British English Phonetic Transcription

2021 ◽  
Author(s):  
Paul Carley ◽  
Inger M. Mees
2007 ◽  
Vol 37 (2) ◽  
pp. 183-199 ◽  
Author(s):  
Paul Carter ◽  
John Local

In this paper we present a production study designed to explore the relationship between three observations which have previously been made about liquids in British English: first, that laterals have prosodically-determined ‘clear’ (syllable-initial) and ‘dark’ (syllable-final) variants; second, that some varieties of English have either clear [1] in all positions or dark [l] in all positions; third, that some varieties with clear [1] have dark [r] while some varieties with dark [1] have clear [r] (in broad phonetic transcription). We take F2 as an acoustic correlate of clearness/darkness and report on F2 variation in two representative varieties of British English, one which has clear initial [1] (Newcastle-upon-Tyne) and one with dark initial [1] (Leeds). We show that Newcastle English has higher F2 frequencies in [1] than in [r] and that the reverse pattern is found in Leeds English. These patterns can also be found in adjacent unstressed vowels but not in adjacent stressed vowels. Final [1] in both varieties has a lower F2 than initial [1]. In intervocalic contexts, these F2 distinctions in the liquids are observed in iambic words for both varieties. In trochaic words they are observed for Leeds only, though the vowel effects can be observed in both varieties. We discuss some phonological consequences of these findings.


1972 ◽  
Vol 2 (2) ◽  
pp. 59-66 ◽  
Author(s):  
J. Windsor Lewis

Phonetic notation of segmental sounds is of two main types, phonemic transcription and phonetic transcription proper which, to avoid ambiguity, is generally now referred to by British phoneticians, following the suggestion of Abercrombie (1953), as ‘allophonic transcription’. The two most important discussions of types of notation for English are Jones (1956: Appendix A) and Abercrombie (1964); for further comments see Windsor Lewis (1969: Chap. III) and Gimson (1970: § 5.6). Of the many different phonetic notations used for English more or less all of them in the last half century or so have employed the symbols of the Association's alphabet, in Britain usually faithfully observing the principles laid down by the Association for their use. In America the principles have not been so generally accepted. They are set forth in Jones, 1949 (PIPA (1949)).


2020 ◽  
Vol 6 (s1) ◽  
Author(s):  
Laurel MacKenzie ◽  
Danielle Turton

AbstractThis paper presents an analysis of the performance and usability of automatic speech processing tools on six different varieties of English spoken in the British Isles. The tools used in the present study were developed for use with Mainstream American English, but we demonstrate that their forced alignment functionality nonetheless performs extremely well on a range of British varieties, encompassing both careful and casual speech. Where phone boundary placement is concerned, substantial errors in alignment occur infrequently, and although small displacements between aligner-placed and human-placed phone boundaries are found regularly, these will rarely have a significant effect on measurements of interest for the researcher. We demonstrate that gross phone boundary placement errors, when they do arise, are particularly likely to be introduced in fast speech or with varieties that are radically different from Mainstream American English (e.g. Scots). We also observe occasional problems with phonetic transcription. Overall, we advise that, although forced alignment software is highly reliable and improving continuously, human confirmation is needed to correct errors which can displace entire stretches of speech. Nevertheless, sociolinguists can be assured that the output of these tools is generally highly accurate for a wide range of varieties.


Corpora ◽  
2013 ◽  
Vol 8 (1) ◽  
pp. 115-135 ◽  
Author(s):  
Xinyue Yao ◽  
Peter Collins

A number of recent studies of grammatical categories in English have identified regional and diachronic variation in the use of the present perfect, suggesting that it has been losing ground to the simple past tense from the eighteenth century onwards ( Elsness, 1997 , 2009 ; Hundt and Smith, 2009 ; and Yao and Collins, 2012 ). Only a limited amount of research has been conducted on non-present perfects. More recently, Bowie and Aarts’ (2012) study using the Diachronic Corpus of Present-Day Spoken English has found that certain non-present perfects underwent a considerable decline in spoken British English (BrE) during the second half of the twentieth century. However, comparison with American English (AmE) and across various genres has not been made. This study focusses on the changes in the distribution of four types of non-present perfects (past, modal, to-infinitival and ing-participial) in standard written BrE and AmE during the thirty-year period from the early 1960s to the early 1990s. Using a tagged and post-edited version of the Brown family of corpora, it shows that contemporary BrE has a stronger preference for non-present perfects than AmE. Comparison of four written genres of the same period reveals that, for BrE, only the change in the overall frequency of past perfects was statistically significant. AmE showed, comparatively, a more dramatic decrease, particularly in the frequencies of past and modal perfects. It is suggested that the decline of past perfects is attributable to a growing disfavour for past-time reference in various genres, which is related to long-term historical shifts associated with the underlying communicative functions of the genres. The decline of modal perfects, on the other hand, is more likely to be occurring under the influence of the general decline of modal auxiliaries in English.


2007 ◽  
Vol 1 (2) ◽  
Author(s):  
Richard Zhonghua Xiao ◽  
Hongyin Tao
Keyword(s):  

2004 ◽  
Vol 145-146 ◽  
pp. 219-268 ◽  
Author(s):  
Lawrence Zhang

This paper reports on two phases of a study of a group of advanced TEFL (teachers-of-English-as-a-foreign-language) students. To raise their awareness of the importance of discourse intonation while they were receiving teacher training, this study focuses on examining their sociocultural and psychological inclinations in the choice of phonological models. The first phase is an exploration of their attitudes toward, a native-speaker variety (British English) and a nonnative (Chinese EFL-speaker) variety of English pronunciation and intonation. The second reports on a didactic intervention study of the impact of activities that engaged the students in the awareness-raising of the importance of suprasegmental features, especially discourse intonation, on self-perceptions of their efficacy and confidence in communication. The results showed a systematic pattern of participant endorsement for a native-speaker model and a clear improvement in theIr perceptions of the importance of suprasegmental features of standard English because of teacher-student co-construction of meaning through interactive awareness-raising activities. The findings are discussed with reference to the students' sociocultural and psychological needs in TEFL training, particularly with reference to recent academic discourse on the issue of “linguistic imperialism” (Canagarajah, 1999; Phillipson, 1992, 1996) and ElL in pedagogy (Jenkins, 1998, 2002) and their wider implications in typical EFL contexts.


Sign in / Sign up

Export Citation Format

Share Document