McAlister Holly, McLeod Sharynne, Hopf Suzanne C
School of Allied Health, Exercise and Sports Sciences, Charles Sturt University, Albury, Australia.
School of Education, Charles Sturt University, Bathurst, Australia.
Int J Speech Lang Pathol. 2022 Jun;24(3):260-270. doi: 10.1080/17549507.2022.2044905. Epub 2022 Apr 17.
The aim of this study was to investigate Fijian students' acquisition of Fiji English speech sounds. Participants were 72 multilingual students (5-10 years) living in Fiji who spoke the Fijian or Fiji Hindi dialects of Fiji English. The students' productions of single words from the Diagnostic Evaluation of Articulation and Phonology (DEAP) were analysed according to dialect using the Children's Independent and Relational Phonological Analysis (CHIRPA). Most English consonants were acquired by 6;0. English consonants that were not in the inventories of Fijian or Fiji Hindi were the last acquired, while those that were common between English and the two languages were some of the earlier acquired consonants. Percentage of consonants correct (PCC) for Fiji English was significantly lower for Grade 1 students ( = 93.01, SD = 0.07) in comparison to Grade 4 students ( = 99.03, SD = 0.01). Plosive and nasal sounds were acquired by 90% of the students earlier than fricative, approximant and affricate sounds, though acquisition of some plosive and fricative sounds varied between Fiji English dialects. All word-initial consonant clusters were acquired by 90% of the students by 9;6, with r-clusters tending to be the latest acquired. The acquisition of word-final consonant clusters was highly variable as students often produced appropriate dialectal variants. Multilingual Fijian children may acquire English specific sounds later than their monolingual English-speaking peers. Consideration of the language environment and analysis of the speech sample with reference to the child's dominant English dialect is imperative for valid identification of speech sound disorder (SSD) in children who speak different dialects of English.
本研究的目的是调查斐济学生对斐济英语语音的习得情况。参与者是72名居住在斐济的多语言学生（5至10岁），他们说斐济语或斐济印地语方言的斐济英语。使用儿童独立和关系语音分析（CHIRPA），根据方言对学生在《发音和音系诊断评估》（DEAP）中单个单词的发音进行了分析。大多数英语辅音在6岁时习得。斐济语或斐济印地语中没有的英语辅音是最后习得的，而英语与这两种语言共有的辅音是一些较早习得的辅音。与四年级学生（均值=99.03，标准差=0.01）相比，一年级学生（均值=93.01，标准差=0.07）的斐济英语辅音正确百分比（PCC）显著更低。90%的学生习得爆破音和鼻音早于擦音、通音和塞擦音，不过一些爆破音和擦音的习得在斐济英语方言之间存在差异。到9岁6个月时，90%的学生掌握了所有词首辅音连缀，r连缀往往是最后习得的。词尾辅音连缀的习得差异很大，因为学生经常会产生合适的方言变体。说多种语言的斐济儿童可能比只说英语的同龄人习得英语特定语音更晚。对于有效识别说不同英语方言的儿童的语音障碍（SSD），考虑语言环境并参照儿童的主要英语方言分析语音样本是必不可少的。
