1. Job Google Job Title: Linguistic Project Manager
Specialty Areas: Applied Linguistics; Computational Linguistics; General Linguistics; Phonetics; Phonology; Text to Speech
- Reviewing and/or creating guidelines for TTS projects involving text
processing and audio data evaluation
- Communicating with cross-functional team members to create timelines and
track progress for data collection and work
- Evaluating and analyzing data quality
Job requirements:
- Degree in Linguistics or equivalent experience in Phonetics/Phonology or
Speech
- Excellent oral and written communication skills
- Ability to quickly grasp technical concepts
- Excellent organizational skills and attention to details
- Previous project management experience
Plus:
- Programming language or previous experience working in Linux environment
- Speaker of one or more Indic languages

2. Phonology

3. M-phonology
The relationship between morphology and phonology

4. M-Phonology
Fill in the table and pay attention to pronunciation differences
Adjective
Noun
Adverb
wide
long
broad

5. M-Phonology
Fill in the table and pay attention to pronunciation differences
Adjective
Noun
Adverb
wide
width
widely
long
length
Long/lengthwise
broad
breadth
broadly

6. Do -th and -ly change pronunciation?
M-Phonology
Fill in the table and pay attention to pronunciation differences
Do -th and -ly change pronunciation?
Adjective
Noun
Adverb
wide
width
widely
long
length
Long/lengthwise
broad
breadth
broadly

7. P-phonology
(BTW P-phonology is the author’s own term)

8. Goals of phonology
To describe the knowledge speakers must have about the sound system of their language

9. Goals of phonology
To describe the knowledge speakers must have about the sound system of their language
We assume all speakers of same dialect have same system

10. Goals of phonology
To describe the knowledge speakers must have about the sound system of their language
We assume all speakers of same dialect have same system
We don’t disregard less prestigious forms

11. Phoneme
Definitions
A member of the set of the smallest units of speech that serve to distinguish one utterance from another in a language or dialect

12. Phoneme
Definitions
A member of the set of the smallest units of speech that serve to distinguish one utterance from another in a language or dialect
One of the units of sound that distinguish one word from another in a particular language.

13. Phoneme
Definitions
A member of the set of the smallest units of speech that serve to distinguish one utterance from another in a language or dialect
One of the units of sound that distinguish one word from another in a particular language.
A category that is defined by its allophones and their environments

14. Phoneme
Definitions
A member of the set of the smallest units of speech that serve to distinguish one utterance from another in a language or dialect
One of the units of sound that distinguish one word from another in a particular language.
A category that is defined by its allophones and their environments
A set of distinct features

15. Phone
A speech sound. The actual sound.

16. Phone vs. phoneme
Phoneme
Mental concept of speech sound

17. Phone vs. phoneme Phoneme Mental concept of speech sound
Can’t be measured
Has no duration, frequency, tone

18. Phone vs. phoneme Phoneme Mental concept of speech sound
Can’t be measured
Has no duration, frequency, tone
Phone
Actual speech sound
Can be measured
Has duration, frequeny, tone

19. Phone vs. phoneme
Phonemes are written / /
Phones are written [ ]

20. Allophone Phones are uncategorzed sounds
Allophones are phones whose categorization we are discussing

21. Allophone Phones are uncategorzed sounds
Allophones are phones whose categorization we are discussing in terms of its relationship to a phoneme

22. Allophone Phones are uncategorzed sounds
Allophones are phones whose categorization we are discussing in terms of its relationship to a phoneme
e.g. the phone [p] is voiceless

23. Allophone Phones are uncategorzed sounds
Allophones are phones whose categorization we are discussing in terms of its relationship to a phoneme
e.g. the phone [p] is voiceless
e.g. the allophone [p] belongs to the phoneme /p/

24. Grapheme Graphemes are written letters Graphemes have no sound
Graphemes are written “ “ or { }

25. Grapheme Graphemes are written letters Graphemes have no sound
Graphemes are written “ “ or { }
When talking about a sound never say it is a letters
e.g. ***the first sound in [dag] is the letter d***

26. Phonemic hypothesis Phonemes are the building blocks of language
A language can be analyzed on the basis of its phonemes
Speakers process language via phonemes

27. Phonemic hypothesis Phonemes are the building blocks of language
A language can be analyzed on the basis of its phonemes
Speakers process language via phonemes

28. Phonemic hypothesis Phonemes are the building blocks of language
A language can be analyzed on the basis of its phonemes
Speakers process language via phonemes
Evidence that only alphabet literate people process via phonemes

29. Does writing system affect language processing?
Subjects
Portuguese speakers who learned to read after age 18 (ex illiterates)
Portuguese speakers who could not read (illiterates)

30. Does writing system affect language processing?
Experiment: Segmentation of speech
Delete the first sound of a made-up word presented orally
Some words were consonant initial
[pluku] [pubə]
Some were vowel initial
[ʌbopu]

31. Does writing system affect language processing?
Experiment: Segmentation of speech
Delete the first sound of a made-up word presented orally
Some words were consonant initial
[pluku] [pubə]
Some were vowel initial
[ʌbopu]
Results
Ex-illiterates: 73% correct
Illiterates: 19% correct

32. Does writing system affect language processing?
If you haven’t learned to represent speech sounds as phonemes, you can’t manipulate phonemes

33. Does writing system affect language processing?
If you haven’t learned to represent speech sounds as phonemes, you can’t manipulate phonemes
Are linguists wrong to assume everyone (even illiterates) processes language by phonemes?

34. Does writing system affect language processing?
Experiment 2
Listen to a word and determine if it contained a particular phone or syllable
[t], [k], [ta], [tʌ], [r]

35. Does writing system affect language processing?
Experiment 2
Listen to a word and determine if it contained a particular phone or syllable
[t], [k], [ta], [tʌ], [r]
Subjects: Illiterates, poor readers, better readers

36. Does writing system affect language processing?
Experiment 2
Listen to a word and determine if it contained a particular phone or syllable
[t], [k], [ta], [tʌ], [r]
Subjects: Illiterates, poor readers, better readers
Results: depending on phone
Illiterates: 36-68% correct
Poor readers: 84-95% correct
Better readers: 77-98% correct
[r] recognized best, [tʌ] worst

37. Does writing system affect language processing?
Better readers recognize phones and syllables in spoken speech

38. Does writing system affect language processing?
Experiment 3
Subjects asked to determine if words rhymed (ended in same sounds)
Results: better readers >> poor readers >> illiterates

39. Phonemic segmentation
Ability to separate words into phones

40. Phonemic segmentation
Ability to separate words into phones
Why is it hard?

41. Phonemic segmentation
Ability to separate words into phones
Why is it hard?
Fuzzy boundaries between phones

42. Phonemic segmentation
Ability to separate words into phones
Why is it hard?
Fuzzy boundaries between phones
It is necessary to read alphabetic system

43. Problem
Illiterates contrasted with literates

44. Problem Illiterates contrasted with literates
Is it not knowing a writing system at all or not knowing an alphabetic writing system?

45. Problem Illiterates contrasted with literates
Is it not knowing a writing system at all or not knowing an alphabetic writing system?
How about comparing literates in non- alphabetic system to literates in alphabetic system

46. Problem Illiterates contrasted with literates
Is it not knowing a writing system at all or not knowing an alphabetic writing system?
How about comparing literates in non- alphabetic system to literates in alphabetic system
Who?
Chinese

47. Hanyu Pinyin
Phonemic representation of Chinese in Latin letters

48. Hanyu Pinyin Phonemic representation of Chinese in Latin letters
Learned by young Chinese kids before Chinese characters

49. Hanyu Pinyin
Subjects
One group learned pinyin before Chinese characters
Other group only learned characters
Both groups were literate

50. Hanyu Pinyin Subjects Experiment 1
One group learned pinyin before Chinese characters
Other group only learned characters
Both groups were literate
Experiment 1
Delete [d, n, s] from syllable (e.g. [dan])
Add [d, n, s] to syllable (e.g. [an])

51. Hanyu Pinyin Subjects Experiment 1
One group learned pinyin before Chinese characters
Other group only learned characters
Both groups were literate
Experiment 1
Delete [d, n, s] from syllable (e.g. [dan])
Add [d, n, s] to syllable (e.g. [an])
Some items were real words, others were not

52. Hanyu Pinyin Results Real words Pinyin taught: 93% correct
Not pinyin taught: 37% correct

53. Hanyu Pinyin Results Real words Non words Pinyin taught: 93% correct
Not pinyin taught: 37% correct
Non words
Pinyin taught: 83% correct
Not pinyin taught: 21% correct

54. Hanyu Pinyin It’s not literate vs. illiterate
It’s alphabetic literate vs. alphabetic illiterate

55. Hanyu Pinyin
Spoken speech not divided into phones until/unless it is seen in alphabetic writing

56. Hanyu Pinyin
Spoken speech not divided into phones until/unless it is seen in alphabetic writing
This casts doubt on phonemic basis of phonological processing

57. Distinctive feature The elements that make up a phoneme
Analogy-the pigments that make up a color
Some features are articulatory and others acoustic
[b] is [+voice]
[p] is [- voice]

58. Syllable Are syllables real?
Do they play a role in language processing?

59. Sonorant and obstruents
They are mutually exclusive
Obstruents-stops, fricatives, affricates

60. Sonorant and obstruents
They are mutually exclusive
Obstruents-stops, fricatives, affricates
Have more closure
Sonorants-nasals, rhotics, laterals, approximants, taps, trills
Have less closure
Are more singable than obstruents