On the Phonology Characteristics of Leizhou Dialect in Malaysia

Based on first-hand materials obtained from field investigations in Malaysia, the results show that: firstly, there are 17 initials in the Leizhou dialect of Malaysia, including the implosives initial and the [f] initial. The pronunciation of Leizhou dialect in China is already rare, some of which are retained in the Leizhou dialect of Malaysia. Its initial consonant is borrowed from local Hua Yu or other Chinese dialects. Secondly, the Leizhou dialect of Malaysia has 46 finals. The pronunciation and timbre of some of its vowels are similar to the Yue dialect of Malaysia [&#592] main vowel. Thirdly, there are 8 monosyllabic tones in the Leizhou dialect of Malaysia. The pronunciation and tone of some of its characters are similar to the Xia Yin entering tone of Yue dialect of Malaysia.

中国音韵学的切韵图与西洋音系学(Phonology)的“最小析异对”(minimal pair)

中学与西学两者结合,古学与今学两者结合,是建设具有中国特色的创新型语言学的一条途径。笔者以唐宋元的切韵图和西洋音系学的"最小析异对"原理为研究对象,发掘出宋人卢宗迈的一段精辟言论,指出切韵图及后世的音节表都植根于汉语的特点,千年以前的中国学者很懂得"最小析异对"原理,并据以创造出神奇之物——切韵图,彰显先贤的这种原创精神是我侪分内之责。本文最后向中外语言学家、音系学家进一言。

A Comparative Study on English Pronunciation and Phonology of Chinese EFL Learners

Pronunciation often gets ignored over grammar and vocabulary in EFL programs.However,words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message across.Phonology,then,should be an integral part of any EFL lesson.This paper examines the current situation of English pronunciation of Chinese students and aiming to present a procedural approach for incorporating phonological elements into an EFL syllabus.

American English-Speakers’ Perception of Non-Native Phonotactic Constraints: The Influence of Training in Phonology

The purpose of the present study was to examine the differences between perceptions of non-native phonotactic rules and constraints by monolingual English-speaking undergraduate students in a program of communication disorders who had taken and passed a course in the study of phonology and by undergraduate students in communication disorders who had not yet taken a course in phonology. Participants listened to audio recordings of words from Hindi, Hmong, Kurdish, Russian, and Swedish recorded by speakers fluent in those languages. Each of the words contained at least one phonotactic constraint that is not permitted in American English phonology. Participants were instructed to write exactly what they heard after each word in the recordings, and their perceptions of the illegal constraints were scored as correct or incorrect. No significant difference was found between the students who had taken a phonology course and the students who had not. The most common misperception made was the omission of one phoneme when two were illegally combined. The results of this study, though not consistent with anticipated results, have many implications for issues concerning the linguistic diversity of the United States, among other issues related to language.

Main Problems with English Phonology for Chinese Mandarin Speakers

This paper uses the test books and learning situations of middle school beginners as an example, presents three main problems with phonology for Chinese Mandarin speakers: sound level, word level and connected speech level. It also gives solutions with supportive evidences to overcome these problems for beginners.

A Phonology-Based Contrast between English and Chinese

With the advancement of modern linguistics, an increasing number of linguists commence on engaging in the comparativestudy between English and Chinese on the basis of phonology. As a result, this paper explains what phonology is, and makes a con-trast between English and Chinese from the phonological components, including syllable,tone and intonation,rhythm,stress and pho-neme, which intends to give English learners a clear and full understanding of differences between English and Chinese and eventu-ally to enlighten them to master English.

The Practical Meaning of Understanding Phonetics and Phonology

Phonetics and phonology are two significant areas of English pronunciation.Understanding the concepts of phonetics and phonology is essential for English teachers,which helps them prepare for the class and develop their own speaking competence.In addition,learning knowledge in these two areas also help students understand the language more efficiently.

A Brief Introduction to Phonology, Morphology,Lexicology, and Semantics

Phonetics is a fundamental branch of linguistics and itself has three different aspects.Articulatory Phonetics—describes how vowels and consonants are produced or'articulated'in various parts of the mouth and throat.Acoustic Phonetics—a study of how speech sounds are transmitted:when sound travels through the air from the speaker’s mouth to the hearer’s ear.

和谐串行理论视阈下的英语软腭音软化与音系不透明现象研究

和谐串行理论(Harmonic Serialism,简称HS)是近几年来兴起的一种带推导的优选论理论。本文首先对HS的基本原则和理论框架予以介绍和阐释。然后基于形态—音系视角,运用HS对英语派生后缀触发词基尾的舌根塞音软腭音软化和该音变中出现的“表层非显”音系不透明现象进行理论分析,指出基于规则推导模式的经典生成音系学理论和并行优选论在分析这一音变现象时存在的问题。基于音系结构的标记性,本文提出音系理据来说明以非低前元音/I/、/e/起首的派生后缀会触发所附词基尾的舌根塞音/k/、/g/出现软腭音软化。然后阐述HS严格遵循渐变性原则,能够更全面地描写和解释英语软腭音软化以及该音系过程中的音系不透明现象。最后,简要说明本文的研究发现和研究意义。

广州话禁止词“咪”为“唔使”合音证

“咪”是广州话中常见的表禁止或劝阻的否定副词。根据方言调查语料和方言历史文献,从音义两方面证明广州话禁止词“咪”确实是来自否定结构“唔使”的合音。合音形式“咪”原本和否定结构“唔使”里的“使”一样读阴上调,今读阳上调是根据合音形式的声母为次浊而作出的声调调整;历史上的“唔使”兼有必要性否定和禁止性否定两种用法,“唔使”合音为“咪”是在禁止祈使句中实现的,合音词“咪”继承的是“唔使”的禁止性否定用法。

谈音韵学在敦煌道教文献校勘中的作用

敦煌道教文献中有不少韵文,对这些韵文的韵脚进行分析,可以解决一些校勘问题。分析韵脚字,可以确定异文的是非。对于无校本的文献,分析韵脚可以找出讹误所在,并做些适当的理校。文献中的一些异文与语音转变有关,对异文做音韵学分析可以判别正误并确定讹误产生的原因。

英语诗歌中的语音连贯与翻译

语音之间明显存在的重复关系会形成一种连贯效应;这种现象多见于诗歌之中,最常见的是行末音节的重复,以及音节轻重、长短、平仄的有规律重复,它们建构了诗歌中的韵式与节奏,从而形成诗歌的音乐性。本文分析了英语诗歌中的语音连贯机制,指出在翻译中再现原诗音乐性的最优方案是将原诗语音连贯的模式用译文语言以尽可能接近的方式复制出来:对于利用音节重复建构韵式的连贯模式,译文也应采用同样的语言策略;而对于原文利用音节的轻重来建构节奏的连贯模式,译文则采用“以平仄代抑扬”的方式来作对应。如此,方能将原诗的格律以最优化的方式体现出来。

德语中汉源借词的发音归化研究

作为中国文化使者的汉源借词,进入德语语言及文化的认知系统,无疑说明了言语社团间交流的增加。汉源借词进入德语的难点在于从文意到音形转化过程中的不可通约性,这一现象易引发德语国家对音形背后文意的考量。本研究通过辅音、元音、音节和重音四个维度对德语中汉源借词的发音展开探究,拟解决问题包括“汉源借词的发音方式与德语俗例化发音规则是否相融”以及“如何明确在德语中汉源借词‘正确'或可能的发音方法”等,进而进一步考察汉源借词发音与德语惯例发音的融入体系。

汉语第二语言学习者配对联想学习能力与形声字学习之间的关系研究

汉字学习是汉语第二语言学习者面临的巨大挑战。形声字的数量占汉字总数的绝大多数,因此探讨形声字学习的机制有助于更有针对性地进行差异化教学。基于前人相关研究,我们假设基于规则的视觉—语音配对联想学习的能力是学习形声字的主要机制之一。为探讨这一假设,我们在现有视觉—语音配对联想学习材料的基础上增加形音对应规则,并邀请了一组初级汉语水平学习者参加基于规则的视觉—语音配对联想学习任务和形声字学习任务。研究结果证实了该假设,具体表现为善于发现隐含的形音对应规则的学习者,其形声字的学习效果好于不善于发现规则者,而且也能够将新近学习的声旁表音规则迁移至其他同声旁形声字。基于此,我们建议,在教学过程中,对于不善于发现规则的学习者,需要通过外显的声旁教学来引导他们关注形声字字形中蕴含的读音信息,通过同声旁家族归纳总结声旁表音的规律性,鼓励他们在生字学习的过程中利用声旁提供的全部或者部分读音信息学习和记忆汉字。

国内音系学研究的可视化分析(2001—2021)

以2001—2021年CNKI中收录的核心期刊及CSSCI来源期刊研究性论文为数据来源,以CiteSpace软件为研究工具,从年度发文数量、载文期刊、关键词共现分析,关键词聚类分析、关键词突现术语等不同维度对国内音系学研究现状开展可视化计量分析。研究发现:(1)近二十年来,国内有关音系学研究的论文数量总体呈上升趋势;(2)从期刊分布看,载文核心期刊多,载文数量大,但学科领域分布较为单一,多集中于汉语类期刊;(3)音韵学、优选论、同音字汇、上古音、方言、声调、重音、演变等是国内音系学关注的研究热点;(4)国内学者对于最新的音系理论和研究方法关注不足。

语音学的四阶历程

语音学已成长为一门包括众多交叉性学科的大学科,其核心分科叫语言语音学,即以实验手段研究跟语言相关的语音问题。从认识论来看,语音学经历了四个时期。它诞生于1880年代,刚开始是为语音教学和语音描写服务的,它运用实地调查和语音实验的研究方法,实验数据被认为是可靠知识的来源。实验语音学在1940年代正式登场,这是第二期的开始。此后数十年,它在语言学外发展出很多交叉学科;但在语言学内受到排斥,语音数据被认为是无用或无关的。第三期从1990年代开始,语言语音学和实验音法学重新强调实验的重要性。到2010年代,电脑技术的进步促进了实验语音学的普及,语音学在认识论上走向依赖语音数据。最近十几年来,认识论再次转向,实验数据被认为是有用的,但起辅助作用。语言语音学应隶属、服从、服务于语言学,应为音法范畴的确立提供证据。现有的语音学基本概念都来自欧洲音素优势型语言,它们对声调和发声态无能为力。要建立一套真正的普适理论,需要全面了解亚非美洲的发声活跃型语言。近年来,国内大规模的田野调查揭示了很多过去未知的发声态和声调现象,由此发展出一个更为一般的语音学基本框架,并建立起音法类型学和演化音法学。

非洲语言音系研究的理论贡献

非洲语言数量众多、类型丰富,是世界语言研究的宝库。研究非洲语言的音系有助于深入了解音系共性和个性。非洲语言在音位、区别特征、音系规则、音节结构、声调、重音、元音和谐、语调等方面为音系理论的构建和检验提供了丰富的材料。论文梳理了与音系理论发展密切相关的非洲语言音系研究成果,从结构主义音位学、区别特征理论、音系规则交互、音节理论、自主音段音系学、音系主干理论、语调音系学、词汇音系学、优选论等方面阐释了非洲语言音系研究的理论贡献。在音系理论发展过程中,非洲语言音系研究起到了举足轻重的作用。

百年来江苏方言的语音演变

百年间,江苏各市县方言发生了或快或慢、或系统或零星的变化。交界地带方言由于长期频繁的接触,出现了不同层次的竞争和叠置。本文从古知庄章与精见组声母的分合、古全浊声母的演变、古蟹止臻摄合口端知系介音的有无、古咸山摄舒声韵母格局的简化、入声的舒化等五个方面,考察江苏方言百年来语音演变轨迹,探寻其规律及成因。