اکتساب المتعلمين السعوديين لوقت بدء الصوت (VOT) في اللغة الإنجليزية The acquisition of VOT of [b d g] in the context of Saudi Learners of English

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلف

أستاذ اللغويات المساعد بکلية الآداب والتربية - جامعة الحدود الشمالية

المستخلص

هناک العديد من الدراسات التي تطرقت إلى خاصية وقت بدء الصوت (VOT) في الحروف الوقفية المهموسة (الغير صائتة) (Voiceless stops) ولکن توجد ندرة في الدراسات على اکتساب الأصوات المجهورة (الصائتة) (Voiced) من قبل متعلمي اللغة الإنجليزية العرب وخصوصاً المتعلمين السعوديين. هذه الدراسة تبحث کيف يتم نطق تلک الأصوات وذلک في سياق مجموعة من حروف العلة (Vowels) التي تليها في النطق مباشرة. تمت مقارنة أداء نطق الأصوات للمتحدثين الإنجليز مع أداء نطق الأصوات للمتعلمين. شارک في الدراسة ٢٠ متعلم للغة الإنجليزية و١٠ متحدثين أصليين انجليز، و ١٠ متحدثين أصليين عرب. نتائج الدراسة أشارت إلى أن حرف العلة الذي يلي وقت بدء الصوت مباشرة، ليس له أي دور في عملية اکتساب تلک الأصوات، خلاف ما وجدته بعض الدراسات من إن هناک دور کبير لحرف العلة في تحديد مدة وقت بدء الصوت. بالرغم من محدودية ما تم اکتسابه من قبل المتعلمين، إلا أن هناک مؤشرات تدل على أن التعليم قائم ومستمر ولکن الأصوات الوسطية (coronal stops) تبدو أنها هي الأکثر صعوبة.
There wereseveral research studies conducted on the VOT of voiceless stops of L2 English but little has been devoted to the acquisition of voiced stops of English by native Arabic speakers in particularadult Saudi learners. This study explored how stops were produced within the context of certain vowels; the focus was put on native Arabic speakers in general then on Saudi learners of English whose VOT was compared with English native speakers. In this respect, 20 Saudi learners of English and 20 monolinguals (10 English and 10 Arabic monolinguals) had been selected to take part in this study. The results showed that the vowel following a stop did not have any effect on the learning of VOTunlike what was predicted in Johnson and Babel (2010). Although the learning appears less rudimentary as only two participants have learnt [b] but none of them had learnt [g] or [d], there were signs of learning among the participants. The path of learning showed that English coronal stops appeared to be the most difficult for the learners. 

الكلمات الرئيسية

الموضوعات الرئيسية

المراجع

Alghamdi, M. (1990). Analysis, synthesis and perception of voicing in Arabic. (PhD), University of Reading.
Bell-Berti, F. & Raphael, L. J. 1995. Producing speech: Contemporary issues: For Katherine & Safford Harris, New York, AIP Press.
Boersma, P. & Weenink, D. 2012. Praat: doing phonetics by computer.http://www.praat.org/.
Brown, C. 2000. The interrelation between speech perception and phonological acquisition from infant to adult. In: ARCHIBALD, J. (ed.) Second language acquisition and linguistic theory (pp.4 – 63). Oxford, Blackwell.
Cho, T., & Ladefoged, P. (1999). Variation and universals in VOT: evidence from 18 languages. Journal of Phonetics, 27, 207-229.
Docherty, G. J. 1992. The timing of voicing in British English obstruents, Berlin, Walter de Gruyter.
Flege, J., & Port, R. (1981). CROSS-LANGUAGE PHONETIC INTERFERENCE : ARABIC TO ENGLISH. Language, 24, 125-146.
Flege, J. E. 1995. Second language speech learning: Theory, findings, and problems. In: STRANGE, W. (ed.) Speech perception and linguistic experience: Issues in cross-language research.Timonium MD, York Press.
Honeybone, P. 2005. Diachronic evidence in segmental phonology: The case of laryngeal specifications, Berlin, Mouton de Gruyter.
Iverson, P., Ekanayake, D., Hamann, S., Sennema, A. & Evans, B. G. 2008. Category and perceptual interference in second-language phoneme learning: An examination of English/w/-/v/learning by Sinhala, German, and Dutch speakers. Journal of experimental psychology: human perception and performance, 34, 1305.
Johnson, K. & Babel, M. 2010. On the perceptual basis of distinctive features: Evidence from the perception of fricatives by Dutch and English speakers. Journal of Phonetics, 38, 127-136.
Kager, R., Feest, S., Fikkert, P., Kerkhoff, A. & Zamuner, T. 2007. Representations of voice: Evidence from acquisition, Amsterdam, Benjamins.
Khattab, G. (2002). Sociolinguistic competence and the bilingual’s adoption of phonetic variants: auditory and instrumental data from English-Arabic bilinguals. (Doctoral dissertation), University of Leeds.
Larson-hall, J. 2010. A guide to doing statistics in second language acquisition, London, Routledge.
Lisker, L. & Abramson, A. S. 1964. A cross-language study of voicing in initial stops: acoustical measurements. Word, 20, 384-422.
Mitleb, F. M. (2009). Voice Onset Time of Jordanian Arabic Stops. 3rd International Conference on Arabic Language Processing (CITALA’09), May 4-5, 2009, Rabat, Morocco.
Schmidt, A. M. 1996. Cross-language identification of consonants. Part 1. Korean perception of English. Journal of the Acoustical Society of America, 99, 3201-3211.
Shimizu, K. 2011. A study on VOT of initial stops in English produced by Korean, Thai and Chinese speakers as L2 learners.  Proceedings of the 17th International Congress of Phonetic Sciences (ICPhS), XVII,  1818-1821.
Simon, E. 2009. Acquiring a new second language contrast: an analysis of the English laryngeal system of native speakers of Dutch. Second Language Research, 25, 377.
Simon, E. 2011. Laryngeal stop systems in contact: Connecting present-day acquisition findings and historical contact hypotheses. Diachronica, 28, 225-254.
 
Appendix 1
 
A: Stimuli for English stops
Beep, deal, geese,
Bar, dark, guard,
Boot, do, goose
 
B: Stimuli for Arabic stops
بیر  باب بوک
دیک  دور دار
قال قول قیل
Appendix 2
The comparison of VOT between the learners who produced pre-voiced utterances of English /b d g/ and the Arabic monolinguals' utterances of Arabic /b d g/.
 
[b]
[d]
[g]
Mann-Whitney U
58.00
57.00
75.0
Wilcoxon W
229.00
247.00
265.00
Z
-1.534
-1.744
-.918
Asymp. Sig. (2-tailed)
.125
.081
.359
Exact Sig. [2*(1-tailed Sig.)]
.133a
.085a
.377a
 
 
 
 
 
 
 
 

ملفات

شارك

إرسال الاستشهاد إلى

الإحصائيات