Investigating Arabic Guttural Coarticulation: Correlations of Larynx and Hyoid Bone Vertical Displacement with Vowel Formant Patterns

2025-10-20T10:29:33+08:00

Guttural consonants in Arabic are characterized by articulation with an elevated larynx, a configuration that extends its influence to adjacent sounds. This coarticulatory effect produces measurable acoustic consequences, particularly in the formant structure of neighboring vowels. The present study investigates the relationship between larynx height, coarticulatory direction, and voicing in shaping the articulatory and acoustic modifications associated with guttural contexts. Using X-ray imaging, we examined the positional variations of the larynx during the production of the three short vowels /a, i, u/ adjacent to guttural consonants. Complementary acoustic analyses were conducted to evaluate the extent of formant shifts and changes in formant spacing induced by guttural spread. The findings indicate that guttural consonants exert a significant influence on vowel articulation and acoustics, with the magnitude of this effect strongly modulated by larynx height and voicing. By contrast, the direction of coarticulation (CV versus VC sequences) exhibited a comparatively weaker influence. Overall, the results provide clear evidence that laryngeal adjustments play a central role in the articulatory and acoustic properties of vowels in guttural environments. This study further demonstrates the utility of X-ray imaging for examining complex articulatory phenomena, offering valuable insights into the interplay between laryngeal movement and vowel acoustics in Arabic.

Digital Storytelling as a Tool for Enhancing Reading Comprehension among Grade Four English First Additional Language Learners in Vhembe Cluster

2025-11-26T09:44:36+08:00

South African Grade 4 learners face persistent challenges in reading comprehension as they transition into English First Additional Language (EFAL) instruction, a problem intensified in rural schools where technological, linguistic, and pedagogical resources are limited. Although digital storytelling (DST) is widely recognised internationally as a promising multimodal literacy strategy, its application within resource-constrained EFAL classrooms remains significantly under-examined. This study addresses this gap by investigating how teachers in rural Limpopo understand, implement, and experience DST. Using an interpretive qualitative case study design, data were generated through semi-structured interviews, non-participant classroom observations, and teacher reflection journals, enabling a rich, triangulated understanding of pedagogical practices. Thematic analysis revealed that DST enhances learner engagement, vocabulary development, and reading comprehension when supported through guided teacher mediation, visual scaffolding, oral explanation, and culturally relevant narratives. To advance the field, this study presents the first DST comprehension model specifically designed for rural EFAL contexts, illustrating how multimodal and sociocultural processes intersect under conditions of infrastructural scarcity. The model demonstrates that adequate comprehension is driven not by technology alone but by strategic teacher facilitation and contextual adaptation. Findings further show that while DST holds strong pedagogical potential, its successful use depends on teacher confidence, digital self-efficacy, and access to low-tech, locally relevant resources. Strengthening teacher professional development, improving rural digital equity, and providing simplified multimodal teaching materials are essential steps toward scaling DST as a viable and context-appropriate comprehension strategy in rural South African classrooms.

Forum for Linguistic Studies

Investigating Arabic Guttural Coarticulation: Correlations of Larynx and Hyoid Bone Vertical Displacement with Vowel Formant Patterns

Digital Storytelling as a Tool for Enhancing Reading Comprehension among Grade Four English First Additional Language Learners in Vhembe Cluster