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First Language Influence on Second Language

Phonology Among Visayan Speakers

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Felix E. Arcilla Jr. Pinky Bayeta

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Vol. 16 · April
IAMURE 2017
International Journal of Multidisciplinary Research
Print ISSN 2243-8327 · Online ISSN 2244-0429
International Peer Reviewed Journal
Journal Metrics: H Index = 3 from Publish or Perish
This Journal is produced by IAMURE Multidisciplinary Research,
an ISO 9001:2008 certified by the AJA Registrars Inc.

First Language Influence

on Second Language Phonology
Among Visayan Speakers
FELIX E. ARCILLA JR.
http://orcid.org/0000-0001-5927-6763
felixarcilla2@gmail.com
Mountain View College, College Heights
Mt. Nebo, Valencia City, Bukidnon, Philippines

ESRAH JOY A. SORIANO

https://orcid.org/0000-0002-2123-5912
esrahadorasoriano@gmail.com
Mountain View College, College Heights
Mt. Nebo, Valencia City, Bukidnon, Philippines

PINKY LEONOR B. BAYETA

https://orcid.org/0000-0002-5581-3661
p.bayeta@gmail.com
Mountain View College, College Heights
Mt. Nebo, Valencia City, Bukidnon, Philippines

Gunning Fog Index: 14.25 Originality: 99% Grammar Check: 99%

Flesch Reading Ease: 42.94 Plagiarism: 1%

ABSTRACT

In the Philippines, English holds power in the educational, economical, and

national development of the country. This study was done to investigate whether
the first language has an influence on second language phonology. The research-
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 Volume 16 · April 2017

ers used descriptive research approach. The participants were the four Visayan
students of senior high school during the first semester academic year 2016-
2017. The participants were made to read a series of words that have sounds
that were difficult for Filipinos to produce. It was put together to test the
hypothesis and to pinpoint the sounds and areas of pronunciation. The
recorded data were transcribed and analyzed based on the two categories
listed by Emily Johnson (2010). Findings revealed that all participants have
trouble articulating some, if not all, of both aspirated and unaspirated conso-
nants. The participants have more errors in articulating the sound of p than the
sounds of t and k. All participants have mispronounced the sounds of f, v, r, and
th, but more so with th. It was suggested that language teachers conduct a needs
analysis of the students’ phonological articulation ability in English. Next is to
incorporate more drill activities on the articulation of English sounds that are dif-
ficult for the students to pronounce based on the needs analysis outcome. Lastly,
language teachers can employ creative and meaningful activities in encouraging
correct English phonology like poetry recitation contest held at different grade
levels.

KEYWORDS

Language and Communication, Second Language Phonology, Visayan

speakers, descriptive design, Philippines

INTRODUCTION

Language is the medium of communication. It helps us express our feel-

ings and thoughts, and exchange views with others. When it comes to global
communication, English is the dominant language in the world today. Evidence
shows that in global business settings, communication is most often conducted
in English (Johnson, 2009). Hence, a globally competitive person is one who has
a good command of the English language.
Looking at English in the Philippine setting, English became a prominent
language in the country during the American colonization. The Filipinos had not
only adopted the American form of government, embraced the American dream,
but had also adopted the American language (Espinosa, 1997). Even after the
American colonizers had left the country, English language continued to flour-
ish for the reason that it continued to be the primary medium of instruction in
educational institutions (Pancho & Ravina, 2009).
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IAMURE International Journal of Multidisciplinary Research

In the Philippines, English holds power in the educational, economical, and

national development of the country (Coleman, 2010). And because English is
the language of prestige in the country, a good number of Filipino children are
taught English as their mother tongue. As a result, the propensity of many Fili-
pinos to communicate well in English convinced other countries to invest here
in the Philippines (Cabrera, 2015), resulting in job opportunities for countless
Filipinos.

FRAMEWORK

Mother Tongue
Mother tongue (first language, native language, or L1) is the language hu-
man beings acquire from birth. In other words, the first language of the child is
referred to as the mother tongue (Olowookere, 1991).
A recent study on mother tongue-based education by Bachore (2014) re-
vealed that the use of mother tongue as a medium of instruction at a lower level
or preparatory level of education might be advantageous to the students since
students at that age easily associate with a familiar language, and mother tongue
is their instrument of thought.
On a similar note, Agun (1991) points that the philosophy behind the en-
couragement of the use of mother tongue in the primary schools is the belief that
children learn faster and better if they are taught in their mother tongue at the
early stage of their education. He adds that the Mother tongue instruction gives
the children firmer, more solid and enduring foundation for their subsequent
academic, social, and cultural development in life.
However, despite the strong merits of mother tongue-based education,
studies of Samson, Abdullahi, & Olagunju (2014); Patrick, Education, & Sui,
(2013), & Chan (2009), to cite a few, revealed that at times mother tongue influ-
ence is a deterring factor in the successful learning of L2 phonology.

Second Language
The second language is commonly referred to as the L2 or target language
(Stefansson, (2014). Second language or L2 can refer to any language learned
after learning the L1, regardless of whether it is the second, third, fourth, or
fifth language (Gass, 2013). The role of L1 in L2 speech acquisition has formed
a major focus of attention almost as long as L2 speech has been studied. One
focus of the studies is on L2 sound or phonology. Postovsky, (1974), for example,

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 Volume 16 · April 2017

addressed the perception of foreign sounds via the mother tongue. Trubetzkoy
(1958) characterized such perception as the “filtering” of the new sound system
through the “sieve” of the mother tongue. Indeed, it is a commonplace to observe
that the influence of mother tongue on foreign language learning is most evident
in speech as opposed to, for example, grammatical or lexical structure.
Another concept related to second language learning is language transfer.
Transfer in language learning is defined by Odlin (1989) as “the influence result-
ing from similarities and differences between the target language and any other
language that has been previously acquired” (p. 27). Transfer is a psychological
term that is used to describe a situation where one learned event influences the
learning of a subsequent learning event.
In the case of L2 learning, transfer influence has two facets. One is com-
monly known as interference or negative transfer while the other is called positive
transfer. Positive transfer or facilitation entails a transfer of skill or some aspects
of the native language, which facilitates the learning of the target language. On
the other hand, interference is the transfer of a skill which impedes the learning
or has a negative influence on the command of skill in the target language. Ac-
cording to Wardhaugh (1970), transfer is a tool used to account for or explain the
errors which occur in the L2. The assumptions held under this point of view are:
the chance of second language learning problems occurring increases proportion-
ally to the linguistic differences between L1 and L2; and linguistic differences
give rise to negative transfer or interference. The second assumption is that the
chance of L2 learning problems occurring decreases proportionally to the absence
of linguistic differences between L1 and L2 an absence of linguistic differences
give rise to positive transfer or facilitation.
On the other hand, Output Hypothesis is Swain’s response to Krashen’s In-
put Hypothesis. In his book Principles and Practice in Second Language Acquisi-
tion, Krashen (1998) posits that for L2 students to learn the language, they have
to have comprehensible input; meaning, that the English they hear should be
clear and understandable to them. In view of this hypothesis, Swain & Lapkin
(1995) came up with a different but parallel theory that she called Output Hy-
pothesis. This hypothesis argues that hearing comprehensible input is not enough
to help L2 students learn the target language; rather, the students must also speak
clearly in English to facilitate L2 learning.
Another interesting theory under L2 learning is the Native Language Effect.
The native language effect has been an issue in L2 learning in countries where the
mother tongue is not English. One of the aspects of language that is influenced

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IAMURE International Journal of Multidisciplinary Research

by the native language or mother tongue is the pronunciation of English words.

MacKay (1967) explains that a pronunciation error may be due to a transfer
from the native language and, most of the errors made are due to the difference
in sound systems and due to the misinterpretation of spelling symbols.
On a different note, another reason why learning pronunciation is difficult
for L2 learners is that by the time the learners are introduced to the second lan-
guage sound system, they already have a fossilized sound system of their mother
tongue which hinders their acquisition of the L2 sound system (Horwitz, 2008).
To address the said phenomenon, Nunan (1999) suggested that the best time for
students to learn a language to become as native-like in their pronunciation as
possible is before the onset of puberty.
Various scholars have shown that there is a relationship between the uses of
mother tongue in learning English language. Therefore, there is a need to analyze
the use of mother tongue and its effect in acquiring the second language. More-
over, there is a need to find not only the prevalence of use of mother tongue but
whether the use of mother tongue effects in the performance of English.
Learning English is challenging for learners not only because of the differ-
ence in the grammatical structure between the L1 and L2 but also because of the
big difference in the sound systems between the two languages.
A study done by Owhoeli (2011) reveals that mother tongue may interfere in
the learning of a second language in terms of pronunciation which manifests it-
self in any aspect of the language, especially in articulating phonemes. This study
supports the view that mother tongue can be a negative factor in the successful
learning of the target language. The importance of understanding the seriousness
of the negative effect of mother tongue in the pronunciation of English words
cannot be emphasized enough. Failure to produce the correct sound in English
may lead to communication breakdown. The following incidents help to illus-
trate this point.
In an English class, a female college student told her American male teacher
“When I was blue, I would find a higher place and spend a few hours think-
ing about things that happened to me lately.” On hearing this, the American
teacher laughed hysterically, which made the Chinese learning English (CLE)
feel shocked. The CLE pronounced the word “higher” like “hair” which caused
the male teacher to mistakenly think that she would stay at a “hair place” (Wang,
2010).
Another incident of failure in communication happened at Jollibee in Valen-
cia City, Bukidnon. The faculty who witnessed the occurrence wishes to remain
anonymous, but this is how the incident unfolded. A native English speaker
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 Volume 16 · April 2017

went to the counter to order for a hamburger with TLC (tomatoes, lettuce, and
cheese). Upon confirming the availability of the item with the kitchen crew, the
clerk at the counter turned to the customer and politely said, “Sorry, sir, but
letus is not available.” To which the customer replied, “Pardon me?” The clerk
then repeated, “There is no letus, Sir.” The customer was puzzled and asked for
clarification by asking what a letus was. The clerk who did not know how else to
make the customer understand simply repeated, “Letus, Sir, letus.” The frustrated
customer then asked, “What’s that?” at this point, the MVC faculty who was lis-
tening to the exchange between the clerk and the native English speaker customer
decided to intervene. She tapped the first customer’s shoulder and said, “Excuse
me, Sir. She means lettuce.” “Oh, lettuce! I don’t care for lettuce. Just give me
what you have.”
In both incidents, the communication breakdowns were not caused by faulty
sentence construction. Instead, they were caused by the wrong production of the
words hair and lettuce.

Figure 1: The First language Phonology influence on Second language

Phonology is equal to output.

OBJECTIVES OF THE STUDY

This study was conducted to find out two things:

1. To determine the influence of mother tongue sound transfer in the re-
spondents’ production of English; and,
2. To describe the English phonemes the respondents have trouble articulat-
ing.

METHODOLOGY

Research Design
The researchers used a descriptive research approach. It was because
the errors were classified, analyzed, and described based on accurate Eng-
lish language sounds through the International Phonetic Alphabet and a
standard dictionary.
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IAMURE International Journal of Multidisciplinary Research

Research Environment
This school is located at Mt. Nebo, Valencia City, Bukidnon. The
school was chosen because its students are known to speak good Eng-
lish. Also, their environment is conducive for learning because they are
equipped with instructional materials such as computers with internet,
laboratories, and books.

Research Participants
Four Grade 11 students whose mother tongue is Visayan were ran-
domly selected. They are in senior high school and have taken business
courses. Three of them were from a different private school before enroll-
ing at Mountain View College Academy and the other one from a public
school. They are chosen through random sampling out of 11 Visayan
speaking students.

Research Instrument
The instrument for data collection was through oral reading. The
instrument used were taken from standardized ludescher Pronunciation 20
exercises pdf. The selection of the reading materials was based on the study of
Emily Johnson (2010). A list of English words that have sounds that were
difficult for Filipinos to produce was put together to test the hypothesis
and to pinpoint the sounds and areas of pronunciation in which the par-
ticipants faced problems. The tools aimed at finding out the sounds that
were most problematic for the sample group. A voice recording device was
used to document the data.

Research Procedure
In this research, some ethical measures were considered in gather-
ing the data. The participants were informed ahead of time through call
and text to conduct the study. The participants´ consent to participate
in the study was obtained and a schedule was set to visit them at their
houses; prior to the reading, their verbal permission to have their reading
recorded was also secured. In addition, the participants were assured of
the strict confidentiality of their identities through the letter of consent
that they signed.

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 Volume 16 · April 2017

Data Gathering
Before gathering the data, the researchers got the approval of the
principal of the school, as well as the permission of the Grade 11 Eng-
lish teacher, for the research to be conducted. After the permissions were
obtained, the researchers coordinated with the Grade 11 English teacher
in identifying the students whose mother tongue was Visayan. Eleven
students were identified and random sampling was used to draw the four
names of the participants.

Data Analysis
After the data were gathered, the recorded data were transcribed and
analyzed. The pronunciation errors were identified and described by the
researchers, together with the adviser, through the use of International
Phonetic Alphabet and a standard dictionary. To treat the data, frequency
count and percentage were used to know the committed errors.
In calculating the frequency of each participant´s errors, the follow-
ing formula was used:

Xi X 100% = Pi
Yi
In which:
Xi: committed errors in the ith sound
Yi: total given words in the ith sound
Pi: total percentage of errors in the ith sound
Where i was the sound, e.g., p, k, t, ch, f, v, r, and th.

After the individual calculation of the participants´ percentage of er-

rors, the data was then analyzed as a whole using two categories of the
phonological errors for Philippine English as identified by Emily Johnson
(2010) in her report entitled Language Group: Filipino for her master’s
degree in TESL program. The phonological challenge for Filipinos were:

a. Unaspirated phonemes f, v, r, and th

b. Aspirated phonemes k, p, t, ch

We have calculated the frequency of the participants’ errors by using

the following formula:

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IAMURE International Journal of Multidisciplinary Research

Pk=nkx100%
Nk
In which:

Pk: percentage of each error

nk: total of a given error
Nk: total of the whole error

Where k were the kth category e.g. unaspirated and aspirated pho-
nemes.

In addition, samples of the description which have the most errors in

each category will be classified and will be explained to understand the
context on which those errors occurred.

RESULTS AND DISCUSSION

The findings and interpretations of the data and the descriptions of the pho-
nological errors among the four Visayan Senior high school students who were
enrolled during the school year 2016-2017. The data were analyzed and identi-
fied based on the two categories listed by Johnson (2010), the unaspirated
and aspirated phonemes.
This study aimed to look into the phonological errors in students
recorded readings in aspirated phonemes k, p, t, ch and unaspirated pho-
nemes f, v, r, and th. Each participant read the given texts and was asked
to read in their natural or normal way of reading, which reflected their
actual competence in the sound production of the said consonant. The
frequency of phonological errors of the four participants in individual data col-
lected is shown in the tables that follow. The participants’ Visayan syllabic-timed
phonological articulation affects the stressed-timed phonological articulation of
the L2 (e.g. “weren´t” as “we rent”). It has been suggested by Postovsky, (1974);
Trubetzkoy (1958) that our native-language phonological system acts as a “sieve,”
filtering out the properties in the speech signal that our first language system
cannot properly accommodate. The tables below show the strong, the weak, and
the wrong pronunciations committed by the participants. Strong pronunciation
means that the sound under study is clearly pronounced during reading. On the
other hand, weak pronunciation means that the articulation of the sound was

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 Volume 16 · April 2017

not clear, but nevertheless correct. In other words, the researchers had to strain to
hear the sound; whereas, errors in pronunciation means the sound under study
were not produced as they should be.

Table 1: Articulation of Aspirated and Unaspirated Consonants of Participant

Number One
Sounds Occurrences Strong % Weak % Errors %
P 12 12 100 - - - -
K 14 13 93 1 7 - -
T 17 17 100 - - - -
Ch 10 10 100 - - - -
F 12 12 100 - - - -
V 65 59 91 4 6 2 3
R 71 71 100 - - - -
Th 60 46 77 3 5 11 18

The table displays the data of the strong, the weak, and the wrong pronun-
ciations of participant number one. The data clearly show the participant’s cor-
rect articulation of the sounds p, k, t, ch, f, v, r, and th. In the same way, the data
also reveal the participant’s weak pronunciation of the sounds of k, v, and th; and
the participant’s wrong pronunciation of v and th. Furthermore, the data confirm
that the sounds of p, t, and th were the most difficult sounds to pronounce for the
participant; and the least difficult were the sounds of r and f. It is also interesting
to note that the participant made two errors in articulating the sounds of v and
th. The inconsistencies in articulating the said sounds may be due to the fact that
v and th are not in the Visayan sound system.

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IAMURE International Journal of Multidisciplinary Research

Table 2: Articulation of Aspirated and Unaspirated Consonants of Participant

Number Two
Sounds Occurrences Strong % Weak % Errors %
P 12 1 8 - - 11 92
K 14 8 57 - - 6 43
T 17 4 24 1 6 12 70
Ch 10 10 100 - - - -
F 12 11 92 - - 1 8
V 65 57 88 - - 8 12
R 71 67 94 - - 4 6
Th 60 26 43 7 12 27 45

Table two presents the data of the strong, the weak, and the wrong pronun-
ciations of participant number two. The data reveal the participant’s correct ar-
ticulation of the sounds of p, k, t, ch, f, v, r, and th. Similarly, the table highlights
the participant’s weak articulation of the sounds of t, and th. The table corre-
spondingly documents the participant’s errors in the sounds of p, k, t, f, v, r, and
th. In fact, of all the sounds under focus, only the sound of ch was pronounced
correctly all the time.
In addition, the data reflect that the sounds of p, t, th, k, and v were the most
challenging sounds to articulate for the participant. It is also surprising to note
that the participant made 4 errors in the articulation of r, a sound that is present
in the participant’s mother tongue.

Table 3: Articulation of Aspirated and Unaspirated Consonants of Participant

Number Three
Sounds Occurrences Strong % Weak % Errors %
P 12 3 25 - - 9 75
K 14 14 100 - - - -
T 17 12 71 1 6 4 23
Ch 10 10 100 - - - -
F 12 12 100 - - - -
V 65 62 95 1 2 2 3
R 71 71 100 - - - -
Th 60 47 78 7 12 6 10

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 Volume 16 · April 2017

The table displays the data of the strong, the weak, and the wrong pronun-
ciations of participant number one. The data clearly show the participant’s cor-
rect articulation of the sounds of p, k, t, ch, f, v, r, and th. In like manner, the data
reveal the participant’s weak articulation of the sounds of t, v, and th. Moreover,
the data present the errors of the participant in articulating the sounds of p, t, v,
and th. It is also evident in the data that the participant had perfectly articulated
the sounds of k, ch, f, and r, but had difficulty in articulating the sound of p com-
pare to the sound of th.

Table 4: Articulation of Aspirated and Unaspirated Consonants of participant

number four.
Sounds Occurrences Strong % Weak % Errors %

P 12 2 17 - - 10 83
K 14 10 71 - - 4 29
T 17 13 76 - - 4 24
Ch 10 10 100 - - - -
F 12 12 100 - - - -
V 65 60 92 4 6 1 2
R 71 71 100 - - - -
Th 60 59 98 - - 1 2

The table displays the data of the strong, the weak, and the wrong pro-
nunciations of participant number four. The data reveal the participant’s strong
pronunciation of the sounds of p, k, t, ch, f, v, r, and th. Additionally, the data
show the participant’s weak articulation of the v sound, as well as the errors in the
sounds of p, k, t, v, and th. More than that, the data suggest that the participant
had more difficulty articulating the sound of p than the sounds of k, t, v, and th.

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IAMURE International Journal of Multidisciplinary Research

Table 5: Frequency of Phonological errors of the four participants in two

categories
Aspirated Phonemes K, Unaspirated Phonemes F,
Participants Total
P, T, Ch V, R, and Th
1 0 13 13
2 29 40 69
3 13 8 21
4 18 2 20
Total 60 63 123
Percentage 49% 51% 100%

The table above shows the frequency of phonological errors of the four par-
ticipants. The table above shows what are the most common phonological
errors committed by the participants. Based on the table, consonants f, v,
r, and th have the highest percentage of errors which are 51% and aspi-
rated phonemes k, p, t, and ch are 49%.

CONCLUSIONS

The data showed that the participants had difficulty pronouncing English
sounds that are not in the Visayan phonology. Considering that the participants
were in Senior High School, it can be expected that their knowledge and skills in
producing English consonant sounds are solid or have already been firmly estab-
lished. Apart from that, the medium of instruction in the Philippines, especially
in the higher levels (high school and college), has always been English even after
the advent of Mother-Tongue Based Instruction in the country.
The above stated factors would lead one to believe that the participants
would have no problem articulating English sounds. However, the data collected
show that, indeed, there is mother tongue phonological influence in the second
language sound production of the participants despite the advantages that the
participants have in learning English. The possible explanations for these errors
are that, first, Visayan consonants are not aspirated and that some English con-
sonants like f, v, and th are not native to the Visayan language; and second, there
may not be enough emphasis given in the teaching of English phonology in
English classes.

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 Volume 16 · April 2017

RECOMMENDATIONS

Based on the study results, the following recommendations have been for-
mulated:
For teachers/curriculum developers
1. Conduct a needs analysis of the students’ phonological articulation ability
in English.
2. Incorporate more drill activities on the articulation of English sounds that
are difficult for the students to pronounce based on the needs analysis
outcome.
3. Employ creative and meaningful activities in encouraging correct English
phonology like poetry recitation contest held at different grade levels, etc.

Areas for future study

1. The mother tongue influence on second language phonology focusing on
the same aspirated and unaspirated consonants of Filipino students of
different ethnic tribes to determine whether the same weak points in the
articulation of the English sounds are true for them.
2. The mother tongue influence on second language phonology focusing
on the same aspirated and unaspirated consonants between two tribes to
determine which tribe has more difficulty with which sounds.

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