More recently, an alternative view has brought into focus the relationship between developmental markedness and language-specific input frequencies. With entirely original chapters on non-ambient-like productions by typically and atypically developing children, and second language learners, Unusual Productions in Phonology delves deeply into these competing explanations to show that patterns observed do not uniquely lend themselves to one or the other explanations.
Rather, they point towards the need for both universal markedness and statistical input considerations in any attempted explanation. Containing contributions from leading researchers from around the world, this impressive collection is a must-have resource for any researcher, practitioner, or advanced student specializing in phonology, cognitive psychology, applied linguistics, and communication disorders.
Phonology in English Language Teaching is an introductory text, specifically directed at the needs of language teachers internationally. Combining an overview of English phonology with structured practical guidance, this text shows how phonology can be applied in the classroom.
An introductory chapter provides the philosophical framework, followed by separate chapters on the phonology of consonants, vowels and prosody. As well as presenting core material on English phonology, the book explores the relationship of orthography to the English sound system from a historical and a present-day perspective.
The final chapter focuses on lesson design and provides practical advice to teachers on diagnosing and responding to students' pronunciation difficulties. As central themes, the book examines English seen from the perspective of international usage and considers the relationship of phonology to communication and the broader language curriculum.
Consistent with its practical and communicative orientation each chapter concludes with pedagogical exercises and ideas for classroom and community research projects.
While they present a welcome canonical view of language, there is a danger that students will end up holding a quasi-dogmatic opinion of the phonology of English, with little awareness of other views and approaches. In an attempt to overcome this limitation, the contributors to this volume have tried to combine theory and praxis in tackling different aspects of the phonology of English. The result is this book of readings which will hopefully provide students with reliable and up-to-date information on key issues both at segmental and supra-segmental level.
Bilingual contact, whereby speakers use two languages in their daily lives, is a very common phenomenon. Among such contacts, Romance-Germanic bilingualism is one of the most widespread. This book investigates several phonetic and phonological issues that are in contrast between four Germanic languages English, German, Danish and Swedish? Based on substantial original empirical research, published here for the first time, this volume represents the most current thinking on the topics covered, and provides essential reading for students, professionals and researchers in the fields of Bilingualism, Second Language Acquisition and Pedagogy, Psycholinguistics, Applied Phonetics and Phonology, Romance Linguistics and Germanic Linguistics.
Exploring English Phonetics is conceived as a meeting point of the diverse perspectives, approaches and interests of scholars working in the field of English Phonetics worldwide.
The focus of the volume is on the topics in the domain of language varieties, mutual language influences, and also on issues pertaining to the research, study, and teaching of English to speakers from other language backgrounds. Authors raise a number of novel, motivating and noteworthy questions, relevant from the point of view of either phonetic research or phonetic training and EFL teaching.
These questions cover a wide range of phonetic topics: the nature of vowels and consonants in several dominating varieties of English, the phenomena of connected speech and the nature of intonation, issues in the methodology of phonetic research, problems encountered by speakers of other languages striving to acquire English pronunciation, and attitudes to different native and non-native varieties of English.
Despite such a broad variety of topics, the volume offers a unifying approach to the study of speech and puts forward intriguing results gained by original research. Whatever their focus and sample size, most chapters deal with the English spoken and learned by speakers of other languages, thus highlighting both the current status of English as the language of global communication, and the international orientation of this volume.
Based on an innovative corpus-based approach, this book offers a comprehensive survey of the phonological and phonetic properties of L2 speech in English and German. The first part of the book critically examines current theoretical models and research methodologies in the field of second language acquisition of phonology and describes the advances that have been made in corpus linguistics over the past few years - in particular, the development of phonological learner corpora.
It furthermore presents the first learner corpus of L2 English and L2 German that is fully aligned and has extensive phonological annotations: the LeaP corpus.
The second part of the book describes the results of the quantitative and qualitative corpus analyses in the following areas of non-native speech: fluency, final consonant cluster realisation, vowel reduction and speech rhythm, intonation and general foreign accent. In addition, the influence of many non-linguistic factors, including instruction and a stay abroad, on the phonological properties of non-native speech is explored. Routledge English Language Introductions cover core areas of language study and are one-stop resources for students.
Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings—all in the same volume. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained. Written by authors who are experienced teachers and researchers, this best-selling textbook will appeal to all students of English language and linguistics and those training for a certificate in TEFL.
Why comparing AE ''with some other major varieties spoken outside the US'' p. Remedy of either sort, however, is unfortunately not found anywhere in the book. Regretfully, there is not even one single exercise in this direction. I think that the author would agree with me that it is not enough to say that a particular sound, or its variant, is found in x or y language.
The fifth chapter on the ''Acoustics of Vowels and Consonants'' is no doubt useful, but impractical. In the absence of experimental laboratories, say in the Arab world, the chapter will, with perhaps a brief introduction, most likely be skipped by the instructor.
And unless weak forms are introduced in connected speech first, it would be unwise to introduce passages intended to be read in the first place! It is only much later acknowledged p. Reference to British English, in particular RP received pronunciation , is demonstrably made more frequently than to any other variety.
Roach However, differences between AE and BE, though mostly in one direction, go beyond what we simply see in the text, especially the question of BE diphthongs 9 in RP vs. What is annoying in the comparisons, including variations in the US, is that the author supports his argument by citing variants in the ''speech of some''.
I think it would have been much better if he had made appeal to Labov et al. Injustice, attributable to Broselow , extends to Arabic; certain Lebanese and Egyptian observations are inadequate, and can in no way be generalized to all Arabic dialects and their regional variations.
Mind the cautious reader that there are over million Arabic speakers in the Arab world alone. And this itself requires a series of independent studies. The issue of vowel length is so delicate that no two phonologists can come into agreement, but arguments can often be forwarded on phonological basis. Elsewhere p. This is a useful distinction for pedagogical purposes, I suppose.
If this were not the case for AE, it is very much likely that [i], a tense vowel, would receive primary stress. When to use the suffix -ance or -ence and -ant or -ent? When to reduce com- and con- initially in disyllabic and multisyllabic words?
Is its pronunciation, like that of 'c', governed by the same following letters, viz. And is it true that native speakers of English store lexical words in their memory along with their stresses during acquisition, as some researchers claim? This does not mean that phonology instructors do not have answers to these and the like questions, but learners would like to have conclusive answers in print.
Transfer and universals in second language epenthesis. Gass and L. Selinker eds. Amsterdam: John Benjamins. Eckman, F. Markedness and the contrastive analysis hypothesis. Language Learning Some theoretical and pedagogical implications of the markedness differential hypothesis.
Studies in Second Language Acquisition Iverson Pronunciation difficulties in ESL: coda consonants in English interlanguage. Yavas ed. First and Second Language Phonology pp.
Fromkin, V. Rodman An Introduction to Language. Fort Worth, Texas: Harcourt, Brace. Gimson, A. An Introduction to the Pronunciation of English. London: Edward Arnold. Hawkins, P. Introducing Phonology. London: Hutchinson. Katamba, F. An Introduction to Phonology. London: Longman. Labov, W. Ash, and C. Boberg, eds. The Atlas of North American English: phonetics, phonology and sound change.
A Multimedia Reference Tool. Mouton de Gruyter. O'Connor, J. Better English Pronunciation. Cambridge: CUP.
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