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This thesis provides a detailed description and analysis of the Mankiyali phonology, a hitherto undocumented and endangered language of northern Pakistan. The language is spoken by about 500 people in a remote mountainous area in the Mansehra district of Khyber Pakhtunkhwa Province, Pakistan. The data contained herein is a result of first-hand fieldwork with native Mankiyali speakers between 2019 and 2021. Data collection methods include recordings of naturally occurring discourse (e.g., stories, poems, conversations) and elicitation sessions with native speaker consultants. Topics covered in the thesis include an account of Mankiyali's phonemic inventory, phonotactics, a description of some phonological processes, minimal word constraints, and word stress placement.

Auditory sensitivity was associated with speech perception which influenced Chinese word reading mainly through morphological awareness and rapid automatized naming. In contrast, for English word reading, the best model required an additional direct path from suprasegmental sensitivity (in Chinese) to English word reading on the basis of the proposed model. To be specific, auditory sensitivity was fully mediated by segmental and suprasegmental speech perception which further impacted English word reading mainly through phonological awareness; in addition, suprasegmental perception or speech prosody (in Chinese) was directly associated with word reading. Third, stress sensitivity in English was highly associated with speech prosodic sensitivity in Chinese. Hierarchical regressions also showed that suprasegmental speech perception failed to account unique variance for English word reading beyond phonological awareness when stress sensitivity was further controlled, suggesting that Chinese suprasegmental speech sensitivity may influence English word reading at least partly through its overlap with stress sensitivity. / This study investigated the associations of auditory sensitivity, speech perception, Chinese reading as a first language (L1) and English reading as a second language (L2) in Hong Kong Chinese children. Participants were 180 second and third graders (98 boys and 82 girls, mean age=98.6months). Apart from auditory sensitivity (both temporal and rhythmic processing measures), English stress sensitivity and English word reading, children were also tested on Chinese tasks of speech perception (both segmental and suprasegmental tasks), phonological awareness, rapid automatized naming (digit), verbal short-term memory, morphological awareness and Chinese word reading. I proposed a four-stage model, in which auditory sensitivity is fully mediated by speech perception at both the segmental and suprasegmental levels. These further impact word reading through phonological awareness, rapid automatized naming, verbal short-term memory and morphological awareness. A series of nested model comparisons were conducted to test this model for both Chinese and English word reading using structural equation modeling. For Chinese word reading, the proposed four-stage model was demonstrated to be the best model. / Zhang, Juan. / Advisers: Catherine A. McBride-Chang; Him Cheung. / Source: Dissertation Abstracts International, Volume: 73-06, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 103-118). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

本文主要探讨苏州话的连续变调，研究范围限定为音译词和复合词这两类多音节词。通过对苏州话语料的详细考察，本文总结出苏州话多音节词连读变调存在三层变调行为：（i）首音节尽量保留原调;（ii）第二个音节的变调与首音节的单字调有关;（iii）其余音节负载一个低平调. / 本文针对舒声调为首音节的多音节词的变调规律，回答了如下问题：（i）苏州话连续变调为何存在三层变调行为，而非两层或者四层？（ii）首音节保持原调的变调行为及它较高的负载声调的能力是由什么决定的？（iii）其余音节所负载的变调是如何决定的？ / 经过分析，我们将苏州话的变调域确认为韵律词，其内部结构如下：每个韵律词的头两个音节构成一个左重双拍音步，剩余的音节不构成音步因而直接被韵律词所管辖。由此苏州话的三层变调行为可以通过这三类音节在韵律词中的不同地位来解释，即：（i）首音节是左重双拍步中的强音节; （ii）第二个音节是左重双拍步中的弱音节; （iii）其余音节因不属于音步而被韵律词直接管辖。 / 基于对苏州话韵律结构的分析，本文以优选论为框架从理论上统一解释苏州话的连续变调。首先忠实性制约条件“禁止删除强音节单字调和“禁止强音节单字调变化 解释了首音节尽量保留原调的变调行为。其次，“禁止复杂仄调“，“禁止升调“和“禁止弱音节负载仄调这些简约性制约条件解释了现今苏州话连读变调模式中不允许出现复杂仄调，升调和非首音节仄调的现象。再次，“尾音节连接低调解释了连读变调后韵律词尾音节所负载的低平调。 / 本文通过对音译词和复合词的分类考察，补充了前人对苏州话连读变调现象的描述。而且在以往理论研究的基础上，本文论证了苏州话的连读变调是由它的韵律结构所决定的，由此补足了苏州话变调现象的理论解释。最后，本文对苏州话的分析也进一步印证了韵律结构的层级关系和韵律单位是人类语言所共有的，但韵律单位的构建在不同语言中则各有不同。 / This thesis presents an optimality-theoretic account of Suzhou tone sandhi from a prosodic perspective. By investigating transliterations and compounds, we find a three-way distinction of tone sandhi behavior within a tone sandhi domain: (i) the initial syllable has the ability to retain its citation tone; (ii) the second syllable carries a sandhi level tone related to the citation tone in the initial syllable; and (iii) the remaining syllables carry a low level tone. / Focusing on the tone sandhi patterns with initial long tones, we answer the following research questions: (i) what determines the existence of a three-way distinction of tone sandhi behavior, rather than a two-way or four-way one? (ii) what determines the tone stability and the greater tone-bearing ability of the initial syllable? and (iii) how are the sandhi tones in the non-initial syllables determined? / The tone sandhi domain in Suzhou Chinese is identified as the prosodic word, which contains a single left-headed binary foot and unfooted syllables. The three-way distinction is then captured by the three prosodic states in a prosodic word: (i) the strong syllable in the left-headed binary foot within the prosodic word, (ii) the weak syllable in this foot, and (iii) the syllables which are unfooted and immediately dominated by the prosodic word. / Based on the analysis of Suzhou prosodic structure, our account of Suzhou tone sandhi is formulated within the framework of Optimality Theory. First, ranking the positional faithfulness constraints with reference to strong syllables higher than the context-free faithfulness constraints guarantees the tone stability of the initial syllables. Second, the undominated markedness constraints which require no complex contour tone and no rising tone trigger contour tone reduction and tone redistribution. Another undominated markedness constraint which requires no contour tone in weak syllables ensures no contour tones in a weak syllable, i.e. a non-initial syllable in Suzhou Chinese. Third, the final low level tone in the sandhi patterns is determined by the markedness constraint which requires low tone assignment in the rightmost syllable of a prosodic word. / This thesis complements the descriptive studies on Suzhou tone sandhi, by adding the data of transliterations and investigating compounds according to the morphological relations. It also confirms the idea in previous theoretical studies on Chinese languages that prosodic structure governs tone sandhi, including the tone stability in strong syllables and the greater tone-bearing ability of strong syllables. This thesis further corroborates the idea in Prosodic Phonology that the prosodic hierarchy and its constituent are universal, though the precise shape of the constituent are language-specific. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Shi, Xinyuan. / "November 2012." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references. / Abstracts also in Chinese. / ABSTRACT --- p.I / ACKNOWLEDGEMENTS --- p.I / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- OVERVIEW --- p.1 / Chapter 1.2 --- PRELIMINARY: PHONETIC INVENTORIES OF SUZHOU CHINESE --- p.2 / Chapter 1.3 --- THEORETICAL FRAMEWORK: OPTIMALITY THEORY --- p.6 / Chapter 1.3.1 --- Basic principles --- p.6 / Chapter 1.3.2 --- Conflicts between markedness and faithfulness --- p.9 / Chapter 1.3.3 --- Alignment constraints --- p.9 / Chapter 1.4 --- ORGANIZATION --- p.10 / Chapter CHAPTER 2 --- INVESTIGATION OF TONE SANDHI PATTERNS IN SUZHOU CHINESE --- p.11 / Chapter 2.1 --- DESCRIPTIVE STUDIES ON TONAL PHONOLOGY OF SUZHOU CHINESE --- p.11 / Chapter 2.1.1 --- Citation tones --- p.11 / Chapter 2.1.2 --- Tone sandhi --- p.15 / Chapter 2.1.3 --- Interim summary --- p.21 / Chapter 2.2 --- TONE SANDHI PATTERNS IN SUZHOU CHINESE: THE CURRENT INVESTIGATION . --- p.22 / Chapter 2.2.1 --- Tone sandhi patterns in transliterations --- p.22 / Chapter 2.2.1.1 --- Tone sandhi patterns beginning with long tones --- p.23 / Chapter 2.2.1.2 --- Tone sandhi patterns beginning with short tones --- p.28 / Chapter 2.2.2 --- Tone sandhi patterns in compounds --- p.32 / Chapter 2.2.2.1 --- Tone sandhi patterns in compounds I: modification --- p.34 / Chapter 2.2.2.2 --- Tone sandhi patterns in compounds II: coordination --- p.38 / Chapter 2.2.2.3 --- Tone sandhi patterns in compounds III: other morphological relations --- p.40 / Chapter 2.2.2.4 --- Intra-variations in disyllabic compounds: [HL.L]~[HL.H] --- p.42 / Chapter 2.2.2.5 --- Inter-speaker variations in compounds: [LL.H]~[LH.H] --- p.44 / Chapter 2.2.2.6 --- Tone sandhi in a group of frequently used compounds --- p.46 / Chapter 2.2.3 --- Tone sandhi in fast tempo --- p.50 / Chapter 2.3 --- SUMMARY --- p.53 / Chapter CHAPTER 3 --- PREVIOUS STUDIES OF TONE SANDHI IN CHINESE LANGUAGES --- p.57 / Chapter 3.1 --- STUDIES OF THE REPRESENTATION OF TONE WITHIN THE SPE FRAMEWORK --- p.57 / Chapter 3.1.1 --- Wang’s (1967) ground-breaking proposal of tone features --- p.58 / Chapter 3.1.2 --- Woo’s (1969) proposal of decomposing contour tones --- p.59 / Chapter 3.1.3 --- Yip’s (1980) proposal of two pitch heights in each register --- p.61 / Chapter 3.1.4 --- Interim summary --- p.63 / Chapter 3.2 --- STUDIES OF TONE SANDHI IN NORTHERN WU WITHIN THE METRICAL-AUTOSEGMENTAL FRAMEWORK --- p.64 / Chapter 3.2.1 --- Duanmu’s (1990) moraic analysis of tone re-association in New Shanghai --- p.65 / Chapter 3.2.2 --- Ao’s (1993) identification of tone sandhi domain in Nantong Chinese --- p.66 / Chapter 3.2.3 --- Interim summary --- p.69 / Chapter 3.3 --- STUDIES OF TONAL DISTRIBUTION WITHIN OT FRAMEWORK --- p.71 / Chapter 3.3.1 --- Jiang-King’s (1996) tone-syllable weight correlation in Northern Min --- p.71 / Chapter 3.3.2 --- Zhang’s (2001) tone-duration correlation in typological survey --- p.73 / Chapter 3.3.3 --- Interim summary --- p.74 / Chapter 3.4 --- SUMMARY --- p.76 / Chapter CHAPTER 4 --- AN OPTIMALITY THEORETICAL ACCOUNT OF TONE SANDHI IN SUZHOU CHINESE --- p.77 / Chapter 4.1 --- IDENTIFYING THE TONE SANDHI DOMAIN --- p.78 / Chapter 4.1.1 --- Identifying prosodic word as the tone sandhi domain --- p.78 / Chapter 4.1.1.1 --- Brief introduction of the prosodic hierarchy --- p.78 / Chapter 4.1.1.2 --- Prosodic categories relevant to Suzhou tone sandhi --- p.80 / Chapter 4.1.1.3 --- Construction of prosodic word in Suzhou Chinese --- p.82 / Chapter 4.1.2 --- Identifying morpho-syntactic unit as the tone sandhi domain --- p.86 / Chapter 4.1.2.1 --- Inadequacy of identifying morphological unit as the tone sandhi domain --- p.89 / Chapter 4.1.2.2 --- The relation between tone sandhi domains and morphological units --- p.91 / Chapter 4.1.2.3 --- Mismatch between tone sandhi domain and syntactic unit --- p.93 / Chapter 4.1.3 --- Interim summary --- p.95 / Chapter 4.2 --- CONSTRAINTS ON SUZHOU TONE SANDHI PATTERNS --- p.96 / Chapter 4.2.1 --- Constraints on the structure of the prosodic word --- p.96 / Chapter 4.2.2 --- Constraints on tone retention --- p.99 / Chapter 4.2.3 --- Constraints on contour tone prohibition --- p.101 / Chapter 4.2.4 --- Constraint on tonal assignment --- p.102 / Chapter 4.3 --- PREDICTING TONE SANDHI PATTERNS BY CONSTRAINT RANKING --- p.104 / Chapter 4.3.1 --- Predicting tone sandhi patterns in transliterations --- p.104 / Chapter 4.3.2 --- Predicting tone sandhi patterns in compounds --- p.110 / Chapter 4.3.2.1 --- Intra-speaker variations in compounds: [HL.L]~[HL.H] --- p.110 / Chapter 4.3.2.3 --- Inter-speaker variations in compounds: [LL.H]~[LH.L] --- p.113 / Chapter 4.3.2.4 --- Tone sandhi in fast speech tempo --- p.117 / Chapter 4.4 --- SUMMARY --- p.119 / Chapter CHAPTER 5 --- CONCLUSION --- p.120 / LIST OF REFERENCES --- p.125

本論文旨在探討閩南語的三種變調: (1)形容詞重疊變調 , (2) -a後綴變調,和 (3) 輕聲變調. 形容詞重疊變調是在 McCarthy & Prince (1986, 1990) 等人所發展出來的韻律構詞學( Prosodic Morphology) 理論框架下重新分析. 作者認為形容詞三疊是由抑揚格音步前綴而來, 而不是江文瑜教授(1992)所說的音節後綴; 此外,聲調扮演了構詞功能的角色. -a 後綴變調則是運用字構音韻學( Lexical Phonology)理論來分析的. 根據黃宣範教授(1988) 和連金發先生(1995)對-a後綴構詞特性的分類, 作者將-a後綴重新分為六類. 再觀察它們與音韻規則的互動關係, 主張-a後綴構應分屬於三個字構層次中, 此理論的層級排列( Level Ordering) 和嚴格循環論( Strict Cyclicity)也在本章獲得證實. 輕聲變調是採用韻律音韻學(Prosodic Phonology) 來分析的. 作者認為輕聲有兩個規律: 浮游低調展延和原調展延, 且運作於一個(強起)( left-leaded)的音韻片語中, 如此一來,簡化了煩雜的青聲句法結構. 兩個輕聲規律的不同展現於展延節點,方向,屬性,音節數目等方面. 本章的分析技巧也支持了韻律體係在語言系統中的必要性 / This thesis explores three kinds of special tone sandhi in Southern Min: (i) reduplicated adjective tone sandhi, (ii) -a suffix tone sandhi, and (iii)neutral tone sandhi. Reduplicated adjective tone sandhi is analyzed within the framework of prosodic morphology (McCarthy and Prince 1986, 1990). Unlike Chiang's (1992)suffix syllable template, the author argues that AAA is reduplicated by theprefixation of an iambic template.Following Yip (1980), tone may play a morphological role. -a suffix is discussed from the perspective of lehor argues that AAxical phonology. According to the morphological functions figured from Lien (1995) and Huang (1988), six categories of the suffix -a are distinguished. Through the interactions of morphological and phonological rules, the concepts of levelordering and strict cyclicity in lexical phonology are proved necessary in this language. Neutral tone sandhi is investigated in terms of prosodic phonology. Theauthor argues that the domain of neutral tone sandhi is a left-headed phonological phrase, which is more economical than previous syntactic approaches (Cheng 1968; Hong 1995). There are two neutral tone rules: thefloting low tone spreading and the base tone spreading. They are differentin spreading node, direction, order and so on. The analysis supports Yip'stwo-tiered tonal geometry andcallsfor the need of prosodic Hierachy in thelinguistic system.

Made available in DSpace on 2014-06-11T19:32:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-20Bitstream added on 2014-06-13T20:43:48Z : No. of bitstreams: 1 costa_ds_dr_arafcl.pdf: 4693120 bytes, checksum: ac0e9a0c46593fd4bab80819608c224c (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese de doutorado tem por objetivo confirmar a possibilidade de uma conexão entre a música e a linguística no desenvolvimento de uma nova metodologia para o estudo da prosódia de línguas mortas ou de períodos anteriores de línguas vivas. Tal metodologia baseia-se, resumidamente, na observação das proeminências musicais de textos poéticos musicados, na observação das proeminências linguísticas do texto dos poemas, junto com a observação da estrutura métrica dos mesmos. Sendo assim, partiu-se da ideia de que o tempo forte do compasso musical (o primeiro tempo) marca preferencialmente uma proeminência no nível linguístico, podendo servir de base para a localização das sílabas tônicas das palavras do texto, o que poderia fornecer pistas para o estudo do acento lexical de palavras em línguas que já não possuem falantes, nem registros orais. O corpus utilizado na pesquisa que sustenta essa tese constitui-se de um recorte das cem primeiras Cantigas de Santa Maria de Afonso X, tomadas a partir das suas versões transcritas por Anglés (1943) para a notação musical atual. Os dados foram coletados por meio da elaboração de fichas de análise, as quais mostram, de maneira clara, as coincidências entre proeminências nos níveis musical e linguístico. Vale ressaltar que foram coletadas trinta e oito mil e dezoito palavras, por meio das quais foi possível analisar a atribuição do acento lexical nas três pautas prosódicas existentes no português arcaico (oxítonas, paroxítonas e proparoxítonas), além e abrirmos uma discussão a respeito da tonicidade de monossílabos e o status prosódico de clíticos; também foi possível analisar a ocorrência do acento secundário, uma das maiores contribuições deste trabalho para a descrição da prosódia dessa língua. Dialogando com os trabalhos de... / This thesis aims to confirm the possibility of a connection between Music and Linguistics on the development of a new methodology applied to the study of the prosody of dead languages or ancient periods of living languages. This methodology is based on the observation of musical prominences of poetic texts with musical notation, and on the observation of linguistic prominences of the texts, considering their metrical structure. There is a great probability of the musical stresses (the first beat of the measure) to coincide with the stressed syllable of the words. This fact provides clues for the study of lexical stress in past periods of the language. The corpus used for this research is composed by the first hundred Cantigas de Santa Maria, which were compiled by Alfonso X and transcribed for the contemporary musical notation by Anglés (1943). The data were collected by means of the elaboration of boards which show the coincidences between prominences at musical and linguistic levels. It is important to point out that thirty eight thousand and eighteen words were collected; this fact enabled the analysis of the attribution of the lexical stress in Medieval Portuguese. Moreover it was possible to discuss the prominence grade of monosyllables and to analyze the occurrence of secondary stresses, maybe the largest contribution of this research in the description of the prosody of that language. Dialoguing with previous researches such as Massini-Cagliari (1995, 1999, 2005) and Costa (2006) - regarding the attribution of the lexical stress in Medieval Portuguese - and Collishonn (1994) - regarding the secondary stress in Brazilian Portuguese - we could verify that the methodology developed in this thesis brought significant contributions for the description of the Medieval Portuguese phonological component as it allowed the analysis of... (Complete abstract click electronic access below)

Orientador: Gladis Massini-Cagliari / Banca: Gisela Collischonn / Banca: Flaviane Romani Fernandes Svartman / Banca: Rosane de Andrade Berlinck / Banca: Marcia Valeria Zamboni Gobbi / Resumo: Esta tese de doutorado tem por objetivo confirmar a possibilidade de uma conexão entre a música e a linguística no desenvolvimento de uma nova metodologia para o estudo da prosódia de línguas mortas ou de períodos anteriores de línguas vivas. Tal metodologia baseia-se, resumidamente, na observação das proeminências musicais de textos poéticos musicados, na observação das proeminências linguísticas do texto dos poemas, junto com a observação da estrutura métrica dos mesmos. Sendo assim, partiu-se da ideia de que o tempo forte do compasso musical (o primeiro tempo) marca preferencialmente uma proeminência no nível linguístico, podendo servir de base para a localização das sílabas tônicas das palavras do texto, o que poderia fornecer pistas para o estudo do acento lexical de palavras em línguas que já não possuem falantes, nem registros orais. O corpus utilizado na pesquisa que sustenta essa tese constitui-se de um recorte das cem primeiras Cantigas de Santa Maria de Afonso X, tomadas a partir das suas versões transcritas por Anglés (1943) para a notação musical atual. Os dados foram coletados por meio da elaboração de fichas de análise, as quais mostram, de maneira clara, as coincidências entre proeminências nos níveis musical e linguístico. Vale ressaltar que foram coletadas trinta e oito mil e dezoito palavras, por meio das quais foi possível analisar a atribuição do acento lexical nas três pautas prosódicas existentes no português arcaico (oxítonas, paroxítonas e proparoxítonas), além e abrirmos uma discussão a respeito da tonicidade de monossílabos e o status prosódico de clíticos; também foi possível analisar a ocorrência do acento secundário, uma das maiores contribuições deste trabalho para a descrição da prosódia dessa língua. Dialogando com os trabalhos de... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis aims to confirm the possibility of a connection between Music and Linguistics on the development of a new methodology applied to the study of the prosody of dead languages or ancient periods of living languages. This methodology is based on the observation of musical prominences of poetic texts with musical notation, and on the observation of linguistic prominences of the texts, considering their metrical structure. There is a great probability of the musical stresses (the first beat of the measure) to coincide with the stressed syllable of the words. This fact provides clues for the study of lexical stress in past periods of the language. The corpus used for this research is composed by the first hundred Cantigas de Santa Maria, which were compiled by Alfonso X and transcribed for the contemporary musical notation by Anglés (1943). The data were collected by means of the elaboration of boards which show the coincidences between prominences at musical and linguistic levels. It is important to point out that thirty eight thousand and eighteen words were collected; this fact enabled the analysis of the attribution of the lexical stress in Medieval Portuguese. Moreover it was possible to discuss the prominence grade of monosyllables and to analyze the occurrence of secondary stresses, maybe the largest contribution of this research in the description of the prosody of that language. Dialoguing with previous researches such as Massini-Cagliari (1995, 1999, 2005) and Costa (2006) - regarding the attribution of the lexical stress in Medieval Portuguese - and Collishonn (1994) - regarding the secondary stress in Brazilian Portuguese - we could verify that the methodology developed in this thesis brought significant contributions for the description of the Medieval Portuguese phonological component as it allowed the analysis of... (Complete abstract click electronic access below) / Doutor

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / Esse trabalho teve por objetivo, investigar se, e de que maneira, o conhecimento metalinguÃstico do sistema fonolÃgico da LI influi no nÃvel de acurÃcia da produÃÃo dos sons vocÃlicos de professores de inglÃs em formaÃÃo e como este conhecimento lhes possibilita a melhor monitorar sua pronÃncia. Mais especificamente, buscÃvamos: identificar os problemas de produÃÃo dos sons vocÃlicos do inglÃs apresentados por aprendizes dessa lÃngua; investigar o nÃvel de percepÃÃo dos professores de inglÃs em formaÃÃo acerca de seus problemas na produÃÃo dos sons vocÃlicos da LI; analisar se, à medida que os professores em formaÃÃo adquirem conhecimento metalinguÃstico sobre o sistema fonolÃgico da LI durante a disciplina Fonologia da LÃngua Inglesa, passaram a identificar com mais precisÃo seus problemas/dificuldades de pronÃncia dos fonemas vocÃlicos; e, finalmente, analisar se, e de que forma, a aprendizagem metalinguÃstica do sistema fonolÃgico da LI auxiliaria esses professores em formaÃÃo a monitorar sua pronÃncia, tanto em atividades controladas durante a disciplina de Fonologia Segmental da LÃngua Inglesa (foco na produÃÃo dos sons) como em atividades mais livres em disciplinas subsequentes (foco na produÃÃo de mensagem), principalmente apÃs decorrido um certo espaÃo de tempo entre a instruÃÃo explÃcita e a atividade de produÃÃo espontÃnea. Como base teÃrica para tais objetivos, usamos o modelo de processamento da informaÃÃo de Barry McLaughlin (1983), o modelo de aprendizagem da fala (FLEGE, 1995) e o modelo de assimilaÃÃo perceptual (BEST, 1995), a teoria do monitor de Krashen (1972), alÃm de tentarmos relacionar esses conceitos aplicados ao EAD. Para alcance dos objetivos mencionados, coletamos e analisamos atividades de portfÃlio gravadas por 29 (vinte e nove) professores em formaÃÃo do curso semipresencial de Letras/InglÃs da UFC/UAB, durante as disciplinas de Fonologia Segmental da LI, com foco na produÃÃo de sons, e LÃngua Inglesa V-A: CompreensÃo e ProduÃÃo Oral, com foco na produÃÃo de mensagem. Nossos resultados foram os seguintes: os problemas mais recorrentes em relaÃÃo à produÃÃo oral dos sons vocÃlicos pelos professores em formaÃÃo se referem à substituiÃÃo imprÃpria de sons, seja pela nÃo percepÃÃo de certos sons da LI que nÃo existem no PB, seja pela influÃncia grafo-fonÃmica das palavras na pronÃncia dos aprendizes; quanto ao nÃvel de percepÃÃo dos aprendizes em relaÃÃo aos seus problemas de pronÃncia, podemos dizer que muitos desvios de produÃÃo oral foram percebidos e corrigidos de maneira a sugerir que o automonitoramento foi ativado pela instruÃÃo explÃcita; à medida que adquiriram conhecimento explÃcito em Fonologia, os professores em formaÃÃo foram capazes de identificar e corrigir seus problemas de pronÃncia; e, apÃs decorrido certo tempo da instruÃÃo explÃcita, os participantes da pesquisa mantiveram um nÃvel de 70% (setenta por cento) em acurÃcia na produÃÃo dos sons vocÃlicos da LI, quando o foco da atividade era a produÃÃo de mensagem e nÃo somente de sons. Tais resultados nos levam a atestar a afirmaÃÃo de que a instruÃÃo explÃcita em Fonologia pode auxiliar no desenvolvimento do automonitoramento, e assim, na otimizaÃÃo da produÃÃo oral. AlÃm disso, tambÃm podemos sugerir que o efeito da instruÃÃo explÃcita na produÃÃo oral à durÃvel. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied. / The purpose of this study was to investigate if, and how, the metalinguistic knowledge of the phonological system of the English language affects the level of accuracy of the production of English vowel sounds by prospective teachers of English and how this knowledge enables them to monitor their own pronunciation. Specifically, the study attempted to: identify the problems English learners have when pronouncing vowel phonemes in English; investigate the level of perception the prospective teachers of English have concerning their own difficulties and problems in producing vowel sounds; analyze if the prospective teachers of English begin to more precisely identify their own problems/difficulties in the production of the vowel phonemes once they gain metalinguistic knowledge about the phonological system of English while taking the course English Language Phonology; and, finally, analyze if, and how, the metalinguistic learning of the phonological system of English helps learners to monitor their pronunciation in both controlled activities in the course English Segmental Phonology (focussing on the production of sounds) and less controlled activities in courses which focus on communicating messages, especially after a time gap between the instructed learning and spontaneous communicative production. This study is theoretically supported by McLaughlinâs Model of Information Processing (1983), Fledgeâs Model of Speech Acquisition (1995), Bestâs Perceptual Assimilation Model (1995), Krashenâs Monitor Hypothesis (1972), and other works which attempt to apply models of learning and of language acquisition to distance learning. In order to achieve the above mentioned objectives, portfolio activities recorded by 29 (twenty nine) prospective English teachers of the Distance English Teaching Certificate Program, at UFC-UAB, were collected while the learners were taking the following courses: English Segmental Phonology, which focuses on the production of sounds of the language, and English V: Oral Comprehension and Production, which focuses on communicating messages. An analysis of the recordings indicated: i) the most recurrent problems in the production of oral sounds result from the improper substitution of English sounds for Portuguese sounds, either because students donât perceive their distinction or because they are influenced by the graphonemic spelling of word; ii) the students were able to perceive and correct their own pronunciation problems, which suggests that instruction on the phonological system of English allowed the students to activate and use self-monitoring strategies; iii) as the students learned about the phonology of English, they began to identify and correct their own pronunciation problems; and iv) after some time of having taken the Phonology Course, students were able to identify and correct their pronunciation problems, maintaining a 70% level of accuracy in the production of the oral sounds, even in activities which focus was not on the production of the sounds but on message communication. These results suggest that metalinguistic instruction on the phonological system of English can be helpful in the development of self-monitoring strategies and, therefore, optimize the production of oral sounds in a foreign language. The long-lasting effect of metalinguistic knowledge of phonology in the pronunciation of English can also be implied.

L'objectif de cette thèse est de modéliser les changements en chaîne historiques dans les théories phonologiques modernes. Martinet (1952, 1955, 1970) distingue deux principales catégories de changements en chaîne: les chaînes de propulsion et les chaînes de traction. Les chaînes de propulsion seront traitées dans la première partie de cette thèse (chapitres 2 et 3). Afin de modéliser les chaînes de propulsion, un modèle existant est utilisé: La théorie de préservation du contraste de Łubowicz (2003, 2012). Concernant la modélisation des chaînes de traction, qui sera principalement traitée dans la seconde partie de le thèse (chapitres 4 et 5), une nouvelle théorie sera proposée, basée sur les travaux phonétiques de De Boer (2001). Cette proposition est basée sur la notion des domaines piliers. Le chapitre 1 s'ouvre sur l'observation que ni les théories dérivationnelles orientées vers l'input – type SPE – ni les théories orientées vers l'output, comme la théorie de l'optimalité de Prince & Smolensky (TO) sont en mesure de formaliser les changements en chaîne. Dans les théories dérivationnelles, il est possible d'obtenir une bonne description des changements en chaîne. Cependant, afin de faire cela, nous devons briser les liens unissant les différentes étapes des changements en chaîne. Par conséquent, nous perdons l'interdépendance systémique entre les stades, ce qui est au cœur des changements en chaîne. Concernant la théorie de l'optimalité, sa structure stricte sur deux niveaux se révèle problématique dans le cas des changements en chaîne. Dans un changement en chaîne schématique comme /a/ → [e] > /e/ → [i], il est impossible pour la TO, dans la même analyse, de faire en sorte que [e] soit un candidat optimal et /e/ un candidat bloqué. Dans le chapitre 2, nous analysons et comparons plusieurs amendements à la théorie de l'optimalité proposés pour rendre compte des changements en chaîne. Beaucoup d'entre eux ne sont pas satisfaisants dans le cas des changements en chaîne car ils ne parviennent pas à modéliser la force systémique des changements en chaîne. La seule théorie qui semble accomplir cet objectif est la théorie de préservation du contraste (CPT) de Łubowicz. Cette théorie est basée sur les notions de contraste, préservation du contraste et elle évalue des scénarios au lieu de candidats individuels. La préservation du contraste est accomplie à travers la transformation du contraste. La notion de transformation du contraste signifie que les niveaux de contraste du système pré-changement sont préservés dans le système post-changement mais leur nature change. Une observation sur la CPT est que Łubowicz l'avait originellement conçue pour les changements en chaîne synchroniques. Dans le chapitre 2, nous démontrons que la CPT est en mesure de modéliser la force systémique qui donne aux changements en chaîne diachroniques leur cohérence. Ainsi, dans le chapitre 3, nous décidons de tester la validité de la CPT sur de véritables changements en chaîne historiques. Nous avançons deux études de cas sur deux changements en chaîne. Le premier, bien connu, est le changement en chaîne vocalique du Grand Changement Vocalique Anglais (English Great Vowel Shift). L'autre changement en chaîne est la Seconde Mutation Consonantique allemande (High German Consonant Shift). Nous démontrons que la CPT est en mesure de rendre compte de ces deux changements en chaîne. Au terme du chapitre 3, la CPT est testée sur une autre catégorie de changements en chaîne : les changements en chaîne observés dans l'acquisition de la langue maternelle. Le changement en chaîne étudié est s → θ → f. Ce changement en chaîne est différent des deux autres car il n'y a pas de nouveau niveau de contraste créé. Le dernier stade du changement en chaîne se conclut par une fusion. Encore une fois, la CPT peut rendre compte de ce changement en chaîne de manière satisfaisante. / The aim of this thesis is to formalise historical chain shifts within modern phonological theories. Martinet (1952, 1955, 1970) distinguishes two main categories of chain shifts: push chains and pull chains. Push chains will be dealt with in the first main part of this thesis (chapters 2 and 3). For modelling of push chains, an existing model is used: Łubowicz's (2003, 2012) Contrast Preservation Theory. For modelling pull chains, which will be the focus of the second part of this thesis (chapters 4 and 5), a new theory will be proposed, based on the phonetic work by De Boer (2001). This proposition is based on the notion of the pillar domains (domaines piliers). Chapter 1 starts with the observation that neither the derivational, SPE-like, theories or output driven theories like Prince's & Smolensky's Optimality Theory (OT) are able to formalise chain shifts properly. Within the derivational theories, it is possible to get a correct description of a chain shift. However, in order to do that, we have to break the links between the different stages of the chain shift. Therefore, one loses the systemic interdependence of the different stages, which is the essence of the chain shift. As regards to Optimality Theory, it is the two-level structure of the theory which proves problematic for chain shifts. In a theoretical chain shift such as /a/ → [e] > /e/ → [i], it is impossible for OT to make, in the same analysis, [e] an optimal candidate and /e/ a non-optimal one. In chapter 2, we analyse and compare several output-driven propositions that have been made to account for chain shifts. Many of them are not satisfactory because they do not manage to model the systemic motivation of chain shifts. The only theory that seems able to complete this objective is Łubowicz's Contrast Preservation Theory (CPT). This theory is based on the notions of contrast, contrast preservation and it evaluates scenarios rather than individual candidates. Contrast preservation is achieved through contrast transformation. The term contrast transformation indicates that the contrast levels of the input system are preserved but that their nature is different in the output system. One observation about CPT is that Łubowicz designed it for synchronic chain shifts. In chapter 2, we prove that CPT is able to model the perceptible coherence in diachronic chain shifts. In chapter 3, thus we decide to test the validity of CPT on actual historical chain shifts. It is tested on two cases. One is the well-known vocalic chain shift the Great Vowel Shift in English. The other one is the Second German Sound Shift (or High German Consonant Shift). We demonstrate that CPT is able to account for both of these chain shifts. At the end of chapter 3, CPT is tested on another type of chain shifts, i.e. chain shifts in first-language acquisition. The studied chain shift is s → θ → f. This chain shift is different from the other two because there is no new contrast level created. The last stage of this chain shift ends with a merger . Once again, CPT can account for this chain shift in a coherent way.

<p>While pronunciation has previously been described as a neglected skill in the second language classroom, a growing body of literature has demonstrated that pronunciation training improves students’ productions (Derwing & Munro, 2005). Mispronunciations have been shown to impact comprehensibility, intelligibility, and accentedness (Derwing & Munro, 2009). As pronunciation instruction methods have begun to be the subject of empirical research, Visual Feedback (VF) has begun to emerge as a novel method for teaching pronunciation. This method has been shown to be particularly effective for teaching voice onset time (VOT), a characteristic of voiceless stop consonants (e.g., /p, t, k/). Worth noting, English and Spanish differ concerning VOT, with English employing long VOTs (30-100ms) and Spanish short VOTs (0-30ms) (Lisker & Abramson’s, 1964). Previous research has focused exclusively on employing VF for shortening VOT, although there are some compelling reasons to question whether the size and nature of the effect would be similar for lengthening VOT. The present study examines the potential effectiveness of VF as a means of lengthening the VOT of Spanish learners of English.</p> <p>The participants of the study were twenty-six students from a large Colombian university. The experiment design consisted of a pretest, three VF interventions, a posttest, and a delayed posttest. The tests were composed of two tasks, differing in their complexity: recording words in isolation and words in utterances. Stimuli consisted of English words (n= 4266) with word-initial voiceless stops (/p, t, k/). Stimuli were controlled for stress, following vowel, and word familiarity  and were measured for VOT using Praat (Boersma & Weenink, 2022).</p> <p>Results from statistical analysis coupled with a visual inspection of the data indicated that the experimental group performed similarly in the three stages of the study and that the visual feedback paradigm did not result in changes in VOT. However, some degree of variation was found among the participants concerning their average VOTs. While some participants showed an overall increase (i.e., improvement) in English VOTs for the three phonemes /p/, /t/, and /k/ over time, other participants did not. In general, most of the participants produced English-like VOTs in the pretest, constituting a degree of ceiling effects. The rate of exposure to the target language and the saliency of English are factors that could have played a role in the development of the VOT scores of the participants before the study. Therefore, the discussion focuses on both the nature of the individual variability and the theoretical implications of ceiling effects found in the current study versus the lack of ceiling effects in other studies with similar populations.</p>