On Predicting Ease of Phonological Learning  

Oleh:

Dinnsen, Daniel A. ; Gierut, Judith A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 8 no. 3 (1987), page 241-263.
Fulltext: Vol 8, 3, p 241-263.pdf (1.48MB)

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Perpustakaan PKBB Nomor Panggil: 405/APL/8 Non-tandon: tidak ada Tandon: 1

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The purpose of this study was to establish experimentally the relative ease of phonological learning in children displaying speech sound errors. It was hypothesized that a child's underlying (tacit) knowledge of the sound system would influence relative ease of learning. Specifically, error sounds of which a child had more phonological knowledge would be easiest to learn; moreover, treatment beginning with easy sounds would result in rapid mastery of those targets to high degrees of accuracy. Six phonologically disordered children between the ages of 3 years 7 months and 4 years 6 months participated as subjects. The disordered sound systems of these children were analyzed and each child's relative phonological knowledge of target sounds was assessed. The children were enrolled in a clinical treatment program. For three of the children, treatment began with sounds of which they had most knowledge; for the other three children, treatment began with sounds of which they had least knowledge. The results of this study indicated that (I) error sounds of which the children had most phonological knowledge were easiest to learn, and (2) treatment beginning with least knowledge (or more difficult sounds) resulted in more widespread changes in the children's overall sound systems. These findings have further implications for other language learners, namely, nonnative speakers acquiring a second language.

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