scholarly journals How linguistic and probabilistic properties of a word affect the realization of its final /t/: Studies at the phonemic and sub-phonemic level

2012 ◽  
Vol 40 (4) ◽  
pp. 595-607 ◽  
Author(s):  
Barbara Schuppler ◽  
Wim A. van Dommelen ◽  
Jacques Koreman ◽  
Mirjam Ernestus
Keyword(s):  
2021 ◽  
Author(s):  
Alberto Furgoni ◽  
Antje Stoehr ◽  
Clara D. Martin

PurposeIn languages with alphabetical writing systems, the relationship between phonology and orthography is strong. Phonology-to-orthography mappings can be consistent (i.e., one phonological unit corresponds to one orthographic unit) or inconsistent (i.e., one phonological unit corresponds to multiple orthographic units). This study investigates whether the Orthographic Consistency Effect (OCE) emerges at the phonemic level during auditory word recognition, regardless of the opacity of a language’s writing system.MethodsThirty L1-French (opaque language) and 30 L1-Spanish (transparent language) listeners participated in an L1 auditory lexical decision task which included stimuli with either only consistently-spelled phonemes or both consistently-spelled and a number of inconsistently-spelled phonemes. ResultsThe results revealed that listeners were faster at recognizing consistently-spelled words than inconsistently-spelled words. This implies that consistently-spelled words are recognized more easily than inconsistent ones. As for pseudoword processing, there is a numerical trend that might indicate a higher sensibility of French listeners to phoneme-to-grapheme inconsistencies. ConclusionsThese findings have theoretical implications: inconsistent phoneme-to-grapheme mappings, like inconsistencies at the level of the syllable or rhyme, impact auditory word recognition. Moreover, our results suggest that the OCE should occur in all languages with alphabetical writing systems, regardless of their level of orthographic opacity.


2006 ◽  
Vol 13 ◽  
pp. 1-16 ◽  
Author(s):  
David J. Silva

Abstract. Acoustic data elicited from 34 native speakers of Korean living in the United States pro-vide evidence for diachronic change in the voice onset time (VOT) of phrase-initial aspirated and lax stop phonemes. While older speakers produce aspirated and lax stops with clearly differentiated average VOT values, many younger speakers appear to have neutralized this difference, producing VOTs for aspirated stops that are substantially shorter than those of older speakers, and comparable to those for corresponding lax stops. The data further indicate that, within each age group, older speakers manifest sex-based differences in VOT while younger speakers do not. Despite this appar-ent shift in VOT values, the acoustic evidence suggests that all speakers in this study, regardless of age, continue to mark underlying differences between aspirated and lax stops in terms of stop closure and the fundamental frequency of the following vowel. It is concluded that the data point to a recent phonetic shift in the language, whereby VOT no longer serves as the primary cue to differentiate between lax and aspirated stops. There is not, however, evidence of any reorganization of the lan-guage as the phonemic level: the language's underlying lax ~ aspirated ~ tense contrasts endure.


2021 ◽  
Vol 18 (48) ◽  
pp. 317-335
Author(s):  
Danica Jerotijević Tišma ◽  

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.


2020 ◽  
Vol 3 (2) ◽  
pp. 307-321
Author(s):  
Putra Pratama Saputra ◽  
M Afifulloh

This study aims to map the use of the Bangka Malay language. This research uses qualitative. The source of the data was observations, interviews with language users, and questionnaires focused on four districts, namely Bangka Regency, South Bangka Regency, Central Bangka Regency, West Bangka Regency, and one Madya City, Pangkalpinang. The reduction data for dialectological studies contain differences in phonological and lexical levels selected from all data obtained, except data in the form of phrases and sentences, while reduction data for comparative historical linguistic studies are collected from 200 basic Swadesh vocabularies (for lexicostatistic analysis), in which describe the word kin. The results of this study are as follows: a. The Malay language of Bangka has the same variation between user regions, especially those used in the City of Pangkalpinang, Sungailiat, Toboali, Koba, and Mentok; b. Some vocabularies are different between regions but are not significant because they occur only at the phonemic level such as the use of the words 'akar (root)' and 'aker', 'dingin (cold)' and 'dingen', 'dengar (hear)' and ‘denger'; c. Significant differences occur only in some of the vocabulary used by the Bangka community such as the word 'burn' which translates to 'menam', 'tembung', and 'tunu'; d. Vocabulary differences are generally found in remote areas such as Sadai, Air Gegas, and Kelapa.


1989 ◽  
Vol 10 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Susan E. Bryson ◽  
Janet F. Werker

ABSTRACTThis experiment examined the vowel responses of severely disabled readers and normal control children in reading orthographically regular nonwords. The disabled readers were divided into three groups based on their relative Verbal and Performance IQs. Following the rationale of Fowler, Shankweiler, and Liberman (1979), vowel responses were classified as incorrect or correct. Correctness was determined according to either context-free or context-dependent criteria. The main finding was that the vowel responses of two out of three reading disabled groups paralleled those of their reading level peers. However, disabled readers with higher Performance than Verbal IQs made significantly more context-free responses and significantly fewer context-dependent responses than all other groups. Moreover, knowledge of how speech is segmented at the phonemic level predicted performance on the reading task. The findings suggest that disabled readers employ very local (context-independent) strategies in reading; these findings are discussed in terms of the idea that disabled readers suffer a basic deficit in phonological processing (Liberman, Liberman, & Mattingly, 1980) or linguistic processing (Siegel & Ryan, 1984).


2020 ◽  
Vol 20 (1) ◽  
pp. 71-83
Author(s):  
Bagas Anugrah Permana ◽  
Myrna Laksman-Huntley

One of the problems in foreign language learning is interference, a rearrangement of patterns resulting from the presence of foreign elements in the language domain (Weinreich, 2010). This research shows how and why phonemic interference of /s/ and /∫/ phonemes occur from Indonesian and English although both phonemes exist in all three languages. Some interference begins from lexeme and then to phonemic level. Other faults are overregularization which is the application of regular grammatical patterns to irregular cases. This seems to support the Logical Problem of Language Acquisition which states that a student cannot correct his/her mistakes without explicit feedback from the linguistic environment (Pinker, 2004).The results of this research indicate that foreign language learning requires knowledge of non-structural elements that are outside of the language, not only following phonological, syntactic, morphological, or lexical rules (structural elements). For example, students' foreign language knowledge and cultural content in teaching materials.


Diachronica ◽  
1988 ◽  
Vol 5 (1-2) ◽  
pp. 109-139 ◽  
Author(s):  
Alexis Manaster-Ramer

SUMMARY Generative phonology comes out of phonemic and morphonemic theory, except that it gives up the phonemic level. Since the early 1970s, a number of attempts have been made to bring the phoneme back. One of the earliest and strongest was that of Schane (1971). His claim was that features which are phonemic in some enviornments but nonphonemic in others tend to get lost in the latter but are preserved and accentuated in the former. We find a number of conceptual and factual problems with Schane's case. Most importandy, the phonemic/nonphonemic distinction is neither a necessary nor a sufficient condition for feature loss in the examples cited by Schane or in other parallel cases. In the article, we give a different explanation of these phenomena: feature loss, like all sound change, is determined by phonetic conditions and not formal ones (such as the phonemic/nonphonemic distinction). This, together with other arguments given in various publica-tions, supports our theory of 'broad phonology'. RÉSUMÉ La phonologie generative trouve ses sources dans les théories phoné-mique et morphophonémique, mais elle abandonne le niveau phonémique. Au debut des années 70 certaines tentatives ont été faites pour reintroduire la notion du phonème. Une des premières et des plus fortes est celle de Schane (1971). Son argument est que les traits qui sont phonémiques dans un certain environnement et qui ne le sont pas dans un autre, ont tendance a disparaître dans le dernier cas mais sont preservés, même exaggérés dans le premier. Nous montrons un nombre de problèmes conceptuels et factuels dans la démonstration de Schane. Le plus important est que la distinction entre le statut phonémique et non-phonémique n'est une condition ni nécessaire ni suffisante de la disparition des traits dans les cas cités par Schane ou dans d'autres cas semblables. Dans l'article nous donnons une autre explication de ces phénomènes: la disparition des traits, comme tout changement phonétique, est déterninée par des conditions phonétiques et non pas formelles (comme suggérée par la distinction phonémique/non-phonémique). Ceci, couplé avec d'autres observations présentées dans nombre d'autres études, nous offrent un bon argument en faveur de notre théorie d'une 'phonologie de grande envergure'. ZUSAMMENFASSUNG Die generative Phonologie ist eine Tochter der phonemischen und mor-phophonemischen Theorie, mit der Einschränkung, daB sie die phonemische Ebene aufgibt. Seit den frühen siebziger Jahren sind eine Reihe von Versuchen unternommen worden, das Konzept des Phonems wiedereinzufiihren. Einer der ersten und folgenreichsten war der Schanes dJ. 1971. Er behauptete, daB Eigenschaften, die in einigen Umgebungen phonemisch sind, jedoch nicht-phonemisch in anderen, neigten im letzteren Fall dazu, verloren zu gehen, während sie im ersteren starker betont wurden. Eine Reihe von faktischen und konzeptuellen Problemen mit Schanes Argumentation werden aufgezeigt, ins-besondere, daB die phonemisch/nichtphonemische Unterscheidung weder eine notwendige, noch eine hinreichende Bedingung ist zur Erklärung der Bei-spiele, die Schane anführt, oder solcher, die àhnliche Fälle aufweisen. Statt dessen wird eine andere Erklärung dieser Phänomene gegeben, nâmlich daB der Verlust von bestimmter Eigenschaften, wie im Lautwandel generell, von phonetischen Bedingungen herruhrt, und nicht formalen Gründen (wie etwa die Unterscheidung zwischen phonemisch und nicht-phonemisch). Zusammen mit Beobachungen, die in anderen Veröffentlichungen analysiert worden sind, wird hier das Argument für eine 'breite Phonologie' geführt.


Cognition ◽  
2001 ◽  
Vol 78 (3) ◽  
pp. B41-B52 ◽  
Author(s):  
G Lukatela ◽  
T Eaton ◽  
C Lee ◽  
M.T Turvey

1993 ◽  
Vol 16 (2) ◽  
pp. 99-109 ◽  
Author(s):  
Inger Moen

The present study is an analysis of phonologically deviant words in the speech of a group of Norwegin patients suffering from conduction aphasia. The analysis shows that these deviations are not randomly distributed. Their distribution is such that it supports phonological thories which posit hierarchiacal structures both below and above the level of the segment. The deviations can be accounted for within a phonological theory which assumes that a word's lexical phonological representation contains a phonemic level where each phoneme consists of a set of articulatory features which are hierarchically organized with respect to each other, and which also assumes that the phonological representation contains information about the syllable structure of the word.


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