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Academic literature on the topic 'Phonetic'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Phonetic"

1

Bigun, Olga, Halyna Voronko, and Lesia Feniuk. "PHONETIC SKILLS OF THE MODERN FRENCH LANGUAGE AS A COMPONENT OF STUDENTS’ COMMUNICATIVE COMPETENCE." Fìlologìčnì traktati 14, no. 2 (2022): 7–15. http://dx.doi.org/10.21272/ftrk.2022.14(2)-1.

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The article deals with the formation of philology students’ phonetic skills of the modern French language. The purpose of the research is to analyze the processes of mastering the basics of the French language which are closely related to mastering of its phonetic and phonemic levels, because the correct articulation of sounds and the prosodic arrangement of speech, as well as the full perception of foreign speech in phonetic terms, ensure the implementation of one of the main functions of the language, the communicative one. Applying the theoretical and methodological bases of analysis and synthesis, informational, historical, structural approaches, deductive and inductive methods, the analysis of the formation of the student’s communicative competence is proposed, taking into account the modern phonetic features of the French language which necessarily includes information about the features of various types of language communication. The components of phonetic skills are considered. The practical experience of teaching phonetics is analyzed. It proves the need for a combined approach to the study of French sounds, their articulation, pronunciation, accentuation and listening. It was found that mastering phonetic and phonemic level of French language at the initial stage of learning is a priority. It is proven that the success of students’ formation of phonetic competence depends on the level of phonetic skills, the acquired knowledge about the phonetics of the language and the dynamic interaction of these components based on common linguistic and phonetic consciousness.

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Thamrin, Sri Wahyuni, Nurbiati Nurbiati, Andi Eritme Yustika Abrar, and Mutmainnah Marzuki. "AN IN-DEPTH ANALYSIS ON ERRORS OF INDONESIAN STUDENTS WITH LOW PROFICIENT LEVEL IN PRONOUNCING CONSONANT ENGLISH PHONEMES." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 11, no. 1 (2022): 150–64. http://dx.doi.org/10.26618/exposure.v11i1.7455.

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This study aims to determine the pronunciation errors of phonemes produced by students of Muhammadiyah University of Bulukumba. This study applies a qualitative paradigm. The subjects of this study were second semester students of the Department of English Education with low proficiency levels at the University of Muhammadiyah Bulukumba. Students were asked to pronounce 24 consonant sounds at the beginning, middle, and end of the word to find the data. Students' pronunciation was then phonologically analyzed based on the classification of pronunciation errors found by Moulton, W. G. (1962).The results shows that errors in the pronunciation of English consonants are found in stop voicess, fricative, africative, nasal and semi-vowel consonants. The types of errors in the pronunciation of consonant phonemes are allophones, phonemics and phonetics errors. Allophone error is found in the stop voiceless consonants /p/, /t/, and /k/ which were found at the beginning of the syllable. Phonemic and phonetic errors are found in the pronunciation of voiced /v/, voiced /z/, voiceless /θ/, voiced /ð/, and voiceless /ʃ/. The same error is also found in voiceless /ʃ/ which was pronounced without using the sound /h/, as well as phonetic errors that was pronounced using the sound /t/. Phonetic errors are also found in the pronunciation of fricative sounds /tʃ/ and /dᴣ/, nasal /ƞ/ and semi vowel sounds /j/ which were pronounced not in accordance with the actual sound, thus other meaningless sounds are formed.

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Farah, Dr Lubna, and Rahim Ullah. "Aesthetics of the Phonemic Structure in the Quran." ĪQĀN 3, no. 02 (2021): 15–30. http://dx.doi.org/10.36755/iqan.v3i02.313.

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Phonetics have utmost importance in linguistics especially in the study of the Quran because it addresses the human being in such a unique linguistically sound the perfect way that whoever reads or listens to the Book of Allah abruptly finds an exceptional harmonization, beauty, and relief that is never felt while reading some book written by the man. There is no doubt that the listeners are spell-bound by the phonetics and the aesthetic phonemics of the Quran and most of them (who have been elevated by the Guidance of Allah) would be not only convinced with the very message of the Quran and eventually converted to Islam also. As far as the research methodology is concerned, a descriptive method has been adopted for the said research paper as this method deems appropriate for such topics and analyzing them briefly from all possible aspects. This research paper has discussed the aesthetic phonemic structure of the Holy Quran, especially focusing on the verses related to Moses (PBUH) and some of the main findings can be summarized as follows: The aesthetic phonetic structure of the Quran does have a definite effect on every human and each word of Quran with its specific phonetic force attracts the speaker and listener at the same time. Therefore, it can be concluded that Quran being the word of Allah leaves a very well-synchronized impact on the human beings.

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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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Abraham, Suzanne. "Differential Treatment of Phonological Disability in Children With Impaired Hearing Who Were Trained Orally." American Journal of Speech-Language Pathology 2, no. 3 (1993): 23–30. http://dx.doi.org/10.1044/1058-0360.0203.23.

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The efficacy of differential treatment of phonological disability was studied in children with moderate to severe sensorineural hearing impairments who presented with both phonetic and phonemic error types. Two treatments were administered to four subjects aged 5:0 to 10:5 with prelinguistic hearing impairment who had been trained orally. Phonetic treatment was modeled in accord with an articulation approach using syllable imitation. Phonemic treatment was modeled in accord with a phonological approach using meaningful minimal contrasts. Phonetic targets were consonant singletons; phonemic targets were phonological processes. Within each treatment, one target was trained; the other served as a control. Results indicated a tendency toward improved target production in training and generalization with phonemic treatment. Individual subject differences in training and in generalization were evident for the phonetic treatment. No between-treatment differences in training were found. However, between-treatment differences in generalization were significant. Clinical issues and implications of the findings are discussed.

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Lecours, André Roch, and Jean–Luc Nespoulous. "The phonetic—phonemic dichotomy in aphasiology." Aphasiology 2, no. 3-4 (1988): 329–36. http://dx.doi.org/10.1080/02687038808248933.

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Jassem, Wiktor. "More on German [ç] and [x]." Journal of the International Phonetic Association 21, no. 1 (1991): 42–44. http://dx.doi.org/10.1017/s0025100300006034.

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The two notes in JIPA 20(2) by Kohler (1990) and Ladefoged (1990) concerning the phonemic status of present-day Standard German ç] and [x] are one of many pieces of evidence that distributional (‘taxonomic’) phonemics has happily survived the thirty-year war with Generative Phonology and its offspring. But it is common knowledge among linguists that even half a century after Bloch's (1948) classic paper there is still no fixed and exhaustive set of postulates for phonemic analysis. Such questions as partial overlapping or neutralization or—especially important—‘grammatical prerequisites’ (Pike 1947, 1952) are still open issues, and it is quite probable that, at least for the last-named problem, there is no single, universal solution. In fact, it may very well be that languages differ inherently in this respect, and that for some of them the decision cannot be made in categorial terms. In nonextreme cases there may be at least two different solutions, each valid within its respective framework, one based on the assumption of the analytical primacy of grammatical (or part-grammatical) analysis, and the other on the reverse assumption of pure phonetic distribution. But even with juşt one of these alternatives, one given phonetic-environmental description may lead to a number of different solutions, as exemplified with particular conspicuity by Łobacz (1973). Admitting the alternative of primacy of morphemic analysis vs. pure phonetic distribution, she demonstrated that 504 (sic) different phonemic interpretations of one kind of Standard Polish are possible.

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Kohler, Klaus J. "Foreword by the President of the International Phonetic Association." Journal of the International Phonetic Association 31, no. 1 (2001): v—vi. http://dx.doi.org/10.1017/s002510030100113x.

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Since the 14th International Congress of Phonetic Sciences in San Francisco in August 1999, two decisive events have set signals for the future directions of phonetics in general and of the International Phonetic Association in particular. First of all, the Permanent Council for the Organization of International Congresses of Phonetic Sciences, the principal, quadrennial international forums for the presentation of phonetic research, and the Council of the International Phonetic Association, the oldest and most prominent scientific society of phonetics, separately voted in favour of a union, with the intention to affiliate the Permanent Council as a standing subcommittee to the IPA Council and to run future Congresses under the auspices of the IPA. This will broaden and intensify the activities of the IPA in all areas of Phonetic Science, even if the phonetic descriptions of languages will remain a traditional focus of attention. Secondly, a decision was taken by the IPA Executive to reach agreement for the Association's Journal to be published by Cambridge University Press. Upon the conclusion of the contract, we can now proudly present the first issue of volume 31 of the Journal of the International Phonetic Association under its new aegis. In conjunction, the two decisions taken by the IPA open up the prospect of a powerful international platform for the distribution of the state-of-the-art and new results in phonetic research.

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Bielova, Olena. "Outline of the problem of developing the phonetic level of speech in older preschool children with logopathology." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 5–14. http://dx.doi.org/10.32626/2413-2578.2023-21.5-14.

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The scientific article presents the theoretical position of modern research on the content of the phonetic level of speech. Attention has been focused on the problem of studying the components of the phonetic level of speech in older preschool children with normotypical psychophysical development and speech disorders. The phonetic level of speech in children with logopathology was experimentally investigated and a comparative analysis was carried out with peers with normotypical psychophysical development. The purpose of the study is to study the current state of formation of the phonetic level of speech in older preschool children with speech pathology. The task of the research: scientific and theoretical substantiation of scientific positions regarding the development of the phonemic level of speech in children with normotypical psychophysical development and outlining the features of its development in children with logopathology; definition of tasks and evaluation criteria for studying the phonemic level of speech; carrying out a comparative analysis of the results of the study of the state of formation on the development of the phonemic level of speech in children of older preschool age with normotypical psychophysical development and with logopathology. The methods of research are tasks aimed at researching the components of the phonetic level of speech, namely phonetic perception (the ability to differentiate phonemes that are similar in sound, distinguish a sound from a group of sounds, determine the sound in a word), phonetic analysis (the ability to determine the first and last sounds in a word, as well as the number of sounds in a word) and phonetic representation (the ability to correlate sounds with the name of an object) in older preschool children with normotypical psychophysical development and speech disorders. The results of the ascertainment experiment indicate that there are significant differences in the formation of the phonemic level of speech between the groups of the studied older preschool children with logopathology and those with normotypical psychophysical development. Phonemic processes in preschoolers with logopathology, as compared with normotypical indicators, develop with a delay, which leads to a number of errors: during phonemic perception, children do not recognize close-sounding sounds; do not know how to distinguish a sound from a group of sounds or in a word; during phonetic analysis – they incorrectly detect the first and last sounds in a word (name the first syllable or part of a word), make a mistake in determining the number of sounds in a word; during phonemic representation - cannot find the sound in the name of the object.

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Jerotijević Tišma, Danica. "CAN AUDIO-VISUAL TRAINING EQUALLY AFFECT PHONEMIC AND PHONETIC CONTRASTS? AN EXAMPLE OF L2 FRICATIVE PRODUCTION." Nasledje Kragujevac 18, no. 48 (2021): 317–35. http://dx.doi.org/10.46793/naskg2148.317jt.

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The paper explores the eﬀect of audio-visual perceptual training on Serbian EFL learners’ production of novel phonemic and phonetic contrasts in L2, specifically focused on fricatives. Hence, the paper aims at discovering whether audio-visual training has equal eﬀects at phonemic and phonetic levels, and also, whether the eﬀect is the same at two diﬀerent age/proficiency levels, 6th grade primary and 4th grade secondary school. In order to explore the phonemic level we concentrated on interdental fricatives, and for the phonetic level diﬀerences sibilant contrasts were included, following the predictions of the Perceptual Assimilation Model (Best 1994) and Speech Learning Model (Flege 1995). The testing for relevant acoustic information was per- formed prior to and immediately following the experimental period, when all the participants were recorded pronouncing a prepared sentence list containing target sounds. It consisted of measuring spectral moments, frication duration and comparison of spectrograms. The results of the audio-visual phonetic training proved especially beneficial for phonemic contrasts, i.e. interdental fricatives for both levels of age/proficiency, while sibilant contrasts showed insignificant progress. The age/proficiency level did not appear to be a significant predictor of the eﬀect of audio-visual training. Along with the empirical results, the paper likewise presents pedagogical implications important for pronunciation teaching and highlights the significance of phonetic training in the Serbian EFL context in particular.

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Dissertations / Theses on the topic "Phonetic"

1

Ashby, Patricia Doreen Scott. "Practical phonetics training and the nature of phonetic judgements." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289850.

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Mak, Yuet-sum. "Phonetic and phonemic inventories in developmental Cantonese relationship among complex features /." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208371.

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Thesis (B.Sc)--University of Hong Kong, 2002.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, 10 May, 2002." Also available in print.

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Liles, T., and A. Lynn Williams. "A Multiple Oppositions Approach with a Mixed Phonetic-phonemic Speech Disorder." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/2078.

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McGuire, Grant Leese. "Phonetic category learning." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1190065715.

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McGuire, Grant L. "Phonetic category learning." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1190065715.

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Garner, Joshua. "Resurgence of Phonetic Responding." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437733053.

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Flemming, Edward. "Phonetic Detail in Phonology." Department of Linguistics, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/227274.

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Assimilation and coarticulation both involve extending the duration of some property or feature. The similarities between these phenomena can be seen by comparing Basque vowel raising with vowel -to -vowel coarticulation in a language like English. In Basque the low vowel /a/ is raised to [el following a high vowel. This gives rise to alternations in the form of the definite suffix, /-a/ (de Rijk 1970): (1) sagar –a; 'apple (def.)'; mutil-e 'boy (def.)'. In an English sequence containing a low vowel preceded by a high vowel, like [-ilæ-] in 'relapse', the high vowel also conditions raising of the low vowel. But in spite of the parallels between these cases, standard analyses regard Basque vowel raising as phonological whereas the English vowel raising is regarded as non-phonological, being attributed to a phonetic process of coarticulation. In this paper, we will argue that this distinction is untenable. We will see that coarticulation can affect the distribution of contrasts, and therefore must be specified in the phonology. This opens up the possibility of giving a unified analysis of assimilation and coarticulation. Analyzing coarticulation as phonological implies that phonological representations contain far more phonetic detail than is usually assumed to be the case. Vowel-to-vowel coarticulation involves fine degrees of partial assimilation in that vowels assimilate only partially in quality, and the effects may extend through only part of the duration of a segment (e.g. Ohman 1966). This conclusion thus flies in the face of the standard assumption that the richness of phonological representations should be severely restricted in order to avoid over-predicting the range of possible phonological contrasts. So before we turn to evidence that coarticulation is phonological, we will lay the groundwork by examining the arguments for limiting the detail in phonological representations and show that they are based on very questionable assumptions.

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Soskuthy, Marton. "Phonetic biases and systemic effects in the actuation of sound change." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8946.

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This thesis investigates the role of phonetic biases and systemic effects in the actuation of sound change through computer simulations and experimental methods. Phonetic biases are physiological and psychoacoustic constraints on speech. One example is vowel undershoot: vowels sometimes fail to reach their phonetic targets due to limitations on the speed of the articulators. Phonetic biases are often paralleled by phonological patterns. For instance, many languages exhibit vowel reduction, a phonologised version of undershoot. To account for these parallels, a number of researchers have proposed that phonetic biases are the causal drive behind sound change. Although this proposal seems to solve the problem of actuation, its success is only apparent: while it might be able to explain situations where sound change occurs, it cannot easily explain the lack of sound change, that is, stasis. Since stability in sound systems seems to be the rule rather than the exception, the bias-based approach cannot provide an adequate account of their diachronic development on its own. The problem of bias-based accounts stems from their focus on changes affecting individual sound categories, and their neglect of system-wide interactions. The factors that affect speech production and perception define an adaptive landscape. The development of sound systems follows the topology of this landscape. When only a single category is investigated, it is easy to take an overly simplistic view of this landscape, and assume that phonetic biases are the only relevant factor. It is natural that the predicted outcomes will be simple and deterministic if such an approach is adopted. However, when we look at an entire sound system, other pressures such as contrast maintenance also become relevant, and the range of possible outcomes is much more diverse. Phonetic biases can still skew the adaptive landscape towards themselves, making phonetically natural outcomes more likely. However, their effects will often be countered by other pressures, which means that they will not be satisfied in every case. Sound systems move towards peaks in the adaptive landscape, or local optima, where the different pressures balance each other out. As a result, the system-based approach predicts stability. This stability can be broken by changes in the pressures that define the adaptive landscape. For instance, an increase or a decrease in functional load or a change in lexical distributions can create a situation where the sound system is knocked out of an equilibrium and starts evolving towards a new stable state. In essence, the adaptive landscape can create a moving target for the sound system. This ensures that both stability and change are observed. Therefore, this account makes realistic predictions with respect to the actuation problem. This argument is developed through a series of computer simulations that follow changes in artificial sound systems. All of these simulations are based on four theoretical assumptions: (i) speech production and perception are based on probabilistic category representations; (ii) these category representations are subject to continuous update throughout the lifetime of an individual; (iii) speech production and perception are affected by low-level universal phonetic biases; and (iv) category update is inhibited in cases where too many ambiguous tokens are produced due to category overlap. Special care is taken to anchor each of these assumptions in empirical results from a variety of fields including phonetics, sociolinguistics and psycholinguistics. Moreover, in order to show that the results described above follow directly from these theoretical assumptions and not other aspects of these models, the thesis demonstrates that exemplar and prototype models produce the same dynamics with respect to the observations above, and that the number of speakers in the model also does not have a significant influence on the outcomes. Much of the thesis focuses on rather abstract properties of simulated systems, which are difficult to test in a systematic way. The last chapter complements this by presenting a concrete example, which shows how the simulations can be linked to empirical data. Specifically, I look at the effect of lexical factors on the strength of contextual effects in sound categories, using the example of the voicing effect, whereby vowels are longer before voiced obstruents than they are before voiceless ones. The simulations implemented in this chapter predict a larger effect in cases where a given vowel category occurs equally frequently in voiced and voiceless environments, and a smaller difference where one of the environments dominates the lexical distribution of the vowel. This prediction is borne out in a small cross-linguistic production experiment looking at voicingconditioned vowel length patterns in French, Hungarian and English. Although this is only one of many predictions that fall out of the theory of sound change developed in this thesis, the success of this experiment is a strong indication that the research questions it brings into focus are worth investigating.

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Walker, Abby. "Phonetic Detail and Grammaticality Judgements." Thesis, University of Canterbury. Languages, Cultures and Linguistics, 2008. http://hdl.handle.net/10092/2179.

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This thesis investigates predictions of an exemplar account of syntax, by testing whether manipulating socially salient phonetic detail can alter the grammaticality judgements given to morpho-syntactic constructions in New Zealand English (NZE). Three experiments are were conducted as part of this thesis. The first tested the social saliency of different phonetic variables in NZE, and found phrase final /t/, which can be realised with or without a release, to be strongest. In the second experiment, phrase final /t/ was tested further, and manipulating the release significantly altered both the age and class ratings given to speakers. The way in which it did this reflected the patterns documented in production. In the third experiment, participants were asked to rate the grammaticality of the same sentences. When the results of the previous experiment were included in the statistical model, an effect of the variant came out as significant. The more participants had rated a speaker as older with the released variant in the previous experiment, the less they rated the sentence as grammatical with the released variant. That is, only the most socially salient realisations were able to alter perceived grammaticality. Overall, the results of this thesis suggest that speaker information and pho- netic detail can affect grammaticality judgements. This supports an exemplar model of syntax. Regardless of the theoretical implications of the findings however, the methodological ones are clear. If speakers and realisations of certain phonetic variables can alter grammaticality judgements, then they must be controlled for in the presentation of stimuli to participants.

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Harrington, J. "The phonetic analysis of stuttering." Thesis, University of Cambridge, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377223.

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Books on the topic "Phonetic"

1

Sue, Dickson, Dickson Sue, Dickson Sue, Dickson Sue, and Daly Vida, eds. Phonetic storybook. Modern Curriculum Press, 2004.

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Lyn, Fara J., MacDonald Lynda, MacDonald Lynda, Arvay Margaret, and MacDonald Lynda, eds. Phonetic storybook. Modern Curriculum Press, 2004.

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John, Local, Ogden Richard D. Phil, and Temple R. A. M, eds. Phonetic interpretation. Cambridge University Press, 2003.

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Sue, Dickson, Hubbard Hetty, MacDonald Lynda, Dickson Sue, Hubbard Hetty, and Hubbard Hetty, eds. Phonetic storybook. Modern Curriculum Press, 2004.

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Sue, Dickson, Dickson Sue, Dickson Sue, Dickson Sue, and Fara J. Lyn, eds. Phonetic storybook. Modern Curriculum Press, 2004.

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Edwards, Harold T. Applied phonetics workbook : a systematic approach to phonetic transcription. Singular Pub. Group, 1992.

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Šuštaršič, Rastislav. English-Slovene contrastive phonetic and phonemic analysis and its application in teaching English phonetics and phonology. Znanstveni inštitut Filozofske fakultete, 2005.

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Shashkina, Gul'nara, Viktoriya Agaeva, Elena Krasnoperova, Ol'ga Pokrovskaya, Tat'yana Terent'eva, and Tat'yana Uvarova. Diagnosis and correction of phonetic and phonemic underdevelopment in preschoolers. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1679988.

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The teaching manual examines modern ideas about phonetic and phonemic underdevelopment (FFN): clinical typology and psychological and pedagogical characteristics of preschoolers with FFN are given; speech examination, structure and content of correctional work of a speech therapist with children with FFN in accordance with the training and upbringing program are presented; issues of interaction between teachers of a preschool educational organization and the work of a speech therapist with parents are revealed. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, graduate students, teachers, speech therapists, teachers of preschool educational organizations.

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Pogonowski, Iwo. Polish-English, English-Polish: Complete phonetics, Pogonowski's simplified phonetic notation. Hippocrene Books, 1991.

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A, Maidment John, ed. Introducing phonetic science. Cambridge University Press, 2005.

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Book chapters on the topic "Phonetic"

1

Falaschi, Alessandro. "Phonetic Structure Inference of Phonemic HMM." In Speech Recognition and Understanding. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-76626-8_5.

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Moyal, Ami, Vered Aharonson, Ella Tetariy, and Michal Gishri. "Phonetic Search." In SpringerBriefs in Electrical and Computer Engineering. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6489-1_3.

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Weik, Martin H. "phonetic alphabet." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_13957.

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Duthie, Alan S. "Phonetic Features." In The Phonological Representation of Suprasegmentals, edited by Koen Bogers, Harry van der Hulst, and Marten Mous. De Gruyter, 1986. http://dx.doi.org/10.1515/9783110866292-018.

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Knooihuizen, Remco. "Phonetic Change." In The Linguistics of the History of English. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41692-7_3.

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Hu, Zhuanglin. "Phonetic Metaphor." In Metaphor and Cognition. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-3852-0_17.

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Hall, Nancy. "Incomplete phonetic neutralization." In Perspectives on Arabic Linguistics XXXI. John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/sal.8.01hal.

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Verhoeven, Jo, and Allen Hirson. "Phonetic notation systems." In Handbook of Pragmatics. John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/hop.13.pho1.

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Verhoeven, Jo, and Allen Hirson. "Phonetic notation systems." In Handbook of Pragmatics. John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/hop.m2.pho1.

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Carson-Berndsen, Julie, and Michael Walsh. "Phonetic Time Maps." In Text, Speech and Language Technology. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-2637-4_4.

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Conference papers on the topic "Phonetic"

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Kushner, P. S., L. A. Kistrina, and I. M. Kachan. "FORMATION OF PHONETIC SKILLS AT THE LESSONS OF FOREIGN LANGUAGE FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN HIGHER EDUCATION INSTITUTIONS." In SAKHAROV READINGS 2022: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute of Belarusian State University, 2022. http://dx.doi.org/10.46646/sakh-2022-1-172-176.

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The article discusses the importance of teaching phonetics as part of a short course of learning a foreign language, when the program does not provide a special introductory phonetic course for a new foreign language, examples of exercises for Spanish and French for the formation of correct pronunciation skills are given.

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Kochetkova, Uliana E. "SIGNIFICANCE OF DECIPHERING THE ADAM ALPHABET IN THE HISTORY OF PHONETIC RESEARCH." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.28.

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This study aims to consider the significance of deciphering the Hebrew alphabet for the history of phonetic thought. Hermetic and Kabbalistic teachings endowed the Hebrew language with a divine meaning. Traditionally considered as given to Adam by God, this alphabet was called the Alphabet of Adam. The novelty and relevance of the current work are defined by the lack of a comprehensive description of the relationship between these traditional ideas and phonetics. The need for it is caused by the earlier observations about the possible influence of the 17th century concepts on the results of later measurements of vowels with tuning forks, and by the widespread opinion about the low significance of this period in linguistic science history. Though there can be found some publications devoted to concrete authors of the 16th–17th centuries, their contribution to the development of phonetic sciences has not yet been acknowledged. The current research is based on primary and secondary sources in Latin, English, French and Russian. The analysis showed that deciphering the vowels of Hebrew alphabet led to the first attempt to accurately describe vowel acoustic features, the empirical study of their articulatory characteristics and to the search for the “ideal” alphabet built of iconic signs. It also allowed the authors to develop methods for teaching deaf-mutes and systematize vowels. Thus the initial hypothesis about the significance of deciphering the Alphabet of Adam for the history of phonetic thought was confirmed. Refs 25.

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Pietrowicz, Mary, and Karrie Karahalios. "Phonetic shapes." In the 2012 ACM annual conference extended abstracts. ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2223744.

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Yoo Hak Soo. "Korean Students’ Frequent Errors in Studying Russian Language." In IV Международный научный форум "Наследие". SB RAS, 2023. http://dx.doi.org/10.25205/978-5-6049863-1-8-128-133.

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The article is aimed at describing the phonetic, intonation, spelling, lexico-semantic and grammatical errors of Korean students that occur in the process of learning Russian. For the study, the comparison of Russian as the language being studied and the native speaker’s language was conducted. Russian speakers, for example, tend to ignore the correct pronunciation of certain vowels and consonants in the Russian language, which do not exist in the Korean language, and underestimate the role of stress as one of the most important factors of the Russian phonetic system. The present study compares the differences in pronunciation features between Russian and Korean, which affect the frequent errors among Korean students. In the case of teaching Russian outside the language environment, it’s more difficult to correct lexicosemantic and syntactic errors of students than phonetic and morphological errors because of the filter of the native language. If a student is exposed to the Russian language dominant environment, pronunciation and intonation mistakes are corrected naturally in the process of comprehensive communication with native speakers. Thus, the study attempts to describe the difficulties of learning Russian as a foreign language to a Korean student audience. A comparison of phonetics, vocabulary, and grammar of Russian and Korean languages is given in examples. Recommendations of theoretical and practical significance for learning Russian will be discussed

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Sanderman, Angelien A., and Renè Collier. "Phonetic rules for a phonetic-to-speech system." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-668.

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Laprie, Y. "Phonetic triplets in acoustic-phonetic decoding of continuous speech." In [Proceedings] ICASSP 91: 1991 International Conference on Acoustics, Speech, and Signal Processing. IEEE, 1991. http://dx.doi.org/10.1109/icassp.1991.150303.

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Taguchi, Chihiro, Yusuke Sakai, Parisa Haghani, and David Chiang. "Universal Automatic Phonetic Transcription into the International Phonetic Alphabet." In INTERSPEECH 2023. ISCA, 2023. http://dx.doi.org/10.21437/interspeech.2023-2584.

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Zobel, Justin, and Philip Dart. "Phonetic string matching." In the 19th annual international ACM SIGIR conference. ACM Press, 1996. http://dx.doi.org/10.1145/243199.243258.

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Kohler, M. A., W. D. Andrews, J. P. Campbell, and J. Herndndez-Cordero. "Phonetic speaker recognition." In Conference Record. Thirty-Fifth Asilomar Conference on Signals, Systems and Computers. IEEE, 2001. http://dx.doi.org/10.1109/acssc.2001.987748.

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Jin, Qin, Tanja Schultz, and Alex Waibel. "Phonetic speaker identification." In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-409.

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Reports on the topic "Phonetic"

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Glass, James R. Finding Acoustic Regularities in Speech: Applications to Phonetic Recognition. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada207072.

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Phillips, Michael, James Glass, and Victor Zue. Modelling Context Dependency in Acoustic-Phonetic and Lexical Representations. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada460564.

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Tsai, Jillian. Teaching Phonetic-ideograph Rules to English Speaking Students of Chinese. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7202.

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Zahorian, Stephen A. Detailed Phonetic Labeling of Multi-language Database for Spoken Language Processing Applications. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada614725.

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STANDARD OBJECT SYSTEMS INC. Advanced Audio Interface for Phonetic Speech Recognition in a High Noise Environment. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada373461.

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Alexander, Beverly. A comparison of the time taken to administer and analyze phonologic and phonetic tests. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5738.

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Pfister, M. Software Package for Speaker Independent or Dependent Speech Recognition Using Standard Objects for Phonetic Speech Recognition. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada341198.

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Mahieva, L. H. Phonetic transformation of the Arab-Persian words in the terminology of the modern Karachay-Balkar language. КБНЦ РАН, 2018. http://dx.doi.org/10.18411/mlh_8.

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Pabón Méndez, Mónica Rocío, Silvia Andrea Tarazona Ariza, Alfredo Duarte Fletcher, and Nelly Johana Álvarez Idarraga. English Vowel Sounds: A Practical Guide for the EFL Classroom. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcgp.78.

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This guide was created as a response to the needs of the English phonetics and phonology class of the undergraduate Teaching Program of the Faculty of Education at Universidad Cooperativa de Colombia, where the English language is approached in a more technical, professional, and theoretical way that implicitly leads to an active and meaningful practice in the classroom with simple exercises but challenging enough for the initial level of the students. The guide gives priority to the vowel sounds of English since they are different from those in the Students’ Spanish linguistic inventory, thus, each of the short and long sounds are explained with clear examples. Finally, the guide comes with a QR code that can be easily scanned from any mobile device to access the audios of the proposed exercises to be studied in class or independently by students.

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Andrews, David. A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6634.

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