Chong Ka Yan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 70-75). / Abstract in English and Chinese. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / TABLE OF CONTENTS --- p.iv / Chapter CHAPTER I: --- INTRODUCTION --- p.1 / Phonological Awareness as a Predictor of English Reading and Spelling --- p.1 / Levels of Phonological Awareness --- p.4 / Factors Affecting the Development of Phonological Awareness --- p.6 / oral language experience --- p.6 / orthographic experience --- p.8 / phonological training --- p.8 / Transfer of Phonological Awareness in Bilingual Studies --- p.9 / factors affecting the transfer of phonological awareness --- p.11 / Introduction to Hanyu Pinyin --- p.13 / The Present Study --- p.14 / Chapter CHAPTER II: --- STUDY1 --- p.18 / Method --- p.18 / Design --- p.18 / Participants --- p.19 / Procedures --- p.20 / Tasks --- p.20 / Results --- p.25 / Group differences on Phonological Awareness and English measures Relationship between Phonological Awareness and Pinyin --- p.25 / Performance on English Reading and Spelling --- p.28 / Relationship between Phonological Awareness of different Languages --- p.33 / Discussion --- p.34 / Chapter CHPAPTER III: --- STUDY2 --- p.36 / Method --- p.36 / Design --- p.36 / Participants --- p.37 / Procedures --- p.38 / Tasks --- p.39 / Results --- p.42 / Effect of Pinyin training on Phonological Awareness --- p.48 / Transfer of Phonological Awareness --- p.50 / Effect of Pinyin Training on English Reading and Spelling --- p.52 / Decomposing the Effect of Pinyin Training on English Reading and Spelling --- p.53 / Discussion --- p.59 / Chapter CHPATER IV: --- GENERAL DISCUSSION --- p.65 / Limitations --- p.67 / Conclusion --- p.69 / REFERENCES --- p.70 / APPENDIX A: ENGLISH VOCABULARY TEST (STUDY 1) --- p.76 / APPENDIX B: NONWORD SPELLING TASK ITEMS (STUDY 1) --- p.77 / APPENDIX C: PSEUDOWORD READING ITEMS (STUDY1) --- p.78 / APPENDIX D: PHONEMIC ONSET DELETION TASK (CANTONESE) --- p.79 / APPENDIX E: PHONEMIC ONSET DELETION TASK (MANDARIN) --- p.80 / APPENDIX F: PHONEMIC ONSET DELETION TASK (ENGLISH) --- p.81 / APPENDIX G: NONWORD SPELLING TASK ITEMS (STUDY 2) --- p.82 / APPENDIX H: PSEUDOWORD READING ITEMS (STUDY2) --- p.83 / APPENDIX J: PINYIN TEST (STUDY 2) --- p.84 / APPENDIX K: MANDARIN ORAL TEST (STUDY 2) --- p.85

La thèse se répartit en deux tomes. Les quadriconsonantiques forment deux groupes de radicaux distincts, à savoir : les radicaux de forme ABAB et les radicaux de forme ABCD. L’analyse de ces radicaux, en appliquant la TME (Théorie, Matrice, Etymon) élaborée par G. Bohas, permet de définir leur fonctionnement aux plans sémantique, sémantico phonétique et structurel. La première partie Tome 1 analyse les quadriconsonantiques de forme ABAB. La deuxième partie Tome 2 est consacrée aux quadriconsonantiques de forme ABCD.Concernant les radicaux ABAB, dont la structure est issue d’un redoublement de l’unique étymon AB, le travail d’analyse va plus s’orienter sur la sémantique. Il est démontré que le redoublement ne s’accompagne pas d’une modification sémantique systématique, contrairement à ce que l’on observe dans les parlers d’orient et d’occident.La deuxième partie de la thèse, Tome 2, dans les mêmes conditions que précédemment, étudie les radicaux ABCD dans le cadre de la TME en prenant en compte la contrainte phonétique formulée par Angoujard (1997), notée : CPA. L’objectif est de déterminer leur mode de fonctionnement tant sur le plan structurel que sur le plan sémantico phonétique. L’étude de ces radicaux ABCD ne se limite pas uniquement à montrer le fonctionnement structurel des radicaux mais établit une relation entre la TME de Bohas et la CPA d’Angoujard. / The thesis is divided into two volumes. Quadri-consonant groups form two distinct sets of radicals: ABAB and ABCD pattern radicals. Applying the Theory of Matrices and Etymons (TME) elaborated by Georges Bohas to the analysis of these radicals enables their functioning at the semantic, semantic-phonetic and structural levels to be defined.The first part which constitutes Volume 1 consists in the analysis of ABAB pattern quadric-consonant groups while the second part contained in Volume 2 is devoted to ABCD pattern quadric-consonant groups. In the study of the ABAB pattern radicals, the structure of which is the result of a reduplication of the single AB etymon, the analytical work focuses more on semantics. The analysis demonstrates that reduplication is not accompanied by a systematic semantic modification, contrary to what may be observed in eastern and western dialects.Under the same conditions, the second part of the thesis, Volume 2, consists in a study of ABCD pattern radicals which employs the framework of TME while also taking into consideration the phonetic constraints formulated by Angoujard (1997): CPA. The objective is to determine the modes of functioning of the ABCD pattern radicals on both the structural and semantic-phonetic levels. The study of these ABCD pattern radicals is not merely restricted to demonstrating the structural functioning of these radicals but also establishes a relationship between TME elaborated by Bohas and Angoujard’s CPA.

The dissertation examines mainly segmental assimilatory processes of Xhosa phonology within the dependency framework. This model is a multi-faceted approach which involves hierarchical organisation of features into larger constituents known as gestures. The analysis includes an elementary historical background to the development of phonological theory with emphasis on the shift from traditional linear approaches to modern non-linear models, as well as a shift from derivational theories to representational frameworks. An exploration of the phonetics/phonology interface through the application of gestures is considered an advantage of using the dependency framework over other theories of phonology. The focus of the dissertation is the description of phonetically-motivated and morphologically-motivated Xhosa phonological processes. A brief exposition of the use of the dependency framework in non-assimilatory Xhosa phonological processes is given as a possible recommendation in the conclusion of the dissertation. / Language Education, Arts and Culture / M.A. (African Languages)

Text in Afrikaans / Learners who struggle to read from the start, will stay behind. But the earlier intervention can start, the greater the chances of success. But what type of intervention is needed? Nowadays researchers overseas use phonemic awareness as a criteria to predict reading success. About 80% of pre-school children will have no trouble grasping the phonological structure of their home language, provided that they are thoroughly immersed in literacy. It is these same 80% who will not have any trouble learning to read. But literacy is a continuous process that starts at birth and there is no magical moment in a child's life that he will all of a sudden be ready to receive literacy instruction. Experience and practice will ensure that the hierarchy of phonemic awareness skills will develop. Those preschoolers who do not have that advantage, must develop phonemic awareness skills while learning to read or else face reading problems. / Educational Studies / M. Ed.(Special Needs Education)

Thesis (DLitt (African Languages))--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: This dissertation is an experimental investigation of vowel duration. It focuses on phonetic and phonological aspects of vowel duration in Civili, and African language spoken in Gabon and some of its neighboring countries. It attempts to bring new insights into the phenomenon of vowel lengthening, and to assess the implictions of these insights for standardizing the orthography of this language. ...

國語運動是一個全民性的文化運動，其基本出發點是統一全國的讀音，以注音符號為 媒介，藉教育而大力推展開來，期由「語同音」而達「心同一」之目的。 本研究即以國語運動為主體，全文共分六章。 第一章 緒論，分為四節，說明本研究之動機、目的、方法和範圍。 第二章 分為兩節，敘述國語運動的意義與性質。 第三章 分為兩節，由社會的需要、外來的影響和官話運動的直接刺激來描述國語運 動的時代背景，並略述大陸時期和台灣的國語運動之經過。 第四章 分為兩節，由國語師資之培養與中小學國語教育之施行來探討在學校方面國 語教育之實施。 第五章 分為兩節，由種種有關法令和史實來敘述在社會方面國語推展的情形。 第六章 結論，綜論對國語運動之檢討與展望。

Dans ce travail de recherche nous avons abordé la question de la perception et de la production des voyelles orales du français par seize enfants tunisiens (8-9 ans) néo-apprenants du français à trois moments différents de leur apprentissage : au début de leur première année de français, après 9 mois d’apprentissage et suite à une période d’entraînements phonétiques. Les résultats obtenus montrent que (1) la perception et la production des voyelles sont fortement influencées par la L1 des apprenants aussi bien au début qu’après 9 mois d’apprentissage ; (2) les performances en perception et en production des néo-apprenants dépendent plus des voyelles elles-mêmes que de leur statut en L2 par rapport à la L1 (voyelles nouvelles, similaires, ou identiques) ; (3) les entraînements phonétiques que nous avons administrés n’apportent pas de bénéfice sur la perception et la production des voyelles orales françaises par les néo-apprenants tunisien. / In this thesis, we studied the perception and production of the French oral vowels by sixteen Tunisian children (8-9 years old) learning French. Data are collected at three different periods: at the beginning of their first year of learning, after nine months of learning, and after a period of phonetic training. Main results are: (1) the perception and production of the vowels are greatly influenced by the L1 of the learners, both at the beginning and after nine months of learning; (2) the perception and production performances of the learners are better predicted by the identity of the vowel rather than its status in L2 compared to L1 (new, similar or identical vowels); (3) the phonetic training we gave showed no benefit on the perceptual or production performances of the children.

Bereits in frühen Phasen der Sprachentwicklung sind bei Kindern mit Spaltbildungen im Vergleich zu Kindern ohne Spaltbildungen Abweichungen beobachtet worden. In der Fachliteratur sind allerdings meist nur undifferenzierte Aussagen über den frühen strukturellen Verlauf zu finden. Daher wurde eine Untersuchung an 100 Kindern mit Spaltbildungen im Alter von 0-1;6 Jahren durchgeführt. Untersuchungsgegenstand waren die kindlichen Vokalisationen in der 1.Lallphase, der 2.Lallphase (prälinguistische Phase) und der Phase des Sprechbeginns (frühe linguistische Phase). Die Analyse umfaßte phonetische Parameter, den aktiven Wortschatz sowie die Silben- und Wortstrukturen. Die Auswertung ergab hinsichtlich des temporalen Verlaufs beim überwiegenden Teil der Probanden keine Unterschiede, hinsichtlich des strukturellen Verlaufs jedoch deutliche, typisch-spezifische Unterschiede im Vergleich zu altersgleichen Kindern ohne Spaltbildungen. / Even at the earliest stages, differences in speech development can be observed between children with cleft palate and those without cleft palate. One finds, however, only undifferentiated statements in the scientific literature on the early structural and linguistic phases. We therefore undertook an investigation of 100 children with cleft palate between the ages of 0 and 1;6 years. The subjects of the investigation were the children s vocalizations during the first and second babbling phases (prelinguistic phase) and during the onset of speech (early linguistic phase). The analysis included phonetic parameters and active vocabulary, as well as syllable and word structures. Our results showed no differences among the majority of the cildren, in terms of temporal development, and only typical-specific differences in structural development, in comparison with children of the same age without cleft palate.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-07-16T12:23:03Z No. of bitstreams: 1 Camila Motta Avila.pdf: 5908666 bytes, checksum: fec1aaf83edeb30b980911d427091061 (MD5) / Made available in DSpace on 2018-07-16T12:23:03Z (GMT). No. of bitstreams: 1 Camila Motta Avila.pdf: 5908666 bytes, checksum: fec1aaf83edeb30b980911d427091061 (MD5) Previous issue date: 2017-12-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES# / #2075167498588264571# / #600 / This Master’s Dissertation had as its main goal analyzing and formalizing how Brazilian learners of English language (L2) and Americans identify and discriminate the voicing patterns for plosive consonants under artificial manipulation in English monossilabic words. Americans normally follow the acoustic cue Voice Onset Time (VOT) to differentiate voiced plosives from voiceless ones. The VOT is measured in milisseconds and can be classified into three different categories (LISKER & ABRAMSON, 1964): negative VOT (for /b/, /d/ and /g/ in Portuguese); short-lag VOT (for /p/, /t/, /k/ in Portuguese and /b/, /d/, /g/ in English) and long-lag or positive VOT (for [ph], [th], [kh] in English). Previous studies (ALVES, BARATZ e MOTTA, 2012; SCHWARTZHAUPT, ALVES &FONTES, 2015; ALVES & MOTTA, 2014; MOTTA, 2014; ALVES & ZIMMER, 2015) demonstrated that the manipulation of VOT can result into different types of perceptual behaviour, depending on the group analyzed: Americans tend to follow this cue to attribute voicing patterns to consonants, while Brazilians tend to follow the voicing patters stablished for their L1. In order to analyze the perception in L2, this Dissertation was based on Speech Learning Model (SLM) – (FLEGE, 1995) and Perceptual Assimilation Model – L2 (PAM-L2) – (BEST e TYLER, 2007) studies. To investigate how perception was processed in Americans, explanations in Kent and Read (2015), Gussenhoven and Jacobs (2004), Matzenauer (2015) and Boersma, Escudero and Hayes (2003) were found. The method consisted of two perceptual tests: (a) Identification Test, (b) Discrimination Test. Both tests were designed with artificially manipulated stimuli. The types (pee, pit, tick, tip, kit, kill) were CVC (where V was a high vowel /ɪ/ or /i/). Each one of them was multiply manipulated, generating five tokens from one original type. This manipulation was gradually performed, in 25% layers, aiming to achieve the zero artificial VOT pattern. The Identification Test was designed with 60 target words and 12 distractors, resulting in 72 tokens per participant. The Discrimination Test was designed with 36 target trials and 9 catch-trials, in a total of 45 trials per participant. To summarize, results show that Americans can be considered to be more perceptually sensitive to the multiple VOT manipulation than Brazilians, who normally tend to follow their L1 way of attributing voicing patterns to plosives, regardless their proficiency level in English (basic, intermediate or advanced). In addition, different phonetic tresholds were found in each analyzed group and in each place of articulation observed (bilabial, alveolar, velar). Finally, this study tries to offer a formalization for perceptual grammars in each group, based on Bi-directional Phonology OT Model (BiPhon). It is expected that this study, its detailed data description and theoretical observations can contribute to and makefurther academic studies possible. / Esta Dissertação de Mestrado teve como principal objetivo analisar e formalizar de que forma brasileiros aprendizes de inglês (L2) e americanos identificam e discriminam o vozeamento das consoantes plosivas iniciais da língua inglesa sob múltiplas manipulações em palavras monossilábicas. Na língua inglesa, para a diferenciação de vozeamento, tem-se como principal pista acústica a aspiração, que pode ser medida a partir dos valores de Voice Onset Time (VOT). O VOT é medido em milissegundos e pode ser classificado em 3 diferentes padrões (LISKER & ABRAMSON, 1964): VOT NEGATIVO (que se realiza foneticamente em português em /b/, /d/ e /g/); VOT ZERO, (que se realiza como /p/, /t/ e /k/ no português e /b/, /d/ e /g/ no inglês) e o VOT POSITIVO (encontrado em [ph], [th] e [kh] no inglês). Estudos anteriores (ALVES, BARATZ e MOTTA, 2012; SCHWARTZHAUPT, ALVES &FONTES, 2015; ALVES & MOTTA, 2014; MOTTA, 2014; ALVES & ZIMMER, 2015) demonstraram que a manipulação da pista acústica VOT resulta em comportamentos perceptuais diferenciados de acordo com a natureza do participante: americanos tendem a seguir a pista acústica em questão ao atribuir ou não vozeamento para as consoantes plosivas, ao passo que os brasileiros continuam a seguir os padrões de vozeamento previstos para a sua L1. Para dar conta da percepção em inglês como L2, este trabalho fundamentou-se, basicamente, nos modelos perceptuais Speech Learning Model (SLM) – (FLEGE, 1995) e Perceptual Assimilation Model – L2 (PAM-L2) – (BEST e TYLER, 2007). Para analisar a percepção dos participantes americanos, buscaram-se explicações em Kent e Read (2015), Gussenhoven e Jacobs (2004), Matzenauer (2015) e Boersma, Escudero e Hayes (2003). O método aplicado neste estudo consistiu em dois testes de percepção: (a) Teste de Identificação, (b) Teste de Discriminação. Ambos foram montados com estímulos de palavras monossilábicas da língua inglesa (CVC), sendo V /ɪ/ ou /i/. Cada type (pee, pit, tick, tip, kit, kill) passou por manipulação múltipla da pista acústica VOT, gerando 5 tokens cada um. Tal manipulação se deu de forma gradual em camadas de 25%, objetivando-se alcançar o padrão de VOT zero artificial. O design do Teste de Identificação contou com 60 palavras-alvo e 12 distratoras, somando um total de 72 tokens por participante. O design do Teste de Discriminação, que teve por objetivo contrastar diferentes camadas de VOT entre si, contou com 36 tríades do tipo AxB e 9 catch-trials, somando 45 tríades por participante. Sucintamente, os resultados apresentados demonstraram que os participantes americanos são mais sensíveis ao corte da pista acústica VOT do que os participantes brasileiros, independentemente do nível de proficiência em língua inglesa (básico, intermediário e avançado). Além disso, limiares fonéticos distintos foram encontrados em cada um dos grupos analisados e em cada ponto de articulação observado (bilabial, alveolar, velar). Finalmente, propôs-se uma formalização da percepção de ambos os grupos para cada consoante analisada baseando-se no Modelo de OT Bidirecional (BiPhon), proposto por Boersma (2009) e Boersma e Hamman (2011). Espera-se, com este estudo, que a descrição detalhada dos dados e a reflexão teórica possam contribuir à Academia e possibilitar estudos futuros.

L’apprentissage d’une langue étrangère nécessite une quantité considérable de temps et d’efforts. Les apprenants doivent faire face à de nombreux défis dans cet apprentissage, dont le traitement des sons qui n'existent pas dans leur langue maternelle. La différence entre les propriétés de la langue maternelle et de la langue étrangère entraîne des distorsions dans la perception et un accent dans la production des sons non-natifs. De plus, ces difficultés persistent à tous les niveaux de traitement, car les problèmes de perception et de production d’un son influencent le traitement des mots contenant ces sons. Heureusement, la capacité à percevoir et à produire les sons de la L2 (langue seconde) s’améliore progressivement. Cette thèse porte sur le traitement phonologique de la L2 et son développement à travers les modalités (perception vs. production) et les niveaux de traitement (niveau prélexical vs. lexical). Dans la première partie de la thèse, nous étudions la relation entre la perception et la production en L2. Les résultats des études précédentes ont souvent été contradictoires et nous suggérons que plusieurs limitations méthodologiques aient pu y créer des confusions. Nous avons donc pris en compte ces limitations méthodologiques et nous avons développé un paradigme expérimental afin de tester la perception et la production du contraste français /u/-/y/ par des apprenants anglophones. Nous avons utilisé des tâches qui visent le traitement prélexical et lexical afin d'examiner si le lien entre les deux modalités, s’il en existe un, est maintenu à travers les niveaux de traitement. Les résultats ont montré que la perception et la production sont corrélées, mais uniquement au niveau prélexical. De plus, nous avons trouvé que le développement de la perception précède celui de la production car il faut d’abord bien percevoir un son non-natif afin de le produire correctement. Dans la deuxième partie, nous avons poursuivi l’étude du traitement phonologique à travers les niveaux de traitement en nous concentrant sur la perception du son anglais /h/ par des apprenants francophones. Nous avons d’abord examiné si les difficultés à percevoir ce son précédemment signalées au niveau prélexical posaient également problème au niveau lexical. De plus, nous avons examiné si l’asymétrie observée dans la production (les francophones omettent le /h/ plus souvent qu’il ne l’insèrent) était présente dans la perception. Les résultats ont révélé que les apprenants francophones ont du mal à percevoir des mots et des non-mots contenant le /h/. De plus, une performance asymétrique a été observée. Nous avons interprété ceci comme une indication que les représentations phonologiques des mots anglais contenant le /h/ sont imprécises chez les apprenants francophones. Dans un second temps, nous avons examiné si un entraînement phonétique pouvait améliorer la perception du /h/ non seulement au niveau prélexical, mais également au niveau lexical. Nous avons démontré que l’entraînement phonétique améliorait la perception du /h/ dans les deux niveaux de traitement. De plus, cet effet positif a été maintenu quatre mois après l’entraînement. Enfin, nous avons examiné si les asymétries dans la perception du /h/ au niveau lexical pouvaient s'expliquer par des asymétries au niveau prélexical. Un tel lien n’a cependant pas été observé dans les résultats. Dans l’ensemble, cette thèse démontre que les mécanismes sous-jacents au traitement de la parole en L2 sont complexes et dynamiques, et influencent ainsi la perception et la production tant à travers les modalités qu’à travers les niveaux de traitement. Enfin, des pistes pour les recherches futures, qui permettraient d’explorer davantage les liens entre ces éléments du traitement phonologique, sont proposées. Cela mènerait à une compréhension plus approfondie des processus impliqués dans l’acquisition de la L2. / Learning a foreign language (L2) is a difficult task, requiring considerable amounts of time and effort. One of the challenges learners must face is the processing of sounds that do not exist or are not used contrastively in their native language. The mismatch between the properties of the native language and the foreign one leads to distortions in the perception of non-native sounds and to foreign accent in their production. Moreover, these difficulties persist across levels of processing as problems in prelexical L2 sound perception and production influence the processing of words containing these sounds. Fortunately, with growing proficiency the abilities to perceive and produce L2 sounds gradually improve, although they might never attain native-like levels. This thesis focuses on L2 phonological processing and its development across modalities (perception vs. production) and across levels of processing (prelexical vs. lexical). In the first part of the thesis, we investigate the relationship between perception and production in L2. Previous literature has provided contradictory evidence as to whether perception and production develop in parallel. We hypothesized that several methodological limitations could have brought confounds in some of these previous studies. We therefore designed an experiment that addressed these methodological issues and tested proficient English learners of French on their perception and production of the French contrast /u/-/y/ that does not exist in English. We included tasks that tap into both prelexical and lexical levels of processing in order to examine whether the link between the two modalities, if any, holds across levels of processing. Results showed that perception and production were correlated, but only when tested with tasks that tap into the same level of processing. We next explored if the developments in one modality precede developments in the other and found that good perception is indeed a prerequisite for good production. In the second part of the thesis, we continue to investigate the phonological processing of L2 across levels by focusing on the perception of the English sound /h/ by intermediate to proficient French learners of English. We first studied if the poor perception of this sound previously reported at the prelexical level also causes problems at the lexical level. We also looked at whether asymmetries found in production (i.e. more deletions than insertions) are reflected in perception. The results revealed that French learners of English have difficulty in perceiving /h/-initial words and non-words at the lexical level. Moreover, an asymmetry was indeed observed in their performance, which was interpreted as an indication that French learners of English have imprecise phonological representations of /h/-initial but not of vowel-initial words. Second, we carried out a training study to test if phonetic training could improve the perception of /h/ not only at the prelexical, but at the lexical level as well. We found that the High Phonetic Variability training did improve the perception of /h/ both at the prelexical and lexical levels, and that this positive effect was retained four months after training. Finally, we examined if asymmetries in the perception of /h/ at the lexical level could be explained by asymmetries at the prelexical level. The results revealed no such relationship. Overall, this thesis demonstrates the complex and dynamic nature of the mechanisms underlying non-native speech processing and its development during learning both across modalities and across levels of processing. We discuss how future research could further explore the links between these elements of the phonological processing apparatus to get a better understanding of L2 acquisition.