scholarly journals CAN AUDIO-VISUAL TRAINING EQUALLY AFFECT PHONEMIC AND PHONETIC CONTRASTS? AN EXAMPLE OF L2 FRICATIVE PRODUCTION

2021 ◽  
Vol 18 (48) ◽  
pp. 317-335
Author(s):  
Danica Jerotijević Tišma ◽  
Keyword(s):  
Experimental Period ◽  
Visual Training ◽  
Perceptual Training ◽  
Efl Context ◽  
Proficiency Level ◽  
Speech Learning Model ◽  
Phonetic Contrasts ◽  
Interdental Fricatives ◽  
Phonemic Level ◽  
Speech Learning

The paper explores the effect of audio-visual perceptual training on Serbian EFL learners’ production of novel phonemic and phonetic contrasts in L2, specifically focused on fricatives. Hence, the paper aims at discovering whether audio-visual training has equal effects at phonemic and phonetic levels, and also, whether the effect is the same at two different age/proficiency levels, 6th grade primary and 4th grade secondary school. In order to explore the phonemic level we concentrated on interdental fricatives, and for the phonetic level differences sibilant contrasts were included, following the predictions of the Perceptual Assimilation Model (Best 1994) and Speech Learning Model (Flege 1995). The testing for relevant acoustic information was per- formed prior to and immediately following the experimental period, when all the participants were recorded pronouncing a prepared sentence list containing target sounds. It consisted of measuring spectral moments, frication duration and comparison of spectrograms. The results of the audio-visual phonetic training proved especially beneficial for phonemic contrasts, i.e. interdental fricatives for both levels of age/proficiency, while sibilant contrasts showed insignificant progress. The age/proficiency level did not appear to be a significant predictor of the effect of audio-visual training. Along with the empirical results, the paper likewise presents pedagogical implications important for pronunciation teaching and highlights the significance of phonetic training in the Serbian EFL context in particular.

scholarly journals English and Portuguese consonant clusters: contrasts and challenges

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Sandra Madureira
Keyword(s):  
American English ◽  
Learning Model ◽  
Brazilian Portuguese ◽  
Consonant Clusters ◽  
Front Vowel ◽  
Vowel Epenthesis ◽  
Speech Learning Model ◽  
Speech Learning

ABSTRACT Consonant clusters occur both in Portuguese and English. However, clusters are more productive in English than in Portuguese and there are sequences which are only found in English.This study focuses on the contrasts between American English and Brazilian Portuguese consonant clusters and on three strategies Brazilian learners tend to apply when producing them: adding the high front vowel (epenthesis) between the consonants in the clusters, discarding consonants, or introducing phonetic changes. The relevance of introducing English clusters to Brazilian learners of English is pointed out and discussed under the framework of the Speech Learning Model (SLM).

Interplay between perceived cross-linguistic similarity and L2 production

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Georgios Georgiou
Keyword(s):  
Second Language ◽  
First Language ◽  
Production Test ◽  
L1 Transfer ◽  
Egyptian Arabic ◽  
Speech Learning Model ◽  
L2 Production ◽  
Partial Overlap ◽  
The Relationship ◽  
Speech Learning

Abstract The present study aims to investigate the relationship between perceived cross-linguistic similarity and second language (L2) production. To this purpose, Egyptian Arabic learners of Greek in Cyprus who took part in a previous cross-linguistic perceptual study, completed a production test with respect to the Cypriot Greek vowels. The findings showed that perceived cross-linguistic similarity was linked with L2 production since along with the consideration of first language (L1)-L2 acoustic differences, it predicted most of the L2 vowel productions. Also, many L2 vowels were considerably longer than the corresponding L1 vowels. This can be interpreted as an L1 transfer since Egyptian Arabic vowels are longer in duration than the Cypriot Greek vowels. An interesting finding was that the production of the L2 vowels had only partial overlap with the productions of the L1 vowels, a finding that provides support for the hypotheses of the Speech Learning Model.

Cross-linguistic similarity in L2 speech learning: Evidence from the acquisition of Russian stop contrasts by Mandarin speakers

2020 ◽  
pp. 026765831990091
Author(s):  
Yuxiao Yang ◽  
Xiaoxiang Chen ◽  
Qi Xiao
Keyword(s):  
Second Language ◽  
First Language ◽  
Perceptual Discrimination ◽  
Perceived Similarity ◽  
Specific Research ◽  
Speech Learning Model ◽  
Chinese Learners ◽  
Research Questions ◽  
Speech Learning

This study investigated the role of cross-linguistic similarity in the acquisition of Russian initial stop contrasts by Chinese learners, addressing two specific research questions: (1) How similar are Russian voiced stops to Mandarin stops for Chinese learners? (2) How can the speech learning model (SLM) be applied to account for the acquisition of Russian initial stop contrasts by Chinese learners? Regarding the first question, a hypothesis was proposed that Russian voiced stops could be regarded as dissimilar ‘new’ sounds by Chinese learners, as judged by three commonly adopted methods: IPA comparison, acoustic difference, and feature redeployment. The results of the perceptual assimilation task, however, disconfirmed this hypothesis, as Russian voiced stops were perceived as being highly similar to the sounds of Mandarin voiceless unaspirated stops. According to SLM, perceptually similar second language (L2) sounds are difficult to acquire; hence, a corresponding hypothesis was advanced in relation to the second question; namely, that the acquisition of Russian initial stop contrasts could be challenging for Chinese learners. This hypothesis was supported by the results of the perceptual discrimination and the production tests. These findings corroborated SLM regarding the difficulty in acquiring L2 sounds that are perceptually similar to their first language (L1) counterparts, while posing challenges to the hypothesis that Russian voiced stops could be dissimilar ‘new’ sounds for Chinese learners, as predicted by the three methods. The results indicated that perceived cross-linguistic similarity plays a key role in L2 phonetic acquisition. However, the degree of perceived similarity cannot always be accurately deduced solely through the three methods, at least not in the case of stops.

Effect of Homonymous Set of Words Instruction on Vocabulary Development and Retention of Young Female Elementary Learners in Iranian EFL Context through Metalinguistic Awareness

2016 ◽  
Vol 6 (11) ◽  
pp. 2092
Author(s):  
Maryam Safataj ◽  
Mohammad Amiryousefi
Keyword(s):  
Vocabulary Development ◽  
Young Female ◽  
Metalinguistic Awareness ◽  
Efl Context ◽  
Proficiency Level ◽  
Post Test ◽  
Short Run ◽  
L2 Vocabulary ◽  
And Control ◽  
Experimental Group

Vocabulary learning is indispensable in the process of second language (L2) learning and plays a pivotal role in this regard. At the heart of this issue is the homonymous conflict, which is more problematic and very difficult to deal with. Therefore, the current study was undertaken to cast a little bit of light on homonyms instruction in the area of learners’ L2 vocabulary development and retention. In this vein, four intact classes of Iran Language Institute (ILI) comprised of 46 young female EFL learners aged from 9-10 years old enrolled in the present study whose English proficiency level was elementary. Signing the Assent form, the participants were given a proficiency test for homogenizing. They were divided into two groups of experimental and control. The former group favored the explicit, simultaneous and concurrent homonymous set of words instruction; however, the latter one encountered the accidental and incidental homonyms instruction through various texts. The results obtained from vocabulary achievement test indicated that in the vocabulary development phase, both methods appeared to be significantly effective in the short run, but the participants in the experimental group revealed a better performance. Moreover, after administrating the delayed post-test, the analysis elicited that homonyms instruction significantly hindered the vocabulary recovery and retention of the learners just in the Experimental group three weeks later. Hence, the outcome of this piece of study provided various remarkable implications for teachers to reinforce learners’ vocabulary repertoire through context, and led to give some insights into homonyms instruction via metalinguistic awareness.

Phonological Skills in English Language Learners

2014 ◽  
Vol 45 (1) ◽  
pp. 26-39 ◽  
Author(s):  
Alyse Morrow ◽  
Brian A. Goldstein ◽  
Amanda Gilhool ◽  
Johanne Paradis
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Connected Speech ◽  
Phonological Skills ◽  
Speech Learning Model ◽  
Whole Word ◽  
Speech Learning ◽  
Over Time ◽  
Time Point

Purpose The purpose of this study was to examine the English phonological skills of English language learners (ELLs) over 5 time points. Method Sound class accuracy, whole-word accuracy, percentage of occurrence of phonological patterns, and sociolinguistic correlational analyses were investigated in 19 ELLs ranging in age from 5;0 (years;months) to 7;6. Results Accuracy across all samples was over 90% for all sound classes except fricatives and increased for all sound classes across time. Whole-word accuracy was high and increased across time. With the exception of cluster reduction, stopping, and final consonant deletion, the frequency of occurrence for phonological patterns was less than or equal to 5% at every time point. Sociolinguistic variables such as age of arrival, age of exposure, and age were significantly related to phonological skills. Conclusions The results were consistent with the hypotheses outlined in Flege's (1995) speech learning model in that the phonological skills of ELLs increased over time and as a function of age of arrival and time. Thus, speech-language pathologists (SLPs) also should expect phonological skills in ELLs to increase over time, as is the case in monolingual children. SLPs can use the longitudinal and connected-speech results of this study to interpret their assessments of the phonological skills of ELLs.

scholarly journals On the Pronunciation of English /®/ and /l/ by Japanese Speakers

2018 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Marc Picard
Keyword(s):  
Learning Model ◽  
Lateral Component ◽  
Speech Learning Model ◽  
Japanese Speakers ◽  
Speech Learning

One of the major tenets of the Speech Learning Model (SLM) is that “if two L2 sounds differ in perceived dissimilarity from the closest sound in the L1 inventory, the more dissimilar of the L2 sounds will manifest the greater amount of learning” (Aoyama et al. 2004:248). Given that certain studies have provided “evidence of greater learning for [®] than [l] by N[ative]J[apanese] learners of English” (2004:246), the SLM hypothesis can only be upheld if English [l] is more similar to Japanese [R] than English [®] is. However, this is clearly counterintuitive since, by most accounts, [R] represents a central flap, [l] a lateral approximant, and [®] a central approximant. In this study, it will be argued that English laterals cannot be more similar to Japanese /r/ than English rhotics are, as the SLM would have it, unless the Japanese sound contains a lateral component such as that which is found in the flap [‰]. As it happens, a number of phoneticians and phonologists have argued that this is indeed the case with Japanese /r/, as will be shown, and this is something that the proponents of the SLM would need to acknowledge if their theoretical stance is to be maintained.

scholarly journals Using language and culture material in ukrainian folklore classes

2020 ◽  
Keyword(s):  
Language Proficiency ◽  
Written Language ◽  
Cultural Stereotypes ◽  
Important Indicator ◽  
Language And Culture ◽  
Aesthetic Taste ◽  
Proficiency Level ◽  
Culture Material ◽  
Speech Learning ◽  
Further Development

The methodical techniques and the methods of using language and culture material when teaching Ukrainian folklore are determined in the article. Ukrainian proverbs, sayings, songs, which reflect the vision of the Ukrainian people of female beauty, are language and culture material in this instance. The topicality of the research is caused by the extensive use of folkloric material in all modern languages with a didactic purpose and necessity of research in the ethnolinguoculturological aspect of language units that designate national and cultural stereotypes. The folklore of any nation belongs to the eternal phenomena; it is impossible to imagine the existence of a nation without it. National culture and specific features of mentality become known through folklore. Folklore helps to recreate the traits of any particular people, the development of ideas about different things. The use of proverbs in speech is an important indicator of language proficiency level. Working with proverbs and sayings helps to develop skills of speech activity. The studying of proverbs and sayings expands the students’ knowledge about language, form their aesthetic taste, desire to perfect their vocabulary. It improves speech culture, speaking skills, readiness for debating in Ukrainian. The increased use of proverbs enriches the spoken and written language. The use of proverbs adds originality, expressiveness, individuality, imagery and aphoristic nature to a person’s speech. Learning proverbs or sayings, students translate them into their language, comprehend and search for similar ones in their language. Discussing and comparing Ukrainian proverbs and sayings with proverbs and sayings in their native language, students develop skills in speaking, reading, and writing. Perspectives of further research are studies of the features of teaching language and culture material to foreign philological students and further development of new teaching material for the course “Ukrainian folklore”.

Hong Kong Cantonese university students’ tonal errors in Mandarin and their relation to L1 influence

2020 ◽  
Vol 55 (1) ◽  
Author(s):  
Yuen I. Chan ◽  
Hsueh Chu Chen
Keyword(s):  
Hong Kong ◽  
Republic Of China ◽  
The United Kingdom ◽  
Speech Learning Model ◽  
Hong Kong Cantonese ◽  
L1 Influence ◽  
Key Factor ◽  
Mandarin Tones ◽  
Speech Learning

Abstract After the change of sovereignty from the United Kingdom to People Republic of China, Mandarin has become increasingly important in Hong Kong society. However, it is observed that many native Cantonese speakers have problems mastering Mandarin tones despite the less complex tonal system. This study attempts to investigate the Mandarin tonal error patterns made by Hong Kong learners and the possible causes for these errors. A reading aloud test and a follow-up interview were designed to collect the data. The findings of the study show that a large number of students were confused about Mandarin tones and found them difficult to master, especially between tone 1 and tone 4 and tone 2 and tone 3. All the participants made these two mistakes in the test. This study hypothesizes that L1 negative transfer is the key factor that helps Cantonese speaking learners’ ability to establish a new tone in the L2. However, the reason for participants’ tonal mistakes is not due to one single cause; instead, the errors are caused by multiple factors, including lack of tonal knowledge, incomplete tonal acquisition, and tonal errors explained by the Speech Learning Model.

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