Interphonology Variability
Sociolinguistic Factors Affecting L2 Simplification Strategies
Bibliographic Data
| ID | 22870926 |
|---|---|
| Authors | Y-H Lin, Lin Yun (0000-0003-1379-9301, Chung Hua University, corresponding author) |
| Year | 2003 |
| Volume | 24 |
| Issue | 4 |
| Pages | 439-464 |
| Publication date | 2003-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/24.4.439 |
| OpenAlex | W2055575960 |
| Language | EN |
| Citations received | 9 |
This study investigates variability in interlanguage consonant cluster simplification strategies within the four factors–style, gender, proficiency, and interlocutor. An experiment was designed to examine how these factors determine Chinese EFL speakers' production of English word‐initial consonant clusters. Results reveal that L2 learners' performance shows its significance only when their error types, rather than error rates, are considered. The forty participants' choice of the simplification strategies highly confirms predictions made from L1 as well as L2 research results or principles concerning the four factors tested. As hypothesized, the participants' proportion of epenthesis to deletion is higher in more formal styles than in less formal styles, for high proficiency students than for the low proficiency group, for female speakers than for their male counterparts. As for the interlocutor factor, a significant difference is found between female students' speech to their native‐speaker teacher and their non‐native‐speaker classmate. Such results not only confirm previous L2 studies on the proficiency factor, but also support (1) the characterization of learners' errors as more vs. less ‘erroneous’; (2) the ‘formal equals accurate axiom’; and (3) the claim that women are more likely to accommodate their speech to their interlocutors than males.
Cognitive psychology · Consonant · Consonant cluster · First language · Interlanguage · Language proficiency · Linguistics · Mathematics education · Second language · Style (visual arts) · Interpreting and Communication in Healthcare · Phonetics and Phonology Research · Psychology · Second Language Learning and Teaching
Foreign Accent
State-of-the-Art Review Article
(Mis) perception of consonant clusters and short vowels in English as a foreign language
The role of language proficiency, gender, and language dominance in using co-speech gestures to identify referents in narratives by Persian-English bilinguals
Experienced teachers' perspectives on priorities for improved intelligible pronunciation
Epenthesis and deletion as strategies to acquire complex syllabic structures
Predicting individual differences in L2 speakers’ gestures
The Early Phase of /ɹ/ Production Development in Adult Japanese Learners of English
Effects of Second Language Pronunciation Teaching Revisited
| Citations per year | 0.43 |
|---|---|
| Citation span | 2005 - 2023 (19) |
| Highly cited | No |