CAN THO UNIVERSITY
SCHOOL OF EDUCATION
ENGLISH EDUCATION DEPARTMENT
THE PRODUCTION OF ENGLISH /S/- CLUSTERS IN
INITIAL POSITION OF ENGLISH NON-MAJORED
STUDENTS AT CAN THO UNIVERSITY
B.A Thesis
Field of study: English Language Teaching
Supervisor:
LE HUU LY, M.A
Researcher:
NGUYEN THI THUY NUONG
Class: NN0652A2
Student’s code: 7062957
Can Tho, April 2010
Tóm tắt
Bài nghiên cứu này được thực hiện với mục đích khảo sát về sự phát âm chùm phụ
âm đầu [s] trong tiếng Anh của sinh viên trường Đại học Cần Thơ. Cụ thể hơn, nghiên
cứu này nhằm tìm hiểu xem giới tính có ảnh hưởng đến sự phát âm chùm phụ âm đầu [s]
của những người học tiếng Anh hay không, những lỗi phát âm nào thường đi kèm với
từng phái và giữa những chùm phụ âm [s] gồm hai phụ âm và những chùm phụ âm [s]
gồm ba phụ âm, loại nào khó phát âm chuẩn hơn. Đối tượng nghiên cứu được chọn một
cách ngẫu nhiên trong các sinh viên trường Đại học Cần Thơ bao gồm hai mươi người:
mười nam, mười nữ. Những sinh viên này sẽ đọc một danh sách những từ và những câu
có chứa chùm phụ âm đầu [s] được soạn sẵn để tác giả thu âm lại. Sau đó, những phần
thu âm này sẽ được phân tích bằng chương trình mô tả số liệu và chương trình ANOVA
một chiều. Tất cả những người tham gia nghiên cứu đều có những lỗi sai về phát âm của
các âm như [sp], [sk], [sl], [str], [st], [sm], [sn], [spr], [spl], [skr] và [skw]. Tuy nhiên, chỉ
âm [sm] là có sự khác biệt lớn giữa nam sinh và nữ sinh. Có ba loại lỗi cơ bản những sinh
viên này gặp phải khi phát âm chùm phụ âm đầu [s] đó là không phát âm âm [s] đầu tiên,
không phát âm những phụ âm sau âm [s] và chêm thêm một nguyên âm sau âm [s].
Trong đó, không phát âm âm [s] là tiêu biểu nhất. Một kết quả khác được rút ra đó là các
sinh viên gặp khó khăn khi phát âm những chùm phụ âm [s] gồm ba phụ âm hơn những
chùm phụ âm [s] gồm hai phụ âm. Nhìn chung, nữ sinh có nhiều lỗi sai hơn nam sinh khi
phát âm chùm phụ âm đầu khi đọc các từ này riêng lẻ nhưng khi những từ này được đặt
trong ngữ cảnh, nữ sinh lại ít mắc lỗi về phát âm sai hơn nam sinh.
i
Abstract
This study aims to investigate the production of English /s/- clusters in initial
position in word list and in context of English non-majored students at CTU. More
specifically, it were done to examine if gender significantly affects the EFL Vietnamese
learners of productions [s]- cluster sounds and the types of mispronunciations associated
with gender as well as to know whether tri-literal clusters are more difficult than bi-literal
clusters based on the analysis of the recording. Twenty students including ten males and
ten females from course 32 to 35 were randomly chosen to be the participants of this
study. The data was collected while the participants were reading a word list and a text
contained the target sounds. After that, the data were analyzed based on the descriptive
statistics and One Way ANOVA program. All of mispronunciations of [s]-cluster sounds
initial position such as [sp], [sk], [sl], [str], [st], [sm], [sn], [spr], [spl], [skr] and
[skw]were observed but gender had a significant effect on pronouncing [sm] sounds in
isolated words. There are three main type of mispronunciations that happened in the
production of s-clusters which are unpronounced the pre-initial consonant [s],
unpronounced the initial consonant like [p], [s], [t], [m], [n] [tr] of s-clusters and
Epenthesis. Among them, the first type had a greatest percentage. Besides, another
conclusion was drawn was that longer clusters would be more difficult for students of
non English major at CTU to produce correctly. Overall, female students had more
mispronunciations than their male counterparts for s-cluster sounds in word list.
However, in context, they had fewer errors than male participants.
ii
ACKNOWLEDGEMENT
During implementing this thesis, I have received much help and contribution from
many people to whom I would like to express my deep gratitude.
First and foremost, my thesis hardly finished without valuable encouragement,
advice, comment from my supervisor, Mr Le Huu Ly. I could not forget his enthusiasm to
give me such a great help so that I could finally finish my thesis.
Second, my regards are respectively sent to all the teachers of the English Department
for their encouragement and guidance. Especially, my sincere gratitude is sent to Ms.
Hong Thi Thanh Truc, an English teacher in the English Department, and Ms. Elizabeth
Hollingsworth, a native speaker from America for helping me detect the participants'
mispronunciations. Also, I would like to thank all of the participants and some of my
friends, especially Nguyen Ngoc Cat Khuyen and Le Thi Van for their help during the
time I collected the data for this study. And I would like to acknowledge Ms. Ngo Thi
Trang Thao who gave me useful instructions to analyse the data using SPSS program.
Next, I would like to send my special thanks to my close friends for being by my
side and giving much encouragement to finish this thesis.
Last but not least, I really want to thank my family and my boyfriend whose
encouragement was very meaningful and very important to me during the time of doing
this research.
iii
TABLE OF CONTENTS
ABSTRACT (Vietnamese) ................................................................................................... i
ABSTRACT (English) .......................................................................................................... ii
ACKNOWLEGMENT .......................................................................................................... iii
LIST OF TABLES................................................................................................................. iv
LIST OF FIRGUGES ............................................................................................................ vi
Chapter 1 - INTRODUCTION ............................................................................................. 1
1.1 General statement of problem .................................................................................. 1
1.1.1 The Sonority Sequencing Principle ................................................................. 2
1.1.2 The Markedness Differential Hypothesis........................................................ 3
1.2 Background of the study........................................................................................... 3
1.2.1 Initial consonant clusters. ................................................................................. 3
1.2.2 The initial s- clusters ......................................................................................... 4
The initial bi-literal s- clusters ............................................................... 5
The initial tri-literal s- clusters............................................................... 5
1.2.3 Problems for pronouncing English /s/-clusters. .............................................. 6
1.3 Research Aim............................................................................................................ 6
1.4 The organization of the study................................................................................... 6
Chapter 2 – LITERATURE REVIEW ................................................................................. 7
2.1 Studies that examined the production of English initial s-clusters
in some countries around the word .......................................................................... 7
2.2 Studies about English pronunciation of Vietnamese learners ........................... 12
2.3 Studies that investigated gender differences in language learning ................... 13
Chapter 3 – METHODOLOGY............................................................................................ 15
3.1 RATIONAL......................................................................................................... 15
3.2 RESEARCH QUESTIONS ................................................................................ 15
3.3 HYPOTHESIS .................................................................................................... 15
3.4 PARTICIPANTS.................................................................................................. 16
3.5 RESEARCH INSTRUMENTS ........................................................................... 16
3.6 RECORDING PROCEDURE ............................................................................. 17
3.7 CODING............................................................................................................... 17
Chapter 4 – RESULTS .......................................................................................................... 18
iv
4.1 Gender differences in the Production of English /s/- clusters
in initial position of English non-majored students at CTU.............................. 18
4.1.1 Descriptive statistics for [sp] in word list and in context........................... 19
4.1.2 Descriptive statistics for [sk] in word list and in context.......................... 20
4.1.3 Descriptive statistics for [sn] in word list and in context........................... 21
4.1.4 Descriptive statistics for [sw] in word list and in context.......................... 22
4.1.5 Descriptive statistics for [st] in word list and in context............................ 23
4.1.6 Descriptive statistics for [sm] in word list and in context.......................... 24
4.1.7 Descriptive statistics for [sl] in word list and in context............................ 25
4.1.8 Descriptive statistics for [spr] in word list and in context ......................... 26
4.1.9 Descriptive statistics for [spl] in word list and in context.......................... 27
4.1.10 Descriptive statistics for [skr] in word list and in context ....................... 28
4.1.11 Descriptive statistics for [str] in word list and in context ........................ 29
4.1.12 Descriptive statistics for [skw] in word list and in context...................... 29
4.2. Types of mispronunciations of s-cluster sounds in initial position ............................. 30
4.3. Analysis of bi-literal s-clusters /sC/ versus tri-literal s-clusters /sCC/ clusters.......... 32
4.3.1 Cluster /sp/ vs. / spC/.............................................................................................. 33
4.3.2 Cluster /sk/ vs. / skr/, /skw/ .................................................................................... 34
4.3.3 Cluster /st/ and / str/................................................................................................ 35
Chapter 5 – DISCUSSION, IMPLICATIONS, LIMITATIONS AND CONCLUSION
5.1 Discussion ................................................................................................................... 37
5.1.1 Pronunciation of English /s/- clusters in initial position between males and
females ............................................................................................................. 37
5.1.2 Types of mispronunciations of s-cluster sounds in initial position................ 39
5.1.3 Bi-literal s-clusters /sC/ versus tri-literal s-clusters /sCC/............................. 41
5.2 Conclusion ................................................................................................................... 41
5.3 Limitations of the research.......................................................................................... 42
5.4 Implications ................................................................................................................. 42
5.5 Suggestion for further research................................................................................... 43
REFERENCES.....................................................................................................................viii
APPENDIX ............................................................................................................................xii
v
List of Tables
page
Table 1.1: Two-consonant clusters with pre-initial s .......................................................... 5
Table 4.1: Number of errors for [s]-clusters ........................................................................ 18
Table 4.2: Descriptive statistics for [sp] in word list and in context .................................. 19
Table 4.3: Levene’s Result for [sp] in isolated word list and in context............................ 19
Table 4.4: Descriptive statistics for [sk] in word list and in context .................................. 20
Table 4.5: Levene’s Result for [sk] in word list and in context.......................................... 20
Table 4.6: Descriptive statistics for [sn] in word list and in context .................................. 21
Table 4.6: Descriptive statistics for [sn] in word list and in context .................................. 21
Table 4.8: Descriptive statistics for [sw] in word list and in context ................................. 22
Table 4.9: Levene’s Result for [sw] in word list and in context........................................ 22
Table 4.10: Descriptive statistics for [st] in word list and in context................................. 23
Table 4.11: Levene’s Result for [st] in word list and in context......................................... 23
Table 4.12: Descriptive statistics for [sm] in word list and in context............................... 24
Table 4.13: Levene’s Result for [sm] in word list and in context ...................................... 24
Table 4.14: Descriptive statistics for [sl] in word list and in context................................. 25
Table 4.15: Levene’s Result for [sl] in word list and in context......................................... 25
Table 4.16: Descriptive statistics for [spr] in word list and in context............................... 26
Table 4.17: Levene’s Result for [spr] in word list and in context ...................................... 26
Table 4.18: Descriptive statistics for [spl] in word list and in context............................... 27
Table 4.19: Levene’s Result for [spl] in word list and in context ...................................... 27
Table 4.20: Descriptive statistics for [skr] in word list and in context............................... 28
Table 4.21: Levene’s Result for [skr] in word list and in context ...................................... 28
Table 4.22: Descriptive statistics for [str] in word list and in context................................ 29
Table 4.23: Levene’s Result for [str] in word list and in context ....................................... 29
Table 4.24: Descriptive statistics for [skw] in word list and in context ............................. 29
Table 4.25: Levene’s Result for [skw] in word list and in context..................................... 30
Table 4.26: Types of mispronunciations of s-cluster sounds ............................................. 31
Table 4.27: Number of errors of tri-literal s-clusters and bi-literal
s-clusters made by participants in isolated words............................................ 32
Table 4.28: Number of errors of cluster /sp/ vs. /spC/ by
participants in isolated words and in context................................................... 34
vi
List of Firgures
Figure 4.1: Total rates of errors of tri-literal s-clusters and
bi-literal s-clusters made by participants in isolated words ......................33
Figure 4.2: Total rates of errors of cluster /sp/ vs. /spC/
by participants in isolated words and in context........................................34
Figure 4.3: Total rates of errors of cluster /sk/ vs. /skC/ by
participants in isolated words and in context.............................................35
Figure 4.4: Total rates of errors of cluster /st/ and /str/ by
participants in isolated words and in context............................................36
vii
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
Chapter One
INTRODUCTION
There are four parts in this chapter. The first part is General statement of problem, which explains the reason why
this research was carried out and introduces some related theories. The second part is the background of the study,
which presents what s-clusters are. The next part is the research aims of this paper. The last part will show the
organization of this thesis.
1.1 General statement of problem
English is a global language. So, the number of English learners around the world
has been increasing tremendously. In Vietnam, people are rushing to foreign language
centers to learn English because there is a big need for schooling and jobs opportunities.
However, there are many factors which influence language learners’ pronunciation.
According to Hinofitis and Baily (1980), pronunciation is one of the most
important things of studying second language because it affects learners' communication
competence. Szynalski and Wojcik (2002) also stated that pronunciation is the first and
most important aspect that speakers pay attention to when having a conversation.
Knowing grammar and vocabulary is important but it becomes useless if the speaker is
unable to pronounce words correctly.
However, learning pronunciation is not easy for many people because of different
reasons. Nguyen (2007) mentioned three main reasons. First, it may be influenced by
learners' mother tongue. Second, it may be because of the study environment and third, it
is learners' motivation in studying pronunciation.
Like some other languages, Vietnamese has phonetics that keeps native learners
from pronouncing English like native speakers. The limitation of Vietnamese word-initial
consonantal cluster sounds and the frequency of English initial clusters errors, which are
made by many Vietnamese learners, have caught attention to this area of this topic.
1
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
At Can Tho University, all undergraduates of English non-major have to finish
three courses of. The materials for these courses are REWARD ELEMENTARY books
which supply students basic knowledge about English grammar, pronunciation and
vocabulary. However, in non-majored classes, because of limited time of 4 periods per
week in class, lessons usually focus on grammar and reading and therefore, teachers do
not much focus on teaching English pronunciation or correcting students’ pronunciation
mistakes. Furthermore, in these courses of General English, students study different
majors in different schools, they have different English levels and English is just a
subsidiary subject. Thus, having problems in pronouncing English is understandable.
This paper will investigate the difficulties of English non-majored students at Can
Tho University when dealing with English initial s-clusters. This is considered one of the
most significant problematic features of English learners. The finding of this research
will hopefully help English non-majored students at Can Tho University to become aware
of their systematic errors and carefully try to produce English initial s-clusters correctly.
1.1.1 The Sonority Sequencing Principle
There is a universal (in all languages) tendency for sonority to gradually increase
in the onset, and decrease in the coda. This is called the Sonority Sequencing Principle.
The Sonority Sequencing Principle was identified in linguistics research during the last
20 years or so. It dictates that onsets (word-initial sounds) must rise in sonority and codas
(ending sounds) must fall in sonority. Sonority is the inherent loudness of sounds relative
to one another. Many syllables of English conform to this universal tendency.
However, some do not. In particular those consonant clusters that start with /s/
slightly violate the universal tendency. For this reason, L2 learners of English often have
difficulty with these clusters. They tend to make them more natural by inserting, or
deleting segments:
2
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
1.1.2 The Markedness Differential Hypothesis
Ecknam (1993) based on a theory of markedness in phonology to
hypothesize that more frequent sounds in many languages are called unmarked while the
sounds which are not popularly used among languages in the world are marked sounds.
Gass & Selinker (2001) claim that sounds related to voicing contrast in initial, medial and
final position are marked. In this case, Vietnamese speakers of English may find it
challenging to pronounce some s-clusters in initial position because they are not
pronounced in Vietnamese.
1.2 Background of the study
The pronunciation of English syllable codas by second language (L2 learners of
English, especially whose native languages (L1s) do not have phonetic features similar to
English, has received much attention in L2 research. Vietnamese, for example, does not
have consonant clusters which are allowed in English in various word-positions.
Vietnamese L2 learners of English have been found to have problems with pronouncing
English consonant clusters.
1.2.1 Initial consonant clusters
Cluster formation is one of the most interesting topics of various aspects of a
language’s phonology. This is attested in the variety of cluster formation in language
acquisition (L1), language learning (L2), as well as the dialectal variants of the norm. The
fundamental claim governing cluster formation is that the bigger the distance between the
members of a cluster on the sonority scale is, the better structured the cluster is
(Clements, 1983).
A consonant cluster is described as being two or more adjacent consonants in the
same syllable (e.g., /br/ in brush, /skw/ in square, and /nt/ in paint). The consonants that
constitute a cluster are referred to as cluster elements in this paper. Consonant clusters are
very commonly used in English words. McLeod et al. (2001) reported that one third of
single syllables in English start with word-initial clusters. Many English words end in
consonant clusters due to word-final grammatical morphological structures which can,
but do not always, create word-final clusters. For example, the phonemes /s, z, t, d/ are
added in word final position for the possessive form of pronouns (e.g, it’s, mum’s), plural
3
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
nouns (e.g., dogs, lips) while the phonemes /sp, sl,../ in “speak”, “slang” are consonant
clusters in initial- position.
Concerning the possible combinations of initial consonants, Brinton (2000, p. 55)
lists the following non-permissible sequences of consonants:
- stop + stop, such as in /pt/;
- stop + nasal, such as in /pn/;
- nasal + stop, such as in /np/;
- stop + fricative, such as in /ts/;
- fricative + stop, such as in /ft/, except where the fricative is /s/
A classification of the possible English clusters taken from Avery & Ehrlich (1992,
p.55-58) is provided below together with their example of each cluster:
(1)
initial bi-literal (two-consonant) clusters beginning with a stop include /pl,
kl, pr, tr, kr, tw, kw, bl, gl, br, dr, gr/
(2)
initial bi-literal clusters beginning with a fricative include /fl, sl, fr, Tr, Sr,
sw, sp, st, sk, sm, sn, sf/
(3)
initial tri-literal (three-consonant) clusters include /spl, spr, str, skr, skw/
For example: splice, spring, string, screw, squirt...
According to Rauber (2002), the phoneme /s/ occurs in initial position in the three
languages (English, Portuguese and Spanish), but it only forms word-initial clusters in
English. Hence, it is difficult for English learners to study how to pronounce s-clusters
correctly.
1.2.2 The initial s- clusters
Sequences of two or three consonants are called clusters, which constitute an
important aspect of restrictions on syllable types, since there is a limited number of
possible combinations of segments in both initial and final positions. Clusters with initial
/s/, for instance, are the only instances of onsets where the second consonant may be an
obstruent and where the onset may be formed by three consonants instead of one or two.
In order to represent the particular category of /s/ clusters, Selkirk (1982) provides an
auxiliary template, considering that “/s/ plus obstruent may qualify as a single obstruent
in English”.
4
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
The initial bi-literal s- clusters
In the book “English Phonetics and Phonology”, Roach (2008, 78) wrote “One sort
is composed of s followed by one of a set of about eleven consonants”. It was a
combination of [s] with one possible consonant, so it was called [sC]. He listed some
examples such as “sting”, sway, smoke. The /s/ in these clusters is called the pre-initial
consonant and the other consonants (t, w, m in the above examples) the initial consonant.
These clusters are showed in table below.
Table 1.1: Two-consonant clusters with pre-initial /s/
Initial
Pre-s +
e.g
p
t
k
b
spin stik skin -
d
g
-
f
θ
s
- sfiə - -
∫
h
-
v ð
- -
-
z
ʒ m
n
η
- - smel snou -
Roach (2008) also noted that two-consonant clusters of s plus l, w, j were also possible
(e.g slip, swiη, sju:).
The initial tri-literal s- clusters
Besides, Roach (2008) also mentioned about
– They are [sCC]. Example of
three-consonant clusters are “split” /split/, “stream” /stri:m/, “square”/skweə/. The s is the
pre-initial consonant, the p, t and k that follow s in the three example words are the initial
consonant and the l, r and k are post-initial. These clusters are showed in table below.
POST-INITIAL
l
S PLUS INITIAL
r
w
j
p
splay
spray
---
spew
t
---
string
---
stew
k
sclerosis
screen
5
squeak
skewer
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
However, in their studies, Rebello (1997) and Carlisle (1997, 1992, 1997) stated
that there are six English two-segment /s/- clusters (/sp, st, sk, sm, sn, sl/), and five threesegment /s/-clusters (/spr, str, skr, spl, skw/). I follow this point of view to do my study.
1.2.3 Problems for pronouncing English /s/-clusters.
According to Selkirk (1982), the /s/-clusters are equally problematic for theoretical
accounts of English and other languages with [s]-clusters. First, [s] stop clusters violate
the sonority sequencing principle, in that they have a falling sonority slope. Secondly,
clusters [sl-], [sn-] and [st-] violate a phonotactic constraint on initial clusters in English
which prohibits homorganic clusters. Thirdly, [s] is the only sound that may be followed
by a nasal or a stop in initial clusters. Finally, [s] is the only sound that may occur at the
beginning of a three-element cluster such as [str-], [spr-], [skw-] or [spl]. All these facts
reveal the special status of /s/-clusters.
1.3 Research Aim:
The purpose of this research is to examine the production of s- clusters in initial
position of English non-majored students at Can Tho University (CTU). Especially, this
study aims to investigate if male and female speakers pronounce those sounds
significantly differently.
1.4 The organization of the study
This thesis is divided into five chapters. Chapter 1 introduces the importance of
pronunciation in studying languages and presents some related theories of this study.
Chapter 2 summarizes some studies that examined the production of English initial sclusters in some countries and some other studies about Vietnamese EFL learners'
pronunciation of the target sounds. Chapter 3 is about the methodology through which the
study is conducted. Chapter 4 presents the results of the study. And, chapter 5 discusses
the research findings, limitations and conclusion.
6
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
Chapter Two
Literature Review
This chapter is categorized into three parts. Part 1 summaries some studies that examined the production
of English initial s-clusters in some countries. Part 2 presents some other studies about Vietnamese EFL
learners' pronunciation of the target sounds. In addition, part 3 includes some studies that investigated
gender differences in language learning
1. Studies that examined the production of English initial s-clusters in some
countries around the world
There have been many studies about the production of English initial s-clusters in
some countries around the world such as in Australia, in Brazil, in China and so on.
Some of those are mentioned below.
Silveira (2002) did a research to investigate the relationship between perception
and production in the acquisition of word-initial /s/ clusters in the interlanguage of
Brazilians learning English as a foreign language. While testing this relationship, he also
contributed to the controversial issue of the role of markedness and the first language
(L1) interference on the production of word-initial /s/ cluster. In addition to the interface
between perception and production, other factors that might influence both mental
processes such as faulty perception and L1 interference, or a combination of these
factors, were taken into account. This was tested by collecting data assessing subjects’
perception and production of English initial /s/ clusters in two different sessions:
production test and perception test. In production test, the subjects were required to
record the translation from Portuguese into English of 14 sentences, where the English
7
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
version was expected to contain at least one word with an initial /s/ cluster. The
perception test was carried out two weeks after the production test. The subjects received
a short training by repeating s-cluster words provided by an American native speaker.
Immediately after the training, they were tested again by listening to the tape containing
the 26 sets of sentences. The results partially supported studies which proposed that
perception influenced production. There was also support for the power of L1
interference over Markedness and Universal Canonical Syllable Structure. Epenthesis
was the strategy of syllable simplification present in all cluster types. Some subjects,
though, resorted to a short epenthetic vowel (/I/), thus indicating that they might be
developing a separate category for initial /s/ clusters.
Like Silveira, Cardoso, French & John (2008) also based on a theory of
markedness to do a research to investigate the effects of markedness and input frequency
in the development of English homorganic /sl/, /sn/ and /st/ among Brazilian Portuguese
native speakers learning English in a classroom environment. It provided a
multidisciplinary analysis for the acquisition of /s/ + consonant onset clusters (sC) in
second language phonology, adopting a variationist approach for data collection and
analysis that included from a variety of linguistic disciplines, including theoretical
phonology, psycholinguistics, second language acquisition, and sociolinguistics.
The results of an oral production study indicated that English learners acquire /sl/ and /sn/
clusters earlier than the most marked /st/, corroborating the hypothesis that markedness,
and not input frequency, determines the order of acquisition of bi-literal s-clusters in
second language production.
To consider the acquisition of /s/-clusters relative to other clusters of English,
many studies were done by Smit (1973), Barlow (1997), Gierut, (1999). In Smit’s study
(1973), the errors on word-initial consonant clusters made by children in the Iowa were
tabulated by age range and frequency. The error data show considerable support in the
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The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
acquisition of clusters: the youngest children show cluster reduction, somewhat older
children show cluster preservation but with errors on one or more of the cluster elements,
and the oldest children generally show correct production. These stages extended to
three-element clusters as well. Typical cluster reduction errors were (a) reduction to the
obstruent in obstruent-plus-approximant clusters and (b) reduction to the second element
in /s/-clusters. When clusters were preserved, but one member was in error, the error was
typically the same as for the singleton consonant. Cluster errors are discussed in terms of
theories of phonologic development, including open genetic programs and feature
geometry. Meanwhile, Barlow (1997) stated that normal and disordered phonological
development have evidenced an asymmetry in the development of clusters in English,
particularly the s-clusters relative to other clusters. She explained that this asymmetry
was found by appealing to differing structural representation. Some clusters may be
represented as a complex onset, while others like s-clusters may be represented as an
adjunct of clusters. Having the same idea about s-clusters as adjuncts with Barlow, Giuret
(1999) did a research on a presumed universal that governs the permissible sequences of
consonants within syllables. In two single-subject experiments, he evaluated this
principle as applied to the acquisition of onset clusters and adjuncts by children
exhibiting functional phonological delays. Experiment 1 tested the hypothesis that
children abide by the Sonority Sequencing Principle (a universal tendency for sonority to
gradually increase in the onset, and decrease in the coda) in development, such that the
occurrence and use of marked true clusters implies unmarked clusters. Others who were
taught unmarked clusters exhibited limited learning characteristic of within-class
generalization, with apparent gaps in sonority sequencing. Experiment 2 examined the
role of adjunct sequences /sp, st, sk/, whose markedness status is questionable given their
violation of the Sonority Sequencing Principle. Results indicated that children learned
adjuncts consistent with patterns of within-class generalization, thereby supporting the
view that these sequences are unmarked in structure.
9
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
Another study was done by Rauber (2002) to examine the production of English
initial /s/ clusters by Portuguese and Spanish EFL Speakers. In order to compare the
production of speakers of both native languages the same corpus was used. By basing on
the analysis on the Markedness Differential Hypothesis, he tried to confirm whether the
difference in the structure of Portuguese and Spanish syllables results in greater
difficulties in different /s/ clusters in different environments or not. The participants
chosen for this experiment were nine native Spanish speakers from Argentina and ten
native Portuguese speakers from Brazil. They were asked to read and were recorded the
sentences done by the researcher. After analyzing, the results revealed that epenthesis
(the addition of an extra vowel) to the initial clusters is the usual strategy for dealing with
syllable structure difficulty, which can be a result of native language interference and
linguistic universals. He concluded that learners’ difficulties established by the
Markedness Differential Hypothesis and the Structural Conformity Hypothesis were
borne out, since longer initial /s/ clusters caused a greater rate of epenthesis than shorter
ones for both Spanish and Portuguese speakers.
Although few studies have investigated the phonological context where errors
occur, another aspect that should be taken into account regarding epenthesis and
consonant deletion for syllable simplification is the influence of environment in
Spanish/English and Portuguese/English interphonology. Carlisle carried out several
studies involving native Spanish-speaking learners of English as a second language, who
were asked to read a number of topically unrelated and randomly ordered sentences
containing initial /s/-clusters in two types of environment. Carlisle (1991) examined
epenthesis before three word-initial onsets in English: /sk/, /st/ and /sp/; Carlisle (1991,
1992, ) investigated the frequency of epenthesis before the word-initial onsets /sl/ and
/st/; Carlisle (1992) investigated the production of epenthesis before the word-initial
onsets /sl/, /sm/ and /sn/; and Carlisle (1997) compared the production of /sC/ vs. /sCC/
clusters. All the studies controlled the environments before the onsets and the sonority
10
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
relationships among the consonants in the onsets. His findings in the four studies revealed
that vowel epenthesis was significantly more frequent after consonants than after vowels.
Concerning the variable length examined in Carlisle (1997), his findings revealed that triliteral clusters, whose structure is more marked, were more frequently modified than biliteral clusters, confirming that language universals “influence the structuring of
interlanguage phonology” (p. 327).
Similar results were obtained by Abrahamsson (1997, 1999). In his longitudinal
study, he investigated a male native speaker of Spanish from Bolivia, who was a guest
student at Stockholm University, and an absolute beginner of Swedish. Data were
collected during eight months, and consisted of recordings where the participant and a
native speaker of Swedish talked about various topics. Besides free speech, activities
such as object or picture description and picture story retelling were adopted to elicit
specific grammatical/discourse patterns and communication strategies. His findings
corroborated those of Carlisle, since longer clusters were more frequently modified, and
consonantal environments caused more epenthesis than silence and vocalic environments.
Concerning the longitudinal aspect of the study, Abrahamsson concluded that the
frequency of epenthesis increased in the beginning of the acquisition process, since the
participant was starting to develop his target language fluency.
The studies above show that acquiring the s-clusters in initial position is not an
easy task for many learners of English in some parts of the world. Mostly, difficulties in
pronouncing [s]-cluster sounds established by the Markedness Differential Hypothesis.
Epenthesis was a popular error among Brazilians, Portuguese and Spanish when
pronouncing s-cluster sounds (Rauber,2002). They inserted a vowel like [ə] or [i] after
the sound [s] to make s-clusters more easily to produce. In the context of Vietnam,
problems about the acquisition of English pronunciation have not been paid enough
attention, as they should be. It is the fact that Vietnamese learners of English have much
11
The Production of English /s/- clusters in initial position of English non-majored students
at Can Tho University.
difficulty in English pronunciation. Similarly, these s-cluster sounds also cause
difficulties for English learners that were specified in some studies below.
2. Studies about English pronunciation of Vietnamese learners
Whereas much research with a focus on syllable codas has been done on English
as a second language (ESL), native speakers of Portuguese, Arabic, and Chinese, not
many researchers have examined native speakers of Vietnamese in this regard. Not until
the 1980s, when there was an influx of Vietnamese immigrants to the United States after
the Vietnam War, did researchers such as Sato (1984, 1985) and Benson (1986) begin to
investigate the L2 phonology of Vietnamese immigrants upon noticing their erroneous
production of syllable onsets and codas. Findings from these studies have confirmed that
consonant clusters are one area of difficulty Vietnamese ESL learners have.
In this regard, Hwa-Froelich, Hodson, and Edwards (2002) did a rather
comprehensive investigation into Vietnamese phonology, comparing and contrasting its
phonological characteristics with English, in order to see how these features may be
carried by Vietnamese learners into their L2 English phonology. They also suggested that
Vietnamese learners might have problems with both English consonant clusters in initial
position and final position.
Tang (2007) used survey and ethnographic methods to provide a linguistic basis
for promoting first language maintenance of Vietnamese in a larger United States context
and to encourage future research in language acquisition of Vietnamese-English speakers.
This article also presented the social and linguistic issues related to language maintenance
among Vietnamese. Although Vietnamese and English share certain sounds, there are
multiple consonant sounds specific to each language. Especially, Tang (2007) listed
consonant clusters in initial position that are absolutely foreign to the Vietnamese
language such as s-clusters (sk, scr, sm,sn...), r-clusters (br, cr, dr...), l-clusters (bl,cl...)
and so on. However, this material is quite detailed and should be appreciated. It is easily
seen from this data that English have a number of consonants and consonant clusters that
do not exist in Vietnamese rather than vice versa. As a result, he concluded that
pronouncing English consonant clusters properly is one of the most difficult things that
learners have to face from the beginning.
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