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Master of Arts / Department of Modern Languages / Earl K. Brown / This paper reports on a study that analyzes how a sequential bilingual speaker (L1 Mexican Spanish, L2 American English) uses stylistic phonetic variation in different speech types during an interview (short answer, spontaneous speech, dramatic anecdote, reading) to construct a dynamic gay persona. There are many stylistic variables that can interact when an individual is creating a persona in an interaction, and this becomes even more complex when analyzing L1 speech as well as L2 speech as there are two collections of stylistic phonetic variables (indexical fields) interacting from two different cultural ideologies available to the interlocutors. It is problematic to assign one distinct variable to an identity, such as gay, as it homogenizes a diverse social group of individuals and underestimates members' ability to manage perceptual salience of their identity as a gay individual based on context and social pressure(s). While the field of Lavender Linguistics (language use associated with the LGBTQ community) has shown that there are many resources that can be used to "sound gay," this case study focuses on how a speaker stylistically creates a gay persona throughout the interview through stylistic variation of two principle variables: 1) word-final /s/ duration, and 2) center of gravity of word-final /s/.

O crescente interesse pela aprendizagem do português na modalidade brasileira (PB) tem levado muitas instituições nacionais a pesquisarem os diferentes modos de aquisição do português como língua materna e suas possíveis influências na aprendizagem de português como língua estrangeira, além de buscarem metodologias de ensino e prepararem profissionais, tornando-os capacitados para o ensino de Português a Falantes de Outras Línguas (PFOL). A experiência com alunos estrangeiros leva-nos a um constante questionamento a respeito do como fazer e quais as maiores dificuldades que o PB oferece a quem se interessa em aprendê-lo. Os sons do português na modalidade brasileira, particularmente os nasais, oclusivos, fricativos e laterais foram abordados neste trabalho, no qual se procurou realizar um estudo comparativo entre a ocorrência ou não destes nas línguas maternas dos informantes, a saber, espanhol falado nas Américas e inglês estadunidense e quais os possíveis obstáculos enfrentados por alunos dessas nacionalidades ao produzirem os sons do PB. Por meio da gravação de quatro informantes, denominados aqui sujeitos-aprendizes, analisamos quais sons oferecem dificuldades de produção e procuramos identificar em quais situações elas ocorrem. A metodologia escolhida foi a da gravação da leitura dos quatro informantes que, num primeiro momento, leram uma lista contendo 43 palavras e, numa segunda etapa de coleta de dados, leram um pequeno texto. As conclusões a que chegamos com a análise dos resultados obtidos levam-nos a ratificar a relevância da formação dos profissionais que atuam ou pretendem atuar no ensino de português para estrangeiros, além da necessidade premente de manuais didáticos que contemplem não somente as questões gramaticais e culturais da língua, mas também as questões fonéticofonológicas que caracterizam o PB. / The increasing interest on learning Brazilian Portuguese(BP) has moved many universities and other national institutions towards researches on different manners of Portuguese acquisition as first language (L1) and some possible influences on acquisition of Portuguese as a second language (L2), as well as a search for teaching strategies and for preparing teachers, making them capable to teach Portuguese as a Foreign Language. The experience with foreign students leads us to a frequent questioning about how to do (how to teach) and what may be the main difficulties offered by BP to those who want to learn it. The sounds of BP, particularly the nasals, fricatives, oclusives and liquids were studied, trying to do a comparative study between the occurence or not of them in the four subjects first language, i.e, Spanish spoken in America and English spoken in the United States and what could be predicted as obstacles to be faced by students who have these languages as their L1 when they produce the sounds of BP. We recorded 4 subjects, identified in this work as subject-learners and analyzed which are the sounds that may be difficult to produce, trying to identify in what situation they occur. As methodology, we chose to record the four subject-learners readings who, in a first moment, read a list of 43 words and, at a second phase of the data collection, read a short text. The conclusions we came up with when analyzing the data confirmed the relevancy of teachers well prepared to teach Portuguese as a foreign language, as well as teaching books that comprise not only grammar and cultural aspects of the BP but also phonetic-phonological aspects pertaining to BP.

218f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-13T18:41:49Z No. of bitstreams: 1 dissertacao Gredson dos Santos.pdf: 1108137 bytes, checksum: a5b107ca74f32536f7d4344e97ba074c (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-16T17:07:24Z (GMT) No. of bitstreams: 1 dissertacao Gredson dos Santos.pdf: 1108137 bytes, checksum: a5b107ca74f32536f7d4344e97ba074c (MD5) / Made available in DSpace on 2013-05-16T17:07:24Z (GMT). No. of bitstreams: 1 dissertacao Gredson dos Santos.pdf: 1108137 bytes, checksum: a5b107ca74f32536f7d4344e97ba074c (MD5) Previous issue date: 2006 / Esta dissertação, de natureza empírica e de cunho predominantemente descritivo, buscou registrar aspectos fonéticos em variação em estudantes de duas áreas rurais do município de Catu-Ba. Procurou também verificar se e até que ponto os traços em variação na fala espontânea daqueles indivíduos se refletem na escrita monitorada dos mesmos. Além disso, tentou desenvolver uma reflexão sobre as implicações pedagógicas da variação lingüística. A metodologia utilizada permitiu a constituição de um corpus composto de duas amostras: a primeira resultante da gravação de cerca de dez horas de entrevistas com 14 estudantes da primeira e da quarta séries do Ensino Fundamental do primeiro ciclo de duas escolas municipais; a segunda resultou da aplicação de um teste com os mesmos estudantes em que eles deveriam escrever palavras sujeitas às variações que constituíram objeto da pesquisa. Os resultados sinalizaram para a ocorrência diminuta, na segunda amostra, dos fatos variáveis na fala espontânea dos estudantes em foco. / Salvador

O crescente interesse pela aprendizagem do português na modalidade brasileira (PB) tem levado muitas instituições nacionais a pesquisarem os diferentes modos de aquisição do português como língua materna e suas possíveis influências na aprendizagem de português como língua estrangeira, além de buscarem metodologias de ensino e prepararem profissionais, tornando-os capacitados para o ensino de Português a Falantes de Outras Línguas (PFOL). A experiência com alunos estrangeiros leva-nos a um constante questionamento a respeito do como fazer e quais as maiores dificuldades que o PB oferece a quem se interessa em aprendê-lo. Os sons do português na modalidade brasileira, particularmente os nasais, oclusivos, fricativos e laterais foram abordados neste trabalho, no qual se procurou realizar um estudo comparativo entre a ocorrência ou não destes nas línguas maternas dos informantes, a saber, espanhol falado nas Américas e inglês estadunidense e quais os possíveis obstáculos enfrentados por alunos dessas nacionalidades ao produzirem os sons do PB. Por meio da gravação de quatro informantes, denominados aqui sujeitos-aprendizes, analisamos quais sons oferecem dificuldades de produção e procuramos identificar em quais situações elas ocorrem. A metodologia escolhida foi a da gravação da leitura dos quatro informantes que, num primeiro momento, leram uma lista contendo 43 palavras e, numa segunda etapa de coleta de dados, leram um pequeno texto. As conclusões a que chegamos com a análise dos resultados obtidos levam-nos a ratificar a relevância da formação dos profissionais que atuam ou pretendem atuar no ensino de português para estrangeiros, além da necessidade premente de manuais didáticos que contemplem não somente as questões gramaticais e culturais da língua, mas também as questões fonéticofonológicas que caracterizam o PB. / The increasing interest on learning Brazilian Portuguese(BP) has moved many universities and other national institutions towards researches on different manners of Portuguese acquisition as first language (L1) and some possible influences on acquisition of Portuguese as a second language (L2), as well as a search for teaching strategies and for preparing teachers, making them capable to teach Portuguese as a Foreign Language. The experience with foreign students leads us to a frequent questioning about how to do (how to teach) and what may be the main difficulties offered by BP to those who want to learn it. The sounds of BP, particularly the nasals, fricatives, oclusives and liquids were studied, trying to do a comparative study between the occurence or not of them in the four subjects first language, i.e, Spanish spoken in America and English spoken in the United States and what could be predicted as obstacles to be faced by students who have these languages as their L1 when they produce the sounds of BP. We recorded 4 subjects, identified in this work as subject-learners and analyzed which are the sounds that may be difficult to produce, trying to identify in what situation they occur. As methodology, we chose to record the four subject-learners readings who, in a first moment, read a list of 43 words and, at a second phase of the data collection, read a short text. The conclusions we came up with when analyzing the data confirmed the relevancy of teachers well prepared to teach Portuguese as a foreign language, as well as teaching books that comprise not only grammar and cultural aspects of the BP but also phonetic-phonological aspects pertaining to BP.

<p>This study investigates the realisation of phonological quantity in the dialects of Modern Swedish, based on a corpus containing recordings from 86 locations in Sweden and the Swedishspeaking parts of Finland. The corpus was recorded as part of the national SweDia project.</p><p>The study is explorative in character. Quantity structures in Swedish dialects and their geographical distribution, as described in the dialectological literature, are compared to the results of a data-driven categorisation (cluster analysis). The results reveal an overall good correspondence of the data driven and the traditional categorisation, although with some deviations in the detail.</p><p>The study is divided into two parts. The first part lays the foundation for the data-driven categorisation, which is then described in the second part. First, the phonology and phonetics of quantity in Swedish are described in terms of durational distinctions and vocalic quality differences that typically accompany the durational differences. Preaspiration, which appears to be a normative feature in some dialects, is covered as well. An overview of the historical development of the Swedish quantity system is provided, with special emphasis on a phonological interpretation of quantity changes. Thereafter, dialectological evidence is combined with phonological and typological considerations to develop a categorisation of Swedish dialects.</p><p>The second part explains the methodology of cluster analysis and applies this method to vowel and consonant durations from one contrastive word pair, in order to obtain an alternative dialect categorisation. Analyses of vowel quality and preaspiration are performed in addition to the durational analyses. Hypotheses derived from the cluster analysis are then tested on one additional word pair recorded in 75 locations and on three additional word pairs recorded in four locations.</p><p>The general pattern emerging from the cluster analysis is a categorisation of the dialects into three main types, a Finland-Swedish, a Northern and a Southern type. This categorisation shows a good geographical agreement with the categorisation that is derived from the analysis of the dialectological literature. Therefore, the durational patterns of the three types are interpreted as reflections of three different phonological systems: 4-way systems with vocalic and consonantal quantity, 3-way systems with vocalic quantity and with consonantal quantity only after short vowels, and 2-way systems with complementary quantity. From the historical perspective, the 4-way system constitutes the most conservative and the 2-way system the most recently developed system.</p><p>Finally, it is argued that the historical development is one of the factors behind occasional mismatches between the data-driven and the dialectological categorisation. Data from one of the dialects, which has recently abandoned a 4-way system but has obviously retained the durational properties of the older system, is used as an example to illustrate this historical hypothesis.</p>

This study investigates the realisation of phonological quantity in the dialects of Modern Swedish, based on a corpus containing recordings from 86 locations in Sweden and the Swedishspeaking parts of Finland. The corpus was recorded as part of the national SweDia project. The study is explorative in character. Quantity structures in Swedish dialects and their geographical distribution, as described in the dialectological literature, are compared to the results of a data-driven categorisation (cluster analysis). The results reveal an overall good correspondence of the data driven and the traditional categorisation, although with some deviations in the detail. The study is divided into two parts. The first part lays the foundation for the data-driven categorisation, which is then described in the second part. First, the phonology and phonetics of quantity in Swedish are described in terms of durational distinctions and vocalic quality differences that typically accompany the durational differences. Preaspiration, which appears to be a normative feature in some dialects, is covered as well. An overview of the historical development of the Swedish quantity system is provided, with special emphasis on a phonological interpretation of quantity changes. Thereafter, dialectological evidence is combined with phonological and typological considerations to develop a categorisation of Swedish dialects. The second part explains the methodology of cluster analysis and applies this method to vowel and consonant durations from one contrastive word pair, in order to obtain an alternative dialect categorisation. Analyses of vowel quality and preaspiration are performed in addition to the durational analyses. Hypotheses derived from the cluster analysis are then tested on one additional word pair recorded in 75 locations and on three additional word pairs recorded in four locations. The general pattern emerging from the cluster analysis is a categorisation of the dialects into three main types, a Finland-Swedish, a Northern and a Southern type. This categorisation shows a good geographical agreement with the categorisation that is derived from the analysis of the dialectological literature. Therefore, the durational patterns of the three types are interpreted as reflections of three different phonological systems: 4-way systems with vocalic and consonantal quantity, 3-way systems with vocalic quantity and with consonantal quantity only after short vowels, and 2-way systems with complementary quantity. From the historical perspective, the 4-way system constitutes the most conservative and the 2-way system the most recently developed system. Finally, it is argued that the historical development is one of the factors behind occasional mismatches between the data-driven and the dialectological categorisation. Data from one of the dialects, which has recently abandoned a 4-way system but has obviously retained the durational properties of the older system, is used as an example to illustrate this historical hypothesis.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-08-01T14:04:32Z No. of bitstreams: 1 arquivototal.pdf: 4282034 bytes, checksum: cd7fe185c77d79f56a57a7ba46d34a12 (MD5) / Made available in DSpace on 2017-08-01T14:04:32Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4282034 bytes, checksum: cd7fe185c77d79f56a57a7ba46d34a12 (MD5) Previous issue date: 2017-04-07 / The main goal of this study was to provide to the researcher the opportunity to reflect his practice through didactic-pedagogical workshops applied to 15 students of Cycle I of Adult Education of a public school in João Pessoa. Focused on the textual genre List, it contains didactic strategies to work on the variation of the final postonic vowels /e/ and /o/ present in the speech and its reflection in writing, especially those that are in the process of language acquisition. This variation was selected for the accomplishment of this study, after the observation that its transposition to writing is quite common. The didactic workshops were elaborated respecting the oral variant of the student, but with the purpose of expanding his knowledge to the appropriate form of writing. Thus, to work on the phenomenon of the variant in question, it became necessary to know sociolinguistics and linguistic variations, especially the phonological-phonetic ones. In this sense, we try to lead the students to the understanding that the average vowels /e/ and /o/ are usually pronounced [i] and [u] in unstressed, pretonic, postonic syllables (BORTONI-RICARDO, 2004, p.80), and, specifically, to discuss the variation of the final postonics, as in bolo bol[u] and doce doc[i], quite productive in brazilian portuguese. Not being stigmatized, this process ends up being spoken by people of different social classes and levels of literacy, but the same does not happen in writing, since it is a modality of the language that requires adaptation to the orthographic pattern. The results of the research showed that the students who received the intervention performed the monitoring in a more conscious way, while the students who did not receive the same type of intervention did the monitoring in a few words, performing significantly the transposition of the variation, present in speech, for writing. In this direction, the role of the teacher is extremely important to create situations and strategies of intervention that help students to understand that certain variants used in orality are not suitable for writing. / O objetivo deste trabalho foi possibilitar ao pesquisador investigador a oportunidade de refletir sua prática, por meio de oficinas didático-pedagógicas aplicadas a 15 alunos do Ciclo I da Educação de Jovens de Adultos de uma escola pública do município de João Pessoa. Centrado no gênero textual lista, contém estratégias didáticas para trabalhar a variação das vogais postônicas finais /e/ e /o/ tão presente na fala e o seu reflexo na escrita, principalmente daqueles que estão em processo de aquisição. Essa variação foi selecionada para realização deste estudo, após a observação de ser bastante comum sua transposição para a escrita. O conjunto de oficinas didáticas foi elaborado respeitando a variante oral do aluno, mas com o propósito de ampliar seu conhecimento à forma apropriada à escrita. Sendo assim, para trabalhar o fenômeno da variante em questão, fez-se necessário conhecer a sociolinguística e as variações linguísticas, principalmente as fonético-fonológicas. Neste sentido, buscamos levar os discentes à compreensão de que as vogais médias /e/ e /o/ são geralmente pronunciadas [i] e [u] em sílabas átonas, pretônicas, postônicas (BORTONI-RICARDO, 2004, p.80), e, em específico, discutir a variação das postônicas finais, como em bolo  bol[u] e em doce  doc[i], bastante produtivo no português brasileiro. Por não ser estigmatizado, esse processo acaba sendo falado por pessoas de diferentes classes sociais e níveis de letramento, porém o mesmo não acontece na escrita, já que é uma modalidade da língua que exige adequação ao padrão ortográfico. Os resultados da pesquisa mostraram que os alunos que receberam a intervenção realizaram a monitoração de forma mais consciente, enquanto que os alunos que não receberam o mesmo tipo de intervenção fizeram a monitoração em poucas palavras, realizando significativamente a transposição da variação, presente na fala, para a escrita. Nessa direção, o papel do professor é extremamente importante para criar situações e estratégias de intervenção que auxiliem os alunos a compreender que certas variantes usadas na oralidade não são adequadas à escrita.

大部分在台灣的客家人都會說中文,但是其中有些客家人說國語時會留下客語的遺跡。本篇論文已語言上,場合正式性上,地理區域,以及社會因素等方面探討部分客家人把國語的/ɕ/唸成[s]的原因。 本篇論文包含量化分析以及質化分析,在量化分析上透過面對面的交談,念文章,以及唸單字等方法來收集資料。量化分析上總共有32位受試者,且受試者依照性別,教育程度,年齡以及地理區域以二分法的方式。而在質化分析上的受試者和量化分析的受試者為同一批人,但只有29位再次參與調查。 本篇主要的發現為: (1)在語言內部因素中,字頻,鄰近音,以及音節結構對於語音變異皆有影響。(2)語音變異的確有擴散的現象。(3)在語言外部的因素中,年齡以及地理區域的影響比場合正式性及性別來得大,但教育程度的影響則很微弱。整體而言:(1)本篇調查的語音透過語言內部,場合正式性,社會以及地理空間擴散 (2)語言內部以及語言外部皆對與音變異有影響,但語言外部的因素的影響比內部因素來得大。 / Most Hakka speakers in Taiwan, if not all, speak Mandarin Chinese. Among them, many leave some traces of their Hakka background in their Mandarin pronunciation. This thesis aims at analyzing the linguistic, situational, geographical, and social causes of the emergence of [s] as a phonetic variant of /ɕ/ in Mandarin by Hakka speakers. In this study, both quantitative and qualitative analyses were conducted to locate the internal and the external constraints on the target phonetic variation. Those data for quantitative analyses were collected from the linguistic production by 32 native speakers of Hakka in casual conversation, reading passage, and reading characters. Subjects of this study are equally distributed to two genders, two education levels, two age groups, and two geographical areas (namely, in Taoyuan City and Chungli City, two cities in which a large proportion of Hakka speakers reside) . As for data for qualitative analyses collected from 29 of the 32 subjects of the quantitative tests, only those parts of the qualitative design that were implemented correctly were analyzed. The major findings of this study are (1) among the internal factors, word frequency, preceding vowels, and syllable structure were found to be influential to the target phonetic variation; (2) the target phonetic variation does expands through lexical diffusion; and (3) among the external factors, age and geographical area are more influential than situational formality and gender, but the impact of education level is weak. General conclusion of this study include (1) this target phonetic variation is expanding gradually through linguistic, situational, and social/geographical spaces; and (2) both internal and external factors are effective, with external factors being more influential than internal factors. Key words: phonetic variation, lexical diffusion, formality, Hakka dialect, sociolinguistic variation, ethnic identity

Unlike Canadian English which has two liquid consonant phonemes, /ɹ, l/ (as in right and light), Japanese is said to have a single liquid phoneme whose realization varies widely both among speakers and within the speech of individuals. Although variants of the /r/ sound in Japanese have been described as flaps, laterals, and weak plosives, research that has sought to quantitatively describe this phonetic variation has not yet been carried out. The aim of this thesis is to provide such quantification based on 1,535 instances of /r/ spoken by four individuals whose near-natural, unscripted conversations had been recorded as part of a larger corpus of unscripted Japanese maintained by Dr. Nick Campbell of Advanced Telecommunications Research Institute International (ATR), Kyoto, Japan. Tokens of /r/ were extracted from 30-minute conversations between one pair of male speakers and one pair of female speakers. Each token was narrowly transcribed into the International Phonetic Alphabet, then categorized based on the author’s perception of: 1) the strength/narrowness of central oral articulatory stricture, and 2) the presence or absence of an auditory-perceptual lateral and/or rhotic sound quality. Transcription and category frequencies for each speaker averaged across all environments were then compared with frequencies in specific phonological environments to ascertain whether a particular environment was amenable to a ‘drift’ towards any particular category of variant, and whether patterns of ‘drift’ applied to all speakers or varied on an individual basis. Transcriptions of the 1,535 tokens of /r/ ranged widely among lateral and non-lateral flaps, raised (i.e. increased articulatory contact) non-lateral flaps akin to light voiced plosives (e.g. Hattori 1951, Kawakami 1977), as well as lateral approximants and rhotic approximants. While two of the four speakers, both males, patterned similarly by dividing their productions of /r/ chiefly among short lateral approximants and rhotic approximants, each speaker did vary considerably in their choice of variants in any given environment. Drift is considered in terms of physiological parameters which may be optionally exploited to maintain phonological salience.