CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: phonology</title> <meta name="description" content="Search results for: phonology"> <meta name="keywords" content="phonology"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="phonology" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="phonology"> <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> 42</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: phonology</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</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">41</span> Algerian Case Study of Age Effect and Cross Linguistic Influence in Third Language Phonology Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zouleykha%20Belabbes">Zouleykha Belabbes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning foreign languages is sine qua non in the era of globalization, mobility, and communications, which grants access and connectedness to the world. This urgent need is highlighted in monolingual settings, however, in multilingual contexts the case is, to some extent, complicated. In effect, research on bilingualism and multilingualism lead to the issue of Cross Linguistic Influence (CLI) which seeks to explain how and under which conditions prior linguistic knowledge of first language (L1) and / or second language (L2) influences the production, comprehension and development of a third language (L3) or additional language (Ln). Moreover, the issue of age is also one of the persistent topics in the field of language acquisition. This paper aims to scrutinize the effect of age and two previously known languages: Arabic (L1) and French (L2) in acquiring English (L3) phonology in Algerian context. The study consisted of 20 participants of different age range who were presented with recorded samples of English (L3). The findings confirm the results of some previous studies on the issue of Critical Period Hypothesis (CPH) and demonstrate a tendency for the L2 phonological transfer in L3 production at the initial stages of acquisition within young and later learners that for some circumstances diminished as L3 proficiency develop. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=age%20effect" title=" age effect"> age effect</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20linguistic%20influence" title=" cross linguistic influence"> cross linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=L3%20phonology" title=" L3 phonology"> L3 phonology</a> </p> <a href="https://publications.waset.org/abstracts/73885/algerian-case-study-of-age-effect-and-cross-linguistic-influence-in-third-language-phonology-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73885.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">40</span> Evidence-Based Investigation of the Phonology of Nigerian Instant Messaging</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=Lily%20Chimuanya"> Lily Chimuanya</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Tar"> Maryam Tar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Orthographic engineering is no longer the preserve of the Short Messaging Service (SMS), which is characterised by limited space. Such stylistic creativity or deviation is fast creeping into real-time messaging, popularly known as Instant Messaging (IM), despite the large number of characters allowed. This occurs at various linguistic levels: phonology, morphology, syntax, etc. Nigerians are not immune to this linguistic stylisation. This study investigates the phonological and meta-phonological conventions of the messages sent and received via WhatsApp by Nigerian graduates. This is ontological study of 250 instant messages collected from 98 graduates from different ethnic groups in Nigeria. The selection and analysis of the messages are based on figure and ground principle. The results reveal the use of accent stylisation, phoneme substitution, blending, consonantisation (a specialised form of deletion targeting vowels), numerophony (using a figure/number, usually 1-10, to represent a word or syllable that has the same sound) and phonetic respelling in the IMs sent by Nigerians. The study confirms the existence of linguistic creativity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=figure%20and%20ground%20principle" title="figure and ground principle">figure and ground principle</a>, <a href="https://publications.waset.org/abstracts/search?q=instant%20messaging" title=" instant messaging"> instant messaging</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20stylisation" title=" linguistic stylisation"> linguistic stylisation</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-phonology" title=" meta-phonology"> meta-phonology</a> </p> <a href="https://publications.waset.org/abstracts/70599/evidence-based-investigation-of-the-phonology-of-nigerian-instant-messaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70599.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">396</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">39</span> Term Creation in Specialized Fields: An Evaluation of Shona Phonetics and Phonology Terminology at Great Zimbabwe University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peniah%20Mabaso-Shamano">Peniah Mabaso-Shamano</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper evaluates Shona terms that were created to teach Phonetics and Phonology courses at Great Zimbabwe University (GZU). The phonetics and phonology terms to be discussed in this paper were created using different processes and strategies such as translation, borrowing, neologising, compounding, transliteration, circumlocution among many others. Most phonetics and phonology terms are alien to Shona and as a result, there are no suitable Shona equivalents. The lecturers and students for these courses have a mammoth task of creating terminology for the different modules offered in Shona and other Zimbabwean indigenous languages. Most linguistic reference books are written in English. As such, lecturers and students translate information from English to Shona, a measure which is proving to be too difficult for them. A term creation workshop was held at GZU to try to address the problem of lack of terminology in indigenous languages. Different indigenous language practitioners from different tertiary institutions convened for a two-day workshop at GZU. Due to the 'specialized' nature of phonetics and phonology, it was too difficult to come up with 'proper' indigenous terms. The researcher will consult tertiary institutions lecturers who teach linguistics courses and linguistics students to get their views on the created terms. The people consulted will not be the ones who took part in the term creation workshop held at GZU. The selected participants will be asked to evaluate and back-translate some of the terms. In instances where they feel the terms created are not suitable or user-friendly, they will be asked to suggest other terms. Since the researcher is also a linguistics lecturer, her observation and views will be important. From her experience in using some of the terms in teaching phonetics and phonology courses to undergraduate students, the researcher noted that most of the terms created have shortcomings since they are not user-friendly. These shortcomings include terms longer than the English terms as some terms are translated to Shona through a whole statement. Most of these terms are neologisms, compound neologisms, transliterations, circumlocutions, and blends. The paper will show that there is overuse of transliterated terms due to the lack of Shona equivalents for English terms. Most single English words were translated into compound neologisms or phrases after attempts to reduce them to one word terms failed. In other instances, circumlocution led to the problem of creating longer terms than the original and as a result, the terms are not user-friendly. The paper will discuss and evaluate the different phonetics and phonology terms created and the different strategies and processes used in creating them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blending" title="blending">blending</a>, <a href="https://publications.waset.org/abstracts/search?q=circumlocution" title=" circumlocution"> circumlocution</a>, <a href="https://publications.waset.org/abstracts/search?q=term%20creation" title=" term creation"> term creation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/99915/term-creation-in-specialized-fields-an-evaluation-of-shona-phonetics-and-phonology-terminology-at-great-zimbabwe-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99915.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">147</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">38</span> Preliminary Study of the Phonological Development in Three and Four Year Old Bulgarian Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tsvetomira%20Braynova">Tsvetomira Braynova</a>, <a href="https://publications.waset.org/abstracts/search?q=Miglena%20Simonska"> Miglena Simonska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article presents the results of research on phonological processes in three and four-year-old children. For the purpose of the study, an author's test was developed and conducted among 120 children. The study included three areas of research - at the level of words (96 words), at the level of sentence repetition (10 sentences) and at the level of generating own speech from a picture (15 pictures). The test also gives us additional information about the articulation errors of the assessed children. The main purpose of the icing is to analyze all phonological processes that occur at this age in Bulgarian children and to identify which are typical and atypical for this age. The results show that the most common phonology errors that children make are: sound substitution, an elision of sound, metathesis of sound, elision of a syllable, and elision of consonants clustered in a syllable. All examined children were identified with the articulatory disorder from type bilabial lambdacism. Measuring the correlation between the average length of repeated speech and the average length of generated speech, the analysis proves that the more words a child can repeat in part “repeated speech,” the more words they can be expected to generate in part “generating sentence.” The results of this study show that the task of naming a word provides sufficient and representative information to assess the child's phonology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation" title=" articulation"> articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-language%20development" title=" speech-language development"> speech-language development</a> </p> <a href="https://publications.waset.org/abstracts/142454/preliminary-study-of-the-phonological-development-in-three-and-four-year-old-bulgarian-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142454.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">186</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">37</span> The Priming Effect of Morphology, Phonology, Semantics, and Orthography in Mandarin Chinese: A Prime Paradigm Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bingqing%20Xu">Bingqing Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenxing%20Shuai"> Wenxing Shuai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the priming effects of different Chinese compound words by native Mandarin speakers. There are lots of homonym, polysemy, and synonym in Chinese. However, it is unclear which kind of words have the biggest priming effect. Native Mandarin speakers were tested in a visual-word lexical decision experiment. The stimuli, which are all two-character compound words, consisted of two parts: primes and targets. Five types of relationships were used in all stimuli: morphologically related condition, in which the prime and the target contain the same morpheme; orthographically related condition, in which the target and the prime contain the different morpheme with the same form; phonologically related condition, in which the target and the prime contain the different morpheme with the same phonology; semantically related condition, in which the target and the prime contain the different morpheme with similar meanings; totally unrelated condition. The time since participants saw the target to respond was recorded. Analyses on reaction time showed that the average reaction time of morphologically related targets was much shorter than others, suggesting the morphological priming effect is the biggest. However, the reaction time of the phonologically related conditions was the longest, even longer than unrelated conditions. According to scatter plots analyses, 86.7% of participants had priming effects in morphologically related conditions, only 20% of participants had priming effects in phonologically related conditions. These results suggested that morphologically related conditions had the biggest priming effect. The orthographically and semantically related conditions also had priming effects, whereas the phonologically related conditions had few priming effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=priming%20effect" title="priming effect">priming effect</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a> </p> <a href="https://publications.waset.org/abstracts/135493/the-priming-effect-of-morphology-phonology-semantics-and-orthography-in-mandarin-chinese-a-prime-paradigm-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135493.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">146</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">36</span> A Prevalence of Phonological Disorder in Children with Specific Language Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Etim">Etim</a>, <a href="https://publications.waset.org/abstracts/search?q=Victoria%20Enefiok"> Victoria Enefiok</a>, <a href="https://publications.waset.org/abstracts/search?q=Dada"> Dada</a>, <a href="https://publications.waset.org/abstracts/search?q=Oluseyi%20Akintunde"> Oluseyi Akintunde</a>, <a href="https://publications.waset.org/abstracts/search?q=Bassey%20Okon"> Bassey Okon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phonological disorder is a serious and disturbing issue to many parents and teachers. Efforts towards resolving the problem have been undermined by other specific disabilities which were hidden to many regular and special education teachers. It is against this background that this study was motivated to provide data on the prevalence of phonological disorders in children with specific language impairment (CWSLI) as the first step towards critical intervention. The study was a survey of 15 CWSLI from St. Louise Inclusive schools, Ikot Ekpene in Akwa Ibom State of Nigeria. Phonological Processes Diagnostic Scale (PPDS) with 17 short sentences, which cut across the five phonological processes that were examined, were validated by experts in test measurement, phonology and special education. The respondents were made to read the sentences with emphasis on the targeted sounds. Their utterances were recorded and analyzed in the language laboratory using Praat Software. Data were also collected through friendly interactions at different times from the clients. The theory of generative phonology was adopted for the descriptive analysis of the phonological processes. Data collected were analyzed using simple percentage and composite bar chart for better understanding of the result. The study found out that CWSLI exhibited the five phonological processes under investigation. It was revealed that 66.7%, 80%, 73.3%, 80%, and 86.7% of the respondents have severe deficit in fricative stopping, velar fronting, liquid gliding, final consonant deletion and cluster reduction, respectively. It was therefore recommended that a nationwide survey should be carried out to have national statistics of CWSLI with phonological deficits and develop intervention strategies for effective therapy to remediate the disorder. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20disorders" title="language disorders">language disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20processes" title=" phonological processes"> phonological processes</a>, <a href="https://publications.waset.org/abstracts/search?q=specific%20language%20impairment" title=" specific language impairment"> specific language impairment</a> </p> <a href="https://publications.waset.org/abstracts/84265/a-prevalence-of-phonological-disorder-in-children-with-specific-language-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84265.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">191</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">35</span> The Importance of the Historical Approach in the Linguistic Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zoran%20Spasovski">Zoran Spasovski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper shortly discusses the significance and the benefits of the historical approach in the research of languages by presenting examples of it in the fields of phonetics and phonology, lexicology, morphology, syntax, and even in the onomastics (toponomy and anthroponomy). The examples from the field of phonetics/phonology include insights into animal speech and its evolution into human speech, the evolution of the sounds of human speech from vocals to glides and consonants and from velar consonants to palatal, etc., on well-known examples of former researchers. Those from the field of lexicology show shortly the formation of the lexemes and their evolution; the morphology and syntax are explained by examples of the development of grammar and syntax forms, and the importance of the historical approach in the research of place-names and personal names is briefly outlined through examples of place-names and personal names and surnames, and the conclusions that come from it, in different languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=animal%20speech" title="animal speech">animal speech</a>, <a href="https://publications.waset.org/abstracts/search?q=glotogenesis" title=" glotogenesis"> glotogenesis</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20forms" title=" grammar forms"> grammar forms</a>, <a href="https://publications.waset.org/abstracts/search?q=lexicology" title=" lexicology"> lexicology</a>, <a href="https://publications.waset.org/abstracts/search?q=place-names" title=" place-names"> place-names</a>, <a href="https://publications.waset.org/abstracts/search?q=personal%20names" title=" personal names"> personal names</a>, <a href="https://publications.waset.org/abstracts/search?q=surnames" title=" surnames"> surnames</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax%20categories" title=" syntax categories"> syntax categories</a> </p> <a href="https://publications.waset.org/abstracts/177999/the-importance-of-the-historical-approach-in-the-linguistic-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177999.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">85</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">34</span> Descriptive Analysis of Variations in Maguindanaon Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fhajema%20Kunso">Fhajema Kunso</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People who live in the same region and who seemed to speak the same language still vary in some aspects of their language. The variation may occur in terms of pronunciation, lexicon, morphology, and syntax. This qualitative study described the phonological, morphological, and lexical variations of the Maguindanaon language among the ten Maguindanao municipalities. Purposive sampling, in-depth interviews, focus group discussion, and sorting and classifying of words according to phonological and morphological as well as lexical structures in data analysis were employed. The variations occurred through phonemic changes and other phonological processes and morphological processes. Phonological processes consisted of vowel lengthening and deletion while morphological processes included affixation, borrowing, and coinage. In the phonological variation, it was observed that there were phonemic changes in one dialect to another. For example, there was a change of phoneme /r/ to /l/. The phoneme /r/ was most likely to occur in Kabuntalan like /biru/, /kurIt/, and /kɘmɅr/ whereas in the rest of the dialects these were /bilu/, /kuIɪt/, and /kɘmɅl/ respectively. Morphologically, the affixation was the main way to know the tenses. For example, the root sarig (expect) when inserted with im becomes simarig, i.e. s + im + arig = simarig (expected). Lexical variation also existed in the Maguindanaon language. Results revealed that the variation in phonology, morphology, and lexicon were observed to be associated primarily on geographic distribution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=lexicon" title=" lexicon"> lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=Maguindanao" title=" Maguindanao"> Maguindanao</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippines" title=" Philippines"> Philippines</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=processes" title=" processes"> processes</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative" title=" qualitative"> qualitative</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a> </p> <a href="https://publications.waset.org/abstracts/76362/descriptive-analysis-of-variations-in-maguindanaon-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76362.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">394</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">33</span> Placement of English Lexical Stress by Arabic-Speaking EFL Learners: How Computer-Generated Spectrographic Representations of Correct Pronunciations Can Provide a Visual Aid to Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rami%20Al-Sadi">Rami Al-Sadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The assignment of lexical stress in English to its correct syllable is an enormous challenge to EFL learners, especially if their first language (L1) phonology is very different from English phonology. Arabic-speaking EFL learners not only stumble very frequently when it comes to placing the lexical stress in a given word, but they also seem to relegate the role of lexical stress as unimportant, mainly because in Arabic, unlike in English, lexical stress is not phonemic. This study aims at exploring the possible benefits of utilizing spectrographic representations of English words correctly pronounced, for the purpose of finding out how these spectrograms can provide a visual aid to the learners and help them rectify their stress placement errors as they see in real time spectrograms of the correct pronunciations juxtaposed on a computer screen with spectrograms of their own pronunciations for easy comparison. The study involved 120 students from the English Department at Prince Sattam bin Abdulaziz University in Saudi Arabia. 60 participants were taught the English lexical stress rules and also received spectrographic guidance on pronunciation; the other 60 received only verbal instruction on the stress rules and verbal feedback on their pronunciations. Statistical results showed that when the learners had the opportunity to ‘see’ their pronunciation mistakes, they were three times more likely to rectify their placement of lexical stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic-speaking%20EFL%20learners" title="Arabic-speaking EFL learners">Arabic-speaking EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20stress" title=" lexical stress"> lexical stress</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrographic%20representation" title=" spectrographic representation"> spectrographic representation</a>, <a href="https://publications.waset.org/abstracts/search?q=stress%20placement" title=" stress placement"> stress placement</a> </p> <a href="https://publications.waset.org/abstracts/157030/placement-of-english-lexical-stress-by-arabic-speaking-efl-learners-how-computer-generated-spectrographic-representations-of-correct-pronunciations-can-provide-a-visual-aid-to-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157030.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">123</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">32</span> ChatGPT as a “Foreign Language Teacher”: Attitudes of Tunisian English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leila%20Najeh%20Bel%27Kiry">Leila Najeh Bel'Kiry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Artificial intelligence (AI) brought about many language robots, with ChatGPT being the most sophisticated thanks to its human-like linguistic capabilities. This aspect raises the idea of using ChatGPT in learning foreign languages. Starting from the premise that positions ChatGPT as a mediator between the language and the leaner, functioning as a “ghost teacher" offering a peaceful and secure learning space, this study aims to explore the attitudes of Tunisian students of English towards ChatGPT as a “Foreign Language Teacher” . Forty-five students, in their third year of fundamental English at Tunisian universities and high institutes, completed a Likert scale questionnaire consisting of thirty-two items and covering various aspects of language (phonology, morphology, syntax, semantics, and pragmatics). A scale ranging from 'Strongly Disagree,' 'Disagree,' 'Undecided,' 'Agree,' to 'Strongly Agree.' is used to assess the attitudes of the participants towards the integration of ChaGPTin learning a foreign language. Results indicate generally positive attitudes towards the reliance on ChatGPT in learning foreign languages, particularly some compounds of language like syntax, phonology, and morphology. However, learners show insecurity towards ChatGPT when it comes to pragmatics and semantics, where the artificial model may fail when dealing with deeper contextual and nuanced language levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20language%20model" title="artificial language model">artificial language model</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <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=ChatGPT" title=" ChatGPT"> ChatGPT</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20capabilities" title=" linguistic capabilities"> linguistic capabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisian%20English%20language%20learners" title=" Tunisian English language learners"> Tunisian English language learners</a> </p> <a href="https://publications.waset.org/abstracts/183529/chatgpt-as-a-foreign-language-teacher-attitudes-of-tunisian-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183529.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">64</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">31</span> The Impact of the Lexical Quality Hypothesis and the Self-Teaching Hypothesis on Reading Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anastasios%20Ntousas">Anastasios Ntousas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the following paper is to analyze the relationship between the lexical quality and the self-teaching hypothesis and their impact on the reading ability. The following questions emerged, is there a correlation between the effective reading experience that the lexical quality hypothesis proposes and the self-teaching hypothesis, would the ability to read by analogy facilitate and create stable, synchronized four-word representational, and would word morphological knowledge be a possible extension of the self-teaching hypothesis. The lexical quality hypothesis speculates that words include four representational attributes, phonology, orthography, morpho-syntax, and meaning. Those four-word representations work together to make word reading an effective task. A possible lack of knowledge in one of the representations might disrupt reading comprehension. The degree that the four-word features connect together makes high and low lexical word quality representations. When the four-word representational attributes connect together effectively, readers have a high lexical quality of words; however, when they hardly have a strong connection with each other, readers have a low lexical quality of words. Furthermore, the self-teaching hypothesis proposes that phonological recoding enables printed word learning. Phonological knowledge and reading experience facilitate the acquisition and consolidation of specific-word orthographies. The reading experience is related to strong reading comprehension. The more readers have contact with texts, the better readers they become. Therefore, their phonological knowledge, as the self-teaching hypothesis suggests, might have a facilitative impact on the consolidation of the orthographical, morphological-syntax and meaning representations of unknown words. The phonology of known words might activate effectively the rest of the representational features of words. Readers use their existing phonological knowledge of similarly spelt words to pronounce unknown words; a possible transference of this ability to read by analogy will appear with readers’ morphological knowledge. Morphemes might facilitate readers’ ability to pronounce and spell new unknown words in which they do not have lexical access. Readers will encounter unknown words with similarly phonemes and morphemes but with different meanings. Knowledge of phonology and morphology might support and increase reading comprehension. There was a careful selection, discussion of theoretical material and comparison of the two existing theories. Evidence shows that morphological knowledge improves reading ability and comprehension, so morphological knowledge might be a possible extension of the self-teaching hypothesis, the fundamental skill to read by analogy can be implemented to the consolidation of word – specific orthographies via readers’ morphological knowledge, and there is a positive correlation between effective reading experience and self-teaching hypothesis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morphology" title="morphology">morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=orthography" title=" orthography"> orthography</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20ability" title=" reading ability"> reading ability</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/110608/the-impact-of-the-lexical-quality-hypothesis-and-the-self-teaching-hypothesis-on-reading-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110608.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">128</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">30</span> Phonology and Syntax of Article Incorporation in Mauritian Creole: Evidence from Bantou Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Nikiema">Emmanuel Nikiema</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines article incorporation in Mauritian Creole, a French Lexifier Creole which exhibits three forms of article incorporation as illustrated in (1-3). While various analyses of article incorporation have been proposed in the literature, fewer studies have explored the motivation of this widespread phenomenon in Mauritian Creole (MC) as opposed to other French Lexifier Creoles spoken in the Caribbean. For example, Mauritian Creole exhibits 4 times more CV incorporation than Haitian Creole, and 40 times more than Reunion Creole. (1) Consonantal type (C): loraz ‘thunder storm’, lete ‘summer’, zwazo ‘bird’, nide ‘idea’. (2) Syllabic type (CV): lapo ‘skin’, liku ‘neck’, ledo ‘back’, leker ‘heart’, diber ‘butter’. (3) Bi-consonantal (CVC): delo ‘water’, dizef ‘egg’, lizye ‘eye’, dilwil ‘oil’. The goal of this study is twofold: 1) uncover the rules governing the three types of article incorporation in MC, and 2) account for its remarkable occurrence in MC as opposed to its quasi-absence in Reunion Creole. We have collected a corpus of over 700 cases and organized it into three categories (C; CV and CVC). For example, there are 471 examples of CV incorporation in MC against 112 in Haitian Creole and only 12 in Reunion Creole. Two questions can be raised: 1) what is the motivation and distribution of the three types of incorporation in MC, and 2) how can one account for the high volume of incorporation in MC as opposed to its quasi-absence in Reunion Creole? We suggest that article incorporation in MC is related to the structure of nouns in Bantou languages. While previous authors have largely used population settlement data in the colonies during the Creole formation period to justify their analyses, we propose an account based on the syntactic structure of Bantou nouns. This analysis will shed light on the contribution of African languages to the formation of MC, and on to why MC has exhibited more article incorporation cases than any other French Lexifier Creole. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=article%20incorporation" title="article incorporation">article incorporation</a>, <a href="https://publications.waset.org/abstracts/search?q=creole%20languages" title=" creole languages"> creole languages</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a> </p> <a href="https://publications.waset.org/abstracts/108460/phonology-and-syntax-of-article-incorporation-in-mauritian-creole-evidence-from-bantou-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108460.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">109</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">29</span> New Methods to Acquire Grammatical Skills in A Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indu%20ray">Indu ray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s digital world the internet is already flooded with information on how to master grammar in a foreign language. It is well known that one cannot master a language without grammar. Grammar is the backbone of any language. Without grammar there would be no structure to help you speak/write or listen/read. Successful communication is only possible if the form and function of linguistic utterances are firmly related to one another. Grammar has its own rules of use to formulate an easier-to-understand language. Like a tool, grammar formulates our thoughts and knowledge in a meaningful way. Every language has its own grammar. With grammar, we can quickly analyze whether there is any action in this text: (Present, past, future). Knowledge of grammar is an important prerequisite for mastering a foreign language. What’s most important is how teachers can make grammar lessons more interesting for students and thus promote grammar skills more successfully. Through this paper, we discuss a few important methods like (Interactive Grammar Exercises between students, Interactive Grammar Exercise between student to teacher, Grammar translation method, Audio -Visual Method, Deductive Method, Inductive Method). This paper is divided into two sections. In the first part, brief definitions and principles of these approaches will be provided. Then the possibility and the case of combination of this approach will be analyzed. In the last section of the paper, I would like to present a survey result conducted at my university on a few methods to quickly learn grammar in Foreign Language. We divided the Grammatical Skills in six Parts. 1.Grammatical Competence 2. Speaking Skills 3. Phonology 4. The syntax and the Semantics 5. Rule 6. Cognitive Function and conducted a survey among students. From our survey results, we can observe that phonology, speaking ability, syntax and semantics can be improved by inductive method, Audio-visual Method, and grammatical translation method, for grammar rules and cognitive functions we should choose IGE (teacher-student) method. and the IGE method (pupil-pupil). The study’s findings revealed, that the teacher delivery Methods should be blend or fusion based on the content of the Grammar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovative%20method" title="innovative method">innovative method</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20skills" title=" grammatical skills"> grammatical skills</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual" title=" audio-visual"> audio-visual</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/156977/new-methods-to-acquire-grammatical-skills-in-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156977.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">77</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">28</span> A Syntactic Approach to Applied and Socio-Linguistics in Arabic Language in Modern Communications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adeyemo%20Abduljeeel%20Taiwo">Adeyemo Abduljeeel Taiwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research is an attempt that creates a conducive atmosphere of a phonological and morphological compendium of Arabic language in Modern Standard Arabic (MSA) for modern day communications. The research is carried out with the chief aim of grammatical analysis of the two broad fields of Arabic linguistics namely: Applied and Socio-Linguistics. It draws a pictorial record of Applied and Socio-Linguistics in Arabic phonology and morphology. Thematically, it postulates and contemplates to a large degree, the theory of concord in contemporary modern Arabic language acquisition. It utilizes an analytical method while it portrays Arabic as a Semitic language that promotes linguistics and syntax among the scholars of the fields. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-linguistics" title=" socio-linguistics"> socio-linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20communications" title=" modern communications"> modern communications</a> </p> <a href="https://publications.waset.org/abstracts/73687/a-syntactic-approach-to-applied-and-socio-linguistics-in-arabic-language-in-modern-communications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73687.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">331</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">27</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khlaid%20Albishi">Khlaid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</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=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Bisha%20college" title=" Bisha college"> Bisha college</a> </p> <a href="https://publications.waset.org/abstracts/22544/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22544.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">499</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">26</span> A New Spell-Out Mechanism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yusra%20Yahya">Yusra Yahya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, a new spell-out mechanism is developed and defended. This mechanism builds on the role of phase heads as both the loci of spell-out features and the transfer triggers via either Phase Impenetrability Condition 1 (PIC1) and/or Phase Impenetrability Condition 2 (PIC2). The assumption here is that phase heads, mainly v*, can regulate the spell-out process by deciding both the type of spell-out applying and the timing of spell-out relevant. This paper also proposes a new form of the constraint Wrap call it Wrap-XP’ and it is assumed to apply to IP as a functional maximal projection. This extension is shown to fall as a natural result once we assume the new theory of phases and multiple spell-out. Moreover, it is proposed in this work that some forms of XP movement are not motivated by an EPP feature of a strong phase head mainly v*, but they are rather motivated by a last resort strategy to accomplish the spell-out instruction of this phase head. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistics" title="linguistics">linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=phase%20theory" title=" phase theory"> phase theory</a>, <a href="https://publications.waset.org/abstracts/search?q=optimality%20theory" title=" optimality theory"> optimality theory</a> </p> <a href="https://publications.waset.org/abstracts/37580/a-new-spell-out-mechanism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37580.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">514</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">25</span> The Acoustic Features of Ulu Terengganu Malay Monophthongs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siti%20Nadiah%20Nuwawi">Siti Nadiah Nuwawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Roshidah%20Hassan"> Roshidah Hassan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dialect is one of the language variants emerge due to certain factors. One of the distinctive dialects spoken by people in Malaysia is the one spoken by those who reside in the inland area of the East Peninsular Malaysia; Hulu Terengganu, which is known as Ulu Terengganu Malay dialect. This dialect is unique since it possesses ancient elements in its phonology elements, which makes it is hard to be understood by people who come from other states. There is dearth of acoustic studies of the dialect in which this paper aims to attain by describing the quality of the monophthongs found in the dialect instrumentally based on their first and second formant values. The hertz values are observed and recorded from the waveforms and spectrograms depicted in PRAAT version 6.0.43 software. The findings show that Ulu Terengganu Malay speakers produced ten monophthongs namely /ɛ/, /e/, /a/, /ɐ/, /ɞ/, /ɔ/, /i/, /o/, /ɵ/ and /ɘ/ which applauds a few monophthongs suggested by past researchers which were based on auditory impression namely /ɛ/, /e/, /a/, ɔ/, and /i/. It also discovers the other five monophthongs of the dialect which are unknown before namely /ɐ/, /ɞ/, /o/, /ɵ/ and /ɘ/. <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=dialect" title=" dialect"> dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=formant%20values" title=" formant values"> formant values</a>, <a href="https://publications.waset.org/abstracts/search?q=monophthongs" title=" monophthongs"> monophthongs</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulu%20Terengganu%20Malay" title=" Ulu Terengganu Malay"> Ulu Terengganu Malay</a> </p> <a href="https://publications.waset.org/abstracts/111207/the-acoustic-features-of-ulu-terengganu-malay-monophthongs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111207.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">175</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">24</span> Dialect as a Means of Identification among Hausa Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Sabo">Hassan Sabo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language is a system of conventionally spoken, manual and written symbols by human beings that members of a certain social group and participants in its culture express themselves. Communication, expression of identity and imaginative expression are among the functions of language. Dialect is a form of language, or a regional variety of language that is spoken in a particular geographical setting by a particular group of people. Hausa is one of the major languages in Africa, in terms of large number of people for whom it is the first language. Hausa is one of the western Chadic groups of languages. It constitutes one of the five or six branches of Afro-Asiatic family. The predominant Hausa speakers are in Nigeria and they live in different geographical locations which resulted to variety of dialects within the Hausa language apart of the standard Hausa language, the Hausa language has a variety of dialect that distinguish from one another by such features as phonology, grammar and vocabulary. This study intends to examine such features that serve as means of identification among Hausa speakers who are set off from others, geographically or socially. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialect" title="dialect">dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=features" title=" features"> features</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20location" title=" geographical location"> geographical location</a>, <a href="https://publications.waset.org/abstracts/search?q=Hausa%20language" title=" Hausa language"> Hausa language</a> </p> <a href="https://publications.waset.org/abstracts/81241/dialect-as-a-means-of-identification-among-hausa-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81241.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">194</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">23</span> Absence of Developmental Change in Epenthetic Vowel Duration in Japanese Speakers’ English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Takayuki%20Konishi">Takayuki Konishi</a>, <a href="https://publications.waset.org/abstracts/search?q=Kakeru%20Yazawa"> Kakeru Yazawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariko%20Kondo"> Mariko Kondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines developmental change in the production of epenthetic vowels by Japanese learners of English in relation to acquisition of L2 English speech rhythm. Seventy-two Japanese learners of English in the <em>J-AESOP</em> corpus were divided into lower- and higher-level learners according to their proficiency score and the frequency of vowel epenthesis. Three learners were excluded because no vowel epenthesis was observed in their utterances. The analysis of their read English speech data showed no statistical difference between lower- and higher-level learners, implying the absence of any developmental change in durations of epenthetic vowels. This result, together with the findings of previous studies, will be discussed in relation to the transfer of L1 phonology and manifestation of L2 English rhythm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vowel%20epenthesis" title="vowel epenthesis">vowel epenthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20learners%20of%20English" title=" Japanese learners of English"> Japanese learners of English</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20speech%20corpus" title=" L2 speech corpus"> L2 speech corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20rhythm" title=" speech rhythm"> speech rhythm</a> </p> <a href="https://publications.waset.org/abstracts/61343/absence-of-developmental-change-in-epenthetic-vowel-duration-in-japanese-speakers-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61343.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">22</span> English Loanwords in the Egyptian Variety of Arabic: Morphological and Phonological Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Yacoub">Mohamed Yacoub </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the English loanwords in the Egyptian variety of Arabic and reaches three findings. Data, in the first finding, were collected from Egyptian movies and soap operas; over two hundred words have been borrowed from English, code-switching was not included. These words then have been put into eleven different categories according to their use and part of speech. Finding two addresses the morphological and phonological change that occurred to these words. Regarding the phonological change, eight categories were found in both consonant and vowel variation, five for consonants and three for vowels. Examples were given for each. Regarding the morphological change, five categories were found including the masculine, feminine, dual, broken, and non-pluralize-able nouns. The last finding is the answers to a four-question survey that addresses forty eight native speakers of Egyptian Arabic and found that most participants did not recognize English borrowed words and thought they were originally Arabic and could not give Arabic equivalents for the loanwords that they could recognize. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title="sociolinguistics">sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=loanwords" title=" loanwords"> loanwords</a>, <a href="https://publications.waset.org/abstracts/search?q=borrowing" title=" borrowing"> borrowing</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=variation" title=" variation"> variation</a>, <a href="https://publications.waset.org/abstracts/search?q=Egyptian%20dialect" title=" Egyptian dialect"> Egyptian dialect</a> </p> <a href="https://publications.waset.org/abstracts/40179/english-loanwords-in-the-egyptian-variety-of-arabic-morphological-and-phonological-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40179.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">387</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">21</span> Reading in Multiple Arabic's: Effects of Diglossia and Orthography</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aula%20Khatteb%20Abu-Liel">Aula Khatteb Abu-Liel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effects of diglossia and orthography on reading in Arabic, manipulating reading in Spoken Arabic (SA), using Arabizi, in which it is written using Latin letters on computers/phones, and the two forms of the conventional written form Modern Standard Arabic (MSA): vowelled (shallow) and unvowelled (deep). 77 skilled readers in 8th grade performed oral reading of single words and narrative and expository texts, and silent reading comprehension of both genres of text. Oral reading and comprehension revealed different patterns. Single words and texts were read faster and more accurately in unvoweled MSA, slowest and least accurately in vowelled MSA, and in-between in Arabizi. Comprehension was highest for vowelled MSA. Narrative texts were better than expository texts in Arabizi with the opposite pattern in MSA. The results suggest that frequency of the type of texts and the way in which phonology is encoded affect skilled reading. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabize" title=" Arabize"> Arabize</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20communication" title=" computer mediated communication"> computer mediated communication</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20standard%20Arabic" title=" modern standard Arabic"> modern standard Arabic</a> </p> <a href="https://publications.waset.org/abstracts/136207/reading-in-multiple-arabics-effects-of-diglossia-and-orthography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/136207.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">163</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">20</span> Knowledge of Strategies to Teach Reading Components Among Teachers of Hard of Hearing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khalid%20Alasim">Khalid Alasim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated Saudi Arabian elementary school teachers’ knowledge of strategies to teach reading components to hard-of-hearing students. The study focused on four of the five reading components the National Reading Panel (NPR, 2000) identified: phonemic awareness; phonics; vocabulary, and reading comprehension, and explored the relationship between teachers’ demographic characteristics and their knowledge of the strategies as well. An explanatory sequential mixed methods design was used that included two phases. The quantitative phase examined the knowledge of these Arabic reading components among 89 elementary school teachers of hard-of-hearing students, and the qualitative phase consisted of interviews with 10 teachers. The results indicated that the teachers have a great deal of knowledge (above the mean score) of strategies to teach reading components. Specifically, teachers’ knowledge of strategies to teach the vocabulary component was the highest. The results also showed no significant association between teachers’ demographic characteristics and their knowledge of strategies to teach reading components. The qualitative analysis revealed two themes: 1) teachers’ lack of basic knowledge of strategies to teach reading components, and 2) the absence of in-service courses and training programs in reading for teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reading" title=" reading"> reading</a>, <a href="https://publications.waset.org/abstracts/search?q=components" title=" components"> components</a>, <a href="https://publications.waset.org/abstracts/search?q=hard-of-hearing" title=" hard-of-hearing"> hard-of-hearing</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/166340/knowledge-of-strategies-to-teach-reading-components-among-teachers-of-hard-of-hearing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166340.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">80</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">19</span> Effectiveness of Using Phonemic Awareness Based Activities in Improving Decoding Skills of Third Grade Students Referred for Reading Disabilities in Oman</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Mohamed%20Emam">Mahmoud Mohamed Emam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Oman the number of students referred for reading disabilities is on the rise. Schools serve these students by placement in the so-called learning disabilities unit. Recently the author led a strategic project to train teachers on the use of curriculum based measurement to identify students with reading disabilities in Oman. Additional the project involved training teachers to use phonemic awareness based activities to improve reading skills of those students. Phonemic awareness refers to the ability to notice, think about, and work with the individual sounds in words. We know that a student's skill in phonemic awareness is a good predictor of later reading success or difficulty. Using multiple baseline design across four participants the current studies investigated the effectiveness of using phonemic awareness based activities to improve decoding skills of third grade students referred for reading disabilities in Oman. During treatment students received phonemic awareness based activities that were designed to fulfill the idiosyncratic characteristics of Arabic language phonology as well as orthography. Results indicated that the phonemic awareness based activities were effective in substantially increasing the number of correctly decoded word for all four participants. Maintenance of strategy effects was evident for the weeks following the termination of intervention for the four students. In addition, the effects of intervention generalized to decoding novel words for all four participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title="learning disabilities">learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20awareness" title=" phonemic awareness"> phonemic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20graders" title=" third graders"> third graders</a>, <a href="https://publications.waset.org/abstracts/search?q=Oman" title=" Oman"> Oman</a> </p> <a href="https://publications.waset.org/abstracts/21536/effectiveness-of-using-phonemic-awareness-based-activities-in-improving-decoding-skills-of-third-grade-students-referred-for-reading-disabilities-in-oman" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21536.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">642</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">18</span> Phonological Characteristics of Severe to Profound Hearing Impaired Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Darouie">Akbar Darouie</a>, <a href="https://publications.waset.org/abstracts/search?q=Mamak%20Joulaie"> Mamak Joulaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In regard of phonological skills development importance and its influence on other aspects of language, this study has been performed. Determination of some phonological indexes in children with hearing impairment and comparison with hearing children was the objective. A sample of convenience was selected from a rehabilitation center and a kindergarten in Karaj, Iran. Participants consisted of 12 hearing impaired and 12 hearing children (age range: 5 years and 6 months to 6 years and 6 months old). Hearing impaired children suffered from severe to profound hearing loss while three of them were cochlear implanted and the others were wearing hearing aids. Conversational speech of these children was recorded and 50 first utterances were selected to analyze. Percentage of consonant correct (PCC) and vowel correct (PVC), initial and final consonant omission error, cluster consonant omission error and syllabic structure variety were compared in two groups. Data were analyzed with t test (version 16th SPSS). Comparison between PCC and PVC averages in two groups showed a significant difference (P< 0/01). There was a significant difference about final consonant emission error (P<0/001) and initial consonant emission error (P<0/01) too. Also, the differences between two groups on cluster consonant omission were significant (P<0/001). Therefore, some changes were seen in syllabic structures in children with hearing impairment compared to typical group. This study demonstrates some phonological differences in Farsi language between two groups of children. Therefore, it seems, in clinical practices we must notice this issue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hearing%20impairment" title="hearing impairment">hearing impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</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/11697/phonological-characteristics-of-severe-to-profound-hearing-impaired-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11697.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">244</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">17</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">16</span> The Greek Root Word ‘Kos’ and the Trade of Ancient Greek with Tamil Nadu, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Pugazhendhi">D. Pugazhendhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ancient Greeks were forerunners in many fields than other societies. So, the Greeks were well connected with all the countries which were well developed during that time through trade route. In this connection, trading of goods from the ancient Greece to Tamil Nadu which is presently in India, though they are geographically far away, played an important role. In that way, the word and the goods related with <em>kos</em> and <em>kare</em> got exchanged between these two societies. So, it is necessary to compare the phonology and the morphological occurrences of these words that are found common both in the ancient Greek and Tamil literatures of the contemporary period. The results show that there were many words derived from the root <em>kos</em> with the basic meaning of ‘arrange’ in the ancient Greek language, but this is not the case in the usage of the word <em>kare</em>. In the ancient Tamil literature, the word <em>‘kos’</em> does not have any root and also had rare occurrences. But it was just the opposite in the case of the word <em>‘kare’</em>. One of all the meanings of the word, which was derived from the root <em>‘kos’</em> in ancient Greek literature, is related with costly ornaments. This meaning seems to have close resemblance with the usage of word<em> ‘kos’</em> in ancient Tamil literature. Also, the meaning of the word <em>‘kare’</em> in ancient Tamil literature is related with spices whereas, in the ancient Greek literature, its meaning is related to that of the cooking of meat using spices. Hence, the similarity seen in the meanings of these words <em>‘kos’</em> and <em>‘kare’</em> in both these languages provides lead for further study. More than that, the ancient literary resources which are available in both these languages ensure the export and import of gold and spices from the ancient Greek land to Tamil land. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arrange" title="arrange">arrange</a>, <a href="https://publications.waset.org/abstracts/search?q=kare" title=" kare"> kare</a>, <a href="https://publications.waset.org/abstracts/search?q=Kos" title=" Kos"> Kos</a>, <a href="https://publications.waset.org/abstracts/search?q=ornament" title=" ornament"> ornament</a>, <a href="https://publications.waset.org/abstracts/search?q=Tamil" title=" Tamil"> Tamil</a> </p> <a href="https://publications.waset.org/abstracts/117046/the-greek-root-word-kos-and-the-trade-of-ancient-greek-with-tamil-nadu-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117046.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">150</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">15</span> True and False Cognates of Japanese, Chinese and Philippine Languages: A Contrastive Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Marie%20E.%20Ocdenaria">Jose Marie E. Ocdenaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Riceli%20C.%20Mendoza"> Riceli C. Mendoza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Culturally, languages meet, merge, share, exchange, appropriate, donate, and divide in and to and from each other. Further, this type of recurrence manifests in East Asian cultures, where language influence diffuses across geographical proximities. Historically, China has notable impacts on Japan’s culture. For instance, Japanese borrowed words from China and their way of reading and writing. This qualitative and descriptive employing contrastive analysis study addressed the true and false cognates of Japanese-Philippine languages and Chinese-Philippine languages. It involved a rich collection of data from various sources like textual pieces of evidence or corpora to gain a deeper understanding of true and false cognates between L1 and L2. Cognates of Japanese-Philippine languages and Chinese-Philippine languages were analyzed contrastively according to orthography, phonology, and semantics. The words presented were the roots; however, derivatives, reduplications, and variants of stress were included when they shed emphases on the comparison. The basis of grouping the cognates was its phonetic-semantic resemblance. Based on the analysis, it revealed that there are words which may have several types of lexical relationship. Further, the study revealed that the Japanese language has more false cognates in the Philippine languages, particularly in Tagalog and Cebuano. On the other hand, there are more true cognates of Chinese in Tagalog. It is the hope of this study to provide a significant contribution to a diverse audience. These include the teachers and learners of foreign languages such as Japanese and Chinese, future researchers and investigators, applied linguists, curricular theorists, community, and publishers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Contrastive%20Analysis" title="Contrastive Analysis">Contrastive Analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20and%20Philippine%20languages" title=" Chinese and Philippine languages"> Chinese and Philippine languages</a>, <a href="https://publications.waset.org/abstracts/search?q=Qualitative%20and%20descriptive%20study" title=" Qualitative and descriptive study"> Qualitative and descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=True%20and%20False%20Cognates" title=" True and False Cognates"> True and False Cognates</a> </p> <a href="https://publications.waset.org/abstracts/121040/true-and-false-cognates-of-japanese-chinese-and-philippine-languages-a-contrastive-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121040.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">137</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">14</span> Computerized Analysis of Phonological Structure of 10,400 Brazilian Sign Language Signs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wanessa%20G.%20Oliveira">Wanessa G. Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20C.%20Capovilla"> Fernando C. Capovilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Capovilla and Raphael’s Libras Dictionary documents a corpus of 4,200 Brazilian Sign Language (Libras) signs. Duduchi and Capovilla’s software SignTracking permits users to retrieve signs even when ignoring the gloss corresponding to it and to discover the meaning of all 4,200 signs sign simply by clicking on graphic menus of the sign characteristics (phonemes). Duduchi and Capovilla have discovered that the ease with which any given sign can be retrieved is an inverse function of the average popularity of its component phonemes. Thus, signs composed of rare (distinct) phonemes are easier to retrieve than are those composed of common phonemes. SignTracking offers a means of computing the average popularity of the phonemes that make up each one of 4,200 signs. It provides a precise measure of the degree of ease with which signs can be retrieved, and sign meanings can be discovered. Duduchi and Capovilla’s logarithmic model proved valid: The degree with which any given sign can be retrieved is an inverse function of the arithmetic mean of the logarithm of the popularity of each component phoneme. Capovilla, Raphael and Mauricio’s New Libras Dictionary documents a corpus of 10,400 Libras signs. The present analysis revealed Libras DNA structure by mapping the incidence of 501 sign phonemes resulting from the layered distribution of five parameters: 163 handshape phonemes (CherEmes-ManusIculi); 34 finger shape phonemes (DactilEmes-DigitumIculi); 55 hand placement phonemes (ArtrotoToposEmes-ArticulatiLocusIculi); 173 movement dimension phonemes (CinesEmes-MotusIculi) pertaining to direction, frequency, and type; and 76 Facial Expression phonemes (MascarEmes-PersonalIculi). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brazilian%20sign%20language" title="Brazilian sign language">Brazilian sign language</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20retrieval" title=" lexical retrieval"> lexical retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=libras%20sign" title=" libras sign"> libras sign</a>, <a href="https://publications.waset.org/abstracts/search?q=sign%20phonology" title=" sign phonology"> sign phonology</a> </p> <a href="https://publications.waset.org/abstracts/86262/computerized-analysis-of-phonological-structure-of-10400-brazilian-sign-language-signs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86262.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">345</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">13</span> Efficacy of Phonological Awareness Intervention for People with Language Impairment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Wardana%20Ketut">I. Wardana Ketut</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Suparwa%20Nyoman"> I. Suparwa Nyoman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the form and characteristic of speech sound produced by three Balinese subjects who have recovered from aphasia as well as intervened their language impairment on side of linguistic and neuronal aspects of views. The failure of judging the speech sound was caused by impairment of motor cortex that indicated there were lesions in left hemispheric language zone. Sound articulation phenomena were in the forms of phonemes deletion, replacement or assimilation in individual words and meaning building for anomic aphasia. Therefore, the Balinese sound patterns were stimulated by showing pictures to the subjects and recorded to recognize what individual consonants or vowels they unclearly produced and to find out how the sound disorder occurred. The physiology of sound production by subject’s speech organs could not only show the accuracy of articulation but also any level of severity the lesion they suffered from. The subjects’ speech sounds were investigated, classified and analyzed to know how poor the lingual units were and observed to clarify weaknesses of sound characters occurred either for place or manner of articulation. Many fricative and stopped consonants were replaced by glottal or palatal sounds because the cranial nerve, such as facial, trigeminal, and hypoglossal underwent impairment after the stroke. The phonological intervention was applied through a technique called phonemic articulation drill and the examination was conducted to know any change has been obtained. The finding informed that some weak articulation turned into clearer sound and simple meaning of language has been conveyed. The hierarchy of functional parts of brain played important role of language formulation and processing. From this finding, it can be clearly emphasized that this study supports the role of right hemisphere in recovery from aphasia is associated with functional brain reorganization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aphasia" title="aphasia">aphasia</a>, <a href="https://publications.waset.org/abstracts/search?q=intervention" title=" intervention"> intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke" title=" stroke"> stroke</a> </p> <a href="https://publications.waset.org/abstracts/73411/efficacy-of-phonological-awareness-intervention-for-people-with-language-impairment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73411.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">196</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=phonology&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=phonology&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>