The Syllabic Status of Final Consonants in Early Speech: A Case Study

Autor/inn/en	Yuen, Ivan; Miles, Kelly; Cox, Felicity; Demuth, Katherine
Titel	The Syllabic Status of Final Consonants in Early Speech: A Case Study
Quelle	In: Journal of Child Language, 42 (2015) 3, S.682-694 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000914000324
Schlagwörter	Young Children; Case Studies; Child Language; Syllables; Phonemes; Acoustics; English; Phonology + Suchen Sie Ihr Suchwort? Frühe Kindheit; Case study; Fallstudie; Case Study; 'Children''s language'; Kindersprache; Silbe; Fonem; Akustik; English language; Englisch; Fonologie
Abstract	Young children's first attempts at CVC words are often realized with the final consonant being heavily aspirated or followed by an epenthetic vowel (e.g. "cat"/kaet/ realized as [kaet[superscript h]] or [kaet[superscript ?]]). This has led some to propose that young children represent word-final (coda) consonants as an onset-nucleus sequence (CV.C[superscript v]) (e.g. Goad & Brannen, 2003), raising questions about the syllabic status of the final consonant. To address this issue, we conducted an acoustic analysis of a child's early production of CVC, CVC[superscript h], and CVCV words between the ages of 1;3 and 1;5. Aside from aspiration, the results showed that there were no significant acoustic differences between the CVC and CVC[superscript h] forms. In contrast, there were systematic acoustic differences in C[subscript 2] closure duration between the CVC/CVC[superscript h] and CVCV target words, suggesting that at least some children learning English have early coda representations for monosyllabic CVC words, whether heavily aspirated or not. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01