Phonological Length of L2 Czech Speakers’ Vowels in Ambiguous Contexts as Perceived by L1 Listeners

Author(s):  
Jitka Veroňková ◽  
Tomáš Bořil
Keyword(s):  
2019 ◽  
Vol 35 (1) ◽  
pp. 3-38 ◽  
Author(s):  
Shigeto Kawahara ◽  
Gakuji Kumagai

AbstractThere has been a growing interest in sound symbolic patterns in natural languages, in which some sounds are associated with particular meanings. Previous corpus-based research identified some specific sound symbolic relationships in Pokémon naming patterns in Japanese (Kawahara et al. 2018b). One of the main findings was that the names of Pokémon characters are more likely to contain voiced obstruents, and are longer in terms of mora count, when the Pokémon characters undergo evolution (e.g.nyoromo→nyorozo; poppo→pijotto). The current study reports three experiments that test whether (i) these patterns are productive in the minds of general Japanese speakers, and whether (ii) the same tendency holds with English speakers. The results show that the effect of phonological length was clearly observed both with Japanese and English speakers; the effects of voiced obstruents were observed clearly with Japanese speakers, but less clearly with English speakers. Along the way, we address other general issues related to sound symbolism: (iii) to what extent the sound symbolic effects identified in Kawahara et al. (2018b) rely on familiarity with Pokémon, and (iv) whether word-initial segments invoke stronger images than word-internal segments. In addition to its research value, we emphasize that this general project on Pokémon names can be useful for undergraduate phonetics education.


Author(s):  
Ingrid R. Olson ◽  
Marvin M. Chun ◽  
Adam K. Anderson

Author(s):  
Bosse Thorén ◽  
Hyeseung Jeong

Abstract The study compares two different graphic marking systems designed to help L2 learners of Swedish notice and realize phonological length. In System A, 22 L2 learners read aloud three /VːC/ words with length marked under long vowels and three /VCː/words with dots under short vowels. Twenty-two other L2 learners read the same words marked by the other system (System B) that underlines long vowels and long consonants. As a control group, 20 native Swedish speakers read the same words without any marking. We measured and compared the temporal realizations of the six words by all the three groups. System B readers realized Swedish phonological length more closely to the way that native speakers did, compared to System A readers. These results suggest that prompting both long vowels and long consonants can be more effective than marking long and short vowels.


2012 ◽  
Vol 40 (8) ◽  
pp. 1289-1302 ◽  
Author(s):  
Nicolai Klessinger ◽  
Marcin Szczerbinski ◽  
Rosemary Varley

LETRAS ◽  
2009 ◽  
pp. 91-120
Author(s):  
Laura Casasa Núñez

Se estudia la incidencia de los estímulos fonológicos y semánticos en los procesos de producción léxica, a partir de los datos obtenidos en pruebas de denominación con paciente afásica con características anómicas. Arroja datos en relación con la naturaleza del lexicón, el debate entre procesos seriales y de acceso directo y su papel en la recuperación léxica la longitud fonológica y silábica de la palabra. The incidence of semantic and phonological stimuli in word production processes is addressed. This research analyzes the results obtained from different denomination tasks with an anomic speaker with aphasia. The basis of research was a lexicon theory, the debate between connectionist or serial levels in language production, and the incidence of syllabical and phonological length in word recovery.


Author(s):  
Olga N. Morozova ◽  
◽  
Svetlana V. Androsova ◽  
Semyon V. Kolesnikov ◽  
◽  
...  

The present article focuses upon phonological length realization patterns of Selemdzha Evenki vowels. The material of 90 words pronounced in isolation was obtained from 4 subjects, native fluent speakers of Evenki (1 male and 3 females, aged 54-70). They were asked to read each word 3 times to imitate 3 positions in the utterance: initial, medial, and final. As a result of the acoustic analysis, it was found that phonologically long vowels possessed more than 2 times longer duration than that of short vowels. In the group of long vowels, the direct correlation was noted between vowel openness degree and their duration: the more closed the vowel was, the larger duration it had. In the group of short vowels, no dependence of that sort was found: the longest vowels turned out to be the ones of the main triangle /i-a-u/. Vowels /ɜ:-ɜ/ were characterized by the smallest duration in both groups. Comparison of vowel duration in different positions of the Evenki word suggests that, on average, the longest vowel is the one in the final syllable (before a pause), regardless of the number of syllables in the word.


Author(s):  
Hajime Takeyasu ◽  
Mikio Giriko

This chapter assesses the influence of preceding vowel duration on the perception of singleton/geminate stops in Japanese. Through a perception experiment, it is shown that the identification of consonant length (singleton/geminate) is affected by both the physical duration and the phonological length of the preceding vowel, the former being an ‘assimilative’ effect and the latter being a ‘contrastive’ effect. The physical duration and the phonological length of the following consonant affect the identification of vowel length (short/long), but the former effect is not observable when the following consonant is perceived as geminate. Results of a production experiment also demonstrate that the effects of preceding vowel duration in speech perception are parallel to the contextual variations in preceding vowel duration in speech production.


1987 ◽  
Vol 8 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Régine Kolinsky ◽  
Luz Cary ◽  
José Morais

ABSTRACTIlliterate, unschooled adults were tested on their notions of word length. Experiment 1 showed that only about half of them performed very poorly on a task requiring the production of a long/short word. They were clearly inferior to formerly illiterate, unschooled adults. The illiterate group also broke up neatly into two subgroups, one performing perfectly or very well, the other failing completely or almost completely, when required to match the written and the oral form of long/short words. Similarly, Experiment 2 showed that about half of the illiterates were unable to choose the longest of two names when presented with drawings of objects. The results suggest that learning to read, though not strictly necessary, plays a decisive role in the development of the ability of many individuals to focus on phonological length.


Sign in / Sign up

Export Citation Format

Share Document