Natasha Warner - US grants
Affiliations: | University of Arizona, Tucson, AZ |
Area:
phonetics, psycholinguistics, language revitalizationWebsite:
http://www.u.arizona.edu/~nwarnerWe are testing a new system for linking grants to scientists.
The funding information displayed below comes from the NIH Research Portfolio Online Reporting Tools and the NSF Award Database.The grant data on this page is limited to grants awarded in the United States and is thus partial. It can nonetheless be used to understand how funding patterns influence mentorship networks and vice-versa, which has deep implications on how research is done.
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High-probability grants
According to our matching algorithm, Natasha Warner is the likely recipient of the following grants.Years | Recipients | Code | Title / Keywords | Matching score |
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2005 — 2010 | Penfield, Susan Warner, Natasha |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Mohave and Chemehuevi Language Documentation Project @ University of Arizona Linguists estimate that within the next century, at least half of the world's indigenous languages will be lost. Drawing on her many years of experience with the Colorado River Indian Tribes of Arizona, Dr. Susan Penfield will direct a research team working in close collaboration with tribal members to add substantially to the existing linguistic data for two highly endangered languages spoken in this community: Mohave [estimated 35 speakers] and Chemehuevi [estimated 5-7 speakers]. This project will also address the question: How can electronic documentation be used and controlled by indigenous communities as a vehicle for language preservation? This research will define the model needed to shift more of the responsibility for indigenous language documentation to the communities where these languages are spoken. The project will focus on the video and audio documentation of conversational practices and recorded narrative in both languages, provide training for tribal members in technology-based documentation and descriptive linguistics, use collected data to construct language lessons supporting the tribes' goal of language revitalization, make digital text, audio and video databases and develop a standard set of protocols for indigenous community use in defining issues of public access related to these digital archives and databases. |
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2009 — 2012 | Warner, Natasha Carnie, Andrew [⬀] Fisher, Muriel Hammond, Michael (co-PI) [⬀] Archangeli, Diana (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Instrumental and Experimental Analysis of Scottish Gaelic (Gaidhlig; Gla) Sound Structures @ University of Arizona As many as 20 million Americans claim to be of Scottish or Scots/Irish descent. One of the primary heritage languages of this community is Scottish Gaelic. This language is the medium for a rich culture of literature, song, poetry, history and indigenous knowledge-systems. It also provides an important window into the world-view and culture of the ancestors of the Scottish-American community. Sadly, the Scottish Gaelic language is severely endangered. There are no monolingual speakers and, in Scotland, the number of speakers who use the language everyday has dropped more than a third in the past 30 years. At this rate, the language will no longer be viable within a generation. The potential loss to our understanding of the culture and background of so many Scots and Scottish Americans is of great concern. The Scottish Gaelic language is also of interest to linguists who study the structure of language. The sound system of Gaelic is very different from that of English. It has particular sounds and patterns of sound combinations that are rare or unique in the world's languages. Because linguists seek to understand the fundamental patterns that hold of languages in general it is necessary to look to languages like Scottish Gaelic. |
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2010 — 2016 | Warner, Natasha Simonet, Miguel (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Speech Reduction Across Languages and Dialects @ University of Arizona The speech humans produce every day in casual conversation is incredibly varied, with sounds and whole syllables changed or missing. American English listeners notice nothing unusual when hearing such "reduced speech" in context; however, second-language speakers and even listeners from other English-speaking countries often find American English reduced speech difficult to understand. The current research centers on how speakers and listeners use reduced, spontaneous speech across languages and dialects, and on how such speech may hinder or even facilitate communication among speakers of different backgrounds. The project will test speakers of Dutch, Spanish, Japanese, and three dialects of English to determine 1) to what extent reduction is language-specific and part of the grammar rather than random or physically-determined variability, 2) whether the sound patterns of the native language influence phonetic variability at the level of spontaneous speech in the second language, 3) how strongly dialect affects understanding of reduced speech, and 4) how degree of proficiency, years of experience, strength of ethnic/national identity, etc. affect production and understanding of reduction. The overarching theoretical question is, what is part of the learned grammar and what is low-level variability. Furthermore, the project will provide data on theoretical questions about exemplar models of speech perception, mutual effects between speakers' first and second languages, and articulatory planning. |
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2012 — 2015 | Warner, Natasha Ussishkin, Adam (co-PI) [⬀] Carnie, Andrew [⬀] Hammond, Michael (co-PI) [⬀] Archangeli, Diana (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
Experimental and Descriptive Investigation of Gaidhlig Consonant Mutations @ University of Arizona As many as 20 million Americans identify themselves as Scottish or Scots/Irish in descent. One of the primary heritage languages of this community, Scottish Gaelic is the medium for a rich culture of literature, song, poetry, history and indigenous knowledge-systems. It also provides an important window into the world-view and culture of the ancestors of the Scottish-American community. The loss of native speaker knowledge about this endangered language is imminent. The Scottish Gaelic language is of particular interest to scientific linguists. Gaelic is very different from English in the ways it signals grammatical relationships between words. In particular it has a mechanism for indicating grammatical notions such as tense, gender, aspect, and possession by changing the first consonant of one of the words in the relationship. For example, the initial consonant in the word cù 'dog' (a k sound) is pronounced with a hard ch sound like German Bach when it is appears after possessive words like mo 'my' (written as mo chù). These changes, called "initial consonant mutations," are a productive and critical part of the grammatical system of the language. This mechanism for indicating grammatical inflection is extremely rare in the world's languages and is very poorly understood. |
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2013 — 2015 | Warner, Natasha Schertz, Jessamyn (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Arizona In an era of increasing globalization and immigration, the speech heard on a daily basis is becoming less homogenous, and various accents and dialects permeate everyday activities as interactions between people from different language backgrounds increase. Speakers of different languages use different acoustic information to decide what sounds they are hearing. For example, while both English and Spanish have a sound contrast between "p" and "b," listeners pay attention to different aspects of the sound signal (or different "acoustic cues") to determine the difference between these sounds in the two languages. This means that a person listening to another language, or to foreign-accented speech, may not be paying attention to the same parts of the sound that are relevant for the speaker, which could lead to difficulties in intelligibility. For effective speech comprehension, listeners must rapidly accommodate to different accents by shifting their attention to the aspects of the sounds that are relevant for the speaker. The proposed dissertation research explores how one's native language can shape the way sound categories are produced and perceived, as well as to what extent listeners adapt when confronted with changes in these categories. |
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2015 — 2017 | Warner, Natasha Chen, Yan (co-PI) [⬀] |
N/AActivity Code Description: No activity code was retrieved: click on the grant title for more information |
@ University of Arizona Languages vary in how they use the pitch of voice to convey meaning. In a tone language, pitch is used to differentiate word meanings. For example, in Mandarin Chinese, the syllable ma said with a steady high tone means 'mother', but said with a falling tone it means 'to scold'. Tone languages represent 60%-70% of the world's 6,000 languages; about 20% of them have tones that sound very similar to each other and are difficult for non-native speakers to distinguish. More and more people around the world are learning tone languages because of globalization, international business, migration, and cross-cultural communications. In the United States, the number of college students studying Chinese alone was over 61,000 as of 2013, and the number is likely to surpass 134,000 by 2050. As the economy of the United States has become increasingly international, the demand for foreign language proficiency is stronger and stronger, and many less commonly taught tone languages such as Vietnamese and Thai have attracted a large number of learners. However, learning a tone language is challenging. Research has shown that, in general, people have difficulties distinguishing and pronouncing tones in a foreign language and that this hinders cross-cultural communication, as miscommunication arises due to mispronunciation. Thus, better learning of tone languages would help the American business community in trade with China and other areas where tone languages are spoken. |
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