Blackfoot (Siksika), an Algonquian language spoken in Southern Alberta and in Northwestern Montana, is claimed to have a pitch-accent system (Frantz 1991). However, no complete analysis of the Blackfoot word accent system is available in the literature. This thesis examines Blackfoot nominal accent by means of metrical analysis (Halle and Vergnaud 1987) in Optimality Theory (OT) (Prince and Smolensky 1993). All of the data in this thesis are elicited from native speakers of Blackfoot. Regardless of noun type, every word contains one and only one pitch peak. Bare nouns (mono-morphemic nouns) and relational nouns (dependent nouns) show that Blackfoot has a mixed predictable and lexical accent system. Accent is quantity-sensitive, i.e. a heavy syllable attracts accent, while in nouns which contain no heavy syllable or more than one heavy syllable, it is lexically specified. An interesting contrast is found in long vowels - they contrast a high-level pitch, a falling pitch, and a rising pitch. Derived nouns (compounds) demonstrate four kinds of accent patterns, depending on the status (free vs. bound) and the accentual property (accented vs. unaccented) of morphemes. The leftmost accent of the compound members is retained, but the accent shifts to the juncture of them if it is word-final. If compound members are unaccented, the accent is assigned to word-final position by default. Speaker variation also occurs. One speaker systematically changes vowel length depending on the type of accented syllable, while the other speaker shows a wide variety of accent patterns. This thesis concludes that all the accent patterns can be accounted for by a single ranking of constraints in an OT analysis, in spite of the fact that the accent system is both lexical and predictable. Addition of constraints is needed specifically for compounds! Speaker variation is accounted for by reranking the same set of constraints. Priority is given to constraints that refer to the predictable accent in the grammar of one speaker. The lexical information is more respected in the other speaker's grammar. In addition to the analysis of general pitch-accent patterns, four types of irregular patterns are examined. The conclusions reached in this thesis demonstrate that the accent system interacts with other phonological properties of Blackfoot. / Arts, Faculty of / Linguistics, Department of / Graduate

Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. / Vita. / Bibliography: leaves 246-247. / Ph.D.

Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Foreign Literatures and Linguistics. / Bibliography: leaves 318-319. / Ph.D.

Lai Wing-sze. / Thesis submitted in: August 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 233-237). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Rational and Significance --- p.1 / Chapter 1.2 --- Scope of analysis --- p.2 / Chapter 1.3 --- Organization --- p.4 / Chapter Chapter 2 --- Background --- p.6 / Chapter 2.1 --- Comparison of Cantonese and English consonants --- p.6 / Chapter 2.2 --- Comparison of Cantonese and English vowels --- p.8 / Chapter 2.3 --- Comparison of Cantonese and English syllables --- p.9 / Chapter 2.4 --- Comparison of Cantonese and English autosegments --- p.12 / Chapter Chapter 3 --- Literature Review --- p.18 / Chapter 3.1 --- Tone assignment in Cantonese loanwords --- p.18 / Chapter 3.2 --- Relationship between tone and stress --- p.27 / Chapter 3.3 --- Research Questions --- p.31 / Chapter Chapter 4 --- Methodology --- p.32 / Chapter 4.1 --- Data Collection and Classification --- p.32 / Chapter 4.2 --- Loanword Verification Task --- p.48 / Chapter 4.3 --- Loanword Creation Task --- p.51 / Chapter Chapter 5 --- Investigation of Tonal Patterns --- p.55 / Chapter 5.1 --- Monosyllabic Loanwords --- p.55 / Chapter 5.2 --- Disyllabic Loanwords --- p.59 / Chapter 5.3 --- Summary of Tonal Patterns in Monosyllabic and Disyllabic Loanwords --- p.81 / Chapter 5.4 --- Loanwords with more than two syllables --- p.81 / Chapter Chapter 6 --- Further Evidence on Tonal Patterns --- p.92 / Chapter 6.1 --- Results of Loanword Verification Task --- p.92 / Chapter 6.2 --- Results of Loanword Creation Task --- p.103 / Chapter 6.3 --- Tonal Assignment by New Generation --- p.115 / Chapter Chapter 7 --- Constraints and Rankings in Tone Assignment in Loanwords --- p.116 / Chapter 7.1 --- OT Concepts and Mechanisms --- p.116 / Chapter 7.2 --- Tonal Features --- p.120 / Chapter 7.3 --- My Proposed Account --- p.129 / Chapter 7.4 --- Constraints and Rankings --- p.132 / Chapter 7.5 --- Summary --- p.145 / Chapter Chapter 8 --- Conclusion and Implication --- p.147 / Appendices --- p.150 / Appendix I All collected Loanword Data --- p.150 / Appendix II Eliminated Loanword Data --- p.164 / Appendix III Kept Loanword Data --- p.168 / Appendix IV Initial Loanword Classification --- p.181 / Appendix V Loanword Questionnaire A --- p.198 / Appendix VI Loanword Questionnaire A Script --- p.201 / Appendix VII Loanword Questionnaire B --- p.203 / Appendix VIII More Examples of σ→ σ55 --- p.207 / Appendix IX More Examples of 'σσ --- p.209 / Appendix X More Examples of'σ[ --- p.214 / Appendix XI More Examples of ['σ --- p.217 / Appendix XII Disyllabic Loanwords with Atypical Tonal Patterns --- p.218 / Appendix XIII Disyllabic Loanwords with Other Tonal Influences --- p.220 / Appendix XIV Trisyllabic Loanwords with Atypical Tonal Patterns --- p.222 / Appendix XV Results of Loanword Creation Task --- p.224 / References --- p.233

Second language acquisition research has sought to identify socio-psychological factors underlying language learners' degrees and rates of acquisition. Studies have shown that learners with autonomous motivation orientations and positive attitudes towards the L2 community (Donitsa-Schmidt et. al., 2004; Schumann, 1978; Spolsky, 2000) acquire the target language better than those without such orientations and attitudes. This study utilizes social network theory (Milroy, 1987), identity theory (LePage & Tabouret Keller, 1985; van Dijk, 1998) and self determination theory (Deci & Ryan, 1987) to explore how L2 learners' socially constructed identities, external, introjection, identification and integration motivational orientations, and exchange, interactive, and passive family and non-family networks relate to the attainment of the regional Turkish accent by young Kurds. Using a cross-sectional research design, this study addresses the following questions: (1) How native-like is the participant's accent when speaking Turkish as rated on a 1-5 scale? (2) What are the identity patterns found in the Kurdish-speaking community, and how do these patterns relate to their Turkish accent? (3) Do different motivational orientations significantly relate to attainment of native-like accents? (4) What are the social networks of the Kurdish-speaking community, and how do these networks relate to accent native-likeness? Data collected from 120 middle and high school students included speech samples from a read-aloud accent test and four questionnaires regarding their motivation to learn Turkish, their identification patterns, and social networks. Global accent ratings revealed significant degrees of variation in participants' accents varying from 1.1 to 4.7. Findings suggested that the degree of identification with the Turkish-speaking community was a positive predictor (.31, p < 0.01), and the degree of identification with the Kurdish-speaking community was a negative predictor (-.34 p < 0.01) of accent native-likeness. Data also showed that among four motivational orientations, integration orientation was a positive (.32, p < 0.01), and introjection was a negative (-.20; p < 0.01) predictor of accent nativelikeness. Results indicated that participants with a more native-like accent also had more Turkish-speaking family and non-family networks that were exchange and multiplex in nature than the networks of those participants with less native-like accents. Results also suggested several significant gender and age effects. / text

Lietuvių kalboje vartojama nemaža skolinių, vadinamųjų tarptautinių žodžių. Bendrinė tarptautinė leksika – tai viena svetimos leksikos dalis. Visgi egzistuoja ir dar viena, ne mažiau svarbi ir aktuali tarptautinės leksikos dalis – kitų šalių (tarptautiniai) tikriniai žodžiai. Šiai leksikos daliai tirti ir skirtas šis magistro darbas. Darbo tema – kitų šalių tikrinių žodžių kirčiavimas „Visuotinės lietuvių enciklopedijos“ I tome (VLE I). Šio leksikos klodo kirčiavimo tyrimai gana skurdūs, lyginant su savos kilmės tikrinių žodžių grupėmis, todėl taisyklingam kirčiavimui būtinų žinotinų bendrųjų dėsningumų išskyrimas pravartus ir tikslingas. Apskritai ši leksikos dalis Lietuvoje nedaug tirta, taigi darbo tema šiuo atveju pasirinkta neatsitiktinai, yra gana aktuali. Tirti „Visuotinės lietuvių enciklopedijos“ I tomo (VLE I) pavyzdžiai. Šio darbo tyrimo objektas – kitų šalių tikriniai žodžiai – tam tikri nelietuviškos kilmės asmenvardžiai ir vietovardžiai (asmenvardžių dalis gerokai – kone du kartus – didesnė). Žodžių „Kita“, į kurią įeitų kiti nelietuviški tikriniai žodžiai, atsisakyta, kadangi tokių pavadinimų dažniausiai pateikiamos tik originalo kalbos formos, o darbe, remiantis lietuvių kalbos kirčiavimo sistemos dėsningumais, nagrinėjamos tik adaptuotos formos. Pagrindinis magistro darbo tikslas – nustatyti kirčiavimo paradigmas, ištìrti ir pateikti kitų šalių tikrinių žodžių kirčiavimo dėsningumus „Visuotinės lietuvių enciklopedijos“ I tome. Siekiama ne tik akcentuoti... [toliau žr. visą tekstą] / Lithuanian language has many adopted words, they are called international words. Common international lexis – is one part of the foreign lexis. Also there is alike important part of international lexis – the proper words of foreign language. This paper of master degree is all about the proper words of foreign language. The goal of that essay is to research the proper words of foreign languages in the “Universal Lithuanian encyclopaedia” volume I (ULE I). That line of accentuation analysis is quit barren comparing to the groups of the native proper words. Therefore the exclusion of the consistency of the correct accentuation is useful and has its meaning and purpose. Mostly that part of lexis is very little researched in Lithuania. Accordingly to that fact has risen the purpose of writing the paper on such subject. Here were researched the examples of the “Universal Lithuanian encyclopaedia” volume I (ULE I). The subject of that research was the proper words of foreign language – some particular personal names and place-names (personal names were researched almost twice bigger part comparing to the place-names). Such words as „Other“, witch would include other foreign proper words were declined because the names of such words usually has the form of original language. In that work which is supported on the consistency of the accentuation in Lithuania language, was researched only adopted form of words. The main task of this paper of master degree is to set paradigms of the... [to full text]

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.

En 1991, Philippe Brunet publie une traduction inédite de la poétesse grecque archaïque du VII ème siècle avant J.-C., Sappho. Dans cette traduction, celui-ci a tenté d'imiter et de faire ressentir le mètre grec en français. La difficulté de cette entreprise réside dans le fait que le français n'est pas une langue à accent de mot et qu'il ne ressent pas la quantité des syllabes. Les mètres poétiques du français se basent en effet sur le nombre des syllabes et non sur leur quantité. À la Renaissance, une telle tentative d'imitation du mètre grec avait déjà été entreprise par Jean-Antoine de Baïf. Mais celui-ci, oubliant les particularités accentuelles du français, n'a pas réussi à développer un système adéquat. Philippe Brunet quant à lui a su utiliser ces règles accentuelles françaises pour faire ressentir à son lecteur quelque chose du rythme quantitatif grec. Se servant autant de l'accent tonique que de l'accent initial, son système respecte dans son ensemble la langue française tout en créant un rythme nouveau. Une fois cette traduction comparée à d'autres, on peut également voir à quel point ses recherches sémantiques et prosodiques aident à la réalisation de ce rythme particulier. M ots-clé : Sappho, grec, traduction, rythme, mètre, métrique, accent. / In 1991, Philippe Brunet published a new translation of the seventh century B.C. archaic Greek poet, Sappho. In this translation, he attempted to imitate and instigate the feel of the Greek meter in French. The difficulty of this project stands in the fact that the French language is not one of word accentuation and it doesn't take into account the syllables quantity. The poetic meters in French are indeed based on the syllables number and not on their quantity. During the Renaissance, a similar imitation experiment had already been attempted by Jean-Antoine de Baïf. But dismissing the accentual particularities of the French language, he failed to develop an adequate system. Meanwhile, Phillipe Brunet was able to use the French accentual rules to make his read feel about the quantitative Greek rhythm. Using the tonic accent as well as the initial accent, his system fully respects the French language while creating a new rhythm. When this translation is compared to others, we can see how much his sematic and prosodic research help to the creation of this peculiar system.

Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Dept. of Electrical Engineering and Computer Science. / Microfiche copy available in Archives and Engineering. / Vita. / Bibliography: leaves 403-416. / Ph.D.

Baigiamajame bakalauro darbe išanalizuoti 1077 edukologijos terminai, išrinkti iš L. Jovaišos Enciklopedinio edukologijos žodyno (2007). Jų sandara, kilmė, daryba ir kirčiavimas iki šiol plačiau nenagrinėti. Edukologijos terminai sandaros atžvilgiu suskirstyti į vienažodžius ir sudėtinius (dvižodžius, trižodžius ir keturžodžius) terminus, nustatytos jų kirčiuotės. Dauguma edukologijos terminų yra vienažodžiai terminai – 655 (60,8 proc.), sudėtinių terminų rasta 422 (39,2 proc.). Daugiau nei pusė vienažodžių edukologijos terminų yra lietuviški žodžiai – 378 (57,7 proc.). Net 592 vienažodžiai terminai (90,4 proc.) yra pirmosios ir antrosios kirčiuočių – atitinkamai 363 ir 229. Trečiosios kirčiuotės rasti 35, o ketvirtosios – 26 terminai. Lietuviški vienažodžiai pirmosios kirčiuotės edukologijos terminai dažniausiai turi priesagą -imas (60), reiškiančią veiksmų pavadinimus. Tarp antrosios kirčiuotės lietuviškų edukologijos terminų daugiausia turinčių priesagas -umas (56), kuri reiškia ypatybių pavadinimus, ir -imas (47), reiškiančią įvairius veiksmus. Iš tarptautinių pirmosios kirčiuotės vienažodžių edukologijos terminų daugiausia yra su baigmeniu -ija (74), antrosios kirčiuotės – su baigmeniu -izmas (22). Iš sudėtinių edukologijos terminų daugiausia yra dvižodžių terminų – 355 (84,1 proc.). Tarp jų vyrauja terminai su prepoziciškai prijungtais dėmenimis. / The bachelor thesis analyzes 1077 terms of education which were selected from Encyclopaedic Dictionary of Education (Enciklopedinis edukologijos žodynas) by L. Jovaiša (2007). Their structure, origin, formation and accentuation have not been analyzed in detail yet. In regard to the structure, terms of education are divided into one-word and compound (consisting of two, three and four words) terms. Their accentuation classes have been determined. Most terms of education are one-word terms – 655 (60,8%), 422 (39,2%) compound terms have been found. More than a half of one-word terms of education are Lithuanian words – 378 (57,7%). 592 (90,4%) one-word terms, respectively 363 and 229 ones, are of the first and second accentuation classes. There have been found 35 terms of the third accentuation class and 26 ones – of the fourth accentuation class. Lithuanian one-word terms of education belonging to the first accentuation class often have the suffix -imas (60) which expresses the names of actions. Lithuanian terms of education belonging to the second accentuation class generally have the suffixes -umas (56) (expresses the names of characteristics) and -imas (47) (expresses various actions). International one-word terms of education belonging to the first accentuation class have the ending -ija (74), while the terms of the second accentuation class have the ending -izmas (22). A vast majority of compound terms of education are two-word terms – 355 (84,1%). Terms with... [to full text]