Suprasegmental Phonology

This article presents an analysis of serial verb constructions in Wa'ikhana, an East Tukanoan language, from a usage-based constructionist perspective. Four kinds of serializations are identified and described. One of them-a serialization with the verb duku 'stand'-is analyzed in more detail, since not only does this construction have a more grammaticalized meaning, but also it has one instance yauduku (yau 'talk/tell' + duku 'stand') that has already become a new node in the constructicon, i.e., that constitutes a new lexical construction.

This work proposes a presumably complete syntactic structure of the noun phrase (NP) in Spanish, which includes the maximal projections nP (little n phrase), PossP (possessive phrase), NumP (numeral phrase), DP (determiner phrase), and QP (quantifier phrase).

Cómo citar: Arellanes Arellanes, Francisco. 2025. Estructura de la frase nominal en español con una breve referencia al inglés y al zapoteco de San Pablo Güilá.

This article presents an analysis of serial verb constructions in Wa'ikhana, an East Tukanoan language, from a usage-based constructionist perspective. Four kinds of serializations are identified and described. One of them-a serialization with the verb duku 'stand'-is analyzed in more detail, since not only does this construction have a more grammaticalized meaning, but also it has one instance yauduku (yau 'talk/tell' + duku 'stand') that has already become a new node in the constructicon, i.e., that constitutes a new lexical construction.

This volume, Creative Contradictions: Unsettling Resonances in the study of the languages, literatures and cultures of the Dutch Caribbean and beyond, is a collection of peer reviewed articles that present a critical perspective on the languages, literatures, and cultures of the ABC-Islands, the rest of the Dutch Caribbean and beyond. The book is part of a two-volume set published annually since 2009, which provides a platform for recent writing from and about the Greater Caribbean in general in one volume and about the Dutch Caribbean in particular in the other. The contributing authors include a wide range of voices old and new from the Caribbean and beyond. The online versions of these volumes and the other 21 volumes in this series can be found on the Caribbean Languages and Culture Platform in the Partner Collections of the Dutch Caribbean Digital Platform of the Library of University of Curaçao at .

Este estudio investigó la incidencia de la modalidad auditiva en la percepción de dos acentos tonales nucleares del inglés en hablantes de español rioplatense. El objetivo fue determinar si el acento tonal nuclear del inglés (L2) H*L-H%, una forma no existente en el español (L1), presentaba un mayor grado de dificultad que el acento H*L-L%, una forma
existente en ambas lenguas, y si la identificación de ambos acentos variaba dependiendo del modo de acceso: psico-acústico o pragmático.
Treinta y dos participantes escucharon una lista de oraciones con ambos acentos tonales nucleares en dos modalidades auditivas: una orientada al significado pragmático (aserción o pregunta) y la otra orientada a la categorización psico-acústica (descendente o descendente-ascendente). Los resultados sugieren que el acento nuclear no existente en la
lengua materna, la forma H*L-H%, fue más difícil de procesar que la forma H*L-L% en ambas modalidades. La tarea orientada al significado pragmático promovió una interpretación más exitosa de la forma H*L-L% como aserción, pero dificultó la interpretación de la forma H*L-H%
como pregunta. Un enfoque en las formas, promovido por la modalidad psico-acústica, facilitó la correcta categorización de la forma H*L-H% como descendente-ascendente. Se concluyó que el acento tonal nuclear nuevo se hace accesible en mayor o menor grado dependiendo
de la modalidad auditiva empleada: la tarea orientada hacia el significado pragmático promueve una interpretación más precisa del acento existente en la L2 similar al existente en la L1, mientras que la atención a la forma facilita la categorización de una forma de la L2 nueva.

With the growing number of publications written about teaching pronunciation, practical pedagogy, and tools for pronunciation instruction (e.g., technology and instructional materials) it is clear that teachers need no convincing about the importance of teaching pronunciation (Celce-Murcia et al., 2010; Derwing & Munro, 2015; Lee et al., 2015; Levis, 2016, 2018, 2019; Levis & Echelberger, 2022; O'Brien et al., 2018; Thomson & Derwing, 2015). Yet on the practical side, in some EFL and ESL classrooms, pronunciation teaching still does not receive the attention it deserves, being overshadowed by grammar or vocabulary-oriented activities, as teachers themselves do not feel fully confident about their own pronunciation skills or pronunciation teaching abilities.
Whether presented implicitly or explicitly, pronunciation pedagogy is a crucial component of a language learning classroom. Helping learners foster intelligibility over accentedness, stimulating their L2 speech perception and awareness of their speech production, as well as teaching them strategies to speak more effectively in a variety of contexts may seem daunting at first, but it brings about a number of benefits for the learner, such as decreased speech anxiety and less relutance to speak. Other aspects that empower learners and lead to higher learning gains include implementing learner-focused instruction, both in a face-to-face and online environment, and providing teacher and peer feedback that is contextually relevant. Finally, integrating technology in the classroom and directing learners to relevant web and mobile apps and resources provides more autonomy and exposure to authentic language input, thus making pedagogy more inclusive and ensuring successful communication for learners in a variety of settings.
In light of these factors that promote excellent pronunciation teaching, we are delighted to focus this collection on selected best practical pronunciation teaching tips from the past issues of the Pronunciation in Second Language Learning and Teaching (PSLLT) Proceedings.

In recent years an increasing number of EFL/ESL language programs have begun incorporating CALL into their curricula for the purpose of enhancing the pronunciation skills of students in their L2. This paper examines the use of such computer-assisted instruction and its effectiveness in improving the communicative competence of language learners. Speech technology covers a broad range of CALL applications and can be used in systems for the training of segmental and suprasegmental phonology. Segmental phonology evaluates learner competence in terms of phoneme production while suprasegmental features of speech include rhythm, stress and intonation. A number of applications are described and evaluated to determine their value in assisting the learner in the L2 classroom. Keywords：CALL, speech technology, segmental phonology, suprasegmental phonology With advances which have taken place in multimedia technology, and especially in the area of computerassisted language learning (CALL), a new field of alternative teaching methods have become available. This is not to say that these methods will completely replace the more traditional ways of teaching, but will provide a supplement to instruction and teacher/student interaction that takes place in the classroom. In the last twenty years the importance of developing effective speaking skills in the L2 has received considerable attention from educators involved in the field. EFL/ESL learning environments have begun to focus on improving the communicative competence of students engaged in the study of a second language. This particular direction in language teaching has generated a growing need for instructional materials that provide an opportunity for "controlled interactive speaking practice outside the classroom" (Ehsani & Knodt, 1998, p. 45). When considering the effectiveness of CALL for use in phonology in the language classroom it is first important to examine the amount of time a student spends in actual contact with the teacher. In an interesting study conducted by Heuston (cited in Donahue, 1999) it was found that individual students spent approximately 10 seconds with the teacher for every hour spent in a classroom. This period of time being represented as one full week over the 13 year period of attendance at school. "By extension, this tensecond-criteria would translate to 450 seconds or about eight minutes of individual treatment for an ESL college level pronunciation course" (Donahue, 1999, p. 1). Donahue also suggests that while the classroom

In recent years an increasing number of EFL/ESL language programs have begun incorporating CALL into their curricula for the purpose of enhancing the pronunciation skills of students in their L2. This paper examines the use of such computer-assisted instruction and its effectiveness in improving the communicative competence of language learners. Speech technology covers a broad range of CALL applications and can be used in systems for the training of segmental and suprasegmental phonology. Segmental phonology evaluates learner competence in terms of phoneme production while suprasegmental features of speech include rhythm, stress and intonation. A number of applications are described and evaluated to determine their value in assisting the learner in the L2 classroom. Keywords：CALL, speech technology, segmental phonology, suprasegmental phonology With advances which have taken place in multimedia technology, and especially in the area of computerassisted language learning (CALL), a new field of alternative teaching methods have become available. This is not to say that these methods will completely replace the more traditional ways of teaching, but will provide a supplement to instruction and teacher/student interaction that takes place in the classroom. In the last twenty years the importance of developing effective speaking skills in the L2 has received considerable attention from educators involved in the field. EFL/ESL learning environments have begun to focus on improving the communicative competence of students engaged in the study of a second language. This particular direction in language teaching has generated a growing need for instructional materials that provide an opportunity for "controlled interactive speaking practice outside the classroom" (Ehsani & Knodt, 1998, p. 45). When considering the effectiveness of CALL for use in phonology in the language classroom it is first important to examine the amount of time a student spends in actual contact with the teacher. In an interesting study conducted by Heuston (cited in Donahue, 1999) it was found that individual students spent approximately 10 seconds with the teacher for every hour spent in a classroom. This period of time being represented as one full week over the 13 year period of attendance at school. "By extension, this tensecond-criteria would translate to 450 seconds or about eight minutes of individual treatment for an ESL college level pronunciation course" (Donahue, 1999, p. 1). Donahue also suggests that while the classroom

In our increasingly interconnected world, proficiency in English has become a vital skill for individuals seeking to engage in global communication, education, and business. One of the critical aspects of language proficiency is the ability to express oneself effectively through spoken communication. In the context of English language education, enhancing oral proficiency is a central goal. This essay explores the effective strategies for achieving this objective through innovative approaches and interactive materials. The main methods used in this research include scientific analysis and synthesis, description, discussion, and lesson modeling. The research results encompass the enhancement of the professional competence of future English language teachers and practical experience in the use of innovative approaches and interactive materials in English language teaching, leading to the improvement of the educational process in pre-service training. Conclusions drawn from the research demonstrate how the application of research materials contributed to the development of the professional expertise of future English language teachers.The research materials are original and were obtained during the professional training of future English language teachers in September-December 2022.

This meta-analytic study explores the overall effectiveness of automatic speech recognition (ASR) on ESL/ EFL student pronunciation performance. Data with 15 studies representing 38 effect sizes found from 2008 to 2021 were meta-analyzed. The findings of the meta-analysis indicated that ASR has a medium overall effect size (g = 0.69). Results from moderator analyses suggest that (1) ASR with explicit corrective feedback is largely effective, while ASR with indirect feedback (e.g. ASR dictation) is moderately effective; (2) ASR has a large effect on segmental pronunciation but a small effect on suprasegmental pronunciation; (3) medium to long treatment duration of ASR results in higher learning outcomes, but short duration offers no differential effect compared to a non-ASR condition; (4) practicing pronunciation with peers in an ASR condition produces a large effect, but the effect is small when practicing alone; (5) ASR is largely effective for adult (i.e. 18 years old and above) and intermediate English learners. Overall, ASR is a beneficial application and is recommended for assisting L2 student pronunciation development.

Recently, there has been an explosion in the availability of large, good-quality cross-linguistic databases such as WALS (Dryer & Haspelmath, 2013), Glottolog (Hammarström et al., 2015) and Phoible (Moran & McCloy, 2014). Databases such as Phoible contain the actual segments used by various languages as they are given in the primary language descriptions. However, this segment-level representation cannot be used directly for analyses that require generalizations over classes of segments that share theoretically interesting features. Here we present a method and the associated R (R Core Team, 2014) code that allows the flexible definition of such meaningful classes and that can identify the sets of segments falling into such a class for any language inventory. The method and its results are important for those interested in exploring cross-linguistic patterns of phonetic and phonological diversity and their relationship to extra-linguistic factors and processes such as climate, economics, history or human genetics.

Korebaju (ISO639-3: coe) [ḱòrèβàhɨ] (Koreguaje) is a tonal language spoken in the foothills of the Colombian Amazon. Three field surveys carried out between 2017 and 2019 with six native speakers (3 females and 3 males) from the same village provide a set of glottal productions at both phonetic and phonological levels. This study focuses on the four types of glottal units we have found in this language: A set of vowels /aˀ/, /eˀ/, /oˀ/, [iˀ] and [ɨˀ] including 3 phonemes; the glottal stop [ʔ] and the consonant [*] transcribed and described as a creaky voiced glottal approximant by [1]. Both consonants occurred in intervocalic contexts and can be analyzed as a suprasegmental feature [constricted glottis] which marks the syllable onset. Finally, we have also found a clear and systematic burst which accompanies the release of the nasal consonants [mˀ, nˀ, ɲˀ]. No change was found in the EGG signal for these consonants suggesting an abrupt release of the aeroacoustic pressure.

Computer-assisted pronunciation teaching has been shown to have favourable learning outcomes for language learners, which brought about the emergence of increasing body of research on this topic. Despite some attempted review studies, no systematic review of the line of the relevant literature has hitherto been observed. This study seeks to fill in this gap by reviewing the research on computer-assisted pronunciation teaching in L2 classes published between 2010 and 2021 May. 26 studies were scrutinized in terms of their contexts and participants, technology used, pronunciation aspect analysed, research design and focus, data collection tools and theoretical framework. The results showed that most of the studies were conducted with EFL/ESL learners at university level. Computer-assisted pronunciation training (CAPT) and Automatic Speech Recognition (ASR) programs were utilized more than other technological tools. Quantitative design was the dominant research method, which was follow...

Undoubtedly, pronunciation is a significant factor in communication and it can be a source of unintelligibility between interlocutors. Several materials can contribute to the improvement of pronunciation skill one of which seems to be audiobooks. Therefore, the present study aimed at investigating the influence of using audiobooks on the improvement of pronunciation ability of Iranian EFL learners. To this end, 90 elementary, intermediate, and upper-intermediate students from three English language institutes were selected in Shiraz, Iran. In order to examine the effect of using audiobooks on students' sound recognition and sound production, two tests were administered to the students as pretest and posttest. To find out whether audiobooks had any effect on the pronunciation ability of learners, the mean and the standard deviation of the three groups of learners were compared. Data analyses showed that the sound recognition ability of intermediate learners improved significantly in comparison with the other two groups. Also, students at upper-intermediate level had the highest gain in pronunciation production in comparison with the other two groups of learners. However, there was no statistically significant difference among the three groups of learners with regard to their production ability of English phonemes. The study also found that females outperformed their male counterparts regarding pronunciation production tests after receiving treatment. However, males performed better than females in pronunciation recognition tests after receiving treatment. The implications are provided at the end of this study.

Recently, there has been an explosion in the availability of large, good-quality cross-linguistic databases such as WALS (Dryer & Haspelmath, 2013), Glottolog (Hammarstrom et al., 2015) and Phoible (Moran & McCloy, 2014). Databases such as Phoible contain the actual segments used by various languages as they are given in the primary language descriptions. However, this segment-level representation cannot be used directly for analyses that require generalizations over classes of segments that share theoretically interesting features. Here we present a method and the associated R (R Core Team, 2014) code that allows the flexible definition of such meaningful classes and that can identify the sets of segments falling into such a class for any language inventory. The method and its results are important for those interested in exploring cross-linguistic patterns of phonetic and phonological diversity and their relationship to extra-linguistic factors and processes such as climate, econo...

In North American English (NAE) and British English, [ae] and [ɑ] are open vowel phonemes which are articulated by a speaker easily without a build-up of air pressure. Among all English vowels, the greatest problem for most Turkish majors of English is the discrimination of [ae] and [ɑ]. In English , [ae] is called the 'short a' or ash, and [ɑ] is termed as 'short o' or script-a, which has a soft nature in its pronunciation. [ɑ] exists in Danish, Norwegian, and Swedish. In addition, it exists in French vowel system, as in temps (time) and banc (bench). It is commonly known that non-native speakers of a language, such as Turks, who cannot hear different sounds, are probably not pronouncing [ae] and [ɑ] sounds correctly. The aim of this study is to uncover the difficult phonetic details of English [ae] and [ɑ] sounds for Turkish English majors, and teachers-on-the-job and propose a sample lesson plan to them.

Korebaju (ISO639-3: coe) k r àh ] is a tonal language spoken in the foothills of the Colombian Amazon. Three field surveys carried out between 2017 and 2019 with six native speakers (3 females and 3 males) from the same village provide a set of glottal productions at both phonetic and phonological levels. This study focuses on the four types of glottal units we have found and [ ] including 3 phonemes; the glottal stop [ ] and the consonant [*] transcribed and described as a creaky voiced glottal approximant by [1]. Both consonants occurred in intervocalic contexts and can be analyzed as a suprasegmental feature [constricted glottis] which marks the syllable onset. Finally, we have also found a clear and systematic burst which accompanies the release ]. No change was found in the EGG signal for these consonants suggesting an abrupt release of the aeroacoustic pressure.

Korebaju [kòrèβáh] (ISO 639-3: coe) is a Western Tukanoan language from the SouthWestern part of Colombia. A study conducted in 2017 and 2018 with six native speakers (3 female and 3 male) shows that Korebaju has an inventory of 17 consonants /p,

, is a prolific academic scholar with extensive experience in teaching, linguistic and didactic research, and publishing activities. His expertise in the field of phonetics and phonology is confirmed by several books and remarkable research articles, for instance '

Tone is well known in Asian and African languages, but less so in languages of Papua New Guinea (PNG). The major survey of New Guinean tone systems is Donohue (1997). The present paper introduces published and original data that support several types of tone systems of PNG, distinct from pitch-accent systems. Tone languages of PNG operate on either the word level or syllable level. Word-level tone languages operate in one of two ways. The first is by a limited set of melodies that spread through syllables of the word via ...

Este estudio investigó la categorización e interpretación de los acentos tonales nucleares del inglés, H*L-L% (contorno descendente) y H*L-H% (contorno descendente-ascendente) por hablantes de español rioplatense según dos tipos de tarea de escucha, analítica y sintética. Dos grupos de participantes realizaron ambas tareas. Un grupo había recibido instrucción explicita en entonación inglesa, mientras que el otro grupo no tenía instrucción. Ambos grupos realizaron las mismas tareas. La primera tarea consistía en determinar el significado pragmático asociado a una serie de pares mínimos entonativos, realizados sobre oraciones idénticas en las que sólo diferían los acentos tonales nucleares. En la segunda tarea, los participantes debían decidir si el contorno entonativo era descendente o descendente-ascendente. Los resultados mostraron que, para ambos grupos, la primera tarea promovió una mejor categorización de H*L-L% como aserción, pero obstaculizó la categorización de H*L-H% como pregunta. En la segunda tarea, el grupo expuesto a la instrucción explícita logró una mejor categorización de la forma H*L-H% como contorno descendente, mientras que el grupo sin instrucción tuvo menor éxito. A la luz del modelo L2LP (Escudero, 2005), se concluye que una forma entonativa L2 no existente en la L1 se procesa más fácilmente según la modalidad de escucha analítica.

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Phonetic perceptíon occurs when on hearing speech, a Iístener recovers the phonetic message, That message consísts of the meaningless segments perceived as consonants and vowels. These are ordered in stríngs, organized into Iarger units and carried on a prosodie contour. Perceptual studies on Spanish syIlabic segments reported here, are based on the assumption that the syIlable is the basic proeessing unit for speech perception.

Korebaju [kòˀrèβáh̀ɨ] (ISO 639-3: coe) (Koreguaje) is a Western Tukanoan language from the South-Western part of Colombia. A study conducted in 2017 and 2018 with six native speakers (3 female and 3 male) shows that Korebaju has an inventory of 17 consonants /p, t, k, pʰ, tʰ, kʰ, β, ɸ , s , h, t͡ ʃ, m, n, ɲ, ʰm, ʰŋ, r/ and 6 oral vowels /i, e, a, o, u, ɨ/, 6 nasal vowels /ĩ, ẽ, ã, õ, ũ, ɨ /  and 3 glottal vowels /aˀ, eˀ, oˀ/. Contrary to previous studies, this paper shows that Korebaju does not include the vowel [ɯ] in its phonemic inventory. The vowel [ɯ] is an allophone of the high back vowel /u/ when it follows a palatal consonant. In the same context, the high central vowel /ɨ/ also has an allophone [ɪ]. This paper focuses on an acoustic and articulatory description. Data come from a set of words recorded with synchronized audio and EGG signals

2004) suggests that some of what is assumed to be part of UG may be learned rather than innate. Mielke (2004) proposes that phonological features are learned, evidenced by the fact that three widely assumed feature sets are inadequate to capture some patterns found in the world’s languages.

Louis Hjelmslev’s influence within the history of phonology, usually deemed marginal, can at least in part be re-evaluated under the light of little known references to the Dane linguist, which suggest that his early concern for suprasegmental units did not pass unnoticed by other phonologists.

The value attached to pronunciation has kept changing continually in the methodological history of language instruction. Depending on the nature of methodological considerations that dominated research and teaching agenda, it either received too much attention or was marginalized. This study sets out to provide a comprehensive overview of pronunciation instruction from the 1950s to the present day, with a particular reference to popular bipolar debates that characterized this methodologically fluctuating period. Moreover, it attempts to examine the general outlook on pronunciation and summarize major issues concerning what components of pronunciation to include in the syllabus and how to teach it. The study also discusses the role of computers and technology in pronunciation instruction by incorporating data from empirical studies. Although some of the debates have been inconclusive up until today, the intellectual effort put in the process seems to have proved fruitful in providing...

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El efecto perceptivo magnetico es un fenomeno que investigaciones recientes lo presentan como controvertido (Lively & Pisoni, 1997; Lotto, Kluender, & Holt, 1998). De acuerdo con Kuhl (1991), el efecto iman, o magnetico, ocurre cuando la discriminacion en torno a un buen ejemplar de una categoria fonetica es peor que la discriminacion en torno a un ejemplar pobre de la misma. Sin embargo, cuando en la literatura este efecto ha sido nitidamente encontrado, no se descarta la posibilidad de una comparacion a traves de categorias distintas. En este estudio, se ha buscado el efecto magnetico en la vocal castellana /i/, asegurando que todos los juicios discriminativos tengan lugar dentro de una unica categoria. Se llevaron a cabo tres experimentos con hablantes adultos del castellano. En el Experimento 1 los participantes clasificaron foneticamente un conjunto de 40 vocales sinteticas que variaban sistematicamente en las frecuencias del primer (F1) y segundo (F2) formante. Los resultados ...

Neste trabalho revisamos alguns fatos da fonologia e da tonologia Piraha apresentados em alguns trabalhos anteriores (Everett (1983), Sheldon (1974, 1988), K.Everett (1998)) com novos dados. Inicialmente apresentamos os principais aspectos da fonologia segmental e da estrutura silabica. Falamos sobre tons foneticos e apresentamos resultados de medicoes de pitch em nomes em isolamento. Procedemos a analise tonologica do sistema Piraha descrevendo os padroes tonais encontrados em nomes. De acordo com D. Everett (1979) apud K. Everett (1998, p.108) Piraha tem dois tons fonologicos, L (baixo) e H (alto), que sao realizados em quatro padroes tonais possiveis: H, L, LH e HL. Sequencias ascendentes e descendentes sao interpretadas como sequencias de tons nivelados. Apresentamos evidencias preliminares de que Piraha em seu atual estagio tem quatro tons: baixo, alto, ascendente e descendente distribuidos em dois registros, [+stiff] and [-stiff] (Bao, 1999), com tons ascendentes e descendente...

This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps: �orientation, discussion, material exploration, action, test, and reflection. �Two data collecting methods�journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individuals finished the reading course for one semester. The findings show that the teaching-learning process using Web based instruction enlarges the students� reading activity, enhances micro and macro reading competences, and builds affection.

This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps: �orientation, discussion, material exploration, action, test, and reflection. �Two data collecting methods�journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individuals finished the reading course for one semester. The findings show that the teaching-learning process using Web based instruction enlarges the students� reading activity, enhances micro and macro reading competences, and builds affection.

Korebaju [kòrèβáh] (ISO 639-3: coe) is a Western Tukanoan language from the SouthWestern part of Colombia. A study conducted in 2017 and 2018 with six native speakers (3 female and 3 male) shows that Korebaju has an inventory of 17 consonants /p,

Este estudo visou reavaliar os achados de Moraes Wetzels (1992) sobre a duração de vogais nasais distintivas do PB ao ampliar as vogais e os contextos estudados. Segundo a hipótese, uma maior duração da vogal nasal é uma manifestação, no nível da implementação fonética, de uma representação bimoraica e por isso a vogal nasal resultaria mais longa do que as vogais orais e mesmo do que as vogais nasais alofônicas, cuja representação é monomoraica. Foram registradas três repetições de 15 palavras representando cinco contextos diferentes por sujeitos falantes do dialeto de BH. A análise por modelos de efeitos mistos mostrou que a hipótese se refere apenas ao comportamento do [a] antes de plosiva e do [i] antes de fricativa. A hipótese foi também reformulada nos termos da “primazia moraica” (moraic primacy): os falantes mostram maior variação se comparados seu tempo de articulação de segmentos diferentes quando tais segmentos são ocupados por apenas uma mora. Analisaram-se então a variaç...

This talk highlights recent research on the phonetics of tonal alignment in Yoloxóchitl Mixtec (YM). This language is notable for its large tonal inventory, where 20 tonal melodies contrast on monosyllabic words. The language's phonological structure strongly supports the alignment of tonal targets to moras, resulting in contrastive contour types even within a single syllable, e.g. /1.3/ vs. /13.3/. Patterns of phonetic tonal alignment were investigated. The alignment of non-glottalized tonal targets was examined with original field data collected by the authors from 10 speakers. Words varied by word type (monosyllabic, disyllabic) and tone. Both the phonological patterning of tone and patterns of phonetic alignment demonstrate a strong pattern of moraic tonal alignment in YM. The F0 trajectories for bimoraic monosyllables closely match those of bimoraic disyllables. Moreover, in both word types, F0 movement is restricted to only the mora with the associated target. Thus, a rising /1.3/ tone shows a marked delay in F0 rise compared to the earlier rise observed with a /13.3/ tone. These findings support the notion that moras act as anchors for F0 targets and trajectories within tone production. Such patterns stand in stark contrast to studies on tone languages for which the syllable is the unit of tonal alignment [1, 2, 3, 4]. Taken as a whole, this research expands our knowledge of tonal phonetics and challenges what we believe is possible in the tonal systems of human languages. As a more general perspective on tonal phonetics will emerge from the consideration of a typologically-diverse set of languages, this work also highlights the increasing relevance of laboratory methods in phonetic fieldwork.

RESUMO A nova dimensão do papel que a língua inglesa tem desempenhado nas comunicações internacionais coloca a questão de se o ensino-aprendizagem de pronúncia deveria perpetuar os modelos estabelecidos de sotaque nativo, seja americano, britânico ou outro. Ainda, se o sotaque nativo deve ser substituído, outra pergunta surge, então, relativa à(s) variante(s) que o substituiria(m). A resposta é proposta por Jenkins (2000) em seu livro, The Phonology of English as an International Language, ou por Walker (2010), a pronúncia do Inglês como Lingua Franca (ILF). Assim, este artigo objetiva promover a discussão desse novo conceito de pronúncia do inglês e suas implicações para o ensino-aprendizagem de pronúncia, propondo uma análise e uma reavaliação de alguns conceitos chave para ILF: o perfil sociolinguístico do inglês, os contextos de ensino-aprendizagem do Inglês para Falantes de Outras Línguas (IFOL), as mudanças de foco no ensino de pronúncia do inglês através dos últimos cem anos aproximadamente, e os elementos fundamentais para o ensino da pronúncia do ILF: o Núcleo da Língua Franca (NLF). Após essa análise, apresentamos os resultados de uma entrevista realizada com trinta e seis acadêmicos de Letras Português-Inglês da Universidade Feevale, que responderam a perguntas relacionadas a aspectos como os sotaques a que eles se expõem e os elementos que consideram importantes em uma aula de pronúncia. Finalmente, são apresentadas considerações a respeito das possibilidades de trabalho com o ILF e o NLF no Brasil. Palavras-chave: ILF. NLF. Reavaliação do ensino de pronúncia.

* This article was initiated by a talk Rob Burling gave on Garo in June 1994 at University of Michigan, and by the ensuing e-mail exchanges Rob and I had daily over the following week. Many thanks to Rob for sharing his thoughts with me and for his comments on an earlier draft. Thanks also to the audience at Rob's talk, in particular Prathima Christdas. Neither Rob nor the audience may agree with all I say. 1 According to the distinctive features system of Chomsky and Halle (1968:67), [] is not [+consonantal] but [-consonantal], just like the glides [y w]. This view is maintained by Halle (1992) in the current version of feature theory, namely, feature geometry. Burling's observation is in line with the analysis of Chomsky and Halle.

In this paper, we present a sketch of the phonology of the Yucunany dialect of Mixtepec Mixtec in terms of its segmental and tonal inventories as well as some phonological processes that we have observed. The Mixtepec Mixtec language is spoken by 12,000 people (Ethnologue, ...