Part one of this study discussed the characteristics of errors involving single fricative consonants made by English children learning their first language. Here, the second part discusses the distinctive features of the single fricatives most commonly mispronounced, as well as the characteristics of errors with clustered fricatives. (34…

Describes two experiments in which subjects read aloud pairs of nonsense syllables rapidly presented on a display screen or repeated the same syllables presented auditorily. Results support an explanation of the speech error generation process in which a segment's strength is a function of its frequency of occurrence in English. (SED)

Untrained native English listeners assigned foreign accent scores to sentence and narrative utterances produced by native English speakers and Mandarin-speaking learners of English, rendered unintelligible through low-pass filtering. Because the filtered speech stimuli contained little of what could be considered segmental information, results…

A phoneme confusion matrix consisting of 1,620 spontaneous speech errors was analyzed. It is shown that there is no tendency for linguistically unmarked consonants to replace marked consonants and that sound segment errors almost always involve the movement of unitary segments and not the movement of component distinctive features. (SW)

Presents results of a study that sought to test the pronunciation problems of a large number of American students in a beginning college-level French course. Learner difficulties over a 15-week period were used to create a hierarchy of minimal contrasts representing major, secondary, and minor problems for the students in learning French sounds.…

This study identified two types of interference between Hungarian and English: phonetic and phonological interference. Four native speakers of Hungarian who are second language speakers of English read a passage containing a wide variety of sounds in different phonological environments. A set of rules mapping American English onto…