scholarly journals Prototypical Predicates Have Unmarked Phonology

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Jennifer L. Smith
Keyword(s):  
Pitch Accent ◽  
Phonological Processes ◽  
Least Privilege ◽  
Unaccusative Verbs ◽  
Tokyo Japanese ◽  
Phonological Contrasts ◽  
Category Effects ◽  
General Scale

Recent work recognizes that phonological processes and phonotactics can be sensitive to lexical category. Moreover, there are strong cross-linguistic tendencies concerning the nature of phonological differences between categories. One such tendency is a hierarchy of phonological privilege, N &gt; A &gt; V: nouns tend to license more phonological contrasts and tolerate more marked structures than adjectives, with verbs showing the least privilege and therefore the greatest phonological unmarkedness.<p style="margin-bottom: 0in;" lang="zxx">This paper proposes that the N &gt; A &gt; V hierarchy of phonological privilege derives from a more general scale, according to which protypical designators (or arguments) have more phonological privilege, and prototypical predicates show greater unmarkedness. This approach predicts that even <em>within</em> a given lexical category, such as V, category members that are more prototypical as predicates should show greater unmarkedness.</p><p style="margin-bottom: 0in;" lang="zxx">A case study is presented in support of this proposal. In Tokyo Japanese, unergative verbs (more-prototypical predicates) show greater phonological unmarkedness with respect to pitch accent than unaccusative verbs (less-prototypical predicates). Some preliminary implications of this finding for our understanding of lexical-category effects in phonology, and of the role of markedness scales in the grammar, are also considered.</p>

scholarly journals French loanwords in Vietnamese: the role of input language phonotactics and contrast in loanword adaptation

2016 ◽  
Vol 2 ◽  
Author(s):  
Yoonjung Kang ◽  
Andrea Hòa Phạm ◽  
Benjamin Storme
Keyword(s):  
Input Language ◽  
Loanword Adaptation ◽  
Phonetic Similarity ◽  
Adaptation Pattern ◽  
Phonological Knowledge ◽  
First Case ◽  
L2 Phonology ◽  
Phonological Contrasts

This study examines the adaptation of French vowels in Vietnamese focusing on adaptation patterns that seem to defy a straightforward analysis based on native phonotactic restrictions or comparison of phonetic input-output similarity. A proper analysis requires reference to knowledge of the input language phonology. In the first case study, we observe that Vietnamese adapters extend the French phonotactic tendencies, i.e., Loi de Position, to loan adaptation productively. Such “intrusion” of L2 phonology knowledge may arise when phonetics underdetermines the adaptation and the adapters look to their knowledge of L2 phonology to arrive at adaptation. It is also notable that the L2 knowledge employed in adaptation is not native-like as the adaptation is not always isomorphic to the French input. In the second case study, the contrast of L2 phonology (/ʁ/ vs. /k/) is neutralized due to an L1 phonological restriction (i.e., no /ʁ/ in Vietnamese coda) but the Vietnamese adaptation systematically retains the contrast in the quality and length difference in the preceding vowel. There is plausible phonetic motivation for this adaptation pattern, but phonetically faithful mapping underdetermines the attested adaptation pattern, and reference to knowledge of L2 phonological contrasts is necessary. These findings illustrate the complexity of the loanword adaptation process, where a variety of different factors including L1 phonological restrictions, phonetic similarity, and L2 phonological knowledge, interact to affect adaptation.

scholarly journals role of f0 alignment in distinguishing intonation categories: evidence from American english

2021 ◽  
Vol 3 (1) ◽  
pp. 3-67
Author(s):  
Laura C. Dilley ◽  
Christopher C. Heffner
Keyword(s):  
Fundamental Frequency ◽  
American English ◽  
Pitch Accent ◽  
Stimulus Series ◽  
Temporal Alignment ◽  
Phonological Contrasts ◽  
Category Exemplars

Under the autosegmental-metrical (AM) theory of intonation, the temporal alignment of fundamental frequency (F0) patterns with respect to syllables has been claimed to distinguish pitch accent categories. Several experiments test whether differences in F0 peak or valley alignment in American English phrases would produce evidence consistent with a change from (1) a H* to a H+L* pitch accent, and (2) a L* to a L+H* pitch accent. Four stimulus series were constructed in which F0 peak or valley alignment was shifted across portions of short phrases with varying stress. In Experiment 1, participants discriminated pairs of stimuli in an AX task. In Experiment 2, participants classified stimuli as category exemplars using an AXB task. In Experiment 3, participants imitated stimuli; the alignment of F0 peaks and valleys in their productions was measured. Finally, in Experiment 4, participants judged the relative prominence of initial and final syllables in stimuli to determine whether alignment differences generated a stress shift. The results support the distinctions between H* and H+L* and between L+H* and L*. Moreover, evidence consistent with an additional category not currently predicted by most AM theories was obtained, which is proposed here to be H*+H. The results have implications for understanding phonological contrasts, phonetic interpolation in English intonation, and the transcription of prosodic contrasts in corpus-based analysis.

The role of multiplicity in a cult: A case study

1987 ◽  
Author(s):  
William A. Worrall ◽  
Ann W. Stockman

Endangered Butterflies and their Non-Native Host Plants: Examining Shifting Values of Belonging in Restoration

2019 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Robert M. Anderson ◽  
Amy M. Lambert
Keyword(s):  
Ecological Restoration ◽  
Native Species ◽  
Puget Sound ◽  
A Value ◽  
The Social ◽  
Remote Island ◽  
Scientific Truth ◽  
Native Host

The island marble butterfly (Euchloe ausonides insulanus), thought to be extinct throughout the 20th century until re-discovered on a single remote island in Puget Sound in 1998, has become the focus of a concerted protection effort to prevent its extinction. However, efforts to “restore” island marble habitat conflict with efforts to “restore” the prairie ecosystem where it lives, because of the butterfly’s use of a non-native “weedy” host plant. Through a case study of the island marble project, we examine the practice of ecological restoration as the enactment of particular norms that define which species are understood to belong in the place being restored. We contextualize this case study within ongoing debates over the value of “native” species, indicative of deep-seated uncertainties and anxieties about the role of human intervention to alter or manage landscapes and ecosystems, in the time commonly described as the “Anthropocene.” We interpret the question of “what plants and animals belong in a particular place?” as not a question of scientific truth, but a value-laden construct of environmental management in practice, and we argue for deeper reflexivity on the part of environmental scientists and managers about the social values that inform ecological restoration.

Drama in Education Reaching Beyond the “Art Form or Teaching Tool” Dichotomy

2018 ◽  
Vol 5 (3) ◽  
pp. 70-77
Author(s):  
Irina Lešnik
Keyword(s):  
Elementary Education ◽  
Social Issues ◽  
Drama In Education ◽  
History Curriculum ◽  
Art Form ◽  
Creative Solutions ◽  
Theatre Pedagogy ◽  
Emotional Level

Abstract In the following article we try to re-evaluate, the place drama occupies in contemporary elementary education. By limiting the role of drama to literature studies and theatre productions, we lose a greater potential Theatre Pedagogy has to offer to a much broader educational spectrum. The participatory practices of Theatre and Drama in Education (TiE, DiE) promote active learning, based on a most organic children’s activity - play. While students co-create the fictional world of drama, teacher's guidance is crucial in setting new challenges, encouraging students to find creative solutions and reflect on often-complex social issues. Because of its art component, drama challenges the participants on a cognitive as well as emotional level, becoming a truly transformational experience. As such, Drama in Education is especially useful when approaching sensitive and controversial topics. This thesis is presented on a case study observing Year 6 students at St’ Michael’s CE Academy in Birmingham, UK, using Drama in Education method as part of History curriculum.

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