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The purpose of this study is to investigate instagram use among English pre-service teachers (EPST) to support their language learning in a particular course. This study sought to explore the following research questions: (1) How do EPST explore instagram to accomplish Online Task-Based Language Learning (OTBLL)? (2) What contents are created and shared by EPST to accomplish OTBLL? To collect the data, this study applied observation and content analysis. In addition several tasks were designed to be accomplished by EPST. The findings shows that EPST were able to integrate both the ability to use instagram and the ability to integrate it for OTBLL. The contents that EPST created and shared met the requirement of OTBLL. The contents included several types: creating video to explain topic assigned, writing phonetic transcription, and other tasks. The results of this study are expected to contribute in improving EPST language skills and their ability to explore social media use for language learning. Being able to seize social media to support language learning is a necessary skill to be nurtured for future language teacher in the 21st century.

We are creating a new set of web-based interactive learning units in phonetics and phonology. These serve two purposes: supplementing student learning in the English Linguistics Basismodul, and providing review material for intermediate/advanced-level courses. With the proposed units, instructors have a resource for flipped classroom teaching or self-paced learning by assigning them to students to complete outside of limited contact hours. Students are able to review their most needed topics, and spend as much time as necessary. With less class-time spent on review, courses can more efficiently focus on new material. Each unit has a short quiz with autograded questions and feedback that provides dynamic links to relevant sections of the unit. In addition to supplementing the Basismodul, the units will provide important review material for intermediate/advanced-level courses. At present, these courses are required to spend a substantial portion at the beginning of the course reviewing foundational material. With the new review units, instructors will be able to refer students to these units for review, and/or incorporate them into flipped-classroom teaching. Units will be self-contained to allow instructors better choice of units to assign. For example, a Morphology course may require units on the sound structure of words, while a Sociophonetics course might require more extensive review of the physical properties of speech. Each unit will begin with an initial assessment quiz, recommend the unit of needed, and conclude with a final quiz. Both assessments will draw from a larger pool of questions, allowing the student to retake them. The main part of each unit will consist of short texts with interactive multimedia elements implemented using the H5P plugin, an HTML5-based tool for creating interactive content. Acknowledgement: This project was funded by E-Learning Förderfonds, SeLL (Service-Center für gutes Lehren und Lernen) at Heinrich-Heine-Universität düsseldorf in 2022 (https://www.elearning.hhu.de/projektfoerderung/elearning-foerderfonds/foerderprojekte-nach-runden/gefoerderte-projekte-2022-i-1)

Minangkabau language is one of the regional languages ​​in Indonesia. The purpose of this study was to determine the sounds, phonemes and their distributions in Minangkabau language of Sikucur isolect. The observation and interview methods were used to obtain data. During the interview, the results of the interview were recorded and phonetic transcription was made based on IPA chart. Furthermore, the method used to analyze the data was a phonetic articulator matching method. The data that had been collected was classified according to sound pairs that were phonetically similar. The results showed that there were 30 phonemes found. There were five vowels: /i/, /e/. /a/, /u/, and /o/. Each vowel had an allophone, namely [i~ɪ], [e~ɛ], [a~ʌ], [u~ʊ], dan [o~ɔ]. There were seven diphthongs: /aw/, /ay/, /uy/, /ua/ with allophones [ua~ue], /ia/ with allophones [ia~ie], /oy/, and /ea/. Finally, there were eighteen consonants: /p/, /b/, /m/, /t/, /d/, /n/, /l/, /ʀ/, /s/, /c/, /j/ , /ɲ/, /k/, /g/, /ŋ/, /h/, /w/, and /y/. The sound [ʔ] was the realization of /k/ when it was at the end of the closing syllable. Furthermore, [ʀ] and [r] were free variations and did not differentiate in meaning.

Discutirei os desafios metodológicos para a organização de três corpora de uma criança aos 20 meses e 21 dias, 22 meses e 20 dias e 26 meses e 8 dias, ao adquirir o PB. Utilizo a metodologia de Brown (1973) quando levantou os corpora de Adam, Eve e Sarah, empregando o cálculo de Extensão Média de Enunciados, EME (MLU) e de Limite Máximo de Enunciados (Upper Bound), cujas regras são descritas. Os resultados são confrontados com dezenove relatos de Brown (1973, p. 66) referentes à aquisição de línguas diferentes, inclusive, não indo-europeias. Explicam-se os critérios para seleção dos enunciados dos corpora para depreender as gramáticas emergentes. O total dos enunciados da criança em transcrição fonética foi de 5530, o dos adultos, transcritos canonicamente, quando dirigidos à criança, foi de 5664. As gravações, transcrições fonéticas, glosas, análise morfológica (linha mor) e léxicos, estão disponíveis na Plataforma CHILDES, o maior banco mundial de dados sobre aquisição da linguagem. Abordo os desafios metodológicos, inclusos os enfrentados pelos pesquisadores que trabalham com aquisição do PB, advindos das novas tecnologias, em especial, as assumidas pela Plataforma CHILDES que adota na linha Mor (análise morfossintática) as mesmas medidas explicadas no artigo.

The lack of English module in speaking skill to support the teaching and learning process becomes one of the reasons for this study to come up. Another one is the reality that now, students are expected to be able to develop themselves independently without being dependent on lecturers since the Ministry of Education issued a new curriculum of Kampus Merdeka (Independent Campus). This is such an extended period from what is being faced by the world during outbreak era where classroom activities cannot be held. This study aims to observe what kind of speaking module is needed by students and to develop a modelling-based speaking module in informal interaction to support the independent learning process. This is a research and Development method according to Borg and Gall theory with 10 steps of development. The results show students need a module that can give them examples how to pronounce words but not in form of phonetic transcription. A module is then developed containing various daily expressions accompanied by an USB flash-drive contains recordings of a native speaker giving examples or models on how to pronounce the expressions accurately. Student are expected to be able to imitate the examples whenever they need until they can produce correct pronunciation and intonation.

Background Accurate and detailed records of children's speech are a critical component of competent service delivery in speech-language pathology/speech and language therapy (SLP/SLT). Previous research has shown that during speech-sound acquisition, children gradually learn to produce sounds in adult-like manners. Continuous rating scales are a way to track this gradual learning. Aims To examine whether clinical experience affects the ability and willingness to rate children's speech production using continuous rating scales. Methods & procedures An online survey was administered to 81 US-based SLPs/SLTs, binned into more- and less-experienced groups, and 20 non-SLPs/SLTs. The survey included a speech-sound rating task in which participants rated the production of place of articulation in children's productions of word-initial /θ/, /s/, /ʃ/, /d/, /ɡ/, /t/ and /k/ on a nine-point equally appearing interval scale. We examined the extent to which these were accurate (i.e., the extent to which they matched laboratory measures of production characteristics) and the extent to which the ratings were gradual (i.e., they used the entire rating scales, rather than just the endpoints). Main contribution There were no consistent differences between non-SLPs/SLTs, less-experienced SLPs/SLTs and more-experienced SLPs/SLTs in a measure of the accuracy of responses. More consistent differences were found in the extent to which listeners used the endpoints of the scale: greater experience was associated with greater use of the endpoint values. Conclusions & implications More-experienced SLPs/SLTs are less likely to use the entire range of continuous rating scales to rate children's speech accuracy than less-experienced SLPs/SLTs or clinically untrained listeners. Implications for service delivery are discussed. What this paper adds What is already known on the subject Children's productions of individual sounds, like /k/, become gradually more adult-like over the course of development. For a child who has a [t] for /k/ error, this gradual development means that children's productions become progressively less like /t/ and more like /k/ over development. Phonetic transcription does not capture this gradual development. In contrast, studies have shown that continuous ratings of children's speech (such as rating productions on a scale anchored by the text "the 't' sound" at one end and "the 'k' sound" at the other end) can capture this gradual development. What this paper adds to existing knowledge To determine continuous ratings are clinically feasible, we must first determine whether clinical experience affects people's use of continuous rating scales to rate children's speech. We conducted an on-line speech perception experiment in which 81 speech-language pathologists/speech and language therapists (SLPs/SLTs) and 20 non-SLPs/SLTs rated 60 productions by children on continuous rating scales. The 60 stimuli included many sounds that had been independently verified to be intermediate productions (i.e., a target /k/ that was neither completely /k/-like nor completely /t/-like). Non-SLPs/SLTs and less-experienced SLPs/SLTs rated those intermediate sounds with intermediate ratings (i.e., somewhere on the midpoint of a continuous scale). In contrast, more-experienced SLPs/SLTs were more likely to rate those sounds as instances of endpoints (i.e., as either /k/ or /t/). What are the potential or actual clinical implications of this work? This finding suggests that clinical experience is paradoxically associated with a reduced tendency to use the entire range of responses on continuous rating scales. This finding suggests that we must better understand the cause of this reduced tendency, so that clinicians at all levels can use continuous rating scales equally effectively.

Phonetic transcription is an essential skill for a practising speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire. The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents; however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for small-group tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce.

Education is a conscious and planned effort to create a good learning atmosphere and learning process so that students actively develop their potential. But so far the teacher only uses textbooks only to provide material and questions without training students' pronunciation, because in the textbooks the pronunciation is small and even the teacher doesn't pay attention to students in pronunciation. So that development is needed for the learning process. This study aims to develop a Worksheet based on Phonetic transcription class X MA MA'arif Roudlotut Tholibin 28 Purwosari north Metro. This research is a research and development study. The steps in this research are: Potential and Problems, Data Collection, Product Design, Product Revision, Product Validation, Product Trial, Revision After Trial. The results of this study in the form of a Phonetic transcription class X-based Science Worksheet can be used in the learning process at MA Ma'arif Roudlotut Tholibin 28 Purwosari north Metro, based on responses and validator ratings of the developed teaching materials, obtained results categorized as good. This shows that teaching materials developed based on phonetic transcription in class X can be used as teaching materials for MA MA'arif Roudlotut Tholibin 28 Purwosari north Metro students.

For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation.

The present study is an attempt to shed light on the term 'juncture' in the English Language. The study is theoretically and practically oriented. The problem lies in the fact that Iraq EFL college students may face difficulty in their recognition in continuous speech, the sequences of words uttered without conventional spaces between them. The listener in general and EFL college students in particular how they are understood what the speaker said for instance, I scream and ice cream? In this study, the researcher tries to explain how the phonetics cues which help the listeners to understand the difference between the utterances that they have the same phonetic transcription and how the phonetic cues signaling the boundaries between words in connected speech .? The hypotheses of the study (1)The EFL college students can recognize the two similar utterances in connect speech when they listened to them. (2) the EFL college students are not able to recognize the two similar utterances in connected speech. The results show that the first hypothesis is refuted, that the Iraqi EFL College students do face difficulty in discrimination of two identical phonetic transcriptions. The second hypothesis is verified that EFL college students do not aware of how to use phonetics cues. In the light of the conclusions arrived at, several pedagogical recommendations and suggestions for teaching English as a foreign language have been made

Pronunciation is essential in delivering speech. However, pronouncing English word is difficult since the students speak Indonesian as their native language. The common problems might be caused by the differences between sound systems of the languages, especially in /g/ sound. This study objective to find how well the students’ mastery in pronouncing /g/ sound and common problems faced by them. This study highlighting two research problems; (1) how well the fourth semester students do in pronouncing /g/ sound and (2) what problems are faced by them in pronouncing /g/ sound. It is a descriptive qualitative study using triangulation data involving twenty five students of fourth semester students of English Language Education Program Faculty of Cultural Studies Universitas Brawijaya. The instruments were adapted and adopted from Dewi (2009) and developed by the researcher. The instruments are pronunciation test, recorder, assessment rubric, and questionnaire. Data analysis were done statistically and descriptively. The result of this study were (1) mostly the students’ mastery in pronouncing /g/ sound in all positions are good (81.5%) with the following details; excellent (pronouncing silent /g/ before /n/ at the end of a word, silent /g/ before /n/ in the same syllable, soft /g/ sound); good (pronouncing silent /g/ before /n/ at the beginning of a word and hard /g/ sound); average (pronouncing the exception); and poor (pronouncing silent /g/ before /m/ in the same syllable and words with /gh/ sound), (2) problems faced by the fourth semester students are the differences of sound systems between their native language and their foreign language and students’ motivation in pronouncing /g/ sound correctly (such as checking pronunciation or phonetic transcription in dictionary).

This study aimed at identifying the teachers' teachers' perception toward factors hindering learning phonetic transcription of Received Pronunciation. The researcher used the descriptive analytical approach to suit the aims of this study. The sample consisted of (150) male and female teachers at the governmental schools in Palestine. The instrument of the study is a questionnaire. Also, the tool has three domains in which the first domain is the teachers' factors. The second domain is the language factors, and the last is the curricula and courses factors. Validity and reliability were conducted for the questionnaire, therefore, the reliability is good. Data were collected through a link prepared through Google Drive. The responses were collected and treated by SPSS statistics. The results showed that the domain of language factors occupied the first rank with a percentage weight of ( 72.37%), Then the domain of teachers factors occupied the second rank with a percentage weight of (66.95%). Finally, the domain of curricula and courses factors occupied the third rank with a percentage weight of (63.41%). The total degree of the domains reached a percentage weight of (67.58%. In addition, the results showed that there are statistically significant differences at (0.05) in the curricula and courses factors in favor female and there are no statistically significant differences in the other domains. Besides, there are no statistically significant differences at (0.05) due to years of experience variable. The researcher recommended the teachers to revise the rules of IPA and do efforts in practicing the use of phonetic transcription. Teachers should remember the irregularities of such English words as possible as they can to develop their schemata.

It is well-known that the Arabic language poses non-trivial issues for Automatic Speech Recognition (ASR) systems. This paper is concerned with the problems posed by the complex morphology of the language and the absence of diacritics in the written form of the language. Several acoustic and language models are built using different transcription resources, namely a grapheme-based transcription which uses non-diacriticised text materials, phoneme-based transcriptions obtained from automatic diacritisation tools (SAMA or MADAMIRA), and a predefined dictionary. The paper presents a comprehensive assessment for the aforementioned transcription schemes by employing them in building a collection of Arabic ASR systems using the GALE (phase 3) Arabic broadcast news and broadcast conversational speech datasets LDC (2015), which include 260 h of recorded material. Contrary to our expectations, the experimental evidence confirms that the use of grapheme-based transcription is superior to the use of phoneme-based transcription. To investigate this further, several modifications are applied to the MADAMIRA analysis by applying a number of simple phonological rules. These improvements have a substantial effect on the systems’ performance, but it is still inferior to the use of a simple grapheme-based transcription. The research also examined the use of a manually diacriticised subset of the data in training the ASR system and compared it with the use of grapheme-based transcription and phoneme-based transcription obtained from MADAMIRA. The goal of this step is to validate MADAMIRA’s analysis. The results show that using the manually diacriticised text in generating the phonetic transcription can significantly decrease the WER compared to the use of MADAMIRA diacriticised text and also the isolated graphemes. The results obtained strongly indicate that providing the training model with less information about the data (only graphemes) is less damaging than providing it with inaccurate information.

Preservation and study of dialect vocabulary, that is a source of national language, are the most important tasks of modern dialectology. Agricultural vocabulary as an integral part of every farmer’s vocabulary is valuable material for dialectological researches. The fixation and analysis of the agricultural lexis in the dialects of the Middle Bug area continues to solve the actual problem of modern linguistics. The purpose of the article is vocabulary-semantic analysis of the terms used in poultry farming in the Middle Bug area dialects that function at the border of the SouthWestern and South-Eastern dialects of the Ukrainian language. During the research, general scientific methods of analysis, synthesis, observation and descriptive method were applied. Special linguistic methods included questionnaires, interviews and lingvo-geographic methods. The author’s records and notes done in 74 settlements situated in the west of Kirovohrad region, the northwest of Mykolaiv region, the northeast of Odesa region and the southeast of Vinnytsia region during 2014–2016 are the source of the practical material. The numbering of the villages, urban settlements and towns is used in the article. The full names are listed at the end of the work under the title "The list of the examined settlements and their numbering" to represent the areal distribution of the analyzed dialect units. The examined names and the dialect speech examples are represented by means of the common phonetic transcription for recording the Ukrainian literary and dialect speech (the transcription is presented in the first volume of the Atlas of the Ukrainian Language). The names widespread in Middle Bug area dialects are analyzed. The article expands the empirical base of Ukrainian dialectology, complements the characterization of the Eastern Podilian dialects of the Podillya dialect of the South-western group and the Western Steppe dialects of the Steppe dialect of the South-eastern group of the Ukrainian language. The conclusion is that the fixed names are connected with literary equivalents although they differ in phonetics, vocabulary and semantics. Lexemes, phrases, preposition + noun combinations that illustrate the dialects interaction were described. Indicating the geographic distribution of fixed names and distinguishing names common to both dialects are of great value. Prospects for further research are the continuation of the study of the Ukrainian dialects of the Middle Bug on the material of agricultural vocabulary.

Este trabalho insere-se na área de Fonética e de Fonologia, mais especificamente na discussão acerca da palatalização do /S/ pós-vocálico. A pesquisa dedica-se ao estudo da fala da comunidade de São José do Mipibu, de onde foram selecionados quatro colaboradores subagrupados conforme o sexo (dois homens e duas mulheres), a idade (dois de faixa etária mais jovem e dois de faixa etária mais velha) e o nível de escolaridade (dois com ensino superior e dois com ensino básico). A metodologia envolve a coleta de dados a partir de narrativa controlada e de questionário fonético-fonológico. A gravação de voz passou por transcrição fonética de oitiva e por tratamento acústico dos dados. A análise respalda-se nas teorias Geometria de Traços (CLEMENTS; HUME, 1995) e na Sociolinguística (LABOV, 1977). Os resultados obtidos foram: 1. linguisticamente, a palatalização do /S/ nessa comunidade é resultado de um processo dissimilatório motivado pelo Princípio de Contorno Obrigatório; 2. a palatalização é categórica diante das consoantes /t/ e /d/, independentemente de variáveis socioculturais; 3. diante de /n/ e de /l/, há flutuação entre as produções [coronal] e palatal. Palavras-Chave: Palatalização; Fonética e Fonologia; Geometria de Traços; Sociolinguística.

Purpose of the study: The purpose of the article is to identify parallelism as the kind of sound device utilized and to examine the role these sound devices play in encoding or reinforcing meaning within the lines and the whole poem in the selected poems of Tigrigna written by Giemay Gebru. Methodology: The research is theoretical, methodical and descriptive in nature and draws on library materials. Therefore, linguistics and stylistics approach i.e. phonological is used to analyze the data. Parallelism is one of the most important sound devices which is one of many stylistic approaches is used in this study as a descriptive method. As a model, the study adopts the revised method proposed by (Leech 1969) in his book “A Linguistic Guide to English Poetry, and (Mick Short's 1996) “Exploring the Language of Poems, play, and prose”. Furthermore, the chart that shows the phonemes of Tigrigna and writing systems that are summarized by Yohanes Zewedie is used as one method of analysis. In addition to that, the poems are translated into the English language and written in their phonetic transcription. Results: The main result of the findings shows that parallelism as sound devices is observed in the selected poems. As revealed in the study, the poet, Girmay Gebru utilizing parallelism devices for the purpose of highlighting the issue and need to be emphasized and strongly express his tone of an idea what he needs to portray. Application of this study: The study undertaken in the present study is justifiable and valuable since it attempts a new-fangled area. Therefore, this study will be of considerable importance to all those who are fascinated by the literature of Tigrigna. Novelty/Originality of this study: In this research, the model of the stylistic aspect of translation and phonetic transcription-translation of the selected poems are presented in a full and complete manner.

A correlational study investigating the relationship between EFL learners' vowel phonetic accuracy and their English pronunciation perception and production.

PURPOSE: There is persistent uncertainty about whether sound error consistency is a valid criterion for differentiating between apraxia of speech (AOS) and aphasia with phonemic paraphasia. The purpose of this study was to determine whether speakers with a profile of aphasia and AOS differ in error consistency from speakers with aphasia who do not have AOS. By accounting for differences in overall severity and using a sample size well over three times that of the largest study on the topic to date, our ambition was to resolve the existing controversy. METHOD: We analyzed speech samples from 171 speakers with aphasia and completed error consistency analysis for 137 of them. The experimental task was to repeat four multisyllabic words five times successively. Phonetic transcriptions were coded for four consistency indices (two at the sound-level and two at the word-level). We then used quantitative metrics to assign participants to four diagnostic groups (one aphasia plus AOS group, one aphasia only group, and two groups with intermediate speech profiles). Potential consistency differences were examined with ANCOVA, with error frequency as a continuous covariate. RESULTS: Error frequency was a strong predictor for three of the four consistency metrics. The magnitude of consistency for participants with AOS was either similar or lower compared to that of participants with aphasia only. Despite excellent transcription reliability and moderate to excellent coding reliability, three of the four consistency indices showed limited measurement reliability. DISCUSSION: People with AOS and people with aphasia often produce inconsistent variants of errors when they are asked to repeat challenging words several times sequentially. The finding that error consistency is similar or lower in aphasia with AOS than in aphasia without AOS is incompatible with recommendations that high error consistency be used as a diagnostic criterion for AOS. At the same time, group differences in the opposite direction are not sufficiently systematic to warrant use for differential diagnosis between aphasia with AOS and aphasia with phonemic paraphasia. Greater attention should be given to error propagation when estimating reliability of derived measurements.

In order to improve the test efficiency of concrete strength and ensure measured data reliability, we present a novel intelligent rebound hammer system which is based on the Internet of Things (IoT) and speech recognition technology. The system uses a STM32F103C8T6 microcontroller as the Main Control Unit (MCU), and one BC26 module as the communication unit, combined with a LD3320 voice recognition module and TOF050H laser ranging sensor to achieve the function of phonetic transcription and laser ranging. Without the need for traditional multi-person collaboration and burdensome data transfer, the system can collect the data of rebound value and location information and send them to the remote cloud information management system automatically in real time. The test results show that the system has high measuring accuracy, good data transmission stability and convenient operation, which could provide guidance for other types of non-destructive testing equipment designs.

This paper introduces the MARA corpus, a large expressive Romanian speech corpus containing over 11 hours of high-quality data recorded by a professional female speaker. The data is orthographically transcribed, manually segmented at utterance level and semi-automatically aligned at phone-level. The associated text is processed by a complete linguistic feature extractor composed of: text normalisation, phonetic transcription, syllabification, lexical stress assignment, lemma extraction, part-of-speech tagging, chunking and dependency parsing.Using the MARA corpus, we evaluate the use of synthesised speech as training data in end-to-end speech synthesis systems. The synthesised data copies the original phone duration and F 0 patterns of the most expressive utterances from MARA. Five systems with different sets of expressive data are trained. The objective and subjective results show that the low quality of the synthesised speech data is averaged out by the synthesis network, and that no statistically significant differences are found between the systems’ expressivity and naturalness evaluations.

This paper evaluates four different sequence-to-sequence deep neural network architectures aimed to jointly solve the tasks of: phonetic transcription, lexical stress assignment and syllabification. These text processing tasks are considered essential components for high quality text-to-speech or automatic speech recognition systems, with the phonetic transcription being the most frequently used in these types of applications. Although each of the tasks has been individually and extensively analyzed in the scientific literature, there are few studies which target a concurrent solution for them. In general, the lexical stress assignment and syllabification are used as augmenting input features to the phonetic transcription model and not considered as target features. The proposed network architectures include recurrent, convolution and attention neural layers and were evaluated on hand-checked English and Romanian datasets. The accuracy of the models was evaluated in terms of accuracy for the concurrent prediction of all three tasks, as well as by discarding the syllabification or lexical stress predictions. The best results were obtained with a combination of convolution and attention layers, where the accuracy of the joint prediction for the three tasks was of 58.96% for English and 86.64% for Romanian. The same model for English obtains an accuracy of 59.70% when syllables are discarded and 64% when the prediction of lexical stress is ignored. With the same best performing model for Romanian an accuracy of 88.83% without syllables and 93.84% without lexical stress is obtained.

Human beings can communicate through utilizing various types of languages in the world. However those languages are internationally or locally used by utterances. Undoubtedly, different types of dictionaries are available in English language as a global language in order to support second language learners in realizing word meanings. In this study two different types of advanced learner’s dictionaries are highlighted regarding to the way of expressing or representing word meanings, which are Macmillan and Cambridge advanced learner’s dictionaries. The objective of this study is trying to recognize if there is any difference between these two dictionaries in demonstrating word meanings. Selecting as the most effective one for advanced learners can be count as the second aim of this study. The methodology in this study is purely theoretical. Different features are selected for investigation in both elected dictionaries, such as providing common words, phonetic transcription of the headwords by phonetic symbols. Moreover, the result show that the Macmillan Dictionary provides effective definitions for advanced learners because it lays out the meanings of simple and common words at the same time. Drawing pictures or just by making sketch are the other two ways that followed by both dictionaries and makes word meanings more clear.

The article deals with the peculiarities of the linguistic processing of green plantings registers (valuable plants) of parks and squares as one of the varieties of reference books, and also defines the structure of the article of green plantings registry-reference book. It was confirmed that the main purpose of the green plantings registry-reference book is to provide information on green plantings in an understandable non-specialist format, in an accessible, popular scientific style, to inform and interest the general public. It was determined that the green plantings registry-reference book as reference edition contains an ordered list of nomenclatures with an explanation of their importance and brief additional information about them in scientific-informational and scientific-journalistic style. Substantial features of the registry-reference book determine the stylistics of the presentation of botanical information: the need to submit scientific data in an accessible and interesting form, without simplifying the scientific character, but at the same time without overloading the presentation of material with difficult to perceive data. It was established that the reference article of the green plantings registry-reference book has its own special system of zones: word-title, international taxon name, synonymous names of the taxon, place of plant growth, origin, taxonomic identity, general biomorphological characteristics, conservation status of species, status of populations conservation and protection events, scientific, economic and commercial value. The linguistic design of such reference articles zones as the word title, the international taxon name, and synonymous taxon names are analyzed. It is suggested that in the title area one should give transliterated Ukrainian green plantings names and in the area of the international taxon name one should apply phonetic transcription for Latin names, providing Latin names pronunciation in square brackets using Cyrillic alphabet. The author also provides such peculiarities of green plantings registry-reference book as clarity and conciseness of presentation; simplified syntax, applying abbreviations and symbols.

This research aims to describe the development of The Great Dictionary of the Indonesian Language (abbreviated in English and Indonesian as KBBI) according to phonetic symbol. The data of this qualitative study is the development of KBBI covering phonetic symbol. This research used structural linguistics theory. Specially, the theory includes phonetic symbol. The method of this research is descriptive qualitative research. The data were taken from KBBI I up to KBBI IV which were collected through analysis and documentation from 2013 until 2015. As for the data analysis technique, this study used content technique analysis (reading the data source, comparing, analyzing, interpreting, assigning, and concluding). The result of the study of the development of Kamus Besar Bahasa Indonesia based on phonetic symbol showed no development, because in KBBI I until KBBI IV there is only sound development [é]. Structurally in KBBI I until KBBI IV not showed the realization of phonetic symbolThis study provides suggestions for experts compiling the dictionary content, educational institutions’ leaders (school headmasters, Rectors, Head and Director of Institutions), head of libraries, teachers or lecturers, and dictionary users.

Diacritics restoration is a necessary component in order to develop Arabic text to speech systems. When diacritics are present, the phonetic transcription algorithm can be implemented based on a few rules. Restoring Arabic diacritics based on language model scoring is the dominant approach. A fixed vocabulary is usually used to build the language model used for scoring. Since Arabic is a morphologically rich language, the number of the Out-of-vocabulary (OOV) words is large and the diacritization algorithm fails to restore diacritics for these words. In this letter, we present a novel approach to support open vocabulary diacritics restoration based on the Byte Pair Encoding (BPE) method. The BPE method segments the words into variable length sub-word units and allows open vocabulary from fixed sub-word units dictionary. On the Tashkeela diacritization task, this open vocabulary approach outperforms the word and character based methods commonly used in the literature.

Background/Aims: Percent consonant correct (PCC) was originally described by Shriberg and Kwiatkowski [J Speech Hear Disord. 1982 Aug;47(3):256–70] as a severity metric for phonological speech disorders, and has been adapted and used in many studies on speech sound disorders. It is well-recognized that cleft speech is complex, consisting of several interacting parameters assessed simultaneously, with error sounds not in the listener’s own language. In speech outcome studies, narrow phonetic transcription and the reporting of intra- and inter-rater reliability are acknowledged as the gold standard. However, cleft speech brings special challenges to this task, as complex speech disorders are known to be associated with low transcriber agreement. Recent studies informed the decision to use PCC as the primary outcome measure in a cleft speech intervention study, given its common usage and familiarity. The aim was to specifically evaluate the intra- and inter-rater reliability of PCC in an intervention study, in contrast to other types of speech outcome studies. Methods: Two trained and experienced listeners analyzed 119 recordings, randomly selected from five data points before, during, and following intervention. The PCC score was separately calculated for words and sentences/phrases. Results: Using intraclass correlations (ICCs), Phase 1 results showed poor reliability for targets elicited for words (ICC = 0.07) and sentences/phrases (ICC = 0.42). Differences in classification of errors as glottal stops and consonant deletion accounted for this. Following further training, a second reliability study was undertaken showing improvement in the number of targets elicited in words (ICC = 0.85) and sentences/phrases (ICC = 0.94). There was very good inter-rater reliability for the PCC score on the word dataset (ICC = 0.9) and the sentence dataset (ICC = 0.88). Very good intra-rater reliability (ICC = 1.0) was found for the PCC score in both words and sentences/phrases for each listener. One listener consistently gave higher modified PCC scores. Conclusions: In cleft speech intervention studies, reliability of the number of targets elicited should be reported. Listeners need to distinguish between glottal articulation and consonant deletion, in order that the PCC score is meaningful. Attention should be paid to where listeners are reliable, but their pattern of scores consistently differs but in a consistent way. More research is needed on measuring the resolution of articulation difficulties in cleft intervention studies.

The correct location of lexical stress is a main concern for EFL learners whose first language has a different stress system. Therefore, in light of the fact that English pronunciation errors are often caused by the transfer of the Persian language sound system, the present study investigated the effect of phonetic transcription on Iranian undergraduate EFL students’ word stress learning. Since random assignment was not possible, the nonequivalent group, pretest-posttest design was employed to study two classes of EFL major students at the University of Bojnord (UB) and Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Both groups were exposed to the same activities; however, only the EG received the treatment regarding the phonemic transcription. A 60-item word stress test was developed by the researcher based on a collection of 20 episodes of The Flatmates from the BBC's learning English website to measure students’ achievements. The reliability of the test was estimated 0.71 through KR-21 formula. The results of the independent samples t-test from the posttest indicated that the EG had a better performance than the CG. Thus, the findings suggest that EFL learners’ phonemic transcription can facilitate the process of lexical stress learning.

Objective: Phonetic transcription may encourage engagement with language diversity in multilingual settings. We describe how transcription can be used to help South African speech-language therapy (SLT) students engage with the many languages spoken in their country. Objectives were to describe (a) the local context, (b) transcription in the curriculum, and (c) participant observations from staff facilitating the Child Speech course. Method and Materials: A case study approach was used to investigate teaching and learning transcription in a real-life context, the undergraduate second-year Child Speech course in an SLT programme. Document review of curriculum and university documents, national policies, and international best practice guidelines took place, together with participant observations from facilitators. Results: We describe 4 activities that show how transcription skills can be developed while introducing local languages into the curriculum. These activities give students the opportunity to develop transcription skills for a range of local languages, while at the same time encouraging them to learn the languages, construct communal resources, and promote a problem-solving attitude to their practice. Conclusion: Calls to transform higher education in South Africa and “decolonise” curricula are key drivers underpinning this work. Transcription may be a useful tool in preparing students to practise in a multilingual context.

Objective: This study investigated whether adding an additional modality, namely ultrasound tongue imaging (UTI), to perception-based phonetic transcription impacted on the identification of compensatory articulations and on interrater reliability. Patients and Methods: Thirty-nine English-speaking children aged 3–12 years with cleft lip and palate (CLP) were recorded producing repetitions of /aCa/ for all places of articulation with simultaneous audio recording and probe-stabilized ultrasound (US). Three types of transcriptions were performed: (1) descriptive observations from the live US by the clinician recording the data, (2) US-aided transcription (UA) by two US-trained clinicians, and (3) traditional phonetic transcription by two CLP specialists from audio recording. We compared the number of consonants identified as in error by each transcriber and then classified errors into eight different subcategories. Results: Both UA and traditional transcription yielded similar error detection rates; however, these were significantly higher than the observations recorded live in the clinic. Interrater reliability for the US transcribers was substantial (κ = 0.65) compared to moderate (κ = 0.47) for the traditional transcribers. US transcribers were more likely to identify covert errors such as double articulations and retroflexion than the audio-only transcribers. Conclusion: UTI is a useful complement to traditional phonetic transcription for CLP speech.

This paper aims at determining the best way to exploit the phonological properties of the Arabic language in order to improve the performance of the speech recognition system. One of the main challenges facing the processing of Arabic is the effect of the local context, which induces changes in the phonetic representation of a given text, thereby causing the recognition engine to misclassify it. The proposed solution is to develop a set of language-dependent grapheme-to-allophone rules that can predict such allophonic variations and hence provide a phonetic transcription that is sensitive to the local context for the automatic speech recognition system. The novel aspect of this method is that the pronunciation of each word is extracted directly from a context-sensitive phonetic transcription rather than a predefined dictionary that typically does not reflect the actual pronunciation of the word. The paper also aims at employing the stress feature as one of the supra-segmental characteristics of speech to enhance the acoustic modelling. The effectiveness of applying the proposed rules has been tested by comparing the performance of a dictionary based system against one using the automatically generated phonetic transcription. The research reported an average of 9.3% improvement in the system’s performance by eliminating the fixed dictionary and using the generated phonetic transcription to learn the phone probabilities. Marking the stressed vowels with separate stress markers leads to a further improvement of 1.7%.

For most of the world’s languages, detailed phonetic analyses across different aspects of the sound system do not exist, due in part to limitations in available speech data and tools for efficiently processing such data for low-resource languages. Archival language documentation collections offer opportunities to extend the scope and scale of phonetic research on low-resource languages, and developments in methods for automatic recognition and alignment of speech facilitate the preparation of phonetic corpora based on these collections. We present a case study applying speech modelling and forced alignment methods to narrative data for Nafsan, an Oceanic language of central Vanuatu. We examine the accuracy of the forced-aligned phonetic labelling based on limited speech data used in the modelling process, and compare acoustic and durational measures of 17,851 vowel tokens for 11 speakers with previous experimental phonetic data for Nafsan. Results point to the suitability of archival data for large-scale studies of phonetic variation in low-resource languages, and also suggest that this approach can feasibly be used as a starting point in expanding to phonetic comparisons across closely-related Oceanic languages.

Despite the increasing popularity of end-to-end text-to-speech (TTS) systems, the correct grapheme-to-phoneme (G2P) module is still a crucial part of those relying on a phonetic input. In this paper, we, therefore, introduce a T5G2P model, a Text-to-Text Transfer Transformer (T5) neural network model which is able to convert an input text sentence into a phoneme sequence with a high accuracy. The evaluation of our trained T5 model is carried out on English and Czech, since there are different specific properties of G2P, including homograph disambiguation, cross-word assimilation and irregular pronunciation of loanwords. The paper also contains an analysis of a homographs issue in English and offers another approach to Czech phonetic transcription using the detection of pronunciation exceptions.

Phonetic transcription is a cornerstone skill in the practice of speech-language pathology. Several factors may impact transcription proficiency including when it was learned, how it was learned, and whether practice continued. Graduate student cohorts are often comprised of students from several different universities and vastly different experiences, resulting in differing levels of proficiency in phonetic transcription. Bringing students to the same proficiency level is time-consuming and often involves re-teaching this skill, which detracts from teaching advanced material. Therefore, the purpose of the present study was to explore the use of peer-assessment of phonetic transcription to mitigate these differences in proficiency. Thirty-four graduate students participated in an experimental study investigating proficiency in phonetic transcription as a result of peer-assessment activities. The students also rated and described their opinions about the peer-assessment process. The results of pretest to posttest measures indicated that students who were not at ceiling at pretest improved their phonetic transcription skills significantly. Results of the survey indicated that not only did students enjoy the process, but they also stated that it promoted self-reflection and improvement of their skills, regardless of proficiency at pretest. These findings suggest that peer-assessment is a beneficial way for students to engage in improving their phonetic transcription skills.

This chapter discusses the nature of phonetic transcription. It provides a brief historical overview of the use of phonetic transcription in linguistic research. A phonetic transcription can be defined as the written representation of a speech utterance through specially developed symbols usually organized in a phonetic alphabet. More precisely, a phonetic transcription is the result of an auditory, and often partly visual, analysis of an utterance into a linear sequence of discrete units of speech represented by phonetic symbols. In many linguistic disciplines, phonetic transcriptions have been used to obtain written records of speech data that were subsequently employed as a basis for research. Nowadays phonetic transcriptions are generally made by using specially developed tools that allow to listen to the speech while simultaneously looking at visual, graphical representations while producing the transcriptions in a tier-based structure. Even when using more advanced tools, making phonetic transcriptions is still extremely time-consuming and costly.

The research aims to know how phonetics transcriptions based on IPA (International Phonetic Alphabet) avoid EFL students from any mispronunciation, so that their pronunciation performance is being improved. The researcher gives students drilling practices using an Oxford pocket dictionary as a tool to transcribe it. The subject of this research is 30 students in eleventh grade at MA 1 Pesantren Annuqayah Putri. As the short observation, the class still applies the traditional method ‘repeat after me’ in teaching and learning pronunciation. Mixed method design is applied to collect the data by giving students pre-test and post-test, interviews, and recording which were constructed in the form of field-notes.

In this paper we explore a very simple neural approach to mapping orthography to phonetic transcription in a low-resource context. The basic idea is to start from a baseline system and focus all efforts on data augmentation. We will see that some techniques work, but others do not.

In this study, five YouTube Korean beauty creator channels that provide English subtitles are examined. These channels were selected based on the number of channel subscribers (popularity) and uploaded videos (sufficient content volume). The chapter presents and categorizes translation strategies that differ from existing audiovisual translation strategies. Although the subtitles of the YouTube videos do reflect conventional audiovisual translation strategies, especially the use of metaphorical expressions, new and different translation strategies are also present. These new translation strategies include: use of neologisms, phonetic transcription, frequent use of swear words and slang, intentional repetition of spelling, use of Internet terminology (chatting abbreviations/emojis/use of social media slang) and novel punctuation. Furthermore, new strategies appear to be related to other YouTube characteristics: multimodality; intertextuality; and heteroglossia.

there are hardly any open access large single speaker corpora that could be effectively used to build a Text-to-Speech system, especially for Arabic being a low-resourced language. Thus, the aim of this paper is to present a new open access single speaker corpus. It is by far the largest Arabic speech resource suitable for building text-to-speech systems. The released corpus consists of more than 16-hours audio files aligned with their corresponding phonetic transcription in Buckwalter format, and the orthographic text transcripts representing 81, 000 words fully diactritized. The corpus design was determined by different factors among which is the coverage of the most frequent lemmas, this latter being a common unit in most of the Arabic words. The corpus is freely available for download from http://oujda-nlp-team.net/en/corpora/speech-corpus-1-0/.

In 2007, a volume from a series of linguistic atlases (NALR. Moldova si Bucovina, the 3-rd volume) was entirely edited using the computer, which was a national premiere at that moment. A second step consists in creating an instrument that would help the human operator in the phonetic transcription of the audio recordings. This instrument is also meant to be used for analyzing the phonetic characteristics of the Romanian language sounds and for comparisons between Romanian language and other Romanic (or neighboring people) languages.

This The situation of Yongjiang River area dialect decay is getting worse because of the unique geographical location and economic development. In this paper, firstly, divides the dialect area of the Yongjiang River and defines the dialect regions, the speakers, the survey method and the survey time. Secondly, after the determination of investigation area and relevant candidates, the recording and photography of audio and video are entered. Thirdly, the corpus transliteration is performed, including transcribing the recording or video into text, the corresponding international phonetic transcription and the Mandarin translation. Finally, the database design of ELAN is completed. This study makes up for the narrow situation in which the dialects storage and protection stay traditionally in writing and oral path.

Purpose Loosely defined diagnostic criteria for acquired apraxia of speech (AOS) limit clinicians' ability to diagnose the disorder validly and reliably. The purpose of this study was to contribute to the development of more precise diagnostic guidelines by characterizing the frequency and quality of sound distortion errors in speakers with clinically diagnosed AOS. Method Audio-recorded motor speech evaluations from 24 speakers with AOS and aphasia were analyzed by trained listeners using a narrow phonetic transcription protocol that included 12 distortion categories. We calculated percentage of segments transcribed with phonemic error, distortion error, and a combination of phonemic and distortion error. Results Distortion frequency varied substantially across participants, distributing on a continuum from 5% to 22% of segments. The frequency of phonemic errors was significantly greater than the frequency of distortion errors, which, in turn, was greater than the frequency of distorted substitution errors. The most common distortion qualities were voicing ambiguity and segment lengthening, but over 40% of distortion errors were distributed across an assortment of tongue modifications. Conclusions The results replicated observations from previous studies of speakers with quantitatively defined AOS in a new sample of participants with clinically diagnosed AOS. Similar distortion qualities were observed across studies, offering focus for diagnosticians and guidance for operationalizing future measures. The broad performance continua we observed help explain why binary classification of the presence/absence of AOS can be challenging and indicate a need to develop quantitative norms.

The objective of this research is to know the students’ errors in pronouncing of English words on vowel and consonant sounds in the first semester of English students of FKIP UIR. The research design of this study is descriptive research. The researcher assessed the students’ errors pronunciation at English Language Education of FKIP UIR. The Respondent of this research was the first semester of English students of FKIP UIR. In this study, the research instrument is an oral test, there are 40 words that be tested, and the data was collected by a recorder. In analyzing the data, the researcher helped by other English lecturers as raters. Then, the data was checked by using talking-talking software and phonetic transcription. The result of this study described that there are some errors made by students in pronouncing English words. There are 25 students’ errors pronounced short vowel /e/, 15 students’ errors pronouncing short vowel /ᴜ/, 21 Students’ errors pronouncing the consonant / ð/, 18 students’ errors pronouncing consonant /ɵ/, and 17 students’ errors pronouncing consonant /ʒ/.

This paper examines the various implications resulting from the use of English phonetic transcription in advertising in Poland. I focus on the problem of the use of phonetic transcription by copywriters as a graphic form and I make an attempt at showing that this technique can have pedagogical consequences, because a graphic form in which phonetic symbols are used is, in fact, a text message, not an image only. In addition, I analyze selected advertisements as a means of communication addressed to a specific recipient. In this case, I demonstrate that the use of advertising slogans in English and English phonetic transcription in Poland, does not guarantee that such advertising is effective.