ÍNDICE DE ANEXOS
REACTIVOS EMPLEADOS EN LA SÍNTESIS
Subjects (SI-88) are eight British English native speakers of RP or near-RP who have had no or very little exposure to Japanese. Their knowledge of Japanese words would be limited to a couple of well- known Japanese words such as ko n ni chi wa (“heUo”), or brand names such as Toshiba, Mitsubishi, Suzuki, whose pronunciation is Anglicised.
5.2.2 Texts
Twenty Japanese (or Japanese-like) words were each embedded into twenty English carrier sentences. All the test words are written in the ordinary roman alphabet, since none of the subjects could read Japanese characters. In an attempt to indicate a long vowel in an open syllable, 'h' w ^ put as an lengthening mark after the vowel, e.g. 'sukoh' intended to be /suko:/.. Since the subjects do not have any knowledge of Japanese language, we could use real Japanese words for this experiment as well as Japanese-hke nonsense words. By “Japanese-like words”, we mean the words which are perfectly acceptable as possible Japanese words, in terms of phonological arrangement (syllable structure), but which happen to be non-existent. The words are either 2 mora or 3 mora words. Table 5.1 shows the 20 test words, which comprise 2 words for each of 10 difierent syllable structure types.
type
no. of
syll.
o/ol/c
syll.
structure
test words
s/w
1
2
0.0
ta. ta
bana, kocbi
w .w
2
2
o.c
ta. tan
totan, jiman
w .w
3
2
o.ol
ta. tab
sukob, tekeb
w .s
4
2
CO
tan. ta
sanda, anza
s.w
5
3
0.0.0
ta. ta. ta
sakana, takara
W W W6
3
o.c.o
ta.tan.ta
amanza, kadenki
w .s.w
7
3
C.0.0
tan. ta. ta
sancbika, renraku
s.w .w
8
3
O.O.C
ta. ta. tan
katapan, sunakan
W W W9
3
ol.o.o tab. ta. ta
dobbutsu, sebkuka
s.w.w
10
3
o.ol.o ta.tab.ta
kasobba, tokebga
w.s.w
Table 5.1 Twenty test words categorized by the syllable structure into 10 types
Abbreviations: tyll. = syllable, o = open syllable, c = closed syllable, ol = open long
The ten categories of words were based on Fudge’s (1984) account of English stress, in order to make predictions of the way English stress accent will be placed on the test words. This stress placement rule is based on the concept of ’syllable strength’ or ’syllable weight’. Fudge defines ’weak syllable’ (in English) as ’one with short vowel peak and no coda with, for word-final syllables, additional possibility of a one-consonant coda.’, and ’strong syllable’ in his definition will be either a syllable with a long vowel, or with a short vowel with at least one consonant in its coda (or, at least two, if it is word final). Figure 5.1 is the summary of stress in simple roots, according to Fudge (1984).
As can be seen in table 5.1, to give the test words the ’syllable weight’ according to the definition of Fudge, ’h* was added to the open syllable with a short vowel in order to make it a long vowel, which makes the syllable ’strong’. Similarly, *n’ was used as a coda to make the syllable ’closed', because syllabic ’n’ is the only sound which can come in the coda position in Japanese. In order to make the word final closed syllable ’strong’, at least two consonants would have to be placed in coda position, and it is not possible to emulate this within Japanese phonotactic constraints.
The rules given by Fudge relate to the SP(=stressable portion, what is left of the word when certain suffixes and prefixes have been removed from it).
1) If the SP is monosyllabic, there is no choice of place for stress. 2) If the SP is disyllabic, stress is normally penultimate (e.g. 1-3 below).
3) If the SP is trisyllabic, or longer, its stress is either penultimate or antepenultimate, depending on a number of factors:
(a) If the final syllable is strong, stress falls two syllables back from that syllable, i.e. three syllables from the end of the SP of the word (e.g. 4,5 below).
(b) If the final syllable is weak, then:
i) If the penultimate syllable is strong, then it is stressed (e.g. 6-8 below).
ii) If the penultimate syllable is weak, then the pliable before it is stressed (e.g. 9.10 below)
1. ozone 0. zon
s s 2. Arab a. rab
w w
3. uncivil (un.) si. vil w w 4. antelope an te lope
s w s 5. cummerbund cu. mer. bund
w s s 6. veranda ve. ran. da
w s w 7. panorama pa. no. ra. ma
w w s w 8. spaghetti spa. get. ti
w s w 9. asparagus a. spa. ra. gus
w s w w 10. America a. me. ri. ca
w w w w
Following this rule, we made a prediction of how the stress accent will be imposed upon the 20 Japanese/Japanese-like test words.(table 5.2) Thus, the words in table 5.1 can be predicted to have accent as follows according to the Fudge's rule. The stress mark is indicated by " ' attached in front of the accented syllable.
type syll.
structure s/w Fudge's rule test words prediction
1 ta. ta w .w 2) 'ha.na, 'k o .chi
2 ta. tan w .w 2) 'to.tan, ji.m an
3 ta. tab w .s 2) su.koh, te.keh
4 tan. ta s.w 2) san.da, an.za
5 ta. ta. ta w .w .w 3 )(b )ü ) 'sa.ka.na, 'ta.ka.ra
6 ta.tan.ta w .s.w 3 )(b )i) a. man. za, ka. den.ki
7 tan. ta. ta s.w .w 3 )( b )ü ) san.chi.ka,
ren.ra.ku
8 ta. ta. tan w .w .w 3 )( b )ü ) k a ta .p a n ,
su.na.kan
9 tah.ta.ta s.w .w 3 )(b )ii) doh.bu.tsu,
seh.ku.ka
10 ta.tah.ta w .s.w 3 )( b )i) k a .so h .b a ,
to.'keh.ga
Table 5.3 shows the twenty sentences containing the test words described above. Each word was placed at the end of the English sentence and the sentences were constructed in such a way that the last word will bear the nuclear accent. Text A and text B consist of the same set of sentences, except that the order of the sentences are changed. Text A was read first, then text B. Thus, the same test word is read twice. There are 2 words in each syllable structure group (table 5.1), so each type of word will have 4 tokens per speaker. For example, type 1 is a 2-syllable word in which both syllables are open syllable. It contains two test words, 'hana' and *kochi', and each of them are read twice, each in text A and text B. So, four tokens of this type were read in total by each subject.
T extA TextB
a) what I bought them yesterday was hana. a) The man who visited yesterday was Mr sukoh.
b) One of my favorite foods is sakana. b) He visited the nearest and the quietest kasohba
c) The new m aterial I used was tntan c) They import the rare material called sehkuka.
d) W hat i found in the box was takara. d) The smallest village on the hill is kadenki.
e) In the soo, there were huge fish called kochi.
e) She was eating the exotic food called katapan.
f ) The name of that Japanese restaurant is
ümam f) W hat I found in the box was takara.
g) It was very hard to find the gtm akan g) The new material I usedd was totaiL h) In Africa, there were a lot of fierce
dohbutsu.
h) The famous park on the m ountain is renraku.
i) The m an who visited yesterday was Mr sukoh.
i) In the shop there was a new product called anza
j) The book I am reading at the m om ent is
amanza j) The oldest of all m y collection is tekeh
k) They import the rare material called
sehkuka. k) W hat I bought them yesterday was hana
1) The oldest of all m y collection is tekeh. I) It was very hard to find the sunakan. m ) He visited the nearest and quietest
kâSQhhâ.
m) In the zo o , there was huge fish called kochi.
n) W hat I cooked for dinner was sanda. n)The book I am reading at the mom ent is amanza
o) The smallest village on the hill is kadenki.
o) In Africa, there were a lot of fierce dohbutsu.
p) The famous park on the mountain is
renraku. p) One of m y favourite foods is sakana.
q)In the shop there was a new product
called g n a q) That shopping area is called sanchika.
r) She was eating the exotic food called katapan.
r) The name of that Japanese restaurant is iiman.
s^ That shopping area is called sanchika. s) W hat I cooked for dinner was sanda. t) The rich m an opened the shop called
tokehffa.
t) The rich m an opened the shop called tokehea.
5.2.3 Procedure
The recording was made in domestic settings with a small portable tape recorder, with one subject at a time. First, the subject was given the text A. They were given some time to examine it silently before the recording. This is to allow them read the text as fluently as possible in order to get English rhythm all the way through the sentences. At the beginning of the recording, each subject introduced her/himself, telling their name, age, occupation, place of birth and other places they have lived, their exposure to Japanese and their knowledge of Japanese, if any. After recording text A, about 10 minutes break was given before the recording of text B.