By Ulrike Gut
This learn is worried with the purchase of intonation via German/English bilingual teenagers. Nucleus placement, pitch stream and intonational phraseology have been analysed on either the phonetic and the phonological point. The research was once conducted utilizing either the tonetic (British) and the ToBI transcription structures. The series of acquisition and elements of language illustration in the course of language acquisition are defined.
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Extra resources for Bilingual Acquisition of Intonation: A Study of Children Speaking German and English
ClaBen et al. (1998) show that the measurement of the overall intensity of vowels might be too crude to pick up characteristics of stressed vowels. They suggest that stress is reflected in the spectral tilt, the relationship between amplitudes in the low frequency and the mid- to high-frequency domain of a vowel's spectrum. 3 Length There are currently no languages known which use length as the most important phonetic cue for stress. Lehiste (1970) postulated this for Serbo-Croatian, but this claim was rejected by Gvozdanovic (1980).
2 T h e phonetic production of pitch accents in English and G e r m a n The phonetic production of various pitch accents in German and English differs a great deal. Grabe (1998) found that the H*+L pitch accent in both languages exhibits onglides, which can be realised as a rise or level pitch. Cross-linguistic differences become apparent in the alignment of FO within the vowel of the stressed syllable: In German, the peak of FO 43 occurs at the right edge of the vowel, whereas it is reached in its middle in English (figure 16, top line).
However, the bilinguals also differed from the monolinguals in certain ways: In words with a WSWS (weak-strong-weak-strong) syllable structure or words with a WSWW structure, bilinguals did not preserve the syllables in the second position more often than those in third position - a pattern observed in the English monolingual group. Neither did the bilingual two-year-olds prefer heavy weak syllables over light weak syllables as had their monolingual counterparts. These limited but systematic differences between the two groups led Paradis (1998) to conclude 21 that the phonological systems of the bilingual two-year-olds cannot be assumed to be autonomous but rather to be in interaction with each other.
Bilingual Acquisition of Intonation: A Study of Children Speaking German and English by Ulrike Gut