The Acquisition of L2 Fricatives in Thai Learners’ Interlanguage

Sridhanyarat, Kietnawin

doi:10.17576/3l-2017-2301-02

Cited by 9 publications

(16 citation statements)

References 24 publications

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“…Hence /f, s, h/ are the sounds that exist in both L1 and L2 phonological system (shared sounds) whereas the other six sounds exist only in the L2 sound system (non-shared sounds). While there is a fair number of studies on the production of English fricatives by L2 Thai learners (Brière & Chiachanpong, 1980;Burkardt, 2008;Chunsuvimol & Ronakiat, 2000Kitikanan, 2016;Kitikanan, Al-Tamimi, & Khattab, 2015;Richards, 1966;Roengpitya, 2011;Sridhanyarat, 2015Sridhanyarat, , 2017, the study of Pansottee (1992) is the only that was carried out to explore the discrimination of English fricatives and the effect of interstimulus interval on the sound perception of eight-year-old and six-year-old children. The stimuli in her study were three types: a phonemic sound pair (P), in which two sounds exist in L1 and L2 (/f/-/s/), a non-phonemic sound pair (NP), in which neither of the sounds exist in L1 (/θ/-/ʃ/) and phonemic and a non-phonemic sound pair (PNP), in which one sound exists in L1 and L2 and the other exists in L2 only (/f/-/θ/, /f/-/ʃ/, /s/-/θ/ and /s/-/ʃ/).…”

Section: Introductionmentioning

confidence: 99%

The Effects of L2 Experience and Vowel Context on the Perceptual Assimilation of English Fricatives by L2 Thai Learners

Kitikanan¹

2017

ELT

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The aim of this study is to investigate the effect of vowel context and language experience in the perceived similarity between L2 English fricatives and Thai sounds. The target English sounds being investigated were the sounds /v, f, w, θ, tʰ, s, ð, d, z, ʃ, t͡ ʃ/. These sounds were elicited from four native English speakers in words in onset position and followed by three vowel contexts: high, low and back. Subjects were 54 Thai students divided into two groups: English-major and non-English-major. These Thai learners were asked to identify the sounds they heard with the Thai sounds that were closest in their perception. The findings showed that 1) all shared sounds were matched with the same L1 categories, suggesting that the existence of L2 sounds in the L1 sound system supports the perception; 2) most non-shared sounds, except English /θ/ were matched to Thai sounds that were suggested in previous literature; 3) the perceived similarity of English /θ/ and the L1 Thai sounds showed the effect of the vowel context in that this sound was mostly matched with Thai /f/ in the high and low vowel contexts whereas in the back vowel context, it was matched with Thai /s/; 4) the perceived similarities of both shared and non-shared sounds were affected by vowel context and language experience. The findings of this study shed light on the importance exploring perceived similarities and differences in the phonetic level rather than the phonological one.

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Section: Introductionmentioning

confidence: 99%

The Effects of L2 Experience and Vowel Context on the Perceptual Assimilation of English Fricatives by L2 Thai Learners

Kitikanan¹

2017

ELT

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“…The concept of interlanguage has been widely adopted to describe how learners develop their linguistic knowledge, ultimately allowing researchers to gain a fuller understanding of the learning process (see e.g., Fauziati, 2017;Phoocharoensil, 2011;Sridhanyarat, 2017;Sumonsriworakun & Pongpairoj, 2017). Thus, this study adopted the notion of interlanguage serving as the major theoretical framework to account for the way Thai EFL learners develop their knowledge of L2 collocations.…”

Section: Interlanguage and Interlanguage Variabilitymentioning

confidence: 99%

“…In this study, the point of acquisition was designated on the basis of at least 80% accuracy for a given structure. This figure helps in clarifying whether a particular form is fully acquired and hence indicates that the interlanguage variability may be fading (Andersen, 1978;Carlisle, 2006;Eckman, 1991;Sridhanyarat, 2017).…”

Section: Interlanguage and Interlanguage Variabilitymentioning

confidence: 99%

“…In order to answer the first research question, it was necessary to formulate two hypotheses based on a Wilcoxon Signed Rank Test as follows: H0: the median for a particular variable is equal to 0.80, whereas H1: the median for a particular variable is not equal to 0.80. Thus, Number 0.80 refers to 80%, used in several studies (e.g., Andersen, 1978;Carlisle, 2006;Eckman, 1991;Sridhanyarat, 2017) as the criterion level of acquisition. If the P-value of each particular variable is less than α 0.05, it can be confirmed that that variable is statistically difficult for the informants in the interlanguage.…”

Section: Difficulty Of L2 Collocation Acquisitionmentioning

confidence: 99%

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Thai Learners’ Acquisition of L2 Collocations: An Interlanguage Perspective

Sridhanyarat

2018

GEMA

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The emergence of second language (L2) collocation studies has grabbed the attention of a number of scholars. However, few empirical studies from an interlanguage perspective have addressed the issue of how learners acquire L2 collocations. The current study investigated what grammatical and lexical collocations posed difficulty to Thai EFL learners and whether learners of different proficiency levels exhibited the same order of acquisition. The study also attempted to explore whether task differences significantly affected the learners' acquisition process. The participants were organized into a high proficiency group (N = 45) and a low proficiency group (N = 45). Receptive and productive tasks were devised to gauge the learners' collocation knowledge. In the receptive task, the learners were encouraged to identify errors. In the productive task, they were asked to write a correct collocate required for a certain context. The results illustrated that almost all target collocations were difficult for both advanced and basic groups. Only verb-preposition collocations did not pose any considerable difficulty to the advanced participants. In terms of acquisition order, there were palpable differences between the two groups. It was also discovered that the different tasks administered exerted a profound effect on the learners' order of collocation acquisition. The key findings are discussed in light of first language (L1) transfer, transfer of prior knowledge of a particular congruent collocation, familiarity with receptive tasks, and effects of both receptive and productive tasks. The findings suggest that teachers can teach students a group of words rather than individual words by utilizing meaningful materials oriented toward specific difficult collocations or receptive-productive integration tasks. Teachers can also encourage their students to practice using frequency-based collocations and dictionaries in English classes.

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“…Accordingly, an L2 structure that is less frequent and less natural than its L1 counterpart will be difficult to learn, and the likelihood that L2 learners will tend to transfer it is even greater. An L2 structure that is more frequent and more basic will cause less L1 transfer (Sridhanyarat 2017). Eckman (1977, p. 321) posits the Markedness Differential Hypothesis (MDH) as: (a) Those areas of the target language which differ from the native language and are more marked than the native language will be difficult.…”

Section: Introductionmentioning

confidence: 99%

The Markedness in Acquiring Do-support in Negation and Inversion by Adult Native-Arabic Speakers Learning English

AL-Makatrah

Yasin

Sulaiman

et al. 2017

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The purpose of this study is to determine whether the markedness phenomenon of Do-support as a specificlanguage property poses greater difficulties for adult Arabic-speaking learners thereby bringing about more L1 transfer than the auxiliary verbs BE and HAVE. Do-support in the inter-language of adult native-Arabic speakers learning English was insufficiently addressed despite the complexity and that Arabic lacks do-support in negation and inversion. This study was conducted to address this gap within the theoretical framework of Differential Markedness Hypothesis (DMH Do-support compared to BE and HAVE.

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The Acquisition of L2 Fricatives in Thai Learners’ Interlanguage

Abstract: ABSTRACT

Cited by 9 publications

References 24 publications

The Effects of L2 Experience and Vowel Context on the Perceptual Assimilation of English Fricatives by L2 Thai Learners

The Effects of L2 Experience and Vowel Context on the Perceptual Assimilation of English Fricatives by L2 Thai Learners

Thai Learners’ Acquisition of L2 Collocations: An Interlanguage Perspective

The Markedness in Acquiring Do-support in Negation and Inversion by Adult Native-Arabic Speakers Learning English

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