Perception of Lexical Stress in Alaryngeal Speech

1983 ◽  
Vol 26 (3) ◽  
pp. 418-424 ◽  
Author(s):  
Jack Gandour ◽  
Bernd Weinberg ◽  
Bernadette Garzione
Keyword(s):  
Lexical Stress ◽  
Alaryngeal Speech

Production of Lexical Stress in Alaryngeal Speech

1985 ◽  
Vol 37 (5-6) ◽  
pp. 279-286
Author(s):  
Jack Gandour ◽  
Bernd Weinberg ◽  
Soranee Holasuit Petty
Keyword(s):  
Lexical Stress ◽  
Alaryngeal Speech

Lexical Stress Effects in Silent Reading

2008 ◽  
Author(s):  
Mara E. Breen ◽  
Charles E. Clifton
Keyword(s):  
Silent Reading ◽  
Lexical Stress ◽  
Stress Effects

Lexical Stress in Urdu

2020 ◽  
Author(s):  
Benazir Mumtaz ◽  
Tina Bögel ◽  
Miriam Butt
Keyword(s):  
Lexical Stress

Tongue and Lip Motion Patterns in Alaryngeal Speech

2020 ◽  
Author(s):  
Kristin J. Teplansky ◽  
Alan Wisler ◽  
Beiming Cao ◽  
Wendy Liang ◽  
Chad W. Whited ◽  
...  
Keyword(s):  
Motion Patterns ◽  
Alaryngeal Speech

Glottalization and linking in the L2 speech of Czech learners of Spanish, Italian and Portuguese

2021 ◽  
pp. 026765832110158
Author(s):  
Radek Skarnitzl ◽  
Petr Čermák ◽  
Pavel Šturm ◽  
Zora Obstová ◽  
Jan Hricsina
Keyword(s):  
Logistic Regression Model ◽  
Native Speakers ◽  
Mixed Effects ◽  
Lexical Stress ◽  
The Other ◽  
Target Language ◽  
Romance Languages ◽  
Short Text ◽  
Sound Pattern ◽  
Frequent Use

The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker’s comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed.

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