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This research attempts to find out the impact of using cellphones on the students’ pronunciation with an emphasis on consonant clusters. The sample of the study was 40 female secondary school students divided into two groups control and experimental. The study attempted to answer one question: Will the use of pronunciation videos on cell phones help to improve Saudi female secondary students' pronunciation of English consonant clusters occurring in the onset position? To achieve this, the researcher conducted a pre-test and a post-test to test students’ pronunciation of selected vocabulary from the English Inventory of consonant clusters. After the pre-test, the experimental group used video to practice these sounds while the control group practiced that in traditional classes. The findings showed that both groups improved. However, the excremental group, having utilised cell phone videos, made significant improvement by 7.05% in the correct production of consonant clusters.

This study investigates the pronunciation difficulty of selected English consonant clusters (CCs) encountered by Saudi EFL learners. The sample consisted of 134 female Saudi EFL students in their freshman year in the English Department at Najran University. Two instruments were used: a pronunciation test that assessed participants’ CC pronunciations in the onset and coda positions and a questionnaire that explored participants’ attitudes towards their CC pronunciations. This study provides detailed data on the participants’ pronunciation difficulties using Optimality Theory (OT). The results showed that the participants encountered CC pronunciation difficulties in both the onset and coda positions. However, most errors occurred in the coda position, especially for the four-consonant pattern (-CCCC). Participants used different strategies to simplify their CC pronunciations: epenthesis, deletion, substitution, or some combination thereof. Questionnaire data indicated that the participants attributed their pronunciation difficulties to inadequate knowledge of the pronunciation rules, insufficient language instruction, and native-language influence. The participants proffered some remedies to their difficulties, which included doing more pronunciation drills and offering a new course focused primarily on correct pronunciation. OT analysis revealed that onset clusters were mainly influenced by L1 ranking constraints whereas coda clusters were more influenced by universal Markedness constraints. OT indicated that the tendency to satisfy Markedness constraints over the Faithfulness constraints led the participants to use the above-mentioned simplification strategies.

This paper discusses the phonology of Kolokuma-English loanwords. Kolokuma is a Norh-Central Ijoid-Lect, within the Niger Congo Phylum. It is spoken in the Kolokuma/Opokuma Local Government Area of Bayelsa State. The objective of this study is to investigate and examine how loanwords from English are adapted in Kolokuma using the Optimality Theory. The study showed that the language does not allow consonant clusters in the onset or coda positions. It also showed that closed syllables are prohibited in the language. It was further demonstrated that open syllables, simplex and voice assimilation are achieved through coda adjustment, cluster simplification and neutralization strategies, using the markedness and faithfulness constraint interactions in Optimality Theory., {"references":["Aronoff, M.& Fudeman, K. (2008). What is Morphology. Oxford: Blackwell Publishing.","Bolaji, E. T, (2016), 'Constraint interaction in phonology of Urhobo – English loan words? In Odebunmi, Akin etal (eds) Grammar, applied linguistics and society: A festschrift for Wale Osisanwo. Ile-Ife: Obafeni Awolowo University. Pp 207 – 221","Crystal, D. (1991). The Cambridge encyclopedia of language. Cambridge: Cambridge University Press.","Ejele, P.(2014). An introductory Course on language. Port Harcourt: Gitelle Press Ltd.","Ifode, S.(2008). An introduction to language in History and society. Port Harcourt: University of Port Harcourt Press.","Jackson, H. (2007). Key terms in linguistics. Landon: Continuum. Katjie, Mahlangu. M.A Thesis. Adoption of Loanwords in Isindebele, faculty of Arts, University of Pretoria","Kammelu, N.C(2006). The phonology of borrowed words from English to Igbo. In Odebunmi, Akin etal (eds) Grammar, applied linguistics and society: A festschrift for Wale Osisanwo. Ile-Ife: ObafeniAwolowo University. Pp 195 – 206","Matthews, P.H (2007). Oxford concise dictionary of Linguistics. London: Oxford University Press.","Ndimele, O-M. (2008). Morphology and syntax. Port Harcourt: M & J Grand Orbit Communication Ltd.","Niclas, B. (2001). Loanword phonology in Jahai. Lund University, Department of Linguistics. Working papers 48. Pp 5-14","Youngsun, K. (2002). Coda duster simplification and its interactions with other coda processes in Korean. Working Papers of the Cornell Phonetic Laboratory. 14. Pp 82 – 112."]}

Yemeni Arabic (YA) has a significant number of consonant clusters in word initial, medial, and final positions. However, their frequency of usage is not uniform. This study aims to investigate the patterns of consonant clusters in word initial, medial, and final positions in YA and also to find out the most and least frequent clusters in terms of their percentage. Qualitative and quantitative methods were used in data analysis in this study. All the words were analyzed using Statistical Package for Social Sciences (SPSS). There are features of consonant clusters in Yemeni Arabic which differ from Modern Standard Arabic and some other Arabic dialects. In Yemeni Arabic, there are 29 consonants and 10 vowels, 5 long and 5 short vowels. The maximum number of onset cluster is three (e.g. /∫tsu:q/ “she will drive” while coda cluster is two (e.g. /satˤħ/ “roof”). Furthermore, the maximum number of medial clusters are also two (e.g. /muχ.lsˤu/ “sincere”. The analysis undertaken will throw light on the frequency and percentages of the occurrences of the consonant clusters on the basis of a word list, which is justified with the help of statistical support.

The efficiency of intervention for children with speech sound disorder may be influenced by linguistic complexity of the phonological intervention target. Complex targets, particularly, later-acquired, less-known consonants and consonant clusters, have been linked to greater post-intervention generalization to untargeted phonological structures. Yet there is little direct evidence to support target selection based on linguistic complexity for Spanish-speaking children with speech sound disorder. This intervention study utilizes an experimental single-case design to examine the efficacy of intervention in Spanish using different complex targets (i.e. /ɡɾ/, /bɾ/, and /l/). For each of the four Spanish-speaking children with speech sound disorder, sounds at 0% accuracy during baseline were monitored across the baseline period, during and post-intervention, and at one- and two-month follow-up visits. Over the course of intervention, only one participant achieved mastery of the targeted structure in practiced words. However, all participants demonstrated some amount of broad phonological generalization to untargeted consonants or clusters. Variable learning trajectories and broad phonological generalization are discussed as they relate to participant characteristics and linguistic complexity.

Vocoid epenthesis within consonant clusters has been claimed to contribute to the diagnosis of apraxia of speech. In clinical practice, the clinicians often doubt about the correct production of clusters as the C-C transition may be minimally disrupted.To demonstrate the value of acoustic analysis in clinical practice as a reliable complement to perceptive judgment.We compared the acoustic signature and the perceptive detection of vocoid epentheses in unvoiced consonant clusters within pseudo-words produced by 40 participants presenting different subtypes of motor speech disorders (including apraxia of speech (AoS) and dysarthria) and matched neurotypical controls.The results indicate that vocoid epenthesis was acoustically visible in 3 out of 10 participants with AoS, and in one out of 30 participants with dysarthria. One-quarter of these vocoid epentheses was not detected via auditory perception by expert listeners (speech and language therapists) who also made false detections.The current results indicate that vocoid epenthesis is not systematic at least in mild AoS. Moreover, an important proportion is misdetected by ear, even by expert clinicians, meaning that visualisation of the acoustic signal can be of precious help.

The issue on language and communication disorder of individuals with Down Syndrome becomes the focus of this study. It explores the disorder as a language phenomenon represented in movie. Where Hope Grows movie describes the character with Down Syndrome struggling in communicating with people in his workspace and independent livelihood. The result of this study shows that the utterances have dissimilarities with common people particularly in phonological terms such consonant clusters produced as a singleton, omitted word final consonant, target fricatives and affricates are produced as stops, and aspirated voiceless stops in initial position are de-aspirated. Moreover, there are also issues within the syntactical terms such simple infinitive clauses with equivalent subjects, infinitive clauses with different subjects, and quotes as full clauses. Further studies should cover more elaborative communication strategies of speakers with Down Syndrome in more impromptu and spontaneous speech contexts.

In recent years, EFL teachers and linguists have evaluated the results of test materials to assess learners’ proficiency in languages. However, these approaches have several limitations, such as inappropriate test locations, lack of cost effectiveness, and insufficient test time. To address this issue, in the present study, the author proposes a novel and alternat i ve method of determining L2 proficiency. Specifically, among 6 types of consonant clusters produced by Korean adult L2 learners, specific consonant clusters (e.g., voiceless stop+liquid) related to L2 proficiency were found, through which a series of equations were derived using discriminant analysis; furthermore, the participants’ scores in the onset clusters were applied to these discriminant equations to demonstrate the effectiveness of the method; the hit ratio of these equations for categori s ing L2 level was also examined. In addition, the results of the perception test revealed that the voiced/voiceless stop+glide clusters are related to learners’ L2 proficiency. Depending on these induced equations, EFL teachers or researchers can assign a learner to an appropriate proficiency group. In future research, based on different data of EFL learners , the proposed approach can be meaningfully used to derive other useful discriminant equations. Keywords: consonant clusters; discriminant analysis; L2 proficiency; production; onset

Nowadays the main stream in the most fields of linguistics including phonology is minimalism and redundancy removing, which derives from the principle of the economy of language. The advent of under specification theory in the late 19th century can be considered as the beginning of redundancy removing in the domain of phonology. During recent decades different versions of under specification such as Radical Under specification, Contrastive Specification and Modified Contrastive Specification (MCS) have been presented. Modified Contrastive Specification (MCS), which is the finding of Toronto Phonology School is based on Contrastive Hypothesis in which a contrastive hierarchy is applied to specify the contrastive features. It is believed that only contrastive features are specified in phonological representations and redundant values never exist in underlying representations. This paper aims to present a novel analysis of total assimilation process in terms of the manner of articulation in consonant clusters having the structures of –st and –zd in Persian which is an active process in phonology of Persian. Working within the framework of the MCS, through drawing a contrastive hierarchy for phonological features, this paper leads to this conclusion that the feature [continuant] in Persian consonants is a contrastive feature so by spreading this feature, the coronal stops /t/, /d/ assimilate to fricatives /s/ and /z/ respectively. To represent contrast and markedness in this system, we have proposed a contrastive hierarchy of [son] > [lab] > [cont]> [voiced] for consonants involved in the process of total assimilation in Persian.

Final consonant cluster simplification, or what variationists have traditionally labelled (t, d)-deletion, remains one of the most well studied variables in the analysis of English (e.g. Labov, 2001: 13). In this body of work, (t, d)-deletion refers to the process whereby /t/ or /d/ can be omitted in word final Ct or Cd coda clusters (e.g. last, mind). However, despite the attention paid to this feature of connected speech, very little (if any) focus has been dedicated to the complementary distribution of the coronal stops /t/ and /d/ in monomorphemic final clusters, as well as other phonological influences, such as the effect of intonational boundaries (IBs) on deletion patterns. This has led to a consistent practice of analysing (t, d) as a single linguistic variable, instead of considering the value of their separation, based on both sound linguistic reasoning and empirical evidence. After a brief review of current literature on multivariate analyses of (t, d)-deletion, this paper presents a socio-phonologically oriented research design that has been used to gather data from a peripheral southeastern variety of English. We martial these data to illustrate how (t) and (d) can be modelled as distinct dependent variables that are sensitive to particular factor groups: we focus in particular on the role of IBs in the deletion process.

Children have difficulty in producing consonant clusters in adult-like manner. A widely used measure for the proximity of consonant clusters is the proportion of accurately produced clusters to int...

مستخلص علي الرغم من أن النطق هو أحد العوامل الرئيسة التي تساعد علي نجاح عملية التواصل، فإنه لم يتم البحث فيه علي نطاق واسع. لذا، فإن الهدف الأساسي لهذا البحث هو دراسة أخطاء النطق. بشکل أکثر دقة، تهدف الدراسة إلي التعرف علي أنواع الأخطاء في نطق أصوات اللغة الإنجليزية بواسطة طلاب شمال صعيد مصر. ترکز الدراسة أيضا علي دراسة استراتيجيات الإصلاح التي يستخدمها الدارسون لتجنب استخدام أصوات اللغة الثانية. تستخدم الدراسة طلاب قسم اللغة الانجليزية بکلية الآداب جامعة بني سويف کعينة بحث. يتم دراسة منطقة النطق فقط الخاصة ببعض الأصوات الساکنة والمتحرکة في اللغة الإنجليزية. لذا، فان الدراسة تتم علي مستوي المقطع فقط. يتم هذا من خلال تسجيل نطق الطلاب أثناء قراءة مقاطع بالإنجليزية متضمنة الأصوات المختبرة کافة. يتم بغد ذلک التعرف علي أخطاء النطق، تصنيفها، تحليلها علي المستوي الوصفي والإحصائي. لذلک تعرض نتائج الدراسة الأصوات التي يواجه الطلاب مشکلات في نطقها والتي بدورها تشکل عائقا في عملية التواصل. تقدم الدراسة في النهاية بعض المقترحات للتغلب علي عقبات نطق اللغة الإنجليزية لدي الطلاب المصريين. Abstract The objective of the present study is to investigate the errors made in the field of pronunciation. It explores Egyptian EFL learners’ production of 37 English monophthongs including 25 consonant sounds and 12 pure vowel sounds. So, it is related to the segmental level. English diphthongs and consonant clusters are excluded from the study. It also focuses on the repair strategies employed by students to avoid the use of the target language sounds. The participants are ten first year students in the Department of English Language and Literature, Faculty of Arts, Beni-Suef University in the academic year 2016/2017. The method adopted in the research is reading aloud English extracts encompassing all the sounds under examination. For each of the 37 tested sounds, the frequency and percentage of correct production for each of the selected words representing the sound are calculated. In addition, the total frequency and percentage of correct pronunciation for each of the tested sounds are calculated. The findings of the study revealed that fourteen English sounds constitute a source of difficulty for learners including the nine consonants; /v/, /ʒ/, /dʒ/, /ŋ/, /tʃ/, /θ/, /p/, dark /l/ and /ð/, and the six vowel sounds /ʌ/, /ɔ:/, /ɜ:/, /ə/, /ʊ/ and /e/. The study tries to relate the outcome pronunciation errors to the learners’ mother tongue or to the effect of negative transfer. Index Terms: Pronunciation errors, Egyptian EFL learners, English consonants, English vowels, Repair strategies, Transfer

This study was conducted to explain the communicative acts and phonologicalprocesses of Cebuano-English speaking children in interacting with their parent duringfree play, using video-tape recorder. It is a qualitative and quantitative method of the 4 male Cebuano- English speaking children aged 4 years old residing in Palompon, Leyte. The research result showed that the most occurring communicative acts were obliging andcontrol acts. Also the most dominant phonological processes of children were stopping,consonant cluster reduction, and gliding.Keywords: communicative acts, phonological processes, play

This is a revised version of my paper presented in a special session on reduplication at the Fall Conference of Language Research Institute, Hankuk University of Foreign Studies (Nov. 1, 2019).

Penelitian ini bertujuan mendeskripsikan sistem fonologi bahasa Nambla yang terdapat di dusun Nambla, Distrik Senggi, Kabupaten Keerom, khususnya (1) sistem vokal, (2) sistem konsonan, (3) diftong, (4) distribusi vokal dan konsonan, dan (5) bentuk sukukatanya. Penelitian ini menggunakan metode deskriptif kualitatif. Pengumpulan data menggunakan teknik sadap, teknik simak libat cakap, dan teknik cakap semuka. Hasil penelitian menunjukkan bahasa Nambla memiliki 27 fonem yang terdiri atas 6 vokal, 17 konsonan, dan 4 diftong. Di samping itu, bahasa Nambla juga memiliki 11 kelompok deret vokal dan 10 kelompok gugus konsonan.AbstractThe research aims at describing phonological system of Nambla language in Dusun Nambla, specially: (1) the vowel system, (2) consonant system, (3) diphthong, (4) distribution of vowels and consonants, (5) form of syllables. The method applied in this research is decriptive method. The data was collected by using basic techniques such as ‘recording, participate, anda face to face” technique. From the analysis it is found that Nambla language has 27 phonemes. They are 6 vowels, 17 consonants, 4 diphtongs. Beside, it has 11 vowel sequences and 10 consonant cluster.

In this study, we investigated the effects of double-letter processing on handwriting production in beginning and skilled writers of German. One hundred and thirty-seven children from Grades 2 and 3 and 31 adult participants were asked to copy words with double consonants (e.g., “Kanne”) and matched words without double consonants (e.g., “Kante”) from a computer screen onto a pen tablet, while their handwriting was recorded with high spatio-temporal resolution. Handwriting productions were analysed in terms of Reading Duration, Writing Onset Duration, and Letter Duration at the letter positions preceding or forming the onset of the corresponding consonant clusters. Our results showed that second graders take less time to initiate writing words with double consonants than words without double consonants, while both second and third graders take less time to read words with double consonants than words without double consonants. Critically, although second and third graders write down a letter faster when it corresponds to the first letter of a double-letter unit than a consonant cluster, it is the other way around for adults. We interpret these findings within extant theories of handwriting production and offer an explanation for the different nature of the effects observed in beginning and skilled writers.

The article describes the realization of frequent words with the intervocalic consonant clusters [gd] and [ljk] in the oral speech of three groups of informants: adult native speakers of the Russian language, children aged four to six years and Chinese students learning Russian as a second language (929 realizations of 11 words). The data obtained confirm the hypothesis that the most frequent form of reduction of the analyzed combinations of consonants in Russian speech is the loss of the first consonant. However, the variants with the reduction of the consonant and without it are equally probable in the speech of native Russian speakers for the majority of the analyzed words. In adult native speakers of Russian, there is a tendency to maintain a consonant cluster when the word is at the absolute beginning of the inter-pause interval. Children aged four to six years tend to use only one variant of the consonant clusters in each of the considered words. The main distinctive feature of Russian speech for Chinese students is the large number of sound changes in both intervocalic consonant combinations, as well as the statistically significant prevalence of the full pronunciation over the variant with the loss of the first consonant in the intervocalic cluster for all words with the [ljk] combination. The results can be used to improve existing automatic speech recognition systems, as well as in teaching Russian as a second language.

This paper addresses the phonology of a Swedish girl, aged 3 years 10 months, with extensive phonological difficulties that include an unusual phonological pattern. She had relatively well-developed phonological building blocks in terms of features, stress pattern and word length (number of syllables), but had extensive difficulties regarding syllable and word shapes, with frequent deletions of both segments and whole syllables. Word-initial position was dominated by non-continuant consonants, both voiced and voiceless, with extensive deletion. Word-medial position was dominated by voiceless obstruents, with extensive use of [j] in place of voiced consonants. Word-final position was similar to word-medial, but with more deletion than [j]. Non-initial stressed syllables resemble word-initial syllables. Consonant clusters mirrored singletons, i.e. with similar substitution patterns or deletions. We present a non-linear analysis of her speech production, and a plan for intervention targeting her special difficulties.

This study attempts to describe the ability of the English Department students, Faculty of Humanities, Udayana University in pronouncing English final consonant clusters. Consonant clusters are groups of consonants that can occur initia lly (onset) and finally (coda) in the syllable structure. The features of consonant clusters in each language are highly dependent on the language itself. In English, the number of consonants at the beginning of a syllable can be up to three such as: structure /strʌktʃə/, spring /sprIŋ/, while the number of consonants that forms a cluster in the coda can be up to four as in sixths /siksθs/, texts /teksθs/. While, Consonant clusters in Indonesian and Balinese as the mother tongue of students are very limited in number and only exist initially in the words. This difference, obviously, creates problems for students in pronouncing English words containing these consonant clusters The knowledge of the English sound system is taught in the English phonetic and phonemic course in the fifth semester at the English Department, Faculty of Humanities, Udayana University. This study examined the ability to pronounce consonant clusters by the second semester students who have not taken English Phonetic and Phonemic courses to be compared with student s who have taken the course, so that it can be seen to what extent the course can change students’ performance in pronouncing the consonant clusters. This research is descriptive qualitative research, supported by quantitative data. The research population was 20 second semester students and 20 sixth semester students randomly taken. The research instrument was a list of English words containing consonant clusters and questionnaires. The data collection technique was done through recording, and the data were analyzed descriptive qualitatively and presented formally and informally.

Este estudo experimental objetivou a caracterização fonético-acústica de encontros consonantais em sílabas CCV. Participaram do estudo crianças entre 5 e 6 anos com fala típica e com desvio fonológico. Os resultados mostraram que os dois grupos estão em processo de refinamento articulatório dos gestos envolvidos na produção das sílabas CCV, apresentando os mesmos eventos acústicos que caracterizam tal refinamento, como desvozeamento, bloqueios orais e múltiplos bursts. No entanto, as crianças com desvio fonológico apresentaram esses eventos acústicos com maior ocorrência. Para esse grupo, foi constatado ainda que o rótico em sílabas CCV não foi produzido, no entanto, o VOT e as vogais núcleo apresentaram duração mais longa quando comparada à duração exibida nos dados do grupo de fala típica. Essas características parecem evidenciar que as crianças de fala atípica têm conhecimento fonológico quanto à presença de um segmento que ainda não é produzido por elas.

El presente trabajo describe y analiza todas las secuencias segmentales posibles dentro de las lenguas mazatecas a nivel de sílaba. El patrón básico es CV, aunque en palabras nativas se permite un inicio complejo de fricativa más plosiva (secuencias consonánticas de segmentos [+continuo][-continuo]). Esta estructura silábica simple se mantiene a pesar de su notable complejidad laríngea, realizada como rasgos secundarios. Este análisis determina en gran medida las posibles estructuras silábicas de estos sistemas. Esta investigación se sustenta en un amplio corpus y documentación lingüística fruto del proyecto Nanginá. Partimos de la propuesta de que la agrupación lingüística mazateca consta de 10 lenguas, o zonas inteligibles, y 20 variantes lingüísticas. Esta propuesta dialectal se ilustra con una gran cantidad de ejemplos a lo largo del trabajo, sus posibles secuencias consonánticas y ejemplos de cada zona.

Research addressing second language (L2) speech is expanding. Studies increasingly demonstrate that a learner’s first language (L1) filters the L2 input, resulting in learners misperceiving what they have heard. This L1 filter can result in learners perceiving sounds not actually present in the input. We report on a study which explored English consonant clusters and short, unstressed vowel perception of 70 Arabic-, Mandarin-, Spanish-speaking foreign language learners and 19 native English speakers. These are the vowels which speakers from two of the L1s typically insert in their production of English to break up L1-disallowed consonant clusters and the schwa which is documented to cause both perception and production problems. Results show that participants misperceive stimuli containing consonant clusters and counterparts where clusters are broken up by epenthetic/prothetic elements. In line with Sakai, Mari & Colleen Moorman 2018. We call for the inclusion of such findings on perception in pedagogical advice on pronunciation.

Illusory epenthesis is a phenomenon in which listeners report hearing a vowel between a phonotactically illegal consonant cluster, even in the complete absence of vocalic cues. The present study uses Japanese as a test case and investigates the respective roles of three mechanisms that have been claimed to drive the choice of epenthetic vowel—phonetic minimality, phonotactic predictability, and phonological alternations—and propose that they share the same rational goal of searching for the vowel that minimally alters the original speech signal. Additionally, crucial assumptions regarding phonological knowledge held by previous studies are tested in a series of corpus analyses using the Corpus of Spontaneous Japanese. Results show that all three mechanisms can only partially account for epenthesis patterns observed in language users, and the study concludes by discussing possible ways in which the mechanisms might be integrated.

This paper examines an outline of two main phonological elements in the Oromo language. Firstly, it indicates the permissible sequences and types of the language’s consonant clusters given the member sound’s sonority. Secondly, it enlightens the distribution of Oromo phonemes in different word positions (initial, medial, and final). In this aspect, the study is a descriptive work and attention has been given mainly to recounting the simple distribution rather than theorizing the phonotactic processes. For the study, data was collected from five native speakers of the Western dialect and was phonemically transcribed using an IPA symbol. The speech of these participants has three hours of duration with an average speech length of 36 minutes for each participant. The study also attempts to list out the number of the language’s native and loan phonemes employed in the speech of adult Oromo users comparing the data with the earlier studies. With the study, it was observed that Oromo has Sonorant-Obstruent, Obstruent-Obstruent, Obstruent- Sonorant and Sonorant – Sonorant clusters based on the status of sonorants in its phonological system. Of the two-member clusters in clustering, sonorants are the dominant first member sounds in the language.

A consonant cluster (henceforth CC) is a combination of two or more consonants without a vowel between them. There can be initial, medial and final CCs. Additionally, there are initial CCs with medial or final ones, and medial CCs with final ones. To the best knowledge of the researcher, patterns of English consonant clusters in Forster’s ‘The Road from Colonus’’ has not been handled previously.The present study aims at analyzing CCs in such a short story and finding out patterns of such clusters. Those consonant sequences are statistically investigated in order to show their most prominent patterns and their frequency. Accordingly, it can be hypothesised that medial patterns of CCs are more prominent and commonly used than initial and final ones whereas the frequency of final patterns of CCs is higher than that of initial and medial ones. The results of analyzing CCs in the short story under investigation indicate that there are (31) patterns of two and three – initial CCs whose frequency is (335), (79) patterns of two, three and four – final CCs which are repeated (552) times and (122) patterns of two and three– medial CCs whose frequency is (355). Such results lead to the conclusions that medial patterns of CCs are more than initial and final ones but the frequency of the patterns of final CCs exceeds that of initial and medial ones.