xviii, 216 p. : ill. (some col.) / The focus of this dissertation is on how language experience shapes perception of a non-native prosodic contrast. In Tokyo Japanese, fundamental frequency (F0) peak and fall are acoustic cues to lexically contrastive pitch patterns, in which a word may be accented on a particular syllable or unaccented (e.g., tsúru 'a crane', tsurú 'a vine', tsuru 'to fish'). In English, lexical stress is obligatory, and it may be reinforced by F0 in higher-level prosodic groupings. Here I investigate whether English listeners can attend to F0 peaks as well as falls in contrastive pitch patterns and whether training can facilitate the learning of prosodic categories. In a series of categorization and discrimination experiments, where F0 peak and fall were manipulated in one-word utterances, the judgments of prominence by naïve English listeners and native Japanese listeners were compared. The results indicated that while English listeners had phonetic sensitivity to F0 fall in a same-different discrimination task, they could not consistently use the F0 fall to categorize F0 patterns. The effects of F0 peak location and F0 fall on prominence judgments were always larger for Japanese listeners than for English listeners. Furthermore, the interaction between these acoustic cues affected perception of the contrast by Japanese, but not English, listeners. This result suggests that native, but not non-native, listeners have complex and integrated processing of these cues. The training experiment assessed improvement in categorization of Japanese pitch patterns with exposure and feedback. The results suggested that training improved identification of the accented patterns, which also generalized to new words and new contexts. Identification of the unaccented pattern, on the other hand, showed no improvement. Error analysis indicated that native English listeners did not learn to attend specifically to the lack of the F0 fall. To conclude, language experience influences perception of prosodic categories. Although there is some sensitivity to F0 fall in non-native listeners, they rely mostly on F0 peak location in language-like tasks such as categorization of pitch patterns. Learning of new prosodic categories is possible. However, not all categories are learned equally well, which suggests that first language attentional biases affect second language acquisition in the prosodic domain. / Committee in charge: Susan Guion Anderson, Chairperson; Melissa A. Redford, Member; Vsevolod Kapatsinki, Member; Kaori Idemaru, Outside Member

Se référant à divers ouvrages et auteurs de tous temps, styles ou nationalités, cette étude sur la représentation du substrat dialectal et étranger dans la littérature française et anglo-américaine, et sur sa traduction, cherche principalement à comprendre la démarche des auteurs recourant à la retranscription phonétique, pour ensuite mieux appréhender celle des traducteurs. Analysant en premier lieu les diverses motivations qui poussent ces écrivains à bouleverser les normes grammaticales et orthographiques pour transfigurer dans l’écrit, l’oral et la parole, puis s’interrogeant quant à la validité d’une méthode à appliquer à ces créations linguistiques, cet exposé tente de répondre, notamment par un examen énumératif des procédés matérialisant l’accent dialectal ou étranger, aux questions d’ordre lexical, grammatical ou morphosyntaxique qu’infère cette intrusion de la langue parlée dans le texte. Elucidant enfant les outils traductologiques mis en place dans ces littératures, ce travail propose un traducteur futur de pleinement s’en inspirer, et ainsi faire de l’achoppement, un argument à la créativité. / Referring to diverse works and authors of various epochs, styles or nationalities, this dissertaion, on the representation of the dialectal and foreign substratum in the french and anglo-american litterature and on its translation, attempts to understand the approach of those authors who resort to phonetic transcription and thereby better comprehend that of the translators. Analysing first the diverse motive which urge these writers to upsted the grammatical and spelling standards in order to transfigure orality and speech on paper, and then questionning the validity of a method to be applied to hese linguistic creations, this study _ notably by an enumeration of the devices wich help materialize the dialectal or foreign accent _ tries to answer the lexical, grammatical or morphosyntactic question induced by such an incursion of the spoken, within the text. As it finally elucidates the translation tools set up in these literatures, this work suggests avenue of insipration for the future translator, thereby transforming blocks into stepping stones to creativity.

This study investigates the sound structure of the dialect of the Rödåliden area in the province of Västerbotten in Northern Sweden. The aim is to describe the phonological system with a structural approach. The theoretical framework is based on the ideas that have developed from the Prague Linguistic Circle, where speech sounds are looked upon as functional units. One method used to determine phonemes is by way of commutation tests; another is the distribution method.The chief aim is to describe the phonemes of the Rödåliden dialect on the lexical level including prosodic features such as stress, tonal accent and quantity. The prosodic feature of short verbal phrases is also described. The material consists of words and phrases from a dictionary (not yet published) with more than 3 000 entries. The vocabulary in the dictionary was collected between 1988 and 2010 by a group of local people speaking the dialect. Thirteen informants have been interviewed and confronted with problems concerning phonological issues that are typical for the dialect in question. The study is based on auditory perception, i.e. the speakers’ idea of what is “right or wrong” or if there are alternative versions of a segment. The phonemes of the dialect are compared with the phonological system of standard Swedish. A thorough description of the phonology of the dialect is presented. Each phoneme is described as well as the most frequent allophones. Certain areas have been the focus of special interest. In standard Swedish as well as in the dialect the tonal accents acute (accent 1) and grave (accent 2) are used. In addition to these accent types, circumflex accent is used in the dialect. Circumflex is for example the only distinctive feature between the infinitive form [^fry:s] and the present tense form [fry:s] of the verb frys ‘to be cold’. The sequences ka- and ga- where /a/ is a front vowel reveal phonological distinction between velar k and g and palatal k and g, e.g. /kal:/ ‘old man’ ≠ /kal:/ ‘cold’ and /+gal:/ ‘was possible’ ≠ /gal:/ ‘infertile’. The cacuminal /ɽ/ and dental /l/ are in certain distributional contexts, e.g. after some long vowels, phonologically relevant. In other contexts, e.g. after short vowels, the different l-sounds are allophones due to complementary distribution. In standard Swedish the retroflex consonants (supradentals) are not considered to be phonematic but in the dialect in question they are phonologically relevant.

This study describes an experiment focused on influence of speaker's foreign accent on the qualityof sense renditionin simultaneous interpreting.Its aim is to evaluate whether this factor has a negative impact on interpreters' performance and whether the strength of foreign accent is directly proportional to the number of sense deviations. This study also takes into considerationthe factor of deliveryrate of the speaker's discourse.Therefore,this studyshould also clarify whether the interpreter's performance is more negatively influenced by foreign accent or deliveryrate. The theoretical part of this study explains the notion of foreignaccent and describes factors which have an impact on its strength. Furthermore, this section gives an overview of previous studies focusedon the qualityof interpretingandtheir conclusions.The empiricalpart describes the methodology and the results of the experiment carried out as the mainpart of this study. Key words: foreign accent, strengthof foreign accent, qualityof interpreting,simultaneous interpreting

(in English) Foreign accent imitation is one of the strategies used in intentional voice disguise. This thesis focuses on imitation of the Russian accent in Czech language by Czech speakers and describes the imitated accent based on auditory and acoustic analysis. Both segmental and suprasegmental features of speech have been analysed based on the comparison of audio recordings of regular speech and speech with imitated Russian accent. The most frequent difference implemented by Czech speakers during the imitation task involved the change of duration of vowels in relation to the position of word stress and included both lengthening of stressed vowels and shortening of unstressed ones. Change of vowel quality has been performed mostly on the vowel [ɪ], resulting in a close vowel [i] or resembling [ɨ]. Consonantal deviations usually concerned Czech sounds [ɦ] and [r̝ ], and palatalization of lateral consonant [l]. Audio recordings of Czech imitators as well as Russian speakers were used in the perception test, in which participants had to judge the authenticity of foreign accent. Four out of ten imitators were rated by the majority of listeners as genuine non-native speakers, whereas two out of five Russian speakers were misjudged for imitators. The accent of successful imitators was characterised by...

The issues relative to foreign accent continue to puzzle second language researchers, educators, and learners today. Although once thought to be at the root, maturational constraints have fallen short of definitively accounting for the myriad levels and rates of phonological attainment (Bialystok & Miller, 1999, p. 128). This study, a Posttest-only Control Group Design, examined how the pronunciation accuracy of adult, English language learners, as demonstrated by utterance length, was related to two input stimuli: auditory-only input and auditoryorthographic input. Utterance length and input modality were further examined with the added variables of native language, specifically Arabic and Spanish, and second language proficiency as defined by unofficial TOEFL Listening Comprehension and Reading Comprehension section scores. Results from independent t tests indicated a statistically significant difference in utterance length based on input modality (t(192) = -3.285. p = .001), while with the added variable of native language, factorial ANOVA results indicated no statistically significance difference for the population studied. In addition, multiple linear regression analyses examined input modality and second language proficiency as predictors of utterance length accuracy and revealed a statistically significant relationship (R 2 = .108, adjusted R 2 = .089, F(3, 144) = 5.805, p = .001), with 11% of the utterance length variance accounted for by these two factors predictors. Lastly, hierarchical regressions applied to two blocks of factors revealed statistical significance: (a) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp (R 2 = .101, adjusted R 2 = .070, F(3, 86) = 3.232, p = .026), with ListenComp iv increasing the predictive power by 3%; (b) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ReadComp (R 2 = .112, adjusted R 2 = .081, F(1, 86) = 3.629, p = .016), with ReadComp increasing the predictive power by 4%; and (c) input modality/native language (R 2 = .069, adjusted R 2 = .048, F(2, 87) = 3.230, p = .044) and ListenComp/ReadComp (R 2 = .114, adjusted R 2 = .072, F(2, 85) = 2.129, p = .035), with ListenComp/ReadComp increasing the predictive power by 4%. The implications of this research are that by considering issues relative to input modality and second language proficiency levels especially when teaching new vocabulary to adult second language learners, the potential for improved pronunciation accuracy is maximized. Furthermore, the heightened attention to the role of input modality as a cognitive factor on phonological output in second language teaching and learning may redirect the manner in which target language phonology is approached.

Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study is interested in the relationship between accent and hearers’ perception of the speaker. It investigates the kinds of stereotypes related to phonological features of the speaker’s language. Specifically this thesis focused on the perceptions that high school girls have of their Mathematics teachers who speak English with a non-standard accent. The general aims of the study were to establish whether high school girls perceived non-standard English speaking Mathematics teachers negatively and, if so, whether this perception changed as the girls mature. Twenty-seven Grade 8 learners and 14 Grade 12 learners from a private English-medium school in the Gauteng Province of South Africa participated in this study. The school attracts learners from the affluent socio-economic group, and the majority of the learners are white (76.8%) and first language speakers of English (86%). These participants completed questionnaires using the matched-guise technique (Lambert, Hodgson, Gardner and Fillenbaum 1960) to determine their perceptions of six accents. Five speakers were recorded reading the same Mathematics lesson in English. One reader read the same passage twice, using a so-called Standard South African English accent for one recording and a second language accent of an isiZulu mother tongue speaker for the second recording. The results of this investigation indicate that high school girls are inclined to stereotype teachers according to the teachers’ accents. Some of the characteristics attributed to the non-standard English speaking teachers were positive, but generally learners held a negative perception of such teachers. There was very little change in this perception from Grade 8 to Grade 12. Of particular importance in the National Curriculum Statement for Grades 10 to 12 is that learners emerge from this phase of their schooling being “sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors” (www.sabceducation.co.za/). The school where the research was conducted has addressed diversity in numerous ways in an attempt to prepare the learners for life in multilingual and multicultural South Africa. That the Grade 12 learners in this study, whether first language speakers of English or not, still display accent prejudice suggests that the life skills objectives are not adequately met and that this form of prejudice needs to be addressed in more creative ways. / AFRIKAANSE OPSOMMING:: Hierdie studie stel belang in die verhouding tussen aksent en hoorders se waarneming van die spreker. Dit ondersoek die soort stereotipering wat saamhang met die fonologiese eienskappe van die spreker se taal. Hierdie tesis het spesifiek gefokus op die persepsies wat hoërskoolmeisies het van hul Wiskunde-opvoeders wat Engels met ‘n nie-standaard aksent praat. Die algemene doelstellings van die studie was om vas te stel of hoërskoolmeisies hierdie opvoeders negatief beoordeel op grond van hul aksent en, indien wel, of hierdie oordeel minder fel raak met ouerdom. Sewe-en-twintig Graad 8-leerders en 14 Graad 12-leerders aan ‘n privaat- Engels-medium skool in die Gauteng Provinsie van Suid-Afrika het aan die studie deelgeneem. Die skool se leerders kom uit die hoë sosio-ekonomiese groep, en die meerderheid is Wit (76.8%) en eerstetaalsprekers van Engels (86%). Die deelnemers het vraelyste voltooi as deel van sogenaamde “matched guise”- (Lambert, Hodgson, Gardner en Fillenbaum 1960) navorsing om hul persepsies van ses aksente te bepaal. Vyf sprekers is op band opgeneem terwyl hulle dieselfde Wiskunde-les in Engels lees. Een leser het die les twee maal gelees, een maal met ’n sogenaamde Standaard Suid-Afrikaanse Engelse aksent en een maal met ’n tweedetaal aksent tipies van ‘n isiZulu moedertaalspreker. Die resultate van hierdie ondersoek dui daarop dat hoërskoolmeisies geneig is om opvoeders te stereotipeer op grond van die opvoeders se aksent. Party eienskappe wat aan die nie-standaard Engelssprekende opvoeders toegeskryf is, was positief, maar oor die algemeen het leerders ’n negatiewe persepsie van sulke opvoeders gehad. Baie min verandering in hierdie persepsies het van Graad 8 tot Graad 12 plaasgevind. Van besondere belang in die Graad 10 tot 12 Nasionale Kurrikulm is dat leerders aan die einde van hierdie fase ‘n sensitiwiteit sal hê vir kwessies aangaande “diversiteit, soos armoede, ongelykheid, ras, geslag, taal, ouderdom, gestremdheid en ander faktore” (www.sabceducation.co.za/). Die skool waar hierdie navorsing gedoen is, spreek diversiteit op velerlei maniere aan in ’n poging om leerders voor te berei vir lewe in veeltalige en multikulturele Suid-Afrika. Die feit dat Graad 12- leerders in hierdie studie, of hulle eerstetaalsprekers van Engels is al dan nie, steeds aksentvooroordele toon, dui aan dat die doelstellings van lewensvaardigheid onderrig nie voldoende bereik word nie en dat hierdie vorm van vooroordeel op meer kreatiewe maniere aangespreek moet word.

key words: Czech English, foreign accent, word stress, word accent, stressed syllable, duration, f0, acoustic cues. This study investigates the acoustic properties of word stress in Czech English. The notion of foreign accent is introduced and its drawbacks are presented. Further on the various influences on the perceived degree, or strength, of foreign accent are discussed. Faulty realization of word stress is identified as one of the factors that contribute to unintelligibility of non-native speech (Benrabah, 1997; Hahn, 2004; Cutler, 1984). In Chapter 2 we compare the results of studies that used speakers of a variety of languages and form a basic theory on the acquisition of acoustic cues to word stress. We are mostly interested in f0 and duration. This theory, based on the feature hypothesis (McAllister et al., 2002 in Lee, Guion & Harada, 2006), states that languages that have a similar stress system to that of English (Dutch, Arabic) use their native cues to signal word stress, while non-contrastive languages (Vietnamese, Czech) prefer cue/s that are phonologically active on segmental level in their native language. Speakers of Vietnamese, a tone language, were found to prefer f0 over duration (Nguyen, 2003), so for Czech, a language that uses phonological vowel duration, it is expected that...

Purpose: The purpose of the present study was to determine if accent related discrimination exists in the work place for persons who speak with an Indian, Pakistani, or Bangladeshi accent. An additional purpose was to explore the participants’ knowledge and willingness to enroll in accent modification therapy and their general feelings regarding this type of therapy. Method: A 57 item survey that was developed to address our research questions was distributed through Survey Monkey to various listservs, organizations and personal contacts. These methods yielded a total of 279 participants, with 110 participants included in the present study. Results: Majority of participants reported that they do not think their accent is difficult to understand and also felt that their accent was accepted. No significant trends were found between length of time living and working in the United States and accent discrimination. However, per participant report, discrimination appears to be more prevalent in the initial part of the employment process (applying for a position and during the beginning portion of their employment). Most participants had never heard of and/or previously enrolled in accent modification therapy. In addition, approximately half said that they would not voluntarily enroll in accent modification therapy, but the remaining participants either responded that they would consider enrolling or they would definitely enroll. Further, half the participants reported that they would not have negative feelings if it was recommended by their employer that they enroll in therapy. Conclusions: This preliminary data suggests that accent discrimination towards individuals who speak with an Indian, Pakistani, or Bangladeshi accent does exist in the workplace. Results also indicate a disconnect between existence of discrimination and awareness of discrimination, either due to the survey limitations or an emerging awareness on the part of the participants. Additionally, few participants reported knowledge of accent modification therapy. Negative feelings towards enrolling in accent modification therapy were within in minority. This data, in addition to reasons to enroll in therapy provided by participants, will aid speech-language pathologists in creating appropriate therapy programs for this unique population. / text

Dans notre mémoire nous présentons une description théorique des accents français et lituaniens. Nous définissons la notion de l’accentuation, analysons les types d’accents, leurs places et leurs fonctions dans la chaîne parlée de deux langues cibles. Le but du chapitre théorique est de décrire et de comparer les deux systèmes d’accentuation car le nombre de travaux scientifiques consacrés à leur comparaison, est très restreint. Pourtant, l’analyse de ce sujet est importante puisque les différents auteurs qui étudient l’accent ne partagent pas les mêmes idées. De plus, le but du chapitre pratique est de vérifier si la langue lituanienne influence l’accentuation en apprenant le français et à quel point. / Šio darbo pirmoje teorinėje dalyje aprašomuoju metodu siekiama apibrėžti kirtį kaip prozodijos elementą prancūzų ir lietuvių kalbose. Remiantis skirtingais lietuvių ir prancūzų lingvistų darbais buvo aprašomi kirčio tipai, kirčio vieta žodyje bei kirčio funkcijos abiejose kalbose. Kiekvieno poskyrio pabaigoje lyginamuoju metodu atskleidžiami skirtumai ir panašumai, kurie esti tarp dviejų kalbų. Pagrindinė antroje darbo dalyje iškeliama užduotis – išsiaiškinti, ar gimtosios lietuvių kalbos kirčiavimo sistema turi įtakos mokantis prancūzų kalbos. Šiai praktinei daliai buvo pasirinktas anketos metodas. / We are presenting a description of the Lithuanian and French accents. We define the notion of accentuation, analyse the types of accents, their places and the functions in the speech chain of two languages​.