Applications of AM to Under- described...
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Applications of AM to Under- described Languages Janet Fletcher University of Melbourne 1
Transcript of Applications of AM to Under- described...
ApplicationsofAMtoUnder-describedLanguages
JanetFletcherUniversityofMelbourne
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Overview
• ContinuationofourexplorationofAM• HowdoyougoaboutconstructinganAMmodelforunderstudiedlanguages
• wheredoyoustart?• Whatpitfallsshouldyoutryandavoid?
• AMmodelsofagroupofAustralianindigenouslanguages(mainlyNorthernAustralianlanguages)
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Whystudyintonationinunder-describedlanguages?
• ManyearlyAMmodelsofintonationbasedonhandfulofwell-studiedlanguages– English,German,Japanese,French,Italian,Koreanetc.
• Last15yearshasseensignificantincreaseindiversityofnon-Europeanlanguagesthathavebeenanalysed withinanAM(andother)frameworks(e.g.seerefsinJun2005,2014,Burdin etal2015,BaumannandKügler 2015,Féry 2013)
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IntonationalFieldwork
• Relativelyfewofthelanguagesoftheworldhavefullyworkedoutintonationalphonology
• Introduceyoutosomeoftheproceduresthatmighthelpyougoaboutdoingsomeintonationalfieldwork
• Manyhavebeenintroducedalready
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Whatisourgoal?
• It is a major goal of intonational research on any language to sort out what tunes occur in a language and “to be able to make explicit predictions of how a given tune will be realized when it is applied to different texts”. (Ladd 2008: 201)
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Whyaphonologicalmodelofintonation?
• Intonationispartofalanguage’sgrammar• Representationsmust
– Reflectkeyfeaturesofthesystem
– capturemeaningfulcontrasts
• Thesepropertiesallowaspeakeroralearnerto– usetheappropriatemelodyinagivensituation– processF0contoursasinstancesofthesamemelody
independentlyoftheirexactphoneticrealization
Arvaniti – TuesdayLecture26
Recappingpointsfromyesterday
• Analysisshouldbeassimpleaspossible• Analysisshouldtakeintoaccountpossiblesourcesofvariation
• Decisionsaboutintonationalcontrastsshouldbeguidedbymeaning
• Itisoktochangeyouranalysisinviewofnewevidence
Arvaniti - TuesdayLecture2
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Warlpiri3000
Arrernte2000
BininjGun-wok>1000
Iwaidja<150
SomeAustralianIndigenouslanguages
Dalabon<5
Mawng300
Pitjantjatjara3000
Dalabonisalmostmoribund.
BininjGun-wok(Kunwinjkuvariety),Pijtantjara,Arrernte arehealthy.
Mawng isstillbeingacquired.
Iwaidjaisdeclining…
8(MythankstoAndrewButcherforallowingmetousethismap)
Fallingtunes
Ku-warrde bo-yoy “Waterlayinthecave”
Kunwinjku (BGW)Tones L+H*H*L+H* L% L%L% <H* !H*%L
Words djang ka-yo djangkurrme-ngurrurdungale rr- -inj
200
250
300
Hz
jk01.wav.ptkKundjedjedmi (BGW)
Tones -H -H!H--H H--H L%!H- -H
Words wallpa tjinttunyaullprirrranya pula pikaringangi
150
200
250
Hz
KW2_text1_002.wav.ptk
Walpaulpariranya pulatjintunya pikaringangi.Windsouththeytwosun gotangry.
Pitjantjatjara
Tones L%!H*L+H*
Words ku-warrde bo-yoy
130
180
Hz
FIg12-14.wav.ptk
Ngale ngurrurdu djang ka-yo djang-kurrme-rr-inj“Thatemuofoursisadreaming,sheputherselfinthelandscapeasadreaming”
Whatdotheysoundlike?
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Tones H*H*%H H%
Words kah-rla- bokkomarnbo-ng
Break 1 4
100
150
200
250
300
350
Hz
jc22.ptk
Tones H* H%%H HaH*
Words dja-lng ye-me-y--njerrh-balah- djorrkkon
Break 43
150
200
250
300
Hz
Ajc12.ssd.ptkDalabon
“Theytookalltherockpossums.”
“(hemadeaspear),hemadeahookspear”
Tones H* H%
Words wa::::::mbirri-
200
250
Hz
Fig12-7.wav::Channel 1
“Theywentalong……”
Kuninjku
“Stylized”highsustainedcontour
Levelplateau-like
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TwoBroadIntonationalCategories
• Boundaryphenomenaoredge-marking,contributeto“chunking”functionofintonation–boundarytones
• Intonationalphenomenawithinanintonationalchunk– headmarking– prominence-lendingpitchmovements
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• Whatkindsof edgetonesdelimitanintonationalphrase?
• Arephrase-initial/finaledgetones alsoprominence-lendingtones?
Someofthequestionswemightwanttoanswer?
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• Are“prominence-lending”intonationaleventsphoneticallyrealised inandaroundcertainsyllables,i.e.metricallystrongsyllables?
• Are“prominence-lending”tonesattachedtoanysyllableregardlessorstress?
Someofthequestionswemightwanttoanswer?
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Doalllanguageshavethesameintonationalsystem?
• No,someonlyhavephrasetonesorboundarytonestomarktheedges ofchunksofspeechandnopitchaccents
• TendencywhenweapproachAustralianlanguagestowanttoassumetherearepitchaccentsaswellasedgetones
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Why
• Manylanguageshavepreliminarymetrical/wordstressanalyses
• Strongperceivedtrochaicrhythm
• Usefulsourceofhypothesesforexperimentalphoneticinvestigation
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Whatdoesintonationcontributetospokencommunication?
• SentenceModalitye.g.questionversusstatement• Phrasing,discoursesegmentation– “chunking”foreaseofprocessing
• GrammarofFocusmarking;pragmatics– “whatinformationishighlightedbyintonation?”
AfterHimmelmannandLadd2008
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Commonpitfalls
• Assumingthatanexistingtonetargetinventoryforawell-workedoutlanguageorlanguagevarietycaneasilybeappliedtoalessstudiedorunfamiliarlanguage
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Commonpitfalls
• Assumingthat“tunes”inthelanguageYOUspeakwillmeanthesamethingacrossthelanguage(s)youaretryingtoanalyse
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Anexample
Time (s)0 2.188
Pitch
(Hz)
100
150
200
300
Mawng19
AnexampleTones L%H* ^H% H* H*
Words nanj yangube nûnda yabbunh
150
200
250
Hz
peter1.02.wav
Dalabon
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Overgeneralisation
• assumingthattherehastobeafixedsetofphoneticrealisations foratonecategoryi.e.L+H*accentsmustalignpreciselywithasyllablerhyme,berealised inaparticularway(yesterday’sclass)
• descriptiveandtypologicalworkhasshownthisneedstobemorenuanced- somuchcontextualvariation!(e.g Gooden,Beckman,Drayton2009,Hyman2014,Arvaniti 2016)
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• postulatingtoomany“contrastive”intonationalcategoriesbecausetheymeansomethingdifferentinEnglish(forexample)
Eg.PitchaccentinventoryH*+LH+L*^H*H*>,<H*,H*L*L+H*L*+Hetc.- someofthesemaynotbeCONTRASTIVE
• resultofpositionalfactors,contextualvariation,paralinguisticvariationetc.
Undergeneralisation
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Whatisideal?
• phonetically-groundedstudy• “meticulouscontrolofcontextsthatallowsthelinguisttogobeyondsurfaceappearancestoteaseapartthelexicalandphrasalcontributionstothetunesandrhythmsofutterances”
(Gooden,Beckman,Drayton2009,p.398)
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• Sentencemodality- typicalfirststepindocumentingintonationalvariationinanunder-describedlanguage
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Example
Time (s)0 2.822
Pitch
(Hz)
100
150
200
300
50
70
DalabonNotepitch-halving! 25
Dalabon– WH-question
mah njing?kardû-kih djah-bi-dorrûngh“Whataboutyou?Maybeyouhavegotsomeonewithyou?"
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Fallingtunes
Tones L+H*H*L+H* L% L%L% <H* !H*%L
Words djang ka-yo djangkurrme-ngurrurdungale rr- -inj
200
250
300
Hz
jk01.wav.ptkKundjedjedmi (BGW)Tones -H -H!H--H H--H L%!H- -H
Words wallpa tjinttunyaullprirrranya pula pikaringangi
150
200
250
Hz
KW2_text1_002.wav.ptk
Walpaulpariranya pulatjintunya pikaringangi.Windsouththeytwosun gotangry.
Pitjantjatjara (readspeech)
Ngale ngurrurdu djang ka-yo djang-kurrme-rr-inj“Thatemuofoursisadreaming,sheputherselfinthelandscapeasadreaming”
DeclarativeIntonation
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Whatdoesintonationcontribute?
• Phrasinganddiscoursesegmentation e.g.strongfalling/risingtunescanmarkout“chunks”,pitch-rangeresetalsocontributestodemarcation
HimmelmannandLadd(2008)28
Howmanychunks?
MawngTime (s)
0 2.671
Pitch
(Hz)
100
150
200
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Mawng
30
(Question:Isthewomanhittingtheman?)Answer: Jita warrumpik kamanga-w-un warlk
“The woman is hitting the tree.”
L%
SpeakerSB
Tones Lp LpH* L+H* H* L%
Words warrumpik warlkkamangawunjita
150
200
Hz
RS_Tape_46_Informati#3C320B.ptk
• Sometimesthisisn’tsostraightforward
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AnExample
Time (s)0 1.756
Pitch
(Hz)
100
150
200
300
Dalabon32
Dalabon– multi-verbIntonationalPhrase
Tones H* L%H*L+H* L+H*Ha H*< Final_LoH*
Words kah-yelûngbulu -berrû-ka-lng bawo-ng-yurd-mi-nj
Break 3 11 4
150
200
250
300
350
Hz
Ajc13b.ptk
(Fletcher&Butcher2014,Ross2011)
ka-lng-yurdmi-nj buluka-h-yelûng-berrû-bawo-ng ...3SG-SEQ-run-PP them 3SG-R-SEQ-many-leave-PP‘Heranawaythenandleftthemall.’ 33
Whatdoesintonationcontribute(HimmelmannandLadd2008)?
• Semanticfocus
• Animportantsourceofintonationalvariationinmanylanguagesoftheworld– regardlessofwhetherthelanguagehaslexicaltone,stress,orhasneither!
• (moreonthislaterinthesummerschool!)
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Anexample
Time (s)0 4.28
Pitch
(Hz)
100
150
200
300
Dalabon 35
Startingworkonanunfamilarlanguage
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Whatdoyouneedtoknow?
• Importanttounderstandsomebasicsofthegrammaticaltypologyofalanguage
• Manylanguagesoftheworldarenon-configurational languages
• Wordorderisnotusedtoidentifyargumentstructurecategoriessuchassubject andobjectwhichmayoccurinvariouspositionsintheclause
• Languagesmayuseparticles toindicatefocusoremphasis
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Whatkindofdata?• Widestvarietypossible• Needtobeopportunistic• Needtoworkwithwhateverlinguisticresourcesareavailablefortheparticularlanguage,languagefamily
• Grammars,archives,otherlanguageresources
• Wearenotnativespeakersofanyofthelanguagesweworkon
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Whatkindofdata?• Workwithalinguistifpossiblewhohassomeknowledgeofthelanguage,accesstocommunities
• Itisbasicallyv.difficulttodescribetheintonationofalanguagewheretherearefewlinguisticresources
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Whatkindofdata?• Carefullyconstructedutterances- manipulateword,phraselength,wordorder,context,toworkoutintonation/discourserelations
• Languagescanuseothermeanstomarkgrammaticalfocus- particlesetc.soelicitingdifferenttypesofpragmaticfocusisimportant
• Canbeabigaskinfieldworksettingbutitisimportanttohaveawidevarietyofsourcesanditispossible!
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CanIrelyonpre-recordeddata?• Yes it is possible, but you need to have good
resources to back you up• Narratives can be restrictive – typical kind of
story-telling prosody unless this is a specific research question!
• Much of our earlier work – based on stories
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Recordingspeakers?
• Record several speakers if possible, females and males (not always easy – we have a lot of recordings from women in our latest project)
• Child language acquisition – work with mothers, carers
(afterHimmelmann&Ladd2008)42
Findingspeakers
• Speaker demographics – some speakers may be last remaining speakers of a language
• Helpful to have access to someone in the community (teachers, medical workers) who can help put you in touch with speakers
(afterHimmelmann&Ladd2008)43
Recordingtasks
• Think carefully about recording environment, material construction to facilitate acoustic analysis
• You may not be able to replicate laboratory-like conditions but you can find a quiet room (e.g. School), use uni-directional, head-mounted mikes etc.
(afterHimmelmann&Ladd2008)44
Elicitedorspontaneousdata?
• Cannot assume literacy• Picture-based interactive tasks or games
have been used with some success in many different recording contexts (e.g. Quismaterials developed by Skopoteas et al. 2006, also see also interactive games, tasks outlined in Burdin et al., 2015)
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• Important to tease apart word and phrase-level prosody
• Isolated words form their own prosodic phrase so this is not the place to start, often hyperarticulated, focused
• Need to examine words in the context of a multiword phrase, preferably manipulating position
Startingananalysis
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• If a language has been described by linguists as having “stress” we would expect some kind of non-default pitch movement/target in and around the putatively stressed syllable (e.g. falling, rising, high, low) – not withstanding segmental perturbation effects
• Choose a 3 or 4 syllable word and place it in short declarative utterance
Wheretostart
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Wheretostart?Declarativeutterances
(Jun&Fletcher2014:495
JunandFletcher2014:496 48
Whyvariableprominenceplacement?
• Yourpeaksmaymovedependingonthespecificstructureyouaremanipulate
• YourpeaksmayNOTmovewithinthewordbutstayinthesamelocationregardlessofpositioninthesentence
• Thisisgenerallytakenasevidencethatyoumayhavesomethingmorelikestress-accent
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• Tokens of different word length 2-4 syllables
• 2 carrier phrases bobo ngarri-yime‘Isay‘bobo’
yun yimemanjad yimen kunmud.‘don’tsay‘manjad’say‘kunmud’
BininjGun-wok
2syllables
3syllables 4 syllables
bobo ŋabbaɭek kunmaɖdaɖdakodjok wamuddjan kabiridirimakka korroko malambibbikabanj ŋaɖbakkan bikibikikikkik kunduɖu balabbala
Fletcheretal200750
BininjGun-wok
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Example1– BininjGun-wok
Bishop2002,Bishop&Fletcher2005
Alwaysgoodifyoucanalsofindsimilarpatternsinspontaneousnarratives
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Example1– BininjGun-wok
Bishop2002,BishopandFletcher2005
Alwaysgoodifyoucanalsofindsimilarpatternsinspontaneousnarratives
L+H*
H*
Lp
L%
Word/Phraseedge
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Wordedges?• Quitepossiblethatwordsaremarkedoutbytones
• E.g.TamilL*atleftedge,Haatrightedge,tonalmelodymightberealised acrossprosodicword/accentualphrase(e.g.Keane2014)
• Ifthetonalmelodye.g.HLandF0valleyisassociatednearendofword– word-boundarytone
• Ifthevalley(lowF0)isrealised beyondwordboundary–couldbeanAccentualphraseboundarytone
• ThisalsoseemstobethecaseinmanyAustralianlanguagesalthough*tonecaneitherbefirstorsecondsyllable
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Whatifthereisnoword-levelprosody?
JunandFletcher2014,498
Tonalmelodiesmightbespreadacrosstheconstituentasitincreasesinsizeorphrasalmelodymaybeconstrainedbysizeofunit(e.g.truncatedmelodiesinKorean,forexample)
Youmaybedealingwithanaccentualphraseratherthanaprosodicword
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Criteriaforphrasing• AccentualPhrase
– Aprosodicconstituentroughlyintermediatebetweenaprosodicwordandaphrase
– Definedbyapitchcontour(e.g.byinitialandfinalphrasaltones)
– Maybewhatananalysthabeencallingaprosodicword
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Sentencemodality
• Exploreavarietyofsentencemodalities,e.g.questions(yes-no,echoquestions,rhetoricalquestions),imperatives
• Beawareofthecontext!Forexample,questionningmayhavesocio-culturalimplications
• Don’tassumethatrisingtuneswillalwayssignifyquestionsrecallChickasaw(Gordon2005)
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QuestionIntonation
L%L%
L+H*
H*!H*
LaH* H
!H*
“Where areyougoing” SimilarpatternsobservedinotherAustralianlanguages
Dalabon
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“Wh”-Questionwords– MawngQUIScorpus
Tones %L !H*!H*^H*
Words nganti werrkj(a)ingalangaka
150
200
250
300
350
Hz
RS_Tape_46_NN_Inform#2FFC1D.ptk
Questionword
L+^H*
“Whoistheonethatshesentfirst?”
Questions– expandedpitchrangeoninitialquestionword;compressedpitchrangeonfollowingmaterial
!H*
L%
H*Lp
Fletcher,Singer,Loakes inprep59
ManipulatingPragmaticfocus
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Constructeddialoguescanhelp
• Varythewordorder,informationalstructureofanutterancetoseehowfocusisrealised
• ElicitationofInformationalandCorrectiveFocusonnounobjects,subjects• Speaker1:
• A.K-ini-la-ø kiyap Martali• PR-3MA/3MA-eat-NPfish Mangrove.Jack•• “MangroveJackeat fish.”
• Speaker 2:• B.Marrikini-la-ngkiyapMartali• NEG3MA/3MA-eat-l1fishMangrove.Jack•• “MangroveJackdon’teatfish.”
• C.Marrguny k-ini-la-økiyap• Freshwater.Nailfish 3MA/3MA-eat-NPfish•• “Freshwater nailfish eat fish.”
InformationalFocus
Potentialnon-focalcontext
Correctivefocus
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Anexampleofinformationalfocus– FinalSubjects
Fletcheretal.2016“Mullet eatfish”
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Anexampleofcorrectivefocus- Subjects
Fletcheretal.2016
(Mulletdon’teatfish)“Puffer-fisheatfish”
Samewordindifferentpragmaticcontexts63
Informational focus – unscripted speech
:"Theycallitthevelvet-tailedgecko,thisoneisthevelvet-tailedgecko"
L+H*
*HH%
%L
H*
L%
L+H*
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AnnotationConventions
• Recappingyesterday’spoints
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WhattonetargetsdoIchoose?
• Howmanytonelevels?• GermanToBI- 4levelsHL!H^H(Griceetal2005)
• Tamil- 2levelsHL• Syntagmatic vs paradigmatice.g.L+H*!H*• Australianlanguages– 2levelsHL
Jun&Fletcher2014
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Whatabouttonalcomplexity?
• SingletoneHorL• 2tonesequencesLHorHL• 3ormoretargetsLHLorHLHorLHLH- oftenboundarycombinationse.g.HLH%BangladeshiBengali;LHLH%Korean
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Tonaltiming
• Whereismytonealignedinthetext?• Hcanberealised early,late,afterthehostsyllable
• Doyouneedtotranscribethis?Notnecessarily
• HowmightItranscribeit?H*vs H*<inKunwinjku
Jun&Fletcher201468
Tonaltiming
• DoItranscribearisingprominence-lendingmovementasLHorL+H?
• Dependsonhowvariabletherealisationmightbe- LH*isusedinMawngbecauserisesvary
Jun&Fletcher201469
AMtonalinventoriesinAustralianlanguages
• Fewertunesi.e.fewerintonationalpitchaccentshapes,boundarytonecombinationscomparedtoGermaniclanguages
• E.g.LH*H*inMawngvs L+H*H*H*+LL*+HL*inAustralianEnglish
• LH%H%L%vs L-L%H-L%H-H%L-H%• -L,-HandH-,L- L%H%inPitjantjara(e.g.Tabain
etal,2012)
• Lp HpinMawng
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Anexampleofamodel- Mawng
IntonationalPhrase(IP)
AP/PhonologicalPhrase AP/PhonologicalPhrase
PW PW| |H* Lp H* L%[[Arri-warnangajpun-n] [Walmuri.]]1pl.in-call.name-NP Puffer.Fish
“WecallitPufferfish.
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(Fletcheretal.2016)
Summaryoftonelabels• *astarredtoneisalignedtoaheadsyllable,mora e.g.H*L+H*L*H
• >Delayedpeak• <Earlypeak• +aboundarybetweenTBUs• :prolongedtonetargete.g.H:%• TaoraT Accentualphraseboundary• T- or–TIntermediate(intonational)phraseboundary
• T%or%TIntonationalphraseboundary
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PerceptionandProcessing?
• At the end of the day, we want to document and model meaningful intonational variation in languages that have AM models
• Are speakers sensitive to prominence-lending pitch movements in different contexts (the old “is this really stress” problem?)
• If you have analysed different acoustic correlates of accentual prominence – are these actually perceptible?
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TakeHomeMessage• Don’t assume that strong F0 peaks and valleys
are due to stress in non-lexical tone languages - tones/tunes may have flexible docking arrangements i.e. first/second syllable of initial word, anywhere in first foot (e.g. Bininj Gun-wok, Mawng Bishop 2002, Hellmuth et al. 2007)
• Be prepared that there may not be the same variety of tone categories that are found in English, German, Dutch, Greek, Italian, Spanish…
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TakeHomeMessage• There may be more than one phonetic
realization of a single tonal category (e.g. prominence lending F0 peaks that are realisedon a syllable or show “peak delay” – i.e. F0 peak delay on a following syllable – may be one and the same pitch accent
• Be prepared to test and modify your anlysis as more phonetic data come on line
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TakeHomeMessage
• Look closely at phrasing and pitch range in all types of languages - chunking happens in all languages!
• Assume some kind of underlying symbolic structure – meaning is not directly transducedfrom the F0 signal!
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ReferencesArvaniti,A.(2016) Analyticaldecisionsinintonationresearchandtheroleofrepresentations:LessonsfromRomani. LaboratoryPhonology: JournaloftheAssociationforLaboratoryPhonology 7(1):6,1–43Baumann,S.&Kügler,F.(2015).Prosodyandinformationstatusintypologicalperspective:IntroductiontothespecialIssue,Lingua,165:179-182(editorial– specialissuecoveringarangeofdifferentlanguages)Bishop,Judith(2002).AspectsofintonationandprosodyinBininj Gun-wok:Anautosegmental-metricalanalysis.PhDThesis– UniversityofMelbournehttp://eprints.infodiv.unimelb.edu.au.ezp.lib.unimelb.edu.au/00000523/01/Bishop_PhD.htmlBishop,J.&Fletcher,J.(2005)IntonationinsixdialectsofBininj Gun-wok.InS-AJun(ed)ProsodicTypology:Thephonologyofintonationandphrasing,331-361. Oxford:OxfordUniversityPressBurdin,R.etal.(2015)Variationintheprosodyoffocusinhead- andhead/edge-prominencelanguages. Lingua,165,254-276Féry,C.(2013),Focusasprosodicalignment.NaturalLanguageandLinguisticTheory,31(3)683–734Fletcher,Jetal.(2007).Spectral anddurational properties ofvowels inKunwinjku.Proceedings ofICPHS2007,869-872.Fletcher,J.(2014).IntonationinDalabon.In:Sun-AhJun(ed.),ProsodicTypologyII:NewDevelopmentsinthePhonologyofIntonationandPhrasing.Oxford:OxfordUniversityPress.Fletcher,J&Butcher,A.(2014).SoundpatternsofAustralianlanguages.InH.Koch &R.Nordlinger (eds.)ThelanguagesandlinguisticsofAustralia,DeGruyter,91-138Fletcher,J.etal.(2016).Intonational correlatesofsubjectandobjectrealizationinMawng.ProceedingsofSpeechProsody2016,188-192.Gooden,S.etal.(2009)Toneinventoriesandtune-textalignments.StudiesinLanguage,33(2),396-436.Gordon,M.(2005)Intonational phonologyofChickasaw,inS-AJun(ed)ProsodicTypology:Thephonologyofintonationandphrasing,591-552. Oxford:OxfordUniversityPressHellmuth,S.etal.(2007).Intonational patterns,tonalalignmentandfocusinMawng.In: Proceedingsofthe16thICPhS satelliteworkshop:Intonationphonology:understudiedorfieldworklanguages.http://www.linguistics.ucla.edu/people/jun/Workshop2007ICPhS/Papers/Sam-mawng1.0.pdf
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References
Himmelmann,N.&Ladd,D.R.(2008).ProsodicDescription:Anintroductionforfieldworkers.LanguageDocumentationandConservation,2(2),244-274.Jun,S-A(2005) Prosodictypology.In:Sun-AhJun(ed.),ProsodicTypology:ThePhonologyofIntonationandPhrasing,430–458.Oxford:OxfordUniversityPress.Jun,S-A(2014).ProsodicTypology:byprominencetype,word prosody,andmacro-rhythm.InS-AJun(ed).ProsodicTypologyII, 520-540. Oxford:OxfordUniversityPress.Jun,S-A&Fletcher,J.(2014).Methodologyofstudyingintonation:fromdatacollectiontodataanalysis.InS-AJun(ed).ProsodicTypologyII, 493-519,Oxford:OxfordUniversityPress.Keane,E.(2014).Theintonational phonologyofTamil.InS-AJun(ed).ProsodicTypologyII, 118-153. Oxford:OxfordUniversityPress.Ladd,D.R.(2008).Intonational PhonologyCambridge:CUP.Ross,B.(2011)ProsodyandGrammarinDalabon andKayardild .PhDthesis– UniversityofMelbournehttp://hdl.handle.net.ezp.lib.unimelb.edu.au/11343/37071Skopoteas,Setal.(2006).QuestionnaireonInformationStructure(QUIS):ReferenceManual,ISISWorkingpapersoftheSFB,632,4.https://www.sfb632.uni-potsdam.de/images/isis/isis04.pdfTabain,M.,Fletcher,J.(2012)ApreliminarystudyofintonationinPitjantjatjara.ProceedingsofSST2012,213-216
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