Relevant bibliographies by topics / Interlanguage phonology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Interlanguage phonology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Interlanguage phonology"

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Toda, Takako. "Interlanguage phonology." Australian Review of Applied Linguistics 17, no. 2 (January 1, 1994): 51–76. http://dx.doi.org/10.1075/aral.17.2.03tod.

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Abstract This paper presents the results of a study pertaining to the acquisition of timing control by Australian subjects who are enrolled in first-year Japanese at tertiary level. Instrumental techniques are used to observe segment duration and pitch patterns in the speech production of learners and native speakers of Japanese. The observations concern vowels and obstruents based on minimal pairs with durational contrasts, and the results are discussed within the framework of interlanguage phonology. The results obtained from this study demonstrate problems of beginning-level learners, including the underdifferentiation of durational contrasts (Han 1992). From the viewpoint of interlanguage phonology, however, the results seem to indicate that the learners have the ability to control timing and that they try to achieve durational distinctions in their speech production, but that their phonetic realisation is different from that of native speakers.
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Major, Roy C. "INTERLANGUAGE PHONETICS AND PHONOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 131–37. http://dx.doi.org/10.1017/s0272263198002010.

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This thematic issue explores various aspects of interlanguage phonetics and phonology and their relationship to general linguistic theory. Research in interlanguage syntax and recently in discourse and pragmatics has been quite prolific; however, research in interlanguage phonetics and phonology has produced far fewer studies. Of the nearly 200 articles published in Studies in Second Language Acquisition (SSLA) during the last 10 years, only about a dozen focus on phonetics and phonology. This thematic issue is intended to fill some of this gap.
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Heo Yong. "A Research on Consonants for the Interlanguage Phonology." Journal of Korean Language Education 19, no. 1 (April 2008): 361–78. http://dx.doi.org/10.18209/iakle.2008.19.1.361.

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Eckman, Fred R. "Review article: Spanish-English and Portuguese-English interlanguage phonology." Second Language Research 27, no. 2 (March 28, 2011): 273–82. http://dx.doi.org/10.1177/0267658310377291.

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This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.
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MOSSOP, JONATHAN W. "Markedness and fossilization in the interlanguage phonology of Brunei English." World Englishes 15, no. 2 (July 1996): 171–82. http://dx.doi.org/10.1111/j.1467-971x.1996.tb00103.x.

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Kasper, Gabriele, and Kenneth R. Rose. "PRAGMATICS AND SLA." Annual Review of Applied Linguistics 19 (January 1999): 81–104. http://dx.doi.org/10.1017/s0267190599190056.

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Pragmatics has two roles in SLA: It acts as a constraint on linguistic forms and their acquisition, and it represents a type of communicative knowledge and object of L2 learning in its own right. The first role of pragmatics is evident in functionalist (Tomlin 1990) and interactionist (Long 1996) views of SLA. The second role puts pragmatics on a par with morphosyntax, lexis, and phonology in that inquiry focuses on learners' knowledge, use, and acquisition of L2 pragmatics. It is the latter sense of “pragmatics and SLA” that is the focus of this paper. In analogy with other areas of specialization within SLA—interlanguage syntax, interlanguage lexis, and so forth—the study of nonnative speakers' use and acquisition of L2 pragmatic knowledge is referred to as interlanguage pragmatics.
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Carlisle, Robert S. "THE ACQUISITION OF ONSETS IN A MARKEDNESS RELATIONSHIP." Studies in Second Language Acquisition 20, no. 2 (June 1998): 245–60. http://dx.doi.org/10.1017/s027226319800206x.

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This article reports the findings of a longitudinal study in interlanguage phonology examining the production of two structures in a markedness relationship, biliteral and triliteral onsets, the latter being more marked than the former. This study specifically tests the Interlanguage Structure Conformity Hypothesis (ISCH) by measuring the acquisition of the onsets in the markedness relationship against a criterion measure of 80% correct production. The subjects were 10 native Spanish speakers enrolled in intermediate courses in a community college. Data were gathered twice over a period of 10 months. Results of the study fail to provide any counterevidence to the ISCH.
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Archibald, John. "SECOND LANGUAGE PHONOLOGY, PHONETICS, AND TYPOLOGY." Studies in Second Language Acquisition 20, no. 2 (June 1998): 189–211. http://dx.doi.org/10.1017/s0272263198002046.

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In this paper, I address the nature of the mental representation of an interlanguage grammar. The focus will be on the necessity of positing some sort of hierarchical constituent structure to account for L2 phonology. I discuss relevant data from the domains of the acquisition of segments, syllables, moras, and metrical structure. The interaction of these domains is discussed.In addition, I look at the acquisition of onset clusters and argue that the acquisition of liquids is correlated with the acquisition of consonantal sequences. Evidence from language change, language typology, and language acquisition suggests that there is a causal relationship between the two. The theoretical framework of feature geometry and derived sonority gives us the apparatus to explain what the second-language learners are doing.
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Yoon, Eun Kyung. "A study of Interlanguage phonology by advanced Swedish learners of Korean." Language and Linguistics 90 (November 30, 2020): 77–106. http://dx.doi.org/10.20865/20209004.

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Atoye, Raphael O. "On the sources of interlanguage phonology: some evidence from Yoruba-English." Revista Alicantina de Estudios Ingleses, no. 7 (1994): 37–46. http://dx.doi.org/10.14198/raei.1994.7.03.

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Dissertations / Theses on the topic "Interlanguage phonology"

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Cansin, Guzide Dilek. "The role of linguistic context in interlanguage phonology." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26381.

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The phenomenon of the foreign accent has long been of interest to linguists, second language teachers, language pathologists, and others. This study investigated the influence of certain factors on the degree of foreign accent in learners of English as a second language. Specifically, it examined the effects of two linguistic contexts, age of arrival in Canada, years spent in Canada, and native language on the accents of 29 subjects at an advaced level of English language study. The degree of accent was rated on a five-point scale by 13 native speaker judges. It was hypothesized that non-native speakers of English would exhibit greater degree of foreign accent when reading aloud than when recalling a traumatic personal experience. A previous study by Oyama (1982) has found that, contarary to predictions based on native speakers' behaviour in the same task (Labov, 1966), foreign learners of English displayed greater accents during the oral reading task than when telling about a brush with death or about another traumatic time in their lives. It was, therefore, hypothesized that the subjects in this study would perform like the subjects in Oyama's study. The other hypotheses were: 1) the earlier the age at which subjects arrived in Canada, or other English-speaking country, and began learning English, the better their accents would be judged; 2) the greater the number of years spent in Canada, or other English-speaking country, the better their accents would be judged; 3) the native languages of ESL speakers would influence the decisions about the degree of foreign accent made by judges. Taped samples from 29 ESL learners were collected, edited for length, and played to 13 native speaking judges who rated the degree of accent for each speaker heard on a five-point scale. Included on the tape which the judges heard were samples from native speakers to determine intrajudge validity (i.e., how effectively the pronunciation measure differentiated native from non-ntive speakers). Those judges who were unable to identify the speech of native speakers were dropped from the study. Previous researchers have used the mode of the judges' decisions as the appropriate indicator of each subject's accent; in this study, computations were made using both the mode and the mean. They were found to yield nearly identical results in the analyses. Data were analyzed using a multivariate analysis of variance (MANOVA, SPSS X) with the two linguistic contexts as the dependent variables and age of arrival, years in Canada and native language as independent variables. The results showed no difference between the two linguistic contexts, and that age of arrival and native language contributed significantly to the degree of foreign accent while years in Canada did not. Specifically, learners who arrived at a younger age had better accents than those who arrived at an older age. Because subjects were unequally distributed across the languages, it was not possible to determine which native languages are statistically significant in predicting the degree of foreign accent of these learners of English.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Cheng, Siu Kei. "The interlanguage phonology of Hong Kong speakers of Mandarin." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/323.

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Abd, Ghani Alias. "Variability in interlanguage phonology of Malaysian learners of English." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/429/.

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This study is a synchronic investigation of variability in interlanguage phonology of Malaysian learners of English. The study investigates patterns of style shifting in the speech performance of the Malaysian learners of English as they vary according to various stylistic environments i.e. verbal tasks viz, minimal pairs reading, word list reading, dialogue reading and free conversation representing different contexts of situation ranging from the most formal to the most casual form of speech styles. The main objective of this thesis is to establish patterns of style stratification in the speech production of the subjects and to trace whether there exists any systematic patterning in the subjects' pronunciation of the target English sounds of both the individual subjects and across the group of subjects who come from different ethnolinguistic backgrounds. This study is also undertaken in order to determine the extent to which Labovian 'attention to speech' may be used as a causal explanation for variability in the speech production of the subjects. This study is adapted from the variability model developed by William Labov (1970) and extended by Lorna Dickerson (1974) in her interlanguage investigation of Japanese learners of English for showing stylistic variation of speakers at a given point in time (synchronic variation) with the use of a single linear scale as a method of data analysis. An experimental investigation involving an interview method with the individual subjects, using four-part, Labov-style, self-administered tests were carried out at the University of Science, Malaysia. The results of this study showthat there is phonological variation in the subjects' performance of all the phonemes under investigation and this variation seems to be systematic in nature. The speech performance of the Malaysian subjects in this study is responsive to the nature of the verbal tasks they are engaged in and in their production of most of the target English phonemes they produced the predicted ranking of style shifting according to the Labovian 'attention to speech' hypothesis. According to the hypothesis the subjects' speech performance should record the highest index score in the task which requires the greatest attention to be paid to the speech (minimal pairs reading) with the lowest index score in the tasks which has the least attention (free conversation). As the results reveal, in most cases the subjects record the highest index scores in the reading of minimal pairs. This is followed by word list reading, then dialogue reading and finally free conversation which records the lowest index scores of all. However, the only exception to this regular patterning is in the subjects' performance of phonemes /v/ and in where it may be due to factors such as phonological transfer from Bahasa Malaysia (for phoneme Id) or inadequate data for comparison (for phoneme /v/ as well as phonemes /p/, /b/ and /g/ in free conversation) . The results of statistical analysis using a Repeated Measurement of Analysis of Variance (ANOVA) indicate that there is significant difference in the performance of the subjects across the four verbal tasks with the reading of minimal pairs the highest in the rank, followed by word list reading then dialogue reading and finally free conversation, the lowest in the rank. The results of this study suggest that 'attention to speech' could be used to account for variability in the subjects' speech performance of most of the TL phonemes under investigation across the four different verbal tasks. However, it cannot adequately explain variability in the subjects' performance of the TL phoneme /r/. The results also suggest that though the subjects' speech performance is also sensitive to the position of phonemes in the words (i.e. word initial, medial or final), their production of those phonemes seems to be governed by the nature of the verbal tasks they are engaged in. As regards the group performance according to subjects' ethnolinguistic backgrounds, the results reveal that in most cases there is no significant difference in the performance of the subjects who come from different ethnolinguistic groups viz. Malay, Chinese and Indian. This is supported by statistical results which indicate no significant difference in the performance of the subjects according to groups with the exception of subjects performance of /0/ and /g/ where in their production of the target phoneme /0/, subjects who come from a Malay background records the highest mean scores followed by subjects who come from a Chinese background and finally those who come from an Indian background. As regards, phoneme /g/, the results suggest that subjects from a Chinese background record the lowest mean scores of all.
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Fujii, Ikuko. "Interlanguage phonology of Japanese speakers of English in South Wales." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.

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Ruzindana, Mathias. "An interlanguage study of vowel duration in the advanced Kinyarwanda speakers of English." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293443.

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Isono, Toru. "Japanese learners' interlanguage phonology : with special reference to English vowels and plosives." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252268.

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Barrientos, Contreras Fernanda. "Perceptual representations in Interlanguage Phonology : subcategorial learning in late-learners with a smaller vowel inventory." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-representations-in-interlanguage-phonology-subcategorial-learning-in-latelearners-with-a-smaller-vowel-inventory(ff039de6-95b8-47ec-a23e-bb78cea7c549).html.

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In this thesis I explore the phonological nature of newly acquired perceptual representations by highly proficient late-learners of English whose L1 is Spanish, specifically in the case where two different L2 sounds are being initially mapped onto the same L1 category. I claim that these perceptual representations are not phonemic; rather, what these learners acquire are phonetic representations that can be discriminable under certain conditions in a manner similar to that of native speakers, but that are nevertheless identified as tokens of the same L1 category. Since speech perception is a categorisation process where the acoustic input is mapped onto the existing phonemic categories, then late-learners will use their L1 representations when perceiving acoustic input; and will therefore have no need to create new perceptual categories. An alternative hypothesis holds that late-learners can bootstrap new perceptual categories by means of UG access, which allows them to bypass the default categorisation process and notice the difference between their L1 categories and the actual L2 input, so that new perceptual categories can be created. This thesis focuses on the acquisition of the perceptual contrast between the open-mid back unrounded vowel /2/ and the low back unrounded vowel /A/, both of which are mapped onto the same L1 perceptual category /a/. Two experiments were conducted. Subjects were divided in three groups: one of native speakers (NS), a group of highly proficient nonnative speakers of English with Spanish as L1 (NNS-A), and a group of L1 Spanish speakers who were nonproficient in English (NNS-B). The experiments included identification, discrimination and rating tasks along synthesised /A - 2/ vowel continua (7-step and 5-step). The results showed that unlike the NS group, both groups of nonnative speakers categorised the tokens along the /2 - A/ continuum randomly when using L2-like labels; and showing a strong preference towards /a/ when using L1-like labels. Discrimination, on the other hand, differed according to the task: discrimination of adjacent tokens yielded similar results across the three groups, but nonadjacent tokens showed that the NNS-A group is more sensitive than the NNS-B group and less sensitive than the NS group. Finally, prototypicality ratings showed that while NS considered the endpoints of the continuum as good exemplars of the categories /A/ and /2/, both groups of nonnative speakers rated all tokens along the continuum as equally good instances of /a/. From these results I conclude that while late-learners of L2 English do not create new phonemic categories for /A/ and /2/, they are able to perceive a difference that nevertheless does not seem to be enough to create a category split. These findings have implications for a theory of learnability in SLA, since it suggests that latelearners have partial access to UG insofar as input alone leads to learning within the phonetic domain but not to creation of new phonemic categories.
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Ng, Shiu May Doris. "The system of diphthongs in the interlanguage phonology of young educated Hong Kong speakers of English." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/345.

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Ingram, D., A. Lynn Williams, and Nancy J. Scherer. "Are Speech Sound Disorders Phonological or Articulatory? A Spectrum Approach." Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/1781795649/.

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Book Summary: Phonemic awareness and phonetic skill are the backbones of phonological theory. In phonological acquisition, the presence or lack of the former crucially determines the outcome of the latter. This inescapably becomes a common thread that interweaves developmental phonology in both childhood and adulthood. Child and adult-learner speech in the course of development constitute separate linguistic systems in their own right: they are intermediate states whose endpoint is, or ought to be, mastery of targeted speech either in a first or a second language. These intermediate states form the theme of this volume which introduces the term protolanguage (to refer to child language in development) and juxtaposes it with interlanguage (to refer to language development in adulthood). Although major languages like English and Spanish are included, there is an emphasis in the book on under-reported languages: monolingual Hungarian and Swedish and bilingual combinations, like Greek-English and German-English. There is also a focus on under-represented studies in IL: L2 German from L1 French; L2 English from Catalan and Portuguese; and in dialectal acquisition of Ecuadorian Spanish from Andalusian speakers. This volume brings together different methodological approaches with a stress on both phonetic and phonological analysis. It includes both child and adult developmental perspectives, descriptive and/or theoretical results from a combination of methodological approaches (e.g. single-case, cross-sectional; spontaneous speech samples, narrative retells) and a consideration of speech acquisition in the general context of language. The volume aims to motivate a shift in the general tendency among researchers to specialize in language subfields (L1 acquisition; L2 acquisition, bilingualism; typical/atypical language) of what is actually one common linguistic domain, i.e. the study of speech sounds (phonology/phonetics).
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Almalki, Hussain. "Acoustic Investigation of Production of Clusters by Saudi Second Language Learners of English." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1235.

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Production errors made by second language (L2) learners of English have been attributed to markedness, L1 transfer or input frequency (cf. Major, 2001; Edwards & Zampini, 2008; Baptista, Rauber, & Watkins, 2009). This thesis examines the production of 17 English initial consonant clusters (e.g., /pr/ in “pray”) in a markedness relationship, whereby clusters with greater sonority distance between the first and second consonants are unmarked and clusters with smaller sonority distance between the first and second consonants are marked, by two groups of Saudi Arabian L2 English learners. It also explores the effect of input frequency and L1 transfer. Participants were asked to read 60 sentences and their reading was recorded for acoustic analysis. Analysis showed that “prothesis” was always used to simplify the clusters, and that, the duration of the prothetic vowel tended to get longer when clusters become more marked. Intermediate participants had greater degree of difficulty in producing the clusters and tended to insert a longer prothetic vowel in general. Markedness explained the performance on #sC clusters; however, performance on non #sC clusters was best explained by L1 transfer. Results further indicated that input frequency was irrelevant to this study.
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Books on the topic "Interlanguage phonology"

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Korean-Swedish interlanguage phonology. Stockholm: Institute of Oriental Languages, University of Stockholm, 1987.

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James, Allan. The acquisition of a second language phonology: A linguistic theory of developing sound structures. Tübingen: G. Narr Verlag, 1988.

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Moubarik, M. Received pronunciation and the spanish learner: An approximation to the spanish speakerś phonological competence in english. Alcalá de Guadaira (Sevilla): Editorial Guadalmena, 2000.

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Moubarik, M. Received pronunciation and the Spanish learner: An approximation to the Spanish speakerś phonological competence in English. Alcalá de Guadaira (Sevilla): Editorial Guadalmena, 2000.

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Rafael, Monroy, and Gutierrez Francisco, eds. Perspectives on interlanguage phonetics and phonology. Murcia: universidad de Murcia, 2001.

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Andersson, Samuel, Oliver Sayeed, and Bert Vaux. The Phonology of Language Contact. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199935345.013.55.

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This chapter surveys the impact of language contact on phonological systems. The phonology of one language may influence that of another in several ways, including lexical borrowing, rule borrowing, Sprachbund features, and interlanguage effects. Illustrations of these phenomena are drawn from interactions between English and French, Hawaiian, and Japanese at different historical periods; from Quichean languages; from Slavic-influenced dialects of Albanian; from Dravidian influences on Sanskrit; and from South African English, among other examples. The evidence indicates that language contact may lead to various changes in phoneme inventory, phonotactics, and rule inventory, or to no change at all. Analyses of the data argue against the view that language contact invariably involves simplification but suggest that markedness is an important notion in accounting for certain features of interlanguages.
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Georgette, Ioup, and Weinberger Steven, eds. Interlanguage phonology: The acquisition of a second language sound system. Cambridge, MA: Newbury House Publishers, 1987.

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S, Yavas Mehmet, ed. First and second language phonology. San Diego, Calif: Singular Pub. Group Inc., 1994.

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Interlanguage Phonology: The Acquisition of the Second Language Sound System (Issues in Second Language Research Series). Heinle & Heinle Publishers, 1987.

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La fonologia dell'interlingua: Principi e metodi di analisi. Milano: F. Angeli, 2003.

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Book chapters on the topic "Interlanguage phonology"

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Archibald, John. "Transfer, contrastive analysis and interlanguage phonology." In The Routledge Handbook of Contemporary English Pronunciation, 8–24. First edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315145006-2.

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Young-Scholten, Martha. "The negative effects of ‘positive’ evidence on L2 phonology." In The Current State of Interlanguage, 107. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/z.73.10you.

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Dickerson, Wayne. "7. Explicit rules and the developing interlanguage phonology." In Sound Patterns in Second Language Acquisition, edited by Allan James and Jonathan Leather, 121–40. Berlin, Boston: De Gruyter, 1986. http://dx.doi.org/10.1515/9783110878486-008.

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Giannini, Stefania. "Typological comparison and interlanguage phonology: maps or gaps between typology and language learning of sound systems?" In Typology and Second Language Acquisition, edited by Anna Giacalone Ramat. Berlin, New York: DE GRUYTER MOUTON, 2002. http://dx.doi.org/10.1515/9783110891249.403.

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Mairs, Jane Lowenstein. "Stress assignment in interlanguage phonology: an analysis of the stress system of Spanish speakers learning English." In Linguistic Perspectives on Second Language Acquisition, 260–84. Cambridge University Press, 1989. http://dx.doi.org/10.1017/cbo9781139524544.019.

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