Publication Date: 2024/01/13
Abstract: With being taught, school going children who learn Hindi as a Second Language (L2) tend to deviate from accurate Sound –Pattern Processing (SPP) resulting in phonological process. These include deletion, addition and mutual exchange of segment(s). Seldom do they recognize these type deletions or additions are unintentionally processed in their word- articulation. The present study has made an attempt to highlight and discuss impact of cognitive phonology recorded in 2400 utterances of 240 students of two- groups: namely G1(age range is 10-11) and G2 (age range 11-12) in selected ten Hindi words classified as ‘known’. Objectives of the undertaken study are 1) to examine variations in individually recorded utterances 2) to discuss major observed distorted pattern which are unconsciously processed. Towards the end, the paper throws some evidences based on data for the researcher’s claim that second language learner of Hindi disregards ‘explicit phonology’ and resorts to ‘independently developed phonology (cognitive phonology) for pattern processing. This is evident in derived outputs in Hindi-word utterances.
Keywords: Cognitive Phonology, Hindi, Sound Pattern Processing.
DOI: https://doi.org/10.5281/zenodo.10499789
PDF: https://ijirst.demo4.arinfotech.co/assets/upload/files/IJISRT23DEC1216.pdf
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