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PRAAT</title> <meta name="description" content="Search results for: PRAAT"> <meta name="keywords" content="PRAAT"> <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" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="PRAAT"> <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> 26</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: PRAAT</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Stop Consonants in Chinese and Slovak: Contrastive Analysis by Using Praat</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Istvanova">Maria Istvanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acquisition of the correct pronunciation in Chinese is closely linked to the initial phase of the study. Based on the contrastive analysis, we determine the differences in the pronunciation of stop consonants in Chinese and Slovak taking into consideration the place and manner of articulation to gain a better understanding of the students' main difficulties in the process of acquiring correct pronunciation of Chinese stop consonants. We employ the software Praat for the analysis of the recorded samples with an emphasis on the pronunciation of the students with a varying command of Chinese. The comparison of the VOT length for the individual consonants in the students' pronunciation and the pronunciation of the native speaker exposes the differences between the correct pronunciation and the deviant pronunciation of the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=contrastive%20analysis" title=" contrastive analysis"> contrastive analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Praat" title=" Praat"> Praat</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovak." title=" Slovak. "> Slovak. </a> </p> <a href="https://publications.waset.org/abstracts/137114/stop-consonants-in-chinese-and-slovak-contrastive-analysis-by-using-praat" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137114.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">25</span> Acoustic Analysis of Psycho-Communication Disorders within Moroccan Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Sabir">Brahim Sabir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Psycho-Communication disorders negatively affect the academic curriculum for students in higher education. Thus, understanding these disorders, their causes and effects will give education specialists a tool for the decision, which will lead to the resolution of problems related to the integration of students with Psycho-Communication disorders. It is in this context that a statistical study was conducted, targeting the population object of study, namely Moroccan students. Pathological voice samples were recorded and analyzed acoustically with PRAAT software, in order to build a model that will be the basis for the objective diagnostic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psycho-communication%20disorders" title="psycho-communication disorders">psycho-communication disorders</a>, <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=PRAAT" title=" PRAAT"> PRAAT</a> </p> <a href="https://publications.waset.org/abstracts/23935/acoustic-analysis-of-psycho-communication-disorders-within-moroccan-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23935.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">389</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> Comparative Study of Affricate Initial Consonants in Chinese and Slovak</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Istvanova">Maria Istvanova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the comparative study of the affricate consonants in Chinese and Slovak is to increase the awareness of the main distinguishing features between these two languages taking into consideration this particular group of consonants. This study determines the main difficulties of the Slovak learners in the process of acquiring correct pronunciation of affricate initial consonants in Chinese based on the understanding of the distinguishing features of Chinese and Slovak affricates in combination with the experimental measuring of VOT values. The software tool Praat is used for the analysis of the recorded language samples. The language samples contain recordings of a Chinese native speaker and Slovak students of Chinese with different language proficiency levels. Based on the results of the analysis in Praat, the study identifies erroneous pronunciation and provide clarification of its cause. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20consonants" title=" initial consonants"> initial consonants</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Slovak" title=" Slovak"> Slovak</a> </p> <a href="https://publications.waset.org/abstracts/137602/comparative-study-of-affricate-initial-consonants-in-chinese-and-slovak" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137602.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">159</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> Compensatory Articulation of Pressure Consonants in Telugu Cleft Palate Speech: A Spectrographic Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indira%20Kothalanka">Indira Kothalanka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For individuals born with a cleft palate (CP), there is no separation between the nasal cavity and the oral cavity, due to which they cannot build up enough air pressure in the mouth for speech. Therefore, it is common for them to have speech problems. Common cleft type speech errors include abnormal articulation (compensatory or obligatory) and abnormal resonance (hyper, hypo and mixed nasality). These are generally resolved after palate repair. However, in some individuals, articulation problems do persist even after the palate repair. Such individuals develop variant articulations in an attempt to compensate for the inability to produce the target phonemes. A spectrographic analysis is used to investigate the compensatory articulatory behaviours of pressure consonants in the speech of 10 Telugu speaking individuals aged between 7-17 years with a history of cleft palate. Telugu is a Dravidian language which is spoken in Andhra Pradesh and Telangana states in India. It is a language with the third largest number of native speakers in India and the most spoken Dravidian language. The speech of the informants is analysed using single word list, sentences, passage and conversation. Spectrographic analysis is carried out using PRAAT, speech analysis software. The place and manner of articulation of consonant sounds is studied through spectrograms with the help of various acoustic cues. The types of compensatory articulation identified are glottal stops, palatal stops, uvular, velar stops and nasal fricatives which are non-native in Telugu. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cleft%20palate" title="cleft palate">cleft palate</a>, <a href="https://publications.waset.org/abstracts/search?q=compensatory%20articulation" title=" compensatory articulation"> compensatory articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrographic%20analysis" title=" spectrographic analysis"> spectrographic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=PRAAT" title=" PRAAT"> PRAAT</a> </p> <a href="https://publications.waset.org/abstracts/31534/compensatory-articulation-of-pressure-consonants-in-telugu-cleft-palate-speech-a-spectrographic-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31534.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">443</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> The Effect of Phonetics Factors in Interpretation of Japanese Degree Adverbs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yan%20Lyu">Yan Lyu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Japanese degree adverbs can be explained in different ways, which is hard for Japanese learners to comprehend. For instance, when ‘tyotto’ is used as a degree word, it can be interpreted literally or not. In the sentence ‘Ano mise, tyotto oishi yo. zehi iku to ii yo.’, ‘tyotto’ can be interpreted as a high degree contextually. Despite pragmatic factors, phonetics factors can also affect the interpretation of such ‘tyotto’. Concentrating on the pattern of ‘tyotto +adjective’, the paper aims to investigate the correlation between the interpretation of ‘tyotto’ and the phonetic factors in some specific contexts based on a listening experiment via PRAAT. It is also investigated that how the phonetic factors affect the interpretation of high degree adverbs, including ‘soutou’ , ‘totemo’ , ‘kanari’ and ‘sugoku’. In the experiment, Japanese speakers listened to sentences which were composed of degree adverbs and adjectives in different intonations and judged which degree the sentences expressed. Two conclusions can be drawn from the experiment results. Firstly, for adverbs expressing a high degree, in the pattern of ‘degree adverb + adjective’, either degree adverb or adjective is pronounced in a higher pitch, or both are highly pronounced, a higher degree can be expressed. Besides, with the insertion of geminate consonant and the extension of the vowel, the longer the duration of the degree adverb becomes, the higher degree can be expressed. Secondly, for ‘tyotto’, which expresses a low degree, the interpretation will be influenced by both phonetic and contextual factors. Phonetically, there are three factors causing ‘tyotto’ to be interpreted as a common degree or a high degree. The three factors are the high pitch of the modified adjective, the extended silence period of the geminate consonant and the change in the intonations of ‘tyotto’. In some contexts just like the comparison sentences, no matter how ‘tyotto + adjective’ is pronounced, ‘tyotto’ tends to be interpreted as a low degree literally. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20interpretation" title="contextual interpretation">contextual interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20degree%20adverbs" title=" Japanese degree adverbs"> Japanese degree adverbs</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetic%20interpretation" title=" phonetic interpretation"> phonetic interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=PRAAT" title=" PRAAT"> PRAAT</a> </p> <a href="https://publications.waset.org/abstracts/85655/the-effect-of-phonetics-factors-in-interpretation-of-japanese-degree-adverbs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85655.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> The Phonemic Inventory of Tenyidie Affricates: An Acoustic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=NeisaKuonuo%20Tungoe">NeisaKuonuo Tungoe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tenyidie, also known as Angami, is spoken by the Angami tribe of Nagaland, North-East India, bordering Myanmar (Burma). It belongs to the Tibeto-Burman language group, falling under the Kuki-Chin-Naga sub-family. Tenyidie studies have seen random attempts at explaining the phonemic inventory of Tenyidie. Different scholars have variously emphasized the grammar or the history of Tenyidie. Many of these claims have been stimulating, but they were often based on a small amount of merely suggestive data or on auditory perception only. The principal objective of this paper is to analyse the affricate segments of Tenyidie as an acoustic study. There are seven categories to the inventory of Tenyidie; Plosives, Nasals, Affricates, Laterals, Rhotics, Fricatives, Semi vowels and Vowels. In all, there are sixty phonemes in the inventory. As mentioned above, the only prominent readings on Tenyidie or affricates in particular are only reflected through auditory perception. As noted above, this study aims to lay out the affricate segments based only on acoustic conclusions. There are seven affricates found in Tenyidie. They are: 1) Voiceless Labiodental Affricate - / pf /, 2) Voiceless Aspirated Labiodental Affricate- / pfh /, 3) Voiceless Alveolar Affricate - / ts /, 4) Voiceless Aspirated Alveolar Affricate - / tsh /, 5) Voiced Alveolar Affricate - / dz /, 6) Voiceless Post-Alveolar Affricate / tʃ / and 7) Voiced Post- Alveolar Affricate- / dʒ /. Since the study is based on acoustic features of affricates, five informants were asked to record their voice with Tenyidie phonemes and English phonemes. Throughout the study of the recorded data, PRAAT, a scientific software program that has made itself indispensible for the analyses of speech in phonetics, have been used as the main software. This data was then used as a comparative study between Tenyidie and English affricates. Comparisons have also been drawn between this study and the work of another author who has stated that there are only six affricates in Tenyidie. The study has been quite detailed regarding the specifics of the data. Detailed accounts of the duration and acoustic cues have been noted. The data will be presented in the form of spectrograms. Since there aren’t any other acoustic related data done on Tenyidie, this study will be the first in the long line of acoustic researches on Tenyidie. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tenyidie" title="tenyidie">tenyidie</a>, <a href="https://publications.waset.org/abstracts/search?q=affricates" title=" affricates"> affricates</a>, <a href="https://publications.waset.org/abstracts/search?q=praat" title=" praat"> praat</a>, <a href="https://publications.waset.org/abstracts/search?q=phonemic%20inventory" title=" phonemic inventory"> phonemic inventory</a> </p> <a href="https://publications.waset.org/abstracts/31535/the-phonemic-inventory-of-tenyidie-affricates-an-acoustic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31535.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">416</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> Developing an Intonation Labeled Dataset for Hindi</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esha%20Banerjee">Esha Banerjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Atul%20Kumar%20Ojha"> Atul Kumar Ojha</a>, <a href="https://publications.waset.org/abstracts/search?q=Girish%20Nath%20Jha"> Girish Nath Jha</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to develop an intonation labeled database for Hindi. Although no single standard for prosody labeling exists in Hindi, researchers in the past have employed perceptual and statistical methods in literature to draw inferences about the behavior of prosody patterns in Hindi. Based on such existing research and largely agreed upon intonational theories in Hindi, this study attempts to develop a manually annotated prosodic corpus of Hindi speech data, which can be used for training speech models for natural-sounding speech in the future. 100 sentences ( 500 words) each for declarative and interrogative types have been labeled using Praat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=speech%20dataset" title="speech dataset">speech dataset</a>, <a href="https://publications.waset.org/abstracts/search?q=Hindi" title=" Hindi"> Hindi</a>, <a href="https://publications.waset.org/abstracts/search?q=intonation" title=" intonation"> intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=labeled%20corpus" title=" labeled corpus"> labeled corpus</a> </p> <a href="https://publications.waset.org/abstracts/142503/developing-an-intonation-labeled-dataset-for-hindi" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Effect of Helium and Sulfur Hexafluoride Gas Inhalation on Voice Resonances</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pallavi%20Marathe">Pallavi Marathe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Voice is considered to be a unique biometric property of human beings. Unlike other biometric evidence, for example, fingerprints and retina scans, etc., voice can be easily changed or mimicked. The present paper talks about how the inhalation of helium and sulfur hexafluoride (SF6) gas affects the voice formant frequencies that are the resonant frequencies of the vocal tract. Helium gas is low-density gas; hence, the voice travels with a higher speed than that of air. On the other side in SF6 gas voice travels with lower speed than that of air due to its higher density. These results in decreasing the resonant frequencies of voice in helium and increasing in SF6. Results are presented with the help of Praat software, which is used for voice analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=voice%20formants" title="voice formants">voice formants</a>, <a href="https://publications.waset.org/abstracts/search?q=helium" title=" helium"> helium</a>, <a href="https://publications.waset.org/abstracts/search?q=sulfur%20hexafluoride" title=" sulfur hexafluoride"> sulfur hexafluoride</a>, <a href="https://publications.waset.org/abstracts/search?q=gas%20inhalation" title=" gas inhalation"> gas inhalation</a> </p> <a href="https://publications.waset.org/abstracts/115121/effect-of-helium-and-sulfur-hexafluoride-gas-inhalation-on-voice-resonances" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/115121.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">125</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> 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">17</span> Comparative Study of Sound Intensity in Individuals Diagnosed with Antisocial Personality Disorder and Normal People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Warmilee">Nadia Warmilee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is s descriptive-analytical research and it aims at studying sound intensity in individuals with antisocial personality disorder and ordinary persons. Data were collected from experimental and control groups by interviews and a field research. Population was all male Iranian with antisocial personality disorder that three of them (a murderer and two individuals with antisocial personality disorder (APD) who have not committed any crimes yet) were selected purposefully. They were compared to three non-affected people. PRAAT software has been used to analyze the data. Results of this study show that there is a significant relationship between dysthymia and sound intensity values. Antisocial personality disorder also affects sound intensity fluctuations. The values of sound intensity are higher in non-affected people than affected one whilst these values are more monotonous. T-test was used to study significance or in significance of sound intensity difference in producing vowels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Acoustics" title="Acoustics">Acoustics</a>, <a href="https://publications.waset.org/abstracts/search?q=Sound%20Intensity" title=" Sound Intensity"> Sound Intensity</a>, <a href="https://publications.waset.org/abstracts/search?q=Antisocial%20Personality%20Disorder" title=" Antisocial Personality Disorder"> Antisocial Personality Disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=Psycholinguistics" title=" Psycholinguistics"> Psycholinguistics</a> </p> <a href="https://publications.waset.org/abstracts/166358/comparative-study-of-sound-intensity-in-individuals-diagnosed-with-antisocial-personality-disorder-and-normal-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166358.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">130</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> Comparing Sounds of the Singing Voice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christel%20Elisabeth%20Bonin">Christel Elisabeth Bonin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This experiment aims at showing that classical singing and belting have both different singing qualities, but singing with a speaking voice has no singing quality. For this purpose, a singing female voice was recorded on four different tone pitches, singing the vowel ‘a’ by using 3 different kinds of singing - classical trained voice, belting voice and speaking voice. The recordings have been entered in the Software Praat. Then the formants of each recorded tone were compared to each other and put in relationship to the singer’s formant. The visible results are taken as an indicator of comparable sound qualities of a classical trained female voice and a belting female voice concerning the concentration of overtones in F1 to F5 and a lack of sound quality in the speaking voice for singing purpose. The results also show that classical singing and belting are both valuable vocal techniques for singing due to their richness of overtones and that belting is not comparable to shouting or screaming. Singing with a speaking voice in contrast should not be called singing due to the lack of overtones which means by definition that there is no musical tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formants" title="formants">formants</a>, <a href="https://publications.waset.org/abstracts/search?q=overtone" title=" overtone"> overtone</a>, <a href="https://publications.waset.org/abstracts/search?q=singer%E2%80%99s%20formant" title=" singer’s formant"> singer’s formant</a>, <a href="https://publications.waset.org/abstracts/search?q=singing%20voice" title=" singing voice"> singing voice</a>, <a href="https://publications.waset.org/abstracts/search?q=belting" title=" belting"> belting</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20singing" title=" classical singing"> classical singing</a>, <a href="https://publications.waset.org/abstracts/search?q=singing%20with%20the%20speaking%20voice" title=" singing with the speaking voice"> singing with the speaking voice</a> </p> <a href="https://publications.waset.org/abstracts/41946/comparing-sounds-of-the-singing-voice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41946.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">328</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> Melodic and Temporal Structure of Indonesian Sentences of Sitcom "International Class" Actors: Prosodic Study with Experimental Phonetics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tri%20Sulistyaningtyas">Tri Sulistyaningtyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Yani%20Suryani"> Yani Suryani</a>, <a href="https://publications.waset.org/abstracts/search?q=Dana%20Waskita"> Dana Waskita</a>, <a href="https://publications.waset.org/abstracts/search?q=Linda%20Handayani%20Sukaemi"> Linda Handayani Sukaemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ferry%20Fauzi%20Hermawan"> Ferry Fauzi Hermawan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The enthusiasm of foreigners studying the Indonesian language by Foreign Speakers (BIPA) was documented in a sitcom "International Class". Tone and stress when they speak the Indonesian language is unique and different from Indonesian pronunciation. By using the Praat program, this research aims to describe prosodic Indonesian language which is spoken by ‘International Class” actors consisting of Abbas from Nigeria, Lee from Korea, and Kotaro from Japan. Data for the research are taken from the video sitcom "International Class" that aired on Indonesian television. The results of this study revealed that pitch movement that arises when pronouncing Indonesian sentences was up and down gradually, there is also a rise and fall sharply. In terms of stress, respondents tend to contain a lot of stress when pronouncing Indonesian sentences. Meanwhile, in terms of temporal structure, the duration pronouncing Indonesian sentences tends to be longer than that of Indonesian speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=melodic%20structure" title="melodic structure">melodic structure</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20structure" title=" temporal structure"> temporal structure</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody" title=" prosody"> prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20phonetics" title=" experimental phonetics"> experimental phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20class" title=" international class"> international class</a> </p> <a href="https://publications.waset.org/abstracts/63808/melodic-and-temporal-structure-of-indonesian-sentences-of-sitcom-international-class-actors-prosodic-study-with-experimental-phonetics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63808.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">302</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> Acoustic Characteristics of Ḫijaiyaḫ Letters Pronunciation by Indonesian Native Speaker</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Romi%20Hardiyansyah">Romi Hardiyansyah</a>, <a href="https://publications.waset.org/abstracts/search?q=Raden%20Sugeng%20Joko%20Sarwono"> Raden Sugeng Joko Sarwono</a>, <a href="https://publications.waset.org/abstracts/search?q=Agus%20Samsi"> Agus Samsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesian people have a mother language but not Arabic. Meanwhile, they must be able to pronounce the Arabic because Islam is the biggest religion in Indonesia. Arabic is composed by ḫijaiyaḫ letters which has its own pronunciation. Sound production process in humans can be divided into three physiological processes, namely: the formation of airflow from the lungs, the change in airflow from the lungs into the sound, and articulation (the modulation/sound setting into a specific sound). Ḫijaiyaḫ letters has its own articulation, some of which seem strange for most people in Indonesia. Those letters come out from the middle and upper throat so that the letters has its own acoustic characteristics. Acoustic characteristics of voice can be observed by source-filter approach that has parameters: pitch, formant, and formant bandwidth. Pitch is the basic tone in every human being. Formant is the resonance frequency of the human voice. Formant bandwidth is the time-width of a formant. After recording the sound from 21 subjects, data is processed by software Praat version 5.3.39. The analysis showed that each pronunciation, syakal (vowel changer), and the place of discharge letters has the same timbre which are determined by third and fourth formant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=%E1%B8%ABijaiya%E1%B8%AB" title="ḫijaiyaḫ">ḫijaiyaḫ</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation" title=" articulation"> articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=pitch" title=" pitch"> pitch</a>, <a href="https://publications.waset.org/abstracts/search?q=formant" title=" formant"> formant</a>, <a href="https://publications.waset.org/abstracts/search?q=formant%20bandwidth" title=" formant bandwidth"> formant bandwidth</a>, <a href="https://publications.waset.org/abstracts/search?q=timbre" title=" timbre"> timbre</a> </p> <a href="https://publications.waset.org/abstracts/36324/acoustic-characteristics-of-ijaiya-letters-pronunciation-by-indonesian-native-speaker" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36324.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">13</span> Imprecise Vowel Articulation in Down Syndrome: An Acoustic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anitha%20Naittee%20Abraham">Anitha Naittee Abraham</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Sreedevi"> N. Sreedevi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Individuals with Down syndrome (DS) have relatively better expressive language compared to other individuals with intellectual disabilities. Reduced speech intelligibility is one of the major concerns of this group of individuals due to their anatomical and physiological differences. The study investigated the vowel articulation of Malayalam speaking children with DS in the age range of 5-10 years. The vowel production of 10 children with DS was compared with typically developing children in the same age range. Vowels were extracted from 3 words with the corner vowels /a/, /i/ and /u/ in the word-initial position, using Praat (version 5.3.23) software. Acoustic analysis was based on vowel space area (VSA), Formant centralization ration (FCR) and F2i/F2u. The findings revealed increased formant values for the control group except for F2a and F2u. Also, the experimental group had higher FCR, lower VSA, and F2i/F2u values suggestive of imprecise vowel articulation due to restricted tongue movements. The results of the independent t-test revealed a significant difference in F1a, F2i, F2u, VSA, FCR and F2i/F2u values between the experimental and control group. These findings support the fact that children with DS have imprecise vowel articulation that interferes with the overall speech intelligibility. Hence it is essential to target the oromotor skills to enhance the speech intelligibility which in turn benefit in the social and vocational domains of these individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Down%20syndrome" title="Down syndrome">Down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=FCR" title=" FCR"> FCR</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20articulation" title=" vowel articulation"> vowel articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20space" title=" vowel space"> vowel space</a> </p> <a href="https://publications.waset.org/abstracts/99225/imprecise-vowel-articulation-in-down-syndrome-an-acoustic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99225.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">185</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">12</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">11</span> Accentuation Moods of Blaming Utterances in Egyptian Arabic: A Pragmatic Study of Prosodic Focus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reda%20A.%20H.%20Mahmoud">Reda A. H. Mahmoud</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the pragmatic meaning of prosodic focus through four accentuation moods of blaming utterances in Egyptian Arabic. Prosodic focus results in various pragmatic meanings when the speaker utters the same blaming expression in different emotional moods: the angry, the mocking, the frustrated, and the informative moods. The main objective of this study is to interpret the meanings of these four accentuation moods in relation to their illocutionary forces and pre-locutionary effects, the integrated features of prosodic focus (e.g., tone movement distributions, pitch accents, lengthening of vowels, deaccentuation of certain syllables/words, and tempo), and the consonance between the former prosodic features and certain lexico-grammatical components to communicate the intentions of the speaker. The data on blaming utterances has been collected via elicitation and pre-recorded material, and the selection of blaming utterances is based on the criteria of lexical and prosodic regularity to be processed and verified by three computer programs, Praat, Speech Analyzer, and Spectrogram Freeware. A dual pragmatic approach is established to interpret expressive blaming utterance and their lexico-grammatical distributions into intonational focus structure units. The pragmatic component of this approach explains the variable psychological attitudes through the expressions of blaming and their effects whereas the analysis of prosodic focus structure is used to describe the intonational contours of blaming utterances and other prosodic features. The study concludes that every accentuation mood has its different prosodic configuration which influences the listener’s interpretation of the pragmatic meanings of blaming utterances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title="pragmatics">pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20interpretation" title=" pragmatic interpretation"> pragmatic interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody" title=" prosody"> prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=prosodic%20focus" title=" prosodic focus"> prosodic focus</a> </p> <a href="https://publications.waset.org/abstracts/87935/accentuation-moods-of-blaming-utterances-in-egyptian-arabic-a-pragmatic-study-of-prosodic-focus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87935.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">152</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">10</span> The Intonation of Romanian Greetings: A Sociolinguistics Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anca-Diana%20Bibiri">Anca-Diana Bibiri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mihaela%20Mocanu"> Mihaela Mocanu</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrian%20Turcule%C8%9B"> Adrian Turculeț</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a language the inventory of greetings is dynamic with frequent input and output, although this is hardly noticed by the speakers. In this register, there are a number of constant, conservative elements that survive different language models (among them, the classic formulae: <em>bună ziua! </em>(<em>good afternoon!</em>)<em>, bună seara! (good evening!</em>)<em>, noapte bună!</em> (<em>good night!</em>)<em>, la revedere! </em>(<em>goodbye!</em>) and a number of items that fail to pass the test of time, according to language use at a time (<em>ciao!</em>, <em>pa!</em>, <em>bai!</em>). The source of innovation depends both of internal factors (contraction, conversion, combination of classic formulae of greetings), and of external ones (borrowings and calques). Their use imposes their frequencies at once, namely the elimination of the use of others. This paper presents a sociolinguistic approach of contemporary Romanian greetings, based on prosodic surveys in two research projects: AMPRom, and SoRoEs. Romanian language presents a rich inventory of questions (especially partial interrogatives questions/WH-Q) which are used as greetings, alone or, more commonly accompanying a proper greeting. The representative of the typical formulae is <em>Ce mai faci? </em>(<em>How are you?</em>), which, unlike its English counterpart <em>How do you do?</em>, has not become a stereotype, but retains an obvious emotional impact, while serving as a mark of sociolinguistic group. The analyzed corpus consists of structures containing greetings recorded in the main Romanian cultural (urban) centers. From the methodological point of view, the acoustic analysis of the recorded data is performed using software tools (GoldWave, Praat), identifying intonation patterns related to three sociolinguistics variables: age, sex and level of education. The intonation patterns of the analyzed statements are at the interface between partial questions and typical greetings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20analysis" title="acoustic analysis">acoustic analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=greetings" title=" greetings"> greetings</a>, <a href="https://publications.waset.org/abstracts/search?q=Romanian%20language" title=" Romanian language"> Romanian language</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/47011/the-intonation-of-romanian-greetings-a-sociolinguistics-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</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">8</span> Stress and Rhythm in the Educated Nigerian Accent of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nkereke%20M.%20Essien">Nkereke M. Essien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The intention of this paper is to examine stress in the Educated Nigerian Accent of English (ENAE) with the aim of analyzing stress and rhythmic patterns of Nigerian English. Our aim also is to isolate differences and similarities in the stress patterns studied and also know what forms the accent of these Educated Nigerian English (ENE) which marks them off from other groups or English’s of the world, to ascertain and characterize it and to provide documented evidence for its existence. Nigerian stress and rhythmic patterns are significantly different from the British English stress and rhythmic patterns consequently, the educated Nigerian English (ENE) features more stressed syllables than the native speakers’ varieties. The excessive stressed of syllables causes a contiguous “Ss” in the rhythmic flow of ENE, and this brings about a “jerky rhythm’ which distorts communication. To ascertain this claim, ten (10) Nigerian speakers who are educated in the English Language were selected by a stratified Random Sampling technique from two Federal Universities in Nigeria. This classification belongs to the education to the educated class or standard variety. Their performance was compared to that of a Briton (control). The Metrical system of analysis was used. The respondents were made to read some words and utterance which was recorded and analyzed perceptually, statistically and acoustically using the one-way Analysis of Variance (ANOVA). The Turky-Kramer Post Hoc test, the Wilcoxon Matched Pairs Signed Ranks test, and the Praat analysis software were used in the analysis. It was revealed from our findings that the Educated Nigerian English speakers feature more stressed syllables in their productions by spending more time in pronouncing stressed syllables and sometimes lesser time in pronouncing the unstressed syllables. Their overall tempo was faster. The ENE speakers used tone to mark prominence while the native speaker used stress to mark pronounce, typified by the control. We concluded that the stress pattern of the ENE speakers was significantly different from the native speaker’s variety represented by the control’s performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accent" title="accent">accent</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20English" title=" Nigerian English"> Nigerian English</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythm" title=" rhythm"> rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/55952/stress-and-rhythm-in-the-educated-nigerian-accent-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55952.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">240</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">7</span> Experimental Research and Analyses of Yoruba Native Speakers’ Chinese Phonetic Errors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Obasa%20Joshua%20Ifeoluwa">Obasa Joshua Ifeoluwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phonetics is the foundation and most important part of language learning. This article, through an acoustic experiment as well as using Praat software, uses Yoruba students’ Chinese consonants, vowels, and tones pronunciation to carry out a visual comparison with that of native Chinese speakers. This article is aimed at Yoruba native speakers learning Chinese phonetics; therefore, Yoruba students are selected. The students surveyed are required to be at an elementary level and have learned Chinese for less than six months. The students selected are all undergraduates majoring in Chinese Studies at the University of Lagos. These students have already learned Chinese Pinyin and are all familiar with the pinyin used in the provided questionnaire. The Chinese students selected are those that have passed the level two Mandarin proficiency examination, which serves as an assurance that their pronunciation is standard. It is discovered in this work that in terms of Mandarin’s consonants pronunciation, Yoruba students cannot distinguish between the voiced and voiceless as well as the aspirated and non-aspirated phonetics features. For instance, while pronouncing [ph] it is clearly shown in the spectrogram that the Voice Onset Time (VOT) of a Chinese speaker is higher than that of a Yoruba native speaker, which means that the Yoruba speaker is pronouncing the unaspirated counterpart [p]. Another difficulty is to pronounce some affricates like [tʂ]、[tʂʰ]、[ʂ]、[ʐ]、 [tɕ]、[tɕʰ]、[ɕ]. This is because these sounds are not in the phonetic system of the Yoruba language. In terms of vowels, some students find it difficult to pronounce some allophonic high vowels such as [ɿ] and [ʅ], therefore pronouncing them as their phoneme [i]; another pronunciation error is pronouncing [y] as [u], also as shown in the spectrogram, a student pronounced [y] as [iu]. In terms of tone, it is most difficult for students to differentiate between the second (rising) and third (falling and rising) tones because these tones’ emphasis is on the rising pitch. This work concludes that the major error made by Yoruba students while pronouncing Chinese sounds is caused by the interference of their first language (LI) and sometimes by their lingua franca. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese" title="Chinese">Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoruba" title=" Yoruba"> Yoruba</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20phonetics" title=" experimental phonetics"> experimental phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=consonant" title=" consonant"> consonant</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a>, <a href="https://publications.waset.org/abstracts/search?q=tone" title=" tone"> tone</a> </p> <a href="https://publications.waset.org/abstracts/148984/experimental-research-and-analyses-of-yoruba-native-speakers-chinese-phonetic-errors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148984.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> A Comprehensive Methodology for Voice Segmentation of Large Sets of Speech Files Recorded in Naturalistic Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ana%20Londral">Ana Londral</a>, <a href="https://publications.waset.org/abstracts/search?q=Burcu%20Demiray"> Burcu Demiray</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcus%20Cheetham"> Marcus Cheetham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Speech recording is a methodology used in many different studies related to cognitive and behaviour research. Modern advances in digital equipment brought the possibility of continuously recording hours of speech in naturalistic environments and building rich sets of sound files. Speech analysis can then extract from these files multiple features for different scopes of research in Language and Communication. However, tools for analysing a large set of sound files and automatically extract relevant features from these files are often inaccessible to researchers that are not familiar with programming languages. Manual analysis is a common alternative, with a high time and efficiency cost. In the analysis of long sound files, the first step is the voice segmentation, i.e. to detect and label segments containing speech. We present a comprehensive methodology aiming to support researchers on voice segmentation, as the first step for data analysis of a big set of sound files. Praat, an open source software, is suggested as a tool to run a voice detection algorithm, label segments and files and extract other quantitative features on a structure of folders containing a large number of sound files. We present the validation of our methodology with a set of 5000 sound files that were collected in the daily life of a group of voluntary participants with age over 65. A smartphone device was used to collect sound using the Electronically Activated Recorder (EAR): an app programmed to record 30-second sound samples that were randomly distributed throughout the day. Results demonstrated that automatic segmentation and labelling of files containing speech segments was 74% faster when compared to a manual analysis performed with two independent coders. Furthermore, the methodology presented allows manual adjustments of voiced segments with visualisation of the sound signal and the automatic extraction of quantitative information on speech. In conclusion, we propose a comprehensive methodology for voice segmentation, to be used by researchers that have to work with large sets of sound files and are not familiar with programming tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=automatic%20speech%20analysis" title="automatic speech analysis">automatic speech analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20analysis" title=" behavior analysis"> behavior analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalistic%20environments" title=" naturalistic environments"> naturalistic environments</a>, <a href="https://publications.waset.org/abstracts/search?q=voice%20segmentation" title=" voice segmentation"> voice segmentation</a> </p> <a href="https://publications.waset.org/abstracts/61854/a-comprehensive-methodology-for-voice-segmentation-of-large-sets-of-speech-files-recorded-in-naturalistic-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61854.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">281</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">5</span> Voice Quality in Italian-Speaking Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patrizia%20Bonaventura">Patrizia Bonaventura</a>, <a href="https://publications.waset.org/abstracts/search?q=Magda%20Di%20Renzo"> Magda Di Renzo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This project aims to measure and assess the voice quality in children with autism. Few previous studies exist which have analyzed the voice quality of individuals with autism: abnormal voice characteristics have been found, like a high pitch, great pitch range, and sing-song quality. Existing studies did not focus specifically on Italian-speaking children’s voices and provided analysis of a few acoustic parameters. The present study aimed to gather more data and to perform acoustic analysis of the voice of children with autism in order to identify patterns of abnormal voice features that might shed some light on the causes of the dysphonia and possibly be used to create a pediatric assessment tool for early identification of autism. The participants were five native Italian-speaking boys with autism between the age of 4 years and 10 years (mean 6.8 ± SD 1.4). The children had a diagnosis of autism, were verbal, and had no other comorbid conditions (like Down syndrome or ADHD). The voices of the autistic children were recorded in the production of sustained vowels [ah] and [ih] and of sentences from the Italian version of the CAPE-V voice assessment test. The following voice parameters, representative of normal quality, were analyzed by acoustic spectrography through Praat: Speaking Fundamental Frequency, F0 range, average intensity, and dynamic range. The results showed that the pitch parameters (Speaking Fundamental Frequency and F0 range), as well as the intensity parameters (average intensity and dynamic range), were significantly different from the relative normal reference thresholds. Also, variability among children was found, so confirming a tendency revealed in previous studies of individual variation in these aspects of voice quality. The results indicate a general pattern of abnormal voice quality characterized by a high pitch and large variations in pitch and intensity. These acoustic voice characteristics found in Italian-speaking autistic children match those found in children speaking other languages, indicating that autism symptoms affecting voice quality might be independent of the native language of the children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=voice%20disorders" title=" voice disorders"> voice disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20science" title=" speech science"> speech science</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustic%20analysis%20of%20voice" title=" acoustic analysis of voice"> acoustic analysis of voice</a> </p> <a href="https://publications.waset.org/abstracts/148431/voice-quality-in-italian-speaking-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148431.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">71</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">4</span> Pharyngealization Spread in Ibbi Dialect of Yemeni Arabic: An Acoustic Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadhl%20Qutaish">Fadhl Qutaish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the pharyngealization spread in one of the Yemeni Arabic dialects, namely, Ibbi Arabic (IA). It investigates how pharyngealized sounds spread their acoustic features onto the neighboring vowels and change their default features. This feature has been investigated quietly well in MSA but still has to be deeply studied in the different dialect of Arabic which will bring about a clearer picture of the similarities and the differences among these dialects and help in mapping them based on the way this feature is utilized. Though the studies are numerous, no one of them has illustrated how far in the multi-syllabic word the spread can be and whether it takes a steady or gradient manner. This study tries to fill this gap and give a satisfactory explanation of the pharyngealization spread in Ibbi Dialect. This study is the first step towards a larger investigation of the different dialects of Yemeni Arabic in the future. The data recorded are represented in minimal pairs in which the trigger (pharyngealized or the non-pharyngealized sound) is in the initial or final position of monosyllabic and multisyllabic words. A group of 24 words were divided into four groups and repeated three times by three subjects which will yield 216 tokens that are tested and analyzed. The subjects are three male speakers aged between 28 and 31 with no history of neurological, speaking or hearing problems. All of them are bilingual speakers of Arabic and English and native speakers of Ibbi-Dialect. Recordings were done in a sound-proof room and praat software was used for the analysis and coding of the trajectories of F1 and F2 for the low vowel /a/ to see the effect of pharyngealization on the formant trajectory within the same syllable and in other syllables of the same word by comparing the F1 and F2 formants to the non-pharyngealized environment. The results show that pharyngealization spread is gradient (progressively and regressively). The spread is reflected in the gradual raising of F1 as we move closer towards the trigger and the gradual lowering of F2 as well. The results of the F1 mean values in tri-syllabic words when the trigger is word initially show that there is a raise of 37.9 HZ in the first syllable, 26.8HZ in the second syllable and 14.2HZ in the third syllable. F2 mean values undergo a lowering of 239 HZ in the first syllable, 211.7 HZ in the second syllable and 176.5 in the third syllable. This gradual decrease in the difference of F2 values in the non-pharyngealized and pharyngealized context illustrates that the spread is gradient. A similar result was found when the trigger is word-final which proves that the spread is gradient (progressively and regressively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharyngealization" title="pharyngealization">pharyngealization</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20Arabic" title=" Yemeni Arabic"> Yemeni Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibbi%20dialect" title=" Ibbi dialect"> Ibbi dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=pharyngealization%20spread" title=" pharyngealization spread"> pharyngealization spread</a> </p> <a href="https://publications.waset.org/abstracts/46023/pharyngealization-spread-in-ibbi-dialect-of-yemeni-arabic-an-acoustic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46023.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">222</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">3</span> Prosodic Realization of Focus in the Public Speeches Delivered by Spanish Learners of English and English Native Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ra%C3%BAl%20Jim%C3%A9nez%20Vilches">Raúl Jiménez Vilches</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Native (L1) speakers can mark prosodically one part of an utterance and make it more relevant as opposed to the rest of the constituents. Conversely, non-native (L2) speakers encounter problems when it comes to marking prosodically information structure in English. In fact, the L2 speaker’s choice for the prosodic realization of focus is not so clear and often obscures the intended pragmatic meaning and the communicative value in general. This paper reports some of the findings obtained in an L2 prosodic training course for Spanish learners of English within the context of public speaking. More specifically, it analyses the effects of the course experiment in relation to the non-native production of the tonic syllable to mark focus and compares it with the public speeches delivered by native English speakers. The whole experimental training was executed throughout eighteen input sessions (1,440 minutes total time) and all the sessions took place in the classroom. In particular, the first part of the course provided explicit instruction on the recognition and production of the tonic syllable and how the tonic syllable is used to express focus. The non-native and native oral presentations were acoustically analyzed using Praat software for speech analysis (7,356 words in total). The investigation adopted mixed and embedded methodologies. Quantitative information is needed when measuring acoustically the phonetic realization of focus. Qualitative data such as questionnaires, interviews, and observations were also used to interpret the quantitative data. The embedded experiment design was implemented through the analysis of the public speeches before and after the intervention. Results indicate that, even after the L2 prosodic training course, Spanish learners of English still show some major inconsistencies in marking focus effectively. Although there was occasional improvement regarding the choice for location and word classes, Spanish learners were, in general, far from achieving similar results to the ones obtained by the English native speakers in the two types of focus. The prosodic realization of focus seems to be one of the hardest areas of the English prosodic system to be mastered by Spanish learners. A funded research project is in the process of moving the present classroom-based experiment to an online environment (mobile app) and determining whether there is a more effective focus usage through CAPT (Computer-Assisted Pronunciation) tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=focus" title="focus">focus</a>, <a href="https://publications.waset.org/abstracts/search?q=prosody" title=" prosody"> prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20learners%20of%20English" title=" Spanish learners of English"> Spanish learners of English</a> </p> <a href="https://publications.waset.org/abstracts/151428/prosodic-realization-of-focus-in-the-public-speeches-delivered-by-spanish-learners-of-english-and-english-native-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151428.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">99</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">2</span> Phonological Encoding and Working Memory in Kannada Speaking Adults Who Stutter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirmal%20Sugathan">Nirmal Sugathan</a>, <a href="https://publications.waset.org/abstracts/search?q=Santosh%20Maruthy"> Santosh Maruthy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: A considerable number of studies have evidenced that phonological encoding (PE) and working memory (WM) skills operate differently in adults who stutter (AWS). In order to tap these skills, several paradigms have been employed such as phonological priming, phoneme monitoring, and nonword repetition tasks. This study, however, utilizes a word jumble paradigm to assess both PE and WM using different modalities and this may give a better understanding of phonological processing deficits in AWS. Aim: The present study investigated PE and WM abilities in conjunction with lexical access in AWS using jumbled words. The study also aimed at investigating the effect of increase in cognitive load on phonological processing in AWS by comparing the speech reaction time (SRT) and accuracy scores across various syllable lengths. Method: Participants were 11 AWS (Age range=19-26) and 11 adults who do not stutter (AWNS) (Age range=19-26) matched for age, gender and handedness. Stimuli: Ninety 3-, 4-, and 5-syllable jumbled words (JWs) (n=30 per syllable length category) constructed from Kannada words served as stimuli for jumbled word paradigm. In order to generate jumbled words (JWs), the syllables in the real words were randomly transpositioned. Procedures: To assess PE, the JWs were presently visually using DMDX software and for WM task, JWs were presented through auditory mode through headphones. The participants were asked to silently manipulate the jumbled words to form a Kannada real word and verbally respond once. The responses for both tasks were audio recorded using record function in DMDX software and the recorded responses were analyzed using PRAAT software to calculate the SRT. Results: SRT: Mann-Whitney test results demonstrated that AWS performed significantly slower on both tasks (p < 0.001) as indicated by increased SRT. Also, AWS presented with increased SRT on both the tasks in all syllable length conditions (p < 0.001). Effect of syllable length: Wilcoxon signed rank test was carried out revealed that, on task assessing PE, the SRT of 4syllable JWs were significantly higher in both AWS (Z= -2.93, p=.003) and AWNS (Z= -2.41, p=.003) when compared to 3-syllable words. However, the findings for 4- and 5-syllable words were not significant. Task Accuracy: The accuracy scores were calculated for three syllable length conditions for both PE and PM tasks and were compared across the groups using Mann-Whitney test. The results indicated that the accuracy scores of AWS were significantly below that of AWNS in all the three syllable conditions for both the tasks (p < 0.001). Conclusion: The above findings suggest that PE and WM skills are compromised in AWS as indicated by increased SRT. Also, AWS were progressively less accurate in descrambling JWs of increasing syllable length and this may be interpreted as, rather than existing as a uniform deficiency, PE and WM deficits emerge when the cognitive load is increased. AWNS exhibited increased SRT and increased accuracy for JWs of longer syllable length whereas AWS was not benefited from increasing the reaction time, thus AWS had to compromise for both SRT and accuracy while solving JWs of longer syllable length. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adults%20who%20stutter" title="adults who stutter">adults who stutter</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20ability" title=" phonological ability"> phonological ability</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a>, <a href="https://publications.waset.org/abstracts/search?q=encoding" title=" encoding"> encoding</a>, <a href="https://publications.waset.org/abstracts/search?q=jumbled%20words" title=" jumbled words"> jumbled words</a> </p> <a href="https://publications.waset.org/abstracts/99180/phonological-encoding-and-working-memory-in-kannada-speaking-adults-who-stutter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99180.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">240</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">1</span> The Roles of Mandarin and Local Dialect in the Acquisition of L2 English Consonants Among Chinese Learners of English: Evidence From Suzhou Dialect Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weijing%20Zhou">Weijing Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuting%20Lei"> Yuting Lei</a>, <a href="https://publications.waset.org/abstracts/search?q=Francis%20Nolan"> Francis Nolan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the domain of second language acquisition, whenever pronunciation errors or acquisition difficulties are found, researchers habitually attribute them to the negative transfer of the native language or local dialect. To what extent do Mandarin and local dialects affect English phonological acquisition for Chinese learners of English as a foreign language (EFL)? Little evidence, however, has been found via empirical research in China. To address this core issue, the present study conducted phonetic experiments to explore the roles of local dialects and Mandarin in Chinese EFL learners’ acquisition of L2 English consonants. Besides Mandarin, the sole national language in China, Suzhou dialect was selected as the target local dialect because of its distinct phonology from Mandarin. The experimental group consisted of 30 junior English majors at Yangzhou University, who were born and lived in Suzhou, acquired Suzhou Dialect since their early childhood, and were able to communicate freely and fluently with each other in Suzhou Dialect, Mandarin as well as English. The consonantal target segments were all the consonants of English, Mandarin and Suzhou Dialect in typical carrier words embedded in the carrier sentence Say again. The control group consisted of two Suzhou Dialect experts, two Mandarin radio broadcasters, and two British RP phoneticians, who served as the standard speakers of the three languages. The reading corpus was recorded and sampled in the phonetic laboratories at Yangzhou University, Soochow University and Cambridge University, respectively, then transcribed, segmented and analyzed acoustically via Praat software, and finally analyzed statistically via EXCEL and SPSS software. The main findings are as follows: First, in terms of correct acquisition rates (CARs) of all the consonants, Mandarin ranked top (92.83%), English second (74.81%) and Suzhou Dialect last (70.35%), and significant differences were found only between the CARs of Mandarin and English and between the CARs of Mandarin and Suzhou Dialect, demonstrating Mandarin was overwhelmingly more robust than English or Suzhou Dialect in subjects’ multilingual phonological ecology. Second, in terms of typical acoustic features, the average duration of all the consonants plus the voice onset time (VOT) of plosives, fricatives, and affricatives in 3 languages were much longer than those of standard speakers; the intensities of English fricatives and affricatives were higher than RP speakers but lower than Mandarin and Suzhou Dialect standard speakers; the formants of English nasals and approximants were significantly different from those of Mandarin and Suzhou Dialects, illustrating the inconsistent acoustic variations between the 3 languages. Thirdly, in terms of typical pronunciation variations or errors, there were significant interlingual interactions between the 3 consonant systems, in which Mandarin consonants were absolutely dominant, accounting for the strong transfer from L1 Mandarin to L2 English instead of from earlier-acquired L1 local dialect to L2 English. This is largely because the subjects were knowingly exposed to Mandarin since their nursery and were strictly required to speak in Mandarin through all the formal education periods from primary school to university. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition%20of%20L2%20English%20consonants" title="acquisition of L2 English consonants">acquisition of L2 English consonants</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20Mandarin" title=" role of Mandarin"> role of Mandarin</a>, <a href="https://publications.waset.org/abstracts/search?q=role%20of%20local%20dialect" title=" role of local dialect"> role of local dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20EFL%20learners%20from%20Suzhou%20Dialect%20areas" title=" Chinese EFL learners from Suzhou Dialect areas"> Chinese EFL learners from Suzhou Dialect areas</a> </p> <a href="https://publications.waset.org/abstracts/164393/the-roles-of-mandarin-and-local-dialect-in-the-acquisition-of-l2-english-consonants-among-chinese-learners-of-english-evidence-from-suzhou-dialect-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164393.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">97</span> </span> </div> </div> </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 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