Second Language Phonology by John Archibald

By John Archibald

This quantity explores various facets of moment language speech, with specified specialise in contributions to the sector made by means of (primarely) generative linguists the sounds and sound structures of moment language beginners.
Second Language Phonology begins with an outline of moment language acquisition examine with a view to position the learn of L2 speech in context. This introductory bankruptcy is through an overview of conventional techniques to investigating interlanguage phonology. The 3rd bankruptcy involves a dialogue of proper facets of a studying thought that has to be incorporated in a therapy of the way humans study sound structures. the following 3 chapters concentrate on specific elements of the psychological represenation of phonological competence; segments, syllables, and rigidity, respectively. The penultimate bankruptcy bargains with matters on the topic of the mechanisms that govern the altering of interlanguage grammars over the years. the quantity ends with a precis of the problems raised during the textual content.

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1. EngL1sh versus Arabic Voice Onset Time Flege (1981) looked at Arab speakers who were learning EngL1sh as a second language. He examined their production of [ph, th, k h ] in EngL1sh. The Arabic speakers did not just produce the Arabic sound (with short VOT). Their VOT was somewhere between Arabic and EngL1sh. This shows that they can alter their pronunciation somewhat, but raises the question of why do they INTERLANGUAGE PHONOLOGY 47 stop! g. Flege, 1995) suggests that a great deal of second language accent is the result of perceptual difficulties.

The EngL1sh vowel quadrilateral. 48 SECOND LANGUAGE PHONOLOGY We are probably most used to thinking of this as a representation of the articu­ lation of vowels. Without too much of a mental shift, though, we can think of it as a representation of the acoustic space that a language's phonology utiL1zes for contrast. g. [sit] versus [SIt]. In order for the sounds to contrast, they must have distinct acoustic images. 3. 3. The acoustic space of a five-vowel system. By this diagram, we mean to imply that there is, in fact, a certain amount of acoustic space around each vowel.

In hindsight, it seems moreL1kelythat people's pronunciation im­ proved as a result of the muscle relaxant effects of the alcohol. 7 Conclusion The field of second language acquisition is remarkably diverse, in part because of what is involved in L2 learning. Someone who is attempting to learn an ad­ ditional language must develop new mental representations, and develop faciL1ty at accessing those representations in a variety of circumstances. The field of SLA research must therefore draw on philosophy (theories of mind), psychol­ ogy (theories of learning, theories of performance),L1nguistics(theories of L1n­ guistic structure), and pedagogy (theories of instruction).

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