The effects of discourse focus and lexical accent on the prosodic phrasing in Japanese

Abstract The idea that discourse is made up of sentences has been widespread among linguists. Does this traditional discourse perspective (“sententialism”) apply to casual language in daily communication? This paper examines the validity of sententialism by focusing on a type of speech called “dependent grafted speech” in Japanese conversation. Close examinations of various words, phrases, and sentences reveal that dependent grafted speech is different from sentences on two points: (i) Generally, the lexical accent of the copula at the beginning of dependent grafted speech is a high tone; and (ii) the interaction particle at the end of dependent grafted speech is not uttered with a falling intonation unless it is proceeded by a very abrupt rising intonation (“leaping” intonation). These findings cast doubt on the status of dependent grafted speech as a sentence. Moreover, they demonstrate a new conception of discourse as a mixture of diverse constituents, including sentences, dependent grafted speech, and other utterance types.

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Reading Fluency in Children and Adolescents Who Stutter

Brain Sciences ◽

10.3390/brainsci11121595 ◽

2021 ◽

Vol 11 (12) ◽

pp. 1595

Author(s):

Mona Franke ◽

Philip Hoole ◽

Ramona Schreier ◽

Simone Falk

Keyword(s):

Children And Adolescents ◽

Reading Fluency ◽

Developmental Stages ◽

Matched Control ◽

Control Group ◽

Articulation Rate ◽

Prosodic Phrasing ◽

Age Related ◽

Prosodic Boundaries ◽

Decoding Ability

Speech fluency is a major challenge for young persons who stutter. Reading aloud, in particular, puts high demands on fluency, not only regarding online text decoding and articulation, but also in terms of prosodic performance. A written text has to be segmented into a number of prosodic phrases with appropriate breaks. The present study examines to what extent reading fluency (decoding ability, articulation rate, and prosodic phrasing) may be altered in children (9–12 years) and adolescents (13–17 years) who stutter compared to matched control participants. Read speech of 52 children and adolescents who do and do not stutter was analyzed. Children and adolescents who stutter did not differ from their matched control groups regarding reading accuracy and articulation rate. However, children who stutter produced shorter pauses than their matched peers. Results on prosodic phrasing showed that children who stutter produced more major phrases than the control group and more intermediate phrases than adolescents who stutter. Participants who stutter also displayed a higher number of breath pauses. Generally, the number of disfluencies during reading was related to slower articulation rates and more prosodic boundaries. Furthermore, we found age-related changes in general measures of reading fluency (decoding ability and articulation rate), as well as the overall strength of prosodic boundaries and number of breath pauses. This study provides evidence for developmental stages in prosodic phrasing as well as for alterations in reading fluency in children who stutter.

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