Articulation of Homorganic Nasal+Consonant Clusters in English: Constraints and Quantitative Evidence
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초록
This study focuses on the realizations of the coronal homorganic nasal plus a voiceless stop over a syllable boundary in English. We argue in this study that the deletion of the [t] in the input /nt/ sequences is due to the specified constraint of *NC̥-Cor. If it dominates the faithfulness constraint Faith-Seg(σ), only the [n] is realized in the output. With the reversed ranking, we can account for the faithful pronunciation of the [nt]. This theoretical analysis is supported by quantitative evidence in which the native speakers of North American English pronounce both [nt] and [n] in their reading a list of words containing the input /nt/. We provide supporting quantitative evidence even if we used a fairly formal register of the language by providing the subjects with the word list. The results of the quantitative study show that the pronunciation of the /nt/ over a syllable boundary reflects the difference in the familiarity of words, depending on gender, age, and teaching experience.
Abstract
This study focuses on the realizations of the coronal homorganic nasal plus a voiceless stop over a syllable boundary in English. We argue in this study that the deletion of the [t] in the input /nt/ sequences is due to the specified constraint of *NC̥-Cor. If it dominates the faithfulness constraint Faith-Seg(σ), only the [n] is realized in the output. With the reversed ranking, we can account for the faithful pronunciation of the [nt]. This theoretical analysis is supported by quantitative evidence in which the native speakers of North American English pronounce both [nt] and [n] in their reading a list of words containing the input /nt/. We provide supporting quantitative evidence even if we used a fairly formal register of the language by providing the subjects with the word list. The results of the quantitative study show that the pronunciation of the /nt/ over a syllable boundary reflects the difference in the familiarity of words, depending on gender, age, and teaching experience.
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