Academic literature on the topic 'Interphonology'

Abstract This article presents the IPCE-IPAC corpus, an ongoing project, which has been collected in France, Italy, Spain and China since 2014. The data is collected to investigate the acquisition of segmental and suprasegmental phenomena by L2 learners of English, with a focus on phonemes. The article discusses the methods for the compilation of this original spoken learner corpus, designed to study L2 “interphonology” (Detey, Racine, Kawaguchi, & Zay, 2016), or interlanguage phonology.

This study aimed at investigating listening comprehension of sandhi forms (assimilation, linking and contraction.) in Brazilian Portuguese/English Interphonology. Fifty-two Brazilian learners of English, aged 15 to 50 years old at a minimum B1 level of English proficiency, answered two listening tasks, one with and another without sandhi forms, and filled up a questionnaire about the frequency they watched movies in English, with and without subtitles, and listened to songs in English paying attention to their lyrics. The data collected were quantitatively and qualitatively analyzed. Results indicated that sandhi forms tend to cause listening comprehension difficulties for the Brazilian learners of English who participated in the study, especially when there were content words involved and the sandhi form had a minimal pair. Even though participants used to watch movies and series in English with subtitles, both in English and in Portuguese, a better performance was observed among those who consumed contents without them.

Syllable structure in interphonology has consistently demarcated the initial phases of phonological transfer, as well as the basis for a putative universal preference for the open syllable. The manner in which syllable structure is continually reorganized during the processes of acquisition has, however, not attracted much attention. This article addresses two phenomena in the acquisition of second language syllable structure - a preference for open syllables, as manifest in paragoge, and a developmental process of final segment apocopation that applies to first language lexical items appearing under the domain of the second language intonational envelope. The data for the analyses come from spontaneous utterances produced by Japanese students of English as a foreign language. Results of two ten-factor variable-rule analyses suggest that paragogic epenthesis is conditioned by a syllable structure constraint based on the L1, and that variation in the type of segment epenthesized is governed by natural phonological constraints. Analyses of the apocope dataset indicate that acquisition of L2 stress patterns leads to a restructuring of the syllable structure constraint leading to suppression of open syllables in the L2.

This review article evaluates the intersection of the content of two recent anthologies in second language (L2) phonology. One of the books lays out both the methodological context and theoretical underpinnings of the field, whereas the other volume reports 11 empirical studies on the L2 acquisition of several aspects of pronunciation by adult learners of English whose native language is either Spanish or Brazilian Portuguese. The criteria applied for the evaluation lead to the conclusion that, for the most part, the studies are successful in presenting an interesting array of second-language pronunciation patterns, and that such an intersection of domains is a fruitful way to advance the field of interphonology.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura correspondente
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This research focuses on the production of final alveolar stops by Brazilian learners of English. In order to investigate that thirty learners from the pre-intermediate level of an English course read a sentence list in English, containing several environment combinations, and a sentence list in BP, containing word-final te and de. Alveolar stops are subject to allophonic processes in BP and serve as a dialect marker. Considering L1 transfer, it is expected that the production of English final alveolar stops is problematic. This production was examined according to three research questions and five hypotheses. The first research question concerned main types of production of final alveolar stops and it was hypothesized that BP learners would produce targetlike, aspirated, palatalized, and epenthesized forms, as well as forms aspirated with vowel epenthesis and palatalized with vowel epenthesis. Even though other types of production were found, the most frequent types of production were the ones predicted by the hypothesis. The second research question dealt with voicing of the target sound, and the hypothesis predicted that the voiced target would be mispronounced more often than its voiceless counterpart. It was found that voicing influence varied according to type of error. The third research question aimed at investigating effects of phonological environment and three hypotheses were formulated. Concerning preceding environment, it was hypothesized that vowel height would carry over to the target facilitating the process of palatalization. The hypothesis was confirmed. Then, following Koerich (2002), it was hypothesized that errors would increase from vowels to consonants, and then to pause in the following environment. This hypothesis was partially confirmed. The last hypothesis concerned sonority relations across syllables and the results pointed to tendencies. To sum up, markedness, phonological environment, and transfer seemed to interact, shaping the production of final alveolar stops in Brazilian Portuguese/English interphonology. Esta pesquisa focaliza a produção de plosivas alveolares em final de sílaba por estudantes brasileiros de inglês. No PB, plosivas alveolares são sujeitas a vários processos alofônicos e servem como um marcador dialetal. Portanto, sua produção em inglês pode tornar-se problemática. Trinta estudantes do nível pré-intermediário de um curso de inglês leram uma lista de sentenças em inglês contendo várias combinações de contexto fonológico e uma lista de sentenças em PB contendo palavras com sílabas finais te e de. A produção de plosivas alveolares finais foi examinada objetivando responder a três questões de pesquisa e investigar cinco hipóteses. (1) A primeira questão tratava dos principais tipos de produção de plosivas alveolares finais e a hipótese era que os participantes produziriam /t, d/ corretos, aspirados, palatalizados, epentetizados, aspirados com epêntese e palatalizados com epêntese. Embora outros tipos de produção foram encontrados, as mais freqüentes foram as previstas pela hipótese. (2) A Segunda questão lidava com vozeamento do som alvo e a hipótese previa que a consoante vozeada seria modificada com maior freqüência. Os resultados mostraram que influência de vozeamento varia conforme o tipo de erro. (3) A terceira questão tinha por objetivo investigar efeitos do ambiente fonológico e foram formuladas três hipóteses: (a) em relação ao ambiente anterior, foi suposto que altura da vogal afetaria altura do alvo promovendo palatalização, a hipótese foi confirmada; (b) seguindo Koerich (2002) foi suposto que erros aumentariam de vogais para consoantes para silêncio no ambiente seguinte ao alvo, a hipótese foi parcialmente confirmada; (c) a última hipótese investigava relações de sonoridade entre sons em diferentes palavras e os resultados apontaram apenas para tendências. Concluindo, marcação, ambiente fonológico e transferência parecem interagir modelando a produção de plosivas alveolares finais na interfonologia do Português do Brasil/Inglês.

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras Inglês e Literatura Correspondente.
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Research has shown that Brazilians tend to insert a vowel before word-initial /s/-clusters and to voice the /s/ depending on the following consonant features (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). The present study investigated the perception and production of /s/-clusters in the Brazilian Portuguese/English interphonology and effects of perceptual training on learners' performance. The data collection was carried out through a pretest, a training phase, a posttest, and a retention test. Production was assessed by four reading tests and an interview. Perception was assessed by an AX discrimination task and by a forced-choice identification test similar to the task used in the training, but with additional words and recorded by an unfamiliar talker. The main objective of the study was to verify whether perceptual training would lead to improvement in perception and production. Transfer of training to a discrimination task and to untrained words was also tested. The training was designed following a high-variability approach (Logan et al., 1991) with difficulty gradually increasing throughout the training program. The training set consisted of two-alternative-forced-choice identification trials with immediate feedback and replay allowed after hitting the decision key. The stimuli consisted of phrases recorded by two Americans. The results showed that the phonological context did not significantly affect perception and production and that /s/+sonorant clusters were more difficult than /s/+stop clusters in both perception and production. There was improvement in identification, transfer to production, to discrimination and to untrained clusters. Improvement in identification, discrimination, and production was still detected in an eight-month follow-up test. Correlations between identification, discrimination, and production were stronger before training because the improvement in performance varied considerably among the tasks. Estudos anteriores sobre /sC(C)/ em início de palavras mostraram que brasileiros tem a tendência de inserir uma vogal antes de /sC(C)/ iniciais e de vozear o /s/ dependendo dos traços fonológicos do som posterior (e.g., Cornelian, 2003; Rauber, 2006; Rebello & Baptista, 2006). O presente estudo investigou a percepção e a produção de /sC(C)/ iniciais na interfonologia do Português do Brasil/Inglês além de efeitos do treinamento perceptual na percepção e produção de /sC(C)/. A coleta de dados consistiu de um teste anterior, treinamento, um teste posterior e um teste de retenção. A produção foi acessada através de quatro testes de leitura e de uma entrevista. Percepção foi também acessada através de uma tarefa de discriminação AX e de um teste de identificação com alternativa dupla similar à tarefa de treinamento, com palavras extras e um locutor diferente. O objetivo principal era verificar se o treinamento perceptual provocaria melhora na percepção e na produção de /sC(C)/ iniciais. Transferência de treinamento para uma tarefa de discriminação e para palavras não treinadas também foi testada. O treinamento foi projetado seguindo uma abordagem de alta variação (e.g., Logan et al., 1991) com dificuldade gradualmente aumentando depois de cada bloco de treinamento. O programa de treinamento consistiu em questões de dupla alternativa com retroalimentação imediata e possibilidade de escutar o estímulo conforme vontade do participante até que uma resposta fosse dada. Os estímulos consistiam de frases gravadas por dois americanos. Os resultados mostraram que o contexto fonológico não afetou de forma significativa a produção e a percepção de /sC(C)/ e que /s/+soante sofreram mais modificações que /s/+plosiva tanto na percepção quanto na produção. Houve melhora na identificação e transferência de melhora para produção, discriminação e /sC(C)/ não treinados. Melhora na identificação, discriminação e produção ainda foram detectadas no teste administrado oito meses após o treinamento. Correlações entre identificação, discriminação e produção reduziram após o treinamento devido às diferenças na melhora de desempenho entre as tarefas testadas.

Cette étude se situe dans le domaine de la didactique de la prononciation en FLE en observant les erreurs de confusions phonético-phonologiques d’apprenants saoudiens. L’approche descriptive de la variation interphonologique à travers la constitution d’un corpus oral s’inscrit dans le cadre du projet IPFC (Detey & Kaxaguchi, 2008 ; Racine et al., 2012). Le projet IPFC-Arabe fournit des études pour différents groupes dialectaux (Abou Haidar, 2016), mais il existe peu d’études sur l’arabe saoudien (Al-Shihri, 2002). Le protocole de recueil des données utilise la liste de 69 mots du projet IPFC-Arabe. Il comprend 2 tâches (répétition et lecture) soumise à 9 sujets de niveau B1. Un groupe francophone de référence est soumis au même protocole. Les résultats comparent les groupes de locuteurs par tâche afin d’observer les zones de variations et la répartition des erreurs. L’analyse des résultats exprime une tendance au déplacement sur l’axe d’aperture
This study anchors in the field of pronunciation didactics in French as a Foreign Langage by observing the phonetic-phonological confusions made by Saudi learners. The descriptive approach of the interphonological variation through the constitution of an oral corpus is in accordance with the IPFC project (Detey & Kawaguchi, 2008 ; Racine et al., 2012). The IPFC-Arab project provides studies for different dialect groups (Abou Haidar, 2016), but there are few studies for Saudi Arabic (Al-Shihri, 2002). The protocol for collecting the data is based on the word-list of the IPFC-Arab project. It comprehends 2 tasks (repeating and reading) submitted to 9 subjects with level B1. A French native-speaking reference group is subject to the same protocol. The results enable to compare the speakers groups per tasks to observe the variation zones and the distribution of errors. The results express a tendancy to move along the axis of closeness position

L'objectif de cette thèse est de proposer une analyse de la problématique de l'utilisation de l'écrit dans l'enseignement/apprentissage de l'oral en langue étrangère, illustrée par le cas d'apprenants japonais de français en milieu universitaire au Japon. Il s'agit d'une thèse de didactique des langues et des cultures, qui, dans une approche implicationniste, établit une perspective de recherche didactique vis-à-vis du rapport entre multimodalité des supports (visuel/orthographique et auditif) et apprentissage de l'oral (en perception et en production), plus particulièrement celui du système phonético-phonologique du français. Les domaines didactique, phonético-phonologique et psycholinguistique sont dès lors sollicités pour rendre compte du rapport entre interphonologie et représentations orthographiques chez ces apprenants. La thèse s'articule en six grandes parties : 1) une introduction didactique (présentation des problématiques initiales à partir d'observations de terrain) ; 2) une partie linguistique (comparaison des systèmes phonético-phonologique et phonographémique français (L2) et japonais (L1)) ; 3) une partie psycholinguistique (description du fonctionnement cognitif des apprenants, en tenant compte de leurs spécificités vis-à-vis des processus de perception de la parole et de l'écrit) ; 4) une partie « problématiques » (reformulation des problématiques initiales et élaboration d'un protocole d'investigation quasi-expérimental) ; 5) une partie expérimentale (description des tests, résultats et interprétation, les tests étant axés sur la perception des segments /b, v, r, l/ et des groupes biconsonantiques /CC/) ; 6) une partie didactique conclusive (implications pour la recherche et pour les pratiques de classe, vis-à-vis de l'utilisation de la modalité visuelle dans l'enseignement/apprentissage de l'oral en L2). Il apparaît que si l'on souhaite faire apprendre le système phonético-phonologique d'une L2, il conviendrait de prendre davantage en compte la dimension phonographémique d'un tel apprentissage.

This chapter introduces the corpus-based L;2 French phonology research program Interphonologie du Français Contemporain (IPFC, Interphonology of Contemporary French) and provides an illustration of its methodological approach with a population of Spanish university students learning French as an L;2. For these learners the phonemic contrast between the two close rounded French vowels /y/ and /u/ is known to be difficult to acquire, but most studies in the past relied only on acoustic analyses of laboratory speech data elicited from rather few subjects. Within the IPFC framework, on the basis of a single multitask survey protocol for all populations of learners of L;2 French to ensure data comparability, data processing is carried out with an ad hoc auditory coding procedure which integrates contextual information and target-likeness assessment. In this chapter the results of three different approaches to process the /y-u/ Spanish production data are compared.