Bilingual advantage in early EFL pronunciation accuracy of German 4th-graders

Teresa Kieseier

doi:10.1177/1367006921996811

Abstract

Aims and Objectives: We compared speech accuracy and pronunciation patterns between early learners of English as a foreign language (EFL) with different language backgrounds. We asked (1) whether linguistic background predicts pronunciation outcomes, and (2) if error sources and substitution patterns differ between monolinguals and heterogeneous bilinguals. Methodology: Monolingual and bilingual 4th-graders ( N = 183) at German public primary schools participated in an English picture-naming task. We further collected linguistic, cognitive and social background measures to control for individual differences. Data and Analysis: Productions were transcribed and rated for accuracy and error types by three independent raters. We compared monolingual and bilingual pronunciation accuracy in a linear mixed-effects regression analysis controlling for background factors at the individual and institutional level. We further categorized all error types and compared their relative frequency as well as substitution patterns between different language groups. Findings: After background factors were controlled for, bilinguals (irrespective of specific L1) significantly outperformed their monolingual peers on overall pronunciation accuracy. Irrespective of language background, the most frequent error sources overlapped, affecting English sounds which are considered marked, are absent from the German phoneme inventory, or differ phonetically from a German equivalent. Originality: This study extends previous work on bilingual advantages in other domains of EFL to less researched phonological skills. It focuses on overall productive skills in young FL learners with limited proficiency and provides an overview over the most common error sources and substitution patterns in connection to language background. Significance/Implications: The study highlights that bilingual learners may deploy additional resources in the acquisition of target language phonology that should be addressed in the foreign language classroom.

Highlights

The consequences of prior bilingualism for foreign language (FL) learning are inconclusive
Previous research suggests that bilingual advantages only manifest once individual and social background factors are taken into account (Hopp et al, 2019)
We asked (1) whether language background significantly predicts pronunciation accuracy of single-word items during a picture-naming task in 4th-grade English as a foreign language (EFL) learners, and (2) whether error patterns and processes are influenced by language background

Summary

Introduction

The consequences of prior bilingualism for foreign language (FL) learning are inconclusive. Many studies have found parallels between first (L1) and second language (L2) phonology, for instance in acquisition order and learner strategies (Kiparsky & Menn, 1987). During the acquisition of an additional language, this previously acquired knowledge may activate cross-linguistic transfer processes, i.e., sound substitutions, cluster simplifications, sound insertion or omissions (Goldstein & Bunta, 2012; Major, 2001). Major’s (2001) Ontogeny Phylogeny Model (OPM) claims that L2 phonological acquisition includes three processes: transfer of native language phonology, acquisition of target phonology, and universals. He shows that with increasing proficiency, transfer processes eventually become less frequent, while developmental processes gain importance

Methods

Results

Conclusion