scholarly journals Detecting word-level stress in continuous speech: A case study of Brazilian Portuguese

2021 ◽  
Vol 20 ◽  
Author(s):  
Simone Harmath-de Lemos
Keyword(s):  
Brazilian Portuguese ◽  
Continuous Speech ◽  
Word Level

Theory-Guided Spelling Assessment and Intervention

2001 ◽  
Vol 32 (3) ◽  
pp. 182-195 ◽  
Author(s):  
Kenn Apel ◽  
Julie J. Masterson
Keyword(s):  
Group Intervention ◽  
Intervention Program ◽  
Morphological Awareness ◽  
Orthographic Knowledge ◽  
Clinical Settings ◽  
Spelling Development ◽  
Word Level ◽  
Clinically Significant ◽  
Intensive Group

Purpose : Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties. Method : The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge. Results : The student demonstrated clinically significant growth in phonemic and morphological awareness, orthographic knowledge, spelling, and word-level reading. Conclusion : Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Additionally, the case study may serve as a model for clinical services and evidence-based practice within clinical settings.

Mid-vowel alternations in the Brazilian Portuguese verb

Phonology ◽  
1995 ◽  
Vol 12 (2) ◽  
pp. 281-304 ◽  
Author(s):  
W. Leo Wetzels
Keyword(s):  
Theoretical Models ◽  
Linear Analysis ◽  
Brazilian Portuguese ◽  
Vowel Harmony ◽  
Substantial Part ◽  
Test Case ◽  
Detailed Knowledge ◽  
Word Level ◽  
Non Linear ◽  
Phonological Rules

The underlying system of consonants and vowels in Brazilian Portuguese (henceforth BP), together with the lexical and word-level phonological rules and the interactions between them, has been studied in great detail (see e.g. Harris 1974; Lopez 1979; Redenbarger 1981; Quicoli 1990). The detailed knowledge we possess in this area of BP phonology makes the language an excellent test case for evaluating theoretical innovations, especially since genuine descriptive and explanatory progress can only be achieved by virtue of improved theoretical models. The discussion in this paper will focus on the rules of Vowel Harmony (henceforth VH), Truncation, Neutralisation and Vowel Lowering in verbs (henceforth VL), for which a non-linear analysis will be proposed. One of the purposes of this paper is to show that a treatment of the BP vowel alternations in non-linear terms yields an elegant and explanatory description of a substantial part of the BP phonological component. Another goal is to present the theoretically relevant aspects of the BP facts. It will be argued that aperture distinctions in BP are advantageously represented by a single phonetic parameter, which will not only dispense with the features [high] and [low], but also with [ATR] or [tense], which have been frequently used to distinguish the two series of BP mid vowels. Also, further evidence will be provided in favour of the hypothesis advanced by a number of phonologists (see Clements 1991a; Odden 1991) that aperture features should be represented as constituents in the vocalic feature tree.

scholarly journals Joint Transition-Based Models for Morpho-Syntactic Parsing: Parsing Strategies for MRLs and a Case Study from Modern Hebrew

2019 ◽  
Vol 7 ◽  
pp. 33-48
Author(s):  
Amir More ◽  
Amit Seker ◽  
Victoria Basmova ◽  
Reut Tsarfaty
Keyword(s):  
Morphological Analysis ◽  
Ambiguous Word ◽  
Joint System ◽  
Joint Inference ◽  
Word Level ◽  
Modern Hebrew ◽  
Single Transition ◽  
Morphologically Rich Languages ◽  
Syntactic Context

In standard NLP pipelines, morphological analysis and disambiguation (MA&D) precedes syntactic and semantic downstream tasks. However, for languages with complex and ambiguous word-internal structure, known as morphologically rich languages (MRLs), it has been hypothesized that syntactic context may be crucial for accurate MA&D, and vice versa. In this work we empirically confirm this hypothesis for Modern Hebrew, an MRL with complex morphology and severe word-level ambiguity, in a novel transition-based framework. Specifically, we propose a joint morphosyntactic transition-based framework which formally unifies two distinct transition systems, morphological and syntactic, into a single transition-based system with joint training and joint inference. We empirically show that MA&D results obtained in the joint settings outperform MA&D results obtained by the respective standalone components, and that end-to-end parsing results obtained by our joint system present a new state of the art for Hebrew dependency parsing.

scholarly journals Vocabulary Analysis On Reading Texts Used By EFL Students

2015 ◽  
Vol 12 (2) ◽  
pp. 194
Author(s):  
C. Sutyarsah
Keyword(s):  
English Education ◽  
Great Influence ◽  
Low Frequency ◽  
Education Department ◽  
Function Words ◽  
Word Level ◽  
Reading Materials ◽  
Efl Students ◽  
Reading Skill Development

The vocabulary in the texts is the aspect that needs to identify. It is claimedthat the condition of the words in a text has a great influence to readers' comprehension. It is also commonly believed that comprehension depends on the extent that the words in a text are familiar to the readers. This case study was carried out in the English Education Department of University of Malang. The aim of the study is to identify and describe the vocabulary in the text and to seek if the text is useful for reading skill development. The reading materials under investigation were a collection of reading passages based on the syllabus (Reading Comprehension I) and limited to the passages that were used in class during the second semester, 1999. Based on the nature of the investigation, a descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used. They were used to find the description of vocabulary in the texts. The vocabulary analyses in the texts reveal some constrains. It was found that the texts, containing 7,945 words of 20 different texts, are dominated by low frequency words which account for 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. Of the 50 most frequent words, only two content words (people and say) were found. In the case of word level, it was found that the texts being used have very limited number of words from GSL (General Service List of English Words) (West, 1953). The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL). These words account for 26.44% of the running words in the texts. Based on the findings, some conclusions were drawn, it is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts (20 different topics). This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. This vocabulary condition could defeat the development of students' readingskills and vocabulary enrichment.

Sign in / Sign up

Export Citation Format

Share Document