Rendaku, also known as sequential voicing, is a morphophonemic phenomenon within Japanese compound words. Many morphemes have allomorph begins with voiceless (e.g. /t/, /k/, /s/) and voiced (e.g. /d/, /g/, /z/) obstruent. When the voiced obstruent allomorph appears in a non-initial morph of a compound word. This morpheme undergoes sequential voicing (Vance, T. J., 2005). For example: i ‘stomach’ and kusuri ‘medicine’ forms a compound word, igusiri ‘stomach medicine’, where the morpheme kusuri undergoes sequential voicing and appears in its voiced obstruent as gusiri. The article “Sequential Voicing in Sino-Japanese” written by Timothy J. Vance discusses two main ideas. First, Vance shows that not only native Japanese, Sin-Japanese also undergoes …show more content…
100 samples were selected from four dictionaries, where a ten-page-segment is derived from a medium-sized-Japanese-English dictionary as its base. The samples need to fulfill two criteria: they are mono-morphemic native noun with an initial voiceless obstruent and they are without medial voice obstruent. If the sample appears in the other three dictionaries once, the sample is then drawn into the final sample. Similar method is used when selecting Sino-Japanese binoms. With the result of 87% of native Japanese and 10% of Sino-Japanese binoms that undergo sequential voicing. Vance claims that restricting the existence of sequential voicing under native Japanese lexicon only is clearly …show more content…
Vance restates his older paper that there seems to have no applicable way to distinguish if a word is nativized or not (Vance, T. J., 1996, p. 24). Yet, in Takayama, T.’s (2005) article, Takayama studies sequential voicing in loanwords and Sino-Japanese. In his paper, he illustrated an example of kappa (coat), which its origin is Portuguese, undergoes sequential voicing as in ame gappa (raincoat). He states that native speakers would believe a word as a loanword if it is connected to a foreign cultural background, and in this example, there is a different saying rein kōto, which mostly appears in its katakana form “レインコート” , which comes from the word raincoat in English (Takayama, T., 2005, p. 178). Besides the nativization in loanwords, Takayama also looks into this similar behaviour in Sino-Japanese words. Not only joining Chinese words into native Japanese word group undergoes sequential voicing, Sino-Japanese undergoes sequential voicing if the words can be used in an informal context, which those words are categorized as vulgarized Sino-Japanese, while the remaining as Formal Sino-Japanese (Takayama, T., 2005, p. 184). However, separating Sino-Japanese into these two groups is definitely complicated since the frequency of word used changes in time, which seems to agree with Vance statement about “Japanization”. However, Takayama’s point of view definitely provided us an alternative
Figure 2) for each subsequent decade starting from the 1860s onwards. Identical information as in Figure 1 is mirrored in the x- and y-axes of the graphs in Figure 2. There are total 265 nominal collocate types over the span of one and a half centuries, but only nine items are highlighted and hence labelled: bath, day, dog, heart, pursuit, smile, spot, water, and welcome. They have been selected since they provide cases of variation and stability to be discussed in the remainder of this
the Jiang Clan: " Sir you don't need to be scared. The Mistress possess a powerful strenght she won't be affected much by the birth of a baby" "I hope it's true..." Before a door, in the biggest manor of the Clan was a man who was walking incessatly with an anxious face. He was the Second Son of the Clan Lord of the Jiang Clan: Jiang Long.
Furthermore J.C. Burke uses the language feature of dialogue to show Gran’s Australian voice in the novel. Gran is a very religious member of the family and she tries hard to keep the strength of the Brennan family together, in order to overcome their problems. Gran stated: “‘Theresa!’ Gran called ‘we’re not starting lunch without you. Come on, girly…’”
Next, there are consonants: among them are
AP Chinese Vocabulary Description : AP Chinese means advanced placement Chinese, this program offers college level courses to high school students, so that they can have an opportunity to earn credit for Chinese course at the college level. Like other College Board programs, it is available to anyone worldwide who wishes to participate. Author : Penny The AP Chinese exam consists of two essential aspect : Chinese language and Chinese culture.
A running record is an important tool that is one component of a three component process to identify the students appropriate instructional text level and determine if he/she is ready to progress to the next level. The first part of establishing a running record is to have the student read from grade level passages or books and to document their reading performance. The second part requires having the student retell the passage and evaluate their comprehension by using the retelling rubrics. The last part includes having the student complete an oral or written comprehension quiz which provides information for each question describing the skill it assessed in order to identify comprehension skills that require further practice (Learning A-Z,
In like manner to the local lexicon of Spanish, words like bildin and lonch are very common among
Brown’s Development and Speech Pathology Ever since I was little, I have always dreamed about being a speech pathologist. I went to one in my early childhood, and I was obsessed with the idea of helping children with their speech impediments. I know without Mrs. Black my speech would probably still be incomprehensible. I’ve learned so much in my speech pathology classes, and I noticed something when I first looked at our linguistic readings.
The number of different word roots is defined as it sounds. Different word roots are similar to free morphemes but are measured by calculating all the words that do not have the same root. For example, the word "ball", no matter how many times it is used, will be calculated as one word. Total main body of words are calculated by totaling all the words within a
This also was the case with a few phonological letters for example , “of /n/ for /ng” in participles and gerunds. Second, there is a majority of language features that are not complete. That happened because of their half
C768 Technical Communication Task 1 Student Name: Thomas Bergland Student Number: 000552658 Degree Program: B.S. Information Technology: Security Student Mentor: Marietta Leonard C768 Technical Communication Task 1 A. Audience Analysis The effectiveness of a technical document or presentation is largely dependent on an accurate analysis of the target audience. By first establishing what type of reader your primary audience contains, you can tailor the level of complexity and detail your document should contain to achieve a maximum effect. If the reader is not given consideration during the planning process, the document may present too narrow or broad of a focus, and therefore, not serve the intended purpose.
Franklin D. Roosevelt, the president of the United States at the time, stated in the beginning of his speech that December 7th, 1941, is a day that will go down in infamy. On December 7th, 1941, the Japanese air force came and bombed U.S. territory. Many of the countries were fighting in World War II at the time, and the United States had claimed neutrality, staying out of the war. However, the Japanese attack on the U.S. caused President Roosevelt to write a proposal speech for Congress to declare war with Japan the next day. The purpose of this speech was to inform the United States about the effects of the Japanese attacks and the next steps that the government were going to take.
The average school-based speech-language pathologist (SLP) is likely to maintain a caseload that consists of a significant number of children with phonological disorders (Gierut, 2001). According to the American Speech-Language Hearing Association (1999), 10-15% of preschoolers have a speech disorder. Given the lifelong importance of phonologic learning and intelligibility in daily functioning, there is a need to utilize effective intervention strategies for targeting these skills. Goal-attack strategies, as stated by Fey (1986), arrange treatment in a way that works to eliminate a child’s phonological errors and restructure the phonological system. The vertical, horizontal, and cyclical goal-attack strategies have been applied to multiple
The words “prestes” y “erez” from the sentence (II) and (XII), the ‘speaker A’ articulates “s” as voiceless alveolar fricative /s/, [pɾestes] and [eɾes], whereas the ‘speaker B’ articulates it as voiced alveolar fricative /z/, [pɾe:stez] and [erez]. When I was decreasing the speed of the audio, I noticed that my Mexican speaker articulates /z/ at the end of a word ending with “s” and sometimes with the articulation of /s/, while my Colombian speaker pronounced mostly with /s/ with the exception of the word [maz] “más”, this word also applies for my Mexican speaker. The word “más”in the sentence number (V) and (XI), the consonant “s” is pronounced as voiced alveolar fricative /z/ because the vowel before “s” has a diacritic mark, where it is used as a denotation of some phonological
Therefore, Dr. Giselle is able to provide an adequate analysis of the research data. Stephanie L. Hensel is a researcher in the Department of Education at the University of Michigan with an expertise in phonology, morphology, and sociolinguistics. The audience of the article is likely people who are interested in the field of sociolinguistics, particularly AAE. Overall, the article is more informative that