The interlanguage in the process of learning english as a foreign language: Interphonological mistakes and errors

De Christiano Anderson de Queiroz Barretto

Este livro é o resultado da minha pesquisa no campo da fonética e fonologia aplicadas. Nele, busquei identificar, através da análise de erros, as características das interferências interfonológicas no nível segmental e na expressão oral da interlíngua de estudantes de inglês como língua estrangeira (LE). Este livro pode ser considerado como mais uma ferramenta que busca concitar reflexões sobre a importância da proficiência oral em língua inglesa, e estimular professores a determinar prioridades fonetico-fonológicas em seus currículos de ensino de inglês como LE. Os estudos da interlíngua do aprendiz convidam especialistas do ensino de LE a persistirem em suas pesquisas nesse âmbito, pois a interlíngua e a Interfonologia são ambientes propícios para a investigação de fenômenos relacionados a aprendizagem de LE.

• Idioma: Português
• Editora: Editora Dialética
• Data de lançamento: 22 de fev. de 2021
• ISBN: 9786587401201

Pré-visualização do livro

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