Volume 7, Issue 2 (Journal of Studies in Applied Language (JSAL) 2024)
JSAL 2024, 7(2): 113-137 |
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Khosravi N, Iraji M, Modarresi B. (2024). Investigation of cognitive phonology in learning English language and improving pronounciation in eliminating vowel errors of persian speakers [In Persian]. JSAL. 7(2), 113-137.
URL: http://jsal.ierf.ir/article-1-131-en.html
URL: http://jsal.ierf.ir/article-1-131-en.html
1- PhD student in Linguistics, Central Tehran Azad University, Tehran, Iran , nahid.khosravi6161@gmail.com
2- Assistant Professor, Department of Linguistics, Faculty of Foreign Languages, Central Tehran Azad University, Tehran, Iran
2- Assistant Professor, Department of Linguistics, Faculty of Foreign Languages, Central Tehran Azad University, Tehran, Iran
Abstract: (331 Views)
Pronunciation, a skill often overlooked in language instruction, has historically yielded suboptimal results. Language learners must understand phonological and phonetic principles, as well as cognitive patterns, which are integral to the learning process. The cognitive phonological approach posits that phonological and structural categories are influenced by both cognitive processes and phonetic-linguistic factors. These categories can be enhanced with data-driven statistical features and require immersion in a linguistic environment to be refined and fortified. As learners progress, phonological categories become intertwined with the formation of internal linguistic structures, and the expansion of mental vocabulary contributes to phonological growth. Recognizing that phonetic and lexical errors are inherent in learning, it is imperative to address language-specific errors stemming from an unfamiliarity with the phonological structure of the second language and from established language habits. Consequently, employing a cognitive approach to scrutinize phonetic errors is not only motivational but also essential for elucidating the phonological, phonetic, and phonological systems of the target language in the post-sensory phase for learners. This study seeks to probe the underlying causes of phonetic errors and to offer an effective strategy, grounded in a cognitive framework, for rectifying such errors in language learners. The research, of a descriptive-inferential nature, was carried out among 80 students at both the undergraduate and graduate levels from the University of Applied Science and Technology in Tehran. Data analysis was conducted through field study methods, utilizing SPSS software. The findings suggest that, in light of Fraser's cognitive framework (2010), implementing a conceptual approach within a real-world context, based on meaningful communication, can significantly aid in ameliorating phonetic and pronunciation errors. This approach proves beneficial not only during the critical period of language acquisition in childhood but also throughout adulthood.
Keywords: English Language Teaching, Fraser's Cognitive Framework, Language Phonetic Errors, Cognitive Phonology, Phonological Categories, Language Perception System, Communicative Language Approach, SPSS Software
Type of Study: Research |
Subject:
Language Teaching
Received: 2024/04/27 | Accepted: 2024/06/11 | Published: 2024/06/15
Received: 2024/04/27 | Accepted: 2024/06/11 | Published: 2024/06/15
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