Search results

1

Spontaniczne nabywanie umiejętności wymowy wybranych elementów segmentalnych w języku hiszpańskim przez rodowitych użytkowników języka polskiego – studium przypadku

100%

Sobański T.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

|

2015

|

issue 19

301-313

EN

A contrastive analysis of the phonology and phonetics of the native and a foreign tongue cannot foresee all pronunciation errors in the foreign language; their character needs to be established experimentally. The goal of this paper is to determine whether subjects can spontaneously acquire the pronunciation of selected sounds of Spanish, and whether the form of the stimulus (written vs. oral) influences the phonetic correctness of the result. The experiment was conducted on two students. The corpus was made up by an oral statement (reading of a series of sentences), and free answers to oral questions. The results show that correct pronunciation occurs when sounds are identical in both languages, and to a certain degree, when L2 sounds are absent from L1. Errors arise when sounds are similar but not identical in L1 and L2. The correctness of realization increases during free speech, and the increase is independent from the skill level of the subject.

2

Phoneme Analysis Ability in Children with the Fetal Alcohol Syndrome

100%

Krakowiak M.

Logopedia Silesiana

|

2019

|

issue 8

206-235

PL

A woman who drinks alcohol while being pregnant puts her child at risk of numerous birth defects that can negatively affect a child’s cognition, physical growth and behaviour. It is called Fetal Alcohol Syndrome – FAS. Among all these dysfunctions, hearing problems might occur, including the disorders of phonematic hearing and phonematic analysis which result in improper executive functioning. The deficits in executive functioning can lead to real-life implications. According to studies, the children’s ability to operate phonemes should develop with age. Approximately sixty per cent of six-year-old children and almost all ten-year-old children successfully perform phoneme analysis. Undoubtedly, this ability is strongly connected with reading and writing, that is, the basic skills for school children. However, studies on FAS children show that only twenty per cent of sixyear- olds and fifty per cent of ten-year-olds can manage the task of phoneme operations. It is a natural consequence of the problems with memorising sounds and the linear order of words. This failure in developing the skill of phoneme analysis in children leads to dysfunctions in reading and writing.

3

Fonem jako prototyp i kategoria radialna. Koncepcja kognitywna

100%

Pluta-Wojciechowska D.

Logopedia Silesiana

|

2014

|

issue Logopedia Silesiana nr 3

50-67

EN

The subject matter of the study is the presentation of questions which are connected with the notion of the phoneme. The authoress intention was to approach the reader not only with the meaning of this notion but to show how differently it can be understood and what role it plays regarding the usage of a language. The effect of presented considerations is the presentation of own capture of a phoneme with the help of chosen principles of cognitive linguistics, particularly the theory of prototypes.

4

Phoneme Analysis Ability in Children with the Fetal Alcohol Syndrome

100%

Krakowiak M.

Logopedia Silesiana

|

2019

|

issue 8

206-235

PL

A woman who drinks alcohol while being pregnant puts her child at risk of numerous birth defects that can negatively affect a child’s cognition, physical growth and behaviour. It is called Fetal Alcohol Syndrome – FAS. Among all these dysfunctions, hearing problems might occur, including the disorders of phonematic hearing and phonematic analysis which result in improper executive functioning. The deficits in executive functioning can lead to real-life implications. According to studies, the children’s ability to operate phonemes should develop with age. Approximately sixty per cent of six-year-old children and almost all ten-year-old children successfully perform phoneme analysis. Undoubtedly, this ability is strongly connected with reading and writing, that is, the basic skills for school children. However, studies on FAS children show that only twenty per cent of sixyear- olds and fifty per cent of ten-year-olds can manage the task of phoneme operations. It is a natural consequence of the problems with memorising sounds and the linear order of words. This failure in developing the skill of phoneme analysis in children leads to dysfunctions in reading and writing.

5

Polish Place-Names and Word-Final Consonant Groups: More Affricates and Diphthongs in Polish?

88%

Jaskuła K.

Poznań Studies in Contemporary Linguistics

|

2010

|

vol. 46

|

issue 4

391-406

EN

In this paper, an attempt is made at classifying word-final clusters occurring in Polish place-names from the viewpoint of syllabic structure within a strict CVCV model of Government Phonology. It is proposed here that the phonemic analysis of sounds should be truly abandoned. As a result, we can discover that segments behave according to the unchangeable syllabic structure: more than one segment can be attached to one skeletal position, the string of sounds in a word being preserved and the governing relations being contracted in line with the theoretical assumptions. Consequently, what we have in Polish is occasional diphthongs, affricates and complex segments which need not be recognized as distinctive phonemically.

6

Głoska. Próba definicji dla potrzeb badań wymowy cudzoziemskiej

88%

Rogoziński Ł.

Studia Linguistica

|

2015

|

issue 34

125-150

EN

The aim of the article is to propose a phonetically-driven definition of the so called ‘głoska’ phenomenon in Polish linguistics. The kind of definition that would made studies on segmental foreign pronunciation more effective. The term ‘głoska’ can be considered a Polish counterpart of such terms as ‘phone’ or ‘speech sound’ but its most popular definitions often show some significant differences when compared with one another. There can be 6 main descripancies found among the most popular definitions of the term. Many of the definitions are somehow phonologically-driven and reflect mainly on the fact that ‘głoska’ is an articulated phoneme which is an oversimplification. The definition of ‘głoska’ in this paper is based on Tworek’s method for subdividing ‘głoska’ into a quadruple phonetic (articulated) phenomenon which consists of primary, secondary, individual, contextual features. This approach to ‘głoska’ as a basic and most important part of segmental speech continuum may be very productive in phonetic research, especially on non-native pronunciation.

7

Phonostilistische Besonderheiten des deutschen Reimdiskurses

88%

Tokaryeva T., Khomenko T.

Linguistische Treffen in Wrocław

|

2019

|

issue 16

341-352

EN

The vocal side of language has aroused the interest of scientists and researchers since antiquity. This direc¬tion in linguistic research is still relevant today, as evidenced by numerous treatises and experiments. In the present contribution, the authors tried to generalize and to analyze the most important means of pho¬nostilistics and their realization in different types of rhyming discourse, such as nursery rhymes, children’s poems, puzzles, lyrical poems etc. It has been proved very clearly that alliteration, assonance, phonetic imitation, phonetic symbolism as well as linguistic design are characterized by the aesthetic function as well. They create a special atmosphere in a finished work and thus achieve a certain emotional influence not only on the listener but also on the reader. This realizes the existence of the finest thread between the author and the auditorium, for which his rhyming work is forseen.

8

ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК

75%

Лариса К.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 9(63)

61-72

EN

The aim of the article is to review the methodological recommendations of the well-known national scientist-philologist and pedagogue V. Masalskyi regarding teaching phonetics, word structure, orthography, forming orthoepic and orthographic skills. Research methods: analysis of scientific works, methodological recommendations, textbooks and manuals, learning of educational documents, curricula. The famous Ukrainian linguodidact O. Belyaev, a follower of V. Masalskyi, notes that phonetics has a great potential for developing a speech culture. According to V. Masalskyi, students cannot apprehend the concept of a sentence and its functions in speech without being acquainted with the notion of a logical stress beyond the intonational structure of the utterance that has its own sound characteristics. The methodologist provides the examples from the orthoepy and orthography, the examples for the analysis of the word structure and the examples of the research material. The scholar notes that the concurrent teaching of the two East Slavic languages, namely Ukrainian and Russian languages, provides students with the ground for conscious acquisition of the norms of the standard language pronunciation. When starting learning the rules of pronouncing sounds in different positions in the word combinations, students, with the help of a teacher, find out the suprasegmental feature of these languages – the euphony. Such exercises should be also done later, at the lessons of literature, where students learn about the use of assonance and alliteration, observe the alternation of the consonants and the rhythm of speech, which is caused by the shift of stress. Professor V. Masalskyi emphasizes on the fact that the thoroughly learnt phonetics and orthographic rules are necessary for creating a solid base of the orthographic competence of pupils via studying phonetics. Studying phonetics contributes to the semantic analysis of words and has a practical purpose: to give students a basic knowledge about the sound system of the language and to form the orthoepic and orthographic skills. The successful achievement of such goals is possible only providing for the conscious attitude of pupils towards the peculiarities of pronunciation and writing and their relationships under the condition of providing students with the necessary theoretical knowledge. The ability to find the syllables is important for the successful learning of orthographic rules. The scientist’s recommendations do not lose their value.

9

Systems of symbolic representations of English sounds 1: A theoretical background

75%

Ryndak L.

Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching

|

2012

|

issue 9

73-104

EN

The first part of the paper deals with some phonetic notations (analphabetic and alphabetic) which were worked out in the past. It shows different types of transcription together with the main reasons for transcribing. It also gives an analysis of the notions of phoneme and allophone, which belong to the theoretical basis for constructing systems of phonetic transcription and are relevant for the distinction of their basic types. Besides, this sheds light upon the general classification of vowels as well as on the concept of cardinal vowels and on the nature of diphthongs.

10

Linguistic Features of the Sentence Issued by Sigismund III

75%

Титаренко В.

Slavia Orientalis

|

2020

|

vol. LXIX

|

issue 1

11

MUZYKA A SŁUCH FONEMATYCZNY

63%

Burczyk I.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

|

2015

|

issue 10

123-132

PL

W artykule podjęto próbę omówienia wybranych zagadnień związanych z uwarunkowaniami wspólnych cech muzyki i słuchu fonematycznego w aspekcie powiązań mechanizmów ich percepcji. Kształtowanie się słuchu fonematycznego odpowiada etapom rozwoju percepcji mowy. Kilka refleksji poświęcono analogii zachodzącej między muzyką a językiem jako formami komunikatu posługującego się fonemem lub dźwiękiem. Wiele sekwencji tych elementów powiązanych jest ścisłymi regułami, mającymi swoją semantykę oraz cechy akustyczne (wysokość, dynamikę, barwę, czas trwania). Podobieństwa polegają na percepcji, która wyprzedza wykonanie oraz używa tego samego kanału słuchowo-głosowego. Formy, zarówno muzyczne, jak i językowe, uwarunkowane są uczestnictwem w określonej kulturze.

EN

This article attempts to discuss selected issues related to the determinants of common features of music and phonemic hearing in terms of ties between mechanisms of their perception. Development of phonemic hearing corresponds with the developmental stages of speech perception. Some reflections presented within the article focus on the analogy that occurs between music and language considered forms of message using a phoneme or sound. Many sequences of these elements are bonded with strict rules, which have their semantics and acoustic characteristics (height, dynamics, timbre, duration). The similarities occur in the perception that precedes execution and uses the same auditory – voice channel. Both music and language forms are conditioned by participation in a particular culture.

12

From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

51%

Jurida S. H.

ExELL

|

2014

|

vol. 2

|

issue 2

116-132

EN

The present study portrays some of the key aspects of connected speech in English, as adopted by 42 native Bosnian/Croatian/Serbian-speaking undergraduate students of English in the English Department, University of Tuzla, in the academic year 2013/2014. More specifically, the study shows how successfully these students developed their transcription skills in English, particularly when it comes to the use of diacritics for dental, velarised, and syllabic consonants of English, as well as for aspirated and unreleased (unexploded) English plosives. In addition, the study focuses on the coalescent type of assimilation. Connected speech (also known as rapid, relaxed, casual, or fluent speech) is characterised by a number of phonetic phenomena. The paper also analyses the level to which students enrolled in the English Department in Tuzla have developed a sense of elementary terms in this field, an understanding of the English sound system, and generally speaking, to what extent they developed their broad and narrow transcription skills.

13

Po co i jak (nie) uczyć cudzoziemców fonetyki języka polskiego?

51%

Badyda E.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

|

2019

|

vol. 26

197-208

EN

Communicative language teaching does not focus its attention on phonetics, but it should be noted that student’s communicative efficiency also depends on his ability to reproduce the phonetic shapes of words correctly. The student’s difficulties with the correct pronunciation in a foreign language are the result of shaping his phonological hearing and automation of movements of the articulators by his native language. That is why just exposure to the sound of the L2 may not be enough. The author argues that identifying Polish phones and their correct production should be focused on from the beginning. This allows the teacher to refer to correct patterns of phones in any prospective case of wrong pronunciation and also helps prevent the formation of erroneous student’s habits of speech. In the work on phonetics, particular attention should be paid to the most characteristic phonological oppositions in Polish, also taking into account those important from the point of view of inflection. It would be advisable to introduce phonemes simultaneously with the alphabet, as in classroom learning conditions a student acquires phonic and graphic forms of words at the same time. Equipped with the knowledge about the relationship between pronunciation and spelling, he will be able to correct his own pronunciation referring to the spelling of the words and also – to write them as they are heard. It also prevents a student from reading newly learned words according to the spelling rules of another language. In the future, it will allow the student to pronounce those proper names, which are learned in graphic form, correctly.

PL

Fonetyka nie jest eksponowaną płaszczyzną w nauczaniu języka polskiego jako obcego o nastawieniu komunikacyjnym, jednak skuteczność komunikacyjna zależy też od umiejętności odwzorowania przez studenta prawidłowej postaci brzmieniowej wyrazu, zwłaszcza w zakresie relewantnych fonologicznie cech głosek. Trudności studenta z prawidłową wymową wynikają z ukształtowania jego słuchu fonemowego i zautomatyzowania ruchów artykulacyjnych zgodnie z wymogami jego języka rodzimego, dlatego ogólna ekspozycja na brzmienie języka polskiego może być niewystarczająca. Uzasadnione jest skoncentrowanie się na różnicowaniu słuchem głosek polskich i prawidłowej ich wymowie już na początku nauki. Umożliwia to późniejsze odwoływanie się do wprowadzonych wzorców fonetycznych i zapobieganie powstaniu błędnych nawyków wymawianiowych. W pracy nad fonetyką należy skupić się zwłaszcza na najbardziej charakterystycznych opozycjach fonologicznych w języku polskim, z uwzględnieniem tych, które są istotne z punktu widzenia fleksji. Zasadne jest wprowadzanie fonemów w powiązaniu z alfabetem, ponieważ w nauce języka obcego student zapoznaje się z kodem fonetycznym i graficznym równolegle. Pozwala to na późniejsze wykorzystanie postaci ortograficznej do przypomnienia wymowy, poprawne zapisywanie wyrazów ze słuchu, a jednocześnie uniknięcie odczytywania nowych polskich wyrazów zgodnie z konwencją ortograficzną obcego języka. Ponadto umożliwia w przyszłości operowanie w mowie nazwami własnymi poznawanymi w postaci graficznej.

Refine search results

Spontaniczne nabywanie umiejętności wymowy wybranych elementów segmentalnych w języku hiszpańskim przez rodowitych użytkowników języka polskiego – studium przypadku

Phoneme Analysis Ability in Children with the Fetal Alcohol Syndrome

Fonem jako prototyp i kategoria radialna. Koncepcja kognitywna

Phoneme Analysis Ability in Children with the Fetal Alcohol Syndrome

Polish Place-Names and Word-Final Consonant Groups: More Affricates and Diphthongs in Polish?

Głoska. Próba definicji dla potrzeb badań wymowy cudzoziemskiej

Phonostilistische Besonderheiten des deutschen Reimdiskurses

ПОРАДИ В. МАСАЛЬСЬКОГО ЩОДО НАВЧАННЯ ФОНЕТИКИ, БУДОВИ СЛОВА, ПРАВОПИСУ, ПРИЩЕПЛЕННЯ УЧНЯМ ОРФОЕПІЧНИХ ТА ОРФОГРАФІЧНИХ НАВИЧОК

Systems of symbolic representations of English sounds 1: A theoretical background

Linguistic Features of the Sentence Issued by Sigismund III

MUZYKA A SŁUCH FONEMATYCZNY

From introduction to phonemic symbols to development of transcription skills: A case study in the English Department at University of Tuzla

Po co i jak (nie) uczyć cudzoziemców fonetyki języka polskiego?