show that through this course students gain a better understanding of phonetics symbols, are able to recognize and distinguish various English sounds, are capable of producing language sounds with the proper use of speech organs, can correctly apply stress and intonation to English words and sentences, and improve their English pronunciation. Finally, students have expectations about the teaching and learning of English phonetics and phonology, such as lecturers should use more interesting teaching techniques, provide more practice to students, and ensure students comprehend the lesson learned before class ends.
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Azisah, Nadya Nur, Kaharuddin Kaharuddin, and Abdul Muis Said. "SUPRASEGMENTAL SOUNDS PRODUCED BY THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN MAKASSAR." English Language Teaching for EFL Learners 3, no. 1 (March 31, 2021): 40. http://dx.doi.org/10.24252/elties.v3i1.19091.
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This study aims to see the extent the ability of students to pronounce English words who have studied English for many years and studied phonetics, then compare it with the pronunciation of native English speakers. The benefit of this research is that it can increase students' awareness in improving their speaking skills by trying to find new strategies to support their skill improvement. Phonetic and phonology theory is used as concept of this study. The research uses descriptive qualitative method with data collection techniques through recording to retrieve the audio of the samples and native English speaker, then insert it into the gold wave editor to then see the high and low amplitude of the sound. This study focuses on suprasegmental sound especially stress and intonation.The findings of this study showed two things i.e. first, for the stress level, the English students pronounced the words slower and clearer and they also pauses within two words more frequently than the English native speaker and it indicates that the word is stressed with primary or secondary stress. In contrast, the native English speaker pronounced the English words faster than between a word and the coming word and more frequently than the English student. And it indicates that the word is stressed with unstressed (weak stress). Second, the difference of the intonation contour The English native speaker pronounces some words and juncture within two words more frequently, so the intonation contours of her utterances are more falling than rising. On the other hand, English students pronounce the words slower, clearer and gave pause within two words, consequently the amplitude of the words were higher and at the result the rising intonation contour more than falling intonation contour.
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Beskorsa, Olena S. "СИСТЕМА MOODLE ЯК ЗАСІБ ОРГАНІЗАЦІЇ ЗМІШАНОГО НАВЧАННЯ ПРАКТИЧНОЇ ФОНЕТИКИ НІМЕЦЬКОЇ МОВИ." Information Technologies and Learning Tools 62, no. 6 (December 30, 2017): 86. http://dx.doi.org/10.33407/itlt.v62i6.1832.
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In the article the problem of organizing blended learning of the course “Practical phonetics of German language” by means of virtual learning environment Moodle is revealed. The author summarizes the best practices of native and foreign researchers on the issues of blended learning implementation and technology of designing distance courses in the virtual learning environment Moodle. It is noted that the specificity of exercises in the course of practical phonetics is in the fact that they should contain tasks for recording their own voice to assess the level of formation of listening and pronunciation, rhythmic and intonation skills. The author describes his own experience in implementing the distance course in teaching the phonetics to students of the specialty “Primary Education”. The course offered by the author covers eight themes; each theme assumes the fulfillment of tasks in three blocks – theoretical, practical, and communicative. The article presents data of experimental verification of the implemented course that confirm its effectiveness.
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Verbych, Nataliia. "Architectonics of dialect text (experemental phonetic analyasis)." Ukrainska mova, no. 3 (2020): 110–21. http://dx.doi.org/10.15407/ukrmova2020.03.110.
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Phonetics of Ukrainian dialects has long been and remains the object of analysis. Separate articles and thorough monographic studies confirm this. Researchers consider to describing the system-structural originality of speeches, establishing the composition of segmental units in different dialects, their significance in the phonological system of the dialect, systematizing knowledge about the manifestations and relationships of phonemes. Super segmental differences of Ukrainian dialects are insufficiently studied. Intonation is a collection of sound linguistic means that are used to express semantic, emotional, expressive and modal character of the phrase, communicative meaning and situational conditionality, stylistic color of the text and the individuality of dialect speakers’ expressive techniques. The value of intonation in organization of oral speech is determined by its function – segmentation, structuring and selection. The paper studies the intonation parameters that ensure the integrity of the text and perform the function of connecting its individual elements. The author described the super segmental organization of a dialect text, identified and explored prosodic means not only of a single word, phrase or phrase, described the relationship of these units within the text, taking into account its content and structure. The article focuses on the features of segmentation of the dialectal speech. This study shows the difference between real sound file and his fixing during an auditory analysis. Much attention is given to the difference between a syntax and real articulation of broadcasting. The study demonstrates that the intonation structure of the dialect text as a kind of spontaneous speech is peculiar. In dialect narratives, the relationship between syntax and pauses (as the most important markers of segmentation) is much more complex than in a read or pre-prepared text. In spontaneous dialect narratives, the correlation between content and form shifts due to the simultaneity and synchronicity of the processes of thinking, planning, and producing thought. In some parts of the text there is a violation of formal and grammatical connections, the boundaries of phrases / syntagmas are blurred, their prosodic design has no clear delimitative features, as in codified speech, which leads to variance in the division of the text into separate segments. Keywords: dialect narratives, intonation, contour, pitch, pause.
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Xue, Yuxiu, and Jingjing Wang. "English Listening Teaching Device and Method Based on Virtual Reality Technology under Wireless Sensor Network Environment." Journal of Sensors 2021 (October 11, 2021): 1–11. http://dx.doi.org/10.1155/2021/8261861.
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This paper presents an in-depth study and analysis of the design and implementation of English listening instruction using wireless sensing microprocessors combined with the technology of virtual environments. Inaccurate speech hinders smooth communication and restricts the development of various skills in foreign language learning. To learn English well, mastering phonetics is a crucial first step. Especially for learners in junior and senior high schools, phonics teaching is considered an essential part. In the face of the new standards which put higher demands on phonetic intonation, the traditional methods of teaching phonetics have little effect on improving phonetics and are even somewhat overwhelming. Therefore, increased researchers are trying to find effective phonics teaching methods to improve the current problems in high school phonics teaching. Important definitions of virtual reality, augmented reality, and teaching resources are collected and organized, typical applications of augmented reality in education at the present stage are summarized, important events in the development of augmented reality are reviewed, key technologies of augmented reality are briefly described, hardware and software resources required to realize the effect of augmented reality are introduced, and pedagogical theories underlying the study of augmented reality in English teaching resources are discussed. The results of the student walk-through quizzes are analyzed using SPSS with independent sample t -tests, and the distribution of the number of scores is statistically analyzed in the form of graphs, and interviews with students and teachers are used to gain a deeper understanding of the effectiveness of the resource in teaching practice. The value of the application of the augmented reality primary school English teaching resource is explored.
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Sara, Solomon I. "Phonetics and phonology 1949–1989." Historiographia Linguistica 17, no. 1-2 (January 1, 1990): 211–29. http://dx.doi.org/10.1075/hl.17.1-2.15sar.
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Summary Phonetics and Phonology have had noticeable developments in the last forty years: phonetics from the articulatory descriptions of sounds of Pike’s Phonetics (1943), to a physiological set of distinctive features of Chomsky & Halle’s The Sound Pattern of English (1968); the acoustic displays of Potter’s Visible Speech (1947) to a set of acoustic distinctive features in Jakobson, Fant, Halle’s Preliminaries (1951). Suprasegmental characterizations have developed from impressionistic labels of tone, stress, length and intonation to an experimentally quantifiable set of parameters characterizing these aspects of speech in a unified manner in Lehiste’s Suprasegmentals (1970). Phonology progressed from the autonomous to the integrated, and from the structural to the transformational/generative, from Pike’s Phonemics (1947), and Trubetzkoy’s Grundzüge (1939) to a complex system of levels/tiers/strata that represent speech in a more detailed, holistic and integrated manner. Current approaches recognize not only the features and segments of the speech continuum, but the rules that organize these into the phonological system. Approaches to the explanation of this organization have been many: the segmental/sequential approach of American phonemicists, Praguian phonologists and early generativists developed into a phonological component that consists of segments, organized into syllables that pattern into rhythmic feet which constitute the geometry of the sequence as a multi level/tier/stratum. These developments are all considered generative, but labelled Natural-Generative, Autosegmental-Genera-tive, Non-Linear-Generative, Metrical-Generative, etc. ‘Generative’ is kept to maintain the twin characteristics of being integrated and rule governed. There has been a shift in the paradigm: from segments to features and from structural to transformational with significant developments in both paradigms in the last forty years.
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Jang, Hyejin. "Current Status and Tasks of Korean Intonation Education Research Using Phonetics Research Results." Journal of The Society of Korean Languge and Literature 97 (April 30, 2023): 153–84. http://dx.doi.org/10.33335/kll.97.5.
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