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Record W2001688627 · doi:10.1353/lan.2004.0040

<b>The Oxford dictionary of pronunciation for current English.</b> By Clive Upton, William A. Kretzschmar, Jr., and Rafal Konopka. Oxford: Oxford University Press, 2001. Pp. xx, 1208. ISBN 0198631561. $45.95 (Hb).

2004· article· en· W2001688627 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueLanguage · 2004
Typearticle
Languageen
FieldArts and Humanities
TopicLexicography and Language Studies
Canadian institutionsnot available
Fundersnot available
KeywordsPronunciationLinguisticsVocabularyHistoryCLARITYPsychologyPhilosophy

Abstract

fetched live from OpenAlex

Reviewed by: The Oxford dictionary of pronunciation for current English by Clive Upton, William A. Kretzschmar, Jr., Rafal Konopka Marc Picard The Oxford dictionary of pronunciation for current English. By Clive Upton, William A. Kretzschmar, Jr., and Rafal Konopka. Oxford: Oxford University Press, 2001. Pp. xx, 1208. ISBN 0198631561. $45.95 (Hb). The ‘current English’ transcribed in this dictionary is that of British English (BR) and United States American English (AM) which, for the most part, would also include Canadian English (CA). The authors have intended it, first, for native or fluent speakers of English for whom it should serve as ‘a guide to the pronunciation of those uncommon words with which they may be unfamiliar and whose pronunciation may not immediately be apparent’ (viii), and second, for learners of English for whom it should provide ‘a comprehensive guide to the pronunciation of the core vocabulary of the two principal international varieties’ (viii). The design and organization of this dictionary are as pellucid and straightforward as can be. Entries basically consist of a headword in bold type followed on successive lines by an IPA transcription in both dialects, for example: afloat BR ə'flə℧t AM ə'flo℧t Clarity comes at the expense of economy, however, since this model is followed even when the two transcriptions are identical. More complex entries include: (1) variant pronunciations which are separated by commas, as in /kɑːst, kast/ for BR cast or /kɔt, kɑt/ for AM caught; (2) forms with optional elements which are enclosed in parentheses, for example, AM /'wɪn(t)ər/ winter, BR/'deɪndʒə(r)/ danger; and (3) headwords accompanied by inflectional forms which are either preceded simply by a hyphen, for example, /deɪl, -z/ for dale, dales, or by a vertical bar where they are to be attached to the headword, for example, BR /'iːtər | 'i, -ɪz/ for eater, eatery, eateries. As for the pronunciation models selected for what has been labeled BR and AM, the authors have eschewed, in the case of the former, the kind of Received Pronunciation (RP) that ‘has long been the norm in British English pronouncing and general dictionaries and in language-teaching classrooms’, one that is now, in their view, ‘the possession of a small minority restricted in terms of age, class, and region’; instead, they have opted for ‘a younger, unmarked RP . . . which is not regionally centered or redolent of class’ (xi). The major points of departure from traditional RP transcription practice are the use of [a] for [æ](had, hand), [ε] for [e] (red, bread), [Λɪ] for [aɪ] (fight, lie), [εː] for [εə](bear, fair), final [i] for [ɪ](lucky, money), and [a] as a variant of [ɑː] (brass, staff) which is characteristic of northern RP speakers. For AM, ‘[t]he pronunciation model adopted here follows the trend among younger educated speakers of exclusion of regional features’, and this makes it, according to the authors, ‘quite similar to what one hears in the national broadcast media, since broadcasters have long participated in the more general trend of younger educated speakers’ (xiv). A few curious and, some may think, rather infelicitous decisions have been made in the transcription of this variety, however. One is the absence of the generally noted length diacritic on the vowels [iː], [uː], [ɔː], [ɑː], so that we find, for example, that heed is BR /hiːd/ and AM /hid/, something that clearly does not reflect the sort of ‘broadly phonetic’ transcription proclaimed by the authors. Neither does the use of [ə] to represent both [ə] and [Λ], which yields many anomalous notations like BR /sΛn/ and AM /sən/ for sun. The most unfortunate choice of all, however, is surely that of using [d] to indicate [ɾ], the flapped allophone of [t]. Given that flapping also applies to [d] and [n], not only have they misrepresented this phonological process but they have also given the false impression that forms like ladder ['lædər] and Adam ['ædəm] have undergone no change while their homophones latter ['lædər] and atom [ædəm] have. Since no other allophones are noted, the wisest course of action would probably have been to simply list the environments for the rule in the ‘Introduction’. In sum, although this...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.675
Threshold uncertainty score0.921

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.010
GPT teacher head0.215
Teacher spread0.204 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it