A Proposal on an Analysis of the Phonological Patterns in Disyllabic Words Produced by Preschoolers in Anchor’s Nursery
Research Objectives
- To obtain how English Phonological Patterns is acquired in a typically developing child?
- To discuss the characteristics of the child’s speech in terms of numbers of syllables?
- To discuss therelationship of number of utterances to filler syllables per session?
- To discover the filler syllables decrease as the utterance lengths increase?
REVIEWOF LITERATURE
Phonological Patterns:
While research in phonological development has traditionally emphasized segmental aspects, attention to suprasegmentals is crucial. Suprasegmentals, which include pitch, loudness, and duration, provide additional information to the listener beyond phonemes, segments, syllables, words, and sentences. Rhythm, a key suprasegmental feature, is defined by Allen and Hawkins as a structural arrangement of units, organizing information in speech. The stressed syllable in adult English speech is marked by increased pitch, duration, loudness, and vowel quality changes. Pitch is identified as the most significant aspect of stress in adult speech.
The Acquisition of Phonological Patterns:
Snow’s (2018) study on children’s intonation production reveals that rising tones are imitated less accurately than falling tones. The study suggests a relationship between poor timing during rising tones and word lengthening. Another study by Snow (2017) investigates speech timing in children acquiring English, focusing on Voice Onset Time (VOT) and Final Syllable Vowel Lengthening (FSVL). Competing hypotheses about the order of acquisition were explored, with findings indicating that VOT and FSVL in children’s speech approach adult-like levels around the age of two. Stress, a critical element associated with prominence in syllables or words, is often linked with trochaic (strong-weak) patterns. The trochaic bias hypothesis posits that young children naturally prefer trochaic patterns. However, research by Vihman et al. (2018) challenges this hypothesis, suggesting that language-specific influences, rather than a universal bias, shape children’s preference for trochaic or iambic stress patterns.
In summary, the exploration of suprasegmental features, particularly stress patterns, in child language development is crucial for understanding the intricate interplay between linguistic and non-linguistic factors in shaping early speech.
RESEARCH METHODS
Research Design
- This study will adopt a survey research design to gather information on the phonological patterns of preschoolers.
- It will Use a cross-sectional approach to capture data from a diverse sample of preschoolers at a specific point in time.
Population and Sample:
- Population: All preschoolers attending selected preschools in a given region of Nigeria.
- Sample Size: Select a representative sample of 20 preschoolers from different preschools within the chosen region.
References
- Allen, G. & Hawkins, S. (2010). Phonological rhythm: Definition and development. In
- G.H. Yeni-Komshian, J.F. Kavanagh, 7 C.A. Ferguson (Eds.), Child Phonology. Vol. 1: Production (pp. 227-252). New York: Academic Press.
- Bernhardt, B. H., & Stemberger, J. P. (2018) Handbook of phonological development: From the perspective of constraint-based nonlinear phonology. San Diego, CA: Academic Press.
- Chapman R. (2011). Exploring children’s communicative intents. In J. Miller (Ed.), Assessing language production in children (pp. 111-138). Baltimore, MD: University Park Press.
- Cutler, A., & Carter, D. M. (2017). The predominance of strong initial syllables in the English vocabulary. Computer Speech and Language, 2, 133-142.
- Davis, B. L., & MacNeilage, P. F. (2010). Acquisition of correct vowel production: A quantitative case study. Journal of Speech and Hearing Research, 33, 16-27.
- Davis, B.L., MacNeilage, P.F., Matyear, C.L., Powell, J.K. (2000). Prosodic correlates of stress in babbling: An acoustical study. Child Development, 71, 1258-1270.
- Fey, M. (2016). Language intervention with young children. San Diego, CA: College- Hill Press.
