{"id":6648,"date":"2013-03-25T17:00:59","date_gmt":"2013-03-25T22:00:59","guid":{"rendered":"https:\/\/uwm.edu\/news\/?p=6648"},"modified":"2015-11-12T08:21:46","modified_gmt":"2015-11-12T14:21:46","slug":"learning-a-new-language-mind-your-s-and-sh","status":"publish","type":"post","link":"https:\/\/uwm.edu\/news\/learning-a-new-language-mind-your-s-and-sh\/","title":{"rendered":"Learning a new language? Mind your \u2018s\u2019 and \u2018sh\u2019"},"content":{"rendered":"
\"\"<\/a>
Manuel Ossandon Lira of Chile and Jung Seon (Lily) Lee of Korea weren\u2019t part of Eckman and Iverson\u2019s study, but as students in 51ÁÔÆæ\u2019s English as a Second Language Program, they may face some of the challenges the researchers found for Spanish- and Korean-speaking students in learning English. See “51ÁÔÆæ\u2019s English as a Second Language Program receives national accreditation below.”<\/a>\u00a0(Photos by Alan Magayne-Roshak<\/em>)<\/figcaption><\/figure>\n

Sounds are the building blocks of language, but they can be a stumbling block for those who are trying to learn a new language.<\/p>\n

Two University of Wisconsin-Milwaukee linguistics researchers are trying to unlock some of the fundamental challenges to second-language acquisition.<\/p>\n

\"\"<\/a>
Fred Eckman and Gregory Iverson, both professors of linguistics, researched roadblocks to second-language acquisition.\u00a0Listen to Eckman and Iverson explain their work.<\/a><\/figcaption><\/figure>\n

Fred Eckman and Gregory Iverson are involved in a study, funded by the National Institutes of Health (NIH), looking at how the sounds and principles of pronunciation in a person\u2019s native language impact the way he or she learns English.\u00a0 Eckman is a 51ÁÔÆæ Distinguished Professor and Iverson a professor in the Department of Linguistics.<\/p>\n

Their research has focused primarily on challenges faced by native speakers of Japanese, Korean and Spanish. For example, Japanese and Korean students learning English have difficulty differentiating the pronunciation of words that start with \u201cs\u201d and \u201csh,\u201d like \u201csip\u201d and \u201cship.\u201d<\/p>\n

\u201cEnglish, Japanese and Korean all have these sounds [\u2018s\u2019 and \u2018sh\u2019], but only in English can we use the sounds, particularly before \u2018i\u2019 at the beginning of words, to make different words,\u201d explains Eckman.<\/p>\n

Documenting these types of specific linguistic challenges is important on several levels, says Iverson.<\/p>\n

\u201cNIH is interested because of the difficulties immigrants have in assimilating and becoming part of the U.S., and language development is part of that,\u201d he says. In addition, studies of how learners acquire second languages \u201ccan help us better understand the learning process itself. It\u2019s one small aspect of how learning goes on.\u201d<\/p>\n

While Eckman and Iverson have focused on Korean, Japanese and English, they and doctoral students working with them have also done some work with Russian, Thai and Arabic. They\u2019ve published a number of papers on the results, most recently in Studies in Second Language Acquisition.<\/p>\n

Pronunciation challenges can be similar among dissimilar languages, says Iverson.\u00a0 For example, both Spanish \u2013 an Indo-European language \u2013 and Korean and Japanese \u2013 Asian languages \u2013 have pronunciation rules that make learning English pronunciation more difficult.<\/p>\n

\u201cIt\u2019s interesting from a second-language acquisition point of view that the same kind of patterning with respect to \u2018s\u2019 and \u2018z\u2019 in Spanish parallels what happens with the \u2018s\u2019 and \u2018sh\u2019 in Japanese and Korean,\u201d says Iverson.<\/p>\n

Native Spanish speakers don\u2019t distinguish between \u201cs\u201d and \u201cz\u201d sounds, he explains, making it difficult for them to learn the difference between English words like \u201csip\u201d and \u201czip.\u201d<\/p>\n

Another phenomenon they found for Spanish speakers in the Western Hemisphere was difficulty making the distinction between \u2018d\u2019 and \u2018t,\u2019\u201d adds Iverson. \u201cBoth of those sounds also exist in Spanish, but as variants of the same sound.\u2026 For a Spanish speaker learning English, this is a crucial distinction they are going to have to learn to make if they\u2019re going to distinguish between words like \u2018they\u2019 and \u2018day.\u2019\u201d<\/p>\n

At the same time, Eckman and Iverson have found that even languages that have similar sounds and rules provide challenges for English-language learners. While both Japanese and Korean native speakers have trouble distinguishing the \u201cs\u201d and \u201csh\u201d sounds in English words, they make different types of mistakes, based on pronunciation rules in their native languages.<\/p>\n

For example, Eckman explains, in Korean, when the \u201csh\u201d sound is used, it\u2019s only before the \u201ci\u201d vowel sound, except in words borrowed from foreign languages \u2013 like \u201csyaweo\u201d for \u201cshower.\u201d The Japanese language, however, uses \u201csh\u201d before other vowels, such as in the word \u201cshogun.\u201d<\/p>\n

So a Korean learning English might feel the need to put in that \u201ci\u201d sound required in his or her native language, explains Eckman. A native Korean speaker might pronounce the former president\u2019s name as George \u201cBusi,\u201d while a native Japanese speaker might say \u201cBusshu. \u201c<\/p>\n

\u201cThe freedom of occurrence of the \u2018sh\u2019 sound is limited, but even more so in Korean than in Japanese,\u201d says Eckman. \u201cTo relax these limitations; to undo and remove what you\u2019ve learned to do in your native language for 20 years or more \u2013 to remove that speech habit \u2013 is difficult.\u201d<\/p>\n

And some learners get to the point where they think they\u2019ve learned the distinction so well that they hypercorrect \u2013 \u201ceven to the point where they\u2019re using the \u2018sh\u2019 sound in more positions than they should be doing.\u201d<\/p>\n

Their research isn\u2019t designed to provide recommendations on how to teach English as a second language, notes Eckman. However, the findings can help teachers identify how the sounds and pronunciation rules of the native language result in different consequences and patterns of errors in learning English.<\/p>\n

\u201cWe\u2019ve found that learning proceeds in stages. It\u2019s not all one fell swoop.\u00a0 People learn progressively and even go beyond what native speakers do. All of this is part of the developmental process that is the core of what we\u2019ve been trying to investigate.\u201d<\/p>\n

<\/a>ESL program receives national accreditation<\/strong><\/p>\n

The University of Wisconsin-Milwaukee\u2019s English as a Second Language (ESL) program has received national accreditation. \u00a0A new federal law, signed by President Barack Obama in 2010, requires that all English- language training programs must be accredited by a regional or national accrediting agency recognized by the Department of Education.<\/p>\n

51ÁÔÆæ\u2019s program had already begun the accreditation process at that point, and received initial accreditation in December 2011 from the Commission on English as a Second Language Accreditation Program. The goal of accreditation, according to the commission, is to help institutions gauge their effectiveness against standards developed by professionals in the field and benchmarks set by the profession.<\/p>\n

The 51ÁÔÆæ program received its four-year accreditation from the commission in December 2012.<\/p>\n

The 2010 Accreditation of English Language Training Programs Act, amended immigration laws to require that nonimmigrant students intending to pursue an English-language course of study must enroll in an accredited English- language training program. The Student and Exchange Visitor Program (SEVP) is responsible for reviewing SEVP-certified English-language programs for compliance with the law\u2019s accreditation requirements.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Two 51ÁÔÆæ linguistics researchers are trying to unlock some of fundamental challenges to second-language acquisition.<\/p>\n","protected":false},"author":835,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":"","uwm_wg_additional_authors":[]},"categories":[174,175],"tags":[],"section":[127,128],"display_categories":[],"related-coverage":[],"uwmnews-feed":[158,159],"class_list":["post-6648","post","type-post","status-publish","format-standard","hentry","category-news","category-research","section-arts-humanities","section-humanities","uwmnews-feed-letters-science","uwmnews-feed-humanities"],"yoast_head":"\nLearning a new language? 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