Browsing by Author "Schwartz, Geoffrey"
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Item LISTENER ORIENTED REPRESENTATIONS IN NATURAL PHONOLOGY(Versita Ltd., de Gruyter, 2009) Schwartz, GeoffreyWhile Natural Phonology has long contended that phonemes are specified for their phonetic properties, followers of the theory have concentrated primarily on phonological processes, in- stead of delving into the details of pronounceable representations. In the area of representation, NP has thus failed to pursue its claim that systematic articulatory and perceptual phenomena be- low the level of segmental contrast must be treated phonologically. By building an explicit model of representation in NP, we may help the theory to meet one of its primary challenges: “to con- firm the hypothesis that speech processing is categorical, or phonological, down to the level of the actual phonetic (pronounceable) representation” (Donegan 2002: 79). Prominence Phonology (Schwartz, in press) is an NP-inspired model that seeks to take Donegan’s call to action to heart, introducing new and phonetically explicit representations based upon scalar yet monovalent ele- mental primes. This paper introduces these representations with the goal of refining our view of the signal so as to develop a phonological view of speech.Item PHONOLOGY IN THE SPEECH SIGNAL – UNIFYING CUE AND PROSODIC LICENSING(Versita Ltd., de Gruyter, 2010) Schwartz, GeoffreyThis paper is offered in commemoration of Prof. Edmund Gussmann, who passed away sadly and unexpectedly just a few short weeks before the 41st Poznań Linguistic Meeting, where the paper was presented. The PLM session, Competing Explanations in Phonology, was the type of gathering at which Prof. Gussmann would thrive, advancing his strong theoretical position that phonetics is irrelevant for phonological theory (Gussmann 2004). Prof. Gussmann argued for this view in an animated and sometimes provocative manner, but he always did so with charm and good nature. My own views on the role of speech in phonology differ sharply from Prof. Guss- mann’s. I am nevertheless quite grateful for his perspective, which has indeed changed the way I think of speech. Under the influence of Government Phonology, I have adopted a phonological view of the acoustic signal, which seeks to challenge phoneticians with new hypotheses about the way speech interacts with grammar. This paper explicates this perspective, and applies it to a re- cent case, cue vs. prosodic licensing, in which “phonetic” and “phonological” explanations seemed to be at an impasse. Thanks in part to Prof. Gussmann’s strong theoretical position, I have developed a new theory of constituency that offers a vehicle with which we may reconcile competing views on the underpinnings of phonological licensing.Item Teaching to suppress L1 processes in L2. PTLC 2013(Przedlacka, Joanna; Maidment, John; Ashby, Michael (eds.) Proceedings of the Phonetics Teaching and Learning Conference UCL, London, 8-10 August 2013. London: PHONETICS TEACHING AND LEARNING CONFERENCE, 2013) Dziubalska-Kołaczyk, Katarzyna; Balas, Anna; Rojczyk, Arkadiusz; Schwartz, GeoffreyAdvanced second language learners in a formal setting can suppress many L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and metacompetence. This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic processes such as nasal vocali zation and glottal stop insertion can be suppressed using “repair” – a method of providing learners with adequate input, so that they can use the L1 processes to improve L2 pronunciatioItem Teaching to suppress Polglish processes(Springer, 2015) Dziubalska-Kołaczyk, Katarzyna; Balas, Anna; Schwartz, Geoffrey; Rojczyk, Arkadiusz; Wrembel, MagdalenaAdvanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic processes such as nasal vocalization and glottal stop insertion can be suppressed using “repair”—a method of providing learners with adequate input, so that they can use the L1 processes to improve L2 pronunciation.