No description available.

No description available.

<p dir="ltr">The goal of the study was to investigate vowel accuracy in preschoolers with and without speech sound disorders (SSD) on nonword repetition tasks. Children ages 4 and 5 years completed a battery of speech and language measures, as well as two nonword repetition tasks, the Syllable Repetition Task (SRT) and the Nonword Repetition Task (NRT). A total of 41 children participated in the study divided among 3 groups: 14 children with typical speech and language skills (TD), 14 children with isolated speech sound disorders (SSD-only), and 13 children with SSD and comorbid Developmental Language Disorder (SSD+DLD). Ultimately, it appears that children with SSD+DLD make more vowel errors on the Nonword Repetition Task, and that vowel accuracy on nonword repetition tasks and phonological awareness may share underlying mechanisms.</p>

This thesis is a comparative study of Pai and Swati. The Pai language is spoken in the easten1 parts of the Mpumalanga Province of the Republic of South Africa. The study concentrates on the correspondences and differences of the speech sounds of these two languages and reference is also made to the morphology. The previous comprehensive work on Pai was by Ziervogel (1956) where he classified the Pai language as one of the three dialects of Eastern Sotho. He also considered the Swati elements present in Pai to be merely borrowings. The present investigation into the history of the Pai people indicates that Pai may have had links with languages other than those belonging to the Sotho group and, from the evidence, an Nguni connection has become a distinct possibility. The speech sounds of Pai are described in detail in chapter two and corresponding speech sounds in Swati are included. The vowels of both languages receive special attention because Pai apparently has a seven-vowel system and Swati a five-vowel system. The corresponding consonants in these two languages soon points towards a relationship that is based on more than just borrowed items. In chapter three the Ur-Bantu sounds of Meinhof and their reflexes in Swati and Pai are described and compared. The wide variety of attestations in Pai and the instability of some phonemes are indicative of a language that has been subjected to many outside influences and that is at the moment in a state of flux. In chapter four some aspects of the morphology are described in order to highlight the peculiar characteristics of Pai as an individual language. The relationship with Swati is again emphasized by the findings in this chapter. A statistical analysis of the speech sounds of Pai and Swati in chapter five indicates that an Nguni core of sounds exists that is shared by both these languages. A re-classification of Pai within the language context of that area may therefore be necessary. / African Languages / D. Litt. et Phil. (African Languages)

Research on clear speech has shown that the type of clear speech produced can vary depending on the speaker, the listener and the medium. Although prior research has suggested that clear speech is more intelligible than conversational speech for normal-hearing listeners in noisy environments, it is not known which acoustic features of clear speech are the most responsible for enhanced intelligibility and comprehension. This thesis focused on investigating the acoustic characteristics that are produced in clear speech to foreigners and infants. Its aim was to assess the utility of these features in enhancing speech intelligibility and comprehension. The results of Experiment 1 showed that native speakers produced exaggerated vowel space in natural interactions with foreign-accented listeners compared to native-accented listeners. Results of Experiment 2 indicated that native speakers exaggerated vowel space and pitch to infants compared to clear read speech. Experiments 3 and 4 focused on speech perception and used transcription and clarity rating tasks. Experiment 3 contained speech directed at foreigners and showed that speech to foreign-accented speakers was rated clearer than speech to native-accented speakers. Experiment 4 contained speech directed at infants and showed that native speakers rated infant-directed speech as clearer than clear read speech. In the fifth and final experiment, naturally elicited clear speech towards foreign-accented interlocutors was used in speech comprehension tasks for native and non-native listeners with varying proficiency of English. It was revealed that speech with expanded vowel space improved listeners’ comprehension of speech in quiet and noise conditions. Results are discussed in terms of the Lindblom’s (1990) theory of Hyper and Hypoarticulation, an influential framework of speech production and perception.

Es wird untersucht, ob das High-Variability-Training (HVT) die Perzeptions- und Produktionsleistungen des Gespanntheitskontrastes deutscher Vokale bei russischspra-chigen Deutschlernenden positiv beeinflusst. Dafür wurde in Anlehnung an bekannte HVT-Studien ein Aussprachetraining speziell für die Vokaldauer konzipiert. Basis ist die Gegenüberstellung zweier phonetischer Lautkontraste als Minimalpaare der fünf deutschen Vokale (A, E, I, O, U). An dem HVT nahmen dreißig fortgeschrittene russischsprachige Lernende des Deut-schen mit muttersprachlich bedingten Fehlern der L2-Vokalproduktion teil, gemäß dem Lernalter (während bzw. nach der kritischen Phase) in zwei Untersuchungsgruppen (RM1, RM2) getrennt. Die Untersuchung verlief in drei Phasen (Pretest, Training und Posttest). Das Training bestand aus acht Sitzungen von jeweils ca. zwanzig Minuten Dauer. Davor und danach wurden die Produktions- und Perzeptionsfähigkeiten ermittelt. Die Testdaten ergeben, dass 73,3 % der RM1- und 80 % der RM2-Probanden die Perzeptionsleistung der deutschen Vokalphoneme signifikant steigerten. In beiden Gruppen stiegen ebenfalls tendenziell die Produktionsfähigkeiten, 66,7 % der RM1- und 60 % der RM2-Probanden erhöhten sie signifikant. Dennoch konnte kein Teil-nehmer eine Vokalproduktion auf muttersprachlichem Niveau erreichen. Gezieltes HVT-Aussprachetraining wirkt sich demnach positiv auf die Perzeption und Produktion des Gespanntheitskontrastes bei russischsprachigen Deutschlernenden aus und ist eine effektive Erweiterung für den Vokalerwerb auch für fortgeschrittene L2-Lernende. Diese Erkenntnis unterstützt die Ergebnisse der Studien von Logan et al. (1991), Wang et al. (1999), Cenoz & Garciá-Lecumberri (1999), Lambacher et al. (2005), Nishi & Kewley-Port (2007), Iverson & Evans (2009), Liatambur & Lai (2011), Iverson, Pinet & Evans (2012), Wong (2012), Rato (2014), Jügler et al. (2015). / This study investigates whether high variability training (HVT) positively influences perception and production of the tension contrast of German vowels in Russian-speaking learners of German. For this task a pronunciation training course was developed especially for vowel length, drawing on established HVT studies. The basis for this is the comparison of two phonetic contrasts as minimal pairs, taken from the five German vowels (A, E, I, O, U). 30 advanced Russian-speaking learners of German with mother tongue interference in L2 vowel production took part in the HVT, separated according to learning age (during or after the critical phase) into two study groups (RM1, RM2). The study took place in three phases (pre-test, training and post-test). The training consisted of eight sessions, each of approx. 20 minutes in length. Production and perception abilities were tested before and after this. The test results show that 73.3% of the RM1 and 80% of the RM2 test subjects significantly increased their ability to perceive the German vowel phonemes. In both groups the production abilities also tended to rise, with 66.7% of the RM1 and 60% of the RM2 test subjects improving them significantly. However, no participant was able to achieve vowel production at native speaker level. This shows that targeted HVT pronunciation training has a positive effect on the perception and production of tension contrast in Russian-speaking learners of German and is an effective extension for vowel development, also for advanced L2 learners. These findings support the results of studies by Logan et al. (1991), Wang et al. (1999), Cenoz & Garciá-Lecumberri (1999), Lambacher et al. (2005), Nishi & Kewley-Port (2007), Iverson & Evans (2009), Liatambur & Lai (2011), Iverson, Pinet & Evans (2012), Wong (2012), Rato (2014), Jügler et al. (2015).

Este trabalho se insere no âmbito dos estudos a respeito da formação de palavras e pretende analisar a estrutura morfossintática de diminutivos e aumentativos do português brasileiro construídos com os formadores -inh/-zinh e -ã/-zã, respectivamente. Mais especificamente, o recorte empírico feito na tese pode ser dividido em duas grandes linhas: uma que aborda a interação entre as marcas de diminutivo e de aumentativo com as marcas de gênero/classe nominal e outra que contempla a (im)possibilidade de que as formações diminutivas e aumentativas sejam não-composicionalmente interpretadas. Para tanto, reanalisamos o estatuto das noções de gênero e classe nominal, propondo que elas ocupam a mesma posição na estrutura sintática. Tal posição é identificada como uma projeção de gênero, que é parte da projeção estendida do nome. Os formadores de diminutivo e aumentativo são analisados com base nas relações que estabelecem com esse núcleo sintático de gênero. A hipótese de base é a de que nuances na relação entre os formadores avaliativos e o núcleo de gênero revelam aspectos significantes da posição estrutural ocupada por cada um deles. Em linhas gerais, propomos que o diminutivo -inh se diferencia dos outros formadores por compartilhar com a raiz o mesmo núcleo de gênero. Essa estrutura é capaz de dar conta, entre outros fatos empíricos, da possibilidade de que a vogal final da forma diminutiva seja idêntica à vogal final da forma não-diminutiva, ainda que tal vogal seja condicionada pela raiz. Por outro lado, a vogal final que completa o aumentativo -ã reflete os padrões gerais da língua, independentemente da raiz presente na derivação. Tomamos esse fato como evidência de que o aumentativo e a raiz possuem núcleos independentes de gênero. No que diz respeito às construções aumentativas e diminutivas encabeçadas pela consoante -z, a presença de núcleos de gênero independentes na estrutura sintática é ainda mais clara, uma vez que tanto a vogal que completa a raiz, como a vogal que completa as formas -zinh e -zã são fonologicamente realizadas. Assim como no caso das formações com -ã, a vogal que completa os formadores de grau encabeçados por -z é completamente independente da raiz que participa da formação, seguindo o padrão mais geral da língua. Esses fatores fazem a análise do aumentativo -ã e a análise das formas encabeçadas por -z bastante similares uma à outra: tais formas possuem, em sua estrutura sintática, um núcleo de gênero que é independente daquele que categoriza a raiz. No entanto, há diferenças no comportamento dessas formas que acabam por separar de um lado o aumentativo -ã e, de outro, as formas -zinh e -zã. Propomos que tais diferenças são derivadas do fato de o primeiro formador se anexar abaixo do núcleo de número, enquanto os dois últimos entram na estrutura depois que ela já possui um núcleo de número. Por fim, dentro de uma visão localista de gramática, em que a atribuição de significado não-composicional deverá ser licenciada dentro de domínios bem definidos, discutimos a composicionalidade das formações partir das posições sintáticas atribuídas a cada um dos formadores em questão. / This work is inserted within the scope of the studies that investigate word formation, and aims to analyze the morphosyntactic structure of diminutives and augmentatives in Brazilian Portuguese built with the formatives -inh/-zinh, and -ã/-za, respectively. More specifically, the empirical path of this thesis can be divided into two main lines: one that addresses the interaction of diminutive and augmentative with the notions of gender/noun classes, and one that addresses the (im)possibility of a non-compositional interpretation being attributed to the structure. In order to do so, it was necessary to review the status of notions like gender and noun class in the grammar, and the formal representation attributed to them. I propose that gender and noun class occupy the very same position in the syntactic structure. This position is identified as a gender projection, which is part of the extended projection of the noun. Diminutive and augmentative markers are, then, analyzed based on the relations they establish with the syntactic gender head. The underlying hypothesis is that differences in the relation established between the evaluative formatives and the gender head reveal important aspects of the structural position that hosts each of them. More specifically, I propose that the diminutive -inh differs from other formatives, because it shares with the root the same gender head. In this sense, -inh is attached to the same gender projection responsible for categorizing the root. This structure is capable of accounting, among other empirical facts, for the possibility that the final vowel of diminutive and nondiminutive forms is identical, even if it is a root-conditioned element. On the other hand, the final vowel that completes -ã augmentatives always reflects the general gender pattern of the language, quite independently of the root. I take this as evidence that, unlike the diminutive, the augmentative and the root have independent gender heads. Thus, the syntactic structure proposed for the augmentative formation has two gender heads: one that attaches to the root, and another one that attaches directly to the augmentative. The distance between the root and the gender head that follows the augmentative is responsible for the default phonological realization of the final vowel of the augmentative. In the same sense, in the diminutive and augmentative formations built with -zinh and -zã, the presence of two independent gender heads is even clearer, since they can be phonologically identified in the output form. It is proposed, then, that, just as in is the case of the -ã forms, the vowel completing -zinh and -zã occupies a gender head that is independent from the one that categorizes the root. Differences in the behavior of these forms point to a split between -ã on one side, and -zinh/-zã on the other. We propose that these differences are derived from the fact that while -ã attaches below a number head, -zinh/-zã, on the other hand, attaches above a number head. Finally, within a localist view of grammar, in which the licensing of noncompositional meaning must be conditioned by local domains of syntactic structure, the possibility and impossibility of non-compositional interpretation being attributed to diminutive and augmentative formations is derived from the syntactic positions assigned to each of the formatives.

Made available in DSpace on 2016-04-28T19:33:34Z (GMT). No. of bitstreams: 1 VANESSA CARRASCO SANTOS.pdf: 568112 bytes, checksum: 7d6197c30bcd8602e15b311c046c0af8 (MD5) Previous issue date: 2011-11-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation is situated in the area of Portuguese Language Description and limited aspects of nasal vowels articulation pre, post and tonic in Brazilian Portuguese. There has been concern in the quantitative and qualitative description of the standardized pronunciation, by TV Globo, the nasal vowels of Brazilian Portuguese. The aim of this work is to contribute to studies of identity of a standard pronunciation of Brazilian Portuguese, in order to provide the "desestrangeiração" students, speakers of other languages who are learning Brazilian Portuguese. It has specific goals for: 1 - The qualitative and quantitative description of the pronunciation of nasal vowels pre-stress; 2 - The qualitative and quantitative description of the pronunciation of nasal vowels post-tonic; 3 - The qualitative and quantitative description of the pronunciation of nasal vowels tonic; The procedure of analysis was descriptive and explanatory materials being collected in the database of pronunciation stander, file this one from Prof. Dr. Regina Celia Pagliuchi da Silveira. The results enabled the formulation of rules for the pronunciation of Brazilian Portuguese idiom: 1-The pre-stress nasal vowels are articulated following the control of the letter; 2-The vowels post-tonic is made by nasal vowel or the vowel reduction or desnasalação; 3-Vowels tonic is made by nasal vowels monotongações or ditongações, depending on the number of syllables in the word, The 4-ditongações preferably are increasing; We conclude that there is a standardized pronunciation for the nasal vowels of Brazilian Portuguese and this is controlled by phonological rules, phonetic and morfofonológicas / Esta dissertação situa-se na área da Descrição de Língua Portuguesa e delimitada aspectos articulatórios das vogais nasais pré, pós e tônicas do português brasileiro. Tem-se por tema, a descrição quantitativa e qualitativa da pronúncia standardizada, pela TV Globo, das vogais nasais do português brasileiro. O objetivo geral deste trabalho é contribuir com os estudos identitários de uma pronúncia standar do português brasileiro, a fim de propiciar a desestrangeiração de alunos, falantes de outras línguas que estão aprendendo o português brasileiro. Tem-se por objetivos específicos: 1- A descrição qualitativa e quantitativa da pronúncia das vogais nasais prétônicas; 2- A descrição qualitativa e quantitativa da pronúncia das vogais nasais pós tônicas; 3- A descrição qualitativa e quantitativa da pronúncia das vogais nasais tônicas; O procedimento de análise foi descritivo e explicativo, sendo os materiais coletados no banco de dados da pronúncia standar, arquivo este da Profª Drª Regina Célia Pagliuchi da Silveira. Os resultados obtidos possibilitaram a formulação de regras para a pronúncia idiomática do português brasileiro: 1-As vogais pré-tônicas nasais são articuladas seguindo o controle da letra; 2-As vogais pós-tônicas são realizadas pela vogal nasal ou pela redução vocálica ou desnasalação; 3-As vogais tônicas são realizadas por vogais nasais monotongações ou ditongações, dependendo do nº de sílabas da palavra; 4-As ditongações preferencialmente são crescentes; Conclui-se que há uma pronúncia standardizada para as vogais nasais do português brasileiro e esta é controlada por regras fonológicas, fonéticas e morfofonológicas

Neste estudo, analisou-se o tratamento dado à morfologia verbal do português em três tipos de obras de referência - um estudo de lingüística teórica; nove gramáticas de português, e os verbetes de terminações verbais de um dicionário -, na tentativa de: tornar a descrição mattosiana mais clara para a manipulação didática; verificar em que medida as gramáticas se beneficiam dessa análise; estabelecer possíveis razões para a defectividade em português, e atribuir uma classificação para os verbos com alternância vocálica, baseada no levantamento quantitativo desses verbos. Assim, a morfologia verbal foi examinada em três textos de Câmara Jr. (1975; 1972; 1970); duas gramáticas de português voltadas para falantes de português como língua materna (Bechara, 1999; Cunha; Cintra, 1985) e em sete gramáticas voltadas para falantes de português como língua estrangeira (Hutchinson; Lloyd, 2002; Perini, 2002; Masip, 2000; Abreu; Murteira, 1998; Gärtner 1998; Teyssier, 1984; Vázquez Cuesta; Mendes da Luz, 1980). Os resultados da pesquisa mostram que a descrição mattosiana está no bojo de exposição da morfologia das duas primeiras gramáticas, mas poderia ser mais explorada na exposição didática. O levantamento dos verbos defectivos em Bechara (1999); Cunha; Cintra (1985) permitiu verificar relação entre a defectividade verbal e uma possível alternância vocálica nos verbos de terceira conjugação. Apesar da descrição pouco econômica, o estabelecimento de verbetes de Houaiss; Villar (2001a; 2001b) favoreceu o levantamento quantitativo dos verbos com alternância vocálica, fazendo ver que o fenômeno ocorre na maioria dos verbos com vogais radicais /e/ e /o/ das três conjugações. / In this study, the treatment given to the verb Portuguese morphology was analyzed in three types of reference books - theoretical linguistic study; nine grammar books in Portuguese and the dictionary entries of verb endings -, in the attempt of: making clearer Joaquim Mattoso Câmara Jr. description for didactic usage; of verifying to what extent the grammar books take advantage of this analysis; of establishing possible reasons for the defectiveness in Portuguese and of classifying the verbs with vowel variation based on these verbs\' quantitative survey. This way the verb morphology was examined in three Câmara Jr. texts (1975; 1972; 1970); two Portuguese grammar books directed to Portuguese learners viewing this language as a mother-tongue (1975; 1972; 1970); and in seven grammar books directed to Portuguese learners viewing it as a foreign language. (1975; 1972; 1970). The results of this study reveal that Joaquim Mattoso Câmara Jr. description is in the core of the morphology exposure in the two former grammar books, but that it also could be better exploited in the didactic usage. The defective verbs survey in Bechara (1999, 1975); Cunha; Cintra (1985) made it possible to verify the relation between the verb defectiveness and a probable vowel variation in the third inflection verbs. Despite a brief description, the entries\'s setting found in Houaiss; Villar (2001a; 2001b) made it possible the quantitative survey of verbs with vowel variation showing that the phenomenon takes place in most part of verbs with root vowels /e/ and /o/ in the three inflections.

Made available in DSpace on 2014-06-11T19:22:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-26Bitstream added on 2014-06-13T18:48:53Z : No. of bitstreams: 1 reis_mc_me_sjrp.pdf: 1329168 bytes, checksum: c069e8a62227d4478926d6983798be9d (MD5) / Disserta-se, neste trabalho, a respeito da relação entre as práticas sociais do oral/falado e do letrado/escrito, tomando como ponto de observação as grafias não-convencionais das vogais pretônicas, como “enfância” e “pidido”, em textos escritos de estudantes da quinta série (do Ensino Fundamental de oito anos). Na análise realizada, foram encontradas algumas tendências linguísticas das grafias não-convencionais, bem como algumas pistas, deixadas pelo sujeito, de sua representação da escrita. Tal análise partiu da noção da heterogeneidade da escrita, segundo a qual a escrita é considerada uma prática social, heterogeneamente constituída pelo trânsito do sujeito entre práticas sociais do oral/falado e do letrado/escrito (CORRÊA, 2004). Essa consideração levou-nos, também, a assumir a heterogeneidade da ortografia, que se dá a partir das relações (não-biunívocas) que as letras da escrita alfabética mantêm com os sons da fala. Quanto às grafias não-convencionais, concluímos que são resultado da percepção, por parte dos escreventes, dessas relações que as letras estabelecem com os sons: as grafias não-convencionais por transcrição fonética, como resultado da percepção da relação que o alfabeto mantém com o fonético-fonológico da língua; as grafias por hipercorreção, como resultado da percepção da não-biunivocidade entre letras e sons. No decorrer da análise, observou-se que, tanto as grafias por transcrição fonética quanto as por hipercorreção podem estabelecer relação com o fenômeno de alçamento na fala – que se refere à realização de /e, o/ semelhante à de /i, u/, como em “[i]ngenheiro” e “p[i]dido”. Da análise, conclui-se que as grafias não-convencionais são decorrentes da interpretação, por parte dos escreventes, de [i] e [u] de suas falas de dois modos: i)... / The present work is about the relationship between the oral/spoken and literate/written social practices. Our observation focus is the unconventional writings of pretonic vowels such as “enfância” (childhood) and “pidido” (request), in texts written by fifth graders (from the eight-year-Elementary School). In our analysis, some linguistic tendencies of unconventional writings and also some clues of the writing representations left by the subject were found. This analysis is based on the notion of writing heterogeneity by which the writing is considered a social practice built heterogeneously by the movement of the subject between oral/spoken and literate/written social practices (CORRÊA, 2004). This consideration also led us to assume the spelling heterogeneity that happens through the relations (non-biunivoc) that letters of alphabetic writing maintain with speech sounds. Considering the unconventional writing of pretonic vowels, we have concluded that they are results of the writers perceptions from the relations that letters have with sounds: the unconventional writing by phonetical transcription as a perception result that alphabet keeps with phonetic-phonological level of the language; the writing by hypercorrection, as a perception result to the non-biunivocity between letters and sounds. Through our analysis, we observed that not only the phonetic transcription writings but also the hypercorrection writings can establish relations with speech raising phenomenon, related to the use of /e, o/ similar to the use of /i, u/, such as “[i]ngenheiro” (engineer) and “p[i]dido” (request). From this analysis we could conclude that the unconventional writings are due to the interpretation made by the writers of their speech of [i] and [u] of two ways: i) as a raising vowel /i/ or /u/, writing <i> or <u>, what led to the phonetic transcription, such as in “pidido” (request) ...(Complete abstract click electronic access below)