Lingual articulation in humans is one of the primary means of vocal tract resonance filtering that produces the characteristic vowel formants of speech. In songbirds, the function of the tongue in song has not been thoroughly examined, although recent research has identified the oropharyngeal-esophageal cavity as a resonance filter that is actively tuned to the frequency of the song. In northern cardinals (Cardinalis cardinalis), the volume of this cavity is inversely proportional to the frequency of the song above 2 kHz. However, cardinal song extends below this range, leaving the question of whether and how the vocal tract is tracking these low frequencies. We investigated the possible role of the tongue in vocal tract filtering using X-ray cineradiography of northern cardinals. Below 2 kHz, there was prominent tongue elevation in which the tip of the tongue was raised until it seemed to touch the palate. These results suggest that tongue elevation lowers the resonance frequency below 2 kHz by reducing the area of the passage from the oral cavity into the beak. This is consistent with a computational model of the songbird vocal tract in which resonance frequencies are actively adjusted by both changing the volume of the oropharyngeal-esophageal cavity and constricting the opening into the beak.
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This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.
This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.
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