1

Chapter I

THE PROBLEM AND ITS SCOPE

Background of the Study

Undeniably, nobody is born with an accent. Be that as it may, the large number of

languages and the need for interaction across linguistic and cultural boundaries have made it

necessary for humans at one time or the other to acquire or learn a language which is different

from their mother-tongue or native language. For most Meranaws, when acquiring and learning a

second language, it is inevitable act to equate the phonology of the target language into the

mother-tongue as it the used and accustomed way of talking since child.

Part of knowing a language means knowing what sounds are in that language and what

sounds are not. Phoneme is the individual sound produced by a speaker while phonology is the

speech sounds used in a particular language (Introduction to English Language Studies p.4). The

articulation or pronunciation of every words in the target language is imperatively must to know

also. In the process of pronouncing, it is common phenomenon to commit phonological changes

especially when the act of communication is so spontaneous and the tendency is that

consciousness of proper articulating words is merely not observed.

When acquiring and learning an L2 second language phonology, the L1 first language

phonology had always an influence on L2. L2 (second language) learners tend to identify

phonemes and extract phonotactic regularities from the speech signals they are exposed to. To

L2 (second language) learners, learning of the L2 sounds is likely to be influenced by the L1

phonetic system, and especially when some L2 phonemes do not exist in learner's L1. The L1

phonological system would function like a sieve subjecting the L2 phonemes to adapting to its
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structure and eventually, L2 learners tend to assimilate those L2 phonemes into their L1

phonemic categories (Pallier et al, 2001).

Moreover, phonological changes occur when the phonemes in the target language have

no equivalent in their native language. For example, Meranaw L2 learners, or other learners who

have sufficient exposure to the L2, correct identification and production of L2 phonemes

constantly prove to be a problem (Flege et al, 1999). For instance, the English phonemes /θ/ and

/ð/ are not existent in many languages and as a result they pose a great difficulty for L2 English

phonology. The two sounds are usually replaced by different phonemes by L2 learners with

distinctive L1 backgrounds. For instance, Meranaw learners usually replace /θ/ to /d/ sound.

Furthermore, like this phenomenon is not only can be found in Meranaw language.

(Lambacher et. al, 1997) found that Japanese learners of English had considerable difficulty

distinguishing /θ/ and /s/ and they constantly assimilated /θ/ into the phonetic category of /s/.

Also, Brown (2000) compared the acquisition of /θ/ and /ð/ by Chinese and Korean learners of

English and found that they both substitute /θ/ and /ð/ with their L1 phonemes (s)2 and (d).

Moreover, pronunciation is one of the most important factors of second language learning

which involves in production of correct sound in target language and production of sounds to

make meanings. It is the combination of sound segments to express a message in any given

language. Each segment unit in pronunciation is playing a vital role in daily interaction in

English language. Additionally, language structure, stress and rhythm influence the

pronunciation in English language.

Withal, Meranaw language is belong to a family of language Astronesian Malayo-

polynesian and is located in the South-western of the Philippines. The infiltration of English

words in Meranaw language had been widely employed many decades ago. Most Meranaw
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people are bilingual especially those who live near in the city and Meranaw learners or acquirers

of second language are undeniably have had a contact in English conversation or atleast

acquainted in some English phonology. However, it is apparent in many Meranaw English

speakers that their L1 has had always an influence on their L2 English language especially when

using it for communication or in any other means. They usually mispronounced or altered some

phonemes of English words when using it in expressing their idea.

This research aimed to give sufficient knowledge about what are the influences of

Meranaw phonolgy in learning and acquiring English language in communication especially

conversing with people. It further examines what are the different substituted Meranaw

phonemes done when using English language.

Objectives of the Study

1.) To know phonology and phonological influence.

2.) To know the similarities and differences of L1 Meranaw phonology and L2 English language

phonology and compare them to the other research that also study phonological influence of L1

on L2

3.) To know the concepts that can be deduced in the phonological influence of L1 Meranaw

language in acquiring and learning an L2 English language phonology.

Importance of the Study

The result of this study may benefit the following people:

To the Future BAELS Students

This will serve as a reading material to let them know the Influence of L1 Meranaw

phonology in learning or acquiring L2 English language phonology. Also, will serve as a means
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for them to provide a pre-notion of how L1 phonology affects the acquiring and learning an L2

phonology.

To the Future Researchers

This will serve as their guide to improve and broaden this study and would also serve as

source material to the research that they would conduct pertaining to this topic research.

To the BAELS Teachers

This study may contribute and may serve as a guide material for their students to

facilitate them in learning Meranaw phonology particularly pronouncing words from English

language. Also, will provide them how L1 phonology affect the acquiring and learning an L2

phonology.

To the Meranaw people

This study will serve as a reading material that may make them realize how they made

use of articulating English words in Meranaw language.

Definition of Terms

The following terminologies are defined conceptually and operationally for the purpose

of further understanding and clarification of this study.

Allophones. This refers to the different phones that are understood as the same phoneme

in a language (The Psychology of Language p. 29). In this study, it refers to the consonants from

English equated in Meranaw language that is basically not within Meranaw alphabets.

Error. It is a piece of speech that is recognizably different in some way from native

speaker. It is usually happen when students attempt to say something that is too difficult for them
 5

or over their level of language processing (Odlin, 1989). In this study, it pertains to

inappropriately uttering the sound of English words due to L1 interference.

Interference. It refers to the influence of one language to the other language (n.a, 2018).

In this study, it refers to the phonological influence of Meranaw in acquiring and learning

English language phonology.

L1 (first language). It is the native language or the mother tongue (n,a., 2018). In this

study, it refers to Meranaw language as a first language being studied by the researcher

L2 (Second language). It is the language being learned after or while acquiring the first

language. It is also called target language (n.a., 2018). In this study, it refers to English language

as a second language being studied by the researcher.

Language Acquisition. It refers to the process of natural assimilation, involving intuition

and subconscious learning, which is the product of real interactions between people where the

learner is an active participant (Krashen, 2003). In this study, it refers in using the target

language particularly English for real communication.

Language Learning. It refers to "knowing about" language or "formal knowledge" of a

language. It is conscious because it also refers to "explicit" knowledge of rules, being aware of

them and being able to talk about them (Krashen, 2003). In this study it is linked to the

traditional approach to the study of languages and today is still generally practiced in schools

worldwide.

Phonology. It is the study of the patterns of sounds in a language and across languages

which examines rule-based organization of sounds based on combination of words (The

Psychology of Language p. 29). In this study, it refers to the study of speech sounds used in

Meranaw and English language.

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Phoneme. It is the basic unit of sound in a particular language (The Psychology of

Language p. 29). In this study, it pertains to the consonants sound used in Meranaw and English

language.

Phonetic. It refers to using a system of written symbols that represent speech sounds in a

way that is very close to how they actually sound (Merriam dictionary). In this study, it refers to

the written representations of English and Meranaw speech sounds.

Phonetics. It is the study of speech sounds in a particular language (Merriam dictionary).

In this study, it pertains to the speech sounds used and present in English and Meranaw language.

Second Language Acquisition. It is the systematic of how people (in both children and

adults) acquire a second language (Krashen, 2003). In this study, it pertains to how the Meranaw

people acquire English language as a second language.

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Chapter II

Review of Related Literature and Related Studies

This chapter discusses and reviews the literatures and studies that are of significant

relation in establishing the foundation of this study. The researcher aims that these literatures and

studies will serve as a groundwork in verifying the feasibility of this study.

1.) What is phonology and phonological influence?

Phonology is basically the study of the patterns of sounds in a language and across

languages which examines rule-based organization of sounds based on combination of words. So

much for this, there are many words that are related to phonology, namely: Phonetics, Phoneme

and Phonics. Phonetics is the study of human speech production in terms of sounds and how it is

perceived by other people. It refers to the framework of human speech in relation to the natural

production of sounds. Meanwhile, phonemes is a distinct sound of word that gives different

meanings to different languages. e.g. the word "fat" and "pat" are two different sound of word

yet the sounds of the first letter of each word differs. Lastly, phonics is also a related word to

phonology which refers to the basic exposure of learning in combining and connecting letter to

produce sounds (n.a. 2018).

Phonological influence

Odlin (1989) posits that L1 phonological influence is the influence that usually resulting

from the similarities and differences between the target language and any other language that has

been previously and perhaps imperfectly acquired. A major finding in second language

acquisition research is that L1 influence is a prominent factor affecting L2 phonological

acquisition and production.

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According to (Eckman, 2004; Odlin, 2003; and Ringbom, 2007) learner's L1 influences

the acquisition of L2 phonology. Some of the earliest work in this area was done using the

Contrastive Analysis method. This means comparing the similarities and differences between L1

and L2. Initially this analysis was hoped to help to determine when negative transfer would occur

to given language speakers. Through this it was hoped that Contrastive Analysis would help to

predict learning difficulties. This method mainly focuses on errors stemming from LI, and it does

not take into account possible positive transfer from L1 to L2. When explaining Contrastive

Analysis, (Eckman 2004) has voiced a claim that L1 and L2 differences and L1 transfer are

primary in accounting for L2 speech. Simply put this, it means that when an individual learning a

second language hears the new target language, he will find some sounds easy to comprehend

and to produce, yet others are extremely hard. The sounds that are easy to comprehend are the

ones existing in the persons` native language. The ones that the learner has trouble with are the

ones that he is not accustomed to hearing, due to the fact that they are missing from his L1

(Ortega, 2009).

2.) What are the similarities and differences of L1 Meranaw language phonology and L2 English

language phonology and what are the comparison can be drawn also from other study?

English is a West Germanic language related to Scots, Dutch, Frisian and German. It

evolved from the Germanic languages brought to Britain by the Angles, Saxons, Jutes and other

Germanic tribes from about the 5th Century AD. These languages are known collectively as

Anglo-Saxon or Old English, and began to appear in writing during the 5th century AD in a runic

alphabet. By about the 15th century Middle English had evolved into Early Modern English, and

continued to absorb numerous words from other languages, especially from Latin and Greek.

Printing was introduced to Britain by William Caxton in around 1469, and as a result written
 9

English became increasingly standardized. The first English alphabet was published in 1604

(Ager, 2018).

English Phonetic Alphabet

/a/, /æ/, /ai/, /au/, /Ą/, /b/, /c/, /d/,/e/, /ə/, /ℇ /, /f/, /g/, /h/, /i/, /j/, /k/, /l/, /m/, /n/, /ŋ /, /o/, /p/,

/q/,/r/, /s/, /ᶘ/, /t/, /ð/, /θ/, /u/, /v/, /w/, x/, /y/, /z/.

Meanwhile, Meranaw is an Austronesian language of the Greater Central Philippine

subgroup spoken primarily on the southern Philippine island of Mindanao in the provinces of

Lanao del Sur and Lanao del Norte. Meranaw has 19 consonant phonemes and four vowel

phonemes, as illustrated below. There is also a very marginal /h/ that appears in a very small

number of recent Malay loans. It is related to Iranun languages which are spoken in

Maguindanao, some part in southeastern Mindanao and in Sabah Malaysia. The segmental

phonemes of Meranaw are much the same as those in many other Philippine languages. There

are voiceless and voiced stops, nasals, bilabial, alveolar, and velar points of articulation

(Macaraya, 1996).

Meranaw Phonetic Alphabet

The following symbols have been used for the Maranao alphabet:

/a/, /b/, /d/, /ə/, /g/, /h/, /i/, /k/, /j/, /l/, /m/, /n/, /ŋ/, /o/, /p/, /r/, /s/, /t/, /u/, /w/, /y/. Most of the

consonants are pronounced with their usual phonetic value (Macaraya, 1996).

Moreover, Adiong and Abolais (2017) conducted a research about Intelligibility Among

BSeD-English Pre-Service Teachers: a focus on phonology in MSU Main Campus students and

found out that, of the 17 respondents, there were 7 or 41.18% of them committed errors of

producing the consonants sounds such as /b/ and /v/ in the word view that becomes /biew/ and
 10

the word English into /EngliS/. The study though it focused on intelligibility in conveying

meaning using uttering words while reading, it further revealed that L1 phonological influence in

uttering words in L2 was always observed and that Meranaw respondents really did not escaped

in mispronouncing some English consonants, this is due to the fact that letter /s, b, p/ and other

consonants are what the Meranaw used to pronounce always in their day to day communication

and because it became the accustomed utter sound, it really influenced uttering second language

sounds. Accordingly, the misuttered letters were (f, v, th, and z) and were replaced to (p, b, t and

s).

Likewise, Skaer (1984) noted that the point still remains that native language phonology

does clearly affect target language acquisition.......and transfer or L1 influence is usually detected

through production errors in speech. Many researchers stated that similarity of sounds is a

criterion for transfer: the substituted sound is often the most acoustically similar sound to the

target language sound. In her work with Korean, Cantonese and Brazilian learners of English,

found that the majority of the errors in word- final consonants produced by the learners could be

attributed to L1 transfer effects. Also, found evidence that the learners modified one-fifth or

twenty percent of the final consonants they produced. The majority seventy eight percent of

these modifications could be attributed to L1 transfer.

Ellis (2000) investigated the impact of L1 negative phonological transfer by examining

Chinese L2 learners' identification and production of English words with /θ/ and /ð/ and found

that there was a strong tendency for them to substitute the L2 /θ/ and /ð/ phonemes with (s) and

(d) from their L1 phonetic inventory in both word identification and production. Also, they

argued that this phenomenon is due to false phonological representations but rather more on

substituting a phonemes enact.

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3.) What are the concepts that can be deduced in the phonological influence of L1 in acquiring

and learning an L2 phonology?

Learners and acquirers of second language tend to transfer the form and equate some

phonemes of their L1 to the target language and then attempting to speak the language as if they

are correct, but articulately not. By learning L2 habits of uttering words, L1 habits are also

transferred and then the errors occur respectively (Bhela, 1999). Similarly, Beardsmore (1982)

suggests that if the learners have difficulty in phonology, vocabulary and grammar of L2, these

are due to the interference of habits from L1.

The contriving way a learner can start to communicate in a second language is when the

time he begins to assume word-for-word translation equivalence or it is thought that every L1

word has one translation in L2 by the learners. When learners of second language want to speak

in the target language, they tend to rely on their first language structures. If the structures are

different, then a lot of errors occur in L1 thus this indicates an interference of first language on

second language. Interference is the errors that can be traced back to the first language, while the

learners use the second language (Lott, as cited in Bhela, 1999, p.22). A learner has difficulties

in second language such as phonology, vocabulary and grammar due to the interference of habits

from L1 and L2. Interference is the result of old habits of the first language, and it is unlearned

before the learning of another new habit for second language. So, basically, what can be

deduced is that L1 phonological influence in acquiring and learning an L2 happens because there

always those that being brought by phonological interferences due on having a different

phonemic systems that result in committing errors in uttering or pronouncing an L2 words

(Dulay, Burt, & Krashen, 1982).

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Flege (1995) cited that there is an effect of the speakers‟ native language in learning

English as a Second Language (L2). There is a high probability that the Speaker will have

difficulty in producing the sounds. According to Ahmad (2011), when the speakers learn a target

language there are similarities in the both phoneme system of the language. When speakers try to

speak in L2, they tend produce the vowels or consonants sounds closest to the sounds of their

first language or mother tongue. For instance, the word "Father" becomes "Pader" respectively.

So, it can be then also deduced that L1 phonology has always effect in acquiring an L2

phonology.
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Chapter III

PRESENTATION, DISCUSSION AND CONCLUSION

This chapter presents the found out pattern together with the discussion and conclusion drawn

from the findings of the study.

Table 1

English Terms English Transcription Meranaw Transcription

Cellphone /selfon/ /selpon/

Professor /profℇ sor/ /propIsor/

Free /fri/ /prə/

Flight /flait/ /plait/

Fail /fejl/ /pℇ l/

Five /faiv/ /paib/

Fate /fejt/ /pet/

Fire /fair/ /pair/

Father /faðℇ r/ /padər/

Foam /fum/ /pom/

Fruit salad /frut salad/ /prut salad/

Table 1 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „cellphone‟ when it is

transcribed in English phonetic symbol became /selfon/ while in Meranao phonetic symbol
 14

became /selpon/, similarly, the word „Professor‟ when it is transcribed in English phonetic

symbol became /profℇ sor/ while in Meranaw phonetic symbol became /propIsor/, and so on to

the other terms presented in the table.

Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “f” in

English became “p” in Meranaw phonemic sound.

Table 2

English Terms English Transcription Meranaw Transcription

Envelope /ℇ nvelop/ /enbelop/

Elevate /ℇ lℇ vet/ /IlIbIt/

Verb /vərb/ /bərb/

Five /faiv/ /paib/

Velocity /velosItə/ /bIlosətə/

Vicks /vIks/ /bIks/

Television /tℇ lℇ viᶘion/ /tIləbIsyon/

Table 2 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „envelope‟ when it is

transcribed in English phonetic symbol became /ℇ nvelop/ while in Meranao phonetic symbol

became /enbelop/, similarly, the word „elevate‟ when it is transcribed in English phonetic symbol
 15

became /ℇ lℇ vet/ while in Meranaw phonetic symbol became /IlIbIt/, and so on to the other

terms presented in the table.

Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “v” in

English became “b” in Meranaw phonemic sound.

Table 3

English Terms English Transcription Meranaw Transcription

They /ðey/ /də/

This is /ðIs Is/ /dIs Is/

These are /ðIs ar/ /dIs ar/

Brother /braðℇ r/ /bradər/

Father /faðℇ r/ /padər/

Mother /maðℇ r/ /madər/

The /ða/ /da/

Then /ðen/ /den/

Table 3 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „they‟ when it is

transcribed in English phonetic symbol became /ðey/ while in Meranao phonetic symbol became

/də/, similarly, the word „this is‟ when it is transcribed in English phonetic symbol became
 16

/ðIs Is/ while in Meranaw phonetic symbol became /dIs Is/, and so on to the other terms

presented in the table.

Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “ð” in

English became “d” in Meranaw phonemic sound.

Table 4

English Terms English Transcription Meranaw Transcription

Thorn /θorn/ /torn/

Thrust /θrast/ /trAst/

Thin /θIn/ /tIn/

Thick /θIk/ /tIk/

Through /θrᴐ/ /Tro/

Thought /θᴐt/ /tot/

Table 4 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „thorn‟ when it is

transcribed in English phonetic symbol became /θorn/ while in Meranao phonetic symbol

became /torn/, similarly, the word „thrust‟ when it is transcribed in English phonetic symbol

became /θrast/ while in Meranaw phonetic symbol became /trAst/, and so on to the other terms

presented in the table.

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Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “θ” in

English became “t” in Meranaw phonemic sound.

Table 5

English Terms English Transcription Meranaw Transcription

Brush /braᶘ/ /bras/

Rush /raᶘ/ /ras/

Blush /blAᶘ/ /blAs/

Flesh /flℇ ᶘ/ /ples/

Dish /dIᶘ/ /dIs/

Table 5 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „brush‟ when it is

transcribed in English phonetic symbol became /braᶘ/ while in Meranao phonetic symbol became

/bras/, similarly, the word „rush‟ when it is transcribed in English phonetic symbol became /raᶘ/

while in Meranaw phonetic symbol became /ras/, and so on to the other terms presented in the

table.

Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “ᶘ” in

English became “s” in Meranaw phonemic sound.

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Table 6

English Terms English Transcription Meranaw Transcription

Zipper /℥ Ipər/ /sIpər/

Zero /℥ Iro/ /sIro/

Zombie /℥ ombI/ /sombI/

Table 6 presents the words or terms in English and its transcription to English and

Meranaw phonetic symbols. As viewed from the table, the English term „zipper‟ when it is

transcribed in English phonetic symbol became /℥ Ipər/ while in Meranao phonetic symbol

became /sIpər/, similarly, the word „zero‟ when it is transcribed in English phonetic symbol

became /℥ Iro/ while in Meranaw phonetic symbol became /sIro/, and so on to the other terms

presented in the table.

Based on the previous table, it is shown that the English transcription and Meranaw

transcription are different. With the samples presented above, it is revealed that the sound “℥ ” in

English became “s” in Meranaw phonemic sound.

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Conclusion:

After examining, comparing and investigating Meranaw phonology and English

phonology, a conclusion was then formulated based on the findings of the study with the samples

presented in tables above. The researcher concluded that L1 meranaw phonology and L2 English

phonology have differences and similarities, they differ in a fact that there are consonantal

sounds in English language that are not within Meranaw language, particularly they are the /f/,

/v/, /ð/, /θ/, /ᶘ/, and /℥ / sounds. The /f/ sound, is replaced with /p/ sound, the /v/ sound is

replaced with /b/ sound, the / ð / sound is replaced with /d/ sound, the /θ/ sound is replaced with

/t/ sound, the /ᶘ / sound is replaced with /s/ sound and lastly, the /℥ / sound is replaced also with

/s/ sound in Meranaw phonology. Due to inexistence of such sounds in L1, the researcher had

confirmed that L1 (Meranaw) sounds had influenced the acquisition of L2 (English) phonology

or phonetic system. Moreover, to Meranaw acquirers and learners of English language, these

phenomenon are really apparent because they've been assimilating those sounds to the closest

sound present and being brought by them by their mother tongue Meranaw.
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