37.3207, Diss: English; Cognitive Science, Language Acquisition, Phonetics, Phonology: Shafeek T: "A Comparative Study of Sound Pattern Processing with Reference to L1 and L2s- A Cognitive Approach"

Tue Oct 6 16:05:02 UTC 2026

LINGUIST List: Vol-37-3207. Tue Oct 06 2026. ISSN: 1069 - 4875.

Subject: 37.3207, Diss: English; Cognitive Science, Language Acquisition, Phonetics, Phonology: Shafeek T: "A Comparative Study of Sound Pattern Processing with Reference to L1 and L2s- A Cognitive Approach"

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Date: 06-Oct-2026
From: Shafeek Thondiyil [drshafeekt at gmail.com]
Subject: A Comparative Study of Sound Pattern Processing with Reference to L1 and L2s- A Cognitive Approach

Institution: Annamalai University
Program: Centre of Advanced Study in Linguistics (CAS)
Degree Date: 2026
Level: PhD

Author: Shafeek T

Dissertation Title: A Comparative Study of Sound Pattern Processing
with Reference to L1 and L2s- A Cognitive Approach

Dissertation URL: http://hdl.handle.net/10603/515102

Linguistic Field(s): Cognitive Science
                     Language Acquisition
                     Phonetics
                     Phonology

Subject Language(s): English (eng, stan1293)

Dissertation Director(s): Dr. Lalitha Raja, Dr. Saranya Raja

Dissertation Abstract:

This thesis is a study of Sound Pattern Processing (SPP) and it
resulted in- phonological processes in the utterances of pre-teens in
select unknown and known words of L1 (Malayalam), and three L2s
(English, Arabic and Hindi). 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 like how young speakers of second languages, without being
instructed, recognize that certain combinations of sounds are
unacceptable and certain patterns are acceptable. Secondly, speakers’
realization of grapheme- phoneme correspondence in the contexts of L1
and L2 unlearnt and learnt word is a matter of discussion.
 The impacts sound pattern processing in articulating unknown words
are questionable. The participated pre-teen Mappilas who have been
learning English, Arabic, and Hindi as L2s since they were aged six or
seven (age range for admitting to standard I) fluently
recognize that certain patterns are acceptable and possible in their
unlearnt word utterances. This sort of unrecognized knowledge of
phonological pattern awareness i.e. how L1 and L2 unknown or unlearnt
words should sound-pattern systematically, fluently, more naturally
appears to be an underlying aspect of cognitive phonological system
that is required for sound pattern processing of an individual word
utterance. The sounds of all languages are patterned and organized in
such ways where some system underlies their appearance (O'Grady,
Dobrovolsky, & Katamba, 2011).
It has been found the pre-teen speakers adjust sounds in no time for
an articulation that looks more natural, fluent and acceptable.
Speakers adjust the sounds they produce according to rules of their
language, not noticing that they do so (Sapir 1921). Another
significant observation is that without being taught, more than half
of Group I (age range 10-11) and Group II speakers (age range 11-12)
have sound patterned appropriately and accurately. Despite this,
distorted processes (Phonological processes) were found generated out
of speakers’ unconscious articulation acts - a feature of cognitive
phonology. Appropriate and acceptable sound pattern processing – be it
in known and unknown words of L1 and three L2s- is unconscious act.
Speaker know what sounds are possible and what sounds are not possible
in the language (Selinker & Gass, 2008). Speakers’ realization of
grapheme- phoneme correspondence in the context of L1 and L2 unknown
and known words is accounted for UBM (Usage- Based – Model)
principles. The grapheme-phoneme correspondence appears to be
influenced largely by the speakers’ phonological awareness of L1.

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