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Get Chinese in a Flash (Volume 2) PDF

By Philip Yungkin Lee

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Additional info for Chinese in a Flash (Volume 2)

Example text

Ease of typing may 44 Linguistic Fieldwork affect your choice of transcription system. It may be that your language has a vowel system with primary realisation of phonemes like this: (3) i u ɛ ɔ ɐ In this case, a, e, and o would be good alternatives for ease of data entry over ɐ, ɛ, and ɔ (once you’re sure of the phonemes). 4 Common errors and cues I guarantee that early in your fieldwork you will make transcription mistakes. Everyone does. Learning to accurately perceive an unknown language is a challenging task.

3). Approach phoneme inventory discovery as you would approach a class phonology problem. Make a list of the segments and their environments, watching out for complementary distribution. Number your examples and note which examples are evidence for which segments. Note any minimal pairs in your data. Use a spectrogram program such as Praat (Boersma and Weeninck 2013) to check the accuracy of your transcription and to play and compare segments. This type of work is harder to do than a class phonology problem, because there is always the possibility that you have made a transcription mistake, or that you do not have all the required information represented in your data, but the principle is the same.

Always have a way of playing back what you’ve recorded. You might want to do a short test, with you speaking into the microphone, then playing it back so that your consultants see how it works. Always be prepared to demonstrate things on yourself. It’s also good to have a way for people to know that the tape is on and that they are being recorded, especially if you control the recorder. For example, you could turn the microphone on its side when the recorder is off, or move it away from the person, so they know that if the microphone is in front of them, they are probably being recorded.

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Chinese in a Flash (Volume 2) by Philip Yungkin Lee


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