This paper provides an overview of depictive secondary predicates within the Turkish language, particularly surrounding the small clause phenomenon. These constructions function as adjuncts in the matrix clause. However, it may be difficult to distinguish between depictives and adverbial adjuncts in Turkish because of their morphosyntactic shape. Primarily, I will address the distinction between depictives and adverbial adjuncts based on studies founded by Schultze-Berndt & Himmelmann (2004) and Himmelmann & Schultze-Berndt (2006) based on a description of the depictive secondary predicates in Turkish. Furthermore, I will specifically focus on the adjectivals as a depictive secondary predicate. These establish a predicative relationship with their controllers, which are the subject or object of the main clause. In this context, I will also analyze this predicative relationship at a semantical, syntactical and morphosyntactical level. I will then analyze the difficulties faced when referring to these structures as constituents in an analysis of the complex sentence as a whole.
{"title":"Depictive secondary predicates in Turkish","authors":"D. Gürkan","doi":"10.7764/ONOMAZEIN.51.02","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.02","url":null,"abstract":"This paper provides an overview of depictive secondary predicates within the Turkish language, particularly surrounding the small clause phenomenon. These constructions function as adjuncts in the matrix clause. However, it may be difficult to distinguish between depictives and adverbial adjuncts in Turkish because of their morphosyntactic shape. Primarily, I will address the distinction between depictives and adverbial adjuncts based on studies founded by Schultze-Berndt & Himmelmann (2004) and Himmelmann & Schultze-Berndt (2006) based on a description of the depictive secondary predicates in Turkish. Furthermore, I will specifically focus on the adjectivals as a depictive secondary predicate. These establish a predicative relationship with their controllers, which are the subject or object of the main clause. In this context, I will also analyze this predicative relationship at a semantical, syntactical and morphosyntactical level. I will then analyze the difficulties faced when referring to these structures as constituents in an analysis of the complex sentence as a whole.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En esta investigación proponemos como objetivo generar un instrumento que permita evaluar la calidad lingüístico-discursiva de textos disciplinares producidos por estudiantes de Derecho. Para ello, desarrollamos un estudio cualitativo con diseño fenomenológico, a fin de proponer una rúbrica que permita orientar la enseñanza y evaluación de la escritura en la formación en Derecho. El proceso de creación del instrumento incluyó entrevistas a los profesores de la carrera mencionada, lo que permitió realizar un levantamiento de las propiedades lingüístico-discursivas que debiesen poseer los textos especializados de la disciplina en cuestión y los aspectos que debiesen evaluar los docentes disciplinares en dichos textos. Una vez diseñada, sometimos la rúbrica a diversos procedimientos de validación, luego de los cuales quedó, finalmente, constituida por 16 dimensiones y 4 macrodimensiones: situación comunicativa, comunicación del conocimiento jurídico, estructura global y oracional y normativa. La versión final del instrumento obtuvo un acuerdo considerable tanto para la validez de contenido (K=0,73) como para la confiabilidad intercodificador (K=0,62). El hecho de contar con un instrumento validado será de gran utilidad para los distintos actores involucrados en el proceso de formación de abogados, pues permitirá obtener información más precisa respecto del nivel de adquisición de la competencia escritural en Derecho. Así también, permitirá definir estrategias de intervención adecuadas a las necesidades de los estudiantes y proveer herramientas que posibiliten el desarrollo de una didáctica de la escritura en Derecho.
{"title":"Un instrumento para evaluar la calidad lingüístico-discursiva de textos disciplinares producidos por estudiantes de Derecho","authors":"Paulina Meza, Felipe González Catalán","doi":"10.7764/ONOMAZEIN.51.08","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.08","url":null,"abstract":"En esta investigación proponemos como objetivo generar un instrumento que permita evaluar la calidad lingüístico-discursiva de textos disciplinares producidos por estudiantes de Derecho. Para ello, desarrollamos un estudio cualitativo con diseño fenomenológico, a fin de proponer una rúbrica que permita orientar la enseñanza y evaluación de la escritura en la formación en Derecho. El proceso de creación del instrumento incluyó entrevistas a los profesores de la carrera mencionada, lo que permitió realizar un levantamiento de las propiedades lingüístico-discursivas que debiesen poseer los textos especializados de la disciplina en cuestión y los aspectos que debiesen evaluar los docentes disciplinares en dichos textos. Una vez diseñada, sometimos la rúbrica a diversos procedimientos de validación, luego de los cuales quedó, finalmente, constituida por 16 dimensiones y 4 macrodimensiones: situación comunicativa, comunicación del conocimiento jurídico, estructura global y oracional y normativa. La versión final del instrumento obtuvo un acuerdo considerable tanto para la validez de contenido (K=0,73) como para la confiabilidad intercodificador (K=0,62). El hecho de contar con un instrumento validado será de gran utilidad para los distintos actores involucrados en el proceso de formación de abogados, pues permitirá obtener información más precisa respecto del nivel de adquisición de la competencia escritural en Derecho. Así también, permitirá definir estrategias de intervención adecuadas a las necesidades de los estudiantes y proveer herramientas que posibiliten el desarrollo de una didáctica de la escritura en Derecho.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on conventionalized and non-conventionalized indirect speech acts, and more concretely, on (indirect) requests. We do so within a Natural Language Processing environment called FunGramKB, which adheres to a cognitively-oriented Construction Grammar view of language. Here, conventionalized formulations like Can you X? are treated as constructions in their own right; that is, as entrenched form-meaning pairings and, thus, they are not considered indirect. By contrast, non-conventionalized formulations such as those instantiated by negative state remarks (e.g. I’m hungry) require degrees of inferencing for interpretation. Both types are computationally handled in different modules of FunGramKB. Our aim is to show that a cognitive version of Construction Grammar can offer a solution to the computational treatment of illocution.
本文主要研究约定俗成的间接言语行为和非约定俗成的间接言语行为，以及具体的间接请求行为。我们在一个名为FunGramKB的自然语言处理环境中这样做，它坚持以认知为导向的语言结构语法观点。在这里，像Can you X?都被视为独立的结构;也就是说，作为根深蒂固的形式-意义配对，因此，它们不被认为是间接的。相比之下，非约定俗成的表述，如那些由否定状态注释实例化的表述(例如，我饿了)需要一定程度的推理来解释。这两种类型在FunGramKB的不同模块中进行计算处理。我们的目的是表明一个认知版本的结构语法可以提供一个解决方案，以计算处理ilvotion。
{"title":"(Indirect) requests in Natural Language Processing: a preliminary theoretical proposal","authors":"Alba Luzondo Oyón, Ricardo Mairal Usón","doi":"10.7764/ONOMAZEIN.51.12","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.12","url":null,"abstract":"This paper focuses on conventionalized and non-conventionalized indirect speech acts, and more concretely, on (indirect) requests. We do so within a Natural Language Processing environment called FunGramKB, which adheres to a cognitively-oriented Construction Grammar view of language. Here, conventionalized formulations like Can you X? are treated as constructions in their own right; that is, as entrenched form-meaning pairings and, thus, they are not considered indirect. By contrast, non-conventionalized formulations such as those instantiated by negative state remarks (e.g. I’m hungry) require degrees of inferencing for interpretation. Both types are computationally handled in different modules of FunGramKB. Our aim is to show that a cognitive version of Construction Grammar can offer a solution to the computational treatment of illocution.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
51 March 2021 Alicia San Mateo-Valdehíta: Departamento de Lengua Española y Lingüística General, Facultad de Filología, Universidad Nacional de Educación a Distancia, España. | E-mail: asanmateo@flog.uned.es Cecilia Criado de Diego: Departamento de Lengua Española y Lingüística General, Facultad de Filología, Universidad Nacional de Educación a Distancia, España. | E-mail: ceciliacriado@flog.uned.es
Alicia San mateo - valdehita:西班牙国立远程教育大学语言学院西班牙语和普通语言学系。-迭戈:电子邮件:Cecilia僮asanmateo@flog.uned.es西班牙语部和整体Lingüística,语言学系,西班牙国家远程教育大学。-电子邮件:ceciliacriado@flog.uned.es
{"title":"Receptive and productive vocabulary acquisition: effectiveness of three types of tasks. Results from French students of Spanish as second language","authors":"Alicia San Mateo-Valdehíta, C. Diego","doi":"10.7764/ONOMAZEIN.51.05","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.05","url":null,"abstract":"51 March 2021 Alicia San Mateo-Valdehíta: Departamento de Lengua Española y Lingüística General, Facultad de Filología, Universidad Nacional de Educación a Distancia, España. | E-mail: asanmateo@flog.uned.es Cecilia Criado de Diego: Departamento de Lengua Española y Lingüística General, Facultad de Filología, Universidad Nacional de Educación a Distancia, España. | E-mail: ceciliacriado@flog.uned.es","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of the present study is to analyze a couple of lexical items formed by an Arabism and a Romance voice (almadena and martillo) through a corpus of documents linked to the ancient Kingdom of Granada (i.e. the current provinces of Malaga, Almeria and Granada) in the late 15th century to 17th century. That documentation includes different types of texts as the correspondence of Hernando de Zafra or texts linked to the building construction at that time. Due to the historical, political, social and religious peculiarities of the Kingdom of Granada there is a persistence of lexicon of Arab origin over the above two centuries with regard to other Spanish-speaking territories. However, Arabic loanwords in Spanish lexicon are subjected to specialization processes or semantic restrictions, as exemplified in the case of almadena. This voice lexically competed with the Romance voice martillo, but, finally, the first one suffered a process of semantic restriction and it is actually cornered in some dialectal areas.
本研究的目的是通过15世纪末至17世纪与古代格拉纳达王国(即现在的马拉加、阿尔梅里亚和格拉纳达省)有关的文献语料库，分析由阿拉伯语和罗曼语(almadena和martillo)组成的几个词汇项目。这些文件包括不同类型的文本，如Hernando de Zafra的通信或与当时建筑有关的文本。由于格拉纳达王国的历史、政治、社会和宗教特点，在过去的两个世纪里，其他讲西班牙语的领土上一直存在着源自阿拉伯语的词汇。然而，西班牙语词汇中的阿拉伯语外来词受到专业化过程或语义限制，如almadena的例子。这个语音在词汇上与罗曼语语音martillo竞争，但是，最后，第一个语音遭受了语义限制的过程，它实际上在一些方言领域被逼入绝境。
{"title":"Indications of lexical-semantic changes in the Arabisms of the Kingdom of Granada (1493-1612): the lexical competition between almádena and martillo","authors":"Inmaculada González Sopeña","doi":"10.7764/ONOMAZEIN.51.09","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.09","url":null,"abstract":"The objective of the present study is to analyze a couple of lexical items formed by an Arabism and a Romance voice (almadena and martillo) through a corpus of documents linked to the ancient Kingdom of Granada (i.e. the current provinces of Malaga, Almeria and Granada) in the late 15th century to 17th century. That documentation includes different types of texts as the correspondence of Hernando de Zafra or texts linked to the building construction at that time. Due to the historical, political, social and religious peculiarities of the Kingdom of Granada there is a persistence of lexicon of Arab origin over the above two centuries with regard to other Spanish-speaking territories. However, Arabic loanwords in Spanish lexicon are subjected to specialization processes or semantic restrictions, as exemplified in the case of almadena. This voice lexically competed with the Romance voice martillo, but, finally, the first one suffered a process of semantic restriction and it is actually cornered in some dialectal areas.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tanto las dimensiones de la inteligencia emocional como su efecto en el rendimiento académico de los estudiantes han sido extensamente estudiados en las últimas décadas (Abisamra, 2000; Hollander, 2012; Lawrence y Deepa, 2013; y Patel, 2017; entre mucho otros). Aunque contamos con numerosos estudios que han intentado definir las dimensiones de las que consta el concepto de inteligencia emocional (Goleman, 1995; Javed y Nasreen, 2014), no contamos con estudios que exploren el concepto desde un enfoque discursivo con el objeto de esclarecer cómo se gestiona la inteligencia emocional de una persona discursivamente. Mediante el análisis de 71 narrativas de estudiantes universitarios, el presente trabajo pretende analizar no solo la forma en la que los estudiantes se auto-presentan en el discurso, construyen y negocian su identidad social, sino que, además, intenta identificar y evaluar la efectividad de las estrategias del manejo de la impresión que estos estudiantes utilizan mientras describen un proyecto realizado sobre la lucha por la igualdad de género. Los resultados demuestran que parece existir una correspondencia clara entre el uso efectivo o no de las estrategias del manejo de la impresión y las destrezas que evidencian la inteligencia emocional de los estudiantes.
{"title":"Auto-observación e inteligencia emocional: estudio pragmático-discursivo del manejo de la impresión en narrativas personales","authors":"A. Gómez","doi":"10.7764/ONOMAZEIN.51.07","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.07","url":null,"abstract":"Tanto las dimensiones de la inteligencia emocional como su efecto en el rendimiento académico de los estudiantes han sido extensamente estudiados en las últimas décadas (Abisamra, 2000; Hollander, 2012; Lawrence y Deepa, 2013; y Patel, 2017; entre mucho otros). Aunque contamos con numerosos estudios que han intentado definir las dimensiones de las que consta el concepto de inteligencia emocional (Goleman, 1995; Javed y Nasreen, 2014), no contamos con estudios que exploren el concepto desde un enfoque discursivo con el objeto de esclarecer cómo se gestiona la inteligencia emocional de una persona discursivamente. Mediante el análisis de 71 narrativas de estudiantes universitarios, el presente trabajo pretende analizar no solo la forma en la que los estudiantes se auto-presentan en el discurso, construyen y negocian su identidad social, sino que, además, intenta identificar y evaluar la efectividad de las estrategias del manejo de la impresión que estos estudiantes utilizan mientras describen un proyecto realizado sobre la lucha por la igualdad de género. Los resultados demuestran que parece existir una correspondencia clara entre el uso efectivo o no de las estrategias del manejo de la impresión y las destrezas que evidencian la inteligencia emocional de los estudiantes.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bilingualism is a phenomenon, visible in most of the countries all over the world. According to statistics, released in 2017, they make up 42% of the whole country’s population in Iran. The statistical population of this research includes 70 bilinguals and monolinguals, from among BA students of Ferdowsi University of Mashhad. Through random cluster sampling, these individuals were selected, among whom 38 students were monolingual (Farsi), 18 students bilingual (Farsi-Kurdish), and 14 students bilingual (Farsi-Turkish). Perceptions of classroom environment questionnaire (WIHIC) has been used as a research tool. The result shows that all the subscales are significant. In fact, the comprehensiveness variable is significant at P<0/01 and support variables are significant at P<0/001. To determine the groups’ priorities, Post Hoc Test has been used and the results represented the fact that there is significant difference between the perception of classroom environment in the bilingual groups (Turkish and Kurdish) and monolingual group (P<0.001), yet there was no significant difference between the two bilingual groups (P>0.05). Thus, the perception of classroom environment and its subscales in the bilinguals’ group has been significantly higher than the monolingual group; however, there is no significant difference between the bilingual groups (Farsi-Kurdish and Farsi- Turkish).
{"title":"Exploring the comparison between bilingual and monolingual students’ perception of classroom environment","authors":"Mohammad Reza Pahlavannezhad, Mohammad Heidarypur","doi":"10.7764/ONOMAZEIN.51.01","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.01","url":null,"abstract":"Bilingualism is a phenomenon, visible in most of the countries all over the world. According to statistics, released in 2017, they make up 42% of the whole country’s population in Iran. The statistical population of this research includes 70 bilinguals and monolinguals, from among BA students of Ferdowsi University of Mashhad. Through random cluster sampling, these individuals were selected, among whom 38 students were monolingual (Farsi), 18 students bilingual (Farsi-Kurdish), and 14 students bilingual (Farsi-Turkish). Perceptions of classroom environment questionnaire (WIHIC) has been used as a research tool. The result shows that all the subscales are significant. In fact, the comprehensiveness variable is significant at P<0/01 and support variables are significant at P<0/001. To determine the groups’ priorities, Post Hoc Test has been used and the results represented the fact that there is significant difference between the perception of classroom environment in the bilingual groups (Turkish and Kurdish) and monolingual group (P<0.001), yet there was no significant difference between the two bilingual groups (P>0.05). Thus, the perception of classroom environment and its subscales in the bilinguals’ group has been significantly higher than the monolingual group; however, there is no significant difference between the bilingual groups (Farsi-Kurdish and Farsi- Turkish).","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perception of sounds of a second language (L2) presents difficulties for non-native speakers which can be improved with training (Bradlow, Pisoni, Akahane-Yamada & Tohkura, 1997; Logan, Lively & Pisoni, 1991; Iverson & Evans, 2009). The aim of this study was to compare three different English vowel perceptual training programmes using audio (A), audiovisual (AV) and video (V) modes in non-native speakers with Spanish as native language (L1). 47 learners of English with Spanish as L1 were allocated to three different vowel training groups (AT, AVT, VT) and were given five training sessions to assess their improvement in English vowel perception. Additionally, participants were recorded before and after training to measure their improvement in the production of English vowels. Results showed that participants improved their perception and production of English vowels regardless of their training modality with no evidence of a benefit of visual information. These results also suggest that there is a lot of individual differences in perception and production of L2 vowels which may be related to a complex relation between speech perceptual and production mechanisms.
{"title":"English vowel perception by non-native speakers: impact of audio and visual training modalities","authors":"Yasna Pereira Reyes, V. Hazan","doi":"10.7764/ONOMAZEIN.51.04","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.04","url":null,"abstract":"Perception of sounds of a second language (L2) presents difficulties for non-native speakers which can be improved with training (Bradlow, Pisoni, Akahane-Yamada & Tohkura, 1997; Logan, Lively & Pisoni, 1991; Iverson & Evans, 2009). The aim of this study was to compare three different English vowel perceptual training programmes using audio (A), audiovisual (AV) and video (V) modes in non-native speakers with Spanish as native language (L1). 47 learners of English with Spanish as L1 were allocated to three different vowel training groups (AT, AVT, VT) and were given five training sessions to assess their improvement in English vowel perception. Additionally, participants were recorded before and after training to measure their improvement in the production of English vowels. Results showed that participants improved their perception and production of English vowels regardless of their training modality with no evidence of a benefit of visual information. These results also suggest that there is a lot of individual differences in perception and production of L2 vowels which may be related to a complex relation between speech perceptual and production mechanisms.","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Álvaro Cancela Cilleruelo (ed.): Sermo silens. La voz y el silencio en la poesía religiosa","authors":"S. Quiñones","doi":"10.7764/ONOMAZEIN.51.11","DOIUrl":"https://doi.org/10.7764/ONOMAZEIN.51.11","url":null,"abstract":"","PeriodicalId":44966,"journal":{"name":"Onomazein","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71302344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Los primeros estudios sobre la sexta vocal del mapudungun, de corte articulatorio, la han asociado con dos alófonos: uno central [ə] y otro posterior [ɯ]. Sin embargo, las aproximaciones acústicas no reportan un alófono posterior [ɯ], sino, más bien, uno central. Este trabajo presenta una descripción acústica de la sexta vocal del mapudungun producida por niños bilingües del Alto Bío-Bío. Se realizó un análisis de los dos primeros formantes normalizados de las realizaciones de /ə/ y se hicieron comparaciones de estos resultados por sector y comunidad. Los resultados evidencian la presencia de dos alófonos: uno central-posterior, en contextos en los que debiera aparecer [ə], y otro central, en contextos en los que debiera aparecer [ɯ]. Estos hallazgos son coherentes con otros estudios realizados desde una perspectiva acústica, pero difieren de las primeras aproximaciones articulatorias.
早期研究关于第六元音mapudungun关节法院,已经与两个alófonos:一个以后中央[ə]和[ɯ]。然而,声学方法不封后的音位变体[ɯ],而是更确切的说,一个中央。这项工作介绍了由Alto bio - bio双语儿童制作的马普顿贡第六元音的声学描述。分析了前两个标准化成就/ə/ formantes也比较这些结果和社会部门。结果偏离两alófonos:一个central-posterior存在,在环境中应该出现[ə],和一个中央,在环境中应该出现[ɯ]。这些发现与其他从声学角度进行的研究一致，但与早期的发音方法不同。
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