Sandhi forms in Brazilian Portuguese/English interphonology – focus on listening comprehension
DOI:
https://doi.org/10.5007/1984-8412.2022.e78964Abstract
This study aimed at investigating listening comprehension of sandhi forms (assimilation, linking and contraction.) in Brazilian Portuguese/English Interphonology. Fifty-two Brazilian learners of English, aged 15 to 50 years old at a minimum B1 level of English proficiency, answered two listening tasks, one with and another without sandhi forms, and filled up a questionnaire about the frequency they watched movies in English, with and without subtitles, and listened to songs in English paying attention to their lyrics. The data collected were quantitatively and qualitatively analyzed. Results indicated that sandhi forms tend to cause listening comprehension difficulties for the Brazilian learners of English who participated in the study, especially when there were content words involved and the sandhi form had a minimal pair. Even though participants used to watch movies and series in English with subtitles, both in English and in Portuguese, a better performance was observed among those who consumed contents without them.
References
ANDERSON, A.; LYNCH, T. Listening. Oxford: Oxford University Press, 1988.
BETTONI, M. Perceptual Training and word-initial /s/-clusters in Brazilian Portuguese/English interphonology. Unpublished Doctoral Dissertation. Universidade Federal de Santa Catarina, Florianópolis, 2008.
BETTONI, M.; GALLEGO-CAMPOS, F.R..; BETTONI, V. Song Project – TICs, música e autonomia na aprendizagem de língua estrangeira. Revista Tecnologias na Educação, v.23, 2017.
BROWN, G. Listening to spoken English. 2. ed. London: Longman, 1990.
BROWN, H. D. English language teaching in the “post-method” era: toward better diagnosis, treatment, and assessment. Acquisition. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology language teaching: an anthology of current practice. 15. ed. New York: Cambridge University Press, 2002.
CELCE-MURCIA, M. Teaching English in the context of world englishes. In: CELCE-MURCIA, M.; BRINTON, D. M.; SNOW, M. A. (ed.). Teaching English as a second or foreign language. Boston: National Geographic Learning, 2014. p. 63-71.
CLAREY, E.; DIXON, R. Pronunciation exercises in English. revised ed. New York: Regents Publication Company, 1963.
ERNESTUS, M.; BAAYEN, H.; SCHREUDER R. The recognition of reduced word forms. Brain and Language, n. 81, p. 162-73, 2002.
ERNESTUS, M.; WARNER, N. Speech reduction. Journal of Phonetics, special issue, v. 39, 3th ed., p. 1- 4, 2011.
FIELD, J. The changing face of listening. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology in language teaching: an anthology of current practice. 15. ed. New York: Cambridge University Press, 2002. p. 242-247.
FLEGE, J. E. Second language speech learning theory, findings, and problems. In: STRANGE, W. Speech perception and linguistic experience: issues in cross-language research. Baltimore: York Press, 1995. p. 233-77.
GILBERT, J. B. Pronunciation and listening comprehension. In: MORLEY, J. (ed.). Current perspectives on pronunciation. Washington, DC: TESOL, 1987. p. 29-40.
GOH, C. Second language listening comprehension: process and pedagogy. In: CELCE-MURCIA, M.; BRINTON, D. M.; SNOW, M. A. (ed.). Teaching English as a second or foreign language. 4. ed. Boston: National Geographic Learning, 2014. p. 72-89.
GOODWIN, J. Teaching pronunciation. In: CELCE-MURCIA, M.; BRINTON, D. M.; SNOW, M. A. (ed.). Teaching English as a second or foreign language. 4. ed. Boston: National Geographic Learning, 2014. p. 136-52.
HELGESEN, M. Listening. In: NUNAN, D. (ed.). Practical English language teaching. New York: Mac Graw Hill, 2003. p. 23-46.
HENRICHSEN, L. E. Sandhi-variation: a filter of input for learners of ESL. Language Learning. A Journal of Applied Linguistics, v. 34, n. 3, p. 103-26, 1984.
JENKINS, J. Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics, v. 24, p. 109-25, 2004.
JONES, R. H. Beyond “listening and repeat”: pronunciation teaching materials and theories of second language acquisition. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology in language teaching: an anthology of current practice. 15. ed. New York: Cambridge University Press, 2002. p. 178-87.
KACHRU, B. B. Teaching World Englishes. Indian Journal of Applied Linguistics, v. 15, n. 1, p. 85-95, 1989.
KENT, R.; READ, C. Acoustic analysis of speech. 2. ed. San Diego: CA Singular Publishing Group, 2002.
KHAGHANINEZHAD, M. S.; JAFARZADEH, G. Investigating the effect of reduced forms instruction on EFL learners’ listening and speaking abilities. English Language Teaching, v. 7, n. 1, p. 159, 2014.
LADEFOGED, P.; JOHNSON, K. A course in phonetics. 7. ed. Stamford – USA: Cengage Learning, 2015.
LAM, Wendy Y. K. Raising students’awareness of the futures of real-world listening input. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology in language teaching: an anthology of current practice. 15. ed. New York: Cambridge University Press, 2002. p. 248-53.
MCKAY, S. L. Teaching English as an international language. Oxford, UK: Oxford University Press, 2002.
MCKAY, S. L. English as an International Language. In: BURNS, A.; RICHARDS, J. The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. New York Cambridge University Press, 2012.
MUNRO M. J.; DERWING, T. M. Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language & Speech, New York, v. 38, p. 289-306, 1995.
MUNRO M. J.; DERWING, T. M. .The foundations of accents and intelligibility in pronunciation research. Language Teaching. Cambridge, v. 44, n. 3, p. 316-27, 2011.
NUNAN, D. Listening in language learning. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology in language teaching: an anthology of current practice. 15. ed. New York: Cambridge University Press, 2002. p. 238-41.
PERUCCI, M. The effect of instruction on sandhi-forms on l2 listening comprehension tasks. 2005. 158 f. Dissertação (Mestrado em Letras) – Universidade Federal de Santa Catarina, Florianópolis, 2005.
PRATOR, C. J.; ROBINETT, B. W. Manual of American English pronunciation. 4. ed. Toronto: Holt, Rinehart & Winston, 1972.
RAJADURAI, J. Intelligibility studies: a consideration of empirical and ideological issues. World Englishes, v. 26, n. 1, p. 87-98, 2007.
RICHARDS, J. C.; RENANDYA, W. A. Teaching speaking: section 9. In: RICHARDS, J. C.; RENANDYA, W. A. Methodology in language teaching: an anthology of current practice. 15. ed. New York Cambridge University Press, 2002.
RICHARDS, J. C.; ROGERS, T. S. Approaches and methods in language teaching. New York: Cambridge University Press, 1995.
ROGERSON, P.; GILBERT, J. Speaking Clearly:Pronunciation and Listening Comprehension for Learners of English, Volume 1. Cambridge University Press, 1990.
ROSA, M. Don’cha know? A survey of ESL teachers’ perspectives on reduced forms instruction. University of Hawai‘i at Mānoa, 2002.
WATKINS, M. A. Variability in vowel reduction by Brazilian speakers of English. 2001. 248 f. Tese (Doutorado em Letras) – Universidade Federal de Santa Catarina, Florianópolis, 2001.
WONG, S. W. L.; BONNIE, J.K.Y.T.; CHOW, W.; LEUNG, V. W. H.; MOK, P.; CHUNG, K.K. Perception of native English reduced forms in adverse environments by chinese undergraduate students. J Psycholinguist Res, New York, v. 46, p. 1149-65, 2017.
YANG, J. C.; CHANG, P. Captions and reduced forms instruction: the impact on EFL students’ listening comprehension. ReCALL, v. 26, n. 1, p. 44-61, 2013.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Rights including those in copyright in the content of the published works are owned by Revista Forum Linguistico. Complete or parcial reprint should be authorized by the Editorial Board of the Journal. In case of authorization, the source of the original publication must be stated.
