6
Samia Alamri
LING 236
Tuesday, November 3rd 2015
Research Paper Proposal
VOT Measurement of ESL Saudi Learners? English Stops /p/ and /b/
1. Background:
A. Introduction: Languages make meaningful words by combining sound segments depending on rules. Children try to acquire these sounds through listening. By the time goes on, they have a linguistics competence that helps them produce meaningful sounds. Students who learn a second language or a foreign language face issues due to the different phonetic system of their first language and the second language. If they have a sound in the target language is not exist in their mother tongue, they produce it like the closest sound they have in their first language (Ahmad 2011).
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Bilabial Labiodental Dental Alveolar Palatal Velar Pharyngeal Uvular
Glottal
Plosive b
t d t? d? k ? q ?
Nasal m
n ?
Fricatives f ? ?
??
s z s? ? ? ? ? X ? h
Approximants
?
Lateral
l
Table 1. The Phonetic Inventory of Saudi Arabic Many research papers have talked about measuring stop consonants voicing. There are many researchers put their attention on figuring out the difficulties of pronouncing voicing and voiceless consonants by L2 learners such as (Binturki, 2008; Flege and Port, 1981; Al-Saidat, 2010). The difference between voicing and voiceless consonants is the voicing that occurs during the stop closure interval. The consonant is voiced when there is voicing, while if there is no voicing, the consonant is voiceless. However, Lisker and Abramason (1964) do not see that consonant stops (p, b, t, d, k, g) could be distinguished depending on a distinction feature like the vocal cords voicing. For that reason, they proposed a distinction feature between voiced and voiceless consonants which is Voice Onset Time (VOT). They defined VOT as ?the time interval between the burst that marks release of the stop closure and the onset of quasi-periodicity that reflects laryngeal vibration? (1964, 422). Since English voiceless bilabial stop /p/ is not found in Saudi Arabic, Saudi speakers of
A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:
Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)
Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.
Linguistic discrimination is an important issue; many have been discriminated and excluded from the public sphere due to their disability to practice the standardized language. In the Arab world, when second language speakers try to talk Arabic, they seem to have difficulties with the pronunciations. Consequently, this leads to limitations during the blending in procedures. The explanation
The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.
1. What is one possible drawback of phonology if a nonnative speaker has poor accuracy? What might be done to master a new phonology?
I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.
The Goldman-Fristoe Test of Articulation (GFTA) test was administered to assess Jeffrey’s production of all English consonants in fixed position. The GFTA assesses the production of sounds according to types of errors (omissions, substitutions, additions, distortions) in
The first, A list of 10 monosyllabic words which are phonologically similar but not semantically related (A list) was adapted from (LS) “white, height, night, light tight, write, might, quiet, bite, fight” (p 30). The second list comprised of 10 words which are semantically related (B list), similar in length, word class and frequency with the phonologically related words, dear, sugar, savory, sweet, tasty, flavor, honey, dessert, candy, treat . The level of frequency of the words were determined with the use of corpus (COCA and BNC). There are slight variations in the level of frequency of the B list words. Nevertheless, The lists were presented orally and
Ibrahim, Kilpatrick, Reilly, and Vogel (2009) performed a comparative study of the acoustic measures of hypernasality in the speech of school-aged children aged 2-14 years, some with cleft lip/palate and others without cleft lip/palate. Ibrahim, Kilpatrick, Reilly, and Vogel (2009) provided perceptual ratings of the hyper/hyponasality of vowel production in the children’s speech. Any child who was sick or had acquired an upper respiratory infection was excluded from the study, as was any child with cleft lip/palate who also had any other disorders or comorbidities. The study included a perceptual assessment in which two speech therapists were required to agree upon the perception of the phonemes the child produced. Each child held and sustained two vowels, followed by production of two CVC words without nasal phonemes. This process was repeated five times with each child. The
[p] spill b. low front vowel! [æ] tack c. lateral liquid! [l] lip d. velar nasal! [ŋ] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [č] cherry g. palatal glide! [j] yodel h. mid lax front vowel! [ε] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team
Finally, in Arabic, when you conjugate a verb, you must change the entire structure of the word, adding in extra vowels and consonants. This is quite different from most English verbs and can take some getting used
As defined in our class manual, voice onset time (VOT) refers to the time difference between a voiced stop closure and a voiceless stop. It is determined by the articulatory blockage at the beginning of vocal fold vibration for the following vowel. Among the various factors of VOT variations include; phonetic context, place of articulation, speech tempo, and speakers’ gender. For voiceless stops, women display longer VOT than men. For voiced stops however, the results are rather mixed. Which makes sense if you look at the characteristics of mine and Marks h-d words, you will notice there are multiple differences within our tokens regarding formant frequencies. However we show similarities with our durations. So I wondered at first if this had anything to do with the tokens being the same word, or if it was the vowel production. Differences between the speech of men and women relates to the formant patterns associated with vowel production. Although men have low frequency vowel formants than women, the differences in
Every language constitutes its own sound system, and this sound system is a very important aspect when learning or studying a language. Along with this sound system are the prosodic features of a language. This study is about the phonological system and the prosodic features of