Lexeme and speech syllables in English and Hindi. A case for syllable structure

Ramoo, Dinesh; Romani, Cristina; Olson, Andrew

doi:10.1515/9783110753066-016

Cited by 3 publications

(4 citation statements)

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“…This kind of study will enhance our understanding of the SbA effectiveness and drawbacks more accurately. Also, more studies are needed on SbA internal organization and durational and coarticulatory patterns of MSA and Darija (Moroccan Arabic) as conducted on other languages (see [13,[23][24][25]).…”

Section: Discussionmentioning

confidence: 99%

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

Binaoui¹,

Moubtassime²,

Belfakir³

2023

IJMECS

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Morocco has recently introduced the syllable-based reading approach (SbA) in Arabic and French Curricula. Thus, this study aimed at measuring the impact and effectiveness of said approach on Moroccan pupils' Arabic reading competency as well as how teachers approach it based on the hermeneutic phenomenology theoretical framework. A quantitative survey questionnaire was distributed to 227 1 st and 2 nd grade teachers from all twelve regions of Morocco. The Statistical Package for the Social Sciences (SPSS) was used to analyze data through descriptive statistics and statistical hypothesis testing. The results showed that most Moroccan teachers advocate the use of the SbA as it positively impacts Arabic reading competency. They have, also, pointed out that time and demanding lesson planning are some of the SbA's drawbacks. Also, it was found that there are no differences in SbA's teaching practices and perceptions between female and male teachers except for the practice of assigning reading homework as female teachers tend to assign more reading homework. The results of the study are of significant importance to the MENA region as it evaluates field work regarding SbA.

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Section: Discussionmentioning

confidence: 99%

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

Binaoui¹,

Moubtassime²,

Belfakir³

2023

IJMECS

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“…In this context, it is interesting to note that, while re-syllabification is pervasive in English connected speech, a significant portion of cases seems to be associated with specific function morphemes such as and, it, and of. For example, Ramoo et al ( 2021 ) investigated re-syllabification in a large English corpus and found that 30% of the cases involved just two phrases, and uh and and it. Thus, languages like Mandarin and Italian seem to lack re-syllabification, but nonetheless have re-assignment of syllabic roles in specific contexts.…”

Section: The Function and Timing Of Syllable Structurementioning

confidence: 99%

“…For example, Italian words are predominantly vowel‐final, and so lack final consonants that can re‐syllabify with vowel‐initial words (Romani et al., 2011). Likewise, many have noted that Chinese languages like Mandarin and Cantonese, as well as Hindi, lack re‐syllabification of segments in content words (Chen, 2000; Myers, 2010; Ramoo et al., 2021). In these languages, it would seem that reservations based on computational efficiency are not relevant, making lexical specification of syllables more plausible.…”

Section: The Function and Timing Of Syllable Structurementioning

confidence: 99%

“…For example, Ramoo et al. (2021) investigated re‐syllabification in a large English corpus and found that 30% of the cases involved just two phrases, and uh and and it . Thus, languages like Mandarin and Italian seem to lack re‐syllabification, but nonetheless have re‐assignment of syllabic roles in specific contexts.…”

Section: The Function and Timing Of Syllable Structurementioning

confidence: 99%

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Language generality in phonological encoding: Moving beyond Indo‐European languages

Alderete

O'Séaghdha

2022

Language and Linguist. Compass

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Theories of phonological encoding are centred on the selection and activation of phonological segments, and how these segments are organised in word and syllable structures in online processes of speech planning. The focus on segments, however, is due to an over‐weighting of evidence from Indo‐European languages, because languages outside this family exhibit strikingly different behaviour and require the processing of additional phonological structures. We review evidence from speech error patterns, priming and form encoding studies, and re‐syllabification in several non‐Indo‐European languages, including Mandarin, Cantonese, Japanese, Arabic, Hindi, Korean, Thai, and Vietnamese. We argue that these languages deepen our understanding of the nature of phonological encoding because they require recognising language‐particular differences in: the first selectable (proximate) units of phonological encoding, the phonological units processed as word beginnings, the dynamics of syllable emergence during encoding, and the varied manifestations of re‐syllabification. A satisfactory and general account of phonological encoding must incorporate these rich phenomena.

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Phonological impairments in Hindi aphasics: Error analyses and cross-linguistic comparisons

Ramoo,

Galluzzi,

Olson

et al. 2024

Cognitive Neuropsychology

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Lexeme and speech syllables in English and Hindi. A case for syllable structure

Cited by 3 publications

References 0 publications

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

The Impact and Effectiveness of the Syllablebased Reading Approach on Moroccan Pupils’ Reading Competency

Language generality in phonological encoding: Moving beyond Indo‐European languages

Phonological impairments in Hindi aphasics: Error analyses and cross-linguistic comparisons

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