Language Phonology Research Articles

The reality of Rukai Glides

Abstract Prosodic details offer valuable insight into the phonology of languages, but prosodically-grounded analysis alone does not reveal the whole picture. Benjamin Macaulay’s prosodic study into Rukai provides valuable insights into the syllable structure of the language, but phonological alternations, particularly the alternation of glides and fricatives, as well as the historical source of glides, suggests that glides still form an important part of Rukai’s phonology. Rather than doing away wtih glides, as Macaulay suggests, this study proposes a compromise position that acknowledges the utility of Macaulay’s prosodic analysis in many cases but keeps the glides [j] and [w] as part of the phonology of Rukai.

An Investigation of Language-Specific and Orthographic Effects in L2 Arabic geminate production by Advanced Japanese- and English-speaking learners.

Research has indicated that second-language learners have difficulty producing geminates accurately. Previous studies have also shown an effect of orthography on second-language speech production. We tested whether the existence of a contrast in the first language phonology for length aids the second-language production of the same contrast. Furthermore, we examined the effect of exposure to orthographic input on geminate consonant production in a cross-script context. We tested the production of Arabic geminate-singleton stop consonants [/bː/-/b/, /tː/-/t/, /dː/-/d/, and /kː/-/k/], a nasal stop consonant /mː/-/m/, and an emphatic stop consonant /tˤː/-/tˤ/, as well as the effect of the diacritic used in Arabic to mark gemination in a delayed imitation task and two reading tasks (ortho-with diacritics and ortho-without diacritics). A comparison of the productions of advanced Japanese-speaking learners, English-speaking learners, and an Arabic control group showed that both learner groups were able to produce Arabic geminate stops; however, the Japanese-speaking learners exhibited an advantage over the English-speaking learners in the auditory-only task and in the presence of diacritics, highlighting the fact that orthographic effects may occur in some cross-script contexts.

Refining Indonesian Language Sound Pronunciation Skills Using InPhA (Indonesian Phonetic Alphabet)

Interference from regional language pronunciation results in imperfections in pronouncing Indonesian language (IL) sounds. This phenomenon is experienced by students taking the Indonesian Language Phonology course (ILPC), where using IL pronunciation media is needed to enhance personal correction skills. The average scores for consonant, vowel, and diphthong pronunciation phonemes are low. Hence, this research aims to achieve three main objectives: (1) Enhancing students' vowel sound pronunciation skills using InPhA in the ILPC; (2) Enhancing students' consonant sound pronunciation skills using InPhA in the ILPC; and (3) Enhancing students' diphthong sound pronunciation skills using InPhA in the ILPC. This research employs a qualitative research design by implementing Classroom Action Research procedures. The data sources include 67 students from the Indonesian Literature Department, A Public University in Malang, Batch of 2022. The data includes scores for the Assessment of Indonesian Vowel, Consonant, and Diphthong Pronunciation in the pre-cycle, cycle one, and cycle two phases. The research findings indicate that the Average Improvement of Indonesian vowel allophone sound pronunciation consisting of [i], [I], [u], [U], [e], [ɛ], [Ә], [o], [ɔ], and [a] is 35.54%; the Average Improvement of Indonesian consonant sound pronunciation involving 23 consonants namely /p/, /b/, /m/, /f/, /w/, /t/, /n/, /l/, /r/, /ḍ/, /∫/, /s/, /z/, /c/, /j/, /n̴/, /y/, /k/, /g/, /ŋ/, /x/, /h/, and /ʔ/ is 11.5%; and the Average Improvement of Indonesian diphthong sound pronunciation comprising four allophones namely [aI], [ai], [aU], and [oi] is 11.5%. All three aspects demonstrate that using InPhA media can enhance Indonesian vowel, consonant, and diphthong sound pronunciation skills in the ILPC.

Фонетические процессы в сочетаниях согласных (на материале осетинского языка)

The aim of the research is to identify all potential consonant clusters in the modern Ossetian literary language where assimilative and dissimilative changes are possible. The article discusses a detailed algorithm aimed at creating a theoretical basis for an orthoepic dictionary of the Ossetian literary language. The research is novel in that it is the first to obtain data on all possible assimilative and dissimilative processes in the Ossetian literary language. Consonant clusters were identified using a representative corpus of Ossetian texts presented on the Internet and consisting of 836,593 words. As a result of the study of 819 consonant clusters, such combinations were found in which, based on data on the phonemes of the Ossetian literary language, assimilative processes could be expected. In particular, this refers to consonant clusters where voiced and voiceless consonants meet at the boundaries of morphemes, voiced consonants in the final position and voiced consonants at the boundaries of morphemes. To determine the phonetic processes that occur in these clusters (progressive assimilation for voicing/devoicing, regressive assimilation for voicing/devoicing), words containing such clusters were included in the instrumental analysis program.

A diachronic perspective on ‘prosodies’ in Central Chadic languages (Afroasiatic)

Abstract The paper reports on generalisations drawn from the author’s historical analysis of a sample of some five thousand words, which reflect more than two hundred lexical items from up to sixty-six Central Chadic languages and language varieties. The paper provides illustrative examples from present-day languages with explicit diachronic analyses of the evolution of their synchronic segmental and ‘prosodic’ suprasegmental structures. Four typologically characteristic prosodies (i.e., palatalisation, labialisation, nasalisation, glottalisation) operate across words, which are – in synchronic perspective – mostly monomorphemic, while in diachronic perspective they are mostly polymorphemic. The paper shows that, and how the four reconstructed prosodies lead to the diachronic emergence of innovative phonemes in the modern languages, which were not part of the segmental phonological inventories of the common proto-language. This empirical fact poses considerable challenges to the application of the well-established ‘comparative method’ as originally developed by the Neogrammarian school of historical linguistics.

Acquisition of Acehnese Language Phonemes in 2-4 Year Old Children

The aims of this research are; 1) Describe the theory of acquiring the Acehnese language in children aged 2-4 years, 2) Describe the process of acquiring the Acehnese language in children aged 2-4 years. This research was conducted using a qualitative approach with a phenomenological type. The subjects of this research were 2 children aged 2-4 years, the first child from Gampong Meunasah Mampree, Syamtalira Aron District, North Aceh Regency, and the second child from Gampong Blang, Tanah Pasir District, North Aceh Regency. Data collection techniques use observation and question and answer. The data obtained was then compiled in the form of observation field notes and questions and answers for children aged 2-4 years which were then analyzed to determine the acquisition of Acehnese language phonemes used by children aged 2 years in their daily lives. Based on the research results, it can be concluded that the language acquisition of Muhammad Aksan Rafassya aged 3 years is very good. The research subjects had mastered vowel and consonant sounds. At the age of 2 years Aksan was able to own and master words in his surroundings. This is also strengthened by mastery of nouns, adjectives and verbs. Meanwhile, Hidayatul Azizi's language acquisition at the age of 2 years is not good because he is not yet very fluent in pronouncing consonant sounds. However, at the age of 2 years Hidayatul Azizi was able to pronounce vowel sounds well. The vowel sounds that Hidayatul Azizi already pronounces fluently are the words 'jeut', 'loen', and the word 'itek'.

Akan tone encoding across musical modalities

Akan tone encoding across musical modalities

Pragmatic Communication Deficit and Functional Outcome in Patients with Right- and Left-Brain Damage: A Pilot Study.

Pragmatic communication abilities refer to the capacity to use language in a social context. Despite evidence to the contrary, the left cerebral hemisphere of the majority of right handers has been considered exclusively specialized for control of language phonology, syntax and semantics, whereas the right hemisphere has been specialized for the control of language pragmatics. Many studies have shown the non-exclusivity of the left hemisphere for language skills. Communication deficits observed in these studies for patients with right hemisphere damage confirmed the necessity for integrity of the right hemisphere across a number of language components. The aim of this study is to investigate the specific role of the right and left hemispheres across several aspects of communication deficits, with particular attention given to the influence of these deficits on functional outcome. The second aim is to characterize possible correlations between pragmatic and other cognitive deficits. We evaluated 22 patients, 15 with left- and 7 with right-brain ischemic or hemorrhagic damage, using cognitive, pragmatic and language tests. We deployed the Right Hemisphere Language Battery-Santa Lucia and Montreal d'Evaluation de la Communication to assess pragmatic abilities. The results showed no statistically significant differences between patients with left- and right-brain damage, highlighting the importance of integration between the two hemispheres in the communication process. Multiple significant correlations were found between pragmatic abilities and cognitive tests assessing global cognitive functioning, pantomime expression and comprehension. Pragmatic deficits were also shown to correlate with functional cognitive outcome. It is important to assess pragmatic abilities in patients with cognitive deficits after both left and right stroke for tailoring neuropsychological intervention to mitigate pragmatic disabilities in functional outcomes.

Teacher-Mediated Pronunciation Instruction: Its Effects on Enhancing the Oral Language Fluency of Seventh-Grade English Students

This study investigated the effects of teacher-mediated pronunciation instruction on enhancing the oral language fluency of seventh-grade English students. Using a quasi-experimental pretest-posttest non-equivalent groups design, 32 learners served as respondents of the thirteen-session- study in a secondary school in Southern Luzon, Philippines. The student-respondents were tested to find out whether there would be a significant difference in their knowledge and application of the segmentals and suprasegmentals before and after the implementation of the said intervention.
 In all the instruments, namely the dictation test, pronunciation achievement test, and aural-oral achievement test, the findings revealed that the experimental group performed significantly higher than the control group. Through the independent sample t-test and Analysis of Covariance (ANCOVA), the results revealed that the experimental group had higher mean scores than the control group with t-computed values exceeding the tabular values affirming that an explicit pronunciation instruction is better in enhancing the oral language fluency of students than only incidental acquisition. The more the learners are exposed to an intervention, the more that they will become intelligible. Other effects also include the more frequently that the teacher conducts various games, the more that the students enjoy and learn pronunciation; and the more refined a learner’s pronunciation skill is, the more improved he/she is when it comes to listening comprehension and spelling. Finally, it is recommended that more and newer interventions regarding second language phonology or any content that focuses on speaking as a macro-strand in English should be delved into.

Out with the old, in with the new: contrasts involving new features with acoustically salient cues are more likely to be acquired than those that redeploy L1 features

Feature-based approaches to second language (L2) phonology conceptualize the acquisition of new segments as operations that involve either the addition of new phonological features, or the rebundling of existent ones. While the deficit hypothesis assumes that only features that are fully specified in the L1 can be redeployed to the L2 in order to create new segments, it has been shown that features which are completely absent in the L1 can also be learned. This article investigates whether a learning scenario in which features are only partially available (that is, they are present in the L1, but are redundant with other features) is less challenging than learning an entirely new feature, even when the new feature has acoustically salient cues. Since Spanish has a much smaller vowel system /i e a o u/, L2 learners of German with Spanish as L1 need to learn a system with front rounded vowels as well as tense/lax contrasts. We tested L1 Spanish speakers' perception of the German contrasts /i/ ~ /I/ (e.g., Miete/mitte, where [+/– tense] is acquired) and /u/ ~ /y/ (e.g., Spulen/spülen, where L1 feature [+/–round] redeploys to a front vowel). The results showed that experienced L2 learners are more successful when discriminating between sounds in a feature acquisition scenario than in redeployment; however, neither of the non-native contrasts was easier to perceive than the other in the identification task. The differences in performance between tasks and in the acoustic saliency of the cues by contrast (F2 vs. duration and F1) suggests that L2 phonological acquisition is likely to take place at a surface level and favors learning through attunement to auditorily salient acoustic cues over internal rearrangement of abstract features, regardless of their presence in the L1.

Identification, description and classification of consonants and vowel phonemes in Nambya language of Hwange district in Matabeleland North Province in Zimbabwe

Nambya language has been scantly researched on. While it has been introduced at primary, secondary and tertiary level, there is no consensus on the agreed phonemes. With the background of learning a Language of Wider Communication (LWC), the LWC has influenced the way Nambya is written or spelt. This paper investigates the phonemes in Nambya, a previously marginalised language spoken by an estimated 117 000 inhabitants (https://joshuaproject.net/people_groups / -retrieved 16 June 2022.) found in Hwange district. The study employed a qualitative design and was conducted in Hwange district in western province of Zimbabwe. The study attempted a systematic description and classification of Nambya consonants, and vowels using a descriptive framework. This research aimed to establish and provide a detailed study of the consonant sounds available in the language. The target population were the mother tongue speakers who had either learnt the language at formal setups or were natural speakers of the language. Expert and homogeneous purposive sampling techniques were applied to select participants and the sample size was ten. Data was generated through semi structured interviews and focused group discussions. It was also collected through primary and secondary sources and analysed according to consonantal and vowel structures of the language. The study found that Nambya has basic 5 vowel system. The consonant structure includes single and modified consonants. Long vowels are restricted to (i) the future tense, future (Incidental) Indicative, affirmative, other persons, (ii)in the third person singular of negative tenses and present indicative negative.

Recursive self-embedded vocal motifs in wild orangutans

Recursive procedures that allow placing a vocal signal inside another of a similar kind provide a neuro-computational blueprint for syntax and phonology in spoken language and human song. There are, however, no known vocal sequences among nonhuman primates arranged in self-embedded patterns that evince vocal recursion or potential incipient or evolutionary transitional forms thereof, suggesting a neuro-cognitive transformation exclusive to humans. Here, we uncover that wild flanged male orangutan long calls feature rhythmically isochronous call sequences nested within isochronous call sequences, consistent with two hierarchical strata. Remarkably, three temporally and acoustically distinct call rhythms in the lower stratum were not related to the overarching rhythm at the higher stratum by any low multiples, which suggests that these recursive structures were neither the result of parallel non-hierarchical procedures nor anatomical artifacts of bodily constraints or resonances. Findings represent a case of temporally recursive hominid vocal combinatorics in the absence of syntax, semantics, phonology, or music. Second-order combinatorics, ‘sequences within sequences’, involving hierarchically organized and cyclically structured vocal sounds in ancient hominids may have preluded the evolution of recursion in modern language-able humans.

Recursive self-embedded vocal motifs in wild orangutans.

Recursive procedures that allow placing a vocal signal inside another of a similar kind provide a neuro-computational blueprint for syntax and phonology in spoken language and human song. There are, however, no known vocal sequences among nonhuman primates arranged in self-embedded patterns that evince vocal recursion or potential incipient or evolutionary transitional forms thereof, suggesting a neuro-cognitive transformation exclusive to humans. Here, we uncover that wild flanged male orangutan long calls feature rhythmically isochronous call sequences nested within isochronous call sequences, consistent with two hierarchical strata. Remarkably, three temporally and acoustically distinct call rhythms in the lower stratum were not related to the overarching rhythm at the higher stratum by any low multiples, which suggests that these recursive structures were neither the result of parallel non-hierarchical procedures nor anatomical artifacts of bodily constraints or resonances. Findings represent a case of temporally recursive hominid vocal combinatorics in the absence of syntax, semantics, phonology, or music. Second-order combinatorics, 'sequences within sequences', involving hierarchically organized and cyclically structured vocal sounds in ancient hominids may have preluded the evolution of recursion in modern language-able humans.

Processamento auditivo central e processamento fonológico em bilíngues do português brasileiro - inglês

ABSTRACT Purpose: to compare temporal auditory processing (temporal ordering) and phonological processing skills in bilingual and monolingual subjects. Methods: 100 undergraduate and postgraduate university students divided into a bilingual group (BG; n = 50) and a monolingual group (MG; n = 50). The study assessed the two groups’ phonological processing skills (phonological awareness, working memory - phonological loop, and rapid lexicon access) and temporal auditory processing skills (Frequency Pattern and Duration Pattern Tests). The Mann-Whitney test (p = 0.05) was used for statistical analysis. Results: BG performed better than MG in phonological awareness and phonological working memory tasks - nonword repetition and rapid naming tasks, except for color naming, and the two auditory processing tests. Conclusion: Bilinguals performed better on phonological and auditory tests. These skills help them identify and discriminate variations in the phonology of both languages, influencing their performance.

On errors in identifying phonemes of a foreign language

On errors in identifying phonemes of a foreign language

Realisasi Fonem Vokal Bahasa Indonesia

The purpose of this study this study describes the realization form of vowel phoneme, consonant phoneme in Indonesian language. Through this research, it is hoped that it can be useful for the Indonesian speakers, especially educators and students. In addition,In addition, this research is expected to inspire linguistic experts to examine more comprehensively related to the realization of Indonesian vowel phonemes. This research uses descriptive qualitative method by using a collective case approach study (collection case study). Data collection using observation, listening and note-taking techniques. The instruments we use in this research data collection itself are equipped with notes and scientific journals. complete with notes and scientific journals. In this study can conclude that (1) the realization of Indonesian vowel phonemes consists of 2 kinds, namely (a) in accordance with the rules and (b) in accordance with the rules. kinds, namely (a) in accordance with the rules and (b) deviating from the rules; and (2) deviations in the realization of vowels are in the vowels /i/, /u/, and /o/ in the closing position and in derived words. Deviations also The reflection of the realization of the vowel /u/ also occurs in abbreviations of Indonesian original words. Indonesian original words. There are deviations in the realization of the vowel /e/ that cause disparity of meaning. but there are also those that do not cause disparity of meaning. meaning.

Theoretical and Practical Phonetic Instruction in the Eyes of Advanced Students. An Editorial to RiL Special Issue Vol. 21.3 and 21.4 on Pronunciation Research and Pronunciation Learning/Teaching in a Global EFL Perspective

The article focuses on advanced students’ beliefs and views related to their own pronunciation and pronunciation learning/teaching. It also presents their opinions on the university courses dedicated to phonetics and phonology of the English language. Furthermore, it analyses the students plans and ambitions for their future self-study and intentions to further develop and improve their English pronunciation. Finally, the article introduces varied and numerous research areas investigated in the current two issues of RiL and points to the significance of the most recent findings in the field.

Особенности фонематического восприятия речи у обучающихся с билингвизмом

<p>According to various sources, from 277 to 295 different languages are used in the Russian Federation, which makes it very important to assess the impact of bilingualism on speech perception, for example, in the context of school education. There is conflicting evidence about how bilingual children recognize individual phonemes. We compared the perception of phonemes of the Russian language by ear in children of early school age from a monolingual (Russian-speaking) and bilingual (Russian-speaking and Ossetian-speaking) environment using the speech test "Clinical assessment of the development of basic linguistic competencies" and psychophysical tasks for distinguishing words in noise. Bilingual children were found to be worse at repeating pseudowords and recognizing phonemes in stationary noise. The reasons for the difficulties may be related to the fact that children growing up in a bilingual environment have a much wider list of phonemes that need to be recognized than children growing up in a monolingual environment. This can lead to reduced speech recognition in the language of instruction and, consequently, a possible decrease in the quality of education.</p>

The Role of Computer-Aided Diagnosis in Speech Restoration in Patients with Cancer of the Oral Cavity and Oropharynx after Hemiglosectomy: a Prospective Comparative Study

INTRODUCTION. Oral cavity and oropharyngeal cancers usually require extensive surgeries accompanied by damages to anatomical structures and impaired speech function.
 AIM. To compare the effectiveness and terms of speech rehabilitation in patients with cancer of the oral cavity and oropharynx using various speech restoration techniques.
 MATERIALS AND METHODS. We studied the effectiveness and length of speech rehabilitation in 140 patients with stages II–IV oral cavity and oropharyngeal cancer. The age of the patients ranged from 24 to 70 years. All the patients underwent hemiglosectomy. Combined modality treatment and postoperative speech rehabilitation were performed according to the technique developed in the Department of Head and Neck Tumors of the Oncology Research Institute. Speech rehabilitation effectiveness was studied on the basis of subjective and objective evaluation of speech using the computer-software complex (OnkoSpeech v 1.0).
 RESULTS AND DISCUSSION. Impaired speech function of patients was observed before starting combined modality treatment and manifested as a change in the prosodic system of speech and subjective communication difficulties associated with the presence of a tumor. After surgery, all the patients demonstrated impaired speech function, ranging from distorted pronunciation to the complete absence of verbal communication. Speech rehabilitation started 8 to 29 days after surgery: in the study group I, Me = 9.6, in the study group II, Me = 9.8, values did not have statistically significant differences (p 0.05). At the beginning of speech rehabilitation, to restore activity and coordinate the work of articulatory apparatus muscles and speech expiration, special complexes of articulation and breathing exercises followed by sound pronunciation correction were performed. Postoperative speech rehabilitation resulted in the improvement of speech function in 100 % of cases. In group II, where the correction of sound pronunciation was performed on the basis of speech diagnosis data using the OnkoSpeech v 1.0 computer-software complex, it was possible to achieve a better result of sound pronunciation correction of all the studied sounds, except for hissing (lingual-frontal) [sh], [zh], [shch], [ch].
 CONCLUSION. The use of the OnkoSpeech v1. ± software package for speech computer-aided diagnosis made it possible to objectively evaluate and quantify the effectiveness of the correction of the sound pronunciation of six phonemes of the Russian language, improve the results of the correction of sound pronunciation and reduce the time of speech therapy.

Teacher-Mediated Pronunciation Instruction: Its Effects on Enhancing the Oral Language Fluency of Seventh-Grade English Students

This study investigated the effects of teacher-mediated pronunciation instruction on enhancing the oral language fluency of seventh-grade English students. Using a quasi-experimental pretest-posttest non-equivalent groups design, 32 learners served as respondents of the thirteen-session- study in a secondary school in Southern Luzon, Philippines. The student-respondents were tested to find out whether there would be a significant difference in their knowledge and application of the segmentals and suprasegmentals before and after the implementation of the said intervention.
 In all the instruments, namely the dictation test, pronunciation achievement test, and aural-oral achievement test, the findings revealed that the experimental group performed significantly higher than the control group. Through the independent sample t-test and Analysis of Covariance (ANCOVA), the results revealed that the experimental group had higher mean scores than the control group with t-computed values exceeding the tabular values affirming that an explicit pronunciation instruction is better in enhancing the oral language fluency of students than only incidental acquisition. The more the learners are exposed to an intervention, the more that they will become intelligible. Other effects also include the more frequently that the teacher conducts various games, the more that the students enjoy and learn pronunciation; and the more refined a learner’s pronunciation skill is, the more improved he/she is when it comes to listening comprehension and spelling. Finally, it is recommended that more and newer interventions regarding second language phonology or any content that focuses on speaking as a macro-strand in English should be delved into.