THE IMPORTANCE OF EDUCATION IN OUR LIFE AND CAREER
THE IMPORTANCE OF EDUCATION IN OUR LIFE AND CAREER
Learning as busy university student
Learning is a obigation and must be performed by
students in everyday life. That means learning to be done regularly and every
day, then what about the students who can not learn due to their busy with
other activities such as the organization ?. There are many ways that will help
students to have sufficient time in learning only briefly. They also took time
to learn to know when they learn. In fact they have to fight with the time in
which the student must be able to divide their time well so that learning could
coefficient.
Students
often do activity it mean little to have time to learn. When students want to
learn yet they are still confused because of the many activities in campus.
Sometimes when students wait or to do something that they think is long, then
the student can open a book and read a book in his bag. Although the learning student
conditions are not conducive, but it is a way for students to learn a super
busy. When student waiting have sufficient time to learn reads only summary.
With waiting and stiill be able to do learn that will make the student busy no
time to learn.
Vacation
is the most favored by students to refresh their minds at the time of a typical
day for college. Vacations can also broaden the students to be able to add to
the experience they have for students. Not just a vacation and enjoy the
holidays only, but students can also learn to relax. When the student holiday
can bring some books to read on vacation spot. They dont need for long learning
during the holidays, just a few minutes and may not exceed one hour. Holiday
one way for students to learn super busy.
Reading
is the obligation for students to do every day, including students who are
super busy. In reading the book is not all students had to read a book to
finish but only a few pieces only and they dont know about means and purpose
about that book. There is a way that will make the students can learn of the
activity. With fast reading or can be referred to skimming can be done every
student to quickly understand and save time for reading. It is very difficult
when students are not accustomed to reading fast because it can cause boredom
to that activity. Students choose the most practical way to be able to read and
finish but not all the ways it could make they will comprehend the material
contained in the book. By skimming is there some way that makes it quick and
saving students time to learn.
Time can not turn back. It was one phrase
often spoken person who can appreciate the time well. In connection with the
students, they often underestimate the time with for a moment. Time is supposed
to learn is sometimes made for fun. However busy students can manage the time
if they were able to make a schedule where they should be consistent with what
they made themselves. Students like it could manage the time when they can
learn and find a suitable learning atmosphere for learning. Students must be manage
the time when they can learn the specified time so that there is time to learn
although it briefly. Not only in the morning and afternoon, but also at night
students can study as long as they were not busy. If the busy time of the
morning was appropriate for student learning. So it must be ensured that where
the match between evening and morning time spent on student learning busy.
The
conclusion is busy student or they are not busy it depends how students
organize their schedules to learn. Students can study as they wait for the bus
to campus by opening a book that is in the bag it can be done. They could learn
to feel the holiday, because it is impossible no day without studying and
students will feel homesick be effective as classroom conditions. In the study
also takes time, time for students is like a fortune that always come each.
Learning one of them by reading books, and reading takes time. Skimming is how
to speed up and save the time for students to learn well. Then all the acivity of
students not only in the content of the activities alone, but they are required
to learn in that way, one that should be used busy university student.
Learning English with
song lyric
English is the international language that is often studied by people who
usually want to interact with people overseas. Learning English can be a
variety of ways to be study carefully. Many people who want to learn English,
one of them with a media track, by listening. Nowadays songs are familiar to
people in this world because every day a song sung from start children to
adults especially students. Their purpose is not to learn English others just
want to know that the actual English. The song is one of the media that can be
done by anyone to be able to train and learn English.
Learning
English can be just by looking at the lyrics in the song when we sing. But it
would be nice about we learn the lyrics of the song by relaxing or being
active, because it is easier to understand. Once we relaxed and we are ready to
listen the song. The way in learning the lyrics it easy, when we see a new word
in the lyrics we can find out what the meaning of the word and record it in a
special booklet to record new vocabulary. It will make us become more
enthusiastic and have a new inspiration for learning English vocabulary to see
that we do not know.
This is a song from Sara Bareilles titled Brave.
You can be amazing
You can turn a phrase into a weapon or a Drung
You can be the outcast
Or be the backlash of somebody's lack of love
Or you can start speaking up
Nothing's gonna hurt you the way that words do
When they settle 'neath your skin
Kept on the inside and no sunlight
Sometimes a shadow wins
But I wonder what would happend if you
Saay what you wanna say
And let the words fall out
Honestly I wanna see you be brave
With what you want to say
And let the words fall out.
Once we see the lyrics of this song, we could see the difficult vocabulary
in the dictionary. We can also find out the meaning or meanings in the lyrics
of the song with the lyrics of this study can be fast to add new vocabular.
Here is the meaning of a word can be in the lyric songs that have to be
interpreted:
Weapon:
Outcase:
Hurt:
Skin:
Sunlight:
Wins:
In addition there is also a vocabulary learning english songs pass through media,
by learning pronouncation. If we can not say it in a nice, how are we to repeat
the lyrics of the song. Examples in this sentence '' Kept on the inside and no sunlight
" repeated several more times by focusing on the words that are considered
difficult to pronounce. Oxford spelling dictionaries will help students to
easily understanding express the pronuncacion is good and right.
Learning is an activity that we must do it and we can achieve success because
it is obigation for the students. Learning is one to success for a nice future.
But each study must be a way or method that we can do. The conclusion, the song is the media as a learning tool for
a student and who want to learn English well. That one is a song with a look at
the English lyric. In this way we can learn with ease and joy.
Imparting
Education Character
Nowadays,
the teenager's life has strayed very far from the norms that exist, many of the
behaviors they are not as good as sex, drugs, and others. These behaviors arise
due to the lack of character in adolescents, therefore the authors suggest that
"Education is very important character". In education has multiple
benefits for the youth.
Benefits
The first is character education will form a good individual behavior. This is
because they will be in the learner not only with science world, but they also
educate about good behavior. If they get an education from an early age, then
the behavior will continue until they adult, as a result they will be educated
teenagers and immoral.
The
benefits are both education characters will create strong individuals spinning.
They will be ready into the world of people so that they do not easily give up
on this tough world, adolescents who have mental strength, will surely have a
lot of confidence and finally they will be easy to achieve success.
Therefore,
character education is important to be applied anywhere, either in school or
outside of school. This is because the character education provides benefits
such as creating moral behavior and create a teen who minded teenagers.
demons
and pedicab drivers
The nights were cool, a
pedicab driver upset because they do not get the passengers out of the
afternoon. Until the end of the pedicab drivers decided to go home. on the way
home, suddenly a long-haired woman appears and called him "a passenger
" said the rickshaw man and the woman also rose.
The pedicab drivers
"where are you going, bro?"
"The way, sir, I'll
let know" the woman replied dryly.
When they arrived at the
grave, suddenly she was told a pedicab driver to stop "stop men.." he
said.
At a time when she fell,
a pedicab driver saw that the long-haired woman's leg does not touch the
ground. Then the pedicab driver said with a shudder; "Hiii devil ..."
With the spontaneous she glanced
sarcastically to the pedicab driver: "let from you pedicab drivers!"
Teachers
and students are lazy
There is a very lazy
student of the school. Her name is Korel. When she came to school, Korel directly
confronted by her teacher and ask.
Teacher: "Why do not
you ever go to school during the past one week, Korel?"
Korel: "I did not
come because of rain, Mrs !!"
Teacher: "If her
rain did not stop until one month, what it means to the Korel?"
Korel: "It means a
flood, Mrs !!"
Free student exchange
Hey guys, do you want to go abroad? want to go Australia, America, England, or
other countries. You can go there for free meals, living expenses free, free
schools and how the way for geting that ?.
Okay here I will tell you and
explain how to study abroad for free .........
You know LPDP ? LPDP is .....
Educational institutions that
provide scholarships for several scholarship programs in education (BPI).
1. Scholarships Megister and
doctorate.
2. Scholarships of student thesis and
dissertation.
3. Scholarships affirmation.
4. Scholarship specialist.
5. Presidential scholarship.
one of the level scholarship LPDP is
that registration is open throughout the year and is divided into how many
periods. if you late register first period, then there is still a period to second
to third, and so on throughout the year.
general requirement :
1. Citizens Indonesia.
2. College graduates, foreign and official.
3. Having leadership soul.
4. Active in social activities.
5. Sign a statement never broke the
law.
6. Obtain a letter of assignment
from the boss to learn at work.
7. Choosing a college program of
study or the country recommended by the LPDP.
8. Upload 500 to 700 word essay on
the theme.
-
My role for indoneisia
-
Succes greatest in my life
9. Plan study for a master program.
Different Style Of Education
Creating
a different style can be a good power for students learning in the class.
Actually they just sit and listen the theory from the teacher in class feel
bored, they need a new style to learn
education. However different style is really need to creat a fun
education.
There are five
different style to creat learning fun education :
1. Learning fun
education.
2. Learning
while watching video or movie.
3. Learning
while playing games.
4. Learning
while travelling.
5. Learning
while eating.
It
just seem look like enjoy, but REMEMBER !!! you have to know that is really
important to make your class like the way you hope. It is not difficult but
easy. It seldom to be acted. Mostly, the teacher just focus to the material
they never care to the themboring the concept. It will help you are loved from
your students.
Using
those style is not always to practice everyday. Because when just on one day
there is those concept it will make the student lazy with no concept. In the
same way it will change the student intent going to school for playing games
only. Therefore, how to resolve it ? just one way, don’t make it as habitual of
everyday because the student also need a serious concept not always happinest
concept. The most important the style can make them exciting learning .
Therefore they will follow our rule in the next day, whatever the style. The power of fun will follow the
way we teach . It like as the wise word “ If we have taken their heart they
will follow us anywhere”.
Apparently, Dating Is also
Have Possitive Effect
Life is one unity that
can’t be separated from people, but the meaning of life can be gone if a man is
dead. Life has its own way in humans, the way of life that is always filled by
pleasure and way of life that is always filled by distress. However, there is
no any of them that the way of their life just filled by one of the road. All of
human beings would have both. Find a companion lived through an appointment
marriage is one example of the way of life that filled by pleasure. Instead,
when a humanhas a trouble even he can’tfind a companion life is an example of
the way of life that filled by distress. Not as easy as flipping a palm to find
life companion, surely every person will experience struggle ever. Therefore
life will not always straight the way, certainly there will be mixed between
pleasure and distress. Our life will continue to broke, if we do not enjoy it.
It is in accordance with the words of one of the sponsor of mineral water with
the name of Qleo. “Life it like coffee, if we do not enjoy
it then it taste will be bitter”
A little discuss about
marriage, marriage is unite a sacred promise between the two human to foster
life together. This is where usually humans will feel very happy. Before
exploring the wedding, people tend to do something to find a life couple that
right. Like dating, engagement and so on that there are some differences view
here. Like all of people tend to think positive about engagement, because
engagement usually ended romantic at the altar. But not to dating that is
usually done in the school, they always think any negative against about dating.
Of course dating is not always ended up in the altar or a promise of marriage,
because of the time of dating with the wedding is a time is not a minute. Where
are dating is usually done in the school, while the wedding usually implemented
after the school. If there is a couple is married after they are dating since
the school, then they are a pair of greatlovers. Because they have a
relationship is very long time,But that is kind of rare. Some people who have a
relationship with the dating tend to have fun only, so that appear various any
negative effects caused by it. Like pregnant outside the marriage until lose
the life because of the term dating. Actually dating is not always any negative
impact, dating can also have a positive impact for people who do it. Like the
spirit of in doing anything. Many things that can be categorized in this case,
but everything will be summarized into three positive effects of dating.
The first positive effect
is the spirit of worship. Of course it will only do by someone who really
wanted his partner is devout. This is certainly thereis no difference between
the younger or older, a guy or a girl. If they caring for her partner, then
they do not think of it. If there is someoneis not diligent to worship before,
of course he will be diligent to worship if he always considered by their
partners to be diligent to worship. One of example how someone gives attention
to their partner is “Do not forget to pray first before contact me”. There are
many otherexamples in this issue. But if the associated with prayer, then the
woman who really wanted his partner diligent in terms of prayer. Because they
have a statement that they do not want to have a priest or the leader of the
family was not diligent prayer.
The second Positive
effect is the spirit of learning. Most people think it is not true. Because in
reality dating will seized all the time there was only used as dating just
fine. The examples are telephone, chatting and the like. All of that is true,
but the effect of any negative this could turn out to be the effects of which
have a positive impact if we reflecting on the first positive effects. Someone
would spirit in the study if their partner is always reminded him, gave the
spirit, as well as support. This positive effect is likely to be a girl to her
boy. This is because one reason and that reason were very strong, namely work.
If the boywas not diligent to study, of course he would have trouble in looking
for a job. Most of the girls do not want it happen. Therefore they always
remind her partner to always diligent to study. Finally, a statement that would
emerge from the boy if he always be considered by their partners that he love.
“I diligent to study because I was aware, ‘I Love You’ word is not enough to
ensure your future”.
The third Positive effect
is the spirit to be healthy. Each couple certainly would not want to his
partner is hungry or sick. Certainly many know will it. Of course every couple
would pay attention to his partners to be healthy. Like, always remind to eat,
ask as well as to meet their partner only to provide food. Surely each couple
did not want to see his partner did not healthy. Then if there is a partner who
wants to see his partner did not healthy ones mean the partner is a strange
partner.
The conclusion, way of
life is distinguished into two kind namely pleasure and distress. Found a
couple life andit ended up by saying the promise of marriage is an example of
the way of life with pleasure. In the opposite, then that includes in an
example of the way of life with distress. Before exploring the marriage, humans
usually will do thing to look for a right couple life. Like dating, fiancée and
the like. Engagement will usually ends with the wedding, but rarely to dating.
Certainly many peoples know if dating to be any negative impact on the
perpetrator. The examples are pregnant outside the marriage until lose the life
because of the term dating. But not a lot of people know that dating can have a
positive impact, even though they never experienced it. Among them are the
spirit of worship, learning, and the spirit to be healthy.
The three effects can
only be achieved if any couples want to concede each other and do not forget to
fling of the selfish. Do not be someone who wants always to be true. If it is
recommended by your partner are true, then do it. Surely every religion on the
planet has its own regulations in this issue. So ifhis suggestionwas strayed
from the norm of religion, so do not do it. This kind of thing is likely to
cause any negative effects finally. The point is doing like what had been
conveyed above, which is going back off and fling of the selfish. If not, then
one of effects from the three would not be achieved. So get positive effects of
dating only to be a wishful thinking.
The Sniper by
Liam O’ Flaherty
The story of “The Sniper,” by Liam O’ Flaherty seemed everything was dark under the icon
light. Liam invite the reader to a Civil War story. This story consists of three kinds of
setting such as place, atmosphere and time. The narrator wants to bring the
reader into the tragedy of the death. This plot leads the reader into the situation of a
Civil War and build the reader’s fantasy. The Anglo sniper that has
been ready to shoot the republican sniper was seen sharply and observed him. They fight seriously and frightenely. When the Republican’s sniper has already
killed the Anglo’s sniper, he tried to look the Anglo sniper’s face because he
felt familiar with that face. And the fact showed that the Anglo’s sniper is
his brother.
There
are two main points that the author wants to explain to reader. They are about
“the cap”, and “the darkness dim the light of the moon”.
“Taking off his cap, he placed it over the muzzle of his riffle.
Then he pushed the rifle slowly upwards over the parapet, until the cap was
visible from the opposite side of the street. Almost immedietly there was a
report, and a bullet pierced the centre of the cap “. Its about “the cap” (55). This evidence showed the setting of the
situation of the war which contributed to the smart
character. The author wants to show the situation of this story that scared and
frightened. It’s also showed how smart the republican sniper. He used that
tactic to make his enemy confused. So, he can kill his enemy easily until he
was died.
By setting of the time, there is the word “Darkness dim the
light of the moon” (1). Which bring the readers the situation of nightfalland the darkness
of that night. Not only described about the situation, but this sentences also
described about the feeling of the character. It showed the time of this story,
when this story was happened.
Hence, Liam has described about the character, place
and the time in “The Snipers” story that served greatly. The
characters bring the reader to seen through the story brightly and tricky. In
accompanying the story’s character into an underground worlds that grows
straightly intension at every turn, the readers feeling of foreboading
increases; by describing the time and place of the character which has happend
in the story. The readers feel sad and shock in the relavation in the closing of the story. Liam used the special event of tragedy and frighten situation
into the movie. This story has been become the movie “The American Sniper: the
Autobiography of the most Lethal sniper in U.S.”- effect many people
totally take this seat and many viewers watch this movie become popular
moviewhich the writer is Chrish Keyle (Bradley Cooper). It is impressive that
the story with the 1120 words can evoke with words the same respons of
cinematographis very popular movie in America.
The Sniper by
Liam O’ Flaherty
The story of “The Sniper,” by Liam O’ Flaherty seemed everything was dark under the icon
light. Liam invite the reader to a Civil War story. This story consists of three kinds of
setting such as place, atmosphere and time. The narrator wants to bring the
reader into the tragedy of the death. This plot leads the reader into the situation of a
Civil War and build the reader’s fantasy. The Anglo sniper that has
been ready to shoot the republican sniper was seen sharply and observed him. They fight seriously and frightenely. When the Republican’s sniper has already
killed the Anglo’s sniper, he tried to look the Anglo sniper’s face because he
felt familiar with that face. And the fact showed that the Anglo’s sniper is
his brother.
There
are two main points that the author wants to explain to reader. They are about
“the cap”, and “the darkness dim the light of the moon”.
“Taking off his cap, he placed it over the muzzle of his riffle.
Then he pushed the rifle slowly upwards over the parapet, until the cap was
visible from the opposite side of the street. Almost immedietly there was a
report, and a bullet pierced the centre of the cap “. Its about “the cap” (55). This evidence showed the setting of the
situation of the war which contributed to the smart
character. The author wants to show the situation of this story that scared and
frightened. It’s also showed how smart the republican sniper. He used that
tactic to make his enemy confused. So, he can kill his enemy easily until he
was died.
By setting of the time, there is the word “Darkness dim the
light of the moon” (1). Which bring the readers the situation of nightfalland the darkness
of that night. Not only described about the situation, but this sentences also
described about the feeling of the character. It showed the time of this story,
when this story was happened.
Hence, Liam has described about the character, place
and the time in “The Snipers” story that served greatly. The
characters bring the reader to seen through the story brightly and tricky. In
accompanying the story’s character into an underground worlds that grows
straightly intension at every turn, the readers feeling of foreboading
increases; by describing the time and place of the character which has happend
in the story. The readers feel sad and shock in the relavation in the closing of the story. Liam used the special event of tragedy and frighten situation
into the movie. This story has been become the movie “The American Sniper: the
Autobiography of the most Lethal sniper in U.S.”- effect many people
totally take this seat and many viewers watch this movie become popular
moviewhich the writer is Chrish Keyle (Bradley Cooper). It is impressive that
the story with the 1120 words can evoke with words the same respons of
cinematographis very popular movie in America.
Phoneme Inventories
Examination of the IPA (International Phonetic
Alphabet) reveals great diversity in the types of sounds found in languages of
the world. Sounds are differentiated along various dimensions, including place
of articulation, manner of articulation, laryngeal setting, airstream
mechanism, and timing of articulatory gestures. In this chapter presents some
of the salient cross-linguistic patterns identified in a number of
cross-linguistic surveys of phoneme inventories, including Maddieson’s
pioneering genetically balanced survey of
137 languages
in Patterns of Sounds. the online version
of its expanded 451-language
counterpart UCLA Phonological Segment Inventory Database (UPSID), several
chapters of World Atlas of Language Structure, and the PHOIBLE database, which
contains segment inventories of 1,672 languages,
of which those in UPSID constitute a subset. the discussion in this chapter
centers on phonemes, sounds that are used contrastively to differentiate words.
3.1 Cross-linguistic distribution of phonemes
In
discussing the typology of phonemes, it is common to impose a broad bifurcation
between consonants and vowels, where consonants involve a tighter constriction
in the vocal tract than vowels. Consonants differ widely in the location and
degree of the constriction ranging from those produced with a slight narrowing
at the lips, i.e. bilabial approximants, to those associated with a complete
closure at the larynx, i.e. glottal stops. In addition, other properties such a
laryngeal setting (e.g. voiced vs. voiceless vs. ejective), nasalization,
secondary articulations (e.g. labialization, palatalization,
pharyngealization), and relative timing of gestures. Maddieson’s (1984) survey of phoneme inventories in 317 languages reveals a wide range in the number of
phonemes found in languages of the world from a low of 11 in the
East Papuan language Rotokas (six consonants and five vowels)and in the Mura language Pirahã (eight consonants
and three vowels) to a high of 141 in the
Khoisan language !Xũ.
Maddieson (1984) finds
no tendency for a compensatory relationship between the number of vowels and
the number of consonants in a language such that more vowels implies fewer
consonants and vice versa.
3.2. Consonant
According
to Maddieson’s the common consonant
there are 20 which conflates the dental vs alveolar. But according to
reset proven by Maddienson there are 24
language contrast dental and alveolar place of articulation. The most
‘representative’ of consonant there are five such as /z/, /ts/, /x/, /v/, dj/.
3.2.1. Plosive
Is the common for language to contrast
unaffricated oral stops. There are three places of articulation are (
billabial, denti-alveolar and velar ). Fourth place if the affricates included
is ( palato-alveolar ). Most of language possess of unaspiratates. Voiceless stop and voice stop. After voiceless
unaspirates and voiced stops, he common laryngeal setting for stops are
voiceless unaspirates and voiced less aspirated (28.7 %), ejective (16.4 % ),
and implosive ( 11.0%). Between the voiceless stops, dental and alveolar ( 6.0%
) which comtrast dental and alveolar,
( 89.3 % )velar, and ( 82.9% ) and voiced stops velars ( 55.2 % )
relative to both billabial ( 62.8 % ), dental alveolar ( 61,5 % ).
3.2.2. Fricative
According to the picture was proven that there
are two kind of fricative voiceless counterpart only for billabial pair ( β / θ
) and the non-sibilant dental pair ( δ / θ ). The modal of fricative in language
is two the most common fricatives being dental/alveolar /s/ followed by / ʃ / (
46.1 ) and f (42.6 % ) according to the
Maddieson’s survey all of the
Australian continent 15 lack fricative
with the 298 languages only additional sic case of fricative less
language.
3.2.3. Nasals,
liquids, and Non-liquid approximants (glides)
For the first step it discuss about Nasals. The
vast majority of t he world’s nasals are voiced. Virtually all languages
contrast nasal s at two (31 .9%), three (30. 0%), or
four (26. 2%) places of articulation with the two most
common nasal s being a dental/alveolar one (found in 95. 3% of
languages) and a bilabial nasal (found in94 .3 %). The
next most common nasal is a velar one (found in 53 .0% of
languages) followed by a palatal or palate - alveolar one (39. 4%). And
now about liquids, Most languages
have one (23. 3%), two (41. 0%), or three (14 .5 %) liquids (laterals and rhotics),
in languages with two
liquids, it is most common to have one lateral and one rhotic (83. 1%of languages wit h two liquids) with two lateral (13. 8%) and
two rhotic systems (2. 3%) being rare. In languages with three liquids,
it is slightly more common to have two
laterals and one rhotic (50. 0% of languages with three liquids) than one lateral and two rhotics (37. 0%), with
three liquid systems consisting entirely of laterals being much sparser (13.0 %). Most laterals are plain voiced approximants (74 .7% of laterals) with most of these occurring in
the dental/alveolar region (86 6%). And other non-liquid approximants such as
labial- palatals or velars are quite rare, each occurring in fewer than %of languages in the survey, although it is
likely that many of the sounds described as voiced non-sibilant fricatives are,
in fact, voiced approximants
VOWELS
Vowels
belonging to different subcategories within these three height and backness
groups are collapsed. For example, the high front unrounded vowels include both
high and lower high vowels, i.e. /i, ɪ/, the mid front rounded vowels comprise
both /e, ɛ/, and the low vowels include low vowels of different backness,
height, and rounding specifications, i.e. /a, ɑ, ᴂ, ɐ, ɒ/. Both short and long
vowels are included since height often co-varies with length. Secondary
features such as nasalization and voice quality are not included.
The five
most common vowels are (taking the cardinal vowel symbol as the prototype for
each category) /a, e, o, i, u/. In contrast, relatively few languages contrast
multiple degrees of height for high or low vowels. There is a considerable
drop-off in frequency after /a, e, o, i, u/ to the next most common vowel /ə/, which is followed in turn by /ɨ/, /ɯ/, /y/, /ʌ/, /ø/, /ɵ/, and /ʉ/.
Phonemic Lenght
In the -language WALS
sample, there is a bias for phonemic length in vowels over consonants: a total
of languages could be reliably identified as contrasting length for one or
more vowel qualities morpheme-internally, while only were described as
contrasting length tautomorphemically for one or more consonants.
There is considerable
variation between languages in how much short segments outnumber their long
counterparts, but the clear trend is for a strong statistical bias in favor of
short phonemes. The paucity of long exemplars is not merely due to the long
segments constituting a subset of the short segments, since in most languages,
either all or virtually all of the short sounds have phonemic long
counterparts.
It should be noted that
the number of languages that make length distinctions for consonants would
increase considerably, however, if geminates arising across morpheme boundaries
were also considered, e.g. English mundaneness, cattail. It should also be
noted that length distinctions co-vary with qualitative distinctions in some
languages, potentially making the source of certain vowel distinctions
problematic to classify. For example, the tense high and mid vowels /i, u, e,
o/ of English are phonetically longer than their lax counterparts /ɪ, ʊ, ɛ, ɔ/
(Peterson and Lehiste ).
The greater statistical
discrepancy between short and long consonants (relative to short vs. long
vowels) is attributed in part to distributional restrictions holding of
geminates that do not apply to single consonants.
Language-internal
frequency data fail to consistently line up with the sonority- sensitive
continuum along the x-axis in Figure ., an inconsistency that is perhaps not
surprising given the existence of exceptions even on a categorical level. The
relative frequency of geminate voiceless stops compared to geminate voiceless
fricatives is thus mixed: in Japanese and Hausa, long voiceless stops are more
frequent than long voiceless fricatives, whereas the opposite pattern obtains
in Finnish, Koasati, and Italian. Similarly, geminate sonorants are more common
than geminate voiceless stops in Finnish and Hausa, whereas the opposite trend
is observed in Japanese and Italian
3.5 Explaining the typology of phoneme inventories
There is
an extensive literature devoted to explaining cross-linguistic biases in the
distribution of phonemes. Most of this research proposes explanations that are
rooted in considerations of speech production and/or perception, although
accounts differ in whether they appeal directly to phonetic factors or
indirectly through the medium of phonological features. (Adaptive) Dispersion Theory Targeting vowels
as a case study, Liljencrants and Lindblom
is the first typologically informed attempt to quantify the phonetic
forces claimed to condition phoneme inventories. Liljencrants and Lindblom
hypothesize that phoneme inventories are preferable to the extent they possess
contrasts that are maximally distinct in the perceptual domain. Their account,
commonly termed Dispersion Theory (or Adaptive Dispersion Theory), is
intuitively appealing since it fits with the observation that five vowel
inventories characteristically consist of the wellspaced set /i, e, a, o, u/
rather than other hypothetical inventories making less use of the vowel space,
e.g. /i, ɪ, e, ɛ, a/ or /i, y, u, ʊ, ʉ/.
Compares
the inventories predicted by the Liljencrants and Lindblom model with the most
common vowel inventories comprising from three to seven vowel qualities
according to the UPSID database (see Schwartz et al a for
similar results based on the language original survey by Maddiesone). Searches were conducted for vowel
inventories possessing the targeted number of vowel qualities, filtering out
distinctions based on length and limiting the search to monophthongs without
any secondary constrictions (e.g. frication, pharyngealization, retroflexion),
laryngeal modifications (laryngealization, breathy voicing, devoicing), or
nasalization.
The fit
between the Liljencrants and Lindblom model and the most common three-vowel
inventory is perfect. Their model also generates the most common four-vowel
inventory. In the case of the five-vowel system, the mid back vowel that is
most common cross-linguistically corresponds to a lower unrounded vowel in the
Liljencrants and Lindblom simulation. The most common central vowel in
languages of the world is schwa whereas the Liljencrants and Lindblom
simulation predicts a higher central vowel, /ʉ/ for the six-vowel. System and both /ɨ/ and a high central /ʉ/ or high front /y/ in
the case of the sevenvowel system. Furthermore, in predicting four high vowels
/i, y or ʉ, ɨ, u/ and
only two central vowels /ɛ, ɔ/ for the seven-vowel system, the Liljencrants and
Lindblom model diverges sharply from the cross-linguistically dominant pattern
of two high /i, u/ and four central /e, ɛ, o, ɔ / vowels in seven-vowel
inventories.
Dispersion
Focalization Theory Drawing on results of an analysis of vowel inventories in
Maddieson’s original language survey (Schwartz et al. a) Schwartz et
al propose a revised model for predicting vowel inventories, the Dispersion
Focalization Theory. They retain the original insight of Liljencrants and
Lindblom’s Dispersion Theory according to which inventories containing perceptually dispersed
vowels are preferred, but they introduce certain changes to their model in
order to provide a better fit to attested patterns.
The
first element in their model, the vowel inventory, crucially includes a notion
of focalization, which incorporates a boost to the quantal vowels, i.e. vowels
with two formants in close proximity (Stevens see section, including the three
corner vowels /u/, /a/ (both with proximate first and second formants), and /i/
(close third and fourth formants). The
second component contributing to the aggregate energy of a vowel system in Dispersion Focalization Theory captures the
overall auditory dispersion of the vowels in a system. Dispersion is a function
of first formant values and an integration of the second, third, and fourth
formants, where formant values are expressed in Bark. In their dispersion
function, Schwartz et introduce a variable that allows for an increased
weighting of first formant values (the acoustic correlate of height), capturing
the fact that larger vowel systems, i.e. those consisting of peripheral vowels
beyond just /i, e, a, o, u/, overwhelmingly tend to fractionate the vertical
rather than the horizontal space to produce more height than backness
contrasts.
Becker’s enormous survey of formant patterns for
vowels in languages has
dispelled certain fallacies suggested by typological surveys based on
impressionistic transcriptions. For example, he finds no support for the
purported distinction in the height of the back vowel between two of the most
common four-vowel systems /i, e, a, o/ and /i, e, a, u/ Rather, the back vowel
in both systems tends to be intermediate in height between canonical /o/ and
canonical /u/. Along similar lines, Becker observes that the distinction
between systems with a single central vowel that is high, i.e. /ɨ/, vs. those in which the central vowel is mid,
i.e. /ə/, is
not confirmed acoustically; instead, the vowel in question is intermediate in
height between the two central vowels, i.e. IPA /ɘ/.
One
typological observation that has proven elusive to implement in a model incorporating dispersion and focalization is
the preference for schwa over all vowels other than /i, e, a, o, u/. Schwartz
et al concede that another nonperceptual factor, namely ease of articulation,
is likely important in predicting the popularity of schwa. In fact, as they
observe in their companion typological survey, Schwartz et al note that schwa
is typically simply added as an additional non-peripheral vowel without
interacting with the spacing (at least in an impressionistically salient way)
of the peripheral vowels. This observation suggests that perceptual distance is
not the only factor guiding the construction of vowel inventories; otherwise,
one might expect to see an avoidance of mid vowels, or possibly low central
vowels, in languages with schwa.
The role of articulatory ease in shaping vowel
inventories also appears to be evident in languages with so-called “vertical”
vowel systems, e.g. Abkhaz (Hewitt 1979, Vaux
and Psiypa 1997a),
Kabardian (e.g. Turchaninov and Tsagov 1940, Abitov et al. 1957, Catford 1948, Choi 1991, Colarusso 1992, Gordon and Applebaum 2006) and Marshallese (Choi 1992), in which the entire inventory of two or
three vowels is central. Vaux and Samuels
(2015)
provide a comprehensive critique of dispersion theory, which they demonstrate
is not equipped to handle the full range of typological variationn in vowel
systems.
3.5.1.3 Aticulatory
complexity and perceptual saturation
Lindblom and meddieson
(1988) propose a model of consonant inventory construction incorporating
maximization of perceptual distinctness and minimization of articulatory effort.
They suggest that features can be broken down in to three groups according to
their articulatory complexity. Lindblom and Maddieson test the predictions of
their model by dividing the obstruent inventories for the language. Results
indicate a strong cross-linguistic tendency for languages to possess the eleven
basic obstruents before introducing obstruents belonging to the elaborated
articulations. Similarly, complex articulations tend to come into play only
after extensive exploitation of elaborated consonants, typically in consonant
inventories of greater than 30 consonants. Results of Lindblom and Maddieson’s
study cccomplement the work of Liljencrants and Lindblom (1972) and Schwartz et
al on vowel inventories by offering support for the role of both articulatory
and perceptual factors in the shaping of consonant inventories. An important
issue left unresolved in Lindblom and Maddieson’s work, however, is how to
quantify the distinction between basic articulations and their more complex
counterparts.
3.5.1.4 Quantal theory
Steven’s Quantal Theory
(19722, 1989) provided phonetic grounding for the still widely adopted
articulatory-based feature set orginally proposed by Chomsky and Halle (1968) .
Stevens proposes that phonological features define regions of acoustic and perceptual
stability in which changes along a continous articulatory dimension result in
relatively little change in the acoustic output.
In vowel systems, the
quantal vowels are /i/, /u/, and /a/ since they occupy stable articulatory
regions where minor shifts in tongue position result in only negligible
acoustic and perceptual changes. A further virtue of the quantal vowels that is
incorporated in to the Dispersion Focalization.
Quantal Theory has not
been developed as estensively as Dispersion Theory in various incarnations.
Evidence suggest, though, that it has some of the same shortcomings related to
its failure to incurporate a notion of articulatory ease. The prevalence of
schwa and the existence of vertical vowel systems are thus problematic for
quantal theory.
3.5.1.5 Feature enhancement
that features can be divided into two
groups, a primary and a secondary group. The primary features include the
manner features [sonorant] and [continuant] and the place feature [coronal],
all of which can be implemented independently of other features. This differs
from secondary features, which may be
restricted in their distribution as a function of the specification of primary
features also associated with that sound. For example, only coronal consonants
have the possibility of being contrasted in terms of the feature [distributed],
which encodes the breadth of a consonant constriction in the front–back domain.
A
further difference between primary and secondary features is that a change in
the specification of a primary feature results in a more salient acoustic and
thus auditory response than a change in a secondary feature.
The typology further supports a distinction
between [continuant] and [distributed] in their salience.
Stevens
and Keyser’s theory offers an account for why certain types of sounds are more
common than others cross-linguistically. For example, sonorants are
overwhelmingly voiced because the primary feature [+sonorant] ideally combines
with the secondary enhancing feature [+voice].
The consonants that result from the optimal
combinations of primary and secondary features, /j, w, s, f, h, n, l, m, t, p,
k/, are all typologically favored.
3.5.1.6
Feature economy
Another
common feature of phoneme inventories that was mentioned earlier in the context
of vowel systems is symmetry Clements (2003, 2009)
provides an explicit formalization of the principles that lead to the formation
of symmetrical inventories. According to his theory of feature economy, which
takes as a starting point long-standing observations about the structure of
sound systems (de Groot 1931, 1948, Martinet 1955), languages prefer inventories that make
maximal use of the minimum number of phonological features to expand their
phoneme inventories.
Clements
tests the cross-linguistic validity of feature economy through case studies of
certain combinations of sounds based on the 451-language UPSID database
(Maddieson and Precoda (1990)
In particular, he tests two predictions made by
the theory of feature economy. The first of these, Mutual Attraction, predicts
that sounds will occur more frequently if all of their features are present in
other sounds in the same language. For example, a voiced labial fricative is
predicted to be more common in inventories that already contain another labial
sound, another fricative, and another voiced sound, since adding a voiced
labial
fricative boosts the economy index of the
language by exploiting features that are independently employed in the language.
A
companion prediction of Clements’s theory of Feature Economy is that sounds
will be less likely to occur if one or more of its features are not
distinctively used elsewhere in the language. This effect of Avoidance of
Isolated Sounds works against a plosive inventory like the one in Chickasaw
(Table 3.5 ), which
contains a single voiced stop, the only segment for which voicing is
contrastive in Chickasaw. For example, /b/ is less likely to occur in a
language without both /d/ and /g/ than in a language with at least one of the
two. This means that Chickasaw is typologically unusual in having only a single
voiced stop.
Voiced
fricatives require a delicate articulatory balancing act for aerodynamic
reasons. It is difficult to simultaneously sustain voicing in the face of the
pressure build-up behind a fricative constriction while also generating
sufficient airflow through the constriction to make the fricative turbulence
audible. Clements (2009)
hypothesizes that intralanguage frequency plays a decisive role in determining
markedness, such that sounds
that are less frequent in a language are more marked than others. Two other
factors to which Clements (2009)
appeals in his theory are Robustness and Enhancement. Robustness entails the
existence of a hierarchy of features ordered in terms of their phonetic
salience.
The
work by Stevens (1972) and
Stevens and Keyser (1989)
discussed in 3.5.1.4 potentially
serves as the backbone for an explicit metric of Robustness, though Clements
suggests that the mapping between perceptual salience and typological frequency
is not always transparent. For example, clicks would appear to be perceptually
salient (though they are difficult to temporally order relative to adjacent
sounds) since they involve a rapid increase in energy at their release, but
nevertheless they are crosslinguistically
rare. Under Lindblom and Maddieson’s account
(section 3.5.1.3)
incorporating articulatory ease in addition to perceptual salience, clicks are
typologically rare due to their articulatory difficulty.
Clements
2003 addresses the issue of whether the economy that he captures with reference
to phonological features could actually reflect a phonetic preference for
gestural economy. In other words, it could be the case a priori that featural
economy is really articulatory economy that could be modeled more directly with
reference to gestures rather than indirectly via phonological features encoding
the articulatory gestures.
To tease
apart the two possibilities, Clements compares the predictions of the Browman
and Goldstein (1989) model
of articulatory phonology in which gestures are captured via features
referencing properties such as
the primary articulator and the location and
degree of the constriction. In the Browman and Goldstein model, labiodental and
labial articulations are distinguished since only the former involves the upper
teeth.
Clements
tests the predictions of the two theories of economy by assessing the
likelihood of /f/ occurring in a language with /p/ and /s/ (both extremely
common sounds) versus one in which either /p/ or /s/
is missing. As the feature-based theory of
economy predicts, /f/ is in fact more common in languages with at least one
bilabial and one other fricative.
Frequency of sounds within languages
It is instructive
to assess the frequency of sounds within languages to determine the extent to
which sounds that are typologically more common are also relatively common in
languages that have other cross-linguistically rarer types of sounds.it is also
a reasonable hypothesisthat the frequency of phonemes within a language mirrors
their cross-linguistic frequency.
In order to quantify the relative commonness of
sounds within languages, frequency of occurrence was examined for a set of 34
languages whose genetic diversity is roughly commensurate with that of the WALS
sample.There are two Slavic languages included in the survey, Czech and
Russian, but Czech is only used in the tabulation of vowels and Russian only in
the figures for consonants.
Figure plots
the frequency of occurrence of
the 25 consonants most frequently attested cross-linguistically
as compared to the intra- language frequency (computed as the ratio of the
observed number of tokensrelative to the number of expected tokens were each
sound to occur with equal frequency) for the surveyed languages. For the small
set of languages (Basque, Kayardild, Malayalam, Martuthunira, and Tiwi)
contrasting dental and alveolar sounds, frequency values reflect the place
associated with the higher relative frequency of the two since the typological
frequency data conflates the dental and alveolar categories for languages not
contrasting the two (which is most languages of the world). Similarly, for the
language contrasting dental/alveolar trills and taps (Basque), the
intralanguage frequency data corresponds to the frequency of the more frequent
of the tap or trill, since sources providing the cross-linguistic frequency
data on /r/ are often inexplicit about whether the rhotic is a trill or tap.o
the intra- language frequency.
Historical sound changes may also play a role in
boosting (or reducing)
language-internal frequency. For example, glottal stop in Samoan is descended
from proto-Polynesian *k which has the second highest mean frequency among the
sampled languages.The frequency of a sound may also be inflated due to
historical mergers. For example, intervocalic /l/ from Latin merged with /r/ in
Romanian, a sound change that contributes to /r/ being by far the most common
consonant in Romanian occurring at a level more than three times greater than
chance (Renwick 2011).
in some languages were open to reanalysis as
phonemic /x/. Similar possibilities for reanalysis hold for the phonetically
similar /w/ and /v/. According the figure plots the number of occurrences of
the 13 most common vowels from the 451-language UPSID survey against their
frequency (relative to other vowels) in the 29-language frequency sample. To be
consistent with the UPSID values, vowels in the frequency sample are separated
into three height categories (high, mid, and low) and, in the case of non-low
vowels, three backness categories (front, central, and back) and two rounding
categories (rounded, unrounded).
Vowels belonging to different subcategories
within these three height and back- ness groups are collapsed. For example, the
high front unrounded vowels include both high and lower high vowels, i.e. /i, ɪ/,
the mid front rounded vowels comprise both /e, ɛ/, and the low vowels include
low vowels of different backness, height, and
rounding specifications, i.e.
/a, ɑ, ᴂ, ɐ, ɒ/.
The frequent vowels within languages, /ø, y, ɨ,
ɯ/, are also among the five least frequently attested vowels (of the top 11).
The two frequency metrics diverge, however, in certain respects. Most striking
is the clear separation in frequency between the five cardinal vowels /a, e, i,
o, u/ and other vowels in the UPSID survey contrasted with the more gradual
cline in language-internal frequency proceeding from more com- mon vowels to
rarer ones.Furthermore, schwa occurs with greater frequency within languages
than three of the cardinal vowels /e, o, u/, even though schwa is considerably
less common across languages.
The frequency distributions within languages As discussed , sound changes typically alter
frequency patterns. For example, a merger of two phonemes inflates the frequency
of one while either eliminating the other (in the case of an unconditioned
merger) or reducing its frequency (in the case of a conditioned merger). (Potentially the frequency of both phonemes
could be reduced if the output of the merger were a phoneme that differs
from either of the merged ones.) Under the assumption that sound change is
characteristically driven by phonetic and functional considerations, one would predict that languages would
display an overall drift (with local deviations) toward an increase in both the
number of phonetically preferred phonemes and their frequency relative to other
phonetically less advantaged phonemes.
Marten suggests that
speakers are sensitive to considerations of phonetic naturalness even at the
lexical level when choosing words to borrow and coining new words.
Martin hypothesizes that words
with phonetically advantaged phonemes are preferentially
introduced into languages, thereby increasing the frequency of those preferred
phonemes relative to others.
He explores this hypothesis
through a study of Romance historical phonology and models the diachronic
development of frequency distributions through a series of computer simulations
employing a neural network speech processing model.
The distribution of
phonemes is quite consistent at the two stages of English, though there are
some differences that Martin (2017:7) discusses. One difference is that
voiceless obstruents are more common in modern English, which is due to the
loss in modern English of a once productive rule of intervocalic voicing.
Martin (2007,2009)
provides an account of the distribution of phonemes using a spreading
activation model of speech encoding (Dell 1986). In this type of model, nodes
encoding various levels of linguistic representation ranging from high-level
semantics down to low-level phonological features are hierarchically
interlinked via weighteActivation spreads between nodes as informa- tion is
accessed. For example, the word zebra would activate the lexical node
associated with the word, those associated with other lexemes belonging to the
same semantic field (e.g. lion, giraffe, cheetah, etc.), those associated with
the CV and CCV syllable structures of zebra, those associated with the
morphological category noun, with the phonemes /zibɹɑ/, with the features
comprising those phonemes, etc. A particular lexical item is selected when its
activation level reaches a certain threshold, where nodes associated with more
frequently occur- ring properties have higher resting activation levels. d
connected nodes.
In Martin’s account,
words that enter the lexicon tend to contain commonly occurring phonemes. A key
factor that contributes to the likelihood of a lexical item gaining traction in
the community of speakers is its phonetic attributes. Martin suggests two
potential mechanisms by which an asymmetric statistical skewing in favor of /b/
over /d/ could emerge diachronically assuming a starting point without this
bias and no systematic sound change that would have elimin- ated /p/ in certain
contexts. One possibility is that /d/ could have phonetically less voicing than
/b/ for articulatory reasons just discussed, which could lead to the
misperception of /d/ as voiceless /t/ (but not /b/ as /p/) over time on a
lexeme- specific basis, thereby asymmetrically lowering the frequency of /d/.
Alternatively, it is conceivable that speakers preferred to retain, borrow, or
coin words that began with /b/ over
those that began with /d/, a bias that
would lead to a synchronic skewing in favor of /b/.
This suggests that
the bias in favor of /b/ in French stems from other sources beyond inheritance,
including borrowings and the creation of new words from existing ones
through word-derivation processes such
as compounding and suffix addition or
loss, e.g. bêche ‘spade’ from bêcher ‘to dig’, dureté ‘hardness’ from dur
‘hard’. Borrowings in fact show a split in their behavior depending on the
source of the borrowed word. Words that were re-borrowed from Latin,
predominantly consisting of religious or scientific terms, were skewed in favor
of initial /d/ ( 77 borrowings from Latin beginning with /d/ versus 31 starting
with /b/), a bias that Martin suggests might be an artifact of the documented
statistical bias in favor of /d/ (by roughly three to one) that existed in the
Latin vocabulary.
Drawing on this
finding from French, Martin incorporates a notion of articu- latory ease into
his spreading activation
model by assigning higher resting activation levels to nodes associated
with articulatory gestures that are easier to implement. Through a series of
computer simulations of his model, Martin shows that the addition of a sufficiently
weighted factor of articulatory ease is able to allow even a comparatively rare
but phonetically preferred phoneme to
gain eventual statistical prevalence, as in the case of /b/ in the progression
from Latin to French.
3.7 Phoneme
inventories : a summary
The modal number of consonant across languages
languages is 21 and the modal number of vowel is five, though the number of
vowel rranges from three to 46 and the number of consonants from sixto 95.
There are consint of consonant and vowel more common cross linguistically
within languages. Evidence suggest that some combination of the competing
factors of minimizing articulatory effoert the while perceptual
differentiaayion is pivotal in predicting the structure of phoneme inventories.