Die Sprache und ihre Wissenschaft zwischen Tradition und Innovation / Language and its Study between Tradition and Innovation
Akten des 45. Linguistischen Kolloquiums in Veszprém 2010- Proceedings of the 45 th Linguistics Colloquium, Veszprém 2010
This volume presents 34 papers delivered at the 45th Linguistics Colloquium in Veszprém (Hungary) from 16th to 18th September, 2010. The authors deal with older and newer fields of work in linguistics as well as their innovative results. The international composition of the participants and the various methodological positions and aspects of the academic activities in linguistics offer the possibility of a broad field of research. Apart from Applied Linguistics, Intercultural Linguistics, Pragmatics, Lexicology, Semantics, Contact Linguistics and Grammaticography, the book also presents Foreign Language Didactics. Moreover, the book suggests topics for future research.
Haruko Miyakoda: Phonological knowledge and phonological awareness: FOCUS ON pathological speech
Phonological knowledge and phonological awareness: Focus on pathological speech
Phonological awareness has been claimed to play an important role in the development of language skills. A child’s phonological skills need to be assessed accurately in order to predict and to take early measures to detect any deficits, but the problem is that no one really knows for sure what kind of phonological knowledge needs to be taken into consideration. In the case of English, for example, phonological development is usually measured by employing the phoneme or the syllable. Training generally focuses on the onset, rhyme and syllable segmentation (cf. Abba et al. 1999), but the other phonological units above the syllable are not usually taken into consideration.
In the case of Japanese, the mora has attracted a great deal of attention in the discussion of phonological knowledge and phonological skills (Amano 1986, Tamaoka 1994). The Japanese Articulation Test, which is administered to children with speech problems, is one of the typical examples of a standardized test that mainly focuses on the mora. The tasks involve repeating sentences or phonemes, and also naming familiar items such as sakana ‘fish’ and inu ‘dog’. This test is effective in dealing with the so-called “systematic intelligible” speech errors. Take, for example, the following substitution errors:
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