Search results

1

Gehen Vokalverlängerungen mit Fokusakzenten einher?

100%

Molenda A.

Linguistische Treffen in Wrocław

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2019

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issue 16

317-328

EN

The aim of this paper is to analyse and to compare the vowel extension in the academic spoken texts in German and Italian. It contains corpus-based analysis of lectures, which were published on web page gewiss.uni-leipzig.de. In this study the function of vowel extension is established. Furthermore, the author of this article has attempted to answer the question, if vowel extensions are accompanied by focus accents.

2

An acoustic description of spectral and temporal characteristics of Azerbaijani vowels

100%

Mokari P. G., Werner S.

Poznań Studies in Contemporary Linguistics

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2016

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vol. 52

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issue 3

503-518

EN

This paper presents an acoustic description of the nine Azerbaijani vowels; investigating the underlying acoustic and temporal characteristics of its vowel system. We explored acoustic and temporal parameters including: the first three formants (F1, F2 and F3), fundamental frequency (F0) and duration of the vowels. Participants in this study were 20 male and 23 female Azerbaijani speakers with a Tabrizi dialect. They were asked to utter three repetitions of the nine Azerbaijani vowels in three natural word contexts, embedded in carrier sentences. Results showed that the [ɯ] and [œ] vowels had a large overlap in the F1–F2 vowel space. Further analysis suggested that F3 is an important cue in discrimination of this vowel pair. Vowel-intrinsic duration effect seemed to be relatively strong in Azerbaijani. Other universal features also were found in the production of Azerbaijani vowels: low vowels and female speakers had lower F0 values. Surprisingly, in contrast with previous results for most languages, the average duration of Azerbaijani vowels was greater in males than females. The results of this study define the acoustic vowel-space of the Azerbaijani language and develop a database for further comparisons and investigations.

3

L2 dialect acquisition of German vowels: The case of Northern German and Austrian dialects

100%

Smith L. C., Baker W.

Poznań Studies in Contemporary Linguistics

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2011

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vol. 47

120

EN

This study examines how the dialect of a second language (L2) affects how accurately the L2 is perceived and produced. Specifically, we examined differences between the production and perception of German vowels /i:/, /y:/, and /u:/ by learners of either Austrian German (AG) or Northern German (NG). Vowels across these dialects differ due to how salient the /i:/–/y:/–/u:/ contrast is marked: there is (more) derounding of /y:/ in AG than in NG. This derounding in AG leads to the loss of an acoustic cue marking /i:/–/y:/, but a potentially enhanced acoustic cue for the /y:/–/u:/ contrast. As a result of these differences, both dialects have opposing cues by which to contrast /i:/, /u:/ and /y:/. Results indicate that AG learners are at times more accurate than NG learners in their perception and production of these German vowels. These results may have occurred because AG learners had a greater exposure to many dialects, and a greater desire to speak (high) German accurately than did the NG learners.

4

The influence of pronunciation learning strategies on mastering English vowels

100%

Rokoszewska K.

Studies in Second Language Learning and Teaching

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2012

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vol. 2

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issue 3

391-413

EN

The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study which investigated the influence of pronunciation learning strategies on the perception and production of English pure vowels and diphthongs by first-year students of an English department. The results of the study indicate that students of English, who on average use pronunciation learning strategies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of English monophthongs and diphthongs.

5

The influence of pronunciation learning strategies on mastering English vowels

100%

Rokoszewska K.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 3

391-413

EN

The present paper focuses on the role of strategies in learning the pronunciation of the target language. First, an outline of various general classifications of language learning strategies is provided. Next, pronunciation learning strategies are defined and their various taxonomies are presented. This is followed by the description of the study which investigated the influence of pronunciation learning strategies on the perception and production of English pure vowels and diphthongs by first-year students of an English department. The results of the study indicate that students of English, who on average use pronunciation learning strategies rather occasionally, should receive some strategy-based instruction as there exists a significant relationship between the investigated phenomena, especially between the use of pronunciation learning strategies and the production of English monophthongs and diphthongs.

6

Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility

100%

Šimáčková Š., Podlipský V. J., Olomouc P. U., Olomouc P. U., Šimáčková Š. s. s. u. c., Podlipský V. J. s. s. u. c.

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2018

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vol. 16

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issue 2

EN

Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.

7

Vowels in Malacca Portuguese Creole

100%

Pillai S., Chan M. E., Baxter A. N.

Research in Language

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2015

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vol. 13

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issue 3

248-265

EN

This paper examines the vowel system of present day Malacca Portuguese Creole (MPC) or Kristang, based on recordings from interviews with five female native speakers of MPC. A total of 1083 monophthongs were extracted from the recordings. The first and second formants of these vowels were measured and analysed. Considerable variation was found within and between the speakers in the way each of the vowels was produced. There were also noticeable overlaps between /i/ and /e/ suggesting that they were being used interchangeably. Based on the variation in the way that vowels are produced, and the overlaps between vowels, the findings suggest the possibility of phonological instability of this endangered language.

8

Production Accuracy of L2 Vowels: Phonological Parsimony and Phonetic Flexibility

100%

Šimáčková Š., Podlipský V. J.

Research in Language

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2018

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vol. 16

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issue 2

169-191

EN

Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.

9

Einige Überlegungen zur Realisierung der Quantität auf höheren Ebenen des phonetischen Ausdrucks – Projektvoraussetzungen

88%

Molenda A.

Linguistische Treffen in Wrocław

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2020

|

issue 18

431-439

EN

This text is dedicated to segment extensions. It makes up an integral part of the dissertation project under the title “Variation of the segmental characteristic quantity at higher levels of phonetic manifestation on the basics of selected text types in German, Italian and Polish”. The article presents some considerations and comments on the topic of segmental quantity as well as observed regularities and tendencies.

10

Acquiring non-native speech through early media exposure: Belgian children’s productions of english vowels

88%

Simon E., Lima R., De Cuypere L.

Poznań Studies in Contemporary Linguistics

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2016

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vol. 52

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issue 4

719-743

EN

This study aims to map native Dutch and non-native English vowels of Belgian children who have not been immersed and have not received instruction in English, but who are exposed to it through the media. It investigates to what extent this type of exposure is sufficient to develop new phonetic vowel categories. Twenty-four children aged 9–12 years performed production tasks focusing on Dutch and English monophthongs. Vowel formants were normalized and statistically analysed, and results highlight the English contrasts /ɛ–æ/, /ʊ–u/ and /ɒ–ɔ/, which are lacking in Dutch. The children produced contrasting /ɛ/ and /æ/ in F1 and F2 in a repetition task, and English /ɛ/ and /æ/ were considerably different from the closest Dutch vowel /ɛ/ in terms of anteriority. The children’s /ʊ–u/ and /ɒ–ɔ/ differed in F1 and F2. The closest Dutch vowel /u/ did not differ from English /u/, and differed from /ʊ/ only in F1. Dutch /ɔ/ differed from /ɒ/ in F1 and F2 and differed from English /ɔ/ in F1. The results suggest that media-induced Second Language Acquisition should not be underestimated, for even in contexts of L2 acquisition exclusively through media exposure, children learn to produce contrasts between L2 vowels which do not exist in their L1.

11

System samogłoskowy współczesnej kaszubszczyzny północno-zachodniej

88%

Jocz L.

Slavia Occidentalis

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2015

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issue 72/1

39-63

PL

This article is dedicated to the vocalism of the contemporary Żarnowiec dialect (spoken in Wierzchucino and Nadole). On the one hand, an acoustic and phonetic analysis has identified certain phonetic archaisms (like the central or frontal and central pronunciation of /u/) and has aided in-depth descriptions of sounds previously referred to in a very imprecise way (*/aː/ pronounced as a near-close rounded vowel, central, [ɵ] type). On the other hand, the analysis has provided grounds for acknowledging the important phonetic changes which have occurred in the Kashubian dialect in the past few decades; some of these consist in completing specific phenomena. These include the general dissemination of the diphthongal pronunciation of stressed /e, o, ɛ, ɔ/, the highly back and rounded pronunciation of /ɒ/, the front and open pronunciation of /æ/ in Nadole and the extended scope of the phonological and phonetic reduction of non-stressed vowels (the phonemes /ɘ̟, ɛ, æ/ are always, /ɵ, e/ nearly always and /i/ is relatively rarely pronounced in the same way when not stressed). The result of this reduction is a distinctly centralized vowel or a central vowel of the [ɜ] type. From the phonological point of view, attention should be paid primarily to the ultimate loss of nasal vowel phonemes. Contrary to existing descriptions, the vocal continuant */ã/ has not been merged phonologically with /e/ but a new oral phoneme /ɘ̟/ has been established. It is worth emphasizing that a majority of the identified changes do not bring the dialect closer to the Polish language, rather, they take it further away from it.

12

Badania fonetyczne a glottodydaktyka – samogłoski języka niderlandzkiego w wymowie rodzimych użytkowników polszczyzny

88%

Derych A.

Linguistische Treffen in Wrocław

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2022

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issue 22

377-384

EN

Phonetic research is both valid and important in the context of teaching foreign pronunciation. Its results provide methodological guidelines as well as they facilitate understanding of certain linguistic phenomena. The present paper is a review article of a recent monograph written by Zuzanna Czerwonka-Wajda, entitled “Wymowa samogłosek niderlandzkich przez osoby polskojęzyczne. Teoria, praktyka i dydaktyka” (Wrocław 2022: Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe). The monograph is situated within the field of phonetics and is concerned with the pronunciation of Dutch vowels by native speakers of Polish. What seems important and particularly valuable, the book presents multifaceted research: theoretical, practical and foreign language teaching issues are being analysed. The author focuses not only on discussing concepts such as e.g. transfer, interference, norm.

13

Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction

88%

Kautzsch A.

Research in Language

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2010

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vol. 8

1-22

EN

Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English, and even more so due to formal instruction, which appears to accelerate the acquisition process

14

Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction

88%

Kautzsch A.

Research in Language

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2010

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vol. 8

63-84

EN

Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English, and even more so due to formal instruction, which appears to accelerate the acquisition process

15

W sprawie durkheimowsko-saussurowskiego „faktu społecznego”. Dwa exempla z polskiej morfologii

75%

Bogusławski A.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2015

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issue Numer Specjalny

37-45

EN

The author presents an argument in favour of Durkheimian – Saussurian theory of „social fact” as applied to language. The argument consists in pointing out two examples of morphological facts of Polish that are not easily accessible to native speakers and have not been explicitly verbalized, but are nonetheless invariably and rigorously implemented by all of them in their linguistic practice. This shows that the regularities are superimposed on them in a strongly anti-individualistic way. The first fact can be illustrated with the sequence walka ze zorganizowaną przestępczością ‘struggle of its being followed by the adjacent segment beginning in z + V (rather than by a cluster of consonants beginning in a frontal fricative). Polish has created an analogon of the necessary separation of the prepositions z and w from their right-hand syllabic homophonic partner in the adjacent context. The nature of the analogon can be described in the following way: we have to do with strict functional proportional separability of the right-hand non-syllabic homophonic partner of the preposition, on the one hand, and the rest of the expression the partner belongs to. Here is an example of such a proportion: zorganizowany : organizowany :: zoperowany : operowany. The second fact can be illustrated with the present tense form dozbierywuje (vs. * dozbieruje) of the verb dozbierywać. This shape manifests a strict parallelism with regard to the imperfective forms in -liwać, -liwuje, vs. * -luje, cf. rozstrzelać – rozstrzeliwać – rozstrzeliwuje. Both main spirants, [l] and [r], go here hand in hand. However, there is an additional regularity in play. The point is that the shape -r-ywuje depends on the presence of the preceding sequence which contains a root vowel, cf. przeorać – przeorywać – przeorywuje (here, the vowel is [o]). If this condition is not met, the final -uje does not appear; instead, next to -r-yw- regular endings of the main conjugation of verbs in -ać are used; thus, we have -a in the 3rd person sg, -am in the 1st person sg, and so on, cf.: przegrać – przegrywać – przegrywa – przegrywam.

16

On Im/Pure Rhymes in Shakespeare’s Venus and Adonis

75%

Wełna J.

Anglica. An International Journal of English Studies

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2016

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issue 25/3

133-146

EN

The pronunciation of Early New English, a period of the language when William Shakespeare lived and worked, still hides many puzzles. Although linguists have worked out a model of pronunciation of at c1600, there still remain controversies concerning the speech of Shakespeare and his contemporaries, such as u-centralization (cup), contrast of [æ:] : [a:] (last, dance) with sociolinguistic factors involved, etc. The conﬂicting views on Shakespeare’s pronunciation emerge when it comes to the interpretation of vowels in the rhymes of his poetic texts. The present brief study which is conﬁned to the rhymes in his poem Venus and Adonis aims at oﬀering a relatively uniform interpretation of the value of vowels in such rhymes. The main goal is determining whether they are pure rhymes, eye rhymes, or quasi rhymes, the last ones based neither on phonological nor spelling similarities. The solutions suggested are of course not ﬁnal so that modiﬁcations and amendments are welcome.

17

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

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2012

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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.

18

On some distributional peculiarities of the high unrounded vowels in Russian

75%

Kijak A., Kijak A.

Linguistica Silesiana

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2020

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vol. 41

19

Minimal pairs? Minimal difficulty! Vowel perception in young learners

63%

Lipińska D.

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

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2017

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issue 14/1

125-141

EN

Most teachers are familiar with the rule “the earlier, the better” and that it is much easier to teach proper pronunciation from the very beginning than to correct fossilized pronunciation errors at later stag-es (e.g. Baker 1996; Nixon and Tomlinson 2005). While young children are able to acquire L2 phonetics by listening to stories, songs etc., teenagers who are about 13 years old are much more conscious learners (Nixon and Tomlinson 2005) and may start learning pronunciation just like they study L2 grammar or vocabulary. Since it is often said that perception precedes production, the aim of this paper is to present some teaching methods aimed at training young learners of English in vowel perception. It also reports the re-sults from classes in which these methods were used, which prove that young teenagers can easily learn to discriminate vowel pairs and thus also improve their listening skills.

PL

Większość nauczycieli języków obcych jest świadoma zasady “im wcześniej, tym lepiej”. Wiedzą oni też, że znacznie łatwiej jest uczyć prawidłowej wymowy w języku obcym od samego początku, niż poprawiać mocno zakorzenione błędy na późniejszych etapach edukacji (np. Ba-ker 1996; Nixon and Tomlinson 2005). Podczas gdy małe dzieci są w stanie łatwo przyswoić prawidłową wymowę języka drugiego słuchając piosenek, rymowanek czy historyjek, nastolatki w wieku od około 13 roku życia są znacznie bardziej świadomymi uczniami (Nixon and Tomlinson 2005) i mogą zacząć uczyć się fonetyki J2 w taki sam sposób, w jaki uczą się obcej gramatyki czy słownictwa. Ponieważ percepcja dźwięków poprzedza ich produkcję, celem niniejszego artykułu jest zaprezentowanie różnych metod nauczania fonetyki języka obcego ze szczególnym uwzględnieniem treningu percepcji głosek. Są to metody przewidziane dla młodszych nastolatków uczących się języka angielskiego. Ich skuteczność jest udowodniona przez badanie przeprowadzone w wyniku takich zajęć. Badanie wykazało, że młodsze nastolatki są w stanie nauczyć się różnic segmentalnych, dobrze rozróżniają samogłoski, a to pomaga usprawnić nie tylko ich wymowę, ale również umiejętność rozumienia ze słuchu.

20

Language Change within the Theory of Government Phonology

63%

Drabikowska K.

Roczniki Humanistyczne

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2014

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vol. 62

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issue 5: Neofilologia

071-083

PL

Artykuł poświęcony jest zagadnieniu zmiany dźwiękowej w świetle fonologii rządu, zaproponowanej przez m.in. Kaye’a, Lowenstamma, Vergnaud (1985, 1990), Harrisa (1994), Cyrana (1997, 2010), Gussmanna (2002) i Bloch-Rozmej (2008). Przedmiotem badań jest zmiana polegająca na eliminacji samogłoski przedniej przymkniętej zaokrąglonej w okresie wczesnym średnioangielskim w czterech wybranych dialektach: północnym, centralno-wschodnim, centralno-zachodnim i południowo-zachodnim. W dialektach północnym i centralno-wschodnim, samogłoska /y/ utraciła zaokrąglenie bez względu na kontekst. Natomiast w pozostałych dwóch dialektach /y/ zachowała zaokrąglenie, przechodząc w samogłoskę tylną przymkniętą zaokrągloną /u/ w kontekście spółgłosek podniebienno-dziąsłowych. W tym przypadku samogłoska utraciła element palatalny I, który jest także obecny w spółgłoskach podniebienno-dziąsłowych. Przedstawiona analiza danych historycznych pozwala na określenie roli licencjonowania i tzw. Obligatory Contour Principle oraz nałożonych na nich ograniczeń przez funkcję elementów i ich przynależność do komponentów sylaby.

Refine search results

Gehen Vokalverlängerungen mit Fokusakzenten einher?

An acoustic description of spectral and temporal characteristics of Azerbaijani vowels

L2 dialect acquisition of German vowels: The case of Northern German and Austrian dialects

The influence of pronunciation learning strategies on mastering English vowels

The influence of pronunciation learning strategies on mastering English vowels

Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility

Vowels in Malacca Portuguese Creole

Production Accuracy of L2 Vowels: Phonological Parsimony and Phonetic Flexibility

Einige Überlegungen zur Realisierung der Quantität auf höheren Ebenen des phonetischen Ausdrucks – Projektvoraussetzungen

Acquiring non-native speech through early media exposure: Belgian children’s productions of english vowels

System samogłoskowy współczesnej kaszubszczyzny północno-zachodniej

Badania fonetyczne a glottodydaktyka – samogłoski języka niderlandzkiego w wymowie rodzimych użytkowników polszczyzny

Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction

Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction

W sprawie durkheimowsko-saussurowskiego „faktu społecznego”. Dwa exempla z polskiej morfologii

On Im/Pure Rhymes in Shakespeare’s Venus and Adonis

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

On some distributional peculiarities of the high unrounded vowels in Russian

Minimal pairs? Minimal difficulty! Vowel perception in young learners

Language Change within the Theory of Government Phonology