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Linguistics across Cultures: Applied Linguistics for Language Teachers
... For example, the un-aspirated /p/ can sound quite different from the aspirated /pʰ/. In contrast, aspirated stops are less contrasting and are often realized in a less distinct manner (Lado, 1957). This can lead to confusion when Shina speakers try to pronounce English words that have stops, like /pʰ/ and /tʰ/, which are more distinct in their own language (Reetz, Jongman,2020). ...
... Additionally, miscommunication can occur due to errors in vowel sound recognition, such as not being able to differentiate between short and long vowels (Kachru, 2005). Educators can create a more supportive and effective learning atmosphere for Shina English speakers by addressing these issues within the classroom (Lado, 1957). Moreover, the implications of this research extend beyond the current context of second language acquisition. ...
... Shina speakers may struggle with English pairs like "bat" and "pat" or "dog" and "talk," because their native phonological system emphasizes aspiration over voicing, and they may have difficulty identifying or producing English consonants like /p/, /t/, and /k/ when they are not aspirated (Derwing & Munro, 2015). These issues highlight the broader linguistic challenge of extending phonological norms from one language to another, as well as the importance of concentrated phonetic training for English language learners who speak Shina (Lado, 1957). Understanding the underlying phonological patterns, as well as practice identifying and producing subtle distinctions in English stops, will be critical for English language learners when they face these obstacles (Flege & Bohn, 2021). ...
This study seeks to unravel the phenomenon of aspiration with reference to Shina and its impact on English language learning by rendering the phonological characteristics of Shina. Aspiration, an attribute that is vital in differentiating English voiced and voiceless plosives, is used to differentiate Shina-speaking learners who were the subjects of this study. A combination of fifty Shina speaking English learners was studied through a detailed method who were largely homogeneous in their English Speaking proficiency. The study was based on two main approaches; perceptual test and phonetic study of speech output. These strategies were aimed at determining whether there were any transfer effects from Shina using the Shina speakers’ production and perception of the English plosives in comparison to native speakers’ production and perception. The results indicated differences in production of and perception of aspirated plosive neither of which could be devoid of the phonetic and phonological framework of Shina dialect. These results provide insight into how the native and second language phonologies interface thereby providing an understanding of the process of learning a second language and providing the necessary guidance on the phonetic teaching of Shina speaking students.
... As a functional word class, articles carry rich semantic information such as definite and indefinite reference and play a qualifying or non-qualifying role for nouns in context, thus giving nouns a more precise referential function [2]. For example, the definite article 'the' is used to refer to a known object in particular, whereas the indefinite article 'a' is used to refer to an unspecified object in general [3]. Lado points out that this distinction between specific reference and general reference is one of the core elements of the article system [3]. ...
... For example, the definite article 'the' is used to refer to a known object in particular, whereas the indefinite article 'a' is used to refer to an unspecified object in general [3]. Lado points out that this distinction between specific reference and general reference is one of the core elements of the article system [3]. In English second language acquisition, articles are not only a part of grammatical structure, but also have a significant impact in the systematicity and integrity of second language learning and expression due to their characteristics [3]. ...
... Lado points out that this distinction between specific reference and general reference is one of the core elements of the article system [3]. In English second language acquisition, articles are not only a part of grammatical structure, but also have a significant impact in the systematicity and integrity of second language learning and expression due to their characteristics [3]. However, since the article system is not a feature common to all languages, differences in native language background play a key role in the acquisition. ...
As the number of English learners from different countries and regions increases, the difference in learning effectiveness and efficiency caused by different native language backgrounds are gradually becoming significant. The Article in English is one of the functional words with significant differences in this respect. This article aims to review and summarize the theoretical and empirical studies on English article acquisition and classifies the native language backgrounds into two types: native language backgrounds with the system of articles, native language backgrounds without the system of articles. Based on the classification, this paper is attempt to analyze the specific effects and degree of influence about different native language backgrounds on the efficiency and effectiveness of article acquisition. This paper indicates that students from different native language backgrounds, especially those without articles, face significant difficulties in the acquisition of English articles, Additionally, differences in article system between the native language and the target language would also lead to difficulties. This paper explains the reasons for the phenomenon by organizing and analyzing the experimental methods and results in the empirical study
... The model adopted by the researcher in this study is based on the theory of transfer which was first emerged in the Contrastive Analysis Hypothesis theory ( CAH) formulated by Lado (1957). This theory seeks to investigate how L2 learners tend to rely on their L1 when attempting to produce utterances in L2 . ...
... Interference or "negative transfer" which can be explained by contrastive analysis, originally proposed by Lado (1957 ,)explains that interference with a L2 occurs when the structures of L1 and L2 language are different. He also claims that "when learning a foreign language ,we tend to transfer our entire native language in the process". ...
... Following the various aforementioned definitions, it can be deduced that there is still a debate among linguists concerning whether this phenomenon is a present concept in the field of L2 acquisition or not. For instance, Lado (1957), Selinker (1972), Corder (1974 )and Ellis (1997) state that during the early stages of learning an L2, learners depend heavily on the forms of their L1 when performing in L2. Besides, Dulay and Burt (1974) claim that the term transfer is not vital in the process of learning L2 . ...
... The Contrastive Analysis (Lado, 1957) may serve as a handy tool to bring forth some of the most striking syntactic differences between Arabic and English, particularly those that pertain to sentence structure and dependency. The approach zeroes in on structures giving rise to gaps in English of a syntactic nature and their counterparts in Arabic. ...
... 1. Early contrastive linguistic studies, such as Lado (1957), were pioneers in identifying structural differences between languages that might give rise to learning problems. However, these studies often did not delve deeply into the specific realm of syntactic gaps versus resumptive pronouns. ...
The paper examines the learning of syntactic dependency gaps in English by Arab learners. It focuses on students in particular at the University of Duhok. The model adopted in this study is represented by adopting a mixed-methods research model; it uses qualitative research and quantitative research methods. Appropriately, a mixed-methods research model is used in the research of a phenomenon to ensure its effective exploration from varied dimensions and, in return, to be analyzed and understood from a more significant perspective. The quantitative part represents the the syntactic judgment tests and gap-filling exercises through the measures and numerical data on the appropriateness of recognizing and using syntactic gaps; the qualitative aspect is represented through structured interviews that provide insight into the personal experience and cognitive strategies as well as learners' perception that quantitative measures can fail to show. This study can be termed a mixed-method research design in that the study combined both syntactic judgment tests, gap-filling exercises, and structured interviews to establish the strategies learners use and the obstacles they face in mastering English syntactic structures. Our analysis turned up a significant influence by the native language on the capability of the learners to recognize and use gaps in English syntax. We also found that this capability is impacted by proficiency levels. The study provides plenty of evidence for the utmost significance of tailored teaching techniques, based on the specific linguistic backgrounds of Arab learners, through the interconnection of both quantitative data from the tests and qualitative insights from the interviews. This does not only add to the general conversation on L2 acquisition but also gives more concrete pedagogical insights on the importance of improvement in proficiency level and individualized instructional intervention in growing into the acquisition of the syntactic gap for Arab learners of English.
... At the birth of the discipline, studies targeting second-language learners mainly focused on classroom learning (Lado, 1957;Corder, 1975). It was from the 1980s-90s that scholars began to look at the phenomenon of L2 acquisition from another perspective, observing the process outside the context of education, moving toward the study of adult migrant subjects in particular (Noyau, 1988). ...
... The question, instead, revolves around whether this phenomenon unfolds gradually or discretely-and whether there exists an initial or final threshold (see Birdsong, 1999 for a thorough discussion of this issue). Cross-linguistic influence, initially conceptualized as "interference" (Weinreich, 1953) and later termed "transfer" by Lado (1957), remains a critical factor in SLA. This phenomenon encompasses the impact of a learner's native language on the acquisition and use of a second language. ...
... A los años 40 y principios de los 50 del siglo XX, la preocupación por encontrar una explicación teórica de los errores y del interés didáctico por prevenirlos dio luz al análisis contrastivo. Siguieron las publicaciones de las obras de Ch. C. Fries (1945), U. Weinreich (1953) y R. Lado (1957). Intentaron resolver los problemas de la enseñanza de idiomas proponiendo una metodología cuyo objetivo era evitar los errores. ...
Resumen A la hora de comunicarse, los seres humanos suelen servirse muy a menudo de las figuras retóricas. Entre otras tenemos la metáfora que es frecuente en el acto de comunicación, y eso lo subrayaron G. Lakoff y M. Johnson (1994). Fundamentalmente el determinado trabajo trata de enseñar la manera como se construye metáforas en baulé y español. Incluso, pretende no sólo mostrar ciertas similitudes y diferencias, sino también llamar la atención de hablantes e investigadores sobre la necesidad de interesarse y producir investigaciones sobre la comparación de lenguas; en este caso, el baulé y el español. De este modo, se pondrán de manifiesto las características esenciales de la competencia intercultural, que es un factor importante en el aprendizaje del español como lengua extranjera (ELE) Palabras claves: metáfora, similitudes, diferencias, aprendizaje, lengua extranjera Contrastive analiysis of spanish and baulé metaphorical characteristics Abstract When communicating, human beings often use figures of speech. Among other things, metaphor is frequently used in the act of communication, as pointed out by G. Lakoff and M. Johnson (1994). Basically, this article attempts to show how metaphors are constructed in Baule and Spanish. In addition, it aims not only to show certain similarities and differences, but also to draw the attention of speakers and researchers to the need to take an interest in and produce research on the comparison of languages; in this case, Baule and Spanish. This will bring to light the essential characteristics of intercultural competence, which is an important factor in the learning of Spanish as a foreign language (ELE). Analyse contrastive des traits métaphoriques de l'espagnol et du baoulé Résumé Lorsqu'ils communiquent, les hommes ont souvent recours à des figures de rhétorique. Entre autres, la métaphore est fréquente dans l'acte de communication, comme l'ont souligné G. Lakoff et M. Johnson (1994). Fondamentalement, cet article tente de montrer comment les métaphores sont construites en baoulé et en espagnol. En outre, il vise à montrer non seulement certaines similitudes et différences, mais aussi à attirer l'attention des locuteurs et des chercheurs sur la nécessité de s'intéresser et de produire des travaux de recherche sur la comparaison des langues ; en l'occurrence, le baoulé et l´espagnol. Dès lors, cela va mettre en évidence des caractéristiques essentielles concernant la compétence interculturelle qui se présente comme un facteur important dans l'apprentissage de l'espagnol, langue étrangère (ELE).
... CA began as Contrastive Linguistics (CL) as suggested by Whorf in 1941. However, modern applied CL began with Lado's (1957) Linguistics Across Cultures. The supporters of C.A claimed that the similarities and differences: a) Providing insights into the similarities and differences between languages; b) Explaining and predicting problems in L2 learning; and, c) Developing course materials for language teaching. ...
Introduction to Applied English Linguistics text is written based on
the approved BMAS curriculum of the Nigerian University
Commission. This book aims to acquaint English as a Second
Language (ESL) learners and students of Nigerian universities and
across the globe with the essential aspects of Applied English
Linguistics. The book treats the rudiments of Applied English
Linguistics which include: the concept of language, characteristics of
language, functions of language, and the structural classification of
language as it concerns phonology, morphology, syntax/grammar,
stylistics, semantics and pragmatics. The word-formation process is
also extensively discussed in the text.
Chapter two discusses the general concept of linguistics, the purpose
of studying linguistics, linguistics as a sign, linguistics as science
related to the observation of data and formulation of hypothesis,
experimentation and formulation of a theory or law. The chapter also
extensively discusses the phenomenon of micro and macro linguistics.
Finally, the chapter also explores the inter-relatedness between macro
linguistics and micro-linguistics as fields of the study of linguistics.
These focus on language, form, and meaning, with the changes to form
and meaning due to other factors.
Chapter three introduces the origin of Applied Linguistics. Then, it
describes Applied Linguistics as a discipline that investigates both
theoretical and empirical studies to solve some problems in the real world.
Next, the chapter discusses the primary concerns of Applied Linguistics as
it concerns second language acquisition theory, second language pedagogy
and the interface. The chapter also extensively discussed related
academic fields in Applied Linguistics, such as education,
psychology, communication research, anthropology, and sociology.
Other things discussed include the differences between linguistics and
applied linguistics, .characteristics of Applied Linguistics, the
importance of Applied Linguistics, scope and foci of Applied
vi
Linguistics, second language learning, language assessment and
testing, language policy and planning, lexicography, multilingualism,
corpus linguistics, Applied Linguistics as related to pedagogy,
sociolinguistics and psycholinguistics, techniques of Applied
Linguistics, contrastive analysis, contrastive analysis hypothesis
(CAH), criticisms against contrastive analysis and differences
between errors and mistakes.
Chapter four is about language learning and language acquisition; the
chapter establishes the phenomena of language acquisition and the
differences between language acquisition and language learning.
Aspects of second language acquisition, second language learning,
second language acquisition in context, characteristics of first
language acquisition, elements of language learning, theories of
language acquisition and the taxonomy of language acquisition are
examined in this chapter.
Chapter five is on language contact, bilingualism and multilingualism.
This chapter shows that language contact is the interaction between
speakers of different languages. Other aspects examined in this
chapter include the history of language in contact, basic types of
language contact, terminologies of language in contact, linguistic
approaches to contact phenomenon, structural and psycholinguistic
processes of language contact, bilingualism, consequences of
bilingualism, differences between multilingualism and bilingualism,
and functional classification of language in a bi/multilingual speech
community,
Chapter six examines language pedagogy, the theory and practice of
learning, and how education is influenced by learners' social, political,
and psychological development. The chapter also looks at language
pedagogy, approaches, methods and techniques of language teaching,
structural approach to language teaching, functional approach to
language, the direct method and communicative language teaching
method, some principles of communicative language teaching,
vii
techniques for communicative language and approaches to the
teaching of the English language.
Chapter seven discusses socio and psychological problems that affect
language learning. The chapter starts by noting that learning a foreign
language is a complex process in which learners grasp the
grammatical system of the target language and how they use it to
communicate with others appropriately. The chapter groups the
internal and external factors that affect second language learning.
These factors are psychological or social, physical defect and gender,
psychological issues and exhaustion.
Chapter eight discusses language planning and policy. The chapter
examines language planning as a social and cultural process, often
through status planning, ontology planning and acquisition planning
to make people change the use of language. Other areas explained in
this chapter are goals of language planning, types of language
planning, language policy, the notions of language rights, language
planning and language policy implementation in a multicultural and
multilingual nation, language policy as an interdisciplinary field,
language planning problem in a multilingual society, Nigeria and the
quest for a national language, the language policy of Nigeria,
implementation and challenges of the language policy in Nigeria,
problems of indigenous languages, the possibility of making the
French language an official language in Nigeria, the question of
whether English threaten Nigeria's native language, Nigerian Pidgin,
relationship to Caribbean Creole, connection to the Portuguese
language, and implications of adopting the Nigerian Pidgin as
Nigeria's national language.
Chapter nine discusses language questions and the possibility of
sustainable development. Topics relating to language problems in
national development, the prospect of indigenous language as a
national language in Nigeria, language situation in Nigeria, types of
viii
languages in Nigeria and language hierarchy of Nigerian languages
are extensively examined.
Chapter ten discusses the English language in Nigeria and Nigerian
English. Topics such as the English language in Nigeria are critically
examined. The implantation of English on Nigerian soil through
colonialism and imperialism by the British colonial is extensively
discussed. Other areas discussed are the status of English as a foreign
language and as a second language in Nigeria because many Nigerians
can communicate effectively in the language. Similarly, the historical
development of the English language in Nigeria, Nigerian English,
with its contemporary variety, especially the phonological features of
Nigerian English, is also discussed. Finally, the chapter draws its
curtain on the history of Spoken English in Nigeria, and a general
overview of Nigerian Spoken English, and functions of the English
language in Nigeria.
Chapter eleven exposes the problems in acquiring English proficiency
in Nigeria. It starts with explaining the acquisition of English
Proficiency in Nigeria as the increasing status of English in this period
of globalization when English has become an essential tool without
which it is impossible to open the door of many available
opportunities. The lubricants and characteristics of globalization
technology and the authoritative position of the English language in
the new world order are also examined. The competence in the English
language, requisite training and information with communication
technology (ICT) literacy are highlighted and linked to English
proficiency. At the same time, pedagogical problems involved in the
teaching of the use of English, especially in ESL classroom, is not left
out of the discussion in this concluding chapter.
... Theoretical framework of the study A lot of theories for second language learning have been developed over the years. Among them are, but not limited to 'Contrastive Analysis Hypothesis' (CAH) by Lado (1957), 'Error Analysis Model' (EAM) by Corder (1967), 'Perceptual Assimilation Model' (PAM) by Best (1994Best ( , 1995, 'Speech Learning Model' (SLM) by Flege (1995), 'Perceptual Assimilation Model of Second Language' (PAM-L2) by Best and Tyler (2007), and 'Revised Speech Learning Model' (SLM-r) by Flege and Bohn (2020). Many of these theories predicted the challenges that learners of second language encounter in terms of perception and production of L2 sounds. ...
This study aims to analyze the Hausa diphthongs (ai & au) in the pronunciation of Yorùbá speaker learners of Hausa as a second language, focusing on disyllabic Hausa words in the first and second syllables. Ten (5 males & 5 females) NCE students who are native speakers of Yorùbá studying Hausa as a second language at the NCE level and were between the ages of 18 and 50 years old from Adeyemi Federal University of Education, Ondo, Nigeria, were carefully selected using purposive selection criteria. Pre-selected disyllabic Hausa words (wordlist) from Bargery's (1934) English-Hausa Dictionary containing Hausa diphthongs were selected and prepared in carrier phrases to examine the participants' pronunciations. Each respondent was subjected to reading the already prepared tasks in carrier phrases while the researcher personally audio-recorded the assignment, in addition to the use of questionnaires. The data were rated and analyzed qualitatively in line with the Error Analysis Model (EAM) by Corder (1967) and the Speech Learning Model (SLM) by Flege (1995). The results revealed that while some students struggled with specific monophthongs, others had a better grasp of the pronunciation of vowels. Meanwhile, the pronunciation of the Hausa words seemed to be influenced by the participant's native language (Yorùbá). This study provides valuable insights into the linguistic abilities and challenges faced by the learners of Hausa as a second language, especially in a globalized environment. Finally, the study highlights the importance of further research and potentially incorporating targeted language instruction in the curriculum to improve student's proficiency in the target language.
... Several theories provide insights into the challenges of L2 acquisition. The Contrastive Analysis Hypothesis by Lado (1957) posits that learners face difficulty when the structures of their L1 and L2 differ significantly. In this context, the differences between Assamese and Arabic create a steep learning curve for Assamese speakers. ...
... Diller arası karşılaştırma yapılırken dilin en temel ögeleri üzerinden hareket edilir. Lado (1957) pek çok ortak sözcüğün varlığını görebiliriz ve bu ortak yönün çeviriye yadsınamaz bir katkı sağlayacağını öne sürebiliriz (Lusignan, 2004 ...
Sözlü çeviri, dilsel beceriler arasında dinleme ve konuşma olarak aynı anda iki temel yetkinliği birlikte göstermeyi gerektiren, çoklu görev talep eden, hızı ve performansı önceleyen bir etkinliktir. Onun bu karmaşık doğası, çevirmene yönelik ağır beklentiler oluşmasına neden olmaktadır. Bu sorun çoğunlukla çeviri etkinliği sırasında çevirmene yüklenen aşırı bilişsel yükten kaynaklanmaktadır. Aşırı bilişsel yük kapsamına giren durumlar arasında çevirisi yapılan dil çiftinin işlevsel yabancıllığı ilk sıralarda yer almaktadır. Benzerlik ve yabancıllık kavramlarını merkeze alarak diller arası karşılaştırmalı çalışmalar başlığı altında toplanan çalışma alanında etkileşime giren dillerin mensup oldukları dil aileleri dikkate alınarak sorunlara anlamaya yönelik bir kavram geliştirilmiştir: dilbilimsel tipolojik yakınlık. Bu kavramdan hareketle de bir kuram oluşmuştur: dilbilimsel tipolojik yakınlık kuramı. Bu çalışmada sözlü çeviri ediminin doğası betimlenmiş ve çevirmenin çoklu görevine dair yeterlilikleri ortaya konmaya çalışılmıştır. Sözlü çeviri ediminin dinamiklerine genel çerçevede değinildikten sonra bu dinamikler arasında önemli bir yer tutan aşırı bilişsel yükün oluşma sebepleri ele alınmıştır. Bu sebepleri bertaraf etmek ve çevirmenin performansına olumsuz olarak yansımasını mümkün olduğunca engellemek adına çevirmen tarafından uygulanabilecek stratejilerin altı çizilmiştir. Bu yoğun çabanın yanı sıra çeviri etkinliğinin baş aktörü olan çevirmenin müdahalesinden bağımsız olarak kendiliğinden işi kolaylaştıran bazı unsurların da mevcut olduğuna işaret edilmiştir. Bu unsurlar arasında öne çıkan dilsel tipolojik yakınlığın sözlü çeviri sürecine olan etkisi ve çevirmene katkısı ortaya konmaya çalışılmıştır.
... Linguistic transfer is a phenomenon in which forms and their corresponding meanings are carried across language systems and cultures (Lado, 1957). Linguistic transfer is a pivotal aspect of languages in contact (Arabski, 2006). ...
This paper discusses lexical evidence of Ghanaian and Nigerian language contact in Spanish and Pichi (an English-lexifier creole), two languages spoken in Equatorial Guinea. Existing research on the lexicon of Equatoguinean Spanish and Pichi has centered primarily on the European and Bantu origins of guineanismos that are loanwords and neologisms in Equatoguinean vocabulary. Despite the geographical proximity between Ghana, Nigeria, and Equatorial Guinea, research on cross-cultural and linguistic connections between these three multilingual countries is scant. This study seeks to fill the gap with an analysis of lexical borrowings gathered from fieldwork and secondary online sources. The objective of this paper is to increase visibility on the linguistic, historical, and cultural connections between two Anglophone countries and a Hispanophone country in sub-Saharan Africa. Findings on these connections can further inspire the design of authentic pedagogical materials for the language and culture classroom.
... It is uncontroversial that transferthe retention of L1 features in the production of L2 utterancesis one of the processes shaping the interlanguage of L2 learners (Lado 1957;Selinker 1972). What controversy there was in the research literature concerned not the existence of the phenomenon as such, but the extent to which it was responsible for errors produced by L2 learners, and whether features prone to transfer could be predicted based on the contrastive analysis of the grammars of two languages. ...
The interlanguage of L2 learners is shaped by various factors, perhaps most noticeably transfer from the L1 to the L2 and overgeneralization in the L2. Transfer has traditionally been treated as an all-or-nothing phenomenon by focusing on L2 structures that either have or do not have an equivalent in the L1. Only recently, researchers working in usage-based construction grammar have taken into account frequencies and association strengths of L2 structures. These studies suggest that entrenchment plays a similar role in L2 learning as it does in L1 acquisition. This paper extends this research by systematically taking into account the potential role of the entrenchment of L1 structures and its interaction with L2 entrenchment. We report a translation study and two acceptability rating studies that investigate these factors using the case of the ditransitive construction in the interlanguage of German learners of English as a Foreign Language. Ditransitive constructions exist in both languages but the German construction has a broader meaning (it can encode almost any type of three-participant event) than the English one (which is restricted to events of caused reception and has a large number of idiosyncratic restrictions on individual verbs). This semantic difference leads to differences in the collostructional preferences of the constructions in the two languages (i.e., the set of verbs that they are associated with positively or negatively), allowing us to investigate the extent to which the transfer of L1 usage patterns to the L2 depends on the entrenchment of verb-construction combinations in the L1, and the extent to which transfer can be inhibited by the positive or negative entrenchment of verb-construction associations in the L2. Our results suggest an influence of both L1 entrenchment and L2 entrenchment (positive and negative) on linguistic production and linguistic representation respectively, such that learners transfer L1 associations between verbs and constructions to their L2, especially if these L1 associations are strong, and that they seem to be sensitive to negative L2 entrenchment, especially if the corresponding L1 associations are only weakly entrenched. However, differences between the translation study and the judgment studies suggest that learners may not acquire the specific semantic restrictions of the English ditransitive at all, relying on verb-specific associations to particular argument structures in the L2 instead and resorting to their L1 knowledge when such verb-specific associations are not available to them.
... Thus, we often speak of a Spanish or Japanese accent in L2 English, or an American or French accent in L2 Spanish, or any of a hundred other combinations. The Contrastive Analysis Hypothesis (CAH) put forth by Lado (1957) and others made this influence of the L1 on the L2 explicit, not only for pronunciation but for grammar and other aspects of language form. In the CAH, a comparison of differences in the L1 and L2 systems was hypothesized to predict areas of difficulty in L2 learning. ...
Bilingualism and the study of speech sounds are two of the largest areas of inquiry in linguistics. This Handbook sits at the intersection of these fields, providing a comprehensive overview of the most recent, cutting-edge work on the sound systems of adult and child bilinguals. Bringing together contributions from an international team of world-leading experts, it covers all aspects of the speech perception, production and processing of bilingual individuals, as well as surveying cross-linguistic influences on the phonetics and phonology of bilingualism. The thirty-five chapters are divided into thematic areas covering the theoretical foundations and methodological approaches employed to investigate bilingual speech, overviews of major findings and developments in child and adult bilingual phonology and phonetics, descriptions of the major areas of research within the speech perception, production and processing of the bilingual individual, and examinations of various predictors of cross-linguistic influence and variables affecting the outcomes of bilingual speech.
... In der Forschung werden verschiedene Ansätze zum besseren Verständnis der Spracherwerbsprozesse zum Teil sehr kontrovers diskutiert. Wir wollen uns in diesem Abschnitt mit den Zweitspracherwerbshypothesen befassen, die wichtige Impulse und auch gesicherte Erkenntnisse für die Erklärung mancher Phänomene beim Zweitspracherwerb geliefert haben (zu den Hypothesen vgl.Bausch/Kasper 1979;Edmondson/House 2006;Gass/Selinker 2008;Klein 1992;Merten 1997;Riemer 2001; eine Übersicht der Hypothesen findet man bei Henrici 1996; Ahrenholz 2010b).Durch behavioristische Lerntheorien geprägt ist wohl der älteste Erklärungsansatz, die KONTRASTIVHYPOTHESE, die erstmals von Charles Carpenter Fries (1945) und RobertLado (1957) formuliert wurde. Die Kontrastivhypothese besagt, <d>ie Grundsprache des Lerners beeinflußt seinen Erwerb einer Zweitsprache in der Weise, daß in Grund-und Zweitsprache identische Elemente und Regeln leicht und fehlerfrei zu erlernen sind, unterschiedliche Elemente und Regeln dagegen Lernschwierigkeiten bereiten und zu Fehlern führen.(Bausch/Kasper ...
Dieses Buch ist ein aktuelles und umfassendes Handbuch zu Deutsch als Zweitsprache. Es behandelt alle relevanten Aspekte und bietet wissenschaftlich fundierte Informationen zur Mehrsprachigkeit in Deutschland und zum Unterricht "Deutsch als Zweitsprache" in all seinen Dimensionen. Es enthält Konzepte für die Vermittlung von Deutsch als Zweitsprache im Deutsch-wie im fächerübergreifenden Unterricht. Die besondere Bedeutung von Sprache für die Vermittlung von Wissen und ihre Rolle im fachlichen Lernen beispielsweise in den Naturwis-senschaften gehört zu den Leitmotiven des Buches. Für einen guten Unterricht ist es notwendig, sich Strukturwissen der Erstsprachen anzueignen und mögliche Lernhürden wie lernerleichternde Momente zu kennen. Fragen wie: Hat die jeweilige Erstsprache Artikel, Genus und Präpositionen? Wie sind die Sätze aufgebaut? Wie organisiert das Verb die Szene, wie steht es mit Kasus? werden in diesem Buch-auch durch eine adressatengerechte Darstellung von Strukturen des Deutschen und Kontaktsprachen wie Türkisch, Arabisch, Russisch, Polnisch, Serbisch und Albanisch-behandelt. Aber auch Aspekte wie Zweitspracherwerb und Sprachentwicklung vor der Schule und im Schulalter, Förderung und Diagnose, Inklusion und Elternarbeit kom-men zur Sprache.
... Developmentally, models of transfer home in on the fact that the initial stages of L2 acquisition will depend on L1 structures already established in the mind of the learner, limiting the possibility of L1-like outcomes in L2. This effect has been described as negative transfer, or interference, between L1 and L2 (Lado, 1957). In addition, models also assume a degree of flexibility in the systems underpinning language learning, which is manifested through the way in which the acquisition of novel structures in L2 can influence existing knowledge in L1 (Pavlenko & Jarvis, 2002). ...
The ability to acquire the speech sounds of a second language has consistently been found to be constrained with increasing age of acquisition. Such constraints have been explained either through cross-linguistic influence in bilingual speakers or as the result of maturational declines in neural plasticity with age. Here, we disentangle these two explanations by investigating speech production in adults who were adopted from China to Sweden as toddlers, lost their first language, and became monolingual speakers of the second language. Although we find support for predictions based on models of bilingual language acquisition, these results cannot be explained by the bilingual status of the learners, indicating instead a long-term influence of early specialization for speech that is independent of bilingual language use. These findings are discussed in light of first-language interference and the theory of maturational constraints for language acquisition.
... There are some different, sometimes contradictory, views about this issue. Additionally, Lado (1957) believed that second language learners almost completely rely on their mother tongue in the process of second language learning; whilst many years later, Dulay and Burt (1974) had doubts about negative transfer as a major factor affecting L2 learning. They were under the impression that the mother tongue is not that important; consequently, not worth of further investigation. ...
Idea transference from First Language (L1) to Second Language (L2) is considered as a major problem of English as a Foreign Language (EFL) learners. Many EFL learners are vulnerable to the negative effect of L1 on their L2 learning. Composing in L2, as one of the four skills of second language learning, is considered as one of the problematic skills for EFL learners that needs much effort and trials by the learners; thus, it is thought to be worth of investigation and research. In this paper, the researchers attempt to identify the writing problems of Kurd EFL learners and specifically the idea transferring problems from L1 to L2 while composing in L2. And consequently, suggest solutions for the problems raised and identified.
... Chomsky (1957) believes that there are considerable similarities between languages' deep structures and that these structures reveal properties common to all languages that surface structure conceals. According to cook, V. (1969) In Sajavaara and Fairweather:13) the work of Lado (1957) and Weinreich, Uriel (1953) with second language matched the overall structural paradigm laid down for linguistics by Bloomfield L. (1933). Slabakova (2000) explored the acquisition of telicity marking in English by Spanish and Bulgarian learners', Yang and Huang (2004) studied the impact of the absence of grammatical tense in Chinese on the acquisition of English tense aspect system. ...
This research is a contrastive analysis of the morphological processes of reduplication in English and Ùkwuàni languages. Its purpose is to establish points of divergence while noting convergence in the formation of reduplicants in a bid to predict learning difficulty which an Ùkwuàni L1 learner of reduplicant words may encounter. The theoretical frame for this research is on Marantz and Selkirk’s theories. The primary and secondary source of data was utilized. Data analysis reveals that some reduplicants have no phonological effects on the base to which they are attached. Other reduplicants in English change phonologically whereas they do not in Ùkwuàni. This study has, therefore, helped in identifying the difficulty associated with phonological changes encountered by the Ùkwuàni L1 learner of English during the learning process. It recommended that in language pedagogy, English L2 and Ùkwuàni L1 teachers particularly in the Niger Delta region should utilize effectively the ordering of difficulties in learning.
... Per meglio dire, se i veri amici sono coppie di parole con la forma e significato simile, i falsi amici sono coppie di parole con forma simile ma significato diverso. Per i falsi amici si sono usati nel tempo vari termini: falsi equivalenti, deceptive cognates (Lado: 1957), deceptive words (Otwinowska-Kasztelanic: 2015) ecc. ...
... ( Bastias, Sepulveda, Munoz, and Lorena, 2011). Lado (1957) claimed that LSRW proficiency is the primary determinant of any language. ...
... Muhammet Yaşar's literacy-orientation started from his striking initial attempt at spelling in Turkish a word in the English alphabet, a moment of revelation. His early phase aligns with behaviourist theories (Skinner 1957) and contrastive analysis (Lado 1957) in that his focus was on the struggle for sound-grapheme mappings, e.g. 'mint' vs 'pint'. ...
This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a ‘literacy-track’ (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic inquiry. Despite very different study and career trajectories, we reach convergence in both the theory and practice of learning and teaching and we were able to see clear parallels across trajectories. This approach led us to new insights into the nature of bilingualism in ‘wild’, i.e. naturalistic, and instructed contexts, and through our newly-discovered lens of literacy-oracy, and the concept of heteroteaching, we hope that our readers too will be encouraged to explore new understandings of their language learning and teaching journeys.
... Multiple researchers divided transfer errors as negative and positive (Bai & Qin, 2018;Brown, 2000;Corder, 1974;Lado, 1957;Mahmood & Murad, 2018;Odlin, 1989;Richards, 1974). Language transfer describes how a learner's first language affects their ability to learn and use a second language (Ellis, 1997). ...
Abstract Writing proper English sentences poses a significant challenge for Arabic-speaking postsecondary students studying English as a Foreign Language (EFL) due to substantial differences between Arabic and English syntactic structures. This basic qualitative study explored the perceptions of Arabic-speaking EFL learners at an Arabian university regarding the challenges they faced in mastering English sentence structure, especially after analyzing errors in their written assignments. The conceptual framework for the study used Corder’s error analysis model and Selinker’s interlingual theory to guide students in revising their errors. The research questions focused on students’ perceptions of learning English sentence structure and identifying syntactic errors in their writing. Data were collected through interviews with 10 Arabic-speaking English majors at an Arabian university and analyzed using thematic analysis, including NVivo coding of students’ responses and second-level category coding. The findings were verified for trustworthiness through member checking and detailed descriptions. Results indicated that Arabic-speaking EFL learners struggle with English sentence structure due to grammatical differences between Arabic and English, causing anxiety and reduced confidence. Common errors included incorrect verb tenses, punctuation, and word order, often due to direct translation. Learners employed digital tools, self-reviews, and instructor feedback to overcome these issues, underscoring the need for educational methods tailored to these linguistic challenges. These findings could foster positive social change by enhancing English mastery for academic and professional success.
... In this connection, diphthongs are also commonly found mispronounced by Pashto speakers as well. In case of learning a foreign or second language by virtue of non-native speakers, the transfer of first language or L1 phonological topographies render a countless impact on L2 acquisition (Lado, 1964). In the same way, Pashto language exhibits a great impact in the articulation of the learners' production of English speech sounds. ...
Articulation of English Consonants, Vowels and Diphthongs by Pashto Speakers in Khyber Pakhtunkhwa, Pakistan
... These views were viewed negatively, and that is one of the reasons why English was taught by monolingual teachers before the 19 th century. This belief was supported by Lado (1957) who suggests learners tend to apply the rules of their first language to the target language, leading to errors where the structures differ. ...
Code-switching, where two or more languages are used in one discourse, has raised much
interest in sociolinguistics. Historically code-switching has been neglected in the academic
setting; however, contemporary research views it as a valuable tool used academically for
bilingual learners. This research investigates the phenomenon of code-switching in the EFL
classroom. It aims to understand the effectiveness of this practice on students’ comprehension of
lectures and attitudes towards it. The study employed a quantitative approach, and an online
survey was launched to collect data from 33 English department students at Ibn Zohr University.
Findings reveal that respondents have positive attitudes towards using code-switching in the
classroom, it is effective for students’ comprehension of lectures. The results suggest strategic
use of code-switching can facilitate better understanding and participation among EFL learners.
In this sequence, code-switching can be observed as one of the encouraging and effective
educational practices that can be used in higher education.
... The occurrence of language transfer is influenced by various factors including language similarity, language type, learner's age, proficiency level, and learning environment. The greater the difference between the native and target languages, the higher the likelihood of negative transfer [1]. In terms of phonetic language transfer, Flege proposed the Speech Learning Model (SLM). ...
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.
... Due to the existing deficiencies in English writing teaching in Chinese junior middle school, this study seeks to investigate the categories, causes, and potential improvement strategies for negative transfer in English writing among junior middle school students. Drawing upon Lado's (1957) comparative analysis theory and Corder's (1971) error analysis theory, the study adopts a quantitative research method. Firstly, composition papers were collected and analyzed to identify errors. ...
English and Chinese exhibit notable differences across various linguistic aspects. Hypotaxis is a significant feature emphasized in English, whereas parataxis holds prominence in Chinese. Proficiency in writing is a crucial skill to acquire in English language learning, involving the mastery of vocabulary, syntax, and grammar. Chinese students often encounter challenges in comprehending these concepts, resulting in inevitable errors in their written compositions. Such errors can be attributed to the negative transfer effect stemming from their mother tongue (i.e. Chinese). Negative transfer from Chinese may impede or disrupt the acquisition of a second language. Furthermore, the stark sociocultural disparities between Chinese and Western cultures lead to the inadvertent application of Chinese language rules in English expression, consequently compromising accurate usage. This paper utilizes language negative transfer theory, alongside comparative and error analysis theories, to analyze how mother tongue negative transfer affects the English writing proficiency of junior middle school students. Specifically, the study examines the influence of negative transfer on grammar, vocabulary, and discourse. Data for this investigation is collected through the analysis of composition materials. Additionally, the paper concludes by offering recommendations to mitigate the adverse effects of mother tongue negative transfer on English writing proficiency, with the goal of improving English language instruction for Chinese students.
... As a result, Kurdish and English have different article systems. When two languages have differences in grammar and structure, errors are expected, and the acquisition of the target language will be difficult (Lado, 1957). Such grammatical and structural differences cause difficulties for Kurdish EFL students and encourage them to transfer the rules of their native language to articles in their target language. ...
The identification of the sources and types of students’ errors in the use of the English article system is beneficial in assisting them to overcome such problems. This study aims to investigate the types and sources of article errors made by Kurdish EFL learners. The data was collected from 61 third-year university students who were studying English at the time of the present study. The types of article errors were analysed based on surface structure taxonomy (SST). Contrastive and error analyses were adopted to analyse the sources of article errors. The study findings suggest that the students committed different types of errors in the use of the English article system, namely, substitution, omission, and addition. Omission errors were the most frequent type of article errors, while substitution errors were the least frequent ones. The sources of errors are divided into two categories: inter-lingual and intra-lingual. Analysis of the student's written samples indicates that most of the errors in the articles are attributed to the target language itself. The implications of the study suggest that teachers should pay more attention to the acquisition of the English article system. Limitations and future research considerations are discussed in the article.
... According to Lado (1957), "the process of analyzing sound systems will reveal problem sounds" for the second language learners to take into consideration and spare time to drill them. English phonology system consists of vowel and consonant phonemes, some of which cause difficulties for Vietnamese learners. ...
This comprehensive study delves into the intricate landscape of English pronunciation challenges faced by 150 non-English major students during their first year at Thu Dau Mot University, Vietnam, while also incorporating the perspectives of 15 experienced English instructors. Employing a mixed-methods approach involving both qualitative interviews and quantitative questionnaires, the research reveals multifaceted insights into the issues plaguing learners’ pronunciation abilities. The findings highlight that 59% of students perceive pronunciation as “very important”, emphasizing its critical role in effective communication. Analysis of the most problematic aspects of pronunciation reveals that word stress, intonation, and troublesome consonant and vowel sounds are key stumbling blocks. To address these challenges, the study recommends several strategies. Integrating technology, such as language learning software and online resources, emerges as a promising solution, with 77% of instructors utilizing various techniques to improve pronunciation during teaching. Incorporating engaging activities like games and music can make pronunciation practice enjoyable and effective, reducing anxiety and enhancing confidence. The study also advocates accepting diverse accents, reflecting the global nature of English. Implicit corrective feedback, comparison of English sounds with those in students’ native languages, and a focus on meaningful communication activities are recommended techniques to foster pronunciation improvement. This research enriches the discourse on English language teaching and learning by shedding light on the centrality of pronunciation. By offering practical recommendations based on empirical data, it empowers educators and students alike to enhance their pronunciation skills, ultimately advancing overall language proficiency and effective communication.
... Bajo la concepción conductista del aprendizaje (entendido como un proceso de formación de hábitos [Skinner, 1957]), los errores de la interlengua se producen por la interferencia de la lengua materna. Esta perspectiva se corresponde con el análisis contrastivo (Weinreich, 1953;Lado, 1957), que achaca el error a la transferencia de estructuras de la lengua materna a la segunda lengua. Por lo tanto, se presupone que, con la caracterización de las diferencias entre la lengua meta y la lengua materna del aprendiente, se pueden pronosticar los errores. ...
La inmigración en Europa se ha incrementado notablemente en las últimas décadas debido a conflictos bélicos, dictaduras y una desigual distribución de la riqueza que provocan una movilidad masiva hacia zonas con un mayor desarrollo económico. El objetivo de esta investigación radica en describir el contexto (social y lingüístico) en el que se encuentra el colectivo de inmigrantes en Italia (Trentino, Calabria), analizado en el presente estudio, para evaluar la posibilidad real de cumplir el Accordo di Integrazione (Acuerdo de integración) impuesto por el país para poder permanecer en el territorio. El estudio se ha realizado bajo un enfoque cualitativo y etnográfico a partir del que se han obtenido resultados que permiten conocer los impedimentos a los que se enfrenta el grupo objeto, las deficientes condiciones en las que vive y el bajo nivel de integración alcanzado. En resumen, en líneas generales, el marco contextual dificulta el cumplimiento del acuerdo impuesto.
... The data collected from both primary and secondary sources were analyzed using contrastive analysis (CA). CA is a method used to identify similarities and differences between languages at various levels of linguistic structure, including phonetics and phonology (Lado, 1957). In this study, the theoretical features of Received Pronunciation (RP) and Standard Bengali Pronunciation (SBP) were applied to examine and compare the consonant sounds of English and Bengali. ...
The paper aimed to investigate the phonetic and phonological differences between the consonant sounds of English and Bengali. Data were collected from secondary and primary sources. Initially, data on the phonetic and phonological properties of English and Bengali consonant sounds were gathered through content analysis of various books and journal articles. These data were then analyzed using contrastive analysis (CA) with theoretical frameworks from Received Pronunciation (RP) and Standard Bengali Pronunciation (SBP). Additionally, two interviews were conducted with English Language Teaching (ELT) experts in Bangladesh, selected through purposive sampling. The experts provided insights into the pronunciation challenges faced by Bangladeshi EFL learners due to differences between English and Bengali consonant sounds, and suggested measures to address these issues. The analysis revealed significant differences between English and Bengali consonant sounds in terms of place and manner of articulation, which contribute to substantial pronunciation problems for Bangladeshi EFL learners. Based on these findings, the study offers recommendations for teaching and learning English consonant pronunciation to EFL learners in Bangladesh.
... É no reconhecimento da importância da transferência que a investigação em fonologia de L2 começa por se apoiar. Na verdade, no quadro da Análise Contrastiva (Lado, 1957), assume-se que as afinidades entre a língua-alvo (LA) e a língua de origem (LO), propiciando a transferência positiva, ou as dissemelhanças, propiciando a transferência negativa, determinariam o sucesso ou o insucesso do aprendente não nativo. ...
Este artigo analisa 32 estudos sobre o conhecimento interfonológico de aprendentes do português europeu como língua não materna, selecionados a partir de critérios rigorosamente definidos. A análise incide sobre os objetivos e as metodologias assumidos, procurando identificar as estruturas fonológicas e os grupos de aprendentes estudados. Concomitantemente, identificam-se as lacunas descritivas a colmatar em trabalhos futuros, tendo em vista o avanço no conhecimento do desenvolvimento interfonológico de aprendentes do PLNM e a possibilidade de aproveitamento de dados desta natureza para fins pedagógicos.
... Comparativement au phonème non natif /v/, les apprenants sont plus performants dans le traitement du phonème natif /f/, quel que soit le type de tâche. Ces résultats sont alignés avec l'Hypothèse de l'Analyse Contrastive (Lado, 1957), stipulant que les éléments similaires entre la langue étudiée et la langue maternelle seront plus simples à appréhender, tandis que les différences poseront davantage de difficultés. L'existence de /f/ dans les deux langues, thaï et français, explique la facilité des participants à le percevoir et à le prononcer, contrairement au phonème non natif /v/ étudié. ...
Cette étude, s’inscrivant dans le contexte de l’enseignement et de l’apprentissage du français, explore l’une des difficultés récurrentes rencontrées par les apprenants thaïlandais lors du traitement de la consonne non native /v/ : la confusion fréquente avec /w/ en position initiale de syllabe.
Nous avons réalisé une étude pilote expérimentale impliquant huit apprenants thaïlandais de niveaux A1-A2 afin d’évaluer l’impact des informations audiovisuelles sur le traitement des consonnes /f v w/. Deux types de tâches (perception et production) portant sur ces trois consonnes dans deux structures syllabiques (CV, VCV) et quatre contextes vocaliques non arrondis (/i e ɛ a/) ontété menés dans deux modalités distinctes (auditive (A) et audiovisuelle (AV)). En perception, une tâche de discrimination demandait aux participants de juger la similitude entre les stimuli de test et les stimuli de référence. En production, ils répétaient les stimuli perçus précédemment, soit entendus seuls (modalité A), soit entendus et vus (modalité AV). Quatre participants ont été testés en modalité A et quatre en modalité AV.
Les résultats mettent en évidence une nette amélioration du taux de réussite dans la perception et la production de /v/ en modalité AV par rapport à la seule modalité A, quel que soit le type de tâche. De plus, la confusion entre /v/ et /w/ en perception et production est moins fréquente lorsque les apprenants bénéficient à la fois d’informations visuelles et sonores. Par ailleurs, le temps de réponse lors de la perception des consonnes est significativement réduit en modalité AV comparativement à la modalité A. Dans l’ensemble, ces résultats démontrent que les informations audiovisuelles facilitent et accélèrent le traitement de la consonne non native /v/ en position initiale de syllabe chez les apprenants thaïlandais.
... This literature review aims to give a summary of important theories and research on the connection between FLA and SLA. The transfer idea was first presented in the 1950s by American linguist Robert Lado [16]. Particularly around the middle of the 20th century, he had a significant influence on the fields of second language acquisition research and language instruction. ...
Learning a second language is a complex process that is influenced by a variety of factors, including the learner's first language. This study investigates the reasons behind language learning decisions made by speakers of different native tongues and investigates whether the difficulty of learning a second language is related to the difficulty of learning the first language. Psychological development, career advancement, and cultural fusion are some of the reasons why language learning is desirable. Additionally, by highlighting potential challenges and resources, it examines the linguistic gap between the target language and the originating language.The study's research design, datagathering strategies, and analytic approaches are all covered in the methodology section.The findings improve knowledge of the interactions between first-language acquisition and secondlanguage learning, direct methods of teaching languages, and promote effective multilingual communication.
Objective: This research examines intonation as a vocal supra-segmental phenomenon in Arabic and English, focusing on declarative, interrogative, and exclamatory types of utterances. It aims to identify difficulties for English speakers learning Arabic intonation. Methodology: The study uses the contrastive analysis approach to help identify patterns that may pose challenges in learning Arabic. Results: show similarities in intonation patterns and tones but challenges in the semantic dimension due to differences in intonation levels. Conclusion: Suggestions on how to overcome those difficulties include training learners in Arabic intonation patterns and designing effective teaching curricula based on linguistic contrastive analysis.
الأهداف: تهدف الدّراسة إلى معالجة ظاهرة صوتية فوق تركيبيّة (Suprasegmental Phenomenon)، وهي التنغيم؛ وذلك باستعراض مفهومه، وبعض أنماطه من خلال المعطيات التي يقدّمها الواقع الرّاهن مادّة للتقابل بين اللغتين العربية والإنجليزية؛ لنتمكّن من معرفة الصّعوبات التي قد تواجه متعلّم اللغة العربيّة ولغته الأم الإنجليزية. المنهجيّة: رصدت الدّراسة السياقات والأنساق التي تجلّت فيها الظاهرة الصّوتيّة؛ مستخدمة المنهج التقابلي لتحليل الرّسالة اللغويّة؛ للكشف عن جوانبها المتعلّقة بأنماطها التنغيميّة، والطّبقات الصّوتيّة في اللغتين. النتائج: خلصت الدراسة إلى مجموعة من النتائج، تتمثّل بوجود اتفاق في النمط التنغيمي والطبقات الصوتية في اللغتين، وكذلك وجود صعوبات تتصل بالبعد الدلالي للتنغيم على مستوى السماع والأداء؛ بسبب الاختلاف في مستويات التنغيم بينهما. الاستنتاجات والتّوصيات: قدّمت الدراسة مجموعة من المقترحات؛ للتغلب على تلك الصعوبات، تتمثل بتدريب المتعلمين على الأنماط التنغيمية للغة العربية ذات المستويات الثلاثة: الصاعدة، والمستوية، والهابطة في مواقف كلامية حقيقية، وتصميم برامج تعليمية هادفة، وقد تم ذلك وفق معطيات التقابل اللغوي لهذه الظاهرة بين اللغتين.
This study investigates the most frequent pronunciation errors in English vowels and consonants among 3rd-year English students at Dai Nam University, explores the potential causes of these errors, and proposes effective teaching methods to address these pronunciation challenges. Utilizing a mixed-methods approach, quantitative data from recorded pronunciation tasks identified recurring errors, such as confusion between long and short vowels and substitutions for consonant sounds absent in Vietnamese phonology (e.g., /θ/ and /ð/). Qualitative data from interviews and focus groups suggest that these errors are influenced by phonological transfer effects from Vietnamese and a lack of awareness among students regarding the phonetic distinctions between Vietnamese and English. Focus group discussions with instructors highlight effective pedagogical techniques, including minimal pair drills, phonetic symbols, and visual aids, that address these specific pronunciation difficulties. The findings underscore the need for tailored pronunciation instruction that raises phonological awareness and incorporates structured practice, enabling Vietnamese EFL students to improve their pronunciation accuracy and confidence in English communication.
This research takes primary and intermediate Laotian Chinese learners as the research object, analyzes the acquisition of Chinese monosyllabic tones through production and perception experiments, finds out the characteristics and causes of the errors, and puts forward relevant teaching suggestions on this basis.
This research includes two experiments, production experiment and perception experiment. In the production experiment, the monosyllabic pronunciation of Laotian
Chinese learners at primary and intermediate levels was compared with the pronunciation of Chinese speakers. The results showed that there was a gender difference between male and female speakers at primary Chinese level, there was no significant difference in the intonation value and shape adjustment of female learners at primary level. However, male learners at primary level have insufficient increase in Tone2, and the error in Tone4 is not enough decrease. By the stage of intermediate level, the errors of Laotian Chinese learners have been corrected. In the pronunciation experiment, it can be seen that Laotian Chinese learners' monosyllabic output becomes better and better with the improvement of their Chinese level.
In the perception experiment, the error rate and the specific types of errors in each tone and whether there is bidirectional confusion. The experimental results show that Laotian Chinese learners perceive Tone4 better than the other three tones, and also found that there is a bidirectional confusion between Tone1 — Tone2 and Tone2 — Tone3 in elementary level, but this phenomenon no longer appears in intermediate level Chinese learners. In other words, the perception and recognition ability of Laotian Chinese learners improves with the improvement of Chinese level.
This research further analyzes the errors of Laotian Chinese learners and the causes of errors. We believe that the main causes of errors include the influence of mother tongue background, the influence of native teachers on tone teaching, the influence of individual learner factors and the influence of tone content design in textbooks. On the basis of this, this paper puts forward some suggestions on how to increase the perceptual training of confusable tones, the contrast teaching of tones and tones between Chinese and Laotian and the visual teaching of pronunciation. The research in this paper is conducive to improving the phonetic appearance of "Talk Da Talk" of Laotian Chinese learners. In addition, this study has certain value for enriching the study of nationalized Chinese pronunciation, and also has certain significance for the construction of nationalized intelligent phonetic learning platform.
प्रस्तुत लेख नेपाली भाषामा हुने गरेका त्रुटिको पहिचान, त्रुटि हुनुका कारणका साथै तिनको निराकरणका उपायको निर्क्योलमा केन्द्रित छ । यसैले यस लेखमा पहिचानात्मक, विश्लेषणात्मक र निदानात्मक विधिमा आधारित भई नेपाली भाषाका विभिन्न सामग्रीबाट त्रुटिको सङ्कलन, तिनका शुद्ध रूपको विन्यासका साथै त्रुटि हुनुका कारण र तिनको निराकरणका उपायको खोजी गरिएको छ । शुद्ध रूपको विन्यासका लागि नेपाल प्रज्ञाप्रतिष्ठानबाट प्रकाशित शब्दकोश र व्याकरणका पछिल्ला संस्करणलाई आधार बनाइएको छ । अध्ययनका क्रममा नेपाली भाषाका अधिकांश सामग्रीमा त्रुटि भएको पाइएको र ती त्रुटि हुनुमा भाषिक अज्ञान, भाषाप्रयोगका दृष्टिले आदर्श मानिएका सामग्रीमा समेत त्रुटि हुनु, असावधानी, उदासीनता, अन्य भाषाको प्रभाव प्रमुख कारक रहेको निष्कर्ष प्राप्त भएको छ । यस्तै सङ्कलित त्रुटिहरूको विश्लेषणबाट त्रुटिनिराकरणका उपायहरू पनि प्राप्त भएका छन् । नेपाली भाषामा हुने गरेका त्रुटिहरूको निराकरणका लागि अवलम्बन गर्नुपर्ने उपायहरूमा भाषाप्रयोगमा सचेत हुनुपर्ने, भाषिक ज्ञान बढाउने सामग्रीको अध्ययनमा जोड दिनुपर्ने, सरकारले भाषासम्बन्धी नीतिको निर्माणका साथै त्यसको कार्यान्वयनमा नेतृत्व लिनुपर्ने, सञ्चारमाध्यमले त्रुटिरहित भाषाको प्रयोग गर्नुपर्ने, मानक व्याकरणको निर्माण गर्नुपर्ने, शब्दकोश र पाठ्यपुस्तकमा रहेका त्रुटिहरूको संशोधन गर्नुपर्ने, विज्ञको सहमतिपछि मात्र भाषिक सामग्रीको प्रकाशन गर्नुपर्ने, समय समयमा तालिम तथा गोष्ठीको आयोजना गर्नुपर्ने, त्रुटिनिराकरण अभियान सञ्चालन गर्नुपर्ने मुख्य हुन् । यसर्थ नेपाली भाषामा हुने गरेका त्रुटिहरूको कारण मनन गर्दै त्रुटिनिराकरणका उपायको अवलम्बन गर्ने हो भने यसको त्रुटिरहित प्रयोग सम्भव छ भन्ने यस लेखबाट प्राप्त भएको मुख्य निष्कर्ष हो ।
This study examines how Chinese as a Second Language (CSL) learners acquire the Chinese stance marker haihao with a focus on type and saliency. A total of 56 participants took part in the research, including 28 English-speaking CSL learners and 28 native Chinese speakers. The study utilized two evaluation judgment tasks. Results showed that participants categorized haihao into two simplified groups, guided by the economy principle and a positivity bias. English-speaking learners, influenced by a stronger positivity bias, tended to select more positive options, while Chinese participants favored slightly negative ones. Saliency improved the accuracy of recognizing negative haihao among American learners and low positive haihao among Chinese participants, though it was less effective for ambiguous expressions. These findings highlight how cultural differences and language saliency impact the interpretation of stance markers, offering insights for improving CSL teaching strategies.
The rapid globalization of regions with different languages necessitates more advanced non-native tongue proficiency among individuals who need to communicate across language barriers. To deal with this demand, the research conducts a comparative analysis of the acoustic features of similar sounds between standard Mandarin (L2) and Mandarin spoken by Uyghurs (L1). Flege’s Speech Learning Model as well as Lado’s Contrastive Analysis Hypothesis serve as the foundation for this study. First, an acoustic analysis of Mandarin Chinese vowels produced via Uyghur and native Mandarin speakers is carried out. Ten Mandarin speakers and ten Uyghur Chinese speakers were compared with respect to word-level productions, and the 1st, 2nd formant frequencies (F1, F2) for Mandarin vowels were studied. The comparative acoustic analysis results show that the production of four ‘similar’ vowels by male and female Uyghur Chinese speakers differs significantly from native Mandarin speakers. Second, the following features are seen when native Mandarin speakers and Uyghur Chinese speakers compare their vowel spaces: Uyghur speakers’ vowels have a lower F1, which means that their overall vowel space distribution is surpassing that of Chinese speakers’. Thirdly, the Euclidean Distance analysis of monophthongs produced via Uyghur as well as Mandarin Chinese speakers reveals a gender-specific applicability of the Speech Learning Model. While the model successfully explains the production of Mandarin monophthongs by Uyghur female speakers, it falls short in accounting for the production patterns observed in Uyghur male speakers. The research findings of this thesis contribute a new direction to future developments in research aimed at improving speech recognition and Computer-Assisted Language Learning (CALL) systems.
Yabancı dil olarak Türkçe öğrenen Arapça konuşurları, ana dilleriyle hedef dilin fonolojik farklılıklarından dolayı Türkçenin sesletiminde belirgin ve kararlılıkla süren sorunlar yaşamaktadır. Hedef dilin fonolojik farkındalığını edinmede fizyolojik, psikolojik ve bilişsel birçok faktör etkilidir. Bunların arasında ana dili engeli çok belirgin bir şekilde kendini göstermektedir çünkü özellikle kritik yaş döneminden sonra yabancı dil öğrenenler, hedef dilin parçalı ve parçalarüstü birimlerini ana dilinin süzgecinden geçirerek üretmektedir. Bunun sonucunda öğreniciler, ana dillerinin fonetik envanterinde bulunmayan seslerin artikülasyonunda sorun yaşamakta; bu durum ise zaman zaman iletişim engeline yol açmaktadır. Sesletim becerisinin
öğrenicilerin alımlama ve üretim becerilerini de olumlu yönde etkilemektedir. Fakat program yapıcılar, materyal tasarlayıcılar ve öğreticiler tarafından çoğunlukla sesletim becerisine yönelik içerikler geliştirilmemekte; öğrenicilerin bu farkındalığı süreç içerisinde edinmesi beklenmektedir. Bu çalışmada, Arapça konuşurlarının yabancı dil olarak Türkçe öğrenirken karşılaştıkları sesletim sorunlarını fonolojik tipolojiden yararlanarak açıklamak amaçlanmıştır. Çünkü Türkçe ile Arapçanın alfabe farklılığının yanı sıra kendine has sesbirimleri ve fonotaktik özellikleri vardır. Ayrıca iki dilin parçalarüstü birimleri de farklı özelliklere sahiptir. Doküman taraması yöntemi kullanılarak yapılan bu araştırmada iki dilin fonolojik tipolojisi karşılaştırılmış; Arapça konuşurlarının Türkçenin parçalı ve parçalarüstü birimlerini üretirken ana dillerinden kaynaklı yaşayabileceği sorunlar tespit edilmiştir. Araştırmada Arapça konuşurlarının Türkçe sesletim becerisini geliştirmesine yönelik öğreticilerin ve materyal tasarlayıcıların içerik üretmesine katkı sunmak hedeflenmiştir.
The structure of a learner’s first language affects his acquisition of a second one, especially a foreign one like French. This paper presents a segmental contact between French and Gbari languages, with a view to empirically ascertain their points of convergence and divergence, using the Lado’s Contrastive Analysis model. It bridges the gap created by lack/inadequacy of academic validation in the French-Gbari segmental contact, hinging on secondary sources of data as well as on quantitative and qualitative analyses of data. Given the 68%-24% segmental difference ratio (SDR) French has over Gbari, such as /y/, /œ/, /ø/, /ʁ/, /ɲ/, /ɔ͂/, /œ͂/, /ɑ͂/, /ǝ/, /ɥ/, /ɛ/, /ɛ͂/, etc., coupled with the predictable phonological processes such as (de)nasalisation, palatalization, assimilation, delabialisation etc., the Gbari French-Learner (GFL) may have to relentlessly study and enthusiastically double his efforts so as to overcome the seemingly insurmountable challenges. The paper ends by recommending that second language teachers should engage in instant one-on-one approach in correcting phonetic flaws with students/learners.
Gwandara and Hausa languages are related in many ways. It is historically recorded that the people referred today as Gwandara were originally Hausa people (in their primitive state known as Habe). However, a couple of historical and linguistic events occurred and forever changed their history. It is these sociolinguistic and historical developments that brought about the two sets of phonemic systems which this paper explores to explain how and why they are so similar or dissimilar in some ways. Gwandara is a debased form of Hausa language which started as zaurance, an artificially carved language from the ancient Hausa language. Using the weak version of the Contrastive Analysis Hypothesis (CAH) as a theoretical model, the study takes a descriptive comparison between the two sound systems to arrive at the findings that Hausa and Gwandara languages are indeed related in both linguistic and historical lineages, more so that Hausa gave birth to Gwandara language. As one of the major languages in the North-Central region of Nigeria today with very limited literature in the linguistic circle, this research hopes to expose Gwandara language into the real academic world, thereby aiding language documentation and preservation in order to prevent issues of language endangerment or extinction.
The study aims to identify the spectral characteristics of accented Russian speech of bilinguals, native speakers of Karachay-Balkar, that possess sufficient identification significance. The paper presents an experimental study of interlinguistic interference and accent in the Russian speech of bilinguals (L1 – Karachay-Balkar, L2 – Russian). For conducting primary statistical analysis, spectral characteristics of allophones of six stressed Russian vowels [a], [o], [u], [e], [i] (и, ы) were measured. The values of the first two formants of the allophones under consideration were assessed using Praat and compared with the corresponding acoustic parameters of the same vowels in normative Russian speech. The study is novel in that it is the first one to conduct a quantitative assessment of systematic pronunciation errors in the spoken language of native speakers of Karachay-Balkar involving factual linguistic material. The results of statistical analysis of the source data demonstrated the possibility of reliably identifying accented Russian speech of L2 speakers, native speakers of Karachay-Balkar.
Cette étude a pour objectif d'analyser des erreurs grammaticales commises par les étudiants de Mody University qui apprennent le français comme deuxième langue étrangère. Notre étude mène chez les étudiants apprenant le (langue) français étranger (FLE) au niveau débutant. Le but de ce travail est d'identifier et d'en examiner les causes ou les sources et de proposer des solutions qui pourraient aider les étudiants à améliorer leur production écrite. C'est une étude qualitative et quantitative. Le corpus est constitué des étudiants passés lors de l'examen final du deuxième semestre 2020-2021. Les résultats montrent qu'il y a en principe deux sources d'erreurs : les erreurs interlinguales et interlinguales.
The study is designed to examine the contrast that exist in the morphological processes of word formation in English and Kalabari languages. The English language is an Indo-European language, while Kalabari is a Niger-Congo Ijoid language. The crux of the investigation is to examine the distinct morphological features in the two languages. These languages are chosen because Kalabari is the first language and English is the second language spoken in the locality. The learning of a second language oftentimes is affected by the features of the first language of the learner. Learners and speakers of one language apply rules of their native language into the second language resulting into grammatical and morphological inaccuracies. This study identifies the similarities that may enhance English learning by Kalabari speakers as well as the differences that may pose challenges to the Kalabari learner of English as a second language. The different shades of morphological processes such as compounding, affixation, conversion, backformation, reduplication, among others are treated. While both languages share some morphological processes, they also exhibit unique morphological differences. This study navigates and gets immersed in the fundamental concepts of morphology, contrastive analysis, grammar, inflection, and pedagogy. The theoretical foundation here aligns with the principles set forth by Harris and Lado (the contrastive analysis) an approach that juxtaposes different languages to identifying the distinctions and similarities in the two languages. The study makes use of descriptive research design since the study is aimed to undertake a contrastive study of the morphological processes of the two different languages. The lexicological development of Kalabari in comparison with English constitute an important launching pad to catapult the former into the technological age of the present century. This is perhaps what the Kalabari speaker, and by extension, other speakers of the Niger Congo phylum would need to be fully part of the technological inventions of his times as a world citizen.
This article examines the specific phonetic challenges faced by Nigerian students regarding vowel elision in French for Specific Purposes (FOS). The study analyzes the difficulties related to vowel elision, a crucial phonetic process for acquiring advanced linguistic skills in FOS. The research methodology includes classroom observations, student assessments, and interviews with students and teachers, providing an in-depth analysis of error patterns and contributing factors. The results show that the main obstacles stem from the interference of mother tongues (L1), insufficient phonetic training, and a lack of awareness of the nuances of French phonology. The study proposes tailored pedagogical strategies focused on targeted phonetic training and awareness-raising activities to improve the effectiveness of FOS instruction for Nigerian students. The implications for teaching practices and future research are discussed.
Within the last 15 years, more than 2.5 million “migrants” attended special language courses [so-called integration courses] in Germany. In the last three years “vocational language courses” increased, especially courses in the field of health care. The aim of the article is to show that language analysis in accordance with Edda Weigand’s MGM can help to get a better insight into language usage, needed especially in the field of health care. By means of analysing one specific medical dialogue, the need for seeing language use as intercultural use will be discussed.
Antes de la llegada del enfoque comunicativo a nuestras aulas, la enseñanza y el aprendizaje del vocabulario se basaba en la memorización de listados de palabras en su forma escrita y a partir de ahí el alumnado debía ir aprendiendo a pronunciarlas. Todo ello tenía como consecuencia una correcta ortografía y una pésima pronunciación. Con la introducción del enfoque comunicativo, el objetivo ha sido el aprendizaje oral del vocabulario y con ello se ha mejorado la pronunciación, pero se ha perdido la corrección ortográfica en muchos casos. En este trabajo presentamos los resultados de un estudio transversal de los errores ortográficos y producciones correctas en nueve sustantivos al final de la Educación Primaria, Secundaria Obligatoria y Bachillerato. Para este fin hemos utilizado un corpus creado en Canarias, representativo del alumnado de las siete islas, en el que se recoge una muestra de redacciones escritas en inglés. Los resultados presentan una disminución de errores ortográficos. Como conclusión podemos comprobar que la mayoría de los errores ortográficos son de tipo intralingüístico, pues casi todos son hipótesis de escritura que el alumno utiliza para así ir interiorizando el proceso de lectoescritura inglesa.
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