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Kudus, Jawa Tengah, Indonesia

Rabu, 17 Mei 2023

THE IMPORTANCE OF EDUCATION IN OUR LIFE AND CAREER

 

 THE IMPORTANCE OF EDUCATION IN OUR LIFE AND CAREER

            Education is knowledge that can not be stolen and can help any child, at a very young age, learning to develop and use the power of mental, moral and physical which they acquired through various types of education. Education brings knowledge to reach the peak of dreams. Education is very important for everyone. The level of education helps people to respect and recognition. Someone not only receive education only of teachers but also to learn and accept the knowledge of parents, family members and even other relatives.
            Education has a positive effect on human lives. Everyone needs to learn. Education is a continuous process and creative. The purpose of education is to develop the capacity of the human brain and coordinate their expression to be more advanced and developed. Education plays a fundamental role in our society and even ourself could not imagine life without it. These are elements that are determined for the civilization of Indonesian society. Not only help us to develop a healthy environment but also produce good social community. As a fact, something that we make today is based on the knowledge we  throughout our life through education that we have ever received.
            The importance of education in our lives. First be a good person. Education contributes could choice for our lives, to make us become responsible citizens. We know the history and culture through education and absorb these values. Education opens our minds and expand our horizons. This allows us to understand our duties as citizens and encourage us to follow him. A fact that can not be denied that an educated person is better citizens. But surely not just because of the title, but in terms of behavior. The main of education is to build good character. Both extensive knowledge. The importance of education ability to open up new views and insights for us. It expands our knowledge and teaches us to be tolerant of other views. Educated people find it easier to understand the different viewpoints of people who do not educated. Education will extend our mental and our way forward to achieve greater enlightenment. Third creating awareness. Education will tell us then to create awareness about the rights and the services we access. It also teaches us to be able to distinguish between right and wrong. Because maybe we've never encountered a problem and never wavered with the condition between right and wrong, but with the right education will give the right answer. As well as with the education we have will help in making decisions and improve their beliefs. An educated person is a confident man.  Education fosters a positive outlook and allows us to believe in ourselves. Ourself confidence is a trait most sought after by humans and bring us to rely on ourselves. Makes us confident and ready to face the world.
            Besides education is also very important to our careers. In the main reasons why the problem of career education is very important because education is a basic requirement for a company even education is a key condition in finding a job. Many companies require employees with high levels of education, the lower the level of education we are then the less the door open for us to career. Education a requirement to narrow the field of applicants, especially in situations where there are many job applicants. When selecting a prospective employee, employers will prefer those who have completed level of education at a higher level
Why education is an important priority for employers?
1]. School teaches you how to gather, learn, and apply knowledge. No matter what career you choose, you only need to learn the procedures, information, and skills related to your job, as well as carry out tasks based on the information and training.
2]. School allows you to interact with others and improve your communication skills, including persuasion, conflict resolution and teamwork.
3]. Learning how to manage projects, time, spell out the tasks time efficiently and effectively.
4]. With school, you can learn from the experience and intelligence of thousands of people before you. In just a few years you go to school you will get an overview of the various theories, ideological, formulas and experiments ever conducted. Formal education is the way we learn is based on academic experience.
Education is a process of learning and knowing, which is not limited to schools and text books. Even the event or events around us will be able to educate us. Human existence would be useless without education,” human that do not ever want to learn”. Educated people have the ability to change the world, because they are educated brimming with confidence and make the right moves. Education really beneficial for society as a whole. Since this is a lifelong process for everyone to continue to learn.
 

 

 

 

 

 

 

 

Learning as busy university student

 

 

Learning as busy university student

  Muna Alfadlilah


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

 

 

 

Learning English with song lyric

 Muna Alfadlilah


     

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 (Risalah)

 

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 (Ulvi)

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 (Lulu ulfiyah aprilia)

 

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 (Mahrus Imam)

 

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.

Prose- The Sniper by Liam O’ Flaherty

 

                       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.

 

Paper Prose (Contoh)

 

                       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.

 

Resume Phonology

 

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.