scholarly journals Optimality Theory in ESL Phonology: A Practice of Final Consonant Clusters from Vietnamese L1 Speakers

2019 ◽  
Vol 3 (1) ◽  
pp. 20-27
Author(s):  
Thong Vi Nguyen
Keyword(s):  
Graduate Students ◽  
Optimality Theory ◽  
Word List ◽  
Consonant Clusters ◽  
Esl Teachers ◽  
Esl Learners ◽  
Vietnamese Speakers

The present study aims to adopt the Optimality Theory to investigate the strategies of pronouncing the final consonant clusters in English by a group of Vietnamese L1 speakers. Vietnamese is a language without the final consonant clusters; therefore, Vietnamese ESL learners tend to have different strategies to pronounce those. Seven Vietnamese graduate students were employed to record their word-list out-loud reading. Each of the consonants occurring in their pronunciation production was considered as one token to be analyzed. The result shows that Vietnamese ESL learners employ five different strategies to generate the final consonant clusters. After that, by adopting the Optimality Theory, this study provides both faithfulness constraints and markedness constraints for each strategy with the attempt to generalize the cases of the final consonant pronunciation of Vietnamese speakers. This study is significant for ESL teachers to understand how the Vietnamese language affects the ESL learners’ final sound pronunciation

scholarly journals The Pragmatic Functions of Repetition in TV Discourse

2012 ◽  
Vol 10 (4) ◽  
pp. 445-460 ◽  
Author(s):  
Ghaleb Rabab'ah ◽  
Ali Farhan AbuSeileek
Keyword(s):  
Native Speakers ◽  
Natural Phenomenon ◽  
Esl Teachers ◽  
Language Functions ◽  
Pragmatic Analysis ◽  
Native Speakers Of English ◽  
Salient Features ◽  
Esl Learners ◽  
Tv Show ◽  
Interactional Discourse

Since repetition is a natural phenomenon used to perform various functions in interactional discourse, adopting a pragmatic analysis to the discourse of Dr. Phil and his guests on Dr. Phil's TV show, this study attempted to explore the pragmatic functions of such repetitions as used by English native speakers. The data were gathered from conversations between native speakers of English, and based on 7 full episodes of Dr. Phil's TV Show. The researchers watched, and studied these episodes on YouTube. The study revealed that one of the salient features of TV discourse is repetition, which is employed to perform a variety of language functions. Repetition was used to express emphasis, clarity, emotions, highlight the obvious, be questionable, express annoyance, persuasion, express surprise, give instructions, and as a filler in order to take time, when the speaker was searching for a proper word to say what would come next. The study concluded that these findings had significant implications for EFL/ESL teachers and the interlanguage development of EFL/ESL learners.

scholarly journals Affect, Empowerment and the Complexities of Belonging: Cultivating a Humanistic Atmosphere in the ESL Classroom

2021 ◽  
Author(s):  
Momoye Sugiman
Keyword(s):  
Second Language ◽  
Cultural Identity ◽  
Language Learning ◽  
Second Language Learning ◽  
Publicly Funded ◽  
Esl Teachers ◽  
Esl Programs ◽  
Esl Learners ◽  
Depth Interviews ◽  
Esl Classroom

In this paper, I focus on the affective atmosphere of the Adult English as a Second Language (ESL) classroom. I argue that a humanistic learning approach can be a form of strategic resistance against the bureaucratization and standardization of publicly funded ESL programs for adult newcomers in Canada. Given the growing, top-down trend in our economically driven and technologically dependent society, there is a need to humanize the Canadian ESL classroom as a space for empathy and critical thinking. Through a literature review and semi-structured, in-depth interviews with former ESL learners and former ESL teachers, this paper reveals the psychological and political complexities of second language learning and cultural identity, as well as the pivotal role that an ESL teacher can play during the first few years of settlement. In this context, I also critique the racialized linguistic hierarchy embedded in Canada’s multiculturalism policy and exclusionary immigration and language policies.

The Structural Conformity Hypothesis and the Acquisition of Consonant Clusters in the Interlanguage of ESL Learners

1991 ◽  
Vol 13 (1) ◽  
pp. 23-41 ◽  
Author(s):  
Fred R. Eckman
Keyword(s):  
Native Speakers ◽  
Primary Language ◽  
Consonant Clusters ◽  
Language Universals ◽  
Esl Learners ◽  
Structural Conformity

The validity of two implicational universals regarding consonant clusters was tested in an analysis of the interlanguage of 11 subjects who were native speakers of Chinese, Japanese, or Korean. The results were strongly supportive of the two universals, suggesting the possibility that primary language universals hold also for nonprimary languages.

Sonority and markedness among onset clusters in the interlanguage of ESL learners

1993 ◽  
Vol 9 (3) ◽  
pp. 234-252 ◽  
Author(s):  
Fred R. Eckman ◽  
Gregory K. Iverson
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
Consonant Clusters ◽  
Comprehensive Investigation ◽  
L2 Learners ◽  
Per Se ◽  
Esl Learners ◽  
Second Language Acquisition Theory

This paper is intended as a contribution to an evergrowing body of literature on the role played by principles and parameters of Universal Grammar in second-language acquisition theory. A recent paper by Broselow and Finer (1991) proposes that markedness as defined in terms of the multivalued Minimal Sonority Distance (MSD) parameter is definitive in their subjects' knowledge of certain consonant clusters in syllable onsets. This parameter provides for the characterization of the various types of consonant clusters allowed in the onsets of syllables in different languages. The object of Broselow and Finer's study was to determine whether L2 learners find clusters which are relatively more marked according to the MSD parameter to be more difficult to learn than cluster types which are relatively less marked. The present paper, however, argues that it is typological markedness (Hawkins, 1987) rather than sonority distance per se which better explains L2 learners' knowledge of English clusters in syllable onsets. In line with Clements' (1990) comprehensive investigation of sonority relations within the syllable, this paper argues that markedness alone suffices to account for the observed interlanguage patterns. Using Clements' principles, which themselves actually follow from the overall theory of markedness, the interlanguage obstruent results reported by Broselow and Finer fall out automatically.

scholarly journals ESL Learners’ Sense of Alienation: An Exploratory Mixed Method Research on the Role of ESL Teachers’ Remarking Practices

2020 ◽  
Vol 13 (11) ◽  
pp. 59
Author(s):  
Misbah A. Khan ◽  
Misbah R. Khan ◽  
Iftikhar A. Chughtai
Keyword(s):  
Mixed Method ◽  
Speech Acts ◽  
Mixed Method Research ◽  
Politeness Theory ◽  
Esl Teachers ◽  
Classroom Activities ◽  
Evaluative Feedback ◽  
Low Performance ◽  
Esl Learners

The study attempts to highlight a major cause of learners’ detachment and low performance in ESL classrooms at graduation levels in Bahawalpur City, Punjab, Pakistan. In this connection, this study tries to focus on the role of teachers’ feedback remarks as a major cause of either instilling or accelerating sense of alienation among ESL learners. This study underpinned exploratory sequential mixed method research design to prove its hypotheses. The qualitative data shows that ESL learners receive evaluative remarks from their teachers in the form of 'face-threatening acts' more than ‘face-saving acts’ during classroom activities. Resultantly, they experience a sense of alienation from the language-related tasks and try to avoid the classroom situation feeling it a threat. The quantitative analysis shows the average range of sense of alienation experienced by learners which are highest in oral activities, lower in written tasks and lowest in comprehension-based activities. ESL teachers' evaluative feedback either instils or accelerates the sense of alienation among learners during various classroom activities. The type of alienation experienced more was an accelerated sense of alienation. This is why the majority of learners avoid getting engaged in the activities in which they find chances of losing self-image. Keeping the results in view, training sessions on ‘Face Wants, Politeness theory, and Speech Acts’ are recommended for ESL teachers to enhance their follow-up remarking practices. Moreover, there is a need to develop an anxiety-free classroom atmosphere to strengthen learners' autonomy and linguistic self-concept.

scholarly journals Some Characteristics of Syllable Structure in Qassimi Arabic (QA): An Optimality Theoretic Framework

2020 ◽  
Vol 10 (4) ◽  
pp. 193
Author(s):  
Metab Alhoody ◽  
Mohammad Aljutaily
Keyword(s):  
Saudi Arabia ◽  
Central Region ◽  
Optimality Theory ◽  
Syllable Structure ◽  
Consonant Clusters ◽  
North Central Region ◽  
North Central ◽  
The North ◽  
Najdi Arabic

The paper investigates the syllable structures of Qassimi Arabic (QA), which is a sub-dialect of Najdi Arabic (NA) and is spoken in the north-central region of Saudi Arabia, particularly in the Qassim Region. Within the framework of Optimality Theory (OT), we show how the well-formed syllable is derived from the interaction of constraints. We show how the OT captures some of the major processes for structuring the syllables of QA, such as syncope, epenthesis, and geminate. The analysis revealed that onsetless syllables are prohibited in QA. The dialect allows word-initial consonant clusters, which is a result of the syncope process. Coda clusters also occur in QA that must obey the Sonority Sequencing Principle (SSP); otherwise, epenthesis presents to repair the violation. As for the geminates, QA permits geminates medially and finally, but not initially. The data revealed that QA demonstrates seven fundamental syllable structures grouped into three categories: light syllables, as in CV; heavy syllables, as in CVV and CVC; and super heavy syllables, as in CVVC, CVCC, CCVVC and CVVCC.

scholarly journals ESL TEACHERS’ STRATEGIES TO FOSTER HIGHER-ORDER THINKING SKILLS TO TEACH WRITING

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 195-226
Author(s):  
Charanjit Kaur Swaran Singh ◽  
Revathi Gopal ◽  
Nor Azmi Mostafa ◽  
Rhashvinder Kaur Ambar Singh ◽  
Eng Tek Ong ◽  
...  
Keyword(s):  
Data Collection ◽  
Secondary Schools ◽  
Classroom Observation ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Teaching Writing ◽  
Esl Teachers ◽  
Higher Order Thinking Skills ◽  
Esl Learners

Purpose - This research focuses on ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners in two selected secondary schools in Malaysia. ESL teachers’ strategies to foster higher-order thinking skills to teach writing to weak ESL learners were captured and encapsulated to enable the ESL learners to understand and master higher order thinking to improve their writing. Methodology – A qualitative descriptive case study design was employed in the study. The sample was based on a snowball sampling and 4 ESL teachers were selected from two different secondary schools in Malaysia. The main data collection method was classroom observation while thematic analysis was used for data analysis. Each teacher was observed twice. Classroom observation forms and video recordings were used as a main source in data collection. Findings – Findings showed that ESL teachers selected strategies to foster higher-order thinking skills to teach writing including the general procedures in implementing higher-order thinking skills for teaching writing and major considerations at each stage of the implementation. ESL teachers exposed learners to the general procedures of the higher-order thinking skills which were explaining and helping students to understand what higher-order thinking is, leading students to connect to concepts in writing, helping students to infer through real-life situations, using more graphic organizers and teaching problem-solving skills. Significance – The findings can be used to guide decisions on higher-order thinking skills training for ESL teachers, educators and curriculum developers regarding the thinking skills strategies to be mastered in teaching writing.

scholarly journals Sonority distance and similarity avoidance effects in Moroccan Judeo-Spanish

Linguistics ◽  
2018 ◽  
Vol 56 (6) ◽  
pp. 1463-1511 ◽  
Author(s):  
Travis G. Bradley ◽  
Jacob J. Adams
Keyword(s):  
Fifteenth Century ◽  
Optimality Theory ◽  
Consonant Clusters ◽  
Full Account ◽  
Obligatory Contour Principle ◽  
Distance Effects ◽  
Identical Manner ◽  
Regional Dialect ◽  
Late Nineteenth ◽  
Late Fifteenth

Abstract This article investigates consonant gemination in late Nineteenth- and early Twentieth-century haketía, a now moribund, regional dialect of Judeo-Spanish spoken in northern Morocco since the late fifteenth century. Some, but not all, consonant clusters arising across a word boundary undergo regressive total assimilation, e.g. [n.n] siudad ninguna ‘no city’ but [z.n] laz niñas ‘the girls’. We present novel descriptive generalizations to show that regressive gemination is sensitive to the degree of sonority distance between the coda and the onset. Evidence of parasitic harmony comes from lateral+consonant clusters, which undergo gemination only if the target and trigger consonants are already similar in some respect. In the framework of Optimality Theory, we formalize syllable contact as a relational hierarchy of *Distance constraints and capture parasitic harmony effects by similarity avoidance, or Obligatory Contour Principle, constraints against adjacent consonants with identical manner and/or place features. These markedness constraints interact with other universal faithfulness and markedness constraints in a language-specific ranking that predicts the attested patterns of regressive gemination. This study lends further support to sonority distance effects and gradient syllable contact in phonological theory and shows that similarity avoidance is also necessary to give a full account of regressive gemination in Moroccan Judeo-Spanish.

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