Production of Bangla stops by native English speakers learning Bangla: An acoustic analysis

Differences in the phonetic and phonological systems of Bangla and English result in negative transfer in the Bangla stop productions of native English speakers. The phonetic realizations of Voice and Aspiration and their interactions with each other are the key factors in this. A production study was carried out focusing on sixteen of the twenty Bangla stops that are distinguished by a four-way voice/aspiration contrast at four different places of articulation, providing a contrastive acoustic analysis of the pronunciation of L1 and L2 adult speakers. Data containing these stops in an intervocalic environment in word-initial, word-medial, and word-final positions was elicited by digital recording from twelve native Bangla speakers and twelve native English speakers. The data from the L1 speakers was analyzed to investigate production characteristics related to the following acoustic variables: vowel voicing onset time, closure duration, closure voicing, preceding vowel duration, and duration of aspiration noise. The data from the L2 speakers was then analyzed using the same variables. The primary acoustic correlates of Voice and Aspiration in Bangla were found to be closure voicing and vowel voicing onset time, respectively, and the interaction of these two variables made a clear distinction between the four stop classes of Bangla: voiceless unaspirated, voiceless aspirated, voiced unaspirated, and voiced aspirated. Evidence was found supporting the work of various researchers who have suggested that a [breathy voice] feature is not necessary for a phonological description of the Indo-Aryan languages. The stop productions of the native English speakers indicated a conceptual awareness of the four stop classes, but it was also clear that they lacked a native-like control of the Voice and Aspiration features and their specific interactions with each other. The degree to which the L2 productions of the four stop classes were different from those of the L1 was directly correlated to each class’s similarity to English phonological patterns, providing evidence of certain predictable aspects of L1 transfer. In order to fully apply the results of this study in a pronunciation acquisition context, perceptual studies will need to be done to identify the salience of these acoustic variables for both L1 and L2 speakers. Perceptual studies involving L1 speakers may also give a greater understanding to the ongoing discussion on the best phonological description of the four-way stop systems of the Indo-Aryan languages

Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

Aims and objectives: The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how cross-linguistic, developmental and socio-cultural factors affect stop consonant production. Design: To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis: The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings: The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children’s productions showing the greatest influence from English. Originality: This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second- and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications: These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants

Problems of Pronunciation for the Chittagonian Learners of English: A Case Study

The study focuses on the scenario of English pronunciation of the speakers at the tertiary level at International Islamic University Chittagong in Bangladesh, dealing with existing pronunciation style of the students of Chittagong background and tries to identify the influence of the Chittagonian variety in this regard. The study is qualitative by nature and the methods of data collection consist of record keeping of words through direct interview, reading passages, presentation and dialogues with a view to avoiding confusion regarding pronunciation. The results of the study are the mispronunciation of some commonly used English words because of the influence of Chittagonian variety, ignorance and lack of knowledge of the Standard English pronunciation system, etc. On the basis of the findings, some recommendations have been suggested so that the students could create self-awareness about the standard pronunciation of English; also the teachers should be familiarized with the standard pronunciation of English, etc. Key words: Chittagonian English speaker, Chittagonian variety, Pronunciation problem, Tertiary level.

Cognitive load theory and listening to accent variations in English

Accent variability is an emerging field of study in listening to varieties of English. Mutual intelligibility of accent variations in monolingual, as well as multilingual settings may become challenging for native as well as non-native speakers of English. In a CLT framework this thesis examined the accent variability effect and the expertise reversal effect in listening to native and foreign-accented English with different levels of expertise groups. The three experiments reported in this thesis addressed issues of how accent variability boosted meaningful understanding of listening comprehensions, and how instructional design could aide learning in perceptual listening environments so that learners did not become entangled in the novelty of the accents; at the same time maximising the learning of such instructional procedures.In Experiment 1 three single-accent conditions and six multiple-accent conditions were used. The accents were Australian English, Chinese-accented English and Russian-accented English. These three accents were permuted in six combinations to have the six multiple-accent conditions. The results of Experiment 1 did not support the hypotheses. The low expertise learners did not perform better in single-accent conditions and the high expertise learners did not perform better in multiple-accent conditions. In Experiment 2 Russian-accented English and Australian English were employed. The results partially supported the hypotheses. It was found that the single-accent condition was not easier for the low expertise students whereas the dual-accent condition was easier for the high and very high expertise students. In Experiment 3 the low expertise group listening to Indian-accented English found the accent condition easier than the low expertise group listening to both Indian and Arabic-accented English. The high and very high expertise students learned more listening to Arabic and Indian-accented English than listening to Indian-accented English only. The low expertise individuals were more prone to be challenged by the novelty of the dual-accent conditions. The findings of the experiments were explained in terms of accent variability effect and expertise reversal effect in a CLT framework. Instructional design, as pertaining to this thesis facilitated the naïve, as well as expert English language learners’ abilities in extracting accent-independent global adaptation to English within a CLT framework

Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility

Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds

L2 Inflectional Morphology and Prosody: The Case of L1 Bengali Speakers of L2 English

This study is set in the context of the persistent omission of functional morphology by adult second language speakers, which often remains in evidence at high levels of proficiency and end-state grammars. The aim of this thesis is to examine the spoken suppliance of inflectional morphology by adult first language speakers of Bengali, as spoken in and around Dhaka, Bangladesh, and to do so in the phonological framework of the Prosodic Transfer Hypothesis. An initial analysis of the prosodic representation of Bengali inflectional morphology, in contrast to that in English, finds that the acquisition task for Bengali speakers should, on the one hand, be facilitated according to the availability of required second language prosodic representation to transfer to the interlanguage grammar. On the other, however, a mismatch is found between the minimality requirements of the prosodic word and the moraic structure below the level of the prosodic word. A small group of learners from beginner to advanced participated in a semi-spontaneous elicitation task, grammaticality judgement test and elicited imitation task. The data were analysed for evidence of suppliance of inflection (in accordance with the Prosodic Transfer Hypothesis) and for signs of transfer of Bengali minimality requirements and subsequent repair on English 'sub-minimal' stems. The results of the experiments in this study found that by advanced proficiency, first language Bengali speakers appeared to reap the benefits of transfer of first language prosodic representation. However, though observation of suppliance rates on different stem types during the developmental stages may at first not seem to support the outcome, depending upon the interpretation of the strong and weak versions of the Prosodic Transfer Hypothesis, asymmetrical suppliance rates at lower levels may, in part, be phonologically influenced by the availability of the required prosodic representation and adjustment to the moraic structure of the second language

An Investigation into the Errors Committed by First Year Undergraduates in the Department of English at Jahangirnagar University

English has currently been spoken all over the world which substantially influences its development In Bangladesh English is taught at all levels of education Moreover it has become a notion that if a person does have a good command of English that person is going to get a very good job To learn English a learner has to go under a complex process of committing errors This paper is meant to present how the English variety in Bangladesh has been phonologically and grammatically written and spoken full of errors This paper reviews errors on grammatical lexical and phonological aspects of written and spoken English with theoretical background and procedure of error analysis It empirically through qualitative and quantitative method finds out the errors in pronunciation grammar articles auxiliaries and prepositions and also reflects the possible reasons behind the errors in written and spoken English Finally it provides some recommendations for effective remedial measures and feedback techniques for developing spoken English in the light of the theoretical and empirical findings of the researc

The production and perception of peripheral geminate/singleton coronal stop contrasts in Arabic

Gemination is typologically common word-medially but is rare at the periphery of the word (word-initially and -finally). In line with this observation, prior research on production and perception of gemination has focused primarily on medial gemination. Much less is known about the production and perception of peripheral gemination. This PhD thesis reports on comprehensive articulatory, acoustic and perceptual investigations of geminate-singleton contrasts according to the position of the contrast in the word and in the utterance. The production component of the project investigated the articulatory and acoustic features of medial and peripheral gemination of voiced and voiceless coronal stops in Modern standard Arabic and regional Arabic vernacular dialects, as produced by speakers from two disparate and geographically distant countries, Morocco and Lebanon. The perceptual experiment investigated how standard and dialectal Arabic gemination contrasts in each word position were categorised and discriminated by three groups of non-native listeners, each differing in their native language experience with gemination at different word positions. The first experiment used ultrasound and acoustic recordings to address the extent to which word-initial gemination in Moroccan and Lebanese dialectal Arabic is maintained, as well as the articulatory and acoustic variability of the contrast according to the position of the gemination contrast in the utterance (initial vs. medial) and between the two dialects. The second experiment compared the production of word-medial and -final gemination in Modern Standard Arabic as produced by Moroccan and Lebanese speakers. The aim of the perceptual experiment was to disentangle the contribution of phonological and phonetic effects of the listeners’ native languages on the categorisation and discrimination of non-lexical Moroccan gemination by three groups of non-native listeners varying in their phonological (native Lebanese group and heritage Lebanese group, for whom Moroccan is unintelligible, i.e., non-native language) and phonetic-only (native English group) experience with gemination across the three word positions. The findings in this thesis constitute important contributions about positional and dialectal effects on the production and perception of gemination contrasts, going beyond medial gemination (which was mainly included as control) and illuminating in particular the typologically rare peripheral gemination

Foreigner-directed speech and L2 speech learning in an understudied interactional setting: the case of foreign-domestic helpers in Oman

Ph. D. (Integrated) ThesisSet in Arabic-speaking Oman, the present study investigates whether speech directed to foreign domestic helpers (FDH-directed speech) is modified when compared with speech addressed to native Arabic speakers. It also explores the FDH’s ability to learn the sound system of their L2 in a near-naturalistic setting. In relation to input, the study explores whether there are any adaptations in native speakers’ realizations of complex Arabic consonants, consonant clusters, and vowels in FDH-directed speech. By doing so, it compares the phonetic features of FDH-directed speech in relation to other speech registers such as foreigner-directed speech (FDS), infant-directed speech (IDS) and clear speech. The study also investigates whether foreign accentedness, religion and Arabic language experience, as indexed by length of residence (LoR), play a role in the extent of adaptations present in FDH-directed speech. In relation to L2 speech learning, the study investigates the extent to which FDHs are sensitive to the phonemic contrasts of Arabic and whether their production of complex Arabic consonants and consonant clusters is target-like. It also examines the social and linguistic factors (LoR, first and second language literacy) that play a role in the learnability of these sounds. Speech recordings were collected from 22 Omani female native Arabic speakers who interacted 1) with their FDHs and 2) with a native-speaking adult (the order was reversed for half of the participants), in both instances using a spot the difference task. A picture naming task was then used to collect data for production data by the same FDHs, while perception data consisted of an AX forced choice task. Results demonstrate the distinctiveness of FDH-directed speech from other speech registers. Neither simplification of complex sounds nor hyperarticulation of consonant contrasts were attested in FDH-directed speech, despite them being reported in other studies on FDS and IDS. We attribute this to the familiarity of the native speakers with their FDHs and the formulaic nature of their daily interactions. Expansion of vowel space was evident in this study, conforming with other FDS studies. Results from perception and production tasks revealed that FDHs fell short of native-like performance, despite the more naturalistic setting and regardless of LoR. L1 and L2 literacy played varying roles in FDHs’ phonological sensitivity and production of certain contrasts. The study is original is terms of showing that FDS is not an automatic outcome of interactions with L2 speakers and links these results with the unusual social setting