8. L2 speech production research: Findings, issues, and advances

Zampini, Mary L.

doi:10.1075/sibil.36.11zam

Cited by 61 publications

(37 citation statements)

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“…Ioup (2008) and Zampini (2008) believe that proximity between features of the L1 and L2 phonic systems will result in positive transfer; however, other authors, such as Fledge and Hillenbrand (1987), believe the opposite. Some of the authors who believe that proximity between L1 and L2 phonic 14 Some authors, such as Mees and Collins (1999), consider that /ə/ is the vowel in ago and in bus, but I have decided to use different symbols, as Hughes and Trudgill (1987: 56), for greater clarity.…”

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

confidence: 99%

“…This prompts the question: how important are the linguistic differences between different regional varieties of English in the mastering of Spanish pronunciation? As Hansen Edwards and Zampini (2008) explained: "Major research findings have shown that predicting areas of difficulty and explaining L2 phonological acquisition is much more complex than a straightforward contrastive analysis of the first Language (L1) and the second (Lado 1957). "…”

Section: Introductionmentioning

confidence: 99%

“…2 I will follow the dialectical division of Great Britain proposed by Hughes and Trudgill (1988) One of the samples was recorded using an Olympus voice recorder during an informal conversation, while the other two, due to logistic problems, were recorded by the participants at home talking about their interests and holidays; the purpose was to obtain continuous speech data in an informal register, which tends to be rare in language research (Zampini, 2008). The speakers were chosen due to their level of Spanish, and I only selected those with a level of at least C1 in the Common European Framework for Languages who were able to speak fluently and that showed a stable interlanguage.…”

Section: Introductionmentioning

confidence: 99%

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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

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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.

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

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

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“…Replacing certain phonemes for others is typically the direct result of non-existence of particular L2 sounds in the native tongue of a learner. Such substitutions frequently impede intelligibility (Munro, 2008;Zampini, 2008). English dental fricatives are one of the most often mispronounced sounds in the English pronunciation of L2 learners.…”

Section: Introductionmentioning

confidence: 99%

Pronunciation of English Dental Fricatives by Slovak University EFL Students

Metruk¹

2017

IJEL

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The article attempts to explore the difficulties in pronunciation of English dental fricatives by Slovak EFL university students. The primary objective of the study is to examine to what extent Slovak university students mispronounce [θ] and [ð] and which sounds act as substitutes for the two consonants. A total of 44 Slovak first-year university students whose major was Teaching English Language and Literature delivered unprepared English monologues, which were recorded on a computer. Subsequently, the files were sent to an English native speaker from Canada who performed an auditory analysis of pronunciation errors in the participants' utterances. The results indicate that English dental fricatives pose problems for Slovak EFL learners since a considerable number of participants mispronounced both voiced and voiceless dental fricative consonants. Finally, the study emphasizes the immense significance of pronunciation instruction as this area still appears to be rather neglected in the context of English language teaching in Slovakia.

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“…Whenever L2 sounds are close or very similar to L1 sounds, those sounds should be easy to acquire. By the same token, if L2 sounds are different from L1 sounds, it is not easy for the L2 learners to acquire the target sounds (Strange & Shafter, 2008;Munro, 2008;Zampini, 2008). This principle can apply to the consonant cluster acquisition in the sense that learners whose native language has simpler consonant structures than the target language can face some difficulty acquiring it.…”

Section: Introductionmentioning

confidence: 99%

Consonant Cluster Acquisition by L2 Thai Speakers

Rungruang¹

2017

ELT

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Attempts to account for consonant cluster acquisition are always made into two aspects. One is transfer of the first language (L1), and another is markedness effects on the developmental processes in second language acquisition. This study has continued these attempts by finding out how well Thai university students were able to perceive English onset and coda clusters when they were second year and fourth year students. This paper also aims to investigate Thai speakers' opinions about their listening and speaking skills, and whether their course subjects enhanced their performance. To fulfil the first objective, a pretest and posttest were launched to measure how the 34 Thai participants were able to identify 40 onset and 120 coda clusters at different periods of time. The statistical findings show that even though their overall scores in the fourth year were higher than those in the second year, there was no statistically significant difference in both major types of clusters [t = -1.29; p value >0.05 in onsets; t = -0.28; p value >0.05 in codas]. The Thai participants performed slightly better in onset (84% / 86%) than in coda (70% / 71%). To complete the second objective of the study, a 24-item questionnaire was distributed to the participants. The responses indicated positive opinions about their listening and speaking skills and the English courses they took in a four-year study. However, they still had difficulty identifying some English consonant clusters even though those were widely used or found. Finally, most participants claimed that English Phonetics and Phonology Course was one of the significant course subjects instrumental in establishing their fundamental knowledge of how to pronounce English words and develop their listening skill as well.

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8. L2 speech production research: Findings, issues, and advances

Cited by 61 publications

References 0 publications

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 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

Pronunciation of English Dental Fricatives by Slovak University EFL Students

Consonant Cluster Acquisition by L2 Thai Speakers

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