An acoustic assessment of Setswana vowels

Roux, Mia le; Roux, Jurie le

doi:10.1080/02572117.2008.10587311

Cited by 6 publications

(14 citation statements)

References 2 publications

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“…as /I/ and /ʊ/ (Cole 1955, Chebanne et al 1997; see also Dichabe 1997, le Roux & le Roux 2008, le Roux 2012. In our data, the majority of tokens seem to be lower than this notation suggests, but still higher than [e] and [o], and we therefore transcribe them as raised close-mid [e̝ ] and [o̝ ] (a finding similar to that of le Roux & le Roux 2008 A formant-scaled plot of the vowels is given below. Measurements were taken at the midpoint of each vowel, and averaged across three tokens of each of the example words listed above.…”

Section: Vowelssupporting

confidence: 63%

“…Previous descriptions of Setswana characterize the high-mid vowels as high or semi-open, e.g. as /I/ and /ʊ/ (Cole 1955, Chebanne et al 1997; see also Dichabe 1997, le Roux & le Roux 2008, le Roux 2012. In our data, the majority of tokens seem to be lower than this notation suggests, but still higher than [e] and [o], and we therefore transcribe them as raised close-mid [e̝ ] and [o̝ ] (a finding similar to that of le Roux & le Roux 2008 A formant-scaled plot of the vowels is given below.…”

Section: Vowelsmentioning

confidence: 99%

“…as /ɪ/ and /ʊ/ (Cole 1955, Chebanne et al 1997; see also Dichabe 1997, le Roux & le Roux 2008, le Roux 2012). In our data, the majority of tokens seem to be lower than this notation suggests, but still higher than [] and [], and we therefore transcribe them as raised close-mid [] and [] (a finding similar to that of le Roux & le Roux 2008). In the linguistics literature and some older materials, the orthographic convention is to use e and o for the close-mid vowels [] and [], while ê and ô are used to represent open-mid [ɛ] and [ɔ].…”

Section: Vowelsmentioning

confidence: 99%

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Setswana (South African)

Bennett

Diemer

Kerford

et al. 2016

Journal of the International Phonetic Association

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Setswana (also known as ‘Tswana’ or, more archaically, ‘Chuana’ or ‘Sechuana’) is a Bantu language (group S.30; ISO code tsn) spoken by an estimated four million people in South Africa. There are a further one million or more speakers in Botswana, where it is the dominant national language, and a smaller number of speakers in Namibia. The recordings accompanying this article were mostly produced with a 21-year-old male speaker from the area of Taung, North-West province, South Africa. Some of the accompanying recordings are of a 23-year-old female speaker from Kuruman (approximately 150 km west of Taung). The observations reported here are based on consulting with both these speakers, as well as a third speaker, from Kimberley. All three were speakers of South African Setswana varieties. For discussion of some differences between these varieties and more Northern and Eastern Setswana dialects – including those spoken in Botswana – see (Doke 1954, Cole 1955, University of Botswana 2001).

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Section: Vowelssupporting

confidence: 63%

Section: Vowelsmentioning

confidence: 99%

Section: Vowelsmentioning

confidence: 99%

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Setswana (South African)

Bennett

Diemer

Kerford

et al. 2016

Journal of the International Phonetic Association

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“…PA, the ability to analyse and manipulate the sound structure of oral language, correlates with the acquisition and competency of reading and writing (Corriveau et al, 2010). Children chronologically acquire the PA skills of their first language from the less to the more sophisticated (Le Roux, 2016). PA is an umbrella term encompassing ‘easier’ skills such as the awareness of rhyme, onset and rime, and segmentation of multisyllabic words, as well as more complicated skills such as phonemic awareness (PhA), which includes awareness of individual speech sounds (Bernthal et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…In opaque orthographies the phoneme-grapheme coupling is less direct where one grapheme can be used to portray a variety of phonemes, for example, /æ/ (c a t), /ɑ:/ ( a sk), /ɔ:/ ( a ll), /ə/ ( a bout), /əɪ/ (p a per). As a result, words are not always pronounced as they are spelled, making decoding and therefore the reading acquisition process more difficult (Le Roux, 2016). Learners who have difficulty recognising familiar words or decoding new words will have a lower chance of learning the meanings of these words.…”

Section: Introductionmentioning

confidence: 99%

An investigation into the early literacy skills of English second language learners in South Africa

Manten

Roux

Geertsema

et al. 2020

Australasian Journal of Early Childhood

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This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.

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Maslach Burnout Inventory – General Survey

De Beer,

van der Vaart,

Escaffi-Schwarz

et al. 2024

European Journal of Psychological Assessment

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This study sought to investigate the measurement properties of a “gold standard” instrument for measuring burnout, the Maslach Burnout Inventory – General Survey (MBI-GS), with a systematic literature review and meta-analysis of studies that had as the primary aim its psychometric validation. The search spanned from January 1996 to December 2022 using the following databases: Web of Science, Scopus, PubMed, APA PsychINFO, ScienceDirect, and ProQuest Dissertations and Theses Global. Our search identified 35 eligible studies for inclusion in the systematic review. Of these, 17 were included in the meta-analysis. The meta-analysis of the original 16-item version studies supported a three-dimensional representation of burnout with modest internal consistencies. However, similar to the narrative findings, it also indicated the viability of a two-factor solution. Consequently, the structural validity of the MBI-GS remains unclear, and so does its cross-cultural validity. The criterion validity of the cynicism and personal efficacy scales also raised a few questions. Overall, the findings provided some support for the adequacy of the measurement properties of the MBI-GS as a research tool measuring exhaustion, cynicism, and professional efficacy. However, we also identified challenges and practices of which researchers should be cognisant and that they should consider in future burnout projects.

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An acoustic assessment of Setswana vowels

Cited by 6 publications

References 2 publications

Setswana (South African)

Setswana (South African)

An investigation into the early literacy skills of English second language learners in South Africa

Maslach Burnout Inventory – General Survey

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