In the ever-growing literature dealing with the acquisition by adults of the phonetics and phonology of a foreign language (FL), research has tried to provide an answer to the complex nature of cross-language transfer. The fact that despite idiosyncratic differences and sociolinguistic variation most adults learners of a foreign language (FL) speak with an accent which is a reflection of their native language (NL) and that their progress is impaired at a certain stage prompted a host of questions such as whether adults follow identical or different paths of development in their approach to a foreign language, whether those speaking the same native language are able to identify target language categories in the same way, whether perception and production are interdependent, the nature of the learning abilities and the interplay of transfer with universals. These and other problems relating to foreign language speech have been approached from different angles and theoretical frameworks (see Leather & James (1 99 1) for an overview, and more recently Leather (1999). The research reported here, based on the oral production of sixty-five Spanish adult learners of English as a FL, tries to shed some light on one of well-known problems related to the acquisition of a foreign language by non-native speakers: the analysis of different types of phonological processes shaping the fossilised interlanguage (IL) of adult FL learners in order to see a) whether they are adhered to by those adult learners sharing identical L1; b) whether
frozen IL reflects transfer from the leamer's L1 or is the result of developmental (Le. universal) processes. In this connection we(1987) and SimilarityIDifferential Rate Hypothesis (1999) or Ekman's Markedness Differential Hypothesis (1977) and Structural Conformity Hypothesis in connection with some of the processes under analysis. Optimality Theory will be brought in in dealing with some problems encountered under Cluster Simplification. Ultimately, we shall try to explain why adult speakers of a language like Spanish tend to identi@ target categories in much the same way without necessarily having to resort in all cases to language universals as decisive factors shaping their IL.
 shall examine the extent to which the leamers' IL reflects the alleged tendency to reduce complex syllabic margins to a Universal Canonical Syllable Structure (UCSS). We shall also
discuss the explanatory power of some universal phonological models like Major's Ontogeny Model

https://dialnet.unirioja.es/descarga/articulo/234245.pdf

Profiling the phonological processes shaping the fossilised il of adult spanish learners of english as foreign language. some theoretical implications.

/pdf/adquisicion-y-ensenanza-de-la-pronunciacion-2kzih3oegf.pdf

Adquisición y enseñanza de la pronunciación

There is very little evidence of research in the receptive dimension of phonological interlanguage - how non-native speakers manifest their competence in processing phonological input. A simple, but effective, experiment is described in this paper in which the receptive interlanguage phonological competence of non-native speakers is investigated. The target is British English vowel and consonant phonology for twenty Korean adults in higher education in UK. Their data indicates the major difficulties they display in perceiving British English consonants and vowels, as opposed to - and contrasted with - producing them. This article discusses the paucity of receptive phonological data, presents a methodology which includes a contrastive phonological analysis, exploits a parallel study in productive phonological interlanguage and produces a comprehensive analysis of the subjects' misperceptions (and their mispronunciations). It also speculates on the strategies they used when their interlanguage phonology proved inadequate. Finally, individual and group phonological profiles are provided, against which published pronunciation materials are measured - and shown to be inadequate in many cases. The study shows the importance of an adequate phonological competence and the importance of adequately designed teaching materials.

Non-native speakers' misperceptions of English vowels and consonants: Evidence from Korean adults in UK

Acknowledgements List of Figures List of Tables

Perception and production of syllable structure and stress by adult Libyan Arabic speaker acquiring English in the UK

As a response to a preliminary study (Leung 2010) of five HK learners of English which found that those who had grown up hearing Filipino-accented English showed no trace of this accent in their production, this study probes further to look for more subtle signs of exposure to Filipino English. Data were collected from 10 speakers aged 2½ to 25 who were divided into three groups. Both Groups A and B were initially exposed to Filipino-accented English input at home, and Group A continued to receive such input. Group C had not received any Filipino-accented English input at home. Findings from two perception tasks targeting English words with /p/, /t/, /k/, /f/, and /v/ onsets spoken in a Filipino accent showed that speakers with exposure to Filipino-accented English could better perceive these words than those who had none. A decline from Group A to C was found in their ability to recognise target phonemes, indicating that quantity and/or recency of input play a role. These results raise the issue of incipient/passive-bi¬lin¬gual¬ism (Diebold 1964; Romaine 1995) and call for more detailed study of attitude, accommodation and identity with respect to the acquisition of a given second language variety.

/pdf/i-know-pilipino-but-i-say-filipino-an-investigation-into-5bfdokxmgn.pdf

I know [pɪlɪpɪno] but i say [fɪlɪpɪno]: An investigation into Filipino foregin domestic helpers’ influence on Hong Kong Chinese’s L2 English phonology acquisition

This paper is a review of current practice in the study of phonological interlanguage as reported in Ioup & Weinberger: Interlanguage Phonology (1987) but supplemented by studies from Argentina and UK. The methodology of some 22 pieces of research is surveyed in terms of subjects, range of phonological features, 'synchronic' and 'diachronic' approaches, techniques and materials, audio-recording and transcription. Assessment of data by trained phoneticians is queried in a discussion on pure vs. applied aims in interlanguage research. If intelligibility of the learners' pronunciation is to be assessed, then untrained judges are more appropriate. The advantages and disadvantages of formal techniques are discussed. Ten stages of a full-scale study of interlanguage phonology are presented.

Methodology in Phonological Interlanguage.

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Methodology in Phonological Interlanguage.