Sign synthesis and sign phonology

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语言与认知研究中心关于中国社科院语言所李爱军研究员讲座的通知

语言与认知研究中心关于中国社科院语言所李爱军研究员讲座的通知

语言与认知研究中心关于中国社科院语言所李爱军研究员讲座的通知题目:语音学和语音学的应用研究主讲人:中国社科院语言所语音室主任李爱军研究员、博士导师时间:2008年9月8日下午2点钟地点:浙江大学语言与认知研究中心会议室(西溪校区教学主楼259室)欢迎参加!语言与认知研究中心2008-9-1中国社科院语言所语音实验室主任李爱军研究员的简介职务和职称:实验室主任、研究员博士导师中国语言学会语音学分会秘书长中国声学学会语言、听觉和音乐声学分会委员专业方向和研究领域:计算机语音处理(语音合成、语音数据库、语音特性分析)。

发表论文:Li, Aijun (1991), The development of a real-time speech recognition system based on an advanced VQ method,MA Thesis. TianJin,China.Li, Aijun (1992), The development of a real-time,small vocabulary speech recognition system on an advanced VQ method,in proceedings of the 4th signal processing nationalconference,pp.651-654,Chengdu, China.Li,Aijun(1994),Duration Characteristics of stress and its synthesis rules on Standard Chinese, Report of Phonetic Research,CASS.Li,Aijun (1995), The development of a waveform synthesis system based on phonetic rules. Report of Phonetic Research,CASS.J.F. Cao & A.J. Li (1995), The study of retroflexed and neutralized syllables and their synthesis in Standard Chinese, Proceedings of the 7th National Academic Conf. on Signal Processing of Speech, Image and Communication, Xi’an: Xi’an Electrical University of Science and Technology.Li, Aijun & Yang,Sun’an (1995), Speech Synthesis,in “Digital Signal Processings of Speech”,Publishing House of Electronics Industry.Li, Aijun(1997),Pausing in News Broadcasting in Standard Chinese, CYCA’97, Ha'erbin Engineering University Press. pp.262-266.Li, Aijun (1997) Perceptual study of intersyllabic formant transitions insynthesized V1-V2 in Standard Chinese. In Proceedings of 5th European Conference on Speech Communication and Technology, Vol. 4: 2143-2146.Li, Aijun & Zu, Yiqing (1997) Database design for speech syntheis and speech recognition. In “The interface of IT computer and its pregress in applications”— Proceedings of the 3rd national conference of computer IT interface and its applications, pp.174-178, eds. By Wu quanyuan & Qian Yueliang. Publishing House of Electronics Industry.Li, Aijun(1998) Durational Characteristics of the Prosodic Phrase in Standard Chinese, in the proceedings of the conference on phonetics of the languages in China. pp.65-68. Edited by Eric Zee & Lin,Maocan.Li, Aijun(1999),A national database design for speech synthesis and prosodic labeling of standard Chinese, In proceedings of oriental COCOSDA’99, TaiPei, TaiWan.Li Aijun (1999), Acoustic analysis on prosodic phrase and the sentence stress,in proceedings of the 4th national modern phonetics conference, edited by Lv Shinan, Jingcheng publishing house.Li Aijun, ZHENG Fang,William Byrne, et al. (2000), Cass: “A Phonetically Transcribed Corpus of Mandarin Spontaneous”, ICSLP’2000.Li Aijun, Lin Maocan, ChenXiaoXia, et al.(2000), “Spee ch corpus of Chinese discourse and the phonetic research”, ICSLP’2000.Li Aijun, Chen Xiaoxia, et al. (2000), “The phonetic labeling on read and spontaneous discourse corpora”, ICSLP’2000.Li Aijun, Chen Xiaoxia, et al.(2000) Speech corpus collecti on and annotation, ISCSLP’2000.Li Aijiun (2000), “Perspectives of Basic Research Highlighted in ICSLP’2000”, in the summary session of ICSLP’2000.Li Aijun, Xu Bo,et.al.(2001), A spontaneous Conversation Corpus CADCC,Oriental COCOCSDA’2001, Korea.Li Aijun (2002), Chinese Prosody and Prosodic Labeling of Spontaneous Speech, Prosody Speech 2002, AIX-EN-PROVENCE France.李爱军陈肖霞孙国华华武殷治纲,CASS:一个具有语音学标注的汉语口语语音库,《当代语言学》,2002.Li Aijun (2003), Prosodic Boundary Perception in Spontaneous Speech of Standard Chinese, Proceedings of ICPHS2003.Liu Yabin and Li Aijun 2003), Cues of Prosodic Boundaries in Chinese Spontaneous Speech, Proceedings of ICPHS2003, Barcelona.Li Aijun,Xia Wang (2003), A Contrastive Investigation of Standard Mandarin and Accented Mandarin, Proceedings of Eurospeech2003, Geniva.于珏,李爱军,王霞(2003), 上海普通话与普通话卷舌元音的声学特征对比研究, 第六届全国现代语音学学术会议论文集.于珏,李爱军,王霞(2003), 上海普通话与普通话元音系统的声学特征对比研究,第七届全国人机语音通讯学术会议.陈娟文,李爱军,王霞(2003), 上海普通话和普通话词重音的差异, 第六届全国现代语音学学术会议论文集.陈娟文,李爱军,王霞(2003), 上海普通话与普通话双音节词连读调的差异,第七届全国人机语音通讯学术会议论文集.刘亚斌,李爱军(2003),自然口语对话中的边界征兆,第六届全国现代语音学论文集.王海波,李爱军(2003),普通话情绪语音库的建立及听辨实验,第六届全国现代语音学学术会议论文集.方强,李爱军(2003),普通话鼻化元音的研究,第六届全国现代语音学学术会议论文集.王天庆,李爱军(2003),连续汉语语音识别语料库的设计,第六届全国现代语音学会论文集. 李爱军,王天庆,殷治纲(2003)863语音识别语音语料库RASC863 -- 四大方言普通话语音库*,第七届全国人机语音通讯学术会议.Aijun Li, Fangxin Chen, Haibo Wang, Tianqing Wang (2004),Perception on Synthesized Friendly Speech in Standard Chinese,TAL2004, Beijing.Fangxin Chen, Aijun Li, Haibo Wang, Tianqing Wang, Qiang Fang, (2004),Acoustic Analysis of Friendly Speech, ICASSP2004-5, Montreal, Canada.Aijun Li, Jue Yu, Juanwen Chen, Xia Wang (2004), A Contrastive Investigation of Standard Mandarin and Shanghai-Accented Mandarin, in H. Fujisaki, G. Funt, J. Cao and Y. XU ed.’ From Traditional Phonology to Modern Speech Processing’. Foreign language teaching and research press, 2004.Aijun Li, Haibo Wang(2004) , Friendly Speech Analysis and Perception in Standard Chinese, ICSLP2004, JEJU, Korea.Aijun Li, Zhigang Yin, Tianqing Wang, Qiang Fang, Fang Hu (2004), RASC863 - A Chinese Speech Corpus with Four Regional Accents, ICSLT-o-COCOSDA, New Delhi, India.。

大鼠面神经核小GTP结合蛋白TC10的表达和真核表达载体的构建

大鼠面神经核小GTP结合蛋白TC10的表达和真核表达载体的构建

第33卷第3期2002年6月解剖学报ACTA ANATOMICA SINICAVoI.33,No.3Jun.2002大鼠面神经核小GTP 结合蛋白TC10的表达和真核表达载体的构建聂鑫1金岩1!李志宏1王健2(1.第四军医大学口腔病理学教研室;2.解放军第538医院,西安710032)[摘要]目的分析大鼠小GTP 结合蛋白TC10基因在大鼠面神经损伤早期的表达和作用,构建大鼠TC10的真核表达载体。

方法由大鼠损伤的面神经核中提取组织总RNA ,利用逆转录聚合酶链反应技术观察面神经损伤后面神经核团TC10的表达变化,将获得的基因片段酶切后插入pcDNA3真核表达载体中,利用酶切电泳和核苷酸序列分析鉴定。

结果逆转录聚合酶链反应显示在正常情况下,面神经核团有TC10的表达,切断后6h 即出现增加,24h 达到最大值。

TC10真核表达质粒酶切电泳及序列测定证明,所获得的基因片段为大鼠TC10全长基因cDNA 序列。

结论面神经切断后,TC10在面神经核团出现急剧增加,可能参与了神经元早期损伤反应的信号转录。

本实验首次从大鼠面神经核团中获得大鼠TC10的cDNA ,并构建了TC10真核表达质粒。

为研究TC10的表达及作用提供了必要条件。

[关键词]小GTP 结合蛋白;逆转录聚合酶链式反应;基因克隆;大鼠[中图分类号]R780.2[文献标识码]A [文章编号]0529-1356(2002)03-328CLONING OF FULL LENGH cDNA AND EXPRESSION OF RAT SMALL GTP-BINDING PROTEIN TC10IN FACIAL NUCLEUS INDUCED BY INJURYNIE Xin 1,JIN Yan 1!,LI Zhi-hong 1,WANG Jian 2(Department of Oral Pathology ,Stomatology College ,the Fourth Military Medical Uniuersity ,Xi ’an710032,China )[Abstract ]Objective To expIore the expression of smaII GTP-binding protein TC10during nerve injury and construct eu-karyotic expression vector carrying rat TC10cDNA.Methods TotaI RNA was extracted from rat faciaI nucIeus ,and the change of rat TC10fuII-Iength cDNA was investigated by RT-PCR.PCR product was inserted into eukaryotic expression vector pcDNA3to construct the pcDNA 3-TC10.The pIasmid was identified by restriction enzyme anaIysis and seguencing anaIysis.Results After injury ,the expression of TC10rapidIy increased ,Restriction enzyme assay and seguencing assay showed that the construct we got was rat TC10fuII-Iength cDNA construct.[Key words ]TC10;Reverse transcrpit poIymerase chain reaction ;Gene cIoning ;Rat[收稿日期]2001-03-06[修回日期]2001-06-15[基金项目]全军杰出人才基金资助项目,(98J010)[作者简介]聂鑫(1972—),男(汉族),四川省绵阳市人,博士讲师。

Second Language Acquisition

Second Language Acquisition
Lecture Fifteen
Second Language Acquisition
What is ‘SLA?’

Second Language Acquisition (SLA) refers to both: 1) to the study of individuals and groups who are learning a language subsequent to learning their first language as young children, and 2) to the process of learning that language. The learning of the „second‟ language has to take place some time later (i.e. subsequent) than the acquisition of the first language sequential multilingualism (cf. simultaneous multilingualism).
Overgeneralization
Overgeneralization ---- the use of previously available strategies in new situations. Walked, watched, washed… *rided, *goed, *doed, *eated… Jane advise me to give up smoking. Jane told me to give up smoking. *Jane hoped me to give up smoking. *Jane suggested me to give up smoking.

英语教学法教程名词解释题

英语教学法教程名词解释题

Unit 1一,Views on language:1、Structural view (language competence)结构主义语言观—The founder:Saussure,lasen freeman&long—The structural view of language sees language as a linguistic system made up of various subsystems:1、the sound system(phonology)2、sound combinations(morphology)the discrete units of meaning 3、the system of combining units of meaning for communication(syntax)—The structural view limits knowing a language to knowing its structural rules andvocabulary2 、Functional view功能主义语言观—Representative:Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things功能不仅认为语言是一个语言系统,但也做事情的一种方式—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view 交互语言观(communicative competence)—Emphasis:appropriateness—Language is a communicative tool,which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context二,View on language learning语言学习观1.Process-oriented theories:强调过程are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization.2.Condition-oriented theories: 强调条件emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receives, and the atmosphere.3.Behavioristtheory,(Skinner and waston raynor)A the key point of the theory of conditioning is that”you can train an animal to do anything if yo u follow a certain procedure which has three major stages,s timulus,response,and reinforcemen tB the idea of this method is that language is learned by constant repletion and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.4.Cognitive theory:Chomsky)thinks that language is not a form of behavior,it is an intricate rule-based system a nd a large part of language acquisition is the learning of this system.There are a fin ite number of grammatical rules in the system and with knowledge of these an infinite number of sentences can be produced.5.Constructivist theory:(John Dewey)the constructivist theory believes that learning is a proces in which the learner constructs meaning based on his/her own experiences and what he/he r already knows6.Socio-constructivist theory:(Vygotsky)he emphasizes interaction and engagement with the tar get language in a social context based on the concept of“Zone of Proximal Development”(ZPD)and scaffolding.Unit 2一,What makes a good language teacher?ethic devotion,professional qualities,certain desirable personal styles.四,principles of communicative language teaching(CLT)交际语言教学法原则1)Communication principle:activities that involve real communication promote learning.2)Task principle:activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:language that is meaningful to the learner supports the learning pro cess.五,Howatt proposes a weak and a strong version of CLT.Weak version:learners first acquire language as a structural system and then learn how to use it i n communication. --- the weak version regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication. Strong version:language is acquired through communication.The learners discover the structural system in the process of leaning how to communicate.---regards experiences of using the languag e as the main means or necessary conditions for learning a language as they provide the experienc e for learners to see how language is used in communication.六,PPP: presentation,practice,production三. Principles for good lesson planningA. AimB. VarietyC. FlexibilityD. learning abilityE. linkage四. Components of a lesson plan教案的内容A. Background informationB Teaching aimsC. Language contents and skillsD. stages and proceduresE. Teaching aidsF. End of lesson summaryG.. Optional activities and assignmentsH. After lesson reflectionUnit 5二,The role of the teacher 教师的角色1. Controller: control the pace, the time, the target language, the student.2. Assessor: two thingsa. as corrector: correct the mistakes, organizing feed back the learnersb. as evaluator: to create a success-oriented learning, atmosphere, more praise, less criticism3. Organizer : task based on teaching to design tasks and to organize4. Prompter: to give appropriate prompts hints5. Participant: to take part in the activities6. Resource-provider: as a walking dictionaryUnit 6一,Critical Period Hypothesis关键期假说This hypothesis states that if humans do not learn a foreign language before a certain age ,then due to changes such as maturation of the brain ,it becomes impossible to learn the foreign language like a native speaker.Unit 7三,pennington grammatical pedagogy:1.collocational grammar should biuld on collocational relations between individual lexical items and their subcategories2.Constructive offer learners a way to build elements that can be continually added in sequence3.Contextual it means that elements and structures are taught in relation to their context.四,mechanical practice机械操练1.substitute drills 替换the students substitute a part in a structure so that they get to know howthat part function in a sentence2.Transformation drills转换change a given structure in a way so that they are exposed to another similar structureUnit 81.A: passive/receptive words :words that can be recognized or compared in reading and listeningbut can not be used automatically in speaking and writing.B: active/productive words: words that can be recognized and also be used in speech and writing by learners.Unit 11Sight vocabulary:words that one is able to recognise immediately are often referred to assight vocabulary.Unit15Testing takes the pencil and paper form and it is usually done at the end of a learning period Assessmen t involves the collecting of in formation or evidence of a learner s teaching andlearning.Evaluation:can be concerned with a whole range of issues in and beyond languageeducation :lessons courses programs and skills can all be evaluated ,四,bloom’s taxonomy 目标分类学1.knowledge知识:recalling facts ,terms,and basic conceptsprehension理解:understanding of facts and ideas by organizing ,comparing,translating interpreting,describing and stating the main ideas3.application运用:applying acquired knowledge,facts ,techniques and rules in a different context.4.analysis分析:identifying relationships,causes or motives,and finding evidence to support main ideas.5.synthesis综合:combing elements in a different way and proposing alternative solutions,creative thinking.6.evaluation 评价:present and defend opinions by making informed judgement about informationor ideas based on a set of criteria.、Teaching objectives中心the Ss will be able to understand the main idea of an article about XX and can write a list of XX for XX.词汇be able to name the new word about XX in english using pictures as cues and be able to tell each other whatXX they like.情感be able to talk about their opinions or feelings about XX to each other.其他tell the five simple forms ofXX can role play the dialogue of XXWarming up。

英文版教学法

英文版教学法

Views on LanguageConstructivist theory:•Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. How can one become a good language teacher?Communicative Competence Array 1.Aim The realistic goals for the lesson, which should be based on what students areable to do by the end of the lesson2. V ariety A number of different types of activities and where possible, introducingstudents to a wide selection of materials3. Flexibility Planning some extra and alternative tasks and activities as the class doesnot always go according to the plan4. Learnability The contents and tasks planned for the lesson should within thelearning capability of the students5. Linkage The stages and the steps within each stage being linked with one anotherin someway5.1The roles of the teacher•Teacher’s roles are related ultimately to assumptions about language and language learning at the level of approach.•Different approaches stipulate(规定)different roles for the teacher.---------Richards and Rodgers •Before the class: a planner What to teach.......How to teach.......What result to achieve.....•During the class: a controller a assessor an organisera prompter a participant a resource provider•After the class:an evaluatorHow successfully he has conducted the class.How efficient the learning activities has been.Harmer defines the teacher’s roles as:Controller to control the pace so that activities run smoothly and efficiently.Appropriate control and over-control.Assessor to assess the students’ work.Organiser to design and organize activities/tasksPrompter to give appropriate prompts or hints when students are not ready to answer to do the activity.Participant to participate in students’activities / communication.Resource-provider to provide resource/ knowledge6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:*to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences; *to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.2. Critical period hypothesis*Critical period hypothesis:if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it seems impossible to learn the foreign language like a native speaker.*The amount of exposure to English:*Individual ability: Due to biological and physiological difference, somestudents are more sensitive to and better at imitating sounds than others.3. Realistic goals of teaching pronunciationConsistency:The pronunciation should be smooth and natural.Intelligibility:The pronunciation should be understandable to the listeners.Communicative efficiency:The pronunciation should help to convey the meaning that is intended by the speaker7.2Grammar presentation methodsThe deductive methodThe inductive methodThe guided discovery methodTeaching grammar using listening as inputThe synthesis approachThe deductive method•The deductive method relies on reasoning, analysing and comparing. Teaching procedureDisadvantages of the deductive method•Grammar is taught in an isolated way;•Little attention is paid to meaning;•The practice is often mechanical.Advantages of the deductive method1. It could be very successful with selected and motivated students.2. It could save time when students are confronted with a grammar rule which is complex but which has to be learned.3. It may help to increase students’confidence in those examinations which arewritten with accuracy as the main criterion of success.The inductive methodIn the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.It is believed that the rules will become evident if the students are given enough appropriate examples.Teaching proceduresAdvantages•inspire students’ thinking activities•motivate students’ learning interests•grammar is taught in context.Disadvantages•the presentation of grammar is more complex and time consumption •grammar is not taught directly•some rules can not be induced easilyThe guided discovery method(Similar to the inductive method)•the students are induced to discover rules by themselves (similar)•the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different•Example on page 105 Task 3•(work in groups of 4. How would you present the structure “have/has been doing”.10 minutes preparation and then demonstrate)The synthesis approaches to grammatical pedagogyPennington emphasized that grammar teaching should be:•Collocational Constructive Contextual Contrastive”Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive:one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual:Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language8.2What does knowing a word involve?knowing a word means knowing:⏹its pronunciation and stress;⏹its spelling and grammatical properties;⏹its meaning;⏹how and when to use it to express the intended meaning. (四会)1.What does it mean to know a word?⏹Learning a word involves learning more than just the word itself. e.g.post office, mother-in-law⏹There are multi-word units, such as: phrasal verbs, compound words⏹According to Hedge (2000), vocabulary learning involves at least twoaspects of meaning:⏹1) the understanding of its denotative and connotative meaning;⏹2) understanding the sense relations among words⏹Denotative meaning(外延/指代意义)⏹Denotative meaning of a word or a lexical item refers to those words thatwe use to label things as regards real objects, such as name or a sign, etc. in the physical world.E.g. human, apple⏹Connotative meaning(内涵/隐涵意义)⏹ A connotative meaning of a word refers to ‘the attitudes or emotions of alanguage user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings towards something.E.g. running-dog, big apple.⏹Collocations⏹Collocations refers to words that co-occur with high frequency andhave been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time.Eg. see a movie, watch a play⏹Synonyms, antonyms, hyponyms⏹Synonyms refer to items that mean the same, or nearly the same. (big& huge)。

自然语言处理及计算语言学相关术语中英对译表三_计算机英语词汇

自然语言处理及计算语言学相关术语中英对译表三_计算机英语词汇

multilingual processing system 多语讯息处理系统multilingual translation 多语翻译multimedia 多媒体multi-media communication 多媒体通讯multiple inheritance 多重继承multistate logic 多态逻辑mutation 语音转换mutual exclusion 互斥mutual information 相互讯息nativist position 语法天生假说natural language 自然语言natural language processing (nlp) 自然语言处理natural language understanding 自然语言理解negation 否定negative sentence 否定句neologism 新词语nested structure 崁套结构network 网络neural network 类神经网络neurolinguistics 神经语言学neutralization 中立化n-gram n-连词n-gram modeling n-连词模型nlp (natural language processing) 自然语言处理node 节点nominalization 名物化nonce 暂用的non-finite 非限定non-finite clause 非限定式子句non-monotonic reasoning 非单调推理normal distribution 常态分布noun 名词noun phrase 名词组np (noun phrase) completeness 名词组完全性object 宾语{语言学}/对象{信息科学}object oriented programming 对象导向程序设计[面向对向的程序设计]official language 官方语言one-place predicate 一元述语on-line dictionary 线上查询词典 [联机词点]onomatopoeia 拟声词onset 节首音ontogeny 个体发生ontology 本体论open set 开放集operand 操作数 [操作对象]optimization 最佳化 [最优化]overgeneralization 过度概化overgeneration 过度衍生paradigmatic relation 聚合关系paralanguage 附语言parallel construction 并列结构parallel corpus 平行语料库parallel distributed processing (pdp) 平行分布处理paraphrase 转述 [释意;意译;同意互训]parole 言语parser 剖析器 [句法剖析程序]parsing 剖析part of speech (pos) 词类particle 语助词part-of relation part-of 关系part-of-speech tagging 词类标注pattern recognition 型样识别p-c (predicate-complement) insertion 述补中插pdp (parallel distributed processing) 平行分布处理perception 知觉perceptron 感觉器 [感知器]perceptual strategy 感知策略performative 行为句periphrasis 用独立词表达perlocutionary 语效性的permutation 移位petri net grammar petri 网语法philology 语文学phone 语音phoneme 音素phonemic analysis 因素分析phonemic stratum 音素层phonetics 语音学phonogram 音标phonology 声韵学 [音位学;广义语音学] phonotactics 音位排列理论phrasal verb 词组动词 [短语动词]phrase 词组 [短语]phrase marker 词组标记 [短语标记]pitch 音调pitch contour 调形变化pivot grammar 枢轴语法pivotal construction 承轴结构plausibility function 可能性函数pm (phrase marker) 词组标记 [短语标记] polysemy 多义性pos-tagging 词类标记postposition 方位词pp (preposition phrase) attachment 介词依附pragmatics 语用学precedence grammar 优先级语法precision 精确度predicate 述词predicate calculus 述词计算predicate logic 述词逻辑 [谓词逻辑]predicate-argument structure 述词论元结构prefix 前缀premodification 前置修饰preposition 介词prescriptive linguistics 规定语言学 [规范语言学] presentative sentence 引介句presupposition 前提principle of compositionality 语意合成性原理privative 二元对立的probabilistic parser 概率句法剖析程序problem solving 解决问题program 程序programming language 程序设计语言 [程序设计语言] proofreading system 校对系统proper name 专有名词prosody 节律prototype 原型pseudo-cleft sentence 准分裂句psycholinguistics 心理语言学punctuation 标点符号pushdown automata 下推自动机pushdown transducer 下推转换器qualification 后置修饰quantification 量化quantifier 范域词quantitative linguistics 计量语言学question answering system 问答系统queue 队列radical 字根 [词干;词根;部首;偏旁]radix of tuple 元组数基random access 随机存取rationalism 理性论rationalist (position) 理性论立场 [唯理论观点]reading laboratory 阅读实验室real time 实时real time control 实时控制 [实时控制]recursive transition network 递归转移网络reduplication 重叠词 [重复]reference 指涉referent 指称对象referential indices 指针referring expression 指涉词 [指示短语]register 缓存器[寄存器]{信息科学}/调高{语音学}/语言的场合层级{社会语言学}regular language 正规语言 [正则语言]relational database 关系型数据库 [关系数据库]relative clause 关系子句relaxation method 松弛法relevance 相关性restricted logic grammar 受限逻辑语法resumptive pronouns 复指代词retroactive inhibition 逆抑制rewriting rule 重写规则rheme 述位rhetorical structure 修辞结构rhetorics 修辞学robust 强健性robust processing 强健性处理robustness 强健性schema 基朴school grammar 教学语法scope 范域 [作用域;范围]script 脚本search mechanism 检索机制search space 检索空间searching route 检索路径 [搜索路径]second order predicate 二阶述词segmentation 分词segmentation marker 分段标志selectional restriction 选择限制semantic field 语意场semantic frame 语意架构semantic network 语意网络semantic representation 语意表征 [语义表示] semantic representation language 语意表征语言semantic restriction 语意限制semantic structure 语意结构semantics 语意学sememe 意素semiotics 符号学sender 发送者sensorimotor stage 感觉运动期sensory information 感官讯息 [感觉信息]sentence 句子sentence generator 句子产生器 [句子生成程序]sentence pattern 句型separation of homonyms 同音词区分sequence 序列serial order learning 顺序学习serial verb construction 连动结构set oriented semantic network 集合导向型语意网络 [面向集合型语意网络]sgml (standard generalized markup language) 结构化通用标记语言shift-reduce parsing 替换简化式剖析short term memory 短程记忆sign 信号signal processing technology 信号处理技术simple word 单纯词situation 情境situation semantics 情境语意学situational type 情境类型social context 社会环境sociolinguistics 社会语言学software engineering 软件工程 [软件工程]sort 排序speaker-independent speech recognition 非特定语者语音识别spectrum 频谱speech 口语speech act assignment 言语行为指定speech continuum 言语连续体speech disorder 语言失序 [言语缺失]speech recognition 语音辨识speech retrieval 语音检索speech situation 言谈情境 [言语情境]speech synthesis 语音合成speech translation system 语音翻译系统speech understanding system 语音理解系统spreading activation model 扩散激发模型standard deviation 标准差standard generalized markup language 标准通用标示语言start-bound complement 接头词state of affairs algebra 事态代数state transition diagram 状态转移图statement kernel 句核static attribute list 静态属性表statistical analysis 统计分析statistical linguistics 统计语言学statistical significance 统计意义stem 词干stimulus-response theory 刺激反应理论stochastic approach to parsing 概率式句法剖析 [句法剖析的随机方法]stop 爆破音stratificational grammar 阶层语法 [层级语法]string 字符串[串;字符串]string manipulation language 字符串操作语言string matching 字符串匹配 [字符串]structural ambiguity 结构歧义structural linguistics 结构语言学structural relation 结构关系structural transfer 结构转换structuralism 结构主义structure 结构structure sharing representation 结构共享表征subcategorization 次类划分 [下位范畴化] subjunctive 假设的sublanguage 子语言subordinate 从属关系subordinate clause 从属子句 [从句;子句] subordination 从属substitution rule 代换规则 [置换规则] substrate 底层语言suffix 后缀superordinate 上位的superstratum 上层语言suppletion 异型[不规则词型变化] suprasegmental 超音段的syllabification 音节划分syllable 音节syllable structure constraint 音节结构限制symbolization and verbalization 符号化与字句化synchronic 同步的synonym 同义词syntactic category 句法类别syntactic constituent 句法成分syntactic rule 语法规律 [句法规则]syntactic semantics 句法语意学syntagm 句段syntagmatic 组合关系 [结构段的;组合的] syntax 句法systemic grammar 系统语法tag 标记target language 目标语言 [目标语言]task sharing 课题分享 [任务共享] tautology 套套逻辑 [恒真式;重言式;同义反复] taxonomical hierarchy 分类阶层 [分类层次] telescopic compound 套装合并template 模板temporal inference 循序推理 [时序推理] temporal logic 时间逻辑 [时序逻辑] temporal marker 时貌标记tense 时态terminology 术语text 文本text analyzing 文本分析text coherence 文本一致性text generation 文本生成 [篇章生成]text linguistics 文本语言学text planning 文本规划text proofreading 文本校对text retrieval 文本检索text structure 文本结构 [篇章结构]text summarization 文本自动摘要 [篇章摘要] text understanding 文本理解text-to-speech 文本转语音thematic role 题旨角色thematic structure 题旨结构theorem 定理thesaurus 同义词辞典theta role 题旨角色theta-grid 题旨网格token 实类 [标记项]tone 音调tone language 音调语言tone sandhi 连调变换top-down 由上而下 [自顶向下]topic 主题topicalization 主题化 [话题化]trace 痕迹trace theory 痕迹理论training 训练transaction 异动 [处理单位]transcription 转写 [抄写;速记翻译]transducer 转换器transfer 转移transfer approach 转换方法transfer framework 转换框架transformation 变形 [转换]transformational grammar 变形语法 [转换语法] transitional state term set 转移状态项集合transitivity 及物性translation 翻译translation equivalence 翻译等值性translation memory 翻译记忆transparency 透明性tree 树状结构 [树]tree adjoining grammar 树形加接语法 [树连接语法] treebank 树图数据库[语法关系树库]trigram 三连词t-score t-数turing machine 杜林机 [图灵机]turing test 杜林测试 [图灵试验]type 类型type/token node 标记类型/实类节点type-feature structure 类型特征结构typology 类型学ultimate constituent 终端成分unbounded dependency 无界限依存underlying form 基底型式underlying structure 基底结构unification 连并 [合一]unification-based grammar 连并为本的语法 [基于合一的语法] universal grammar 普遍性语法universal instantiation 普遍例式universal quantifier 全称范域词unknown word 未知词 [未定义词]unrestricted grammar 非限制型语法usage flag 使用旗标user interface 使用者界面 [用户界面]valence grammar 结合价语法valence theory 结合价理论valency 结合价variance 变异数 [方差]verb 动词verb phrase 动词组 [动词短语]verb resultative compound 动补复合词verbal association 词语联想verbal phrase 动词组verbal production 言语生成vernacular 本地话v-o construction (verb-object) 动宾结构vocabulary 字汇vocabulary entry 词条vocal track 声道vocative 呼格voice recognition 声音辨识 [语音识别]vowel 元音vowel harmony 元音和谐 [元音和谐]waveform 波形weak verb 弱化动词whorfian hypothesis whorfian 假说word 词word frequency 词频word frequency distribution 词频分布word order 词序word segmentation 分词word segmentation standard for chinese 中文分词规范word segmentation unit 分词单位 [切词单位]word set 词集working memory 工作记忆 [工作存储区]world knowledge 世界知识writing system 书写系统x-bar theory x标杠理论 ["x"阶理论]zipf's law 利夫规律 [齐普夫定律]。

语言学名词解释《最新文档》

Chapter 6: Pragmatics1. pragmatics: The study of how speakers uses sentences to effect successful communication.2. context: The general knowledge shared by the speakers and the hearers. (05)3. sentence meaning: The meaning of a self-contained unit with abstract and de-contextualized features.4. utterance meaning: The meaning that a speaker conveys by using a particular utterance in a particular context. (03).6. Speech Act Theory: The theory proposed by John Austin and deepened by Searle, which believes that we are performing actions when we are speaking. (05)7. constatives: Constatives are statements that either state or describe, and are thus verifiable. (06F)8. performatives:Performatives are sentences that don’t state a fact or describe a state, a nd are not verifiable.9. locutionary act: The act of conveying literal meaning by virtue of syntax, lexicon and phonology.10. illocutionary act:The act of expressing the speaker’s intention and performed in saying something. (06F)11. perlocutionary act: The act resulting from saying something and the consequence or the change brought about by the utterance.1. historical linguistics:A subfield of linguistics that study language change.2. coinage: A new word can be coined to fit some purpose. (03)3. blending:A blend is a word formed by combining parts of other words.5. borrowing:When different culture come into contact, words are often borrowed from one language to another. It is also called load words.6. back formation: New words may be coined from already existing words by subtracting an affix mistakenly thought to be part of the old word. Such words are called back-formation.7. functional shift: Words may shift from one part of speech to another without the addition of affixes.8. acronyms: Acronyms are words derived from the initials of several words.Chapter 8: Language And Society2. speech community: A group of people who form a community and share at least one speech variety as well as similar linguistic norms. (05)3. speech varieties: It refers to any distinguishable form of speech used by a speaker or a group of speakers.4. regional dialect: A variety of language used by people living in the same geographical region.5. sociolect: A variety of language used by people, who belong to a particular social class.6. registers : The type of language which is selected as appropriate to the type of situation.7. idiolect :A person’s dialect of an individual speaker that combines elements, regarding regional, social, gender and age variations. (04)10. field of discourse : the purpose and subject matter of the communicative behavior..11. tenor of discourse: It refers to the role of relationship in the situation in question: who the participants in the communication groups are and in what relationship they stand to each other.12. mode of discourse: It refers to the means of communication and it is concerned with how communication is carried out.13. standard dialect: A superposed variety of language of a community or nation, usually based on the speech and writing of educated native speakers of the language.14. formality: It refers to the degree of formality in different occasions and reflects the relationship and conversations. According to Martin Joos, there are five stages of formality, namely, intimate, casual, consultative, formal and frozen.15. Pidgin: A blending of several language, developing as a contact language of people, who speak different languages, try to communication with one another on a regular basis.16. Creole : A pidgin language which has become the native language of a group of speakers used in this daily life.17. bilingualism : The use of two different languages side by side with each having a different role to play, and language switching occurs when the situation changes.(07C)18. diaglossia : A sociolinguistic situation in which two different varieties of language co-exist ina speech community, each having a definite role to play.Chapter 9: Language And Culture1. culture : The total way of life of a person, including the patterns of belief, customs, objects, institutions, techniques, and language that characterizes the life of human community.5. linguistic relativity : A belief that the way people view the world is determined wholly or partly by the structure of their native language-----又叫Sapir-Whorf Hypothesis. (06C)7. denotative meaning: It refers to the literal meaning, which can be found in a dictionary.8. connotative meaning: The association of a word, apart from its primary meaning.9. iconic meaning: The image of a word invoked to people.Chapter 10: Language Acquisition1. language acquisition:It refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.2. language acquisition device (LAD): A hypothetical innate mechanism every normal human child is believed to be born with, which allow them to acquire language. (03)4. motherese: A special speech to children used by adults, which is characterized with slow rate of speed, high pitch, rich intonation, shorter and simpler sentence structures etc.----又叫child directed speech,caretaker talk.(05)6. under-extension: Use a word with less than its usual range of denotation.7. over-extension: Extension of the meaning of a word beyond its usual domain of application by young children.Chapter 11 : Second Language Acquisition1. second language acquisition: It refers to the systematic study of how one person acquires a second language subsequent to his native language.2. target language: The language to be acquired by the second language learner.3. second language: A second language is a language which is not a native language in a country but which is widely used as a medium of communication and which is usually used alongside another language or languages.4. foreign language: A foreign language is a language which is taught as a school subject but which is not used as a medium of instruction in schools nor as a language of communication within a country.5. interlanguage: A type of language produced by second and foreign language learners, who are in the process of learning a language, and this type of language usually contains wrong expressions.6. fossilization: In second or foreign language learning, there is a process which sometimes occurs in which incorrect linguistic features become a permanent part of the way a person speaks or writes a language.12. interlingual error: errors, which mainly result from cross-linguistic interference at different levels such as phonological, lexical, grammatical etc.13. intralingual error: Errors, which mainly result from faulty or partial learning of the target language, independent of the native language. The typical examples are overgeneralization and cross-association.14. overgeneralization: The use of previously available strategies in new situations, in which they are unacceptable.15. cross-association: some words are similar in meaning as well as spelling and pronunciation. This internal interference is called cross-association.16. error: the production of incorrect forms in speech or writing by a non-native speaker of a second language, due to his incomplete knowledge of the rules of that target language.17. mistake: mistakes, defined as either intentionally or unintentionally deviant forms andself-corrigible, suggest failure in performance.21. acquisition: Acquisition is a process similar to the way children acquire their first language. It is a subconscious process without minute learning of grammatical rules. Learners are hardly awareof their learning but they are using language to communicate. It is also called implicit learning, informal learning or natural learning.24. language aptitude: the natural ability to learn a language, not including intelligence, motivation, interest, etc.25. motivation:motivation is defined as the learner’s attitudes and affective state or learning drive.26. instrumental motivation: the motivation that people learn a foreign language for instrumental goals such as passing exams, or furthering a career etc. (06C)27. integrative motivation: the drive that people learn a foreign language because of the wish to identify with the target culture. (06C/ 05)28. resultative motivation: the drive that learners learn a second language for external purposes. (06F)29. intrinsic motivation: the drive that learners learn the second language for enjoyment or pleasure from learning.30. learning strategies:learning strategies are learners’ co nscious goal-oriented andproblem-solving based efforts to achieve learning efficiency.31. cognitive strategies: strategies involved in analyzing, synthesis, and internalizing what has been learned. (07C/ 06F)32. metacognitive strategies: the techniques in planning, monitoring and evaluating one’s learning.33. affect/ social strategies: the strategies dealing with the ways learners interact or communicate with other speakers, native or non-native.。

Consistency, Regularity, and Frequency Effects

L ANGUAGE AND L INGUISTICS 6.1:75-107, 20052005-0-006-001-000145-1Consistency, Regularity, and Frequency Effectsin Naming Chinese CharactersChia-Ying Lee12, Jie-Li Tsai2, Erica Chung-I Su2,Ovid J. L. Tzeng12 and Daisy L. Hung121Academia Sinica2National Yang-Ming UniversityThree experiments in naming Chinese characters are presented here to address the relationships between character frequency, consistency, and regularityeffects in Chinese character naming. Significant interactions between characterconsistency and frequency were found across the three experiments, regardless ofwhether the phonetic radical of the phonogram is a legitimate character in its ownright or not. These findings suggest that the phonological information embeddedin Chinese characters has an influence upon the naming process of Chinesecharacters. Furthermore, phonetic radicals exist as computation units mainlybecause they are structures occurring systematically within Chinese characters,not because they can function as recognized, freestanding characters. On the otherhand, the significant interaction between regularity and consistency found in thefirst experiment suggests that these two factors affect Chinese character naming indifferent ways. These findings are accounted for within interactive activationframeworks and a connectionist model.Key words: frequency, consistency, regularity, naming task1. IntroductionMany efforts towards developing models of pronunciation for alphabetic writing systems have focused on the effects in naming tasks exerted by two properties of words: (1) Frequency (how often a word is encountered), and (2) consistency or regularity (whether the pronunciation has a predictable spelling-to-sound correspondence). Behavioral studies have shown a robust interaction between these two properties. That is, the regularity or consistency of spelling-to-sound correspondences often has little impact on naming high frequency words. However, for low frequency words, regularity or consistency words usually contributes to faster and more accurate naming than for exception words (Seidenberg et al. 1984, Seidenberg 1985, Taraban & McClelland 1987, but see also Jared et al. 1990, 1997). At least two models, the dual-route modelChia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. Hungand the parallel-distributed processing model (PDP), are proposed to explain this interaction. These models differ from one another in terms of the assumptions they make concerning the mappings between orthography and phonology and concerning the number of mechanisms responsible for the orthography-to-phonology transformation. 1.1 Dual-route and PDP modelsThe dual-route model uses the notion of “regularity” to define mappings between orthography and phonology. Broadly speaking, a written English word is regular if its pronunciation follows the grapheme-to-phoneme correspondence rules (or GPC rules) of the written language (Venezky 1970); and a word is an exception if its pronunciation deviates from those rules. According to the traditional dual-route model, the “assembled-route” operates by means of GPC rules. This process will produce only “regular” pronunciations and will do so regardless of the frequency or familiarity of the letter string (Coltheart 1978, 1983). In contrast, the addressed-route operates by paired-association. It not only compensates for the mistakes that GPC rules make regarding exception words, but also ensures that the pronunciation system is sensitive to frequency. The interaction of frequency and regularity is explained by the relative finishing time assumption. For low-frequency exception words, it is assumed that the assembly route will produce its incorrect pronunciation in about the same interval of time as the addressed route produces its correct one. In such a case, two candidate pronunciations arrive at the response-generation mechanism for programming articulation at approximately the same time, and this creates a conflict. To resolve this conflict delays the onset of pronunciation. It can lead to errors if pronunciation is initiated before the conflict is fully resolved in favor of the correct phonology.On the other hand, the analogy-based account proposed by Glushko (1979) and the connectionist account proposed by Seidenberg and McClelland (1989) adopted the term “consistency” to describe mappings between orthography and phonology. Spelling-sound consistency was defined with respect to the orthographic body and the phonological rime (Glushko 1979, Taraban & McClelland 1987, Seidenberg & McClelland 1989, Van Orden et al. 1990). A consistent English word (e.g. WADE) is one that has a word-body (-ADE) pronounced in the same way for the entire set of orthographic neighbors. An inconsistent word (e.g., WAVE) has among its neighbors at least one exception word (e.g., HAVE). The definition of consistency is independent of the definition of regularity. Thus a word can be, like WAVE, both regular, because it follows the GPC rules, and inconsistent, because it does not rhyme with all its neighbors. Moreover, a word like WADE that not only follows the GPC rules, but also rhymes with all its neighbors is both regular and consistent.76Consistency, Regularity, and Frequency Effects in Naming Chinese Characters Glushko (1979) argued that, relative to regularity, consistency provides a better account for word naming latency data because he found that regular but inconsistent words, like WAVE, take longer to pronounce than regular and consistent words like WADE. If regularity is an undifferentiated category, both consistent and inconsistent groups of regular words should be named with the same latency. In addition, pseudowords like TAVE, which resemble exception words, take longer to read aloud than pseudowords like TAZE, which resemble regular words (Glushko 1979). The dual-route model can predict neither of these findings. Therefore, the analogy account claimed that a candidate set of word or subword representations will be activated by perceptual input and the subsequent synthesis process is responsible for the pronunciation. The interaction of frequency and consistency is explained by the relative size and the compatibility of phonological realization of the candidate set. The low frequency exception words activate many neighbors and these neighbors include different and mutually incompatible phonological realizations. The resulting conflict takes time to resolve.As for the PDP model, the pronunciations are determined within a subsymbolic connectionist network, which connects input orthography to output phonology (Van Orden et al. 1990). The network learns from exposure to particular words. The factor having the largest impact on the model’s performance with a given word is the number of exposures to the word itself during training (i.e., word frequency). The high frequency words have been encountered many times in the past. The connection of a high frequency word’s orthography and phonology will be quite strong. The settling time of a high frequency word will be relatively fast. The other factor having impact is input to the model in terms of other similarly or non-similarly spelled words; that is, consistency. For the pronunciation of a consistent word, there will be no conflict among the phonological features that become activated. The settling time will also be relatively fast. Both frequency and consistency influence the settling time. On the other hand, the low frequency exception words have not been learned well enough to settle rapidly, by virtue of the sheer strength of their connections. Further, they activate too many incompatible phonological features to settle rapidly by virtue of their consistency. Therefore, the interaction of frequency and consistency is explained as a product of the network’s learning history. In general, as the number of exposures to a given word decrease, the naming performance of that word depends more on the properties of similarly spelled word neighbors.77Chia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. Hung1.2 The characteristics of Chinese orthographyChinese is characterized as being a logographic writing system with deep orthography. The correspondence between orthography and phonology in Chinese is more arbitrary than in the writing systems with shallow orthographies, like Serbo-Croatian or English. Some researchers believe that the mapping between orthography and phonology in Chinese is quite opaque. Therefore, the pronunciation of each Chinese character must be learned individually, making the assembled route from orthography to phonology unavailable (Paap & Noel 1991). However, if we carefully observe the evolution of writing systems, we find that the relation between script and meaning has become increasingly abstract, while the relation between script and speech has become increasingly clear. DeFrancis (1989) made detailed analyses of various kinds of writing systems from the perspective of their historical development and claimed that any fully developed writing system is speech-based, even though the way speech is represented in the script varies from one language to another (DeFrancis 1989). Furthermore, he emphasized that Chinese orthography is also a speech-based script since more than 85% of Chinese characters are phonograms, in which a part of the character carries clues to its pronunciation.Chinese writing was possibly pictographic in origin (Hung & Tzeng 1981). However, owing to difficulties in forming characters to represent abstract concepts, phonograms were invented. Phonograms usually are complex characters, typically composed of a semantic radical and a phonetic radical. The semantic radical usually gives a hint to the character’s meaning, whereas the phonetic radical provides clues to the pronunciation of the character. For example: the character 媽ma (mother) is written with a semantic radical 女to indicate the meaning of “female”, and a phonetic radical 馬ma to represent the sound of the whole character. Due to the historical sound changes and the influence of dialects, many phonetic radicals of the compound character lost the function of providing clues to pronunciation. Among modern Chinese characters, less than 48% of the complex characters have exactly the same pronunciations as their phonetic radicals (Zhou 1978). However, the relationship between orthography and phonology is far from null in Chinese. It is still worth asking whether readers can use their knowledge of the relationship between orthography and phonology in naming.1.3 Definition of regularity and consistency in Chinese charactersSince there are no GPC rules in Chinese, it is impossible to classify Chinese characters as regular or irregular according to whether they follow the GPC rules.78Consistency, Regularity, and Frequency Effects in Naming Chinese Characters Previous studies have tried to describe the mappings between Chinese orthography and phonology in two different ways. The first one is to define the “regularity” as whether the sound of a character is identical with that of its phonetic radical, ignoring tonal difference (Lien 1985, Fang et al. 1986, Hue 1992). For example, 油you is regular because it sounds the same as its phonetic radical 由you. An irregular or exceptional character would be the character whose pronunciation deviates from that of its phonetic radical. For example, 抽chou is irregular because it sounds different from its phonetic radical 由you.The second way to describe the mappings of Chinese orthography and phonology is the concept of consistency. Fang et al. (1986) considered a character to be consistent if all the characters in its set of orthographic neighbors, which share the same phonetic radical, have the same pronunciation; otherwise, it was inconsistent. In addition to this dichotomous distinction of consistency, Fang et al. (1986) introduced a method to estimate the consistency value of a character, which is similar to the degree of consistency defined by Jared et al. (1990) to capture the magnitude of the consistency effect. The consistency value is defined as the relative size of a phonological group within a given activation group. For example, there are twelve characters that include the phonetic radical 由you. Among these, 迪 and 笛are pronounced as di and have a consistency value of 0.17 (i.e., 2/12). Therefore, each character can be assigned a gradient consistency value in addition to the dichotomous category of consistency.1.4 The role of regularity and consistency in Chinese character namingSeveral studies have addressed the role of regularity and consistency in naming Chinese characters. Seidenberg (1985) found that regular characters were named faster than frequency-matched non-phonograms (simple characters without a phonetic radical) when the characters were of low frequency. This result showed that regular, complex characters could be named more efficiently than simple characters with no phonetic radical. However, this is not a typical regularity effect. Fang et al. (1986) asked participants to name regular and irregular characters. The regular characters could be subdivided into two types, consistent and inconsistent. Their results showed an effect due to consistency, but none due to regularity. Specifically, regular-consistent characters were named faster than regular-inconsistent characters, but the regular-inconsistent characters were not named faster than the irregular-inconsistent characters. A similar trend was observed by Lien (1985). However, the stimuli in both these studies were restricted to high frequency characters. Hue (1992) further manipulated the character frequency and found both regularity and consistency effects for low frequency characters.79Chia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. Hung80 These results indicate that phonological information contained in Chinesecharacters is used in character pronunciation. However, some controversy remains. First, both Fang et al. (1986) and Lien (1985) reported a consistency effect for high frequency characters, whereas Hue (1992) did not. On the other hand, Hue (1992) reported the regularity effect, but neither Fang et al. (1986) nor Lien (1985) did so. Therefore, an issue that needs further clarification is whether the consistency and regularity effect can be found in naming high frequency characters. Second, although consistency may be calculated as a continuous value, most previous studies define it as a dichotomous variable in order to contrast the effects of complete consistency with any degree of inconsistency. Fang et al. (1985) found that the pronunciation latencies of simple characters, which serve as phonetic radicals in compound characters, were also affected by their inconsistency values. However, whether the degree of consistency affects naming of Chinese complex characters, or phonograms, and whether this interacts with frequency and regularity remain to be seen.2. Experiment 1The first purpose of Experiment 1 was to investigate whether consistency and regularity effects can be found in naming high frequency characters. Four types of characters were included in this experiment. They were (1) consistent and regular, (2) inconsistent and regular, (3) inconsistent and irregular, and (4) the non-phonograms. The second purpose of this experiment was to examine the relationship between regularity and consistency. We manipulated the relative consistency value within inconsistent/regular and inconsistent/irregular conditions to address this specific question.2.1 Method2.1.1 ParticipantsThe participants were eighteen undergraduate students recruited from a pool of participants at Yang-Ming University. All were native speakers of Chinese. Their participation partially fulfilled their course requirements.2.1.2 ApparatusAll stimuli were presented and all responses were collected using a Pentium 166 MMX personal computer with a voice-key relay attached through the computer’s printer port. A microphone was placed on a stand and attached to a voice-key delay. AConsistency, Regularity, and Frequency Effects in Naming Chinese Characters81separate microphone was attached to a tape recorder and was used to record the participants’ naming responses.2.1.3 Materials and designOne hundred and sixty Chinese characters were selected for this experiment. (These are listed in Appendix 1.) Half were high frequency characters (more than 150 occurrences per 10 million) and half were low frequency characters (less than 80 occurrences per 10 million). According to the definition of consistency and regularity in this study, each of the two frequency groups was divided into four subsets by character type: (1) consistent/regular, (2) inconsistent/regular, (3) inconsistent/irregular, and(4) non-phonograms. Subsets of characters within a frequency group were matched for frequency according to the Mandarin Chinese Character Frequency List (Chinese Knowledge Information Processing Group 1995). Each subset contained twenty characters. All of the characters in the set of non-phonograms were single characters or compound characters without phonetic radicals. Although some non-phonograms do function as phonetic radicals in phonograms, no such non-phonograms were selected for use in this study. The criteria for each condition and illustrative examples are shown in Table 1.Table 1: Examples and characteristics of the characters in different frequencygroups and character types for Experiment 1Character typeConsistent /regular Inconsistent /regular Inconsistent /irregular Non- phonogramHigh frequencyExample 距 誠 媒 傘Pronunciation ju4 cheng2 mei2 san3 Meaning distance honest medium umbrella Frequency 985 1096 1224 1030 Consistency value 1.00 0.46 0.42 * Low frequency Character 胰 膛 儕 吝Pronunciation yi2 tang2 chai2 lin4 Meaning pancreas chest a class stingy Frequency 39 33 28 42 Consistency value 1.00 0.53 0.39 * Note Frequencies were calculated using the technical report of the Mandarin Chinese CharacterFrequency List (1995). Character frequencies greater than 1500 were truncated to 1500. Asterisk (*) indicates no consistency value.Chia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. Hung82 For investigating whether consistency level affects naming performance, wesubdivided the inconsistent/regular character and inconsistent/irregular character setsinto relatively high and relatively low consistency subsets. Each subset included ten characters. The consistency values of the relatively high group ranged from 0.50 to 0.89.Those in the relatively low group ranged from 0.10 to 0.47. The criteria for each condition and illustrative examples are shown in Table 2.Table 2: Examples and characteristics of the characters differing in regularity,consistency, and frequency for Experiment 1Regularity Regular IrregularConsistency High Low High LowHighfrequencyExample 誠週媒抽Pronunciation cheng2 zhou mei2 chouMeaning honestweekmediumtopump Frequency 1188 1003 1308 1139 Consistencyvalue 0.64 0.28 0.65 0.20 LowfrequencyExample 膛桅儕犢Pronunciation yi2wei2chai2du2 Meaning pancreasmastaclasscalf Frequency 32 34 27 28 Consistencyvalue 0.73 0.33 0.58 0.21Note Frequencies were calculated using the technical report of the Mandarin Chinese Character Frequency List (1995). Character frequencies greater than 1500 were truncated to 1500.2.1.4 ProcedureParticipants were individually tested in a small room. They sat in front of the PC ata distance of approximately 60 cm. Before exposure to the experimental stimulus items,they underwent ten practice runs, so as to familiarize them with the procedure and sothat the experimenter could adjust the sensitivity of the voice-key delay.During the experimental period, one hundred and sixty characters were presentedto each participant in random order. Each trial began with a visual presentation of afixation point for 1000 ms, accompanied by a 500 Hz beep signal for 300 ms. Then atarget character was presented in the center of the screen for the participant to name. All participants were instructed to name each character as quickly and as accurately as possible. The target character remained on the screen until the participant responded oruntil an interval of 3000 ms had expired. Articulation onset latencies were recorded bymeans of the voice-key delay. Naming latencies were discarded from trials on whichConsistency, Regularity, and Frequency Effects in Naming Chinese Characters there were pronunciation errors or voice-key triggering errors due to environmental noise. The pronunciation errors were recorded by the experimenter. Uncertainties regarding naming responses were resolved by listening to the audiotape. Naming latencies longer than 1500 ms were considered null responses by the program, and those 200 ms or shorter were regarded by the program as voice-key triggering errors. After the response or the expiration of the 3000 ms interval, a blank screen was displayed until the experimenter recorded the correctness of the response. The participants could take a break after each set of 40 experimental trials or after any trial if necessary.2.2 Results2.2.1 Analysis of frequency and character typeThere were two variables for this analysis: frequency (high vs. low) and character type (consistent/regular, inconsistent/regular, inconsistent/irregular, and non-phonogram). These were treated as within-subject variables in the analysis by subjects (F1) and between-item variables in the analysis by items (F2). Analyses of variance (ANOVA) were performed on latency data and accuracy data. The mean reaction time and percent error rate for the each condition are presented in Figure 1.Figure 1: Mean naming latencies and error rates for conditions with different frequencies and character types for Experiment 183Chia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. Hung84 Participants named high-frequency characters significantly faster than low- frequency characters, F 1(1,17)=255.52, p<.001, MSe=238418, and F 2(1,152)=126.20, p<.001, MSe=357873, and more accurately, F 1(1,17)=50.29, p<.001, MSe=0.289, and F 2 (1,152)=31.52, p<.001, MSe=0.325. The main effects of character type were significant both in the latency data, F 1(3,51)=22.79, p<.001, MSe=30177, and F 2(3,152)=17.22, p<.001, MSe=48830, and in the accuracy data, F 1(3,17)=32.015, p<.001, MSe=0.115, and F 2(3,152)=12.489, p<.001, MSe=0.129. The interaction between frequency and consistency was also significant in the latency data, F 1(3,51)=31.11, p<.001, MSe=24096, and F 2(3,152) =12.13, p<.001, MSe=34388, and in the accuracy data, F 1(3,51)=27.36, p<.001, MSe=0.095, and F 2(3,152)=10.24, p<.001, MSe=0.106.For the high frequency condition, the simple main effect of character type was significant in the latency data in the analysis by participant, F 1(3,102)=4.317, p<.01, MSe=4529, but not in the analysis by item, F 2<1. None of those effects achieved significance in the accuracy data, Fs<1. Post hoc comparisons of the latency data from the analysis by participant were conducted to see if there were consistency and regularity effects in naming high frequency characters. A significant consistency effect showed that participants named consistent/regular characters faster than the inconsistent/regular ones, F 1(1,102)=5.69, p<.05. There was no difference in naming latency between the inconsistent/regular and inconsistent/irregular character sets (F 1<1), nor between the non-phonograms and consistent/regular character sets (F 1<1). However, the non-phonograms were named much faster than the inconsistent/regular characters, F 1 (1,102)=8.22, p<.01, and faster than the inconsistent/irregular characters, F 1(1,102)=6.16, p<.05.For the low frequency condition, the simple main effects of character type were significant both in the latency data, F 1(3,102)=47.41, p<.001, MSe=49744, and F 2(3,152) =27.6, p<.001, MSe=78266, and in the accuracy data, F 1(3,102)=59.23, p<.001, MSe=0.208, and F 2(3,152)=22.644, p<.001, MSe=0.233. The post hoc comparison between consistent/regular and inconsistent/regular characters was marginally significant in the analysis of latency data, F 1(1,102)=2.28, p=.13, and F 2(1,152)=3.31, p=.07, and was significant in the accuracy data, F 1(1,102)=4.20, p<.05, and F 2(1,152)=1.74, p=.19. The inconsistent/regular characters were named faster than the inconsistent/irregular characters, F 1(1,102)=80.38, p<.001, and F 2(1,152)=45.62, p<.001, and more accurately, F 1 (1,102)=99.43, p<.001 and F 2(1,152)=45.62, p<.001. On the other hand, the non-phonograms were named more slowly than were the consistent/regular characters, F 1(1,102)=36.05, p<.001, and F 2(1,152)=18.94, p<.001, and less accurately, F 1(1,102)=11.66, p<.01, and F 2(1,152)=4.82, p<.05. The non-phonograms were also named more slowly than the inconsistent/regular characters, F 1(1,102)=20.01, p<.001, and F 2(1,152)=6.42, p<.05, but there was no difference in naming accuracy. However, the non-phonogramsConsistency, Regularity, and Frequency Effects in Naming Chinese Characters were named faster than the inconsistent/irregular characters, F1(1,102)=19.99, p<.001, and F2(1,152)=17.81, p<.001, and more accurately, F1(1,102)=74.06, p<.001, and F2(1,152) =30.63, p<.001.2.2.2 Analysis of frequency, regularity, and the consistency levelOne further analysis investigated the relationships between regularity and consistency. Both the inconsistent/regular and inconsistent/irregular character groups, both their high and low frequency conditions, were split into two groups based on relative consistency. They yielded three variables for this analysis: frequency (high vs. low), regularity (regular vs. irregular), and consistency level (high vs. low). They were treated as within-subject variables in the analysis by participants (F1) and between-item variables in the analysis by items (F2). ANOVAs were performed on the latency and accuracy data. The mean reaction time and error rate for each condition are presented in Figure 2.Figure 2: Mean naming latencies and error rates for conditions with different frequencies and character types for Experiment 1Chia-Ying Lee, Jie-Li Tsai, Erica Chung-I Su, Ovid J. L. Tzeng, and Daisy L. HungOf interest here are the relationships between regularity and consistency. For the latency data, a three-way interaction among frequency, regularity, and consistency level was only marginally significant, F1(1,17)=4.004, p=.06, MSe=15034, and F2(1,72)=3.147, p=.07, MSe=12040. There was a significant two way interaction between regularity and consistency in the analysis by participants, F1(1,17)=7.921, p<.05, MSe=14542, but not by item, F2(1,72)=2.766, p=.12, MSe=10574. The simple main effect showed that the consistency level was significant only when a character was irregular, F1(1,34)=9.837, p<.001, MSe=17143. An irregular, high consistency character was named faster than an irregular, low consistency one.For the accuracy data, the three-way interaction was significant in the analysis by participants, F1(1,17)=14.167, p<0.001, MSe=0.062, but not in the analysis by items, F2 (1,72)=2.664, p=0.12, MSe=0.035. The analysis of simple interaction showed that theinteraction between the consistency level and regularity was significant in the low frequency condition, F1(1,34)=22.91, p<0.001, MSe=0.133, but not in the high frequency condition (Fs<1). The simple main effects of consistency were significant for low frequency characters, both regular, F1(1,68)=137.01, p<0.001, MSe=0.751, and irregular, F1(1,17)=22.35, p<0.001, MSe=0.122. Consistency effects could be found in naming both low frequency regular characters and low frequency irregular characters.2.3 DiscussionExperiment 1 replicated the interaction between frequency and character types and yielded several additional interesting results. First, the regularity effect obtained by contrasting irregular/inconsistent and regular/inconsistent characters was restricted to the low frequency characters. This is consistent with Hue (1992). Second, the comparison between the naming latencies of consistent/regular and inconsistent/regular characters showed significant consistency effects in naming both high frequency characters (28 ms) and low frequency characters (17 ms). The consistency effect found in the high frequency characters replicates the results obtained by Fang et al. (1986) and Lien (1985) (both of whom used only high frequency characters as stimuli), but not by Hue (1992). Third, relative to the non-phonograms, the naming of the regular or consistent phonograms is faster and more accurate, whereas naming an irregular and inconsistent phonogram is slower and less accurate than naming a non-phonogram. These results support the claim that phonological information embedded in Chinese characters is used in the naming process.Furthermore, a significant interaction between the consistency level and regularity was found in naming low frequency characters. This indicates that, in addition to character frequency, a working model of Chinese character pronunciation should address。

linguistics

Chapter one Linguistics1. Definition of linguistics: the scientific study of language.讲:Linguistics deals with the complicated system of language and the rules operating in it. The purpose of studying linguistics is to examine the body of facts that and to make general statements about its various elements that relate to regular rules.Linguistics tries to tell people "what language is ", "how language originates, changes and develops ", "what common characteristics that all language share ", "how language works in human communication" and many other facts about language.The founder of general linguistics: F.de Saussure, established modern linguistics as an independent science.2. Scope of linguistics (陈)2.1 In the study of intralinguistic relationships among different linguistic elements:phnetics语音学,phonology音位学,morphology形态学, syntax句法学, semantics. (These branches fall into the scope of general linguistics: the study of language in relation to other sciences.)2.1 In the study of extralinguistic relationships with the outside world:sociolinguistics, psycholinguistics, applied linguistics, neurolinguistics, mathematical linguistics, pragmatics胡:Main branches of linguistics1. Phonetics: is the study of speech sounds, it includes three main areas: articulatory phonetics, acoustic phonetics, and auditory phonetics.2. Phonology: studies the rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables.3. Morphology: studies the minimal units of meaning – morphemes and word-formation processes.4. Syntax: refers to the rules governing the way words are combined to form sentences in a language, or simply, the study of the formation of sentences.5. Semantics: examines how meaning is encoded in a language.6. Pragmatics: is the study of meaning in context.3. Approaches to languageDifferent approaches can be made in the study of language.3.1.1diachronic (or historical ) linguistics: 历时(在历史的过程中研究语言:纵向)If we make a study of language from its development in the course of time, it is termed~.3.1.2 synchronic linguistics. 共时(以固定的时间为观察角度:横向eg. 现代语言学)It is devoted to the description and analysis of a given linguistic status or stage of a particular language. 3.2. comparative linguistics.:It makes a comparative study of the similarities and differences among languages.3.3.1 descriptive linguistics (描写式): describes how a language is actually used.3.3.2 prescriptive linguistics (规定式): attempts to prescribe rules or principles for how people ought to use a lg. 辨析1) If the linguistic study aims to describe and analyze the language people actually use, it is said to be descriptive; If the linguistic study aims to lay down rules for "correct and standard" behavior in using language, i.e. To tell people what they should say and what they should not say, it is said to be prescriptive.2) For example, “Don’t say X.” is a prescriptive command; “People don’t say X.” is a descriptive statement.3) The distinction lies in prescribing how things ought to be and describing how things are. In the 18th century, all the main European languages were studied prescriptively. However, modern linguistics is mostly descriptive because the nature of linguistics as a science determines its preoccupation with description instead of prescription.4. GrammarDefinition: in a broad sense, is a science of the structure of a language and both the syntactic and semantic rules of its generally accepted use.4.1 descriptive grammar: describes basic linguistic knowledge, explains how a lg is actually spoken or written.(邓)4.2 prescriptive grammar: prescribes the rules or principles of the grammar.4.3 pedagogical grammar: is a grammatical description of a language specially designed as an aid to teaching that lg to native or foreign learners. It emphasizes the functional aspects of grammar. 教学语法4.4 universal grammar: usually credited to Noam Chomsky, is the study of the universal features of lg.The theory suggests that linguistic ability manifests itself without being taught, and that there are properties that all natural human languages share.通用语法(baidu)\5. Schools of linguistics5.1. The traditional grammar school: attempted to lay down universally valid rules to show how a language ought to be used. It is prescriptive rather than descriptive. (Traditional grammarians overstressed the importance of written lg and paid little attention to spoken lg.)5.2. Structuralist linguistics: refers to any linguistic study of a language which is taken as an independent system of sound, grammar and vocabulary in its own right. (It is a new approach to the analysis of language. It is descriptive) 5.3 The transformational-generative grammar school: developed by Noam Chomshy and his colleagues in the middle of 1950s, appears as a synthesis of most interesting contributions to the traditional and structural schools. It is regarded as a revolution in the study of language.Universal grammar: based on a hypothesis that there are universal properties shared by all human languages, has been proposed by Noam Chomshy and his colleagues. They believe the grammar of a language represents speakers, linguistic knowledge or competence, including the sounds and words and the rules for the pronunciation, formation and interpretation of sentences. Linguistic knowledge represented in the universal grammar is not taught in schools, but innate.The development of the T.G. Grammar: 5 periods /stages1. The first period(1957-1965): is characterized by the study of the syntactic structures of language2. 2nd (1965-1970): the Standard Theory3. 3rd ( 1970-1985): is marked by The Extended Standard Theory, in which Chomsky has revised some of his original basic notions and theories.4. 4th , Chomsky developed the Extended Standard Theory into the Revised Extended Standard Theory.5. GB period: the governing and binding theory (GBT), centers around problems in government and binding.。

Introduction to Phonetics and Phonology

Introduction to Phonetics and Phonology
汇报人: 2023-12-12
目录
• Introduction to phonetics • Introduction to
Phonology • The relationship between
phones • The Application of
Phonetic variants and language evolution
Phonetic variants are the manifestations of phonemes in different languages or dialects. With the development and evolution of language, the phenomenon of phonemic variations will also undergo changes. Therefore, studying phonemic variants helps to gain a deeper understanding of the laws and history of language evolution.
Improve vocabulary acquisition
Understanding the physiological structure of words helps learners to remember and retrieve words from their memory By associating pronunciation and spelling, physiological knowledge also facilitates vocabulary acquisition
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Sign Synthesis and Sign PhonologyAngus B. Grieve-SmithLinguistics DepartmentUniversity of New MexicoOver the past half century, computerized speech synthesis has provided not only applications for linguistic theory, but also a source of feedback that allows those theories to grow. Recent developments in computer animation have now made sign synthesis possible with almost any personal computer manufactured today, and the same benefits will soon emerge for sign linguistics. In the process of developing SignSynth, an Internet-based prototype sign synthesis application, I have found it helpful to treat the phonology of American Sign Language (ASL) as being composed of at least four distinct subsystems.The history of sign synthesis has paralleled the older field of speech synthesis. Just as the “pattern playback” machines of the 1950s produced understandable, if unnatural, speech from invented spectrograms painted on paper (Liberman et al. 1957), the early sign synthesis programs produced understandable stick-figure movements based on detailed descriptions of the motions to be synthesized (Loomis, Poizner and Hollerbach 1982). Both of these systems involved a low-level correspondence between input and output. Current prototypes are more advanced, and reports of work in progress at the University of Delaware (Messing 1997) and Hitachi Central Research Laboratories (Ohki et al. 1994) indicate that at least those two take into account some aspects of sign phonology.One major problem with many of the sign synthesis programs currently under development is their confusion of synthesis with translation. It is a well-established principle that a signed language is not simply a signed version of some spoken language. This principle is one of the foundations of sign linguistics, but it is often ignored indiscussions of sign synthesis. For example, the statement by one of the officers of the company Seamless Solutions that “We're working on an animation engine that will take any text to sign language. […] If a word isn't in the current vocabulary, it will be communicated through finger spelling” (Wideman and Sims 1998) implies that English is the “text” form of American Sign Language. Even systems such as the Delaware and Hitachi prototypes, which clearly distinguish between ASL and English, and Japanese Sign Language (JSL) and Japanese, respectively, still focus primarily on word-for-word translation. In addition to perpetuating this myth of signed/spoken language equivalence, they also render the programs incapable of synthesizing signs which have no one-word equivalent in the spoken language.One reason for the persistence of the myth of signed/spoken language equivalence is that the notion of text is not very well-developed for signed languages. In everyday written correspondence, most signers use some form of a spoken language. Many signed-language scholars use ad hoc “gloss” notations, whereby signs are represented in their natural order by uppercase words taken from a spoken language, along with invented forms such as “PRO.1” for some grammatical words. Other scholars use one of the nine phonologically-based notations (Miller 1994), such as Stokoe notation or HamNoSys.important to use a phonologically-based notation as the input text, andoutput true ASL. As an initial startingpoint, I chose ASCII-Stokoe, MarkMandel’s (1993) adaptation of thenotation used in the Dictionary ofAmerican Sign Language (Stokoe,Casterline and Croneberg 1965). Thisnotation allows for the expression ofalmost all the lexical signs in ASL, butFigure 1. ASCII-Stokoe input moduleit is clear that there are still things leftout.In fact, in addition to the phonology that governs lexical signs there are at least three other phonological subsystems, all of which are used in a typical ASL conversation. The lexical signs, such as those for “man” or “eat,” were shown by Stokoe (1960) to draw on a finite set of options for the phonological parameters of handshape, location and movement. Fingerspelling is used mostly to produce words or names borrowed from spoken languages. Fingerspelled letters and numbers use a much smaller set of locations, but a larger set of handshapes. Classifier predicates use a very small set of handshapes,but have a wide range of locations and movements to describe in detail the size, shape andmovement of objects. Finally, nonmanual gestures do not use handshapes, locations and movements, but are no less essential to the grammar of ASL. They are used to mark topicand comment structure, questions and subordinate clauses. Some nonmanuals, such as the sign for “very interesting” stand for lexical items by themselves; others can distinguish one lexical item from another, for example the signs for “late” and “not yet” are identical except that the sign for “not yet” requires the signer’s tongue to be visible.This division in the phonology of ASL is reflected in the interface to SignSynth. SignSynth has one module which allows the user to specify lexical signs in ASCII-Stokoe (see Figure 1). This module has a set of pull-down menus each containing the list of possibilities for a particular parameter. For example, the sign for “stuck” (ASCII-Stokoe k/Vt/x.) is specified by choosing the location (k for neck), handshape (V) and orientation (t for towards the signer) from each list. (Movement, the last parameter (x for contact, period for repetition), is currently handled by specifying a series of holds.) For a compound sign or a sequence of signs, the application can generate a form with a set of menus for each hold in the sequence.The fingerspelling module provides a different interface to the ASCII-Stokoe module. It provides a field for the user to type text in the Roman alphabet, which is then converted into an animation sequence. The user can also control the speed and handedness of the fingerspelling. The module is able to synthesize the letters J and Z, which are formed using more than one hold, but does not produce coarticulated fingerspelling or loan signs. It also does not reproduce the common practice of representing double letters by extending the hold and moving the hand outward.The other two subsystems have not been fully implemented yet, and will likely be integrated with the first two. SignSynth can already produce a few nonmanual gestures: in the ASCII-Stokoe module it is possible to specify eyegaze and eyebrow position to bearticulated simultaneously with a particular sign. Classifier predicates are not yet supported.Once this information is specified, the application converts the phonological specification into a set of keyframe interpolators in Virtual Reality Modeling Language (VRML). These interpolators can be used, with slight modification, to animate any virtual humanoid that has arms and fingers and is compliant with the standards of the VRML Humanoid Animation Working Group. SignSynth currently includes two compliant humanoids, and the application will attach the interpolators to one of the humanoids to produce a self-contained VRML file, which can be displayed on most of the popular operating systems currently in use. This usually happens automatically: after submitting the phonological specification, the initial screen of the VRML file is displayed. The user can then click the mouse button to display the animation as many times as desired, or save the file for later viewing. VRML also allows the user to rotate the virtual signer and view the sign from any angle. Finally, the file can be converted to a variety of digitized video and image formats and displayed, emailed or printed.There are several potential applications for this technology. First, synthesized speech has been used as a stimulus in several important psycholinguistic experiments, such as categorical perception and gating. Synthesized sign would be able to provide similar controlled stimuli to see if the findings of these psycholinguistic experiments pertained specifically to speech, or rather to language in general. Second, many online dictionaries of signed languages use large collections of digitized video clips for examples; these dictionaries would be easier to produce and store if they only had to specify a short ASCII-Stokoe or HamNoSys representation; the articulation of the example could bedone using a system such as SignSynth. Also, synthesized sign could be used in pedagogical applications such as flash cards and quiz games.As it is now, SignSynth is far from complete, and there are several directions in which it could be extended. First, there are problems relating to the modeling of anatomical motion which prevent SignSynth from realizing the full range of lexical signs; this is an important obstacle to overcome. I am also currently working to provide support for classifier predicates and nonmanual gestures. Another enhancement will be a parser to allow users familiar with ASCII-Stokoe notation to type a sequence of signs in directly, rather than choosing specifications from menus; this would also flag fingerspelled words and route them to the appropriate module. Later, I would like to add support for other notation systems, such as SignFont and HamNoSys.In this discussion I have demonstrated SignSynth, a prototype sign synthesis program, and discussed some of the linguistic principles it has brought to light. The prototype of SignSynth is currently available as a free application on the UNM Linguistics Department’s World Wide Web server at </signsynth>. Everyone is invited to try it, and comments and questions are welcome.BibliographyL IBERMAN, A LVIN M., K ATHERINE S AFFORD H ARRIS, H OWARD S. H OFFMAN ANDB ELVER C. G RIFFITH. 1957. The discrimination of speech sounds within andacross phoneme boundaries. Journal of Experimental Psychology 54, 358-368.L OOMIS, J EFFREY, H OWARD P OIZNER AND J OHN H OLLERBACH. 1983. Computer graphic modeling of American Sign Language. Computer Graphics 17, 105-114.M ANDEL, M ARK A. 1993. ASCII-Stokoe notation: A computer-writeable transliteration system for Stokoe notation of American Sign Language. Unpublished manuscript. M ESSING, L YNN AND G ARLAND S TERN. 1997. Sister Mary article. Unpublished manuscript.M ILLER, C HRISTOPHER. 1984. A note on notation. Signpost 7, .O HKI, M ASARU, H IROHIKO S AGAWA, T OMOKO S AKIYAMA, E IJI O OHIRA, H ISAHI I KEDA AND H IROMICHI F UJISAWA. 1994. Pattern recognition and synthesis for signlanguage translation system. ASSETS 10, 1-8.S TOKOE, W ILLIAM C. 1960. Sign language structure: An outline of the visual communication systems of the American Deaf. Studies in Linguistics, Occasional Papers 8.S TOKOE, W ILLIAM C., D OROTHY C. C ASTERLINE AND C ARL G. C RONEBERG. 1965. A dictionary of American Sign Language on linguistic principles. Silver Spring:Linstok Press.W IDEMAN, C AROL. 1998. Sign language. h-anim@ (April 22, 1998).</WorkingGroups/h-anim/hypermail/1998/0193.html>。

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