261 resultados para Accent


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An essay on love and liberty in the writings of Gillian Rose, Marquis de Sade, Max Horkheimer and Theodor W. Adorno, written in response to the following provocation: "Encore un effort. A banderole publicitaire carries the breathless descriptions of the new fashions for 1968, when anything goes and details place the accent on this or that part of the body and its adornment: a pair of shoes that come off in a struggle, for example, the heel of one snapped off; a striking checked shirt, with two buttons undone; a light-coloured trench coat (perfect for a May day); a blouson-style jacket that allows easy freedom of movement; place casual slacks worn with an ankle boot. Beauty is in the streets as fashion becomes democratic (or so say the houses of haute couture), while the philosopher of the boudoir extorts us once again to make an effort if we wish to be republicans. Here, to an assembled crowd of sensitive men and women, which petit-maitre or dangerous man of principles would suggest that the only moral system to reinforce political revolution is that of libertinage, the revenge of nature's course against the aberrations of society?"

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The features of non-native speech which distinguish it from native speech are often difficult to pin down. It is possible to be a native speaker of any of a vast number of varieties of English. These varieties each have their phonetic characteristics which allow them to be identified by speakers of the varieties in question and by others. The phonetic differences between the accents represented by these varieties are very great. It is impossible to indicate any particular configuration of vowels in the acoustic vowel space or set of consonant articulations which all native-speaker varieties of English have in common and which non-native speakers do not share. This study considers the vowel quality in a single word by native and non-native speakers.

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The proposed presentation is a progress report from a project which is aimed at establishing some phonetic correlates of language dominance in various kinds of bilingual situations. The current object of study is Swedish students starting in classes which prepare for the International Baccalaureate (IB) programme. The IB classes in Sweden are taught in English, except for classes in Swedish and foreign languages. This means that after they enter the programme the students are exposed to and speak a good deal more English than previously.The assumption made by many students that they will, on the one hand not “damage” their Swedish, and on the other will dramatically improve their English simply by attending an English-medium school will be tested. The linguistic background of the students studied and their reasons for choosing the IB programme will be established. Their English and Swedish proficiency will be tested according to various parameters (native-like syntax, perceived foreign accent, the timing of vowels and consonants in VC sequences, vocabulary mobilisation) on arrival at the school, and again after one and three years at the school. The initial recordings are now underway.In a preliminary study involving just three young people who were bilingual in Swedish and English, the timing of the pronunciation of (C)VC syllables in Swedish and English was studied. The results of this investigation indicate that it may be possible to establish language dominance in bilingual speakers using timing data. It was found that the three subjects differed systematically in their pronunciation of the target words. One subject (15 years old), who was apparently native-like in both languages, had the V-C timing of both Swedish and English words of a native speaker of English. His brother (17 years old), who had a noticeable Swedish accent in English, pronounced both Swedish and English words in this respect like a native speaker of Swedish. The boys’ sister (9 years old) apparently had native-like timing in both languages.

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Foreign accent can be everything from hardly detectable to rendering the second language speech unintelligible. It is assumed that certain aspects of a specific target language contribute more to making the foreign accented speech intelligible and listener friendly, than others. The present thesis examines a teaching strategy for Swedish pronunciation in second language education. The teaching strategy “Basic prosody” or BP, gives priority to temporal aspects of Swedish prosody, which means the temporal phonological contrasts word stress and quantity, as well as the durational realizations of these contrasts. BP does not prescribe any specific tonal realizations. This standpoint is based on the great regional variety in realization and distribution of Swedish word accents. The teaching strategy consists virtually of three directives: · Stress the proper word in the sentence. · Stress proper syllables in stressed words and make them longer. · Lengthen the proper segment – vowel or subsequent consonant – in the stressed syllable. These directives reflect the view that all phonological length is stress-induced, and that vowel length and consonant length are equally important as learning goals. BP is examined in the light of existing findings in the field of second language pronunciation and with respect to the phonetic correlates of Swedish stress and quantity. Five studies examine the relation between segment durations and the categorization made by native Swedish listeners. The results indicate that the postvocalic consonant duration contributes to quantity categorization as well as giving the proper duration to stressed syllables. Furthermore, native Swedish speakers are shown to apply the complementary /V: C/ - /VC:/ pattern also when speaking English and German, by lengthening postvocalic consonants. The correctness of the priority is not directly addressed but important aspects of BP are supported by earlier findings as well as the results from the present studies.

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This essay studies how dialectal speech is reflected in written literature and how this phenomenon functions in translation. With this purpose in mind, Styron's Sophie's Choice and Twain's The Adventures of Huckleberry Finn are analysed using samples of non-standard orthography which have been applied in order to reflect the dialect, or accent, of certain characters. In the same way, Lundgren's Swedish translation of Sophie's Choice and Ferres and Rolfe's Spanish version of The Adventures of Huckleberry Finn are analysed. The method consists of linguistically analysing a few text samples from each novel, establishing how dialect is represented through non-standard orthography, and thereafter, comparing the same samples with their translation into another language in order to establish whether dialectal features are visible also in the translated novels. It is concluded that non-standard orthography is applied in the novels in order to represent each possible linguistic level, including pronunciation, morphosyntax, and vocabulary. Furthermore, it is concluded that while Lundgren's translation intends to orthographically represent dialectal speech on most occasions where the original does so, Ferres and Rolfe's translation pays no attention to dialectology. The discussion following the data analysis establishes some possible reasons for the exclusion of dialectal features in the Spanish translation considered here. Finally, the reason for which this study contributes to the study of dialectology is declared.

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Abstract. In addition to 9 vowel and 18 consonant phonemes, Swedish has three prosodic phonemic contrasts: word stress, quantity and tonal word accent. There are also examples of distinctive phrase or sentence stress, where a verb can be followed by either an unstressed preposition or a stressed particle. This study focuses on word level and more specifically on word stress and tonal word accent in disyllabic words. When making curriculums for second language learners, teachers are helped by knowing which phonetic or phonological features are more or less crucial for the intelligibility of speech and there are some structural and anecdotal evidence that word stress should play a more important role for intelligibility of Swedish, than the tonal word accent. The Swedish word stress is about prominence contrasts between syllables, mainly signaled by syllable duration, while the tonal word accent is signaled mainly by pitch contour. The word stress contrast, as in armen [´arːmən] ‘the arm’ - armén [ar´meːn] ‘the army’, the first word trochaic and the second iambic, is present in all regional varieties of Swedish, and realized with roughly the same acoustic cues, while the tonal word accent, as in anden [´anːdən] ‘the duck’ - anden [`anːdən] ‘the spirit’ is absent in some dialects (as well as in singing), and also signaled with a variety of tonal patterns depending on region. The present study aims at comparing the respective perceptual weight of the two mentioned contrasts. Two lexical decision tests were carried out where in total 34 native Swedish listeners should decide whether a stimulus was a real word or a non-word. Real words of all mentioned categories were mixed with nonsense words and words that were mispronounced with opposite stress pattern or opposite tonal word accent category. The results show that distorted word stress caused more non-word judgments and more loss, than distorted word accent. Our conclusion is that intelligibility of Swedish is more sensitive to distorted word stress pattern than to distorted tonal word accent pattern. This is in compliance with the structural arguments presented above, and also with our own intuition.

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Although telephone interviewing is the main market research method used in Australia, response rates are often low and possibly declining overall. Interviewers are the means by which respondents are recruited and it was hypothesised that their verbal skills and experience would affect response rates. Using data from four market research companies, interviewer experience was shown to be positively related to strike rate (interviews per hour). Apart from having a discernible accent which dampened strike rates and increased refusals, other verbal characteristics had only a weak effect on response rates.

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This thesis is an investigation of the relevance of ‘people's war’ to contemporary Chinese defence policy. This loose concept has been eroded by 'modernity’, but a guerilla-based defence remains the essential theme. Prior to China's acquisition of nuclear weapons, people's war was the sole element of the state's deterrent policy, aiming to swamp an invader with China's numerical strength. In the 1980s and beyond people's war finds effectiveness through a combination of materiel of middle range technology and the traditional usage of massive manpower. People's war under modern conditions remains essentially defensive, but now incorporates 'active defence’ with accent on greater mobility. However, the central thesis of this work relates to how the traditional strategy may influence nuclear doctrine. This thesis proposes that China could abandon long-range ballistic missiles and adopt a new concept in nuclear strategy: that of, Guerilla Nuclear Warfare. Trained in guerilla tactics and equipped with battlefield nuclear weapons, this would represent the logical extension of China's people's war strategy to the new nuclear conditions associated with superpower research into space-based ballistic missile defences and which, in full deployment, could nullify a Chinese nuclear deterrent based only on 'mid-tech' delivery systems. Guerilla Nuclear Warfare, as a strategy, would involve the irregular use of locally held and controlled tactical nuclear weapons, but it would also be a method of circumventing the proposed Soviet missile defence shield by not challenging it. Guerilla Nuclear Warfare does not exist in the late 1980s, but evidence exists to suggest its development. It cannot yet be proven as the new direction but China's strategic circumstances add weight to available indications: unless the Strategic Defence programs of the established superpowers are arrested then it appears the sole option available to the Chinese for the maintenance of a nuclear deterrent in the early part of the 21st Century.

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We investigated whether the sociolinguistic information delivered by spoken, accented postevent narratives would influence the misinformation effect. New Zealand subjects listened to misleading postevent information spoken in either a New Zealand (NZ) or North American (NA) accent. Consistent with earlier research, we found that NA accents were seen as more powerful and more socially attractive. We found that accents per se had no influence on the misinformation effect but sociolinguistic factors did: both power and social attractiveness affected subjects' susceptibility to misleading postevent suggestions. When subjects rated the speaker highly on power, social attractiveness did not matter; they were equally misled. However, when subjects rated the speaker low on power, social attractiveness did matter: subjects who rated the speaker high on social attractiveness were more misled than subjects who rated it lower. There were similar effects for confidence. These results have implications for our understanding of social influences on the misinformation effect.

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Secondary Schools have been involved in Gender Based Violence (GBV) Prevention Education for many years. What, when and how this is done has always been difficult to assess. Programs come and go as governments react to public concerns and teachers and schools are expected to implement initiatives that are often reactions to public outcries. Teachers decide what they will teach and how they will teach it.  Last year I returned to work on a new initiative after a near 20-year break. I was surprised by the lack of change that had taken place over this period. There was still a lack of focus in schools, teachers were still reluctant to teach about it and ‘best practice’ appeared to be little different to that developed and implemented twenty years earlier. 

The purpose of this paper is to discuss the experience of teachers and students involved in a pilot of the Respectful Relationships curriculum materials trialled in Victoria in 2010. Using data collected from teachers and students as part of research to update the materials this paper explores the usefulness of the materials for teaching about GBV in secondary schools.

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This is an astrology pack of spoken words speaking the full range of zodiac signs. It is designed for those carrying out astrological readings. This pack is a female voice (English accent) and it is angelic (effects).

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This is an astrology pack of spoken words speaking the full range of zodiac signs. It is designed for those carrying out astrological readings. This pack is a female voice (English accent) and it is bright and wet (effects).

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This is an astrology pack of spoken words speaking the full range of zodiac signs. It is designed for those carrying out astrological readings. This pack is a female voice (English accent) and it is bright and angelic (effects).

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This is an astrology pack of spoken words speaking the full range of zodiac signs. It is designed for those carrying out astrological readings. This pack is a female voice (English accent) and it is bright and dry (no effects).