scholarly journals Commentary: L2 Phonology: Where Theory, Data, and Methods Meet

2021 ◽  
Vol 12 ◽  
Author(s):  
Christine E. Shea
Keyword(s):  
1999 ◽  
Vol 21 (1) ◽  
pp. 81-108 ◽  
Author(s):  
Alene Moyer

Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language. This study sets out to challenge the Critical Period Hypothesis (CPH) by examining phonological performance among highly motivated subjects who use German daily as graduate student instructors and who have been immersed in the language through in-country residence, augmented by years of instruction in both language- and content-based courses. The methodology developed seeks to expand the realm of factors that are potentially conflated with age, such as instruction, motivation, suprasegmental training, and self-perception of productive accuracy, and other factors that have not been addressed in previous studies on ultimate attainment. Production tasks target sounds difficult for nonnative speakers (NNSs) according to contrastive analysis, and task types range in complexity from isolated words to sentences, paragraphs, and free speech. A mean rating was computed for each speaker, including native speaker controls, according to native speaker judgments. When averaged across all tasks, nonnative speaker performance did not overlap with native performance. However, several variables correlated significantly with outcome, including suprasegmental training, which indicated performance closer to native level.


2008 ◽  
Vol 44 (1) ◽  
pp. 87-128 ◽  
Author(s):  
CAROLE PARADIS ◽  
DARLENE LACHARITÉ

A key debate in loanword adaptation is whether the process is primarily phonetic or phonological. Is it possible that researchers on each side are viewing equally plausible, but different, scenarios? Perhaps, in some language situations, adaptation is carried out mainly by those without access to L2 phonology and is, perforce, perceptually driven. In other situations, adaptation may be done by bilinguals who actively draw upon their knowledge of L2 phonology in adapting loanwords. The phonetic strategy would most likely be favored in situations where the vast majority of the population did not know the L2, thus having no possible access to the L2 phonological system. The phonological strategy, on the other hand, is most likely to be favored in situations where there is a high proportion of speakers who are bilingual in the L1 and L2. This possibility is tested by comparing the adaptations of English loanwords in 19th- and early 20th-century Quebec French, when bilinguals were few, to those of contemporary Quebec French, in which the rate of bilingualism is far higher. The results show that even when the proportion of bilinguals in a society is relatively small, they determine how loanwords are pronounced in the borrowing language. Bilinguals adapt loanwords on the basis of phonology, not of faulty perception of foreign sounds and structures. However, in a society where bilinguals are few, there is a slight increase in non-phonological influences in loanword adaptation. We address the small role played by non-phonological factors, including phonetic approximation, orthography, and analogy (true or false), showing that false analogy, in particular, may give the impression that phonetic approximation is more widespread in a loanword corpus than is actually the case.


2021 ◽  
Vol 6 ◽  
Author(s):  
John Archibald

A variety of phonological explanations have been proposed to account for why some sounds are harder to learn than others. In this mini-review, we review such theoretical constructs and models as markedness (including the markedness differential hypothesis) and frequency-based approaches (including Bayesian models). We also discuss experimental work designed to tease apart markedness versus frequency. Processing accounts are also given. In terms of phonological domains, we present examples of feature-based accounts of segmental phenomena which predict that the L1 features (not segments) will determine the ease and difficulty of acquisition. Models which look at the type of feature which needs to be acquired, and models which look at the functional load of a given feature are also presented. This leads to a presentation of the redeployment hypothesis which demonstrates how learners can take the building blocks available in the L1 and create new structures in the L2. A broader background is provided by discussing learnability approaches and the constructs of positive and negative evidence. This leads to the asymmetry hypothesis, and presentation of new work exploring the explanatory power of a contrastive hierarchy approach. The mini-review is designed to give readers a refresher course in phonological approaches to ease and difficulty in acquisition which will help to contextualize the papers presented in this collection.


2019 ◽  
Vol 5 (1) ◽  
pp. 29-48
Author(s):  
Zhengwei Pei ◽  
Kerong Qin

Second language (L2) phonological acquisition is constrained by a complex interplay of extra-linguistic factors, among which the age factor is frequently investigated. This study adopted a multi-factorial approach to examine the effects of the age of learning English (AoLE), along with ten other extra-linguistic factors, on the ultimate English phonological attainment of 318 university students in Chinese context for English as a foreign language (EFL) as a whole and across three cohorts: first-year non-English majors, first-year English majors, and third-year English majors. The participants were administered background questionnaires and receptive and productive EFL phonology tests. The results of regression analyses indicated that the AoLE was not a predictor for the whole sample, while English pronunciation self-concept (EPSC) turned out to be the most predictive. Predictors for each cohort varied in number and content. Whichever cohort the participants came from, EPSC remained a constant and potent predictor, whereas the AoLE could merely predict the phonological attainment of first-year non-English majors, accounting for 4% of its variance. The findings of the study contribute to the long-standing debate over the viability of the critical period hypothesis, provide methodological implications for age-related L2 phonology research, and inform early EFL educational decisions.


2020 ◽  
Vol 10 (5) ◽  
pp. 203
Author(s):  
Azza A. M. Abdelrahim

Unlike L1 acquisition, which is based on automatic acquisition, L2 adult learners’ acquisition of English phonology is based on mental reflection and processing of information. There is a limited investigation of L2 phonology research exploring the contribution of the cognitive/theoretical part of pronunciation training. The study reports on the use of online collaborative reflection for improving students’ use of English segmental and suprasegmental features of L2 speech. Ninety participants at the tertiary level at Tabuk university in the kingdom of Saudi Arabia were divided into two groups which used an online instruction. The only difference between the instruction of the experimental group and the control group is that the experimental group spent part of the time of instruction on collaborative reflection, while the control group spent this time on routine activities without using collaborative reflection (but all other activities were the same). The results showed that the online collaborative reflection improved the pronunciation of the experimental group. The learners learned the pronunciation of the major segmentals (e.g., vowels, consonants, diphthongs), minor segmentals (e.g., the way of articulation), and the suprasegmental features (e.g., intonation, stress). The results also showed that students perceived the online collaborative reflection as a helpful means in improving their use of L2 English phonology features. The findings have important implications and contribute to our theoretical knowledge of second language acquisition and L2 phonetics instruction research.


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