Tom lexical e melodia no Tailandês

O presente artigo visa contribuir nas existentes discussões sobre a correlação entre as transições tonais e melódicas em línguas tonais e o processo composicional destas línguas. Considerando a importância do mercado LGBTQIA+, foram analisadas transições melódico-tonais de doze diferentes músicas populares tailandesas utilizadas como trilha sonora original de dez séries Y (um gênero de série baseado em relações aquileanas). Tendo como base análises estatísticas propostas por Ketkaew e Pittayaporn em 2014, as transições melódico-tonais foram categorizadas como correspondentes, opositoras ou não opositoras. O artigo demonstra maior correspondência entre transições tonais e melódicas do que a não correspondência e investiga se os tons lexicais se apresentam como fatores determinantes para o processo composicional. Mais estudos são necessários para investigar as transições opositoras e as partes do discurso em que são encontradas

A method comparison analysis examining the relationship between linguistic tone, melodic tune, and sung performances of children’s songs in Chicahuaxtla Triqui: Findings and implications for documentary linguistics and indigenous language communities

Linguistic tones play an important role in expressing lexical and grammatical meaning in tone languages. A small change in the pitch of a word can result in an entirely different meaning. A logical question for those who document tone languages is whether or not singers preserve linguistic tone when singing and if so, to what degree? I begin by providing an overview of research in documentary linguistics that examines the interrelationship between linguistic tone and melody in tone languages. While the majority of articles have focused on Asian and African languages, there is only one investigation by Pike (1939) that examined the relationship between tone and tune in an unspecified variety of Mixtec, an Otomanguean language. In order to further our understanding of the tone-tune relationship, especially with regard to Otomanguean languages, I use three separate procedures for looking at the interrelationship between tone and tune in spoken, sung, and played performances of two popular children’s songs in Chicahuaxtla Triqui. While the first experiment yielded a non-significant relationship between linguistic tone and note transitions in the musical scores, the second and third experiments showed that the pitch traces of the spoken and played performances of the songs both relate to and perhaps influence pitch transitions and pitch transition differentials in the sung performances. The overall finding is that the song melody appears to exert a greater influence on the pitch tracings of the sung performances than does linguistic tone as measured in the spoken performances of the songs. With regard to experimental studies examining tone and tune, this study suggests that a set of well-defined prosodic features, such as overall pitch range, average F_0, F_0 for individual tones, and the difference between adjacent tones as measured in Hz, need to be considered when comparing tone to melodic tune. Simply correlating the correspondence or directionality of linguistic tones to that of the note transitions in musical scores does not appear to be promising nor sensitive enough to reveal the true interrelationship between tone and tune. This article ends with a discussion of the benefits of documenting songs in tone languages for linguists in addition to the advantages of teaching music to children of indigenous language communities.National Foreign Language Resource Cente

Musicolinguistic documentation: Tone & tune in Tlahuapa Tù'un Sàví songs

This study introduces a new methodology for integrating musical and linguistic data in language documentation, using ABC notation and open-source tools like ELAN and MuseScore. Designed for portability and exportability, and to facilitate both linguistic analysis and community-oriented material development, this methodology is used here to explore the link between linguistic tone and musical tune in Tlahuapa Tù'un Sàví, a Mixtec language of Guerrero, Mexico. Through a multimodal analysis of three Tlahuapa Tù'un Sàví songs, this study illuminates several interactions between tone and tune, including a strong preference for melodic lines to move in parallel with the tone melody of the lyrics and associations between musical ornamentation and specific tonemes. The results of this study not only increase our understanding of the tonal system of Tlahuapa Tù'un Sàví and its interaction with musical style but also help illustrate the rich potential of musical data in linguistic research and documentation. More than simply language data with a melody, the combination of music and language in song offers a unique opportunity for analysis not otherwise possible, and the methodologies demonstrated here aim to make this combination as accessible as possible for researchers, archivers, and community members alike.National Foreign Language Resource Cente

The Effects of Pitch Singing Training on Recognizing and Enunciating Chinese Tones

It is a challenge for non-tonal language speakers to enunciate the four Chinese tones accurately. In the present study, I examined whether musical training benefits tonal language learning, evaluated whether the pitch singing training influence recognizing and enunciating the four Chinese tones, and compared the effects of a pitch singing training method with the traditional audio-lingual method. The participants, 60 American college students who had not taken a Chinese course and who did not speak and write Chinese, were recruited in this study. The participants were divided evenly and randomly into two groups: the pitch singing training group and the traditional audio-lingual training group. They participated in a pretest/training/posttest program over the course of eight training sessions. Results revealed the pitch singing training method had a greater effect on both recognizing and enunciating the four Chinese tones than did the traditional audio-lingual method. The pitch singing training method can be used as an alternative and effective way to improve non-tonal language speakers’ recognition and enunciation of the four Chinese tones, because it provides a sensory experience to the learners, builds associations to the concept of abstract Chinese tones, and elaborates on learners’ memory of the Chinese tones to store it for a long-term retention

Musical, Poetic and Linguistic Form in Tom Yaya Sung Narratives from Papua New Guinea

Tom yaya kange is a genre of metrical, sung narrative performed in the Ku Waru region of Highland Papua New Guinea. Describing and exemplifying two varieties of this genre, I show how the language used in them differs from ordinary spoken Ku Waru. The K

In the borderland between song and speech

This book focuses on vocal expressions in the borderland between song and speech. It spans across several linguistic and musical milieus in societies where oral transmission of culture dominates. ‘Vocal expression’ is an alternative word for ‘song’ which is free from bias based on cultural and research-related traditions. The borderland between song and speech is a segment of the larger continuum that extends from speech to song. These vocal expressions are endangered to the same degree as the languages they represent. Perspectives derived from ethnomusicology, prosody, syntax, and semantics are combined in the research, in which performance templates serve as an analytical tool. The focus is on the techniques that make performance possible and on the transmission of these techniques. The performance templates serve to organize the vocal expression of words by combining musical and linguistic conventions. It is shown that all the cultures studied have principles for organizing these parameters; but each does this in its own unique way while meeting a number of basic needs on the part of human society, particularly communal interaction and interaction with the spirit world. A working method is developed that makes it possible to gain qualitative knowledge from a large body of material within a comparatively limited period of time

Learning with Lady Gaga & Co.

Unter SprachforscherInnen und LehrerInnen ist die Annahme weit verbreitet, dass ein Großteil des für flüssigen Fremdsprachengebrauch notwendigen Wortschatzes durch inzidentelles Lernen erworben wird. Empirische Studien in diesem Forschungsfeld haben vor allem den Einfluss von extensivem Lesen untersucht, doch gibt es erstaunlich wenige Forschungsprojekte zu beiläufigem Wortschatzerwerb von auditivem Input. In der vorliegenden Studie wird versucht, diese Forschungslücke zu schließen, indem eine bisher nicht erforschte Quelle auditiven Inputs untersucht wird: englische Popsongs. Viele Jugendliche in Österreich und anderen Ländern beschäftigen sich in ihrer Freizeit regelmäßig mit Popsongs und sind daher einer beträchtlichen Menge an zusätzlichem Englisch-Input ausgesetzt, was einen positiven Einfluss auf ihr Vokabelwissen haben könnte. Überdies haben neurokognitive Forschungsprojekte gezeigt, dass das Lernen von verbalem Text in Verbindung mit einer Melodie sowohl das Sprachverständnis fördern, als auch die Behaltensleistung für verbalen Text erhöhen kann. Aus diesem Grund kann die Verbindung von Musik und Sprache in Popsongs als zusätzlich unterstützender Faktor für den Spracherwerb angesehen werden. Die vorliegende Studie untersucht empirisch, ob österreichische SchülerInnen durch das Anhören von und die Beschäftigung mit englischen Popsongs außerhalb der Schule beiläufig Vokabel lernen. Die Forschungsmethode, welche speziell für dieses Projekt konzipiert wurde, kombiniert ein Quasi-Experiment mit Messwiederholung in derselben Versuchsgruppe mit einer Befragung und einer lexikalischen Analyse von Popsongtexten im Rahmen des Mixed-Methods-Ansatzes. 74 SchülerInnen, die die achte Schulstufe in einer Hauptschule oder in einem Gymnasium besuchen, nahmen an dieser Studie teil. Die Ergebnisse zeigen, dass alle teilnehmenden SchülerInnen gerne Musik hören und Englisch die häufigste Sprache von Popsongs ist. Außerdem wurde ein statistisch signifikanter Unterschied zwischen der durchschnittlichen Punktezahl des Pretests und des Posttests des Quasi-Experiments gefunden, was bedeutet, dass inzidenteller Wortschatzerwerb von Popsongs außerhalb der Schule tatsächlich stattgefunden hat. Diese Ergebnisse zeigen, dass Input durch englische Medien, wie zum Beispiel durch Popsongs, einen positiven Einfluss auf das Vokabelwissen der SchülerInnen ausüben kann und daher verstärkt im österreichischen Englischunterricht berücksichtigt und eingebunden werden sollte.There is a common belief among teachers and researchers that a large part of the vocabulary that students need to know in order to achieve fluency in a foreign language is acquired through incidental learning. Empirical work in this field has concentrated strongly on the effects of extensive reading and there is surprisingly little research on incidental vocabulary acquisition from oral input. This study constitutes an attempt to bridge this apparent research gap by investigating incidental vocabulary learning from a previously overlooked source of oral input: English pop songs. Adolescents in Austria and elsewhere are exposed to a substantial amount of English input through pop music during their leisure time and this additional foreign language exposure may have a positive impact on vocabulary learning. Furthermore, the learning of verbal text in combination with melody has been shown to have beneficial effects on speech comprehension and verbal memory and therefore the combination of music and language in pop songs may further promote language learning. The study presented in this thesis empirically investigates whether Austrian EFL learners acquire vocabulary knowledge incidentally by listening to and engaging with English pop songs outside school. The research methodology, which was devised especially for this project, combines a quasi-experiment using a repeated-measures design with a survey and a lexical analysis of song texts in a mixed methods approach. 74 students attending the 8th grade in either a Hauptschule or Gymnasium participated in this study. Results show that all participants like listening to music and that English is the most frequent language of songs. Moreover, a significant difference was found between the vocabulary pre-test and post-test scores in the quasi-experiment, which indicates that incidental vocabulary acquisition in out-of-school contexts does indeed occur. These findings suggest that English input through popular media such as pop songs can enhance vocabulary learning and should thus be considered more centrally in English teaching in Austria