Dissertations / Theses on the topic 'Interlanguage phonology'
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Cansin, Guzide Dilek. "The role of linguistic context in interlanguage phonology." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26381.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Cheng, Siu Kei. "The interlanguage phonology of Hong Kong speakers of Mandarin." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/323.
Full textAbd, Ghani Alias. "Variability in interlanguage phonology of Malaysian learners of English." Thesis, University of Leeds, 1995. http://etheses.whiterose.ac.uk/429/.
Full textFujii, Ikuko. "Interlanguage phonology of Japanese speakers of English in South Wales." Thesis, Cardiff University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308134.
Full textRuzindana, Mathias. "An interlanguage study of vowel duration in the advanced Kinyarwanda speakers of English." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293443.
Full textIsono, Toru. "Japanese learners' interlanguage phonology : with special reference to English vowels and plosives." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252268.
Full textBarrientos, Contreras Fernanda. "Perceptual representations in Interlanguage Phonology : subcategorial learning in late-learners with a smaller vowel inventory." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-representations-in-interlanguage-phonology-subcategorial-learning-in-latelearners-with-a-smaller-vowel-inventory(ff039de6-95b8-47ec-a23e-bb78cea7c549).html.
Full textNg, Shiu May Doris. "The system of diphthongs in the interlanguage phonology of young educated Hong Kong speakers of English." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/345.
Full textIngram, D., A. Lynn Williams, and Nancy J. Scherer. "Are Speech Sound Disorders Phonological or Articulatory? A Spectrum Approach." Digital Commons @ East Tennessee State University, 2018. https://www.amzn.com/1781795649/.
Full textAlmalki, Hussain. "Acoustic Investigation of Production of Clusters by Saudi Second Language Learners of English." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1235.
Full textLam, Wai Kin Stephen. "Realization of "th" in Hong Kong English." HKBU Institutional Repository, 2008. http://repository.hkbu.edu.hk/etd_ra/949.
Full textBroomfield, Ariane. "The theory of interlanguage phonology and its applicability to the acquisition of German by native speakers of English : an analysis of phonetic variation and development among university students of German." Thesis, Royal Holloway, University of London, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416424.
Full textHamm, Dominique. "Etude contrastive des systèmes phonologique et phonétique hongrois et français en vue d'une application didactique en FLE." Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAC004.
Full textThis research fits into the overall framework of FLE/FLS teaching methods and more precisely, of spoken French pronunciation. It deals with the difficulties of native Hungarian learners in oral production. While the sounds of the two languages have some similarities, most of the interferences are to be found in the vowel oppositions (Hungarian phonological duration vs French phonetic duration), the pronunciation of certain consonants and prosody (Hungarian tonic intensity stress vs durational rhythmic French accent). Various experimental methods commonly used at the Institut de Phonétique de Strasbourg were applied : spectrography for the quality and duration of vowels, and for the prosodic characteristics, laryngography for pitch assimilations and consonant contacts. Analyses therefore lean both on the segmental and the supra-segmental levels.This work is more than just a comparative and contrastive study of languages, as it goes beyond by focusing on didactic and pedagogical purposes, using explanations and remediation tips. We hope that it will be useful to French teachers in Hungary, but also to our Hungarian colleagues who may not always be aware of some typical and redundant faults, starting from the same substrate as their learners
Fernandez, Maria. "Contextes de liaison et FLE : productivité des positions /ʔ/, /t/, /n/ et /z/." Phd thesis, Université de Nanterre - Paris X, 2013. http://tel.archives-ouvertes.fr/tel-00857337.
Full textDarcy, Isabelle. "Assimilation phonologique et reconnaissance des mots." Paris, EHESS, 2003. http://www.theses.fr/2003EHES0131.
Full textPhonological assimilation may change the acoustic shape of words according to the influence of surrounding segments. Word recognition has to cope with this systematic variability which characterizes spoken language. Three word-detection experiments in French, English and American English show that listeners use implicit phonological knowledge of the assimilation processes that exist in their language. Moreover, this knowledge of the assimilation independently of the activation of a lexical form, as the same compensation patterns have been observed in words and in non-words. This compensation mechanism shows some flexibility : comparing French and American second language (L2) learners shows that beginners use the phonological system of their native language to compensate for assimilation processes that exist in L2, but that more advanced learners develop a specific system dedicated to L2 within a few years of exposure
Skoruppa, Katrin. "Mécanismes de l'acquisition phonologique précoce." Paris, EHESS, 2009. http://www.theses.fr/2009EHES0043.
Full textIn this thesis l studied the cognitive mechanisms that allow for the surprising speed and ease of early phonological acquisition. In a series of cross-linguistic experiments l analyzed the respective roles of distributional learning and linguistic knowledge
Méli, Adrien. "A longitudinal study of the oral properties of the French-English interlanguage : a quantitative approach of the acquisition of the /ɪ/-/iː/ and /ʊ/-/uː/ contrasts." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC097/document.
Full textThis study undertakes to assess the evolution of the phonological acquisition of the English /ɪ/-/i:/ and /ʊ/-/u:/ contrasts by French students. The corpus is made up of recordings of spontaneous conversations with native speakers. 12 students, 9 females and 3 males, were recorded over 4 sessions in six-month intervals. The approach adopted here is resolutely quantitative, and agnostic with respect to theories of second language acquisition such as Flege's, Best's or Kuhl's. In order to assess the potential changes in pronunciations, an automatic procedure of alignment and extraction has been devised, based on PRAAT (Boersma 2001). Phonemic and word alignments had been carried out with SPPAS (Bigi 2012) and P2FA (Yuan & Liberman 2008) beforehand. More than 90,000 vowels were thus collected and analysed. The extracted data consist of information such as the number of syllables in the word, the transcription of its dictionary pronunciation, the structure of the syllable the vowel appears in, of the preceding and succeeding phonemes, their places and manners of articulation, whether they belong to the same word or not, but also especially of the F0, F1, F2, F3 and F4 formant values. These values were collected at each centile of the duration of the vowel, in order to be able to take into account of the influences of consonantal environments. Besides, theories such as vowel-inherent spectral changes (Nearey & Assmann (1986), Morrison & Nearey (2006), Hillenbrand (2012), Morrison (2012)), and methods of signal modelling such as discrete cosine transforms (Harrington 2010) need formant values all throughout the duration of the vowel. Then the reliability of the automatic procedure, the per-vowel statistical distributions of the formant values, and the normalization methods appropriate to spontaneous speech are studied in turn. Speaker differences are assessed by analysing spectral changes, mid-temporal formant values and discrete cosine transforms with normalized values. The methods resorted to are the k nearest neighbours, linear and quadratic discriminant analyses and linear mixed effects regressions. A temporary conclusion is that the acquisition of the /ɪ/-/i:/ contrast seems more robust than that of the /ʊ/-/u:/ contrast
Hardouin, Isabelle. "Analyse de méthodes techniques et auditives pour la caractérisation de l'accent de locuteurs allemands s'exprimant en français." Compiègne, 1991. http://www.theses.fr/1991COMPD427.
Full textChen, Mei-lien, and 陳美璉. "Interlanguage Phonology of EFL Students." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/51585840795286415353.
Full text國立高雄師範大學
英語學系
87
This thesis is concerned with the description and interpretation of second language speech produced by second-grade junior high school students in learning English. The description of their production is surveyed in terms of phonetic aspect, phonological rules, consonant clusters, and prosodic features (stress and intonation). What is more important, the attempt to discover and explain the characteristics of their second language speech are approached from a number of different perspectives: transfer from L1, developmental processes of the target language (English), and markedness relation from universal implication. Besides, the interaction of these factors with learners' interlanguage is also the major concern in this study The results of this study are investigated in the light of the segmental aspects, consonant cluster, and the prosodic aspect. In terms of segmental aspects, we conclude that the production of the subjects can be examined with reference to L1 transfer, English developmental sequences, sound misperception and the lack of English phonological knowledge. This indicates an important fact that L1 transfer is by no means the only factors operative in the learning of English. Besides, the interaction of L1 transfer and English developmental processes with the participants' interlanguage is also explored in this study. L1 transfer best predicts the difficulty of segment, while English developmental processes best account for the sound substitution for these difficult sounds. For example, L1 transfer is successful in predicting the participants' difficulty with the segment /T/, /Z/, and /D/, since they are absent from Mandarin. However, L1 transfer fails to account for the systematic substitutions for these difficult sounds. For instance, the participants tend to replace /T/ with /s/, /f/ or /d/. In this respect, English developmental sequences provide an insight into sound substitutions for /T/ in that English-speaking children also show the tendency to mispronounce /T/ as /s/, /f/, or /d/. In addition, L1 transfer is more likely to occur when L1 and L2 are similar, whereas English developmental processes are liable to occur when L1 and L2 are different. For instance, English segments /S, tS, dZ/ have the counterparts in Mandarin /t, tt, tt'/. Their phonological similarity induces the participants to establish correspondences between the target sound and their Mandarin counterparts and thereby to acquire them faster. By contrast, the segments /T, D, Z/ absent from Mandarin are acquired slowly and the acquisition of these segments are somewhat similar to English phonological development, since their sound substitutions for these segments can be found in the production of English-speaking children. Concerning consonant clusters, there are three important findings worth noting. First, cluster reduction and vowel epenthesis are two common strategies employed by the participants in producing English consonant clusters. Besides, it is observed that the subjects prefer cluster reduction to vowel epenthesis. Second, final consonant clusters are more subject to reduction than medial and initial ones. Third, the reduction of consonant clusters is not random, but shows a predictable pattern: The deletion of liquids takes priority over the omission of other consonants in clusters, followed by the deletion of stops. The top priority of the deletion of the liquids in clusters is accounted for by English developmental sequences. The tendency to delete the liquid in clusters is well documented in the acquisition of first language phonology of English. (cf. Locke, 1983; Stoel-Grammons & Dunn, 1985; Vihmen, 1996). In addition, Clements' Sonority Theory (1990) provide an insight into the reason why the deletion of the stop in the final clusters is the second strategy used by the participants. Regarding the prosodic aspect, most of the participants have difficulty with English intonation and English stress. In terms of grammatical constructions, we observe that the subjects perform better on yes-no questions than the other sentence patterns. It appears that some of the subjects notice and pay attention to the rising contour at the end of yes-no questions.
Chu, Cathy Shanhui, and 朱珊慧. "An Analysis of Interlanguage Phonology of Spanish Speakers Learning Mandarin." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78324677481502561036.
Full text國立臺灣師範大學
華語文教學研究所
99
Studies on interlanguage phonology has been paid less attention than other learning aspects, such morphology, syntax, and Chinese character. From the practical perspective, foreign accent is one of the more important indices to measure the success of a learner’s Chinese language performance, however, not many language programs make serious efforts to reduce the amount of foreign accent carried by L2 learners of Mandarin Chinese. Many argue that pronunciation is not as important as vocabulary and grammar, as long as the speaking output is understandable. On the other hand, some remarkable phonemes in Mandarin phonetic system distinguishes Mandarin from other foreign languages and thereby cause learners’ difficulties in Madarin pronunciation. Moreover, with the regained interest in the field of second language acquisition, study on Spanish speakers learning Mandarin remains rare. This study intends to obtain a broad view of foreign accents produced by Spanish speakers. By analyzing the output within three perspectives: initials, finals, and tones, the author wishes to offer Mandarin phonetic pedagogy exclusively for Spanish spears. First, a general comparison of the phonological system of standard Mandarin and Spanish is conducted to explore the structural differences between the two languages. Then, an experiment and interview is conducted to explore learner’s errors before any propositions are put forward. A complete description and analysis is beyond the scope of a single thesis study, only a few major phonological structures are examined, including initial, final, and the four tones in single, double, and triple syllables. The testing material is designed based on former studies and experience. It contains every initial, final and most of the combination of the four tones. A number of studies have been conducted to explore foreign accent and errors, but most of them targeted those other than Spanish learners. This study tries to answer several important questions, such as what are the common errors of Spanish speakers of Mandarin, what are the causal factors lead to the difficulty of learning Mandarin pronunciation, and how does the interlanguage phonology system develop during the acquisition. In chapter 1, an introduction and purposes of the study is introduced. Chapter 2 is literature review for interlanguage system, research methods in the field of second language acquisition, former studies on foreign learners’ phonetic errors, and phonetic pedagogy proposed by researchers. Chapter3 introduces the research methods and procedure of the study. Chapter 4 and 5 cover the experiment result and analysis in detail for the three important aspects of Mandarin phonetic system. Chapter 4 discusses the statistical results and analysis of questionnaires, listening tests, and errors examined from speaking output. Chapter 5 focuses on the integrated analysis and explores the factors that cause learners’ errors, and lastly within this chapter the development of learners’ phonetic acquisition is represented based on the experiment data. Chapter 6 summarizes the conclusions of the study and addresses some suggestions for possible future studies.
Čechová, Štěpánka. "Realizace španělského vokálu i českými mluvčími." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-305694.
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