Phonological Learning Research Articles

Effects of processing tasks on children's learning of second language words

This study investigated the impact of different semantic tasks (pleasantness-rating and translation reading-aloud) and structural tasks (letter-counting and word-copying) on Chinese-speaking children's learning of English words. Participants' memory of first language (L1) counterparts for second language (L2) words and learning of L2 word phonology and phonology-meaning mapping were respectively assessed via the L1 free recall, L2 free recall, and picture-cued L2 recall tests. Logistic mixed-effects regression modeling yielded the following findings. First, pleasantness-rating and letter-counting had minimal impact on the acquisition of L2 word knowledge, except that letter-counting significantly facilitated the recall of L2 word phonology. Second, translation reading-aloud and word-copying positively influenced L2 word acquisition, although the former did not significantly affect phonology learning. Third, translation reading-aloud outperformed pleasantness-rating when it came to recalling L1 counterparts and learning L2 word phonology and phonology-meaning mapping, and word-copying was more effective than letter-counting in the learning of L2 word phonology and phonology-meaning mapping. These findings partially support the transfer appropriate processing (TAP) framework and confirm the predictions of the processing-resource allocation (TOPRA) model, although some divergent results—most likely attributable to methodological difference—were observed. Additionally, these results offer valuable instructional implications.

A Review of the Influence of Wu Dialect on English Pronunciation Acquisition

The Wu dialect is widely spoken in Wu-speaking regions of China, which covers a considerable number of English learners. However, the phonetic system of the Wu dialect differs significantly from that of English, which greatly affects the English learning process of Wu-speaking learners, thus attracting numerous researchers to conduct related studies. This paper provides a comprehensive overview of research on the influence of Wu dialect on English phonological learning over the past two decades and presents a selection of twenty-seven papers to explore the theoretical framework, the research methodology, and the specific impacts encountered by English language learners who speak Wu dialect. Among them, the theoretical discussion centered on language transfer theory, Fleges Speech Learning Model and Bests Perceptual Assimilation Model; the research methodology consisted of qualitative analysis and empirical study; and the focus was placed on positive and negative transfer effects, i.e., the challenges posed by the absence or presence of phonological differences in the Wu dialect to the learners of English. The findings reveal significant segmental and suprasegmental influences in English pronunciation acquisition, with segmental challenges including differentiation of consonants and incomplete articulation of vowels, and suprasegmental challenges including stress placement, intonation patterns, and phonological rhythm. In addition, the discussion highlights the need for more empirical studies to supplement qualitative analyses, the consideration of regional variations within Wu dialect, and the exploration of teaching strategies informed by research findings. Therefore, the paper advocates for future research focusing on regional differences, deeper exploration of suprasegmental influences, integration of research into teaching practices, and diversified research methods.

Tracking phonological regularities: exploring the influence of learning mode and regularity locus in adult phonological learning

Abstract Research on phonological learning has shown that adult learners are capable of effectively tracking regularities in phonological patterns. In our study, we investigated the dynamics of the learning process for regularity tracking. Adult learners participated in a phonological learning experiment where they acquired vowel harmony rules for forming plurals. The experiment had four conditions, varying in learning mode (goal-oriented vs. exploratory) and the locus of phonological regularity (phonotactics vs. alternation). When learners had no explicit learning goal and when the language involved random alternation patterns, their learning process showed a strong preference for regularity. This suggests that the application of statistical learning metrics is influenced by two factors: greater uncertainty in the exploratory conditions compared to the goal-oriented conditions, and a stronger inclination to avoid irregularities in alternation compared to phonotactics.

Phonological learning is asymmetrical between prefixes and suffixes

Phonological theories typically treat prefixes and suffixes as if phonological processes apply uniformly to both. However, previous studies have found clear asymmetries between the behavior of both affixes. We argue that this is due to phonological processes being easier to learn in suffix position rather than prefix position. To test this, an artificial language learning task was used to evaluate whether phonological learning is symmetrical between affixes. Results pattern in the direction of the hypothesis, namely, that phonological learning is asymmetrically facilitated in suffix position over prefix position, providing support to general cognitive mechanisms being responsible for strong cross-linguistic tendencies.

Modeling the consequences of an L1 grammar for L2 production: simulations, variation, and predictions

IntroductionThis paper presents a constraint-based grammar of Mandarin low vowel + nasal coda (loVN) sequences first as acquired by L1 learners, and then as transferred to L2 English.MethodsWe simulate phonological learning in Harmonic Grammar using a gradual, error-driven GLA learner, drawing on evidence from L1 Mandarin speakers' perceptual data to support our initial state assumptions. We then compare our simulation results with L2 English production (both anecdotal and ultrasound data), as well as evidence from Mandarin loanword phonology.ResultsOur results align with multiple patterns in the previous empirical literature, including an asymmetry among surface repairs for VN sequences, and we show how these emerge from our assumptions about both the L1 Mandarin grammar and the grammar's evaluation method (i.e., weighted constraints).DiscussionWe discuss the extent to which these results derive from our somewhat novel analysis of place contrasts in L1 Mandarin, and the variability in loVN outputs that we encode directly into the L1 grammar, which are then transferred to the L2 context. Ultimately we discuss how this type of modeling can make falsifiable predictions about phonological development, in both L1 and L2 contexts.

Study on the Cross-language Influence of Japanese Learning and English Learning

The purpose of this study is to explore the interaction between Japanese learning and English learning and its impact on language learners, as well as cross-language teaching strategies and practices. Based on the literature research method and comprehensive analysis method, based on the overview of the cross-language influence theory, this paper analyzes the mutual influence mechanism of Japanese learning and English learning, including the comparison and cross-influence of phonological learning, vocabulary learning and grammar learning. Then, it discusses the influence of cross-language influence on the cognitive mechanism of language learners and analyzes the causes of language transfer. Finally, the paper puts forward cross-language teaching strategies and practices, including the exploration of cross-language teaching models, effective cross-language teaching strategies of Japanese and English, and the application prospects of cross-language teaching in language education. Based on this research, we can better understand the interaction between Japanese and English learning, and provide theoretical support and practical guidance for cross-language teaching.

Efficacy of the Use of Audio-Visual Facilities in the Teaching and Learning of English Phonology

This paper discussed the efficacy of the use of audiovisual facilities in the teaching and learning of English Phonology. In recent years, the integration of audiovisual facilities in classrooms has emerged as a potential catalyst for enhancing the learning experience, particularly in the realm of English Phonology. Through observing classrooms and gathering feedbacks from both educators and students, a clearer picture of the impact of audiovisual tools emerged. The ease of illustrating phonetic and phonological nuances with the help of visual and auditory stimuli was found to significantly elevate the learning curve. The interaction between visual aids, auditory tools, and traditional teaching methods creates a more engaging and interactive learning environment, which in turn, contributes to a more effective motivating and enjoyable learning experience. This exploration has not only shed light on the potential benefits of employing audiovisual facilities in the teaching and learning of English Phonology but also advocated for a broader acceptance and implementation of technology in educational settings to better cater for the diverse learning needs and preferences of today’s learners especially, in English Phonology. These include the compelling need to equip educators with the necessary training on how to effectively use AV facilities to teach English Phonology, enhance resource availability, overcome language interference as well as address technical issues. Others are to foster student engagement, assess effectiveness regularly, explore multimodal learning environments, among others.

The Positive and Negative Transfer Effects of Native Chinese Dialects in Japanese Phonological Learning

The Positive and Negative Transfer Effects of Native Chinese Dialects in Japanese Phonological Learning

The Influence of Shandong dialect on English learning

Phonologythe material shell of languagehas its own peculiarities because language structures and realizations vary. Behaviorist phonological theory implies that prior phonological patterns interfere with second-language communication. Learners inadvertently transfer their native language pronunciation to foreign language acquisition. The transfer is a psychological phrase that used to refer primarily to the influence of former learning on subsequent learning but now refers to the influence of one type of learning on another. Positive and negative transfers exist. English is Indo-European, while Chinese is Sino-Tibetan. distinct language families mean distinct phonological intonation systems and pronunciation patterns, therefore negative transfer of phonological learning is inevitable. Chinese students learn various dialects, each with its own system, and these dialects deeply affect English phonological intonation learning. This paper examines the transfer effect of the Shandong dialect on English phonology and the negative transfer of dialects to English intonation learning. The phonological system differs in terms of consonant parts and pronunciation methods, and the intonation system differs in tone, intonation, stress, and rhythm.

Analysis of Current Pronunciation Errors about Stress, Intonation and Consonant among Chinese Students

As we all know, speech is the vehicle for conveying information which in turn can affect the learning of phonology and constructing a language system fro the second language learner. This thesis reports an analytical study of Hefei high school students' elision sounds and teachers' teaching methods. The possible causes of these problems and mispronunciations are also analyzed. The analysis of the research revealed that Chinese high school students are most likely to use the Chinese pronunciation style instead of the English pronunciation style. Furthermore, the pronunciation of some consonants at the beginning of words and how students handle the stress and intonation imitation are more difficult. In addition to being influenced by Mandarin in the Hefei region, the most difficult English phonemes to pronounce are consonants such as /l/ /r/ /e/ in the beginning or middle of the words. Overall,The pronunciation of speakers of second languages is influenced by a variety of circumstances. For instance, first language interference, learners' attitudes, and psychological factors can affect pronunciation problems in consonants, stress pronunciation, and intonation imitation.

Substantive bias and variation in the acquisition of vowel harmony

This study investigates substantive bias, a phenomenon wherein learners exhibit a preference for phonetically motivated patterns in language acquisition. The study presents evidence that variable input, rather than categorical input, can activate substantive bias. Native speakers of Hong Kong Cantonese were randomly assigned to categorical or variable training conditions for vowel backness harmony or disharmony, or to a no-training control condition. Results indicate that participants in the categorical and control conditions did not exhibit a bias towards either pattern. However, participants in the variable conditions displayed a bias towards vowel harmony, suggesting that input variability can strengthen the effect of substantive bias. These findings contribute to our comprehension of the role of input variability in phonological learning and the mechanisms involved in the acquisition of phonetically motivated and unmotivated phonological patterns.

Variation learning in phonology and morphosyntax

While variation occurs in both phonology and morphosyntax, phonological variation also includes phonetic variation motivated by articulatory or perceptual factors. While learning in both domains is subject to cognitive biases, phonological learning may also be biased by physical factors, which may enhance learnability of phonetically motivated alternations. This study aims to identify whether learning differs when children are exposed to phonological or morphosyntactic patterns with equal complexity. Cantonese-speaking children learned an artificial language involving rounding harmony, where unround [e] or round [o] harmonizes with the following noun, or gender agreement, with feminine and masculine allomorphs lo ~ le. Patterns applied variably in 67% of training items, or categorically.Children were tested on generalization to novel stems. In the categorical learning conditions, participants showed comparable rates of harmony/agreement. In the variable phonological learning conditions, application of harmony exceeded the rate of exposure in training, suggesting the influence of a bias toward phonetically grounded rounding harmony. In the variable morphosyntactic condition, participants applied agreement below the rate of exposure. This finding points to a qualitative difference between learning in the two domains, with phonological (but not morphosyntactic) learning influenced by substantive grounding.

Analisis Deret Vokal Dan Deret Konsonan Dalam Buku "Senja Di Siliwangi"

Vowel series and consonant series are concepts in phonology that are important in Indonesian. Vowel series and consonant series affect the structure of syllables in Indonesian. Vowel series consist of vowels that line up in two different syllables, while consonant series consist of a combination of two consonants found on different syllables, albeit side by side. Both of these concepts are important to learn in Indonesian phonology learning because they can help understand the structure of syllables and phenomena such as consonant clusters and clusters. In addition, research on vowel series and consonant series in Indonesian can help enrich knowledge about Indonesian and improve Indonesian learning in the future. However, the findings may provide a deeper understanding of the structure of syllables in Indonesian, the use of language in literary works, and its impact on artistic expression and meaning in poetry. Implications of these findings could include the development of phonological theories Indonesian, the development of better Indonesian teaching guidelines, and broader application in literature and linguistics.

Student's Perspective On Learning English Phonemes

Studying phonemes is a part of phonology, so writing this article is about learning basic phonemes. Phonemes are the basic level of phonological learning because phonemes are the smallest basic units that form the elements that make up speech sounds. Therefore, in this article we will study the basic phoneme which is the smallest functional unit of language. a phoneme cannot stand alone because a phoneme has no meaning, but its role is very important because a phoneme can distinguish meaning. For example, the phonemes [l] and [r]. If we separate these two phonemes, we will definitely not understand their meaning. A phoneme has an identity basis which is called the meaning distinguishing function of the sound units of language. The method used in this article is a method that collects information through questionnaires to analyze students' understanding of phonemic learning and draw conclusions about basic phonemic learning, whether learning is important and easy to understand.

English Phonetics and Phonology Learning and Its Impact on Students’ English Pronunciation

This study aims to identify students' perceptions and expectations of English Phonetics and Phonology learning, and whether the learning process in this course meets students' needs and expectations for mastering English pronunciation. This research is conducted at the English department of Universitas Negeri Gorontalo, by taking English Department students as research subjects. Students' perceptions and expectations regarding the English phonetics and phonology course are described using a qualitative method gleaned from student interviews. The interviews show students' perceptions of the English phonetics and phonology course that the process of learning the subject is enjoyable, the lecturer's teaching method aids students to comprehend the course material, and the course material was well-explained. While the findings of interviews on students' perceptions of the impact of studying English phonetics and phonology on their English pronunciation show that through this course students gain a better understanding of phonetics symbols, are able to recognize and distinguish various English sounds, are capable of producing language sounds with the proper use of speech organs, can correctly apply stress and intonation to English words and sentences, and improve their English pronunciation. Finally, students have expectations about the teaching and learning of English phonetics and phonology, such as lecturers should use more interesting teaching techniques, provide more practice to students, and ensure students comprehend the lesson learned before class ends.

Differences between Monolinguals and Bilinguals in Phonetic and Phonological Learning and the Connection with Auditory Sensory Memory.

Bilingualism has been linked with improved function regarding certain aspects of linguistic processing, e.g., novel word acquisition and learning unfamiliar sound patterns. Two non mutually-exclusive approaches might explain these results. One is related to executive function, speculating that more effective learning is achieved through actively choosing relevant information while inhibiting potentially interfering information. While still controversial, executive function enhancements attributed to bilingual experience have been reported for decades. The other approach, understudied to date, emphasizes the role of sensory mechanisms, specifically auditory sensory memory. Bilinguals outperformed monolinguals in tasks involving auditory processing and episodic memory recall, but the questions whether (1) bilinguals' auditory sensory memory skills are also enhanced, and (2) phonetic skill and auditory sensory memory are correlated, remain open, however. Our study is innovative in investigating phonetic learning skills and auditory sensory memory in the same speakers from two groups: monolinguals and early bilinguals. The participants were trained and tested on an artificial accent of English and their auditory sensory memory was assessed based on a digit span task. The results demonstrated that, compared to monolinguals, bilinguals exhibit enhanced auditory sensory memory and phonetic and phonological learning skill, and a correlation exists between them.

Object Shape and Depth of Word Representations in Preschoolers.

This study examined the effect of a shape cue (i.e., co-speech gesture) on word depth. We taught 23 preschoolers (M = 3;5 years, SD = 5.82) novel objects with either shape (SHP) or indicator (IND) gestures. SHP gestures mimicked object form, but IND gestures were not semantically related to the object (e.g., an upward-facing palm, extended toward the object). Each object had a unique IND or SHP gesture. Outcome measures reflected richer semantic and phonological learning in the SHP than in the IND condition. In the SHP condition, preschoolers (a) expressed more semantic knowledge, (b) said more sounds in names, and (c) generalized more names to untaught objects. There were also fewer disruptions to prime picture names in the SHP condition; we discuss the benefit of a co-speech shape gesture to capitalize on well-established statistical word learning patterns.

Individuals' preference on reading pathways influences the involvement of neural pathways in phonological learning.

Existing behavioral and neuroimaging studies revealed inter-individual variability in the selection of the two phonological routes in word reading. However, it is not clear how individuals' preferred reading pathways/strategies modulate the involvement of a certain brain region for phonological learning in a new language, and consequently affect their behavioral performance on phonological access. To address this question, the present study recruited a group of native Chinese speakers to learn two sets of artificial language characters, respectively, in addressed-phonology training (i.e., whole-word mapping) and assembled-phonology training conditions (i.e., grapheme-to-phoneme mapping). Behavioral results showed that the more lexical pathways participants preferred, the better they performed on newly-acquired addressed characters relative to assembled characters. More importantly, neuroimaging results showed that participants who preferred lexical pathway in phonological access show less involvement of brain regions for addressed phonology (e.g., the bilateral orbitofrontal cortex and right pars triangularis) in the processing of newly-acquired addressed characters. These results indicated that phonological access via the preferred pathway required less neural resources to achieve better behavioral performance. These above results provide direct neuroimaging evidence for the influence of reading pathway preference on phonological learning.

Kesalahan Fonologi dalam Pembelajaran Muhadatsah

This study is motivated by frequent phonological errors made by ninth-grade students at MTs Al-Falah Limboto Barat in pronouncing Arabic sentences, particularly in muhadatsah (conversational practice). The study aims to analyze the phonological errors that occur and the factors influencing them. The method employed is descriptive quantitative, with the research population comprising all ninth-grade students. Data were collected through observations, online interviews, documentation, and oral tests. The findings indicate that phonological errors predominantly occur in the pronunciation of similar-sounding letters, such as the pronunciation of the letter (د) as (ت). The primary contributing factors include a lack of interest in learning, insufficient focus, and unengaging learning materials. The implication of this research is the necessity for enhancing the quality of Arabic language instruction and more intensive practice in phonological learning. In conclusion, phonological errors can be minimized through more effective teaching strategies.

The role of sensorimotor mechanisms in phonetic and phonological learning

Phonetic and phonological learning was reported to be enhanced in bilinguals; however, the underlying mechanisms remain understudied. Prior work suggests a bilingual advantage in articulatory skill and auditory sensory memory, raising the question of the involvement of sensorimotor functions in phonetic and phonological learning. To explore this relationship, we compare the performance of English monolinguals and English-Spanish bilinguals on three tasks:(1) Articulatory skill, using a novel sound learning task with articulatory complex sounds not present in our participants' inventory.(2) Auditory sensory memory, measured via an adaptive digit span task. (3) Phonetic and phonological learning, using an artificial accent of English displaying diphthongization of mid-front lax vowels and tapping of intervocalic liquids. All tasks were conducted online 1-on-1 via Zoom. Tasks 1 and 3 were scored based on four listeners' perceptual judgments. For Task 2, we obtained response accuracy and input-output similarity scores. While data analysis is currently underway, preliminary findings replicate the previously observed bilingual advantage in phonological learning and auditory sensory memory and reveal a correlation between them. Bringing together motor, sensory, and acquisitional components and investigating the ways in which they are related adds to lesser explored mechanisms potentially underlying the bilingual advantage.