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Journal articles on the topic 'Interlanguage phonology'
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1
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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Wang, Hongyan, and Vincent J. van Heuven. "The Interlanguage Speech Intelligibility Benefit as Bias Toward Native-Language Phonology." i-Perception 6, no. 6 (November 16, 2015): 204166951561366. http://dx.doi.org/10.1177/2041669515613661.
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Keys, Kevin John. "State of the art: interlanguage phonology - factors and processes in the development of a second language phonology." Revista Brasileira de Linguística Aplicada 1, no. 1 (2001): 155–90. http://dx.doi.org/10.1590/s1984-63982001000100008.
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Yuan, Man, and Wei Cheng. "The Acquisition of English Lexical Stress by Chinese-speaking Learners: An OT Account." English Language Teaching 10, no. 7 (June 8, 2017): 140. http://dx.doi.org/10.5539/elt.v10n7p140.
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Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners of English and nine native English controls, who read aloud 12 types of nonce English nouns. The results showed that the Chinese participants were able to place stress correctly in two-syllable words and three-syllable words with a heavy penultimate syllable. However, irregularity was observed in three-syllable words with a light penultimate syllable, particularly H(eavy)L(ow)L(ow). The results are further interpreted in Optimality Theory. It is argued that the learners’ interlanguage grammar is both negatively and positively influenced by their native language. The constraint only active in Chinese causes the interlanguage to be non-nativelike. By contrast, the shared active constraints facilitate learning. Moreover, the emergence of the constraints in the interlanguage grammar which are inactive in Chinese but active in English provides evidence for the learners’ ability to restructure their interlanguage phonology.
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Eckman, Fred, Gregory Iverson, and Jae Yung Song. "Overt and covert contrast in L2 phonology." Journal of Second Language Pronunciation 1, no. 2 (September 14, 2015): 254–78. http://dx.doi.org/10.1075/jslp.1.2.06eck.
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This paper reports results on the acquisition of the English /p/–/b/ contrast by native speakers of Arabic. This contrast does not exist in the participants’ native language (NL). The central finding of this study is that some of the research participants exhibited a covert contrast between these segments in their interlanguage productions. That is, two of the five Arabic-speaking participants who were transcribed as having no contrast between [p] and [b] did, in fact, produce a statistically reliable distinction in voice onset time lags between the two target segments. The existence of such an intermediate stage of covert contrast in the learning of L2 phonology is eminently plausible, in view of the progressive nature of phonological acquisition. Our results help bring the learning of second-language contrasts into conformity with findings of the same phenomenon in the areas of L1 acquisition and phonologically disordered speech.
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Benson, Bronwen. "Universal Preference for the Open Syllable as an Independent Process in Interlanguage Phonology*." Language Learning 38, no. 2 (June 1988): 221–35. http://dx.doi.org/10.1111/j.1467-1770.1988.tb00410.x.
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Archibald, John. "A formal model of learning L2 prosodic phonology." Second Language Research 10, no. 3 (October 1994): 215–40. http://dx.doi.org/10.1177/026765839401000303.
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In this article I discuss the various components necessary for a formal model of the acquisition of the prosodic phonology of a second language. I outline a model that includes an explicit theory of the representation of metrical knowledge (Dresher and Kaye, 1990; Idsardi, 1992) and the necessary learn ing theory to account for how those representations can be acquired. The learning theory which mediates the interaction between Universal Grammar (UG) and the linguistic environment is composed of such elements as appro priate cues, indirect negative evidence and a principle of lexical dependency. Empirical investigations of the acquisition of English metrical parameters by native speakers of Polish, Hungarian and Spanish are reported. Group data as well as case studies are presented. The data suggest that, in the domain of prosodic phonology, both the representations (metrical structure) and processes (learning principles) evidenced in second language learners are the same as those proposed for native speakers. Interlanguage grammars can be seen as a combination of UG principles, correct L2 parameter set tings (from resetting) and incorrect L1 parameter settings (from L1 trans fer).
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Hardison, Debra M. "FOREIGN ACCENT: THE ONTOGENY AND PHYLOGENY OF SECOND LANGUAGE PHONOLOGY. Roy C. Major. Mahwah, NJ: Erlbaum, 2001. Pp. viii + 212. $49.95 cloth." Studies in Second Language Acquisition 25, no. 3 (August 4, 2003): 456–58. http://dx.doi.org/10.1017/s0272263103260186.
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This discussion of second language (L2) phonological development is rooted in what the author refers to as the three features of interlanguage (IL): native language (L1) contribution (as positive or negative transfer to the L2), L2 input, and universal language principles not subsumed by either language.
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GOMES, Almir Anacleto De Araújo, Rubens Marques de LUCENA, and Mikaylson Rocha da SILVA. "A VOGAL DE APOIO EM POSIÇÃO INICIAL EM CLUSTERS /SC/ POR APRENDIZES DE INGLÊS COMO L2." Trama 15, no. 34 (February 27, 2019): 68–81. http://dx.doi.org/10.48075/rt.v15i34.20946.
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Este estudo descreve e analisa o processo variável da vogal epentética em palavras na língua inglesa iniciadas por clusters por aprendizes brasileiros de inglês como segunda língua (L2). O objetivo dessa pesquisa é, então, identificar a frequência de inserção da vogal de apoio na posição inicial das palavras em língua inglesa que se iniciam com um dos seguintes clusters: /sp/, /st/, /sk/, /sl/, /sm/, e /sn/. O corpus deste estudo é constituído por 18 informantes paraibanos, aprendizes de inglês como L2, estratificados nos níveis básico, intermediário e avançado de proficiência. Os dados mostram que as variáveis sonoridade do encontro consonantal, nível de proficiência, instrução explícita na L2 e contexto precedente foram as mais relevantes à realização do fenômeno. REFERÊNCIASALLAN, D. Oxford placement test 1. Oxford: Oxford University Press, 2004.ALVES, U. K. O que é consciência fonológica. IN: LAMPRECHT et. al. Consciência dos sons da língua: subsídios teóricos e práticos para alfabetizadores, fonoaudiólogos e professores de língua inglesa. 2 ed. Porto Alegre: EDIPUCRS, 2012, p. 29-41.BOUDAOUD, M.; CARDOSO, W. Vocalic [e] epenthesis and variation in Farsi-English interlanguage speech. Concordia Working Papers in Applied Linguistics, 2, 2009.CARDOSO, W. The variable development of English word-final stops by Brazilian Portuguese speakers:A stochastic optimality theoretic account. Language variation and change, v.19, 2007, p. 1-30.______, W. The Development of sC Onset Clusters in interlanguage: markedness vs. frequency effects. Proceedings of the 9th Generative Approaches to Second Language Acquisition Conference, (GASLA 2007), ed. Roumyana Slabakova et al., 15-29. Somerville, MA: Cascadilla Proceedings Project, 2008.CARLISLE, R. The effects of markedness on epenthesis in Spanish/English interlanguage phonology. Issues and Developments in English and Applied Linguistics, 3, 1988, 15-23._______, R.S. The Influence of Environment on Vowel Epenthesis in Spanish/English Interphonology. Applied linguistics, v.12, n.1, 1991, p. 76-95._______, R. Environment and markedness as interacting constraints on vowel epenthesis. In:_______ J. Leather; JAMES, A (Eds.), New sounds 92 (p. 64–75). Amsterdam: University of Amsterdam Press, 1992._______, R. S. Markedness and environment as internal constraints in the variability of interlanguage phonology. In:_____. M. Yavas (ed.) First and Second Language Phonology. San Diego: Singular Publishing Company, 1994 p. 223-249.______, R. The modification of onsets in a markedness relationship: Testing the interlanguage structural conformity hypothesis. Language learning, v.47, 1997, p. 327-361.______, R. The acquisition of onsets in a markedness relationship. A longitudinal study. Studies in second language acquisition. 20, 1998, 245–260.COLLISCHONN, G. Um estudo da epêntese à luz da teoria da sílaba de Junko Ito (1986). Letras de hoje, Porto Alegre: v. 31, n.2, 1996, p. 149-158.CORNELIAN JR, D. Brazilian learners’ production of initial /s/ clusters: Phonological structure and environment. New Sounds 2007: Proceedings of the Fifth International Symposium on the Acquisition of Second Language Speech, 2007.DUBOIS, J. et al. Dicionário de lingüística. São Paulo: Cultrix, 2006.ESCARTÍN, C. I. The development of sC onset clusters in Spanish English. Tese – Concordia University, Canadá, 2005.GASS, S.; SELINKER, L. (eds). Language transfer in language vs learning. Newbury House, Rowley, Massachusetts, 2008.LABOV, W. Padrões sociolinguísticos. Tradução de Marcos Bagno; Mª Marta Pereira Scherre e Caroline Rodrigues Cardoso. São Paulo: Parábola Editorial, (1972) 2008.LUCENA, R. M; ALVES, F. C. Análise Variacionista da Aquisição do /p/ em Coda Silábica por Aprendizes de Inglês Como LE. Revista Intertexto. v. 5, n. 2, 2012.PEREYRON, L. Epêntese vocálica em encontros consonantais mediais por falantes porto-alegrenses de inglês como língua estrangeira. Dissertação (Mestrado) – Pontifícia Universidade Católica do Rio Grande do Sul, Porto Alegre: 2008.RAUBER, A. S. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Unpublished Master's thesis, Universidade Federal de Santa Catarina, Florianópolis, SC: Brazil, 2002.RAUBER S.; BAPTISTA. The production of English initial /s/ clusters by Portuguese and Spanish EFL speakers. Rev. Est. Ling. Belo Horizonte: v. 12, n. 2, 2004, p. 459-473.REBELLO, J. T. The acquisition of English initial /s/ clusters by Brazilian EFL learners. Florianópolis: UFSC, 1997.SANKOFF, D.; TAGLIAMONTE, S.; SMITH, E. GoldVarb X: a variable rule application for Macintosh and Windows. Department of Linguistics. University of Toronto, 2005.SELINKER, L. Rediscovering interlanguage. New York: Longman, 1972.SILVA. T. C. Dicionário de fonética e fonologia. São Paulo: Contexto, 2011. Recebido em 30-10-2018.Aceito em 22-02-2019.
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Tsiplakou, Stavroula. "How mixed is a ‘mixed’ system?" Linguistic Variation 14, no. 1 (November 25, 2014): 161–78. http://dx.doi.org/10.1075/lv.14.1.07tsi.
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Cypriot and Standard Greek still stand in a diglossic relationship; however, recent work on Cypriot Greek points to ongoing processes of levelling of local sub-varieties and the emergence of a pancypriot koiné. This paper explores patterns of structural mixing between Standard and Cypriot Greek in the Cypriot koiné. The data indicate that structural mixing is mostly achieved through morphological choices, while Cypriot phonology and syntax remain largely intact. The fact that morphology has this capacity of a ‘buffer’ between two presumably competing grammatical systems provides a strong parallel to interlanguage phenomena and a potential account of why the two systems are prevented from merging. Keywords: competing grammars; Cypriot Greek; diglossia; koiné; levelling; Standard Greek
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Szalkowska-Kim, Emilia. "Factors influencing the pronunciation of adult speakers of a foreign language." Lingua Posnaniensis 56, no. 1 (July 24, 2015): 141–58. http://dx.doi.org/10.2478/linpo-2014-0009.
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Abstract The present paper is an overview of selected investigations into acquisition of second language phonology (L2).1 It describes L2 phonology researchers’ attempts to determine the number, quantity, quality and roles of the factors which shape the pronunciation of L2 adult speakers, i.e. what is the influence of native language limitation, how the L2 phonology acquisition is governed by universal linguistic features, and whether adults use the same processes in acquiring the L2 that are used by children when they acquire their first language. This article will describe a number of longstanding phonetic and phonological projects whose aim was to discover patterns in the improvement of pronunciation in a second language (see research by Archibald, Broselow, Eckman, Flege, Hancin-Bhatt, Major and Weinberger, published in numerous compilations). It strives to explain the universal stages in the development of second language phonology. The main goal of the research is to assess the grammatical knowledge of the L2 learner, i.e. their competence in their interlanguage. The analyses show typological disproportions and universality of the strategies applied by the speakers in the target language. A few important hypotheses have been established (see below for their description), but it is important to note that most of the results verifying these hypotheses concern the acquisition of the English language, with a variable being the “input” languages of the speakers. Although this unilateral focus of the research projects reflects the expansion of the English language as the lingua franca of modern times, it might severely limit understanding of the important and interesting aspects of second language acquisition which structurally do not apply to that language, and are consequently overlooked.
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Hodne, Barbara. "YET ANOTHER LOOK AT INTERLANGUAGE PHONOLOGY: THE MODIFICATION OF ENGLISH SYLLABLE STRUCTURE BY NATIVE SPEAKERS OF POLISH." Language Learning 35, no. 3 (September 1985): 405–17. http://dx.doi.org/10.1111/j.1467-1770.1985.tb01084.x.
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Singh, Rajendra. "How to Live with External Evidence in Phonology: A Note on the Challenge of Interference." Canadian Journal of Linguistics/Revue canadienne de linguistique 33, no. 4 (December 1988): 423–29. http://dx.doi.org/10.1017/s0008413100013219.
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As far as phonology and morphology are concerned, the available evidence indicates that the role of L1 in shaping interlanguage is confined to those of its rules that are needed to account for its global alternations, alternations that are independent of its morphology (cf. Cearly 1974, Dressler 1985, Kilbury 1981, Singh and Ford 1982, 1987, Singh and Martohardjono 1989, Wode 1978, and Wurzel 1977, among others). The rules needed to account for the local, morphologically dependent alternations of L1 or the ones needed to account for its word-formation processes do not play such a role. Interference, in other words, can be caused only by across-the-board phonological rules of L1. So-called morphophonemic rules of L1 do not cause it, and morphological interference from L1 seems not to exist as word-formation errors in intermorphology are the results of illegal extensions of L2 word-formation rules (cf. Singh 1989 and Singh and Martohardjono 1989). The purpose of this note is to critically examine the accounts contemporary theories of phonology provide of this state of affairs and to argue that the account provided by the sort of theory proposed in Ford and Singh (1983, 1985a, 1985b) and Singh and Ford (1982, 1987) is the most satisfactory one.
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Rasier, Laurent. "Van Uitspraakonderzoek Naar Uitspraakonderwijs." T2-verwerving: Onderzoek ontmoet onderwijsparktijk 80 (January 1, 2008): 29–39. http://dx.doi.org/10.1075/ttwia.80.04ras.
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The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.
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Goad, Heather, Lydia White, and Jeffrey Steele. "Missing Inflection in L2 Acquisition: Defective Syntax or LI-Constrained Prosodic Representations?" Canadian Journal of Linguistics/Revue canadienne de linguistique 48, no. 3-4 (December 2003): 243–63. http://dx.doi.org/10.1017/s0008413100000669.
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AbstractIt is proposed that failure to consistently produce inflectional morphology by Mandarin-speaking learners of English is due to properties of the LI prosodic phonology which are transferred into the interlanguage grammar. While English requires inflection to be adjoined to the Prosodic Word, Mandarin does not permit this structure. Inflection in Mandarin is instead incorporated into the PWd of the stem to which it attaches. It is shown that Mandarin speakers fall into two groups in their treatment of English inflectional morphology. One group of learners is sensitive to the need for a unified analysis of inflection. They recognize that English does not permit a stem-internal analysis of this morphology, but as their grammars do not permit adjunction, inflection is deleted across-the-board. For the other group, inflection surfaces variably, for those stimuli where the shape of the stem enables it to be incorporated into the PWd, as in the L1.
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Li, Wen-Chao Chris. "Foreign names into native tongues." Target. International Journal of Translation Studies 19, no. 1 (July 26, 2007): 45–68. http://dx.doi.org/10.1075/target.19.1.04li.
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The transfer of sound from one language into another is not a uniform process, but rather, takes different forms depending on the orthographies and phonological properties of source and target languages, the less common of which involve processes significantly different from transliteration between European phonetic scripts. This paper pools techniques commonly used in loanword phonology and second language acquisition to illustrate complications that arise when translating names from English into languages such as Japanese and Chinese, which differ significantly from the source language in syllable structure and orthographic convention. Competing strategies of adaptation and accommodation are placed in the context of lexical retrieval and compared with experimental studies of nativization in interlanguage. It will be shown that for names to be perceived as similar-sounding across language boundaries, it would be desirable to look beyond segmental equivalence and consider stress, syllable count and other suprasegmental factors that play a greater role in phonological memory.
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Li, Aike, and Brechtje Post. "L2 ACQUISITION OF PROSODIC PROPERTIES OF SPEECH RHYTHM." Studies in Second Language Acquisition 36, no. 2 (May 20, 2014): 223–55. http://dx.doi.org/10.1017/s0272263113000752.
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This study examines the development of speech rhythm in second language (L2) learners of typologically different first languages (L1s) at different levels of proficiency. An empirical investigation of durational variation in L2 English productions by L1 Mandarin learners and L1 German learners compared to native control values in English and the learners’ L1s showed that the L1 groups followed comparable developmental paths in their acquisition of vocalic variability and accentual lengthening. However, the two L1 groups diverged in the proportion of vocalic materials in their L2 utterances, exhibiting L2 acquisition patterns that are consistent with direct transfer from the L1. The results support a multisystemic model of L2 rhythm acquisition in which the various linguistic-systemic properties that contribute to speech rhythm are acquired at different proficiency levels and depend on different acquisition processes with respect to L1 influence and universal effects. We conclude that theories of L2 phonology need to be able to accommodate the multisystemic nature of L2 prosodic acquisition. Additionally, L2 phonological acquisition theories, and SLA theories more generally, should take into account the nonuniform manner in which the various prosodic properties of the interlanguage reflect L1 transfer effects as well as universal constraints on acquisition.
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Ngatma’in, Ngatma’in, and Suhardi Suhardi. "PERAN SIMPLE CODE DALAM KOREKSI KESALAHAN BERBAHASA PESERTA DARMASISWA DI UNIVERSITAS MUHAMMADIYAH SURABAYA." LingTera 2, no. 1 (May 1, 2015): 37. http://dx.doi.org/10.21831/lt.v2i1.5406.
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Tujuan penelitian ini adalah untuk mengetahui peran simple code dalam koreksi kesalahan berbahasa peserta Darmasiswa di Universitas Muhammadiyah Surabaya tahun ajaran 2011/2012. Penelitian ini menggunakan metode kualitatif. Penelitian ini dilaksanakan di kelas Darmasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surabaya mulai November 2011 sampai April 2012. Sumber data penelitian ini adalah bentuk ujaran yang dihasilkan oleh dosen, penutur, dan peserta Darmasiswa. Instrumen pengumpulan data dilakukan dengan cara pengamatan, wawancara, dan dokumentasi. Instrumen penelitian ini adalah peneliti sendiri. Analisis data menggunakan metode padan intralingual. Hasil penelitian ini adalah sebagai berikut. (1) Peran bahasa dosen (teacher-talk) memberikan koreksi kesalahan berbahasa Indonesia peserta Darmasiswa dalam hal kesalahan fonologis, sintaksis, leksikon, dan morfologis. Jenis koreksi berupa pengulangan, mengubah, koreksi eksplisit, pancingan, dan klarifikasi. (2) Peran bahasa penutur (foreigner-talk) memberikan koreksi kesalahan berbahasa Indonesia peserta Darmasiswa dalam hal kesalahan fonologis, sintaksis, dan leksikon. Jenis koreksi berupa pengulangan, mengubah, dan koreksi eksplisit. (3) Peran bahasa-antara (interlanguage-talk) memberikan koreksi kesalahan berbahasa Indonesia dalam hal kesalahan fonologis dan kesalahan leksikon. Jenis koreksi berupa koreksi diri dan koreksi teman. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ THE ROLE OF THE SIMPLE CODE IN THE CORRECTION OF LANGUAGE MISTAKES MADE BY THE DARMASISWA PARTICIPANTS IN THE MUHAMMADIYAH UNIVERSITY OF SURABAYA Abstract This study aims to find out the role of the simple code in the correction of language mistakes made by the Darmasiswa participants in the Muhammadiyah University of Surabaya in the academic year of 2011/2012. This study employed the qualitative method. It was conducted in the Darmasiswa class of the Study Program of the Indonesian Language and Literature, the Faculty of Teacher Training and Educational Sciences, the Muhammadiyah University of Surabaya from November 2011 to April 2012. The data sources in this study were the forms of utterances by lecturers, speakers, and Darmasiswa participants. The data were collected through observations, interviews, and documenta-tion. The research instrument was the researcher himself. The data were analyzed using the intra-lingual correspondence method. The results of the study are as follows. (1) The role of the teacher-talk in the correction of the Indonesian language mistakes made by the Darmasiswa participants is in pho-nology, syntax, lexicon, and morphology. The types of the correction include repetition, modification, explicit correction, stimulation, and clarification. (2) The role of the foreigner-talk in the correction of the Indonesian language mistakes made by the Darmasiswa participants is in phonology, syntax, and lexicon. The types of the correction include repetition, modification, and explicit correction. (3) The role of the interlanguage-talk in the correction of the Indonesian language mistakes is in phonology and lexicon. The types of the correction include self-correction and peer-correction. Keywords: role of the simple code, correction of language mistakes, darmasiswa.
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Fabre-Merchan, Paolo, Gabriela Torres-Jara, Francisco Andrade-Dominguez, Ma Jose Ortiz-Zurita, and Patricio Alvarez-Munoz. "A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences." English Language Teaching 10, no. 12 (November 7, 2017): 83. http://dx.doi.org/10.5539/elt.v10n12p83.
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Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.
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Lowie, Wander M. "Book reviews: loup, G. and Weinberger, S.H. (eds) 1987: Interlanguage phonology: The acquisition of a second language sound system. Cambridge, Mass.: Newbury House Publishers, 423 pp." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 159–67. http://dx.doi.org/10.1177/026765839000600206.
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Mack, Molly. "Interlanguage Phonology: The Acquisition of A Second Language Sound System. Georgette Ioup and Steven H. Weinberger (Eds.). Cambridge, MA: Newbury House, 1987. Pp. xiv + 423. $24.40." Studies in Second Language Acquisition 10, no. 3 (October 1988): 426–28. http://dx.doi.org/10.1017/s0272263100007671.
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Riney, Tim. "Syllable Structure and Interlanguage Phonology." Kansas Working Papers in Linguistics, January 1, 1989. http://dx.doi.org/10.17161/kwpl.1808.573.
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Juffs, Alan. "TONE, SYLLABLE STRUCTURE AND INTERLANGUAGE PHONOLOGY: CHINESE LEARNERS' STRESS ERRORS." IRAL - International Review of Applied Linguistics in Language Teaching 28, no. 2 (1990). http://dx.doi.org/10.1515/iral.1990.28.2.99.
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Barrientos, Fernanda. "On segmental representations in second language phonology: A perceptual account." Second Language Research, July 12, 2021, 026765832110306. http://dx.doi.org/10.1177/02676583211030637.
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The extent to which exposure to new phonemic contrasts (i.e. contrasts that are present in the L2 but not in the L1) will lead to the creation of a new phonemic category in L2 speakers, as well as the phonological nature of these categories, remains an open question insofar as there is no consensus on whether acquiring a new contrast would result in abstract, phoneme-like categories, or if they belong to a less abstract level of representation. This work explores the perception of the /ɑ/–/ʌ/ contrast ( cop – cup) in American English by Spanish speakers of L2 English through a discrimination task. The results show that while the interlanguage state of less experienced learners is best described as a case of single-category assimilation, the interlanguage state achieved by advanced learners is not a full phonemic split, despite the increased sensitivity to otherwise within-category perceptual cues; rather, it seems that while the ability to perceive differences is not affected, the ability to create a new phonemic representation is impaired.
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Schmid, Stephan. "The Naturalness Differential Hypothesis: Cross-linguistic Influence and Universal Preferences in Interlanguage Phonology and Morphology." Folia Linguistica 31, no. 3-4 (1997). http://dx.doi.org/10.1515/flin.1997.31.3-4.331.
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Leeson, Lorraine, Sarah Sheridan, Katie Cannon, Tina Murphy, Helen Newman, and Heidi Veldheer. "Hands in Motion." TEANGA, the Journal of the Irish Association for Applied Linguistics 11 (September 24, 2020). http://dx.doi.org/10.35903/teanga.v11i1.199.
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Irish Sign Language uses a one-handed alphabet in which each fingerspelled letter has a unique combination of handshape, orientation, and, in a few cases, path movement. Each letter is used to represent a letter from the Latin alphabet (Battison, 1978; Wilcox, 1992). For ISL learners, fingerspelling is a strategy that is used to bridge lexical gaps, and so functions as an interlanguage mechanism, which we hypothesise is more prevalent for new learners (A-level learners in the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001). Across 2018–19 we marked up a subset of data from the Second Language Acquisition Corpus (ISL-SLAC) for use of fingerspelling. Here, we document how these learners use fingerspelling, and explore the phonology of the fingerspelled items presented by M2L2 learners (handshape, location, movement and orientation), comparing to the production ofnative signers’, drawn from the Signs of Ireland corpus. Results indicate that ISL learners make greater use of fingerspelling in the initial phases of acquiring the language, and that, over time, as they develop a robust lexical repertoire, they reduce the frequency of fingerspelling. Fingerspelling also provides a strategic interlanguage that can be reverted to when vocabulary is unknown.
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LaScotte, Darren, Colleen Meyers, and Elaine Tarone. "Voice and Mirroring in SLA: Top-Down Pedagogy for L2 Pronunciation Instruction." RELC Journal, October 29, 2020, 003368822095391. http://dx.doi.org/10.1177/0033688220953910.
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There are two broad approaches to the research and teaching of second-language (L2) pronunciation—‘bottom-up’ and ‘top-down’—which roughly align with structural and communicative approaches to language teaching. A bottom-up approach, explicitly focusing on de-contextualised linguistic forms, is structuralist and predominated in the second half of the 20th century; a top-down approach to L2 pronunciation takes a more communicative orientation, defining the instructional goal not as acquiring a native-speaker accent, but rather as ‘intelligibility.’ In consideration of this pronunciation goal (i.e. intelligibility) and recent L2 acquisition theoretical frameworks emphasising the role of social and contextual factors in shaping interlanguage (IL) systems, we argue that a top-down approach is paramount to L2 pronunciation instruction. Drawing on variationist research on IL phonology and a brief recount of International Teaching Assistant pronunciation course programs in the US, we present the Mirroring Project as an effective top-down pedagogical approach for L2 pronunciation instruction.
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Osborne, Denise. "Systematic differences in consonant sounds between the interlanguage phonology of a Brazilian Portuguese learner of English and standard American English." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies, no. 55 (November 12, 2008). http://dx.doi.org/10.5007/2175-8026.2008n55p111.
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Chan, Alice Y. W. "Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong." IRAL - International Review of Applied Linguistics in Language Teaching 44, no. 4 (January 1, 2006). http://dx.doi.org/10.1515/iral.2006.015.
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Özçelik, Öner. "L2 Acquisition of a Complex Stress Pattern: UG-Constrained Learning Paths in Khalkha Mongolian." Frontiers in Psychology 12 (August 24, 2021). http://dx.doi.org/10.3389/fpsyg.2021.627797.
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This paper examines second language (L2) acquisition of stress in Khalkha Mongolian, which is one of the few Default-to-Opposite Edge stress systems of the world, and as such, demonstrates “conflicting directionality” regarding stress assignment, resulting in the leftmost edge of a word being more prominent in certain words and the rightmost edge in certain others. Given the additional fact that the language exhibits Non-finality effects, and that, unlike English, codas are not moraic, its acquisition presents unique difficulties and challenges for English-speaking learners of the language. Many of these challenges potentially lead these learners to make Universal Grammar (UG)-unconstrained (but cognitively reasonable) assumptions about how the phonology of Mongolian works, especially since the learners do not have all the Mongolian data available to them all at once. The learning scenario here, thus, provides unique opportunities to investigate whether L2 phonologies are constrained by the options made available by UG. The findings of a semi-controlled production experiment indicate that although learners do not necessarily converge on the prosodic representations employed by native speakers of the L2 (i.e., footless intonational prominence, at least for the leftmost/default edge ‘stress’), and although certain changes to the grammar are very difficult to implement, such as switching from moraic codas to non-moraic codas, the learners nevertheless demonstrate a stage-like behavior where each step exhibits the parameter settings employed by a natural language, one that is neither like the L2 nor the L1. Conversely, despite the input leading them to do so, learners do not entertain UG-unconstrained prosodic representations, such as End-Rule-Middle or End-Rule-Variable; End-Rule is set either to Right or Left, as is expected in a system constrained by the options made available by UG. We conclude that the hypothesis space for interlanguage phonologies is determined by UG.
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"Abstracts: Language learning." Language Teaching 40, no. 4 (September 7, 2007): 337–45. http://dx.doi.org/10.1017/s0261444807004594.
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"Language learning." Language Teaching 40, no. 3 (June 20, 2007): 256–63. http://dx.doi.org/10.1017/s0261444807004387.
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