SECOND LANGUAGE ACQUISITION Phonological Errors By John J

SECOND LANGUAGE ACQUISITION “Phonological Errors” By John J Polin

Phonological Errors

Phonological Errors Definition: Phonological errors are made on an occasional basis by all speakers. (Carroll, David (1986). )They occur more often when speakers are nervous, tired, anxious or intoxicated. Speech sound disorders may be subdivided into two primary types, articulation disorders (also called phonetic Errors) and phonemic disorders. These errors can be committed nonprofessional speakers and even hosts often make speech errors because they are under stress. more prone to speech errors than others. Some speakers seem to be

Introduction • Phonological disorder: difficulties developing and using the sounds of one’s native language • Characterized by multiple errors in articulation of speech sounds, resulting in mild to severe unintelligibility • Manifests during the developmental period for speech-sound acquisition. • Often accompany physical and developmental disabilities, but in majority of cases, the cause is unknown

Phonological Disorders Classification 1) Difficulty with expressive phonology 2) Lack of phonological awareness 3) Poor verbal working memory 4) Problems with word learning and retrieval

Substitution Errors When one class of sounds is replaced for another class of sounds. Stopping (Stop) - When a child substitutes a stop (b, p, d, t, g, k) for a fricative (s, z, f, v, th's, h, sh, and zh as in measure). Examples: • • /pat/ for fat /pine/ for vine /tear/ for chair /dob/ for job /take/ for shake /tope/ for soap /pum/ for thumb

Deaffrication When a child replaces an affricate (ch, dz as in judge) with a stop (b, p, d, t, g, k) or a fricative (s, z, f, v, th's, h, sh, and zh as in measure). • • Examples /tear/ for chair /sop/ for chop /karm/ for charm /dob/ for job /dim/ for gym /zan/ for Jan

Velar Fronting (VF) When a child replaces a velar sound (k, g, ng) with a sound that is made toward the front of the mouth. Fronting usually happens more often in the beginning of words compared to the end. • • • Examples /top/ for cop /reen/ for ring /tup/ for cup /doh/ for go /tum/ for gum

Depalatalization (Dep) When a child substitutes an alveolar fricative (s, z) for a palatal fricative (sh, and zh as in measure). • • • Examples /tek/ for check /matsiz/ for matches /dudz/ for judge /dane/ for Jane

Backing When a child substitutes a front sound (t, d) with a back sound (k, g). *This occurs in children with severe phonological disorders. • • • Examples /kop/ for top /hope/ for soap /gime/ for dime /bike/ for bite

Liquid Gliding (LG) When a child substitutes a glide sound (w, y) for a liquid sound (r, l). This can also occur in consonant clusters. • • • Examples /wabbit/ for rabbit /wook/ for look /wing/ for ring /yeef/ for leaf /bwed/ for bread /gween/ for green /bwack/ for black /gwas/ for glass

Vocalization (Voc) This is also known as vowelization and happens when a child substitutes a vowel for a syllabic liquid. • • • Examples /simpo/ for simple /abuh/ for able /tabo/ for table /papo/ for paper

Syllable Structure Processes Unstressed Syllable Deletion (USD) - When a child doesn't say the syllable with the least amount of stress. • • • /medo/ for tomato /tefon/ for telephone /efant/ for elephant /nana/ for banana /side/ for outside

Reduplication (Redup) When a child repeats a syllable of a target word which creates a multisyllabic word form. (Reduplication can be Total or Partial. ) • • • Examples Total /baba/ for bottle /dada/ for dog /tata/ for television • Examples Partial /bada/ for bottle /dadi/ for dog /tatu/ for television

Dimunization (Dim) When a child adds an "-ee" and sometimes a consonant + " -ee" to a target word. • • Examples /cup-ee/ for cup /book-ee/ for book /doll-ee/ for doll

Conclusion v Phonological vs. Articulation Disorders: v Articulation emphasized problems resulting from motor problem impacting articulators; treatment focused on “speech correction” v Phonological emphasizes problem resulting from delays in the maturation of the underlying phonological system; treatment focuses on building and re-organizing phonological representations

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