Spanish Phonology

En español mexicano, la frecuencia de /tl/ es mucho más alta que en español peninsular, dado que aparece en un número relativamente alto de préstamos y topónimos del náhuatl. La distribución de /tl/ en español mexicano nos lleva a plantearnos si acaso, en esta variedad, /tl/ debe considerarse como un único segmento (una oclusiva lateralizada) en vez de como secuencia. En este artículo examinamos la hipótesis de que /tl/ pudiera ser único segmento en español de México. Asumimos que una duración más reducida de /tl/ con respecto a grupos como /pl/ y /kl/ podría servir como evidencia de monosegmentalismo. Sin embargo, nuestros resultados experimentales no ofrecen evidencia para esta hipótesis. Por el contrario, sirven para establecer que /tl/ es de hecho un grupo de ataque consonántico en español mexicano. Un hecho interesante, pero no inesperado, es que, en posición media, /tl/ es más breve en mexicano que en español de Castilla. Esto resulta de una conocida diferencia en silabificación entre los dos dialectos. En conclusión, /tl/ es un grupo de ataque en mexicano, tanto en posición inicial como media. En español de Castilla, por otra parte, sólo puede ser un grupo heterosilábico.

Este manual está dirigido principalmente a especialistas en lingüística aplicada y a profesores de inglés, aunque también puede resultar de interés para estudiantes que deseen conocer cómo funcionan los sistemas sonoros de las lenguas, especialmente en el contexto del aprendizaje del inglés como lengua extranjera.

The article deals with the analysis of the evolution of Romanian medical terminology. Based upon the theoretic exploration on the concept of linguistic influence, the present paper underlines the wideranging aspects of English impact on Romanian language in the scientific field of medicine. The translation of medical terms from Romanian into English represents a fascinating and valuable area for translation studies. On the other hand since borrowing is one of the normal neo-logical processes that every language has at its disposal to enrich its lexis. This circumstance is thoroughly related to the general tendency of popularization in science. For that reason it can be anticipated that English terms will become more and more extensively used in popular science texts in the future.

Lo sviluppo delle relazioni internazionali ha aumentato in misura esponenziale le esigenze di comunicazione tra le persone che prevede in genere la conoscenza di una lingua comune ovvero l'impiego di interpreti o traduttori. Tuttavia, le lingue impiegate in questi contesti non sono diffuse in molti paesi seppure densamente popolati ed economicamente rilevanti e l'esistenza di numerose tipologie di trascrizione fonetica costituisce un ulteriore ostacolo alla comunicazione sia parlata che scritta. Il progetto qui proposto rappresenta una risposta all'esigenza di uniformità di trascrizione fonetica di una lingua comune poiché utilizza lemmi composti soltanto con le cifre numeriche da 0 a 9, universalmente conosciute, cui viene attribuito un suono facilmente pronunciabile da chiunque ed univoco. L'aggiunta delle indispensabili regole grammaticali e sintattiche, senza ricorso ad alcun preziosismo linguistico, e di un dizionario creato secondo una logica di omogeneità lessicale e concettuale per una facile memorizzazione danno forma ad un idioma che può essere appreso ed impiegato in breve tempo e dovunque senza retaggi culturali e geografici. La lingua Nu è interamente strutturata ed è già pronta per il suo debutto nelle relazioni internazionali che potranno essere coltivate utilizzando uno strumento di comunicazione neutrale ed universale.

Copyright by John E. Rueda Chaves 2013 iii Resumen La presente tesis investiga la variación de (-s) en el español hablado en San Andrés, una comunidad de habla del Caribe colombiano con un estatus especial dada su condición multilingüe. Se indaga sobre la configuración articulatoria y acústica de las distintas variantes de /-s/ en el español sanandresano, y su formalización desde los modelos fonológicos Autosegmental jerárquico y Optimal (TOp). Se establecen los procesos internos y externos al sistema lingüístico que favorecen la elección de cada una de las variantes de (-s). Los participantes de este estudio son 36 sanandresanos residentes en la isla. Se realizó una entrevista semidirigida de una duración mayor a los 36 minutos. Asimismo, un análisis acústico descriptivo usando PRAAT (Boersma & Weenink, 2005, versión 5.1.30) de 319 instancias de variantes de /-s/ y de las consonantes de su entorno: 246 casos de sibilante y 73 de glotal sonora y aspirada. Asimismo, se midieron 221 vocales núcleo de sílaba. Se realizó un análisis sociolingüístico de 3600 casos de /-s/ a través de Goldvarb x (Sankoff, Tagliamonte & Smith, 2012). En español hablando en San Andrés, se encontraron nueve variantes de (-s): distinguibles acústicamente. La aspiración es producto del ensordecimiento de [ɦ]. La glotal oclusiva sorda se encuentra sólo en el grupo con interferencia del criollo en su español. xxii Lista de cuadros Cuadro 1. Tipología de sibilantes……………………………………………………..5 Cuadro 2. Principales procesos de obstruyentes en español (Martín Butragueño, 2007: 20). Variación de (-s) en el ESA……………………………………………..125 Cuadro 3. Principales variantes obstruyentes fricativas coronales (Martín Butragueño, 2007: 15)……………………………………………………….……..126 Cuadro 4. Modelo 1. Jerarquía de restricciones para (-s). Candidato óptimo [s]...166 Cuadro 5. Modelo 2. Sonorización de /-s/. Candidato óptimo [z]…………………167 Cuadro 6. Modelo 3. Ensordecimiento de [ɦ]. Candidato óptimo [h]……………..167 Cuadro 7. Modelo 4. Variación de frecuencias de (-s). Candidato óptimo [s]…….168 Cuadro 8. Modelo 5. Formalización de la variación inferencial de (-s). Candidato óptimo [s]…………………………………………………………………………...169 Cuadro 9. Modelo 6. Formalización de la variación inferencial de (-s). Candidato óptimo [Ø]………………………………………………………………………….169 Cuadro 10. Modelo 7. Formalización de la variación inferencial de (-s). Candidato óptimo [ɦ]…………………………………………………………………………..169 Cuadro 11. Modelo 8. Variación inferencial de (-s) de acuerdo al contacto de sílabas. Candidato óptimo [ɦ]……..……………………………………………….171 xxiii Cuadro 12. Modelo 9. Variación inferencial de (-s) de acuerdo al contacto de sílabas. Candidato óptimo [s]……………………………………………………………….171 Cuadro 13. Modelo 10. Variación inferencial de (-s) en el valor morfológico. Candidato óptimo [s]……………………………………………………………….172 Cuadro 14. Modelo 11. Variación inferencial de (-s) en el valor morfológico.

Hausa. There are seven different hypocoristic types, some of which can be combined with one another. Six types employ segmental suffixes and one type is formed by partial reduplication. Some of the types display an overall tonal melody; others simply add a tonally fixed affix to a basic name with its inherent tone. The hypocoristic types differ both in their affective/emotive connotations and in who uses them.

La mia lingua madre è l'albanese. Antica, fiera, scolpita nella pietra della storia. Ventinove consonanti come colonne di un tempio millenario, sette vocali come archi che le uniscono, donando equilibrio perfetto, armonia segreta. La lingua si snoda tra le lettere come un fiume tra le rocce, scorre indomita, custodisce le voci di chi è stato e di chi sarà. Shqipja non è solo suono, ma memoria. Un mistero e un miracolo, un albero antico che affonda le radici nelle profondità degli Illiri, conservando in sé le prime parole di un'Europa dimenticata. Unica, solitaria nel grande albero indoeuropeo, una stella che brilla di luce propria. Ogni parola nuova è un germoglio su questo albero immortale. E quando un bambino, in una terra lontana, impara a dire "Unë jam shqiptar", (io sono albanese) non è solo un'affermazione d'identità, ma un ponte tra generazioni, un filo invisibile che lega passato e futuro.

This chapter explores the different realizations of rhotics /r/ and /ɾ/ including its assibilated variants in speech of young speakers in Quito, as well as the attitudes that speakers from this speech community have towards them. In early accounts of this phenomenon, although they appeared to be stigmatized, the assibilated forms were once considered a phonetic marker of Andean Spanish and it was believed that they would continue to be widely used (Toscano Mateus 1953, Argüello 1978). Further sociolinguistic research with young speakers (16-29-year-olds) in Quito (Gómez 2003) revealed that although the assibilated realizations did in fact exist, they were highly stratified socially. In certain groups of speakers, the assibilation of rhotics was declining, while it was maintained in others. This was an indication that there was a change in progress in relation to the assibilated variant. In the present study, data from an attitudinal survey is presented to further explain this variation. The attitudinal tests revealed that the assibilated variant was highly stigmatized, and speakers associated the nonstandard realization with Kichwa influence, rurality, and lack of education, among other factors.

Profundo análisis de los desafíos lingüísticos y culturales que enfrentan los hablantes de ucraniano y ruso al aprender español, con especial atención al cambio de alfabeto, las interferencias fonológicas y semánticas, y el valor simbólico del proceso. Desde una perspectiva filológica y migrante, se explora el aprendizaje del idioma como un acto de transformación identitaria y de integración cultural.

Resumen: A partir de un análisis pormenorizado de los 350 binomios irreversibles del español que aparecen recogidos en Almela Pérez (2006), en este artículo se revisan las propiedades fonológicas que caracterizan este tipo de estructuras coordinadas en español, una investigación inédita hasta la fecha. El artículo, encabezado por una revisión exhaustiva de la bibliografía especializada, se centra en las características prosódicas, métricas, rítmicas y fonotácticas de los binomios. La investigación propuesta se muestra relevante no solo por la escasez de trabajos focalizados en este tema en español, sino porque las distribuciones estructurales observadas en los binomios, no detectables en otros ámbitos, son una ventana que informa del papel de cada uno de los factores aducidos como portadores de peso prosódico (por ejemplo, el número de sílabas o la complejidad de los ataques silábicos) en la fonología del español.

Palabras clave: fonología, peso prosódico y ritmo, orden de palabras, binomios

[en] The phonological properties of Spanish irreversible binomials

Abstract: Based on a detailed analysis of the 350 irreversible binomials in Spanish listed in Almela Pérez (2006), this article reviews the phonological properties that characterize these coordinated structures in Spanish, which is unprecedented research to date. The article focuses on the prosodic, metric, rhythmic, and phonotactic characteristics of these types of binomials. It proves relevant not only due to the scarcity of works focused on this topic in Spanish but also because the structural distributions observed in binomials, undetectable in other areas, shed light on the role of each of the factors cited as carriers of prosodic weight (for example, the number of syllables or the complexity of syllable onsets) within Spanish phonology.

Keywords: phonology, prosodic weight and rhythm, word order, binomials

En el presente trabajo, realizo una descripción del sistema consonántico del cuicateco de San Andrés Teotilálpam. La finalidad es aportar material descriptivo lingüístico al estudio del cuicateco, pues son escasos los estudios. Espero que las generalizaciones aquí realizadas resulten de ayuda a la comunidad, como una base lingüística para el establecimiento de sistemas de escritura. Finalmente, y al margen de la descripción, argumento a favor de la investigación empleando criterios fonológicos y no fonéticos, para ello tomo como base teórica los principios del estructural funcionalismo, en especial los expuestos en Trnka et al. (1980) y Trubetzkoy (1976 [1939]).

This study investigates the phonological adaptation of French nasal vowels into Moroccan Arabic (MA), focusing on the processes that govern this transformation. In MA, French nasal vowels typically undergo "VNASALUnpacking," a process where the nasal vowel is split into an oral vowel followed by a nasal consonant to avoid onsetless syllables. MA speakers perceive French nasal vowels as VN sequences, a phenomenon supported by cross-linguistic evidence of the biphonemic nature of nasal vowels. Using an Optimality Theory (OT) framework, this adaptation is driven by the UNPACKNASALV constraint, which enforces the decomposition of nasal vowels into two segments. This process is further influenced by the CODA-COND NASAL-Stop constraint, resulting in nasal place assimilation and specific output forms in MA. The markedness constraint UNPACKNASALV dominates the anti-unpacking faithfulness constraint INTEGRITY, leading to adaptations that favor structural conditions in MA, such as avoiding *VNASAL and ensuring syllables have onsets (ONSET), at the expense of lexical contrast. French, on the other hand, unpacks nasal vowels primarily in liaison contexts to avoid vowel hiatus, due to the high-ranking NOHIATUS constraint. This preference for unpacking over deletion indicates that the MAX-IO constraint is ranked higher than UNPACKNASALV in French. Yoruba, however, resolves vowel hiatus through deletion rather than unpacking, showcasing different phonological strategies across languages. In MA, the nasal vowels of borrowed French words are realized as VN sequences, neutralizing the orality-nasality contrast in the input. This process indicates the lower ranking of the faithfulness constraint MAX-IO (V) in MA, especially when unpacking would lead to onsetless syllables. The findings highlight the interplay between markedness and faithfulness constraints in the phonological adaptation of borrowed words, emphasizing the structural priorities of MA.

This study focuses on the acoustic characteristics of two fricative variants of /r/ in the highlands of Bolivia: a dominant postalveolar retroflex variant with or without initial linguo-palatal contact, [r̝ , ʐ], present alongside a fronted variant [z]. We aim to differentiate these variants and account for the contexts that trigger one or the other allophone. We analyse the productions of 10 speakers reading sentences in which words were inserted, including different stress and vowel contexts where /r/ appears. For 8 speakers, the results indicate that the [z] allophone occurs in 20% of productions, while 2 speakers do not produce this variant. The centre of gravity varies significantly according to the categorisation of [ʐ] vs [z], and the appearance of [z] is favoured by a front vowel context.

Hay autores que no necesitan presentación, Eugenio Martínez Celdrán, maestro de casi todos los fonetistas de España, es uno de ellos. El presente libro viene a completar una abundante bibliografía personal de reconocido y merecido prestigio, y, en cierto modo la llega a superar en buena parte. Este manual adopta y equilibra tres perspectivas diferentes para estudiar cada uno de los sonidos del español: el articulatorio, el acústico y el perceptivo. Las tres perspectivas se complementan, y a cada una corresponden las informaciones sobre los aparatos con las que son investigadas, de modo que la dimensión docente también incluye una aproximación a las técnicas experimentales: electropalatografía, electro-glotografía, oscilografía y espectrografía. La propia clasificación de los sonidos confirma esta voluntad de poner al día el discurso tradicional de los manuales universitarios con respecto a ciertos cambios hoy ampliamente compartidos por los especialistas. Por ejemplo, los sonidos se dividen de entrada entre consonantes y sonantes. En las sonantes se incluyen las nasales, laterales, róticas, semivocales y vocales, mientras las consonantes son únicamente las obstruyentes, africadas, fricativas y aproximantes: nada nuevo para los especialistas pero no suele ser lo que veíamos normalmente en los manuales. Un largo capítulo dedicado a la prosodia viene a completar este cambio de rumbo en lo que se consideran conocimientos fundamentales de esta ciencia, pues esta disciplina ocupa hoy un lugar importantísimo en la investigación fonética y fonológica, pero solía aparecer de forma totalmente marginal en los compendios universitarios. En general, el acierto de los autores ha sido abordar cuestiones pertenecientes a la investigación de alto nivel, y por tanto aun susceptibles de polémica, e integrarlas de forma asequible en una descripción completa de

Though there has been considerable research on Spanish phonetics and phonology, until now, there has been no in-depth and complete descriptive reference work. Fonética y fonología descriptivas de la lengua española, volumes 1 and 2, are a comprehensive reference, written in Spanish, describing the phonetics and phonology of Spanish. Edited by Juana Gil and Joaquim Llisterri and including contributions from an international group of scholars, these books provide a comprehensive overview for understanding topics across Spanish phonetics and phonology, making clear what further research is needed.

Together, these volumes offer a survey of Spanish descriptive phonetics and phonology. Volume 2 focuses on the suprasegmental properties on the suprasegmental properties of speech such as word stress, intonation, speaking rate, pauses and rhythm. The topics are examined from different angles: their phonetic description, their phonological analysis, their variation, and also their function in speech. Intonation, in particular, is also studied from the point of view of pragmatics, discourse and conversation analysis.

With state-of-the-art information on all topics related to the sounds of Spanish, Fonética y fonología descriptivas de la lengua española will be a valuable resource for researchers, students, and scholars of Spanish linguistics who wish to deepen their understanding of the phonetic and phonological characteristics of all the varieties of the Spanish language.

Though there has been considerable research on Spanish phonetics and phonology, until now, there has been no in-depth and complete descriptive reference work. Fonética y fonología descriptivas de la lengua española, volumes 1 and 2, is a comprehensive reference, written in Spanish, describing the phonetics and phonology of Spanish. Edited by Juana Gil and Joaquim Llisterri, and including contributions from an international group of scholars, these books provide a comprehensive overview for understanding topics across Spanish phonetics and phonology, making clear what further research is needed.

Together, these two volumes offer a survey of Spanish descriptive phonetics and phonology. Volume 1 focuses on the segmental—consonant and vowel sound—properties of phonetic units and phonic phenomena. Each topic is examined from three angles: its phonetic description, its phonological analysis, and the characterization of its variation. The phonetic description is given from the perspectives of production, acoustic analysis, and perception. The phonological analysis includes the different treatments to which a certain phenomenon has been subjected and considers the different theoretical perspectives that have been used to address it.

With state-of-the-art information on all topics related to the sounds of Spanish, Fonética y fonología descriptivas de la lengua española will be a valuable resource for researchers, students, and scholars of Spanish linguistics who wish to deepen their understanding of the phonetic and phonological characteristics of all the varieties of the Spanish language.

El presente texto presentará el análisis fonológico del juego lingüístico del español mexicano conocido como idioma efe, el cual consiste en la inserción de un reduplicante-fV y plantea que se trata de un tipo de infijación reduplicante a través de los postulados de la morfología prosódica (McCarthy, 2020). De la misma forma, se propondrá la existencia de dos modalidades o estrategias de infijación diferenciadas, así como las consecuencias y los retos descriptivos que surgen en el plano de la interacción con las secuencias vocálicas y la estructura acentual.

The study documents the morphological processes involved in the broken plural system of Urdu words. The pluralization system of Urdu is introduced briefly, however, a detailed investigation of morphological complexities of broken plural is given. The study reveals that Urdu has two types of plurals: Sound Plurals and Broken Plurals. Sound plurals are devised by attaching the suffixes to the stem, and this is a native pattern.Some of the native and borrowedsuffixes are enlisted which are used as plural markers. Both native and borrowed suffixes can be used with native words as well as loan words. Two processes, in fact, are involved in the formation of Urdu plurals: morphological process and phonological process. Morphological process attaches the plural marker to the stem while phonological process makes the devised form pronounceable by deleting or alternating the vowel segments and by re-syllabifying the plural form. The broken plurals, a pattern borrowed from Arabic, are formed by inserting the plural markers: infixes, circumfixes and transfixes, and by modification of the stem. This study is in sharp contrast to Hardie's (2004) claim that only suffixes are involved in the inflectional morphology of Urdu. The formation of broken plurals through infixes, circumfixes and transfixespresents another case, different from regular plurals by only suffixes.Prince &Smolensky's (1993) Optimality Theory (OT) has been utilized to analyze the complexities of broken plurals.

This presentation discusses the challenges introductory textbooks in Hispanic linguistics face in order to be effective for teaching undergraduate courses in North America. A proposal to turn those challenges into opportunities is presented at the end.

Questo lavoro parte dalle mie conoscenze ed esperienze personali e si sviluppa attraverso lo studio e la verifica dei suoni inglesi, prodotti da vocali, da incontri tra vocali o con consonanti o tra consonanti. Non è sicuramente uno studio di fonetica vero e proprio perché sarebbe anche complicato e difficile da seguire per chi non ha mai toccato questo argomento. Tuttavia questo lavoro presuppone già una conoscenza della lingua e soprattutto una conoscenza base di come si articolano i vari suoni, cioè come si predispongono i vari elementi che partecipano all'articolazione della parola, come ad esempio la posizione della lingua rispetto ai denti o al palato o la posizione delle labbra. Ho cercato di evitare il più possibile di usare termini tecnici come fricativa dentale, fricativa palatale, occlusiva, labiodentale etc… per rendere più semplice il percorso e dare la possibiltà anche a chi non conosce la fonetica generale, di correggere o rivedere alcuni errori di pronuncia. Anche una conoscenza base dell'alfabeto fonetico internazionale sarebbe opportuna per comprendere più facilmente come pronunciare. Prima di entrare nel vivo di questo studio vorrei chiarire che sono d'accordo col dire che esistono delle vere e proprie regole per pronunciare le parole inglesi ma è anche vero che vengono spesso superate in numero dalle eccezioni! Ho sfogliato e visto numerosi lavori e video di fonetica inglese dove vengono proposte delle regole che generalmente sono affidabili ma "generalmente" non è un termine che può essere accettato da uno straniero che ha bisogno di certezze a cui fare riferimento per essere capito e per capire a sua volta. Queste certezze sono date solo ed esclusivamente dalla pratica quotidiana con persone madrelingua ed è consigliabile apprendere la pronuncia di ogni singola parola che incontriamo, visto che ci sono troppe eccezioni e sfumature diverse. Ho cercato, qui di seguito, di raggruppare quanto più possibile tutte quelle regole che ho appreso negli anni durante i miei studi di lingua inglese e di fonetica sperimentale, dove in laboratorio ogni suono o fonema veniva osservato, analizzato e decodificato sullo spettogramma. Questo lavoro è stato possibile anche grazie alle ricerche sul web, sia in siti di lingua inglese affidabili, sia attraverso la visione di numerosissimi video di insegnanti madrelingua che trattano l'argomento ma che talvolta possono essere anche fuorvianti. Infatti non sempre viene specificato se si tratta di inglese britannico o inglese americano la cui fonetica cambia e anche molto! E' chiaro che in questi video gli inglesi osservano i vocaboli e spiegano le regole da un punto di vista inglese, nel senso che raggruppano i vocaboli in base al suono, indipendentemente dalle vocali coinvolte. Al contrario ho preferito il punto di vista dell'italiano, raggruppando quindi i vocaboli in base alle vocali e agli incontri vocalici, specificando per ogni incontro vocalico le varie pronuncie. Per esempio l'incontro vocalico o dittongo EI in inglese si pronuncia in 11 modi diversi! Per concludere desidero ringraziare coloro che avranno il coraggio di andare oltre la prima pagina e spero che tale lavoro possa servire non da vademecum o come oggetto di studio ma che possa servire da stimolo per proseguire nello studio della lingua e perche no? aiutarmi a migliorarlo. Come tutti ben sappiamo in Italia è sempre più richiesta la padronanza della lingua inglese nel mondo del lavoro e quasi tutti ormai parlano senza grosse difficoltà ma in un futuro molto prossimo a fare la differenza sarà una buona pronuncia, un buon accento, una buona intonazione! Aufwiersehen! Anzi Goodbye! AE /e/ o /ɪ:/ aesthetically AE /ɪ:/ Caesar, paediatrician AE /ə/ gynaecologist AE /eɪ/ o /ɪ:/ sundae AE /eə/ aerobic, aeroplane AI /eɪ/ daily, pain, train, gain, afraid, available, brain, complain, explain, faith, gain, jail,maintain, paid, paint, rail, snail, Spain, straight, wait AI /eə/ In genere seguito da R come in fair, lair, hair, air, affair, chair, pair AI /ə/ schwa sound, come in certainly, villain, villainy AI /aɪ/ Hawaii, Taiwan, Thailand AI /e/ again, said AO /eɪɔ/ come in aorta /eɪˈɔː(r)tə/, chaos, chaotic, Kaolin AO /əʊ/ come in pharaoh /ˈfeə.rəʊ/ AO /eɪəʊ/ come in baobab /ˈbeɪ.əʊ.baeb/ AO /iəʊ/ come in karaoke /ˌkaeriˈəʊki/ AO /ɔː/ come in extraordinary AY /eɪ/ day, pay, play, May, say, stay, tray AY /e/ says, said

RESUMEN. En el español del occidente de Cuba, en lugar de los fonemas /l r/ en coda silábica propios de otras áreas y del español normativo, se pierde la distinción entre ambos y tiene lugar una realización asimilada a la consonante siguiente; esta asimilación puede ser parcial (sue[d˺t]e ‘suelte o suerte’) o total (si[b˺b]a ‘silba o sirva’), caso, este último, denominado geminación consonántica. Estudiamos estas secuencias de una unidad asimilada seguida de otra asimilante teniendo en cuenta los paradigmas de los que una y otra son miembros, y la pertinencia que tienen dentro de los mismos, evitando descripciones aisladas sin tener en cuenta las oposiciones que conforman. Para ello, revisamos las descripciones fonéticas disponibles y analizamos con detalle los condicionantes contextuales de cada posición silábica que intervienen en el proceso de asimilación. Abordamos, entonces, el análisis fonológico dela asimilación de líquidas.

ABSTRACT. In the Spanish from the West of Cuba, instead of the phonemes /l r/ in syllabic coda typical of other places and of normative Spanish, the distinction between both of them is lost, and the sound isassimilated to the next consonant; this assimilation can be partial (sue[d˺t]e, in standard Spanish suelte‘he/she/it release’ as subjunctive mood, or suerte ‘luck’) or complete (si[b˺b]a, in standard Spanish silba ‘he/she whistles’, or sirva ‘he/she/it work’ as subjunctive mood), as in this last case known as consonant gemination or lengthening. These sequences of an assimilated unit followed by another as-similant are studied here by assigning prevalence to the sets they form part of and the values they havein these sets so as to avoid isolated descriptions that do not contemplate the oppositions they integrate.To do so, the contextual determinants of each syllabic position that intervenes in the process of assimilation, and the available phonetic descriptions were reviewed. In this way then, the phonological analysis of the assimilation of liquids is dealt with.

Clitic elements are prosodically attached to another phonological word. As such, they do not carry their own stress. In general, Spanish non-prepositional object pronouns (e.g. me/te/le/lo/ se) meet the definition of clitic, whether preposed (proclitic) or postposed (enclitic) to the verb. Nevertheless, in several Romance varieties, including some Spanish varieties, the stress may surface on the clitic in verb+clitic(s) groups. We refer to this phenomenon as Enclitic Stress Shift (ESS). In this paper, we report on the perception of ESS by Spanish speakers from Argentina and Spain and explore the acoustic dimensions that may affect this perception. The discussion includes comparisons with other Romance languages and implications for sound change, such as the changes in stress patterns in the development of future and conditional tenses.

Esta obra está bajo una Licencia Creative Commons Atribución-No Comercial-Sin Obra Derivada 4.0 In-ternacional de Creative Commons. Puede copiarla, distribuirla y comunicarla públicamente siempre que cite su autor y la revista que lo publica (Epistemus-Revista de estudios en Música, Cognición y Cultura), agregando la dirección URL y/o un enlace a este sitio: http://revistas.unlp.edu.ar/Epistemus. No la utilice para fines comerciales y no haga con ella obra derivada. La licencia completa la puede consultar en https://creativecommons.org/licenses/by-nc-nd/4.0/ para las ciencias cognitivas de la musica sociedad argentina El estudio de la pronunciación para el canto ha promovido el desarrollo de herramientas teóricas y analíticas que permiten comprender la realización de los sonidos del habla en la ejecución musical. No obstante, a pesar de que este conocimiento promete el desarrollo de una ejecución vocal inteligible, poco se ha indagado acerca de la potencialidad expresiva de los soni...

The current study explores the potential influence of an L2 on the acquisition of L3, in the context of English speaking learners of Japanese (the L2) and Korean (the L3). As a mean to assess the degree of influence of the L1 accent and L2 accent in L3 production, an experiment involving the perceptual judgment of a foreign accent was developed. Two groups of native English speakers [(i) five who had not learned any languages other than Korean, and (ii) five who had learned Japanese before learning Korean] produced Korean sentences, and 15 native Korean speakers ranked each production according to the speaker’s dominant accent, either English or Japanese. Based on the results of the quantitative analysis, it is suggested that L2 exerts an influence on L3 accent; however, this interference is decreased with an increase in L3 proficiency. .

Assimilation has traditionally been understood as the total or partial transfer of the characteristics of one phoneme to another, through its influence on the latter when they come into contact. In this paper we analyse the different types of consonant assimilation within Latin words and relate them to the phenomenon of neutralization. Considering the new phoneme system that we propose, which integrates vowels and consonants from the use of the minimum of distinctive features, we verify that many of the assimilations described occur in the typical phonic contexts of neutralization and that the spellings which represent it confirm the phenomenon.

Voiceless bilabial fricative productions ([ɸ]) have been widely reported for several Spanish dialects especially in America (Lenz 1940; Predmore 1945; Navarro Tomás 1943; Florez 1951; Boyd-Bowman 1960; Canfield 1981; among others). Most of these sources posit that the bilabial variant [ɸ] is more likely to be found in rural areas, that it is normally produced by speakers with a low educational level and that is generally followed by back (and rounded) vowels. Nevertheless, there is a need to formalize such observations and check to what extent these external and internal factors or others may be impacting the choice of this fricative over the more common [f]. In order to do so, eighteen speakers of Spanish from Guanajuato (Mexico), an area that has been reported to present both variants (Boyd-Bowman 1960), were recorded producing words with ‘f’. The analysis of 126 productions yielded the following results: a) speakers with a lower educational level (primary or secondary education) ...

As well as having the opportunity to develop writing skills and to acquire a good command of Grammar and Vocabulary, students should be able to achieve a good level of competence in Phonetics that allows them to feel comfortable doing any expressive and receptive activity in an oral context.
The aim of this paper is to describe how Pronunciation is addressed presently in the teaching of Spanish as a foreign language (SFL) by analysing the most commonly used textbook on the subject. Firstly, the differences between some main concepts are going to be introduced and the opinions of key authors that discuss the teaching of pronunciation will be summarised. Secondly, the significance of pronunciation within the communicative approach to teaching will be referenced. Thirdly, a literature review outlining the role of pronunciation in the SFL textbooks from the last 30 years will be presented. Finally, a descriptive study will analyse the inclusion of pronunciation in the updated versions of Aula Internacional: now, Aula Internacional Plus.
Key words: Spanish as a Foreign Language (SFL), Phonetics, Pronunciation, Phonetic competence, Communicative approach, Communicative competence, SFL textbooks.

De la misma manera que los estudiantes de español como lengua extranjera (E/LE) en instrucción formal tienen la oportunidad de desarrollar sus destrezas escritas y adquieren un buen dominio de la gramática y del léxico, deberían poder alcanzar una competencia fónica que les permitiera desenvolverse cómodamente en cualquier actividad expresiva y receptiva de la lengua en un contexto oral. Este trabajo pretende describir el tratamiento que recibe la pronunciación actualmente en la enseñanza-aprendizaje de E/LE a partir del análisis de los contenidos trabajados en el manual más utilizado en todo el mundo. En el primer capítulo, introduciremos las diferencias entre algunos conceptos clave y recogeremos las opiniones de los autores que han sido una referencia en el ámbito de la didáctica de la pronunciación. Posteriormente, expondremos el papel que la pronunciación ha tenido en el enfoque comunicativo y justificaremos por qué es significativa para desarrollar la competencia comunicativa. A continuación, haremos una revisión bibliográfica de la pronunciación en los manuales de E/LE de los últimos 30 años y, finalmente, realizaremos un estudio descriptivo para reflejar de qué manera se incluye la pronunciación en las recientes publicaciones de Aula Internacional: ahora, Aula Internacional Plus. Palabras clave: español como lengua extranjera (E/LE), fonética, pronunciación, competencia fónica, enfoque comunicativo, competencia comunicativa, manuales de E/LE.

Los factores desmotivadores en los alumnos tailandeses para el aprendizaje del español como lengua extranjera JACKREE BUNYAMETHI Universidad de Chulalongkorn Resumen: En el presente artículo se dan a conocer los factores desmotivadores en los alumnos tailandeses para el aprendizaje del español como lengua extranjera; este tiene como finalidad el analizar los factores desmotivadores que afectan a los alumnos tailandeses durante el aprendizaje del español. Para recopilar los datos sobre estos factores, se ha utilizado como herramienta una encuesta en línea diseñada con dicho propósito. La encuesta está diseñada para explorar los factores desmotivadores de los alumnos, adaptando el modelo de Sakai y Kikuchi (2009) y el de Dornyei (1998). Los factores desmotivadores empleados son profesores, contenidos de clase, experiencia fracasada, ambiente de clase, materiales en clase, falta de interés. Los informantes son 52 alumnos de las Universidades de Chulalongkorn, Ramkhamhaeng, Thammasat y Khonkean que todavía estudian español al realizar la encuesta. Después de analizar los datos obtenidos, podemos llegar a la conclusión de que todos los factores desmotivadores empleados afectan a los alumnos tailandeses, menos materiales en clase. El factor que desmotiva más a los alumnos es la falta de interés (35.48%), lo cual se puede considerar como un factor intrínseco. Por lo tanto, es muy importante que el profesorado se dé cuenta de los factores desmotivadores que afectan a los alumnos e intenten desarrollar mejores estrategias internas para mantener la motivación y despertar el interés de los alumnos por el aprendizaje del español como lengua extranjera.

El objetivo de este trabajo es analizar los factores desmotivadores que afectan a los estudiantes tailandeses en el aprendizaje del español como lengua extranjera. Para recoger datos sobre estos factores, se ha utilizado como herramienta una encuesta en línea diseñada a tal efecto. La encuesta está diseñada para explorar los factores desmotivadores de los estudiantes, adaptando el modelo de Sakai y Kikuchi (2009) y Dornyei (1998). Los factores desmotivadores utilizados son los profesores, el contenido de la clase, la experiencia no satisfactoria, el entorno de la clase, los materiales de clase y la falta de interés. Los informantes son 52 estudiantes de las universidades de Chulalongkorn, Ramkhamhaeng, Thammasat y Khonkean que aún estudian español en el momento de la encuesta. Tras analizar los datos obtenidos, podemos llegar a la conclusión de que todos los factores desmotivadores utilizados afectan a los estudiantes tailandeses, excepto los materiales en clase. El factor más desmotivador es la falta de interés (35,48%), que puede considerarse un factor intrínseco. Por lo tanto, es muy importante que los profesores sean conscientes de los factores desmotivadores que afectan a los alumnos e intenten desarrollar mejores estrategias internas para mantener la motivación y despertar el interés de los alumnos por aprender español como lengua extranjera.

En el presente estudio se plantea una explicación probable de la inserción de la vibrante múltiple prepalatal /ř/ como un segmento «natural» en el inventario fonológico del quechua actual pese a la evidencia de que se deriva del contacto con el español. Es decir, que el fonema /ř/ ha sido incorporado al sistema fonológico de algunos dialectos quechuas y está en proceso de estarlo en otros, debido fundamentalmente a que corresponde a una posición «naturalmente aceptable» dentro del sistema del quechua más que a un préstamo o a una interferencia del español andino. En todo caso, sin dejar de lado ambas explicaciones, planteo que el factor determinante es intrínseco al sistema fonológico del quechua y que esto se explica desde un enfoque que denomino teoría de las clases naturales. Por este concepto, el sistema consonántico del quechua está organizado en subsistemas de clases naturales donde prevalece la clase [+cons, +cor] en cuyo interior se produce la oposición entre las subclases [...

This document contains handouts and transcripts (prepared from a contemporaneous tape recording) of two lectures presented at the OTS/HIL Workshop on Prosodic Morphology, held at the University of Utrecht, June 22-24, 1994. We are grateful to the participants in the Workshop and to the organizers, René Kager, Harry van der Hulst, and Wim Zonneveld. The article "Reduplicative Identity" is an exploration of some of the points raised in the second lecture.

Durante un largo período, la enseñanza de la pronunciación del inglés como lengua extranjera ha estado marginalizada de la agenda de la lingüística aplicada. No obstante, impulsada por los avances de la globalización y los recursos tecnológicos, la pronunciación ha adquirido un lugar relevante en la enseñanza de lenguas were found. Finally, some pedagogical implications are discussed and new lines of research are offered.

Young-ran An Stony Brook University 'chubby' b. mik'ɨl-mik'ɨl 'slippery' c. p h alɨt-p h alɨt 'verdant' d. pokɨl-pokɨl 'simmering' e. tekul-tekul 'rolling' f. t'ok-t'ok 'dripping; knocking; smart' When the base begins with a vowel, the reduplicant has a consonant inserted. 3 (2) a. als'oŋ-tals'oŋ 'confusing' b. oson-toson 'on good terms' c. oŋki-t∫oŋki 'densely' d. alok-t'alok 'pied' e. ult h uŋ-pult h uŋ 'bumpy' f. λls'iku-t∫λls'iku 'whoopee' g. olmaŋ-t∫olmaŋ 'all sorts of little things (in a cluster)' h. ali-k'ali 'confused' 1 From here on, I will italicize the portion of the reduplicant. In this case of perfect total reduplication, I decided on the reduplicant partly by resorting to such a device as reduction test (e.g. tekultekul → tek-tekul). 2 I am using the phonemic transcription throughout the paper, not the phonetic one. In Korean, voiced obstruents are allophones of voiceless phonemes when they are between sonorants, but it is not relevant to the focus of this paper. 3 Here, I determined the base and reduplicant through such facts that the first morpheme in als'oŋtals'oŋ is from an independent form, alisoŋ, that Λls'iku can be used on its own without the other morpheme, t∫Λls'iku, and that olmaŋ-olmaŋ can be used for olmaŋ-t∫olmaŋ, while conveying the same meaning. In addition, I had recourse to the universal markedness constraint, i.e., Onset which requires a syllable onset in the unmarked forms like reduplicants. Rebeka Campos-Astorkiza & Jon Franco (eds.), Papers in linguistics by the BIDE generation, Anuario del Seminario de Filología Vasca «Julio de Urquijo» XLVI-1 (2012), 33-53. 2. Data The database established based on Essence Korean Dictionary 4 provides 343 entries of total reduplication with an inserted or substituting 5 consonant in the onset of reduplicant. Some of the examples for each consonant by place and manner of articulation are as follows: (3) palatal affricates (28%) a. oŋki-t∫oŋki 'densely' b. λls'iku-t∫ λls'iku 'whoopee' c. olmaŋ-t∫olmaŋ 'all sorts of little things (in a cluster)' d. ile-t∫ λle 'one thing or another' e. umul-t∫'umul 'hesitantly' f. umult∫'λk-t∫umult∫'λk 'hesitantly' g. λls'a-t∫ λls'a 'delightfully' h. kalisan-t∫ilisan 'bewildered' (4) bilabial stops (27%) a. ult h uŋ-pult h uŋ 'bumpy' b. λt∫ λŋ-pλt∫λŋ 'rambling' c. λli-pλli 'silly' d. otoŋ-potoŋ 'chubby' e. ut∫il-put∫il 'brusque' f. okɨl-pokɨl 'bubbling' g. t∫ h ail-p h iil 'procrastinate' (5) alveolar stops (20%) a. als'oŋ-tals'oŋ 'confusing' b. oson-toson 'on good terms' c. alok-talok 'pied' d. λt∫uŋi-t'λt∫uŋi 'rabble' e. aoŋ-taoŋ 'squabbling' f. otol-t h otol 'knotty' g. kλmpul-tλmpul 'pell-mell' (6) bilabial nasals (9%) a. oŋsoŋ-maŋsoŋ 'hazy' b. λli-mali 'drowsily' c. kinka-minka 'obscure' d. seŋke-maŋke 'groundless' (7) velar stops (7%) a. upul-k'upul 'windingly' b. ona-kana 'all the time' c. sinan-konan 'gradually getting worse' (8) alveolar fricatives (5%) a. alt'ɨl-salt'ɨl 'extremely frugal' b. λlki-sλlki 'entangled' c. t∫ina-sena 'always'

Spanish syllable-final s has been found to be completely stable in the great majority of the varieties in which it has been studied as a sociolinguistic variable. The same is true for the variety of Ciudad Real, Spain, where our data have shown not only lack of indication of any type of change at the present moment through inferences made from apparent time, but also evidence of its stability in the last hundred years by looking at the data from the available linguistic atlases. However, in our investigation, we performed a study of all the separate contexts in which the syllable-final s occurs, and it was discovered that in one of them, the sequence /s/+/t/, a different kind of behavior was registered. Namely, in this specific context, apparent-time inferences additionally supported by the older linguistic atlas data show a clear pattern of a change from above towards a normative realization of the sibilant. In this paper, we will try to explain how it is possible for a stable variable to contain within itself a subvariable which in turn shows signs of a change in progress.

This paper presents the results of an acoustic analysis of the voiceless posterior fricative /h/ in Puerto Rican Spanish based on data from a naturalistic linguistic task. Caribbean Spanish is known for many innovative features at the segmental level including coda s-aspiration, trill variation, lateralization of /r/, rhoticism of /l/, fortition of the palatal approximant, etc. Previous characterizations of the posterior voiceless fricative report a realization that is best characterized as a [h].1 Lipski characterizes the realization as “in practice a posterior fricative (voiced or voiceless)” (1994:333). Some researchers of Caribbean dialects of Spanish have noted that phoneme /h/ may have a voiced realization (Hualde 2013 Jiménez Sabater 1975, Sosa 1980), but there are no reports of a systematic variation between voiced and voiceless variants. This posterior realization of /h/ has the potential to overlap phonetically, i.e., as an aspiration, with at least two other phonemes in P...

The author also thanks an anonymous reviewer of this paper, along with remarks by Fiona Mc Laughlin at ACAL, and various audience members of the 2005 LSA, who heard a slightly different version. Of course the usual disclaimers apply. 1 Following native speaker preference (e.g. Kiflemariam 2005, Eritrean Ministry of Education n.d.), I use the spelling Blin. The language is commonly spelled Bilin in English publications, or Bilen, under Tigrinya influence.

Resumen. Para entender y utilizar una lengua extranjera, para poder comunicarse con eficacia, se necesita familiarzarse con la pronunciación, la entonación, el ritmo y la melodía de dicha lengua. A pesar de tener a mano una serie de posibilidades de perfeccionar estas destrezas, la mayoría de los alumnos húngaros que estudan español se enfrenta con dificultades. El objetivo de la presente propuesta es ofrecer algunas ideas de facilitar el proceso de interiorizarse con esta faceta del español, utilizando varias estrategias de aprendizaje, diferentes sentidos, el juego y el humor; animando, al mismo tiempo, a los alumnos a participar activamente en la clase.

Resumen El presente artículo expone los resultados obtenidos como parte de una investigación relacionada con el desarrollo de la competencia fonológica en lengua francesa debido a su importancia para lograr un proceso comunicativo de calidad. A partir de la aplicación de métodos, técnicas e instrumentos de la investigación científica a los estudiantes de

This paper aims at offering an extensive and systematically organized bibliography, which results from a search of documentary sources in a study area which is still little explored in Brazil, but of valuable importance in Linguistics and in Applied Linguistics: that of Interlanguage.

The aim of this study is to know the appraisal of the agents involved in the implementation of a course designed for developing the oral communication effectiveness of Chinese workers. For the course, we advocated an eclectic methodology in which teaching resources of different kinds were applied to optimize language learning considering the specific needs of the learners. We decided the participation of two teachers per group and a linguistic and cultural Chinese mediator and we also took into account the methodology currently followed in the Chinese centers: the traditional approach (grammar-translation) and structural (Yang, 2013). In this observational descriptive study, the course participants (6 teachers, 6 assistants and 59 students) answered a questionnaire about different factors such as methodology, design of materials, resources used, use of the mother tongue, learners reactions to certain tasks, role of 104 Bega García Viudez, Carmen Hernández Alcaide, Susana Martín Leralta teachers and assistants. The results show satisfaction with the methodology, resources and materials used.

The aim of the paper is to present a thorough description of the terms weakening and lenition in the context of language change, and to present major theories of lenition proposed in the framework of generative phonology. Among the most recent theories of lenition, we mention the proposal by Katz (2016) based on Kingston (2008) in which a distinction is made between loss and continuity lenition. We then present empirical data from the Canary Islands dialect of Spanish in which both types of lenition can be found, making the dialect a model example of weakening language change.

This article examines the so-called s-aspiration as well as s-deletion in Chilean Spanish. It analyses these phonological processes as segment weakening in interaction with resyllabification across word boundaries, and then moves on to the presentation of Chilean opacity in various theoretical frameworks prevailing throughout the 1990s and the beginning of the 21st century. This article demonstrates that a combination of concepts introduced by lexical phonologists and markedness governing the optimality framework is the correct path to follow in the analysis of Chilean opacity effects, with derivation playing a crucial role in their reanalysis within the framework of Derivational Optimality Theory.

The morphosyntactic, lexical and semantic characterizations that until now we know of the palenquero come from studies carried out on oral corpus (interviews and recordings). Frequently, these studies give an account of the influence of Central African languages on this Spanish-based Creole. The objective of the present work is to analyze, at the morphosyntactic level, the African inheritances in this Afro-Hispanic language based on a written corpus: Memorias palenqueras, one of the first and rare stories published in this language. At the end, we find that the passage from the oral to the writing does not alter the influence of the African substrate in the palenquero.

This study discusses stress assignment in prosodic, non-verbal words in Brazilian Portuguese, in comparison with descriptions of stress assignment for Spanish [9, 13, 15, 16, 17, 18]. Given the conflicting claims regarding stress assignment in Brazilian Portuguese (see [11, 1, 2, 10, 3]) there is still a need to revisit discussions on stress assignment in Portuguese. In general, stress assignment in Spanish has been explained through the interplay between the morphological and phonological domains. Similar descriptions for Portuguese still requires far more abstraction and use of artifacts than in Spanish, which makes Mattoso Câmara Jr.'s [4, 5] claim that lexical stress is unpredictable in Brazilian Portuguese surprisingly unchallenged.