PL2 production of english word-final consonants: the role of orthography and learner profile variables

Silveira, Rosane

doi:10.1590/s0103-18132012000100002

Cited by 8 publications

(13 citation statements)

References 15 publications

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“…Participants were more likely to insert an epenthetic vowel following the word-final consonant in the silent ‘e’ words than in the words ending in the consonant letter, but were more likely to exhibit L1 phonological processes (i.e., nasal vocalization or delateralization) when words were spelled with a final consonant letter. Silveira (2012) further found that there was an effect of English proficiency on performance, with the rate of L1 processes decreasing with higher proficiency.…”

Section: Orthography and The Pronunciation And Recognition Of L2 Wordsmentioning

confidence: 97%

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The influence of orthography in second language phonological acquisition

Hayes‐Harb

Barrios

2021

Lang. Teach.

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We provide an exhaustive review of studies in the relatively new domain of research on the influence of orthography on second language (L2) phonological acquisition. While language teachers have long recognized the importance of written input—in addition to spoken input—on learners’ development, until this century there was very little systematic research investigating the relationship between orthography and L2 phonological acquisition. Here, we review studies of the influence of written input on L2 phonological awareness, phoneme perception, the acquisition of phonological processes and syllable structure, and the pronunciation and recognition of words. We elaborate the variables that appear to moderate written input effects: (1) whether or not a novel phonological contrast is systematically represented by the L2 writing system (systematicity); (2) whether some or all of the L2 graphemes are familiar to learners from the L1 (familiarity); (3) for familiar graphemes, whether the native language (L1) and the L2 employ the same grapheme-phoneme correspondences (congruence); and (4) the ability of learners to perceive an auditory contrast that is systematically represented in writing (perceptibility). We conclude by calling for future research on the pedagogical implications of this body of work, which has thus far received very little attention by researchers.

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Section: Orthography and The Pronunciation And Recognition Of L2 Wordsmentioning

confidence: 97%

“…Silveira (2012) investigated the orthography-induced transfer of native language phonological processes to L2 pronunciation. Thirty-one adult native speakers of Brazilian Portuguese living in the USA performed a sentence reading task.…”

Section: Orthography and The Pronunciation And Recognition Of L2 Wordsmentioning

confidence: 99%

The influence of orthography in second language phonological acquisition

Hayes‐Harb

Barrios

2021

Lang. Teach.

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“…For the speakers, the questionnaire sought to obtain important information, such as age, gender, city of origin, Brazilian Portuguese variety, educational level, foreign language knowledge, learning experiences, and use of the English language. An Image Description Test, adapted from Silveira (2011Silveira ( , 2012 was used for the assessment of the speakers' English oral proficiency level. The test contained five slides with images that were not necessarily related.…”

Section: Instruments and Procedures To Collect Speech Samplesmentioning

confidence: 99%

Assessing second language oral proficiency development with holistic and analytic scales

Silveira

Martins

2020

R. Ilha do Desterro A J. of En. Language Lit. in English and Cu

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The present study discusses how a group of experienced raters use different types of scales to assess the development of oral proficiency in English as a second language (L2). Raters assigned rates to speech samples first using a holistic scale (CEFR, 2018) and then assigning rates for pronunciation, vocabulary, grammar and fluency performance using individual scales. The speech samples were recorded by five Brazilians. There were two data collection sessions, with the second one occurring 7-8 months after the first one. The results indicate high levels of agreement among raters for all scales. Furthermore, the raters detected changes in speakers’ performance in four out of five scales: L2 oral proficiency, vocabulary, grammar, and fluency, and these differences in rates across time were significant for oral proficiency, vocabulary, and fluency. Thus, the different types of scale allow detecting L2 oral proficiency development.

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“…Little research has been carried out about the acquisition of English prosody by L1 Brazilian Portuguese speakers as most studies have focused on the acquisition of the segmental domain (e.g., ALVES;ZIMMER, 2015;CRISTÓFARO SILVA ;CAMARGOS, 2016;KLUGE, 2012;RAUBER, 2006;SILVEIRA, 2012). In L2 prosodic acquisition, the employment of consciousness-raising activities has been shown to be helpful for EFL learners (RAMÍREZ VERDUGO, 2006;SAITO;WU, 2014).…”

Section: Introductionmentioning

confidence: 99%

Examining L1 Brazilian Portuguese speakers' sensitivity to English nuclear stress assignment

Souza¹

2017

RELIN

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Abstract:The aim of this paper was to examine whether Brazilian Portuguese learners of English are aware of English nuclear stress assignment and whether this awareness is affected by the utterance type. To the date, little research has been carried out about the acquisition of English suprasegmentals by Brazilian Portuguese speakers. Previous studies indicate that the acquisition of target-like nuclear stress assignment is difficult for EFL learners (ZUBIZARRETA; NAVA, 2011). However, non-target-like nuclear stress assignment is likely to lead into communication breakdowns, making its mastering a priority for L2 learners. The participants were 69 L1 Brazilian Portuguese learners of English and 16 native English speakers. Sensitivity to L2 prosody was measured in a perception task which presented low-pass filtered utterances differing in nuclear stress assignment. The results showed that the L1 Brazilian Portuguese speakers possessed less awareness about 1 The research reported in this manuscript is based on the doctoral research project of the author in which Brazilian Portuguese EFL learners' awareness about English phonology was examined in the segmental, phonotactic and suprasegmental domains (KIVISTÖ-DE SOUZA, 2015). The manuscripts reports only on the results of the prosodic domain, whose data was re-analyzed for the purposes of this paper. Linguagem, Belo Horizonte, v.25, n.2, p. 483-514, 2017 484 English nuclear stress assignment than the native English speakers (F(1, 83) =55.95, p <.001, η 2 =.40). Furthermore, awareness was affected by utterance type so that the only test category manifesting above chancelevel performance was deaccented sentences ending in function words (76%). In unaccusative (40%) and deaccented utterances ending in given information (52%), the performance was at or below chance-level. The findings suggest that L1 Brazilian Portuguese learners would benefit from explicit prosodic instruction even at advanced levels of proficiency. Keywords: phonological awareness; prosody; pronunciation. Revista de Estudos daResumo: O objetivo deste artigo foi examinar se os aprendizes brasileiros de inglês têm consciência sobre a alocação do acento nuclear de inglês, e se esta é afetada pelo tipo de sentença. Atualmente, poucos estudos têm sido conduzidos sobre a aquisição suprassegmental do inglês por falantes brasileiros. Os estudos prévios mostram que a aquisição de acento nuclear é difícil para aprendizes de inglês (ZUBIZARRETA; NAVA, 2011). No entanto, o uso adequado do acento nuclear deve ser uma prioridade para aprendizes de LE porque o seu uso inadequado leva a mal-entendidos. Os participantes foram 69 aprendizes brasileiros de inglês e 16 falantes nativos de inglês. A sensibilidade ao acento nuclear na LE foi medida num teste de percepção que apresentou sentenças com filtro passa-baixa que variavam nos padrões de entoação. Os resultados mostraram que os aprendizes brasileiros de inglês manifestavam uma sensibilidade mais baixa ao acento nuclear de inglês que os falantes nativos de inglê...

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PL2 production of english word-final consonants: the role of orthography and learner profile variables

Cited by 8 publications

References 15 publications

The influence of orthography in second language phonological acquisition

The influence of orthography in second language phonological acquisition

Assessing second language oral proficiency development with holistic and analytic scales

Examining L1 Brazilian Portuguese speakers' sensitivity to English nuclear stress assignment

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