Phonotactics

I will discuss the reasons why Arabic speaking English learners have difficulties with word stress. English stress can be used to distinguish meaning where in Arabic this is not possible. For example the noun permit (/ˈpəːmɪt/) and verb permit (/pəˈmɪt/) is distinguished by the stress. Arabic is a stress timed language and predictable. Therefore learners have difficulties in comprehending the unpredictable English stress Previous studies of phonotactics Researchers have carried out studies on the errors and problems faced by Arab learners of English, such as Al-Shuaibi (2009), Binturki (2008), Barros (2003), Wahba (1998), Altaha (1995), Kharma & Hajjaj (1989), Abdul Haq (1982), Harrison, Prator and Tucker (1975). Majority of the studies were focussed on phonology, morphology and syntax. Al-Shuaibi(2009) study focuses on phonotactics, and finds that learners have problems in pronouncing English initial consonant clusters having three members, and final consonant cluster of three and four members. The study showed some processes Arab learners of English used in pronunciation of the clusters; reduction, deletion and…

Oral language Observation Eugene has some trouble with talking and reading. When he talks, one of the first things that is noticeable about Eugene is that he has trouble pronouncing words and that is shown through his stuttering. His stuttering mostly occurs at the beginning of a word, but once he says his initial sounds, the rest of the sounds in the word he says is clearly pronounced. While he is stuttering, Eugene closes his eyes tight to concentrate on getting the initial sound out. He…

Although studies do exist they are not adequately representative of speech perception with bilinguals. This study will aid in the understanding of how bilinguals use two languages to perceive speech. The purpose of the research is to compare the speech perception of bilinguals in three categories, phonotactic construction, age or language, and developmental trends. The previous studies are indicative that perhaps speech perception…

attention to the prosodic and phonetic regularities of speech. The prosodic cues of speech include frequency, duration, intensity, stress, intonation and rhythm while the phonetic regularities of speech refer to phonemes and how to combine them to form sequences of sounds. Without this ability children will not be able to properly produce their native language, nor will they be able to understand what is being said to them. Essentially, children will not be able to segment the speech stream and…

How do phonotactic rules impact a child’s phonological development? From an early age, infants begin using phonotactic cues to parse streams of speech. They also become attuned to the probability that certain sounds will occur in general and in specific places of syllables and words. A child will use his/her knowledge of these probabilities to segment a potential word boundary following a sequence. Knowing phonotactic probabilities—and improbabilities—enables an infant to segment novel, or new,…

Mahot, & Poncelet, 2012b; Majerus & Cowan, 2016). There is a link between dyslexia and verbal short term memory deficit. For information to be stored in the long term memory, the language systems have to be involved a great deal. The likelihood for the verbal short memory to recall or retrieve a verbal task is dependent on the already existing linguistic representations in the long term memory. It is easier to physic student read and be able to recall information related to physic than it is…

In order to acquire language knowledge, the child needs to be able to pay attention to adult’s interaction with objects until the names of objects, as well as the names of actions are implanted into his or her long term memory. The better the attention span of the infant is, the better his or her language development will be. Infants also need to be able to distinguish speech from environmental noise, as well as the various phonemes within a language. The child will learn phonotactic…

the students to learn about each other’s culture and help to build cultural respect among one another. Other culturally responsive teaching methods would include student-centered instruction, culturally mediated instruction, reshaping the curriculum by utilizing non-textbook resources, offer learning activities that reflect the students’ backgrounds, develop integrated universal theme units, and the teacher as a facilitator (Brown University). 3. Based on your learning of English phonetics and…