Phonological Awareness

When an individual is introduced to process acquire a second language, one of the first issues is to produce the new sounds of the target language, henceforth to facilitate the process of identify and recognize these new phonemes it is necessary to teach what is called “Phonological Awareness which “is a broad term that refers to the ability to focus on the sounds of speech as opposed to its meaning, and it has a number of different levels or components.” (Konza, 2011, p.2). Therefore, “its investigation typically involves using a set of various tasks to tap different aspects of the phonological sensitivity of learners.

Phonological awareness tasks in general require analysis” (Park, 2015 p.27). It requires the application of exercises of word segmentation into speech units such as syllables or phonemes, or blending speech units of a language. In order to understand the issue of “foreign accent”, one of the most noticeable marks of Second (L2) and Foreign Language learning (FLL) has taken much attention in the literature of second language acquisition, especially because of the fact that there is a growing awareness, among L2 researchers of the key role of pronunciation in communication (Munro et al, 2006).

Some studies have been done in relation the topic and they reveal that “there are severe limitations on the malleability of the initially acquired L1 phonemic categories, even under conditions of early and extensive exposure” and that first language exposure modifies the speech perception system in such a way that even relatively early, intensive exposure to a new language is not sufficient to overcome the influence of L1 phonemic categories in the formation of new, non-native categories” (Sebastian-Galles and Soto-Faraco 1999:119 cited by ) In this context, the effect of phonological awareness on children’s L1 development has been attested in a number of studies, where children with high phonological awareness were superior in learning to read and write in their L1 orthographic systems, whether it is alphabetic or non-alphabetic (e.g., McBride-Chang, Bialystok, Chong, & Yanping, 2004; Piske, 2008, as cited by Park, 2015 p.27), likewise, Mi Sun Park mentions in her study “Phonological Awareness and Degree of Foreign Accent” that some studies had been developed with adult monolingual speakers where they seem to perform similarly.

 

The author mentions the influence of phonological awareness in second/foreign language acquisition, however, is still unclear due to the mixed findings from past empirical studies. Swanson, Rosston, Gerber, and Solari (2008) assessed the roles of oral language skills and phonological awareness on reading skills of bilingual children (American students who speak Spanish as their heritage language), using bilingual segmentation and blending tasks as phonological measures.

Continuing with this line of argument, Park (2015) states that investigations related to phonological awareness and L2 speech has been very rare. A study was developed by Venkatagiri and Levis (2007) focusing on speech comprehensibility and perception to facilitate understanding of speech, and they claimed that EFL learners’ speech comprehensibility can be facilitated by phonological awareness, as measured using a set of sound detection and manipulation tasks. The same writer mentions that the researchers “treated phonological awareness as a type of implicit meta linguistic knowledge of pronunciation, which had been developed in the participants of the study without formal instruction in English pronunciation” (Park, 2015 p.28). The importance of using activities related to increase phonological awareness to second language learners is stated in investigation where some researchers have found that learners with more qualitative awareness, and have showed greater improvement in their L2 pronunciation, suggesting that learners’ heightened awareness could be translated into their pronunciation (Park, 2015).

INTERLANGUAGE HYPOTHESIS

What is fossilization?

Establishing a connection of studies developed around the learning of second language it is found the position of Selinker (1969 as cited by Tarone, 2006) who postulated the theory of interlanguage devoted to explain the process by a second language learner attempts to express meaning in the language being learned, this new system occurs as an intermediate segment which it is necessary in order to achieve the linguistics objectives : acquire a second language; however, during this stage, a central characteristic may happens: fossilization, that is, it stops to “develop at some point short of full identity with the target language. Thus, the adult second-language learner never achieves a language competency easily in the use of the target language” (Tarone, 2006) in comparison to the level achievable by any child acquiring a native language. According to this perspective, in one situation a learner may produce a target-like variant e.g. ‘I don’t‘ and in another context a non-target like expression e.g. ‘I doesn’t’.

The principal exponents of this theory Tarone et al. go on to detail the IL hypothesis (p. 97):

There are four sets of observable facts upon which the IL hypothesis is based, and which may be used to evaluate that hypothesis. Each of these observable facts is studyable: first, the stability over time of certain errors and other surface forms in learner-language systems (i.e., fossilization); second, the mutual intelligibility that appears to exist among speakers of an IL; third, the phenomenon of backsliding, or the regular appearance in bilingual speech of errors that were thought to be eradicated; and fourth, the systematicity of the IL at one particular point in time.

For further explanation about the meaning of “fossilization” a term coined by Selinker, it refers to the process of ‘freezing’ of the transition between the L1 and L2, and is regarded as the final stage of interlanguage development. Another feature in this concept is that it can occur even in highly motivated learners who are continuously exposed to L2. There are some explanations for this phenomenon, due to complacency or inability to overcome the obstacles to acquiring proficiency in the L2. Fossilization is common among adult language learners, when they do not perceive the need to correct the form or structure, so the student fossilizes the form instead of correcting it. Furthermore, interlanguage has different features; it can be adjustable across different contexts, cause it may be more accurate, complex and fluent in one domain or language (native) than in another (second language).  It could be applied from an interlanguage perspective to a learner’s underlying knowledge of the target language sound system (interlanguage phonology), grammar, e.g. morphology, syntax or vocabulary (lexicon), or even language-use norms among learners (interlanguage pragmatics).

Interlingua theory is a linguistic system non-conventional employed by second language learners, it manifest different factors identified by Gargallo (1993 cited by Orduz, 2012 p.95) The linguistic transference denotes the use of phonemes and other subsystems of mother language.

THEORIES ABOUT LANGUAGE TRANSFER: CRITICAL PERIOD HYPHOTESIS

Can adults learn a language like native speakers?

In the field of Second Language acquisition there are some factors implicated that may affect when the process begin, for example the “age factor” because it is related with experience, educational and socioeconomic elements.  Even now days exist a belief that claims that children learn a second language native like accent, which is considered an important competence for bilingual speakers, on contrary adults or late starting L2 learners may present difficulties when learning a second language specially in pronunciation skills.  Therefore, many linguistics have been interested to explain the implications on the process of acquiring a second language.  Lenneberg (1967) (as cited by Snow, & Hoefnagel-Hoihle 1978 p.1114) stated one theory known as Critical Period Hypothesis, the author claims that there is, indeed, an optimal period for language acquisition, ending at puberty with the establishment of cerebral lateralization of function.  In the lately years two versions of the Critical Period Hypothesis have been proposed: a strong version where exist a biologically determined period early in life during which native language acquisition is possible, and under a different variant of the hypothesis, the so-called Sensitive Period Hypothesis, explained by the period of tightening sensitivity to stimuli that is optimal for language acquisition (Immelman and Suomi, 1981) However, the original formulation of the theory was based on evidence in the relearning of impaired L1 skills, rather than the learning of a second language under normal circumstances.

Some authors have defined the Critical Period in different definitions which are important to be considered in this analysis for better comprehension, for example, take in consideration the following conception:

“During select times in the life cycle many structures and functions become especially susceptible to specific experiences (or to the absence of those experiences) in a way that alters some future instantiation of that (or a related) structure or function” (Bomstein, 1989, p. 179 as cited by Bialystok et al, 1999).

According to Bialystok, this theory is considered a causal justification for the differential success in acquisition of a second language by younger and adults learners.  Because in some experiments the variance in achievement as a function of age leads to be attributed to maturational changes in the brain which alter the possibility of successful second language acquisition.  However in this point, there are questions that stand up related with some elements implicated in this theory like to come across a specific definition for “native like proficiency”, because exist a vaguely meaning of second language learners achieving native-like proficiency.  Designating a standard linguistic procedure is evident at all levels of analysis, but phonology is possibly the most relevant.  Many research explores these ideas and hypotheses, but results are varied, for example, some evidence found by researchers who found a negative effect of age (Seliger, Krashen, and Ladefoged (1975) as cited by Snow & Hoefnagel-Hoihle, 1978).

What is phonological transfer in second language learning?

There are many causes which greatly affect speaking skills, one of them is known as “interference,” also called “linguistic interference”, “cross-linguistic interference”. (August & Shanahan, 2006. p.2; Bialystok, 2007p.45). Such deviations or interference are often caused by transfer the phonemes from mother tongue (henceforth L1) to the foreign language L2 (henceforth L2). Transfer may be either positive or negative. Since the point of view of Jarvis and Pavlenko (2008) (as cited by Treffers-Daller J. 2011 p.54) they define phonological transfer as “the ways in which a person’s knowledge of the sound system of one language can affect that person’s perception and production of speech sounds in another language”, consequently this definition is leading to the idea that new learners of a second language are not able to recognize the different phonetic sounds of the target language. 

 

ENGLISH PRONUNCIATION MADE SIMPLE

AVOIDING PHONOLOGICAL TRANSFER IN ENGLISH PHONEMES PRONUNCIATION

English is one of the most spoken languages​​, also known as lingua-franca (business´ language). This Language is adopted for a common understanding between people who have the same mother tongue, as well as being used for political and economic arrangements.

ABOUT THE AUTHOR

I’m a teacher of English, and actually, I’m working for Universidad Pedagógica Nacional Francisco Morazán, (UPNFM) in Sta. Rosa de Copán’s, campus, as an English Teacher.  Also I’m studying a post grade in teaching of languages at the UPNFM campus San Pedro Sula, aimed to increase my teaching skills, therefore help my students to acquire a meaningful learning.  I believe that teaching is a process where the teacher is a facilitator of knowledge for the student in the learning process thus we must seek for appropriate communication with students, and wisely manage both low achievers and those who have good performance.

Therefore, the student must be committed to learn and takes the initiative in the pursuit of knowledge.  Due the evidence proved in many researches carried on the influence of mother tongue (August & Shanahan, 2006. p.2; Bialystok, 2007p.45).

I have decided to study the level of incidence of L1 sounds in the pronunciation of English phonemes in order promote new strategies to teach phonological awareness to English learners.

WEBSITES TO IMPROVE LISTENING AND SPEAKING SKILLS IN ENGLISH

BBC Learning English
bbc.co.uk/worldservice/learningenglish
An array of wonderful activities for practice, some relating to current events. Includes videos, quizzes, vocabulary practice, idioms, though all with British accents.

Many Things. org

An incredible menú of minimal pairs activities and games to improve listening comprehension, http://www.manythings.org/pp/

AMERICAN ENGLISH

In this website teachers and learners of English can find multiple didactic resources to increase your English speaking and listening skills.  https://americanenglish.state.gov/

 

ENGLISH WITH JO

This website created by Jo., helps to learn to speak English through real conversations with a native speaker.  Also you can find downloadable resources to increase your listening and speaking skills.   http://www.englishwithjo.com

(Adapted from www. www.nypl.org. New York Public Libray)

 

LEO NETWORK

This website provides multiple lessons to learn English through the 4 macroskills. Since beginners to advance levels. http://www.learn-english-online.org

 

PASSION ABOUT MY JOB

Since I was a kid I wanted to learn a new language. Currently I work as a Teacher of English,  and I love to help students to improve their spoken and written English skills for social, academic or business purposes,.  I do not have a large expertise, however I try to bring warmth, humour and enthusiasm to all my lessons, because learning should be fun!, and I’m sure in my postgrade studies I’m improving my language teaching skills in every module.  I love to work with adults, and appreaciate the adaptations they have to do in order to acquire a new language.  That’s why I’m sure research can help me to find out what are the most influentially variables in this process.