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Articulatory characteristics of English /l/ in speech developmentOh, Sunyoung 05 1900 (has links)
This dissertation investigates articulatory characteristics of English /I/ in child speech.
The study is primarily based on experimental data collected using ultrasound imaging
techniques from eight English children ages 3;11 to 5;9. Replicating previous articulatory
studies of syllable-based allophones of /I/ in adult speech production, the articulatory
components of III in child speech production are analyzed for the static information and
relative timing between tongue movements. Secondarily, the acoustic analysis of this data
and its perception judgments by adults are presented.'
One of the major findings of this study is that children at these ages produce /I/ using
different spatial and temporal coordination than adult speech production, although some
children produce /I/ more similar to adult /I/ in terms of articulatory organization. Further, the
findings are addressed in relation to speech motor development, and hypotheses are tested to
see which motor developmental process(es) (differentiation, integration, refinement) can
describe the acquisition of /I/. The ultrasound results of the tongue movements in children's
/I/ indicate that all general motor developmental processes are active in these children, and
the spatial and temporal coordination of the articulatory gestures of /I/ is rather simplified or
modified, and needs to be further refined. I argue that the tendency toward late acquisition of
/I/ is due directly to the articulatory complexity of its spatial and temporal characteristics.
This work contributes much-needeid empirical data of the articulatory characteristics
of /I/ to both language acquisition and speech sciences and constitutes a novel application of
ultrasound imaging to child speech research.
Organization of this dissertation is as follows. Subsequent to the overall introduction
of the study in Chapter 1, Chapter 2 presents the empirical background and hypotheses for
the study. It reviews speech and developmental studies in production and perception
conducted by other researchers, and proposes empirical questions. Chapter 3 provides the
methodology for the study. It introduces ultrasound techniques and experiment design and
procedure. Chapter 4 presents the results of the spatial characteristics of the children's /I/ in
terms of number of gestures, tongue shape, constriction location, and allophonic variation
with respect to different syllable positions. Chapter 5 discusses the results of the temporal
characteristics of the children's /I/ gestures. Inter-gestural timing of allophones of /I/ is
examined to determine whether timing distinguishes positional allophones in these children's
speech. Chapter 6 provides post-experiment perception judgments made by adults, and
acoustic analysis of samples of tokens used in the current study. Finally, Chapter 7
summarizes the results and discusses the implications of the dissertation. / Arts, Faculty of / Linguistics, Department of / Graduate
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A comparison of the effects of non-operant and operant carryover techniques for /l/Tremblay, Michelle Ann 01 January 1982 (has links)
Developing strategies to promote effective carryover is one of the most difficult tasks a clinician faces. Mention has been made in the literature of possible activities to use in the clinical setting to promote carryover. Suggestion has been made in the literature that operant conditioning is a technique which can be employed to achieve carryover. The purpose of this investigation was to determine whether there is a difference in relative effectiveness between operant and non-operant techniques for achieving carryover of /1/.
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/n/ and /l/ variation in onset position in English and Cantonese by Hong Kong Cantonese speakers of English. / n and l variation in onset position in English and Cantonese by Hong Kong Cantonese speakers of EnglishJanuary 2008 (has links)
Leung, Ming Ming Grace. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 147-150). / Abstracts in English and Chinese; includes Chinese characters in appendix. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.ii / ACKNOWLEDGEMENTS --- p.iii / TABLE OF CONTENTS --- p.iv / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose and Significance of this Study --- p.2 / Chapter 1.3. --- Organization of the Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1. --- Introduction --- p.5 / Chapter 2.2. --- /n/ and /l/ in English and Cantonese --- p.5 / Chapter 2.3. --- /n/ and /l/ Variation in Cantonese --- p.6 / Chapter 2.4. --- /n/ and /l/ Variation in Hong Kong English --- p.7 / Chapter 2.5. --- Language Transfer --- p.10 / Chapter 2.6. --- English Perception and Production by L2 Speakers --- p.20 / Chapter 2.7. --- Task Type --- p.34 / Chapter 2.8. --- Linguistic Environment --- p.40 / Chapter 2.9. --- Language Proficiency --- p.43 / Chapter 2.10. --- Summary --- p.45 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1. --- Introduction --- p.48 / Chapter 3.2. --- Research Questions --- p.48 / Chapter 3.3. --- Research Methodology --- p.50 / Chapter 3.3.1. --- Participants --- p.50 / Chapter 3.3.2. --- Materials and Procedure --- p.50 / Chapter 3.3.3. --- Data Recording and Data Transcription --- p.56 / Chapter 3.3.4. --- "Data Coding, Data Scoring and Data Analysis" --- p.56 / Chapter 3.4. --- Summary --- p.57 / Chapter CHAPTER 4 --- FINDINGS / Chapter 4.1. --- Introduction --- p.59 / Chapter 4.2. --- General Results in Descriptive Statistics --- p.60 / Chapter 4.2.1. --- General Finding of English Production and Perception --- p.60 / Chapter 4.2.1.1. --- Production of /n/and /l/ in Different Task Types --- p.63 / Chapter 4.2.1.2. --- Production of /n/ and /l/ in Different Following Linguistic Environments --- p.66 / Chapter 4.2.1.3. --- Production of /n/ and /l/ with the Presence of a Second /n/ --- p.68 / Chapter 4.2.1.4. --- Production of /n/ and /l/ by Three Groups of Participants --- p.69 / Chapter 4.2.2. --- General Finding of Cantonese Production and Perception --- p.72 / Chapter 4.3. --- Results of VARBRUL Statistics --- p.76 / Chapter 4.3.1. --- Result of Accurate Production of /n/ --- p.81 / Chapter 4.3.2. --- Result of /n/ to /l/ Variation --- p.83 / Chapter 4.3.3. --- Result of Accurate Production of /l/ --- p.84 / Chapter 4.3.4. --- Result of /l/ to /n/ Variation --- p.85 / Chapter 4.4. --- Descriptive and VARBRUL Statistical Results regarding Four Research Questions --- p.87 / Chapter 4.4.1. --- Data for Research Question 1: To what extent does /n/ and /l/ variation of Cantonese play a role in /n/ and /l/ variation in the onset positionin English? --- p.88 / Chapter 4.4.2. --- Data for Research Question 2: How significant is English perception for English production? --- p.91 / Chapter 4.4.3. --- "Data for Research Question 3: How do Cantonese speakers of English perform in different task types (word list, passage, and natural speech) and is task type significant for English production?" --- p.94 / Chapter 4.4.4. --- "Data for Research Question 4: Which linguistic and/or non-linguistic factors, such as the linguistic environment, the presence of a second /n/ within the same syllable, and English proficiency/university major, may have an influence on /n/ and /l/ production in English?" --- p.95 / Chapter 4.5. --- Summary --- p.99 / Chapter CHAPTER 5 --- DISCUSSION / Chapter 5.1. --- Introduction --- p.100 / Chapter 5.2. --- Research Question 1: To what extent does /n/ and /l/ variation of Cantonese play a role in /n/ and /l/ variation in the onset position in English? --- p.100 / Chapter 5.2.1. --- Discussion about /n/ and /l/ Variation in Cantonese --- p.101 / Chapter 5.2.2. --- Discussion about /n/ and /l/ Variation in English --- p.109 / Chapter 5.2.3. --- Transfer of /n/ and /l/ Variation in Cantonese to /n/ and /l/ variationin English --- p.113 / Chapter 5.3. --- Research Question 2: How significant is English perception for English production? --- p.117 / Chapter 5.4. --- "Research Question 3: How do Cantonese speakers of English perform in different task types (word list,passage, and natural speech) and is task type significant for English production?" --- p.124 / Chapter 5.5. --- "Research Question 4: Which linguistic and/or non-linguistic factors, such as the linguistic environment, the presence of a second /n/ within the same syllable, and English proficiency/university major, may have an influence on /n/ and /l/ production in English?" --- p.128 / Chapter 5.6. --- Summary --- p.137 / Chapter CHAPTER 6 --- CONCLUSION / Chapter 6.1. --- Introduction --- p.142 / Chapter 6.1.1. --- Pedagogical Implication --- p.142 / Chapter 6.1.2. --- Limitations of the Current Study --- p.144 / Chapter 6.1.3. --- Suggestions for Further Studies --- p.145 / REFERENCES --- p.147 / APPENDIX A / APPENDIX B / APPENDIX C / APPENDIX D
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