Correlates of linguistic rhythm in the speech signal

Spoken languages have been classified by linguists according to their rhythmic properties, and psycholinguists have relied on this classification to account for infants’ capacity to discriminate languages. Although researchers have measured many speech signal properties, they have failed to identify reliable acoustic characteristics for language classes. This paper presents instrumental measurements based on a consonant/vowel segmentation for eight languages. The measurements suggest that intuitive rhythm types reflect specific phonological properties, which in turn are signaled by the acoustic/phonetic properties of speech. The data support the notion of rhythm classes and also allow the simulation of infant language discrimination, consistent with the hypothesis that newborns rely on a coarse segmentation of speech. A hypothesis is proposed regarding the role of rhythm perception in language acquisition

Clicks, genetics, and “proto-world” from a linguistic perspective

”Why genetics and linguistics need each other: genes and clicks from a linguistic perspective” Knight et al. (2003) have argued, largely from a genetic perspective, that clicks “may be more than 40.000 years old” (p.470) and thus “are an ancient element of human language” (p.471). This has nourished the hypothesis, expressed especially in popular science, that clicks were a feature of the ancestral mother tongue. The claim by Knight et al. (2003) is based on the observation that two populations in Africa speaking languages with click phonemes, namely Hadza in eastern Africa and Ju|’hoan in southern Africa, are maximally distinct in genetic terms: both Y chromosome and mtDNA data suggest that the two “are separated by genetic distance as great [as] or greater than that between any other pair of African populations” (p.464). It is also claimed that the only explanation for the presence of clicks in the two groups is inheritance from an early common ancestor language, hence the alleged, very great age of clicks in general. Other explanations for the clicks of Hadza and Ju|’hoan, in particular independent development and language contact, are explicitly excluded by the authors. This paper seeks to demonstrate on the basis of purely linguistic evidence that this view cannot be accepted: both independent innovation and contact-induced transmission of clicks are attested. The click system of Hadza in particular will be shown to have a profile which is quite compatible with an explanation in terms of language contact. The linguistic evidence thus does not imply that clicks go back to a language spoken at the dawn of human evolution; there is no good reason to exclude the possibility that the emergence of clicks in Africa represents a far later episode in the diversification of human speech. More reliable hypotheses about the early development of language can be reached only by truly interdisciplinary research in the disciplines concerned, here genetics and linguistics

Tracking Linguistic Primitives: The Phonosemantic Realization of Fundamental Oppositional Pairs

This thesis investigates how cross-linguistic phoneme distributions of 56 fundamental oppositional concepts can reveal semantic relationships by looking into the linguistic forms of 75 genetically and areally distributed languages. Based on proposals of semantic primes (Goddard 2002), reduced Swadesh lists (Holman et al. 2008), presumed ultraconservative words (Pagel et.al. 2013), attested basic antonyms (Paradis, Willners & Jones 2009) and sense perception words, a number of semantic oppositional pairs were selected. Five different types of sound groupings were used dividing phonemes according to; the frequency of vowels' second formant and consonants' energy accumulation (Frequency), sonority (Sonority), a combination of the aformentioned two (Combination), general phonetic traits, e.g. voicing (General), and lastly incorporating all traits of the four presented groupings (All). These were analyzed by means of cluster analyses creating biplots, illustrating the phonological relatedness between the investigated concepts. Also, the phoneme distributions' over- and underrepresentation from the average was calculated defining which sounds represented and were lacking for each concept. Significant semantic groupings and relations based solely on phonological contrasts were found for most investigated concepts, including the semantic domains; Small, Intense Vision-Touch, Large, Organic, Horizontal-Vertical Distance, Deictic, Containment, Gender, Parent and Diurnal, and the sole concept OLD. The most notable relations found were; MOTHER/I vs. FATHER, a three-way deictic distinction between I, indicatory deictic concepts and THERE, and a dimensional tripartite oppositional relationship between Small and (possibly with Intense Vision-Touch), Large-Organic and Horizontal-Vertical Distance. Embodiment, benefits of oppositional thinking and evidence for more general concepts to precede complex concepts were proposed as explanations for the results

The History of the Sibilants of Peninsular Spanish from the Eleventh to the Sixteenth Centuries

PhDIn an attempt to find a satisfactory and comprehensive explanation for the history of the sibilants in Peninsular Spanish, I explore the causal factors that were instrumental in motivating, promoting and diffusing the merger of voiced and voiceless sibilants. An investigation of these factors includes a discussion of language typology and universals, the acoustic qualities of the sibilant fricatives, issues surrounding phonemic mergers and dialect contact and mixing. In addition, I investigate the history of the sibilants, compare and contrast opposing views regarding that history and set forth those issues that have yet to receive a satisfactory explanation. Furthermore, I attempt to determine the geographical and chronological origins and the diffusion of this sound change by an orthographical investigation of several medieval documents and texts. In the final chapter, I tie together theory and data with the aim of giving a satisfactory and comprehensive exposition of the history of the sibilants in Peninsular Spanish. I conclude that the Spanish sibilants behave in keeping with the ideal observations set forth by the language universals examined in this thesis. The language-internal motivations include the ease in the articulation of voiceless sibilants in comparison to the voiced sibilants and the conditions that made the Old Spanish sibilants ripe for merger. Dialect mixing and contact and the weak ties within the social structure of medieval Spain are the language-external motivations that encouraged and promoted the sound merger and diffusion. With regard to the geographical and chronological history of the Spanish sibilants, I conclude that by the mid-thirteenth century, there is evidence of confusion of the /z/ and /s/ and by the end of the thirteenth century, neutralization of voice in the sibilants is widespread in all parts of Iberian Peninsula. There is possible evidence of seseo in Toledo as early as 1330 and in Soria in 1355. Evidence of the merger of [+voice] sibilants and [-voice] sibilants continues to mount throughout the fourteenth and fifteenth centuries. In Central Spain, there is strong evidence of seseo in Madrid (1403-06), Peñafiel (1465) and Toledo (1438). and I, therefore, contend that early seseo is not exclusively Andalusian. By the mid-fifteenth century, there is possible evidence of merger of /z/ and /s/ in Southern Spain and by the sixteenth century, there is possible evidence of the merger Of /z/ and /s/ in Northern and Central Spain and possible evidence of zezeo and çeçeo in Southern Spain

The building blocks of sound symbolism

Languages contain thousands of words each and are made up by a seemingly endless collection of sound combinations. Yet a subsection of these show clear signs of corresponding word shapes for the same meanings which is generally known as vocal iconicity and sound symbolism. This dissertation explores the boundaries of sound symbolism in the lexicon from typological, functional and evolutionary perspectives in an attempt to provide a deeper understanding of the role sound symbolism plays in human language. In order to achieve this, the subject in question was triangulated by investigating different methodologies which included lexical data from a large number of language families, experiment participants and robust statistical tests.Study I investigates basic vocabulary items in a large number of language families in order to establish the extent of sound symbolic items in the core of the lexicon, as well as how the sound-meaning associations are mapped and interconnected. This study shows that by expanding the lexical dataset compared to previous studies and completely controlling for genetic bias, a larger number of sound-meaning associations can be established. In addition, by placing focus on the phonetic and semantic features of sounds and meanings, two new types of sounds symbolism could be established, along with 20 semantically and phonetically superordinate concepts which could be linked to the semantic development of the lexicon.Study II explores how sound symbolic associations emerge in arbitrary words through sequential transmission over language users. This study demonstrates that transmission of signals is sufficient for iconic effects to emerge and does not require interactional communication. Furthermore, it also shows that more semantically marked meanings produce stronger effects and that iconicity in the size and shape domains seems to be dictated by similarities between the internal semantic relationships of each oppositional word pair and its respective associated sounds.Studies III and IV use color words to investigate differences and similarities between low-level cross-modal associations and sound symbolism in lexemes. Study III explores the driving factors of cross-modal associations between colors and sounds by experimentally testing implicit preferences between several different acoustic and visual parameters. The most crucial finding was that neither specific hues nor specific vowels produced any notable effects and it is therefore possible that previously reported associations between vowels and colors are actually dependent on underlying visual and acoustic parameters.Study IV investigates sound symbolic associations in words for colors in a large number of language families by correlating acoustically described segments with luminance and saturation values obtained from cross-linguistic color-naming data. In accordance with Study III, this study showed that luminance produced the strongest results and was primarily associated with vowels, while saturation was primarily associated with consonants. This could then be linked to cross-linguistic lexicalization order of color words.To summarize, this dissertation shows the importance of studying the underlying parameters of sound symbolism semantically and phonetically in both language users and cross-linguistic language data. In addition, it also shows the applicability of non-arbitrary sound-meaning associations for gaining a deeper understanding of how linguistic categories have developed evolutionarily and historically

To be or not to be bilingual: cognitive processing skills and literacy development in monolingual English, emergent bilingual Zulu and English, as well as bilingual Afrikaans and English speaking children

A thesis submitted to the Faculty of Humanities, Department of Psychology at the University of the Witwatersrand, in fulfilment of the requirements for the degree of Doctor of Philosophy October 2016.Literacy in multilingual contexts includes social and cognitive dimensions (GoPaul-McNicol & Armour-Thomas, 1997). Becoming literate carries with it the ability to develop and access higher-order thinking skills that are the building blocks for cognitive academic language proficiency, as well as the means that define educational opportunities (Bialystok, 2007). South Africa has 11 official languages and a multilingual education policy but South African schools are able to determine their language of instruction policy of monolingualism or multilingualism (Heugh, 2010). This raises the question of whether monolingualism or bilingualism influences children’s successful acquisition of reading. It is important to investigate the effect this has on reading processes and skills of monolingual and bilingual children because this issue has received limited research attention while it contributes to our greater understanding of how children’s cognitive capacities for literacy attainment are either constrained or promoted through broader social factors operating in a child’s literacy-learning environment (Bialystok, 2007; Vygotsky, 1978). Cognitive processing and reading skills were assessed in monolingual and bilingual children at a public school in an urban area of Johannesburg. An English-speaking monolingual group with English as the language of instruction (N = 100) was compared with a Zulu-English bilingual group with Zulu as first language (L1) speaking proficiency and English as second language (L2) literacy experience (N = 100) on measures of reading, phonological awareness, vocabulary skills, and working memory. Performance in cognitive processing and reading skills of these two groups was compared to an Afrikaans-English bilingual group (N = 100) with dual medium instruction. Tests of language proficiency confirmed that the Afrikaans-English bilinguals were balanced bilinguals and that the Zulu-English bilinguals were partial bilinguals. Aim and method: The purpose of this study was to expand knowledge in the field of second language reading acquisition and language of instruction by examining the impact of language related factors on the cognitive development and literacy competence of monolingual and bilingual children in the South African context. The central tenet of the bio-ecological approach to language, cognitive and reading assessment is that language acquisition is inseparable from the context in which it is learned (Armour-Thomas & Go-Paul-McNicol, 1997). Drawing from this approach, the present research project investigated the effects of the level of orthographic transparency on reading development in the transparent L1 and opaque L2 of biliterate Afrikaans-English bilinguals learning to read in a dual medium school setting. The effects of oral vs. written language proficiency in the L1 on the acquisition of L2 English reading was also investigated by examining whether reading processes and skills transferred from one language to another and the direction or nature of this transfer in partial and balanced bilinguals. Finally, whether a balanced bilingualism and biliteracy Cognitive processing skills and literacy development in monolingual and bilingual children in South Africa vi experience had beneficial effects on cognitive tasks demanding high levels of working memory capacity, was investigated. Results: Reading in Afrikaans – the more transparent orthography – reached a higher competency level than reading in the less transparent English. Dual medium learners and L1 English monolingual learners acquired reading skills in their home language(s) at a higher level than L2 English with L1 Zulu speaking proficiency learners did. Dual medium learners outperformed both monolingual learners and L2 English with L1 Zulu speaking proficiency learners on tests of phonological awareness, working memory, and reading comprehension. They also reached similar competency levels in tests of vocabulary knowledge than monolingual English (L1) learners. These differences translated into different relationships and strengths for reading attainment in monolingual and bilingual children. These findings provide support for a language-based and context-dependent bio-ecological model of reading attainment for South African children. Conclusions: Bilingual children who are exposed to dual medium reading instruction programmes that value bilingualism philosophically and support it pedagogically create optimal conditions for high levels of cognitive development and academic achievement, both in the first and in the L2. Absence of mother tongue instruction and English-only instruction result in a reading achievement gap between emergent Zulu-English bilinguals and English monolinguals. This effect is not observed in the biliterate Afrikaans-English bilinguals; instead, these children performed better than the English monolinguals on many English tasks and working tasks requiring high levels of executive control and analysis of linguistic knowledge, despite English being their L2 while learning to concurrently read in Afrikaans and English. Arguments for and (misguided) arguments against dual medium education are examined to identify the consequences of translating this model of education into effective schooling practices, given the socio-political contexts in which educational reforms take place at local schools and in communities (Heugh, 2002). More broadly, good early childhood education includes a rich language learning environment with skilled, responsive teachers who facilitate children’s literacy learning by providing intentional exposure to and support for vocabulary and concept development. Classroom settings that provide extensive opportunities to build children’s reading competences are beneficial for young dual language learners no less than for children acquiring literacy skills in a one-language environment (Cummins, 2000; Heugh, 2002).GR201

Phonetic Properties of Oral Stops in Three Languages with No Voicing Distinction

Almost all studies on the phonetics of oral stop voicing patterns focus on languages with a voicing distinction. This gives rise to some debate regarding which aspects of voicing patterns arise from inherent articulatory effects related to the production of a voicing distinction, and which aspects are intentional adjustments by speakers meant to enhance a phonological contrast. This study investigates the phonetic properties of oral stops in three No Voicing Distinction (NVD) languages; Bardi (bcj), Arapaho (arp), and Sierra Norte de Puebla Nahuatl (azz). NVD languages do not utilize the larynx to maintain a contrast between any two sounds in their phoneme inventory. NVD languages do not use the larynx to produce any contrasts, and therefore present an opportunity to determine whether laryngeal defaults will emerge in this situation. Although NVD languages do not have a voicing distinction, there are a number of commonly accepted acoustic correlates of laryngeal properties that are based on observations from languages with a voicing distinction. The acoustic properties of NVD languages can be compared with patterns seen in languages with laryngeal contrasts as well as compared across the three languages to determine what phonetic patterns are shared across NVD languages. Acoustic correlates of voicing distinctions were measured from labial, coronal, and velar oral stops in four phonological contexts: phrase-initial, intervocalic, post-nasal, and phrase-final. Five acoustic properties commonly associated with voicing distinctions were measured: total oral stop duration, rate of lenition, phonated and silent closure duration, voice onset time (VOT), and preceding vowel duration. Overall, the findings from this dissertation serve to bridge the gap between phonetic science and phonological approaches to laryngeal properties. Results add to the discussions which relate to universal defaults, underspecification, and markedness principles in phonological systems. The results from this study suggest that while there are general phonetic processes which pose constraints on laryngeal properties in NVD languages, each of the three languages differed with regard to the implementation of these constraints. These results challenge universalist and markedness proposals which predict more uniformity when there is a lack of a contrast. Alternative approaches to explaining laryngeal properties which can account for more language-specific variation are better suited to explaining the results found in this study.­­ Each of the three languages studied in this project are endangered, under threat, and under-documented. Thus, a secondary aim of this dissertation is to highlight the contribution that endangered and under-documented languages can make to linguistic theory by expanding our understanding of the full range of human language structures

The phonology and inflectional morphology of Cháʔknyá, Tataltepec de Valdés Chatino, a Zapotecan language

textThis dissertation is a description of the phonology and inflectional morphology of an endangered indigenous language of Mexico stemming from a collaborative research project that places an emphasis on natural language and on describing a language on its own terms. The language described is Tataltepec Chatino (ISO 639-3: cta), a Zapotecan language spoken by fewer than 500 people only in the community of Tataltepec de Valdés in Mexico's Oaxaca state. The language has a complex system of tone in which tone sequences are the crucial morphological element rather than the constituent tones of the tone sequences. The tone system has a slightly peculiar inventory, with the level tones Low, High, and Superhigh rather than Low, Mid, and High in addition to a High-Low contour tone. The tonal system is also notable given the unlinked tone in two tone sequences which only surfaces in particular phonological contexts, but is never displaced from the word it is associated with, unlike canonical floating tones. The segmental phonology shows a language that permits a large number of often very complex onset clusters many of which violate the Sonority Sequencing Principle, but maintains tight restrictions on codas, allowing only a simple coda which can only be filled by one of two consonants in the language. Tataltepec Chatino also has interesting morphological features in its complex systems of verb aspect and person inflection which are instantiated by a system of prefixes and a system of complex paradigmatic alternations which only partially intersect. The language also has an unusual word I analyze as a "pseudoclassifier" which appears to serve some pragmatic functions of numeral classifiers while failing to do any lexical classification.Linguistic

Emphasis, glottalization and pharyngealization in Semitic and Afroasiatic

This paper investigates the phenomenon of emphasis in Semitic from a phonological perspective. It is well known that Semitic emphatics can be realized either as ejectives (Ethiosemitic) or as pharyngealized consonants (Arabic). Recent interest in the Modern South Arabian languages revealed that the emphatics in this group can be realized through an interaction of glottalization and pharyngealization. Starting from a general assessment of glottalization from a cross–linguistic perspective, a focus on Semitic emphatics will be given by using data from the endangered Modern South Arabian language, Baṭḥari. Our goal is to provide a feature analysis of emphasis in Baṭḥari and to correlate it with the rest of Semitic, with special attention to the peculiar phonological patterning of the emphatic /ṭ/. This consonant appears to pattern in Baṭḥari together with the class of breathed consonants (Heselwood and Maghrabi 2015), probably due to its peculiar features. It will be shown that, by adopting Duanmu’s (2016) framework of phonological features, it is possible to provide a coherent model for the patterning of Baṭḥari and Modern South Arabian emphatics within Semitic. Furthermore, this paper will provide some tentative parallels between Semitic emphatics and glottalized segments found in the rest of Afroasiatic