Emphatic Stress Research Articles

Темпоральные и динамические характеристики гласных при нейтральном и эмфатическом ударении

Темпоральные и динамические характеристики гласных при нейтральном и эмфатическом ударении

Women’s Language Features in Summer McKeen’s Vlogs

The title of this study is Women’s Language Features in Summer McKeen’s Vlogs. This study is mainly aimed to find out and describe women’s language features found in Summer McKeen’s vlogs and to find out and explain the functions of women’s language in Summer McKeen’s vlogs. This study used Summer McKeen’s video blog as the data source. The data of this study were collected by using library research method by collecting the words or phrases uttered in Summer McKeen’s vlogs. The words found in the utterance indicated women’s language features. The collected data were organized into classification of women’s language features and the function of women’s language descriptively analyzed based on the theories applied in this study. The theories applied in this study were mainly based on the theory of women language proposed by Lakoff (1975). The findings showed that the features of women’s language found in Summer McKeen’s vlogs were lexical hedges filler, tag question, rising intonation on declaratives, empty adjectives, precise color terms, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, and emphatic stress. Moreover, the findings also found that the functions of women’s language were to show uncertainty, to intensify or emphasize an utterance, to get response, to express feeling and to soften an utterance.

THE EXISTENCE OF WOMEN’S LANGUAGE FEATURES IN MEN AND WOMEN INTERACTION IN THE ELLEN SHOW

Well… has been considered as a linguistic hedging device and classified as “women’s language”. There are some phrases that are considered as “women’s language” but they are performed by men. This paper aims to investigate and examine the occurrences of women’s language feature in man and woman’s conversation in The Ellen Show. The data were gathered from the talk show video on YouTube uploaded by TheEllenShow Channel and the title of the video is “Snoop Dogg on Staying at Martha Stewart’s House and Teaching Ellen a New Word”. They were then collected, analyzed and categorized according to the features they show in the video. Findings indicate that women’s language features are performed not only by the woman but also by the man. The women’s language features that are performed by the man are mainly the lexical hedges. Meanwhile, the others that are performed by woman are the lexical hedges, tag question, intensifiers, and emphatic stress. This study hopes that the findings will give new insights about the woman’s language features existed in oral production or conversation between men and woman.

Women’s Language in the Movie Script of The Perks of being a Wallflower

This study entitled Women’s Languange in the movie script of The Perks of Being a Wallflower. This study is aimed at identifying the language features applied by women and finding out the functions of the language in the movie script.The theories applied in this study were the theory of women’s language proposed by lakoff (1975). Lakoff states that women’s speech was characterized by language features such as: the use hedges and fillers, tag question, rising or question intonation, empty adjective, precise color, intensifier, hypercorrect grammar, super polite form, the avoidance strong swear word, and emphatic stress. This study used the movie script of The Perks of Being a Wallfloweras the data source. The movie script was choosen as the data in this study because it contained women’s language. The collected data were selected and put into categories of women’s language features and their functions which were descriptively analyzed based on the theory applied.The finding of analysis shows that the women’s language features found in this movie script include the use lexical hedges, tag question, rising or question intonation, empty adjective, intensifier, hypercorrect grammar, super polite form, and the avoidance strong swear word. Morever, the findings also show that the function of the women’s language features show the speaker’s strengthened assertion, the speaker’s admiration for something, and to emphasize the speaker’s judgment of something.

NICKI MINAJ�S COMMENTS IN AMERICAN IDOL SEASON 12: AN ANALYSIS OF WOMEN�S LANGUAGE FEATURES

Women are believed to speak differently from men. They carry certain features which are distinctive in their speech (Lakoff, 2004). However, some women are found to speak differently from womens speech in general. This phenomenon is reflected in the use of language by Nicki Minaj, one of the judges of American Idol Season 12, whose speech stands out above the rest of the other women. The study investigates Nicki Minajs comments in American Idol Season 12 in terms of womens language features. It focuses on two issues, namely how the language used by Nicki Minaj in American Idol Season 12 conforms to womens language features and what possible factors cause the absence of womens language features in Nicki Minajs comments to the contestants of American Idol Season 12. To find answers to the two questions, document analysis was employed, in which seven videos of live performances taken from American Idol Season 12 were examined. The findings revealed that womens language features which appeared in Nicki Minajs comments were intensifier, emphatic stress, filler, rising intonation, and lexical hedge. The rest of the features did not appear in her speech; they were tag question, empty adjective, precise colour term, hypercorrect grammar, superpolite form, and avoidance of strong swear words. This phenomenon can be accounted for by four possible factors that cause their absence in Nicki Minajs comments to the contestants of American Idol Season 12. They were fathers speech, ethnicity, community of practice, and different social psychological perceptions.DOI:https://doi.org/10.24071/ijhs.2018.010204

Orthography in social media: Pragmatic and prosodic interpretations of caps lock

Orthography in social media is largely understudied, but rich in pragmatic potential. This study examines the use of "caps lock" on Twitter, which has been claimed to function as an emotive strengthener. In a survey asking participants to rate tweets on gradient scales of emotion, I show that this claim does not account for all the data. I instead propose that caps lock should be understood as an indicator of prosody in text. I support this theory by drawing on Twitter corpus data to show how users employ single-word capitalization in positions indicative of emphatic stress and semantic focus. A prosodic interpretation of capitalization accounts for all the data in a unified way.

Male and Female Speech in Pride and Prejudice Novel by Jane Austen and Its Implication in Teaching Speaking

The study of gender is essential to the study of language. It is quite clear that male and female characters are different in many aspects. They not only different in their physical aspect but also in using a language. This research aimed to uncover the differences of a linguistic feature in the speech of male and female characters based on woman’s language theory revealed by Robin Tolmach Lakoff, linguistic features which are dominantly used by male and female characters and its implication in teaching speaking. Lakoff is a linguist who began the research of the feature of woman’s language. The data of this research were taken from conversations of male and female main characters in Pride and Prejudice novel by Jane Austen. Data collection technique used was documentation which was applied two steps they are reading the novel thoroughly and enlisting all speeches uttered by the main characters of the novel. The instrument of this research was Documentation Guideline. The researcher analyzed the data by using analysis technique according to Mile and Huberman, namely data reduction, data display, and verification. This research revealed that male and female character differs in their number of using of linguistic features. Female characters are stated use more lexical hedge, avoidance of strong swear word, rising intonation on declarative, empty adjective, intensifier, emphatic stress and super polite form than male do. Female characters use those features to show their uncertainty toward things; they tend to avoid strong swear word and use more superpolite form. Therefore, female expressions are considered more polite than male. Consequently, they can avoid friction in their conversation and build effective communication across gender. This result is in line with Lakoff theory. The researcher found that the feature which is dominantly used by male and female is an intensifier. Furthermore, the implication of this research in teaching speaking especially complimenting and interrupting expression as the functional expression is the student needs to exposed expressions of complimenting and interrupting appropriately.

The Impact of Teacher Speech Modification on the Quality of Interaction and Learning: An Analysis of Spoken Discourse in Saudi EFL Classrooms

The purpose of this study is to investigate, following a qualitative research design, the ways in which English as a Foreign Language (EFL) teachers modify their speech in an endeavor to create interactive learning environments facilitated by the implementation of strategies providing inherently comprehensible input for students. The study also seeks to examine students’ reactions to the use of such different speech modification strategies. The data gathered was taken from three different EFL classrooms with a total of sixty-two university students (forty male and twenty-two female) and three non-native speakers (NNS) of English language teachers. The data analysis reveals that EFL teachers regularly modify their talk through the use of different linguistic and interactional strategies in the Saudi EFL context, including the use of simplified grammar and vocabulary, shorter sentences, repetition, and emphatic stress and reduced speech rate. Other modification strategies include the use of clarification requests, confirmation checks, transition markers and hand gestures in order to facilitate student understanding and learning. The data analysis also suggests that teachers’ modification strategies have a positive impact on language learners in accelerating their comprehension and developing their classroom interaction. The study results provide valuable implications for foreign language classroom pedagogy and teacher training.

A Multimodal Analysis of Qawwali

This study explores qawwali from emotional, aesthetic as well as devotional aspects to get its true feel. The purpose is to trace the extent to which qawwali acts as a catalyst for ecstatic or trance-like states of spiritual experience. A multimodal framework for analysis was used to study the common emerging patterns like love of God and His last prophet Muhammad (P.B.U.H), beatitudes of God and paradox of spiritual or worldly love. The qawwali sung at the three famous shrines of Lahore, Pakistan was the main source of data. To trace its impact, perceptions of devotees were taken into account in the form of 16 case studies. It was found that qawwali’s emphatic rhythmical stress patterns repeating God’s name stirred devotees’ emotions for spiritual self-repositioning. But words fall short to capture these spiritual emotions. Hence, this study only described the emotions supposedly gaining spiritual proximity with God.

Responses to Intensity-Shifted Auditory Feedback During Running Speech.

Responses to intensity perturbation during running speech were measured to understand whether prosodic features are controlled in an independent or integrated manner. Nineteen English-speaking healthy adults (age range = 21-41 years) produced 480 sentences in which emphatic stress was placed on either the 1st or 2nd word. One participant group received an upward intensity perturbation during stressed word production, and the other group received a downward intensity perturbation. Compensations for perturbation were evaluated by comparing differences in participants' stressed and unstressed peak fundamental frequency (F0), peak intensity, and word duration during perturbed versus baseline trials. Significant increases in stressed-unstressed peak intensities were observed during the ramp and perturbation phases of the experiment in the downward group only. Compensations for F0 and duration did not reach significance for either group. Consistent with previous work, speakers appear sensitive to auditory perturbations that affect a desired linguistic goal. In contrast to previous work on F0 perturbation that supported an integrated-channel model of prosodic control, the current work only found evidence for intensity-specific compensation. This discrepancy may suggest different F0 and intensity control mechanisms, threshold-dependent prosodic modulation, or a combined control scheme.

Skill Gaps Analysis in Food Processing Industry with Special Reference to Fruits and Vegetables

India has gradually evolved as a knowledge-based economy due to the abundance of capable, flexible and qualified human capital. With the constantly rising influence of globalization, India has immense opportunities to establish its distinctive position in the world. However, there is a need to further developing and empowering the human capital to ensure the nation’s global competiveness. Today’s knowledge-driven economy demands that workers have skill sets that are both advanced and specialized. At the same time, job seekers must also meet a breadth of additional requirements that go beyond their specialized skills, including broader functional capabilities, industry expertise. Despite the emphatic stress laid on education and training in this country, there is still a shortage of skilled manpower to address the mounting needs and demands of the economy. This paper attempts to analyze the skills which are required by the food processing industry with a special reference to fruit and vegetable processing. For this a detailed study of skill requirement is done with the help of generic value chain involved in food processing. This paper also deals with the skill gaps at each step in value chain and provides few amicable solutions to address these gaps which can be beneficial for both the individuals as well as the companies.

La empatía médica, ¿nace o se hace? Evolución de la empatía en estudiantes de medicina

ObjectiveEmpathy is one of the basic skills in medicine that promotes better doctor-patient relationship, best professional competition and less professional stress. We don’t found studies in our area. This study aims to measure the degree of empathy in medical students in our area and associated factors. DesignCross-sectional study. LocationFaculty of Medicine, University of Lleida (Spain). ParticipantsPass in class of 1st, 3rd and second cycle of Medicine, at 191 students. 173 students (90%) completed the questionnaire. Main measurementsTECA questionnaire to measure general empathy with 4 subscales (empathic understanding, perspective taking, empathic happiness and empathic stress), and a sociodemographic questionnaire. ResultsWe found a progression in empathy during medical courses. Women have greater empathy but also increased empathic stress. Men have less general empathy, less progression of empathy and less emphatic stress. Students that show a preference to House TV movie have less empathy and those with family doctors. Voluntary students have greater empathy and those who have had a sick friend. We don’t have found relationship between empathy and preferred specialty. ConclusionsThere are several variables that are related to empathy in medical students: Women, advanced courses, experiences close to serious illnesses and those involved in voluntary activities.

Realization of stress in theatrical speech: The example of Composed Theater

In this study, we investigated syllabic stress in theatrical speech containing emphatically stressed vowels. Typical acoustic correlates of stress are intensity, pitch, and duration. The aim of this experiment was to measure whether artistic emphatic stress is realized differently in terms of these correlates compared to stress in normal speech. In an experiment, one professional performer of Composed Theater, an avant-garde type of experimental theater, was recorded both in natural and theatrical French speech. The results showed an increase in mean intensity, pitch, and mean duration in highly stressed vowels. The difference between stressed and unstressed syllables was higher in theatrical, than in normal speech. We argue that duration, pitch and intensity were used to different degrees to indicate stress in the artistic speech sample. Our study provided a preliminary comparison of speech characteristics between artistic and normal speech focusing on stress realization techniques in artistic speech performance. Additional professional speakers' recordings are currently being analyzed in terms of prosodic characteristics in avant-garde theater performance.

Spatiotemporal coupling between speech and manual motor actions

Much evidence has been found for pervasive links between the manual and speech motor systems, including evidence from infant development, deictic pointing, and repetitive tapping and speaking tasks. We expand on the last of these paradigms to look at intra- and cross-modal effects of emphatic stress, as well as the effects of coordination in the absence of explicit rhythm. In this study, subjects repeatedly tapped their finger and synchronously repeated a single spoken syllable. On each trial, subjects placed an emphatic stress on one finger tap or one spoken syllable. Results show that both movement duration and magnitude are affected by emphatic stress regardless of whether that stress is in the same domain (e.g., effects on the oral articulators when a spoken repetition is stressed) or across domains (e.g., effects on the oral articulators when a tap is stressed). Though the size of the effects differs between intra-and cross-domain emphases, the implementation of stress affects both motor domains, indicating a tight connection. This close coupling is seen even in the absence of stress, though it is highlighted under stress. The results of this study support the idea that implementation of prosody is not domain-specific but relies on general aspects of the motor system.

Emphatically stressed demonstratives

Unlike pronouns stressed demonstratives do not require disjoint reference, but only expressive NPs can be stressed (2). ( Jack kissed Mary ) (1) a. I hate that PIG. b. ? I hate that DOCTOR. (2) Every intern who works for a senator ends up disliking that CREEP. In (2) the demonstrative can corefer with the indefinite so long as the indefinite scopes over the quantified subject, i.e. all the interns work for the same senator. Emphatic stress predicates an attitude of the speaker on an individual provided by the DP which rules out the non-referential donkey interpretations.

Stressed out in News Speak? A functional analysis of the use of emphatic stress by news anchors in TV Avisen

Stressed out in News Speak? A functional analysis of the use of emphatic stress by news anchors in TV Avisen

Acoustic Correlates of Emphatic Stress in Central Catalan

A common feature of public speech in Catalan is the placement of prominence on lexically unstressed syllables ("emphatic stress"). This paper presents an acoustic study of radio speech data. Instances of emphatic stress were perceptually identified. Within-word comparison between vowels with emphatic stress and vowels with primary lexical stress reveals that the former are characterized by having a high tone, higher F0 scaling, and greater intensity, but shorter duration with respect to lexically stressed vowels. Emphatic stress can thus be characterized as anchoring an intonational pitch accent on a lexically unstressed syllable. When this phenomenon occurs, primary lexical stress is still cued by duration. Compared with other lexically unstressed vowels, vowels with emphatic stress have greater duration and intensity, and less vowel centralization. Thus, vowels are hyperarticulated when bearing emphatic stress. In particular, schwa is more open, without merging with /a/. Regarding the distribution of emphatic stresses, the most common pattern observed is binary or rhythmic (les institucions 'the institutions'), with emphatic stress occurring two syllables before the primary stress. Less frequently, emphatic stress appears on the first syllable of the prosodic word (nacionalitats 'nationalities'), occasionally producing stress clash (el marc 'the framework').

A Diachronic Study of Initial Stress and other Prosodic Features in the French News Announcer Style: Corpus-based Measurements and Perceptual Experiments

This study focuses on prosodic evolution in the French news announcer style, based on acoustic and perceptual analysis of French audiovisual archives. A 10-hour corpus covering six decades of broadcast news is investigated automatically. Two prosodic features, which may give an impression of emphatic style, are explored: word-initial stress and penultimate vowel lengthening, especially before a pause. Objective measurements suggest that the following features have decreased since the 40s: mean pitch, pitch rise associated with initial stress, vowel duration characterizing an emphatic initial stress, and prepausal penultimate lengthening. The onsets of stressed initial syllables have become longer while speech rate (measured at the phonemic level) has not changed. This puzzling outcome raises interesting questions for research on French prosody, suggesting that the durational correlates of word-initial stress have changed over time, in the French news announcer style. Three perceptual experiments were conducted using prosody transplantation (copy of fundamental frequency and duration parameters on a synthetic voice), delexicalization and imitation. Rather than manipulating the parameters of,say, word-initial stress, we selected a subset of the corpus to represent the different decades under investigation. Results show that, among other factors, fundamental frequency and duration correlates of prosody contribute to distinguishing early recordings from more recent ones.The higher the pitch and the greater the pitch movements associated with word-initial stress, the more the speech samples are perceived as dating back to the 40s or 50s.

Prosodic Adaptations to Pitch Perturbation in Running Speech

A feedback perturbation paradigm was used to investigate whether prosodic cues are controlled independently or in an integrated fashion during sentence production. Twenty-one healthy speakers of American English were asked to produce sentences with emphatic stress while receiving real-time auditory feedback of their productions. The fundamental frequency (F0) of the stressed word in each 4-word sentence was selectively shifted in a sensorimotor adaptation protocol. Speakers experienced either an upward or a downward shift of the stressed word, which gradually altered the perceived stress of the sentence. Participants in the Up and Down groups adapted to F0 shifts by altering the contrast between stressed and unstressed words differentially, such that the two groups deviated from each other in the perturbation phase. Furthermore, selective F0 perturbation in sentences with emphatic stress resulted in compensatory changes in both F0 and intensity. Present findings suggest that F0 and intensity are controlled in an integrated fashion to maintain the contrast between stressed and unstressed words. When a cue is impaired through perturbation, speakers not only oppose the perturbation but enhance other prosodic cues to achieve emphatic stress.

Adult offer, word-class, and child uptake in early lexical acquisition

How do adults offer new words from different parts of speech? This study examined the offers in book-reading interactions for 48 dyads (parents and children aged 2- to 5-years-old). The parents relied on fixed syntactic frames, final position, and emphatic stress to highlight unfamiliar words. As they talked to their children about the referent objects, events, or scenes, they also linked new words to other terms in the pertinent semantic domain, thereby presenting further information about possible meanings. Children attended to new words, often repeating them in the next turn, and, as they got older, they too related new words to familiar terms as they talked about their referents with their parents. These data add further evidence that interaction in conversation supports the process of language acquisition.