sC-clusters in Brazilian Portuguese

Silva, Thaïs Cristófaro; Freitas, Matheus

doi:10.5334/jpl.231

Cited by 1 publication

(1 citation statement)

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“…t]op). While i-epenthesis can be usually attributed to an L1 effect (sC onsets are non-existent in BP and i-epenthesis is the most commonly-employed strategy for syllabifying illicit structures; see also Cristófaro Silva and Freitas (2020), who found that sC clusters are phonetically represented as either [is. C] for native words, or [sC] for loanwords), the phenomenon is rather complex and is motivated by a variety of linguistic and extralinguistic factors (Cardoso and Liakin, 2009).…”

Section: The L2 Acquisition Of Sc Onsetsmentioning

confidence: 99%

Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

Cardoso

Collins²,

Cardoso³

2021

Front. Commun.

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This study investigates the effects of three types of instruction on the acquisition of foreign /s/-initial onset clusters (/sl/, /sn/, and /st/-sC clusters), a process characterized by a developmental sequence in which /sl/ is acquired before /sn/ and /st/. 118 native speakers of Brazilian Portuguese participated in a 4-week language course to learn a set of vocabulary and associated pronunciation of Taki, a self-constructed miniature linguistic system. The participants were divided into three groups, each corresponding to one of the hypotheses that characterize three types of explicit second language instruction: Teachability, Projection of Markedness (Projection), and a combination of the two (Mixed). A mixed analysis of variance (ANOVA) analysis of the participants’ production of sC clusters revealed that, in one of the tasks employed (read aloud), the group that focused exclusively on the more marked/st/ (Projection Group) had the best overall performance in the acquisition of the three clusters: this group was able to generalize their knowledge to the sC clusters they were not taught. In general, the results support Zobl’s Projection Model of Markedness for explaining the phonological development of syllable structure, wherein the instructional effect of a focus on the most marked /st/ projects to knowledge of the less marked structures.

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Section: The L2 Acquisition Of Sc Onsetsmentioning

confidence: 99%