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Dissertations / Theses on the topic 'Phonetics – Study and teaching'

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Published: 4 June 2021

Last updated: 9 February 2022

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1

Marthinussen, Patricia Joyce. "Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.

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Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2011
This study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.

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2

Park, Micah William. "Teaching Intonation Patterns through Reading Aloud." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.

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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.

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3

Sagayama, Junko. "On Cantonese learners' handing of phonetic length in Japanese." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31572108.

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4

Picard, Marc. "On teaching the pronunciation of allophones : the case of flapping in North American English." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32937.

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This study is primarily concerned with the issue of determining whether it is worthwhile to try to teach the correct pronunciation of subphonemic segments in ESL courses. It focuses specifically on the allophones [J, J] produced by the Flapping (or Tapping) of medial and final alveolar stops in North American English. Through an exhaustive examination of the ESL and TESL pronunciation manuals that have been published in the last thirty years or so, an assessment is first made of the manner and extent to which this widespread phonological process has been dealt with by the authors of such books. These findings are then compared with the opinions expressed by researchers in the field of second language education in order to determine what sort of consensus currently exists on this issue. The general conclusion is that since flaps are demonstrably the most salient of all NAE allophones and occur as phonemes in the first language of many ESL learners, these segments should be given due consideration in any pronunciation curriculum.

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Chim, Kin-wai, and 詹建慧. "The effects of phonics teaching on Hong Kong children's English reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38670410.

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6

Tang, Shuk-yee, and 鄧淑儀. "The phonics approach and reading English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.

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7

Chan, Siu-wing, and 陳兆榮. "When the Cantonese "b" is the English /p: stop-consonant voicing strategies across languages." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841458.

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8

Pung, Ah-ang, and 馮世鴻. "The teaching of phonics and its relationship to proficiency inreading-related tasks in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31945193.

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9

Li, Yuting. "Early Cantonese transliterations as a phonological basis for modern Hong Kong English." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/710.

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The research question of this dissertation is whether the early Cantonese-English contact provides a phonological basis to the development of Hong Kong English (HKE henceforth). The dissertation provides an affirmative answer by studying four Cantonese-English bilingual dictionaries in the mid 19th and early 20th centuries. The empirical evidence from the four bilingual dictionaries reveals three types of phenomena: inheritance, stabilization, and deviation. The phenomenon of inheritance refers to the phonological features discovered in the early Cantonese-English contact that have persisted in modern HKE. The phenomenon of stabilization includes the phonological features of the early Cantonese-English contact that are fortified and regularized in modern HKE. The phenomenon of deviation indicates certain phonological features of the early Cantonese-English contact differ from those of modern HKE. The findings of the dissertation fill two research gaps in the literature of HKE. One research gap is the omission of the English acquisition patterns for average Hongkongers before mass English-language education was implemented in the 1970s. For the Hongkongers who had no access to formal schools, the Cantonese-English bilingual dictionaries were used as the learning materials in self-study or private schools. The other research gap is the lack of a historical perspective into the variations of modern HKE phonology. Most of the studies on HKE are synchronic in nature and fail to realize that the variations may be derived from the two different English acquisition patterns in history. This dissertation reveals that the phonology of the functional bilinguals in HKE (the HKE speakers who could use English for various formal and informal needs) might be influenced by the phonological features of inheritance and stabilization discovered in the early Cantonese-English contact. The findings establish the historical connections behind modern HKE phonology, enhancing the recognition of HKE as an autonomous New English Variety. This enables HKE to be the symbol of solidarity for Hongkongers. This dissertation investigates the historical data from the Cantonese-English bilingual dictionaries that remain largely unstudied for a long time. Transformed into a retrievable dataset, the historical data can be used for linguistic theorizing.

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10

Eda, Sanae. "Processing of intonation patterns in Japanese implications for Japanese as a foreign language /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1086187589.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains xiv, 164 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Mari Noda, Dept. of East Asian Languages and Literatures. Includes bibliographical references (p. 157-164).

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11

Metcalfe, Marta J. "Teaching phonics skills to young children via the formation of generalized equivalence classes." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137509.

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An equivalence class exists if the stimuli that comprise the class are related by the properties of reflexivity, symmetry, and transitivity. Through these properties, new behavior that has not been taught emerges. For example, when taught to match Set A stimuli to Set B stimuli and to match Set A stimuli to Set C stimuli, if equivalence classes have formed, subjects will (with no explicit instruction) match Set B stimuli to Set C and Set C stimuli to Set B stimuli. Although equivalence classes have been studied extensively, few studies have considered the application of this technology to educational concerns. The purpose of this study was (a) to determine if phonics skills could effectively and efficiently be taught to young children through the formation of equivalence classes and (b) to investigate the generality of those acquired skills. Using a conditional discrimination procedure, children were taught to match printed letters to dictated phonetic sounds and to match the initial sound of pictured items to dictated phonetic sounds. Test results indicated that equivalence classes had emerged and that generalization did occur. The children could match the initial sound of pictured items to printed letters and vice versa and could name letter sounds and initial sounds of pictured items. During generality testing, each child could identify the initial sound of several novel pictured items and could sound out the letters within the words. However, reading did not occur. Only 1 of 5 children could blend the sounds of letters into recognizable words. A significant difficulty encountered throughout the study was maintaining the children's motivation, possibly due to the children's inexperience in attending to academic tasks. This study did, however, demonstrate that the formation of equivalence classes is an effective and efficient method for teaching phonics and that the formation of generalized equivalence classes is effective in extending those taught relations to novel stimuli.
Department of Special Education

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12

Mellen, Brad. "Teaching reading in China : phonics versus whole word /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.

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13

Siok, Wai-ting, and 蕭慧婷. "The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29799429.

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Pérez, Ana María. "Teaching literacy to first grade bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2572.

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This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.

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Ip, C. W., and 葉彩雲. "The teaching of phonics and its effectiveness in dealing with reading disability in Hong Kong: a case study of agroup of form one students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29649808.

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Lo, Yuen-fan Mandy, and 盧婉芬. "Unknown words in non-instructional texts: ESLprimary learners' strategy use and their perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963110.

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Walker, Nancy Watkins. "Word study: An interactive approach to word solving." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1630.

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19

Evinger, Kathryn Lynn. "Understanding the importance of phonemic awareness." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1628.

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The goal of this project will be to design a phonemic awareness handbook which will be discussed at a kindergarten staff in-service. The information in the handbook will explain the concept of phonemic awareness and its importance to successful reading acquistion. The handbook will also provide some phonemic awareness assessment inventories as well as some activities.

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MacDougall, Lisa Kathryn Denham. "Building spelling concepts through word study." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.

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21

Brown, Kelly Sue. "Author studies: Connecting children with the world of books." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/974.

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22

Ha, Kwok-yin Lucia, and 夏幗賢. "The significance and development of phonological awareness in learningto read English among Chinese Children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29523436.

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23

勞皓珍 and Ho-chun Rebecca Lo. "The relationship between phonological awareness and reading ability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B2682274X.

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24

Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.

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25

Akbarzadeh, Parisa. "Comparing music, lyrics, and singing in teaching Swedish children the phonetics of English." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102796.

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Throughout time, teachers, philosophers and scientists have recognized the valuable place of music for language learning and correct pronunciation. There are many researches over the last twenty years who has worked on different theories of language learning through different strategies. Many of the researchers find the pedagogical relations between language and music. The first part of this pilot study focuses on the factors that influence learning the second language as English by different theories. The study continues on comparing different strategies of learning the phonetics and correct pronunciation of English words by examining their learning through different ways such as hearing and reading.

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26

Cham, Hoi-yee Rebecca. "A cross-linguistic study of the development of the perception of lexical tones and phones." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38823299.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 25-28) Also available in print.

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27

Pandeli, Helen. "The articulation of lingual consonants : an EPG study." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239556.

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28

Tomes, Hilary. "Developing literacy skills : a study of bilingual children's reading." Thesis, University of Reading, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262261.

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29

Villagomez, Delia. "Mini shared reading: A mediational reading strategy." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1761.

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This project presents a reading strategy in which students who are learning to read are introduced to the reading process in a comprehensible manner regardless if it is in the student's primary language.

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Pérez, Mercedes. "Patterns of invented spelling in Spanish." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2209.

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This study proposes to examine the invented spelling patterns that Spanish speaking children create in their writing. Their writing samples were then transcribed and each word was categorized as either conventional or an invented spelling.

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Krull, Diana. "Acoustic Properties as Predictors of Perceptual Responses : a Study of Swedish Voiced Stops." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 1988. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40213.

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In speech recognition algorithms and certain theories of speech perception the interpretation of the signal is based on " distance scores " for comparisons of the signal with stored references; in these theories, perception is seen as a product of stimulus and experience. The aim of the present thesis is to evaluate such distance measures by investigating the perceptual confusions of the Swedish voiced stops [b,d,q,g] in systematically varied fragments of vowel-consonantvowel stimuli providing 25 vowel contexts for each consonant. To what extent can perceptual identifications be accounted for in terms of the acoustic properties of the stimuli? Short stimulus segments following stop release, chosen to elicit perceptual confusions, constituted the main material for this investigation. The resulting confusions were shown to form a regular pattern depending mainly on the acute/grave dimension of the following vowel. The acoustic distances calculated were based partly on formant frequencies at the consonant-vowel boundary, partly on filter-band spectra. B oth models provided distance measures which revealed regular patterns related in their essentials to the confusions. However, the predictive capacity of both models was improved by including the dynamic properties of the stimuli in the distance measures. The highest correlation between predicted and observed percent confusions, r=.85, was obtained with the fOlmant-based model. The asymmetries in the listeners' confusions were also shown to be predictable given acoustic data on the following vowel and were included in the calculations.
För att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se

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Geng, Christian. "A cross-linguistic study on the phonetics of dorsal obstruents." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät II, 2010. http://dx.doi.org/10.18452/16077.

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Die vorliegende Dissertation befasst sich mit den artikulatorischen und perzeptiven Charakteristika der palatalen Artikulationsstelle, wobei der empirische Schwerpunkt auf der Untesuchung des ungarischen palatalen Obstruenten liegt. Die Motivation für diese Forschungsfrage ist der Tatsache geschuldet dass sich eine beträchtliche Anzahl instrumentalphonetischer Arbeiten sowohl aus dem Bereich Sprachproduktion als auch aus dem Bereich Perzeption mit den drei Hauptartikulationsstellen - labial, alveolar und velar - auseinandergesetzt hat. Im Vergleich dazu befasst sich vergleichsweise wenig Forschungsliteratur mit der der Klasse der Paltale. Der einleitende Teil der Arbeit fasst die theoretischen Ansätze zum Thema sowohl aus phonologischer als auch aus phonetischer Sicht zusammen. Die Ergebnisse des empirischen Teils der Arbeit demonstrieren einige durch palatale Segmente hervorgerufene instrusive Effekte, wenn diese als zusätzliche Antworkategorie zu den drei Hauptartikulationsstellen in Experimenten zur kategorialen Wahrnehmung präsentiert werden. Artikulatorische Studien mittels Elektormagnetischer Artikulographie (EMA) weisen den ungarischen Palatal als dorsopalatal mit diesbezügluch charakteristischen koartikulatorischen und biomechanischen Features aus.
This dissertation presents articulatory and perceptual characteristics of the palatal place of articulation with the focus on the Hungarian palatal obstruent. This research question is motivated by the fact that a lot of instrumental research in perceptual but also articulatory phonetics has concentrated on the study of the three major - labial, alveolar and velar - places of articulation whereas substantially less attention has been devoted to segments from the palatal class. The introductory part summarises the relevant foundations from both phonetic and phonological perspectives. Empirical cross-linguistic work demonstrates some intrusive effects of the palatal segment when introduced in an experimental setup manipulating transitional parameters in a Categorical Perception study. Studies by means of Electromagnetic Articulography phonetically qualify the Hungarian palatal as a dorsopalatal with characteristic coarticulatory and biomechanic features.

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Yuan, Anthony. "Acoustic study of the Cantonese diphthongs." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209375.

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Thesis (B.Sc)--University of Hong Kong, 1996.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.

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34

Yigezu, Moges. "A comparative study of the phonetics and phonology of Surmic languages." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211520.

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35

Liu, Yuk-ling, and 廖玉玲. "A comparative study of the phonetic transcriptions in Changyongzi Guangzhouhua duyinbiao and Yueyin zhengdu zihui." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42926233.

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Garcia-Lecumberri, Maria Luisa. "Intonational signalling of information structure in English and Spanish : a comparative study." Thesis, University of London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261807.

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Salazar-Dawes, A. "The realizations of final 's' in Caracas Spanish : An experimental study." Thesis, University of Edinburgh, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234175.

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Hillyard, Lisa Wittenberg. "A dialect study of Oregon NORMs." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/3628.

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The pioneers and settlers of the Oregon Territory were not of one ilk. They came from various places and brought their separate speech patterns with them. This study sought to identify which major North American English dialect was present in the first half of the 20th century in Oregon. Analysis relied on the descriptions for the Southern, Northern, Midlands, and Western dialects. Some dialect features have acoustic measurements attached to their descriptions, and others do not. The analytical process was based on acoustic measurements for vowel classes and individual tokens, as well as global observations about the place of a particular class means within the larger vowel system. Findings indicate weak presence of Southern and Western speech patterns. The Northern and Midlands dialects were present, but they were not advanced. No single dialect predominated. Part of the process attempted to find a dialect diagnosis to help determine a one-step indicator as to which dialect may be present. Observations implied that the front/back relation of /e/ and /o/ is a reliable dialect indicator.

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Delmege, James W. "CLASS : a study of methods for coarse phonetic classification /." Online version of thesis, 1988. http://hdl.handle.net/1850/10449.

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Yan, Kam-sum Tom. "Dyspraxia of speech in a British family an acoustic study of diphthong production /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890999.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-31) Also available in print.

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Henton, Caroline Gilles. "A comparative study of phonetic sex-specific differences across languages." Thesis, University of Oxford, 1986. http://ora.ox.ac.uk/objects/uuid:0c4b9ca7-6b19-4832-9ace-bc1d142ac8ae.

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Extensive reviews of phonetic and phonological investigations into sex-related differences reveal a mottled history. The investigations suffer from methodological and theoretical deficits: the most serious being the misrepresentation of the interaction between variables, a lack of homogeneous data and its misinterpretation, and the widespread neglect of women's speech. Existing phonetic databases are shown to be inadequate and poorly-controlled, admitting too many unwanted variables. A very tightly-controlled database, constructed for this research, contains data for eighty female and male speakers of two accents of British English. This contribution is regarded as important per se. Digital acoustic analysis of the data permits quantification of the phonetic divergence shown by the sexes in British English. Previous attempts to normalize the acoustic effects of speaker-sex on vowels have been largely unsuccessful. Here, the application of an innovative auditory normalization procedure reflects how perceptual normalization may be achieved. It further demonstrates that male/female phonetic differences remain after normalisation, which cannot be accounted for by anatomy, but are accountable by social-role conditioning (i.e. learned). These differences are statistically significant. Speaker-sex and gender are thus shown to interact at the phonetic level. Extending this technique to five other languages/dialects corroborates the central hypothesis that the degree to which the sexes diverge phonetically will vary from speech-community to speech-community. Exploration of the possibility that contoids will reveal similar systematicity shows this to be unlikely across languages. The examination of suprasegmental sex-associated differences, however, merits further pursuit. Implications of these experimental findings are discussed for 'inter alia' speech technology, language-planning and medical aids. Using sex-linked differential voice quality as a springboard, it is suggested that sex-appropriate norms are required in speech pathology. The need for socio- phonetics to be recognized as an important new discipline is thus underlined.

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Magloughlin, Lyra. "/tɹ/ and /dɹ/ in North American English: Phonologization of a Coarticulatory Effect." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37589.

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This dissertation argues that the affrication of /t/ and /d/ before /ɹ/ is an active sound change in progress that has been phonologized. Despite numerous references to it in the literature, no experimental work has been undertaken to investigate the phenomenon. This dissertation aims to fill that gap. Conducted over three separate studies, the research presented in subsequent chapters explores three specific questions: Q1: Apparent Time Study – Is the phenomenon of /tɹ/ and /dɹ/ affrication in English a sound change in progress? Q2: Production Study – Are English /t/ and /d/ in /tɹ/ and /dɹ/ clusters articulated like prevocalic [t] and [d], like prevocalic [tʃ] and [dʒ], like neither, or like both? Q3: Perception Study – Do English speakers categorize affricated variants of /t/ found in /tɹ/ clusters as T or CH? Chapter 2 presents results from an Apparent Time Study, which examines sociolinguistic interview data from a corpus of Raleigh, North Carolina English speakers of different ages, all born in the 20th century. The Raleigh corpus is considered to be a suitable choice for conducting this investigation for several reasons. First, it is expected that the phonetic motivation for /tɹ/ and /dɹ/ affrication will be present in any English-speaking community. Second, Raleigh experienced an influx of technology workers to the area from Northern regions of the United States in the middle of the 20th century, following the development of Research Triangle Park (RTP), making it plausible that the resulting dialect contact may have led to the introduction of novel affricated variants to the region. Third, /tɹ/ affrication has been implicated in s-retraction (in /stɹ/ clusters), which is a sound change in progress that has been reported in Raleigh English. The Apparent Time Study aims to determine whether /tɹ/ and /dɹ/ affrication, if present, is a sound change in progress and/or whether the emergence of affricated variants may have been the result of dialect contact. Building on these findings, Chapter 3 presents results from a Production Study conducted in Raleigh, North Carolina, which captures audio, ultrasound, and video data in order to investigate how English speakers’ /tɹ/ and /dɹ/ sequences are coarticulated. The Production Study provides an opportunity to find out how affricated variants of /t/ and /d/ before /ɹ/ are articulated. Chapter 4 presents results from a Perception Study, which explores how listeners (from the Production Study) categorize affricated variants of /t/ spliced from before /ɹ/. Chapter 5 compares results from across studies, and Chapter 6 provides a general discussion and conclusion.

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43

Pham, Minh Cuong, and n/a. "Towards a syllabus in teaching English pronunciation to Vietnamese students in Hanoi Foreign Languages College." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060704.101218.

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English has been taught in Vietnam for about forty years and the number of English learners increases every year. Whatever the course of teaching English may be, the teaching of pronunciation is always a beginning part of it. The materials used in teaching pronunciation vary from schools to colleges, but the way of teaching is always the same. It means that students have to imitate what the teachers have pronounced with a very simple explanation of how to pronounce it. This causes great problems, because not all teachers have correct pronunciation and not all students can imitate the teachers in the right way. At the Hanoi Foreign Languages College, students are trained to be teachers of English. They not only need to have correct pronunciation, but also need to know how to pronounce sounds. In order to teach pronunciation effectively, they need to have a certain knowledge of phonetics and know the difference and similarity between the sound systems of English and Vietnamese. To help awareness of the necessity of good pronunciation and the present problems associated with teaching it, this report: a/ points out the importance of teaching English pronunciation in teaching English; b/ gives an overview of English teaching in general and the teaching of pronunciation in particular. To improve the teaching of pronunciation at the Hanoi Foreign Languages College, this report: c/ makes a comparison between sound systems of English and Vietnamese; d/ proposes material for the teaching of pronunciation for the Vietnamese students of the Hanoi Foreign Languages College, bearing in mind the context of the Vietnamese teaching and learning situation. It is hoped that this report will be of practical use: for teachers and students in the Hanoi Foreign Languages College.

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44

Barto, Karen Anne. "Mandarin Speakers' Intonation in their L2 English." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/347161.

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In the field of second language acquisition, a great deal of work has been done on first (L1) to second language (L2) transfer of linguistic patterns from various levels of language, ranging from syntactic (i.e., Clahsen & Felser, 2006; Dussias, 2003; Nicol et al., 2001) and lexical (i.e. Jiang, 2004; Kroll & Tokowicz, 2001) to sound patterns at the segmental level (i.e. Flege, 1987; Flege & McKay, 2004; see work of Flege and colleagues). However, an area that has previously received less attention is that of L2 intonation, especially that of native speakers of a non-intonation language (some exceptions: Chen, 2007; McGory, 1997; Nguyen et al., 2008). The present study seeks to fill that gap, considering the L2 English intonation patterns of native speakers of Mandarin, a tone language. This work was approached from an experimental phonetic perspective, though it draws from theoretical work on intonation of both phonological and phonetic nature (intonational phonology of Ladd, 2008; see work of Ladd and colleagues, and PENTA of Xu & Xu, 2005; see work of Xu and colleagues). A series of production experiments was undertaken with native English speakers as a control group, and Mandarin speakers of higher proficiency (university students in America). Experiments treated stress patterns at the lexical level through production of target items in narrow focus, as well as treating the changes seen in such target items at different intonational points in sentences, elicited in a broad focus production experiment. In addition, the intonational patterns of questions vs. statements and contrastive focus were investigated. Because Mandarin is a lexical tone language, its speakers may tend to produce lexical items similarly regardless of their intonational situation, implementing a sort of lexical tonal transfer strategy. Even lexical tone languages have complementary intonation patterns, however, and these may also be transferred to English (Chen, 2007; Gussenhoven, 2004; Liu, 2009; McGory, 1997; Xu & Xu, 2005). In fact, results do indicate evidence of transfer at the tonal level, where it appears that a rising tone 2 is mapped onto English stressed syllables, and a falling tone 4 is mapped onto post-stressed syllables. Results also indicate intonational transfer, with a lack of sentence-final lowering in broad focus statements, as well as pitch patterns that can lead to an overall higher register in yes/no questions and post-focal lowering in contrastive focus questions.

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45

Zou, Yun. "Integrated vs independent processing of lexical tone and rime in mandarin sentence comprehension : an event-related potential study." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/715.

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Although tone plays an important role in Chinese speech perception, many issues regarding tone processing remained debatable. Among these issues, whether tone and segment are integrally or independently processed is the one that motivated this study. To investigate the integration vs. independence view of tone and segment (i.e., rime in this study) processing during Mandarin sentence comprehension, the present experiment adopted the violation paradigm and event- related potential (ERP) recording. Participants heard a series of sentences and judged whether each sentence made sense or not after its offset. The sentences included congruous sentences that embodied the original word (e.g., "观众"/guan1-zhong4/; "audience") and incongruous sentences that were created by mismatching tone (e.g., "观肿"/guan1-zhong3/), rime (e.g., " 观赚"/guan1-zhuan4/) or tone-plus-rime (e.g., "观转"/guan1-zhuan3/) of the second syllable of the original words in the congruous sentences. Larger N400 (250-400 ms) and P600 (500-700 ms) were evoked by the incongruous sentences than congruous sentences. Among the incongruous sentences, the N400 elicited by double violation (i.e., tone-plus-rime violation) was larger than rime violation, which was in turn larger than tone violation. The P600 evoked by tone violation was larger than rime violation in 500-600 ms, but they were comparable in 600-700 ms. In addition, the P600 evoked by tone and rime violation were both larger than double violation. The different ERP effects among the three violation conditions supported the independence view of tone and rime processing. Based on the results, a dynamic model of spoken word processing was proposed, in which the functional dissociation of tone and segment across different stages was taken into consideration.

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46

Backhouse, Åsa. "Los Principales Problemas Fonéticos y Fonológicos en la enseñanza del Español para Extranjeros." Thesis, Högskolan Dalarna, Spanska, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-5559.

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The purpose of this study is to investigate the most common phonetic and phonological difficulties in the teaching of Spanish as a foreign language. The study has been based on the following questions: Which difficulties can teachers encounter when teaching phonetics and phonology? Which difficulties can students encounter when learning phonetics and phonology? How is phonetics and phonology taught? In order to be able to investigate the difficulties, a questionnaire has been handed out to five experienced teachers. The results of the questionnaires, together with the theory, has been analysed in the analysis. The outcome of the analysis shows that several difficulties can be detected in both the teaching and in the learning process. The results of the questionnaires also show us that the teachers mostly teach phonetics the same way: through repetition and imitation, the conductive method, and very few think outside of the box to encounter new methods.

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Osborne, Denise Maria, and Denise Maria Osborne. "The Acquisition of Fine Phonetic Detail in a Foreign Language: Perception and Production of Stops in L2 English and L1 Portuguese." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/620956.

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This study investigated the perception and production of L2 English and L1 Portuguese stops in initial position by analyzing the acquisition of voice onset time (VOT) categories. 36 Brazilian Portuguese (BP) learners of English and 36 monolingual BP speakers, all of them living in Brazil, participated in this study. There were two language sessions, English and Portuguese (monolinguals took part in the Portuguese session only). In each language session, participants took part in a production and a perception task in the respective language (the tasks were mirror-images of each other). To elicit the production data, participants took part in a delayed repetition task. To elicit the perception data, participants took part in a two-alternative forced-choice identification test. The analysis of the data showed that improvement in L2 may entail improvement in L2 perception of stops. On the other hand, the lack of effects of proficiency in L2 production of stops may suggest occurrence of learning stabilization of L2 VOT categories. L1 phonetic drift was observed in the production of the Portuguese /b/, /k/, and /g/ (but not for /p/). However, no effects of L2 learning on L1 was observed for the perception of Portuguese /b/-/p/. L2 learners who had learned English in their L1 country and in formal settings demonstrated that they were able to form new phonetic categories for the production of /p/, /b/, and /g/. The higher-proficiency group (but not the lower-proficiency group) demonstrated that they developed language-specific phonetic strategies for /p/-/b/ since they were able to process the same set of sounds on a continuum from /b/ to /p/ as either L1 or L2 stops as a function of language mode. The perception study showed that language-specific phonetic strategies, which had been observed among highly fluent bilinguals, could also be possible for this population.

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Taylor, Elisa. "A Sociophonetic Study of /s/ Weakening in Andalusian Spanish." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1220.

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The phenomenon of /s/ weakening is common among many varieties of Spanish, from Latin America to southern Spain (Lipski (2011), Samper Padilla (2011)). This project will focus specifically on coda /s/ weakening in Andalusian Spanish, the social factors that influence it, and the language ideologies surrounding the dialect. Previous research has found that social factors influencing /s/ weakening include social class, gender, and education level (Lipski (2011), Samper Padilla (2011), Holmquist (2008), Terrell (1981), Fontanella de Weinberg (1973)). Studies on /s/ weakening in Andalusian Spanish have mainly focused on the functional compensation for the loss of /s/, but little research has been found on the social factors conditioning /s/ weakening in Andalusian Spanish (Rincon-Perez (2015), Carlson (2006), Ranson (1993), and more). This study will examine how the social factors of gender and class influence the presence of /s/ weakening in participants from Granada. Traditionally in studies of /s/ weakening, the discussion of variation has been limited to the categories of retention, aspiration, or deletion. However, this approach does not fully encompass the entire possibility of variety for /s/ because not all tokens of /s/ are equal in strength. By using the acoustic measurements of center of gravity (COG) and duration as continuous variables, /s/ weakening can be analyzed more precisely and comprehensively (Erker (2010), File-Muriel & Brown (2011)). Data for this research project was gathered in person from ten university-aged Andalusian Spanish speakers (5 female, 5 male) in Granada, Spain. Participants completed a demographic survey, reading passage, and participated in a thirty-minute sociolinguistic interview which included questions about participants’ language ideologies. Data was analyzed by measuring the duration and COG of all tokens of coda /s/ in participants’ speech using a Praat script. Statistical analysis was performed in RBrul to determine the relevant social and linguistic factors influencing /s/ weakening. Results showed that there was a significant correlation between duration and social class, as well as between duration and token position in word and phrase. No significant correlation between COG and any of the social or linguistic variables was found. The language ideologies of participants were also analyzed, and the results revealed that participants were generally aware of their distinctive dialect and its negative perceptions and that the majority of participants said that they had been judged for the way that they talked. These results are mostly consistent with the previous research, but the lack of correlation between COG and any of the variables was surprising.

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49

Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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50

"Patterns of phonological awareness and their effects on reading English in primary 1, 2 and 3 Chinese children." 2001. http://library.cuhk.edu.hk/record=b5891361.

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Lam Wai Yung.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references (leaves 126-133).
Abstracts in English and Chinese.
Abstract --- p.i
Acknowledgement --- p.iv
Table of contents --- p.v
Chapter Chapter 1 --- INTRODUCTION --- p.1
Chapter 1 .1 --- Background --- p.1
Chapter 1.2 --- Purposes of The Study --- p.7
Chapter Chapter 2 --- LITERATURE REVIEW --- p.8
Chapter 2.1 --- Phonological Awareness and Reading --- p.8
Chapter 2.1.1 --- Word recognition and reading --- p.8
Chapter 2.1.2 --- Relationship between phonological awareness and reading performance --- p.9
Chapter 2.2 --- Two Views About Levels of Phonological Awareness --- p.12
Chapter 2.2.1 --- Linear view of levels of phonological awareness --- p.13
Chapter 2.2.2 --- Hierarchical view of levels of phonological awareness --- p.14
Chapter 2.3 --- Measurement of Phonological Awareness --- p.16
Chapter 2.3.1 --- Various task types --- p.17
Chapter 2.3.2 --- Various levels of difficulty of phonological tasks --- p.22
Chapter 2.3.3 --- Task analysis studies --- p.23
Chapter 2.4 --- Development of Levels of Phonological Awareness --- p.26
Chapter 2.4.1 --- Developmental sequence of phonological awareness --- p.26
Chapter 2.4.2 --- Underlying reasons for the sequential development --- p.29
Chapter 2.5 --- Levels of Phonological Awareness and Reading --- p.30
Chapter 2.5.1 --- Syllable awareness and English reading --- p.31
Chapter 2.5.2 --- Phoneme awareness and English reading --- p.32
Chapter 2.5.3 --- Onset-rime awareness and English reading --- p.34
Chapter 2.6 --- Chinese Reading English as A Second Language --- p.39
Chapter 2.6.1 --- Orthographic and phonological differences between Chinese and English --- p.39
Chapter 2.6.2 --- Influence of learning Chinese on phonological awareness - --- p.41
Chapter 2.6.3 --- Phonological awareness development in Chinese children - --- p.44
Chapter 2.6.4 --- Effects of first language learning on reading English --- p.49
Chapter Chapter 3 --- METHOD --- p.54
Chapter 3.1 --- Subjects --- p.54
Chapter 3.2 --- Tasks --- p.55
Chapter 3.2.1 --- Syllable level tasks --- p.57
Chapter 3.2.1.1 --- Syllable detection --- p.57
Chapter 3.2.1.2 --- Syllable deletion --- p.58
Chapter 3.2.2 --- Onset-rime level tasks --- p.58
Chapter 3.2.2.1 --- Onset-rime detection --- p.58
Chapter 3.2.2.2 --- Onset-rime deletion - --- p.59
Chapter 3.2.3 --- Phoneme level tasks --- p.60
Chapter 3.2.3.1 --- Phoneme detection --- p.60
Chapter 3.2.3.2 --- Phoneme deletion - --- p.61
Chapter 3.2.4 --- Word recognition test --- p.62
Chapter 3.2.5 --- The Raven's Standard Progressive Matrices --- p.62
Chapter 3.3 --- Procedure --- p.63
Chapter Chapter 4 --- RESULTS --- p.64
Chapter 4.1 --- Descriptive Data --- p.64
Chapter 4.2 --- Patterns of Phonological Awareness --- p.66
Chapter 4.2.1 --- The performance of three graders in the tasks of three levels of phonological awareness --- p.66
Chapter 4.2.2 --- Patterns of phonological development --- p.76
Chapter 4.3 --- Measuring Phonological Awareness: Detection Vs. Deletion --- p.82
Chapter 4.4 --- Predicting English Word Reading Performance --- p.92
Chapter 4.5 --- Summary of Results --- p.95
Chapter Chapter 5 --- DISCUSSION --- p.98
Chapter 5.1 --- Patterns of Phonological Awareness --- p.98
Chapter 5.1.1 --- Progressive development in phonological awareness over grade --- p.98
Chapter 5.1.2 --- The characteristics of phonological development in Hong Kong children --- p.103
Chapter 5.1.3 --- Developmental progression from large via medium to small units --- p.107
Chapter 5.2 --- Measurement of Phonological Awareness --- p.110
Chapter 5.3 --- Phonological Awareness and Word Reading --- p.114
Chapter Chapter 6 --- CONCLUSIONS AND RECOMMENDATIONS --- p.120
Chapter 6.1 --- Major Findings --- p.120
Chapter 6.1.1 --- Patterns of phonological awareness --- p.120
Chapter 6.1.2 --- Measurement of phonological awareness --- p.120
Chapter 6.1.3 --- Phonological awareness in predicting English reading --- p.121
Chapter 6.2 --- Limitations --- p.122
Chapter 6.3 --- Implications and Recommendations --- p.123
Chapter 5.6.1 --- Pedagogical implications --- p.123
Chapter 5.6.2 --- Future research recommendations --- p.124
References --- p.126
Appendixes --- p.134

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