A series of production and perception experiments investigating the prosody and well-formedness of special sentences, called Wide Focus Partial Fronting (WFPF), which consist of only one prosodic phrase and a unique initial accented argument, are reported on here. The results help us to decide between different models of German prosody. The absence of pitch height difference on the accent of the sentence speaks in favor of a relative model of prosody, in which accents are scaled relative to each other, and against models in which pitch accents are scaled in an absolute way. The results also speak for a model in which syntax, but not information structure, influences the prosodic phrasing. Finally, perception experiments show that the prosodic structure of sentences with a marked word order needs to be presented for grammaticality judgments. Presentation of written material only is not enough, and falsifies the results.

This study examines filled and unfilled pause durations between utterances in the speech of 60 people with no language disorder. It also evaluates the proportions of different pause lengths, examines the location of pauses within an isolated speech sample, and compares speech pause in male speakers and female speakers. Using speech samples gathered from a picture description task, Praat acoustic analysis software was used to segment C-units and measure pause duration between utterances (Boersma & Weenink, 2022; Öktem et al., 2021). Descriptive statistics were used to analyze these data, including pause duration mean and standard deviations. Pause mean durations ranged from 70 ms to 90 ms. Speakers used pauses shorter than 0.5 seconds and 1 second more frequently than longer pauses. Both pause frequency and mean pause length increase in the final 50% of the speech sample compared to the initial 50% for both male and female speakers. No significant differences were found between male and female speakers. Speakers produce prolongations at a rate of 0.07 to 0.08 per C-unit across both male and female speakers. Both male and female speakers have a higher frequency of prolongations in the final portion of the speech sample, compared to the initial portion. Further research across several types of speech tasks is needed to provide greater insight into variations in pause duration and location in different types of speech tasks. Further research might also examine pause durations within utterances.

This thesis is an acoustic analysis, grammatical description, and typological comparison of morphological reduplication in Hiligaynon, an Austronesian language spoken in the Western Visayas region of the Philippines. This work has two main goals: first, to redescribe the formal and functional properties of full reduplication in Hiligaynon; and second, to offer a typological analysis as to how the system of reduplication in Hiligaynon compares to the known typological universals of human language, and within the genetically related languages of the Philippines. While reduplication in Hiligaynon has previously been described (Wolfenden 1971; Cameron 1985; Zack 1994; Spitz 2001; Santos 2012), the existing descriptions are contradictory regarding which features, if any, are used to formally distinguish the various functions of full reduplication. Specifically, the different sources vary in their descriptions of the prosodic patterns of full reduplication and in their analyses of whether prosody is a significant formal feature in distinguishing the various semantic functions of otherwise homophonous full reduplication morphemes. This work claims that there are three full reduplication morphemes in Hiligaynon--the augmentative degree, diminutive degree, and repetitive degree--that are formally distinguished by distinct morphemic patterns of prosody. After introducing Hiligaynon and its system of reduplication based on the current descriptions, I redescribe the formal and functional properties of full reduplication in Hiligaynon using original acoustic data collected through native speaker field recordings. Following the acoustic analysis and description, I use the novel Hiligaynon data combined with data from current descriptions to perform three typological comparisons based on the World Atlas of Language Structures Feature 27A, the Universals Archive, and an original survey of reduplication in 34 genetically related languages of the Philippines. These comparisons show the system of reduplication in Hiligaynon to be highly productive as well as typologically normal save for these unique morphemic patterns of prosody which are typologically unexpected. These forms suggest the need to revisit the putative language universal first observed by Moravcsik (1978: 315) which claims that "there is no reduplication pattern that would involve reference to phonological properties other than syllable number, consonantality-vowelhood, and absolute linear position".

No description available.

Closure is one of the most important putative goals for highly structured Renaissance verse. Elements of structure—for example, sophisticated prosody or the embedding of a poem within a web of intertextual relationships—determine how poets work toward closure. This project explores how verse forms and genre manifest poets’ attempts to create resolution, and, significantly, how often the challenges of the process instead become the object of focus. Developing a New Formalist approach that focuses on how literary forms are inherently responsive (both to the social conventions that inform various genres and to the expressive goals of individual authors), I examine texts in four important Renaissance poetic genres: epyllion (William Shakespeare’s Venus and Adonis [1593]), satire (Joseph Hall’s Virgidemiae [1598, 1599]), religious lyric (George Herbert’s The Temple [1633]), and pastoral elegy (John Milton’s Epitaphium Damonis [1639] and Lycidas [1637, 1645]). These works illuminate some of the most significant strategies of authors who often meditate on the appeal of definitive, resolved conclusions and also on the complex ways their works become conditioned by the hope and struggle for resolution.

The primary claim of this dissertation is that children and adults process language in the same manner, meaning that when children are acquiring their first language what they are truly doing is perfecting their language processing abilities. Language acquisition and processing both start from the same place. Both work to find patterns in the signal that will, eventually, be paired with meaning. This dissertation argues that differences in how children and adults accomplish these tasks are one of degree and not kind. To show this, three experiments tested how adults and children responded to a conflict between the lexical and prosodic parse of an utterance. The participants’ response to this conflict reveals information about where they are in the language acquisition process. In these experiments, prosody was used to disambiguate phrases that can be interpreted either as a list of two items (e.g., fruit, salad) or as a single compound item (e.g., fruit-salad). Prosody was also made to conflict with the lexical parse of an utterance. When the word cactus is said with List Prosody two non-words /kæk/ and /tʌs/ result. When the words nail and key are said with Compound Prosody, the non-word nailkey is created. By exploiting the overlap between the prosodic system and the lexical system, it is possible to evaluate how language is being processed. The results show that adults tend to parse utterances based on the lexical content, and ignore ambiguities created by a conflict between the prosodic and the lexical interpretation of the phrase. In contrast, children tend to respond based on the prosody, making increasing use of the lexical content as they mature. When the same items are tested with abstract shapes rather than representational images, adults make greater use of prosody. This suggests that visual input plays a role in spoken word processing. The dissertation also proposes a modified model of spoken word recognition that accounts for the difference seen between the adults and the children, and for the effect of visual content. This model integrates phonetic details, prosodic content, lexical knowledge, visual content, and pragmatic understanding during spoken word recognition.

Majorcan Catalan postverbal pronominal elements are typically described as being prominent due to stress shift from their host. This study sheds light on the prosodic phonology of these pronouns through the analysis of duration, vowel quality, and f0 in verb + pronominal sequences, which are compared to a baseline condition without pronominals and to the same sequences in a Catalan variety without stress shift. Our results show acoustic differences in the realization of pronominals in these varieties. The duration and vowel quality patterns are consistent with the stress shift account of postverbal pronominals in Majorcan Catalan. Analysis of f0 contours also reveals phonological differences across varieties. Whereas stressed postverbal pronominals are not rare in Romance, Majorcan Catalan is one of a much reduced number of varieties within the Romance domain, where the attachment of a pronominal element to a host triggers "true" stress shift rather than an additional prominence on the pronominal element, like Sardinian or Neapolitan.

University of Macau / Faculty of Arts and Humanities. / Department of English

Conversational prosody or tone of voice (e.g. intonation, pauses, speech rate etc.) plays an essential role in our daily communication. Research studies in various contexts have shown that prosody can function as an interactional device for the management of our social interaction (Hellermann, 2003, Wennerstrom, 2001, Wells and Macfarlane, 1998, Couper-Kuhlen, 1996). However, not much research focus has been given to the pedagogical implications of conversational prosody in classroom teaching and learning. Informed by Community of Practice theory (Lave and Wenger, 1991) and Academic Task and Social Participation Structure (Erickson, 1982), which place participation at the core of the learning development, the current research employs an exploratory case study to examine the function of speech prosody during the co-construction of classroom talk-in-interaction in and between different classroom activities (e.g. whole class instruction, group discussion, group presentation, etc.). Audio–video data of classroom lessons were collected over a two-month period. Transcribing conventions described by Atkinson and Heritage (1984) were adopted to note the prosodic features in the recordings. Prosodic features such as pauses, volume, intonation, and speech rate were set as the main criteria for analysing the classroom talk. Analysis of the transcripts showed that speech prosody can function as a coordination tool for language learners to organise their social participation roles in collaborative learning activities (e.g. forming alignment, managing turn-taking, signalling repair sequences, etc.). The research also showed that prosody can function as a pedagogical tool for language teachers to manage classroom interactional ground (e.g. provide scaffolding, align academic task structure and social participation structure, frame classroom environment, etc.). Moreover, the research showed that prosodic analysis can be an effective tool in unfolding the pedagogical importance of classroom interaction (e.g. IRE/F sequences) in classroom teaching and learning.

abstract: This dissertation investigates the precise degree to which prosody and syntax are related. One possibility is that the syntax-prosody mapping is one-to-one (“isomorphic”) at an underlying level (Chomsky & Halle 1968, Selkirk 1996, 2011, Ito & Mester 2009). This predicts that prosodic units should preferably match up with syntactic units. It is also possible that the mapping between these systems is entirely non-isomorphic, with prosody being influenced by factors from language perception and production (Wheeldon & Lahiri 1997, Lahiri & Plank 2010). In this work, I argue that both perspectives are needed in order to address the full range of phonological phenomena that have been identified in English and related languages, including word-initial lenition/flapping, word-initial segment-deletion, and vowel reduction in function words, as well as patterns of pitch accent assignment, final-pronoun constructions, and the distribution of null complementizer allomorphs. In the process, I develop models for both isomorphic and non-isomorphic phrasing. The former is cast within a Minimalist syntactic framework of Merge/Label and Bare Phrase Structure (Chomsky 2013, 2015), while the latter is characterized by a stress-based algorithm for the formation of phonological domains, following Lahiri & Plank (2010). / Dissertation/Thesis / Doctoral Dissertation English 2019