Phonological Constraints on the Utterance of L2 Clusters by Saudi ESL Learners

The field of L2 phonology did not receive much research compared to the other linguistic domains. To add to the field and expand the current literature, the present paper’s goal was to examine the impact of syllable structure differences between Arabic and English in uttering L2 English consonant clusters. The following research question was aimed to be answered: Do the differences between two languages’ syllable structure cause production difficulties in the consonant cluster to Saudi Arabian learners of English? The subjects of this investigation were L2 English learners from Saudi with intermediate proficiency levels in English. Applying the descriptive correlational type of research model, the results showed that learners’ production is mainly influenced by their native language-specific phonological features. The learners’ production of targeted L2 consonant clusters seemed to mirror their underlying phonological system, and syllables structures were modified to match their native Arabic phonological system as a result of language transfer. These findings should be taken into account by L2 speech educators as such speech difficulty is anticipated.

Phonological Constraints on the Utterance of L2 Clusters by Saudi ESL Learners

Arab World English Journal ◽

10.24093/awej/vol12no4.36 ◽

2021 ◽

Vol 12 (4) ◽

pp. 551-559

Author(s):

Abdullah N. Alotaibi

Keyword(s):

English Learners ◽

Research Question ◽

Syllable Structure ◽

Consonant Clusters ◽

Consonant Cluster ◽

Phonological Features ◽

Arabic And English ◽

Esl Learners ◽

The Impact ◽

Engaging English Learners Through Literature, Fairy Tales, and Drama

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.8n.2p.138 ◽

2019 ◽

Vol 8 (2) ◽

pp. 138

Author(s):

Alison Larkin Koushki

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Student Engagement ◽

Fairy Tales ◽

English Learners ◽

Fairy Tale ◽

Research Question ◽

Language Education ◽

Project Based Learning ◽

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

Enhancing English Learners’ Willingness to Communicate through Debate and Philosophy Inquiry Discussion

English Language Teaching ◽

10.5539/elt.v10n8p145 ◽

2017 ◽

Vol 10 (8) ◽

pp. 145

Author(s):

Mardziah Shamsudin ◽

Moomala Othman ◽

Maryam Jahedi ◽

Dalia Aralas

Keyword(s):

Second Language ◽

Data Analysis ◽

English Learners ◽

Discussion Group ◽

T Test ◽

Willingness To Communicate ◽

Classroom Discussion ◽

Paired Samples ◽

Esl Learners ◽

The present study investigated the impact of two instructional methods, Debate and Philosophy Inquiry (PI), in enhancing Willingness to Communicate (WTC) among two groups of English as a Second Language (ESL) learners who were randomly selected. In each group there were sixteen participants. The researchers used independent samples t-test and paired samples t-test to analyze the collected data. The data analysis using paired samples t-test showed that both methods of instruction have a significant effect on learners’ WTC. However, the learners’ WTC increased more in Debate group comparing to the Philosophy Inquiry classroom discussion group. The results indicate that Debate is more effective than Philosophy Inquiry classroom discussion in enhancing ESL learners’ WTC.

Duration of syllable nuclei in Spanish

Studies in Hispanic and Lusophone Linguistics ◽

10.1515/shll-2019-2012 ◽

2019 ◽

Vol 12 (2) ◽

pp. 247-280

Author(s):

Alexander C. Aldrich ◽

Miquel Simonet

Keyword(s):

Research Question ◽

Syllable Structure ◽

Vowel Duration ◽

Consonant Cluster ◽

Articulatory Phonology ◽

Using Data

AbstractIn many languages, vowel duration is modulated by syllable structure — a phenomenon known asvowel compression— so that vowels are shorter in syllables with more segments than in syllables with fewer segments. Most instrumental evidence to date has reported an effect, in many languages, of the presence (and complexity) of a coda, and some studies have also documented effects of the presence (and complexity) of an onset. However, no prior studies on Spanish vowel duration have captured any effects of syllable structure. Using data from nine speakers and controlled speech materials, the present study addresses the following research question: Does syllable structure modulate vowel duration? The findings are as follows: (a) Relative to simplex onsets (those with a singleton consonant), complex onsets (those with a consonant cluster) trigger vowel compression; and (b) neither simplex nor complex codas consistently drive vowel compression — i.e. codas do not systematically affect vowel duration. Together with the facts for other languages, our findings support a view according to which syllable structure — in particular,onsetcomplexity — modulates acoustic vowel duration. The study discusses the theoretical implications of this finding, which are argued to be in line with some of the principles of the Articulatory Phonology framework or, alternatively, suggest that codas should not be considered part of the articulatory syllable.

Tonal rules for English loan words in Cantonese

Journal of the International Phonetic Association ◽

10.1017/s0025100300001572 ◽

1977 ◽

Vol 7 (1) ◽

pp. 17-22 ◽

Cited By ~ 3

Author(s):

K. L. Kiu

Keyword(s):

Common Knowledge ◽

Syllable Structure ◽

Consonant Clusters ◽

Tone Language ◽

Loan Words ◽

Loan Word ◽

It is common knowledge that when one language borrows from another, the borrower often would incorporate the loan words into its phonological system by substituting ‘alien’ sounds by those from its own stock, breaking up consonant clusters to conform to its syllable structure and so on. In general it is not impossible to predict fairly accurately what a loan word would sound like in a language if one is familiar with the phonological systems of the lender and borrower. However, syllable structure and segments are just part of the picture. Other considerations like stress and tone would also be important if one is dealing with a stress language or a tone lauguage. The aim of this paper is to examine English loan forms in Cantonese in order to discover what happens when words from a stress language like English are borrowed into a tone language like Cantonese.

Vowel Epenthesis in Loanword Integration: A Study of English Consonant Cluster at Onset

International Journal of English Linguistics ◽

10.5539/ijel.v9n4p332 ◽

2019 ◽

Vol 9 (4) ◽

pp. 332

Author(s):

Muhammad Asad Habib ◽

Arshad Ali Khan

Keyword(s):

Focus Group ◽

Consonant Clusters ◽

Consonant Cluster ◽

Focus Group Discussions ◽

Group Discussions ◽

Video Clips ◽

Vowel Epenthesis ◽

Feature Theory ◽

Epenthetic Vowel ◽

This study examines the process of vowel epenthesis used by the Punjabi speakers to integrate the English consonant cluster at onset position of the syllable. English and Punjabi are two different phonological system where English allows consonant cluster and complex consonants at onset while Punjabi only allows complex consonants. Hence for the integration of syllables with consonant cluster, Punjabi speakers have to insert a vowel to make the consonant configuration according to Punjabi phonotactics. The data for this study are collected from recordings of focus group discussions, interviews and video clips. The data are analyzed by using CV phonology and Distinct Feature theory. The results suggest that Punjabi speakers insert vowels to modify the English consonant clusters according to Punjabi phonological environment. Thus, they add another vowel node and resyllabify the consonant clusters. The mid central /ə/ vowel is the default epenthetic vowel while in some cases /e/ is also used before the consonant clusters.

Development and evaluation of a mobile game as an English learning tool for ESL learners

International Journal of ADVANCED AND APPLIED SCIENCES ◽

10.21833/ijaas.2021.07.009 ◽

2021 ◽

Vol 8 (7) ◽

pp. 77-83

Author(s):

Kobkiat Saraubon ◽

Keyword(s):

Treatment Group ◽

English Learners ◽

Educational Games ◽

Control Group ◽

English Learning ◽

Learning Tool ◽

Mobile Game ◽

Post Test ◽

Esl Learners ◽

Learning and memorizing irregular verbs are some of the most difficult aspects of the language for non-native English learners. Research concerning games for education reveals that educational games have a large positive impact on learners’ skills and abilities. This research was divided into two phases including 1) the design, development and deployment of a mobile game used as an English learning tool for ESL learners and 2) an evaluation of the outcome. An Android mobile game was developed and then deployed on Google Play. In the evaluation phase, a quasi-experimental set-up with a non-equivalent pre-test and post-test control group design, was used to evaluate the impact of the use of the mobile game. The sample consisted of sixty-four tenth-grade students who studied English in a Thai school. There were two groups; the treatment group (N=32) and the control group (N=32) selected by cluster sampling. Both groups were given a pre-test to measure their prior knowledge. The sample then learned English in the class using conventional methods over a six-week period. During that period, the treatment group used the mobile game as a supplementary tool. Finally, both groups were given a post-test to measure the learning outcome. In this study, an independent t-test at the significance level of 0.01 was conducted. The results revealed that students who used the mobile game as a supplementary tool had statistically significantly higher learning outcomes.

The Syllable Structure of Tiv

International Journal of Literature, Language and Linguistics ◽

10.52589/ijlll-p2unambu ◽

2021 ◽

Vol 4 (1) ◽

pp. 53-63

Author(s):

Elizabeth U. ◽

Francis I.A.

Keyword(s):

Internal Structure ◽

Research Design ◽

Native Speakers ◽

Syllable Structure ◽

Consonant Clusters ◽

Consonant Cluster ◽

Intuitive Knowledge ◽

Cross River ◽

Wide Range ◽

Analytical Research

Linguistic studies reveal that every language has a particular way of combining its sounds to form words or parts of words called syllables. The paper looks at the syllable structure of the Tiv language, one of the Bantoid languages spoken mostly in the Middle Belt area of Nigeria, especially in Benue, Plateau, Taraba, Nasarawa and Cross River states of Nigeria. The objective of the study is to investigate the internal structure of syllables in the Tiv language in order to establish the regularities and restrictions inherent in the language. The study, therefore, aims at ascertaining the syllable patterns that are found in Tiv. This study adopts qualitative and analytical research design using the C V tier model of the phonological theory of syllable analysis as proposed by McCarthy (1979) and adopted by Clements and Keyser (1983), to explicate the permissible patterns of syllable structures in Tiv. Data for the study were gathered from native speakers of Tiv, whose language has not been corrupted by urbanisation and the researchers' intuitive knowledge of the Tiv language. It was found out in the study that, some of the permissible syllable structures in Tiv language include vowels and consonants like v, cv, ccv, cccv, cvc. It was also discovered that all the five vowels of the English alphabets may begin or end a syllable in the Tiv language. As found in English and other languages where the sequential occurrence of two or more consonants is termed consonant cluster, the Tiv syllable structure permits two or more consonants at the initial or final positions of the syllable which could occur as onset or coda, but they are not regarded as consonant clusters. They are regarded as co-articulations. The study concludes that Tiv language has a wide range of phonotactic constraints which if studied can contribute to the development of Tiv language.

The Fiscal Effects of Economic Immigration on Subnational Government Finance in Poland

e-Finanse ◽

10.2478/fiqf-2019-0005 ◽

2019 ◽

Vol 15 (1) ◽

pp. 45-58

Author(s):

Marzanna Poniatowicz ◽

Agnieszka Piekutowska

Keyword(s):

Social Policy ◽

Income Tax ◽

Research Question ◽

Personal Income Tax ◽

Government Finance ◽

Subnational Government ◽

Migration Research ◽

The Impact ◽

High Share

AbstractThe aim of the paper is to analyse the effects of economic immigration on subnational government finance (SNG) in Poland. The goal to achieve is to answer the following research question: what are the fiscal effects of immigration on SNG budget revenues and expenditures. To answer this question, logarithmic models were developed. The analysis refers to the years 2007-2016. In this respect, data from Statistics Poland - referring to budget revenues and expenditures of communes, cities of district status, districts and voivodeships - were used. As far as immigration statistics are concerned, data from the Ministry of Family, Labour and Social Policy were used. The results indicate an increase in both revenues and expenditures of SNG as a result of immigration. Such results can be explained inter alia by the nature of migration - research were focused on economic immigration. Results confirm that the level of employment of foreigners is one of the determinants shaping the fiscal effect of immigration. Moreover, the impact of economic immigration on SNG budget revenues and expenditures depends on the structure of this budget. This explains the differentiated results of the analysis of the impact of immigration on SNG in different countries. The positive correlation between immigration and SNG revenues in Poland can be associated with a high share of subnational governments in personal income tax revenues as this tax is one of the main categories of SNG revenues. Furthermore, results show that the impact of immigration on local government budgets in Poland is modest. This confirms the conclusions drawn by other authors (e.g. Auerbach and Oreopoulos), that in the long term, immigration cannot be considered as a potential instrument for resolving fiscal imbalances.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

Voices of English Language Education Society ◽

10.29408/veles.v4i2.2199 ◽

2020 ◽

Vol 4 (2) ◽

pp. 118-129

Author(s):

Asti Gumartifa ◽

◽

Indah Windra Dwie Agustiani

Keyword(s):

Language Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

English Learners ◽

English Language ◽

Point Of View ◽

Effective Learning ◽

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.