1. Phonological acquisition in a first language

Ohala, Diane

doi:10.1075/sibil.36.03oha

Cited by 6 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In such a case it is possible to distinguish word-affinity-relations or word constellations. In reference to Ohala's (2008) frequency code, Smoll (2014) notes that although the relationship between form and meaning may be arbitrary, the iconicity lies in the relationship between words with similar forms and which have similar meanings. On the other hand, in gestalt iconicity, relationships between forms relate to the concepts they refer to.…”

Section: Phonaesthemic and Morphological Iconicitymentioning

confidence: 99%

Diagrammatic Iconicity in EkeGusii: A relation between the structure of form and meaning

E.O.¹,

Mecha²,

Anyona³

2021

MACL

View full text Add to dashboard Cite

This paper mainly presents evidence for a relationship between language structure and meaning in EkeGusii, a Bantu language spoken in Kenya. The main argument is that the structure of language mirrors the structure of reality. A brief overview of other scholars demonstrates that diagrammatic iconicity shows universal tendencies. Five main ideas run down the discussion. Firstly, in EkeGusii, speakers sub-consciously cluster sounds around related meanings, evidencing gestalt and relative iconicity. Secondly, there is evidence of overlap of morphological and phonetic iconicity, an aspect of phonaesthesia. Thirdly, reduplication in certain infinitives demonstrates the reality of phono-iconicity in EkeGusii, augmented by unpleasant sound sequences. Fourthly, certain onomatopes in EkeGusii are actually diagrammatic, indicating that there is no one stop criterion for classifying overlapping types of icons. And finally, the paper posits that iconicity intersects with arbitrariness showing that language has both motivated and discrete symbols.

show abstract

Section: Phonaesthemic and Morphological Iconicitymentioning

confidence: 99%

Diagrammatic Iconicity in EkeGusii: A relation between the structure of form and meaning

E.O.¹,

Mecha²,

Anyona³

2021

MACL

View full text Add to dashboard Cite

show abstract

“…clac 65/2016, 169-198 herrero: spanish pronunciation 183 systems will create negative transfer are Strange and Shafer (2008);Best (1994);Major (2008);Ohala (2008);and Flege and Hillenbrand (1984). Flege and Hillenbrand (1984) explained this with the term equivalence classification, which Major (2008) 3.…”

Section: Phoneme Exists In Spanish Exists In Rp Exists In Welsh Englishmentioning

confidence: 99%

The acquisition of Spanish pronunciation by Welsh learners: transfer from a regional variety of English into SpanishThe acquisition of Spanish pronunciation by Welsh learners: transfer from a regional variety of English into Spanish

Haro

2016

CLAC

View full text Add to dashboard Cite

and L2 is of vital importance in mastering the sounds of the L2; however, no attention is given to the phonetic/phonological distance between the regional variety of the speaker's L1 and the L2. After comparing linguistic peculiarities of English, and of Welsh English in particular, with Castilian Spanish, the author proceeds to study the interlanguage of advanced students of Spanish from Wales. This helps to explain positive and negative transfer from this variety of English into Spanish and assists in producing a catalogue of the interferences to be corrected. Finally, using coarticulatory processes, the author presents a list of exercises to eliminate some of the interferences found in Welsh learners of Spanish. A descriptive analysis of the learners' interlanguage shows that the herrero: spanish pronunciation 170 phonetic/phonological distance between the regional variety of the speaker's L1 and the L2 is what will influence this learning process the most.

show abstract

“…Children's acquisition of phonemes shows some similarities across languages among other things. 1 For example /ð/ and /ɹ/ are late acquired in some languages and are considered 'typologically marked' (Mcleod & Crowe, 2018;Ohala, 2008). That universals are at play has also been taken up by in L2 phonological acquisition for example by Eckman ((Eckman, 1977) in his Markedness Differential Hypothesis.…”

Section: Introductionmentioning

confidence: 99%

The Role of Delayed Output on Second/Foreign Language Pronunciation in Children

Ehbara

Young-Scholten

Al-Tamimi

2021

Advances in Early Childhood and K-12 Education

View full text Add to dashboard Cite

Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.

show abstract

1. Phonological acquisition in a first language

Cited by 6 publications

References 0 publications

Diagrammatic Iconicity in EkeGusii: A relation between the structure of form and meaning

Diagrammatic Iconicity in EkeGusii: A relation between the structure of form and meaning

The acquisition of Spanish pronunciation by Welsh learners: transfer from a regional variety of English into SpanishThe acquisition of Spanish pronunciation by Welsh learners: transfer from a regional variety of English into Spanish

The Role of Delayed Output on Second/Foreign Language Pronunciation in Children

Contact Info

Product

Resources

About