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Phonology in Language Learning

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English Pronunciation Teaching and Research

Part of the book series: Research and Practice in Applied Linguistics ((RPAL))

Abstract

Understanding how learners acquire language, particularly pronunciation, can help sensitize pronunciation teachers and researchers to potential problem areas for students which may require remediation or signal a focus for further research. L1 acquisition is a lengthy process of learning to perceive and produce the elements of a language, including its individual sounds and sound patterns, while also learning to communicate with other people. Learners evolve a linguistic base for perception and production of speech which will be the starting point for all further language learning. Besides L1 transfer, individual differences in aptitude, personality, and motivation are an important factor accounting for differences in pronunciation outcomes. A further important factor is the explicit learning strategies which L2 learners use in their attempts to acquire pronunciation skills.

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Notes

  1. 1.

    Note that we do not in general make a distinction in meaning between the terms acquisition and learning. With regard to the traditional distinction made in SLA, it is our view that both acquisition (learning by means of implicit cognitive processing) and learning (learning by means of explicit and deliberate actions) are applicable to L1 and L2.

  2. 2.

    The limiting case is those who are severely deprived of linguistic input and practice throughout childhood, such as the neglected and abused child “Genie” (Curtiss, 1977) and the deaf child “E.M.” (Grimshaw, Adelstein, Bryden, & MacKinnon, 1998) and other deaf children with no sign language input or practice. The cause of failure to learn language in these cases may be lack of input alone or lack of input together with lack of practice producing language output. Children with certain cognitive, psychological, or specifically phonological disorders (Chap. 7) are generally less severe cases but may also not learn to speak their mother tongue perfectly, or may be developmentally delayed in learning to speak it.

  3. 3.

    It can be noted that some of infants’ spontaneous utterances (e.g., in nonsense babbling or involuntary emotive cries) may have no basis in their prior perceptual experience. It can be speculated that only in the case of those aspects of language which are instinctual or random are acts of production not based on prior related acts of perception.

  4. 4.

    Length of residence, in contrast, is less likely to be a proxy measure for amount of interaction or immersion in L2 environments since those who arrive after school age may be less likely to become immersed or integrated into an L2 environment, instead remaining relatively “sheltered” from L2 contexts in their own L1 circle or community (see below).

  5. 5.

    We note that this more explicit way of producing speech is a non-affiliative speaking style that expresses social distance and non-solidarity, and thus can affect the quality and quantity of input that those learners would receive from listeners.

  6. 6.

    Pennington (2018, p. 92) similarly speaks of reducing the gap between a language learner’s aspirational identity and performed identity.

  7. 7.

    It can be observed that WTC is in some ways the converse or inverse of the unwillingness to talk or fear of speaking seen in FLCA or PA, so it should come as no surprise that WTC and PA were found to have a fairly strong negative correlation of R = −0.60 (Baran-Lucarz, 2014).

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Pennington, M.C., Rogerson-Revell, P. (2019). Phonology in Language Learning. In: English Pronunciation Teaching and Research. Research and Practice in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-47677-7_2

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