scholarly journals Articulatory Traits of “a”-Type Sound Realizations in the Barabian, Altai, and Bashkir Languages in the Comparative Aspect

2020 ◽  
Vol 18 (9) ◽  
pp. 127-143
Author(s):  
Tatiana R. Ryzhikova ◽  
Albina A. Dobrinina ◽  
Nikolay S. Urtegeshev
Keyword(s):  
Native Speakers ◽  
Close Correlation ◽  
Vowel Harmony ◽  
Comparative Aspect ◽  
Vocal System ◽  
Turkic Languages ◽  
Magnetic Resonance Imaging Mri ◽  
In The Beginning ◽  
Volga Ural Region ◽  
Linguistic Material

Purpose. Experimental phonetics is a fundamental source of typological reconstructions. It provides plausible data on the phonetic processes progressing in a language, dialect, or subdialect. In this paper, we compare the results of MRI-investigation of the sound a (it being the most frequently used in the Turkic languages) in related though quite distant languages: Baraba-Tatar, Altai (Ust-Khan subdialect) and Bashkir (Eastern dialect). Thus, the purpose of our study is to distinguish the articulatory traits of the a-type sound in the Barabian, Altai and Bashkir languages under different positional and combinatory conditions as a result of somatic experimental-phonetic research. Magnetic-resonance imaging (MRI) of the vocal tunings was done from the native speakers of the three languages: Baraba-Tatar, Altai, and Bashkir. The static MRI images comprising a-type articulations were selected from the obtained database. The somatic analysis of the linguistic material was conducted in accordance with the technique practiced in the V. M. Nadelyayev’s Laboratory of Experimental-Phonetic Researches (IP SB RAS). Sound tomograms have been analyzed and interpreted, tomoschemes are presented for the visualization purpose. In total, 17 tomograms have been described. The authors have processed the linguistic and experimental material on three Turkic idioms and made a number of important conclusions. 1. A-type sound is realized in the back row words in the languages under consideration, which coincides with the supposition about Turkic vowel harmony suggested earlier. 2. In all languages under investigation the general tuning of the sound a is similar: it is central-back. But what makes it unique for every language is its additional characteristics. For example, in Barabian the phoneme /ʌ̇˘/ can be realized in pharyngealized, nasalized and labialized variants, while the Ust-Khan phoneme /ʌ̇/ is the most unified one (nonnasalized, rarely labialized and pharyngealized). The Eastern Bashkirian phoneme /ɤ̇/ resembles the Baraba-Tatar phoneme in many aspects. 3. The statement (based on the perceptive analysis) about the use of more open and in some senses more backward, laryngeal and even pharyngealized sound a in some sub-dialects of the Eastern dialect of Bashkir did not turn out to be correct. According to the experimental data, all eastern Bashkir tunings appear to be central-back strongly shifted forward, i.e. the tongue does not move backward too much. Regarding the mouth openness, all variants of the Eastern Bashkirian sound a are half narrow (the third level of openness), and in some cases they can even be said to be narrow (the second level). 4. Despite the territorial closeness of Altai (Ust-Khan sub-dialect) and Baraba-Tatar, the comparative analysis of the articulatory peculiarities of the vocal tunings under discussion revealed close correlation between Barabian and Eastern Bashkirian realizations of sound a. It might be accounted for by similar ways of their development (both of historical and immanent character) as well as by the literary Tatar language and its dialects influence on Baraba-Tatar (an intensive wave of immigrants from the Volga-Ural region into Baraba Steppe where Baraba-Tartars had been historically living was recorded in the beginning of the 20th century). To sum up, the further investigation of all vocal system units is necessary to make final conclusions about typological likelihood or diversity of the languages under consideration.

scholarly journals Secondary vowel longitude in the sub-dialects of Telengit dialect of the Altai language

2020 ◽  
pp. 148-157
Author(s):  
A. K. Darydzhy ◽  
Keyword(s):  
Native Speakers ◽  
Word Form ◽  
Altai Mountains ◽  
Altai Republic ◽  
Southern Siberia ◽  
Linguistic Data ◽  
South Eastern ◽  
Secondary Origin ◽  
Comparative Aspect ◽  
Turkic Languages

Telengit dialect is one of the southern dialects of the Altai language, with the native speakers living in the South-Eastern part of the Altai Mountains, mostly in the Kosh-Agach and Ulagan districts of the Altai Republic. There are two sub-dialects in the Telengit dialect: Kosh-Agach and Ulagan, named after the administrative districts. The research materials are the linguistic data collected by the author in the areas of compact residence of Telengits. The paper aims at describing secondary vowel longitude in the sub-dialects of the Telengit dialect of the Altai language in a comparative aspect. Research objectives were identifying the secondary long vowels, describing the phonetic processes that produce this type of longitude, and comparing this phonetic phenomenon with similar processes in the Northern dialects of the Altai lan-guage and other Turkic languages of southern Siberia. Long vowels in the Telengit sub-dialects have a secondary origin, i.e., they are the result of phonetic development. The main ways of longitude formation in the Telengit sub-dialects are compensation of the fallen final consonant of the word form, the contraction of two vowels in one syllable due to the loss of the intervocalic consonant, and the fusion of vowels at the junction of morphemes. The sec-ondary longitude formed due to the dropped auslaut consonant replacement is characteristic of the Altai southern dialects, including the Telengit sub-dialects. The longitude formed by the intervocalic consonant loss and the morpheme junction is characteristic of the entire South Siberian area of the Turkic languages.

ARTICULATORY FEATURES OF THE /I/-TYPE VOWELS IN THE ALTAI-KIZHI DIALECT (MRI DATA)

2020 ◽  
pp. 43-50
Author(s):  
ALBINA A. DOBRININA ◽  
Keyword(s):  
Magnetic Resonance Imaging ◽  
Experimental Data ◽  
Magnetic Resonance ◽  
Native Speakers ◽  
Literary Language ◽  
Resonance Imaging ◽  
Articulatory Features ◽  
The Common ◽  
Magnetic Resonance Imaging Mri ◽  
Rural Locality

The paper considers some articulatory features of allophones of the vowel /i/ in the Altai-Kizhi dialect (spoken in the locality Ust-Kan, Altai) of the Altai language visualized by magnetic resonance imaging (MRI). The Altai-Kizhi is the central basic dialect of the Altai literary language. In Altai, each rural locality represents a unique dialect, whose relevance of studying was emphasized by V. V. Radlov. Speech sounds of the /i/-type in the dialects of the Altai language are realized mainly as front variants with different degrees of openness. In the written Altai speech, the symbol “и” is used to denote narrow front non-labialized vowel; some variants of the Altai vowel /i/ are central-back differing in this from the Russian vowel /i/. Experimental data on the territorial dialects of the Altai-Kizhi dialect, obtained from its 6 native speakers (d1-d6) taking into account variable inherent palate height, shows both the common articulation bases of native speakers (clearly-expressed frontness) and their differences (variable openness).

scholarly journals Stochastic phonological knowledge: the case of Hungarian vowel harmony

Phonology ◽  
2006 ◽  
Vol 23 (1) ◽  
pp. 59-104 ◽  
Author(s):  
Bruce Hayes ◽  
Zsuzsa Cziráky Londe
Keyword(s):  
Web Search ◽  
Native Speakers ◽  
Vowel Harmony ◽  
Generation Model ◽  
General Process ◽  
Phonological Knowledge ◽  
Statistical Variation ◽  
Take Back ◽  
Back Vowel ◽  
Dual Listing

In Hungarian, stems ending in a back vowel plus one or more neutral vowels show unusual behaviour: for such stems, the otherwise general process of vowel harmony is lexically idiosyncratic. Particular stems can take front suffixes, take back suffixes or vacillate. Yet at a statistical level, the patterning among these stems is lawful: in the aggregate, they obey principles that relate the propensity to take back or front harmony to the height of the rightmost vowel and to the number of neutral vowels. We argue that this patterned statistical variation in the Hungarian lexicon is internalised by native speakers. Our evidence is that they replicate the pattern when they are asked to apply harmony to novel stems in a ‘wug’ test (Berko 1958). Our test results match quantitative data about the Hungarian lexicon, gathered with an automated Web search. We model the speakers' knowledge and intuitions with a grammar based on the dual listing/generation model of Zuraw (2000), then show how the constraint rankings of this grammar can be learned by algorithm.

Articulatory peculiarities of the Baraba-Tatar phoneme о /ʊ̇/ (on MRI data)

2021 ◽  
pp. 191-208
Author(s):  
T. R. Ryzhikova ◽  
Keyword(s):  
Magnetic Resonance Imaging ◽  
Magnetic Resonance ◽  
Soft Palate ◽  
Full Description ◽  
Resonance Imaging ◽  
Upper Lip ◽  
Acoustic Effect ◽  
Lower Lip ◽  
Vocal System ◽  
Magnetic Resonance Imaging Mri

The paper aims to describe the articulatory traits of the Baraba-Tatar phoneme o /ʊ̇/ by the somatic methods. The method used is magnetic resonance imaging (MRI). Eighteen Barabian tomograms comprising o-type articulation have been described and analyzed according to the technique adopted in the V. M. Nadelyayev’s Laboratory of Experimental-Phonetic Researches (Institute of Philology SB RAS). The text provides only general observations and conclusions, with a full description of all tomograms given in three tables. The experimentalphonetic analysis of the Baraba-Tatar tomograms of the vowel o allowed the author to draw several conclusions. There is a variability of the o-type tunings in Barabian, the most typical being the central-back narrow labialized ejective realization. Though it is very narrow and is phonetically transcribed as /ʊ̇/, it is acoustically perceived as o. While producing the sound o, the oral and pharyngeal cavities become very small, producing the effect of tension. Additional narrowing occurs between the soft palate and the tongue back as well as between the upper teeth and the lower lip, thus preventing the airflow from free release. The lip position is also unusual: instead of protruding forward, the upper lip moves back, tightly covering the upper teeth to produce an interesting acoustic effect. To sum up, further investigation of all vocal system units of Baraba-Tatar is needed to draw ultimate conclusions about the typological belonging of the language under consideration.

Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

scholarly journals On the Pedagogical Relevance of Strategic Competence

1986 ◽  
Vol 3 (2) ◽  
pp. 53 ◽  
Author(s):  
Tahereh Paribakht
Keyword(s):  
Native Speakers ◽  
Target Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Identification Task ◽  
Strategic Competence ◽  
Adult Esl ◽  
Communication Situations ◽  
Native Speakers Of English ◽  
Linguistic Material

This paper is a report on a study concerned with the identification of target language linguistic material essential for the learners' use of communication strategies (CS) in survival situations. Subjects were 40 adult ESL students and 20 native speakers of English. A concept-identification task was used to elicit these speakers' CS. Given that the taxonomy of CS developed in the study was based on the type of knowledge utilized by the speakers, it was possible to identify the semantic, as well as the typical syntactic patterns, required for their implementation. These linguistic manifestations of CS can serve as a basis for developing L2 teaching materials with the aim of preparing L2 learners to function successfully in problematic communication situations. An appropriate sequence for the presentation of such material is proposed based on the frequency of their application in the negotiation of meaning by the speakers in this study.

scholarly journals Idiosyncratically Transparent Vowels in Kazakh

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Samuel R. Bowman ◽  
Benjamin Lokshin
Keyword(s):  
Native Speakers ◽  
Vowel Harmony ◽  
Present Evidence ◽  
Non Local ◽  
Local Representations

<p>Idiosyncratically transparent vowels—those that fail to either undergo or trigger harmony in a particular morpheme but do both elsewhere—have not been documented in any language, and have been claimed to be impossible as recently as Mahanta (2012). We present two affixes in Kazakh that contain idiosyncratic vowels, and present evidence from wordlist elicitations and phonetic studies with two native speakers from different regions. We discuss the implications of these findings for constraint-based theories of vowel harmony: we show that they cannot be readily analyzed in conventional strictly-local harmony system, and present analyses in two recent systems that allow for non-local representations. Both Rhodes's (2010) system for vowel harmony in Agreement by Correspondence and Kimper's (2011) Trigger Competition can be made to accommodate lexical specifications that force vowels in particular morphemes to act as transparent, and we show that implementing these lexical specifications in Trigger Competition forces us to make somewhat stronger predictions about the rarity of idiosyncratic transparency.  </p>

scholarly journals THE PROBLEM OF USING FAIRY-TAILES TO TEACH PUPILS ENGLISH AT PRIMARY SCHOOL

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 215-219
Author(s):  
Ernest Ivashkevych ◽  
Nataliia Antyukhova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Native Speakers ◽  
Language Models ◽  
Creative Learning ◽  
Language Environment ◽  
Linguistic Material

In this article it was shown that studying a foreign language was not possible without the formation of pupils’ socio-cultural competence. Foreign-language socio-cultural competence is the knowledge of the cultural features of native speakers, their habits, traditions, norms of behavior, etiquette, and the ability to understand and adequately use them in intercultural communication, while remaining a model of behavior of a person of another culture. Socio-cultural competence is formed on the materials of fairy-tales determined the success of communication with representatives of foreign language culture, allowing pupils from primary school to feel confident and convenient in a foreign-language environment. It was shown that various kinds of fairy-tales, each of which revealed a particular aspect of the culture of a foreign-language country, became to a teacher a method in helping him/her to form socio-cultural competence of pupils. Choosing a fairy-tale a teacher should take into account the educational objectives of the lesson, so that it becomes a successful means of learning a foreign language. The linguistic material of fairy-tales is based on principles of easy and creative learning. Here the thematic approach is combined with grammatical and semantic ones, and language models and speech patterns are gradually becoming more complex. One and the same sentence scheme can be used in different situations, since talking with a child uses fabulous scenes that do not prevent the emergence of a large number of analogous expressions.

scholarly journals Gender Discrimination in the Media of Eastern Europe: A Historical and Comparative Aspect

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Olga Khamedova ◽  
◽  
Oksana Zhuravska ◽  
Olena Rosinska ◽  
Vitaliy Gandziuk
Keyword(s):  
Content Analysis ◽  
Gender Discrimination ◽  
Representation Of Women ◽  
Gender Balance ◽  
Comparative Aspect ◽  
The Media ◽  
The Subject ◽  
In The Beginning ◽  
Gender Asymmetry ◽  
Significant Attention

The research analyzes a topical issue of gender balance in media in its historical cutoff. The authors consider imbalance regarding the gender of the key figures in publications as one of indicators of latent discrimination. The subject of the content-analysis is Globus, an illustrated magazine published in Kyiv in 1923-1935. This progressive periodical paid significant attention to the issue of female emancipation; that is why its research is also demonstrative for studying the diachrony of a gender stereotypization phenomenon. The purpose of the content analysis was to determine the qualitative indicators with respect to distribution between verbal and visual women’s and men’s images in this magazine as a material indicator of worldview stereotypization. As the research results show, Globus had extremely low rate concerning the women’s representation in text materials (15%) and illustrations (18%). Correspondingly, the ratio of women’s and men’s images in total amounts to 1:5. Moreover, a tendency to gender asymmetry in 1930’s only increased, since the quantity of men’s representations in the magazine of 1932 reached almost 90% and women’s ones decreased respectively. Thus, the comparison of women’s and men’s images already amounted to 1:7, i.d. gender disproportion grew up. The data received have been compared with the monitoring results of current media content related to the compliance with gender balance; that allowed specification and analysis of main tendencies in representation of women and men in the media discourse in the beginning of XX and XXI centuries.

Basic Methods for Working with Poetic Texts at Russian as a Foreign Language Lessons

2019 ◽  
pp. 242-246
Author(s):  
Ekaterina G. Shtyrlina
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Literary Texts ◽  
Native Culture ◽  
Language Knowledge ◽  
Poetic Text ◽  
Poetic Texts ◽  
Basic Communication Skills ◽  
Interest And Motivation ◽  
Linguistic Material

Study of authentic literary works is an integral part of teaching Russian as a foreign language. It is literary texts, accumulating the historical experience of a nation and express its spiritual essence, that become an effective tool of learning a foreign culture, mentality, and values of native speakers. This research used the following methods: methodological, philological literature search on the research topic; verification of the effectiveness of the proposed guidelines in the teaching process. Results showed that poetic text used at Russian as a Foreign Language lessons stimulates interest and motivation to learn Russian, contributes to language knowledge arrangement, development of basic communication skills, improvement of speech skills, and formation of linguacultural competence. The authors concluded that the best form of poetic text classes in a foreign audience is heuristic conversation focusing on the semantic sensing of a text by interpreting its linguistic expression means. The system of poetic text-based tasks should be aimed at mastering the linguistic material, understanding the message and the figurative content of the work. Text interpretation should include the students’ familiarization with the cross-cultural information which is the object of comparison of their native culture and Russian culture, their own and other people’s perception of reality.

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