Voice quality in contemporary Scotland: perception, gender, & identity

当代苏格兰的语音质量：感知、性别、

• 批准号: 2178789
• 金额: --
• 依托单位: University of Glasgow
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2018
• 资助国家: 英国
• 起止时间: 2018 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2178789
• 关键词: Voice; quality; contemporary; Scotland; perception

This project will take a combination of methodological approaches, integrating acoustic phonetic measurement with experimental speech perception and sociolinguistics. The Master's year will focus on perceptions of phonation, investigating how phonation interacts with other cues to speaker gender (fundamental frequency, vowel formants), to affect listener judgments of speaker characteristics. In this perception study, Scottish listeners will be presented with stimuli originally spoken by the same speaker, but with acoustic measures of phonation and cues to speaker gender digitally manipulated, then be asked to evaluate characteristics of the speaker on Likert scale responses.The PhD study will contain two main parts. The first will investigate voice quality production in speech data collected from a sample of native Scottish English speakers, with 36 from Edinburgh and the surrounding areas and 36 from Glasgow and the surrounding areas, stratified by social class, age and gender. This will be investigated by a linked perception and acoustic study. The second will study a smaller number of LGBT+ speakers, with a focus on transgender speakers, from Edinburgh, Glasgow and the surrounding areas. Participants will be recorded speaking to a series of interlocutors of different identities and different relationships to the speaker - each LGBT+ speaker will speak to at least one other person with one LGBT+ friend of a similar identity, one LGBT+ friend of a different identity, one non-LGBT+ friend and one non-LGBT+ stranger. Building on the previous perception and production studies, this data will then be investigated acoustically, to examine how LGBT+ speakers use phonation to express, construct and present gender and sexual identities.Given that voice quality is an under-researched field within sociolinguistics (e.g. Thomas 2011, Podesva & Callier 2015), this study will contribute to the broader discipline by investigating the relationship between acoustic measurements, perception and identity. It also has specific applications beyond academic; I hope to make links with speech and language therapists to investigate how this research is applicable in the diagnosis and treatment of voice disorders as well as in feminizing and masculinizing voice and communication therapy.The University advises its doctoral researchers to undertake 2 weeks of skills development training per year (or equivalent for part-time students). This skills development training may include attendance at workshops offered by the Graduate School, or by the University's Researcher Development unit, the Learning and Teaching Centre, by the School or subject area, or external organisations. There are opportunities to apply for funding should students have specific skills needs or if they have an idea for a collaborative training initiative. Skills Development also encompasses a whole range of non-formalised activities, including attending visiting speaker seminars; writing and presenting a conference paper; attending a conference; undertaking Graduate Teaching Assistant (GTA) training; helping organise a symposium or a conference; working with e-Sharp, etc.

本研究将结合声学语音测量、实验言语感知和社会语言学等方法。硕士的一年将专注于发声的看法，调查发声如何与其他线索扬声器性别（基频，元音共振峰）相互作用，影响听众对扬声器特征的判断。在这项感知研究中，苏格兰听众将被呈现由同一说话者最初说出的刺激，但发声的声学措施和数字处理的说话者性别的线索，然后被要求在李克特量表反应上评估说话者的特征。博士研究将包括两个主要部分。第一个将调查语音质量生产的语音数据收集的样本苏格兰英语母语者，36个来自爱丁堡和周边地区，36个来自格拉斯哥和周边地区，分层的社会阶层，年龄和性别。这将通过相关的感知和声学研究进行调查。第二项研究将研究来自爱丁堡、格拉斯哥和周边地区的少数LGBT+发言者，重点是跨性别发言者。参与者将被记录与一系列不同身份和不同关系的对话者交谈-每个LGBT+发言者将与至少一个其他人交谈，其中包括一个LGBT+朋友，一个LGBT+朋友，一个非LGBT+朋友和一个非LGBT+陌生人。基于先前的感知和产生研究，这些数据将进行声学调查，以研究LGBT+说话者如何使用发声来表达，构建和呈现性别和性身份。（例如，托马斯2011年，Podesva和Callier 2015年），这项研究将有助于更广泛的学科，通过调查声学测量之间的关系，感知和身份。它也有学术以外的具体应用;我希望与言语和语言治疗师建立联系，以调查这项研究如何适用于语音障碍的诊断和治疗，以及女性化和男性化的声音和沟通治疗。大学建议其博士研究人员每年进行2周的技能发展培训（或兼职学生的同等培训）。这种技能发展培训可能包括参加由研究生院，或由大学的研究人员发展单位，学习和教学中心，由学校或学科领域，或外部组织提供的研讨会。如果学生有特定的技能需求，或者如果他们有合作培训计划的想法，他们有机会申请资助。技能发展还包括一系列非正式活动，包括参加客座演讲者研讨会;撰写和提交会议文件;参加会议;参加研究生教学助理（GTA）培训;帮助组织研讨会或会议;与e-Sharp合作等。