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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="phonetic and intonation"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 83</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: phonetic and intonation</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">83</span> Challenges of Teaching and Learning English Speech Sounds in Five Selected Secondary Schools in Bauchi, Bauchi State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mairo%20Musa%20Galadima">Mairo Musa Galadima</a>, <a href="https://publications.waset.org/abstracts/search?q=Phoebe%20Mshelia"> Phoebe Mshelia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Nigeria, the national policy of education stipulates that the kindergarten primary schools and the legislature are to use the three popular Nigerian Languages namely: Hausa, Igbo and Yoruba. However, the English language seems to be preferred and this calls for this paper. Attempts were made to draw out the challenges faced by learners in understanding English speech sounds and using them to communicate effectively in English; using 5(five) selected secondary school in Bauchi. It was discover that challenges abound in the wrong use of stress and intonation, transfer of phonetic features from their first language. Others are inadequate qualified teachers and relevant materials including text-books. It is recommended that teachers of English should lay more emphasis on the teaching of supra-segmental features and should be encouraged to go for further studies, seminars and refresher courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kindergarten" title="kindergarten">kindergarten</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20and%20intonation" title=" phonetic and intonation"> phonetic and intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/15234/challenges-of-teaching-and-learning-english-speech-sounds-in-five-selected-secondary-schools-in-bauchi-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15234.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">82</span> Challenges of Teaching and Learning English Speech Sounds in Five Selected Secondary Schools in Bauchi, Bauchi State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mairo%20Musa%20Galadima">Mairo Musa Galadima</a>, <a href="https://publications.waset.org/abstracts/search?q=Phoebe%20Mshelia"> Phoebe Mshelia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Nigeria, the national policy of education stipulates that the kindergarten-primary schools and the legislature are to use the three popular Nigerian Languages namely: Hausa, Igbo, and Yoruba. However, the English language seems to be preferred and this calls for this paper. Attempts were made to draw out the challenges faced by learners in understanding English speech sounds and using them to communicate effectively in English; using 5 (five) selected secondary school in Bauchi. It was discovered that challenges abound in the wrong use of stress and intonation, transfer of phonetic features from their first language. Others are inadequately qualified teachers and relevant materials including textbooks. It is recommended that teachers of English should lay more emphasis on the teaching of supra-segmental features and should be encouraged to go for further studies, seminars and refresher courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stress%20and%20intonation" title="stress and intonation">stress and intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20and%20challenges" title=" phonetic and challenges"> phonetic and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20English" title=" teaching and learning English"> teaching and learning English</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20schools" title=" secondary schools"> secondary schools</a> </p> <a href="https://publications.waset.org/abstracts/12519/challenges-of-teaching-and-learning-english-speech-sounds-in-five-selected-secondary-schools-in-bauchi-bauchi-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12519.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">81</span> The Phonology and Phonetics of Second Language Intonation in Case of “Downstep”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Norouzi">Tayebeh Norouzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the acquisition process of intonation. It examines the intonation structure of Tokyo Japanese and its realization by Iranian learners of Japanese. Seven Iranian learners of Japanese, differing in fluency, and two Japanese speakers participated in the experiment. Two sentences were used to test the phonological and phonetic characteristics of lexical pitch-accent as well as the intonation patterns produced by the speakers. Both sentences consisted of similar words with the same number of syllables and lexical pitch-accents but different syntactic structure. Speakers were asked to read each sentence three times at normal speed, and the data were analyzed by Praat. The results show that lexical pitch-accent, Accentual Phrase (AP) and AP boundary tone realization vary depending on sentence type. For sentences of type <em>XdeYwo</em>, the lexical pitch-accent is realized properly. However, there is a rise in AP boundary tone regardless of speakers’ level of fluency. In contrast, in sentences of type <em>XnoYwo</em>, the lexical pitch-accent and AP boundary tone vary depending on the speakers’ fluency level. Advanced speakers are better at grouping words into phrases and produce more native-like intonation patterns, though they are not able to realize downstep properly. The non-native speakers tried to realize proper intonation patterns by making changes in lexical accent and boundary tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intonation" title="intonation">intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20prosody" title=" Japanese prosody"> Japanese prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20accent" title=" lexical accent"> lexical accent</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition." title=" second language acquisition."> second language acquisition.</a> </p> <a href="https://publications.waset.org/abstracts/89060/the-phonology-and-phonetics-of-second-language-intonation-in-case-of-downstep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">80</span> Intonation Salience as an Underframe to Text Intonation Models</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tatiana%20Stanchuliak">Tatiana Stanchuliak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is common knowledge that intonation is not laid over a ready text. On the contrary, intonation forms and accompanies the text on the level of its birth in the speaker’s mind. As a result, intonation plays one of the fundamental roles in the process of transferring a thought into external speech. Intonation structure can highlight the semantic significance of textual elements and become a ranging mark in understanding the information structure of the text. Intonation functions by means of prosodic characteristics, one of which is intonation salience, whose function in texts results in making some textual elements more prominent than others. This function of intonation, therefore, performs as organizing. It helps to form the frame of key elements of the text. The study under consideration made an attempt to look into the inner nature of salience and create a sort of a text intonation model. This general goal brought to some more specific intermediate results. First, there were established degrees of salience on the level of the smallest semantic element - intonation group, as well as prosodic means of creating salience, were examined. Second, the most frequent combinations of prosodic means made it possible to distinguish patterns of salience, which then became constituent elements of a text intonation model. Third, the analysis of the predicate structure allowed to divide the whole text into smaller parts, or units, which performed a specific function in the developing of the general communicative intention. It appeared that such units can be found in any text and they have common characteristics of their intonation arrangement. These findings are certainly very important both for the theory of intonation and their practical application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accentuation" title="accentuation ">accentuation </a>, <a href="https://publications.waset.org/abstracts/search?q=inner%20speech" title=" inner speech"> inner speech</a>, <a href="https://publications.waset.org/abstracts/search?q=intention" title=" intention"> intention</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation%20functions" title=" intonation functions"> intonation functions</a>, <a href="https://publications.waset.org/abstracts/search?q=models" title=" models"> models</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns" title=" patterns"> patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=predicate" title=" predicate"> predicate</a>, <a href="https://publications.waset.org/abstracts/search?q=salience" title=" salience"> salience</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20stress" title=" sentence stress"> sentence stress</a>, <a href="https://publications.waset.org/abstracts/search?q=text" title=" text"> text</a> </p> <a href="https://publications.waset.org/abstracts/68049/intonation-salience-as-an-underframe-to-text-intonation-models" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">79</span> Relationship between Right Brain and Left Brain Dominance and Intonation Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Soroor%20Zekrati"> Soroor Zekrati </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate the relationship between hemispheric dominance and intonation learning of Iranian EFL students. In order to gain this goal, 52 female students from three levels of beginner, elementary and intermediate in Paradise Institute, and 18 male university students at Bu-Ali Sina University constituted the sample. In order to assist students learn the correct way of applying intonation to their everyday speech, the study proposed an interactive approach and provided students with visual aid through which they were able to see the intonation pattern on computer screen using 'Speech Analyzer' software. This software was also used to record subjects’ voice and compare them with the original intonation pattern. Edinburg Handedness Questionnaire (EHD), which ranges from –100 for strong left-handedness to +100 for strong right-handedness was used to indicate the hemispheric dominance of each student. The result of an independent sample t-test indicated that girls learned intonation pattern better than boys, and that right brained students significantly outperformed the left brained ones. Using one-way ANOVA, a significant difference between three proficiency levels was also found. The posthoc Scheffer test showed that the exact difference was between intermediate and elementary, and intermediate and beginner levels, but no significant difference was observed between elementary and beginner levels. The findings of the study might provide researchers with some helpful implications and useful directions for future investigation into the domain of the relationship between mind and second language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intonation" title="intonation">intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=hemispheric%20dominance" title=" hemispheric dominance"> hemispheric dominance</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20aid" title=" visual aid"> visual aid</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title=" second language learning"> second language learning</a> </p> <a href="https://publications.waset.org/abstracts/19149/relationship-between-right-brain-and-left-brain-dominance-and-intonation-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">78</span> A Cross-Dialect Statistical Analysis of Final Declarative Intonation in Tuvinian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Beziakina">D. Beziakina</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Bulgakova"> E. Bulgakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study continues the research on Tuvinian intonation and presents a general cross-dialect analysis of intonation of Tuvinian declarative utterances, specifically the character of the tone movement in order to test the hypothesis about the prevalence of level tone in some Tuvinian dialects. The results of the analysis of basic pitch characteristics of Tuvinian speech (in general and in comparison with two other Turkic languages - Uzbek and Azerbaijani) are also given in this paper. The goal of our work was to obtain the ranges of pitch parameter values typical for Tuvinian speech. Such language-specific values can be used in speaker identification systems in order to get more accurate results of ethnic speech analysis. We also present the results of a cross-dialect analysis of declarative intonation in the poorly studied Tuvinian language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20analysis" title="speech analysis">speech analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=speaker%20recognition" title=" speaker recognition"> speaker recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=identification%20of%20person" title=" identification of person"> identification of person</a> </p> <a href="https://publications.waset.org/abstracts/12497/a-cross-dialect-statistical-analysis-of-final-declarative-intonation-in-tuvinian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12497.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">77</span> The Contrastive Survey of Phonetic Structure in Two Iranian Dialects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iran%20Kalbasi">Iran Kalbasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Foroozandeh%20Zardashti"> Foroozandeh Zardashti </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dialectology is a branch of social linguistics that studies systematic language variations. Dialects are the branches of a unique language that have structural, morphological and phonetic differences with each other. In Iran, these dialects and language variations themselves have a lot of cultural loads, and studying them have linguistic and cultural importance. In this study, phonetic structure of two Iranian dialects, Bakhtiyari Lori of Masjedsoleyman and Shushtari in Khuzestan Province of Iran have been surveyed. Its statistical community includes twenty speakers of two dialects. The theoretic bases of this research is based on structuralism. Its data have been collected by interviewing the questionnaire that consist of 3000 words, 410 sentences and 110 complex and simple verbs. These datas are analysed and described synchronically. Then, the phonetic characteristics of these two dialects and standard Persian have been compared. Therefore, we can say that in phonetic level of these two dialects and standard Persian, there are clearly differences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=standard%20language" title="standard language">standard language</a>, <a href="https://publications.waset.org/abstracts/search?q=dialectology" title=" dialectology"> dialectology</a>, <a href="https://publications.waset.org/abstracts/search?q=bakhtiyari%20lori%20dialect%20of%20Masjedsoleyman" title=" bakhtiyari lori dialect of Masjedsoleyman"> bakhtiyari lori dialect of Masjedsoleyman</a>, <a href="https://publications.waset.org/abstracts/search?q=Shushtari%20dialect" title=" Shushtari dialect"> Shushtari dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant" title=" consonant"> consonant</a> </p> <a href="https://publications.waset.org/abstracts/20373/the-contrastive-survey-of-phonetic-structure-in-two-iranian-dialects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">76</span> Developing an Intonation Labeled Dataset for Hindi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esha%20Banerjee">Esha Banerjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Atul%20Kumar%20Ojha"> Atul Kumar Ojha</a>, <a href="https://publications.waset.org/abstracts/search?q=Girish%20Nath%20Jha"> Girish Nath Jha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop an intonation labeled database for Hindi. Although no single standard for prosody labeling exists in Hindi, researchers in the past have employed perceptual and statistical methods in literature to draw inferences about the behavior of prosody patterns in Hindi. Based on such existing research and largely agreed upon intonational theories in Hindi, this study attempts to develop a manually annotated prosodic corpus of Hindi speech data, which can be used for training speech models for natural-sounding speech in the future. 100 sentences ( 500 words) each for declarative and interrogative types have been labeled using Praat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20dataset" title="speech dataset">speech dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=Hindi" title=" Hindi"> Hindi</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=labeled%20corpus" title=" labeled corpus"> labeled corpus</a> </p> <a href="https://publications.waset.org/abstracts/142503/developing-an-intonation-labeled-dataset-for-hindi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">75</span> Prosodic Transfer in Foreign Language Learning: A Phonetic Crosscheck of Intonation and F₀ Range between Italian and German Native and Non-Native Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Violetta%20Cataldo">Violetta Cataldo</a>, <a href="https://publications.waset.org/abstracts/search?q=Renata%20Savy"> Renata Savy</a>, <a href="https://publications.waset.org/abstracts/search?q=Simona%20Sbranna"> Simona Sbranna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Foreign Language Learning (FLL) is characterised by prosodic transfer phenomena regarding pitch accents placement, intonation patterns, and pitch range excursion from the learners’ mother tongue to their Foreign Language (FL) which suggests that the gradual development of general linguistic competence in FL does not imply an equally correspondent improvement of the prosodic competence. Topic: The present study aims to monitor the development of prosodic competence of learners of Italian and German throughout the FLL process. The primary object of this study is to investigate the intonational features and the f₀ range excursion of Italian and German from a cross-linguistic perspective; analyses of native speakers’ productions point out the differences between this pair of languages and provide models for the Target Language (TL). A following crosscheck compares the L2 productions in Italian and German by non-native speakers to the Target Language models, in order to verify the occurrence of prosodic interference phenomena, i.e., type, degree, and modalities. Methodology: The subjects of the research are university students belonging to two groups: Italian native speakers learning German as FL and German native speakers learning Italian as FL. Both of them have been divided into three subgroups according to the FL proficiency level (beginners, intermediate, advanced). The dataset consists of wh-questions placed in situational contexts uttered in both speakers’ L1 and FL. Using a phonetic approach, analyses have considered three domains of intonational contours (Initial Profile, Nuclear Accent, and Terminal Contour) and two dimensions of the f₀ range parameter (span and level), which provide a basis for comparison between L1 and L2 productions. Findings: Results highlight a strong presence of prosodic transfer phenomena affecting L2 productions in the majority of both Italian and German learners, irrespective of their FL proficiency level; the transfer concerns all the three domains of the contour taken into account, although with different modalities and characteristics. Currently, L2 productions of German learners show a pitch span compression on the domain of the Terminal Contour compared to their L1 towards the TL; furthermore, German learners tend to use lower pitch range values in deviation from their L1 when improving their general linguistic competence in Italian FL proficiency level. Results regarding pitch range span and level in L2 productions by Italian learners are still in progress. At present, they show a similar tendency to expand the pitch span and to raise the pitch level, which also reveals a deviation from the L1 possibly in the direction of German TL. Conclusion: Intonational features seem to be 'resistant' parameters to which learners appear not to be particularly sensitive. By contrast, they show a certain sensitiveness to FL pitch range dimensions. Making clear which the most resistant and the most sensitive parameters are when learning FL prosody could lay groundwork for the development of prosodic trainings thanks to which learners could finally acquire a clear and natural pronunciation and intonation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=German" title=" German"> German</a>, <a href="https://publications.waset.org/abstracts/search?q=Italian" title=" Italian"> Italian</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20prosody" title=" L2 prosody"> L2 prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=pitch%20range" title=" pitch range"> pitch range</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/93831/prosodic-transfer-in-foreign-language-learning-a-phonetic-crosscheck-of-intonation-and-f0-range-between-italian-and-german-native-and-non-native-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">74</span> A Cross-Gender Statistical Analysis of Tuvinian Intonation Features in Comparison With Uzbek and Azerbaijani</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daria%20Beziakina">Daria Beziakina</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Bulgakova"> Elena Bulgakova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper deals with cross-gender and cross-linguistic comparison of pitch characteristics for Tuvinian with two other Turkic languages - Uzbek and Azerbaijani, based on the results of statistical analysis of pitch parameter values and intonation patterns used by male and female speakers. The main goal of our work is to obtain the ranges of pitch parameter values typical for Tuvinian speakers for the purpose of automatic language identification. We also propose a cross-gender analysis of declarative intonation in the poorly studied Tuvinian language. The ranges of pitch parameter values were obtained by means of specially developed software that deals with the distribution of pitch values and allows us to obtain statistical language-specific pitch intervals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20analysis" title="speech analysis">speech analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=speaker%20recognition" title=" speaker recognition"> speaker recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=identification%20of%20person" title=" identification of person"> identification of person</a> </p> <a href="https://publications.waset.org/abstracts/8047/a-cross-gender-statistical-analysis-of-tuvinian-intonation-features-in-comparison-with-uzbek-and-azerbaijani" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">347</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">73</span> Learning Chinese Suprasegmentals for a Better Communicative Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qi%20Wang">Qi Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chinese has become a powerful worldwide language and millions of learners are studying it all over the words. Chinese is a tone language with unique meaningful characters, which makes foreign learners master it with more difficulties. On the other hand, as each foreign language, the learners of Chinese first will learn the basic Chinese Sound Structure (the initials and finals, tones, Neutral Tone and Tone Sandhi). It’s quite common that in the following studies, teachers made a lot of efforts on drilling and error correcting, in order to help students to pronounce correctly, but ignored the training of suprasegmental features (e.g. stress, intonation). This paper analysed the oral data based on our graduation students (two-year program) from 2006-2013, presents the intonation pattern of our graduates to speak Chinese as second language -high and plain with heavy accents, without lexical stress, appropriate stop endings and intonation, which led to the misunderstanding in different real contexts of communications and the international official Chinese test, e.g. HSK (Chinese Proficiency Test), HSKK (HSK Speaking Test). This paper also demonstrated how the Chinese to use the suprasegmental features strategically in different functions and moods (declarative, interrogative, imperative, exclamatory and rhetorical intonations) in order to train the learners to achieve better Communicative Performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title="second language learning">second language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=suprasegmental" title=" suprasegmental"> suprasegmental</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=HSK%20%28Chinese%20Proficiency%20Test%29" title=" HSK (Chinese Proficiency Test)"> HSK (Chinese Proficiency Test)</a> </p> <a href="https://publications.waset.org/abstracts/23187/learning-chinese-suprasegmentals-for-a-better-communicative-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">72</span> Aspects of Tone in the Educated Nigeria Accent of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nkereke%20Essien">Nkereke Essien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study seeks to analyze tone in the Educated Nigerian accent of English (ENAE) using the three tones: Low (L), High (H) and Low-High (LH). The aim is to find out whether there are any differences or similarities in the performance of the experimental group and the control. To achieve this, twenty educated Nigerian speakers of English who are educated in the language were selected by a Stratified Random Sampling (SRS) technique from two federal universities in Nigeria. They were given a passage to read and their intonation patterns were compared with that of a native speaker (control). The data were analyzed using Pierrehumbert’s (1980) intonation system of analysis. Three different approaches were employed in the analysis of the intonation Phrase (IP) as used by Pierrehumbert: perceptual, statistical and acoustic. We first analyzed our data from the passage and utterances using Willcoxon Matched Pairs Signs Ranks Test to establish the differences between the performance of the experimental group and the control. Then, the one-way Analysis of variance (ANOVA) statistical and Tukey-Krammar Post Hoc Tests were used to test for any significant difference in the performances of the twenty subjects. The acoustic data were presented to corroborate both the perceptual and statistical findings. Finally, the tonal patterns of the selected subjects in the three categories - A, B, C, were compared with those of the control. Our findings revealed that the tonal pattern of the Educated Nigerian Accent of English (ENAE) is significantly different from the tonal pattern of the Standard British Accent of English (SBAE) as represented by the control. A high preference for unidirectional tones, especially, the high tones was observed in the performance of the experimental group. Also, high tones do not necessarily correspond to stressed syllables and low tones to unstressed syllables. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accent" title="accent">accent</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation%20phrase%20%28IP%29" title=" intonation phrase (IP)"> intonation phrase (IP)</a>, <a href="https://publications.waset.org/abstracts/search?q=tonal%20patterns" title=" tonal patterns"> tonal patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=tone" title=" tone"> tone</a> </p> <a href="https://publications.waset.org/abstracts/56966/aspects-of-tone-in-the-educated-nigeria-accent-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">71</span> Challenging the Standard 24 Equal Quarter Tones Theory in Arab Music: A Case Study of Tetrachords Bayyātī and ḤIjāz</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabil%20Shair">Nabil Shair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arab music maqām (Arab modal framework) is founded, among other main characteristics, on microtonal intervals. Notwithstanding the importance and multifaceted nature of intonation in Arab music, there is a paucity of studies examining this subject based on scientific and quantitative approaches. The present-day theory concerning the Arab tone system is largely based on the pioneering treatise of Mīkhā’īl Mashāqah (1840), which proposes the theoretical division of the octave into 24 equal quarter tones. This kind of equal-tempered division is incompatible with the performance practice of Arab music, as many professional Arab musicians conceptualize additional pitches beyond the standard 24 notes per octave. In this paper, we refute the standard theory presenting the scale of well-tempered quarter tones by implementing a quantitative analysis of the performed intonation of two prominent tetrachords in Arab music, namely bayyātī and ḥijāz. This analysis was conducted with the help of advanced computer programs, such as Sonic Visualiser and Tony, by which we were able to obtain precise frequency data (Hz) of each tone every 0.01 second. As a result, the value (in cents) of all three intervals of each tetrachord was measured and accordingly compared to the theoretical intervals. As a result, a specific distribution of a range of deviation from the equal-tempered division of the octave was detected, especially the detection of a diminished first interval of bayyātí and diminished second interval of ḥijāz. These types of intonation entail a considerable amount of flexibility, mainly influenced by surrounding tones, direction and function of the measured tone, ornaments, text, personal style of the performer and interaction with the audience. This paper seeks to contribute to the existing literature dealing with intonation in Arab music, as it is a vital part of the performance practice of this musical tradition. In addition, the insights offered by this paper and its novel methodology might also contribute to the broadening of the existing pedagogic methods used to teach Arab music. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arab%20music" title="Arab music">Arab music</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20practice" title=" performance practice"> performance practice</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20theory" title=" music theory"> music theory</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20music" title=" oral music"> oral music</a>, <a href="https://publications.waset.org/abstracts/search?q=octave%20division" title=" octave division"> octave division</a>, <a href="https://publications.waset.org/abstracts/search?q=tetrachords" title=" tetrachords"> tetrachords</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20of%20the%20middle%20east" title=" music of the middle east"> music of the middle east</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20history" title=" music history"> music history</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20intervals" title=" musical intervals"> musical intervals</a> </p> <a href="https://publications.waset.org/abstracts/183271/challenging-the-standard-24-equal-quarter-tones-theory-in-arab-music-a-case-study-of-tetrachords-bayyati-and-ijaz" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">52</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">70</span> On Overcoming Common Oral Speech Problems through Authentic Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamara%20Matevosyan">Tamara Matevosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper discusses the main problems that students face while developing oral skills through authentic films. It states that special attention should be paid not only to the study of verbal speech but also to non-verbal communication. Authentic films serve as an important tool to understand both native speaker’s gestures and their culture of pausing while speaking. Various phonetic difficulties causing phonetic interference in actual speech are covered in the paper emphasizing the role of authentic films in overcoming them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compressive%20speech" title="compressive speech">compressive speech</a>, <a href="https://publications.waset.org/abstracts/search?q=filled%20pauses" title=" filled pauses"> filled pauses</a>, <a href="https://publications.waset.org/abstracts/search?q=unfilled%20pauses" title=" unfilled pauses"> unfilled pauses</a>, <a href="https://publications.waset.org/abstracts/search?q=pausing%20culture" title=" pausing culture"> pausing culture</a> </p> <a href="https://publications.waset.org/abstracts/47562/on-overcoming-common-oral-speech-problems-through-authentic-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">69</span> The Effect of Phonetics Factors in Interpretation of Japanese Degree Adverbs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Lyu">Yan Lyu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Japanese degree adverbs can be explained in different ways, which is hard for Japanese learners to comprehend. For instance, when ‘tyotto’ is used as a degree word, it can be interpreted literally or not. In the sentence ‘Ano mise, tyotto oishi yo. zehi iku to ii yo.’, ‘tyotto’ can be interpreted as a high degree contextually. Despite pragmatic factors, phonetics factors can also affect the interpretation of such ‘tyotto’. Concentrating on the pattern of ‘tyotto +adjective’, the paper aims to investigate the correlation between the interpretation of ‘tyotto’ and the phonetic factors in some specific contexts based on a listening experiment via PRAAT. It is also investigated that how the phonetic factors affect the interpretation of high degree adverbs, including ‘soutou’ , ‘totemo’ , ‘kanari’ and ‘sugoku’. In the experiment, Japanese speakers listened to sentences which were composed of degree adverbs and adjectives in different intonations and judged which degree the sentences expressed. Two conclusions can be drawn from the experiment results. Firstly, for adverbs expressing a high degree, in the pattern of ‘degree adverb + adjective’, either degree adverb or adjective is pronounced in a higher pitch, or both are highly pronounced, a higher degree can be expressed. Besides, with the insertion of geminate consonant and the extension of the vowel, the longer the duration of the degree adverb becomes, the higher degree can be expressed. Secondly, for ‘tyotto’, which expresses a low degree, the interpretation will be influenced by both phonetic and contextual factors. Phonetically, there are three factors causing ‘tyotto’ to be interpreted as a common degree or a high degree. The three factors are the high pitch of the modified adjective, the extended silence period of the geminate consonant and the change in the intonations of ‘tyotto’. In some contexts just like the comparison sentences, no matter how ‘tyotto + adjective’ is pronounced, ‘tyotto’ tends to be interpreted as a low degree literally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20interpretation" title="contextual interpretation">contextual interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20degree%20adverbs" title=" Japanese degree adverbs"> Japanese degree adverbs</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20interpretation" title=" phonetic interpretation"> phonetic interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=PRAAT" title=" PRAAT"> PRAAT</a> </p> <a href="https://publications.waset.org/abstracts/85655/the-effect-of-phonetics-factors-in-interpretation-of-japanese-degree-adverbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">68</span> Investigating the Effect of Juncture on Comprehension among Adult Learners of English in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uba">Emmanuel Uba</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluwasegun%20Omidiora"> Oluwasegun Omidiora</a>, <a href="https://publications.waset.org/abstracts/search?q=Eugenia%20Abiodun-Eniayekan"> Eugenia Abiodun-Eniayekan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of phonology on reading comprehension is long established in the literature. However, the vast majority of studies on the relationship between phonology and reading or comprehension among adults involve investigating the role of intonation, stress, and segmental knowledge on understanding texts. Not much attention is paid to junctural observation and its effect on the interpretation of texts. This study, therefore, presents a preliminary case-study investigation of the effect of juncture on comprehension of texts among adult Nigerian learners of English. Eighty adult learners of English in Nigeria were presented with fifteen seemingly ambiguous sentences to interpret. The sentences were structured in a way that pausing at different points would produce different interpretations. The results reveal that wrong application of pause is capable of affecting comprehension even when other phonological factors such as stress and intonation are observed properly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehension" title="comprehension">comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=juncture" title=" juncture"> juncture</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a> </p> <a href="https://publications.waset.org/abstracts/70551/investigating-the-effect-of-juncture-on-comprehension-among-adult-learners-of-english-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Phonetic Variability of Arabic /x/, /ɣ/</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Anani">Mohammad Anani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Jordanian Arabic, the phonetic realization of the Arabic voiceless velar fricative /x/ and the voiced velar fricative /ɣ/ is highly context-sensitive and is largely influenced by the preceding or following consonants. In particular, the place of articulation, viz. velar or uvular, is determined by co-occurrence restrictions and mutual dependency between various ‘emphatic’/’non-emphatic’ consonantal and vocalic articulations. Anticipation of an upcoming ‘emphatic’ consonant: a uvular plosive or a voiced alveolar trill alters the place of articulation of the fricative so that it becomes uvular. On the other hand, the anticipation of an upcoming ‘non-emphatic’ consonant entails constraints of a different order than those relevant to the ‘emphatics.’ <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20velar%2F%20uvular%20articulation%20dependency" title="Arabic velar/ uvular articulation dependency">Arabic velar/ uvular articulation dependency</a>, <a href="https://publications.waset.org/abstracts/search?q=emphatic%2Fnon-emphatic%20environment" title=" emphatic/non-emphatic environment"> emphatic/non-emphatic environment</a>, <a href="https://publications.waset.org/abstracts/search?q=lip%20protrusion%20%20and%20positioning%20of%20tongue" title=" lip protrusion and positioning of tongue"> lip protrusion and positioning of tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20formant%20frequencies%20values" title=" vowel formant frequencies values"> vowel formant frequencies values</a> </p> <a href="https://publications.waset.org/abstracts/191300/phonetic-variability-of-arabic-x" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> The Intonation of Romanian Greetings: A Sociolinguistics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anca-Diana%20Bibiri">Anca-Diana Bibiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Mocanu"> Mihaela Mocanu</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Turcule%C8%9B"> Adrian Turculeț</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a language the inventory of greetings is dynamic with frequent input and output, although this is hardly noticed by the speakers. In this register, there are a number of constant, conservative elements that survive different language models (among them, the classic formulae: <em>bună ziua! </em>(<em>good afternoon!</em>)<em>, bună seara! (good evening!</em>)<em>, noapte bună!</em> (<em>good night!</em>)<em>, la revedere! </em>(<em>goodbye!</em>) and a number of items that fail to pass the test of time, according to language use at a time (<em>ciao!</em>, <em>pa!</em>, <em>bai!</em>). The source of innovation depends both of internal factors (contraction, conversion, combination of classic formulae of greetings), and of external ones (borrowings and calques). Their use imposes their frequencies at once, namely the elimination of the use of others. This paper presents a sociolinguistic approach of contemporary Romanian greetings, based on prosodic surveys in two research projects: AMPRom, and SoRoEs. Romanian language presents a rich inventory of questions (especially partial interrogatives questions/WH-Q) which are used as greetings, alone or, more commonly accompanying a proper greeting. The representative of the typical formulae is <em>Ce mai faci? </em>(<em>How are you?</em>), which, unlike its English counterpart <em>How do you do?</em>, has not become a stereotype, but retains an obvious emotional impact, while serving as a mark of sociolinguistic group. The analyzed corpus consists of structures containing greetings recorded in the main Romanian cultural (urban) centers. From the methodological point of view, the acoustic analysis of the recorded data is performed using software tools (GoldWave, Praat), identifying intonation patterns related to three sociolinguistics variables: age, sex and level of education. The intonation patterns of the analyzed statements are at the interface between partial questions and typical greetings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20analysis" title="acoustic analysis">acoustic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=greetings" title=" greetings"> greetings</a>, <a href="https://publications.waset.org/abstracts/search?q=Romanian%20language" title=" Romanian language"> Romanian language</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/47011/the-intonation-of-romanian-greetings-a-sociolinguistics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Production of Oral Vowels by Chinese Learners of Portuguese: Problems and Didactic Implications </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adelina%20Castelo">Adelina Castelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing number of learners of Portuguese as Foreign Language in China justifies the need to define the phonetic profile of these learners and to design didactic materials that are adjusted to their specific problems in pronunciation. Different aspects of this topic have been studied, but the production of oral vowels still needs to be investigated. This study aims: (i) to identify the problems the Chinese learners of Portuguese experience in the pronunciation of oral vowels; (ii) to discuss the didactic implications drawn from those problems. The participants were eight native speakers of Mandarin Chinese that had been learning Portuguese in College for almost a year. They named pictured objects and their oral productions were recorded and phonetically transcribed. The selection of the objects to name took into account some linguistic variables (e.g. stress pattern, syllable structure, presence of the Portuguese oral vowels in different word positions according to stress location). The results are analysed in two ways: the impact of linguistic variables on the success rate in the vowels' production; the replacement strategies used in the non-target productions. Both analyses show that the Chinese learners of Portuguese (i) have significantly more difficulties with the mid vowels as well as the high central vowel and (ii) do not master the vowel height feature. These findings contribute to define the phonetic profile of these learners in terms of oral vowel production. Besides, they have important didactic implications for the pronunciation teaching to these specific learners. Those implications are discussed and exemplified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20learners" title="Chinese learners">Chinese learners</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20phonetic%20profile" title=" learners’ phonetic profile"> learners’ phonetic profile</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variables" title=" linguistic variables"> linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=Portuguese%20as%20foreign%20language" title=" Portuguese as foreign language"> Portuguese as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20data" title=" production data"> production data</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20teaching" title=" pronunciation teaching"> pronunciation teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20vowels" title=" oral vowels"> oral vowels</a> </p> <a href="https://publications.waset.org/abstracts/74174/production-of-oral-vowels-by-chinese-learners-of-portuguese-problems-and-didactic-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The Algorithm of Semi-Automatic Thai Spoonerism Words for Bi-Syllable</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nutthapat%20Kaewrattanapat">Nutthapat Kaewrattanapat</a>, <a href="https://publications.waset.org/abstracts/search?q=Wannarat%20Bunchongkien"> Wannarat Bunchongkien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research are to study and develop the algorithm of Thai spoonerism words by semi-automatic computer programs, that is to say, in part of data input, syllables are already separated and in part of spoonerism, the developed algorithm is utilized, which can establish rules and mechanisms in Thai spoonerism words for bi-syllables by utilizing analysis in elements of the syllables, namely cluster consonant, vowel, intonation mark and final consonant. From the study, it is found that bi-syllable Thai spoonerism has 1 case of spoonerism mechanism, namely transposition in value of vowel, intonation mark and consonant of both 2 syllables but keeping consonant value and cluster word (if any). From the study, the rules and mechanisms in Thai spoonerism word were applied to develop as Thai spoonerism word software, utilizing PHP program. the software was brought to conduct a performance test on software execution; it is found that the program performs bi-syllable Thai spoonerism correctly or 99% of all words used in the test and found faults on the program at 1% as the words obtained from spoonerism may not be spelling in conformity with Thai grammar and the answer in Thai spoonerism could be more than 1 answer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algorithm" title="algorithm">algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=spoonerism" title=" spoonerism"> spoonerism</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20linguistics" title=" computational linguistics"> computational linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20spoonerism" title=" Thai spoonerism"> Thai spoonerism</a> </p> <a href="https://publications.waset.org/abstracts/12192/the-algorithm-of-semi-automatic-thai-spoonerism-words-for-bi-syllable" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Perceptual and Ultrasound Articulatory Training Effects on English L2 Vowels Production by Italian Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Sonia%20d%E2%80%99Apolito">I. Sonia d’Apolito</a>, <a href="https://publications.waset.org/abstracts/search?q=Bianca%20Sisinni"> Bianca Sisinni</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirko%20Grimaldi"> Mirko Grimaldi</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gili%20Fivela"> Barbara Gili Fivela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American English contrast /ɑ-ʌ/ (cop-cup) is difficult to be produced by Italian learners since they realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively, due to differences in phonetic-phonological systems and also in grapheme-to-phoneme conversion rules. In this paper, we try to answer the following research questions: Can a short training improve the production of English /ɑ-ʌ/ by Italian learners? Is a perceptual training better than an articulatory (ultrasound - US) training? Thus, we compare a perceptual training with an US articulatory one to observe: 1) the effects of short trainings on L2-/ɑ-ʌ/ productions; 2) if the US articulatory training improves the pronunciation better than the perceptual training. In this pilot study, 9 Salento-Italian monolingual adults participated: 3 subjects performed a 1-hour perceptual training (ES-P); 3 subjects performed a 1-hour US training (ES-US); and 3 control subjects did not receive any training (CS). Verbal instructions about the phonetic properties of L2-/ɑ-ʌ/ and L1-/ɔ-a/ and their differences (representation on F1-F2 plane) were provided during both trainings. After these instructions, the ES-P group performed an identification training based on the High Variability Phonetic Training procedure, while the ES-US group performed the articulatory training, by means of US video of tongue gestures in L2-/ɑ-ʌ/ production and dynamic view of their own tongue movements and position using a probe under their chin. The acoustic data were analyzed and the first three formants were calculated. Independent t-tests were run to compare: 1) /ɑ-ʌ/ in pre- vs. post-test respectively; /ɑ-ʌ/ in pre- and post-test vs. L1-/a-ɔ/ respectively. Results show that in the pre-test all speakers realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively. Contrary to CS and ES-P groups, the ES-US group in the post-test differentiates the L2 vowels from those produced in the pre-test as well as from the L1 vowels, although only one ES-US subject produces both L2 vowels accurately. The articulatory training seems more effective than the perceptual one since it favors the production of vowels in the correct direction of L2 vowels and differently from the similar L1 vowels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L2%20vowel%20production" title="L2 vowel production">L2 vowel production</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20training" title=" perceptual training"> perceptual training</a>, <a href="https://publications.waset.org/abstracts/search?q=articulatory%20training" title=" articulatory training"> articulatory training</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasound" title=" ultrasound"> ultrasound</a> </p> <a href="https://publications.waset.org/abstracts/71568/perceptual-and-ultrasound-articulatory-training-effects-on-english-l2-vowels-production-by-italian-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Analysis of Speaking Skills in Turkish Language Acquisition as a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lokman%20Gozcu">Lokman Gozcu</a>, <a href="https://publications.waset.org/abstracts/search?q=Sule%20Deniz%20Gozcu"> Sule Deniz Gozcu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to analyze the skills of speaking in the acquisition of Turkish as a foreign language. One of the most important things for the individual who learns a foreign language is to be successful in the oral communication (speaking) skills and to interact in an understandable way. Speech skill requires much more time and effort than other language skills. In this direction, it is necessary to make an analysis of these oral communication skills, which is important in Turkish language acquisition as a foreign language and to draw out a road map according to the result. The aim of this study is to determine the competence and attitudes of speaking competence according to the individuals who learn Turkish as a foreign language and to be considered as speaking skill elements; Grammar, emphasis, intonation, body language, speed, ranking, accuracy, fluency, pronunciation, etc. and the results and suggestions based on these determinations. A mixed method has been chosen for data collection and analysis. A Likert scale (for competence and attitude) was applied to 190 individuals who were interviewed face-to-face (for speech skills) with a semi-structured interview form about 22 participants randomly selected. In addition, the observation form related to the 22 participants interviewed were completed by the researcher during the interview, and after the completion of the collection of all the voice recordings, analyses of voice recordings with the speech skills evaluation scale was made. The results of the research revealed that the speech skills of the individuals who learned Turkish as a foreign language have various perspectives. According to the results, the most inadequate aspects of the participants' ability to speak in Turkish include vocabulary, using humorous elements while speaking Turkish, being able to include items such as idioms and proverbs while speaking Turkish, Turkish fluency respectively. In addition, the participants were found not to feel comfortable while speaking Turkish, to feel ridiculous and to be nervous while speaking in formal settings. There are conclusions and suggestions for the situations that arise after the have been analyses made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20Turkish%20as%20a%20foreign%20language" title="learning Turkish as a foreign language">learning Turkish as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20criteria" title=" proficiency criteria"> proficiency criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20%28modalities%29" title=" phonetic (modalities)"> phonetic (modalities)</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skills" title=" speaking skills"> speaking skills</a> </p> <a href="https://publications.waset.org/abstracts/91846/analysis-of-speaking-skills-in-turkish-language-acquisition-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91846.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Advances in Artificial intelligence Using Speech Recognition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study aims to present a retrospective study about speech recognition systems and artificial intelligence. Speech recognition has become one of the widely used technologies, as it offers great opportunity to interact and communicate with automated machines. Precisely, it can be affirmed that speech recognition facilitates its users and helps them to perform their daily routine tasks, in a more convenient and effective manner. This research intends to present the illustration of recent technological advancements, which are associated with artificial intelligence. Recent researches have revealed the fact that speech recognition is found to be the utmost issue, which affects the decoding of speech. In order to overcome these issues, different statistical models were developed by the researchers. Some of the most prominent statistical models include acoustic model (AM), language model (LM), lexicon model, and hidden Markov models (HMM). The research will help in understanding all of these statistical models of speech recognition. Researchers have also formulated different decoding methods, which are being utilized for realistic decoding tasks and constrained artificial languages. These decoding methods include pattern recognition, acoustic phonetic, and artificial intelligence. It has been recognized that artificial intelligence is the most efficient and reliable methods, which are being used in speech recognition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20recognition" title="speech recognition">speech recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustic%20phonetic" title=" acoustic phonetic"> acoustic phonetic</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20markov%20models%20%28HMM%29" title=" hidden markov models (HMM)"> hidden markov models (HMM)</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20models%20of%20speech%20recognition" title=" statistical models of speech recognition"> statistical models of speech recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20machine%20performance" title=" human machine performance"> human machine performance</a> </p> <a href="https://publications.waset.org/abstracts/26319/advances-in-artificial-intelligence-using-speech-recognition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Second Language Perception of Japanese /Cju/ and /Cjo/ Sequences by Mandarin-Speaking Learners of Japanese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yili%20Liu">Yili Liu</a>, <a href="https://publications.waset.org/abstracts/search?q=Honghao%20Ren"> Honghao Ren</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariko%20Kondo"> Mariko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of second language (L2) speech learning, it is well-known that that learner’s first language (L1) phonetic and phonological characteristics will be transferred into their L2 production and perception, which lead to foreign accent. For L1 Mandarin learners of Japanese, the confusion of /u/ and /o/ in /CjV/ sequences has been observed in their utterance frequently. L1 transfer is considered to be the cause of this issue, however, other factors which influence the identification of /Cju/ and /Cjo/ sequences still under investigation. This study investigates the perception of Japanese /Cju/ and /Cjo/ units by L1 Mandarin learners of Japanese. It further examined whether learners’ proficiency, syllable position, phonetic features of preceding consonants and background noise affect learners’ performance in perception. Fifty-two Mandarin-speaking learners of Japanese and nine native Japanese speakers were recruited to participate in an identification task. Learners were divided into beginner, intermediate and advanced level according to their Japanese proficiency. The average correct rate was used to evaluate learners’ perceptual performance. Furthermore, the comparison of the correct rate between learners’ groups and the control group was conducted as well to examine learners’ nativelikeness. Results showed that background noise tends to pose an adverse effect on distinguishing /u/ and /o/ in /CjV/ sequences. Secondly, Japanese proficiency has no influence on learners’ perceptual performance in the quiet and in background noise. Then all learners did not reach a native-like level without the distraction of noise. Beginner level learners performed less native-like, although higher level learners appeared to have achieved nativelikeness in the multi-talker babble noise. Finally, syllable position tends to affect distinguishing /Cju/ and /Cjo/ only under the noisy condition. Phonetic features of preceding consonants did not impact learners’ perception in any listening conditions. Findings in this study can give an insight into a further understanding of Japanese vowel acquisition by L1 Mandarin learners of Japanese. In addition, this study indicates that L1 transfer is not the only explanation for the confusion of /u/ and /o/ in /CjV/ sequences, factors such as listening condition and syllable position are also needed to take into consideration in future research. It also suggests the importance of perceiving speech in a noisy environment, which is close to the actual conversation required more attention to pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=background%20noise" title="background noise">background noise</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20learners%20of%20Japanese" title=" Chinese learners of Japanese"> Chinese learners of Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=%2FCju%2F%20and%20%2FCjo%2F%20sequences" title=" /Cju/ and /Cjo/ sequences"> /Cju/ and /Cjo/ sequences</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20perception" title=" second language perception"> second language perception</a> </p> <a href="https://publications.waset.org/abstracts/99626/second-language-perception-of-japanese-cju-and-cjo-sequences-by-mandarin-speaking-learners-of-japanese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">160</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">59</span> Unraveling the Phonosignological Foundations of Human Language and Semantic Analysis of Linguistic Elements in Cross-Cultural Contexts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmudjon%20Kuchkarov">Mahmudjon Kuchkarov</a>, <a href="https://publications.waset.org/abstracts/search?q=Marufjon%20Kuchkarov"> Marufjon Kuchkarov</a>, <a href="https://publications.waset.org/abstracts/search?q=Mukhayyo%20Sobirjanova"> Mukhayyo Sobirjanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The origins of human language remain a profound scientific mystery, characterized by speculative theories often lacking empirical support. This study presents findings that may illuminate the genesis of human language, emphasizing its roots in natural, systematic, and repetitive sound patterns. Also, this paper presents the phonosignological and semantic analysis of linguistic elements across various languages and cultures. By utilizing the principles of the "Human Language" theory, we analyze the symbolic, phonetic, and semantic characteristics of elements such as "A", "L", "I", "F", and "四" (pronounced /si/ in Chinese and /shi/ in Japanese). Our findings reveal that natural sounds and their symbolic representations form the foundation of language, with significant implications for understanding religious and secular myths. This paper explores the intricate relationships between these elements and their cultural connotations, particularly focusing on the concept of "descent" in the context of the phonetic sequence "A, L, I, F," and the symbolic associations of the number four with death. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=empirical%20research" title="empirical research">empirical research</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20language" title=" human language"> human language</a>, <a href="https://publications.waset.org/abstracts/search?q=phonosignology" title=" phonosignology"> phonosignology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20patterns" title=" sound patterns"> sound patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=symbolism" title=" symbolism"> symbolism</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20shape" title=" body shape"> body shape</a>, <a href="https://publications.waset.org/abstracts/search?q=body%20language" title=" body language"> body language</a>, <a href="https://publications.waset.org/abstracts/search?q=coding" title=" coding"> coding</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin%20alphabet" title=" Latin alphabet"> Latin alphabet</a>, <a href="https://publications.waset.org/abstracts/search?q=merging%20method" title=" merging method"> merging method</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20sound" title=" natural sound"> natural sound</a>, <a href="https://publications.waset.org/abstracts/search?q=origin%20of%20language" title=" origin of language"> origin of language</a>, <a href="https://publications.waset.org/abstracts/search?q=pairing" title=" pairing"> pairing</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetics" title=" phonetics"> phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20and%20shape%20production" title=" sound and shape production"> sound and shape production</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20origin" title=" word origin"> word origin</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20semantic" title=" word semantic"> word semantic</a> </p> <a href="https://publications.waset.org/abstracts/188357/unraveling-the-phonosignological-foundations-of-human-language-and-semantic-analysis-of-linguistic-elements-in-cross-cultural-contexts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> The Effect of Iconic and Beat Gestures on Memory Recall in Greek’s First and Second Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Ioanna%20Levantinou">Eleni Ioanna Levantinou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gestures play a major role in comprehension and memory recall due to the fact that aid the efficient channel of the meaning and support listeners’ comprehension and memory. In the present study, the assistance of two kinds of gestures (iconic and beat gestures) is tested in regards to memory and recall. The hypothesis investigated here is whether or not iconic and beat gestures provide assistance in memory and recall in Greek and in Greek speakers’ second language. Two groups of participants were formed, one comprising Greeks that reside in Athens and one with Greeks that reside in Copenhagen. Three kinds of stimuli were used: A video with words accompanied with iconic gestures, a video with words accompanied with beat gestures and a video with words alone. The languages used are Greek and English. The words in the English videos were spoken by a native English speaker and by a Greek speaker talking English. The reason for this is that when it comes to beat gestures that serve a meta-cognitive function and are generated according to the intonation of a language, prosody plays a major role. Thus, participants that have different influences in prosody may generate different results from rhythmic gestures. Memory recall was assessed by asking the participants to try to remember as many words as they could after viewing each video. Results show that iconic gestures provide significant assistance in memory and recall in Greek and in English whether they are produced by a native or a second language speaker. In the case of beat gestures though, the findings indicate that beat gestures may not play such a significant role in Greek language. As far as intonation is concerned, a significant difference was not found in the case of beat gestures produced by a native English speaker and by a Greek speaker talking English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=gestures" title=" gestures"> gestures</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/49317/the-effect-of-iconic-and-beat-gestures-on-memory-recall-in-greeks-first-and-second-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Linguistic Competence Analysis and the Development of Speaking Instructional Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felipa%20M.%20Rico">Felipa M. Rico </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Linguistic oral competence plays a vital role in attaining effective communication. Since the English language is considered as universally used language and has a high demand skill needed in the work-place, mastery is the expected output from learners. To achieve this, learners should be given integrated differentiated tasks which help them develop and strengthen the expected skills. This study aimed to develop speaking instructional supplementary material to enhance the English linguistic competence of Grade 9 students in areas of pronunciation, intonation and stress, voice projection, diction and fluency. A descriptive analysis was utilized to analyze the speaking level of performance of the students in order to employ appropriate strategies. There were two sets of respondents: 178 Grade 9 students selected through a stratified sampling and chosen at random. The other set comprised English teachers who evaluated the usefulness of the devised teaching materials. A teacher conducted a speaking test and activities were employed to analyze the speaking needs of students. Observation and recordings were also used to evaluate the students’ performance. The findings revealed that the English pronunciation of the students was slightly unclear at times, but generally fair. There were lapses but generally they rated moderate in intonation and stress, because of other language interference. In terms of voice projection, students have erratic high volume pitch. For diction, the students’ ability to produce comprehensible language is limited, and as to fluency, the choice of vocabulary and use of structure were severely limited. Based on the students’ speaking needs analyses, the supplementary material devised was based on Nunan’s IM model, incorporating context of daily life and global work settings, considering the principle that language is best learned in the actual meaningful situation. To widen the mastery of skill, a rich learning environment, filled with a variety instructional material tends to foster faster acquisition of the requisite skills for sustained learning and development. The role of IM is to encourage information to stick in the learners’ mind, as what is seen is understood more than what is heard. Teachers say they found the IM “very useful.” This implied that English teachers could adopt the materials to improve the speaking skills of students. Further, teachers should provide varied opportunities for students to get involved in real life situations where they could take turns in asking and answering questions and share information related to the activities. This would minimize anxiety among students in the use of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diction" title="diction">diction</a>, <a href="https://publications.waset.org/abstracts/search?q=fluency" title=" fluency"> fluency</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title=" instructional materials"> instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/52424/linguistic-competence-analysis-and-the-development-of-speaking-instructional-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Perceiving Casual Speech: A Gating Experiment with French Listeners of L2 English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naouel%20Zoghlami">Naouel Zoghlami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Spoken-word recognition involves the simultaneous activation of potential word candidates which compete with each other for final correct recognition. In continuous speech, the activation-competition process gets more complicated due to speech reductions existing at word boundaries. Lexical processing is more difficult in L2 than in L1 because L2 listeners often lack phonetic, lexico-semantic, syntactic, and prosodic knowledge in the target language. In this study, we investigate the on-line lexical segmentation hypotheses that French listeners of L2 English form and then revise as subsequent perceptual evidence is revealed. Our purpose is to shed further light on the processes of L2 spoken-word recognition in context and better understand L2 listening difficulties through a comparison of skilled and unskilled reactions at the point where their working hypothesis is rejected. We use a variant of the gating experiment in which subjects transcribe an English sentence presented in increments of progressively greater duration. The spoken sentence was “And this amazing athlete has just broken another world record”, chosen mainly because it included common reductions and phonetic features in English, such as elision and assimilation. Our preliminary results show that there is an important difference in the manner in which proficient and less-proficient L2 listeners handle connected speech. Less-proficient listeners delay recognition of words as they wait for lexical and syntactic evidence to appear in the gates. Further statistical results are currently being undertaken. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gating%20paradigm" title="gating paradigm">gating paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20word%20recognition" title=" spoken word recognition"> spoken word recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20lexical%20segmentation" title=" online lexical segmentation"> online lexical segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20listening" title=" L2 listening "> L2 listening </a> </p> <a href="https://publications.waset.org/abstracts/19791/perceiving-casual-speech-a-gating-experiment-with-french-listeners-of-l2-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19791.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">464</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> The Second Column of Origen’s Hexapla and the Transcription of BGDKPT Consonants: A Confrontation with Transliterated Hebrew Names in Greek Documents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isabella%20Maurizio">Isabella Maurizio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research analyses the pronunciation of Hebrew consonants 'bgdkpt' in II- III C. E. in Palestine, through the confrontation of two kinds of data: the fragments of transliteration of Old Testament in the Greek alphabet, from the second column of Origen’s synopsis, called Hexapla, and Hebrew names transliterated in Greek documents, especially epigraphs. Origen is a very important author, not only for his bgdkpt theological and exegetic works: the Hexapla, synoptic six columns for a critical edition of Septuaginta, has a relevant role in attempting to reconstruct the pronunciation of Hebrew language before Masoretic punctuation. For this reason, at the beginning, it is important to analyze the column in order to study phonetic and linguistic phenomena. Among the most problematic data, there is the evidence from bgdkpt consonants, always represented as Greek aspirated graphemes. This transcription raised the question if their pronunciation was the only spirant, and consequently, the double one, that is, the stop/spirant contrast, was introduced by Masoretes. However, the phonetic and linguistic examination of the column alone is not enough to establish a real pronunciation of language: this paper is significant because a confrontation between the second column’s transliteration and Hebrew names found in Greek documents epigraphic ones mainly, is achieved. Palestine in II - III was a bilingual country: Greek and Aramaic language lived together, the first one like the official language, the second one as the principal mean of communication between people. For this reason, Hebrew names are often found in Greek documents of the same geographical area: a deep examination of bgdkpt’s transliteration can help to understand better which the real pronunciation of these consonants was, or at least it allows to evidence a phonetic tendency. As a consequence, the research considers the contemporary documents to Origen and the previous ones: the first ones testify a specific stadium of pronunciation, the second ones reflect phonemes’ evolution. Alexandrian documents are also examined: Origen was from there, and the influence of Greek language, spoken in his native country, must be considered. The epigraphs have another implication: they are totally free from morphological criteria, probably used by Origen in his column, because of their popular origin. Thus, a confrontation between the hexaplaric transliteration and Hebrew names is absolutely required, in Hexapla’s studies: first of all, it can be the second clue of a pronunciation already noted in the column; then because, for documents’ specific nature, it has more probabilities to be real, reflecting a daily use of language. The examination of data shows a general tendency to employ the aspirated graphemes for bgdkpt consonants’ transliteration. This probably means that they were closer to Greek aspirated consonants rather than to the plosive ones. The exceptions are linked to a particular status of the name, i.e. its history and origin. In this way, this paper gives its contribution to onomastic studies, too: indeed, the research may contribute to verify the diffusion and the treatment of Jewish names in Hellenized world and in the koinè language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bgdkpt%20consonants" title="bgdkpt consonants">bgdkpt consonants</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek%20epigraphs" title=" Greek epigraphs"> Greek epigraphs</a>, <a href="https://publications.waset.org/abstracts/search?q=Jewish%20names" title=" Jewish names"> Jewish names</a>, <a href="https://publications.waset.org/abstracts/search?q=origen%27s%20Hexapla" title=" origen's Hexapla"> origen's Hexapla</a> </p> <a href="https://publications.waset.org/abstracts/123374/the-second-column-of-origens-hexapla-and-the-transcription-of-bgdkpt-consonants-a-confrontation-with-transliterated-hebrew-names-in-greek-documents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123374.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Experimental Research and Analyses of Yoruba Native Speakers’ Chinese Phonetic Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obasa%20Joshua%20Ifeoluwa">Obasa Joshua Ifeoluwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phonetics is the foundation and most important part of language learning. This article, through an acoustic experiment as well as using Praat software, uses Yoruba students’ Chinese consonants, vowels, and tones pronunciation to carry out a visual comparison with that of native Chinese speakers. This article is aimed at Yoruba native speakers learning Chinese phonetics; therefore, Yoruba students are selected. The students surveyed are required to be at an elementary level and have learned Chinese for less than six months. The students selected are all undergraduates majoring in Chinese Studies at the University of Lagos. These students have already learned Chinese Pinyin and are all familiar with the pinyin used in the provided questionnaire. The Chinese students selected are those that have passed the level two Mandarin proficiency examination, which serves as an assurance that their pronunciation is standard. It is discovered in this work that in terms of Mandarin’s consonants pronunciation, Yoruba students cannot distinguish between the voiced and voiceless as well as the aspirated and non-aspirated phonetics features. For instance, while pronouncing [ph] it is clearly shown in the spectrogram that the Voice Onset Time (VOT) of a Chinese speaker is higher than that of a Yoruba native speaker, which means that the Yoruba speaker is pronouncing the unaspirated counterpart [p]. Another difficulty is to pronounce some affricates like [tʂ]、[tʂʰ]、[ʂ]、[ʐ]、 [tɕ]、[tɕʰ]、[ɕ]. This is because these sounds are not in the phonetic system of the Yoruba language. In terms of vowels, some students find it difficult to pronounce some allophonic high vowels such as [ɿ] and [ʅ], therefore pronouncing them as their phoneme [i]; another pronunciation error is pronouncing [y] as [u], also as shown in the spectrogram, a student pronounced [y] as [iu]. In terms of tone, it is most difficult for students to differentiate between the second (rising) and third (falling and rising) tones because these tones’ emphasis is on the rising pitch. This work concludes that the major error made by Yoruba students while pronouncing Chinese sounds is caused by the interference of their first language (LI) and sometimes by their lingua franca. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20phonetics" title=" experimental phonetics"> experimental phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant" title=" consonant"> consonant</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a>, <a href="https://publications.waset.org/abstracts/search?q=tone" title=" tone"> tone</a> </p> <a href="https://publications.waset.org/abstracts/148984/experimental-research-and-analyses-of-yoruba-native-speakers-chinese-phonetic-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=phonetic%20and%20intonation&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=phonetic%20and%20intonation&page=3">3</a></li> <li class="page-item"><a class="page-link" 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