TONAL STRUCTURES OF COMPLEX SENTENCES IN GREEK Anthi Chaida Department of Linguistics, University of Athens, Greece
|
|
- Anna Banks
- 7 years ago
- Views:
Transcription
1 TONAL STRUCTURES OF COMPLEX SENTENCES IN GREEK Anthi Chaida Department of Linguistics, University of Athens, Greece Abstract This is a study of tonal structures as a function of different sentence types and sentence complexity in Greek. A two-part experiment is reported, the results of which indicate: (a) each sentence type, i.e. statement, command, polar question and wh-question, is associated with a distinct tonal structure; (b) sentence complexity is correlated, as a rule, with a prosodic phrase boundary between the conjoined simple sentences of the complex sentence; (c) the prosodic phrase boundary combines two prosodic phrases and, in most cases, each roughly corresponds to the sentence type of the complex sentence tonal structure. 1. Introduction This is an experimental study of tonal structures as a function of sentence type and sentence complexity in Greek. Two basic questions are addressed: (1) what is the tonal structure of statements, commands, polar questions and wh-questions? (2) what is the tonal structure of simple sentences versus complex sentences, as a function of different sentence types? Different sentence types are usually associated with both local and global tonal structures. Questions e.g., in comparison to other sentence types, are mostly associated with higher tonal structures, such as a higher tonal register, less tonal declination or a final tonal rise (see among others, Grønnum, 1998; Gusenhoven, 1984; t Hart, 1998; van Heuven & Haan, 0; Botinis, et al., 1). Although several linguistic factors may be associated with different sentence types, such as lexical, syntactic and prosodic ones, the prosodic factor is critical, especially in languages where different sentence types may differ only in prosody, such as polar questions in Greek and Italian. The tonal structure of statements and questions in many languages has been investigated in the literature (Grønnum, 1998; t Hart, 1998; van Heuven & Haan, 0; Jun & Fougeron, 0; Botinis et al, 1; Baltazani, 6). Considerable research has been carried out with reference to tonal production of various sentence types and focus in Greek (among others, Botinis, 1989; Botinis et al., 0; Baltazani, 2). However, despite significant research in Greek prosody in the last years, the prosody of complex sentence types has not drawn considerable attention, and this is also the case in a wide range of languages reported in the international literature (e.g. Botinis, 1998; Grønnum, 1998; Gusenhoven, 1984). 61
2 In the remainder of this paper, the second section describes the method of the experiment, the third section presents the results, and the fourth section concludes the paper with a discussion. 2. Experimental Methodology A two-part experiment was designed, according to which speakers produced simple sentences and complex sentences, both coordinated and subordinated, in the first and the second part of the experiment respectively, as a function of four different sentence types (see Table 1). Two female speakers of native Athenian Greek in their early twenties produced the speech material in randomised repetitions and a different context for each sentence was read aloud by the author, in order to elicit the production of the different target sentence types. Table 1. The speech material of complex target sentences (the first part of each complex sentence involves the speech material of simple sentences). STATEMENT COMMAND POLAR QUESTION WH-QUESTION O Manólis mazévi lemónia ce i María mirázi balónia. (Manolis is picking lemons and Maria is distributing balloons.) O Manólis mazévi lemónia ótan i María mirázi balónia. (Manolis is picking lemons when Maria is distributing balloons.) O Manólis mazévi lemónia parólo pu i María mirázi balónia. (Manolis is picking lemons although Maria is distributing balloons.) Manóli mázeve lemonia ce María míraze balónia! (Manolis pick lemons and Maria distribute balloons!) Manóli mázeve lemonia ótan i María mirázi balónia! (Manolis pick lemons when Maria is distributing balloons!) Manóli mázeve lemonia parólo pu i María mirázi balónia! (Manolis pick lemons although Maria is distributing balloons!) O Manólis mazévi lemónia ce i María mirázi balónia? (Manolis is picking lemons and Maria is distributing balloons?) O Manólis mazévi lemónia ótan i María mirázi balónia? (Manolis is picking lemons when Maria is distributing balloons?) O Manólis mazévi lemónia parólo pu i María mirázi balónia? (Manolis is picking lemons although Maria is distributing balloons?) Jatí o Manólis mazévi lemónia ce i María mirázi balónia? (Why is Manolis picking lemons and Maria is distributing balloons?) Jatí o Manólis mazévi lemónia ótan i María mirázi balónia? (Why is Manolis picking lemons when Maria is distributing balloons?) Jatí o Manólis mazévi lemónia parólo pu i María mirázi balónia? (Why is Manolis picking lemons although Maria is distributing balloons?) All four sentence types, i.e. statements, commands, polar questions and wh-questions, have the same SVO syntactic structure for both simple and complex sentences. The complex sentences are conjoined with the coordination conjunction {ce} (and) and either with {ótan} (when) or {parólo pu} (although), which are subordination conjunctions, introducing a temporal and a concessive clause respectively. Thus, the first part of the experiment consists of 20 sentence productions (i.e. 4 sentence types X 5 female speakers), whereas the second- 62
3 part of the experiment consists of 72 utterances in total (4 sentence types X 3 variations X 2 speakers X 3 repetitions). The speech material was recorded onto computer disc and speech analysis was carried out with WaveSurfer Three F0 measurements were taken per syllable and graphs were created in Excel. 3. Results The results of the two-part experiment described in the previous section are shown in Figures 1a-4b Statements In Fig.1a simple sentence statements are shown. There are three stress groups (distinct tonal gestures of prosodic sequences of stress and unstressed syllables), based on the stressed syllables of each word, forming a tonal rise-fall each. Moderate tonal prominence is noted on the object, {lemónia}, and then F0 gradually falls to the lowest value of the sentence. Figure 1a. Tonal structure of simple sentence statement productions (mean values). 1 o ma nó lis ma zé vi le mó nia Figure 1b. Tonal structure of complex sentence statement productions (mean values) as a function of coordination conjunctions ({ce} and ) and subordination conjunctions ({ótan} when, {parólo pu} although ). CE OTAN PAROLO PU 1 o ma nó lis ma zé vi le mó nia CONJ i ma rí a mi rá zi ba ló nia 63
4 With reference to complex sentence statements (Fig.1b), the effect of prosodic phrasing is evident, as in most sentence types. There is a tonal fall at the stressed syllable {mó}, immediately followed by a prominent tonal rise, which covers the last syllable of the simple sentence {lis} and reaches its peak at the stressed syllable of the conjunctive word. Right after this tonal rise-fall of phrasing which by some speakers is also marked by a small pause a resetting tonal pattern is observed. A tonal fall is aligned with the article {i} of the second clause, but the rest of the tonal pattern follows the same form as for single sentences, while the boundary is also low Polar questions In Fig.2a simple sentence polar questions are shown. Two different tonal realizations for neutral (all new - out of the blue) questions were observed. The tonal nucleus aligns with the object for most of the speakers (contour B), while for the rest it aligns with the verb (contour A). The boundary tone peak covers the stressed syllable of the last word of the utterance (I), unless this word is the tonal nucleus -in that case the peak is pushed to the right (II). This is probably an effect of tonal crowding, which also causes the low boundary to be undershot (point II). The pragmatic factors that regulate the choice between different realizations within the same sentence types need to be further investigated. It should be pointed out that the two different realisations came up as reactions to the same context ( Ti me rótises? ). This might indicate that several strategies are available to the speakers. Complex sentence polar questions (Fig.2b) also share the prosodic phrasing s effects. However, the pattern of the simple (matrix) sentence in that case resembles to the corresponding pattern of the complex statements. There is also a division between utterances that have the tonal nucleus placed on the verb (contour A) and utterances which have it placed on the object (contour B). In the first case, resetting occurs and a tonal rise-fall movement covers the conjunctive word until the first syllable of the second clause s subject; the rest of the pattern follows the characteristics of the corresponding part of the single sentence. In the second case, there is no resetting and the second clause starts with a plateau, which reaches the last syllable of the verb. The prosodic phrase boundary tone has two different realizations, as in simple sentences (I, II). 64
5 Figure 2a. Tonal structure of simple sentence polar question productions (mean values). I 1 Sinle Polar question A Single Polar question B II o ma nó lis ma zé vi le mó nia Figure 2b. Tonal structure of complex sentence polar question productions (mean values). I 1 Polar question A Polar question B II o ma nó lis ma zé vi le mó nia pa ró lo pu i ma rí a mi rá zi ba ló nia 3.3. Wh-questions In Fig.3a-3b wh-questions are presented. The tonal nucleus is a clear-cut rising pitch accent, aligned roughly with the wh-word {jatí}. Afterwards, there is a tonal fall forming a low plateau. The boundary tone is a tonal rise at the end of the last syllable. The same tonal pattern corresponds to the complex sentence wh-questions, despite the different conjunctions. Yet, the tonal boundary rising movement in that case is even more prominent. Here neither prosodic phrasing effects nor tonal resetting appears. This might be due to the increased length of the utterance something that requires further investigation. However, the peak of the tonal nucleus does not align with the stressed syllable of the whword, but it is displaced slightly on the right (roughly on the vowel of the second postnuclear unstressed syllable {ma}). The late alignment of the tonal peak may be an effect of tonal crowding, since the accented syllable of the tonal nucleus is followed by two unstressed ones. 65
6 Figure 3a. Tonal structure of simple sentence wh-questions (mean values). 1 Whword ja tí o ma nó lis ma zé vi le mó nia Figure 3b. Tonal structure of complex sentence wh-questions (mean values). CE OTAN PAROLO PU 1 Wh-word ja tí o ma nó lis ma zé vi le mó nia CONJ i ma rí a mi rá zi ba ló nia 3.4. Commands In Fig.4a simple sentence commands are shown. They have the same tonal pattern as the statements, but in commands tonal prominence is observed on the verb, with a rising tonal accent followed by a low plateau and a tonal declination (while for statements moderate tonal prominence is noted on the object). Concerning complex sentence commands (Fig.4b), three tonal realizations based on different effects of phrasing are observed: (a) two distinct prosodic phrases with the common phrase break and a tonal rise at the end of the matrix sentence; (b) three distinct prosodic phrases, plus one more prosodic phrase break at the last syllable of the subject of the second clause; (c) four distinct prosodic phrases, plus another prosodic phrase break at the last syllable of the first subject. In cases (b) and (c), the name ( Manóli, María ) is produced as a call, in a separate prosodic phrase which ends in a high boundary tone, typical for all types of calls in Greek. These phrasing effects, in most cases, are also marked with pauses along with higher standard deviation values. 66
7 Figure 4a. Tonal structure of simple sentence commands productions (mean values). 1 ma nó li má ze ve le mó nia Figure 4b. Tonal structure of complex sentence statement productions (mean values). 1 4 phrases 3 phrases 2 phrases ma nó li má ze ve le mó nia ce ma rí a mí ra ze ba ló nia 4. Discussion The results of the present study indicate that the four different sentence types have distinct tonal structures, which are summarized in Fig.5. In summary, each type of sentence is uniquely characterized in Greek by the type and location of tonal prominence (nucleus) and boundary tone (agreeing with previous studies, e.g. Botinis, 1989; Botinis et al., 0; Baltazani, 2; Chaida, 5). For statements there is a rising or high tonal prominence, which is the last constituent of the sentence in the neutral, all-new modality; the nucleus is followed by a low tonal boundary. Commands share the boundary type with statements, but they differ in the location of tonal prominence, which in this case is the verb. For polar questions, in general, the nucleus is a low tonal valley, which is found at the verb; the boundary is a very salient tonal rise-fall movement. For wh-questions, there is a tonal rising or a high nucleus invariably at the wh-word; the boundary for this type is a tonal rise. 67
8 Figure 5. Stylised (typical) tonal structures and boundaries, as a function of different sentence types in Greek (simple sentences). These results agree with our previous studies (e.g. Chaida, 5), where all four distinctive sentence types had a high identification ratie (i.e. over 90 % of 1:1 correspondence). When two single sentences are joined, in most cases a reduplication of the basic tonal structure of each sentence type is observed. The only exception is the case of wh-questions, where the basic tonal structure of this sentence type is expanded and covers the length of both SVO sentences. Thus, it appears that, despite the tonal declination of an utterance has been found to be the distinctive factor for sentence types in several languages (e.g. Grønnum, 1998), in Greek it is the tonal structure that mostly distinguishes sentence types. However, the durational correlates need to be examined further, in order to find out if they play a distinctive role concerning different sentence types. Compound and complex sentence types have similar tonal structures with the corresponding single sentences, in general, but with the effects of prosodic phrasing in most cases. The fact that prosodic phrasing has both a tonal production effect and a pause production effect correlated with prosodic boundaries (Botinis et al., 4) is evident in the case of complex sentences. Resetting applies in statements and partly in polar questions and commands, while wh-questions basic pattern remains invariable and unaffected by phrasing in all cases. However, the pragmatic factors that regulate the choice between different realizations within the same sentence types need to be further investigated. It should be pointed out that the placement of different conjunctions between matrix and subordinate clauses or between two matrix sentences did not seem to affect considerably the global tonal structure of the various sentence types. That finding may also indicate that syntactically distinct subordinate clauses (i.e. temporal, concessive) and structures (i.e. coordination, subordination) do not interfere with the prosodic realization of sentences. Apart 68
9 from that, it may signify that it is the tonal structure and not the tonal range that characterizes a somehow unique signature of a sentence (Botinis et al., 0). Our study is being expanded with quantitative analysis and perception experiments. 5. Acknowledgments The present study is within the project Production and perception of the Greek sentence in the framework of the Kapodistrias research program supported by the National and Kapodistrian University of Athens. I would like to express my thanks to Mary Baltazani, with whom we conducted the first part of the experiment (presented at the 6 th North West Centre for Linguistics Conference: Prosody and Pragmatics, Preston, UK). Many thanks to Christina Tsakali and Dimitris Kotsifas for their help, as well as to the speakers and the listeners, who voluntarily participated in our production and perception experiments. I am also very grateful to Antonis Botinis for his guidance. References Baltazani, M., (6). Characteristics of pre-nuclear pitch accents in statements and yes-no questions in Greek. Proceedings of the ISCA Workshop on Experimental Linguistics, 81-84, Athens, Greece. Baltazani, M., (2). Quantifier Scope and the Role of Intonation in Greek. PhD Thesis, UCLA. Baltazani, M., (3). Broad focus across sentence types in Greek. Proc. 7th European Conference on Speech Communication and Technology, EUROSPEECH 3 Geneva, Switzerland. Botinis, A., (1998). Intonation in Greek. In: Hirst, D. and Di Cristo, A. (eds), Intonation Systems: A Survey of 20 Languages. CUP, Botinis, A., S. Ganetsou, M. Griva & H. Bizani, (4). Prosodic phrasing and syntactic structure in Greek. Proc. FONETIK 4, XVIIth Swedish Phonetics Conference, 96-99, Gothenburg, Sweden. Botinis, A., B. Gawronska, & A. Haida, (3). Modality disambiguation and tonal correlates. PHONUM 9, , FONETIK 3, Umeå, Sweden. Botinis, A., B. Granström & B. Möbius, (1). Developments and paradigms in intonation research. Speech Communication 33, Botinis, A., R. Bannert, & M. Tatham, (0). Contrastive tonal analysis of focus perception in Greek and Swedish. In: Botinis, A. (ed), Intonation: Analysis, Modelling and Technology. Dordrecht: Kluwer Academic Publishers, Chaida, A., (5). Intonation of sentence types and focus in Greek: production and perception. MA Thesis, University of Skövde, Sweden, & University of Athens, Greece. Grønnum (Thorsen), N., (1998). Intonation in Danish. In: In: Hirst, D., Di Cristo, A. (eds), Intonation Systems: A Survey of Twenty languages. Cambridge: CUP, Gussenhoven, C,. (1984). On the grammar and semantics of sentences accents. Dordrecht: Foris. t Hart, J., (1998). Intonation in Dutch. In: Hirst, D., Di Cristo, A. (eds), Intonation Systems: A Survey of Twenty Languages. Cambridge: CUP,
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne
SWING: A tool for modelling intonational varieties of Swedish Beskow, Jonas; Bruce, Gösta; Enflo, Laura; Granström, Björn; Schötz, Susanne Published in: Proceedings of Fonetik 2008 Published: 2008-01-01
More informationDegree of highness or lowness of the voice caused by variation in the rate of vibration of the vocal cords.
PITCH Degree of highness or lowness of the voice caused by variation in the rate of vibration of the vocal cords. PITCH RANGE The scale of pitch between its lowest and highest levels. INTONATION The variations
More informationAspects of North Swedish intonational phonology. Bruce, Gösta
Aspects of North Swedish intonational phonology. Bruce, Gösta Published in: Proceedings from Fonetik 3 ; Phonum 9 Published: 3-01-01 Link to publication Citation for published version (APA): Bruce, G.
More informationThe prosodic structure of quantificational sentences in Greek
The prosodic structure of quantificational sentences in Greek Mary Baltazani UCLA 1 Introduction The sentence in (1) has been widely reported to have at least two interpretations (the most frequently cited
More informationIntonation difficulties in non-native languages.
Intonation difficulties in non-native languages. Irma Rusadze Akaki Tsereteli State University, Assistant Professor, Kutaisi, Georgia Sopio Kipiani Akaki Tsereteli State University, Assistant Professor,
More informationL2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES Zhen Qin, Allard Jongman Department of Linguistics, University of Kansas, United States qinzhenquentin2@ku.edu, ajongman@ku.edu
More informationThings to remember when transcribing speech
Notes and discussion Things to remember when transcribing speech David Crystal University of Reading Until the day comes when this journal is available in an audio or video format, we shall have to rely
More informationProsodic Characteristics of Emotional Speech: Measurements of Fundamental Frequency Movements
Prosodic Characteristics of Emotional Speech: Measurements of Fundamental Frequency Movements Authors: A. Paeschke, W. F. Sendlmeier Technical University Berlin, Germany ABSTRACT Recent data on prosodic
More informationPhonetic and phonological properties of the final pitch accent in Catalan declaratives
Abstract Phonetic and phonological properties of the final pitch accent in Catalan declaratives Eva Estebas-Vilaplana * This paper examines the phonetic and phonological properties of the last pitch accent
More informationIntonation and information structure (part II)
Lecture 4 Intonation and information structure (part II) CN MSc course Language Acquisition, 22 March 2011 Instructor: Aoju Chen 1 Topic and focus in sentence initial position 100% 80% 60% 40% 20% 0% H*
More informationTeaching and Learning Mandarin Tones. 19 th May 2012 Rob Neal
Teaching and Learning Mandarin Tones 19 th May 2012 Rob Neal Aims of the presentation Reflect on why tones are so challenging for Anglophone learners Review several empirical studies which have examined
More informationProsodic focus marking in Bai
Prosodic focus marking in Bai Zenghui Liu 1, Aoju Chen 1,2 & Hans Van de Velde 1 Utrecht University 1, Max Planck Institute for Psycholinguistics 2 l.z.h.liu@uu.nl, aoju.chen@uu.nl, h.vandevelde@uu.nl
More informationSocial Media Study in European Police Forces: First Results on Usage and Acceptance
Social Media Study in European Police Forces: First Results on Usage and Acceptance P. Saskia Bayerl, Ph.D., Erasmus University Rotterdam, the Netherlands September 29 th, 2012 Table of Contents Main Findings...
More informationstress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,
Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
More informationPTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
More informationQuarterly Progress and Status Report. Word stress and duration in Finnish
Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Word stress and duration in Finnish Suomi, K. journal: Proceedings of Fonetik, TMH-QPSR volume: 44 number: 1 year: 2002 pages: 073-076
More informationModelling compound intonation in Dala and Gotland Swedish Schötz, Susanne; Bruce, Gösta; Granström, Björn
Modelling compound intonation in Dala and Gotland Swedish Schötz, Susanne; Bruce, Gösta; Granström, Björn Published in: Proceedings of Fonetik 2009 Published: 2009-01-01 Link to publication Citation for
More information10. Sentence stress and intonation
10. Sentence stress and intonation Before you study this chapter, check whether you are familiar with the following terms: adjective, adverb, conjunction, content word, demonstrative pronoun, function
More informationWinPitch LTL II, a Multimodal Pronunciation Software
WinPitch LTL II, a Multimodal Pronunciation Software Philippe MARTIN UFRL Université Paris 7 92, Ave. de France 75013 Paris, France philippe.martin@linguist.jussieu.fr Abstract We introduce a new version
More informationKeywords academic writing phraseology dissertations online support international students
Phrasebank: a University-wide Online Writing Resource John Morley, Director of Academic Support Programmes, School of Languages, Linguistics and Cultures, The University of Manchester Summary A salient
More informationJulia Hirschberg. AT&T Bell Laboratories. Murray Hill, New Jersey 07974
Julia Hirschberg AT&T Bell Laboratories Murray Hill, New Jersey 07974 Comparing the questions -proposed for this discourse panel with those identified for the TINLAP-2 panel eight years ago, it becomes
More informationCambridge English: Advanced Speaking Sample test with examiner s comments
Speaking Sample test with examiner s comments This document will help you familiarise yourself with the Speaking test for Cambridge English: Advanced, also known as Certificate in Advanced English (CAE).
More informationPronunciation in English
The Electronic Journal for English as a Second Language Pronunciation in English March 2013 Volume 16, Number 4 Title Level Publisher Type of product Minimum Hardware Requirements Software Requirements
More informationPhonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren
The Arbutus Review, Vol. 2, No. 1 (2011) 75 Phonetic Perception and Pronunciation Difficulties of Russian Language (From a Canadian Perspective) Alyssa Marren Abstract: This study looked at the most important
More informationSPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION
I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that
More informationINVESTIGATING DISCOURSE MARKERS IN PEDAGOGICAL SETTINGS:
ARECLS, 2011, Vol.8, 95-108. INVESTIGATING DISCOURSE MARKERS IN PEDAGOGICAL SETTINGS: A LITERATURE REVIEW SHANRU YANG Abstract This article discusses previous studies on discourse markers and raises research
More informationL130: Chapter 5d. Dr. Shannon Bischoff. Dr. Shannon Bischoff () L130: Chapter 5d 1 / 25
L130: Chapter 5d Dr. Shannon Bischoff Dr. Shannon Bischoff () L130: Chapter 5d 1 / 25 Outline 1 Syntax 2 Clauses 3 Constituents Dr. Shannon Bischoff () L130: Chapter 5d 2 / 25 Outline Last time... Verbs...
More informationEAP 1161 1660 Grammar Competencies Levels 1 6
EAP 1161 1660 Grammar Competencies Levels 1 6 Grammar Committee Representatives: Marcia Captan, Maria Fallon, Ira Fernandez, Myra Redman, Geraldine Walker Developmental Editor: Cynthia M. Schuemann Approved:
More information5 Free Techniques for Better English Pronunciation
5 Free Techniques for Better English Pronunciation Enhancing Communication Skills Enhancing Performance Judy Ravin, President The Accent Reduction Institute, LLC 410 N. 4th Ave. Ann Arbor, MI. 48104 734-665-2915
More informationCompound accent patterns in some dialects of Southern Swedish Frid, Johan
Compound accent patterns in some dialects of Southern Swedish Frid, Johan Published in: Proceedings Fonetik 2000 Published: 2000-01-01 Link to publication Citation for published version (APA): Frid, J.
More information4 Pitch and range in language and music
4 Pitch and range in language and music 4.1 Average and range of pitch in spoken language and song 4.1.1 Average and range of pitch in language Fant (1956) determined the average values for fundamental
More informationTeaching English as a Foreign Language (TEFL) Certificate Programs
Teaching English as a Foreign Language (TEFL) Certificate Programs Our TEFL offerings include one 27-unit professional certificate program and four shorter 12-unit certificates: TEFL Professional Certificate
More informationCHARTES D'ANGLAIS SOMMAIRE. CHARTE NIVEAU A1 Pages 2-4. CHARTE NIVEAU A2 Pages 5-7. CHARTE NIVEAU B1 Pages 8-10. CHARTE NIVEAU B2 Pages 11-14
CHARTES D'ANGLAIS SOMMAIRE CHARTE NIVEAU A1 Pages 2-4 CHARTE NIVEAU A2 Pages 5-7 CHARTE NIVEAU B1 Pages 8-10 CHARTE NIVEAU B2 Pages 11-14 CHARTE NIVEAU C1 Pages 15-17 MAJ, le 11 juin 2014 A1 Skills-based
More informationReading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
More informationMeasuring and synthesising expressivity: Some tools to analyse and simulate phonostyle
Measuring and synthesising expressivity: Some tools to analyse and simulate phonostyle J.-Ph. Goldman - University of Geneva EMUS Workshop 05.05.2008 Outline 1. Expressivity What is, how to characterize
More informationAn Analysis of Classroom Discourse: The Usefulness of Sinclair and Coulthard s Rank Scale in a Language Classroom
An Analysis of Classroom Discourse: The Usefulness of Sinclair and Coulthard s Rank Scale in a Language Classroom Aja Dailey, University of Birmingham, July 2010 Module 4 Assessment Task SD/10/04 Record
More informationProceedings of Meetings on Acoustics
Proceedings of Meetings on Acoustics Volume 19, 2013 http://acousticalsociety.org/ ICA 2013 Montreal Montreal, Canada 2-7 June 2013 Speech Communication Session 2aSC: Linking Perception and Production
More informationText-To-Speech Technologies for Mobile Telephony Services
Text-To-Speech Technologies for Mobile Telephony Services Paulseph-John Farrugia Department of Computer Science and AI, University of Malta Abstract. Text-To-Speech (TTS) systems aim to transform arbitrary
More informationGlossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702)
Glossary of key terms and guide to methods of language analysis AS and A-level English Language (7701 and 7702) Introduction This document offers guidance on content that students might typically explore
More informationFrench Language and Culture. Curriculum Framework 2011 2012
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
More informationQuarterly Progress and Status Report. Preaspiration in Southern Swedish dialects
Dept. for Speech, Music and Hearing Quarterly Progress and Status Report Preaspiration in Southern Swedish dialects Tronnier, M. journal: Proceedings of Fonetik, TMH-QPSR volume: 44 number: 1 year: 2002
More informationHow Can Teachers Teach Listening?
3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom
More informationAfrican American English-Speaking Children's Comprehension of Past Tense: Evidence from a Grammaticality Judgment Task Abstract
African American English-Speaking Children's Comprehension of Past Tense: Evidence from a Grammaticality Judgment Task Abstract Children who are dialectal speakers, in particular those that speak African
More informationTHE VOICE OF LOVE. Trisha Belanger, Caroline Menezes, Claire Barboa, Mofida Helo, Kimia Shirazifard
THE VOICE OF LOVE Trisha Belanger, Caroline Menezes, Claire Barboa, Mofida Helo, Kimia Shirazifard University of Toledo, United States tbelanger@rockets.utoledo.edu, Caroline.Menezes@utoledo.edu, Claire.Barbao@rockets.utoledo.edu,
More informationPTE Academic. Score Guide. November 2012. Version 4
PTE Academic Score Guide November 2012 Version 4 PTE Academic Score Guide Copyright Pearson Education Ltd 2012. All rights reserved; no part of this publication may be reproduced without the prior written
More informationNational assessment of foreign languages in Sweden
National assessment of foreign languages in Sweden Gudrun Erickson University of Gothenburg, Sweden Gudrun.Erickson@ped.gu.se The text is based on a summary of a presentation given at the FIPLV Nordic
More informationSocio-Cultural Knowledge in Conversational Inference
Socio-Cultural Knowledge in Conversational Inference Xiaomei Yang English Department, Qingdao University of Science & Technology Middle Section of Songling Road, Qingdao 266061, China Tel: 86-532-8895-6956
More informationPoints of Interference in Learning English as a Second Language
Points of Interference in Learning English as a Second Language Tone Spanish: In both English and Spanish there are four tone levels, but Spanish speaker use only the three lower pitch tones, except when
More informationELPS TELPAS. Proficiency Level Descriptors
ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining
More informationAlbert Pye and Ravensmere Schools Grammar Curriculum
Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in
More informationCommon Phonological processes - There are several kinds of familiar processes that are found in many many languages.
Common Phonological processes - There are several kinds of familiar processes that are found in many many languages. 1. Uncommon processes DO exist. Of course, through the vagaries of history languages
More informationNational Quali cations SPECIMEN ONLY
N5 SQ40/N5/02 FOR OFFICIAL USE National Quali cations SPECIMEN ONLY Mark Urdu Writing Date Not applicable Duration 1 hour and 30 minutes *SQ40N502* Fill in these boxes and read what is printed below. Full
More informationThe Effects of Speaking Rate on Mandarin Tones. C2008 Yun H. Stockton
The Effects of Speaking Rate on Mandarin Tones BY C2008 Yun H. Stockton Submitted to the graduate degree program in Linguistics and the Graduate Faculty of the University of Kansas in partial fulfillment
More informationFunctional Auditory Performance Indicators (FAPI)
Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,
More informationProsodic Phrasing: Machine and Human Evaluation
Prosodic Phrasing: Machine and Human Evaluation M. Céu Viana*, Luís C. Oliveira**, Ana I. Mata***, *CLUL, **INESC-ID/IST, ***FLUL/CLUL Rua Alves Redol 9, 1000 Lisboa, Portugal mcv@clul.ul.pt, lco@inesc-id.pt,
More informationGCSE Speaking Support Meetings. GCSE Polish Speaking. Introduction 2. Guidance 3. Assessment Criteria 4-5. Student 1 - Speaking Commentary 6-7
hij GCSE Speaking Support Meetings GCSE Polish Speaking Pages Introduction 2 Guidance 3 Assessment Criteria 4-5 Student 1 - Speaking Commentary 6-7 Student 2 - Speaking Commentary 8-9 BOOKLET 1 Spring
More informationEnglish Appendix 2: Vocabulary, grammar and punctuation
English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge
More information(in Speak Out! 23: 19-25)
1 A SMALL-SCALE INVESTIGATION INTO THE INTELLIGIBILITY OF THE PRONUNCIATION OF BRAZILIAN INTERMEDIATE STUDENTS (in Speak Out! 23: 19-25) Introduction As a non-native teacher of English as a foreign language
More informationThirukkural - A Text-to-Speech Synthesis System
Thirukkural - A Text-to-Speech Synthesis System G. L. Jayavardhana Rama, A. G. Ramakrishnan, M Vijay Venkatesh, R. Murali Shankar Department of Electrical Engg, Indian Institute of Science, Bangalore 560012,
More informationThe role of prosody in toddlers interpretation of verbs argument structure
Workshop Early Language Acquisition - July 5, 2012 The role of prosody in toddlers interpretation of verbs argument structure Isabelle Dautriche*, Alexjandrina Cristia*, Perrine Brusini*, Sylvia Yuan #,
More informationSpeech Production 2. Paper 9: Foundations of Speech Communication Lent Term: Week 4. Katharine Barden
Speech Production 2 Paper 9: Foundations of Speech Communication Lent Term: Week 4 Katharine Barden Today s lecture Prosodic-segmental interdependencies Models of speech production Articulatory phonology
More informationThe use of focus markers. in second language word processing
The use of focus markers in second language word processing Dissertation zur Erlangung des Doktorgrades der Philosophie vorgelegt von Anke Sennema-Skowronek Institut für Linguistik / Allgemeine Sprachwissenschaft
More informationWorking towards TKT Module 1
Working towards TKT Module 1 EMC/7032c/0Y09 *4682841505* TKT quiz 1) How many Modules are there? 2) What is the minimum language level for TKT? 3) How many questions are there in each Module? 4) How long
More informationThe Role of Listening in Language Acquisition; the Challenges & Strategies in Teaching Listening
International Journal of Education and Information Studies. ISSN 2277-3169 Volume 4, Number 1 (2014), pp. 59-63 Research India Publications http://www.ripublication.com The Role of Listening in Language
More informationA Comparative Analysis of Standard American English and British English. with respect to the Auxiliary Verbs
A Comparative Analysis of Standard American English and British English with respect to the Auxiliary Verbs Andrea Muru Texas Tech University 1. Introduction Within any given language variations exist
More informationINCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.
INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,
More informationHoughton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1
Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer
More informationStudent Performance Q&A:
Student Performance Q&A: 2014 AP Italian Language and Culture Free-Response Questions The following comments on the 2014 free-response questions for AP Italian Language and Culture were written by the
More informationDETECTION OF QUESTIONS IN CHINESE CONVERSATIONAL SPEECH. Jiahong Yuan & Dan Jurafsky. Stanford University {jy55, jurafsky}@stanford.
DETECTION OF QUESTIONS IN CHINESE CONVERSATIONAL SPEECH Jiahong Yuan & Dan Jurafsky Stanford University {jy55, jurafsky}@stanford.edu ABSTRACT What features are helpful for Chinese question detection?
More informationDepth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
More informationEnglish Subordinators in Finite Clause: Definition and Classification
International Journal of English Linguistics; Vol. 4, No. 4; 2014 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education English Subordinators in Finite Clause: Definition
More informationLearning English with CBC Radio Living in Alberta. Buying your first home: Mortgage shopping
Learning English with CBC Radio Living in Alberta Buying your first home: Mortgage shopping by Maroro Zinyemba Project Manager: Justine Light Daylight Consulting Inc. Integration Enhancement Topic: First
More informationOn the distinction between 'stress-timed' and 'syllable-timed' languages Peter Roach
(paper originally published in Linguistic Controversies, ed. D. Crystal, 1982, pp. 73-79. The paper is now badly out of date, but since it is still frequently cited I feel it is worth making it available
More informationSpeaking of Writing and Writing of Speaking
1 Speaking of Writing and Writing of Speaking David Crystal THE FUNDAMENTAL DISTINCTION The distinction between speech and writing is traditionally felt to be fundamental to any discussion about language.
More informationDevelopmental Verbal Dyspraxia Nuffield Approach
Developmental Verbal Dyspraxia Nuffield Approach Pam Williams, Consultant Speech & Language Therapist Nuffield Hearing & Speech Centre RNTNE Hospital, London, Uk Outline of session Speech & language difficulties
More informationTop 2 grammar techniques, and ways to improve
Top 2 grammar techniques, and ways to improve Grammar is the most fundamental concept in languages. Thus, in order to learn a second language successfully, grammar is the most important concepts to be
More information0-121 0-119 0-121 0-121 0-121 0-121 0-121 HR 122-146 120-146 122-146 122-146 122-146 122-146 122-146 MR 147+ 147+ 147+ 147+ 147+ 147+ 147+ LR
Text Reading Efficiency Procedures - Grade 7 Please read Weekly Briefings #11725 and #11726 prior to administering the Text Reading Efficiency Placement Test. Part I: Administering the Oral Reading Test
More informationColaboradores: Contreras Terreros Diana Ivette Alumna LELI N de cuenta: 191351. Ramírez Gómez Roberto Egresado Programa Recuperación de pasantía.
Nombre del autor: Maestra Bertha Guadalupe Paredes Zepeda. bparedesz2000@hotmail.com Colaboradores: Contreras Terreros Diana Ivette Alumna LELI N de cuenta: 191351. Ramírez Gómez Roberto Egresado Programa
More informationQuestionnaire based usability testing
Questionnaire based usability testing Drs. Erik P.W.M. van Veenendaal CISA Abstract Usability is an important aspect of software products. However, in practice not much attention is given to this issue
More informationCELTA. Syllabus and Assessment Guidelines. Fourth Edition. Certificate in Teaching English to Speakers of Other Languages
CELTA Certificate in Teaching English to Speakers of Other Languages Syllabus and Assessment Guidelines Fourth Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is regulated
More informationTHE PROSODY PRODUCED BY SPANISH-ENGLISH BILINGUALS: A PRELIMINARY INVESTIGATION AND IMPLICATIONS FOR SENTENCE PROCESSING 1
THE PROSODY PRODUCED BY SPANISH-ENGLISH BILINGUALS: A PRELIMINARY INVESTIGATION AND IMPLICATIONS FOR SENTENCE PROCESSING 1 Eva M. FERNÁNDEZ RESUMO Esta investigação compara a prosódia produzida no espanhol
More informationHow the Computer Translates. Svetlana Sokolova President and CEO of PROMT, PhD.
Svetlana Sokolova President and CEO of PROMT, PhD. How the Computer Translates Machine translation is a special field of computer application where almost everyone believes that he/she is a specialist.
More informationHuman Language vs. Animal Communication
Human Language vs. Animal Communication Linguistics 101 Outline Human Language Review 1 Human Language Review 2 3 What Is Human Language? Human language consists of a lexicon and a grammar. Design features
More informationA discourse approach to teaching modal verbs of deduction. Michael Howard, London Metropolitan University. Background
A discourse approach to teaching modal verbs of deduction Michael Howard, London Metropolitan University Background Despite the current emphasis on Communicative Language Teaching, many recently published
More informationApplying Repair Processing in Chinese Homophone Disambiguation
Applying Repair Processing in Chinese Homophone Disambiguation Yue-Shi Lee and Hsin-Hsi Chen Department of Computer Science and Information Engineering National Taiwan University Taipei, Taiwan, R.O.C.
More informationMinnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
More information1 Introduction. Finding Referents in Time: Eye-Tracking Evidence for the Role of Contrastive Accents
Finding Referents in Time: Eye-Tracking Evidence for the Role of Contrastive Accents Andrea Weber 1, Bettina Braun 2, Matthew W. Crocker 1 1 Saarland University, Saarbrücken, Germany 2 Max Planck Institute
More informationGuidelines for ToBI Labelling (version 3.0, March 1997) by Mary E. Beckman and Gayle Ayers Elam
Guidelines for ToBI Labelling (version 3.0, March 1997) by Mary E. Beckman and Gayle Ayers Elam c 1993, The Ohio State University Research Foundation Contents 0 Preface 2 0.1 What are the Guidelines for
More informationON THE RELATIONSHIP BETWEEN PHONOLOGY AND PHONETICS (OR WHY PHONETICS IS NOT PHONOLOGY)
ICPhS XVI ID 1740 Saarbrücken, 6-10 August 2007 ON THE RELATIONSHIP BETWEEN PHONOLOGY AND PHONETICS (OR WHY PHONETICS IS NOT PHONOLOGY) Amalia Arvaniti Department of Linguistics, UCSD amalia@ling.ucsd.edu
More informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
More informationGet Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
More informationTEACHER NOTES. For information about how to buy the guide, visit www.pearsonpte.com/prepare
TEACHER NOTES The Official Guide contains: information about the format of PTE Academic authentic test questions to practise answering sample responses and explanations test taking strategies over 200
More informationMATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
More information209 THE STRUCTURE AND USE OF ENGLISH.
209 THE STRUCTURE AND USE OF ENGLISH. (3) A general survey of the history, structure, and use of the English language. Topics investigated include: the history of the English language; elements of the
More informationClauses and Phrases. For Proper Sentence Structure
Clauses and Phrases For Proper Sentence Structure Purpose: Writing is the primary basis upon which your work, your learning, and your intellect will be judged in college, in the workplace, and in the community.
More informationHyunah Ahn hyunah.ahn@hawaii.edu http://www2.hawaii.edu/~ahnhyuna
Hyunah Ahn hyunah.ahn@hawaii.edu http://www2.hawaii.edu/~ahnhyuna EDUCATION Ph.D. candidate in Second Language Studies (SLS) University of Hawai i at Mānoa (UHM), Honolulu, Hawai i (ABD as of May 16, 2014;
More informationAlignment of the National Standards for Learning Languages with the Common Core State Standards
Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,
More informationCOURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE. Fall 2014
COURSE SYLLABUS ESU 561 ASPECTS OF THE ENGLISH LANGUAGE Fall 2014 EDU 561 (85515) Instructor: Bart Weyand Classroom: Online TEL: (207) 985-7140 E-Mail: weyand@maine.edu COURSE DESCRIPTION: This is a practical
More informationLesson Plan Integrated Vocabulary, Grammar, and Writing Modal Auxiliary Verbs: Degrees of Obligation and Certainty
University of California at Berkeley Extension: TESL Certificate Program Lesson Plan Integrated Vocabulary, Grammar, and Writing Modal Auxiliary Verbs: Degrees of Obligation and Certainty Part 1: Cover
More informationAUTOMATIC PHONEME SEGMENTATION WITH RELAXED TEXTUAL CONSTRAINTS
AUTOMATIC PHONEME SEGMENTATION WITH RELAXED TEXTUAL CONSTRAINTS PIERRE LANCHANTIN, ANDREW C. MORRIS, XAVIER RODET, CHRISTOPHE VEAUX Very high quality text-to-speech synthesis can be achieved by unit selection
More information