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The demonstrative/filler neige in Mandarin Chinese is potentially contentious outside that language,as it bears resemblance in terms of pronunciation with a racial slur in English. Nonetheless, neigedoes not possess any racist connotation in Mandarin Chinese, and its analysis needs to take intoconsideration historical and contextual information. The form neige is a colloquialism of its formalequivalent nage, which has functioned as a demonstrative determiner/pronoun or a discoursemarker in verbal communication since ancient periods. The derivation of nei from na is realisedvia suppression of the demonstrative with the numeral yi ‘one’, and this phenomenon occurredeven before Mandarin was invented as a national lingua franca. Differently from languages suchas English in which the number of homophones is limited, Chinese contains an enormous amountof syllables with myriads of homophones, owing to the fact that Chinese is a tone language thatdepends on tone implications to differentiate meanings and syllables/words are hence predominantlymono- or bi-morphemic. As a consequence, homophones pertaining to Chinese aboundboth language-internally and cross-linguistically. Among the repercussions of homophony are theliterary inquisitions during the Qing era that sabotaged freedom of creation. Therefore, the interpretationand comprehension of neige need to be objective and impartial.

Aims and objectives: Few previous studies of bilingual cognition have theorized the impact of being literate in distinct orthographies. This study examined: (1) How do differences in the way writing systems represent sound affect biscriptal bilinguals’ segmentation of spoken words in each language? and (2) What is the impact of the first learned orthography? These questions were addressed in native and non-native readers of Hindi and English. The primary unit of writing in Hindi is the akshara, which corresponds to a syllable in most cases, whereas for English the unit of writing corresponds to a phoneme. Method: Hindi-English users listened to cross-language homophones in Hindi and English. Participants were instructed to take away “the first sound” of each word and say aloud what remained. Data analysis: Percent deletion of the initial phoneme was examined. Exp. 1 included 44 bilinguals. Exp. 2 tested 13 bilinguals. Findings/conclusions: For native English readers the first phoneme was deleted regardless of language. For native readers of Hindi, performance differed by language: the “first sound” was a phoneme for English words but a syllable for Hindi words (except for vowel-initial words). Originality: Using a novel paradigm, this study demonstrates that biscriptal bilinguals’ conceptions of speech sounds are differentially shaped by their knowledge of the written forms of those sounds: deleting “the first sound” in /sʌfʌr/ resulted in /fʌr/ when it was presented as a Hindi word but as /ʌfʌr/ when presented as English. Thus, the very same spoken word can yield different conceptions depending on whether it is heard as a word belonging to one language or another. Significance/implications: The findings indicate that language-specific orthographic knowledge influences biscriptal bilinguals’ conceptualization of speech sounds in their respective languages. More generally, our study argues for more research on biscriptal bilinguals in the study of bilingual cognition.

Spelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2–5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (“ik vind,” I find) or -dt (“hij/zij vindt,” he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as “vind’ is more frequent than “vindt,” “vind” is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling.

Linguistic ambiguity is a pervasive phenomenon in language. It occurs when a word, phrase, or sentence has more than one meaning. Although it is often considered a problem since it may cause confusion and hinder the precise understanding of language, it has its own value. Linguistic ambiguity enriches language and produces positive effects such as creating irony and adding a sort of humor. This study focuses on how lexical ambiguity, one type of linguistic ambiguity, can be a source of verbal humor. The data of the study are 20 examples of jokes and riddles that are taken from three internet sites; each example relies on lexical ambiguity. The data are analyzed to identify the words that contain lexical ambiguity in the selected jokes and riddles, classify them into the forms of lexical ambiguity, i.e. homonymy with its three sub-types (absolute homonymy, homophone and homograph) and polysemy showing the frequency of each form, and illustrate how lexical ambiguity can create a sort of humor in the light of the Incongruity Theory of humor. The results of the data analysis show that lexical ambiguity can create verbal humor according to the Incongruity Theory of humor. Also, it reveals that the ambiguous words involved in the selected jokes and riddles are of the two forms of lexical ambiguity, i.e. homonymy and polysemy and that homonymy is the most frequently used form of lexical ambiguity whereas polysemy is the least. Keywords: Lexical ambiguity, Verbal Humor, Absolute Homonymy, Homophone, Polysemy

There have been widely exposed researches that analyze accented and intelligible speech of foreign language; yet, the study concerning listeners' awareness of the pronunciation errors is hardly found. Therefore, the current study aims to find out segmental features and the source of errors that have caused unintelligible speech of Indonesian-accented speech and describe the listeners' awareness of the errors. This descriptive qualitative research investigates listeners' transcripts of Indonesian-accented speeches through purposive sampling. The standard orthography transcripts are then transformed into phonemic transcripts. They are analyzed by error analysis based on phonological operation by Davenport and Hannahs. The result is further checked by the listeners to generate their awareness of the errors through interviews. There are consonants causing unintelligibility more than vowels. Furthermore, it is found that there are six pronunciation features affecting listeners' awareness of speakers' pronunciation errors: 1) aspiration, 2) spelling system, 3) blended phonemes, 4) absent phonemes, 5) different articulation, and 6) homophone in the research.

This study explores the relationship between the experience of confusion and the outcomes of Chinese character learning by learners of Chinese as a heritage language (CHL). Based on the claim that ...

This study aims to describe the formation of dajare and examine the effects of dajare on speech partners. The data in this study were taken from the anime series entitled Monogatari Series. Data from the anime series were collected using the contextual analysis method. The results showed seven dajare formation processes: homophones, mora change, metathesis mora, combining phrases, dividing phrases, mixing foreign languages, and moving commas. It was found that the effect of dajare on speech partners was mainly positive.

This research is conducted to reveal how humorous utterances are constructed by manipulating semantic meaning especially dealing with lexical semantics. Lexical semantics provides multiple meanings that portray their meanings’ relationship among a word and they are potentially exploited to elicit humor. This research examines utterances manipulating lexical semantics as the strategy of humor creation in Mind Your Language situation comedy. Applying a descriptive qualitative approach, the findings indicate that five types of lexical semantics are utilized as strategies of humorous utterances creation. Those types of lexical semantics are polysemy, homonymy, homophone, hyponymy, dan synonymy. Because of their multiple relation meanings, the speaker can refer to other meanings to construct different meanings with the hearer. The speaker constructs an incongruent meaning between what the hearer’s perception is and what the speaker meant. The deviation of lexical semantics between the hearer and the speaker completely illustrates the concept of incongruity theory of humor.Â

The graphemic distinctiveness of simple word stems in written English (henceforth stems) is usually discussed in terms of the discrimination of homophones: Two or more distinct stems that share a phonological form each have a unique graphemic form (e.g., meat / meet; pair / pear / pare) and in some cases we cannot ascribe the different spellings to etymology: scent ‘should’ be spelled sent given its history (borrowed from French sentir and Latin sentire). The lists in Carney (1994) and Venezky (1999) of heterographic words show that there is a considerable number of homophones that are discriminated in spelling. But there are also many homographic cases (e.g., bank, can), so any stipulated ‘principle of heterography’ is not universal. In this paper, we determine the scope and limitations of this principle empirically. Using the CELEX corpus as well as printed dictionaries, we first determine the number of homophonous simple stems in our data (like bank / bank or pair / pear / pare). Of these, we determine the fraction that has a distinct spelling (like pair / pear / pare). The overall ratio is well below 50%, which means that the principle is not as far-reaching as often assumed. Historically, it appears that in many cases we are not dealing with a graphemic differentiation of stems, but with a conservation of spellings. As a consequence, most distinctive spellings probably corresponded to distinctive sound forms at some point in their history. Sound change then led to homophony, but the graphemic form often remained distinct (as with e.g. loan / lone). Expressing lexical differences in the written form of stems does not seem to be overly important to English writers; there is no widespread lexical or morphological principle at work when it comes to the spelling of English stems.

The article deals with the analysis and description of expressive-figurative means of original or occasional expression in functional-semantic and structural aspects.The pragmatic relevance of the formation of expressive forms of professional communication lies in the linguistic-creative expression of military team members' communicative need to overcome the stylistic neutrality of professional discourse terms. In so doing, they create a linguistic-cultural space for the self-realization of the personality in a specific professional environment. The fixed uniformity of linguistic rules establishes the sustainable order of their formal and content expression. The possibility of associative variation of the standard and creative components in the semantics of words results in the emergence of forms differing from the system of word formation, spelling and orthoepic norms. Structurally, owing to homonymy, polysemy, and homonymity, the constituent elements of the puns can be words as well as phrases. The phonetic-graphical coincidence or divergence of the kernel components of homophrasal puns and the nature of their formal expression creates various semantic forms. Moreover, the stylistic resource for the creative use of the language play includes intentional parody assimilation of paronymic lexemes, contextual identification of explicit and implicit homophones and their punning perception, simultaneous objectification of direct and associativefigurative meanings in specially built contextsdue to the semantic ambiguity of lexemes, the deliberate mispronunciation of foreign toponyms, the insertion of occasional expressive elements into the word structure, the phonographic and content reduction and combination of initial motivational forms and, as a consequence, the formation of pun-based contaminated units.

The frequency with which a word appears in the lexicon has implications for its pronunciation. Numerous studies have shown that high-frequency lemma are characterized by more phonetic reduction than lower-frequency lemma. These findings have proven to be particularly useful in the study of homophones where frequency-related reduction processes can give insights into lexical access theories. The majority of research on homophones and frequency effects has focused on heterographic and semantically unrelated homophones (e.g., Englishtime – thyme) or investigated zero-derived homophones (e.g., Englishthe cut, noun –to cut, verb). Here, zero inflection in German pluralization (e.g.,ein Würfel‘one die’–zwei Würfel‘two dice’) was investigated to determine if and how frequency effects impact on the acoustic realization of the homophonous singular-plural word pairs. The findings indicate that the number-specified wordforms show acoustic variation related to wordform frequency and the relative frequency of the singular to plural inflected forms. Results differ for durations of wordforms, stem vowels, and final phonemes. Our findings have implications for lexical access theories and can inform about ‘frequency inheritance’ across the singular and plural homophones of the zero-inflected plurals.

Communicating via language is an important property of human beings. Usually one does not think of the relations between words. But from linguistic perspective, the words are not single units. They are linked to each other by semantic and formal relations. The focus of this paper is on different lexemes in English and Arabic. So, this research aims to investigate the major errors which EFL students encounter by the misuse of different lexemes. This is achieved through using the elicitation instrument by implementing two tests. A pretest and a posttest for the sixth-grade students. First the students face problems in dealing with homonyms, synonyms, antonyms and homophones as a result of negative interference between the two languages, Arabic and English. After extensive training the students get good results. They are able to overcome the ambiguity of these lexemes. This shows the importance of learning lexemes in both languages as this simplifies the communication and identifies the areas of ambiguity.

The current study investigated whether shared phonology across languages activates cross-language meaning when reading in context. Eighty-five bilinguals read English sentences while their eye movements were tracked. Critical sentences contained English members of English-French interlingual homophone pairs (e.g., mow; French homophone mate mot means "word") or they contained spelling control words (e.g., mop). Only the meaning of the unseen French homophone mate fit the context (e.g., Hannah wrote another mow/mop on the blackboard for the spelling test). Differences in fixation durations between homophone errors and spelling control errors provided evidence for cross-language activation that extended to semantic representations. When the unseen French homophone was of high frequency, shorter first fixations and gaze durations were observed on English interlingual homophones than on English control words, providing evidence that the French meaning associated with the shared phonology was activated during early stage word identification. Individual differences analyses showed that these effects were larger when bilinguals were using the nontarget language (i.e., French) more regularly in daily life. Results provide evidence that cross-language activation of phonology can be sufficiently strong to activate corresponding semantic representations during single language sentence processing. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

This research was aimed at finding out the ability of students to understand homophone in English. The research was qualitative descriptive research. The subject of the research was the seventh-semester students of the English Department of IAIN Langsa, academic year 2018/2019, that consisted of 32 students. The researchers used documentation as an instrument for collecting the data. The documentation was the result of the test given by a lecturer. The test given by the lecturer consisted of 20 questions about homophone in English. The question was in the form of phonetic transcription. The question consisted of two parts. In the first part, the students must mention two different words from a homophony sound. In the second part, the students must fill in the blank with a correct homophone word by relating to the pronunciation at the end of sentences. After conducting the research, the researchers found that 24 students got low mark because they were only able to answer one until ten questions correctly; 2 students got medium mark because they only answered 11 questions correctly, and six students got high mark because they can answer 12 until 17 questions correctly. Therefore, it can be said that the ability of students to understand homophone in English was not good enough. The problem faced by the students was that they still did not comprehend the concept of homophone in English. As a result of the test given by a lecturer, some students only knew that a homophone consisted of only one word, so they answered only one word, and some students also answered the question with three different words.

Despite the outgrowing trend on assistive technology assisting blind student to be fully participate in education, the challenges remain in the area of English language learning. The inconsistency of the sound-spelling relationship in English apparently triggers the spelling problems for the Blind student since he tends to encode syllables by as it sounded. This study aims to identify, classify and analyze the spelling errors committed by the blind students in learning English using the classification of NEFR (National Foundation for Educational Research) that comprises the aspects of omissions, substitutions, insertions, transpositions and grapheme substitution. Employing case study design, this research elaborate the spelling error committed by 1 blind EFL learner enrolling an Academic Writing course in English Language Education Program, Faculty of Cultural Studies, Universitas Brawijaya, Indonesia. The findings expose that the blind students tend to frequently do spelling error in the aspect of grapheme substitution followed by omissions, substitutions, and insertion. Some contributive factors that presumably affecting the errors are (1) lack exposure to the formation of the words, (2) inherent of language (silent letter, homophone and borrowing words), (3) different characteristics of L1 and L2, and (4) student’s preferences on reading (use screen reader more than braille text). Thus, the exposure toward phonetics symbol and the sound-letter relationship in English should be more disseminated so the blind student is capable of having a correct spelling.

Thefoot–strutvowel split, which has its origins in 17th century English, is notable for its absence from the speech of Northerners in England, wherestood–studremain homophones – both are pronounced with the same vowel /ʊ/. The present study analyses the speech of 122 speakers from Manchester in the North West of England. Although the vast majority of speakers exhibit no distinction between thefootandstrutlexical sets in minimal-pair production and judgement tests, vowel height is correlated with socio-economic status: the higher the social class, the lower thestrutvowel. Surprisingly, statistical models indicate that vowel class is a significant predictor offoot–strutin Manchester. This means that, for a speech community without the split, there remains an effect in the expected direction:strutvowels are lower thanfootvowels in the vowel space. We suggest that co-articulatory effects of surrounding consonants explain this instrumental difference, as they have significant lowering/heightening effects on the acoustics but are not fully captured by our statistical model. We argue that the perplexing nature of the historical split can be partially accounted for in this data, as the frequency of co-occurring phonetic environments is notably different infootthan instrut, resulting in cumulative effects of co-articulation. We also present evidence of age grading which suggests that middle class speakers may develop a phonetic distinction as they age.

The article is devoted to the analysis of the features of interlanguage interference that a ppears in the process of learning Russian as a foreign language. Different views on the term “interlanguage interference ”, presented in linguistic scientific literature , are analyzed. The author name s the reason s of interference and effective ways to overcome it. The types of interference phenomena are named: underdifferentiation of signs (the presence of differential signs in a non-native language and absence in a mother language); overdifferentiation (the presence of differential features in the mother language and their absence in the foreign one ); reinterpretation. T he key factors are listed ; the ir combination allows to achieve fluent foreign language speaking . The phenomenon of interference at the phonetic, lexical, morphological and syntactic levels is described: typical mistakes in the articulation of sounds of the Russian language, substitution of individual sounds, shift of stresses, inaccuracies in intonation of sentences are indicated at the phonetic level; difficulties in mastering certain grammatical categories, for example, the gender, case categories, which are absent in the English language, are identified; the special attention is paid to breaking language norms at the syntactic level, the difficulties in the structure of sentences caused by the free word order are analyzed; The features of interference at the lexical level are mentioned – using polysemantic words, difficulties with the us age of homophones, focuses on the use of phraseological units. The results of a survey of Americans , who are fluent in Russian and live in the city of Kherson , on linguistic difficulties i n the process of learning the Russian language are presented. The analysis of the features of the mother language allows to predict typical mistakes, which are possible in the speech of Americans. Key words: interference, foreign language, sound, norm, bilingualism.

(Title: Dajare Analysis in Advertising Product Name Japanese Food and Drink) Dajare is one of the language phenomena found in Japan. Dajare can be defined as one type of humor that is widely used to create a new sentence with identical phrases or the same words from the previous sentence. This study aims to find out how the form and meaning contained in dajare contained in the name of a Japanese food or beverage ads. The method used in this study is a qualitative descriptive method. Dajare formation is generally done by utilizing the sound similarity of a word to another word so as to form a new word that has a certain meaning. In this study, dajare was divided into two types, namely paradigmatic dajare and syntagmatic dajare. These types are formed based on three classifications, namely dajare homophones, dajare almost homophones and dajare inserts. The meaning that appears also varies, there are related meanings between word references and target words, there are also unrelated meanings between word references and word targets.

We investigated how individual differences in language proficiency and executive control impact cross-language meaning activation through phonology. Ninety-six university students read English sentences that contained French target words. Target words were high- and low-frequency French interlingual homophones (i.e., words that share pronunciation, but not meaning across langauges; mot means ‘word’ in French and sounds like ‘mow’ in English) and matched French control words (e.g., mois – ‘month’ in French). Readers could use the homophones’ shared phonology to activate their English meanings and, ultimately, make sense of the sentence (e.g., Tony was too lazy to mot/mois the grass on Sunday). Shorter reading times were observed on interlingual homophones than control words, suggesting that phonological representations in one language activate cross-language semantic representations. Importantly, the magnitude of the effect was modulated by word frequency, and several participant-level characteristics, including French proficiency, English word knowledge, and executive control ability.

El objetivo del presente trabajo fue analizar el desarrollo y consolidación de la escritura en niños. Se evaluó a 546 niños entre la edad de 6 a 12 años utilizando pruebas de escritura y lectura con el fin de medir la cantidad de errores ortográficos. En los resultados se encontró que los niños de grados inferiores cometen, de forma frecuente, errores de ortografía natural (modificación que altera la fonología de la palabra, errores heterófonos); y que todos los niños cometen errores de ortografía arbitraria (sustitución de una letra homófona). Particularmente, se observó que los niños de segundo grado no identifican las palabras mal escritas y que son especialistas en el uso de grafías dominantes para representar su respectivo fonema. Los errores heterófonos y homófonos disminuyeron en los niños de cuarto grado, aquí hubo un mayor dominio de la relación fonema-grafema y viceversa; además, la etapa ortográfica se observó a esta edad, ya que los niños identificaron una mayor cantidad de palabras mal escritas, en comparación con los niños de segundo grado. Los niños de sexto grado mostraron una automatización para escribir e identificar unidades lexicales como -ción, lo que significa que pueden leerlas como un todo y no como una secuencia de unidades grafemas-fonemas. Por último, el aprendizaje de la escritura en el idioma español es rápido, la transición de la etapa alfabética parcial a la ortográfica toma dos años. En algunos casos, sin embargo, los individuos muestran dificultades o problemas (dislexia), por lo que siguen cometiendo errores ortográficos naturales, a pesar de estar expuestos a la misma cantidad de textos que sus pares. Estos individuos con problemas de aprendizaje fueron notorios en sexto grado.

Ўзбекистонда ёши катта инсонларнинг француз тилини ўрганиш ва ўргатишда фонетика ва фонемаларнинг ўрни ниҳоятда катта. Шунинг учун француз тилини ўргатиш жараёнида асосий урғуни фонетик ўзгаришларни мукаммал ўргатишга қаратиш лозим. Бошқа чет тиллар каби француз тилида ҳам фонетик ўзгаришлар, омофонлар, лаҳчалар, жаргонлар мавжуд.

In the present preregistered study, we evaluated the possibility of a shared cognitive mechanism during verbal and non-verbal tasks and therefore the implication of domain-general cognitive control during language comprehension. We hypothesized that a behavioral cost will be observed during a dual-task including both verbal and non-verbal difficult processing. Specifically, to test this claim, we designed a dual-task paradigm involving: an auditory language comprehension task (sentence comprehension) and a non-verbal Flanker task (including congruent and incongruent trials). We manipulated sentence ambiguity and evaluated if the ambiguity effect modified behavioral performances in the non-verbal Flanker task. Under the assumption that ambiguous sentences induce a more difficult process than unambiguous sentences, we expected non-verbal flanker task performances to be impaired only when a simultaneous difficult language processing is performed. This would be specifically reflected by a performance cost during incongruent Flanker items only during ambiguous sentence presentation. Conversely, we observed a facilitatory effect for the incongruent Flanker items during ambiguous sentence suggesting better non-verbal inhibitory performances when an ambiguous sentence was simultaneously processed. Exploratory data analysis suggests that this effect is not only related to a more difficult language processing but also to the previous (n-1) Flanker item. Indeed, results showed that incongruent n-1 Flanker items led to a facilitation of the incongruent synchronized Flanker items only when ambiguous sentences were conjointly presented. This result, even if it needs to be corroborated in future studies, suggests that the recruitment of executive control mechanisms facilitates subsequent executive control implication during difficult language processing. The present study suggests a common executive control mechanism during difficult verbal and non-verbal tasks.

This article represents the analysis of a comic technique, word-play. The authors studied this phenomenon examining the material of French humorous sketch, which is based on the increased attention in modern linguistics to the analysis of certain types of discourse, including the humorous discourse. The authors pay special attention to the peculiarities of humorous discourse and its characteristics, such as the specifics of the French humorous oral sketch, its varieties, thematic component, and place in the system of genres. The authors of the article also identify various comic techniques used in the sketches, one of which is "word-play". They generalize approaches to the concept of "word-play" in Russian and foreign linguistics and consider numerous types of the phenomenon, the classification of ways to create word games. In the course of the study, the authors conclude that a special technique in French sketches is a pun. It resulted from certain features of the phonetic and lexical structure of the French language. Moreover, paronyms are considered to be the most common way to create a pun in a French humorous sketch. Polysemes, phonetic phenomena, homophones, comparisons and suffixes are also studied by the authors. The article outlines the possibility of further use for the results of the research as the basis for continuous study of text linguistics and discourse analysis, the study of humorous discourse in general, the means of creating a comic text on the example of the French language, particularly in teaching French as a foreign language.

Do speakers make use of a word’s phonological and orthographic forms to determine the syntactic structure of a sentence? We reported two Mandarin structural priming experiments involving homophones to investigate word-form feedback on syntactic encoding. Participants tended to reuse the syntactic structure across sentences; such a structural priming effect was enhanced when the prime and target sentences used homophone verbs (the homophone boost), regardless of whether the homophones were heterographic (homophones written in different character; Experiments 1 and 2) or homographic (homophones written in the same character; Experiment 2). Critically, the homophone boost was comparable between homographic and heterographic homophone primes (Experiment 2). Hence unlike phonology, orthography appears to play a minimal role in mediating structural priming in production. We suggest that the homophone boost results from lemma associations between homophones that develop due to phonological identity between homophones early during language learning; such associations stabilise before literacy acquisition, thus limiting the influence of orthographic identity on lemma association between homophones and in turn on structural priming in language production.

RESUMEN La palabra francesa arabe («árabe») está en el origen del término francés beur que se creó en verlan para designar a las personas nacidas en Francia cuyos padres o abuelos fueron inmigrantes provenientes del Magreb. Tras una breve descripción sobre cómo se formó dicho término en francés durante la década de los ochenta del siglo pasado, este artículo, primero, se plantea por qué el femenino del mismo es beurette y no beure para luego exponer cómo se han realizado unos muy determinados tipos de traducción de la identidad del Otro en otro tiempo colonizado. Que beur sea el perfecto homófono de beurre (mantequilla) en francés conlleva una serie de consecuencias simbólicas que se resumen en la nula voluntad política del Estado francés de traducir, adecuada y correctamente, todas las pertenencias de la identidad mestiza de las personas nacidas en Francia con orígenes magrebíes, en aras de una supuesta «integración» republicana francesa. Se han creado, en verlan, en el uso popular de la lengua francesa, dos neologismos (beur y beurette) que, dada su dificultad de traducción, han sido exportados a otras lenguas como préstamos léxicos pero su correcta interpretación en las mismas deja mucho que desear. Hacia el final del artículo se presenta una reflexión crítica, a modo de conclusión, sobre los términos beur y beurette como «intraducibles» en el sentido apuntado por Barbara Cassin y se propone cómo poder resolver la aparente contradicción de traducir «lo intraducible» cuando quien traduce e interpreta sabe situarse «entre» lenguas y culturas, gracias a la noción de paratraducción. RESUMO A palavra francesa arabe («árabe») está na origem do termo francês beur que foi criado em verlan para designar as pessoas nascidas na França cujos pais ou avós eram imigrantes vindos do Magrebe. Depois de uma breve descrição sobre como esse termo foi formado dentro da língua francesa durante a década de oitenta do século passado, este artigo começará questionando a razão de a forma feminina ser beurette e não beure. Na sequência, apresentaremos como alguns tipos muito específicos de tradução da identidade do Outro foram realizadas em outros tempos colonizados. O fato de beur ser um homófono perfeito de beurre (manteiga) em francês acarreta uma série de consequências simbólicas que se resumem na nula vontade política do governo francês de traduzir, adequada e corretamente, todos os pertencimentos da identidade mestiça das pessoas nascidas na França com origens magrebinas, em prol de uma suposta “integração” republicana francesa. Assim, no uso coloquial da língua francesa, foram criados, em verlan, dois neologismos (beur e beurette) que, dada a sua dificuldade de tradução, foram exportados para outras línguas como empréstimos lexicais, mas a correta interpretação desses termos deixa muito a desejar. No final do artigo, apresentamos uma reflexão crítica, a título de conclusão, sobre os termos beur e beurette como «intraduzíveis» no sentido apontado por Barbara Cassin, propondo como podemos resolver a aparente contradição de traduzir «o intraduzível» quando quem traduz e interpreta sabe situar-se «entre» línguas e culturas, graças à noção de paratradução.

We examine unintentional spelling errors on verb homophones in informal online chat conversations of Flemish adolescents. In experiments, these verb forms yielded an effect of homophone dominance, i.e., most errors occurred on the lower-frequency form (Sandra et al., 1999). Verb homophones are argued to require the conscious application of a spelling rule, which may cause a temporary overload of working memory resources and trigger automatic retrieval of the higher-frequency spelling from the mental lexicon. Unlike most previous research, we investigate homophone intrusions in a natural writing context. Thus, we test the ‘ecological validity’ of psycholinguistic experiments. Importantly, this study relates these psycholinguistic constructs to different social variables in social media writing to test a prediction that directly follows from Sandra et al.’s account. Whereas social factors likely affect the error rates, they should not affect the error pattern: the number of working memory failures occurs at another processing level than the homophone intrusions. Hence, the focus is on the interaction between homophone dominance and the social variables. The errors for two types of verb homophones reveal (a) an impact of all social variables, (b) an effect of homophone dominance, and (c) no interaction between this effect and the social factors.

The immense number of homophones in the Japanese language along with a cultural preference for non-aggressive humour have helped make punning a ubiquitous part of daily life in Japan. Yet puns played an even more prominent role in the past. This chapter provides an overview of punning in Japan and analyses a pun-rich cartoon example of the past from the late-nineteenth century humour magazine Maru-maru Chinbun. The cartoon is examined to recover its various layers of puns, both verbal (sound) and visual (both orthographic and pictorial) as well as the cartoon’s message. The analysis builds upon Takanashi’s (Humor: International Journal of Humor Research 20, no.3: 235–259, 2007) model for reading kyōka poetry which is one of the few studies of puns that also looks at the visual in addition to the verbal aspects of puns, taking into consideration the Japanese writing system’s orthography. By doing this, the chapter puts forward a model for examining the processing of puns in Japanese political cartoons of the period.

O presente artigo se propõe a fazer uma aproximação conceitual entre a teoria e obra de Wilton de Azevedo com conceitos centrais da psicanálise, se desdobrando na teoria lacaniana. Sobretudo no que se refere à escritura, percorre-se a concepção de materialidade para pensar como a práxis de Azevedo, teoria e obra, encarna a ideia de uma materialidade radical e se apresenta pretendendo abrigar um "encontro com o real" em suas obras, evidenciando e destacando o sujeito em sua relação com o significante, tensionando assim o conceito de lalangue em sua poética digital.

The Chinese pay considerable attention to the naming of dishes. While coming up with a well-prepared cuisine is considered as an artwork, giving it a suitable name is no different from adding the touch that brings a work of art to life. In naming a dish, the community utilizes its linguistic and non-linguistic resources. Dish names are hence a group of living fossils supporting the notion of language reflecting society. Using 1077 samples of dish names collected from Malaysian Chinese weddings and the lunar new year celebration, the present paper aims to investigate the concrete and abstract naming of Chinese dishes, and discuss the common cultural considerations underlying them. It was found that concrete naming deals with the tangible aspects of a dish by incorporating method of preparation, taste/aroma, appearance of dish, as well as container used; while abstract naming draws support from four-character idioms, legends/historical events, auspicious words, Chinese auspicious objects and legendary animals, and homophones, with cultural considerations playing a major if not the sole role in it.

The paper discusses the method of the substitution by homophones that is extensively used in many fields in China, among others onomastics, such as toponymy or anthroponymy. The Chinese language has always contained a considerable number of homophones, i.e. words pronounced alike but spelt/written differently and having different meanings. The situation resulted from two main factors: the nature of the Chinese language and the sound changes to spoken Chinese language, i.e. a strong tendency to sound simplification. The method of the substitution by homophones is mainly aimed at reshaping already existing names by replacing their previous form, for some reasons unwanted. However, it is also broadly applied to create new names by using words which are homophonic with the words denoting the idea they symbolize. The paper presents some various reasons and aims of the use of the method in the domain of Chinese geographical names, and the more detailed analysis of its use in the changing of old street (hutong) names after 1949 in Beijing. The research material consists of 1,159 hutong names, and the names changed by the use of the method accounts for 23.5% of the total.

In natural production, adults differentiate homophones prosodically as a function of the frequency of their intended meaning. This study compares adult and child productions of homophones to determine whether prosodic differentiation of homophones changes over development. Using a picture-based story-completion paradigm, isolated tokens of homophones were elicited from English-learning children and adult native English speakers. These tokens were measured for duration, vowel duration, pitch, pitch range, and vowel quality. Results indicate that less frequent meanings of homophones are longer in duration than their more frequent counterparts in both adults and children. No other measurement differed as a function of meaning frequency. As speakers of all ages produce longer tokens of lower frequency homophones, homophone differentiation does not change over development, but is included in children’s early lexicons. These findings indicate that production planning processes alone may not fully account for differences in homophone duration, but rather that the differences could be learned and represented from experience even in the early stages of lexical acquisition.

A growing body of cross-linguistic research has suggested that morphological awareness plays a key role in both L1 and L2 word reading among bilingual readers. However, little is known about the interaction and development of L1 and L2 morphological awareness in relation to word reading. We addressed this issue by evaluating the unique contributions of L1 Chinese and L2 English morphological awareness to word reading in both Chinese and English across Grades 2 (N = 150), 5 (N = 158), and 8 (N = 159) Hong Kong Chinese–English bilingual children. Children completed five tasks of Chinese morphological awareness which tapped for compounding awareness, homophone awareness, homographic awareness, semantic radical awareness, and affix awareness, and six English morphological judgment and analogy tasks that assessed morphological awareness at three levels: inflection, derivation, and compounding. English phonological awareness, Chinese and English vocabulary, and nonverbal ability were measured as controls. Word reading was assessed in both languages. Within-language analyses revealed that Chinese morphological awareness accounted for 27, 22, and 12% of unique variances in Chinese word reading above the control measures in Grades 2, 5, and 8 respectively. In contrast, English morphological awareness explained small but significant unique variances in English word reading, i.e., 4, 8, and 2%, across Grades 2, 5, and 8 respectively. Critically, there were cross-language influences: Chinese morphological awareness explained 4% of unique variance in English word reading in Grade 2 after controlling for IQ, English vocabulary, English phonological awareness, and English morphological awareness; English morphological awareness explained significant variances in Chinese word reading, i.e., 4, 3, and 4% in Grades 2, 5, and 8 respectively, after the relevant controls. These findings suggest a bi-directional cross-language transfer of morphological awareness to word reading in L1 Chinese and L2 English. However, the direction of its transfer may be constrained by some language-specific morphological features.

Previous work demonstrates that a word's status as morphologically-simple or complex may be reflected in its phonetic realisation. One possible source for these effects is phonetic paradigm uniformity, in which an intended word's phonetic realisation is influenced by its morphological relatives. For example, the realisation of the inflected word frees should be influenced by the phonological plan for free, and thus be non-homophonous with the morphologically-simple word freeze. We test this prediction by analysing productions of forty such inflected/simple word pairs, embedded in pseudo-conversational speech structured to avoid metalinguistic task effects, and balanced for frequency, orthography, as well as segmental and prosodic context. We find that stem and suffix durations are significantly longer by about 4–7% in fricative-final inflected words (frees, laps) compared to their simple counterparts (freeze, lapse), while we find a null effect for stop-final words. The result suggests that wordfo...

Many approaches to early word learning posit that children assume a one-to-one mapping of form and meaning. However, children's early vocabularies contain homophones, words that violate that assumption. Children might learn such words by exploiting prosodic differences between homophone meanings that are associated with lemma frequency (Gahl, 2008). Such differences have not yet been documented in children's natural language experience and the exaggerated prosody of child-directed speech could either mask the subtle distinctions reported in adult-directed speech or enhance them. This study measured the duration, vowel characteristics, and pitch information of homophone tokens taken from a corpus of child-directed speech. The results show that homophone meanings are acoustically distinct in child-directed speech as a function of lemma frequency, particularly in utterance-final positions. Such distinctions may allow children to maintain separate phonetic representations of homophones until their cognitive and linguistic abilities are robust to violations of the one-to-one bias.

Borer and Wexler (1987) hypothesised that children interpret verbal passives as adjectival passives in a language like English in which the two passives are syntactic homophones. This has been assumed in the literature, although no direct evidence for it has ever been provided. Here we present two experiments, the first testing comprehension of short and long passives by Catalan-speaking children, the second testing whether such children indeed interpret short passives as adjectival. For this second experiment we capitalise on a particular grammatical property of Catalan: unlike in English, verbal and adjectival passives are not syntactic homophones, since verbal passives select auxiliary ser while ‘true’ adjectival passives (in Meltzer-Asscher's 2011 terms) select auxiliary estar – although the participle is identical in both passives. Our results show that Catalan-speaking children miscomprehend verbal passives until the age of 6 and assign them an active structure, in consonance with results from many other languages. Second, when made to choose between an eventive and a stative depiction upon hearing a short passive, they choose the stative depiction, consistent with the adjectival interpretation and incompatible with the verbal one (in spite of auxiliary mismatch). Thus we add to the findings in the literature for the first time direct evidence for the adjectival interpretation of verbal passives during the acquisition period.

Previous spoken homophone treatment in aphasia found generalization to untreated homophones and interpreted this as evidence for shared phonological word form representations. Previous written treatment of non-homophones has attributed generalization to orthographic neighbours of treated items to feedback from graphemes to similarly spelled orthographic word forms. This feedback mechanism offers an alternative explanation for generalization found in treatment of spoken homophones. The aim of this study was to investigate the mechanism underpinning generalization (if any) from treatment of written homophones. To investigate this question a participant with acquired dysgraphia and impaired access to orthographic output representations undertook written spelling treatment. Generalization to untreated items with varying degrees of orthographic overlap was investigated. Three experimental sets included homographs (e.g., bank-bank), heterographs (e.g., sail-sale), and direct orthographic neighbours (e.g., bath-path). Treatment improved written picture naming of treated items. Generalization was limited to direct neighbours. Further investigation of generalization found that items with a greater number of close neighbours in the treated set showed greater generalization. This suggests that feedback from graphemes to orthographic word forms is the driving force of generalization. The lack of homograph generalization suggests homographs do not share a representation in the orthographic lexicon.

The present article describes an extended replication of a reading study by Sereno and Jongman (1995) that reported acoustic differences between noun and verb pronunciations of English disyllabic, non-stress-shifting homophone pairs, for example, answer (v) versus answer (n). The original findings point to a gradual influence of the typical stress patterns of both grammatical categories, with noun readings exhibiting a tendency toward trochaic and verb readings toward iambic pronunciation. However, the effects found by Sereno and Jongman (1995) did not consistently reach statistical significance and were based on a very small sample size. Employing a considerably larger group of speakers, the current replication fails to find the reported effects of the grammatical category. The null result obtained can be accounted for within speech production models that assume identical metrical templates for the homophone pairs tested and no direct influence of the grammatical category on the phonetics of stress assignment.

Languages were studied. The author gathered information about different history of languages. This is an extension to homophones. Similarity or difference of pronunciation of letters, syllables, words, numbers, numerals, characters, symbols, signs, … were discussed. Each has an origin and its pronunciation greatly matters in communication. Examples are given to show homophonics.

This study aims at clarifying various concepts in the linguistic field of English phonology. The researcher has adopted the descriptive research methodology. The study has emerged upon the observations of the researcher in teaching English pronunciation and phonology classes at the tertiary level. A very big number of students lack the correct information about some fundamental concepts in the domain of English phonology. Thus, this study has been conducted as an attempt to illuminate some vague and obscure concepts that cause a real learning problem to students who study English phonology in particular and those who study English language in general. Students are not aware of basic English phonological concepts such as homophones, homographs, homonyms, etc. In addition, students lack knowledge of the structure of the syllable, syllabification process, counting syllables in words, etc. Moreover, most English language learners are not familiar with stress patterns, stress shift, unstressed syllables, etc. In a nutshell, this study has been carried out due to several noticeable learning weaknesses that students encounter in their learning process, so it attempts to resolve some of these problematic difficulties and ease the way to assimilate some essential English phonology concepts.

Inter-lingual homophones are words that have similar pronunciation but different meanings across languages. The processing of this may vary with languages. Few studies in Indian languages have been attempted (Maitreyee and Goswami in Kannada-Hindi, Rajalekshmi, Kumaraswamy and Rao Hindi-English, Vinodhini and Ramya Tamil-English) in accordance with this. The aim of the present study was to investigate the language of dominance and its pattern in Malayalam –Hindi bilinguals using interlingual homophones. Twenty native speakers of Malayalam and 20 non- native Malayalam speakers participated who were graduate students. A non-standardized list of 20 paired- words was formed as a stimuli. Words belonging to both the languages (Malayalam and Hindi), having the pronunciation but different meaning were selected for the study. The findings of the present study suggested that one can perform better in first language (L1) without the interference of the other (L2) effectively, giving the picture oftwo separate lexicons for both the languages. They show a selective lexical-access (i.e., only one language is stimulated at a time) and this is in accordance with the earlier findings.

The paper addresses an ingenious way by which Chinese netizens manage to reach their intended audiences under the radar of censors surveying the Internet in China. One specifically Chinese social use of language in this respect is the option to express criticism by using inoffensive characters that share the same or similar pronunciation with politically sensitive phrasing. We identify this type of expression as homophone phrase substitution (HPS). The device has been part of Chinese since ancient times under the name political metaphor. We address the main constraints at work in HPS, especially the role of voice (prosodic contour) that guides the construction of two divergent kinds of aboutness. Leaving aside its critical function in contemporary society, by contrasting HPS with verbal irony, metaphor, and Australian rhyming slang, and by drawing on semiologie and semiotics, indirect speech acts and implicit deixis, we suggest that this linguistic option throws new light on the semantic/pragmatic...

The tiltle of this research is “Contractions Used in Maleficent Movie”. “Maleficent” movie was directed by Robert Stromberg based on the originally story Disney's Sleeping Beauty La Belle au bois dormant by Charles Perrault. The background of this research, there are many contractions in “Maleficent” movie. This is good to learn and to use them (contractions) in daily life and maybe they are not found in other movies. The contraction spoken by movie players is sometimes very difficult to understand. The researcher choose this movie because this movie is so interest and inspire. The problem of this research is what contractions are used by the author in the movie “Maleficent” and how are contractions used by the author in the movie “Maleficent”. The purpose of this research is to find out contractions used by the author in the movie “Maleficent” and to explain contractions used by the author in the movie “Maleficent”. To achieve that purpose, the researcher conducted the qualitative research by library research. There are many contractions used by the author which can be classified into eight categories. The most dominant contraction is contracted pronoun. The second is verb contractions. The third are contracting not and ambiguous contraction. The fourth are negative contractions and contraction in tag question. The fifth are contracted noun and beware homophones.