1. Phonological acquisition in a first language

2008 ◽  
pp. 19-39
Author(s):  
Diane K. Ohala
Keyword(s):  
First Language ◽  
Phonological Acquisition

The Causes of Learner Pronunciation Problems in English

2019 ◽  
pp. 361-379
Author(s):  
John Rothgerber
Keyword(s):  
Second Language ◽  
First Language ◽  
Phonological Representation ◽  
Phonological Acquisition ◽  
Theoretical Understanding ◽  
Language Teacher ◽  
Phonological Processes ◽  
Pronunciation Instruction ◽  
Primary Focus

This chapter will provide the language teacher with an introduction to the theory behind the challenges and problems that learners from a variety of language backgrounds face as they learn to pronounce the sounds of English. The primary focus will be on the influence of the first language in second language phonological acquisition. This will include an overview of the role of perception of non-native sounds, as well as a consideration of phonological representation in the mental lexicon and articulatory constraints, all of which can have an effect on difficulties that learners encounter as they learn to pronounce English sounds. Attention will be given to the various components that make up the phonological system, including segmentals, suprasegmentals, phonotactics, and phonological processes. This theoretical understanding will then be applied to pronunciation instruction within the classroom by addressing what teachers can do to maximize the effectiveness of instruction.

First Language Phonological Acquisition by a Two Years Old Mandailing Child

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Wildan Iskandar ◽  
Lince Sihombing ◽  
D.P. Tampubolon
Keyword(s):  
Qualitative Research ◽  
Language Acquisition ◽  
Child Language ◽  
First Language ◽  
Body Language ◽  
Phonological Acquisition ◽  
Good Communication ◽  
Child Language Acquisition ◽  
The Subject ◽  
Keywords Child

This study focused on describing: (1) what phones are acquired by a two years old Mandailing child. (2) how a two years old Mandailing child acquires the phonology production.  (3) how the phonological  productions of the words acquired by a two years old Mandailing child. A qualitative research was applied. The findings indicated that kinds of word are noun, adjective, verb and adverb and the most aspect of phonology found in this study is noun. The subject acquired the words through interaction with his family and sometimes used body language when he talked with his parents. The phonological production of the words acquired by the subject with several processes out of the twelve processes. Based on the findings, there are some suggestions: (1) Parents have to guide his child in learning to communicate as good as possible in order to the child can communicate well and effectively with other people in his environment, (2) In order to make a good communication and conversation, it is suggested to make approach to the child’s behaviors and habitual, (3) If parents want their child can acquire words well, they have to introduce words well and also guide him to pronounce it every day when they talk with him. Keywords: Child; Language Acquisition; and  Phonology

The acquisition of a second language phonology: Interaction of transfer and developmental factors

1982 ◽  
Vol 3 (4) ◽  
pp. 313-328 ◽  
Author(s):  
Barbara Frant Hecht ◽  
Randa Mulford
Keyword(s):  
Second Language ◽  
First Language ◽  
First Language Acquisition ◽  
Phonological Acquisition ◽  
Relative Difficulty ◽  
Second Language Phonology ◽  
Developmental Factors ◽  
Phonological Knowledge ◽  
Naturalistic Setting ◽  
Child Learning

ABSTRACTThe acquisition of a second language phonology is examined with reference to two hypotheses: (1) the developmental position that second language phonology acquisition parallels first language acquisition versus (2) the transfer position that the learner’s phonological knowledge in the first language directly influences acquisition of a second language phonology. These two hypotheses are evaluated in light of data from a six-year-old Icelandic child learning English in a naturalistic setting, with particular emphasis on fricatives and affricates. This child’s phonological acquisition is best accounted for as a systematicinteractionbetween transfer from the first language and developmental processes. Transfer best predicts the relative difficulty of particular segments, while the developmental hypothesis best predicts which sounds will be substituted for those difficult segments.

scholarly journals A Cross-Linguistic Study of L3 Phonological Acquisition of Stop Contrasts

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402098551
Author(s):  
Jiaqi Liu ◽  
Jiayan Lin
Keyword(s):  
First Language ◽  
Target Language ◽  
Phonological Acquisition ◽  
Acoustic Feature ◽  
L2 Reading ◽  
Reading Task ◽  
Third Language ◽  
Phonetic Similarity ◽  
L3 Acquisition ◽  
Initial Stage

The research reported in this article investigated how students learning Japanese or Russian as a third language (L3) perceived and produced word-initial stops in their respective target language and the link between perception and production. The participants in the study were 39 Chinese university students who spoke Mandarin Chinese as their first language (L1), English as their second language (L2), and Japanese or Russian as their L3. An L3 identification task, an L3 reading task, and an L2 reading task were used to investigate the learners’ perception and production of word-initial stops. The results demonstrated that the phonetic similarity in different stop categories between L1, L2, and L3 contributed to learners’ confusion in perception. On the contrary, L3 learners could perceive the new acoustic feature voicing lead, but found it difficult to produce L3 voiced stops. In addition, the study found a positive relationship between the perception and production of voiceless stops in the initial stage of L3 acquisition, but there was no correlation between the perception and production of voiced stops. Pedagogical implications for L3 speech learning are discussed on the basis of the results.

scholarly journals The acquisition of phonology by Cantonese-speaking children

1995 ◽  
Vol 22 (3) ◽  
pp. 473-495 ◽  
Author(s):  
Lydia K. H. So ◽  
Barbara J. Dodd
Keyword(s):  
Longitudinal Study ◽  
First Language ◽  
Phonological Acquisition ◽  
Error Patterns ◽  
Ambient Language ◽  
Phonological Errors

ABSTRACTLittle is known about the acquisition of phonology by children learning Cantonese as their first language. This paper describes the phoneme repertoires and phonological error patterns used by 268 Cantonese-speaking children aged 2;0 to 6;0, as well as a longitudinal study of tone acquisition by four children aged 1;2 to 2;0. Children had mastered the contrastive use of tones and vowels by two years. While the order of acquisition of consonants was similar to that reported for English, the rate of acquisition was more rapid. The developmental error patterns used by more than 10% of children are also reported as common in other languages. However, specific rules associated with Cantonese phonology were also identified. Few phonological errors were made after age four. The results are consistent with the hypothesis that the ambient language influences the implementation of universal tendencies in phonological acquisition.

The role of the L1 grammar in the L2 acquisition of segmental structure

1998 ◽  
Vol 14 (2) ◽  
pp. 136-193 ◽  
Author(s):  
Cynthia A. Brown
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Universal Grammar ◽  
First Language ◽  
Experimental Studies ◽  
Phonological Acquisition ◽  
L2 Acquisition ◽  
Phonological Knowledge ◽  
Japanese Speakers ◽  
Phonological Interference

Acquisition of segmental structure in first language acquisition is accomplished through the interaction of Universal Grammar and the learner's detection of phonemic contrasts in the input (Rice and Avery, 1995; Brown and Matthews, 1993,1997). This article investigates the acquisition of the English /l–r/,/b–v/ and /f–v/ contrasts by second language learners whose L1s do not contrast these segments. Based on L1 phonological acquisition and infant speech perception research,a model of phonological interference is developed which explains how the influence of the L1 phonology originates and identifies the level of phonological knowledge that impinges upon L2 acquisition. It is proposed that if a learner's L1 grammar lacks the phonological feature that differentiates a particular non-native contrast, he or she will be unable to perceive the contrast and therefore unable to acquire the novel segmental representations. In order to evaluate this hypothesis, two experimental studies were conducted. Experiment 1 investigates the acquisition of /l/ and /r/ by Chinese and Japanese speakers; the acquisition of the /l–r/, /b–v/ and /f–v/ contrasts by Japanese speakers is compared in experiment 2. The results from an AX discrimination task and a picture selection task indicate that successful acquisition of a non-native contrast is constrained by the learner's L1 grammar. Differences between Chinese and Japanese speakers (experiment 1) and differences in the acquisition of several different contrasts among Japanese speakers (experiment 2) are argued to reflect subtle phonological properties of the learners' respective L1s. These findings demonstrate that a speaker's L1 grammar may actually impede the operation of UG, preventing the L2 learner from acquiring a non-native phonemic contrast.

THE EXPLOITATION OF SUBPHONEMIC ACOUSTIC DETAIL IN L2 SPEECH SEGMENTATION

2014 ◽  
Vol 36 (4) ◽  
pp. 709-731 ◽  
Author(s):  
Ellenor Shoemaker
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Speech Segmentation ◽  
Phonological Acquisition ◽  
First Language Transfer ◽  
Allophonic Variation ◽  
L2 Phonology ◽  
Word Boundaries ◽  
French Speaking

The current study addresses an aspect of second language (L2) phonological acquisition that has received little attention to date—namely, the acquisition of allophonic variation as a word boundary cue. The role of subphonemic variation in the segmentation of speech by native speakers has been indisputably demonstrated; however, the acquisition of allophonic cues in L2 phonology remains underexplored. We examine here L2 learners’ acquisition and perception of noncontrastive acoustic differentiation at word boundaries in English. Fifty French-speaking students of English were tested on their ability to differentiate potentially ambiguous phrases in which word boundaries are marked by the word-initial aspiration of plosives (e.g.,Lou stopsvs.loose tops) or prevocalic glottal stops (e.g.,tea matvs.team at). Participants showed greater sensitivity to the presence of glottal stops than aspiration, suggesting that glottal stops may represent a more perceptually salient segmentation cue for learners than aspiration. We discuss the implications of these results regarding the role of first language transfer versus the universality of some segmentation cues.

Relations between segmental and prosodic structure in first language acquisition

2002 ◽  
Vol 2 ◽  
pp. 117-155 ◽  
Author(s):  
Yvan Rose
Keyword(s):  
Developmental Stages ◽  
First Language ◽  
Prosodic Structure ◽  
First Language Acquisition ◽  
Final Position ◽  
Formal Models ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Different Types ◽  
Quebec French

In this paper, I discuss a number of relations that take place between melodic content and higher prosodic structure in first language phonological development. I explore acquisition patterns found in data on the acquisition of Québec French. Starting with the observation that prosodic structure and, more specifically, stressed syllables, play a central role in phonological acquisition, I hypothesize that the inter-relations between prosodic and segmental structure posited by formal models of phonological organisation should be witnessed within and across developmental stages. I support this hypothesis through two findings from the French data. First, complex onsets emerge in stressed syllables before unstressed ones. Second, different types of consonants (placeless versus place-specified) emerge in word-final position at different stages. From these observations, I argue that the phenomena observed in these data are best captured in an analysis based on constituent structure and relationships between feature specification and prosodic constituency, which are governed by universal markedness.

scholarly journals Pemerolehan Fonem Bahasa Ibu Anak Usia 2,6 Tahun: Studi Kasus pada “Rasyid Hidayat”

2020 ◽  
Vol 1 (1) ◽  
pp. 100-115
Author(s):  
M. Zakaria ◽  
I Nyoman Sudika ◽  
Siti Rohana Hariana Intiana
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Qualitative Approach ◽  
Point Of View ◽  
Note Taking ◽  
Phonological Acquisition ◽  
Descriptive Qualitative

Abstrak: Penelitian ini membahas tentang pemerolehan fonem bahasa ibu atau pertama pada anak usia 2,6 tahun. Tujuan dari penelitian ini yaitu mendeskripsikan bentuk dari pemerolehan fonem bahasa ibu dalam studi kasus pada Rasyid Hidayat usia 2,6 tahun dengan melihat fonem-fonem bahasa yang sudah dikuasai.  Pendekatan yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif. Pendekatan ini mencoba menggambarkan dan memahami sesuatu terkait fenomena yang akan diteliti berdasarkan perspektif peneliti, yaitu bentuk pemerolehan fonem bahasa ibu pada Rasyid Hidayat. Adapun metode yang digunakan dalam penelitian ini adalah metode simak dan metode cakap. Teknik yang digunakan dalam melaksanakan metode tersebut adalah teknik catat dan rekam. Penyajian hasil analisis data dalam penelitian ini adalah secara formal dan informal. Penelitian tentang pemerolehan fonem bahasa ibu pada anak usia 2,6 tahun, peneliti menemukan bentuk-bentuk fonem yang sudah dikuasai oleh Rasyid Hidayat. Adapun fonem bahasa yang sudah dikuasai adalah (1) semua fonem vokal, yaitu /a/, /i/, /u/, /e/, dan /o/ yang menduduki semua posisi dalam setiap kata, (2) fonem konsonan yang sudah dikuasai dan belum semuanya menduduki semua posisi dalam kata pada usia 2,6 tahun yaitu adalah /p/, /b/, /m/, /n/, /t/, /h/, /s/, /c/, /w/, /y/, /q/,  dan /k/. Abstract: This study discusses about the phonological acquisition of mother tongue or first language of a child, 2.6 years old, namely Rasyid Hidayat. The purpose of this study is to describe the forms of phonological acquisition of mother tongue of Rasyid Hidayat by analyzing the phonemes of language that have been mastered. In this study, the researcher uses descriptive qualitative approach which describes and gives understanding about language phenomenon that the researcher want to analyze based on the researcher’s point of view.  The data collected were gained from recording and note taking. In presenting the data analyzed, the researcher uses formal and informal way. The findings show that the participant has mastered 1) all vowel phonemes such as /a/, /i/, /u/, /e/, and /o/ which have occupied all positions in many words, 2) consonant phonemes such as /p/, /b/, /m/, /n/, /t/, /h/, /s/, /c/, /w/, /y/, /q/, and /k/ where not all of them have already occupied all positions in some words.

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