A presente Tese tem como objetivo central descrever a variação de sonorização e de dessonorização das oclusivas /p, b/, /t, d/ e /k, g/ em dados de fala do português de falantes de hunsriqueano como língua de imigração alemã, a partir de uma perspectiva macroanalítica e pluridimensional (THUN, 1998). Para tanto, são analisadas leituras em português da ‘Parábola do Filho Pródigo’ de informantes de 16 localidades do Projeto ALMA-H (Atlas Linguístico-Contatual das Minorias Alemãs na Bacia do Prata: Hunsrückisch), divididos em duas gerações (jovens [GI] e velhos [GII]) e dois estratos sociais (classe sócio-cultural alta [Ca] e baixa [Cb]). A análise dos dados é dividida em quatro etapas. Na primeira etapa, são analisadas 43 leituras completas da Parábola de 15 localidades do Projeto, a fim de verificar o número total de dessonorizações/sonorizações de oclusivas e os condicionamentos linguísticos que favorecem as transferências do hunsriqueano para o português (tipo de processo, tonicidade silábica, tipo de oclusiva, etc.). A segunda etapa é dividida em dois momentos. Primeiramente, é feita uma comparação em tempo aparente, da leitura de jovens e de velhos (GI versus GII), uma análise mesocronológica (THUN, 2009), do primeiro e segundo parágrafos de 59 leituras de 16 localidades do Projeto. Em seguida, é realizada uma descrição em tempo real, a partir de uma análise macrocronológica (THUN, 2009) de 9 cartas antigas (1892- 1922) trocadas entre falantes de hunsriqueano de diferentes localidades do Rio Grande do Sul. Ambas as análises têm o intuito de observar a existência de uma mudança em curso em relação à variável analisada, na comparação de diferentes gerações (dimensão diageracional e diacrônica). Na terceira etapa, são descritas as análises das 59 leituras, na dimensão diastrática (Ca versus Cb), com o objetivo de verificar o papel da escolaridade na manutenção ou mudança das marcas de influência da língua de imigração nos dados analisados. Na última etapa, são descritas as análises das 59 leituras, tomando por base a dimensão diatópica (diferentes pontos), visando comparar, por meio da cartografia pluridimensional, o comportamento variável dos informantes analisados em uma rede de 16 pontos de pesquisa. Os resultados da primeira etapa apontam: a) um número bastante reduzido de transferências interlinguísticas (apenas 1,98%); b) um maior número de dessonorizações (84,14%) do que sonorizações (15,86%) de oclusivas; c) a predominância de dessonorizações em sílabas pretônica e tônica e de sonorizações em sílaba postônica, seguindo as regras de vozeamento do hunsriqueano (ALTENHOFEN, 1996) e d) um número elevado de dessonorizações em posição inicial de palavra, o que leva a crer que tanto as oclusivas sonoras quanto a posição inicial de palavra são condicionamentos linguísticos propícios para a ocorrência de transferências do paradigma de dessonorização. As outras etapas mostram: a) um maior número de dessonorizações/sonorizações em informantes da GII do que da GI (análise mesocronológica); b) um crescente aumento no número de dessonorizações e uma queda no número das sonorizações com o passar do tempo (análise macrocronológica); c) um maior número de transferências nos informantes da Cb do que da Ca e d) um predomínio de padrões distintos do português em informantes pertencentes às colônias velhas e com baixo índice populacional. De modo geral, observa-se o predomínio de padrões distintos nos informantes CbGII, seguidos dos informantes CaGII, CbGI e, por fim, CaGI. Conclui-se, com isso, que o número de transferências do padrão de vozeamento da língua de imigração para o português está decrescendo. O resultado apresentado favorece uma mudança de atitude, tendo em vista que a diminuição de transferências faz com que os benefícios do bilinguismo fiquem mais evidentes do que, contrariamente, sugerem os estereótipos normalmente associados à fala de indivíduos bilíngues português-hunsriqueano, o que contribui para uma imagem e postura mais favoráveis ao uso dessa língua de imigração. / This dissertation is mainly aimed to describe the variation of voicing and devoicing plosives (/p, b/, /t, d/ and /k, g/) in Portuguese speech data from speakers of Hunsrückisch, as a German immigration language, from a macroanalytic and pluridimensional perspective (THUN, 1998). So that, readings, in Portuguese of the ‘Prodigal Son Parable’ from informants of 16 localities of ALMA-H Project (Contactual-Linguistic Atlas of German Minorities in La Plata Basin- Hunsrückisch), divided into two generations (joung [GI] and old [GII] and two social strata (high [Ca] and low [Cb] socio-cultural class), are analysed. The data analysis is divided into four steps. In the first step, 43 complete readings of the Parable from 15 localities of the Project are analysed, in order to check the total number of devoicing/voicing in the plosives and the linguistic constraints that favor transfers from Hunsrückisch to Portuguese (type of process, Syllable Stress, type of plosive, etc.). The second step is divided into two moments. Firstly, a comparison of readings from young and old is made (GI versus GII- apparent time), a mesochronological analysis (THUN, 2009), from the first and the second paragraphs of 59 readings of 16 Project localities. After that, a description in real time (macrochronological analysis (THUN, 2009)) of 9 old letters exchanged among Hunsrückisch speakers of different locations of Rio Grande do Sul is made. Both analyses aims to observe the existence of a change in progress in relation to the variable analyzed, in the comparation of different generations (diagenerational and diachronic dimensions). In the third step, the analyzes of 59 readings (diastratic dimension (Ca versus Cb)) are described, aiming to verify the role of education in maintaining or changing the marks of the immigration language influence in the analyzed data. In the last step, the analyzes of 59 readings (diatopic dimension- different points), are described, aiming to compare, through pluridimensional cartography, the variable behavior of the analyzed informants in a network of 16 points of research. The results of the first step show: a) a very low number of interlinguistic transfers (only 1,98%); b) a larger number of devoicing (84,14%) than voicing (15,86%) of plosives; c) the predominance of devoicing in pretonic and tonic syllables, and voicing in posttonic syllables, following to the rules of voicing in Hunsrückisch (ALTENHOFEN, 1996) and d) a great number of devoicing in word initial position, which suggests that both voiced plosives and word initial position are linguistic constraints that favor transfers. The other steps show: a) a larger number of devoicing/voicing in GII than GI informants (mesochronological analysis); b) an increasing in the number of devoicing and a decreasing in the number of voicing over time (macrochronological analysis); c) a larger number of transfers in informants from Cb than from Ca and d) A predominance of Portuguese distinctive patterns in informants from old colonies and low degree of population. Overall, there is a predominance of distinctive patterns in CbGII informants, followed by CaGII, CbGI and finally CaGI informants. With that we can conclude that the number of voicing pattern transfers from the immigration language to Portuguese is decreasing. The result shown favors a change in attitude, taking into account that the decreasing in transfers makes the benefits of bilingualism become more evident than contrarily suggest the stereotypes usually associated with the speech of Portuguese-Hunsrückisch bilinguals, which contributes to an image and stance more favorable to the use of this immigration language.

L’onomatopée et l’interjection qui ont été étudiées de manière approfondie dans le domaine français dès le XVIIIe siècle n’ont fait l’objet que de quelques allusions dans la théorie grammaticale arabe traditionnelle. C’est ce vide que la présente thèse se propose de combler. Il s’agit d’une étude lexicale qui s’insère dans les recherches développant la théorie des matrices et des étymons (TME). Elle comprend deux grandes parties. La première se compose de deux chapitres. Le premier est consacré aux interjections (34 cas) et le second aux onomatopées proprement dites (18 cas). Dans ces deux chapitres, on procède à la manière de Guiraud (1967, chapitre III, « Structures onomatopéiques », ex. la racine T. K.). On extrait de l’interjection ou de l’onomatopée les deux consonnes qui les composent et on les considère comme un étymon dont on suit les diverses réalisations dans le lexique, en veillant toujours à la corrélation phono-sémantique. Il ressort de cette première partie que les racines (au sens traditionnel du terme) émanant d’étymons onomatopéiques sont près de neuf cents.Comme nous avons observé la présence du trait [+strident] dans un bon nombre de ces étymons, nous avons consacré la seconde partie à l’étude d’une nouvelle matrice qui se compose des traits [+strident] et [coronal], corrélés l’invariant notionnel « son, voix, bruit » et ses conséquences ,incluant la peur, le mouvement et ses diverses caractérisations. Cette matrice se réalise dans 69 étymons qui sont disposés par ordre alphabétique. Les réalisations de chaque étymon sont disposées en trois colonnes : le radical où l’étymon se réalise, la référence dans le tableau de l’organisation de l’invariant notionnel, le sens (tel qu’il est donné dans le Kazimirski).Il ressort de cette double étude qu’un immense pan du lexique de l’arabe est motivé, pourvu que l’on situe l’analyse au niveau des traits, la corrélation s’établissant entre le bruit et la définition même du trait de stridence, les sons stridents « se caractérisant acoustiquement par une plus grande quantité de bruit que leurs correspondants non-stridents » (Chomsky et Halle, 1968, p. 166). / Although onomatopoeia and interjections in French have been studied in depth since the 18th century, they have only been alluded to in traditional Arabic grammatical theory. This thesis is intended to remedy this situation with a lexical study applying the Theory of Matrices and Etymons (TME). The thesis is divided into two major sections, the first of which comprises two chapters. The first chapter deals with 34 interjections and the second 18 onomatopoeia. The approach adopted in these first two chapters is that of Guiraud (1967, chapter III devoted to onomatopoeic structures, e.g. the T. K. root). The interjections and onomatopoeia are extracted from the consonants which compose them; these consonants are considered as an etymon the various realisations of which are pursued in the lexicon with constant attention to the phono-semantic correlation. This first part shows that there are nearly nine hundred roots (in the traditional meaning of the term) arising out of the onomatopoeic etymons. Given the presence of the [+strident] feature in a large number of these etymons, the second part of this thesis is devoted to a new matrix comprising the correlated [+strident] and [coronal] features, the notional invariant "sound, voice, noise" and its consequences including fear, movement and its various characteristics. This matrix is realised in 69 etymons ordered alphabetically. The realisations of each etymon are given in three columns: the radical in which the etymon is realised; the reference in the organisational table of the notional invariant; the meaning (as given in Kazimirski).This double study reveals that - provided that the analysis is established at the phonetic feature level - an immense area of the Arabic lexicon is motivated, the correlation between the noise and the very definition of the feature of stridence and strident sounds: "Strident sounds are marked acoustically by greater noisiness than their nonstrident counterparts" (Chomsky et Halle, 1968, p. 329).

Ce travail s’intéresse à l’application de la phonétique expérimentale [acoustique et perceptive] à la didactique de la prononciation des langues étrangères. Le propos est illustré par les difficultés d’apprentissage par des japonophones des voyelles du français ; les expériences portent spécifiquement sur les voyelles -u y ø-. Le but est d’élucider les difficultés que présentent ces phones selon que leur statut phonémique et leur réalisation phonétique diffèrent ou non entre la langue maternelle et la langue apprise. Le -u- français diffère phonétiquement de son équivalent phonémique, le -u- japonais. L’étude confirme que le -u- français, phonémiquement « similaire » au -u- japonais, est plus difficile que la voyelle « nouvelle » -y-, qui n'a pas d'équivalent ni phonémique ni phonétique en japonais. La production du -ø-, qui est « nouveau » phonémiquement mais proche du -u- japonais au plan acoustique, semble présenter encore moins de difficulté. La thèse apporte également une réflexion sur la didactique de la prononciation. L’analyse de manuels généralistes de français publiés au Japon suggère que les apprenants et les enseignants sont rarement conscients de la différence de difficultés des -u y ø-. Quelques méthodes d’enseignement de la prononciation – certaines traditionnelles, d’autres innovantes – sont proposées, dans l’idée de favoriser la conscientisation de ces difficultés. Le but de cette thèse est une contribution à l’éclaircissement des processus d’apprentissage de la prononciation des langues étrangères, et à l’amélioration de son apprentissage et de son enseignement. / This dissertation deals with the application of experimental [acoustic and perceptual] phonetics to the teaching of pronunciation. The issue is illustrated by Japanese speakers’ difficulties in learning French vowels in general. Experiments were specifically conducted on the vowels -u y ø-. The objective is to elucidate the case of individual phones depending on whether or not their phonemic status and their phonetic realisation differ in the two languages under study. French -u- differs phonetically from its phonemic counterpart, Japanese -u-. The present study confirms that French -u-, which is phonemically “similar” [to Japanese -u-], turns out to be more difficult than the “new” vowel -y-, which has no phonemic or phonetic counterpart in Japanese. The production of -ø-, which is phonemically “new” but acoustically close to Japanese -u-, seems to present still less difficulty. The dissertation also brings a reflection on t! he teaching of pronunciation. The analysis of general French textbooks published in Japan suggests that learners and teachers are seldom aware of the difference in the difficulties caused by the three vowels -u y ø-. Also, some methods of pronunciation teaching [some traditional, others new] are presented in terms of how they foster learners’ awareness of these difficulties. The goal of this dissertation is to help to shed light on the learning processes of the pronunciation of foreign languages, and to improve its learning and teaching.

C'est dans l'interaction sociale, lieu d'occurrence premier du langage parlé (Local, 2003) que la parole est apprise, qu'elle est produite quotidiennement et qu'elle évolue. De nouvelles approches interdisciplinaires de l'étude de la parole, notamment la sociophonétique ou les récents développements de l'interaction conversationnelle, ouvrent de nouvelles perspectives dans la modélisation du traitement de la parole. Une question centrale à cette entreprise est la caractérisation des représentations mentales associées aux sons de la parole. Pour traiter cette question, nous utilisons l'approche exemplariste du traitement de la parole, qui propose que les sons de la parole sont mémorisés en incorporant des informations contextuelles détaillées. Nous présentons une nouvelle tâche interactionnelle, GMUP (pour "Group ’em up"), destinée à recueillir les réalisations de matériel phonologique finement contrôlé produit par deux interactants dans un cadre expérimental écologiquement valide. Les variables phonologiques décrivent les différences existant entre deux variétés de français parlé, le français standard et le français méridional. Des outils de reconnaissance automatique de la parole ont été développés pour évaluer la convergence phonétique, observable de l'évolution des représentations mentales, à deux niveaux de granularité : au niveau catégoriel de la variable phonologique et au niveau plus fin, subphonémique. L’emploi de mesures acoustiques détaillées à grande échelle permet de caractériser finement les différences inter-individuelles dans l'évolution de la forme des réalisations acoustiques associées aux représentations mentales en interaction conversationnelle. / It is in social interaction, the primary site of the occurrence of spoken language (Local, 2003) that speech is learned, that it is produced everyday and that it evolves. New interdisciplinary approaches to the study of speech, particularly in sociophonetics and in recent developments in conversational interaction, open new avenues for modeling speech processing. A central question in this enterprise relates to the caracterization of the mental representations of speech sounds. We address this question using the exemplarist approach of speech processing, which proposes that speech sounds are stored in memory along with detailed contextual information. We present a new interactional task, GMUP (which stands for "Group ’em up"), designed to collect realizations of highly-controlled phonological material produced by two interactants in an ecologically valid experimental setting. The phonological variables describe differences between two varieties of spoken French, Northern French and Southern French. Automatic speech recognition tools were developed to evaluate phonetic convergence, an observable of the evolution of the mental representations of speech, at two levels of granularity: at the categorical level of the phonological variable and at a more fine-grained, subphonemic level. The use of large-scale detailed acoustic measures allows us to finely caracterize interindividual differences in the evolution of the acoustic realizations associated with the mental representations of speech in conversational interaction.

This paper explores the importance of providing teacher training in the use of technology to reap the benefits of adding computers to the classroom. It describes how a basic software program was used to create an interactive program to teach phonics in Spanish to kindergarten students in a Structured English Immersion Program. A benefit to having good phonemic awareness skills in Spanish is that it will help the student in developing phonemic awareness skills in English and will facilitate learning to read English words.

The purpose of the project was to create a program of instruction that seamlessly meshed with my current emergent literacy curriculum, a popularly used phonics program entitled Zoo-phonics, which can easily be applied by other kindergarten teachers using the same phonics instruction program.

This research examined the effects of using a mediated reading strategy called "Mini Shared Reading" with five first graders, male bilingual students identified as struggling readers. These five students were all instructed in their primary language, which was Spanish.

Il existe dans le sud ouest algérien plusieurs variétés de berbère. Certaines d'entre elles sont situées dans la région dite du Sud-Oranais et peuvent être cataloguées comme des langues en danger. Nous avons donc entrepris de décrire ces variétés avant qu'elles ne disparaissent. Cela a été mené à bien en réalisant plusieurs enquêtes de terrain. Par ailleurs, ce travail de documentation linguistique et de conservation du patrimoine culturel n'est qu'un des aspects de cette thèse. Ce travail académique est à la croisée de différents domaines disciplinaires. Nous avons eu recours aux méthodes en usage en Sciences de l'Information Géographique (SIG) et en Sciences Des Données (SDD) pour mener une étude dialectologique. Grâce aux SIG, nous avons réalisé une étude géolinguistique qui nous a permis de visualiser sur des cartes linguistiques la distribution de la variation linguistique de certaines consonnes. À partir de ces données, nous avons discuté de la réalité phonologique de ces consonnes simples et géminées. Dans le prolongement, une étude dialectométrique a été effectuée en nous basant sur des méthodes de partitions des données. Nous avons utilisé les méthodes d'Apprentissage Non Supervisé (PHA, k-moyenne, MDS, ...) et les méthodes d'Apprentissage Supervisé (CART) connues en SDD. Les résultats ont été affichés sous la forme de figures (cartes linguistiques, dendogramme, heatmap, arbre, ...) à des fins d'exploration visuelle des données. L'ensemble de ces études a été accompli par le biais d'un traitement informatique (langage R). Puis, nous avons entrepris une analyse phonétique fondée sur une étude acoustique des rhotiques alvéolaires : [ɾ], [r], [ɾˤ] et [rˤ]. Ces unités phoniques se distinguent par leur temporalité et leur réalisation articulatoire. Ainsi, les spectrogrammes nous ont permis d'examiner la distribution de ces sons. Puis, cela nous a aidé à distinguer ce qui relevait de la phonétique et de la phonologie. Ensuite, nous avons achevé cette thèse par une étude phonétique et statistique. Ces dernières ont porté sur l'obstruction réalisée par la pointe de la langue et sur la nature des vocoïdes qui accompagnent les rhotiques alvéolaires dans l'environnement d'une consonne. / There are several Berber languages in the south west of Algeria. Some of them are situated in the so-called Sud-Oranais and they can be categorized as endangered languages. So I have decided to describe them before they disappear. That’s why, I have carried out several fieldworks. But, this linguistic documentation work and cultural heritage conservation are just one of aspects of our thesis. This PhD are transdisciplinary. I have used the methods which are applied in Geographic Information Science (GIS) and in Data Science (DS) to carry out a dialectological study. A geolinguistic study has been undertaken and has enabled to visualize the expansion of the linguistic variation of certain consonants through GIS. Based on these data, I have debated the phonological reality of the simple and geminate consonants. From this research, a dialectometric study was carried out on the basis of data partitioning methods. I have used the Unsupervised Learning Methods (HAC, k-mean, MDS, ...) and the Supervised Learning Methods (CART) known in DS. A visual exploration (linguistic maps, dendogram, heatmap, tree, ...) approach is proposed in order to analyse the results which have been realized through computer processing (R language). Then, I have undertaken a phonetic analysis, which is based on an acoustic study of alveolar rhotics : [ɾ], [r], [ɾˤ] and [rˤ]. These phonic unities are distinguished by their temporality and their articulatory realization. Thus, the spectrograms enabled to examine the distribution of these sounds and to distinguish what was related to phonetic and phonology. Then, this thesis with a phonetic and statistical study has reinforced this research focused on the obstruction made by the tip of the tongue and on the nature of the vocoids which goes along with the alveolar rhotic in the area of the consonants.

<p><b>Purpose:</b> Children with speech sound disorder (SSD) mispronounce more speech sounds than is typical for their age and a growing body of research suggests that a deficit in speech perception abilities contributes to development of the disorder. However, little work has been done to characterize the neurophysiological processes indexing speech perception deficits in SSD. The primary aim of the current study was to compare the neural activity underlying speech perception in young children with SSD and typical development (TD).</p><p><b>Method</b>: Twenty-eight children ages 4;1-6;0 participated in the current study. Event-related potentials (ERPs) were recorded while children completed a speech perception task which included phonetic (speech sound) and lexical (meaning) matches and mismatches. Groups were compared on their judgment accuracy for matches and mismatches as well as the mean amplitude of the Phonological Mapping Negativity (PMN) and N400 ERP components.</p><p><b>Results</b>: Children with SSD demonstrated lower judgment accuracy across the phonetic and lexical conditions compared to peers with TD. The ERPs elicited by lexical matches and mismatches did not distinguish the groups. However, in the phonetic condition, the SSD group exhibited a more consistent left lateralized PMN effect and a delayed N400 effect over frontal sites compared to the TD group.</p><p><b>Conclusions</b>: These findings provide some of the first evidence of a delay in the neurophysiological processing of phonological information for young children with SSD compared to their peers with TD. This delay was not present for the processing of lexical information, indicating a unique difference between children with SSD and TD related to speech perception of phonetic errors.</p>

The dissertation deals with the pronunciation of Czech pupils in the Russian language. In this work, the phonetic literacy is defined and the attention is paid to its formation. The text is divided into three basic parts - the first is devoted to theoretical foundations which influence pupils' acquisition of the phonological system of a foreign language (from the linguistic, psychological and lingvodidactic points of view); the second part summarizes the results of the analysis of the relationship of Russian language teachers to the examined problem, the results of an analysis of available textbook sets and it describes a performed phonetic testing of secondary school pupils including the interpretation of its results; in the third part of the thesis there is a synthesis of the findings from both preceding chapters, followed by a discussion. During the research within the domain of the dissertation focus, quantitative and qualitative methods of educational research were used: a survey, content analysis of textbook sets, phonetic testing and analysis of recordings of students' authentic speech. The work provides a comprehensive view of the examined problem in the context of the current situation when the Russian language at Czech schools is taught as L3. It proves that Russian language teachers...