The interlanguage in the process of learning english as a foreign language: Interphonological mistakes and errors
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The interlanguage in the process of learning english as a foreign language - Christiano Anderson de Queiroz Barretto
This book is dedicated to
my mother, Dilma Queiroz,
who has always encouraged me to pursue my dreams.
To my wife, Laryssa Barretto, who has made my dreams materialize.
A special thanks to Nancy Lake and Graeme Hodgson
who provided such insightful and precise ideas
to my writing.
FOREWORD
I am delighted to write this foreword, not only because Christiano Barretto has been a friend and colleague for several years, but also because I believe deeply in the relevance of teaching pronunciation in the foreign language classroom. I also believe that teachers can benefit from his insightful research in order to improve their practice and thus, the learning of Brazilian students.
Over his fruitful research, The Interlanguage In The Process Of Learning English As A Foreign Language: Interphonological Mistakes And Errors, Barretto takes us inside the Brazilian EFL context, exploring the influence the Portuguese native language of Brazilian students has over their output in English, interphonology errors, and the communication misinterpretations or misunderstandings derived from them; leading the reader to reflect on the importance of developing oral proficiency in the target language.
This study can help teachers develop an understanding of key concepts in foreign language learning as well, since the author walks the reader through the framework needed for the effective analysis of the interference created by the Portuguese phonological background when learning English as a foreign language in Brazil.
I hope that this book will become a way to strengthen the quality of teaching and learning in the Brazilian EFL classroom by helping teachers to identify this interference and develop strategies to improve their students’ oral production while aiming for effective communication and, consequently, enhance their linguistic competence in English.
Maria Amalia Lorenzo Almeida
Foreign Language Department Coordinator
Escola SEB Maceió, Brazil
CONTENTS
Capa
Folha de Rosto
Créditos
CHAPTER 1. INTRODUCTION AND OVERVIEW
1.1. SITUATION AND PROBLEM
1.2. OBJECTIVE AND HYPOTHESIS
1.3. IMPORTANCE OF THE STUDY
1.4. METHODOLOGY
1.5. OUTLINE
CHAPTER 2. REVIEW OF LITERATURE
2.1. LINGUISTICS AND APPLICATIONS TO THE PROCESS OF TEACHING AND LEARNING A FOREIGN LANGUAGE
2.1.1. PRINCIPLES OF LINGUISTICS: LANGUAGE AND SPEECH
2.1.2. PRINCIPLES OF APPLIED LINGUISTICS: THE BRAZILIAN VIEW
2.1.2.1. PRINCIPLES OF PHONETICS AND PHONOLOGY
2.1.2.2. PRINCIPLES OF PSYCHOLINGUISTICS
2.1.2.3 PRINCIPLES OF THE PROCESS OF TEACHING AND LEARNING A FOREIGN LANGUAGE
2.1.2.3.1. LEARNING AND ACQUISITION
2.2. PRINCIPLES OF INTERLANGUAGE AND INTERFERENCE IN THE PROCESS OF LEARNING A FOREIGN LANGUAGE
2.2.1. INTERLANGUAGE (IL)
2.2.1.1. INTERPHONOLOGY (IP)
2.2.1.1.1. EPENTHESIS
2.2.1.2. LINGUISTIC TRANSFERENCE AND INTERFERENCE
2.2.1.2.1. ORTHOGRAPHIC INTERFERENCE
2.2.1.3. CONTRASTIVE ANALYSIS HYPOTHESIS (CAH)
2.2.1.4. ERRORS AND MISTAKES
2.2.1.4.1. ERROR ANALYSIS
2.3. PHONOLOGY
2.3.1. IMPORTANCE OF FLUENCY
2.3.2. SEGMENTAL UNITS
2.3.2.1. BRAZILIAN PORTUGUESE PHONOLOGY
2.3.2.1.1. VOWELS
2.3.2.1.2. CONSONANTS
2.3.2.2. AMERICAN ENGLISH PHONOLOGY
2.3.2.2.1. VOWELS
2.3.2.2.2. CONSONANTS
CHAPTER 3. RESEARCH METHODOLOGY
3.1. APPLICATION OF INTERLINGUISTIC THEORIES
3.2. RESEARCH BACKGROUND
CHAPTER 4. RESULTS AND DISCUSSION
4.1. PROBLEMS WITH VOCALIC SEGMENTS
4.2. PROBLEMS WITH CONSONANTAL SEGMENTS
CHAPTER 5 - CONCLUSION
5.1. CONTRIBUTIONS OF THE RESEARCH
5.2. FINAL CONCLUSION
REFERENCES
LIST OF ABBREVIATIONS
LIST OF TABLES
Landmarks
Capa
Folha de Rosto
Página de Créditos
Sumário
Bibliografia
CHAPTER 1. INTRODUCTION AND OVERVIEW
1.1. SITUATION AND PROBLEM
Similar to several languages and their variations spoken in the world, the English Language, the standard American variation has a set of phonological rules that describe particular levels of pronunciation so that there is an acceptable transmission of information and meaning (Ladefoged, 1999:41). For a better explanation, American speakers only recognize between thirty-two and thirty-six of the numerous sounds that human vocal organs can articulate. These sounds have a distinctive and communicative function
in the language. (Rivers, 1978:149; Maingueneau, 1996:30; Knies & Guimarães, 1989:11; Crystal, 2000:115). The standard American English (AmE) has a sound system of ten monothongs, or simple oral