Spanish Juncture and Intonation

Stockwell, Robert P.; Bowen, J. Donald; Silva-Fuenzalida, Ismael

doi:10.2307/411088

Cited by 29 publications

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“…nez (1994), Quilis (1993), Quilis & Ferna! ndez (1985) ; by the Real Academia Espan4 ola (1973) ; and by structuralist studies like Alarcos (1961), Bowen & Stockwell (1955, 1956, King (1952), Saporta (1956), Stockwell et al (1956). They are discussed in the early generative work of Harris (1969 : 20-37, 122-127) and Cressey (1978 : 75-82).…”

Section: Lexical Distinctions In Syllabicity Among High Vocoidsmentioning

confidence: 99%

Palatal vowels, glides and obstruents in Argentinian Spanish

Harris

Kaisse

1999

Phonology

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, two anonymous Phonology referees and audiences at the University of Rochester and the University of Washington for comments on earlier drafts. The usual disclaimers apply. Nativespeaker consultants for Argentinian and Castilian dialects are acknowledged in notes 37 and 77. 117 118 James W. Harris and Ellen M. Kaisse issues involved in the attempt to elucidate aspects of the mental representations that native Spanish speakers employ in their phonological computations. We undertake to raise the level of discourse concerning the problem at hand not only by redefining it but also by enlarging the set of data and descriptive issues brought to bear on it and by situating the discussion in a rich theoretical context. Our investigation begins with, and concentrates on, data from two dialects of Argentinian Spanish (AR) : the colloquial standard porteng o of Buenos Aires and that of Rı! o Negro province, some 1300 kilometres to the southwest. Later, we add material from standard Castilian, the national prestige norm of Spain. AR is instantly recognisable by the conspicuous and systematic use of strident [z) ] (as in English azure) in certain contexts where standard Castilian and all other major Spanish dialects use [j] (as in English yes) or the non-strident palatal fricative obstruent [y] (see § 2.1) ; for example, AR eT [z) ]a [z) ]egoT a[z) ]eT r ' she arrived yesterday ' (orthographic fella llego! ayerg) vs. eT [j]a [j]egoT a[j]eT r or eT [y]a [y]egoT a[y]eT r in other dialects. Even more strikingly, many innovative AR speakers replace voiced [z) ] with voiceless [s) ]: eT [s) ]a [s) ]egoT a[s) ]eT r. 1 In AR, [z) ] alternates systematically and obligatorily with [j] in both stems and affixes : (1) a. [j]-[z) ] alternation in stem Urugua! [j] ' Uruguay ' Urugua! [z) ]-o ' Uruguayan ' le! [j] ' law ' le! [z) ]-es ' laws ' b. [j]-[z) ] alternation in affix crec-[j]e! ndo ' growing ' cre-[z) ]e! ndo ' believing ' crec-[j]o! 's\he grew ' cre-[z) ]o! 's\he believed ' The instances of [j] in (1) are common to all dialects, but those of [z) ] are not : other dialects have [j] or [y] in these cases. The special contribution of AR can now be appreciated : thanks to the perceptual salience and obligatory distribution of AR [z) ], it is easy to recognise and characterise accurately distinctions in AR that are more subtle, variable or nonexistent in other dialects. Also, the phenomenon of aspiration in AR (roughly, realisation of \s\ as [h]), which many dialects lack, interacts in an instructive way-with slight but significant differences between the two dialects examined-with the processes that control the distribution of palatal vowels, glides and obstruents. For example, we show how the underlying phonological strings \deserto\ ' desert ' and \deserba\ ' weeding ' surface in AR with the strikingly different realisations de[sj]eT rto and de[hy]eT rba, respectively. Palatals in Argentinian Spanish 119 We propose that all of the non-consonantal segments (' vocoids ') [i j u w] and the consonantal segments that we transcribe as ...

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Section: Lexical Distinctions In Syllabicity Among High Vocoidsmentioning

confidence: 99%

Palatal vowels, glides and obstruents in Argentinian Spanish

Harris

Kaisse

1999

Phonology

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“…In terms of allophonic variation, Spanish has no aspirated voiceless stops (Macpherson, 1975); Spanish can insert a glottal stop word-initially before a vowel and word-finally after a vowel in emphatic speech (Stockwell et al, 1956); there are many variants of consonants word-finally in Spanish, including variants of /r/, /l/, /n/, and /s/ (…”

Section: Introductionmentioning

confidence: 99%

The perception of word boundaries in a second language

Altenberg

2005

Second Language Research

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Adult Spanish second language (L2) learners of English and native speakers of English participated in an English perception task designed to investigate their ability to use L2 acoustic-phonetic cues, e.g., aspiration, to segment the stream of speech into words. Subjects listened to a phrase and indicated whether they heard, e.g., keep sparking or keeps parking. The results indicate that learners are significantly worse than native speakers at using acousticphonetic cues, and that some types of stimuli are easier for learners to segment than others. The findings suggest that various factors, including transfer and markedness, may be relevant to success in L2 segmentation. I IntroductionIn order to comprehend language, part of what the listener needs to do is to segment the continuous stream of incoming speech into meaningful units. A number of researchers (e.g., Quené, 1992;Gow and Gordon, 1995) suggest that speakers of a language need to use acousticphonetic information to segment speech and retrieve words, probably in conjunction with other information, for example, syntactic information. The majority of research in second language (L2) speech has explored speech production (Leather, 1999); those studies dealing with L2 speech perception have focused largely on the perceptual categorization of L2 speech sounds. (For reviews, see, for example, Leather, 1999; Major, 2001.) Thus, our knowledge of second language speech perception in general is limited, our knowledge of how well second language Address for correspondence: Evelyn P. Altenberg, Department of Speech-Language-Hearing Sciences, Davison 106, Hofstra University, Hempstead, NY 11549, USA; email: sphepa@hofstra.edu learners are able to use acoustic-phonetic information in L2 speech perception even more so. The goal of the study reported here is to explore the abilities of adult learners of English to use acoustic-phonetic cues to segment the second language stream of speech into words. Learners listened to English stimuli such as keep sparking and indicated whether they heard, for example, keep sparking or keeps parking. Such an investigation adds to our knowledge of what learners do and do not know in terms of L2 speech perception and provides an avenue for the exploration of relevant issues in second language acquisition.The study addresses the following two questions:• How do second language learners compare to native speakers in their ability to use acoustic-phonetic cues to segment natural speech into words? In particular, is there evidence that learners are able to acquire and use second language acoustic-phonetic cues?• Are some stimuli easier than others for second language learners to segment and, if so, what factors can account for these differences? In particular, is there evidence of transfer at the allophonic and /or syllabic levels, and/or of universal factors, such as markedness, in L2 speech segmentation?Two issues that have been central to the study of L2 phonology, transfer and markedness, are relevant to the investigation here. Research...

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“…The other strategy is to relate the rate of occurrence of specified nonverbal behaviors to a variety of external variables, such as the interaction situation, the personality characteristics of the interactants, or the reactions of judges to the interaction. I shall call this the external vari- Other structural studies in paralinguistics have been done by Crystal and Quirk (1964) and Stockwell, Bowen, and Silva-Fuenzalida (1956). In kinesics, Scheflen (1967), Ogston (1967a, 1967b), and Kendon and Ex (1969) have all used notation systems.…”

Section: Significance Of the Studymentioning

confidence: 99%

Toward a behavioral analysis of attentiveness as a style of communication

Coker¹

2000

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attentiveness. At present however, most of the empirical evidence attesting to this notion has been established through the use of selfreport measures. As a result of the felt need by this author to improve upon the methdology used in substantiating the construct of attentiveness, this investigation was conducted in order to apply a multiplicity of methods to testing this relatively new construct. This research is believed to be significant as it adds to the existing knowledge on the communication process in general and assists in theory-building a construct to which considerable attention of late has been given by communication theorists.In order to substantiate or disprove the claim that attentiveness is strongly related to postural activity, the author utilized an external variable approach to investigating this phenomenon. That qualitative data might be derived to validate or invalidate the research hypotheses, an experiment was executed whereby videotaped interaction was correlated with self-reports, other reports, and independent observer reports. The actual experiment consisted of: (1) development of mutually exclusive and exhaustive coding categories, (2) recruitment and training of coders to assist in data collection, (3) compilation of three attentiveness measures, (4) videotaping of subjects, (5) implementation of a pilot study, (6) data analysis, assessment of interrater reliability, and experiment refinement, and (7) administration and subsequent analysis of data from the final study. The empirical evidence generated by this experiment shows that there is a predictable low to moderate link between either postural positions or postural shifts and levels of attentiveness. These data however, are not commensurate with previous research that suggests that postural activity is highly representative of attentiveness; in fact, this investigation indicates that the assertion is unwarranted that postural behavior is a strong nonverbal indicator of attentiveness.

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Spanish Juncture and Intonation

Cited by 29 publications

References 0 publications

Palatal vowels, glides and obstruents in Argentinian Spanish

Palatal vowels, glides and obstruents in Argentinian Spanish

The perception of word boundaries in a second language

Toward a behavioral analysis of attentiveness as a style of communication

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