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vowels</title> <meta name="description" content="Search results for: vowels"> <meta name="keywords" content="vowels"> <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="vowels"> <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> 46</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: vowels</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Production of Oral Vowels by Chinese Learners of Portuguese: Problems and Didactic Implications </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adelina%20Castelo">Adelina Castelo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing number of learners of Portuguese as Foreign Language in China justifies the need to define the phonetic profile of these learners and to design didactic materials that are adjusted to their specific problems in pronunciation. Different aspects of this topic have been studied, but the production of oral vowels still needs to be investigated. This study aims: (i) to identify the problems the Chinese learners of Portuguese experience in the pronunciation of oral vowels; (ii) to discuss the didactic implications drawn from those problems. The participants were eight native speakers of Mandarin Chinese that had been learning Portuguese in College for almost a year. They named pictured objects and their oral productions were recorded and phonetically transcribed. The selection of the objects to name took into account some linguistic variables (e.g. stress pattern, syllable structure, presence of the Portuguese oral vowels in different word positions according to stress location). The results are analysed in two ways: the impact of linguistic variables on the success rate in the vowels' production; the replacement strategies used in the non-target productions. Both analyses show that the Chinese learners of Portuguese (i) have significantly more difficulties with the mid vowels as well as the high central vowel and (ii) do not master the vowel height feature. These findings contribute to define the phonetic profile of these learners in terms of oral vowel production. Besides, they have important didactic implications for the pronunciation teaching to these specific learners. Those implications are discussed and exemplified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20learners" title="Chinese learners">Chinese learners</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20phonetic%20profile" title=" learners’ phonetic profile"> learners’ phonetic profile</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20variables" title=" linguistic variables"> linguistic variables</a>, <a href="https://publications.waset.org/abstracts/search?q=Portuguese%20as%20foreign%20language" title=" Portuguese as foreign language"> Portuguese as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20data" title=" production data"> production data</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20teaching" title=" pronunciation teaching"> pronunciation teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20vowels" title=" oral vowels"> oral vowels</a> </p> <a href="https://publications.waset.org/abstracts/74174/production-of-oral-vowels-by-chinese-learners-of-portuguese-problems-and-didactic-implications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74174.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">45</span> A Contrastive Analysis of English and Ukwuani Front Vowels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omenogor">Omenogor</a>, <a href="https://publications.waset.org/abstracts/search?q=Happy%20Dumbi"> Happy Dumbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the areas of convergence and divergence between English and Ųkwųanį (a language in Nigeria) vowel systems with particular emphasis on the front vowels. It specifies areas of difficulty for the average Ųkwųanį users of English and Ųkwųanį L1 users of English as a second language. The paper explains the nature of contrastive analysis, the geographical locations where Ųkwųanį is spoken as mother tongue as well as English and Ųkwųanį front vowels. The principles of establishing phonemes, minimal pairs in Ųkwųanį as well as the vowel charts in both languages are among the issues highlighted in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convergence" title="convergence">convergence</a>, <a href="https://publications.waset.org/abstracts/search?q=divergence" title=" divergence"> divergence</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukw%C5%B3an%C4%AF" title=" Ukwųanį"> Ukwųanį</a> </p> <a href="https://publications.waset.org/abstracts/34630/a-contrastive-analysis-of-english-and-ukwuani-front-vowels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34630.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">492</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">44</span> Still Pictures for Learning Foreign Language Sounds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaoru%20Tomita">Kaoru Tomita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores how visual information helps us to learn foreign language pronunciation. Visual assistance and its effect for learning foreign language have been discussed widely. For example, simplified illustrations in textbooks are used for telling learners which part of the articulation organs are used for pronouncing sounds. Vowels are put into a chart that depicts a vowel space. Consonants are put into a table that contains two axes of place and manner of articulation. When comparing a still picture and a moving picture for visualizing learners’ pronunciation, it becomes clear that the former works better than the latter. The visualization of vowels was applied to class activities in which native and non-native speakers’ English was compared and the learners’ feedback was collected: the positions of six vowels did not scatter as much as they were expected to do. Specifically, two vowels were not discriminated and were arranged very close in the vowel space. It was surprising for the author to find that learners liked analyzing their own pronunciation by linking formant ones and twos on a sheet of paper with a pencil. Even a simple method works well if it leads learners to think about their pronunciation analytically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a> </p> <a href="https://publications.waset.org/abstracts/50291/still-pictures-for-learning-foreign-language-sounds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50291.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">251</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">43</span> Perceptual and Ultrasound Articulatory Training Effects on English L2 Vowels Production by Italian Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Sonia%20d%E2%80%99Apolito">I. Sonia d’Apolito</a>, <a href="https://publications.waset.org/abstracts/search?q=Bianca%20Sisinni"> Bianca Sisinni</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirko%20Grimaldi"> Mirko Grimaldi</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gili%20Fivela"> Barbara Gili Fivela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American English contrast /ɑ-ʌ/ (cop-cup) is difficult to be produced by Italian learners since they realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively, due to differences in phonetic-phonological systems and also in grapheme-to-phoneme conversion rules. In this paper, we try to answer the following research questions: Can a short training improve the production of English /ɑ-ʌ/ by Italian learners? Is a perceptual training better than an articulatory (ultrasound - US) training? Thus, we compare a perceptual training with an US articulatory one to observe: 1) the effects of short trainings on L2-/ɑ-ʌ/ productions; 2) if the US articulatory training improves the pronunciation better than the perceptual training. In this pilot study, 9 Salento-Italian monolingual adults participated: 3 subjects performed a 1-hour perceptual training (ES-P); 3 subjects performed a 1-hour US training (ES-US); and 3 control subjects did not receive any training (CS). Verbal instructions about the phonetic properties of L2-/ɑ-ʌ/ and L1-/ɔ-a/ and their differences (representation on F1-F2 plane) were provided during both trainings. After these instructions, the ES-P group performed an identification training based on the High Variability Phonetic Training procedure, while the ES-US group performed the articulatory training, by means of US video of tongue gestures in L2-/ɑ-ʌ/ production and dynamic view of their own tongue movements and position using a probe under their chin. The acoustic data were analyzed and the first three formants were calculated. Independent t-tests were run to compare: 1) /ɑ-ʌ/ in pre- vs. post-test respectively; /ɑ-ʌ/ in pre- and post-test vs. L1-/a-ɔ/ respectively. Results show that in the pre-test all speakers realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively. Contrary to CS and ES-P groups, the ES-US group in the post-test differentiates the L2 vowels from those produced in the pre-test as well as from the L1 vowels, although only one ES-US subject produces both L2 vowels accurately. The articulatory training seems more effective than the perceptual one since it favors the production of vowels in the correct direction of L2 vowels and differently from the similar L1 vowels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L2%20vowel%20production" title="L2 vowel production">L2 vowel production</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20training" title=" perceptual training"> perceptual training</a>, <a href="https://publications.waset.org/abstracts/search?q=articulatory%20training" title=" articulatory training"> articulatory training</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasound" title=" ultrasound"> ultrasound</a> </p> <a href="https://publications.waset.org/abstracts/71568/perceptual-and-ultrasound-articulatory-training-effects-on-english-l2-vowels-production-by-italian-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">42</span> Velocity Profiles of Vowel Perception by Javanese and Sundanese English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arum%20Perwitasari">Arum Perwitasari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning L2 sounds is influenced by the first language (L1) sound system. This current study seeks to examine how the listeners with a different L1 vowel system perceive L2 sounds. The fact that English has a bigger number of vowel inventory than Javanese and Sundanese L1 might cause problems for Javanese and Sundanese English language learners perceiving English sounds. To reveal the L2 sound perception over time, we measured the mouse trajectories related to the hand movements made by Javanese and Sundanese language learners, two of Indonesian local languages. Do the Javanese and Sundanese listeners show higher velocity than the English listeners when they perceive English vowels which are similar and new to their L1 system? The study aims to map the patterns of real-time processing through compatible hand movements to reveal any uncertainties when making selections. The results showed that the Javanese listeners exhibited significantly slower velocity values than the English listeners for similar vowels /I, ɛ, ʊ/ in the 826-1200ms post stimulus. Unlike the Javanese, the Sundanese listeners showed slow velocity values except for similar vowel /ʊ/. For the perception of new vowels /i:, æ, ɜ:, ʌ, ɑː, u:, ɔ:/, the Javanese listeners showed slower velocity in making the lexical decision. In contrast, the Sundanese listeners showed slow velocity only for vowels /ɜ:, ɔ:, æ, I/ indicating that these vowels are hard to perceive. Our results fit well with the second language model representing how the L1 vowel system influences the L2 sound perception. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=velocity%20profiles" title="velocity profiles">velocity profiles</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20perception" title=" speech perception"> speech perception</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20linguistics" title=" experimental linguistics"> experimental linguistics</a> </p> <a href="https://publications.waset.org/abstracts/61163/velocity-profiles-of-vowel-perception-by-javanese-and-sundanese-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61163.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">217</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> Perception of Greek Vowels by Arabic-Greek Bilinguals: An Experimental Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgios%20P.%20Georgiou">Georgios P. Georgiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Infants are able to discriminate a number of sound contrasts in most languages. However, this ability is not available in adults who might face difficulties in discriminating accurately second language sound contrasts as they filter second language speech through the phonological categories of their native language. For example, Spanish speakers often struggle to perceive the difference between the English /ε/ and /æ/ because both vowels do not exist in their native language; so they assimilate these vowels to the closest phonological category of their first language. The present study aims to uncover the perceptual patterns of Arabic adult speakers in regard to the vowels of their second language (Greek). Still, there is not any study that investigates the perception of Greek vowels by Arabic speakers and, thus, the present study would contribute to the enrichment of the literature with cross-linguistic research in new languages. To the purpose of the present study, 15 native speakers of Egyptian Arabic who permanently live in Cyprus and have adequate knowledge of Greek as a second language passed through vowel assimilation and vowel contrast discrimination tests (AXB) in their second language. The perceptual stimuli included non-sense words that contained vowels in both stressed and unstressed positions. The second language listeners’ patterns were analyzed through the Perceptual Assimilation Model which makes testable hypotheses about the assimilation of second language sounds to the speakers’ native phonological categories and the discrimination accuracy over second language sound contrasts. The results indicated that second language listeners assimilated pairs of Greek vowels in a single phonological category of their native language resulting in a Category Goodness difference assimilation type for the Greek stressed /i/-/e/ and the Greek stressed-unstressed /o/-/u/ vowel contrasts. On the contrary, the members of the Greek unstressed /i/-/e/ vowel contrast were assimilated to two different categories resulting in a Two Category assimilation type. Furthermore, they could discriminate the Greek stressed /i/-/e/ and the Greek stressed-unstressed /o/-/u/ contrasts only in a moderate degree while the Greek unstressed /i/-/e/ contrast could be discriminated in an excellent degree. Two main implications emerge from the results. First, there is a strong influence of the listeners’ native language on the perception of the second language vowels. In Egyptian Arabic, contiguous vowel categories such as [i]-[e] and [u]-[o] do not have phonemic difference but they are subject to allophonic variation; by contrast, the vowel contrasts /i/-/e/ and /o/-/u/ are phonemic in Greek. Second, the role of stress is significant for second language perception since stressed vs. unstressed vowel contrasts were perceived in a different manner by the Greek listeners. <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=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek" title=" Greek"> Greek</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20perception" title=" vowel perception"> vowel perception</a> </p> <a href="https://publications.waset.org/abstracts/102621/perception-of-greek-vowels-by-arabic-greek-bilinguals-an-experimental-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102621.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">138</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> English Vowel Duration Affected by Voicing Contrast: A Cross Linguistic Examination of L2 English Production and Perception by Asian Learners of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nguyen%20Van%20Anh%20Le">Nguyen Van Anh Le</a>, <a href="https://publications.waset.org/abstracts/search?q=Mafuyu%20Kitahara"> Mafuyu Kitahara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In several languages, it is widely acknowledged that vowels are longer before voiced consonants than before voiceless ones such as English. However, in Mandarin Chinese, Vietnamese, Japanese, and Korean, the distribution of voiced-voiceless stop contrasts and long-short vowel differences are vastly different from English. The purpose of this study is to determine whether these targeted learners' L2 English production and perception change in terms of vowel duration as a function of stop voicing. The production measurements in the database of Asian learners revealed a distinct effect than the one observed in native speakers. There was no evident vowel lengthening patterns. The results of the perceptual experiment with 24 participants indicated that individuals tended to prefer voiceless stops when preceding vowels were shortened, but there was no statistically significant difference between intermediate, upper-intermediate, and advanced-level learners. However, learners demonstrated distinct perceptual patterns for various vowels and stops. The findings have valuable implications for L2 English speech acquisition. Keywords: voiced/voiceless stops, preceding vowel duration, voiced/voiceless perception, L2 English, L1 Mandarin Chinese, L1 Vietnamese, L1 Japanese, L1 Korean <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=voiced%2Fvoiceless%20stops" title="voiced/voiceless stops">voiced/voiceless stops</a>, <a href="https://publications.waset.org/abstracts/search?q=preceding%20vowel%20duration" title=" preceding vowel duration"> preceding vowel duration</a>, <a href="https://publications.waset.org/abstracts/search?q=voiced%2Fvoiceless%20perception" title=" voiced/voiceless perception"> voiced/voiceless perception</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20english" title=" L2 english"> L2 english</a> </p> <a href="https://publications.waset.org/abstracts/150217/english-vowel-duration-affected-by-voicing-contrast-a-cross-linguistic-examination-of-l2-english-production-and-perception-by-asian-learners-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150217.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">102</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> A Comparative Study on Vowel Articulation in Malayalam Speaking Children Using Cochlear Implant</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Deepthy%20Ann%20Joy">Deepthy Ann Joy</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Sreedevi"> N. Sreedevi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hearing impairment (HI) at an early age, identified before the onset of language development can reduce the negative effect on speech and language development of children. Early rehabilitation is very important in the improvement of speech production in children with HI. Other than conventional hearing aids, Cochlear Implants are being used in the rehabilitation of children with HI. However, delay in acquisition of speech and language milestones persist in children with Cochlear Implant (CI). Delay in speech milestones are reflected through speech sound errors. These errors reflect the temporal and spectral characteristics of speech. Hence, acoustical analysis of the speech sounds will provide a better representation of speech production skills in children with CI. The present study aimed at investigating the acoustic characteristics of vowels in Malayalam speaking children with a cochlear implant. The participants of the study consisted of 20 Malayalam speaking children in the age range of four and seven years. The experimental group consisted of 10 children with CI, and the control group consisted of 10 typically developing children. Acoustic analysis was carried out for 5 short (/a/, /i/, /u/, /e/, /o/) and 5 long vowels (/a:/, /i:/, /u:/, /e:/, /o:/) in word-initial position. The responses were recorded and analyzed for acoustic parameters such as Vowel duration, Ratio of the duration of a short and long vowel, Formant frequencies (F₁ and F₂) and Formant Centralization Ratio (FCR) computed using the formula (F₂u+F₂a+F₁i+F₁u)/(F₂i+F₁a). Findings of the present study indicated that the values for vowel duration were higher in experimental group compared to the control group for all the vowels except for /u/. Ratio of duration of short and long vowel was also found to be higher in experimental group compared to control group except for /i/. Further F₁ for all vowels was found to be higher in experimental group with variability noticed in F₂ values. FCR was found be higher in experimental group, indicating vowel centralization. Further, the results of independent t-test revealed no significant difference across the parameters in both the groups. It was found that the spectral and temporal measures in children with CI moved towards normal range. The result emphasizes the significance of early rehabilitation in children with hearing impairment. The role of rehabilitation related aspects are also discussed in detail which can be clinically incorporated for the betterment of speech therapeutic services in children with CI. <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=cochlear%20implant" title=" cochlear implant"> cochlear implant</a>, <a href="https://publications.waset.org/abstracts/search?q=Malayalam" title=" Malayalam"> Malayalam</a>, <a href="https://publications.waset.org/abstracts/search?q=vowels" title=" vowels"> vowels</a> </p> <a href="https://publications.waset.org/abstracts/99201/a-comparative-study-on-vowel-articulation-in-malayalam-speaking-children-using-cochlear-implant" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99201.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">144</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> 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">37</span> Problems of Learning English Vowels Pronunciation in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wasila%20Lawan%20Gadanya">Wasila Lawan Gadanya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the problems of learning English vowel pronunciation. The objective is to identify some of the factors that affect the learning of English vowel sounds and their proper realization in words. The theoretical framework adopted is based on both error analysis and contrastive analysis. The data collection instruments used in the study are questionnaire and word list for the respondents (students) and observation of some of their lecturers. All the data collected were analyzed using simple percentage. The findings show that it is not a single factor that affects the learning of English vowel pronunciation rather many factors concurrently do so. Among the factors examined, it has been found that lack of correlation between English orthography and its pronunciation, not mother-tongue (which most people consider as a factor affecting learning of the pronunciation of a second language), has the greatest influence on students’ learning and realization of English vowel sounds since the respondents in this study are from different ethnic groups of Nigeria and thus speak different languages but having the same or almost the same problem when pronouncing the English vowel sounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20vowels" title="English vowels">English vowels</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title=" pronunciation"> pronunciation</a> </p> <a href="https://publications.waset.org/abstracts/40169/problems-of-learning-english-vowels-pronunciation-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40169.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">451</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> Duration of Isolated Vowels in Infants with Cochlear Implants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paris%20Binos">Paris Binos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present work investigates developmental aspects of the duration of isolated vowels in infants with normal hearing compared to those who received cochlear implants (CIs) before two years of age. Infants with normal hearing produced shorter vowel duration since this find related with more mature production abilities. First isolated vowels are transparent during the protophonic stage as evidence of an increased motor and linguistic control. Vowel duration is a crucial factor for the transition of prelexical speech to normal adult speech. Despite current knowledge of data for infants with normal hearing more research is needed to unravel productions skills in early implanted children. Thus, isolated vowel productions by two congenitally hearing-impaired Greek infants (implantation ages 1:4-1:11; post-implant ages 0:6-1:3) were recorded and sampled for six months after implantation with a Nucleus-24. The results compared with the productions of three normal hearing infants (chronological ages 0:8-1:1). Vegetative data and vocalizations masked by external noise or sounds were excluded. Participants had no other disabilities and had unknown deafness etiology. Prior to implantation the infants had an average unaided hearing loss of 95-110 dB HL while the post-implantation PTA decreased to 10-38 dB HL. The current research offers a methodology for the processing of the prelinguistic productions based on a combination of acoustical and auditory analyses. Based on the current methodological framework, duration measured through spectrograms based on wideband analysis, from the voicing onset to the end of the vowel. The end marked by two co-occurring events: 1) The onset of aperiodicity with a rapid change in amplitude in the waveform and 2) a loss in formant’s energy. Cut-off levels of significance were set at 0.05 for all tests. Bonferroni post hoc tests indicated that difference was significant between the mean duration of vowels of infants wearing CIs and their normal hearing peers. Thus, the mean vowel duration of CIs measured longer compared to the normal hearing peers (0.000). The current longitudinal findings contribute to the existing data for the performance of children wearing CIs at a very young age and enrich also the data of the Greek language. The above described weakness for CI’s performance is a challenge for future work in speech processing and CI’s processing strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cochlear%20implant" title="cochlear implant">cochlear implant</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a>, <a href="https://publications.waset.org/abstracts/search?q=spectrogram" title=" spectrogram"> spectrogram</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel" title=" vowel"> vowel</a> </p> <a href="https://publications.waset.org/abstracts/64394/duration-of-isolated-vowels-in-infants-with-cochlear-implants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64394.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">261</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 Impact of Speech Style on the Production of Spanish Vowels by Spanish-English Bilinguals and Spanish Monolinguals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vivian%20Franco">Vivian Franco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been a great deal of research about vowel production of second language learners of Spanish, vowel variation across Spanish dialects, and more recently, research related to Spanish heritage speakers’ vowel production based on speech style. However, there is little investigation reported on Spanish heritage speakers’ vowel production in regard to task modality by incorporating own comparison groups of monolinguals and late bilinguals. Thus, the present study investigates the influence of speech style on Spanish heritage speakers’ vowel production by comparing Spanish-English early and late bilinguals and Spanish monolinguals. The study was guided by the following research question: How do early bilinguals (heritage speakers) differ/relate to advanced L2 speakers of Spanish (late bilinguals) and Spanish monolinguals in their vowel quality (acoustic distribution) and quantity (duration) based on speech style? The participants were a total of 11 speakers of Spanish: 7 early Spanish-English bilinguals with a similar linguistic background (simultaneous bilinguals of the second generation); 2 advanced L2 speakers of Spanish; and 2 Spanish monolinguals from Mexico. The study consisted of two tasks. The first one adopted a semi-spontaneous style by a solicited narration of life experiences and a description of a favorite movie with the purpose to collect spontaneous speech. The second task was a reading activity in which the participants read two paragraphs of a Mexican literary essay 'La nuez.' This task aimed to obtain a more controlled speech style. From this study, it can be concluded that early bilinguals and monolinguals show a smaller formant vowel space overall compared to the late bilinguals in both speech styles. In terms of formant values by stress, the early bilinguals and the late bilinguals resembled in the semi-spontaneous speech style as their unstressed vowel space overlapped with that of the unstressed vowels different from the monolinguals who displayed a slightly reduced unstressed vowel space. For the controlled data, the early bilinguals were similar to the monolinguals as their stressed and unstressed vowel spaces overlapped in comparison to the late bilinguals who showed a more clear reduction of unstressed vowel space. In regard to stress, the monolinguals revealed longer vowel duration overall. However, findings of duration by stress showed that the early bilinguals and the monolinguals remained stable with shorter values of unstressed vowels in the semi-spontaneous data and longer duration in the controlled data when compared to the late bilinguals who displayed opposite results. These findings suggest an implication for Spanish heritage speakers and L2 Spanish vowels research as it has been frequently argued that Spanish bilinguals differ from the Spanish monolinguals by their vowel reduction and centralized vowel space influenced by English. However, some Spanish varieties are characterized by vowel reduction especially in certain phonetic contexts so that some vowels present more weakening than others. Consequently, it would not be conclusive to affirm an English influence on the Spanish of these bilinguals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Spanish-English%20bilinguals" title="Spanish-English bilinguals">Spanish-English bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20monolinguals" title=" Spanish monolinguals"> Spanish monolinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=spontaneous%20and%20controlled%20speech" title=" spontaneous and controlled speech"> spontaneous and controlled speech</a>, <a href="https://publications.waset.org/abstracts/search?q=vowel%20production." title=" vowel production."> vowel production.</a> </p> <a href="https://publications.waset.org/abstracts/106810/the-impact-of-speech-style-on-the-production-of-spanish-vowels-by-spanish-english-bilinguals-and-spanish-monolinguals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106810.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">129</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> 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">33</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">32</span> Italian Speech Vowels Landmark Detection through the Legacy Tool 'xkl' with Integration of Combined CNNs and RNNs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaleem%20Kashif">Kaleem Kashif</a>, <a href="https://publications.waset.org/abstracts/search?q=Tayyaba%20Anam"> Tayyaba Anam</a>, <a href="https://publications.waset.org/abstracts/search?q=Yizhi%20Wu"> Yizhi Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a methodology for advancing Italian speech vowels landmark detection within the distinctive feature-based speech recognition domain. Leveraging the legacy tool 'xkl' by integrating combined convolutional neural networks (CNNs) and recurrent neural networks (RNNs), the study presents a comprehensive enhancement to the 'xkl' legacy software. This integration incorporates re-assigned spectrogram methodologies, enabling meticulous acoustic analysis. Simultaneously, our proposed model, integrating combined CNNs and RNNs, demonstrates unprecedented precision and robustness in landmark detection. The augmentation of re-assigned spectrogram fusion within the 'xkl' software signifies a meticulous advancement, particularly enhancing precision related to vowel formant estimation. This augmentation catalyzes unparalleled accuracy in landmark detection, resulting in a substantial performance leap compared to conventional methods. The proposed model emerges as a state-of-the-art solution in the distinctive feature-based speech recognition systems domain. In the realm of deep learning, a synergistic integration of combined CNNs and RNNs is introduced, endowed with specialized temporal embeddings, harnessing self-attention mechanisms, and positional embeddings. The proposed model allows it to excel in capturing intricate dependencies within Italian speech vowels, rendering it highly adaptable and sophisticated in the distinctive feature domain. Furthermore, our advanced temporal modeling approach employs Bayesian temporal encoding, refining the measurement of inter-landmark intervals. Comparative analysis against state-of-the-art models reveals a substantial improvement in accuracy, highlighting the robustness and efficacy of the proposed methodology. Upon rigorous testing on a database (LaMIT) speech recorded in a silent room by four Italian native speakers, the landmark detector demonstrates exceptional performance, achieving a 95% true detection rate and a 10% false detection rate. A majority of missed landmarks were observed in proximity to reduced vowels. These promising results underscore the robust identifiability of landmarks within the speech waveform, establishing the feasibility of employing a landmark detector as a front end in a speech recognition system. The synergistic integration of re-assigned spectrogram fusion, CNNs, RNNs, and Bayesian temporal encoding not only signifies a significant advancement in Italian speech vowels landmark detection but also positions the proposed model as a leader in the field. The model offers distinct advantages, including unparalleled accuracy, adaptability, and sophistication, marking a milestone in the intersection of deep learning and distinctive feature-based speech recognition. This work contributes to the broader scientific community by presenting a methodologically rigorous framework for enhancing landmark detection accuracy in Italian speech vowels. The integration of cutting-edge techniques establishes a foundation for future advancements in speech signal processing, emphasizing the potential of the proposed model in practical applications across various domains requiring robust speech recognition systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=landmark%20detection" title="landmark detection">landmark detection</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=convolutional%20neural%20network" title=" convolutional neural network"> convolutional neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=recurrent%20neural%20network" title=" recurrent neural network"> recurrent neural network</a> </p> <a href="https://publications.waset.org/abstracts/184529/italian-speech-vowels-landmark-detection-through-the-legacy-tool-xkl-with-integration-of-combined-cnns-and-rnns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184529.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">63</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> On the Weightlessness of Vowel Lengthening: Insights from Arabic Dialect of Yemen and Contribution to Psychoneurolinguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: It is well established that lengthening (longer duration) is considered one of the correlates of lexical and phrasal prominence. However, it is unexplored whether the scope of vowel lengthening in the Arabic dialect of Yemen (ADY) is differently affected by educated and/or uneducated speakers from different dialectal backgrounds. Specifically, the research aims to examine whether or not linguistic background acquired through different educational channels makes a difference in the speech of the speaker and how that is reflected in related psychoneurolinguistic impairments. Methods: For the above mentioned purpose, we conducted an articulatory experiment wherein a set of words from ADY were examined in the dialectal speech of thousand and seven hundred Yemeni educated and uneducated speakers aged 19-61 years growing up in five regions of the country: Northern, southern, eastern, western and central and were, accordingly, assigned into five dialectal groups. A seven-minute video clip was shown to the participants, who have been asked to spontaneously describe the scene they had just watched before the researchers linguistically and statistically analyzed recordings to weigh vowel lengthening in the speech of the participants. Results: The results show that vowels (monophthongs and diphthongs) are lengthened by all participants. Unexpectedly, educated and uneducated speakers from northern and central dialects lengthen vowels. Compared with uneducated speakers from the same dialect, educated speakers lengthen fewer vowels in their dialectal speech. Conclusions: These findings support the notion that extensive exposure to dialects on account of standard language can cause changes to the patterns of dialects themselves, and this can be seen in the speech of educated and uneducated speakers of these dialects. Further research is needed to clarify the phonemic distinctive features and frequency of lengthening in other open class systems (i.e., nouns, adjectives, and adverbs). Phonetic and phonological report measures are needed as well as validation of existing measures for assessing phonemic vowel length in the Arabic population in general and Arabic individuals with voice, speech, and language impairments in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=vowel%20lengthening" title="vowel lengthening">vowel lengthening</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20dialect%20of%20Yemen" title=" Arabic dialect of Yemen"> Arabic dialect of Yemen</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetics" title=" phonetics"> phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=impairment" title=" impairment"> impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=distinctive%20features" title=" distinctive features"> distinctive features</a> </p> <a href="https://publications.waset.org/abstracts/186326/on-the-weightlessness-of-vowel-lengthening-insights-from-arabic-dialect-of-yemen-and-contribution-to-psychoneurolinguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186326.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">40</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> The Role of Ideophones: Phonological and Morphological Characteristics in Literature </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Bah%C3%B3n%20Arnaiz">Cristina Bahón Arnaiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many Asian languages, such as Korean and Japanese, are well-known for their wide use of sound symbolic words or ideophones. This is a very particular characteristic which enriches its lexicon hugely. Ideophones are a class of sound symbolic words that utilize sound symbolism to express aspects, states, emotions, or conditions that can be experienced through the senses, such as shape, color, smell, action or movement. Ideophones have very particular characteristics in terms of sound symbolism and morphology, which distinguish them from other words. The phonological characteristics of ideophones are vowel ablaut or vowel gradation and consonant mutation. In the case of Korean, there are light vowels and dark vowels. Depending on the type of vowel that is used, the meaning will slightly change. Consonant mutation, also known as consonant ablaut, contributes to the level of intensity, emphasis, and volume of an expression. In addition to these phonological characteristics, there is one main morphological singularity, which is reduplication and it carries the meaning of continuity, repetition, intensity, emphasis, and plurality. All these characteristics play an important role in both linguistics and literature as they enhance the meaning of what is trying to be expressed with incredible semantic detail, expressiveness, and rhythm. The following study will analyze the ideophones used in a single paragraph of a Korean novel, which add incredible yet subtle detail to the meaning of the words, and advance the expressiveness and rhythm of the text. The results from analyzing one paragraph from a novel, after presenting the phonological and morphological characteristics of Korean ideophones, will evidence the important role that ideophones play in literature.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ideophones" title="ideophones">ideophones</a>, <a href="https://publications.waset.org/abstracts/search?q=mimetic%20words" title=" mimetic words"> mimetic words</a>, <a href="https://publications.waset.org/abstracts/search?q=phonomimes" title=" phonomimes"> phonomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomimes" title=" phenomimes"> phenomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomimes" title=" psychomimes"> psychomimes</a>, <a href="https://publications.waset.org/abstracts/search?q=sound%20symbolism" title=" sound symbolism"> sound symbolism</a> </p> <a href="https://publications.waset.org/abstracts/106627/the-role-of-ideophones-phonological-and-morphological-characteristics-in-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106627.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">149</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> Reconstructing the Segmental System of Proto-Graeco-Phrygian: a Bottom-Up Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aljo%C5%A1a%20%C5%A0orgo">Aljoša Šorgo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent scholarship on Phrygian has begun to more closely examine the long-held belief that Greek and Phrygian are two very closely related languages. It is now clear that Graeco-Phrygian can be firmly postulated as a subclade of the Indo-European languages. The present paper will focus on the reconstruction of the phonological and phonetic segments of Proto-Graeco-Phrygian (= PGPh.) by providing relevant correspondence sets and reconstructing the classes of segments. The PGPh. basic vowel system consisted of ten phonemic oral vowels: */a e o ā ē ī ō ū/. The correspondences of the vowels are clear and leave little open to ambiguity. There were four resonants and two semi-vowels in PGPh.: */r l m n i̯ u̯/, which could appear in both a consonantal and a syllabic function, with the distribution between the two still being phonotactically predictable. Of note is the fact that the segments *m and *n seem to have merged when their phonotactic position would see them used in a syllabic function. Whether the segment resulting from this merger was a nasalized vowel (most likely *[ã]) or a syllabic nasal *[N̥] (underspecified for place of articulation) cannot be determined at this stage. There were three fricatives in PGPh.: */s h ç/. *s and *h are easily identifiable. The existence of *ç, which may seem unexpected, is postulated on the basis of the correspondence Gr. ὄς ~ Phr. yos/ιος. It is of note that Bozzone has previously proposed the existence of *ç ( < PIE *h₁i̯-) in an early stage of Greek even without taking into account Phrygian data. Finally, the system of stops in PGPh. distinguished four places of articulation (labial, dental, velar, and labiovelar) and three phonation types. The question of which three phonation types were actually present in PGPh. is one of great importance for the ongoing debate on the realization of the three series in PIE. Since the matter is still very much in dispute, we ought to, at this stage, endeavour to reconstruct the PGPh. system without recourse to the other IE languages. The three series of correspondences are: 1. Gr. T (= tenuis) ~ Phr. T; 2. Gr. D (= media) ~ Phr. T; 3. Gr. TA (= tenuis aspirata) ~ Phr. M. The first series must clearly be reconstructed as composed of voiceless stops. The second and third series are more problematic. With a bottom-up approach, neither the second nor the third series of correspondences are compatible with simple modal voicing, and the reflexes differ greatly in voice onset time. Rather, the defining feature distinguishing the two series was [±spread glottis], with ancillary vibration of the vocal cords. In PGPh. the second series was undergoing further spreading of the glottis. As the two languages split, this process would continue, but be affected by dissimilar changes in VOT, which was ultimately phonemicized in both languages as the defining feature distinguishing between their series of stops. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bottom-up%20reconstruction" title="bottom-up reconstruction">bottom-up reconstruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Proto-Graeco-Phrygian" title=" Proto-Graeco-Phrygian"> Proto-Graeco-Phrygian</a>, <a href="https://publications.waset.org/abstracts/search?q=spread%20glottis" title=" spread glottis"> spread glottis</a>, <a href="https://publications.waset.org/abstracts/search?q=syllabic%20resonant" title=" syllabic resonant"> syllabic resonant</a> </p> <a href="https://publications.waset.org/abstracts/184688/reconstructing-the-segmental-system-of-proto-graeco-phrygian-a-bottom-up-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184688.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">50</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> 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">27</span> Automatic Vowel and Consonant's Target Formant Frequency Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Othmane%20Bouferroum">Othmane Bouferroum</a>, <a href="https://publications.waset.org/abstracts/search?q=Malika%20Boudraa"> Malika Boudraa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a dual exponential model for CV formant transition is derived from locus theory of speech perception. Then, an algorithm for automatic vowel and consonant’s target formant frequency detection is developed and tested on real speech. The results show that vowels and consonants are detected through transitions rather than their small stable portions. Also, vowel reduction is clearly observed in our data. These results are confirmed by the observations made in perceptual experiments in the literature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acoustic%20invariance" title="acoustic invariance">acoustic invariance</a>, <a href="https://publications.waset.org/abstracts/search?q=coarticulation" title=" coarticulation"> coarticulation</a>, <a href="https://publications.waset.org/abstracts/search?q=formant%20transition" title=" formant transition"> formant transition</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20equation" title=" locus equation"> locus equation</a> </p> <a href="https://publications.waset.org/abstracts/58408/automatic-vowel-and-consonants-target-formant-frequency-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58408.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">270</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> Representation of Phonemic Changes in Arabic Dialect of Yemen: Speech Disorder and Consonant Substitution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Alkhunayn"> Muhammad Alkhunayn</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatehi%20Eissa"> Fatehi Eissa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Like many dialects, the Arabic dialect of Yemen (ADY) exhibited utterance phonemic distinction- vowel deletion, lengthening, and insertion- that were investigated using speakers from different dialectal backgrounds, with particular focus on the difference typically developing and achieving speakers and those suffering linguistic problems make. Phonological variations were found to be inevitable, suggesting further investigation of consonants to see to what extent they are prone to such phonemic changes. This study investigates the patterns of consonant substitution in ADY by examining if there is a clear-cut line between normal and pathological consonants to decide which of these consonants is substituted more. Methods: A total of hundred and twenty nine Yemeni male participants (age= 6-13) were enrolled in this study. Participants were preassigned into two groups (Articulation disorders (AD) group= 42 and typically developing and achieving group (TD) = 70), each of which consists of five sub-groups in decided sociolinguistic classification. In a 45 minute-session, 180 pictures of commonly used verbs (4 pics/m.) were presented to participants who were asked to impulsively describe these verbs before their production was psychoneurolinguistically and statistically analyzed. Results: There was a pattern of consonant substitution in some dialects that participants from both groups have in common: Voiceless consonants (/t/, /ṣ/,/s/, /ḥ, /k/, /ʃ/, /f//, and /k/) in northern and eastern dialects; voiced consonants (/q/, /gh/, /Ʒ/, /g/,/ḍ/, /b/, and /d/) in southern, eastern, western and central dialects; and voiceless and voiced consonants(/t/, /f/, /Ø/, /ṣ/, /s/, /q/, /gh/, /Ʒ/, /g/,/ḍ/, and /b/) in southern dialect. Voiceless consonants (/t/, /ṣ/,/s/, /ḥ, /k/, /ʃ/, /f//, /Ø/and /k/) found to be substituted more by ADY speakers of both AD and TD groups followed by voiced consonants (/q/, /gh/, /Ʒ/, /g/,/ḍ/,/d/ /b/, and /ð/), nasals (/m/, /n/), mute (/h/), semi-vowels (/w/ and /j/) and laterals (/l/ and /r/). Unexpectedly, a short vowel (/æ/) and two long vowels (/u: and /a:/) were found to substitute consonants in ADY both by AD and TD participants. Conclusions: AD and TD participants of ADY substitute consonants in their dialectal speech. Consonant substitution processes cover not only consonants but extend to include monophthongs. The finding that speakers of ADY substitute consonants in multisyllabic words is probably due to the fact that the sociolinguistic factor plays a pivotal role in the problematic substitution of consonants in ADY speakers. Larger longitudinal studies are necessary to further investigate the effect of sociolinguistic background on phonological variations, notably sound change in the speech of Yemeni TD speakers compared to those with linguistic impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consonant%20substitution" title="consonant substitution">consonant substitution</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20dialect%20of%20Yemen" title=" Arabic dialect of Yemen"> Arabic dialect of Yemen</a>, <a href="https://publications.waset.org/abstracts/search?q=phonetics" title=" phonetics"> phonetics</a>, <a href="https://publications.waset.org/abstracts/search?q=phonology" title=" phonology"> phonology</a>, <a href="https://publications.waset.org/abstracts/search?q=syllables" title=" syllables"> syllables</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation%20disorders" title=" articulation disorders"> articulation disorders</a> </p> <a href="https://publications.waset.org/abstracts/186328/representation-of-phonemic-changes-in-arabic-dialect-of-yemen-speech-disorder-and-consonant-substitution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186328.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">43</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> Spelling Errors of EFL Students: An Insight into Curriculum Development </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheikha%20Ali%20Salim%20Al-Breiki">Sheikha Ali Salim Al-Breiki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the types of the spelling errors students of grade ten make and to find out whether there were any significant differences between males and females with respect to the types of the spelling errors made. The sample of the study included 90 grade ten students from four different schools in North Batinah. The researcher manipulated the use of a test that consisted of two questions: an oral dictation test of 70 words with a contextualizing sentence and a free writing task. The misspellings were classified into nine different types. The findings revealed that the most common spelling errors among Omani grade ten students were vowel substitution, then came vowel omission in the second place and consonant substitution in the third place. Male students omitted more vowels than female students while females made more true word errors than their male counterparts. In light of the findings, the study presents some recommendations and suggestions for further studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=types%20of%20spelling%20errors" title="types of spelling errors">types of spelling errors</a>, <a href="https://publications.waset.org/abstracts/search?q=errors" title=" errors"> errors</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%2FEFL" title=" ESL/EFL"> ESL/EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a> </p> <a href="https://publications.waset.org/abstracts/39215/spelling-errors-of-efl-students-an-insight-into-curriculum-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39215.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">372</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 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">23</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">386</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> 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">21</span> Automatic Assignment of Geminate and Epenthetic Vowel for Amharic Text-to-Speech System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tadesse%20Anberbir">Tadesse Anberbir</a>, <a href="https://publications.waset.org/abstracts/search?q=Felix%20Bankole"> Felix Bankole</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomio%20Takara"> Tomio Takara</a>, <a href="https://publications.waset.org/abstracts/search?q=Girma%20Mamo"> Girma Mamo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the development of a text-to-speech synthesizer, automatic derivation of correct pronunciation from the grapheme form of a text is a central problem. Particularly deriving phonological features which are not shown in orthography is challenging. In the Amharic language, geminates and epenthetic vowels are very crucial for proper pronunciation but neither is shown in orthography. In this paper, we proposed and integrated a morphological analyzer into an Amharic Text-to-Speech system, mainly to predict geminates and epenthetic vowel positions, and prepared a duration modeling method. Amharic Text-to-Speech system (AmhTTS) is a parametric and rule-based system that adopts a cepstral method and uses a source filter model for speech production and a Log Magnitude Approximation (LMA) filter as the vocal tract filter. The naturalness of the system after employing the duration modeling was evaluated by sentence listening test and we achieved an average Mean Opinion Score (MOS) 3.4 (68%) which is moderate. By modeling the duration of geminates and controlling the locations of epenthetic vowel, we are able to synthesize good quality speech. Our system is mainly suitable to be customized for other Ethiopian languages with limited resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amharic" title="Amharic">Amharic</a>, <a href="https://publications.waset.org/abstracts/search?q=gemination" title=" gemination"> gemination</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20synthesis" title=" speech synthesis"> speech synthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=epenthesis" title=" epenthesis"> epenthesis</a> </p> <a href="https://publications.waset.org/abstracts/171525/automatic-assignment-of-geminate-and-epenthetic-vowel-for-amharic-text-to-speech-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171525.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">87</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> Difficulties in Pronouncing the English Bilabial Plosive Sounds among EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Mohammed%20Saleh%20Al-Hamzi">Ali Mohammed Saleh Al-Hamzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims at finding out the most difficult position in pronouncing the bilabial plosive sounds at the fourth level of English foreign language students of the Faculty of Education, Mahweet, Sana’a University in Yemen. The subject of this study were 50 participants from English foreign language students aged 22-25. In describing sounds according to their place of articulation, sounds are classified as bilabial, labiodental, dental, alveolar, post-alveolar, palato-alveolar retroflex, palatal, velar, uvular, and glottal. In much the same way, sounds can be described in their manner of articulation as plosives, nasals, affricates, flaps, taps, rolls, fricatives, laterals, frictionless continuants, and semi-vowels. For English foreign language students in Yemen, there are some articulators that are difficult to pronounce. In this study, the researcher focuses on difficulties in pronouncing the English bilabial plosive sounds among English foreign language students. It can be in the initial, medial, and final positions. The problem discussed in this study was: which position is the most difficult in pronouncing the English bilabial plosive sounds? To solve the problem, a descriptive qualitative method was conducted in this study. The data were collected from each English bilabial plosive sounds produced by students. Finally, the researcher reached that the most difficult position in pronouncing the English bilabial plosive sounds is when English bilabial plosive /p/ and /b/ occur word-finally, where both are voiceless. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difficulty" title="difficulty">difficulty</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20students%E2%80%99%20pronunciation" title=" EFL students’ pronunciation"> EFL students’ pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=bilabial%20sounds" title=" bilabial sounds"> bilabial sounds</a>, <a href="https://publications.waset.org/abstracts/search?q=plosive%20sounds" title=" plosive sounds"> plosive sounds</a> </p> <a href="https://publications.waset.org/abstracts/128142/difficulties-in-pronouncing-the-english-bilabial-plosive-sounds-among-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128142.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">19</span> Co-Articulation between Consonant and Vowel in Cantonese Syllables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wai-Sum%20Lee">Wai-Sum Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates C-V and V-C co-articulation in Cantonese monosyllables of the CV, VC or CVC structure, with C = one of the three stop consonants [p, t, k] and V = one of the three corner vowels [i, a, u]. Five repetitions of each test syllable on a randomized list were elicited from Cantonese young adult speakers in their early-20s. A research tool, EMA AG500, was used to record the synchronized audio signals and articulatory data at three different locations of the tongue – tongue tip, tongue middle, and tongue back – and the positions of the upper and lower lips during the test syllables. The main findings based on the articulatory data collected from two male Cantonese speakers are as follows: (<em>i</em>) For the syllable-initial [p-], strong co-articulation is observed when [p-] preceding the high vowel [i] or [u], but not the low vowel [a]. As for the syllable-final [-p], it is strongly co-articulated with the preceding vowel, even when the vowel is [a]. (<em>ii</em>) The co-articulation between the initial [t-] and the following vowel of any type is weak. In the syllable-final position, the degree of co-articulatory resistance of [-t] is also large when following the vowel [u], but [-t] is largely co-articulated with the preceding vowel when the vowel is [i] or [a]. (<em>iii</em>) The strength of co-articulation differs when the initial [k-] precedes the different types of vowel. A stronger co-articulation between [k-] and [i] than between [k-] and [u], and the strength of co-articulation is much reduced between [k-] and [a]. However, in the syllable-final position, there is strong co-articulation between [-k] and the preceding vowel [a]. (<em>iv</em>) Among the three types of stop consonants in the syllable-initial position, the decreasing degree of co-articulatory resistance (<em>CR</em>) is [t-] > [k-] > [p-], and the degree of <em>CR</em> is reduced during all three types of stop in the syllable-final position. In general, the data on co-articulation between consonant and vowel in the Cantonese monosyllables are similar to those in other languages reported in previous studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cantonese" title="Cantonese">Cantonese</a>, <a href="https://publications.waset.org/abstracts/search?q=co-articulation" title=" co-articulation"> co-articulation</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> </p> <a href="https://publications.waset.org/abstracts/61012/co-articulation-between-consonant-and-vowel-in-cantonese-syllables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61012.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">247</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> Error Analysis of Pronunciation of French by Sinhala Speaking Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandeera%20Gunawardena">Chandeera Gunawardena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research analyzes the pronunciation errors encountered by thirty Sinhala speaking learners of French on the assumption that the pronunciation errors were systematic and they reflect the interference of the native language of the learners. The thirty participants were selected using random sampling method. By the time of the study, the subjects were studying French as a foreign language for their Bachelor of Arts Degree at University of Kelaniya, Sri Lanka. The participants were from a homogenous linguistics background. All participants speak the same native language (Sinhala) thus they had completed their secondary education in Sinhala medium and during which they had also learnt French as a foreign language. A battery operated audio tape recorder and a 120-minute blank cassettes were used for recording. A list comprised of 60 words representing all French phonemes was used to diagnose pronunciation difficulties. Before the recording process commenced, the subjects were requested to familiarize themselves with the words through reading them several times. The recording was conducted individually in a quiet classroom and each recording approximately took fifteen minutes. Each subject was required to read at a normal speed. After the completion of recording, the recordings were replayed to identify common errors which were immediately transcribed using the International Phonetic Alphabet. Results show that Sinhala speaking learners face problems with French nasal vowels and French initial consonants clusters. The learners also exhibit errors which occur because of their second language (English) interference. <p class="card-text"><strong>Keywords:</strong> <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=pronunciation%20difficulties" title=" pronunciation difficulties"> pronunciation difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20errors" title=" pronunciation errors"> pronunciation errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Sinhala%20speaking%20learners%20of%20French" title=" Sinhala speaking learners of French"> Sinhala speaking learners of French</a> </p> <a href="https://publications.waset.org/abstracts/14520/error-analysis-of-pronunciation-of-french-by-sinhala-speaking-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14520.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">210</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> 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" 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