SOUND PATTERNING OF PRE-TEENS IN ENGLISH WORDS - A COGNITIVE PROCESS
T. Shafeek · International Journal of Research in Education Humanities and Commerce · 2024
Teachers of English tend to believe learners of English as Second or Foreign Language (ESL/EFL) generate “same phonological patterns’ during even taught English words. Evidences show they deviate from teacher- instructed patterns in their known English word articulations. This unrecognized act is speakers’ subconscious knowledge of phonological awareness. The sounds of all languages are patterned and organized in a way where some actions of sound patterning are results of cognitive process leading distorted processes. This paper presents Sound Pattern Processing (SPP) and it impacted deviated processes in utterances of two- forty (240) pre-teens students in select known English words. The complexity of phonological patterns in these words is studied from the perspectives of the theory of RCVP - Radical CV Phonology (Hulst, 2020), autosegmental (Goldsmith, 1976), and lexical phonology (Mohanan, 1982). The study is concerned with issues of phonological processes where preteen learners of English exhibit differences and variations in their independent English –word articulations.