Intervocalic consonants in the acquisition of German: onsets, codas or something else?

• Published in: Clinical linguistics & phonetics 2002-04, Vol.16 (3), p.169-182
• Main Authors: Kehoe, Margaret M., Lleó, Conxita
• Format: Article
• Language: English
• Subjects: Child Language; Child, Preschool; Female; German; Humans; Infant; Intervocalic Consonants; Language; Male; Phonetics; Phonological Development; Syllabification; Verbal Learning
• ISSN: 0269-9206; 1464-5076
• DOI: 10.1080/02699200110112213

This study examines the behaviour of five phonemes /f, &#80, ts, k, l/ in word-initial, word-final, and intervocalic positions in the productions of five German-speaking children (age 1;3 to 3;3 years) in order to determine the patterning of those intervocalic consonants - do they behave more like onsets or codas? The study also contrasts the behaviour of intervocalic consonants after short versus long vowels in view of the stance taken in the theoretical literature that intervocalic consonants after short vowels are ambisyllabic but not after long vowels. Findings show that out of 25 conditions (5 phonemes &#50 5 children), nine yield support for the patterning of intervocalic consonants as codas, two as onsets, and five as unique (neither coda nor onset). Three conditions yield support for the dual patterning of intervocalic consonants. In all other conditions, there was insufficient information to support their patterning with codas or with onsets. Results provide minimal support for different patterns of intervocalic consonants after short and long vowels; however, the lengthening and insertion of consonants after short vowels suggest that children are aware of the different phonological roles of intervocalic consonants after short and long vowels.