|General programme, activity sheet|
||Friday 9 September, 2016 16:00 to 16:30
Transfer of syllable structure by L1-Catalan and L1-Spanish learners of English as a foreign languageSpeaker: Lucrecia Rallo Fabra, Universitat de les Illes Balears
Speaker: Susana Cortés Pomacóndor, Universitat de les Illes Balears
Authors: Susana Cortés, Lucrecia Rallo Fabra
English differs from Spanish and Catalan in the amount of consonants which can appear together in initial position. A frequent error in the production of these consonant clusters is the addition of an epenthetic vowel before them to make these syllables match the syllabic structure of Spanish (Carlisle, 1994) or Catalan. For instance, English words like 'speak', 'stop' and 'school' are usually produced with an additional initial vowel. This adaptation provides evidence for the Syllable Structure Transfer Hypothesis (Broselow, 1988). This paper examines the adaptation strategies preferred by 20 teenage bilingual speakers of Spanish and Catalan who learn English as a foreign language in high school.
Participants were asked to produce monosyllabic words which are frequent in L2 classrooms with initial /s+STOP/ in isolation both in a picture naming task and in a reading task. Thus, resyllabification effects are avoided. Their productions of consonant clusters in the onset were analysed in order to provide a detailed description of their speech. These data allowed us to examine any facilitatory task effects due to spelling transparency. Further, the production of onset consonant clusters was analysed in terms of accuracy, accounting both for epenthesis or consonant deletion and any other strategy followed by the participants to accommodate the complex initial clusters to their L1 phonotactics. For screening purposes, the participants also responded to a vocabulary size test (Nation, 2001). Preliminary results suggest that: i) language experience measured in terms of vocabulary size influences production accuracy; ii) overall, word frequency facilitates target-like productions; and iii) orthography does not always aid the production of initial consonant clusters.
• Broselow, E. (1988). An investigation of transfer in second language phonology. In D. Nehls (Ed.), Interlanguage Studies (Studies in Descriptive Linguistics, vol. 17). Heidelberg: Julius Groos Verlag.
• Carlisle, R. (1994). Markedness and environment as interlanguage constraints on the variability of interlanguage phonology. In M. Yavas (Ed.), First and second language phonology. San Diego, CA: Singular Publishing Group.
• Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
• Weinberger, S. H. (1994). Functional and phonetic constraints on second language phonology. In M. Yavas (Ed.), First and second language phonology
(pp. 283–302). San Diego, CA: Singular Publishing Group.
Teaching and learning of languages
Place: Room A-16