The internal structure of the syllable in Russian and in Hebrew: Evidence from monolingual kindergarteners

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2023-01-01 DOI:10.1017/S0142716423000012

Nadya Kogan, Elinor Saiegh-Haddad

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引用次数: 1

Abstract

Abstract Notwithstanding remarkable phonological differences, the CV syllable is the most frequent syllable type in both Russian and Hebrew. This led to the prediction that the internal structure of the CVC syllable in the two languages, as reflected in phonological awareness tasks, might be similar. The study tested phonological awareness in two groups of monolingual kindergarteners: Hebrew-speaking (N = 35) and Russian-speaking (N = 20) in order to shed light on the underlying structure of the CVC syllable in the two languages. Phonological awareness tasks targeted awareness of the sub-syllabic structure (structured and unstructured) and phoneme awareness (initial and final). A linear mixed model analysis revealed that children in both groups showed greater facility with body-coda CV-C than with onset-rime C-VC syllable splitting and higher scores on final than on initial phoneme isolation tasks. The unstructured tasks also reflected the cohesion of the CV body in both languages. The findings demonstrate a similar internal representation of the CVC syllable in Russian and in Hebrew speakers as reflected in phonological awareness among preschoolers.

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俄语和希伯来语音节的内部结构：来自单语幼儿园的证据

摘要尽管存在显著的语音差异，CV音节是俄语和希伯来语中最常见的音节类型。这导致了两种语言中CVC音节的内部结构可能相似的预测，这反映在语音意识任务中。这项研究测试了两组单语幼儿园儿童的语音意识：希伯来语（N=35）和俄语（N=20），以阐明这两种语言中CVC音节的基本结构。语音意识任务针对的是亚音节结构（结构化和非结构化）和音位意识（声母和韵母）。一项线性混合模型分析显示，两组儿童在体尾CV-C方面表现出比在起首C-VC音节分裂方面更容易的能力，在韵母方面的得分也比在初始音素分离任务方面更高。非结构化任务也反映了两种语言中CV主体的内聚性。研究结果表明，CVC音节在俄语和希伯来语使用者中的内部表现相似，这反映在学龄前儿童的语音意识中。

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来源期刊

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.