Relevant bibliographies by topics / Refined Received Pronunciation, Received Pronunciation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Refined Received Pronunciation, Received Pronunciation'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Refined Received Pronunciation, Received Pronunciation"

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De Simone, Elisabetta, Elisabeth Beyersmann, Claudio Mulatti, Jonathan Mirault, and Xenia Schmalz. "Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy." PLOS ONE 16, no. 5 (May 19, 2021): e0251629. http://dx.doi.org/10.1371/journal.pone.0251629.

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In this work we propose the use of Entropy to measure variability in pronunciations in pseudowords reading aloud: pseudowords where participants give many different pronunciations receive higher Entropy values. Monolingual adults, monolingual children, and bilingual children proficient in different European languages varying in orthographic depth were tested. We predicted that Entropy values will increase with increasing orthographic depth. Moreover, higher Entropy was expected for younger than older children, as reading experience improves the knowledge of grapheme-phoneme correspondences (GPCs). We also tested if interference from a second language would lead to higher Entropy. Results show that orthographic depth affects Entropy, but only when the items are not strictly matched across languages. We also found that Entropy decreases across age, suggesting that GPC knowledge becomes refined throughout grades 2-4. We found no differences between bilingual and monolingual children. Our results indicate that item characteristics play a fundamental role in pseudoword pronunciation variability, that reading experience is associated with reduced variability in responses, and that in bilinguals’ knowledge of a second orthography does not seem to interfere with pseudoword reading aloud.
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Roach, Peter. "British English: Received Pronunciation." Journal of the International Phonetic Association 34, no. 2 (December 2004): 239–45. http://dx.doi.org/10.1017/s0025100304001768.

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SHIBLES, WARREN. "Received Pronunciation and Realphonetik." World Englishes 14, no. 3 (November 1995): 357–76. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00079.x.

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Han, Eunjoo. "Centring Diphthongs in Received Pronunciation." Journal of Language Sciences 23, no. 1 (February 28, 2016): 237–54. http://dx.doi.org/10.14384/kals.2016.23.1.237.

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Jafarova, P. "Some Vowel Changes in Received Pronunciation." Mìžnarodnij fìlologìčnij časopis 12, no. 3 (September 23, 2021): 26–30. http://dx.doi.org/10.31548/philolog2021.03.026.

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Hinton, Martin. "Changes in Received Pronunciation: Diachronic Case Studies." Research in Language 13, no. 1 (March 30, 2015): 21–37. http://dx.doi.org/10.1515/rela-2015-0010.

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This paper sets out to investigate changes and individual irregularities in the Received Pronunciation of a number of individuals over time and to compare them with the changes noted in contemporary RP in the literature. The aim of the study is to ascertain whether accent change affects individuals during their lifetimes or is only brought about by new generations of speakers accepting different pronunciations as the norm and effectively speaking with a different accent to older generations within their social circle. The variations/changes looked for were: CLOTH transfer, CURE lowering, GOAT allophony, R-sandhi, and T-voicing. The procedure of the study was to identify the presence or absence of these features in the speech of certain individuals in recordings made over a period of at least 35 years. The individuals studied were: Her Majesty Queen Elizabeth II, Baroness Thatcher, Sir David Attenborough and David Dimbleby. The results of these comparisons suggest that individual speakers are not greatly affected by changes in pronunciation taking place around them and generally stay with the preferred pronunciation of their youth. There are, however, cases where a general uncertainty amongst speakers of the accent, here found in CURE lowering, does influence the speech of individuals over time.
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Yao, Yuanfei. "The Study of the Effects of Yunnan Yuxi Dialect on Received Pronunciation." Theory and Practice in Language Studies 10, no. 6 (June 1, 2020): 664. http://dx.doi.org/10.17507/tpls.1006.06.

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In A Brief Analysis of Yuxi Dialect, Fu Chang makes a detailed explanation on dialects’ features and the value of its study. In The General Received Pronunciation of British English by Fengtong Chang, the author dealt with reasons why London English became standard English, and also elaborated on consonants and vowels in British English. Up to today no one has ever made a contrast between the two languages and further diminished the interference from dialect in English pronunciation learning of the Yuxi students. This paper is designed to make a contrast between the two languages: Yuxi dialect in Zhoucheng and Received Pronunciation; as well as the differences between their consonants and vowels respectively can be achieved to rectify the pronunciations’ deviation in English learning. It is intended to improve English teaching quality of Yuxi dialect speakers and enhance the pronunciation standardization of English there.
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Ioratim-Uba, G. A. "Attitudes Towards Received Pronunciation (RP) Among Nigerian Undergraduates." ITL - International Journal of Applied Linguistics 109-110 (January 1, 1995): 36–74. http://dx.doi.org/10.1075/itl.109-110.03ior.

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Abstract Using undergraduates in two Nigerian Universities, namely the University of Ilorin and the University of Jos, we have examined attitudes towards Received Pronunciation (RP). Employing the multivariate theoretical trend, based on the social psychological approach as explicated by BAKER (1992), we have examined the extent of influence by instrumental, integrative and nationalistic judgements on those attitudes held toward RP by the undergraduates. The methodological devices used were the questionnaire, matched guise, and observation. Employing the chi-square statistical measure at an alpha critical value of <.05, the instrumental judgement was found to exert greater influence on the favourable attitudes expressed toward RP by the sampled undergraduates. This result seems to bear significant implications on the future of RP in Nigeria. RP is likely to linger on in Nigeria, playing both personal, sociolinguistic and educational roles.
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Buss, Larissa. "The Role of Training in Shaping Teacher Cognition Related to L2 Pronunciation." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 70, no. 3 (September 22, 2017): 201–26. http://dx.doi.org/10.5007/2175-8026.2017v70n3p201.

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This study analyzed changes in the pronunciation-related cognitions of undergraduate TESL students from two Canadian universities during their first term in their programs. The students from one university attended a 13-week course in phonology and pronunciation teaching, while those from the other university received no specific training in pronunciation. Towards the end of the term, the participants who received specialized training had more favorable views of explicit pronunciation teaching and became more confident in their ability to teach pronunciation than the comparison group. The course also helped the participants increase in awareness of their own speech and limitations. The findings point to the importance of native-nonnative speaker interactions in shaping cognitions and suggest that more support to nonnative-speaking TESL students and more training in the use of communicative activities would be helpful.
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Isbell, Daniel R., Ok-Sook Park, and Kyujin Lee. "Learning Korean pronunciation." Journal of Second Language Pronunciation 5, no. 1 (March 13, 2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.

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Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
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Dissertations / Theses on the topic "Refined Received Pronunciation, Received Pronunciation"

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Johansson, Caroline. "Received Pronunciation, Estuary English and Cockney English: A Phonologic and Sociolinguistic Comparison of Three British English Accents." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31481.

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Norlin, Helena. "I Say 'tomeydo', You Say 'tomahto': American and British English pronunciation in EFL Learning." Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-215.

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Within the last few hundred years, English has gone from being a rather small peripheral language to what it is today – a world language, spoken by millions of people worldwide. The best-known dialects to Swedish learners of English are British English (RP, Received Pronunciation) and American English (GA, General American). Traditionally, British English has been the variety taught in Swedish schools, but due to the recent and growing influence of American English, more and more pupils are using the American dialect. The purpose of this essay is to determine which of these dialects is more common among students in one Swedish school. I have also investigated if the teachers’ English pronunciation and their opinions of the different dialects, as well as the students’ own, have an impact on what variety the students choose to use.

The results of the study show that although all students mixed both dialects, American features were predominant. A small number of students spoke mainly British English. A majority of the students claimed to be influenced more by the media than by their teachers. When it comes to the students’ opinions of the two dialects it appeared that the students who used more features from one dialect proved to be more positive towards that dialect. Many students found British English to be snobbish. It was also seen as slightly more classy and beautiful than GA. American English was generally considered cool but cocky. It was not considered as intelligent-sounding as RP, but instead more friendly and reliable.

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Hill, Christopher. "Defining Britain's Most Appealing Voice : An Accent Profile of Sir Sean Connery." Thesis, Stockholm University, Department of English, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6662.

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The aim of this paper is to explore the features that combine to make up the distinctive accent of the actor Sir Sean Connery. This study outlines the subject’s basic vowel system and compares it to data collected on the vowel systems of Received Pronunciation (RP) and Scottish Standard English (SSE) from previous research (Stuart-Smith 1999, Hawkins & Midgely 2005, Fisk 2006). Furthermore, this essay examines the degree to which other elements associated with SSE are present in the subject’s accent. These features include the Scottish Vowel Lengthening Rule (SVLR), the presence of dark /l/, rhoticity and T-glottalling. It is hypothesised that the subject speaks a modified variety of SSE yet retains the aforementioned qualities typically associated with SSE.

The speech analysis software programs Wavesurfer (version 1.4.7.) and Praat (version 4.4.33.) were used to analyse sections of sound taken from a speech given by the subject at an awards ceremony. Instrumental analysis of this nature was deemed appropriate in order to establish a high degree of objectivity in this study. Of the wide range of recorded material available the subject’s acceptance speech was judged most suitable for analysis. This is a passage of spontaneous speech as opposed to a movie script, where the subject talks of his background and career.

Having analysed the subject’s accent in this way, certain sociolinguistic implications can be drawn. The results suggest that Sir Sean Connery does indeed speak a variety of SSE however rather surprisingly the subject’s accent appears quite typical of his Edinburgh origins. The vowel system not only identifies the subject as an SSE speaker but also indicates traces of his working-class background e.g., the frontal quality to Connery’s realisation of /u/ and his low /I/ are typical of a working-class SSE speaker. Moreover, the general low quality found in Connery’s basic vowel system can be interpreted as revealing a little of his working-class origins.

Evidence of the other features associated with SSE was also found in the subject’s accent. Durational evidence indicates (albeit tentatively at this stage) that the SVLR operates within his accent while dark /l/ and t-glottalling were also observed.

While it is also apparent that Connery speaks a rhotic variety of English it is the nature and variety of his /r/ production that is most interesting. The subject appears to produce a retroflex realisation of /r/ which affects other consonants in its environment. This /r/ may be indicative of an earlier Irish influence over Connery’s accent.

It should be stated that due to the nature and the limited size of this study, all findings are preliminary and more research is needed into this area before any firm conclusions can be drawn.

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Awoonor-Aziaku, Lena [Verfasser], Henning [Gutachter] Reetz, and Reiner [Gutachter] Voßen. "Variation study of the Received Pronunciation (RP) vowel phonemes /e/, /ɜ:/ and /ə/, among Ewe Speakers of English in Ghana / Lena Awoonor-Aziaku ; Gutachter: Henning Reetz, Reiner Voßen." Frankfurt am Main : Universitätsbibliothek Johann Christian Senckenberg, 2018. http://d-nb.info/1172811288/34.

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Elliott, Slosarova Zuzana. "Sociolinguistic variation among Slovak immigrants in Edinburgh, Scotland." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33202.

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This thesis investigates sociolinguistic variation among highly fluent Slovak-English bilingual women and also long-term immigrants residing in Edinburgh, Scotland. The present study adds to existing literature on urban migratory experiences (Block, 2008; Forsberg, Lundell and Bartning, 2015; Howley, 2015), comparing cross-cultural variation of immigrants' speech with their local peers (Drummond, 2010, 2012; Meyerhoff et al., 2009), by exploring linguistic and social constraints on language attitudes and accent acquisition among bilingual Slovak immigrants. Sociolinguistic interview data were obtained from 32 women, ages 22-46: 20 Slovak immigrants, 8 Edinburgh Scottish participants, and 6 bilingual Slovak teachers of English in Slovakia. By considering linguistic and social factors that influence Slovak immigrants' variation, in this thesis I ask not just whether and to what extent do local language communities shape immigrants' identity, but also how their identity affects their language attitudes and pronunciation. The thesis pays particular attention to how implicit and explicit language attitudes combine to establish what Block (2008) called a "multidimensional" identity in immigrants. Further investigation establishes a link between identity and production (Redinger and Llamas, 2014; Podesva et al., 2015) by drawing on the variationist sociolinguistic methodologies set out by Labov (1966, 2001, 2006). Implicit language attitudes were collected via a Verbal Guise Task (VGT), during which participants evaluated speakers of foreign and native English accents (Campbell- Kibler, 2006; McKenzie, 2015; McKenzie and Carrie, 2018). Explicit attitudes were collected via a questionnaire designed to elicit attitudes in a casual setting (Dörnyei and Csizér, 2012). The combination of methodologies revealed that immigrant participants in the study held complex attitudes and motivations in relation to their host country. The results for language attitudes suggested that long-term Slovak immigrants experienced shifts to their identity while residing in Scotland, with most adopting a transnational identity that made them amenable to local language communities while maintaining connections with their home country. Their identity represented a degree of integration with Scottish communities, but transnational immigrants often felt separate from both home and host countries as a result. The present study also explores connection between identity and production which is now well recognised (Kobiałka, 2016; Regan, 2016; Regan and Ni Chasaide, 2010; Bucholtz, 2011). Immigrant participants' pronunciations of FACE and GOAT vowel lexical sets (Wells, 1982) were evaluated in comparison to two language groups that represented different standards of pronunciation: native Scottish participants in Edinburgh, with more monophthongal pronunciations (Schützler, 2015); and English-Slovak bilinguals residing in Trnava, Slovakia, whose vowel productions were highly diphthongal and similar to Received Pronunciation (RP) constructions. Comparative study of pronunciations revealed that the immigrants' FACE and GOAT realisations were relatively more monophthongal than the non-immigrant Slovak group, yet more diphthongal than the native Scottish group - effectively making immigrant Slovaks' mean pronunciations separate and distinct from both native standard varieties. However, the immigrant's pronunciations varied widely, and data modelling revealed associations between key social factors and pronunciation. Settings of high formality, strong European and Slovak identities, and intentions to return to Slovakia were associated with relatively more diphthongal pronunciations. Decreased formality, strong Scottish identities, and lack of formal education before immigration were associated with relatively more monophthongal pronunciations. Key findings in the study reinforce observations of multi-cultural identities in longterm Slovak immigrants. Drawing on work that explores variation in language attitudes (Clark and Schleef, 2010) and production in migratory settings (Meyerhoff and Schleef, 2014), I argue that there is a tendency for immigrants to shape their multi-cultural identities in response to linguistic and social contexts. However, internal contexts such as self-definition were equally important in shaping identities, which in turn affected language attitudes and pronunciation.
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Reikofski, Helen Dewey. "Singing in English in the 21St Century: a StudyComparing and Applying the Tenets of Madeleine Marshall and Kathryn Labouff." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804857/.

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The English diction texts by Madeleine Marshall and Kathryn LaBouff are two ofthe most acclaimed manuals on singing in this language. Differences in style between the two have separated proponents to be primarily devoted to one or the other. An in-depth study, comparing the precepts of both authors, and applying their principles, has resulted in an understanding of their common ground, as well as the need for the more comprehensive information, included by LaBouff, on singing in the dialect of American Standard, and changes in current Received Pronunciation, for British works, and Mid-Atlantic dialect, for English language works not specifically North American or British. Chapter 1 introduces Marshall and The Singer’s Manual of English Diction, and LaBouff and Singing and Communicating in English. An overview of selected works from Opera America’s resources exemplifies the need for three dialects in standardized English training. Chapter 2 reviews notational and diction resources, and use of the International Phonetic Association’s alphabet (IPA). Chapter 3 directly compares Marshall and LaBouff’s views of the importance of the unstressed syllable, often schwa [ә] or open I [ɪ], as vital to allowing the audience to understand the flow of the sung text, and contrasts their differences regarding < r >. Chapter 4 discusses observations in applying the tenets with singers, focusing on three arias coached for this dissertation. Chapter 5 states conclusions and opportunities for further research. Figures include materials from the Juilliard School Archives. Appendices include interviews.
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ŠMAHOVÁ, Alžběta. "Non-systematic differences between British and American pronunciation." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-394375.

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This diploma thesis occupies itself with non-systematic differences between British and American English. In its initial section, this thesis outlines the historical background, the origins of American English and its influence of British English. Subsequently, the systematic differences are defined, in order to distinguish them from the non-systematic ones. The comparison of two regional varieties is done on the basis of two respective pronunciation norms, i.e. Received Pronunciation for British English and General American for American English. The main part of the thesis is focused on the identification of isolated examples of dissimilarity which follow from the irregularities of both systems. An alphabetical list of transcribed words, personal or geographical names organized into segmental and suprasegmental areas is included in the Appendix.
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Hansson, Leonardo. "Swedish compulsory school students’ attitudes toward English accents: Exploring how familiarity affects our language attitudes." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189912.

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This study will explore to what extent familiarity with English accents can influence compulsory school students’ attitudes towards them. Data from questionnaires completed by 98 students were analysed. The results show that the degree of familiarity with the English accent seems to affect the attitude attributed to it. More specifically, the results indicate that a higher degree of familiarity influences the ability to express an attitude. A lower degree of familiarity leads to similar attitudes being given to the accents, which shows a lack of differentiation between them. The results also indicate a bias towards RP. While it is not necessarily harmful, teachers should be aware of this and how their own teaching may influence how different accents are perceived. It is argued that teachers need to intervene in the process of stereotyping which will help develop an awareness of students’ language attitudes. To summarize, it is difficult to draw any wide conclusions from these results due to the study’s scope. Furthermore, the target group is not representative of Swedish compulsory school students as students from the chosen school generally finish with an above-average final grade. Further research is necessary to determine more specifically how familiarity affects attitudes of English accents and if these findings recur in other areas of Sweden where the final grade average is lower.
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Books on the topic "Refined Received Pronunciation, Received Pronunciation"

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An English pronunciation dictionary: A concise dictionary of received pronunciation. Douglas, Isle of Man: Domino Books, 1987.

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Wynn, J. B. An English pronunciation dictionary: (a concise dictionary of received pronunciation). Douglas, Isle of Man: Domino Books Ltd, 1987.

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Moubarik, M. Received pronunciation and the spanish learner: An approximation to the spanish speakerś phonological competence in english. Alcalá de Guadaira (Sevilla): Editorial Guadalmena, 2000.

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Moubarik, M. Received pronunciation and the Spanish learner: An approximation to the Spanish speakerś phonological competence in English. Alcalá de Guadaira (Sevilla): Editorial Guadalmena, 2000.

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Access Accents Received Pronunciation An Accent Training Resource For Actors. Methuen Publishing, 2007.

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Lowe, Bronwyn. An investigation of possible patterns between students' country of origin and their attitudes towards three varieties of English: General American, received pronunciation and educated Southern Irish English. 2004.

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Ellis, Alexander John. On Early English Pronunciation, with Special Reference to Shakespeare and Chaucer, Vol. 5: Containing an Investigation of the Correspondence of ... Existing Received and Dialectal Forms; (Pp. 1. Forgotten Books, 2018.

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Cobb, Jane. Linguistic accommodation in social settings: A comparative study of Received Pronunciation (RP) and Erewash Valley varietyspeakers : how, when and why does linguistic accomodation occur and how it is evaluated. 1996.

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Book chapters on the topic "Refined Received Pronunciation, Received Pronunciation"

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Beal, Joan C. "“A received pronunciation”." In Studies in Language Companion Series, 22–41. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/slcs.214.01bea.

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Mugglestone, Lynda. "The Rise of Received Pronunciation." In A Companion to the History of the English Language, 243–50. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444302851.ch24.

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Freeborn, Dennis, Peter French, and David Langford. "Regional accents and Received Pronunciation." In Varieties of English, 64–85. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18134-6_4.

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Freeborn, Dennis, Peter French, and David Langford. "Regional accents and Received Pronunciation." In Varieties of English, 59–75. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22723-5_4.

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Fabricius, Anne H. "Social Change, Linguistic Change and Sociolinguistic Change in Received Pronunciation." In Sociolinguistics in England, 35–66. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-56288-3_3.

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"Received Pronunciation." In The British Isles, 237–52. De Gruyter Mouton, 2008. http://dx.doi.org/10.1515/9783110208399.1.237.

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"Received Pronunciation." In A Handbook of Varieties of English, edited by Bernd Kortmann, Edgar W. Schneider, Kate Burridge, Rajend Mesthrie, and Clive Upton. Berlin • New York: Mouton de Gruyter, 2004. http://dx.doi.org/10.1515/9783110175325.1.217.

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Upton, Clive. "Received Pronunciation." In A Handbook of Varieties of English, 217–30. De Gruyter, 2020. http://dx.doi.org/10.1515/9783110197181-016.

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Mugglestone, Lynda. "Chapter 8: Received Pronunciation." In Varieties of English, edited by Alexander Bergs and Laurel Brinton. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110525045-008.

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Mugglestone, Lynda. "The Rise (and Fall?) of Received Pronunciation." In Talking Proper, 258–94. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780199250622.003.0009.

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Conference papers on the topic "Refined Received Pronunciation, Received Pronunciation"

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Cao, Ruilan, and Shaokang Jin. "Phonological Differences between Received Pronunciation and Standard Scottish English." In 2017 International Seminar on Social Science and Humanities Research (SSHR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/sshr-17.2018.21.

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