Phonetic System Research Articles

Levolisyon lortograf Kreol Seselwa

Seychelles creole, a language that was officialized in 1978, is one of the first creole languages to receive the status of language and to become a written language. This fully fledged language with its orthography, grammar, lexicon has gone through some changes since the first written document was published in this language. Since then, much has been done to standardize, modernize and keep track of what is going with and within this language. Furthermore, this French-based creole with a heavy influence of English has evolved as both a spoken and a written language. This evolution is more obvious in writing when it comes to adapting to the orthography and existing phonetic system of the language with the different phenomena brought about by language contact. In this article we take a look at what has been happening with the language across the century since the first written text in creole and also to shed some light on the problems related to the current and standard orthography. Key words: phonemic orthography, Seychellois Creole, linguistic evolution, written language, anglicism.

THEORETICAL SIGNIFICANCE OF LINGUISTICS

This article discusses theoretical significance of linguistics. The initial stage of linguistics is an introduction to linguistics, and it studies the place of language in other phenomena, its structure, and the basic concepts of language science in general. Therefore, this course lays the groundwork for studying and mastering specific language phenomena, vocabulary, phonetic system, grammatical structure on a scientific basis.

“MUDA”: SIMPLIFYING TRANSLITERATION AND TRANSCRIPTION OF ARABIC TEXT

This study aims to propose a new system in Arabic romanization to simplify the typing process by using the QWERTY keyboard. The proposed system will be named as “MUDA” as the main author’s surname and the name itself is nearly similar to the word “MUDA”H in Malay which mean easy or simple that represent the concept of the system. This is to facilitate the needs of the writers, and to decrease the gap of ambiguity for the systems created previously with the one that can increase the product of academic writing when dealing with Arabic romanization. The data of this study is analysed by finding the similarity within the previous transliteration systems and the phonetic system in English. Both systems then will be analysed by comparing them with the characters on the typing keyboard in terms of similarity. This study found that there are 23 keys will be used in 3 ways as follow; (i) single character typing excluding shift; (ii) shift + character (T, S, D, Z,”); and (iii) combining character (th, sh, gh, kh, dz). This explains that no more complicated system of typing process will occur. Hence the speed of completing task in typing Arabic romanization will become faster.

Сравнительный анализ артикуляционно-акустических характеристик вокализма современных английского и русского языков (на материале биологической терминологии)

The article considers the comparative analysis of the articulation-acoustic characteristics of the vocalism of the modern English and Russian languages (on the examples of the scientific discourse), taking into account combinatorial and positional changes that affect the characteristics of unstressed vocalism, a number of typical modifications in the timbre, temporal, dynamic and tonal characteristics of unstressed languages are identified. Namely: the variability of the timbre features of the vowel depending on the vowel of the Russian language,to which it is assimilated by the speaker; increasing the duration of unstressed vowels; full-sounding pronunciation (absence of elision and haplology processes) of words in a weak position; insufficient degree of the reduction of vowels; variability and expressiveness of the tonal characteristics of unstressed vowels. The theoretical and methodological basis of the study is the scientific works in the fields of phonology, prosody, acoustic theory of speech, experimental phonetics, taking into account the problems of interaction between the components of the interfered phonetic system in the English language of Russian speakers with different (high, medium and low) levels of phonetic competence. The paper uses a complex methodology of the experimental phonetic study of the prosodic features of unstressed vocalism in the English speech of the Russian language speakers. The methodology for conducting experimental phonetic research includes the use of empirical general scientific methods (measurement, experiment); special methods of auditory and acoustic analysis (computer-oscillographic and spectral), the method of quantitative analysis of processing the results of a phonetic experiment and the linguistic interpretation of the results of the study. The paper analyzes the quantitative indicators and the degree of these modifications of English unstressed vocalism in speech, taking into account the level of their phonetic competence and the experience of communicating in English.

Word-initial /ɨ/~[ɨ] in Polish

The present article examines the accuracy of the widespread opinion according to which Polish entirely lacks a word-initial phoneme or (allo)phone /ɨ/~[ɨ]. After reviewing seventeen nominal, adjectival, interjective, and ideophonic lexemes, the author concludes the following: the word-initial /ɨ/~[ɨ] is attested in Polish; however, it is peripheral from the perspective of the phonological and/or phonetic system of this language.

ОСОБЛИВОСТІ РОЗВИТКУ СОЦІОЛІНГВІСТИЧНОЇ СИСТЕМИ КОМУНІКАТИВНОЇ ПОВЕДІНКИ МОЛОДІ

The study of socio-intellectual forms of language meets the needs of modern linguistics that considers language in close connection with an individual, his mentality and worldview. In general, the modern scientific paradigm is based on the principle of conditional linguistic differentiation in a heterogeneous society. In this context, youth language is an important area of linguistic research, being a clear indicator of the current state of society and language variability. In the sociolect of youth (SY) all the processes of a natural language develop many times faster and are available for direct observation. The structure of lexical, grammatical and phonetic systems of modern SY in the Ukrainian and English languages is considered in the work. The lexical structure includes the standard segment and the substandard (sociolect) segment, within which certain stylistically reduced and socially marked structural elements are distinguished, the quantitative and qualitative structure of these elements creates a partial situation of socio-stylistic lexical diglossia due to the lot of substandard lexicons. The grammatical parameters of SY demonstrate differential peculiarities of their functioning as an oral dialogic type of speech and sociolinguistic parameters of communicators. Emotional coloring, spontaneity, situation peculiarities determine the presence of certain features of SY grammatical subsystem, which are represented by variable types of expressive syntax, certain means of morphological level. The low frequency of substandard elements at the grammatical level, the sporadic nature of their manifestation does not give grounds to single out the substandard grammatical subsystem within the CY. Sociolinguistic characteristics of SY carriers and sociolinguistic parameters of youth communication determine the emotional and modal tension of speech among the youth, which is actualized by a set of phonetic parameters.

Innowacyjność w gwarach ukraińskich

The analysis concerns the dialect of the Donetsk area and Southwestern dialects found in Poland and Ukraine. Innovations involve mainly the phonetic system, the morphological system, and the syntactic and lexical systems. These innovations demonstrate new processes that are occurring in dialects. They shape the contemporary development of dialects.

PROSODIC ANALYSIS: IT'S SYMBOLIC METHOD, RECOMMENDATIONS AND PRINCIPLES FOR URDU

The present work summarizes some very practicable rules of verse segmentation which have been employed by Urdu poets to balance the musical and fluency aspects of one verse with other ones within a poem. An attempt has been made to construct symbols for different parts of a words or speech having varying sounds impacts. The mathematical / symbolic way may be fruitful for some incipient poets. In this new symbolic phonetic system the words or their parts thereof have been described by only two symbols. One is used to indicate a moving alphabet, whereas another to highlight "sabab"; which comprises of one moving alphabet followed by a silent alphabet. While summarizing instructive rules for urdu poetry, some tips which I learned from my teacher the late Sheikh Muhammad Akhtar Hussain, who was a student of Hazrat Ihsaan Danish are being published for the first time.

Guidance to Transcription in Tamil Language with Reference to Tamil Grammar Texts

The mix of foreign words in Tamil is inevitable due to the mix of foreign languages, translation, globalization, scientific and technological development, new discoveries, and passion for English. Other scripts that are not in Tamil are used in some of the words, so they are mixed. When writing Northern language words, including Sanskrit in Classical Tamil, we used the phonetic letters s, j, sh, h, x, and sri, which are called Grantha letters. Later, when writing English and other words in Tamil, it became necessary to write with such letters for sounds that are not in Tamil. Apart from this, Tamil grammar texts have from time to time stated some instructions for transcribing in Tamil script in accordance with the Tamil phonetic system. This article seeks to summarise the grammar of Tamil grammar texts from Tolkappiyam to Tamilkaappu Iyam, published in 2005, and how their grammar is referred to as Northern Translation/Other Translation and their current use.

M. V. Lomonosov’s Phonetic Terminology in German Translations (Exemplified by the Material of “Russian Grammar” and Its German Translation)

The article concerns the study of M. V. Lomonosov’s “Russian Grammar” sections which describe the phonetic structure of the Russian language, including segmental and suprasegmental levels, as well as the corresponding paragraphs in the German translation of this grammar made by Johann Stavenhagen in 1764. The main purpose of studying these text sources is selection of phonetic terminology used by Lomonosov and its comparison with German terminology in the structural and semantic perspective to establish conformity between Stavenhagen’s translation solutions and the author’s intentions in the terminological sphere. The relevance of the work is determined by the fact that at present there are practically no comparative studies devoted to the study of Lomonosov’s grammar and its translation into German in terms of parallel text metalanguage. Russian linguists have mostly focused on the original Russian text published in 1755, plenty of publications being concerned with its description and analysis, as well as with the historical and linguistic aspect of the German version of Lomonosov’s grammar design. The main research methods are those of vocabulary structural, semantic, definitional, and comparative types of analysis. While studying the selected Russian vocabulary, we have identified five thematically different terminological groups: 1) terms characterizing the suprasegmental level of utterance (intonation and prosody), 2) terms nominating articulation organs, 3) terms used to classify vowels and consonants, 4) terms of graphics and orthography, 5) units of articulation. Terminological units found in previous grammatical publications make up its main part. The author’s terminology, introduced for scientific use by Lomonosov himself appear to be a smaller part of the selected vocabulary. When translating the “Russian Grammar”, Stavenhagen primarily resorted to literal translation of phonetic terms employed by Lomonosov, and in some cases to a descriptive way of conveying the semantics of certain Russian terms in accordance with the norms of the German language of that time. A terminological comparative analysis allows identifying a number of orthographic and morphological doublets in the Russian and German phonetic terminological systems. The use of doublets agrees with the author’s and translator’s wish to make a grammar text more understandable to the reader.

YABANCI DİL OLARAK RUS DİLİ DERSLERİNDE TÜRK ÖĞRENCİLERE CİNSİYET KATEGORİSİNİN ÖĞRETİLMESİ (BURDUR MEHMET AKİF ERSOY ÜNİVERSİTESİ TURİZM İŞLETMECİLİĞİ VE OTELCİLİK YÜKSEKOKULU GASTRONOMİ BÖLÜMÜ ÖĞRENCİLERİYLE UYGULAMALI ÇALIŞMA)

Turkish language that belongs to the Ural-Altaic linguistic family and the Russian language that belongs to Indo-European linguistic family differ greatly in terms of their grammatical construction, syntax, and phonetic systems. One of these differences is the grammatical gender (gender agreement) category of nouns. While the nouns have gender category morphologically in Russian, this is not the case in Turkish. Gender category in Russian appears as a significant grammatical issue that affect adjectives, numbers, pronouns, past tenses of the verbs and formation of participles. Although the Russian is a very systematic language with a great number of rules, it also contains various exceptions. Thus, Turkish students who learn Russian as the foreign language experience great difficulties. In this study, basic principles on teaching the gender categories of the nouns in a short time considering the course hours of the students at Gastronomy Department of Tourism and Hotel Management School of Burdur Mehmet Akif Ersoy University, who takes Russian as a compulsory second foreign language course. Within this framework, the students are introduced a detailed table of gender categories. To that effect, gender category has been analyzed in morphologically. All rules are supported with examples to get to know masculine, feminine and neutral nouns. Afterwards, gender categories of the nouns are further emphasized with possessive pronouns and qualifying adjectives. The difficulties experienced by the students, the mistakes made, solution offers and types of exercises are dealt with.

ОСОБЛИВОСТІ ФОРМУВАННЯ АНГЛОМОВНОГО ФОНЕТИЧНОГО АСПЕКТУ ЯК КОМУНІКАТИВНО-ЛІНГВІСТИЧНОЇ СУБКОМПЕТЕНЦІЇ СТУДЕНТІВ-ФІЛОЛОГІВ У МОВНОМУ ЗВО

The article is devoted to the substantiation of theoretical aspects of teaching English phonetic competence. Its definitions and its structural components are given. The ways and methods of teaching phonetic competence that favour the development of pronunciation skills as part of the overall process of speech skills and abilities development in the process of learning a foreign language are identified. It has been proven that phonetic skills can be considered to be formed when phonemic hearing developed and connections established between the auditory and acoustic and phonemic aspects of speech, as a result of which the language acquires a sufficient degree of accuracy. A number of prerequisites for successful learning of phonetic material are examined: formation of auditory processing, rhythm and intonational skills, i.e. ability to listen and hear, development of phonemic hearing, pronunciation skills, i.e. automaticity of articulation base of a foreign language, ways of intonation, development of internal speech as a psychophysiological basis for external speech. The research is focused on the stages and content of pronunciation learning, which includes mastering the necessary knowledge of pronunciation of individual sounds and phrases, the formation of automaticity of sounds and sound combination perception, i.e. the shaping of their auditory images, assimilating the mechanisms of sounds and sound combination articulation – the need to get acquainted with intonation, phrasal stress and rhythm of a foreign language. The study aims the importance of adjusting the phonetic skills that the students have already acquired in accordance with the phonetic system of the language under study and the need to supplement it with those elements of pronunciation that are absent in the native language or a second one. The article presents examples of exercises for practice and correct phonetic design of different statement types. Fragments of formation of receptive rhythmic and intonation skills at training ascending and descending intonation to improve professionally oriented phonetic competency are illustrated.

The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics

In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.

A Recognition Method Based on Speech Feature Parameters-English Teaching Practice

In order to improve the effect of English teaching practice, this paper constructs an intelligent English phonetic teaching system combined with the method of phonetic feature parameter recognition. Moreover, this paper simulates the self-mixing interference signal containing noise by establishing a simulation, analyzes the size of the noise and its various possibilities, and selects the EEMD method as the English speech denoising algorithm. In addition, with the support of an intelligent denoising algorithm, this paper implements an English intelligent teaching system based on the recognition algorithm of English speech feature parameters. Finally, this paper evaluates the teaching effect of the intelligent English speech feature recognition algorithm proposed in this paper and the intelligent teaching system of this paper by means of simulation teaching. The research shows that the English teaching system based on the intelligent speech feature recognition algorithm proposed in this paper has a good effect.

LINGUOCOGNITIVE CHARACTERISTICS OF NOUNS COMMON TO TURKIC LANGUAGES

Turks are a nation evenly distributed throughout the world, rich in history, culture and literature. It can be said that most of the Turkic peoples are concentrated in Central Asia and Kazakhstan. In addition, these territories are completely covered by language groups common to the Turkic-speaking peoples. The method of comparative historical research of issues related to the phonetic system, vocabulary, grammatical structure of the Turkic languages also describes the patterns of their development. From this point of view, nouns common to the Turkic peoples represent a unique treasure of the Turkic dictionary. It is important that the Turkic languages have a centuries-old unity and origin, as well as their place in the new language policy of modern society. The article deals with the area of common nouns in the Turkic languages, their linguistic and cognitive nature.

ФОНЕТИЧЕСКАЯ ИНТЕРФЕРЕНЦИЯ КАК ПРОБЛЕМА ВЗАИМОДЕЙСТВИЯ ДВУХ ИЗУЧАЕМЫХ ЯЗЫКОВ: ИСПАНСКИЙ НА БАЗЕ АНГЛИЙСКОГО

The article discusses the problem of phonetic interference and examines it as an interesting linguistic phenomenon faced by the students studying Spanish as the second foreign language with regard of the acquired knowledge in English. The author presents an overview or the main scientific approaches to the definition and the description of the concept «linguistic interference» existing in modern linguistics. The types and levels of the process have been highlighted. The most detailed consideration has been given to the level of phonetic interference, being usually manifested as segmental and non-segmental. In the practical part of the research presented in this article we mainly discuss the problems of teaching Spanish phonetics taking into account the competencies acquired within the first practical phonetics course in English. In view of which the process of the secondary interference appearing as a result of the overlay of one articulatory system onto another has been presented and described in details. We analyze a number of natural phonetic mistakes made by the students speaking Spanish at the initial stage of the Practical Spanish course in terms of comparison of English and Spanish phonetic systems. Along with this we compare a group of alphabetically equal English and Spanish phonemes and single out their articulatory peculiarities which can help to explain the essence and the background of the process of English-Spanish interference in the context of the learning situation. As a result a number of methodological recommendations aimed to prevent and minimize this type of interferential mistakes have been developed.

BanInvestigation of Network Language From the Perspective of the Cooperative Principle

In this age of globalization, a brand new language mode -- network language was born aims to satisfy the effective 
 communication among people of different regions. It has neither independent phonetic system nor complete set of grammar system 
 and belongs to the nature of social dialect. This paper describes a detailed study of this new language from the perspective of 
 cooperation principle, and indicate the violation of cooperation principle by network language using case analysis, so that people 
 can better understand and use network language. Therefore, only through in-depth studies of the pragmatic principles guiding the 
 use of Chinese network language, can we have a profound understanding of its essence and lay a good foundation for successful 
 online communication.

PHONEMIC ANALYSIS BETWEEN ENGLISH AND INDONESIAN IN “HEAVEN” SONG

This study compares and contrasts the phonetic systems of English and Indonesian in the lyrics to the song "Heaven." In order to teach students how to pronounce English with Indonesian phonemes, the research aims to compare and contrast the phonemes in song lyrics. Ten English consonant phonemes and ten Indonesian consonant phonemes are the focus of this study. A qualitative technique is used in the descriptive-contextual research methodology. Based on the types of phonemes, the technique design compares the phonemes in song lyrics written in English and Indonesian. The "Heaven" song lyrics, which are made up of 10 consonant phonemes, were discovered to share commonalities between the English and Indonesian phonemic systems. Ten consonants in the lyrics to the song "Heaven" represent the distinctions between the English and Indonesian phonetic systems.

A Research Proposal on Applying Chinese Phonetic System in Teaching Pronunciation of English Words to Older Chinese EFL Adult Learners

Recent years have seen a rapid growth of older Chinese people going abroad, either visiting their relatives or taking on a long-term trip. These older adults find it is necessary to learn some English words to help them blend in local environment. However, a lot of them encounter challenges of memorizing the pronunciation of English words via using English phonetic alphabet, because many have little English learning experience. Their tongues had never been trained to pronounce English words in their childhood, and it is so difficult for them to remember a new pronunciation system and change their pronunciation habit. So they tend to memorize the pronunciation of words by referring its sound to their acquired pinyin system—a phonology system for Chinese characters. This inspires the author to think it may be, in a way, meaningful to exam the feasibility of applying such approach in teaching older Chinese adult beginners for specific purpose. Hence, the proposal of designing a controlled experiment to explore this teaching method. By offering a tentative research design, the paper provides predicative analysis and implications on studying the L1 play in L2 pronunciation acquisition in second language classroom.

Analisis Bahasa Anak pada Usia 2 Tahun dari Aspek Fonologi, Morfologi, Sintaksis, dan Semantik

Mother tongue is the first language mastered by humans since the beginning of their life through interaction with fellow members of the language community, such as family and the environmental community. This shows that the first language is an initial process obtained by children in recognizing sounds and symbols called language. The process of language acquisition also develops with increasing age of children, from months of age to years of age, but what is discussed in this study is the age of 2 years 6 months in which the language process has begun to be clearly seen in the vocabulary spoken by the child. This study aims to determine the language acquisition of children aged 2 years 6 months at the level of phonology, morphology, syntax and semantics. This research is expected to be one of the information materials in terms of research on language acquisition. The research method used in this research is a qualitative method with a case study approach. Through this qualitative method, the fathian phonetic system will be described at the age of 2 years and 6 months.