The role of the L1 grammar in the L2 acquisition of segmental structure

Abstract

Acquisition of segmental structure in first language acquisition is accomplished through the interaction of Universal Grammar and the learner's detection of phonemic contrasts in the input (Rice and Avery, 1995; Brown and Matthews, 1993,1997). This article investigates the acquisition of the English /l–r/,/b–v/ and /f–v/ contrasts by second language learners whose L1s do not contrast these segments. Based on L1 phonological acquisition and infant speech perception research,a model of phonological interference is developed which explains how the influence of the L1 phonology originates and identifies the level of phonological knowledge that impinges upon L2 acquisition. It is proposed that if a learner's L1 grammar lacks the phonological feature that differentiates a particular non-native contrast, he or she will be unable to perceive the contrast and therefore unable to acquire the novel segmental representations. In order to evaluate this hypothesis, two experimental studies were conducted. Experiment 1 investigates the acquisition of /l/ and /r/ by Chinese and Japanese speakers; the acquisition of the /l–r/, /b–v/ and /f–v/ contrasts by Japanese speakers is compared in experiment 2. The results from an AX discrimination task and a picture selection task indicate that successful acquisition of a non-native contrast is constrained by the learner's L1 grammar. Differences between Chinese and Japanese speakers (experiment 1) and differences in the acquisition of several different contrasts among Japanese speakers (experiment 2) are argued to reflect subtle phonological properties of the learners' respective L1s. These findings demonstrate that a speaker's L1 grammar may actually impede the operation of UG, preventing the L2 learner from acquiring a non-native phonemic contrast.

Acquiring a new second language contrast: an analysis of the English laryngeal system of native speakers of Dutch

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Perception and Production of Consonants of English by Pakistani Speakers

“…The current study is based on perception as well as production of consonants of English by speakers in Pakistan. In the last quarter of the previous century, the attention of researchers shifted from production to perception (Best, 1995;Best & Tyler, 2007;Brown, 1998Brown, , 2000Flege, 1995;Iverson & Kuhl, 1995;Kuhl, 1994;Kuhl et al, 2008). In the current literature on second language learning, perception is considered equally or more important than production because learning a language starts with perception.…”

Native Speaker Perceptions of Accented Speech: The English Pronunciation of Macedonian EFL Learners

“…Recent theoretical models continue to base their postulates on the influence of L1 on L2, while emphasizing the effects of speech perception rather than focussing solely on production. In general, all models agree that learners tend to map L2 sounds onto L1 sound categories and predict possible learning scenarios depending on the similarity or dissimilarity of native and non-native sounds (see Best 1995;Kuhl 2000;Flege 1995Flege , 2003Brown 1998;Major 2001;Escudero 2005).…”