Phonological Development Of Native Japanese Speakers Essay

1. ELL students need to be familiar with the sounds of English before they can develop phonological awareness. 2. Instruction needs to be explicit, modifications made, and practice needs to be given when needed. 3. Once phonological awareness has developed in any language, then it can be transferred to other languages that are learned.  4. Teachers should frequently model the production of sounds. 5. Beginning readers should get help to learn to identify sounds in short words.

This paper investigates the contribution of early Arab scholars in general phonetics and phonology and its impact on modern phonetics. It is important to note that phonetics and phonology were not independent disciplines. Rather, they were part of other disciplines. Therefore, in terms of early Arab contribution to phonetics and phonology, their scholarship can be derived from three major areas:

The researchers utilized 186 monolingual and bilingual kindergarteners, first graders, and second graders from Taiwan. The author’s hypothesized that the bilingual children (Mandarin & Southern Min) would be likely to learn experimentally manipulated phonotactic patterns more readily than their monolingual peers. The researchers provided the parents with a home language use questionnaire. The authors created two artificial languages with the same phonemes. The two artificial phonological systems consisted of four onsets (/p/, /ph/, /l/, and /n/) and eight rimes. The test phase involved a two-option forced-choice judgment

Mitri, Souraya, and Mansour Terry. "Phonological Awareness Skills in Young African American English Speakers." Reading and Writing 27.3 (2014): 555-69. Print.

When talking about the language development of children it consists of four domains, which are the phonological development grammatical development, lexical development and pragmatic development. Phonological development focuses on the development of speech sounds which deals with the pronunciation of the words. At my field site, which is located at Brooklyn College, I noticed two students’ phonological development. I was observing the ones class. One of the students, Nathanial was given the object ball and the teacher kept repeating herself and said, “Ball, this is a ball. Ball.” N tries to repeat after her and trying to tell he me, he lends against me and said, “ba”. Nathanial could only pronounce the beginning of the word. Then

(2015), the focus of the research expands on previous findings that there is a modulatory role of primary language in learning to read a secondary language. The phonological aspect is of particular concern as the researchers distinguish between addressed and assembled phonologies. Known as the dual-route model of word learning, assembled phonology (i.e. grapheme-to-phoneme mapping) is typically utilized to read unfamiliar words whereas addressed phonology makes use of the relationship between the visual appearance of words and their sounds, and is consequently employed for familiar word reading. Due to the differences in orthography between English and Chinese, it is unsurprising that alphabetic languages emphasize assembled phonology while logographic languages, without letter-phoneme mappings, rely on addressed phonology. As found in Cao, Brennan, & Booth (2015), existing research indicates that cognitive and neural mechanisms can be shaped by native language. In Mei et al. (2015), the assimilation-accomodation hypothesis essentially posits that these influentially developed neural mechanisms will inevitably affect the processing of a second language. The present study adopted a Korean artificial language training paradigm in order to examine the potential differences hypothesized to exist between native English speakers and native Chinese speakers. The recruits consisted of 42 native Chinese speakers and 43 native English speakers, neither of which had prior experience with the Korean language. Within both samples, participants were divided in terms of the type of training (i.e. addressed phonology vs assembled phonology). A total of 120 artificial language words were used. They were divided into two groups of stimuli in which some were trained words and others were not trained words (in order to detect the transfer of learning). Participants were asked to read each presented word with haste and precision in mind. Data was collected through an

Language development can be defined as how children improve their language skills during their childhood. This topic has resulted in many disagreements between language experts. The disagreement is whether genetic or environment effects our development. This is referred as the nature and nurture conflict. Nature is the characteristics we inherit through our genes (McLeod, 2016).

As a teacher or parent, I think it is very important during the stage of phonological development to work on the speech sounds that children tend to avoid and become uncomfortable when coming across these sounds. There are many games and activities that can help improve phonological development at home and in the classroom. The activities used would depend on which specific sounds the child is having a difficult time pronouncing and whether that child is struggling with rhyming, syllables, blending, segmenting, onsets and rimes, etc.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

Bulgarian language consists only of six vowels, which are all short vowels. In comparison, Standard American English has fifteen vowels, including the diphthongs. Often, when a Bulgarian person learns English as a second language, this fact becomes underestimated and the importance of the vowel pronunciation is undervalued. Yet, when living in the United States, often a Bulgarian speaker tries to adapt to the American English phonological system as much as he/she can, and tries to melt this difference between the mispronunciations of the vowels. However, is it possible to blend so much to the American culture and be able to pronounce all the vowels, regardless of the phonological differences? This research emphasizes on the difference between

Minimal contrast therapy in English language only was used to treat the child’s phonological disorders for a five month period. The purpose of the study was to determine whether the identified hypothesis was true that “a multilingual child is likely to use a common phonological system that may be shared by two or more languages during the early learning stages” (Ray, 2002). Questions are discussed throughout in determining appropriate assessment and intervention for bilingual or multilingual children. One question being considered in the article is whether “bilingual children maintain separate or shared phonological systems” (Ray, 2002). The researchers question whether one a cognitive linguistic approach or minimal contrast therapy is an appropriate therapy technique for generalization of targeted sounds as well as untrained sounds in multilingual children across languages. Ray, demonstrates an underlying theoretical view of a shared phonological system reflective of a Unitary system; meaning that children begin with a shared phonological system that eventually separates into two separate phonological systems. Noted from the study was that the child chose “two different phonological processes for one word in two different contexts” (Ray, 2002). Minimal contrast therapy was used to help the child distinguish the differences between sounds through sorting minimal pairs with words in which the child would identify the targets sound versus

The older the learner begins to acquire a second language, the less likely he or she is to achieve native-like proficiency. Several other factors might influence ultimate attainment post-puberty, such as motivation, learning style, and aptitude. However, age is the most reliable predictor of success or failure in second language acquisition.

Brown (1992) explains that from the view of understanding ordinary spoken English, the failure to move outside the basic elements of prosody of oral English must be observed as catastrophic for any learner who wants to manage with the native English position. (Brown, 1992) He further, writes that when a learner is only exposed to articulate English, he will trust on audio signals, which he will be denied when he meets the Standard English of native speakers. (Brown, 1992) By stating this, Brown meant that singular sounds or tones are affected by the surrounding language, and are often said differently from what an English learner who depends on dictionary would expect. For this, Brown (1992) states that for effective communication in English language, listening are significantly enhanced by learning via elucidation and satisfactory practice of how the words and sounds transform according to the prosodic impact of the speaker’s intents. Focus on English pronunciation directions, thus, should be to give leaners the prosodic basis within which the sounds or tones are structured. (Brown, 1992) Instructions should focus on the ways in which English utterers depend on rhythm to structure thoughts, highlight fundamental words, and otherwise lead

Kanji is unique language in the world. This language is not like English that makes the word with consonant and vowel letters. Kanji has the morphographic language that one letter with the meaning and the pronunciation, and there are more than 2000 letters of Kanji in Japanese Language. If we are learning Japanese, we have to memorize many Kanji characters with meaning and sound because Japanese uses Kanji a lot in their society. However, actually knowing Kanji is hard for many people. Even native Japanese people sometimes do not know how to read Kanji, which is rarely used. Therefore, there is a debate that about abolishing Kanji. Does Japanese actually need to use Kanji? Japanese language has already two phonographic scripts, Hiragana and Katakana, so some of people can argue that Japanese does not need Kanji is too complicated to learn Japanese. However, in my opinion, Kanji abolishment is not a good choice for Japanese for tradition and uniqueness.

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.