|
The Production and Perception of Japanese Pitch Accent
Author: Yukiko Sugiyama
Date Of Publication: Jan 2012
Isbn13: 978-1-4438-3466-7
Isbn: 1-4438-3466-1
The word prosody of Tokyo Japanese is often labeled as pitch accent, and is characterized by a steep fall in F0 from the accented mora into the following unaccented mora. The description of Japanese pitch accent in earlier research was primarily based on the observation of a small set of minimal pairs that differed only by pitch accent, and its bearing on the perception of pitch accent was not clear. This book attempts to overcome these limitations by conducting production and perception experiments using a larger set of minimal pairs. It first examines whether earlier descriptions of Japanese pitch accent hold generally true in Japanese by thoroughly searching minimal pairs in an electronic database. It then conducts a perception study to examine whether acoustic differences found between the minimal pairs are used by listeners in word identification. The results show that some acoustic properties related to pitch accent were not used in auditory identification, underscoring the need to look at both production and perception in studying speech. This volume also includes a short review on the literature of Japanese pitch accent. The book is ideal for those interested in the issues related to phonetics and the perception of accent and word prosody.
Yukiko Sugiyama is an Assistant Professor in the Faculty of Science and Technology at Keio University. She obtained her PhD from The University at Buffalo, The State University of New York in 2008, where she worked on the acoustic nature of Japanese pitch accent. Her main interests are phonetics, speech perception, the phonetics-phonology interface, and prosodic typology.
Price Uk Gbp: 34.99
Price Us Usd: 52.99
Sample pdf (including Table of Contents)
|
|
|
|
|
From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
|
|
Read more...
|
|
|
|
