Vowel System Research Articles

“Initial-a-final”, Luwian low vowels, and language contact in the Syro-Anatolian world

Abstract The Anatolian hieroglyphic inventory features two phonetic signs conventionally translated as “a”: 〈a〉 = L. 450 and 〈a〉 = L. 19. Their distribution has eluded explanation due to the complicated conventions governing the use of the 〈a〉 sign, which can be placed at the end of a word (“initial-a-final”), replaced with 〈a〉 (“a-substitution”), or deleted (“a-deletion”). Some words also regularly change between 〈a〉 and 〈a〉 within their paradigm. Based on a more refined understanding of these conventions, which vary by period and location, and comparison with data from the closely related Lycian language and Luwian names in Greek transmission, it will be suggested that 〈a〉 and 〈a〉 corresponded to the low vowels /a/ and /ɑ/ respectively. It will be argued that distinction between the two vowels in Luwian ultimately arose from the Proto-Anatolian contrast between the short and long non-high vowels, but also in some instances from the Luwic umlaut (mostly anticipatory backing of /a/ to /ɑ/). New evidence is also put forth that the vowel system of some dialects of Late Luwian underwent a change due to contact with Semitic languages. This resulted in an orthographic reform beginning in the late 9th century BC, which has practical implications for the dating of certain inscriptions.

Comparative Analysis of Azerbaijani and English Phonetic Systems

This article provides a comparative analysis of the Azerbaijani and English phonetic systems, focusing on key differences and similarities between the two languages. The study examines the vowel and consonant systems, as well as intonation and stress patterns, to highlight the challenges faced by Azerbaijani speakers learning English and English speakers learning Azerbaijani. Through phonetic data collection and analysis, common pronunciation errors and their impact on language acquisition are identified. The findings offer insights into how these phonetic differences influence second language learning and propose strategies for mitigating phonetic interference through targeted teaching methods and pronunciation exercises.

The vowel space of multiethnolectal (Stuttgart) German.

The emergence of multiethnolects, i.e.specific speaking styles or varieties associated with second and third generation speakers from immigrant backgrounds, has been observed and studied in several major cities in Europe and elsewhere in theworld. The multiethnolect that is the focus of this study is one such variety of colloquial German. Most previous research on multiethnolectal German has focused on grammatical features. This paper reports on the first comprehensive study of the vowel system (vowel quality and global vowel space size) of multiethnolectal German, based on data from Stuttgart. The results show that the vowel space of multiethnolectal speakers is in generally more centralized than that of a comparison group. A more detailed analysis reveals that the linguistic background plays an important role, as speakers with a Turkish or South Slavonic language background are responsible for this effect.

An Acoustic–Phonetic Description of Hidatsa Vowels

In this study, we report on results of a preliminary acoustic–phonetic analysis of the Hidatsa vowel system. We conducted acoustic measurements of Hidatsa vowels in terms of averaged temporal and spectral properties of these phones. Our durational analysis provides strong evidence that Hidatsa has a ten-vowel system with phonemically long and short vowels, in addition to two diphthongs. Our spectral measurements consisted of averages and time-evolution dynamic properties of the first three formants (F1, F2 and F3) at 30 equally spaced time points along the central portion of each vowel. The centers and distributions of the F1 and F2 formants, as well as their time-averaged trajectories, provide strong evidence for separate vowel qualities for both the short and long vowels. These measurements also show that all Hidatsa vowels have some degree of time-dependent spectral change, with the back vowels generally displaying a longer time-evolution track. Lastly, our results also indicate that in Hidatsa mid-short vowels do not appear with the same frequency as the other vowels, and that the short [é] has no unstressed counterpart.

The Phonology of Tailue Tribe in Dontan Village, Xienghone District, Sayyaboury Province

This study focused on the phonetic system of Tailue tribe in Donton village, Xienghon District, Saiyabouly Province by applying the qualitative research through the interview, reading, observation, analysis, and classification of its system. The objective of this study was to examine the phonetic system of consonants, vowels, and tone marks of local Tailue tribe according to the list of vocabulary from Li (1977) which included 1107 Tai words and the list of phonetic tone marks of local Tai from Gedney (1959). The result of this study was that, there are 20 of beginning consonants as /k/, /kh/, /N/, /c/, /s/, /ø/, /d/, /t/, /th/, /n/, /b/, /p/, /ph/, /f/, /m/, /j/, /l/, /w/, /?/, /h/, 2 mix consonants as /kw/, /khw/ and 8 of ending consonants as /-p/, /-t /, /-k /, /-m /, /-n /, /-N/, /-w /, /-j /. There are 18 of root vowels as /a/, /aù/, /i/, /iù/, /µ/, /µù/, /u/, /uù/, /e/, /eù/, /E/, /Eù/, /o/, /où/, /«/, /«ù/, //, /ù/. Based on this research, any of the mixed vowels were not found. For the tone mark, 6 types of it were found - low-up (25) sounds, middle-up (34) sounds, middle (33) sounds, low-up (23) sounds, middle-down (32) sounds, low-up (24) sounds.

The emergence of vowel harmony in Armenian dialects

Abstract We find vowel harmony systems in many non-standard varieties of modern Armenian. It has been speculated that these may have acquired vowel harmony due to contact with Turkic varieties (Scala 2018). On the basis of an exploration of the synchrony and typology of Armenian vowel harmony, consideration of historical changes that could have caused harmony to develop, and evaluation of new data bearing on the origins of backness and rounding harmony in Oghuz, we propose that the vowel harmony systems of the modern Armenian dialects show evidence of having been influenced by Turkish, but the numerous differences between Armenian and Turkish vowel harmony point against a straightforward copying of the Turkish phonological system. We theorize that vowel harmony in Armenian arose due to a combination of language-internal and ‑external factors: vowel shifts in some Armenian dialects, alongside universal analytic and channel biases, provided the necessary preconditions for the development of vowel harmony by the 11th century AD, prior to the arrival of Turkic speakers in the Armenian homeland. Extensive contact with Turkic vowel systems may then have encouraged the phonologization of this assimilation process, but in strikingly different ways than are found in Turkic languages.

Phonetic Transfer of Mandarin and English Vowels: Advantages and Challenges for Second-Language Learners

This paper discusses the phonological migration of the Mandarin vowel system to the American vowel system during second language acquisition. To this end, six Mandarin-speaking Chinese students who received English certificates are selected for analysis in this paper. In addition, experimental results from previous studies are utilized for further phonological comparisons, and a perception task and an articulation task are used to compare similar vowel combinations in the Chinese and English vowel systems. The perception task is designed to assess the participants' ability to distinguish similar vowels in different vowel systems, while the articulation task utilized Praat software to acoustically analyze the participants' vowel and word pronunciation, standard English pronunciation, and Chinese vowel pronunciation. The pronunciation values are compared with the standard pronunciation values, and the relationship between similarity and learning difficulty is established to test the hypotheses. The results shows that Chinese students are influenced by the Chinese vowel system and are unable to distinguish similar vowel combinations. Therefore, the higher the similarity between English vowels and Chinese vowels, the better the acquisition effect.

Phonetic Transfer of Mandarin and English Vowels: Advantages and Challenges for Second-Language Learners

This paper discusses the phonological migration of the Mandarin vowel system to the American vowel system during second language acquisition. To this end, six Mandarin-speaking Chinese students who received English certificates are selected for analysis in this paper. In addition, experimental results from previous studies are utilized for further phonological comparisons, and a perception task and an articulation task are used to compare similar vowel combinations in the Chinese and English vowel systems. The perception task is designed to assess the participants' ability to distinguish similar vowels in different vowel systems, while the articulation task utilized Praat software to acoustically analyze the participants' vowel and word pronunciation, standard English pronunciation, and Chinese vowel pronunciation. The pronunciation values are compared with the standard pronunciation values, and the relationship between similarity and learning difficulty is established to test the hypotheses. The results shows that Chinese students are influenced by the Chinese vowel system and are unable to distinguish similar vowel combinations. Therefore, the higher the similarity between English vowels and Chinese vowels, the better the acquisition effect.

Comparison Between English and Mandarin Vowel Systems and the Challenges for Chinese Learners of English

In contemporary China, learning English has been considered as a must for almost all students, with the pronunciation acquisition usually being the initial focus. Among the phonetic elements, the mastery of vowel pronunciation is particularly crucial in that vowels are an essential element of language. Due to its great importance, numerous studies have comparatively analyzed the English and Mandarin vowel systems and experimentally listed the challenges Chinese English learners may face. Based on these analysis, feasible measures to handle the problems posed for Chinese learners are proposed. This paper collects and concludes logically the main discoveries and theories that have been raised by former scholars, with the aim of clearly presenting the disparities between the vowel systems of the two languages, illustrating the difficulties those differences may bring about, and sharing some approaches in which teachers can help their students to get out of the way. Despite the similarities and differences between the two vowel systems, which can lead to pronunciation errors, strategies such as meticulous comparison and immediate correction can aid students in getting rid of these obstacles. Therefore, this paper is of significant value in elucidating the difficulties encountered by Chinese students in learning English pronunciation and in outlining effective pedagogical strategies for teaching pronunciation.

Comparison Between English and Mandarin Vowel Systems and the Challenges for Chinese Learners of English

In contemporary China, learning English has been considered as a must for almost all students, with the pronunciation acquisition usually being the initial focus. Among the phonetic elements, the mastery of vowel pronunciation is particularly crucial in that vowels are an essential element of language. Due to its great importance, numerous studies have comparatively analyzed the English and Mandarin vowel systems and experimentally listed the challenges Chinese English learners may face. Based on these analysis, feasible measures to handle the problems posed for Chinese learners are proposed. This paper collects and concludes logically the main discoveries and theories that have been raised by former scholars, with the aim of clearly presenting the disparities between the vowel systems of the two languages, illustrating the difficulties those differences may bring about, and sharing some approaches in which teachers can help their students to get out of the way. Despite the similarities and differences between the two vowel systems, which can lead to pronunciation errors, strategies such as meticulous comparison and immediate correction can aid students in getting rid of these obstacles. Therefore, this paper is of significant value in elucidating the difficulties encountered by Chinese students in learning English pronunciation and in outlining effective pedagogical strategies for teaching pronunciation.

On the interaction between vowel confusions (<e> for /i/ and <o> for /u/) and lexical stress in Latin inscriptions from Rome (ca. 119 BCE – ca. 600 CE)

AbstractThe aim of this article is to better define how changes in the Latin vowel system evolved over time in the stressed vs. the unstressed syllables in the Latin of Rome. To this end, the cases of <e> for /i/ and <o> for /u/ in an epigraphic corpus of 6,599 inscriptions from this city have been analysed by comparing the number of epigraphic errors occurring under and out of stress in five different periods. Our results indicate that, until about the 4th cent. CE, cases of <e> for /i/ and <o> for /u/ occur mostly in the unstressed syllables in our inscriptions, which is consistent with the view that the reorganisation of the vocalic qualities in the Latin vowel system affected the unstressed vowels before it affected the stressed ones. However, the same results also indicate that the number of epigraphic deviations concerning the stressed vowels /i/ and /u/ in our corpus increases from about the 4th–5th cent. CE onwards, and that this fact should be linked to the dephonologisation of contrastive vowel quantity (in the stressed syllables).

Vowel mergers in the Latin of the Danubian provinces of the Roman Empire as evidenced in inscriptions

AbstractThe present study analyzes the transformation of the vowel system and especially the process of vowel mergers based on the Latin inscriptions of the Danubian provinces. With the help of the Computerized Historical Linguistic Database of the Latin Inscriptions of the Imperial Age (http://lldb.elte.hu/), it tries to draw and then compare the phonological profiles of the selected provinces and to describe the dialectal position of the Danubian provinces regarding vocalism in the first four centuries AD. The analysis, which also covers comparisons with certain provinces of Italy and Dalmatia, is carried out considering four aspects: the ratio of vocalic versus consonantal changes, the ratio of vowel mergers compared to vocalic changes, the ratio of e-i and o-u mergers compared to each other, and the ratio of vowel mergers by stressed and unstressed syllable. As a result of the present study, it was revealed that Danubian provinces cannot be treated as a unit or as clearly separate from the other areas studied according to either aspect of the study. The Dacian development, which can only be observed in the 2nd–3rd century, can easily be placed among the Danubian provinces, so it is not necessary to connect it with the developmental trends in southern Italy. The present study, which continued József Herman's research, managed to explore the hitherto little-known linguistic and dialectological features of Latin in the Danubian provinces.

A study on the Change of Vowel System in Southern Dialects

A study on the Change of Vowel System in Southern Dialects

Acoustic measurements of the Indonesian oral monophthongs produced by Acehnese speakers

This study explores the characteristics of Indonesian oral monophthong vowels produced by male and female language consultants in Banda Aceh, Indonesia, as their first language. Using purposive sampling, ten Acehnese males and ten Acehnese females were selected to articulate eight target vowels: /i/, /e/, /ɛ/, /ә/, /a/, /u/, /o/, and /ɔ/. Vowel measurements were obtained through recorded word elicitation, using a word list containing the target vowels. F1 and F2 frequencies in Hertz were determined and analyzed using Praat software to assess vowel qualities and subsequently converted to the Bark scale. Vowels were plotted on the F1/F2 formant space. The findings illustrate the distinct measurements of each Indonesian monophthong vowel by male and female consultants, represented in the vowel space. Male vowels generally exhibit higher and more centralized positioning, while female vowels appear more dispersed and lower. This research contributes valuable insights for comparing vowel systems across various languages and dialects spoken in multilingual Indonesia.

Acoustic Analyses of L1 and L2 Vowel Interactions in Mandarin–Cantonese Late Bilinguals

While the focus of bilingual research is frequently on simultaneous or early bilingualism, the interactions between late bilinguals’ first language (L1) and second language (L2) have rarely been studied previously. To fill this research gap, the aim of the current study was to investigate the production of vowels in the L1 Mandarin and L2 Cantonese of Mandarin–Cantonese late bilinguals in Hong Kong. A production experiment was conducted with 22 Mandarin–Cantonese bilinguals, as well as with 20 native Mandarin speakers and 21 native Cantonese speakers. Acoustic analyses, including formants of and Euclidean distances between the vowels, were performed. Both vowel category assimilation and dissimilation were noted in the Mandarin–Cantonese bilinguals’ L1 and L2 vowel systems, suggesting interactions between the bilinguals’ L1 and L2 vowel categories. In general, the findings are in line with the hypotheses of the Speech Learning Model and its revised version, which state that L1–L2 phonetic interactions are inevitable, as there is a common phonetic space for storing the L1 and L2 phonetic categories, and that learners always have the ability to adapt their phonetic space. Future studies should refine the data elicitation method, increase the sample size and include more language pairs to better understand L1 and L2 phonetic interactions.

Acoustic and Articulatory Visual Feedback in Classroom L2 Vowel Remediation.

This paper presents L2 vowel remediation in a classroom setting via two real-time visual feedback methods: articulatory ultrasound tongue imaging, which shows tongue shape and position, and a newly developed acoustic formant analyzer, which visualizes a point correlating with the combined effect of tongue position and lip rounding in a vowel quadrilateral. Ten Czech students of the Swedish language participated in the study. Swedish vowel production is difficult for Czech speakers since the languages differ significantly in their vowel systems. The students selected the vowel targets on their own and practiced in two classroom groups, with six students receiving two ultrasound training lessons, followed by one acoustic, and four students receiving two acoustic lessons, followed by one ultrasound. Audio data were collected pre-training, after the two sessions employing the first visual feedback method, and at post-training, allowing measuring Euclidean distance among selected groups of vowels and observing the direction of change within the vowel quadrilateral as a result of practice. Perception tests were performed before and after training, revealing that most learners perceived selected vowels correctly already before the practice. The study showed that both feedback methods can be successfully applied to L2 classroom learning, and both lead to the improvement in the pronunciation of the selected vowels, as well as the Swedish vowel set as a whole. However, ultrasound tongue imaging seems to have an advantage as it resulted in a greater number of improved targets.

A Cross-Language Comparative Study of English and German Vowel Space Area in Swiss German L1 Speakers

It is conventional to examine vowel systems by their acoustic correlates, specifically formants. In the International Phonetic Alphabet (IPA) vowel chart, vowels are placed according to their relative positions determined by the first two formant values. This two-dimensional plane makes possible the calculation of the articulatory working space of vowels. Variations in the size and shape of the vowel space exist across gender, dialects, and languages. The present study focuses on comparing the vowel space area (VSA) in English and German produced by native Swiss German speakers, attempting to shed light on whether VSAs differ significantly with different calculation methods cross-linguistically. Given the fact that absolute formant values vary tremendously across gender, Hertz values are converted to z-scores, allowing for more direct and meaningful comparisons. While vowel normalization mitigates gender-related differences within specific languages to a large extent, there remains a significant cross-linguistic gender difference. The results reveal that for 3- and 4-vowel space there is no significant effect in language but an effect is observed in gender and vowel combination on VSA, specifically in terms of individual area and overlapping ratio. This suggests that Swiss German speakers tend to utilize the same amount of vowel space in both languages, with the only difference being the expansion of English VSA in higher F2 dimension and lower F1 dimension, as observed across all calculation methods.

Learning to produce and transcribe cardinal vowels: speech and language therapy students’ perception of task difficulty

ABSTRACT Learning vowel transcription skills is crucial to function as a Speech and Language Therapist (SLT). However, vowel transcription is commonly regarded as particularly difficult and therefore often avoided. Despite the importance of accurate transcriptions, little is known about all the factors that influence the process of learning vowel transcription, which usually includes the learning of the Cardinal Vowel (CV) system. There are only a few studies that investigate how CVs are learnt and what factors lead to successful learning. The current study reports students’ perceived difficulty of producing and transcribing CVs as a first step to identify how perceived difficulty affects phonetic learning. Perceived difficulty ratings for the production and transcription of 12 CVs collected from 155 students studying towards a qualification as an SLT were analysed. The results show that the classificatory features correlate with the perceived task difficulty of production and transcription. Implications for teaching are outlined.

Acoustic, phonetic, and phonological features of Drehu vowels.

This study presents an acoustic investigation of the vowel inventory of Drehu (Southern Oceanic Linkage), spoken in New Caledonia. Reportedly, Drehu has a 14 vowel system distinguishing seven vowel qualities and an additional length distinction. Previous phonological descriptions were based on impressionistic accounts showing divergent proposals for two out of seven reported vowel qualities. This study presents the first phonetic investigation of Drehu vowels based on acoustic data from eight speakers. To examine the phonetic correlates of the proposed phonological vowel inventory, multi-point acoustic analyses were used, and vowel inherent spectral change (VISC) was investigated (F1, F2, and F3). Additionally, vowel duration was measured. Contrary to reports from other studies on VISC in monophthongs, we find that monophthongs in Drehu are mostly steady state. We propose a revised vowel inventory and focus on the acoustic description of open-mid /ɛ/ and the central vowel /ə/, whose status was previously unclear. Additionally, we find that vowel quality stands orthogonal to vowel quantity by demonstrating that the phonological vowel length distinction is primarily based on a duration cue rather than formant structure. Finally, we report the acoustic properties of the seven vowel qualities that were identified.

Australian English Monophthong Change across 50 Years: Static versus Dynamic Measures

Most analyses of monophthong change have historically relied on static acoustic measures. It is unclear the extent to which dynamic measures can shed greater light on monophthong change than can already be captured using such static approaches. In this study, we conducted a real-time trend analysis of vowels in corpora collected from female Mainstream Australian English (MAusE) speakers under 30 years of age across three time periods: the 1960s, 1990s, and 2010s. Using three different methods for characterising the first and second formants (the target-based approach, discrete cosine transform (DCT), and generalised additive mixed model (GAMM)), we statistically examined differences for each of 10 monophthongs to outline change over the fifty-year period. Results show that all three methods complement each other in capturing the changing vowel system, with the DCT and GAMM analyses superior in their ability to provide greater nuanced detail that would be overlooked without consideration of dynamicity. However, if consideration of the vowel system as a whole is of interest (i.e., the relationships between the vowels), visualising the vowel space can facilitate interpretation, and this may require reference to static measures. We also acknowledge that locating the source of vowel dynamic differences in sound change involves reference to surrounding phonetic context.