Non-native Japanese listeners’ perception of vowel length contrasts in Japanese and Modern Standard Arabic (MSA)

2012 ◽  
Vol 28 (2) ◽  
pp. 151-168 ◽  
Author(s):  
Kimiko Tsukada

This study aimed to compare the perception of short vs. long vowel contrasts in Japanese and Modern Standard Arabic (MSA) by four groups of listeners differing in their linguistic backgrounds: native Arabic (NA), native Japanese (NJ), non-native Japanese (NNJ) and Australian English (OZ) speakers. The NNJ and OZ groups shared the first language (L1), but differed in their familiarity with Japanese. In both Japanese and MSA, vowel length is phonemic. In contrast, vowel duration plays a more limited (although not insignificant) role in English. Of interest was the discrimination accuracy of NNJ listeners who learned Japanese as a second (L2) or foreign language in adulthood. As expected, the NA and NJ groups discriminated their L1 contrasts more accurately than all the other groups, but the NNJ listeners showed a significant shift in their perceptual behaviour and outperformed the OZ listeners who have no knowledge of Japanese in discriminating the Japanese vowel length contrasts. Furthermore, NNJ was the only group who did not differ in their discrimination accuracy for the Arabic and Japanese stimuli. Taken together, the results obtained in this study suggest that NNJ learned to discriminate Japanese vowel length contrasts to some extent, but the learning did not carry over cross-linguistically to the processing of vowel length contrasts in an unknown language.

2011 ◽  
Vol 33 (3) ◽  
pp. 501-516 ◽  
Author(s):  
KIMIKO TSUKADA

ABSTRACTThis study assessed the prediction that individuals are able to use the knowledge from their first language (L1) in processing the comparable sound contrasts in an unknown language. Two languages, Arabic and Japanese, which utilize vowel duration contrastively, were examined. Native Arabic (NA) and native Japanese (NJ) listeners' discrimination accuracy for native (known) and nonnative (unknown) vowel length contrasts was assessed in an AXB discrimination test. A group of Australian English (OZ) speakers who do not know either Arabic or Japanese participated as a control group. Despite the expectation that native listeners positively transfer and generalize the L1 knowledge to process unknown languages with equivalent phonetic characteristics, both the NA and NJ groups were clearly less accurate in discriminating vowel length contrasts in unknown languages. Further, they showed no advantage over the OZ listeners who have limited experience with vowel length contrasts in their L1. These results suggest that, not only for stop place contrasts examined previously, but also for vowel length contrasts, experience with specific phonetic contrasts may not be sufficient for attaining truly nativelike discrimination accuracy.


The purpose of this research is to identify few common pronunciation mistakes among Palestinian English major students in Hebron University and the factors that cause these problems. The paper discusses selected phonetic and phonological problems related to specific consonants and vowels besides problems related to pronunciation of consonant sequences. The participants of this study were 120 English major students from Hebron University. The instruments used for collecting the data were a questionnaire and a recorded pronunciation test. In addition to the previous instruments, interviews were conducted with eight students and two instructors. The findings of the study revealed that Hebron University English major students have difficulties in pronouncing English consonants that are not part of Modern Standard Arabic (MSA) such as [ŋ], [p], [ɫ], [ɹ], [ʒ], [tʃ] (though some consider [ŋ], [ɫ], [ʒ], [tʃ] as allophonic variants and are used in the different dialects of Arabic), problems in consonant clusters(epenthesis), silent letters, and vowels that have more than one pronunciation. During the interviews, the interviewees pointed various reasons for their errors and suggested some solutions to some of these pronunciation problems. Among the mispronunciation reasons mentioned are: interference from Arabic and the lack of correct models, exposure to native speakers, and practice. The researchers concluded that learners' errors are caused by several linguistic factors, such as the disparity between Arabic and English sound systems, the effect of spelling on pronunciation, the influence of the first language (L1) on the second language (L2), and English vowel inconsistency. Finally, ideas to overcome some of the pronunciation problems are suggested.


2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sami Alresaini

It is often claimed that there are no native speakers of Modern Standard Arabic (MSA) due to possible effect of late age of first exposure (AoE) and possible effect of the acquired colloquial variety ofArabic, which is considered as the first language (L1). This empirical study examined the impact of AoE and knowledge of the L1on the ultimate attainment of resumption in MSA object relative clauses. 147adolescent participants from Egypt, the Levant, and the gulf regions, were recruited to examine their underlying knowledge ofresumption in MSA through completing an Acceptability Judgment Task. Using ANOVAand planned comparisons, the differences in participants' judgments to resumptionwere evaluated across 5 groups corresponding to different AoE and the colloquialvarieties they speak. The analysis of the data showed no significant effect of AoEnorof the L1, and post hoc tests showed no significant differences between the groups ofparticipants. These results were discussed in relation to theories on L1 influence and tothe critical period hypothesis.


2019 ◽  
Vol 61 (1) ◽  
pp. 43-61
Author(s):  
Raya Kalaldeh ◽  
Abd Allah Al-Shdaifat

Abstract This study is part of a larger project on the influence of Arabic emphatics /tˁ, dˁ, δˁ, sˁ/ on adjacent Arabic vowels by considering three factors: vowel quality, vowel duration and directionality of emphasis spread. This paper investigates the influence of the voiced alveolar emphatic /dˁ/ on the six Modern Standard Arabic (MSA) monophthongs /ɐ – ɪ – ʊ – a: – i: – u:/ as produced by ten Jordanian speakers. The monophthongs in the adjacency of /dˁ/ are compared to those adjacent to the non-emphatic alveolar voiced stop /d/. Results indicate that in the emphatic context, the vowels are clearly retracted in the vowel space and that the extent of the emphatic influence in ‘preceding’ or ‘following’ contexts is not significantly different.


2018 ◽  
Vol 2 (1) ◽  
pp. 61-82
Author(s):  
Ayah Farhat ◽  
Alessandro Benati

The present study investigates the effects of motivation and processing instruction on the acquisition of Modern Standard Arabic gender agreement. The role of individual differences (e.g. age, gender, aptitude, language background and working memory) on the positive effects generated by processing instruction has been investigated in the last few years. However, no previous research has been conducted to measure the possible effects of motivation on L2 learners exposed to processing instruction. In addition, a reasonable question to be addressed within the processing instruction research framework is whether its positive effects can be generalised to the acquisition of Modern Standard Arabic. The Academic Motivation Scale (AMS) and the Attitude Motivation Test Battery (AMTB) motivation questionnaires were used to capture different variables that influence motivation in order to create the two different groups (high and low motivated). In this experimental study, forty-one native English school-age learners (aged 8–11) were assigned to two groups: ‘the high motivated group’ (n = 29): and the ‘low motivated group’ (n = 12). Both groups received processing instruction, which lasted for three hours. Sentence-level interpretation and production tasks were used in a pre-test and post-test design to measure instructional effects. The learners were required to fill in gaps in both written and spoken mode for the activities. The study also included a delayed post-test administered to the two groups four weeks later. The results indicated that both groups improved equally from pre-test to post-test in all assessment measures and they both retained the positive effects of the training in the delayed posttests. Processing instruction was proved to be the main factor for the improvement in performance regardless of the learner’s level of motivation.


Sign in / Sign up

Export Citation Format

Share Document