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A contrastive analysis of the sound structure of Sotho-Tswana for second-language acquisition
Abstract
The paper addresses second language teaching of phonetic, phonological and prosodic features in the Sotho-Tswana languages (Southern Bantu) from a linguistic perspective. It motivates the inclusion of phonetic, phonological and prosodic background knowledge in second language teaching, and singles out potential areas of learners’ difficulties based on a comparative analysis, assuming a Germanic language as the learner’s first language. It adopts the idea that learner problems can be overcome by a mixture of linguistic background explanation and practical, contrast-directed exercises.
