Submitted by Kamila Costa (kamilavasconceloscosta@gmail.com) on 2015-09-04T09:24:02Z No. of bitstreams: 2 Dissertação - Michéli C de D Schwade.pdf: 1811126 bytes, checksum: db3fe5c011d4355e114345f011320b5a (MD5) ficha catalográfica.pdf: 1904 bytes, checksum: c4c398e151aed729ff0d51d2c0f5fc32 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-09-30T19:52:54Z (GMT) No. of bitstreams: 2 Dissertação - Michéli C de D Schwade.pdf: 1811126 bytes, checksum: db3fe5c011d4355e114345f011320b5a (MD5) ficha catalográfica.pdf: 1904 bytes, checksum: c4c398e151aed729ff0d51d2c0f5fc32 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-09-30T19:56:50Z (GMT) No. of bitstreams: 2 Dissertação - Michéli C de D Schwade.pdf: 1811126 bytes, checksum: db3fe5c011d4355e114345f011320b5a (MD5) ficha catalográfica.pdf: 1904 bytes, checksum: c4c398e151aed729ff0d51d2c0f5fc32 (MD5) / Made available in DSpace on 2015-09-30T19:56:50Z (GMT). No. of bitstreams: 2 Dissertação - Michéli C de D Schwade.pdf: 1811126 bytes, checksum: db3fe5c011d4355e114345f011320b5a (MD5) ficha catalográfica.pdf: 1904 bytes, checksum: c4c398e151aed729ff0d51d2c0f5fc32 (MD5) Previous issue date: 2014-10-13 / FAPEAM - Fundação de Amparo à Pesquisa do Estado do Amazonas / This work aims to study and describe the Nheengatu spoken variant in Middle Amazon River. It is limited to the phonological and phonetic aspect. Phonetic and phonological study aims to understand how this system is organized and how has communication function. For this, we used the input of descriptive linguistics, which proposes to make detailed and comprehensive statements about the expression systems of specific languages (Gleason (1978). We also used, as theoretical basis, the work of Gleason (1978), Katamba (1989), Cagliari (2002) e Pike (1943 e 1947) with regard to phonetic and phonological descriptions of this language and Kenstowicz’ postulates (1994) for analyzing the syllabic structure. Within linguistic theory, this description permitted a comparison between both the languages of the Tupi stok, in this case Nheengatu and Sateré-Mawé, as between two variants of this language, Middle Amazon River and Rio Negro River. The study of this Nheengatu’s variant intends to contribute to the knowledge of Brazilian indigenous languages, especially Amazonian languages, which were important to the culture and identity of the peoples of the region. / Este trabalho tem por objetivo estudar e descrever a variante do Nheengatu falado na região do Médio Rio Amazonas. O referido estudo limita-se ao aspecto fonético e fonológico. Um estudo fonético-fonológico tem por objetivo conhecer como este sistema é organizado e como exerce função de comunicação. Para isso, usamos o aporte da linguística descritiva que se propõe a trabalhar com descrições detalhadas e exaustivas dos sistemas de expressão de línguas específicas (Gleason, 1978). Utilizamos, como base teórica, os trabalhos de Gleason (1978), Katamba (1989), Cagliari (2002) e Pike (1943 e 1947), no que diz respeito à descrição fonética e fonológica da língua e os postulados de Kenstowicz (1994) para análise da estrutura silábica. Dentro da teoria linguística, esta descrição permitiu uma comparação tanto entre as línguas do Tronco Tupi, neste caso o Nheengatu e o Sateré-Mawé, quanto entre duas variantes desta língua, a do Médio Rio Amazonas e do Rio Negro. O estudo dessa variante do Nheengatu contribui para o conhecimento das línguas indígenas brasileiras, em especial, as línguas amazônicas, sendo elas importantes para a cultura e identidade dos povos da região.

Swedish school pupils are taught English from a very young age. Many speak English at a very high level thanks to this and also thanks to readily available television programmes in English, mostly from America but also from Britain. Some, including Marko Modiano argue that the English spoken in Sweden could be a new variety. There is some evidence in support of this in the form of previous studies showing to what degree American and British English is mixed by Swedes. The present study aims at exploring if there are any recurring patterns in the way Swedish upper secondary school students mix American and British English as well as possible underlying reasons. This was done by recording 32 informants at an upper secondary school in Stockholm while reading a list of words and sentences designed to elicit phonetic markers that separate American English from British English. The data from the recordings is complemented by a short questionnaire. Here the informants are asked about their preference for English varieties and what they believe the preference of English varieties is for their teacher, the school, their textbooks as well as what they watch on television and if they have ever been or would like to go to an English speaking country. Concerning whether or not the informants mix American and British English or not, the results clearly show that most believe they do, although most of them seem to favour American English on the whole. There seems to be an overall tendency to use rhotic /r/ and there were some differences between male and female informants. Looking at the results of the present study compared to previous studies there is a connection in that formal text types like word lists elicit more British English than less formal text types do. Concerning what they watch on television, nearly all informants watch American television shows and this could be, in part, responsible for the tendency to favour the American variety. Regarding other influences, there was some uncertainty, especially when they were asked what they believed was preferred in the textbooks and by their teachers. Though it seems most believe that British English is preferred over American English except for the school in general where most believe that both varieties are preferred equally.

Although the British and the Americans use the same language, i.e. English, the differences in vocabulary, pronunciation, and spelling between these two varieties doubtlessly exist. However, this paper deals particularly with the spelling differences between British English and American English since spelling seems to cause confusion and problems to the learners of English the most. The American spelling is considered to be informal; therefore, the essay focuses on the standard British English spelling of words through, night, light, and high and their equivalents in American English, i.e. thru, nite, lite, and hi. This study investigates how extensively the British and the Americans use the standard and the informal spelling of these words in different written sources such as newspapers, magazines, leaflets and advertisements, and books. In addition, the collocations of these particular words are investigated. In order to do this quantitative research, the Collins Cobuild corpus material was searched and analyzed. The results of this study reveal that the informal American spelling of these four words appears in British texts more often than in American texts. However, the informal spelling tends to appear in non-American sources when speaking about America or American cultural phenomena.

Cette thèse s'intéresse à l'imitation dans la parole, c'est à dire à la tendance pour un locuteur de parler de façon plus similaire à son interlocuteur. Beaucoup d'entre nous font l'expérience de ce phénomène lorsque que nous conversons avec une personne qui possède un accent différent. Certaines caractéristiques de notre propre parole peuvent changer, pour se rapprocher de celle de notre interlocuteur. L'imitation dans la parole a fait l'objet de récentes études. Notre contribution à ce type de recherches est d'étudier l'imitation au niveau allophonique, c'est à dire au niveau des réalisations phonétiques possibles d'un phonème. Nous voulons savoir si l'imitation d'un son phonétique pour un phonème donné, dans une position de mot donnée, peut influencer les autres réalisations de ce phonème, dans la même position de mot. Nous voulons également savoir si l'imitation d'un son phonétique pour un phonème donné, dans une position de mot donnée, peut influencer la réalisation d'autres allophones de ce phonème, dans une position de mot différente. / This dissertation investigates imitation in speech, which is the general tendency shown by a speaker to become more similar to another speaker in the way they speak. Many of us have experienced this while talking to someone who is speaking the same language but with a different accent. Conversing with such a person can affect some characteristics of our speech, so that we come to sound more like them. Imitation in speech has been very extensively studied, especially over recent years. To contribute to this line of research we provide an account of imitation in speech at the allophonic level, that is at the level of the possible phonetic realisations of a phoneme. We are interested in whether imitation of the sound of a given phoneme in a particular word position can influence the other possible realisations of that phoneme in the same word position. We are also interested in determining whether imitation of a speech sound in a particular word position for a given phoneme can affect the realisations of that phoneme in a different word position.

No description available.

This project addresses the problems some second grade students face when reading and writing due to decoding and encoding confusions and difficulties.

Kitabu hiki kinaleta matumaini makubwa ya kuwawezesha wengi ku-soma juu ya lugha yao na kuamsha hamasa ya kujifunza zaidi juu ya lugha hii tukufu na lugha nyingine za kiafrika.

The diploma thesis is elaborated on a special pedagogical topic. The topic of the thesis is Diagnosis of phonemic awareness in preschool children, while the subject of the diploma thesis is the assessment of the level of phonemic awareness, specifically the ability to isolate sounds. The work is divided into theoretical and practical part. The theoretical part contains four chapters dealing with the phonetic-phonological level, phonemic awareness, phonetic-phonological level in preschool children and the diagnosis of phonemic awareness. The last, fifth chapter is the practical part of the thesis. The aim of the research is to find out the ability to isolate the first and last vowel of words in preschool children and at the same time to find out whether there is a difference between children attending kindergarten and preparatory class of primary school. For a selected research sample of children attending a regular kindergarten and a preparatory class in a regular primary school, the Voice Isolation Test was performed using a standardized MABEL test battery, so the testing method was used. The research survey showed that about a third of preschool children are able to isolate sounds at the beginning of the school year, but there is a significant difference between kindergarten and preparatory class...

No description available.

This study focuses on how the cross-language perception of German vowels by native speakers of North American English differs based on various levels of classroom instruction and experience in a German-speaking country. Of special interest is whether more advanced students and those with target country experience have a different cross-language perception of German vowels from naive or less-experienced listeners. It further examines how English-speaking learners perceive German sounds that are not found in English, namely the front-rounded vowels. Study participants were students at Brigham Young University, divided into four groups: those 1) without knowledge of German; 2) in their 3rd semester of German without stay abroad; 3) in their 5th semester of German or above without stay abroad; and 4) in their 5th semester or above with at least 12 months in a German-speaking country. The subjects performed two tasks. While listening to German words, they first selected the English word with the vowel that most closely matched the German vowel heard from a list of English words on the computer screen; and secondly, they rated how much alike the German vowel sounded like the English vowel they chose. The results indicate that level of instruction does indeed affect how subjects perceive German vowels. Moreover, perception of the vowels was to some degree affected by the consonant environment. Finally, it was found that all groups rated the similarity of vowels in a similar manner regardless of experience.