Fonološka odstupanja govornika farsija u pisanome diskursu na početnoj razini učenja hrvatskoga kao inoga jezika

Croatians grapheme encoding at the beginner level of learning Croatian as L2 by Farsi speakers - a case study

“…The absence of consonant clusters at the beginning of syllables in Farsi can explain such a result. Adding an extra vowel aims to break the consonant cluster in the foreign language, which was proved by earlier research (e.g., Khorasgani et al, 2015;Alipour et al, 2019;Diklić, 2022). Similarly, the encoded entries for the word hrana were herana, harne, and karana, and the word vlak was encoded as velak and vulak.…”

“…Alipour et al (2019) discuss common errors, including epenthesis, vocalic transfer, and consonantal replacement, emphasizing the importance of understanding phoneme and grapheme differences between native and foreign languages for error reduction. Limited research exists on Farsi speakers' acquisition of Croatian as a second language (Diklić, 2022), focusing on phonological deviations in written discourse at the beginner level. The analysis reveals significant deviations, particularly in phoneme substitution, omission, and addition, often influenced by the phonological system of the speakers' native language.…”

“…Even six respondents encoded the word torba as turba. The transfer between the native language, which encodes only long vowels, most probably caused such results (Alipour et al, 2019;Diklić, 2022). Respondents had heard the long vowel in dictated text but did not encode it as the vowel o, which is not encoded in Farsi since it is short, but as a long and encodable vowel u.…”

“…Furthermore, in the analysis of phonological deviations of Farsi speakers at the beginner level of learning Croatian, Diklić (2022) also provides examples where it is evident that the respondents have not fully mastered the grapheme "lj" in words such as "prijatelj" (preitel, piryte, prejatel, prijatil, preitel, preyjette) or "obitelj" (obetil, obiteji, obitlj, obitel). Diklić (2022: 213) suggests that the respondents may have first heard these words without seeing them written down, mastering pronunciation but not the written form of the words.…”