Consonant Repetition Research Articles

DISCOURSE ANALYSIS OF POEMS ENTITLED “THE NEGRO SPEAKS OF THE RIVER” BY LANGSTON HUGHES SURAKARTA IN 2021/2022 ACADEMIC YEAR

The objectives of this research were: 1) To find out the analysis context namely Cultural, Social context and Inferential in these poems written by Langston Hughes entitled The Negro Speak Of The River ; 2) To find out the grammatical aspect in Langston Hughes’s poems entitled Negro speaks of the river ; 3) To find out the lexical aspect in Langston Hughes’s poems entitled Negro speaks of the river The researcher used qualitative research as research method with the type of library research. This research used primary and secondary data as the sources .The techniques of data collection were retrieving the poem of Langston Hughes The Negro Speaks of The River , reading the poem several time, focusing on the sentences of the poems namely the diction, and the figurative word, selecting data, classifying the data, displaying the data, analysing data, interpreting the data, and making the conclusion. In technique of analyzing data, the researcher used interactive data analysis by Miles and Huberman, such as data collecting, data reduction, data displaying, conclusion and verification. To find the validity of the research, was used by triangulation data. The results of the researcher show that: 1) The Cultural Context, Social Context, and Inferential of poems entitled The Negro Speaks of The Rivers were about the influence of blacks history as a slaves and about the inequity for Blacks. The Social Context were about, racialism and discrimination and about struggling. The Inferential were about refering a longest river as a history of Black people, and giving advice about life condition and also about struggle. 2) The Grammatical aspect in poems The Negro Speaks of The Rivers, were: Reference includes “I”, “Me”, “My”, “It”, “He”, “you”, “rivers”, “vein”, pyramid”, “Ancient dusky”, “the Euphrates”, “the Congo”, and “the Mississippi”. The Conjunction in these poems were “as”, “and”, and “when”. 3) Lexical Aspect in poems The Negro Speaks of The Rivers were: Repetition in these poems were Assonance use vowel /o/ sound, and Consonant Repetition. Synonym in these poems were “ancient…and older”. Collocation in these poems were “I’ve” “I’ll”, “ain’t”, “don’t”, “it’s”, and “I’se”. This research result showed the Cultural Context, Social Context, and Inferential of these poems was refers to the history of Black People in America as a slaves. The Grammatical and Lexical Aspects also presented in these poems. The research result can be useful for teaching material especially in grammatical and lexical. Keywords: Langston Hughes, Poems, A Descriptive Qualitative, Discourse Analysis

ALLITERATION AS A LITERARY DEVICE

This article is devoted to some literary and theoretical views of Alliteration in English, giving a stylistic analysis of some literary passages in which the word master in the text of a work of art uses repetitions of individual consonants or their combinations. Alliteration is a method of euphonic repetition in one voice, tuning one or two similar sounds. It is a beautiful musical unity of the author’s thought inherent in poetry and high prose. Usually the semantic words of a sentence are alliterated. The article emphasizes that for alliteration to be effective, alliteration words must be consistent. If there are too many non-alliterative words in the middle, then the literary medium is not fit for purpose. In this regard, this article discusses alliteration and its methodological and stylistic functions in the literature.

The emergence of word-internal repetition through iterated learning: Explaining the mismatch between learning biases and language design

The idea that natural language is shaped by biases in learning plays a key role in our understanding of how human language is structured, but its corollary that there should be a correspondence between typological generalisations and ease of acquisition is not always supported. For example, natural languages tend to avoid close repetitions of consonants within a word, but developmental evidence suggests that, if anything, words containing sound repetitions are more, not less, likely to be acquired than those without. In this study, we use word-internal repetition as a test case to provide a cultural evolutionary explanation of when and how learning biases impact on language design. Two artificial language experiments showed that adult speakers possess a bias for both consonant and vowel repetitions when learning novel words, but the effects of this bias were observable in language transmission only when there was a relatively high learning pressure on the lexicon. Based on these results, we argue that whether the design of a language reflects biases in learning depends on the relative strength of pressures from learnability and communication efficiency exerted on the linguistic system during cultural transmission.

Vowel Context Effects on Consonant Repetition in Early Words

Purpose Consonant repetitions within words are a well-attested speech error pattern in children's early speech acquisition. We investigated the role of intervening vowel context in understanding speech forms containing consonant repetitions in early words. Intrasyllabic consonant-vowel (CV) sequences within consonant-vowel-consonant (CVC) and consonant-vowel-consonant-vowel (CVCV) forms containing consonant repetitions were analyzed to evaluate whether children's lack of independent movement control for the tongue in word-level sequences might contribute to these observed speech patterns. Method Spontaneous speech data produced by 10 typically developing children learning American English were analyzed longitudinally from the onset of word use to 36 months. Overall patterns and word shape effects for nine CV combinations occurring in their CVC and CVCV word shapes that contained repeated nonadjacent consonants and the intervening vowel were analyzed. Results Three CV combinations-coronal-front vowel, labial-central vowel, and dorsal-back vowel-occurred at above-chance levels. Preference for these CV patterns was strong in CVCV but not in CVC word shapes. These CV combinations occurred frequently at all time periods analyzed for CVCV's while decreasing across time for CVC's. Conclusions Analysis of intrasyllabic patterns within word forms containing consonant repetitions revealed that consonant repetitions in many early words occurred at above-chance levels in the context of articulatorily compatible vowels. Results suggest that children's production system capacities are an important contributing principle accounting for vowel context effects within word forms containing consonant repetitions during earliest speech acquisition.

Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense Syllable Repetition Test.

Although the majority of early implanted, profoundly deaf children with cochlear implants (CIs), will develop correct pronunciation if they receive adequate oral language stimulation, many of them have difficulties with perceiving minute details of speech. The main aim of this study is to measure the confusion of consonants and vowels in well-performing children and adolescents with CIs. The study also aims to investigate how age at onset of severe to profound deafness influences perception. The participants are 36 children and adolescents with CIs (18 girls), with a mean (SD) age of 11.6 (3.0) years (range: 5.9–16.0 years). Twenty-nine of them are prelingually deaf and seven are postlingually deaf. Two reference groups of normal-hearing (NH) 6- and 13-year-olds are included. Consonant and vowel perception is measured by repetition of 16 bisyllabic vowel-consonant-vowel nonsense words and nine monosyllabic consonant-vowel-consonant nonsense words in an open-set design. For the participants with CIs, consonants were mostly confused with consonants with the same voicing and manner, and the mean (SD) voiced consonant repetition score, 63.9 (10.6)%, was considerably lower than the mean (SD) unvoiced consonant score, 76.9 (9.3)%. There was a devoicing bias for the stops; unvoiced stops were confused with other unvoiced stops and not with voiced stops, and voiced stops were confused with both unvoiced stops and other voiced stops. The mean (SD) vowel repetition score was 85.2 (10.6)% and there was a bias in the confusions of [i:] and [y:]; [y:] was perceived as [i:] twice as often as [y:] was repeated correctly. Subgroup analyses showed no statistically significant differences between the consonant scores for pre- and postlingually deaf participants. For the NH participants, the consonant repetition scores were substantially higher and the difference between voiced and unvoiced consonant repetition scores considerably lower than for the participants with CIs. The participants with CIs obtained scores close to ceiling on vowels and real-word monosyllables, but their perception was substantially lower for voiced consonants. This may partly be related to limitations in the CI technology for the transmission of low-frequency sounds, such as insertion depth of the electrode and ability to convey temporal information.

Electrophysiological evidence of phonetic normalization across coarticulation in infants.

The auditory neural representations of infants can easily be studied with electroencephalography using mismatch experimental designs. We recorded high-density event-related potentials while 3-month-old infants were listening to trials consisting of CV syllables produced with different vowels (/bX/ or /gX/). The consonant remained the same for the first three syllables, followed (or not) by a change in the fourth position. A consonant change evoked a significant difference around the second auditory peak (400-600ms) relative to control trials. This mismatch response demonstrates that the infants robustly categorized the consonant despite coarticulation that blurs the phonetic cues, and at an age at which they do not produce these consonants themselves. This response was obtained even when infants had no visual articulatory information to help them to track the consonant repetition. In combination with previous studies establishing categorical perception and normalization across speakers, this result demonstrates that preverbal infants already have abstract phonetic representation integrating over acoustical features in the first months of life.

A phonetic approach to consonant repetition in early words

The goal of this study was to evaluate movement-based principles for understanding early speech output patterns. Consonant repetition patterns within children's actual productions of word forms were analyzed using spontaneous speech data from 10 typically developing American-English learning children between 12 and 36 months of age. Place of articulation, word level patterns, and developmental trends in CVC and CVCV repeated word forms were evaluated. Labial and coronal place repetitions dominated. Regressive repetition (e.g., [gag] for “dog”) occurred frequently in CVC but not in CVCV word forms. Consonant repetition decreased over time. However, the children produced sound types available reported as being within young children's production system capabilities in consonant repetitions in all time periods. Findings suggest that a movement-based approach can provide a framework for comprehensively characterizing consonant place repetition patterns in early speech development.

The effect of a discrimination task on L2 learners' recall of collocations and compounds

This paper reports an experiment in which 24 two‐word phrases (collocations and compounds) were dictated to 38 adultEFLstudents who were then asked to discriminate between ones which manifest consonant repetition across the two words (e.g.privateproperty;importantpoint,) and ones which do not (e.g.private collection;important thing). The students' ability to recall the phrases was subsequently gauged in unannounced tests. Phrases that were judged by the students to meet the criterion (i.e. +consonant repetition) were significantly better recalled in the post‐test regardless of whether their judgement was correct. The finding that a discrimination activity results in superior recall of items that are thought to display a stipulated trait over those that do not is relevant for the experimental study of memory and can be exploited in second language instruction.

Case studyPhonological rehabilitation of acquired phonologic alexia

Background: Acquired alexia can result from impairment in either the direct (lexical) or indirect (nonlexical) reading routes. The direct route involves visual word knowledge, is supported by semantics and used to read familiar words, is especially important in irregular word reading, and cannot be used to read unfamiliar or nonwords. The nonlexical or indirect route involves parsing graphemes into component parts, application of grapheme to phoneme correspondence rules, and blending of graphemes, and is pertinent when reading unfamiliar or nonwords. Impairment of the indirect route results in either phonological or deep alexia. Several investigations have reported successful attempts in the rehabilitation of indirect route processing with minimal generalisation to untrained items. The present study reports treatment of indirect route processing using a phonological treatment approach typically used for individuals with developmental dyslexia.Aims: The aim of the present study was to investigate effects of a phonologically based rehabilitation programme on reading abilities for two adults with acquired alexia and impairment of indirect route processing. The following research questions were asked: (1) Does phonological treatment improve reading comprehension and the ability to read aloud? (2) Does treatment generalise to untreated behaviours? (3) Are treatment and generalisation effects maintained following treatment termination?Methods & Procedures: Two subjects who suffered a left hemisphere cerebral vascular accident participated in this study. A single‐subject multiple baseline design used pre and post testing and repeated treatment, generalisation, and control probes. Data were analysed using visual inspection from three judges uninvolved in this study as well as effect size (f‐statistic).Outcomes & Results: Results showed a treatment effect for real word reading aloud as well as improvement in post‐test measures of real word comprehension. The presence of a treatment effect was defined and judged to be dependent on the presence of generalisation to untreated stimuli (research question 2). Finally, treatment and generalisation effects were maintained following treatment termination.Conclusions: The phonologically based treatment programme utilised in this study was effective in treatment of the indirect route process with some effects of generalisation to behaviours such as consonant repetition, nonword repetition, real word repetition, oral praxis, and auditory syllable discrimination. These results support the view that language has a core phonological processor which comprise a neural network that links representations responsible for articulatory motor programming and naming. This study also supports the notion that phonologic treatment may be beneficial in individuals with aphasia and acquired alexia.

Korean to English articulatory mapping: Palatometric and acoustic data

Second language (L2) learners are thought to substitute phonemes from their first language for L2 sounds, at least during the early stages of learning. Palatometric data, coupled with acoustic data, can illuminate some details of cross-language articulatory mapping. The purpose of this study was to examine the articulation of some English consonants by a native speaker of Korean. Measures such as anterior/posterior placement were examined for eight repetitions of 14 English initial consonants (/θ, hooked schwa, f, v, s, z, t, d, l, n, r, ∫, t∫, dyog/) combined with each of three vowels (/i, a, u/). Results for the English consonants were compared with results for eight repetitions of Korean consonants (including three dental stops, two dental fricatives, three affricates, one dental nasal, and one liquid) combined with each of the same vowels. Most sounds not present in the Korean phoneme inventory (/f, v, γ, hooked schwa, r/) were produced with English-like articulation. Some English sounds that are perceptually similar to sounds in Korean were often produced with Korean-like articulation but were less consistent in placement than their Korean counterparts.

Consonant Repetition in the Lyric of Georg Trakl

Click to increase image sizeClick to decrease image size NotesEmil Staiger, Grundbegriffe der Poetik (Zürich, 1959), p. 27.The illustrative material has been taken from the following poems, listed here—together with their abbreviated title designations—in the order in which they are quoted in the text. Some of these titles represent groups of poems; in the text, an Arabic numeral following an abbreviated title designation indicates the number of a poem in its group. The edition of Trakl used is Die Dichtungen, ed. Wolfgang Schneditz (Salzburg: Otto Müller Verlag, 1938). TB Traum des Bösen; MA Melancholie des Abends; HF Heiterer Frühling; KK Kleines Konzert; JM Die junge Magd; VH Verklärter Herbst; GA Der Gewitterabend; MT Menschliche Trauer; F Die Verfluchten; SL Seele des Lebens; SS Die schöne Stadt; WD Winterdämmerung; H Im Herbst; SG Der Spaziergang; HS Herbstseele; AV An die Verstummten; V Verfall; HE Herbst des Einsamen.It is, at times, no small problem trying to decide what syllables bear the main metrical stress. For example, in the second line of this material (quoted from KK) the question could be raised whether “Kaum” or “hörst” constitute the main weight of the first metrical unit. I, personally, prefer “Kaum”; read in this way, we have a neatly balanced stanza with the rhythm introduced by “Kaum hörst du noch der Grillen Singen” repeated in “Einfältig schweigen goldene Wälder,” where stress anywhere except on the “Ein-” would sound peculiar. If, on the other hand, a reading of “Kaumhörst du noch” were preferred, it should be noted that the number of metrical units unrelated acoustically to other metrical units would be reduced by two–for we now would have a clearly recognizable repetition in “hörst” and “hartes.” I must mention, however, that the chances for survival of this /h/-repetition are increased considerably by the positional repetition of /r/ in these words—but positional repetitions of an internal or final sort, however interesting, are not being considered in this paper (notice also the positional repetition of /1/ in “gelbe,” “Grillen,” and “goldene”).It is unlikely that anyone would take exception to “steht” as the second stressed unit of this line—and is not Trakl, in his positional repetition of /št/, insisting on such a reading?.Quoted by Johannes Pfeiffer in Wege zur Dichtung (Hamburg, 1960), p. 47.Note the further positional correspondence between “Konturen” and “durch,” a repetition which lies outside the area of my investigation, but might, nevertheless, be mentioned here.Georg Trakl, Nachlaß und Biographie, ed. Wolfgang Schneditz (Salzburg: Otto Müller Verlag, 1949), p. 16. A photo-reproduction of the manuscript of the poem under discussion is inserted, in the above volume, between pages 96 and 97.If we could recognize structural potential in single same-consonants, not positionally arranged, and separated by five metrical units, then the following pattern development in “Farbiger Herbst” would have to be considered. Of course, this would change the nature of our comparison significantly. Consonant Repetition in the Lyric of Georg TraklAll authorsKarl Magnusonhttps://doi.org/10.1080/19306962.1962.11787107Published online:28 December 2016Table Download CSVDisplay Table