Fricative Sounds Research Articles

Sound and Ritualistic Language in Charles Williams’ War in Heaven

Abstract This study uncovers a link between sound patterns and ritualistic language in Charles Williams’ novels through an analysis of the relationship between type of sound and content. The study focuses on War in Heaven with a view to conducting a preliminary exploration into this link, and establishing possibilities for future research. Like Williams’ other novels, War in Heaven is saturated with the symbolism and ritual practices he learned in The Fellowship of the Rosy Cross and, potentially, the Hermetic Order of the Golden Dawn. Williams’ experimentation with sound to convey his experience of ritual is explored through the framework of Roman Jakobson’s “Poetic Function”, to establish how Williams may have intended sound to contribute to the experience of the reader. Using a data driven approach, the study explores how sound patterns work with ritualistic content across War in Heaven, discovering a link between fricative sounds and ritualistic events.

Pronunciation Errors of Fricative Sounds Made by English Students

This research aims to identify pronunciation errors position made by students in the English Education Study Program University of Bengkulu and the sound that had the highest error percentage. This research was a descriptive quantitative research. To collect data, the researcher took 19 students from 94 students of the 7th semester in the academic year 2020/2021. The pronunciation test used in this study consisted of 35 words, each of which had one of the seven fricative sounds tested. To analyze the data obtained, researcher used the Audacity application with the help of Google Translate application. Audacity is used to see the amplitude generated from students. Meanwhile, Google Translate is a tool for comparing received pronunciation and pronunciation produced by students. The results of this study revealed that the most pronunciation errors that made by students occurred in the final position when compared the initial and medial. In addition, among seven fricative sounds, / ? / was the highest percentage of errors with 78%. Based on the research results, it can be concluded that the students' pronunciation ability of fricative sounds not affected on the level of the semester is taken but it depends on the position and the fricative sound.

ANALYSIS OF ERROR IN PRONOUNCING DENTAL FRICATIVE SOUNDS BY THE FIRST YEAR STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM

This research was aimed to obtain the most problematic dental fricative sounds to pronounce and to determine the factor caused by the students to produce error in pronouncing dental fricative sounds. The researchers applied descriptive qualitative design by purposive sampling technique to choose the participants. There were 15 participants taken from the first-year students of English Education Study Program 2020/2021. The instruments of data collection were documents and interview. The document is in the form of video speaking from the participant, used to analyze students pronunciation and the interview used to decide the factor of students error. The result of the research showed that the frequency of students error were 15 percent in /θ/ sound and 85 percent in /ð/ sound. Most of the students substituted sound /θ/ with /t/ and sound /ð/ with /d/. They made the error because they have interference from their mother tongue. Thus, the most problematic dental fricative sound is /ð/ sound and the error caused by the students is interlingual error.

Descriptive analysis of the development of the Arabic speech sounds among typically developing colloquial Egyptian Arabic-speaking children

BackgroundLiterature only mentioned a few kinds of research that did study the development of the speech sounds of the Colloquial Egyptian Arabic dialect. Moreover, these studies focused on describing the phonological processes that children undergo in early childhood rather than describing the exact time of acquisition of these sounds. Besides, no study involved a statistically enough sample size of children across the different age ranges. Thus, this study aimed to explore the development of the Arabic phonemes among 360 typically developing Egyptian children who speak the CEA dialect, between the ages of 1.6 years and ≤ 7.4 years.ResultsThe results of a 93-picture-naming test of children were analyzed. A phoneme is considered acquired when 90% of the children could properly utter the target phoneme in all word positions and mastered when 100% of children could correctly pronounce the target phoneme in all word positions. The results revealed that by the age of 1.6–2.0 years, the 6 long vowels of the CEA dialect, besides the /h/,/ʔ/, /b/, /w/, /j/, /m/, and /n/ were mastered. /t/ and /d/ sounds were mastered by the age of 2.6 years followed by /l/ sound by the age of 3.0 years. Then, /ħ/, /ʕ/ sounds were mastered followed by /k/, and /g/ at the age of 3.0 and 3.6 years, respectively. At the age of 5.0 years, /f/ sound was mastered, then /x / and /ʃ/ sounds were mastered by the age of 4.6 years, followed by /s/, /sˁ/, /tˁ/, /dˁ/. By the age of 5.6 and 6.0 years, /ɣ/, /r/, and /z/ were mastered. The /q/, /θ/, /ð/, and /ðˁ/ sounds were mastered by the age of 6.0–6.6 years. This study revealed that fricative sounds developed before the stop sounds and front stops before the back stops, and emphatic Arabic sounds were the last to develop at the school age (> 5 years).ConclusionsThis study presented a chart of the development of the Arabic phonemes of the CEA to be used as a guide to decide upon the correct trimming to start articulatory therapy for children with articulation and/or phonological disorders.

Performance of Forced-Alignment Algorithms on Children's Speech.

Purpose Acoustic measurement of speech sounds requires first segmenting the speech signal into relevant units (words, phones, etc.). Manual segmentation is cumbersome and time consuming. Forced-alignment algorithms automate this process by aligning a transcript and a speech sample. We compared the phoneme-level alignment performance of five available forced-alignment algorithms on a corpus of child speech. Our goal was to document aligner performance for child speech researchers. Method The child speech sample included 42 children between 3 and 6 years of age. The corpus was force-aligned using the Montreal Forced Aligner with and without speaker adaptive training, triphone alignment from the Kaldi speech recognition engine, the Prosodylab-Aligner, and the Penn Phonetics Lab Forced Aligner. The sample was also manually aligned to create gold-standard alignments. We evaluated alignment algorithms in terms of accuracy (whether the interval covers the midpoint of the manual alignment) and difference in phone-onset times between the automatic and manual intervals. Results The Montreal Forced Aligner with speaker adaptive training showed the highest accuracy and smallest timing differences. Vowels were consistently the most accurately aligned class of sounds across all the aligners, and alignment accuracy increased with age for fricative sounds across the aligners too. Conclusion The best-performing aligner fell just short of human-level reliability for forced alignment. Researchers can use forced alignment with child speech for certain classes of sounds (vowels, fricatives for older children), especially as part of a semi-automated workflow where alignments are later inspected for gross errors. Supplemental Material https://doi.org/10.23641/asha.14167058.

KESALAHAN BUNYI SIMAKAN PEMELAJAR BIPA TINGKAT PEMULA ASAL TIONGKOK

Listening skills are language skills that affect the development of language learning, especially for second language learners. In the learning process of listening skills, mistakes often occur. This can happen because of the influence of the first language on the second language learning process. This study aims to describe the sound errors by observing beginner BIPA learners from China who do not use the alphabet in their first language. This research is a text analysis research which analyzes the sound errors by listening to BIPA students' writing. Based on the analysis that has been done, it can be concluded that there are three categories of sound errors, namely changes in the sound at the beginning of the word, the middle of the word, and the end of the word. Each of these categories has changes, omissions, and even added sounds. (1) In the mistakes at the beginning of words, learners make many mistakes in bilabial, dental, and velar inhibitory sounds. (2) For errors in the middle of a word, learners made many mistakes in inhibiting, nasal, vibrating, and lateral sounds, as well as removing nasal sounds and adding vibrating consonants. (3) In the error at the end of the word, the learner removes the final consonants of the inhibiting and fricative sounds, as well as changing the nasal sound, the fricative sound becomes a vibration, and the glotal fricative sound becomes a dental plosive sound.

EFL STUDENTS’ RECOGNITION OF FRICATIVE SOUNDS AT A UNIVERSITY IN THE SOUTH OF VIETNAM

This research aims at investigating learners’ capacity to aurally and visually recognize and properly pronounce the fricative sounds. A descriptive study was conducted with 156 participants. Since research about pronunciation which has incidentally been assumed and framed to be extremely outdated in the research context, various tests and research tool for both qualitative and quantitative data were utilized for better triangulation of the evidence. The two listening tests focused on the learners’ ability of sound recognition for fricative sounds. Then, interviews were utilized to collect both teachers and learners’ strategies for learning pronunciation. Regarding the two tests, a minimal pair is designed for each question using a native speaker’s voice. In each pair of words in test #1, learners choose one that they can distinguish. Similarly, in test #2 one word of each pair would be pronounced incorrectly (e.g. most of pairs) and learners listen and determine the right or wrong sound(s). Afterwards, four teachers and eleven learners were interviewed about this matter. Finally, this study reveals several surprising findings. Learners cannot identify and recognize these sounds /f/-/v/, /f/-/θ/, /s/-/z/, /s/-/ʒ/, /s/-/ʃ/, /ʃ/-/θ/, /z/-/ʒ/, and /ʒ/-/ʃ/. The reasons for such dominated problems in identifying these fricative sounds include their mis-matched cognitive knowledge about different sounds and their psychology in uttering the sounds. From this study, several implications are drawn out to raise a proper awareness to learners’ practice of pronunciation with recommended methods so that teachers can help learners develop their abilities in distinguishing the sounds to pronounce accurately and improve their communicative efficiency.
 
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The English Pronunciation of Buginese Students in English Department of IAIN Palopo

This paper investigated the pronunciation especially about the labiodental fricative sound by Students with a Buginese background in the English Department at Tarbiyah Faculty and Teacher Training in 2019-2020. The purpose of this study was to determine the ability of students with Buginese backgrounds to produce labiodental fricative sounds in English. The method used in this research is descriptive qualitative method.The populations were Buginese students in English department at the Tarbiyah Faculty and Teacher Training at IAIN Palopo. To choose the samples, the writersused a purposive sampling technique, in which the researchers took 10 samples divided into several levels, namely 2 people from the second semester, 2 people from the fourth semester, 4 people from the sixth semester, and 2 people from the eighth semester. All samples are students with Buginese background. From a series of studies that have been carried out, the results obtained in this research are students with a Buginese background get some problems in English pronunciation, especially in labiodental fricative / f / and / v / sounds. Because the Buginese language does not have labiodental fricative sounds and there are transfer errors made by students when pronouncing English words.

SURAT AL-LAHAB DALAM STUDI ANALISIS STILISTIKA

Alquran as a holy book that full of aesthetic elements, needs to be proven with a linguistic approach. Stylistics, one of the linguistic approaches, is able to explain the relationship of language with its artistic function and meaning, as well as showing the use of language in a text, especially in the phenomenon of deviation and language preferences, in order to obtain special effects and certain meanings. Surah al-Lahab is the material object in this paper and stylistics is the formal object. Surah al-Lahab was chosen in this study because it contains a unique and interesting language style to be discussed and studied from the perspective of stylistics, both in aspects of phonology, morphology, syntax, semantics and imagery. This research is a type of qualitative research. This paper aims to identify and describe aspects in stylistic studies in order to get a perfect understanding of surah al-Lahab. The results of this study are 1) surat al-Lahab has aesthetics of perfect linguistic style, both from sounds, words and sentences, 2) the selection of flosive consonant sounds that are more than the fricative sounds, conforms to the meaning contained in this letter, 3) according to the morphological, syntactic, and semantic aspects, it is found that there are deviations or preferences in the form of words, words or sentences that make surah al-Lahab has its own special meaning, 4) Surat al-Lahab contains the building elements of beauty, namely majâz and jinâs.

Segmental phonemic system of Riau Malay subdialect Kepulauan as local knowledge in Batam

Malay dialect has a specific final sound /ɑ/ as /ə/ but not all final sound /ɑ/ is pronounced as /ə/. The final sound /r/ is dropped down and the sound /u/ after the letter <r> is pronounced as /ɒ/ in some particular words. This phonemic system must be preserved and developed as a local knowledge. Modality change of consciousness happens to the Malay, and Indonesian becomes elitist and leaves the egalitarian Malay. This descriptive qualitative research concerned to the phonemic features and comprehensive picture of Malay contemporary sounds, and Malay vowels and consonants with the pertinent articulatory elements in Batam. Observation method with participatory technique involved in data collection taken from Kampong Tua Nongsa, Sanggau, Tanjung Uma, and Tanjung Riau. The theory to support the analysis was taken from Finegan and Low’s theories in term of phonological and phonetic approach and supported by Kelly, McMahon, Roach, and Yule’s theories. It is found that the letter <a> is pronounced as /ə/ in particular place. And <u> is pronounced as /ɒ/ in particular place. /Ɍ/ in Malay is different from /r/ in Indonesian and /ʁ/ in English as /Ɍ/ is produced by uvula. The final consonant-closed sound <k> and <l> are not sounded as they are represented by /Ɂ/. Letter <h> is not pronounced as /h/ in the final <h> consonant-closed syllable sound. /f/, /χ/, /ʃ/and /z/, all these fricative sounds do not appear in Malay. The Malay pronounced them as /p/ for /f/ in maaf, /k/ for /χ/ in ikhlas, /s/ for /ʃ/ in syukur, and /ʝ/ for /z/ in izin. Syllable sound ends with letter <b> or <d> is not pronounced with end /b/ or /d/ but it pronounces with end /p/ or /t/ such sebab as /sebʌp/, sabtu as /sʌptʊ/, wujud as /wʊʝʊt/, and sujud as /sʊʝʊt/.

Accommodation of gender-related phonetic differences by listeners with cochlear implants and in a variety of vocoder simulations

Speech perception requires accommodation of a wide range of acoustic variability across talkers. A classic example is the perception of "sh" and "s" fricative sounds, which are categorized according to spectral details of the consonant itself, and also by the context of the voice producing it. Because women's and men's voices occupy different frequency ranges, a listener is required to make a corresponding adjustment of acoustic-phonetic category space for these phonemes when hearing different talkers. This pattern is commonplace in everyday speech communication, and yet might not be captured in accuracy scores for whole words, especially when word lists are spoken by a single talker. Phonetic accommodation for fricatives "s" and "sh" was measured in 20 cochlear implant (CI) users and in a variety of vocoder simulations, including those with noise carriers with and without peak picking, simulated spread of excitation, and pulsatile carriers. CI listeners showed strong phonetic accommodation as a group. Each vocoder produced phonetic accommodation except the 8-channel noise vocoder, despite its historically good match with CI users in word intelligibility. Phonetic accommodation is largely independent of linguistic factors and thus might offer information complementary to speech intelligibility tests which are partially affected by language processing.

PERSOALAN ORTOGRAFI PENYERAPAN KOSAKATA SANSKERTA DALAM BAHASA INDONESIA

Sanskrit has a different writing system with the Indonesian language. Sanskrit uses Devanagari characters, while the Indonesian uses Latin script. Indonesian absorbs much vocabulary from other languages; one of them is from Sanskrit. Differences in sound system and writing system cause problems in absorption. The issue that arises is how to write words that absorbed it. The writing system in the absorption is often problematic when a language does not recognize the sound of the source language. Sanskrit recognizes certain sounds that do not exist in Indonesian. Differences writing system would also cause problems in the orthography. Orthographic problems in Sanskrit vocabulary absorption into the Indonesian language includes writing fricative sounds, retroflex, consonant aspire. labiodental /v/ and bilabial /w/, schwa (pepet), and anusuara.

Interference of dentofacial deformities in the acoustic characteristics of speech sounds

ABSTRACT Purpose: to verify speech characteristics regarding the production of fricative sounds in people with dentofacial deformities (DFD), through acoustic analysis, evaluating possible interferences of the variation of the osseous bases in the articulation of speech. Methods: fifteen adults of both genders, aged between 17 and 42, participated in the study. They were distributed in three groups: GII (n = 5) Skeletal Class II, GIII (n = 5) Skeletal Class III, and CG (n = 5) without DFD. All of them had their voices recorded, with key words containing the fricative sounds of Brazilian Portuguese (BP), and acoustically analyzed; the parameters: duration, intensity, and formants F1, F2. The Mann-Whitney test was used to compare the groups. Results: there were differences (p <0.05) when comparing GII and GIII with CG. For the variable duration GIII obtained higher value in the fricative sound /z/ (r = 0.016, p <0.05). The variable intensity was higher for GII in /z/ (r = 0.028, p <0.05), and higher for GIII in /f/ (r = 0.028, p <0.05), /v/ (r = 0.028, p<0.05) and /ʃ/ (r = 0.036, p <0.05). For the variable F1, GII obtained a higher value for the syllable /za/ (r = 0.047, p <0.05). In the variable F2, GII obtained the lowest value in the syllable /ʒa/ (r = 0.047, p <0.05). Conclusion: the disharmony of the maxillomandibular osseous bases results in interference in speech acoustic characteristics regarding fricative sounds.

Erroneous Production of Apico-Dental Fricative Consonant Sounds by Javenese School Students

This research paper aims to investigate the errors in the production of apico-dental fricative consonant sounds by Javanese high school students. Particularly, it attempts to investigate deviation and the different intensity level in producing apico-dental fricative sounds such as [θ] and [ð]. The data used in this research were 30 words containing apico-dental fricatives in initial, medial, and final positions. The results of the research show that the range intensity level between Oxford Advanced Learner’s Dictionary (OALD) and English learners is different. In initial position, the production of [θ] sound has range 52.92 dB – 59.60 dB while the deviations are at 65.83 dB – 70.98 dB; in the middle is 78.94 dB – 79.87 dB while the deviations are at 74.74 dB – 76.03 dB; in final position the range is at 85.73 dB – 88.52 dB while the deviations are at 72.81 dB – 77.35 dB. In the production of [ð] sound, the range in initial position is 61.6 dB- 62.33 dB while the deviations are at 76.47 dB – 82.08 dB; in medial position the range is 81.64 dB – 84.23 dB while the deviations occurred at 70.81 dB – 75.97 dB; in final position the range is 81.95 dB – 83.21 dB while the deviations occurred at 74.27 dB -79.98 dB. In the pronunciation process, there are seven possible errors, namely [t], [tʰ], [tʃ], [s], the deletion of [θ], [d], and [nd].

기능적 조음음운장애아동의 치조 마찰음 왜곡의 음향음성학적 특성

This study aims to explain the difficulties children with articulation and phonological disorders have in producing alveolar fricative sounds. The study will perform a comparative analysis revealing how ordinary children produce alveolar fricative sounds through five different acoustic variables, and consequently identifying objective differences, compared to children with articulation and phonological disorders. Therefore, this study compared and analyzed the differences between 10 children with articulation and phonological disorders and 10 ordinary children according to a phonation type of alveolar fricative sounds (/s/ and /s^*/), a type of vowel (/i/, /ε/, /u/, /o/, /ɯ/, /ʌ/, /ɑ/), and a structure of syllables (CV, VCV) through acoustic variables including a central moment, skewness, kurtosis, a center of gravity and variance. That is, children with articulation and phonological disorders, when compared to ordinary children, have difficulties with concentrating an agile and momentary friction with strength when articulating alveolar fricative sounds, which uses strong energy and accompany tension. Furthermore, the values of alveolar fricative sounds of children with articulation and phonological disorders appeared to spread evenly over the average range, which means that the range of overall the standard deviation values for children with functional phonological disorders is wider than that of ordinary children. For a future study, if the mispronounced sounds relating to omission, substitution, and addition can be compared and analyzed for various target groups, it could be used effectively to help children with functional phonological disorders.

Analisis Persepsi terhadap Bunyi Frikatif Bahasa Jepang [s, z, ɕ, ʑ] pada Pembelajar Bahasa Jepang yang Berbahasa Ibu Bahasa Jawa

People who learn Japanese, especially those who speak Javanese as their mother tongue, meet difficulties to differ fricative sounds in Japanese [s, z, ɕ, ʑ]. That’s why, this research is aimed to find the factors which cause the wrong perception to fricative sounds in Japanese for those learners who speak Javanese as their mother tongue. This research was done to 16 respondents by asking them to answer listening test of 24 words in multiple choice questions with four options from the vocabularies which have no meaning made from sounds [s, z, ɕ, ʑ] which are combined to vowel sound /a/, /u/, /o/. Based on the research result, it can be concluded that the major factor which causes the wrong perception is inexistence of [s, z, ɕ, ʑ] sounds in Javanese phonemic system, thus it affects their listening competence. Sound [ɕ] is identified by the sound [s], and sound [z] is often identified by the sound [Ɉ]. In addition, sound [ʑ] is also changed by the sound [Ɉ] and its alophone [Ɉh]. The learners is often confused to listen this sound as [ɕ]. Keywods: analysis of perception, fricative, Javanese, Japanese, Indonesian native speakers

Improving Students’ Pronunciation Ability in Fricative Sounds Through Minimal Pair Drill

This research aimed to: (1) discover whether the use of Minimal Pair Drill can improve students’ pronunciation ability in fricative sounds, and (2) identify whether the use of that technique can improve the students’ motivation in English learning. The method used in this research is Classroom Action Research. The research was conducted in 2 cycles. The data were gathered by observing, interviewing the teacher and students, writing a research diary, distributing questionnaires and conducting pronunciation tests. Besides, I also used photographs, field notes and lesson plan as the documents. The data were analyzed by Burns’ theory and comparing the students’ means score of the tests. By implementing Minimal Pair Drill, the students’ pronunciation ability in fricative sounds which consisted of /v/, /θ/, /ð/, and /ʃ/ improved. It can be seen from the tests result. In pre-test, the students’ mean score was 45.42. Then, it improved to 68.33 in cycle 1 test. At last, after cycle 2 was done, the students could reach 76.25. Besides, the results showed the improvement of their motivation in English learning, in terms of: a) actively responded to my questions and did the exercises enthusiastically; b) eagerly tried to get opportunities to get extra marks; c) happier during the implementation of Minimal Pair Drill; d) willingly asked questions to clarify the lesson.

The Pronunciation of English Fricatives in the Speech by a Non Native Speaker

The title of this study is “The Pronunciation of English Fricatives in the Speech by a Non Native Speaker”. The topic was chosen based on the fact that most of the non-English speaking people are having difficulties with the pronunciation of the fricatives. Moreover, this study was also taking the unique characteristic of Balinese people in pronouncing the English fricative sounds which are delivered in a speech by the governor of Bali, I Made Mangku Pastika. There were two videos of his speech used in this study, the first was a formal speech from the speech of the tenth commemoration of Bali bombing tragedy, and the second speech was a non-formal speech at his interview event. This study identified the words with fricative sounds and their pronunciations according to Standard English, identified how the words are pronounced by the speaker, and identified problems that occurred in the pronunciation through spectrograms. The data were analyzed by using qualitative method with descriptive analysis technique. This study found various words with fricative sounds in both formal and non-formal speech. There were also some differentiations in the pronunciation of fricatives by the speaker, compared with in Standard English. The spectrogram analysis of the pronunciation found the exaggeration of the speaker in pronouncing the fricatives, both in his formal and non-formal speech.

Subject-independent acoustic-to-articulatory mapping of fricative sounds by using vocal tract length normalization

This paper presents an acoustic-to-articulatory (AtoA) mapping method for tracking the movement of the critical articulators on fricative utterances. The proposed approach applies a vocal tract length normalization process. Subsequently, those acoustic time-frequency features better related to movement of articulators from the statistical perspective are used for AtoA mapping. We test this method on the MOCHA-TIMIT database, which contains signals from an electromagnetic articulograph system. The proposed features were tested on an AtoA mapping system based on Gaussian mixture models, where Pearson correlation coeffi cient is used to measure the goodness of estimates. Correlation value between the estimates and reference signals shows that subject-independent AtoA mapping with proposed approach yields comparable results to subject-dependent AtoA mapping.

Caracterización acústica de las róticas fricativas prepausales en español peninsular

The aim of this study is to present an acoustic characterization of the prepausal rothic consonants produced with a single fricative component in Peninsular Spanish. To this end, four acoustic variables that account for their spectral structure (that is, center of gravity, standard deviation, skewness and kurtosis) and duration were analyzed. Results were statistically compared to the spectral characteristics of fricative consonants /s/ (with which they share place of articulation) in the same position. The results show significant statistical differences among the five variables, being the center of gravity of the fricatives 2600 Hz higher than the center of gravity of the rhotics. Alveolar fricatives also show higher values for the standard deviation and for the duration. On the contrary, regarding kurtosis and skewness, fricative sounds show lower values. Finally, a correct classification rate over 94% was achieved through linear discriminant analysis taking into account only the center of gravity and skewness as discriminant variables.