Suprasegmental Phonemes Research Articles

論初級漢語水平韓國留學生聲調教學問題及策略

It is difficult for mandarin teacher to teach Mandarin tone ,especially in the phonetic aspect. And perhaps, the problem about mandarin tone is the most outstanding one of Chinese Lerner. Tone belongs to the category of Suprasegmental phonemes. Therefore, it is different in the different languages. There are many differences in the Suprasegmental phonemes between Chinese tone and Korean tone, that is to say, there are four tones in Chinese, but there is no in Korea, so acquiring tone will be more difficult for Korean students in the elementary level. Analyses features of the Korean students studying the Chinese tone acquisition order and error form, and find sout the reasons of error from the aspects of phonological system, intonation emotional factors, teachers’ quality and teaching methods, then puts forward some related strategies.

Bahasa Vietnam sebagai Bahasa Nada

Vietnamese is a complex language as evidenced by the variety of its tones, shapes and meanings. Its complexity is a natural result of the fact that the language belongs to different proto-languages, i.e. Austro-Asiatic, Sino- Tibet, Thai-Kadai and Hmong-Dao. Therefore, it is interesting to study Vietnamese. Vietnamese is a tonal language. Pitch is a crucial part in tonal languages since it helps create suprasegmental phonemes to produce different lexical meaning. To understand suprasegmental phonemes, one must understand segmental phonemes. A tonal analysis can only be done after efforts have been made to reveal segmental phonemes. This article attempts to answer these questions: (1) how to describe the Vietnamese phonological system, and (2) how to describe pitch in a tonal language such as Vietnamese. While the Vietnamese phonological system makes up the segmental phonemes, pitch in Vietnamese language makes up the suprasegmental phonemes.

Inner speech as a learned skill

Three experiments are reported which address the problem of defining a role for inner speech. Experiments 1 and 2 establish that inner speech is acquired by normally developing readers between the ages of 8 and 11, and that both slow and fast readers show a similar pattern of acquistition, but do so at a different rate from normal readers. We suggest that the development of inner speech accompanies a strategy of reading aloud “with expression”; and that it is a manifestation of the need to prestructure oral utterances. These will thus contain the lexical items visible on the page within an appropriate prosodic envelope. Both segmental and suprasegmental phonemes contribute to meaning of spoken and, by analogy, written language. Experiment 3 showed that children at this critical point in learning to read comprehended text better when certain prosodic features were made visible on the text. Prosodic restructureing may thus be an important skill acquired by young readers as they progress toward fluent, silent adult reading.

On One Suprasegmental Phoneme in Modern Semitic

On One Suprasegmental Phoneme in Modern Semitic

Is “Canis Currit” Ungrammatical?

Summary The main theme of Aristotle’s Sophistici Elenchi is false but apparently valid reasoning. Aristotle operates with a special class of fallacies depending on features of language. In that connection he touches on many questions of relevance to the grammarian. In their commentaries on the Elenchi, medieval scholars develop the hints given by Aristotle and introduce new problems of their own invention. Thus they discuss the generic use of singular nouns, the scope of conjunctions and modal expressions, suprasegmental phonemes, constructional ambiguities, the tense of participles, and parsing. Discussions of the last-named point revolve around the example canis currit. Canis is an equivocal term. Is it then one constituent of a sentence (one pars orationis) or is it more than one pars orationis? If it is several partes orationis, why is canis currunt ungrammatical? To save the grammatically of canis currit modistic logicians split the modi significandi into modi significandi ‘activi’ and modi significandi ‘passivi’, the latter attaching to the ‘things’ qua conceptualized in a certain way and signified as such by means of words, the former attaching to the words qua significative in some definite way. By letting the active modi significandi be the basis of construction they could save the grammaticality of canis currit. But the solution breaks with the fundamental idea of modistic grammar, the derivation of grammatical categories relevant to syntax from the conceptualized reality, and introduces an explanation of syntax founded on surface categorization of words. There was a reaction against this about 1300. Later Elenchi commentators seem to have lost interest in the subject.

Vocal emphasis in experimenters' instruction reading as unintended determinant of subjects' responses.

Sound motion pictures were made of three male experimenters administering an experiment in person perception to 10 subjects. The task called for subjects to rate the degree of success or failure of people pictured in photographs. An analysis of the experimenters' suprasegmental phonemes and paralanguage from the sound track showed that no subject was exposed to identical vocal emphases of those portions of the instructions listing the subject's response alternatives. All subjects (5) who heard greater emphasis on the rating alternatives associated with success subsequently rated the photos as being of more successful people than the subjects (5) who heard greater emphasis on the failure alternatives (p = 0.004). The correlation between differential vocal emphasis and subjects' subsequent ratings was +0.72 (p < 0.01). The way in which the experimenter reads instructions to subjects, even when instructions are read accurately, can serve as a significant determinant of the subjects' responses to an experimental procedure.

Automatic Grapheme-to-Phoneme Translation of English

In the design of a machine that scans printed-English text and generates the corresponding spoken output with virtually no restriction on the vocabulary size, a procedure for the translation of the graphemes to the phonemes is necessary. Translation technique using the letter context alone, such as is used in the phonic method of teaching English to children, is shown to be entirely unsatisfactory. Instead, by the use of morphographemic rules, written words are decomposed into their constituent morphs and the corresponding morphemes are looked up in a morph-morpheme lexicon. Morphophonemic rules are used to produce the output-phoneme string for the given word. Syntactic markers, stored as part of the lexicon entries, can be used to resolve certain ambiguities and to perform sentence parsing, which is necessary in the assignment of suprasegmental phoneme values. Engineering considerations in the implementation are discussed. [This work was supported by a grant from the National Institutes of Health and by a Joint Services Electronics Program Contract.]

Person Indexing in Blackfoot

1 Blackfoot is an Algonkian language spoken in Montana, U.S.A., and southern Alberta, Canada. There are over 5000 speakers, most of these in Alberta. Data were collected on the Blackfeet Reservation in northwestern Montana during 1961 and on the Blackfoot Reserve near Gleichen, Alberta, during 1961-63. Various native speakers acted as informants. Segmental phonemes here recognized are p, t, k, m, n, s, x, ? (these last two are contrastive in post-vocalic position only), i, a, o. w and y are written before o and i, respectively, to indicate that the o and i are in a different syllable than the preceding vowel. (This is also the phonetic function of w and y in this position.) The suprasegmental phoneme, a pitch accent, has little bearing on the subject of this paper, so is not indicated on the illustrative forms. This paper was originally written while attending the workshop of the Summer Institute of Linguistics at Norman, Oklahoma, during the summer of 1963. I am grateful to Joseph E. Grimes for many suggestions in its preparation. 2 In any one context, there is a distinction, among animate third persons, between proximate and obviative. Only one animate third person, be for Potawatomi,3 and Uhlenbeck for Blackfoot.4 Bloomfield and Hockett accurately state the underlying principles but demonstrate only a few of the ramifications of these principles.5 While Uhlenbeck goes into more detail, his description is somewhat scattered

Linguistics and Modern Language Teaching in Colombia

W [HEN speakers and writers tell us that language teaching should be oriented around the findings of the linguistic scientists, it is usually the structural linguists to whom they refer. But structural linguistics, although it has much to offer us language teachers, is not the only linguistic discipline from which we may learn. If language study involved no more than the analysis of the three grammatical devices of function words, word order, and forms of words plus a study of the segmental and suprasegmental phonemes, it would be a subject more of intei est to the mathematician than to

The Phonemes of Northeastern Maidu

0.1. Northeastern Maidu is a Penutian language spoken in Sierra of Northern California. The phonemic analysis presented here is based on notes taken in field during summer of 1955, with Mrs. Lee Gallagher of Paynes Creek, California as principal informant. The fieldwork was done under auspices of Survey of California Indian Languages, Department of Linguistics, University of California at Berkeley. NE Maidu is a lenis language. Its speakers consistently characterize lenis speech as being the nice way to talk even though it is always possible to elicit strongly articulated utterances from them. Coupled with lenis articulation are certain phonological phenomena which are discussed in 2 below. The suprasegmental phonemes will not be systematically described in present paper. It is necessary, however, to describe stress phenomena as a preliminary to elucidation of certain segmental variants, notably in vowel phonemes. All roots have at least one allomorph which occurs with primary stress. If root is disyllabic, primary stress is on first syllable in some words, second syllable in others. In compound words (i.e., in words which are made up of more than one root) one of roots has primary stress while others have a secondary stress. The primary stress may appear on first member of compound in one instance, on second in another, and so on. In short, stress is phonemic.

Stetson's Model and the 'Supra-Segmental Phonemes'

Stetson's Model and the 'Supra-Segmental Phonemes'

Phoneme or Prosodeme?

The term prosodeme has been used in recent writings on phonemcis as a stylistic variant of prosodic phoneme to describe such modifications of the basic speech sounds as tone, stress, and duration.1 Bloch and Trager, in 1942, also included juncture as a 'related phenomenon'.2 In his recent postulates for phonemic analysis, Bloch appears to have been unable to find any common denominator for these features, since he abstracts duration at one point of his analysis, pitch and stress at quite another, and finds no basis at all for including juncture. In general, the distinction that has been made in recent American writings on the subject has been one between so-called segmental and suprasegmental phonemes.3 Some sounds are thought of as occurring one after another, like bricks in a wall, while others occur simultaneously with these and usually span a number of the individual bricks at a time. There are troublesome aspects of this definition, since there are some simultaneous linguistic phenomena, which, as Bloch says in his article on postulates (?48.2), 'we do not usually wish to treat in the same way'.4 It will be the purpose of this paper to consider more closely the nature of the prosodemes, and see if it may not be possible to find a common factor which sets them off from the usual linear phonemes. We shall question the use of the term 'suprasegmental' as an adequate description of the prosodemes, and ask whether we are justified in classifying the prosodemes as a special kind of phoneme.5