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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Phonetics and Phonology</h1><div class="u-tcGrayDark">125,612 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Phonetics and Phonology</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Phonetics_and_Phonology">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30771901" data-work_id="30771901" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30771901/_Mateo_Alem%C3%A1n_y_la_Ortograf%C3%ADa_castellana_Mateo_Alem%C3%A1n_La_obra_completa_Vol_1_Coords_Katharina_Niemeyer_y_Pedro_Pi%C3%B1ero_Madrid_Frankfurt_am_Main_Iberoamericana_Vervuert_2014_271_285">“Mateo Alemán y la 'Ortografía castellana'”. 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Madrid-Frankfurt am Main: Iberoamericana-Vervuert, 2014. 271-285.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30771901" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f9928c0c248d4cf9503672ccc04b2a4" rel="nofollow" data-download="{"attachment_id":51207991,"asset_id":30771901,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51207991/download_file?st=MTczOTgyMzgxNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="45948874" href="https://buap.academia.edu/FranciscoRamirezSantacruz">Francisco Ramírez Santacruz</a><script data-card-contents-for-user="45948874" type="text/json">{"id":45948874,"first_name":"Francisco","last_name":"Ramírez Santacruz","domain_name":"buap","page_name":"FranciscoRamirezSantacruz","display_name":"Francisco Ramírez Santacruz","profile_url":"https://buap.academia.edu/FranciscoRamirezSantacruz?f_ri=60338","photo":"https://0.academia-photos.com/45948874/24410722/23324367/s65_francisco.ram_rez_santacruz.jpg"}</script></span></span></li><li class="js-paper-rank-work_30771901 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30771901"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30771901, container: ".js-paper-rank-work_30771901", }); 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It is a noteworthy language from a number... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43624132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper presents a comprehensive phonetic and phonological description of Northern Sangtam, an essentially undescribed Tibeto-Burman language of central Nagaland belonging to the Aoic subgroup. It is a noteworthy language from a number of phonological perspectives, not least because its phoneme inventory contains two of the world's rarest phonemes: a pre-stopped bilabial trill, and a doubly-articulated labial-coronal nasal. These unique segments are described in detail, and an attempt is made to determine how they might have developed their phonemic status. The tone system is also of interest, as it demonstrates evidence of debuccalization resulting in the development of a new high tone. Following a systematic description of the syllable and word structure, the tone system, and the segmental phonology, some observed age-related differences in the phoneme inventory are discussed. The paper is linked to an online repository containing the audiovisual data and transcribed word lists of approximately 900 items, based on the recorded utterances of eight speakers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43624132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9adfd8d30d1584a27ea52b6244cefa5c" rel="nofollow" data-download="{"attachment_id":63924810,"asset_id":43624132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63924810/download_file?st=MTczOTgyMzgxNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79391" href="https://nanyang.academia.edu/AlexanderCoupe">Alexander Coupe</a><script data-card-contents-for-user="79391" type="text/json">{"id":79391,"first_name":"Alexander","last_name":"Coupe","domain_name":"nanyang","page_name":"AlexanderCoupe","display_name":"Alexander Coupe","profile_url":"https://nanyang.academia.edu/AlexanderCoupe?f_ri=60338","photo":"https://0.academia-photos.com/79391/1239305/32317698/s65_alexander.coupe.jpg"}</script></span></span></li><li class="js-paper-rank-work_43624132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43624132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43624132, container: ".js-paper-rank-work_43624132", }); 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It is a noteworthy language from a number of phonological perspectives, not least because its phoneme inventory contains two of the world's rarest phonemes: a pre-stopped bilabial trill, and a doubly-articulated labial-coronal nasal. These unique segments are described in detail, and an attempt is made to determine how they might have developed their phonemic status. The tone system is also of interest, as it demonstrates evidence of debuccalization resulting in the development of a new high tone. Following a systematic description of the syllable and word structure, the tone system, and the segmental phonology, some observed age-related differences in the phoneme inventory are discussed. The paper is linked to an online repository containing the audiovisual data and transcribed word lists of approximately 900 items, based on the recorded utterances of eight speakers.","downloadable_attachments":[{"id":63924810,"asset_id":43624132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79391,"first_name":"Alexander","last_name":"Coupe","domain_name":"nanyang","page_name":"AlexanderCoupe","display_name":"Alexander Coupe","profile_url":"https://nanyang.academia.edu/AlexanderCoupe?f_ri=60338","photo":"https://0.academia-photos.com/79391/1239305/32317698/s65_alexander.coupe.jpg"}],"research_interests":[{"id":778,"name":"Diachronic Linguistics (Or Historical Linguistics)","url":"https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=60338","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338"},{"id":5572,"name":"Language Documentation","url":"https://www.academia.edu/Documents/in/Language_Documentation?f_ri=60338"},{"id":16943,"name":"Nagaland","url":"https://www.academia.edu/Documents/in/Nagaland?f_ri=60338"},{"id":16944,"name":"Northeast India","url":"https://www.academia.edu/Documents/in/Northeast_India?f_ri=60338"},{"id":19835,"name":"Sino-Tibetan Linguistics","url":"https://www.academia.edu/Documents/in/Sino-Tibetan_Linguistics?f_ri=60338"},{"id":29668,"name":"Tone systems","url":"https://www.academia.edu/Documents/in/Tone_systems?f_ri=60338"},{"id":32841,"name":"Language Typology","url":"https://www.academia.edu/Documents/in/Language_Typology?f_ri=60338"},{"id":38605,"name":"Tibeto-Burman Linguistics","url":"https://www.academia.edu/Documents/in/Tibeto-Burman_Linguistics?f_ri=60338"},{"id":38910,"name":"Linguistic Typology","url":"https://www.academia.edu/Documents/in/Linguistic_Typology?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":324308,"name":"Historical Phonology","url":"https://www.academia.edu/Documents/in/Historical_Phonology?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69540424" data-work_id="69540424" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69540424/Phonology_of_the_Orma_Language">Phonology of the Orma Language</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study describes the phonology of the Orma language. Orma is a member of the Oromo language cluster, which belongs to the East-Cushitic branch of the Afro-Asiatic language family. The Orma language is spoken by at least 69,000 Orma... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69540424" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study describes the phonology of the Orma language. Orma is a member of the Oromo language cluster, which belongs to the East-Cushitic branch of the Afro-Asiatic language family. The Orma language is spoken by at least 69,000 Orma people. Most of them live in the Tana River district of Kenya’s Coast province. Orma has a five-vowel system, each of which may be long, short, or voiceless. Voiceless vowels only occur word-final. There are four syllable patterns permitted in Orma: V, VC, CV, and CVC. These are clearly seen in the orthography since the Orma community leaders chose to avoid digraphs. Orma morphophonemics is rather complex. Suffixation described includes verb inflectional and derivational suffixes and certain case endings. Prefixation described includes reduplication and the use of common bound morphemes. Orma has tone, but its functional load is minimal and not marked in the orthography.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69540424" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b7a9c10d71fbb9269f1af67642e4e2c7" rel="nofollow" data-download="{"attachment_id":79596962,"asset_id":69540424,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79596962/download_file?st=MTczOTgyMzgxNCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="126296976" href="https://independent.academia.edu/DaleHoskins">Dale R Hoskins</a><script data-card-contents-for-user="126296976" type="text/json">{"id":126296976,"first_name":"Dale","last_name":"Hoskins","domain_name":"independent","page_name":"DaleHoskins","display_name":"Dale R Hoskins","profile_url":"https://independent.academia.edu/DaleHoskins?f_ri=60338","photo":"https://0.academia-photos.com/126296976/34818653/35175713/s65_dale.hoskins.jpg"}</script></span></span></li><li class="js-paper-rank-work_69540424 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69540424"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69540424, container: ".js-paper-rank-work_69540424", }); 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$(".js-view-count[data-work-id=69540424]").text(description); $(".js-view-count-work_69540424").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69540424").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69540424"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="28958" rel="nofollow" href="https://www.academia.edu/Documents/in/Orthography">Orthography</a>, <script data-card-contents-for-ri="28958" type="text/json">{"id":28958,"name":"Orthography","url":"https://www.academia.edu/Documents/in/Orthography?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1756473" rel="nofollow" href="https://www.academia.edu/Documents/in/Cushitic_Languages">Cushitic Languages</a><script data-card-contents-for-ri="1756473" type="text/json">{"id":1756473,"name":"Cushitic Languages","url":"https://www.academia.edu/Documents/in/Cushitic_Languages?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69540424]'), work: {"id":69540424,"title":"Phonology of the Orma Language","created_at":"2022-01-26T17:43:50.742-08:00","url":"https://www.academia.edu/69540424/Phonology_of_the_Orma_Language?f_ri=60338","dom_id":"work_69540424","summary":"This study describes the phonology of the Orma language. Orma is a member of the Oromo language cluster, which belongs to the East-Cushitic branch of the Afro-Asiatic language family. The Orma language is spoken by at least 69,000 Orma people. Most of them live in the Tana River district of Kenya’s Coast province. Orma has a five-vowel system, each of which may be long, short, or voiceless. Voiceless vowels only occur word-final. There are four syllable patterns permitted in Orma: V, VC, CV, and CVC. These are clearly seen in the orthography since the Orma community leaders chose to avoid digraphs. Orma morphophonemics is rather complex. Suffixation described includes verb inflectional and derivational suffixes and certain case endings. Prefixation described includes reduplication and the use of common bound morphemes. Orma has tone, but its functional load is minimal and not marked in the orthography.","downloadable_attachments":[{"id":79596962,"asset_id":69540424,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":126296976,"first_name":"Dale","last_name":"Hoskins","domain_name":"independent","page_name":"DaleHoskins","display_name":"Dale R Hoskins","profile_url":"https://independent.academia.edu/DaleHoskins?f_ri=60338","photo":"https://0.academia-photos.com/126296976/34818653/35175713/s65_dale.hoskins.jpg"}],"research_interests":[{"id":28958,"name":"Orthography","url":"https://www.academia.edu/Documents/in/Orthography?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":1756473,"name":"Cushitic Languages","url":"https://www.academia.edu/Documents/in/Cushitic_Languages?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36548640" data-work_id="36548640" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36548640/Michela_Russo_2001_Metafonesi_e_differenziazione_vocalica_nei_dialetti_campani_">Michela Russo (2001) «Metafonesi e differenziazione vocalica nei dialetti campani»</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Il fenomeno vocalico di cui ci occupiamo qui è variamente definito; come "differenziazione vocalica" o "Vokaldifferenzierung" [DV] (cfr. VON WARTBURG</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36548640" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67f8a925c7660f609c6179319f4e4eab" rel="nofollow" data-download="{"attachment_id":56473216,"asset_id":36548640,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56473216/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="36901077" href="https://univ-lyon3.academia.edu/MichelaRusso">Michela Russo</a><script data-card-contents-for-user="36901077" type="text/json">{"id":36901077,"first_name":"Michela","last_name":"Russo","domain_name":"univ-lyon3","page_name":"MichelaRusso","display_name":"Michela Russo","profile_url":"https://univ-lyon3.academia.edu/MichelaRusso?f_ri=60338","photo":"https://0.academia-photos.com/36901077/10581414/19867695/s65_michela.russo.jpg"}</script></span></span></li><li class="js-paper-rank-work_36548640 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36548640"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36548640, container: ".js-paper-rank-work_36548640", }); });</script></li><li class="js-percentile-work_36548640 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36548640; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36548640"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36548640 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36548640"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36548640; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36548640]").text(description); $(".js-view-count-work_36548640").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36548640").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36548640"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a>, <script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29859" rel="nofollow" href="https://www.academia.edu/Documents/in/Romance_Linguistics">Romance Linguistics</a>, <script data-card-contents-for-ri="29859" type="text/json">{"id":29859,"name":"Romance Linguistics","url":"https://www.academia.edu/Documents/in/Romance_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="40010" rel="nofollow" href="https://www.academia.edu/Documents/in/Italian_dialects">Italian dialects</a>, <script data-card-contents-for-ri="40010" type="text/json">{"id":40010,"name":"Italian dialects","url":"https://www.academia.edu/Documents/in/Italian_dialects?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36548640]'), work: {"id":36548640,"title":"Michela Russo (2001) «Metafonesi e differenziazione vocalica nei dialetti campani»","created_at":"2018-05-02T03:25:17.127-07:00","url":"https://www.academia.edu/36548640/Michela_Russo_2001_Metafonesi_e_differenziazione_vocalica_nei_dialetti_campani_?f_ri=60338","dom_id":"work_36548640","summary":"Il fenomeno vocalico di cui ci occupiamo qui è variamente definito; come \"differenziazione vocalica\" o \"Vokaldifferenzierung\" [DV] (cfr. VON WARTBURG","downloadable_attachments":[{"id":56473216,"asset_id":36548640,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":36901077,"first_name":"Michela","last_name":"Russo","domain_name":"univ-lyon3","page_name":"MichelaRusso","display_name":"Michela Russo","profile_url":"https://univ-lyon3.academia.edu/MichelaRusso?f_ri=60338","photo":"https://0.academia-photos.com/36901077/10581414/19867695/s65_michela.russo.jpg"}],"research_interests":[{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=60338","nofollow":true},{"id":29859,"name":"Romance Linguistics","url":"https://www.academia.edu/Documents/in/Romance_Linguistics?f_ri=60338","nofollow":true},{"id":40010,"name":"Italian dialects","url":"https://www.academia.edu/Documents/in/Italian_dialects?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39796136" data-work_id="39796136" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/39796136/Japanese_in_30_weeks_I_Romaji_Course_Seventh_Edition">Japanese in 30 weeks I Romaji Course Seventh Edition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This textbook is designed to teach Japanese in just the matter of 30 weeks (60-120 hours). One of the greatest merits of teaching with the Pana-Lingua method is to have students conjugate more than 10,000 Japanese verbs correctly and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39796136" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This textbook is designed to teach Japanese in just the matter of 30 weeks (60-120 hours). One of the greatest merits of teaching with the Pana-Lingua method is to have students conjugate more than 10,000 Japanese verbs correctly and automatically by simply memorizing the table of 19 model verbs.  Students are led continuously to synthesize new materials and merge what was learnt before together with more materials. This will become a large amount, that is obtainable exponentially within a short period of time.  More detail is here. <a href="https://www.youtube.com/watch?v=IhYy5KKJpP8" rel="nofollow">https://www.youtube.com/watch?v=IhYy5KKJpP8</a> <br /><br />The program begins by 30 lessons for conversations, and another 30 lessons with the second volume, Japanese in 30 weeks II kana-kanji course.  There is no single program similar to ours, and you will begin to see the value of learning in depth within a short period of time.  Importantly, on the backend of the program, students will express self-selected themes and topics in Japanese language and know the culturally acceptable boundary. It is expertise content suitable from high school to beyond college education. For free trial lessons, please click here.  <a href="https://calendly.com/info-10707?month=2019-11" rel="nofollow">https://calendly.com/info-10707?month=2019-11</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39796136" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4b332d3e20a71154881fe866240a2c2d" rel="nofollow" data-download="{"attachment_id":60095492,"asset_id":39796136,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60095492/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31764987" href="https://independent.academia.edu/swacia">Hideko Nagashima</a><script data-card-contents-for-user="31764987" type="text/json">{"id":31764987,"first_name":"Hideko","last_name":"Nagashima","domain_name":"independent","page_name":"swacia","display_name":"Hideko Nagashima","profile_url":"https://independent.academia.edu/swacia?f_ri=60338","photo":"https://0.academia-photos.com/31764987/20402634/126319264/s65_hideko.nagashima.jpeg"}</script></span></span></li><li class="js-paper-rank-work_39796136 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39796136"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39796136, container: ".js-paper-rank-work_39796136", }); 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One of the greatest merits of teaching with the Pana-Lingua method is to have students conjugate more than 10,000 Japanese verbs correctly and automatically by simply memorizing the table of 19 model verbs. Students are led continuously to synthesize new materials and merge what was learnt before together with more materials. This will become a large amount, that is obtainable exponentially within a short period of time. More detail is here. https://www.youtube.com/watch?v=IhYy5KKJpP8 \n\nThe program begins by 30 lessons for conversations, and another 30 lessons with the second volume, Japanese in 30 weeks II kana-kanji course. There is no single program similar to ours, and you will begin to see the value of learning in depth within a short period of time. Importantly, on the backend of the program, students will express self-selected themes and topics in Japanese language and know the culturally acceptable boundary. It is expertise content suitable from high school to beyond college education. For free trial lessons, please click here. https://calendly.com/info-10707?month=2019-11\n","downloadable_attachments":[{"id":60095492,"asset_id":39796136,"asset_type":"Work","always_allow_download":false},{"id":60067772,"asset_id":39796136,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31764987,"first_name":"Hideko","last_name":"Nagashima","domain_name":"independent","page_name":"swacia","display_name":"Hideko Nagashima","profile_url":"https://independent.academia.edu/swacia?f_ri=60338","photo":"https://0.academia-photos.com/31764987/20402634/126319264/s65_hideko.nagashima.jpeg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning?f_ri=60338","nofollow":true},{"id":22024,"name":"Teaching Japanese As A Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Japanese_As_A_Second_Language?f_ri=60338","nofollow":true},{"id":52621,"name":"Japanese Language","url":"https://www.academia.edu/Documents/in/Japanese_Language?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":201923,"name":"Foreign languages","url":"https://www.academia.edu/Documents/in/Foreign_languages?f_ri=60338"},{"id":1192438,"name":"Learning Japanese As a Foreign Language","url":"https://www.academia.edu/Documents/in/Learning_Japanese_As_a_Foreign_Language?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_63192445" data-work_id="63192445" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/63192445/Praat_Assisted_Nasalance_Meter_A_Low_Cost_Nasalance_Measurement_System_for_Evaluation_of_Nasal_Resonance_Disorders_Praat_Yard%C4%B1ml%C4%B1_Nazalans_%C3%96l%C3%A7er_Nazal_Rezonans_Bozukluklar%C4%B1n_De%C4%9Ferlendirilmesinde_Kullan%C4%B1labilecek_D%C3%BC%C5%9F%C3%BCk_Maliyetli_Bir_Nazalans_%C3%96l%C3%A7%C3%BCm_Sistemi_">Praat-Assisted Nasalance Meter: A Low-Cost Nasalance Measurement System for Evaluation of Nasal Resonance Disorders (Praat Yardımlı Nazalans Ölçer: Nazal Rezonans Bozuklukların Değerlendirilmesinde Kullanılabilecek Düşük Maliyetli Bir Nazalans Ölçüm Sistemi)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Attention! The related software (PANM script) can be downloaded from here: <a href="https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ" rel="nofollow">https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ</a> Background: This study aimed to introduce a low-cost... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_63192445" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Attention! The related software (PANM script) can be downloaded from here: <br /><a href="https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ" rel="nofollow">https://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ</a> <br />Background: This study aimed to introduce a low-cost system measuring nasalance, which can often be performed with high-cost systems, and to present the normative nasalance values for adults using this system. <br />Materials and Methods: This study included 96 standard native Turkish-speaking literate volunteers who had no hearing and speech problems or nasal obstruction. Nasalance values were measured using the system developed by the principal author, which is called the Praat-Assisted Nasalance Meter, using speech materials and related methods. <br />Results: The participants were 18-65 (average, 33.7) years old. They were divided into three groups according to their age: 18-25, 26-40, and 41-65. A significant difference was found in the nasalance values between the genders. For nearly all speech materials, higher nasalance values were measured in women than in men. <br />Conclusion: There is no generally accepted rule to ascertain if a speaker’s resonance is abnormal according to nasalance values. Therefore, the proposed threshold values should not be considered absolute values but should be decided with perceptual evaluation. <br /> <br />Amaç: Bu çalışmanın amacı, genellikle yüksek maliyetli sistemlerle gerçekleştirilebilen nazalans parametresi ölçümü için kullanılabilecek kendi geliştirdiğimiz düşük maliyetli bir sistemi tanıtmak ve bu sistem kullanılarak erişkinler için belirlenen normatif nazalans değerlerini sunmaktır. <br />Gereç ve Yöntemler: Standart Türkiye Türkçesi konuşan ve okuma yazma bilen 96 gönüllü çalışmaya dahil edildi. Deneklerin işitme ve konuşma problemi, burun tıkanıklığı yapan herhangi bir hastalığının olmamasına dikkat edildi. Birinci yazar tarafından geliştirilen ve Praat Yardımlı Nazalans Ölçer (PYNÖ) adı verilen sistem yardımıyla aşağıda belirtilen konuşma malzemesi ve yöntem kullanılarak nazalans ölçümü yapıldı. <br />Bulgular: Çalışmaya katılan 96 konuşmacının yaşları 18 ile 65 arasında değişiyordu (ortalama 33,7 yıl). Katılımcılar yaşlarına göre 18-25, 26-40 ve 41-65 şeklinde üç gruba ayrılarak incelendi. Elde edilen değerler cinsiyet grubuna göre karşılaştırıldığında aradaki farkların istatistiksel olarak anlamlı olduğu görüldü. Hemen her konuşma malzemesi için kadınlarda erkeklerden daha yüksek nazalans değerleri elde edildi. <br />Sonuç: Bir konuşmacı üzerinde ölçülen nazalans ölçüm sonuçlarının anormal olduğunu söylemek için genel kabul gören bir kural yoktur. Bu nedenle, bu çalışmada önerilen eşik değerler mutlak değerler olarak düşünülmemeli, algısal değerlendirmeyle birlikte karar verilmelidir.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/63192445" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b35647c901e8fcac539421fd10009b6f" rel="nofollow" data-download="{"attachment_id":92718700,"asset_id":63192445,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/92718700/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="322769" href="https://sbu-tr.academia.edu/MehmetAkifKILIC">Mehmet Akif KILIC</a><script data-card-contents-for-user="322769" type="text/json">{"id":322769,"first_name":"Mehmet Akif","last_name":"KILIC","domain_name":"sbu-tr","page_name":"MehmetAkifKILIC","display_name":"Mehmet Akif KILIC","profile_url":"https://sbu-tr.academia.edu/MehmetAkifKILIC?f_ri=60338","photo":"https://0.academia-photos.com/322769/352844/77230725/s65_mehmet_akif.kilic.jpg"}</script></span></span></li><li class="js-paper-rank-work_63192445 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="63192445"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 63192445, container: ".js-paper-rank-work_63192445", }); 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The related software (PANM script) can be downloaded from here:\r\nhttps://drive.google.com/drive/folders/0B4QKykn2bzqQa0JQRTZtU08yZWs?resourcekey=0-kYz6XS59uRJCKj4YuhaqhQ\r\nBackground: This study aimed to introduce a low-cost system measuring nasalance, which can often be performed with high-cost systems, and to present the normative nasalance values for adults using this system.\r\nMaterials and Methods: This study included 96 standard native Turkish-speaking literate volunteers who had no hearing and speech problems or nasal obstruction. Nasalance values were measured using the system developed by the principal author, which is called the Praat-Assisted Nasalance Meter, using speech materials and related methods.\r\nResults: The participants were 18-65 (average, 33.7) years old. They were divided into three groups according to their age: 18-25, 26-40, and 41-65. A significant difference was found in the nasalance values between the genders. For nearly all speech materials, higher nasalance values were measured in women than in men.\r\nConclusion: There is no generally accepted rule to ascertain if a speaker’s resonance is abnormal according to nasalance values. Therefore, the proposed threshold values should not be considered absolute values but should be decided with perceptual evaluation.\r\n\r\nAmaç: Bu çalışmanın amacı, genellikle yüksek maliyetli sistemlerle gerçekleştirilebilen nazalans parametresi ölçümü için kullanılabilecek kendi geliştirdiğimiz düşük maliyetli bir sistemi tanıtmak ve bu sistem kullanılarak erişkinler için belirlenen normatif nazalans değerlerini sunmaktır.\r\nGereç ve Yöntemler: Standart Türkiye Türkçesi konuşan ve okuma yazma bilen 96 gönüllü çalışmaya dahil edildi. Deneklerin işitme ve konuşma problemi, burun tıkanıklığı yapan herhangi bir hastalığının olmamasına dikkat edildi. Birinci yazar tarafından geliştirilen ve Praat Yardımlı Nazalans Ölçer (PYNÖ) adı verilen sistem yardımıyla aşağıda belirtilen konuşma malzemesi ve yöntem kullanılarak nazalans ölçümü yapıldı.\r\nBulgular: Çalışmaya katılan 96 konuşmacının yaşları 18 ile 65 arasında değişiyordu (ortalama 33,7 yıl). Katılımcılar yaşlarına göre 18-25, 26-40 ve 41-65 şeklinde üç gruba ayrılarak incelendi. Elde edilen değerler cinsiyet grubuna göre karşılaştırıldığında aradaki farkların istatistiksel olarak anlamlı olduğu görüldü. Hemen her konuşma malzemesi için kadınlarda erkeklerden daha yüksek nazalans değerleri elde edildi.\r\nSonuç: Bir konuşmacı üzerinde ölçülen nazalans ölçüm sonuçlarının anormal olduğunu söylemek için genel kabul gören bir kural yoktur. Bu nedenle, bu çalışmada önerilen eşik değerler mutlak değerler olarak düşünülmemeli, algısal değerlendirmeyle birlikte karar verilmelidir.\r\n","downloadable_attachments":[{"id":92718700,"asset_id":63192445,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":322769,"first_name":"Mehmet Akif","last_name":"KILIC","domain_name":"sbu-tr","page_name":"MehmetAkifKILIC","display_name":"Mehmet Akif KILIC","profile_url":"https://sbu-tr.academia.edu/MehmetAkifKILIC?f_ri=60338","photo":"https://0.academia-photos.com/322769/352844/77230725/s65_mehmet_akif.kilic.jpg"}],"research_interests":[{"id":594,"name":"Speech Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_Language_Pathology?f_ri=60338","nofollow":true},{"id":629,"name":"Otolaryngology","url":"https://www.academia.edu/Documents/in/Otolaryngology?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true},{"id":2447,"name":"Speech-Language Pathology/ Communication Disorders","url":"https://www.academia.edu/Documents/in/Speech-Language_Pathology_Communication_Disorders?f_ri=60338"},{"id":5390,"name":"Speech Sciences","url":"https://www.academia.edu/Documents/in/Speech_Sciences?f_ri=60338"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=60338"},{"id":18342,"name":"Speech Disorders","url":"https://www.academia.edu/Documents/in/Speech_Disorders?f_ri=60338"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=60338"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=60338"},{"id":46505,"name":"Phoniatrics","url":"https://www.academia.edu/Documents/in/Phoniatrics?f_ri=60338"},{"id":57832,"name":"Speech and language therapy","url":"https://www.academia.edu/Documents/in/Speech_and_language_therapy?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":64434,"name":"Lingustics and Phonetics","url":"https://www.academia.edu/Documents/in/Lingustics_and_Phonetics?f_ri=60338"},{"id":219018,"name":"Speech Communications","url":"https://www.academia.edu/Documents/in/Speech_Communications?f_ri=60338"},{"id":498832,"name":"Speech and Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_and_Language_Pathology?f_ri=60338"},{"id":671693,"name":"Otolaryngology - Head and Neck Surgery","url":"https://www.academia.edu/Documents/in/Otolaryngology_-_Head_and_Neck_Surgery?f_ri=60338"},{"id":1152892,"name":"Speech-language Pathology","url":"https://www.academia.edu/Documents/in/Speech-language_Pathology?f_ri=60338"},{"id":1756748,"name":"Otolaryngology Head and Neck Surgery","url":"https://www.academia.edu/Documents/in/Otolaryngology_Head_and_Neck_Surgery?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46027660" data-work_id="46027660" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46027660/Introducing_Contemporary_Palatalisation">Introducing Contemporary Palatalisation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">New instances of palato-alveolars have been reported in various regions and countries of the English-speaking world over the past few decades. Those new instances of /ʃ, tʃ, ʒ, dʒ/, which I propose to bring together under the common name... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46027660" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">New instances of palato-alveolars have been reported in various regions and countries of the English-speaking world over the past few decades. Those new instances of /ʃ, tʃ, ʒ, dʒ/, which I propose to bring together under the common name of Instances of Contemporary Palatalisation (henceforth, ICPs), are the results of processes of palatalisation. I argue that ICPs can be seen as the products of a phonological process that finds its roots in the context of significant post-World War Two social and political changes, both within and beyond the British Isles. What is common to all four ICPs is not the input but the output of the process, that is to say systematic palato-alveolars. The phonological view adopted is therefore that Contemporary Palatalisation expresses product-oriented, rather than source-oriented generalisations (cf. Bybee, 2001: 126). I argue that ICPs are the continuation of a historic pattern endemic to English, which has systematically yielded palato-alveolars throughout the history of the language. This paper presents selected results of a corpus study based on a PhD project undertaken at the University of Lyon.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46027660" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="32f6c2575a1d572334851accf5b05e3f" rel="nofollow" data-download="{"attachment_id":66212729,"asset_id":46027660,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66212729/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2208797" href="https://univ-st-etienne.academia.edu/OlivierGlain">Olivier Glain</a><script data-card-contents-for-user="2208797" type="text/json">{"id":2208797,"first_name":"Olivier","last_name":"Glain","domain_name":"univ-st-etienne","page_name":"OlivierGlain","display_name":"Olivier Glain","profile_url":"https://univ-st-etienne.academia.edu/OlivierGlain?f_ri=60338","photo":"https://0.academia-photos.com/2208797/707442/41299291/s65_olivier.glain.jpg"}</script></span></span></li><li class="js-paper-rank-work_46027660 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46027660"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46027660, container: ".js-paper-rank-work_46027660", }); });</script></li><li class="js-percentile-work_46027660 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 46027660; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_46027660"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_46027660 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="46027660"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 46027660; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=46027660]").text(description); $(".js-view-count-work_46027660").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46027660").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46027660"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2525" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Variation_and_Change">Language Variation and Change</a>, <script data-card-contents-for-ri="2525" type="text/json">{"id":2525,"name":"Language Variation and Change","url":"https://www.academia.edu/Documents/in/Language_Variation_and_Change?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46027660]'), work: {"id":46027660,"title":"Introducing Contemporary Palatalisation","created_at":"2021-04-08T09:17:39.203-07:00","url":"https://www.academia.edu/46027660/Introducing_Contemporary_Palatalisation?f_ri=60338","dom_id":"work_46027660","summary":"New instances of palato-alveolars have been reported in various regions and countries of the English-speaking world over the past few decades. Those new instances of /ʃ, tʃ, ʒ, dʒ/, which I propose to bring together under the common name of Instances of Contemporary Palatalisation (henceforth, ICPs), are the results of processes of palatalisation. I argue that ICPs can be seen as the products of a phonological process that finds its roots in the context of significant post-World War Two social and political changes, both within and beyond the British Isles. What is common to all four ICPs is not the input but the output of the process, that is to say systematic palato-alveolars. The phonological view adopted is therefore that Contemporary Palatalisation expresses product-oriented, rather than source-oriented generalisations (cf. Bybee, 2001: 126). I argue that ICPs are the continuation of a historic pattern endemic to English, which has systematically yielded palato-alveolars throughout the history of the language. This paper presents selected results of a corpus study based on a PhD project undertaken at the University of Lyon.","downloadable_attachments":[{"id":66212729,"asset_id":46027660,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2208797,"first_name":"Olivier","last_name":"Glain","domain_name":"univ-st-etienne","page_name":"OlivierGlain","display_name":"Olivier Glain","profile_url":"https://univ-st-etienne.academia.edu/OlivierGlain?f_ri=60338","photo":"https://0.academia-photos.com/2208797/707442/41299291/s65_olivier.glain.jpg"}],"research_interests":[{"id":2525,"name":"Language Variation and Change","url":"https://www.academia.edu/Documents/in/Language_Variation_and_Change?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44075727" data-work_id="44075727" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44075727/Contrastive_Study_of_English_and_Gwandara_Phonemic_Systems">Contrastive Study of English and Gwandara Phonemic Systems</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">African languages are on the verge of extinction because they are given less primacy as the foreign languages, and have not been standardised by developing their orthographies and phonemic systems. The need to arrest this drift is what... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44075727" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">African languages are on the verge of extinction because they are given less primacy as the foreign languages, and have not been standardised by developing their orthographies and phonemic systems. The need to arrest this drift is what has led to the emergence of this study. Given the fact that English is a major global language, comparing it with the Gwandara language enables the researchers to appreciate some striking similarities and, or differences capable of elevating the Gwandara language to a higher level. It is hoped that the reader will find this descriptive research work useful for its contribution to the development of one of the Nigeria’s local languages to a standard level.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44075727" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="64b84ff51fcc32ff6cfdc9bc91bcde51" rel="nofollow" data-download="{"attachment_id":79046789,"asset_id":44075727,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79046789/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="133153879" href="https://nsukonline.academia.edu/MuhammadMustapha">Muhammad Mustapha</a><script data-card-contents-for-user="133153879" type="text/json">{"id":133153879,"first_name":"Muhammad","last_name":"Mustapha","domain_name":"nsukonline","page_name":"MuhammadMustapha","display_name":"Muhammad Mustapha","profile_url":"https://nsukonline.academia.edu/MuhammadMustapha?f_ri=60338","photo":"https://0.academia-photos.com/133153879/45551779/35484568/s65_muhammad.mustapha.jpg"}</script></span></span></li><li class="js-paper-rank-work_44075727 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44075727"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44075727, container: ".js-paper-rank-work_44075727", }); });</script></li><li class="js-percentile-work_44075727 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44075727; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44075727"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44075727 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44075727"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44075727; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44075727]").text(description); $(".js-view-count-work_44075727").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44075727").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44075727"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17282" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Grammar">English Grammar</a>, <script data-card-contents-for-ri="17282" type="text/json">{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44075727]'), work: {"id":44075727,"title":"Contrastive Study of English and Gwandara Phonemic Systems","created_at":"2020-09-12T13:52:08.144-07:00","url":"https://www.academia.edu/44075727/Contrastive_Study_of_English_and_Gwandara_Phonemic_Systems?f_ri=60338","dom_id":"work_44075727","summary":"African languages are on the verge of extinction because they are given less primacy as the foreign languages, and have not been standardised by developing their orthographies and phonemic systems. The need to arrest this drift is what has led to the emergence of this study. Given the fact that English is a major global language, comparing it with the Gwandara language enables the researchers to appreciate some striking similarities and, or differences capable of elevating the Gwandara language to a higher level. It is hoped that the reader will find this descriptive research work useful for its contribution to the development of one of the Nigeria’s local languages to a standard level. ","downloadable_attachments":[{"id":79046789,"asset_id":44075727,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":133153879,"first_name":"Muhammad","last_name":"Mustapha","domain_name":"nsukonline","page_name":"MuhammadMustapha","display_name":"Muhammad Mustapha","profile_url":"https://nsukonline.academia.edu/MuhammadMustapha?f_ri=60338","photo":"https://0.academia-photos.com/133153879/45551779/35484568/s65_muhammad.mustapha.jpg"}],"research_interests":[{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49258402" data-work_id="49258402" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49258402/Fundamental_Frequency_and_Regional_Variation_in_Lifou_French">Fundamental Frequency and Regional Variation in Lifou French</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49258402" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on language use of European descendants or the variety spoken in the urban region, neglecting emergent varieties spoken by the indigenous population in rural areas, like the island Lifou. Due to the reduced inventory of pitch accents, dialectal variation in French intonation has proved to be difficult to detect, which has led to the assumption that French has a relatively homogeneous intonation system across its varieties. This study shows that fine-grained phonetic differences in speaking tempo and at the level of tonal alignment as well as in the scaling of AP-final peaks can be attributed to dialectal variation.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49258402" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de7ba1f0ba02673c3800d62cfccfc2ae" rel="nofollow" data-download="{"attachment_id":67642263,"asset_id":49258402,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67642263/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33629540" href="https://uzh.academia.edu/CatalinaTorres">Catalina Torres</a><script data-card-contents-for-user="33629540" type="text/json">{"id":33629540,"first_name":"Catalina","last_name":"Torres","domain_name":"uzh","page_name":"CatalinaTorres","display_name":"Catalina Torres","profile_url":"https://uzh.academia.edu/CatalinaTorres?f_ri=60338","photo":"https://0.academia-photos.com/33629540/10869046/31264833/s65_catalina.torres.jpeg"}</script></span></span></li><li class="js-paper-rank-work_49258402 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49258402"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49258402, container: ".js-paper-rank-work_49258402", }); 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$(".js-view-count[data-work-id=49258402]").text(description); $(".js-view-count-work_49258402").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49258402").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49258402"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2077" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_Prosody">Speech Prosody</a>, <script data-card-contents-for-ri="2077" type="text/json">{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8000" rel="nofollow" href="https://www.academia.edu/Documents/in/French_language">French language</a>, <script data-card-contents-for-ri="8000" type="text/json">{"id":8000,"name":"French language","url":"https://www.academia.edu/Documents/in/French_language?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13167" rel="nofollow" href="https://www.academia.edu/Documents/in/Laboratory_Experimental_Phonology">Laboratory/Experimental Phonology</a>, <script data-card-contents-for-ri="13167" type="text/json">{"id":13167,"name":"Laboratory/Experimental Phonology","url":"https://www.academia.edu/Documents/in/Laboratory_Experimental_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15647" rel="nofollow" href="https://www.academia.edu/Documents/in/Prosody-Syntax">Prosody-Syntax</a><script data-card-contents-for-ri="15647" type="text/json">{"id":15647,"name":"Prosody-Syntax","url":"https://www.academia.edu/Documents/in/Prosody-Syntax?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49258402]'), work: {"id":49258402,"title":"Fundamental Frequency and Regional Variation in Lifou French","created_at":"2021-06-16T01:04:41.204-07:00","url":"https://www.academia.edu/49258402/Fundamental_Frequency_and_Regional_Variation_in_Lifou_French?f_ri=60338","dom_id":"work_49258402","summary":"This study presents two experiments aimed at investigating tune-to-text alignment and pitch scaling in Lifou French, a variety spoken by bilingual speakers of French and Drehu. Descriptions of New Caledonian French have focussed on language use of European descendants or the variety spoken in the urban region, neglecting emergent varieties spoken by the indigenous population in rural areas, like the island Lifou. Due to the reduced inventory of pitch accents, dialectal variation in French intonation has proved to be difficult to detect, which has led to the assumption that French has a relatively homogeneous intonation system across its varieties. This study shows that fine-grained phonetic differences in speaking tempo and at the level of tonal alignment as well as in the scaling of AP-final peaks can be attributed to dialectal variation.","downloadable_attachments":[{"id":67642263,"asset_id":49258402,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33629540,"first_name":"Catalina","last_name":"Torres","domain_name":"uzh","page_name":"CatalinaTorres","display_name":"Catalina Torres","profile_url":"https://uzh.academia.edu/CatalinaTorres?f_ri=60338","photo":"https://0.academia-photos.com/33629540/10869046/31264833/s65_catalina.torres.jpeg"}],"research_interests":[{"id":2077,"name":"Speech Prosody","url":"https://www.academia.edu/Documents/in/Speech_Prosody?f_ri=60338","nofollow":true},{"id":8000,"name":"French language","url":"https://www.academia.edu/Documents/in/French_language?f_ri=60338","nofollow":true},{"id":13167,"name":"Laboratory/Experimental Phonology","url":"https://www.academia.edu/Documents/in/Laboratory_Experimental_Phonology?f_ri=60338","nofollow":true},{"id":15647,"name":"Prosody-Syntax","url":"https://www.academia.edu/Documents/in/Prosody-Syntax?f_ri=60338","nofollow":true},{"id":19018,"name":"New Caledonia","url":"https://www.academia.edu/Documents/in/New_Caledonia?f_ri=60338"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338"},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":241873,"name":"Prosodic phonology","url":"https://www.academia.edu/Documents/in/Prosodic_phonology?f_ri=60338"},{"id":491196,"name":"French Varieties","url":"https://www.academia.edu/Documents/in/French_Varieties?f_ri=60338"},{"id":492367,"name":"Prosodic Typology","url":"https://www.academia.edu/Documents/in/Prosodic_Typology?f_ri=60338"},{"id":492716,"name":"Autosegmental Phonology","url":"https://www.academia.edu/Documents/in/Autosegmental_Phonology?f_ri=60338"},{"id":812243,"name":"Prosodic phrasing","url":"https://www.academia.edu/Documents/in/Prosodic_phrasing?f_ri=60338"},{"id":834105,"name":"Autosegmental-Metrical Model","url":"https://www.academia.edu/Documents/in/Autosegmental-Metrical_Model?f_ri=60338"},{"id":1466221,"name":"Prosodic Variation","url":"https://www.academia.edu/Documents/in/Prosodic_Variation?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10315720" data-work_id="10315720" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10315720/_2010_Wat_aan_de_AVT_voorafging_de_Nederlandsche_Phonologische_Werkgemeenschap">[2010] Wat aan de AVT voorafging: de Nederlandsche Phonologische Werkgemeenschap</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10315720" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e3c8baf0fe187cba26ed0e721fde217b" rel="nofollow" data-download="{"attachment_id":36387479,"asset_id":10315720,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button 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Daalder","profile_url":"https://vu-nl.academia.edu/SaskiaDaalder?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_10315720 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10315720"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10315720, container: ".js-paper-rank-work_10315720", }); });</script></li><li class="js-percentile-work_10315720 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10315720; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10315720"); 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class="u-positionAbsolute" data-has-card-for-ri-list="10315720"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="95" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Linguistics">History of Linguistics</a>, <script data-card-contents-for-ri="95" type="text/json">{"id":95,"name":"History of Linguistics","url":"https://www.academia.edu/Documents/in/History_of_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19773" rel="nofollow" href="https://www.academia.edu/Documents/in/Structuralism_Philosophy_">Structuralism (Philosophy)</a>, <script data-card-contents-for-ri="19773" type="text/json">{"id":19773,"name":"Structuralism (Philosophy)","url":"https://www.academia.edu/Documents/in/Structuralism_Philosophy_?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="440745" rel="nofollow" href="https://www.academia.edu/Documents/in/Prague_School">Prague School</a><script data-card-contents-for-ri="440745" type="text/json">{"id":440745,"name":"Prague School","url":"https://www.academia.edu/Documents/in/Prague_School?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10315720]'), work: {"id":10315720,"title":"[2010] Wat aan de AVT voorafging: de Nederlandsche Phonologische Werkgemeenschap","created_at":"2015-01-24T14:02:44.311-08:00","url":"https://www.academia.edu/10315720/_2010_Wat_aan_de_AVT_voorafging_de_Nederlandsche_Phonologische_Werkgemeenschap?f_ri=60338","dom_id":"work_10315720","summary":null,"downloadable_attachments":[{"id":36387479,"asset_id":10315720,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25281392,"first_name":"Saskia","last_name":"Daalder","domain_name":"vu-nl","page_name":"SaskiaDaalder","display_name":"Saskia Daalder","profile_url":"https://vu-nl.academia.edu/SaskiaDaalder?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":95,"name":"History of Linguistics","url":"https://www.academia.edu/Documents/in/History_of_Linguistics?f_ri=60338","nofollow":true},{"id":19773,"name":"Structuralism (Philosophy)","url":"https://www.academia.edu/Documents/in/Structuralism_Philosophy_?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":440745,"name":"Prague School","url":"https://www.academia.edu/Documents/in/Prague_School?f_ri=60338","nofollow":true},{"id":856205,"name":"Roman Jakobson","url":"https://www.academia.edu/Documents/in/Roman_Jakobson?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40369258 coauthored" data-work_id="40369258" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40369258/An_Acoustic_Description_of_the_Vowel_System_of_Santiago_Mexquititl%C3%A1n_Otomi_H%C3%B1%C3%A4%C3%B1ho_">An Acoustic Description of the Vowel System of Santiago Mexquititlán Otomi (Hñäñho)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Otomi language belongs to the Oto-Pamean branch of the Oto-Manguean languages in Mexico. The variety of Otomi (Hñäñho) spoken in Santiago Mexquititlán, Querétaro, is an endangered language that is still largely unexamined from an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40369258" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Otomi language belongs to the Oto-Pamean branch of the Oto-Manguean languages in Mexico. The variety of Otomi (Hñäñho) spoken in Santiago Mexquititlán, Querétaro, is an endangered language that is still largely unexamined from an instrumental point of view. The present study is the first to provide an acoustic description of the Hñäñho vowel system. We report on the oral vowel inventory of Hñäñho by means of acoustic analyses of production data from four native speakers. While it is common for moribund indigenous languages to lose phonemic distinctions when in extensive contact with a majority language (i.e., Spanish), our results indicate that the vowel system of Hñäñho spoken in Santiago Mexquititlán consists of nine oral vowel phonemes, maintaining all phonemic contrasts. This acoustic description provides novel data on an endangered language while also contributing to the growing body of studies on cross-linguistic influence in the context of Mexican indigenous bilingualism.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40369258" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c1ff71375eb94459565ae21b1b279d46" rel="nofollow" data-download="{"attachment_id":60617118,"asset_id":40369258,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60617118/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27870357" href="https://personal-psu.academia.edu/StanislavMul%C3%ADk">Stanislav Mulík</a><script data-card-contents-for-user="27870357" type="text/json">{"id":27870357,"first_name":"Stanislav","last_name":"Mulík","domain_name":"personal-psu","page_name":"StanislavMulík","display_name":"Stanislav Mulík","profile_url":"https://personal-psu.academia.edu/StanislavMul%C3%ADk?f_ri=60338","photo":"https://0.academia-photos.com/27870357/7908006/65015454/s65_stanislav.mul_k.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-40369258">+1</span><div class="hidden js-additional-users-40369258"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uaq.academia.edu/GloriaAvecilla">Gloria Avecilla</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-40369258'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-40369258').html(); 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The variety of Otomi (Hñäñho) spoken in Santiago Mexquititlán, Querétaro, is an endangered language that is still largely unexamined from an instrumental point of view. The present study is the first to provide an acoustic description of the Hñäñho vowel system. We report on the oral vowel inventory of Hñäñho by means of acoustic analyses of production data from four native speakers. While it is common for moribund indigenous languages to lose phonemic distinctions when in extensive contact with a majority language (i.e., Spanish), our results indicate that the vowel system of Hñäñho spoken in Santiago Mexquititlán consists of nine oral vowel phonemes, maintaining all phonemic contrasts. This acoustic description provides novel data on an endangered language while also contributing to the growing body of studies on cross-linguistic influence in the context of Mexican indigenous bilingualism.","downloadable_attachments":[{"id":60617118,"asset_id":40369258,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27870357,"first_name":"Stanislav","last_name":"Mulík","domain_name":"personal-psu","page_name":"StanislavMulík","display_name":"Stanislav Mulík","profile_url":"https://personal-psu.academia.edu/StanislavMul%C3%ADk?f_ri=60338","photo":"https://0.academia-photos.com/27870357/7908006/65015454/s65_stanislav.mul_k.jpg"},{"id":75442537,"first_name":"Gloria","last_name":"Avecilla","domain_name":"uaq","page_name":"GloriaAvecilla","display_name":"Gloria Avecilla","profile_url":"https://uaq.academia.edu/GloriaAvecilla?f_ri=60338","photo":"https://0.academia-photos.com/75442537/19502553/29939034/s65_gloria.avecilla.jpg"}],"research_interests":[{"id":2743,"name":"Indigenous Languages","url":"https://www.academia.edu/Documents/in/Indigenous_Languages?f_ri=60338","nofollow":true},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338","nofollow":true},{"id":43881,"name":"Mexico","url":"https://www.academia.edu/Documents/in/Mexico?f_ri=60338","nofollow":true},{"id":50210,"name":"Otomi","url":"https://www.academia.edu/Documents/in/Otomi?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45673787" data-work_id="45673787" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45673787/The_teaching_of_pronunciation_in_second_semester_at_the_UV_English_Language_Department">The teaching of pronunciation in second semester at the UV English Language Department</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45673787" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new grammar structures, syntax and vocabulary, and phonology, or principles and rules that describe the sound system of the language. Many features of English pronunciation are difficult for Spanish-speaking students, and this may slow down their acquisition of the language because others may not understand them, even if they are using the right grammar. It is not about pronunciation that results in a foreign accent, because that is very normal in adult learners. Rather, it is about pronunciation problems that interfere with communication and, therefore, make interaction difficult. For this reason, it is very important to include the teaching of pronunciation early on when studying English. This research is focused on how much students develop pronunciation skills in a few classrooms, and to the students’ experiences in understanding and learning pronunciation skills and also to the instructor’s intervention in the task. There is also a comparison on how pronunciation is taught, based on the current methods encountered at the time of the research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45673787" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="70fe44d940dac023f1bd11e421b33cef" rel="nofollow" data-download="{"attachment_id":66175048,"asset_id":45673787,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66175048/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9118381" href="https://uv-mx.academia.edu/JolieC">Yolanda Martínez-Cervantes</a><script data-card-contents-for-user="9118381" type="text/json">{"id":9118381,"first_name":"Yolanda","last_name":"Martínez-Cervantes","domain_name":"uv-mx","page_name":"JolieC","display_name":"Yolanda Martínez-Cervantes","profile_url":"https://uv-mx.academia.edu/JolieC?f_ri=60338","photo":"https://0.academia-photos.com/9118381/5768716/115476761/s65_yolanda.mart_nez-cervantes.jpeg"}</script></span></span></li><li class="js-paper-rank-work_45673787 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45673787"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45673787, container: ".js-paper-rank-work_45673787", }); 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$(".js-view-count[data-work-id=45673787]").text(description); $(".js-view-count-work_45673787").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45673787").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45673787"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15439" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="100638" rel="nofollow" href="https://www.academia.edu/Documents/in/Pronunciation_Teaching">Pronunciation Teaching</a><script data-card-contents-for-ri="100638" type="text/json">{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45673787]'), work: {"id":45673787,"title":"The teaching of pronunciation in second semester at the UV English Language Department","created_at":"2021-04-03T23:13:36.594-07:00","url":"https://www.academia.edu/45673787/The_teaching_of_pronunciation_in_second_semester_at_the_UV_English_Language_Department?f_ri=60338","dom_id":"work_45673787","summary":"During the early semesters of the English B.A. programme at the University of Veracruz (UV) Language Department, students learning English as a Second Language have to concentrate on becoming familiar with all aspects of the language: new grammar structures, syntax and vocabulary, and phonology, or principles and rules that describe the sound system of the language. Many features of English pronunciation are difficult for Spanish-speaking students, and this may slow down their acquisition of the language because others may not understand them, even if they are using the right grammar. It is not about pronunciation that results in a foreign accent, because that is very normal in adult learners. Rather, it is about pronunciation problems that interfere with communication and, therefore, make interaction difficult. For this reason, it is very important to include the teaching of pronunciation early on when studying English. This research is focused on how much students develop pronunciation skills in a few classrooms, and to the students’ experiences in understanding and learning pronunciation skills and also to the instructor’s intervention in the task. There is also a comparison on how pronunciation is taught, based on the current methods encountered at the time of the research.","downloadable_attachments":[{"id":66175048,"asset_id":45673787,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9118381,"first_name":"Yolanda","last_name":"Martínez-Cervantes","domain_name":"uv-mx","page_name":"JolieC","display_name":"Yolanda Martínez-Cervantes","profile_url":"https://uv-mx.academia.edu/JolieC?f_ri=60338","photo":"https://0.academia-photos.com/9118381/5768716/115476761/s65_yolanda.mart_nez-cervantes.jpeg"}],"research_interests":[{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12880075 coauthored" data-work_id="12880075" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12880075/%D0%92%D1%8B%D0%BC%D0%B0%D1%9E%D0%BB%D0%B5%D0%BD%D0%BD%D0%B5_%D0%B1%D0%B5%D0%BB%D0%B0%D1%80%D1%83%D1%81%D0%B0%D1%9E_%D0%B1%D0%B5%D0%BB%D0%B0%D1%80%D1%83%D1%81%D0%BA%D0%B0%D0%B5_%D1%86%D1%96_%D1%80%D1%83%D1%81%D0%BA%D0%B0%D0%B5_%D0%9D%D0%B0_%D0%BF%D1%80%D1%8B%D0%BA%D0%BB%D0%B0%D0%B4%D0%B7%D0%B5_%D0%B1%D0%B5%D0%BB%D0%B0%D1%80%D1%83%D1%81%D0%BA%D0%B0_%D1%80%D1%83%D1%81%D0%BA%D0%B0%D0%B3%D0%B0_%D0%B7%D0%BC%D0%B5%D1%88%D0%B0%D0%BD%D0%B0%D0%B3%D0%B0_%D0%BC%D0%B0%D1%9E%D0%BB%D0%B5%D0%BD%D0%BD%D1%8F_%D1%87_1_%D0%91%D0%B5%D0%BB%D0%B0%D1%80%D1%83%D1%81%D0%BA%D0%B0%D1%8F_%D0%BBi%D0%BD%D0%B3%D0%B2i%D1%81%D1%82%D1%8B%D0%BA%D0%B0">Вымаўленне беларусаў: беларускае ці рускае? На прыкладзе беларуска-рускага змешанага маўлення, ч. 1. // Беларуская лiнгвiстыка </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Данная статья посвящена изучению влияния русского языка на произношение белорусов (в Беларуси), преимущественно в белорусско-русской смешанной речи (БРСР). Основой представленного исследования являются два корпуса затранскрибированной... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12880075" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Данная статья посвящена изучению влияния русского языка на произношение белорусов (в Беларуси), преимущественно в белорусско-русской смешанной речи (БРСР). Основой представленного исследования являются два корпуса затранскрибированной речи. Сила влияния русского языка показана на примере переменных, относящихся к наиболее важным различиям между белорусским и русским произношением. Представленное варьирование ни в коем случае не хаатично. Для переменных характерна определенная иерархия, отражающая силу влияния русского языка, которая является статистически устойчивой в каждом из семи исследуемых городов в речи всех типов говорящих в различных речевых ситуациях. Данная иерархия наблюдается также как в «чисто» русских, так и в «чисто» белорусских фрагментах речи белорусов.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12880075" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1e751936515e6612d74b4f1f355513e0" rel="nofollow" data-download="{"attachment_id":37862954,"asset_id":12880075,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37862954/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3398091" href="https://uni-oldenburg.academia.edu/GerdHentschel">Gerd Hentschel</a><script data-card-contents-for-user="3398091" type="text/json">{"id":3398091,"first_name":"Gerd","last_name":"Hentschel","domain_name":"uni-oldenburg","page_name":"GerdHentschel","display_name":"Gerd Hentschel","profile_url":"https://uni-oldenburg.academia.edu/GerdHentschel?f_ri=60338","photo":"https://0.academia-photos.com/3398091/3386622/3984932/s65_gerd.hentschel.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-12880075">+1</span><div class="hidden js-additional-users-12880075"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://uni-oldenburg.academia.edu/JanPatrickZeller">Jan Patrick Zeller</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-12880075'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-12880075').html(); 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Основой представленного исследования являются два корпуса затранскрибированной речи. Сила влияния русского языка показана на примере переменных, относящихся к наиболее важным различиям между белорусским и русским произношением. Представленное варьирование ни в коем случае не хаатично. Для переменных характерна определенная иерархия, отражающая силу влияния русского языка, которая является статистически устойчивой в каждом из семи исследуемых городов в речи всех типов говорящих в различных речевых ситуациях. 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мова","url":"https://www.academia.edu/Documents/in/%D0%91%D0%B5%D0%BB%D0%B0%D1%80%D1%83%D1%81%D0%BA%D0%B0%D1%8F_%D0%BC%D0%BE%D0%B2%D0%B0?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72609673" data-work_id="72609673" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72609673/Master_s_degree_dissertation">Master’s degree dissertation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">El presente trabajo de fin de máster tiene como objetivo identificar cuáles son los principales obstáculos en la pronunciación española a los que se enfrentan los estudiantes japoneses cuya segunda lengua extranjera es el inglés y... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72609673" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">El presente trabajo de fin de máster tiene como objetivo identificar cuáles son los principales obstáculos en la pronunciación española a los que se enfrentan los estudiantes japoneses cuya segunda lengua extranjera es el inglés y establecer una metodología adaptada a ellos que pueda resolver esas dificultades. Para ello, el trabajo se ha dividido en dos secciones: el marco teórico y el estudio de caso. En la primera sección se han realizado una descripción y un análisis contrastivo de los sistemas fonológicos del japonés, el inglés americano y el español. Además, a través de una serie de lecturas se ha recogido información acerca de los principales errores fonológicos que otros profesores de español han encontrado en sus alumnos japoneses. Después de la parte teórica, se ha llevado a cabo la parte empírica en la que participó un exalumno de la Universidad de Rikkyo y que se dividió en tres fases: a) se examinaron las principales dificultades del participante después, b) se intentó corregir algunos de esos problemas mediante una metodología adaptada al alumno y c) se analizaron los resultados finales comparándolos con los de la primera fase. Finalmente, se exponen las conclusiones que se han extraído tras la realización del estudio.<br />[ENG]<br />The purpose of the present Master’s Dissertation is to identify which are the main obstacles in the Spanish pronunciation Japanese students whose second foreign language is English confront and to stablish a methodology adapted to them which can solve those difficulties. To achieve that, the project has been divided into two sections: the theoretical framework and the case study. In the first section we have carried out a description and a contrastive analysis of the Japanese, the English and the Spanish phonological systems. In addition, through a series of readings we have collected information about the main phonological mistakes Spanish teachers have found in their Japanese students. After the theoretical part, we conducted the empirical part in which a Rikkyo University alumni participated and which was divided into three phases: a) we examined the main difficulties of our participant b) we tried correcting some of those problems through a methodology adapted to him and b) we analysed the final results comparing them to those obtained during the first phase. Finally, we present the conclusions we deduced after the realization of the study.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72609673" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9d5dd6e2a630425f71d7cb35384389c8" rel="nofollow" data-download="{"attachment_id":81470729,"asset_id":72609673,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81470729/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="43351672" href="https://unileon.academia.edu/SAlonsoGail">Sara Alonso Gail</a><script data-card-contents-for-user="43351672" type="text/json">{"id":43351672,"first_name":"Sara","last_name":"Alonso Gail","domain_name":"unileon","page_name":"SAlonsoGail","display_name":"Sara Alonso Gail","profile_url":"https://unileon.academia.edu/SAlonsoGail?f_ri=60338","photo":"https://0.academia-photos.com/43351672/13104209/38364953/s65_sara.alonso_gail.jpg"}</script></span></span></li><li class="js-paper-rank-work_72609673 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72609673"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72609673, container: ".js-paper-rank-work_72609673", }); 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$(".js-view-count[data-work-id=72609673]").text(description); $(".js-view-count-work_72609673").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72609673").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72609673"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="19833" rel="nofollow" href="https://www.academia.edu/Documents/in/Contrastive_Analysis">Contrastive Analysis</a>, <script data-card-contents-for-ri="19833" type="text/json">{"id":19833,"name":"Contrastive Analysis","url":"https://www.academia.edu/Documents/in/Contrastive_Analysis?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="36557" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language">Teaching Spanish as a Foreign Language</a>, <script data-card-contents-for-ri="36557" type="text/json">{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60800" rel="nofollow" href="https://www.academia.edu/Documents/in/Spanish_pronunciation">Spanish pronunciation</a><script data-card-contents-for-ri="60800" type="text/json">{"id":60800,"name":"Spanish pronunciation","url":"https://www.academia.edu/Documents/in/Spanish_pronunciation?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72609673]'), work: {"id":72609673,"title":"Master’s degree dissertation","created_at":"2022-02-28T08:41:11.691-08:00","url":"https://www.academia.edu/72609673/Master_s_degree_dissertation?f_ri=60338","dom_id":"work_72609673","summary":"El presente trabajo de fin de máster tiene como objetivo identificar cuáles son los principales obstáculos en la pronunciación española a los que se enfrentan los estudiantes japoneses cuya segunda lengua extranjera es el inglés y establecer una metodología adaptada a ellos que pueda resolver esas dificultades. Para ello, el trabajo se ha dividido en dos secciones: el marco teórico y el estudio de caso. En la primera sección se han realizado una descripción y un análisis contrastivo de los sistemas fonológicos del japonés, el inglés americano y el español. Además, a través de una serie de lecturas se ha recogido información acerca de los principales errores fonológicos que otros profesores de español han encontrado en sus alumnos japoneses. Después de la parte teórica, se ha llevado a cabo la parte empírica en la que participó un exalumno de la Universidad de Rikkyo y que se dividió en tres fases: a) se examinaron las principales dificultades del participante después, b) se intentó corregir algunos de esos problemas mediante una metodología adaptada al alumno y c) se analizaron los resultados finales comparándolos con los de la primera fase. Finalmente, se exponen las conclusiones que se han extraído tras la realización del estudio.\n[ENG]\nThe purpose of the present Master’s Dissertation is to identify which are the main obstacles in the Spanish pronunciation Japanese students whose second foreign language is English confront and to stablish a methodology adapted to them which can solve those difficulties. To achieve that, the project has been divided into two sections: the theoretical framework and the case study. In the first section we have carried out a description and a contrastive analysis of the Japanese, the English and the Spanish phonological systems. In addition, through a series of readings we have collected information about the main phonological mistakes Spanish teachers have found in their Japanese students. After the theoretical part, we conducted the empirical part in which a Rikkyo University alumni participated and which was divided into three phases: a) we examined the main difficulties of our participant b) we tried correcting some of those problems through a methodology adapted to him and b) we analysed the final results comparing them to those obtained during the first phase. Finally, we present the conclusions we deduced after the realization of the study.","downloadable_attachments":[{"id":81470729,"asset_id":72609673,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":43351672,"first_name":"Sara","last_name":"Alonso Gail","domain_name":"unileon","page_name":"SAlonsoGail","display_name":"Sara Alonso Gail","profile_url":"https://unileon.academia.edu/SAlonsoGail?f_ri=60338","photo":"https://0.academia-photos.com/43351672/13104209/38364953/s65_sara.alonso_gail.jpg"}],"research_interests":[{"id":19833,"name":"Contrastive Analysis","url":"https://www.academia.edu/Documents/in/Contrastive_Analysis?f_ri=60338","nofollow":true},{"id":36557,"name":"Teaching Spanish as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Spanish_as_a_Foreign_Language?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":60800,"name":"Spanish pronunciation","url":"https://www.academia.edu/Documents/in/Spanish_pronunciation?f_ri=60338","nofollow":true},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=60338"},{"id":141847,"name":"Japanese students","url":"https://www.academia.edu/Documents/in/Japanese_students?f_ri=60338"},{"id":152918,"name":"Error Analysis","url":"https://www.academia.edu/Documents/in/Error_Analysis?f_ri=60338"},{"id":220841,"name":"English Pronunciation","url":"https://www.academia.edu/Documents/in/English_Pronunciation?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69805744" data-work_id="69805744" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69805744/Perception_and_production_of_word_final_alveolar_stops_by_Brazilian_Portuguese_learners_of_English">Perception and production of word-final alveolar stops by Brazilian Portuguese learners of English</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper focuses on the perception and production of the English alveolar stops (/t / and /d/) in syllable coda by Brazilian learners of English. In the production test, the participants read a list of English sentences containing... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69805744" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper focuses on the perception and production of the English alveolar stops (/t / and /d/) in syllable coda by Brazilian learners of English. In the production test, the participants read a list of English sentences containing alveolar stops in word-final position. The preceding and following phonological contexts were controlled, so that the effect of context on the production of the alveolar stops could be analyzed. The perception test consisted of an oddity discrimination task where the target obstruents were either unreleased, aspirated, palatalized or produced with a paragogic vowel. The results of the production investigation show that the learners tended to unrelease the obstruents, but several tokens were aspirated, palatalized or produced with a paragogic vowel. As regards the relationship between perception and production of word-final /t / and /d/, a positive correlation was found between the discrimination and production rates. Index Terms: L2 perception/production...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69805744" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7088c439ccf23f06f131dbf4833eb89c" rel="nofollow" data-download="{"attachment_id":79760205,"asset_id":69805744,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79760205/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="450793" href="https://ifsc.academia.edu/MelissaBettoni">Melissa Bettoni</a><script data-card-contents-for-user="450793" type="text/json">{"id":450793,"first_name":"Melissa","last_name":"Bettoni","domain_name":"ifsc","page_name":"MelissaBettoni","display_name":"Melissa Bettoni","profile_url":"https://ifsc.academia.edu/MelissaBettoni?f_ri=60338","photo":"https://0.academia-photos.com/450793/146762/10072488/s65_melissa.bettoni.jpg"}</script></span></span></li><li class="js-paper-rank-work_69805744 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69805744"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69805744, container: ".js-paper-rank-work_69805744", }); });</script></li><li class="js-percentile-work_69805744 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69805744; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69805744"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69805744 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69805744"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69805744; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69805744]").text(description); $(".js-view-count-work_69805744").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69805744").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69805744"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3442" rel="nofollow" href="https://www.academia.edu/Documents/in/Production">Production</a>, <script data-card-contents-for-ri="3442" type="text/json">{"id":3442,"name":"Production","url":"https://www.academia.edu/Documents/in/Production?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17540" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology">English Phonetics and Phonology</a><script data-card-contents-for-ri="17540" type="text/json">{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69805744]'), work: {"id":69805744,"title":"Perception and production of word-final alveolar stops by Brazilian Portuguese learners of English","created_at":"2022-01-28T09:31:17.744-08:00","url":"https://www.academia.edu/69805744/Perception_and_production_of_word_final_alveolar_stops_by_Brazilian_Portuguese_learners_of_English?f_ri=60338","dom_id":"work_69805744","summary":"This paper focuses on the perception and production of the English alveolar stops (/t / and /d/) in syllable coda by Brazilian learners of English. In the production test, the participants read a list of English sentences containing alveolar stops in word-final position. The preceding and following phonological contexts were controlled, so that the effect of context on the production of the alveolar stops could be analyzed. The perception test consisted of an oddity discrimination task where the target obstruents were either unreleased, aspirated, palatalized or produced with a paragogic vowel. The results of the production investigation show that the learners tended to unrelease the obstruents, but several tokens were aspirated, palatalized or produced with a paragogic vowel. As regards the relationship between perception and production of word-final /t / and /d/, a positive correlation was found between the discrimination and production rates. Index Terms: L2 perception/production...","downloadable_attachments":[{"id":79760205,"asset_id":69805744,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":450793,"first_name":"Melissa","last_name":"Bettoni","domain_name":"ifsc","page_name":"MelissaBettoni","display_name":"Melissa Bettoni","profile_url":"https://ifsc.academia.edu/MelissaBettoni?f_ri=60338","photo":"https://0.academia-photos.com/450793/146762/10072488/s65_melissa.bettoni.jpg"}],"research_interests":[{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=60338","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=60338","nofollow":true},{"id":3442,"name":"Production","url":"https://www.academia.edu/Documents/in/Production?f_ri=60338","nofollow":true},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":107300,"name":"Palatalization","url":"https://www.academia.edu/Documents/in/Palatalization?f_ri=60338"},{"id":118666,"name":"Brazilian Portuguese","url":"https://www.academia.edu/Documents/in/Brazilian_Portuguese?f_ri=60338"},{"id":149213,"name":"Conference","url":"https://www.academia.edu/Documents/in/Conference?f_ri=60338"},{"id":237531,"name":"Interlanguage","url":"https://www.academia.edu/Documents/in/Interlanguage?f_ri=60338"},{"id":1912509,"name":"Production Rate","url":"https://www.academia.edu/Documents/in/Production_Rate?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69071042" data-work_id="69071042" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69071042/Physiological_Correlations_of_English_Speech_Sounds_a_Pragmatic_Analysis">Physiological Correlations of English Speech Sounds - a Pragmatic Analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study takes a close look at the link between English sounds as realized in normal speech. Sounds are discrete entities that carry in them abstractions which is the import of phonology in every language. The physical properties of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69071042" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study takes a close look at the link between English sounds as realized in normal speech. Sounds are discrete entities that carry in them abstractions which is the import of phonology in every language. The physical properties of sounds which are realized in speech production undoubtedly have an interrelation with this discrete nature of sounds. The researcher adopted a purely analytical approach in viewing this topic, with little reliance on literature. It may be described as a purely scientific study as the researcher uses practical examples and correlates to drum home the interconnection between abstract sounds and their physical properties. The study notes that a letter of the English alphabet, for instance ‘y’, has different production realisations as both a vowel and a consonant based on the articulatory nuances a phonetic analyst associates with it. And secondly, the study finds that English speech sound may or may not have the same physiological identification with its ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69071042" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="db91fd7051b150a14cf7a950064d4c84" rel="nofollow" data-download="{"attachment_id":79309553,"asset_id":69071042,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79309553/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="78574805" href="https://independent.academia.edu/DrJustineBakuuro">Dr. Justine Bakuuro</a><script data-card-contents-for-user="78574805" type="text/json">{"id":78574805,"first_name":"Dr. Justine","last_name":"Bakuuro","domain_name":"independent","page_name":"DrJustineBakuuro","display_name":"Dr. Justine Bakuuro","profile_url":"https://independent.academia.edu/DrJustineBakuuro?f_ri=60338","photo":"https://0.academia-photos.com/78574805/22538469/136278202/s65_justine.bakuuro.jpg"}</script></span></span></li><li class="js-paper-rank-work_69071042 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69071042"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69071042, container: ".js-paper-rank-work_69071042", }); 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Sounds are discrete entities that carry in them abstractions which is the import of phonology in every language. The physical properties of sounds which are realized in speech production undoubtedly have an interrelation with this discrete nature of sounds. The researcher adopted a purely analytical approach in viewing this topic, with little reliance on literature. It may be described as a purely scientific study as the researcher uses practical examples and correlates to drum home the interconnection between abstract sounds and their physical properties. The study notes that a letter of the English alphabet, for instance ‘y’, has different production realisations as both a vowel and a consonant based on the articulatory nuances a phonetic analyst associates with it. And secondly, the study finds that English speech sound may or may not have the same physiological identification with its ...","downloadable_attachments":[{"id":79309553,"asset_id":69071042,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":78574805,"first_name":"Dr. Justine","last_name":"Bakuuro","domain_name":"independent","page_name":"DrJustineBakuuro","display_name":"Dr. Justine Bakuuro","profile_url":"https://independent.academia.edu/DrJustineBakuuro?f_ri=60338","photo":"https://0.academia-photos.com/78574805/22538469/136278202/s65_justine.bakuuro.jpg"}],"research_interests":[{"id":101,"name":"Languages","url":"https://www.academia.edu/Documents/in/Languages?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=60338","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=60338"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics?f_ri=60338"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338"},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=60338"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338"},{"id":24938,"name":"Articulatory Phonetics","url":"https://www.academia.edu/Documents/in/Articulatory_Phonetics?f_ri=60338"},{"id":31224,"name":"Phonetics and Pronunciation","url":"https://www.academia.edu/Documents/in/Phonetics_and_Pronunciation?f_ri=60338"},{"id":41980,"name":"Lingüística","url":"https://www.academia.edu/Documents/in/Ling%C3%BC%C3%ADstica?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":384736,"name":"Articulatory Phonology","url":"https://www.academia.edu/Documents/in/Articulatory_Phonology?f_ri=60338"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=60338"},{"id":852990,"name":"Discrete","url":"https://www.academia.edu/Documents/in/Discrete?f_ri=60338"},{"id":893960,"name":"Entities","url":"https://www.academia.edu/Documents/in/Entities?f_ri=60338"},{"id":982489,"name":"Interrelation","url":"https://www.academia.edu/Documents/in/Interrelation?f_ri=60338"},{"id":2533989,"name":"critical English sounds","url":"https://www.academia.edu/Documents/in/critical_English_sounds?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44634493" data-work_id="44634493" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44634493/VELOSO_Jo%C3%A3o_2020_O_fonema_categoria_percetiva_e_categoria_descritiva_Na_intera%C3%A7%C3%A3o_entre_processamento_de_dados_lingu%C3%ADsticos_descri%C3%A7%C3%A3o_lingu%C3%ADstica_e_conhecimento_lingu%C3%ADstico_em_constru%C3%A7%C3%A3o_Lingu%C3%ADstica_N%C3%BAmero_Especial_In_honorem_Maria_da_Gra%C3%A7a_Lisboa_Castro_Pinto_291_321">VELOSO, João. 2020. O fonema: categoria percetiva e categoria descritiva. Na interação entre processamento de dados linguísticos, descrição linguística e conhecimento linguístico em construção. Linguística. Número Especial, In honorem Maria da Graça Lisboa Castro Pinto: 291-321.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RESUMO As investigações experimentais no campo da perceção da fala demonstraram, a partir da segunda metade do século XX, a natureza categorial do processamento dos sinais acústicos da fala. O fonema passou então a ser concebido não só... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44634493" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RESUMO As investigações experimentais no campo da perceção da fala demonstraram, a partir da segunda metade do século XX, a natureza categorial do processamento dos sinais acústicos da fala. O fonema passou então a ser concebido não só como uma unidade teórica da descrição das línguas, mas também como uma categoria percetiva. Neste estudo, veremos como, sem a fundamentação metodológica dos estudos experimentais, correntes de pensamento mais tradicionais em linguística-como a fonética tradicional britânica e a fonologia distribucionalista norte-americana da primeira metade do século XX-haviam adiantado já algumas propriedades desta conceção categorialista do fonema. Defenderemos que uma visão mais abrangente desta unidade descritiva e de processamento, combinando informação oriunda de diversas disciplinas e de quadros teóricos alternativos, permite uma melhor explicação não só dos sistemas fonológicos e do seu processamento, mas também da inter-relação entre estes dois objetos de estudo. PALAVRAS-CHAVE Fonema. Categoria. Perceção da fala. Perceção categorial. Fonética e Fonologia. ABSTRACT Experimental studies in the field of speech perception have demonstrated, since the 1950s, that speech perception is, fundamentally, an instance of categorical processing. Accordingly, the phoneme has been conceived of as a theoretical-descriptive linguistic unit and, simultaneously, as a perceptual category. In this paper, we shall see that, even before the more recent experimental methods, traditional views-such as the British school of descriptive phonetics and the American first structuralists-had anticipated some important aspects of the categorical perspectives on the phoneme. We shall defend that a broader view on this unit, based on the combination from different subdisciplines and theoretical frameworks, could offer us stronger explanations of phonological systems, phonetic processing and the interrelation between both objects of study. (*) Unidade de investigação financiada pela FCT-Fundação para a Ciência e a Tecnologia (FCT-UIDB/00022/2020).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44634493" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7589968da7157823f4cdf2a566d0d977" rel="nofollow" data-download="{"attachment_id":65104478,"asset_id":44634493,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65104478/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="48088338" href="https://up-pt.academia.edu/JVeloso">João Veloso</a><script data-card-contents-for-user="48088338" type="text/json">{"id":48088338,"first_name":"João","last_name":"Veloso","domain_name":"up-pt","page_name":"JVeloso","display_name":"João Veloso","profile_url":"https://up-pt.academia.edu/JVeloso?f_ri=60338","photo":"https://0.academia-photos.com/48088338/12854075/14255203/s65_jo_o.veloso.jpg"}</script></span></span></li><li class="js-paper-rank-work_44634493 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44634493"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44634493, container: ".js-paper-rank-work_44634493", }); 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O fonema: categoria percetiva e categoria descritiva. Na interação entre processamento de dados linguísticos, descrição linguística e conhecimento linguístico em construção. Linguística. Número Especial, In honorem Maria da Graça Lisboa Castro Pinto: 291-321.","created_at":"2020-12-04T04:48:26.415-08:00","url":"https://www.academia.edu/44634493/VELOSO_Jo%C3%A3o_2020_O_fonema_categoria_percetiva_e_categoria_descritiva_Na_intera%C3%A7%C3%A3o_entre_processamento_de_dados_lingu%C3%ADsticos_descri%C3%A7%C3%A3o_lingu%C3%ADstica_e_conhecimento_lingu%C3%ADstico_em_constru%C3%A7%C3%A3o_Lingu%C3%ADstica_N%C3%BAmero_Especial_In_honorem_Maria_da_Gra%C3%A7a_Lisboa_Castro_Pinto_291_321?f_ri=60338","dom_id":"work_44634493","summary":"RESUMO As investigações experimentais no campo da perceção da fala demonstraram, a partir da segunda metade do século XX, a natureza categorial do processamento dos sinais acústicos da fala. O fonema passou então a ser concebido não só como uma unidade teórica da descrição das línguas, mas também como uma categoria percetiva. Neste estudo, veremos como, sem a fundamentação metodológica dos estudos experimentais, correntes de pensamento mais tradicionais em linguística-como a fonética tradicional britânica e a fonologia distribucionalista norte-americana da primeira metade do século XX-haviam adiantado já algumas propriedades desta conceção categorialista do fonema. Defenderemos que uma visão mais abrangente desta unidade descritiva e de processamento, combinando informação oriunda de diversas disciplinas e de quadros teóricos alternativos, permite uma melhor explicação não só dos sistemas fonológicos e do seu processamento, mas também da inter-relação entre estes dois objetos de estudo. PALAVRAS-CHAVE Fonema. Categoria. Perceção da fala. Perceção categorial. Fonética e Fonologia. ABSTRACT Experimental studies in the field of speech perception have demonstrated, since the 1950s, that speech perception is, fundamentally, an instance of categorical processing. Accordingly, the phoneme has been conceived of as a theoretical-descriptive linguistic unit and, simultaneously, as a perceptual category. In this paper, we shall see that, even before the more recent experimental methods, traditional views-such as the British school of descriptive phonetics and the American first structuralists-had anticipated some important aspects of the categorical perspectives on the phoneme. We shall defend that a broader view on this unit, based on the combination from different subdisciplines and theoretical frameworks, could offer us stronger explanations of phonological systems, phonetic processing and the interrelation between both objects of study. (*) Unidade de investigação financiada pela FCT-Fundação para a Ciência e a Tecnologia (FCT-UIDB/00022/2020).","downloadable_attachments":[{"id":65104478,"asset_id":44634493,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":48088338,"first_name":"João","last_name":"Veloso","domain_name":"up-pt","page_name":"JVeloso","display_name":"João Veloso","profile_url":"https://up-pt.academia.edu/JVeloso?f_ri=60338","photo":"https://0.academia-photos.com/48088338/12854075/14255203/s65_jo_o.veloso.jpg"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":114045,"name":"Categorical Perception","url":"https://www.academia.edu/Documents/in/Categorical_Perception?f_ri=60338","nofollow":true},{"id":399421,"name":"Phoneme","url":"https://www.academia.edu/Documents/in/Phoneme?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78928074" data-work_id="78928074" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78928074/BAB_EMPAT_SISTEM_FONETIK_DAN_FONOLOGI_BA">BAB EMPAT SISTEM FONETIK DAN FONOLOGI BA</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78928074" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cc4bcacc2818be6a6b26b3f92491b521" rel="nofollow" data-download="{"attachment_id":85813646,"asset_id":78928074,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85813646/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="22789704" href="https://independent.academia.edu/RoshidahHassan">Roshidah Hassan</a><script data-card-contents-for-user="22789704" type="text/json">{"id":22789704,"first_name":"Roshidah","last_name":"Hassan","domain_name":"independent","page_name":"RoshidahHassan","display_name":"Roshidah Hassan","profile_url":"https://independent.academia.edu/RoshidahHassan?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_78928074 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78928074"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78928074, container: ".js-paper-rank-work_78928074", }); 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This paper reveals some of these deficiencies and presents an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10140956" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The phonological behavior of ejectives and implosives as well as their relation with other glottalic sounds pose a number of serious problems to current phonological theories. This paper reveals some of these deficiencies and presents an alternative representation of these segments based on the notion of phonological complexity, as proposed in Sagey (1986) and tentatively applied to glottalized sounds in McCarthy (1989).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10140956" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ac62ed56565df11c60f5d9918936d3b1" rel="nofollow" data-download="{"attachment_id":36251744,"asset_id":10140956,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36251744/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7701189" href="https://ub.academia.edu/MariaRosaLloret">Maria-Rosa Lloret</a><script data-card-contents-for-user="7701189" type="text/json">{"id":7701189,"first_name":"Maria-Rosa","last_name":"Lloret","domain_name":"ub","page_name":"MariaRosaLloret","display_name":"Maria-Rosa Lloret","profile_url":"https://ub.academia.edu/MariaRosaLloret?f_ri=60338","photo":"https://0.academia-photos.com/7701189/2807930/89581772/s65_maria-rosa.lloret.jpg"}</script></span></span></li><li class="js-paper-rank-work_10140956 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10140956"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10140956, container: ".js-paper-rank-work_10140956", }); 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$(".js-view-count[data-work-id=10140956]").text(description); $(".js-view-count-work_10140956").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10140956").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10140956"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">24</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8533" rel="nofollow" href="https://www.academia.edu/Documents/in/Afro-Asiatic_Linguistics">Afro-Asiatic Linguistics</a>, <script data-card-contents-for-ri="8533" type="text/json">{"id":8533,"name":"Afro-Asiatic Linguistics","url":"https://www.academia.edu/Documents/in/Afro-Asiatic_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22086" rel="nofollow" href="https://www.academia.edu/Documents/in/Cushitic_Linguistics">Cushitic Linguistics</a>, <script data-card-contents-for-ri="22086" type="text/json">{"id":22086,"name":"Cushitic Linguistics","url":"https://www.academia.edu/Documents/in/Cushitic_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="23970" rel="nofollow" href="https://www.academia.edu/Documents/in/Glottalisation">Glottalisation</a><script data-card-contents-for-ri="23970" type="text/json">{"id":23970,"name":"Glottalisation","url":"https://www.academia.edu/Documents/in/Glottalisation?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10140956]'), work: {"id":10140956,"title":"Lloret (1994): On the representation of ejectives and implosives","created_at":"2015-01-13T04:58:19.491-08:00","url":"https://www.academia.edu/10140956/Lloret_1994_On_the_representation_of_ejectives_and_implosives?f_ri=60338","dom_id":"work_10140956","summary":"The phonological behavior of ejectives and implosives as well as their relation with other glottalic sounds pose a number of serious problems to current phonological theories. 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(Spanish and English)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The life cycle of sucking, swallowing and breathing has causes and consequences, the purpose of this document is to provide and disseminate it. It is written to respond to step mothers and some health professionals. El ciclo vital de... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14388380" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The life cycle of sucking, swallowing and breathing has causes and consequences, the purpose of this document is to provide and disseminate it. It is written to respond to step mothers and some health professionals. El ciclo vital de succión, deglución y respiración tiene causas y consecuencias, el proposito de éste documento es el de dar a conocerlo y difundirlo. Esta escrito para dar respuestas a las madres y de paso a algunos profesionales de la salud.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14388380" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c29b23e90c5cd042f1a9af07653f8ab8" rel="nofollow" data-download="{"attachment_id":38291523,"asset_id":14388380,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38291523/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2311345" href="https://independent.academia.edu/GerardoRualesSu%C3%A1rez">Gerardo Ruales Suárez</a><script data-card-contents-for-user="2311345" type="text/json">{"id":2311345,"first_name":"Gerardo","last_name":"Ruales Suárez","domain_name":"independent","page_name":"GerardoRualesSuárez","display_name":"Gerardo Ruales Suárez","profile_url":"https://independent.academia.edu/GerardoRualesSu%C3%A1rez?f_ri=60338","photo":"https://0.academia-photos.com/2311345/731841/10996984/s65_gerardo.ruales_su_rez.png"}</script></span></span></li><li class="js-paper-rank-work_14388380 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14388380"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14388380, container: ".js-paper-rank-work_14388380", }); 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A total of 80 children from Mumbai who were further sub divided into 4 groups i.e.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_64104131" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present cross sectional study aimed to delineate the phonological development across 2 ½ to 6 ½ years of typically developing Hindi speaking children. A total of 80 children from Mumbai who were further sub divided into 4 groups i.e. 2 ½ - 3 ½ years, 3 ½ -4 ½ years, 4 ½ -5 ½ years and 5 ½ - 6 ½ years with each group constituting 10 females and 10 males participated in the study. The inclusion criteria for the children was native Hindi speaking with normal oral peripheral mechanism, attending Hindi medium school and with no associated problems. The Photo articulation test in Hindi was administered on all the children. A total of 16 vowels, 30 consonants and 11 blends were assessed. The children responses were recorded using Sony digital audio recorder and further transcribed in broad IPA by the researcher. A phoneme acquisition criterion of 80% and above was selected for all the phonemes to be considered as acquired. The data was subjected to descriptive statistical analysis to i...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/64104131" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0ef04fef994f30b69f345167ed3d0014" rel="nofollow" data-download="{"attachment_id":76292608,"asset_id":64104131,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76292608/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="30773871" href="https://maharashtrahealthsciencesnashiku.academia.edu/ravalipyata">ravali pyata</a><script data-card-contents-for-user="30773871" type="text/json">{"id":30773871,"first_name":"ravali","last_name":"pyata","domain_name":"maharashtrahealthsciencesnashiku","page_name":"ravalipyata","display_name":"ravali pyata","profile_url":"https://maharashtrahealthsciencesnashiku.academia.edu/ravalipyata?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_64104131 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="64104131"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 64104131, container: ".js-paper-rank-work_64104131", }); 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Chavez-Peon","profile_url":"https://ciesasdocencia.academia.edu/MarioEChavezPeon?f_ri=60338","photo":"https://0.academia-photos.com/3658181/7995930/8956357/s65_mario_e..chavez-peon.jpg"}</script></span></span></li><li class="js-paper-rank-work_16297565 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16297565"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16297565, container: ".js-paper-rank-work_16297565", }); });</script></li><li class="js-percentile-work_16297565 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16297565; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16297565"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16297565 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16297565"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16297565; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16297565]").text(description); $(".js-view-count-work_16297565").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16297565").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16297565"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1417" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Acquisition">Language Acquisition</a>, <script data-card-contents-for-ri="1417" type="text/json">{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2743" rel="nofollow" href="https://www.academia.edu/Documents/in/Indigenous_Languages">Indigenous Languages</a><script data-card-contents-for-ri="2743" type="text/json">{"id":2743,"name":"Indigenous Languages","url":"https://www.academia.edu/Documents/in/Indigenous_Languages?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16297565]'), work: {"id":16297565,"title":"Overgeneralization in the processing of complex forms in Valley Zapotec child language","created_at":"2015-09-29T09:11:33.488-07:00","url":"https://www.academia.edu/16297565/Overgeneralization_in_the_processing_of_complex_forms_in_Valley_Zapotec_child_language?f_ri=60338","dom_id":"work_16297565","summary":"The Mental Lexicon (journal). G. Jarema \u0026 G. Libben (eds.). John Benjamins Publishing Company. ISSN 1871-1340","downloadable_attachments":[{"id":38931530,"asset_id":16297565,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3658181,"first_name":"Mario E.","last_name":"Chavez-Peon","domain_name":"ciesasdocencia","page_name":"MarioEChavezPeon","display_name":"Mario E. Chavez-Peon","profile_url":"https://ciesasdocencia.academia.edu/MarioEChavezPeon?f_ri=60338","photo":"https://0.academia-photos.com/3658181/7995930/8956357/s65_mario_e..chavez-peon.jpg"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":1417,"name":"Language Acquisition","url":"https://www.academia.edu/Documents/in/Language_Acquisition?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true},{"id":2743,"name":"Indigenous Languages","url":"https://www.academia.edu/Documents/in/Indigenous_Languages?f_ri=60338","nofollow":true},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=60338"},{"id":22043,"name":"Phonological Acquisition","url":"https://www.academia.edu/Documents/in/Phonological_Acquisition?f_ri=60338"},{"id":24829,"name":"Mesoamerica","url":"https://www.academia.edu/Documents/in/Mesoamerica?f_ri=60338"},{"id":25520,"name":"Language Acquisition and Development","url":"https://www.academia.edu/Documents/in/Language_Acquisition_and_Development?f_ri=60338"},{"id":39150,"name":"Mesoamerican linguistics","url":"https://www.academia.edu/Documents/in/Mesoamerican_linguistics?f_ri=60338"},{"id":49436,"name":"Phonological development","url":"https://www.academia.edu/Documents/in/Phonological_development?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":69916,"name":"Zapotec","url":"https://www.academia.edu/Documents/in/Zapotec?f_ri=60338"},{"id":124198,"name":"Zapoteco","url":"https://www.academia.edu/Documents/in/Zapoteco?f_ri=60338"},{"id":179383,"name":"Otomanguean Linguistics","url":"https://www.academia.edu/Documents/in/Otomanguean_Linguistics?f_ri=60338"},{"id":237101,"name":"Mesoamerican languages","url":"https://www.academia.edu/Documents/in/Mesoamerican_languages?f_ri=60338"},{"id":368024,"name":"Overgeneralization","url":"https://www.academia.edu/Documents/in/Overgeneralization?f_ri=60338"},{"id":1416960,"name":"Lenguas Otomangues","url":"https://www.academia.edu/Documents/in/Lenguas_Otomangues?f_ri=60338"},{"id":1966606,"name":"Quiaviní Zapotec","url":"https://www.academia.edu/Documents/in/Quiavin%C3%AD_Zapotec?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12596907" data-work_id="12596907" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12596907/Gram%C3%A1tica_da_Lingua_Galega_I_Fon%C3%A9tica_e_Fonolox%C3%ADa">Gramática da Lingua Galega I. Fonética e Fonoloxía</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12596907" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cfe8e3388637eff1acff5044bae3c185" rel="nofollow" data-download="{"attachment_id":37738186,"asset_id":12596907,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37738186/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8798451" href="https://coruna.academia.edu/Xos%C3%A9Ram%C3%B3nFreixeiroMato">Xosé Ramón F Mato</a><script data-card-contents-for-user="8798451" type="text/json">{"id":8798451,"first_name":"Xosé Ramón","last_name":"Mato","domain_name":"coruna","page_name":"XoséRamónFreixeiroMato","display_name":"Xosé Ramón F Mato","profile_url":"https://coruna.academia.edu/Xos%C3%A9Ram%C3%B3nFreixeiroMato?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_12596907 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12596907"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12596907, container: ".js-paper-rank-work_12596907", }); });</script></li><li class="js-percentile-work_12596907 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 12596907; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_12596907"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_12596907 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="12596907"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 12596907; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=12596907]").text(description); $(".js-view-count-work_12596907").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_12596907").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="12596907"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="446864" rel="nofollow" href="https://www.academia.edu/Documents/in/Galician_language_grammar">Galician language grammar</a><script data-card-contents-for-ri="446864" type="text/json">{"id":446864,"name":"Galician language grammar","url":"https://www.academia.edu/Documents/in/Galician_language_grammar?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=12596907]'), work: {"id":12596907,"title":"Gramática da Lingua Galega I. Fonética e Fonoloxía","created_at":"2015-05-26T00:54:56.669-07:00","url":"https://www.academia.edu/12596907/Gram%C3%A1tica_da_Lingua_Galega_I_Fon%C3%A9tica_e_Fonolox%C3%ADa?f_ri=60338","dom_id":"work_12596907","summary":null,"downloadable_attachments":[{"id":37738186,"asset_id":12596907,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8798451,"first_name":"Xosé Ramón","last_name":"Mato","domain_name":"coruna","page_name":"XoséRamónFreixeiroMato","display_name":"Xosé Ramón F Mato","profile_url":"https://coruna.academia.edu/Xos%C3%A9Ram%C3%B3nFreixeiroMato?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":446864,"name":"Galician language grammar","url":"https://www.academia.edu/Documents/in/Galician_language_grammar?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_74462492" data-work_id="74462492" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/74462492/Bilingual_Children_s_Phonology_Shows_Evidence_of_Transfer_but_Not_Deceleration_in_Their_L1">Bilingual Children’s Phonology Shows Evidence of Transfer, but Not Deceleration in Their L1</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_74462492" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence of transfer, but little is known about deceleration in this population. Here, we focused on phonological transfer and deceleration in L1 speech of typically developing Polish-English bilingual children of Polish migrants to the United Kingdom (aged 4.7–7). We analyzed L1 speech samples of 30 bilinguals and 2 groups of Polish monolinguals, matched to the bilinguals on age or vocabulary size. We found that bilingual children’ speech (both simultaneous and early sequential) was characterized by transfer, but not by deceleration, suggesting that while phonological deceleration phases out in children above the age of 4.7, transfer does not. We discuss our findings within the PRIMIR model of bilingual phonological acquisition (Curtin et al., 2011) and show...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/74462492" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="87e7fe14d6902b28cf96fb8be190f4f6" rel="nofollow" data-download="{"attachment_id":82607360,"asset_id":74462492,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82607360/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31329461" href="https://independent.academia.edu/MagdalenaWrembel">Magdalena Wrembel</a><script data-card-contents-for-user="31329461" type="text/json">{"id":31329461,"first_name":"Magdalena","last_name":"Wrembel","domain_name":"independent","page_name":"MagdalenaWrembel","display_name":"Magdalena Wrembel","profile_url":"https://independent.academia.edu/MagdalenaWrembel?f_ri=60338","photo":"https://0.academia-photos.com/31329461/30827431/28524280/s65_magdalena.wrembel.jpg"}</script></span></span></li><li class="js-paper-rank-work_74462492 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="74462492"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 74462492, container: ".js-paper-rank-work_74462492", }); });</script></li><li class="js-percentile-work_74462492 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 74462492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_74462492"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_74462492 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="74462492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 74462492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=74462492]").text(description); $(".js-view-count-work_74462492").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_74462492").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="74462492"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4583" rel="nofollow" href="https://www.academia.edu/Documents/in/Child_Development">Child Development</a>, <script data-card-contents-for-ri="4583" type="text/json">{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a>, <script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="32360" rel="nofollow" href="https://www.academia.edu/Documents/in/Cross_Linguistic_Studies">Cross Linguistic Studies</a>, <script data-card-contents-for-ri="32360" type="text/json">{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="47268" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingualism">Bilingualism</a><script data-card-contents-for-ri="47268" type="text/json">{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=74462492]'), work: {"id":74462492,"title":"Bilingual Children’s Phonology Shows Evidence of Transfer, but Not Deceleration in Their L1","created_at":"2022-03-24T06:31:27.905-07:00","url":"https://www.academia.edu/74462492/Bilingual_Children_s_Phonology_Shows_Evidence_of_Transfer_but_Not_Deceleration_in_Their_L1?f_ri=60338","dom_id":"work_74462492","summary":"Bilingual language development might be characterized by transfer, deceleration, and/or acceleration, the first two being relevant for the language impairment diagnosis. Studies on bilingual children’s productive phonology show evidence of transfer, but little is known about deceleration in this population. Here, we focused on phonological transfer and deceleration in L1 speech of typically developing Polish-English bilingual children of Polish migrants to the United Kingdom (aged 4.7–7). We analyzed L1 speech samples of 30 bilinguals and 2 groups of Polish monolinguals, matched to the bilinguals on age or vocabulary size. We found that bilingual children’ speech (both simultaneous and early sequential) was characterized by transfer, but not by deceleration, suggesting that while phonological deceleration phases out in children above the age of 4.7, transfer does not. We discuss our findings within the PRIMIR model of bilingual phonological acquisition (Curtin et al., 2011) and show...","downloadable_attachments":[{"id":82607360,"asset_id":74462492,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31329461,"first_name":"Magdalena","last_name":"Wrembel","domain_name":"independent","page_name":"MagdalenaWrembel","display_name":"Magdalena Wrembel","profile_url":"https://independent.academia.edu/MagdalenaWrembel?f_ri=60338","photo":"https://0.academia-photos.com/31329461/30827431/28524280/s65_magdalena.wrembel.jpg"}],"research_interests":[{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development?f_ri=60338","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338","nofollow":true},{"id":32360,"name":"Cross Linguistic Studies","url":"https://www.academia.edu/Documents/in/Cross_Linguistic_Studies?f_ri=60338","nofollow":true},{"id":47268,"name":"Bilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism?f_ri=60338","nofollow":true},{"id":57457,"name":"Language Transfer","url":"https://www.academia.edu/Documents/in/Language_Transfer?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":1578327,"name":"Case Studies in Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Case_Studies_in_Second_Language_Acquisition?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49318822" data-work_id="49318822" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49318822/VOWEL_REDUCTION_IN_CONTEMPORARY_MEXICAN_SPANISH">VOWEL REDUCTION IN CONTEMPORARY MEXICAN SPANISH</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present article studies the question of vowel reduction in contemporary Mexican Spanish. Key terms such as language variant, pluricentric language, and standard norm are clarified. We analyze the vowel characteristics of the Mexican... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49318822" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present article studies the question of vowel reduction in contemporary Mexican Spanish. Key terms such as language variant, pluricentric language, and standard norm are clarified. We analyze the vowel characteristics of the Mexican variant of Spanish, and look at a certain variation in vowel quantity, as well as in the formant structure. We examine vowel reduction as a main particularity of the variant and conclude that, even though the phenomenon of vowel reduction cannot be left out when painting a broad picture of contemporary Mexican Spanish, vowel reduction is still not to be considered characteristic of the standard norm of the variant.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49318822" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4f867a807601b5ef5cddab4d25a1e68d" rel="nofollow" data-download="{"attachment_id":67695489,"asset_id":49318822,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67695489/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="41954762" href="https://mu-varna.academia.edu/%D1%81%D0%BB%D0%B0%D0%B2%D0%B5%D1%8F%D0%B3%D0%BE%D1%80%D0%B0%D0%BD%D0%BE%D0%B2%D0%B0">славея горанова</a><script data-card-contents-for-user="41954762" type="text/json">{"id":41954762,"first_name":"славея","last_name":"горанова","domain_name":"mu-varna","page_name":"славеягоранова","display_name":"славея горанова","profile_url":"https://mu-varna.academia.edu/%D1%81%D0%BB%D0%B0%D0%B2%D0%B5%D1%8F%D0%B3%D0%BE%D1%80%D0%B0%D0%BD%D0%BE%D0%B2%D0%B0?f_ri=60338","photo":"https://0.academia-photos.com/41954762/11341424/16696558/s65__._.png"}</script></span></span></li><li class="js-paper-rank-work_49318822 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49318822"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49318822, container: ".js-paper-rank-work_49318822", }); });</script></li><li class="js-percentile-work_49318822 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49318822; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49318822"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49318822 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49318822"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49318822; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49318822]").text(description); $(".js-view-count-work_49318822").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49318822").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49318822"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="254310" rel="nofollow" href="https://www.academia.edu/Documents/in/Mexican_Spanish">Mexican Spanish</a><script data-card-contents-for-ri="254310" type="text/json">{"id":254310,"name":"Mexican Spanish","url":"https://www.academia.edu/Documents/in/Mexican_Spanish?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49318822]'), work: {"id":49318822,"title":"VOWEL REDUCTION IN CONTEMPORARY MEXICAN SPANISH","created_at":"2021-06-21T00:12:44.146-07:00","url":"https://www.academia.edu/49318822/VOWEL_REDUCTION_IN_CONTEMPORARY_MEXICAN_SPANISH?f_ri=60338","dom_id":"work_49318822","summary":"The present article studies the question of vowel reduction in contemporary Mexican Spanish. Key terms such as language variant, pluricentric language, and standard norm are clarified. We analyze the vowel characteristics of the Mexican variant of Spanish, and look at a certain variation in vowel quantity, as well as in the formant structure. We examine vowel reduction as a main particularity of the variant and conclude that, even though the phenomenon of vowel reduction cannot be left out when painting a broad picture of contemporary Mexican Spanish, vowel reduction is still not to be considered characteristic of the standard norm of the variant.","downloadable_attachments":[{"id":67695489,"asset_id":49318822,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":41954762,"first_name":"славея","last_name":"горанова","domain_name":"mu-varna","page_name":"славеягоранова","display_name":"славея горанова","profile_url":"https://mu-varna.academia.edu/%D1%81%D0%BB%D0%B0%D0%B2%D0%B5%D1%8F%D0%B3%D0%BE%D1%80%D0%B0%D0%BD%D0%BE%D0%B2%D0%B0?f_ri=60338","photo":"https://0.academia-photos.com/41954762/11341424/16696558/s65__._.png"}],"research_interests":[{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":254310,"name":"Mexican Spanish","url":"https://www.academia.edu/Documents/in/Mexican_Spanish?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41053670 coauthored" data-work_id="41053670" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41053670/The_Core_of_the_English_Lexicon_Stress_and_Graphophonology">The Core of the English Lexicon: Stress and Graphophonology</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper is a study of the 5000 most frequent word-forms of the English lexicon. Both stress and graphophonological regularities are evaluated within Fournier’s (2010b) framework. The results show the high efficiency of Fournier’s model... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41053670" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper is a study of the 5000 most frequent word-forms of the English lexicon. Both stress and graphophonological regularities are evaluated within Fournier’s (2010b) framework. The results show the high efficiency of Fournier’s model and that a large number of exceptions fall into well-known classes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41053670" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="20d5f10cb9cd8a9fd656a8ce80c0435c" rel="nofollow" data-download="{"attachment_id":61325653,"asset_id":41053670,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61325653/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="25297769" href="https://uca-fr.academia.edu/QuentinDabouis">Quentin Dabouis</a><script data-card-contents-for-user="25297769" type="text/json">{"id":25297769,"first_name":"Quentin","last_name":"Dabouis","domain_name":"uca-fr","page_name":"QuentinDabouis","display_name":"Quentin Dabouis","profile_url":"https://uca-fr.academia.edu/QuentinDabouis?f_ri=60338","photo":"https://0.academia-photos.com/25297769/6883442/154779458/s65_quentin.dabouis.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-41053670">+1</span><div class="hidden js-additional-users-41053670"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/V%C3%A9roniqueAbasq">Véronique Abasq</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-41053670'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-41053670').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_41053670 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41053670"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41053670, container: ".js-paper-rank-work_41053670", }); });</script></li><li class="js-percentile-work_41053670 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41053670; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41053670"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41053670 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41053670"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41053670; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41053670]").text(description); $(".js-view-count-work_41053670").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41053670").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41053670"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" rel="nofollow" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17540" rel="nofollow" href="https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology">English Phonetics and Phonology</a>, <script data-card-contents-for-ri="17540" type="text/json">{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="31963" rel="nofollow" href="https://www.academia.edu/Documents/in/Morphology_Languages_And_Linguistics_">Morphology (Languages And Linguistics)</a><script data-card-contents-for-ri="31963" type="text/json">{"id":31963,"name":"Morphology (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Morphology_Languages_And_Linguistics_?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41053670]'), work: {"id":41053670,"title":"The Core of the English Lexicon: Stress and Graphophonology","created_at":"2019-11-24T23:23:38.614-08:00","url":"https://www.academia.edu/41053670/The_Core_of_the_English_Lexicon_Stress_and_Graphophonology?f_ri=60338","dom_id":"work_41053670","summary":"This paper is a study of the 5000 most frequent word-forms of the English lexicon. Both stress and graphophonological regularities are evaluated within Fournier’s (2010b) framework. The results show the high efficiency of Fournier’s model and that a large number of exceptions fall into well-known classes.\n","downloadable_attachments":[{"id":61325653,"asset_id":41053670,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":25297769,"first_name":"Quentin","last_name":"Dabouis","domain_name":"uca-fr","page_name":"QuentinDabouis","display_name":"Quentin Dabouis","profile_url":"https://uca-fr.academia.edu/QuentinDabouis?f_ri=60338","photo":"https://0.academia-photos.com/25297769/6883442/154779458/s65_quentin.dabouis.jpg"},{"id":137639196,"first_name":"Véronique","last_name":"Abasq","domain_name":"independent","page_name":"VéroniqueAbasq","display_name":"Véronique Abasq","profile_url":"https://independent.academia.edu/V%C3%A9roniqueAbasq?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=60338","nofollow":true},{"id":17540,"name":"English Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/English_Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":31963,"name":"Morphology (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Morphology_Languages_And_Linguistics_?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":124577,"name":"English Morphology","url":"https://www.academia.edu/Documents/in/English_Morphology?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38213347" data-work_id="38213347" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38213347/Accommodation_of_L2_Speech_in_a_Repetition_Task_Exploring_Paralinguistic_Imitation">Accommodation of L2 Speech in a Repetition Task : Exploring Paralinguistic Imitation</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Phonetic convergence is the process by which a speaker adapts his/her speech to sound more similar to his/her interlocutor. While most studies analysing this process have been conducted amongst speakers sharing the same language or... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38213347" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Phonetic convergence is the process by which a speaker adapts his/her speech to sound more similar to his/her interlocutor. While most studies analysing this process have been conducted amongst speakers sharing the same language or variety, this experiment focuses on imitation between non-native and native speakers in a repetition task. The data is a fragment from the ANGLISH corpus designed by Anne Tortel (Tortel, 2008). 40 French speakers (10 male intermediate, 10 male advanced, 10 female intermediate and 10 female advanced learners) were asked to repeat a set of 20 sentences produced by British native speakers. Segmental (vowel quality), suprasegmental (vowel duration) and voice quality were analysed. Level of proficiency, gender and model talker were taken as independent variables.<br />Level appeared not to be a relevant parameter due to a high amount of inter-individual variability amongst groups. Somewhat contradictory results were observed for vowel duration and F1-F2 distance for male learners converged more than female learners. Our hypothesis that low vowels display a higher degree of imitation, and especially within the<br />F1 dimension (Babel, 2012), was partially validated. Convergence in vowel duration in order to sound more native-like was also observed (Zając, 2013).<br />Regarding the analysis of voice quality, and more particularly of creaky voice, observations suggest that some advanced female learners creaked more than the native speakers and more in the reading task, which indicate, both linguistic idiosyncrasy and accommodation towards the native speakers. Low vowels seem also to be more likely to be<br />produced with a creaky voice, especially at the end of prosodic constituents.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38213347" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3383930b4c3f8e9397de945487c611fb" rel="nofollow" data-download="{"attachment_id":58252405,"asset_id":38213347,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58252405/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32399886" href="https://univ-paris-diderot.academia.edu/L%C3%A9aBurin">Léa Burin</a><script data-card-contents-for-user="32399886" type="text/json">{"id":32399886,"first_name":"Léa","last_name":"Burin","domain_name":"univ-paris-diderot","page_name":"LéaBurin","display_name":"Léa Burin","profile_url":"https://univ-paris-diderot.academia.edu/L%C3%A9aBurin?f_ri=60338","photo":"https://0.academia-photos.com/32399886/10365920/71116414/s65_l_a.burin.jpg"}</script></span></span></li><li class="js-paper-rank-work_38213347 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38213347"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38213347, container: ".js-paper-rank-work_38213347", }); });</script></li><li class="js-percentile-work_38213347 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38213347; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38213347"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38213347 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38213347"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38213347; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38213347]").text(description); $(".js-view-count-work_38213347").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38213347").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38213347"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1008" rel="nofollow" href="https://www.academia.edu/Documents/in/Second_Language_Acquisition">Second Language Acquisition</a>, <script data-card-contents-for-ri="1008" type="text/json">{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21025" rel="nofollow" href="https://www.academia.edu/Documents/in/Acoustic_Phonetics">Acoustic Phonetics</a>, <script data-card-contents-for-ri="21025" type="text/json">{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="146457" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetic_Accommodation">Phonetic Accommodation</a><script data-card-contents-for-ri="146457" type="text/json">{"id":146457,"name":"Phonetic Accommodation","url":"https://www.academia.edu/Documents/in/Phonetic_Accommodation?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38213347]'), work: {"id":38213347,"title":"Accommodation of L2 Speech in a Repetition Task : Exploring Paralinguistic Imitation","created_at":"2019-01-24T07:57:07.651-08:00","url":"https://www.academia.edu/38213347/Accommodation_of_L2_Speech_in_a_Repetition_Task_Exploring_Paralinguistic_Imitation?f_ri=60338","dom_id":"work_38213347","summary":"Phonetic convergence is the process by which a speaker adapts his/her speech to sound more similar to his/her interlocutor. While most studies analysing this process have been conducted amongst speakers sharing the same language or variety, this experiment focuses on imitation between non-native and native speakers in a repetition task. The data is a fragment from the ANGLISH corpus designed by Anne Tortel (Tortel, 2008). 40 French speakers (10 male intermediate, 10 male advanced, 10 female intermediate and 10 female advanced learners) were asked to repeat a set of 20 sentences produced by British native speakers. Segmental (vowel quality), suprasegmental (vowel duration) and voice quality were analysed. Level of proficiency, gender and model talker were taken as independent variables.\nLevel appeared not to be a relevant parameter due to a high amount of inter-individual variability amongst groups. Somewhat contradictory results were observed for vowel duration and F1-F2 distance for male learners converged more than female learners. Our hypothesis that low vowels display a higher degree of imitation, and especially within the\nF1 dimension (Babel, 2012), was partially validated. Convergence in vowel duration in order to sound more native-like was also observed (Zając, 2013).\nRegarding the analysis of voice quality, and more particularly of creaky voice, observations suggest that some advanced female learners creaked more than the native speakers and more in the reading task, which indicate, both linguistic idiosyncrasy and accommodation towards the native speakers. Low vowels seem also to be more likely to be\nproduced with a creaky voice, especially at the end of prosodic constituents.","downloadable_attachments":[{"id":58252405,"asset_id":38213347,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32399886,"first_name":"Léa","last_name":"Burin","domain_name":"univ-paris-diderot","page_name":"LéaBurin","display_name":"Léa Burin","profile_url":"https://univ-paris-diderot.academia.edu/L%C3%A9aBurin?f_ri=60338","photo":"https://0.academia-photos.com/32399886/10365920/71116414/s65_l_a.burin.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=60338","nofollow":true},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":146457,"name":"Phonetic Accommodation","url":"https://www.academia.edu/Documents/in/Phonetic_Accommodation?f_ri=60338","nofollow":true},{"id":207841,"name":"Voice Quality","url":"https://www.academia.edu/Documents/in/Voice_Quality?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16483567" data-work_id="16483567" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16483567/PSYCHOLOGICAL_and_LINGUISTIC_ASPECTS_OF_INDIAN_INDIGENOUS_MUSIC_and_DANCE_REFERENCE_GOND_TRIBES_OF_BASTAR_">PSYCHOLOGICAL & LINGUISTIC ASPECTS OF INDIAN INDIGENOUS MUSIC & DANCE (REFERENCE: GOND TRIBES OF BASTAR)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Indigenous dance & music across the world has long been an important topic of sociocultural studies conducted by people from various related fields and Indian tribes are no strangers to this ethno musical single dimensionality of their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16483567" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Indigenous dance & music across the world has long been an important topic of sociocultural studies conducted by people from various related fields and Indian tribes are no strangers to this ethno musical single dimensionality of their society. Since the advent of Ethnomusicology during late 19th century the holistic investigations of music as well as dance has opened doors for psychologists and linguistic scientists to study indigenous behavior & language. <br /><br />The methodological approaches to this include collection of audio-visual recordings that along with the contextual information supplied helps linguistic scientists and psychologists to produce an analytically derived qualitative analysis of the ancestral dance & music of the tribal groups in India. <br /><br />This paper further accentuates the above mentioned aspects of Psychology & Linguistics of Indian aboriginal music & dance, firstly, by highlighting the Psycho Acoustic effects of indigenous dance or music performed during ceremonies, especially the after life rituals and secondly, by emphasizing on the Phonetic Characteristics of the indigenous songs, that is an important factor in discovering the mother language of the currently spoken Indian indigenous languages.<br /><br />The paper elaborates on both these points by using theoretical references from different associated fields and by the means of fieldwork done via participant observation during the course of Ethnographic Filming amongst the Gond Tribes of Bastar.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16483567" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8abdaef197639b7fdccfdb5a9054a2f8" rel="nofollow" data-download="{"attachment_id":39013621,"asset_id":16483567,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39013621/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34100030" href="https://independent.academia.edu/SaumyaSharma25">Saumya Sharma</a><script data-card-contents-for-user="34100030" type="text/json">{"id":34100030,"first_name":"Saumya","last_name":"Sharma","domain_name":"independent","page_name":"SaumyaSharma25","display_name":"Saumya Sharma","profile_url":"https://independent.academia.edu/SaumyaSharma25?f_ri=60338","photo":"https://0.academia-photos.com/34100030/10009221/62251286/s65_saumya.sharma.jpg"}</script></span></span></li><li class="js-paper-rank-work_16483567 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16483567"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16483567, container: ".js-paper-rank-work_16483567", }); });</script></li><li class="js-percentile-work_16483567 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 16483567; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_16483567"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_16483567 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="16483567"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 16483567; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=16483567]").text(description); $(".js-view-count-work_16483567").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_16483567").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="16483567"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="790" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychological_Anthropology">Psychological Anthropology</a>, <script data-card-contents-for-ri="790" type="text/json">{"id":790,"name":"Psychological Anthropology","url":"https://www.academia.edu/Documents/in/Psychological_Anthropology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="926" rel="nofollow" href="https://www.academia.edu/Documents/in/Indigenous_Studies">Indigenous Studies</a>, <script data-card-contents-for-ri="926" type="text/json">{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1987" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethnomusicology">Ethnomusicology</a>, <script data-card-contents-for-ri="1987" type="text/json">{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a><script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=16483567]'), work: {"id":16483567,"title":"PSYCHOLOGICAL \u0026 LINGUISTIC ASPECTS OF INDIAN INDIGENOUS MUSIC \u0026 DANCE (REFERENCE: GOND TRIBES OF BASTAR)","created_at":"2015-10-05T09:38:43.046-07:00","url":"https://www.academia.edu/16483567/PSYCHOLOGICAL_and_LINGUISTIC_ASPECTS_OF_INDIAN_INDIGENOUS_MUSIC_and_DANCE_REFERENCE_GOND_TRIBES_OF_BASTAR_?f_ri=60338","dom_id":"work_16483567","summary":"Indigenous dance \u0026 music across the world has long been an important topic of sociocultural studies conducted by people from various related fields and Indian tribes are no strangers to this ethno musical single dimensionality of their society. Since the advent of Ethnomusicology during late 19th century the holistic investigations of music as well as dance has opened doors for psychologists and linguistic scientists to study indigenous behavior \u0026 language. \n\nThe methodological approaches to this include collection of audio-visual recordings that along with the contextual information supplied helps linguistic scientists and psychologists to produce an analytically derived qualitative analysis of the ancestral dance \u0026 music of the tribal groups in India. \n\nThis paper further accentuates the above mentioned aspects of Psychology \u0026 Linguistics of Indian aboriginal music \u0026 dance, firstly, by highlighting the Psycho Acoustic effects of indigenous dance or music performed during ceremonies, especially the after life rituals and secondly, by emphasizing on the Phonetic Characteristics of the indigenous songs, that is an important factor in discovering the mother language of the currently spoken Indian indigenous languages.\n\nThe paper elaborates on both these points by using theoretical references from different associated fields and by the means of fieldwork done via participant observation during the course of Ethnographic Filming amongst the Gond Tribes of Bastar. \n","downloadable_attachments":[{"id":39013621,"asset_id":16483567,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34100030,"first_name":"Saumya","last_name":"Sharma","domain_name":"independent","page_name":"SaumyaSharma25","display_name":"Saumya Sharma","profile_url":"https://independent.academia.edu/SaumyaSharma25?f_ri=60338","photo":"https://0.academia-photos.com/34100030/10009221/62251286/s65_saumya.sharma.jpg"}],"research_interests":[{"id":790,"name":"Psychological Anthropology","url":"https://www.academia.edu/Documents/in/Psychological_Anthropology?f_ri=60338","nofollow":true},{"id":926,"name":"Indigenous Studies","url":"https://www.academia.edu/Documents/in/Indigenous_Studies?f_ri=60338","nofollow":true},{"id":1987,"name":"Ethnomusicology","url":"https://www.academia.edu/Documents/in/Ethnomusicology?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338","nofollow":true},{"id":2718,"name":"Linguistic Anthropology","url":"https://www.academia.edu/Documents/in/Linguistic_Anthropology?f_ri=60338"},{"id":4158,"name":"Psychoacoustics","url":"https://www.academia.edu/Documents/in/Psychoacoustics?f_ri=60338"},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":946802,"name":"Phonetic Symbolism","url":"https://www.academia.edu/Documents/in/Phonetic_Symbolism?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4849253" data-work_id="4849253" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4849253/What_lies_behind_Wobzi_consonant_clusters">What lies behind Wobzi consonant clusters?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Wobzi is a dialect of Lavrung, a Rgyalrongic language in Tibeto-Burman. It is 2 spoken in Chuchen, Rngaba, Sichuan, China. Lavrung is irst identi ied as a 3 language by Huang ( ), and the work of Huang ( ) is the irst gram-4 mar of this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_4849253" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Wobzi is a dialect of Lavrung, a Rgyalrongic language in Tibeto-Burman. It is 2 spoken in Chuchen, Rngaba, Sichuan, China. Lavrung is irst identi ied as a 3 language by Huang ( ), and the work of Huang ( ) is the irst gram-4 mar of this language. Yin ( ) deals with the Njorogs dialect. Both authors 5 mention the complexity of the onset system of Lavrung, and attest more than 6 onsets in both dialects. Huang attested an onset of consonants: ʁvrdʑɣə 7 'geminate'. Yin ( ) indicates that the number of Lavrung onsets can in-8 crease thanks to productive morphology. Indeed, Lavrung phonology cannot 9</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4849253" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a4f82faea3edf321c382628314a726b6" rel="nofollow" data-download="{"attachment_id":32132340,"asset_id":4849253,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/32132340/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3752056" href="https://shh-mpg.academia.edu/LaiYunfan">Lai Yunfan</a><script data-card-contents-for-user="3752056" type="text/json">{"id":3752056,"first_name":"Lai","last_name":"Yunfan","domain_name":"shh-mpg","page_name":"LaiYunfan","display_name":"Lai Yunfan","profile_url":"https://shh-mpg.academia.edu/LaiYunfan?f_ri=60338","photo":"https://0.academia-photos.com/3752056/1351872/2230021/s65_lai.yunfan.jpg"}</script></span></span></li><li class="js-paper-rank-work_4849253 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4849253"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4849253, container: ".js-paper-rank-work_4849253", }); 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$(".js-view-count[data-work-id=4849253]").text(description); $(".js-view-count-work_4849253").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4849253").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="4849253"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="778" rel="nofollow" href="https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_">Diachronic Linguistics (Or Historical Linguistics)</a>, <script data-card-contents-for-ri="778" type="text/json">{"id":778,"name":"Diachronic Linguistics (Or Historical Linguistics)","url":"https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1207" rel="nofollow" href="https://www.academia.edu/Documents/in/Historical_Linguistics">Historical Linguistics</a>, <script data-card-contents-for-ri="1207" type="text/json">{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a><script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=4849253]'), work: {"id":4849253,"title":"What lies behind Wobzi consonant clusters?","created_at":"2013-10-21T22:52:43.841-07:00","url":"https://www.academia.edu/4849253/What_lies_behind_Wobzi_consonant_clusters?f_ri=60338","dom_id":"work_4849253","summary":"Wobzi is a dialect of Lavrung, a Rgyalrongic language in Tibeto-Burman. It is 2 spoken in Chuchen, Rngaba, Sichuan, China. Lavrung is irst identi ied as a 3 language by Huang ( ), and the work of Huang ( ) is the irst gram-4 mar of this language. Yin ( ) deals with the Njorogs dialect. Both authors 5 mention the complexity of the onset system of Lavrung, and attest more than 6 onsets in both dialects. Huang attested an onset of consonants: ʁvrdʑɣə 7 'geminate'. Yin ( ) indicates that the number of Lavrung onsets can in-8 crease thanks to productive morphology. Indeed, Lavrung phonology cannot 9","downloadable_attachments":[{"id":32132340,"asset_id":4849253,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3752056,"first_name":"Lai","last_name":"Yunfan","domain_name":"shh-mpg","page_name":"LaiYunfan","display_name":"Lai Yunfan","profile_url":"https://shh-mpg.academia.edu/LaiYunfan?f_ri=60338","photo":"https://0.academia-photos.com/3752056/1351872/2230021/s65_lai.yunfan.jpg"}],"research_interests":[{"id":778,"name":"Diachronic Linguistics (Or Historical Linguistics)","url":"https://www.academia.edu/Documents/in/Diachronic_Linguistics_Or_Historical_Linguistics_?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":1207,"name":"Historical Linguistics","url":"https://www.academia.edu/Documents/in/Historical_Linguistics?f_ri=60338","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338"},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=60338"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338"},{"id":19835,"name":"Sino-Tibetan Linguistics","url":"https://www.academia.edu/Documents/in/Sino-Tibetan_Linguistics?f_ri=60338"},{"id":38605,"name":"Tibeto-Burman Linguistics","url":"https://www.academia.edu/Documents/in/Tibeto-Burman_Linguistics?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":97045,"name":"Lavrung","url":"https://www.academia.edu/Documents/in/Lavrung?f_ri=60338"},{"id":646333,"name":"Sonority Hierarchy","url":"https://www.academia.edu/Documents/in/Sonority_Hierarchy?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43409074" data-work_id="43409074" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43409074/E_J%C4%99zyk_polskiej_prozy_fantastyczno_naukowe_CA%C5%81O%C5%9A%C4%86">E Język polskiej prozy fantastyczno naukowe CAŁOŚĆ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Praca z 1988 roku dotyczy wyznaczników językowych prozy science fiction.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43409074" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="69646fe39be799841942b660f5dd6498" rel="nofollow" data-download="{"attachment_id":63708704,"asset_id":43409074,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63708704/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="116790504" href="https://silesian.academia.edu/jolatambor">Jolanta Tambor</a><script data-card-contents-for-user="116790504" type="text/json">{"id":116790504,"first_name":"Jolanta","last_name":"Tambor","domain_name":"silesian","page_name":"jolatambor","display_name":"Jolanta Tambor","profile_url":"https://silesian.academia.edu/jolatambor?f_ri=60338","photo":"https://0.academia-photos.com/116790504/69932562/58340884/s65_jola.tambor.jpg"}</script></span></span></li><li class="js-paper-rank-work_43409074 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43409074"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43409074, container: ".js-paper-rank-work_43409074", }); 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$(".js-view-count[data-work-id=43409074]").text(description); $(".js-view-count-work_43409074").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43409074").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43409074"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="780" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethnolinguistics">Ethnolinguistics</a>, <script data-card-contents-for-ri="780" type="text/json">{"id":780,"name":"Ethnolinguistics","url":"https://www.academia.edu/Documents/in/Ethnolinguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43409074]'), work: {"id":43409074,"title":"E Język polskiej prozy fantastyczno naukowe CAŁOŚĆ","created_at":"2020-06-22T12:51:19.188-07:00","url":"https://www.academia.edu/43409074/E_J%C4%99zyk_polskiej_prozy_fantastyczno_naukowe_CA%C5%81O%C5%9A%C4%86?f_ri=60338","dom_id":"work_43409074","summary":"Praca z 1988 roku dotyczy wyznaczników językowych prozy science fiction.","downloadable_attachments":[{"id":63708704,"asset_id":43409074,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":116790504,"first_name":"Jolanta","last_name":"Tambor","domain_name":"silesian","page_name":"jolatambor","display_name":"Jolanta Tambor","profile_url":"https://silesian.academia.edu/jolatambor?f_ri=60338","photo":"https://0.academia-photos.com/116790504/69932562/58340884/s65_jola.tambor.jpg"}],"research_interests":[{"id":780,"name":"Ethnolinguistics","url":"https://www.academia.edu/Documents/in/Ethnolinguistics?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40861971" data-work_id="40861971" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40861971/O_ENSINO_DE_FON%C3%89TICA_DA_L%C3%8DNGUA_INGLESA_COM_O_USO_DE_MATERIAL_DIGITAL">O ENSINO DE FONÉTICA DA LÍNGUA INGLESA COM O USO DE MATERIAL DIGITAL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">RRESUMO: Os objetivos deste estudo são apresentar e analisar os resultados da aplicação de um material didático com foco em aspectos fonéticos do Inglês e mostrar resultados da produção do gênero oral limerick. O referencial teórico... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40861971" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">RRESUMO: Os objetivos deste estudo são apresentar e analisar os resultados da aplicação de um material<br />didático com foco em aspectos fonéticos do Inglês e mostrar resultados da produção do gênero oral<br />limerick. O referencial teórico utilizado conta com as contribuições de Cristófaro-Silva (2005), Brinton et. al.<br />(2010), que discutem o ensino da fonética do inglês, e Marcuschi (2010), Cristóvão(2005), que discorrem<br />sobre o uso de gêneros textuais em sala de aula. Como metodologia são utilizados os tipos de pesquisa de<br />campo, bibliográfica, descritiva, experimental e analítica. As implicações deste estudo mostram que os<br />alunos puderam fazer uso da organização sonora do inglês para sua aplicabilidade oral. Apesar das<br />dificuldades encontradas durante a aplicação do material, como falta de estrutura e poucas aulas para<br />aplicação, os alunos participantes da pesquisa tiveram condições de produzir o limerick de forma mais<br />adequada às características desse gênero.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40861971" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4349e265b6bd35859133e21db2df960f" rel="nofollow" data-download="{"attachment_id":61147515,"asset_id":40861971,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61147515/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="119879887" href="https://independent.academia.edu/C%C3%ADntiaSantos9">Cíntia Pereira dos Santos</a><script data-card-contents-for-user="119879887" type="text/json">{"id":119879887,"first_name":"Cíntia","last_name":"Pereira dos Santos","domain_name":"independent","page_name":"CíntiaSantos9","display_name":"Cíntia Pereira dos Santos","profile_url":"https://independent.academia.edu/C%C3%ADntiaSantos9?f_ri=60338","photo":"https://0.academia-photos.com/119879887/34902120/49158557/s65_c_ntia.santos.jpg"}</script></span></span></li><li class="js-paper-rank-work_40861971 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40861971"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40861971, container: ".js-paper-rank-work_40861971", }); });</script></li><li class="js-percentile-work_40861971 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40861971; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40861971"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40861971 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40861971"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40861971; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40861971]").text(description); $(".js-view-count-work_40861971").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40861971").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40861971"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="537353" rel="nofollow" href="https://www.academia.edu/Documents/in/Digital_Materials_Production">Digital Materials Production</a><script data-card-contents-for-ri="537353" type="text/json">{"id":537353,"name":"Digital Materials Production","url":"https://www.academia.edu/Documents/in/Digital_Materials_Production?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40861971]'), work: {"id":40861971,"title":"O ENSINO DE FONÉTICA DA LÍNGUA INGLESA COM O USO DE MATERIAL DIGITAL","created_at":"2019-11-06T14:30:32.003-08:00","url":"https://www.academia.edu/40861971/O_ENSINO_DE_FON%C3%89TICA_DA_L%C3%8DNGUA_INGLESA_COM_O_USO_DE_MATERIAL_DIGITAL?f_ri=60338","dom_id":"work_40861971","summary":"RRESUMO: Os objetivos deste estudo são apresentar e analisar os resultados da aplicação de um material\ndidático com foco em aspectos fonéticos do Inglês e mostrar resultados da produção do gênero oral\nlimerick. O referencial teórico utilizado conta com as contribuições de Cristófaro-Silva (2005), Brinton et. al.\n(2010), que discutem o ensino da fonética do inglês, e Marcuschi (2010), Cristóvão(2005), que discorrem\nsobre o uso de gêneros textuais em sala de aula. Como metodologia são utilizados os tipos de pesquisa de\ncampo, bibliográfica, descritiva, experimental e analítica. As implicações deste estudo mostram que os\nalunos puderam fazer uso da organização sonora do inglês para sua aplicabilidade oral. Apesar das\ndificuldades encontradas durante a aplicação do material, como falta de estrutura e poucas aulas para\naplicação, os alunos participantes da pesquisa tiveram condições de produzir o limerick de forma mais\nadequada às características desse gênero.","downloadable_attachments":[{"id":61147515,"asset_id":40861971,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":119879887,"first_name":"Cíntia","last_name":"Pereira dos Santos","domain_name":"independent","page_name":"CíntiaSantos9","display_name":"Cíntia Pereira dos Santos","profile_url":"https://independent.academia.edu/C%C3%ADntiaSantos9?f_ri=60338","photo":"https://0.academia-photos.com/119879887/34902120/49158557/s65_c_ntia.santos.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":537353,"name":"Digital Materials Production","url":"https://www.academia.edu/Documents/in/Digital_Materials_Production?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24515213" data-work_id="24515213" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24515213/Introduction_The_Form_of_Structure_the_Structure_of_Form">Introduction - The Form of Structure, the Structure of Form</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Jean's teacher-hood illustrates best these three traits. It is impossible to have been Jean's student without it leaving a mark on you: his teaching style, gradual and structured, provokes the student's intellectual curiosity because it... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24515213" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Jean's teacher-hood illustrates best these three traits. It is impossible to have been Jean's student without it leaving a mark on you: his teaching style, gradual and structured, provokes the student's intellectual curiosity because it does not provide the students with immediate answers, but rather allows them to come to their own conclusions. That said, Jean's intention in his classes is not just to have you develop your own conclusions: these conclusions will then have to be confronted with the teacher's own analysis. This strategy, we believe, is a conscious and generous effort to educate intellectually, rather than just impose a way of regarding things or simply inform students on current linguistic practice. It also exemplifies the seriousness with which Jean approaches his topics at class, for he aspires to convince people who have an opinion, not just note-taking students. Throughout his career, Jean has always attracted students to write dissertations with him, doubtless the best certificate of an excellent academic teacher. To date, at Université Paris VII alone, Jean has supervised 16 them the very first linguistics dissertation defended at UQAM. Even at times when other responsibilities flooded his schedule, he has always been delighted to grant yet another student the opportunity to pursue their aspiration to become a linguist. Indeed, because of his search for originality, it seems that enthusiasm among budding linguists motivates him much more than debates on theoretical stances and technicalities with colleagues. However, it is not enough to be a budding linguist: once you've started working with Jean, the same search for originality would not let you write a mediocre dissertation. For here, the student finds, there is in Jean a unique combination of generosity -expressed intellectual interest, manifested in long debates and much mutual brain-storming -and the seriousness with which he treats his own professional work. Jean's generosity is once again revealed when, as the tutelage advances, the student notices the awe-inspiring fact that his teacher measures his comments thoughtfully, emphasizing what the student needs to hear at that specific moment, rather than what the teacher wants to say. Still, at no point does the student feel condescended; masterfully, Jean manages to both guide you and make you feel like his intellectual equal. To us, Jean's attitude in this respect is a lesson for our academic career.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24515213" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6e9439218430f5a26a5a46b2929998ed" rel="nofollow" data-download="{"attachment_id":44847060,"asset_id":24515213,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44847060/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5039611" href="https://cnrs.academia.edu/MohamedLahrouchi">Mohamed Lahrouchi</a><script data-card-contents-for-user="5039611" type="text/json">{"id":5039611,"first_name":"Mohamed","last_name":"Lahrouchi","domain_name":"cnrs","page_name":"MohamedLahrouchi","display_name":"Mohamed Lahrouchi","profile_url":"https://cnrs.academia.edu/MohamedLahrouchi?f_ri=60338","photo":"https://0.academia-photos.com/5039611/2783712/19665002/s65_mohamed.lahrouchi.jpg"}</script></span></span></li><li class="js-paper-rank-work_24515213 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24515213"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24515213, container: ".js-paper-rank-work_24515213", }); 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$(".js-view-count[data-work-id=24515213]").text(description); $(".js-view-count-work_24515213").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24515213").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24515213"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10757" rel="nofollow" href="https://www.academia.edu/Documents/in/Morphosyntax">Morphosyntax</a>, <script data-card-contents-for-ri="10757" type="text/json">{"id":10757,"name":"Morphosyntax","url":"https://www.academia.edu/Documents/in/Morphosyntax?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10866" rel="nofollow" href="https://www.academia.edu/Documents/in/Morphology">Morphology</a>, <script data-card-contents-for-ri="10866" type="text/json">{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24515213]'), work: {"id":24515213,"title":"Introduction - The Form of Structure, the Structure of Form","created_at":"2016-04-18T02:31:42.265-07:00","url":"https://www.academia.edu/24515213/Introduction_The_Form_of_Structure_the_Structure_of_Form?f_ri=60338","dom_id":"work_24515213","summary":"Jean's teacher-hood illustrates best these three traits. It is impossible to have been Jean's student without it leaving a mark on you: his teaching style, gradual and structured, provokes the student's intellectual curiosity because it does not provide the students with immediate answers, but rather allows them to come to their own conclusions. That said, Jean's intention in his classes is not just to have you develop your own conclusions: these conclusions will then have to be confronted with the teacher's own analysis. This strategy, we believe, is a conscious and generous effort to educate intellectually, rather than just impose a way of regarding things or simply inform students on current linguistic practice. It also exemplifies the seriousness with which Jean approaches his topics at class, for he aspires to convince people who have an opinion, not just note-taking students. Throughout his career, Jean has always attracted students to write dissertations with him, doubtless the best certificate of an excellent academic teacher. To date, at Université Paris VII alone, Jean has supervised 16 them the very first linguistics dissertation defended at UQAM. Even at times when other responsibilities flooded his schedule, he has always been delighted to grant yet another student the opportunity to pursue their aspiration to become a linguist. Indeed, because of his search for originality, it seems that enthusiasm among budding linguists motivates him much more than debates on theoretical stances and technicalities with colleagues. However, it is not enough to be a budding linguist: once you've started working with Jean, the same search for originality would not let you write a mediocre dissertation. For here, the student finds, there is in Jean a unique combination of generosity -expressed intellectual interest, manifested in long debates and much mutual brain-storming -and the seriousness with which he treats his own professional work. Jean's generosity is once again revealed when, as the tutelage advances, the student notices the awe-inspiring fact that his teacher measures his comments thoughtfully, emphasizing what the student needs to hear at that specific moment, rather than what the teacher wants to say. Still, at no point does the student feel condescended; masterfully, Jean manages to both guide you and make you feel like his intellectual equal. To us, Jean's attitude in this respect is a lesson for our academic career.","downloadable_attachments":[{"id":44847060,"asset_id":24515213,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5039611,"first_name":"Mohamed","last_name":"Lahrouchi","domain_name":"cnrs","page_name":"MohamedLahrouchi","display_name":"Mohamed Lahrouchi","profile_url":"https://cnrs.academia.edu/MohamedLahrouchi?f_ri=60338","photo":"https://0.academia-photos.com/5039611/2783712/19665002/s65_mohamed.lahrouchi.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":10757,"name":"Morphosyntax","url":"https://www.academia.edu/Documents/in/Morphosyntax?f_ri=60338","nofollow":true},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=60338","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338","nofollow":true},{"id":52353,"name":"Generative linguistics","url":"https://www.academia.edu/Documents/in/Generative_linguistics?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":128900,"name":"Generative grammar","url":"https://www.academia.edu/Documents/in/Generative_grammar?f_ri=60338"},{"id":207185,"name":"Generative Syntax","url":"https://www.academia.edu/Documents/in/Generative_Syntax?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17379067 coauthored" data-work_id="17379067" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17379067/Pronunciaci%C3%B3n_y_cultura_en_la_clase_de_ELE_para_angloparlantes">Pronunciación y cultura en la clase de ELE para angloparlantes</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17379067" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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data-has-card-for-user="6066323" href="https://uncoma.academia.edu/GonzaloEspinosa">Gonzalo Espinosa</a><script data-card-contents-for-user="6066323" type="text/json">{"id":6066323,"first_name":"Gonzalo","last_name":"Espinosa","domain_name":"uncoma","page_name":"GonzaloEspinosa","display_name":"Gonzalo Espinosa","profile_url":"https://uncoma.academia.edu/GonzaloEspinosa?f_ri=60338","photo":"https://0.academia-photos.com/6066323/2547918/12098547/s65_gonzalo.espinosa.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-17379067">+1</span><div class="hidden js-additional-users-17379067"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/BettianaBl%C3%A1zquez">Bettiana Blázquez</a></span></div></div></span><script>(function(){ var popoverSettings = { el: 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Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17379067]'), work: {"id":17379067,"title":"Pronunciación y cultura en la clase de ELE para angloparlantes","created_at":"2015-10-27T17:28:01.641-07:00","url":"https://www.academia.edu/17379067/Pronunciaci%C3%B3n_y_cultura_en_la_clase_de_ELE_para_angloparlantes?f_ri=60338","dom_id":"work_17379067","summary":null,"downloadable_attachments":[{"id":39475640,"asset_id":17379067,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6066323,"first_name":"Gonzalo","last_name":"Espinosa","domain_name":"uncoma","page_name":"GonzaloEspinosa","display_name":"Gonzalo Espinosa","profile_url":"https://uncoma.academia.edu/GonzaloEspinosa?f_ri=60338","photo":"https://0.academia-photos.com/6066323/2547918/12098547/s65_gonzalo.espinosa.jpg"},{"id":37605307,"first_name":"Bettiana","last_name":"Blázquez","domain_name":"independent","page_name":"BettianaBlázquez","display_name":"Bettiana Blázquez","profile_url":"https://independent.academia.edu/BettianaBl%C3%A1zquez?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75507170 coauthored" data-work_id="75507170" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/75507170/Stress_placement_in_French_loanwords_in_English_A_dictionary_study">Stress placement in French loanwords in English: A dictionary study</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75507170" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f34882f6d811868608b4376a1e40674" rel="nofollow" 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href="https://www.academia.edu/73973184/Tutorial_Speech_assessment_for_multilingual_children_who_do_not_speak_the_same_language_s_as_the_speech_language_pathologist">Tutorial: Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73973184" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. 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Method: The tutorial was written by the International Expert Panel on Multilingual Children’s Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This over...","downloadable_attachments":[{"id":82295971,"asset_id":73973184,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":45029928,"first_name":"Andrea","last_name":"MacLeod","domain_name":"independent","page_name":"AndreaMacLeod1","display_name":"Andrea MacLeod","profile_url":"https://independent.academia.edu/AndreaMacLeod1?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=60338","nofollow":true},{"id":594,"name":"Speech Language Pathology","url":"https://www.academia.edu/Documents/in/Speech_Language_Pathology?f_ri=60338","nofollow":true},{"id":2308,"name":"Multilingualism","url":"https://www.academia.edu/Documents/in/Multilingualism?f_ri=60338","nofollow":true},{"id":6196,"name":"Adult Continuing and Professional Education","url":"https://www.academia.edu/Documents/in/Adult_Continuing_and_Professional_Education?f_ri=60338","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338"},{"id":15817,"name":"Speech Communication","url":"https://www.academia.edu/Documents/in/Speech_Communication?f_ri=60338"},{"id":42799,"name":"Speech","url":"https://www.academia.edu/Documents/in/Speech?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=60338"},{"id":114253,"name":"Speech Intelligibility","url":"https://www.academia.edu/Documents/in/Speech_Intelligibility?f_ri=60338"},{"id":117497,"name":"Child Language Development","url":"https://www.academia.edu/Documents/in/Child_Language_Development?f_ri=60338"},{"id":180315,"name":"Professional Military Education","url":"https://www.academia.edu/Documents/in/Professional_Military_Education?f_ri=60338"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=60338"},{"id":546419,"name":"Age Factors","url":"https://www.academia.edu/Documents/in/Age_Factors?f_ri=60338"},{"id":1239165,"name":"Child Language","url":"https://www.academia.edu/Documents/in/Child_Language?f_ri=60338"},{"id":1318932,"name":"Predictive value of tests","url":"https://www.academia.edu/Documents/in/Predictive_value_of_tests?f_ri=60338"},{"id":1772800,"name":"Speech Sound Disorder","url":"https://www.academia.edu/Documents/in/Speech_Sound_Disorder?f_ri=60338"},{"id":1824236,"name":"Health Personnel","url":"https://www.academia.edu/Documents/in/Health_Personnel?f_ri=60338"},{"id":3101416,"name":"Inservice training","url":"https://www.academia.edu/Documents/in/Inservice_training?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34703631" data-work_id="34703631" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34703631/The_Impact_of_recasts_on_the_development_of_primary_stress_in_a_synchronous_computer_mediated_environment">The Impact of recasts on the development of primary stress in a synchronous computer-mediated environment</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners' phono-logical development (although... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34703631" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners' phono-logical development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre-and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners' development of stress placement. The statistical analyses of the acoustic correlates did not yield We would like to thank Laura Gurzynski-Weiss, Avizia Yim Long, and Megan Elisabeth Solon for their comments and suggestions on earlier versions of this article. We are also grateful to Alison Mackey and Jenifer Philp for their insightful guidance on the research on which this article is based, and to Sam Kirkham for his assistance with analysis. Finally, we would like to thank the anonymous SSLA reviewers for their valuable suggestions and feedback.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34703631" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bfcda88a112ac0fbeee28e4aaf821ffa" rel="nofollow" data-download="{"attachment_id":54561140,"asset_id":34703631,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54561140/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13148209" href="https://aus.academia.edu/%C3%96zg%C3%BCrParlak">Özgür Parlak</a><script data-card-contents-for-user="13148209" type="text/json">{"id":13148209,"first_name":"Özgür","last_name":"Parlak","domain_name":"aus","page_name":"ÖzgürParlak","display_name":"Özgür Parlak","profile_url":"https://aus.academia.edu/%C3%96zg%C3%BCrParlak?f_ri=60338","photo":"https://0.academia-photos.com/13148209/18907823/18860338/s65__zg_r.parlak.jpg"}</script></span></span></li><li class="js-paper-rank-work_34703631 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34703631"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34703631, container: ".js-paper-rank-work_34703631", }); 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Mackey \u0026 Goo, 2007), few studies have examined their effect on learners' phono-logical development (although see Saito, 2015; Saito \u0026 Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre-and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners' development of stress placement. The statistical analyses of the acoustic correlates did not yield We would like to thank Laura Gurzynski-Weiss, Avizia Yim Long, and Megan Elisabeth Solon for their comments and suggestions on earlier versions of this article. We are also grateful to Alison Mackey and Jenifer Philp for their insightful guidance on the research on which this article is based, and to Sam Kirkham for his assistance with analysis. Finally, we would like to thank the anonymous SSLA reviewers for their valuable suggestions and feedback.","downloadable_attachments":[{"id":54561140,"asset_id":34703631,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13148209,"first_name":"Özgür","last_name":"Parlak","domain_name":"aus","page_name":"ÖzgürParlak","display_name":"Özgür Parlak","profile_url":"https://aus.academia.edu/%C3%96zg%C3%BCrParlak?f_ri=60338","photo":"https://0.academia-photos.com/13148209/18907823/18860338/s65__zg_r.parlak.jpg"}],"research_interests":[{"id":1008,"name":"Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Second_Language_Acquisition?f_ri=60338","nofollow":true},{"id":30946,"name":"Computer-Mediated Communication (CMC)","url":"https://www.academia.edu/Documents/in/Computer-Mediated_Communication_CMC_?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19707133" data-work_id="19707133" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19707133/Types_of_dipping_tones">Types of dipping tones</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper classifies dipping tones in the framework of the Multi-Register and Four-Level Model, using new, firsthand acoustic data. Seven dipping types are identified. Four of them are produced in normal clear voice and affiliated with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19707133" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper classifies dipping tones in the framework of the Multi-Register and Four-Level Model, using new, firsthand acoustic data. Seven dipping types are identified. Four of them are produced in normal clear voice and affiliated with the Modal Register: (1) Central Dipping, typologically transcribed as /323/, (2) Back Dipping /523/, (3) Front Dipping /324/, and (4) Double Circumflex /4343/. The remaining three are produced with non-clear voice qualities: (5) Slack Dipping /213/ in L Register, (6) Creaky Dipping /202/ in the Lower Register, and (7) Fortis-Creak Dipping /405/ in the Upper Register. Each of the seven dipping tones contrasts with one or another with four distinctive features [± RgM, RgL, Hfront, Hback].</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19707133" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="082ddf7831ff93fcae748d1fd0ad7b61" rel="nofollow" data-download="{"attachment_id":40796345,"asset_id":19707133,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40796345/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7648685" href="https://hkust.academia.edu/XiaonongZhu">Xiaonong Zhu</a><script data-card-contents-for-user="7648685" type="text/json">{"id":7648685,"first_name":"Xiaonong","last_name":"Zhu","domain_name":"hkust","page_name":"XiaonongZhu","display_name":"Xiaonong Zhu","profile_url":"https://hkust.academia.edu/XiaonongZhu?f_ri=60338","photo":"https://0.academia-photos.com/7648685/8911145/9945722/s65_xiaonong.zhu.jpg"}</script></span></span></li><li class="js-paper-rank-work_19707133 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19707133"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19707133, container: ".js-paper-rank-work_19707133", }); 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Seven dipping types are identified. Four of them are produced in normal clear voice and affiliated with the Modal Register: (1) Central Dipping, typologically transcribed as /323/, (2) Back Dipping /523/, (3) Front Dipping /324/, and (4) Double Circumflex /4343/. The remaining three are produced with non-clear voice qualities: (5) Slack Dipping /213/ in L Register, (6) Creaky Dipping /202/ in the Lower Register, and (7) Fortis-Creak Dipping /405/ in the Upper Register. Each of the seven dipping tones contrasts with one or another with four distinctive features [± RgM, RgL, Hfront, Hback]. ","downloadable_attachments":[{"id":40796345,"asset_id":19707133,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7648685,"first_name":"Xiaonong","last_name":"Zhu","domain_name":"hkust","page_name":"XiaonongZhu","display_name":"Xiaonong Zhu","profile_url":"https://hkust.academia.edu/XiaonongZhu?f_ri=60338","photo":"https://0.academia-photos.com/7648685/8911145/9945722/s65_xiaonong.zhu.jpg"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":13167,"name":"Laboratory/Experimental Phonology","url":"https://www.academia.edu/Documents/in/Laboratory_Experimental_Phonology?f_ri=60338","nofollow":true},{"id":16432,"name":"Tones","url":"https://www.academia.edu/Documents/in/Tones?f_ri=60338","nofollow":true},{"id":16617,"name":"Phonetics-Phonology Interface","url":"https://www.academia.edu/Documents/in/Phonetics-Phonology_Interface?f_ri=60338","nofollow":true},{"id":21025,"name":"Acoustic Phonetics","url":"https://www.academia.edu/Documents/in/Acoustic_Phonetics?f_ri=60338"},{"id":29668,"name":"Tone systems","url":"https://www.academia.edu/Documents/in/Tone_systems?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":86215,"name":"Diachronic Phonology","url":"https://www.academia.edu/Documents/in/Diachronic_Phonology?f_ri=60338"},{"id":220766,"name":"Tone Sandhi","url":"https://www.academia.edu/Documents/in/Tone_Sandhi?f_ri=60338"},{"id":324308,"name":"Historical Phonology","url":"https://www.academia.edu/Documents/in/Historical_Phonology?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16580085" data-work_id="16580085" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16580085/_Formality_strategies_in_Managua_Nicaragua_A_local_vs_global_approach_Focus_word_final_intervocalic_s_reduction_">"Formality strategies in Managua, Nicaragua: A local vs. global approach" (Focus: word-final, intervocalic /s/ reduction)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nicaraguan Spanish is characterized by the reduction of coda /s/ to glottal frication, elision, and glottal constriction, but the latter variant has never been explored in depth. The present study fills this void by analyzing the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16580085" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nicaraguan Spanish is characterized by the reduction of coda /s/ to glottal <br />frication, elision, and glottal constriction, but the latter variant has never been <br />explored in depth. The present study fills this void by analyzing the word-final, <br />intervocalic /s/ environment in sociolinguistic interviews, reading tasks, and <br />image identification tasks conducted with 36 Nicaraguans with the goal of <br />detailing the social patterning of glottal constriction. I find that glottal constriction <br />patterns like sibilance, a hyperarticulated variant, and a statistical analysis <br />reveals two distinct hyperarticulation strategies in formal tasks based on age <br />and education. Given their differing responses to formality, I propose that more <br />educated and younger speakers with more exposure to prescriptive norms apply <br />sibilance, a global hyperarticulation strategy, to signal their education and power <br />on an international scale, while less educated and older speakers utilize glottal <br />constriction to construct an identity associated with regional articulateness.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16580085" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f227b754ebfe032cd02f7d00989d2221" rel="nofollow" data-download="{"attachment_id":56311697,"asset_id":16580085,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56311697/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2390918" href="https://utsa.academia.edu/WhitneyChappell">Whitney Chappell</a><script data-card-contents-for-user="2390918" type="text/json">{"id":2390918,"first_name":"Whitney","last_name":"Chappell","domain_name":"utsa","page_name":"WhitneyChappell","display_name":"Whitney Chappell","profile_url":"https://utsa.academia.edu/WhitneyChappell?f_ri=60338","photo":"https://0.academia-photos.com/2390918/749984/24414340/s65_whitney.chappell.jpg"}</script></span></span></li><li class="js-paper-rank-work_16580085 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16580085"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16580085, container: ".js-paper-rank-work_16580085", }); 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The present study fills this void by analyzing the word-final,\r\nintervocalic /s/ environment in sociolinguistic interviews, reading tasks, and\r\nimage identification tasks conducted with 36 Nicaraguans with the goal of\r\ndetailing the social patterning of glottal constriction. I find that glottal constriction\r\npatterns like sibilance, a hyperarticulated variant, and a statistical analysis\r\nreveals two distinct hyperarticulation strategies in formal tasks based on age\r\nand education. Given their differing responses to formality, I propose that more\r\neducated and younger speakers with more exposure to prescriptive norms apply\r\nsibilance, a global hyperarticulation strategy, to signal their education and power\r\non an international scale, while less educated and older speakers utilize glottal\r\nconstriction to construct an identity associated with regional articulateness.","downloadable_attachments":[{"id":56311697,"asset_id":16580085,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2390918,"first_name":"Whitney","last_name":"Chappell","domain_name":"utsa","page_name":"WhitneyChappell","display_name":"Whitney Chappell","profile_url":"https://utsa.academia.edu/WhitneyChappell?f_ri=60338","photo":"https://0.academia-photos.com/2390918/749984/24414340/s65_whitney.chappell.jpg"}],"research_interests":[{"id":1200,"name":"Languages and 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Rhythm","url":"https://www.academia.edu/Documents/in/Speech_Rhythm?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":79643,"name":"English linguistics","url":"https://www.academia.edu/Documents/in/English_linguistics?f_ri=60338"},{"id":100179,"name":"British English","url":"https://www.academia.edu/Documents/in/British_English?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8998877" data-work_id="8998877" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8998877/O_SISTEMA_FONOL%C3%93GICO_DO_PORTUGU%C3%8AS_DIFEREN%C3%87AS_B%C3%81SICAS_ENTRE_BRASIL_E_PORTUGAL">O SISTEMA FONOLÓGICO DO PORTUGUÊS: DIFERENÇAS BÁSICAS ENTRE BRASIL E PORTUGAL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Abstract: This brief communication summarises the main differences between the phonological systems of the European and Brazilian varieties of Portuguese, which especially regard the occurrence of neutralisations between phonemes and the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8998877" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Abstract: This brief communication summarises the main differences between the phonological systems<br />of the European and Brazilian varieties of Portuguese, which especially regard the occurrence of<br />neutralisations between phonemes and the consequent appearance of archiphonemes and macrophonemes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8998877" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="472797c80f7721969503f314169c32a5" rel="nofollow" data-download="{"attachment_id":35311900,"asset_id":8998877,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35311900/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="382597" href="https://usp-br.academia.edu/AldoBizzocchi">Aldo L Bizzocchi</a><script data-card-contents-for-user="382597" type="text/json">{"id":382597,"first_name":"Aldo","last_name":"Bizzocchi","domain_name":"usp-br","page_name":"AldoBizzocchi","display_name":"Aldo L Bizzocchi","profile_url":"https://usp-br.academia.edu/AldoBizzocchi?f_ri=60338","photo":"https://0.academia-photos.com/382597/118938/138731/s65_aldo.bizzocchi.jpg"}</script></span></span></li><li class="js-paper-rank-work_8998877 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8998877"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8998877, container: ".js-paper-rank-work_8998877", }); });</script></li><li class="js-percentile-work_8998877 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 8998877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_8998877"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_8998877 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="8998877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 8998877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=8998877]").text(description); $(".js-view-count-work_8998877").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8998877").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8998877"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="38845" rel="nofollow" href="https://www.academia.edu/Documents/in/Portuguese_Language">Portuguese Language</a>, <script data-card-contents-for-ri="38845" type="text/json">{"id":38845,"name":"Portuguese Language","url":"https://www.academia.edu/Documents/in/Portuguese_Language?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8998877]'), work: {"id":8998877,"title":"O SISTEMA FONOLÓGICO DO PORTUGUÊS: DIFERENÇAS BÁSICAS ENTRE BRASIL E PORTUGAL","created_at":"2014-10-28T09:05:47.362-07:00","url":"https://www.academia.edu/8998877/O_SISTEMA_FONOL%C3%93GICO_DO_PORTUGU%C3%8AS_DIFEREN%C3%87AS_B%C3%81SICAS_ENTRE_BRASIL_E_PORTUGAL?f_ri=60338","dom_id":"work_8998877","summary":"Abstract: This brief communication summarises the main differences between the phonological systems\nof the European and Brazilian varieties of Portuguese, which especially regard the occurrence of\nneutralisations between phonemes and the consequent appearance of archiphonemes and macrophonemes.","downloadable_attachments":[{"id":35311900,"asset_id":8998877,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":382597,"first_name":"Aldo","last_name":"Bizzocchi","domain_name":"usp-br","page_name":"AldoBizzocchi","display_name":"Aldo L Bizzocchi","profile_url":"https://usp-br.academia.edu/AldoBizzocchi?f_ri=60338","photo":"https://0.academia-photos.com/382597/118938/138731/s65_aldo.bizzocchi.jpg"}],"research_interests":[{"id":38845,"name":"Portuguese Language","url":"https://www.academia.edu/Documents/in/Portuguese_Language?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38738556" data-work_id="38738556" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38738556/VOT_F0_COARTICULATION_IN_JAPANESE_PRODUCTION_BIASED_OR_MISPARSING">VOT-F0 COARTICULATION IN JAPANESE: PRODUCTION-BIASED OR MISPARSING</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In production, word-initial voicing contrast of plosives in Tokyo Japanese is not robustly based on VOT, since young speakers tend to devoice previously voiced plosives. Meanwhile, speakers rely heavily on f0. The present study aims to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38738556" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In production, word-initial voicing contrast of plosives in Tokyo Japanese is not robustly based on VOT, since young speakers tend to devoice previously voiced plosives. Meanwhile, speakers rely heavily on f0. The present study aims to examine the role of VOT and f0 cues in perception. We conducted an identification test using resynthesized stimuli along a VOT continuum (-60 to +40 ms) orthogonal to an f0 continuum. Results suggested a categorical perception of VOT, while f0 was especially useful when VOT was around 0 ms. Higher f0 contours affected the response rate more than lower f0 contours , suggesting that the perceptual role of f0 raising was more important than f0 lowering. Hence, plosive devoicing in production is not preceded by listeners' misparsing of low f0 and pre-voicing. Their misattribution of high f0 to voiceless-ness may play a more important role in the shift of VOT-f0 cue weighting in perception and production.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38738556" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d23a4a8942aae0642e63055ad6ed10fe" rel="nofollow" data-download="{"attachment_id":58825195,"asset_id":38738556,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58825195/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3118373" href="https://paris3.academia.edu/JiayinGao">Jiayin Gao</a><script data-card-contents-for-user="3118373" type="text/json">{"id":3118373,"first_name":"Jiayin","last_name":"Gao","domain_name":"paris3","page_name":"JiayinGao","display_name":"Jiayin Gao","profile_url":"https://paris3.academia.edu/JiayinGao?f_ri=60338","photo":"https://0.academia-photos.com/3118373/10052209/11213453/s65_jiayin.gao.jpg"}</script></span></span></li><li class="js-paper-rank-work_38738556 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38738556"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38738556, container: ".js-paper-rank-work_38738556", }); });</script></li><li class="js-percentile-work_38738556 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38738556; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38738556"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38738556 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38738556"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38738556; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38738556]").text(description); $(".js-view-count-work_38738556").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38738556").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38738556"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6789" rel="nofollow" href="https://www.academia.edu/Documents/in/Japanese">Japanese</a>, <script data-card-contents-for-ri="6789" type="text/json">{"id":6789,"name":"Japanese","url":"https://www.academia.edu/Documents/in/Japanese?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="151207" rel="nofollow" href="https://www.academia.edu/Documents/in/Sound_change">Sound change</a><script data-card-contents-for-ri="151207" type="text/json">{"id":151207,"name":"Sound change","url":"https://www.academia.edu/Documents/in/Sound_change?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38738556]'), work: {"id":38738556,"title":"VOT-F0 COARTICULATION IN JAPANESE: PRODUCTION-BIASED OR MISPARSING","created_at":"2019-04-08T01:22:13.947-07:00","url":"https://www.academia.edu/38738556/VOT_F0_COARTICULATION_IN_JAPANESE_PRODUCTION_BIASED_OR_MISPARSING?f_ri=60338","dom_id":"work_38738556","summary":"In production, word-initial voicing contrast of plosives in Tokyo Japanese is not robustly based on VOT, since young speakers tend to devoice previously voiced plosives. Meanwhile, speakers rely heavily on f0. The present study aims to examine the role of VOT and f0 cues in perception. We conducted an identification test using resynthesized stimuli along a VOT continuum (-60 to +40 ms) orthogonal to an f0 continuum. Results suggested a categorical perception of VOT, while f0 was especially useful when VOT was around 0 ms. Higher f0 contours affected the response rate more than lower f0 contours , suggesting that the perceptual role of f0 raising was more important than f0 lowering. Hence, plosive devoicing in production is not preceded by listeners' misparsing of low f0 and pre-voicing. Their misattribution of high f0 to voiceless-ness may play a more important role in the shift of VOT-f0 cue weighting in perception and production.","downloadable_attachments":[{"id":58825195,"asset_id":38738556,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3118373,"first_name":"Jiayin","last_name":"Gao","domain_name":"paris3","page_name":"JiayinGao","display_name":"Jiayin Gao","profile_url":"https://paris3.academia.edu/JiayinGao?f_ri=60338","photo":"https://0.academia-photos.com/3118373/10052209/11213453/s65_jiayin.gao.jpg"}],"research_interests":[{"id":6789,"name":"Japanese","url":"https://www.academia.edu/Documents/in/Japanese?f_ri=60338","nofollow":true},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":151207,"name":"Sound change","url":"https://www.academia.edu/Documents/in/Sound_change?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38180411" data-work_id="38180411" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38180411/Phonetic_Adaptation_Of_English_Loanwords_pdf">Phonetic Adaptation Of English Loanwords.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As in every language, there are many words of foreign origin in the Turkish language. Arabic and Persian loanwords are the most numerous. During the period of reformation known as Tanzimat (starting in 1839), words from Western European... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38180411" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As in every language, there are many words of foreign origin in the Turkish language. Arabic and Persian loanwords are the most numerous. During the period of reformation known as Tanzimat (starting in 1839), words from Western European languages and especially French began to enter the Turkish language. After World War II, the impact of the English language on the world has grown, leading to a wider introduction of English words into the Turkish language. This phenomenon has intensified especially in recent years through the Internet and other mass media. Because of the differences in the phonetic systems in the two languages, the English words are subject to some phonetic changes in order to adapt to the phonetic system of the Turkish language and to respond to the articulation habits of the Turkish speakers.<br /><br />This paper compares the phonetic systems of English and Turkish. The loanwords which contain sounds and syllable patterns not typical for the Turkish language are subject to phonetic changes which are shown in the paper.<br /><br />Keywords: adaptation, English loanwords, sounds, syllable patterns.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38180411" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="877885beb1ec9493b556aeff5a852ff4" rel="nofollow" data-download="{"attachment_id":58216927,"asset_id":38180411,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58216927/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34734617" href="https://uni-sofia.academia.edu/ManuellaDaskalova">Manuella Daskalova</a><script data-card-contents-for-user="34734617" type="text/json">{"id":34734617,"first_name":"Manuella","last_name":"Daskalova","domain_name":"uni-sofia","page_name":"ManuellaDaskalova","display_name":"Manuella Daskalova","profile_url":"https://uni-sofia.academia.edu/ManuellaDaskalova?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_38180411 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38180411"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38180411, container: ".js-paper-rank-work_38180411", }); });</script></li><li class="js-percentile-work_38180411 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38180411; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38180411"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38180411 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38180411"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38180411; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38180411]").text(description); $(".js-view-count-work_38180411").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38180411").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38180411"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38180411]'), work: {"id":38180411,"title":"Phonetic Adaptation Of English Loanwords.pdf","created_at":"2019-01-19T08:48:30.335-08:00","url":"https://www.academia.edu/38180411/Phonetic_Adaptation_Of_English_Loanwords_pdf?f_ri=60338","dom_id":"work_38180411","summary":"As in every language, there are many words of foreign origin in the Turkish language. Arabic and Persian loanwords are the most numerous. During the period of reformation known as Tanzimat (starting in 1839), words from Western European languages and especially French began to enter the Turkish language. After World War II, the impact of the English language on the world has grown, leading to a wider introduction of English words into the Turkish language. This phenomenon has intensified especially in recent years through the Internet and other mass media. Because of the differences in the phonetic systems in the two languages, the English words are subject to some phonetic changes in order to adapt to the phonetic system of the Turkish language and to respond to the articulation habits of the Turkish speakers.\n\nThis paper compares the phonetic systems of English and Turkish. The loanwords which contain sounds and syllable patterns not typical for the Turkish language are subject to phonetic changes which are shown in the paper.\n\nKeywords: adaptation, English loanwords, sounds, syllable patterns.","downloadable_attachments":[{"id":58216927,"asset_id":38180411,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34734617,"first_name":"Manuella","last_name":"Daskalova","domain_name":"uni-sofia","page_name":"ManuellaDaskalova","display_name":"Manuella Daskalova","profile_url":"https://uni-sofia.academia.edu/ManuellaDaskalova?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30784608" data-work_id="30784608" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30784608/Alternance_entre_glides_en_syriaque">Alternance entre glides en syriaque.</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30784608" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de8219816c4327f52c06237c883288c1" rel="nofollow" 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}); });</script></span><script>$(function() { $(".js-view-count-work_30784608").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30784608"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1709" rel="nofollow" href="https://www.academia.edu/Documents/in/Semitic_languages">Semitic languages</a>, <script data-card-contents-for-ri="1709" type="text/json">{"id":1709,"name":"Semitic languages","url":"https://www.academia.edu/Documents/in/Semitic_languages?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15143" rel="nofollow" href="https://www.academia.edu/Documents/in/Syriac_Studies">Syriac Studies</a>, <script data-card-contents-for-ri="15143" type="text/json">{"id":15143,"name":"Syriac Studies","url":"https://www.academia.edu/Documents/in/Syriac_Studies?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="19810" rel="nofollow" href="https://www.academia.edu/Documents/in/Theoretical_Linguistics">Theoretical Linguistics</a><script data-card-contents-for-ri="19810" type="text/json">{"id":19810,"name":"Theoretical Linguistics","url":"https://www.academia.edu/Documents/in/Theoretical_Linguistics?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30784608]'), work: {"id":30784608,"title":"Alternance entre glides en syriaque.","created_at":"2017-01-06T04:42:22.648-08:00","url":"https://www.academia.edu/30784608/Alternance_entre_glides_en_syriaque?f_ri=60338","dom_id":"work_30784608","summary":null,"downloadable_attachments":[{"id":51218885,"asset_id":30784608,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":58445639,"first_name":"Emmanuel","last_name":"Aïm","domain_name":"independent","page_name":"EmmanuelAim","display_name":"Emmanuel Aïm","profile_url":"https://independent.academia.edu/EmmanuelAim?f_ri=60338","photo":"https://0.academia-photos.com/58445639/119782448/109103358/s65_emmanuel.a_m.png"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":1709,"name":"Semitic languages","url":"https://www.academia.edu/Documents/in/Semitic_languages?f_ri=60338","nofollow":true},{"id":15143,"name":"Syriac Studies","url":"https://www.academia.edu/Documents/in/Syriac_Studies?f_ri=60338","nofollow":true},{"id":19810,"name":"Theoretical Linguistics","url":"https://www.academia.edu/Documents/in/Theoretical_Linguistics?f_ri=60338","nofollow":true},{"id":25979,"name":"Phonology-Morphology interface","url":"https://www.academia.edu/Documents/in/Phonology-Morphology_interface?f_ri=60338"},{"id":28609,"name":"Phonological Theory","url":"https://www.academia.edu/Documents/in/Phonological_Theory?f_ri=60338"},{"id":30925,"name":"Syriac (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Syriac_Languages_And_Linguistics_?f_ri=60338"},{"id":33430,"name":"Semitic Linguistics","url":"https://www.academia.edu/Documents/in/Semitic_Linguistics?f_ri=60338"},{"id":44724,"name":"Morphophonology","url":"https://www.academia.edu/Documents/in/Morphophonology?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":92459,"name":"Syriac","url":"https://www.academia.edu/Documents/in/Syriac?f_ri=60338"},{"id":255529,"name":"Aramaic/Syriac","url":"https://www.academia.edu/Documents/in/Aramaic_Syriac?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18182407" data-work_id="18182407" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18182407/INTRINSIC_VOWEL_PITCH_IN_DUTCH_AND_ARABIC">INTRINSIC VOWEL PITCH IN DUTCH AND ARABIC</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper examines intrinsic vowel pitch (IF0) in Moroccan Standard Arabic and Belgian Standard Dutch in order to investigate the hypothesis that IF0 may depend on the size of the vowel inventory. The results of a production task with 11... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18182407" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper examines intrinsic vowel pitch (IF0) in Moroccan Standard Arabic and Belgian Standard Dutch in order to investigate the hypothesis that IF0 may depend on the size of the vowel inventory. The results of a production task with 11 Moroccan native speakers of Standard Arabic and 10 Belgian native speakers of Dutch reveal that IF0 in Arabic is significantly smaller (1.28 ST) than in Dutch (2.78 ST). These results are suggestive of a possible influence on IF0 of the size of the vowel inventory in a language. The effect of speaker sex on IF0 was not significant, while the front-back distinction in the articulation of vowels was significant in Belgian Dutch.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18182407" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="312b0ca4ef555b7dc24ed461c158434c" rel="nofollow" data-download="{"attachment_id":42187725,"asset_id":18182407,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42187725/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4078864" href="https://independent.academia.edu/JoVerhoeven">Jo Verhoeven</a><script data-card-contents-for-user="4078864" type="text/json">{"id":4078864,"first_name":"Jo","last_name":"Verhoeven","domain_name":"independent","page_name":"JoVerhoeven","display_name":"Jo Verhoeven","profile_url":"https://independent.academia.edu/JoVerhoeven?f_ri=60338","photo":"https://0.academia-photos.com/4078864/1567515/1899152/s65_jo.verhoeven.jpg"}</script></span></span></li><li class="js-paper-rank-work_18182407 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18182407"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18182407, container: ".js-paper-rank-work_18182407", }); });</script></li><li class="js-percentile-work_18182407 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18182407; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18182407"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18182407 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18182407"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18182407; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18182407]").text(description); $(".js-view-count-work_18182407").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18182407").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18182407"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a>, <script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="117873" rel="nofollow" href="https://www.academia.edu/Documents/in/Vowels">Vowels</a>, <script data-card-contents-for-ri="117873" type="text/json">{"id":117873,"name":"Vowels","url":"https://www.academia.edu/Documents/in/Vowels?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="999795" rel="nofollow" href="https://www.academia.edu/Documents/in/Native_Speaker">Native Speaker</a><script data-card-contents-for-ri="999795" type="text/json">{"id":999795,"name":"Native Speaker","url":"https://www.academia.edu/Documents/in/Native_Speaker?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18182407]'), work: {"id":18182407,"title":"INTRINSIC VOWEL PITCH IN DUTCH AND ARABIC","created_at":"2015-11-11T23:28:25.511-08:00","url":"https://www.academia.edu/18182407/INTRINSIC_VOWEL_PITCH_IN_DUTCH_AND_ARABIC?f_ri=60338","dom_id":"work_18182407","summary":"This paper examines intrinsic vowel pitch (IF0) in Moroccan Standard Arabic and Belgian Standard Dutch in order to investigate the hypothesis that IF0 may depend on the size of the vowel inventory. The results of a production task with 11 Moroccan native speakers of Standard Arabic and 10 Belgian native speakers of Dutch reveal that IF0 in Arabic is significantly smaller (1.28 ST) than in Dutch (2.78 ST). These results are suggestive of a possible influence on IF0 of the size of the vowel inventory in a language. The effect of speaker sex on IF0 was not significant, while the front-back distinction in the articulation of vowels was significant in Belgian Dutch.","downloadable_attachments":[{"id":42187725,"asset_id":18182407,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4078864,"first_name":"Jo","last_name":"Verhoeven","domain_name":"independent","page_name":"JoVerhoeven","display_name":"Jo Verhoeven","profile_url":"https://independent.academia.edu/JoVerhoeven?f_ri=60338","photo":"https://0.academia-photos.com/4078864/1567515/1899152/s65_jo.verhoeven.jpg"}],"research_interests":[{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true},{"id":117873,"name":"Vowels","url":"https://www.academia.edu/Documents/in/Vowels?f_ri=60338","nofollow":true},{"id":999795,"name":"Native Speaker","url":"https://www.academia.edu/Documents/in/Native_Speaker?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73733676" data-work_id="73733676" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73733676/Phonemic_Comparison_of_English_and_Punjabi">Phonemic Comparison of English and Punjabi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">English and Punjabi are languages which do not belong to the same families of languages. English is one of the West Germanic languages whereas; Punjabi is a part of the Indo-Aryan family. Punjabi is spoken by various nations on the globe,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73733676" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">English and Punjabi are languages which do not belong to the same families of languages. English is one of the West Germanic languages whereas; Punjabi is a part of the Indo-Aryan family. Punjabi is spoken by various nations on the globe, especially Pakistan and its province Punjab as well as in Indian Panjab. Both English and Punjabi manifest themselves through various dialects on the basis of diversified geographical areas. English is used as the first language by 379,007,140 speakers and further 753,359,540 speakers use it as a second language in more than 104 nations. So, the total speakers of English around the globe are 1,132,366,680 (Ethnologue, 2019). The importance of Punjabi cannot be denied being the 10th most widely used language on the globe (Ghai & Singh, 2013). According to Ethnologue (2019), the total number of Punjabi speakers is 125,326,840. In Pakistan, it is the language of the majority of the people residing in the most populous province of Pakistan, Punjab. It ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73733676" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="64438354c303a150fe3f185cded54200" rel="nofollow" data-download="{"attachment_id":82138838,"asset_id":73733676,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82138838/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="185560236" href="https://independent.academia.edu/researchsyndicate">research syndicate</a><script data-card-contents-for-user="185560236" type="text/json">{"id":185560236,"first_name":"research","last_name":"syndicate","domain_name":"independent","page_name":"researchsyndicate","display_name":"research syndicate","profile_url":"https://independent.academia.edu/researchsyndicate?f_ri=60338","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_73733676 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73733676"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73733676, container: ".js-paper-rank-work_73733676", }); 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$(".js-view-count[data-work-id=73733676]").text(description); $(".js-view-count-work_73733676").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_73733676").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="73733676"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="261" rel="nofollow" href="https://www.academia.edu/Documents/in/Geography">Geography</a>, <script data-card-contents-for-ri="261" type="text/json">{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="499" rel="nofollow" href="https://www.academia.edu/Documents/in/Acoustics">Acoustics</a>, <script data-card-contents-for-ri="499" type="text/json">{"id":499,"name":"Acoustics","url":"https://www.academia.edu/Documents/in/Acoustics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1200" rel="nofollow" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1239" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a><script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=73733676]'), work: {"id":73733676,"title":"Phonemic Comparison of English and Punjabi","created_at":"2022-03-14T04:47:05.022-07:00","url":"https://www.academia.edu/73733676/Phonemic_Comparison_of_English_and_Punjabi?f_ri=60338","dom_id":"work_73733676","summary":"English and Punjabi are languages which do not belong to the same families of languages. English is one of the West Germanic languages whereas; Punjabi is a part of the Indo-Aryan family. Punjabi is spoken by various nations on the globe, especially Pakistan and its province Punjab as well as in Indian Panjab. Both English and Punjabi manifest themselves through various dialects on the basis of diversified geographical areas. English is used as the first language by 379,007,140 speakers and further 753,359,540 speakers use it as a second language in more than 104 nations. So, the total speakers of English around the globe are 1,132,366,680 (Ethnologue, 2019). The importance of Punjabi cannot be denied being the 10th most widely used language on the globe (Ghai \u0026 Singh, 2013). According to Ethnologue (2019), the total number of Punjabi speakers is 125,326,840. In Pakistan, it is the language of the majority of the people residing in the most populous province of Pakistan, Punjab. It ...","downloadable_attachments":[{"id":82138838,"asset_id":73733676,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":185560236,"first_name":"research","last_name":"syndicate","domain_name":"independent","page_name":"researchsyndicate","display_name":"research syndicate","profile_url":"https://independent.academia.edu/researchsyndicate?f_ri=60338","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":261,"name":"Geography","url":"https://www.academia.edu/Documents/in/Geography?f_ri=60338","nofollow":true},{"id":499,"name":"Acoustics","url":"https://www.academia.edu/Documents/in/Acoustics?f_ri=60338","nofollow":true},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=60338","nofollow":true},{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=60338","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=60338"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language?f_ri=60338"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=60338"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=60338"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=60338"},{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338"},{"id":79643,"name":"English linguistics","url":"https://www.academia.edu/Documents/in/English_linguistics?f_ri=60338"},{"id":611781,"name":"Punjabi","url":"https://www.academia.edu/Documents/in/Punjabi?f_ri=60338"},{"id":624707,"name":"English Language","url":"https://www.academia.edu/Documents/in/English_Language-2?f_ri=60338"},{"id":1769946,"name":"Punjabi language","url":"https://www.academia.edu/Documents/in/Punjabi_language?f_ri=60338"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40032790" data-work_id="40032790" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40032790/La_velarizaci%C3%B3n_en_shipibo">La velarización en shipibo</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nuestro estudio aborda el fenómeno de velarización en shipibo, tomando como marco explicativo los presupuestos planteados por la fonología generativa no lineal. El fenómeno de velarización supone la aparición de un segmento complejo con... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40032790" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nuestro estudio aborda el fenómeno de velarización en shipibo, tomando como marco explicativo los presupuestos planteados por la fonología generativa no lineal. El fenómeno de velarización supone la aparición de un segmento complejo con segunda articulación velar, a partir de la confluencia de sonidos labiales con la vocal central alta no redondeada) de naturaleza fonológica en shipibo. El aporte del marco generativo en la explicación de este proceso es medular en la medida en que se establece una relación de mayor afinidad entre los rasgos fonológicos y los segmentos descritos.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40032790" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="748a241ed31cb10525017024b75eb1a0" rel="nofollow" data-download="{"attachment_id":63437238,"asset_id":40032790,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63437238/download_file?st=MTczOTgyMzgxNSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16453192" href="https://falachi.academia.edu/RolandoRocha">Rolando Rocha Martínez</a><script data-card-contents-for-user="16453192" type="text/json">{"id":16453192,"first_name":"Rolando","last_name":"Rocha Martínez","domain_name":"falachi","page_name":"RolandoRocha","display_name":"Rolando Rocha Martínez","profile_url":"https://falachi.academia.edu/RolandoRocha?f_ri=60338","photo":"https://0.academia-photos.com/16453192/4482136/5192523/s65_rolando.rocha.jpg_oh_90551922171c5643281f409cdc2999e8_oe_54903ff0___gda___1418911254_3f768dcb1407d625d11dc5bc12bf9e0e"}</script></span></span></li><li class="js-paper-rank-work_40032790 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40032790"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40032790, container: ".js-paper-rank-work_40032790", }); 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$(".js-view-count[data-work-id=40032790]").text(description); $(".js-view-count-work_40032790").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40032790").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40032790"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="60338" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics_and_Phonology">Phonetics and Phonology</a><script data-card-contents-for-ri="60338" type="text/json">{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40032790]'), work: {"id":40032790,"title":"La velarización en shipibo","created_at":"2019-08-07T16:04:35.434-07:00","url":"https://www.academia.edu/40032790/La_velarizaci%C3%B3n_en_shipibo?f_ri=60338","dom_id":"work_40032790","summary":"Nuestro estudio aborda el fenómeno de velarización en shipibo, tomando como marco explicativo los presupuestos planteados por la fonología generativa no lineal. El fenómeno de velarización supone la aparición de un segmento complejo con segunda articulación velar, a partir de la confluencia de sonidos labiales con la vocal central alta no redondeada) de naturaleza fonológica en shipibo. El aporte del marco generativo en la explicación de este proceso es medular en la medida en que se establece una relación de mayor afinidad entre los rasgos fonológicos y los segmentos descritos. ","downloadable_attachments":[{"id":63437238,"asset_id":40032790,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16453192,"first_name":"Rolando","last_name":"Rocha Martínez","domain_name":"falachi","page_name":"RolandoRocha","display_name":"Rolando Rocha Martínez","profile_url":"https://falachi.academia.edu/RolandoRocha?f_ri=60338","photo":"https://0.academia-photos.com/16453192/4482136/5192523/s65_rolando.rocha.jpg_oh_90551922171c5643281f409cdc2999e8_oe_54903ff0___gda___1418911254_3f768dcb1407d625d11dc5bc12bf9e0e"}],"research_interests":[{"id":60338,"name":"Phonetics and Phonology","url":"https://www.academia.edu/Documents/in/Phonetics_and_Phonology?f_ri=60338","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div></div><div class="u-taCenter Pagination"><ul class="pagination"><li class="next_page"><a href="/Documents/in/Phonetics_and_Phonology?after=50%2C40032790" rel="next">Next</a></li><li class="last next"><a 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