The influence of metalinguistic knowledge of segmental phonology on the production of English vowels by Brazilian undergraduate students ; by Ronaldo Mangueira Lima Jr. The study by Lima Jr. This time, the focus is on in-training EFL teachers who significantly improved in their ability to produce these vowels after instruction that emphasized the development of metalinguistic awareness for vowels.
The discussion of the results of this longitudinal study, based on spectral quality analyses of speech samples, highlights the importance of providing future language teachers with metalinguistic information on the production of vowels. This study focuses on the articulation of French vowels that pose difficulties to Brazilian learners of French. The study compares articulatory data of vowels produced by two Brazilian learners of French from different proficiency levels, a native speaker of French, and a native speaker of Brazilian Portuguese.
Ultrasonographic images were used to describe the tongue movements of each group when producing nasal and oral vowels; the results show that target-like tongue gestures for producing the French vowels were observed for the more proficient Brazilian learner of French.
The production of geminate-singleton consonants is investigated in this article, which is concerned with language attrition in the speech of Farsi-English speaking bilinguals residing in Canada. Three generations of Farsi immigrants provided data for the study.
The data were collected with a word-naming task and the target consonants were acoustically analyzed. The study found evidence of geminate-singleton attrition across the three generations of bilinguals, and attributes this attrition to universal phonetic principles. On syllable structure and phonological variation: The case of i-epenthesis , by Brazilian Portuguese learners of English , by Walcir Cardoso and Paul John. The authors investigate oral production data by relying on nonword-learning tasks completed by Brazilian learners of English.
Their goal is twofold: to discuss syllabification in word-medial and final positions, and to investigate the source of L2 phonological variation. The results corroborate this hypothesis and the authors make a case for the existence of dual representations for single lexical items in L2 speech. The goal of this study is to examine the effects of different types of pronunciation teaching on a number of phonological features by Argentinean learners of English.
The author compares the production of two groups who received different types of pronunciation instruction: controlled exercises and awareness-raising about phonological forms. Raters analyzed the data and attributed rates for four dependent variables: accentedness, frequency and duration of pauses, and nuclear stress placement.
The results suggest that, for all measures of pronunciation knowledge included in the study, awareness-raising instruction is more effective than the controlled exercises. The author uses questionnaires and interviews to gather information from undergraduate students enrolled in two different Teaching English as a Second Language programs in Canada.
Her results show that the group of students who attended a course focusing on phonology and pronunciation teaching developed a positive view of pronunciation teaching, improved their level of confidence for the teaching of pronunciation, and sharpened their awareness about their own pronunciation. This study investigates the role a non-linguistic variable, personality, in L2 accent. The talkers were English-speaking learners of Spanish who provided Spanish production data while completing an image description task.
The productions were rated for degree of L2 accent by three expert raters. Five dimensions of personality were measured: openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism. The results indicate a significant negative correlation between neuroticism i. Based on a correlational analysis, the author uses measures of working memory capacity and L2 proficiency to predict bilingual lexical access by a group of Brazilian learners of English from varied proficiency levels.
The lexical access measure consists of a picture-naming task. The author observed better performance on the picture-naming task by learners with higher working memory. She explains this behavior by alleging that more proficient leaners possess more automatized L2 knowledge, and thus have sufficient attentional resources to retrieve lexical items. Since its inception in, first under the guidance of Professor Barbara Oughton Baptista, and currently under the coordination of Dr. Rosane Silveira, this group has produced many relevant publications in the field e.
Revista Ilha do Desterro, Newcastle upon Tyne: Cambridge Scholars Publishing. The acquisition of second language speech: Studies in honor of Professor Barbara O. Thanks to this initiative, L2 speech researchers continue to have the opportunity to share their work in a major international event entirely devoted to the field.
This thematic issue is dedicated to the institutions, organizers, researchers and personnel who have made the eight editions of New Sounds possible:. This volume could not have been realized without the contribution of our fellow colleagues who meticulously scrutinized the many submissions we received and helped us select the ones worthy of inclusion in this thematic issue. Due to the international scope of this issue, they come from a variety of universities across the globe, including Argentina, Brazil, Canada, and the U.
Unfortunately, to preserve their anonymity, we cannot thank them individually, so here is our most sincere gratitude for all the time and effort dedicated for the successful completion of this endeavour. Finally, we would also like to thank the authors who contributed their work and carefully revised their articles in a cautious and timely manner. Thank you! Abrir menu Brasil. Ilha do Desterro. Some researchers, including Stephen Krashen, have argued that there is no cognitive relationship between the two and that the transition is abrupt.
Thinkers influenced by recent theories of the lexicon prefer to view native speech as heavily formulaic. They interpret the transition as a process of gradually developing a broader repertory of survival phrases chunks with a deeper understanding of the rules which govern them. Some studies have supported both views. It is likely that the process depends in great part on the individual styles of the learners. A flurry of studies took place in the s examining whether a consistent order of morpheme acquisition could be shown.
A majority of these studies showed fairly consistent orders of acquisition for selected morphemes. For example: Among English, as additional language learners of English, the cluster of features, including the suffix "-ing", the plural form, and the linguistic copula were found to consistently precede others, i. However, studies were widely criticized, as insufficient attention was given to the overuse of these features. More recent scholarship prefers to view the acquisition of each linguistic feature as a gradual and complex process.
In this case there were idiosyncratic uses considered outside the obligatory contexts in the L2 and sporadic, but inconsistent use of the features. For that reason most scholarship since the s has focused on the sequence rather than the order of feature acquisition. A study of natural order of morpheme acquisition was done by Roger Brown. His research has shown that there appears to be a fixed pattern of morpheme development in first language acquisition.
A number of studies have looked into the sequence of acquisition of pronouns by learners of various Indo-European languages. These are reviewed by Ellis. Learners then acquire a single pronoun feature, often person, followed by number and eventually by gender. Little evidence of interference from the learner's first language has been found; it appears that learners use pronouns based entirely on their inferences about target language structure.
Studies on the acquisition of word order in German have shown that most learners begin with a word order based on their native language. This indicates that certain aspects of interlanguage syntax are influenced by the learners' first language, although others are not. Research on the sequence of acquisition of words is exhaustively reviewed by Nation From Wikipedia, the free encyclopedia.
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Seidner , pp. Language Learning. ISSN Studies in Second Language Acquisition. Brown, Roger A first language: The early stages. Harvard University Press. ISBN Ellis, Rod The Study of Second Language Acquisition. Oxford University Press.