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GOVOR / SPEECH
Zagreb, godina XXVI (2009), broj 1
UDK 81'34(05)"540.6" CODEN GOVOEB ISSN 0352-7565
Izdava
ODJEL ZA FONETIKU HRVATSKOGA FILOLOKOG DRUTVA
Urednitvo
Prilozi objavljeni u Govoru referiraju se u sljedeim sekundarnim izvorima: Arts and Humanities
Citation Index, BL Bibliographie Linguistique, INIST-CNRS Institut de lInformation Scientifique
et Technique, Journal Citation Reports/Social Sciences Edition, Linguistics Abstracts, LLBA
Linguistics and Language Behavior Abstracts, MLA Bibliography, Social Sciences Citation Index,
Social Scisearch.
Adresa urednitva
Filozofski fakultet, Odsjek za fonetiku, I. Luia 3, 10 000 Zagreb, Hrvatska
Telefoni: 385 (0)1 612 00 98, 385 (0)1 612 00 96, 385 (0)1 600 23 74
Telefaks: 385 (0)1 612 00 96, e-mail: govor@ffzg.hr
Ovaj je broj tiskan uz financijsku potporu Ministarstva znanosti, obrazovanja i porta Republike Hrvatske.
Luka BONETTI
Samoglasniki prostor govora teko nagluhih i gluhih osoba
Vowel Space in Severely and Profoundly Hearing Impaired Persons..............................21
Camelia FIRIC
The Phonetic or the Etymological Principle in Romanian Orthography?
Fonetsko ili etimologijsko naelo u rumunjskom pismu? ................................................53
Milenko POPOVI
Poredba sustav i funkcioniranja suvremenih slavenskih jezika, 2: Fonetika / Fonologija
Sveuilite u Opolu Institut za poljsku filologiju: Opole, 2007.....................................63
Elenmari PLETIKOS
Konferencija Eksperimentalni i teorijski dosezi u istraivanju prozodije
Sveuilite Cornell, Ithaca, NY, SAD, od 11. do 13. travnja 2008. godine .....................75
Gabrijela KIIEK
Druga konferencija Rhetoric in society
Leiden, Nizozemska, od 21. do 23. sijenja 2009. godine ...............................................77
Damir Boras
Filozofski fakultet, Zagreb
Hrvatska
Govor na ispraaju
Zagreb, 3. veljae 2009.
GOVOR XXVI (2009),1 7
Petar imunovi
HAZU, Zagreb
Hrvatska
Govor na ispraaju
Zagreb, 3. veljae 2009.
10 U spomen Ivi kariu (1933. 2009.) 5-20
Damir Horga
Filozofski fakultet, Zagreb
Hrvatska
Govor na ispraaju
Zagreb, 3. veljae 2009.
12 U spomen Ivi kariu (1933. 2009.) 5-20
Davor Nikoli
Filozofski fakultet, Zagreb
Hrvatska
Govor na ispraaju
Zagreb, 3. veljae 2009.
14 U spomen Ivi kariu (1933. 2009.) 5-20
Dobar dan! Ja sam Uro Valentino Saraja, jedan od tisuu uenika koji
su proli kroz Govorniku kolu, jedan od tisuu uenika koji su upoznali
i zavoljeli profesora.
Cijenjena obitelji kari, potovani suradnici i prijatelji naeg profesora!
Govor na ispraaju
Zagreb, 3. veljae 2009.
GOVOR XXVI (2009), 1 15
August Kovaec
Filozofski fakultet, Zagreb
Hrvatska
Govor na komemoraciji
Zagreb, 3. travnja 2009.
GOVOR XXVI (2009), 1 21
UDK 616.28-008.14-053.6
376-053.6:81'342.1
Izvorni znanstveni rad
Luka Bonetti
Edukacijsko-rehabilitacijski fakultet, Zagreb
Hrvatska
SAETAK
UVOD
METODE
REZULTATI
700
600
500
400
F1 /a/ - F1 /i/
300
200
100
-100
-200 0 200 400 600 800 1000 1200 1400 1600 1800
F2 /i/ - F2 /u/
Korelacija s
Diskriminacijski
diskriminacijskom
Varijable / koeficijenti /
funkcijom / F p
Variable Discriminan
Correlation with
coefficients
discriminant function
F1/a/-F1/i/ 0,63 0,98 01,8333 0,1844
F2/i/-F2/u/ 0,94 0,64 20,0252 0,0000
ZAKLJUAK
Angelocci, A., Kopp, G., Holbrook, A. (1964). The vowel formats of deaf and
hearing 11-to-14 year old boys. Journal of Speech and Hearing
Disorders, 29, 156-170.
Baken, R. J., Orlikoff, R. F. (2000). Clinical Measurements of Speech and
Voice. Singular Publishing Group, San Diego, California, USA.
Bakran, J. (1996). Zvuna slika hrvatskoga govora. Zagreb, Ibis grafika.
Bonetti, L. (2008). Prediktori razumljivosti govora osoba s oteenjem sluha.
Neobjavljena doktorska disertacija. Edukacijsko-rehabilitacijski fakultet,
Sveuilite u Zagrebu.
Boone, D. R. (1966). The speech production and spoken language of the deaf.
Language and Speech, 9, 127-136.
Bradari-Joni, S. (1997). Neke determinante uspjenosti itanja govora s lica
i usana u prelingvalno gluhe djece. Neobjavljena doktorska disertacija.
Edukacijsko-rehabilitacijski fakultet, Sveuilite u Zagrebu.
Bradari-Joni, S., Blai, D. (2002). Osobitosti izgovora glasova u gluhih
srednjokolaca. Hrvatska revija za rehabilitacijska istraivanja, vol. 38,
br. 1, 73-102.
Brown, W. S. Jr., Goldberg, D. M. (1990). An Acoustic Study of the
Intelligible Utterances of Hearing-Impaired Speakers. Folia Phoniatrica,
42, 230-238.
Gold, T. (1980). Speech production in hearing-impaired children. Journal of
Communication Disorders, 13, 397-418.
Harrington, J., Cassidy, S. (1999). Techniques in Speech Acoustics. Kluwer
Academic Press.
Hull, R. H. (2001). Aural Rehabilitation/Serving Children and Adults. Fourth
Edition. Singular, Delmar, Thompson Learning, Inc.
Levitt, H., Stromberg, H., Smith, C., Gold, T. (1980). The structure of
segmental errors in the speech of deaf children. Journal of
communication disorders 13, 419-441.
Markides, A. (1970). The speech of deaf and particully hearing children with
special reference to factors affecting intelligibility. British Journal of
Disorders of Communication, 5, 126-140.
Metz, D. E., Samar, V. J., Schiavetti, N., Sitler, R., Whitehead, R. L. (1985).
Acoustic dimensions of hearing-impaired speakers intelligibility.
Journal of Speech and Hearing Research, 28, 345-355.
Metz, D. E., Schiavetti, N., Samar, V. J., Sitler, R. W. (1990). Acoustic
dimensions of hearing-impaired speakers intelligibility: Segmental and
suprasegmental characteristics. Journal of Speech and Hearing Research,
33, 476-487.
Mildner, V. (1996). Samoglasniki prostori zagrebakoga i dubrovakoga
govora. Govor, 13, 1-2, 25-39.
GOVOR XXVI (2009), 1 31
Monsen, R. B. (1976). Normal and reduced phonological space: The production
of English vowels by deaf adolescents. Journal of phonetics, 4, 189-198.
Monsen, R. B. (1978). Toward Measuring How Well Hearing-Impaired Children
Speak. Journal of Speech and Hearing Research 21, 2, 286-296.
Nicolaidis, K., Sfakiannaki, A. (2007). An acoustic analysis of vowels produced
by Greek speakers with hearing impairment. 16th International Congress
of Phonetic Sciences. Saarbrcken, 6-10 August 2007. Paper ID 1358,
1969-72.
Osberger, M. J., McGarr, N. S. (1982). Speech Production Characteristics of
the Heraing Impared. 8, 222 - 283. U Osberger, M. J. (ur.): Speech and
Language. Advances in Basic Research and Practice, 8, Academic Press,
Inc.
ster, A-M. (1996). Clinical applications of computer-based speech training for
children with hearing impairment. Department of Speech, Music and
Hearing, KTH Stockholm, Sweden
ster, A-M. (2002). The relationship between residual hearing and speech
intelligibility - Is there a measure that could predict a prelingually
profoundly deaf child's possibility to develop intelligible speech? TMH-
-QPSR, Vol. 43, 51-56.
Ryalls, J., Larouche A., Giroux, F. (2003). Acoustic comparison of CV
syllables in Frenchspeaking children with normal hearing, moderate-to-
-severe and profound hearing impairment. Journal of Multilingual
Communication Disorders, 1, 99-114.
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Journal of Communication Disorders 22, 5, 317-325.
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landmarks and distinctive features. Journal of the Acoustical Society of
America, 111, 1872-1891.
kari, I. (1991). Govorna signalizacija, II. dio. U Babi, S., Brozovi, D.,
Mogu, M., Pavei, S., kari, I., Teak, S.: Povijesni pregled, glasovi i
oblici hrvatskoga knjievnog jezika. Globus, Nakladni zavod, HAZU,
Zagreb.
Tye-Murray, N. (2004). Foundations of Aural Rehabilitation: Children, Adults,
and Their Family Members. 2nd Edition. Thompson Learning - Delmar
Learning, Singular Publishing Group.
Zimmerman, G., Rettaliata, P. (1981). Articulatory patterns of an
adventitiously deaf speaker: Implications for the role of auditory
information in speech production. Journal of Speech and Hearing
Research, 24, 169-178.
Zlatari, I. (2008). Primjena biofeedback raunalnog programa u vokalnom
treningu gluhe djece. Neobjavljeni diplomski rad. Edukacijsko-
-rehabilitacijski fakultet, Sveuilite u Zagrebu.
32 L. Bonetti: Samoglasniki prostor govora teko nagluhih i gluhih osoba 21-33
Luka Bonetti
Faculty of Special Education and Rehabilitation, Zagreb
Croatia
SUMMARY
The articulation of vowels has often been singled out as the most
common factor influencing the intelligibility of speech of hearing impaired
speakers. The available literature, as far as objective assessment of vowel
production is concerned, has shown that vowel differentiation among speakers
with hearing impairment is significantly lower in comparison to hearing persons.
Some authors consider this to be the consequence of the reduction of range
between central frequencies of second formants, and others consider it to be the
consequence of the reduction of range between both first and second formants.
The goal of this research was to examine which one of these two explanations is
more accurate in describing the production of vowels in hearing impaired
persons.
The goal of the research was realized by measuring and comparing the
dimensions of vowel spaces between the groups of severely/profoundly hearing
impaired high school boys and girls (N=29) and their hearing counterparts
(N=9). The dimensions of vowel spaces were defined by the range between
highest and lowest first formant frequencies, and highest and lowest second
formant frequencies of three extreme points of this space: vowels /a/, /i/ and /u/.
The results of the acoustical measurements were analyzed descriptively and by
using a multivariate method (discriminant analysis).
The elaboration of collected data revealed that acoustically defined
dimensions of the vowel space in the speech of the examined hearing impaired
subjects were significantly smaller when compared to dimensions of the vowel
space in hearing subjects. The reduction was primarily caused by the restriction
of the range between second formant frequencies of vowels /i/ and /u/, meaning
the reduction of the second formant range in vowel space.
The analysis of the results has shown that the problem of the vowel
production among hearing impaired subjects originates in the high-frequency
spectral area, which suggests that both of the previous explanations are likely to
be possible: the cause of the centralization of the vowels can be poor visual
feedback, because higher frequencies in vowel space belong to vowels that are
GOVOR XXVI (2009), 1 33
least visible, but also minimal or non-existing residual hearing in high-frequency
area, which means poor auditory feedback for the range of the second formant.
In both cases, biofeedback methods can be incorporated in speech
training. They facilitate the visual canal by ensuring real-time visual
information, which otherwise is not available to severely and profoundly hearing
impaired persons, while controlling the position of the tongue during vowel
production. Their efficiency, however, needs to be examined as well.
UDK 616.89-008.434-053.4
376-056.264
Izvorni znanstveni rad
SAETAK
UVOD
SVRHA
Uzorak ispitanika
Istraivanjem je obuhvaeno osamnaest ispitanika ukljuenih u
kompleksnu rehabilitaciju u Predkolskom odjelu Poliklinike SUVAG. U
eksperimentalnoj i kontrolnoj grupi bilo je ukljueno devetero djece. U svakoj
skupini bile su dvije djevojice i sedam djeaka. Raspon kronoloke dobi u
inicijalnoj toki ispitivanja iznosio je za prvu skupinu od 6 godina i 1 mjesec do
7 godina, za drugu skupinu od 5 godina i 5 mjeseci do 7 godina i 4 mjeseca.
Prosjena kronoloka dob u objema skupinama iznosila je 6 godina i 6 mjeseci.
Budui da je troje djece iz kontrolne skupine ranije zavrilo rehabilitaciju, njihovi
rezultati nisu uzeti u obzir u obradi podataka varijabli standardnog i oteanog
audiograma.
Kod svih je ispitanika tonskom audiometrijom ustanovljen uredan prag
sluha. Logopedskom i psiholokom dijagnostikom dijagnosticiran je mijeani
poremeaj razumijevanja i izraavanja.
Intelektualne sposobnosti djece bile su uredne.
Ispitivanje je izvreno u dvjema vremenskim tokama, prije uporabe
EduLinka (inicijalna toka) i nakon est mjeseci njegova koritenja (finalna
toka). EduLink se dnevno koristio za vrijeme grupne rehabilitacije (prosjeno
dva do tri sata dnevno). Sva su djeca koristila EduLink na dominantnom uhu. U
kontrolnoj skupini u isto se vrijeme koristio VERBOTON G10 uz beine
slualice Sennheiser 130. Ispitivanja u objema skupinama provodila su se u istom
vremenskom razdoblju.
Metode
Audioloko ispitivanje sastojalo se od tonskog, standardnog govornog i
oteanog govornog audiograma.
Funkcionalnom dijagnostikom sluanja ureajem Verboton G20,
slualicama KOSS, pozicijom D-kanal, obostrano je ispitana razina ugodnog
sluanja (MCL) u dB SPL-a, odreena razina neugode (UCL), ispitano
integracijsko vrijeme, to jest sposobnost brzine sluanja govora (broj slogova u
sekundi), selektivno sluanje, te sposobnost sluanja i ponavljanja reenica.
Ureajem REVER 4E ispitano je podnoenje reverberacije u prostoru.
Logopedsko ispitivanje obuhvaalo je ispitivanje artikulacije (test
artikulacije Vuleti), ispitivanje sposobnosti fonematske diskriminacije s
obzirom na mjesto i nain tvorbe, sluno uoavanje semantiki neodgovarajue
rijei, opseg glasovnog zapamivanja (ponavljanje logatoma i rijei test
Vuleti), opseg verbalne memorije, ponavljanje vielanih reenica.
Psiholokim praenjem obuhvaeno je razumijevanje govora i verbalno
zapamivanje i uenje. Koriteni su prilagoeni oblik testa za kvalitativno
ispitivanje govora SUVAG 2001, prilagoeni oblik neuropsiholokog testa za
kvalitativno ispitivanje funkcije uenja (Diakor-98) i subtest iz testa za
ispitivanje kognitivnih sposobnosti REWISC.
GOVOR XXVI (2009), 1 39
Upitnikom za terapeute i upitnikom za roditelje, sastavljenim iz pitanja iz
Leiter-testa, procijenjena je panja.
Uzorak varijabli
U svrhu procjene slune panje, memorije te promjene ponaanja,
odabrane su sljedee varijable:
1. Selektivno sluanje na desnom i lijevom uhu SELD i SELL
Selektivno sluanje ispituje se VERBOTON G20 ureajem na optimalnom
slunom polju ispitanika. Rezultat se procjenjuje intenzitetskim odnosom
govora i dodatnog izvora signala (radio) u kojem dodatni izvor ne umanjuje
razluivost primarnog govornog signala, dakle, razluivost govora u tim
dvama uvjetima sluanja treba biti 1:1. Kao uredno selektivno sluanje
uzima se ono u kojem oba izvora signala imaju isti intenzitet, a sva
smanjenja intenziteta dodatnog izvora kako bi se odrala razluivost
primarnog govornog signala smatraju se loijim rezultatom (indija, 1993).
2. Ponavljanje vezane liste reenica na desnom i lijevom uhu VLRD i VLRL
Ponavljanje reenica strukturiranih od poznatih rijei, tj. rijei s kojima se
dijete svakodnevno susree.
3. Standardni govorni audiogram
postotak maksimalne razluivosti na desnom i lijevom uhu STAMD i
STAML
kapacitet polja razluivosti na desnom i lijevom uhu STAKD i STAKL
Kapacitet polja razluivosti govora izraunava se tako da se na svakom
intenzitetu u skokovima od 5dB uzme podatak o postotku razluivosti te da
se svi podaci zbroje (indija, 1993).
4. Oteani govorni audiogram
Oteani govorni audiogram (OGA) je ispitivanje u kojem je rijeima dodan
um govora istog intenziteta kao i govorni signal. OGA je otean zbog dvaju
initelja. Prvi je buka prekrivajueg govora koja intenzitetski slabije dijelove
rijei iskljuuje, zbog ega e se rije moi razumjeti samo ako je njezina
struktura vrlo jaka i integracijski mehanizmi dobro su sauvani. Drugi
initelj podrazumijeva ukljuenje mnogih mehanizama selektivnog sluanja,
izdvajanja jednog govornog oblika superponiranog drugim govornim
oblicima (indija, 1993).
postotak maksimalne razluivosti na desnom i lijevom uhu OTEMD i
OTEML
kapacitet polja razluivosti na desnom i lijevom uhu OTEKD i OTEKL
5. Fonematska diskriminacija FD
6. Sluno uoavanje semantiki neodgovarajue rijei SU
7. Ponavljanje logatoma L
8. Ponavljanje nevezane liste reenica NLR
9. Modificirani Leiter-upitnik za rehabilitatora LEITG
10. Modificirani Leiter-upitnik za roditelja LEITR
40 A. Duli i sur.: Verbotonalna metoda i nove tehnologije u SUVAG-u 35-52
Zadnje dvije varijable osnovane su na ponavljanju reenica strukturiranih
od manje poznatih rijei.
Izraunati su osnovni statistiki podaci za svaku primijenjenu varijablu.
Razlike izmeu grupa i unutar grupe utvrene su multivarijatnim metodama
obrade podataka.
REZULTATI I RASPRAVA
Varijable /
Variables x1 x2 SD1 SD2 Min1 Min2 Max1 Max2
SELD 2,78 1,67 3,42 2,36 0 0 10 5
SELL 2,78 2,22 3,42 2,48 0 0 10 5
VLRD 4,00 5,78 1,05 1,55 2 2 5 7
VLRL 4,00 5,67 0,82 1,15 3 4 5 7
STAMD 96,67 98,89 9,43 3,14 70 90 100 100
STAML 98,89 98,89 3,14 3,14 90 90 100 100
STAKD 1532,22 1523,33 286,43 172,50 810 1200 1770 1760
STAKL 1510,00 1572,22 268,00 117,07 930 1390 1800 1710
OTEMD 94,44 96,67 10,66 6,67 70 80 100 100
OTEML 84,44 94,44 13,43 8,31 60 80 100 100
OTEKD 912,22 1072,22 232,56 245,84 570 680 1250 1400
OTEKL 830,00 1021,11 180,49 163,53 510 720 1120 1260
FD 22,44 24,11 6,75 7,06 9 10 30 30
SU 3,22 4,56 1,69 0,83 1 3 5 5
L 5,33 6,33 3,13 3,09 0 1 10 10
NLR 8,44 10,67 3,69 3,71 3 3 15 15
LEITG 22,11 23,44 4,70 2,59 12 19 27 26
LEITR 39,67 44,67 6,67 6,51 28 34 48 52
GOVOR XXVI (2009), 1 41
Tablica 2. Aritmetike sredine (x), standardne devijacije (SD), minimalni
(Min) i maksimalni rezultat (Max) u inicijalnoj (1) i finalnoj (2)
toki ispitivanja za sve varijable kod kontrolne skupine
ispitanika
Table 2. Mean values (x), standard deviations (SD), minimum (MIN) and
maximum values (Max) in the initial (1) and final (2)
measurement points for all variables in the control group of
subjects
Varijable /
x1 x2 SD1 SD2 Min1 Min2 Max1 Max2
Variables
SELD 2,50 3,00 3,35 2,45 0 0 10 5
SELL 2,50 3,00 3,35 3,32 0 0 10 10
VLRD 3,80 5,80 0,40 1,17 3 3 4 7
VLRL 3,80 5,70 0,40 1,27 3 3 4 7
STAMD 100,00 100,00 0,00 0,00 100 100 100 100
STAML 100,00 100,00 0,00 0,00 100 100 100 100
STAKD 1358,33 1508,33 191,43 97,71 1120 1340 1720 1620
STAKL 1400,00 1530,00 219,09 127,54 1050 1370 1640 1710
OTEMD 90,00 90,00 5,77 11,55 80 70 100 100
OTEML 85,00 86,67 9,57 13,74 70 70 100 100
OTEKD 665,00 835,00 130,35 172,12 470 610 820 1100
OTEKL 675,00 836,67 104,20 138,64 540 720 880 1060
FD 20,20 23,50 4,77 4,08 10 16 27 28
SU 4,00 4,40 0,77 0,92 3 3 5 5
L 4,80 6,10 2,14 2,47 2 2 8 10
NLR 7,30 9,20 3,35 3,37 3 3 13 15
LEITG 22,40 23,50 5,28 4,13 14 16 34 29
LEITR 48,70 48,10 6,37 7,57 35 30 54 54
Funkcije /
Centrioid 1 Centroid 2 SD1 SD2 F sig
Functions
1 0,21 0,19 1,12 0,53 1,32 0,266
2 0,61 0,92 1,83 0,89 6,55 0,023
3 0,41 0,37 1,18 1,40 2,76 0,112
Funkcije /
Centrioid 1 Centroid 2 SD1 SD2 F sig
Functions
1 0,13 0,12 1,31 0,93 0,91 0,643
2 0,54 0,81 1,68 0,68 6,72 0,021
3 0,13 0,12 1,12 1,65 1,48 0,239
Korelacije s diskriminacijskim
Diskriminacijski
Varijable / koeficijentom /
koeficijent /
Variables Correlations with discriminant
Discriminant coefficient
coefficient
STAMD 0,04 0,56
STAML 0,04 0,56
STAKD 0,61 0,89
STAKL 0,62 0,94
OTEMD 0,04 0,67
OTEML 0,04 0,63
OTEKD 0,35 0,75
OTEKL 0,33 0,64
Korelacije s diskriminacijskim
Diskriminacijski
Varijable / koeficijentom /
koeficijent /
Variables Correlations with discriminant
Discriminant coefficient
coefficient
STAMD 0,04 0,21
STAML 0,04 0,20
STAKD 0,60 0,82
STAKL 0,61 0,84
OTEMD 0,04 0,59
OTEML 0,04 0,54
OTEKD 0,37 0,62
OTEKL 0,36 0,63
Standardne
Varijable / Aritmetike sredine /
devijacije / F Sig
Variables Mean values
Standard deviations
STAMD 96,67 100,00 9,43 0,00 4,64 0,048
STAML 98,89 100,00 3,14 0,00 4,64 0,048
STAKD 1532,22 1358,33 286,43 106,05 7,07 0,019
STAKL 1510,00 1400,00 268,00 191,52 3,33 0,088
OTEMD 94,44 90,00 10,66 5,77 3,43 0,084
OTEML 84,44 88,33 13,43 6,87 3,08 0,100
OTEKD 912,22 668,33 232,56 128,12 8,17 0,013
OTEKL 830,00 691,67 180,49 109,91 5,16 0,039
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean value
2,03 2,14 1 8 17,41 0,003
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean values
20,84 3,09 1 8 1265,15 0,000
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean values
0,58 1,97 1 8 1,55 0,247
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean values
2,59 2,74 1 9 24,41 0,001
Korelacije s
Aritmetike Diskriminacijski
funkcijom promjene /
Varijable / sredine / koeficijenti /
Correlation F sig
Variables Mean Discriminant
coefficients with the
values coefficients
change function
SELD 0,50 0,49 0,82 0,34 0,577
SELL 0,50 0,39 0,64 1,11 0,320
VLRD 2,00 0,56 0,93 50,00 0,000
VLRL 1,90 0,54 0,90 33,12 0,000
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean values
7,60 3,67 1 5 94,49 0,001
Korelacije s
funkcijom
Diskriminacijski
Aritmetike promjene /
Varijable / koeficijenti /
sredine / Correlation F sig
Variables Discrimination
Mean values coefficients
coefficients
with the change
function
STAMD 0,00 0,00 0,00 0,00 1,000
STAML 0,00 0,00 0,00 0,00 1,000
STAKD 150,00 0,47 0,91 4,35 0,090
STAKL 130,00 0,33 0,63 1,77 0,240
OTEMD 0,00 0,43 0,81 0,00 1,000
OTEML 1,67 0,47 0,90 0,05 0,809
OTEKD 170,00 0,41 0,78 3,93 0,103
OTEKL 161,67 0,32 0,61 5,04 0,074
Aritmetika
Varijanca /
sredina / DF1 DF2 F sig
Variance
Mean values
0,54 2,18 1 9 1,33 0,279
REFERENCIJE
Bamiou, D. E., Canning, D., Kirwin, V., McLauchlan, A., Marriage, J.,
Pither, R., Smith, P., Vaughan, R. (2004). Phonak UK APD/EduLink
Round Table. Wales, UK.
Bellis, T. J. (2003). Assessment and Management of Central Auditory processng
Disorders in the Educational Setting, From Science to Practice. Thomas
Delmar Learning.
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govora. Hrvatska verbotonalna udruga. Zagreb.
Bovo, R. (2008). Effect of classroom noise and everberation on the speech
perception of bilingual children learning in the second language. The XIV
International Symposium in Audiological Medicine. Ferrara.
Gerrits, E. (2008). Learning throught Listening: Do Children with auditory
processing disorders benefit from FM system? Annual Conferece of
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receiver use by children wh auditory processing disorders and other
learning and attentional related disorders, an overview. Annual
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Johnston, K. N., Hall, J. W. III (2006). Speech perception and psychosocial
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Children with Normal Hearing, www. audiologyonline.com/article.
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Pozojevi Trivanovi, M. (1992) Sluh i govor U F. Ibrahimpai, S. Jeli (ur.),
Govorna komunikacija, Zagreb: Zavod za zatitu zdravlja.
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52 A. Duli i sur.: Verbotonalna metoda i nove tehnologije u SUVAG-u 35-52
SUMMARY
Camelia Firic
Spiru Haret University, Craiova
Romania
SUMMARY
During the communist era, in 1965, the Romanian Academy stated that
only the name of the country and the lexical family of the word romn must be
written, as an exception, with . In 1993, after the 1989 Revolution, the members
of the Romanian Academy decided to revert the Romanian spelling regarding /
// and the present tense forms of the verb to be to the rules of 1932. The declared
purpose of the Academys decision was that of restoring the image of the
Romanian words of Latin origin. This decision was hailed by men of letters,
journalists, politicians, and ordinary people who felt and thought along the lines
of Alexandru tefnescu, who declared: ''I write with because in Romania there
is a decree that asks me to do so. Besides, the Academys rule is good If it
hadnt been passed now, I would have militated in favour of it I have one more
reason to use in spelling: because this is the way in which I reject daily an
orthographic rule abusively imposed by Stalinism I write with because this is
the way all our classic writers, who taught me Romanian, used to write, before
the communist era.'' (tefnescu, 2002:6)
On the other hand, the Academys decision met the disapproval of both a
part of the civil society and of numerous linguists who spoke against this
decision, arguing that in Romanian the sound originates not only with the Latin
a but also with the Latin e, i, o, and u, not to mention its origins in other
languages: French in a frna<freiner, Slavic in drmb<drymba, rnd<red,
Turkish in geamlc<camlic, Greek in limie<limioni, Hungarian in gnd<gond,
and so on.
Further arguments were used to support the use of instead of , namely
the vowel alteration i- (vinde-vnd) or -i (cuvnt-cuvinte; sfnt-sfini), which
60 C. Firic: The phonetic or the etymological principle in romanian orthography? 53-62
shows that is related to i and not to a, ''and spelling with preserves the
awareness of the relation between the letter and the basic morpheme and thus, the
awareness of semantic unity: tnr-tineri-tineree-a ntineri; (a) vinde-vnzare-
vnztor; sfnt-sfini-sfinenie-a sfini-a consfini. (Irimia, 1997:12)
Advocating spelling with in all cases except for the countrys name and
the derivatives of the word romn, the Romanian linguist Alexandru Graur
wrote: ''This vowel has been the cause of endless discussions, although from the
point of view of pronunciation the solution is very simple''. (Graur, 1995:17)
Mioara Avram, an authority in the field, expressed with great
competence her disagreement towards the latest changes in Romanian spelling,
mainly concerning the issue of using or . According to her scholarly
arguments, the rule of writing or is only partly justified by the etymology of
the words.
Professor Dumitru Irimia, Ph.D., of Alexandru Ioan Cuza University in
Iai, author of several scholarly works, asserts, in his Gramatica limbii romne
(1997), that the Academys decision created confusion because the changes are
not scientifically justified.
Professor George Pruteanu, Ph.D., also considers that ''the Academy
made a scientific error, generated by anti-communist sentimentalism ; with the
restoration of the use of , Romanian orthography becomes more difficult''
(Pruteanu, 2002: 23)
The new orthographic rules were adopted by all educational
establishments and by numerous publishing houses, while others still resort to the
old way of writing, the newest changes in spelling being considering as unnatural
and complicated.
The President of the Romanian Academy expressed his point of view,
considering that the issue of Romanian orthography had become a subject of
public debate that had moved into the field of politics, and issued an appeal for a
unitary orthographic system, namely the one that imposes the use of in the
already mentioned cases, as well as the use of sunt, suntem, suntei.
The renowned literary critic Nicolae Manolescu replied in the journal
Romania literar (2002) asserting that ''the wisest thing for us to do is to take
advantage of the relative simplicity of an orthography based on the phonetic
principle''. (Manolescu, 2002:2)
As to our point of view, we respect and subscribe to the judgements and
scientific arguments of most Romanian and foreign linguists, whose opinions
were very rarely asked by the Academy, and, in the very few cases when they
were asked, they were equally and ultimately disregarded. We support the idea of
having an orthographic system based on the phonological principle not only
because it is somehow simpler and unproblematic, but because this is an
unnatural path that spelling must follow from a simple and very accessible stage
to a complicated one. We declare that we are favour of those Romanian linguists
who make use of scientific arguments, without political passion, which has
already brought enough wrongs to Romania, but, at the same time I agree with all
GOVOR XXVI (2009), 1 61
my being with those who make use of feelings of patriotism. Reverting to the use
of both and is not such a great effort when you must always remember and
remind the others where you come from.
Of course, we obey the orthographical rules established by the Romanian
Academy and put them in practice in the act of teaching; and this does not in any
way mean disrespect towards scientific arguments.
REFERENCES
Camelia Firic
Sveuilite Spiru Haret, Craiova
Rumunjska
SAETAK
PRIKAZ
Milenko Popovi
Filozofski fakultet, Zagreb
Hrvatska
PRIKAZ
Elenmari Pletikos
Filozofski fakultet, Zagreb
Hrvatska
PRIKAZ
Gabrijela Kiiek
Filozofski fakultet, Zagreb
Hrvatska
UPUTE AUTORIMA
lanak u asopisu
Gospodneti, J. (1982). Naela fonetike i njezin napredak. Govor IV, 2, 93-108.
Knjiga
Malmberg, B. (1960). La Phontique. Paris: Presses universitaires de France.
Article in a journal
Gospodneti, J. (1982). Naela fonetike i njezin napredak. Govor IV, 2, 93-108.
Article in a book
Bialystok, E. (1992). Selective attention in cognitive processing. In R. J. Harris
(ed.), Cognitive Processing in Bilinguals, 501-514. Amsterdam: North-Holland.
Book
Malmberg, B. (1960). La Phontique. Paris: Presses universitaires de France.
The authors whose contributions are accepted for publication will be asked to
send a computer disk with the final version of the article and all accompanying
material.
86 GOVOR XXVI (2009), 1