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Dissertations / Theses on the topic 'Neurolinguistics. Psycholinguistics. Second language acquisition'
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Newman, Aaron Jon. "Effects of adult second language acquisition on the neural substrates of language /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3061961.
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Thesis (Ph. D.)--University of Oregon, 2002.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 241-288). Also available for download via the World Wide Web; free to University of Oregon users.
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Verde, Erica. "Investigating Miami English-Spanish Bilinguals' Treatment of English Deictic Verbs of Motion." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1229.
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This investigation focused on the treatment of English deictic verbs of motion by Spanish-English bilinguals in Miami. Although English and Spanish share significant overlap of the spatial deixis system, they diverge in important aspects. It is not known how these verbs are processed by bilinguals. Thus, this study examined Spanish-English bilinguals’ interpretation of the verbs come, go, bring, and take in English.
Forty-five monolingual English speakers and Spanish-English bilinguals participated. Participants were asked to watch video clips depicting motion events and to judge the acceptability of accompanying narrations spoken by the actors in the videos.
Analyses showed that, in general, monolinguals and bilinguals patterned similarly across the deictic verbs come, bring, go and take. However, they did differ in relation to acceptability of word order for verbal objects. Also, bring was highly accepted by all language groups across all goal paths, possibly suggesting an innovation in its use.
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Rabkina, Irina. "Examining the Intersection of the Cognitive Advantages and Disadvantages of the Bilingual Brain." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/376.
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Two conflicting findings characterize cognitive processing accompanying bilingualism. The “bilingual advantage” refers to improved cognitive performance for bilingual compared to monolingual participants. Most bilingual advantages fall under the umbrella of cognitive control mechanisms, most frequently demonstrated using the Stroop task and the Simon task (e.g., Bialystok, 2008; Coderre, Van Heuven, & Conklin, 2013). The “bilingual disadvantage,” on the other hand, refers to bilinguals’ diminished performance on tasks that require word retrieval or switching between languages. This study examined the intersection of the bilingual advantage and the bilingual disadvantage to investigate whether they stem from a single cognitive control process. The bilingual advantage was measured as speech onset time differences between monolingual and bilingual participants in the Stroop task after being primed in the same language (i.e., English prime and English Stroop for monolinguals, and either English prime and English Stroop or Spanish prime and Spanish Stroop for bilinguals). The bilingual disadvantage was measured as differences in bilingual participants’ speech onset times between the same-language conditions described above and cross-language conditions (i.e., either English prime and Spanish Stroop or Spanish prime and English Stroop). Monolinguals performed better than bilinguals did on the same-language Stroop [F(3,1) = 83.5, p < 0.001, MSE = 15415], so a bilingual advantage was not demonstrated. However, bilinguals did perform better in same-language blocks than cross-language blocks [F(7,3) = 24.6, p < 0.001, MSE = 22648]. This suggests that the current protocol successfully elicits the bilingual disadvantage. Further research is needed to evaluate whether the same cognitive control processes are responsible for the two effects. Possible extensions of this work include observing a larger number of participants to rule out between-subjects effects and using a button press rather than spoken response during the Stroop task.
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Granger, Colette A. "Trying the tongue : a psychoanalytic reading of silence in second language learning /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59172.pdf.
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Yamada, Yoshiko. "Automaticity and effects of language proficiency on syntactic processing /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?index=null&did=1115121031&SrchMode=5&Fmt=2&retrieveGroup=0&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1166636580&clientId=11238.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 235-258). Also available for download via the World Wide Web; free to University of Oregon users.
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Shigenaga, Yasumasa. "Processing and Acquisition of Scrambled Sentences by Learners of Japanese as a Second Language." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344218.
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The Japanese language exhibits a free word-order phenomenon called scrambling. Because each noun phrase (NP) is case-marked with postpositional particles, it allows a freer word order than such languages as English. For simple transitive sentences, Subject-Object-Verb is the canonical word order while OSV is the scrambled word order. Previous studies with native speaker (NS) children have found that they go through a developmental stage during which they consistently misunderstand scrambled sentences, taking the first NP in OSV sentences to be the subject. It has also been found that NS adults experience slowdowns in reading and comprehending scrambled sentences. However, investigations into the processing of scrambled sentences by second language (L2) learners have been scarce, and it is not entirely clear how scrambled sentences are processed and acquired by L2 learners. This three-article dissertation aimed at investigating how simple transitive sentences with a scrambled word order (i.e., OSV) are processed and acquired by L2 learners whose native language is English. The first article (Chapter 2) examined L2 learners’ grammatical knowledge and production performance of the OSV sentences through two tasks (fill-in-the-blank and picture description). The results indicated a positive relationship between the learners’ general proficiency in Japanese and their knowledge/production performance of the OSV sentences, although there was a rather large individual difference even within proficiency groups. It was also found that the difficulty in producing OSV sentences was mostly due to a lack of grammatical knowledge, but the relationship of grammatical knowledge and production performance interacted with the types of sentences. For reversible sentences (in which both the subject and object NPs are animate), there was evidence that errors in the production of OSV sentences were caused by the overuse of the canonical template (i.e., SOV). For non-reversible sentences (in which the subject NP is animate and the object NP is inanimate), on the other hand, there was little evidence that a processing problem such as the overuse of the SOV template caused the production difficulty. The second article (Chapter 3) examined the comprehension processes of OSV sentences. While the results of a pilot study (sentence correctness decision task) indicated that both the L2 learners and NSs took longer to read and comprehend OSV sentences than SOV sentences, the results of a self-paced reading task suggested that the processing of OSV sentences by L2 learners might be quite different from that of NSs. The NS participants read more slowly at the second NP position when they read the OSV sentences. On the other hand, the L2 learners, regardless of their proficiency level, did not show such slowdowns. However, the data provided evidence that the advanced L2 learners integrated the case particles more consistently in their sentence comprehension than the learners with lower proficiency. The third article (Chapter 4) examined whether a psycholinguistic task (syntactic persistence with picture description) might facilitate the production of scrambled sentences among L2 learners, for the purpose of exploring the possibility of using such a method as an L2 instructional tool. While the main task (Task 4, which used regular SOV/OSV sentences as primes) was not very effective in eliciting the production of OSV sentences, the follow-up task (Task 6, which used questions in SOV/OSV orders as primes) observed a more positive effect of syntactic persistence. Based on the results, explicit instruction and practice on scrambling is suggested. Since processing of scrambled sentences requires that L2 learners be aware of the functions of case markers (and other postpositional particles) instead of relying on the canonical template, such explicit instruction and practice may also contribute to the acquisition of the particles that mark case.
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Golestani, Narly A. "Phonetic learning abilities : behavioral, neural functional, and neural anatomical correlates." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38196.
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The studies included in this thesis had as aim to elucidate how individual differences in phonetic learning abilities might be related to differences in more general, psychoacoustic learning abilities, and in how they might be related to differences in brain function and brain morphology.We tested and trained English speaking volunteers to perceive the Hindi dental-retroflex phonetic contrast. We found evidence suggesting that the ability to accurately perceive "difficult" non-native contrasts is not permanently lost during development. We also tested and trained subjects to perceive the difference between non-linguistic rapidly changing and steady-state tonal sounds, and found evidence supporting the hypothesis that successful phonetic learning is in part a function of a more general psychoacoustic ability to process rapidly changing sounds.
The aim of the second study was to determine how the pattern of brain activity may change as a result of training with non-native speech sounds, and in whether it is possible to differentiate "learners" from "non-learners" on the basis of neural activation patterns. Results of this functional magnetic resonance imaging (fMRI) investigation suggested that successful learning of a non-native contrast results in the recruitment of the same areas that are involved in the processing of native contrasts; but the degree of success in learning is accompanied by more efficient neural processing in classical frontal speech regions, while making greater processing demands in left parieto-temporal speech regions.
In the final study, we correlated phonetic learning measures with brain morphology throughout the whole brain volume. We found evidence for overall larger parietal volumes in the left relative to the right hemisphere, and for more white relative to gray matter in the left hemisphere in the learners and not in the nonlearners. This finding is consistent with findings by other investigators suggesting that left-hemispheric dominance for speech may be in part accounted for by hemispheric differences in white matter connectivity, which may allow faster intra- and inter-hemispheric neural transmission. This latter feature may be critical for the processing of consonant speech sounds, which depends on the ability to process sounds that change on the time scale of 30--50 milliseconds.
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Li, Kam-cheong. "Linguistic consciousness and writing performance /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20842107.
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Ferguson, Stuart Douglas. "Language assimilation and crosslinguistic influence : a study of German exile writers /." [Milperra, N.S.W. : The Author], 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030508.163610/index.html.
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Moore, Glenn Edward. "Anxiety and motivation in second language learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2448.
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This study investigates student and instructor perceptions of the causes and effects of anxiety and motivation's effect on a student's ability to learn a second language. The study focused on the participant's perceptions of the causes and effects of anxiety, and relationships between anxiety and motivation, in both short-term and long-term learners.
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李錦昌 and Kam-cheong Li. "Linguistic consciousness and writing performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31238890.
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Sawasaki, Koichi. "L2 reading by learners of Japanese a comparison of different L1s /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1166738614.
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Enkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.
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The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because the task provides immediate feedback regarding the precise location of an error, learners can efficiently tune their L2 processing strategies, which echoes VanPatten (2004) and his objective with processing instruction. In effect, connections made in the classroom through explicit instruction can be reinforced and strengthened through implicit maze task training. Using L2 Spanish learners, the efficacy of training types is tested in order to investigate whether the maze task can assist learners in altering their processing strategies of complex, L2 structures that are not found in the L1. Furthermore, the task's generalizing capability with respect to building the implicit and explicit knowledge bases is examined. Lastly, because the task speaks to students' identity as learners in a technologically advanced world, the likability of this task is evaluated through qualitative data, and pedagogical implications are discussed.
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Xia, Mengying. "Acquisition of metaphorical expressions by Chinese learners of English." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/284383.
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This study investigates the acquisition of conventional metaphorical expressions by Chinese learners of English. A conventional metaphorical expression, following the definition of cognitive semantics, refers to the use of a conventionalised non-literal meaning of a lexical item in a multi-word phrase. For example, the word 'attack' in the phrase 'attack one's idea', which should be interpreted as 'to criticise somebody or something severely', clearly departs from the literal meaning 'to use violence to try to hurt or kill somebody', and thus should be seen as a metaphorically used word. Consequently, the phrase 'attack one's idea' is a conventional metaphorical expression. This study explores learners' behaviour towards and acquisition of metaphorical expressions from two major perspectives: (1) possible cross-linguistic influence in the process of acquisition and factors that could affect cross-linguistic influence; and (2) the organisation of learners' bilingual lexicon and the status of metaphorical expressions in a bilingual lexicon. These two perspectives are considered to be the main factors that can influence learners' acquisition of metaphorical expressions: in order to acquire a metaphorical expression, learners should be able to integrate it into the bilingual lexicon, while the process of integration can be impacted by cross-linguistic influence. Previous research has mainly been conducted on the acquisition of certain figurative expressions in a second language, predominantly idioms; however, a combination of the two perspectives and a joint analysis on the acquisition of figurative language has yet to be accomplished. This study presents a first attempt of such analysis on the acquisition of a specific type of figurative language. The results of the experiments reported in this dissertation show that learners react differently to metaphorical expressions with different cross-linguistic availabilities (shared between Chinese and English or exclusively available in Chinese or English) but in general they encounter difficulty to achieve native-like performance when reading metaphorical expressions available in their second language. Persistent cross-linguistic influence is observed in two aspects, even among highly proficient learners: (1) learners encounter obstacles when acquiring the metaphorical expressions that are only available in their second language; and (2) learners seem to still activate the metaphorical meanings that are only available in their first language even when they read in their second language. These results altogether reflect that metaphorical expressions, regardless of cross-linguistic availability, are more difficult to acquire than literal expressions in a second language.
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Paciorek, Albertyna. "Implicit learning of semantic preferences." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/244632.
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The research presented in this PhD dissertation examines the phenomenon of semantic implicit learning, using semantic preferences of novel verbs as a test case. Implicit learning refers to the phenomenon of learning without intending to learn or awareness that one is learning at all. Semantic preference (or selectional preference – as preferred in computational linguistics) is the tendency of a word to co-occur with words sharing similar semantic features. For example, ‘drink’ is typically followed by nouns denoting LIQUID, and the verb ‘chase’ is typically followed by ANIMATE nouns. The material presented here spans across disciplines. It examines a well-documented psychological phenomenon - implicit learning – and applies it in the context of language acquisition, thereby providing insights into both fields. The organisation of this dissertation groups its experiments by their methodology. Chapter 1 provides an overview of the current psychological and linguistic literature. Chapter 2 includes a pen-and-paper study carried out in a classroom environment on Polish learners of English, where awareness is assessed by subjective measures taken at each test question as well as a post-experiment questionnaire. Chapter 3 includes a collection of 5 computer-based experiments based on a false-memory paradigm. After exposure to sentential contexts containing novel verbs, participants are shown to endorse more previously unseen verb-noun pairings that follow the correct semantic preference patterns to the pairings that violate it. The result holds even when participants do not reveal any explicit knowledge of the patterns in the final debriefing. Awareness is additionally assessed using indirect measures examining correlations of confidence judgements with performance. Chapter 4 examines whether implicit learning of novel verb semantic preference patterns is automatic. To this end, a reaction time procedure is developed based on two consecutive decisions (“double decision priming”). The method reveals that semantic implicit learning, at least in the described cases, exerts its influence with a delay, in post-processing. Chapter 5 comprises research done in collaboration with Dr Nitin Williams, University of Reading. It documents an attempt at finding neural indices of implicit learning using a novel single-trial analysis of an electroencephalographic (EEG) signal, based on empirical mode decomposition (EMD) denoising. Chapter 6 presents a final discussion and indications for future research. The main contribution of this dissertation to the general field of implicit learning research consists in its challenging the predominant view that implicit learning mainly relies on similarity of forms presented in training and test. The experiments presented here require participants to make generalisations at a higher, semantic level, which is largely independent of perceptual form. The contribution of this work to the field of Second Language Acquisition consists of empirical support for the currently popular but seldom tested assumptions held by advocates of communicative approaches to language teaching, namely that certain aspects of linguistic knowledge can develop without explicit instruction and explanation. At the same time, it challenges any view assuming that vocabulary learning necessarily relies on explicit mediation. The experiments collected here demonstrate that at least word usage in context can be learnt implicitly. A further contribution of this dissertation is its demonstration that the native language may play a key role in determining what is learnt in such situations. A deeper understanding of the phenomenon of semantic implicit learning promises to shed light on the nature of word and grammar learning in general, which is crucial for an account of the processes involved in the development of a second language mental lexicon.
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Ytsma, Jehannes. "Frisian as first and second language sociolinguistic and socio-psychological aspects of the acquisition of Frisian among Frisian and Dutch primary school children /." Ljouwert : Fryske Akademy, 1995. http://catalog.hathitrust.org/api/volumes/oclc/32703202.html.
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Demir, Orhan. "The Nature Of Acquisition And Processing Of Island Constraints By Turkish Learners Of English." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614608/index.pdf.
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The primary goal of this thesis was to test the validity of the Full Transfer Full Access (FTFA) Hypothesis on the acquisition of island constraints by Turkish learners of English. The FTFA Hypothesis claims that L2ers have access to UG even at the initial state, which is assumed to be the final state of L1, and there is a gradual restructuring of L2 grammar. The second goal was to investigate whether Turkish learners of English employ the same parsing strategies in bi-clausal wh-questions. If so, the results would support the Continuity Hypothesis arguing that Universal Parser is available in SLA.
Four experiments were conducted in this study. The first two experiments were devised to shed light on the acquisition and processing of island constraints. Two experimental groups (30 intermediate and 30 advanced learners of English) and a control group (30 native speakers of English) were employed for these tests. The third and fourth experiments were administered to display whether there were similarities between the way native speakers of Turkish and English resolve ambiguities and whether island constraints were operative in Turkish. 30 native speakers of Turkish participated in these experiments.
The results showed that different processing strategies for the resolution of ambiguities were employed in English and Turkish and island constraints were not operative in Turkish. Besides, Turkish learners of English had access to UG and there was a developmental pattern for the restructuring of L2 grammar. Furthermore, a gradual approximation to the native speakers&rsquoparsing strategies was observed.
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White, Alicia Kate. "Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940.
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Ferguson, Stuart Douglas, of Western Sydney Macarthur University, and Faculty of Education. "Language assimilation and crosslinguistic influence : a study of German exile writers." THESIS_FE_XXX_Ferguson_S.xml, 1996. http://handle.uws.edu.au:8081/1959.7/285.
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Social and textual aspects of the language assimilation of German exile writers are studied. Major differences concern the length of their exile, their foreign language learning ability and their attitude to assimilating, and the primary sources are letters and diaries. Descriptive analysis is performed on the prose, mainly in the area of crosslinguistic influences. Despite their differing assimilation, the prose contains similar crosslinguistic influences. There are consistent changes in crosslinguistic influences during the course of language assimilation, initially determined by the extent of second language acquisition. However, language learning factors give way to social factors with crosslinguistic infuences ultimately governed by the functional independence of the second language. Lexically triggered code-switching is usually a step towards functionally motivated code-switching. Finally a tentative, schematic model of how the process of language assimilation causes and modifies crosslinguistic influences is proposed.Doctor of Philosophy (PhD)
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Vento-Wilson, Margaret. "The Intersection of Speech-Language Pathologists’ Beliefs, Perceptions, and Practices and the Language Acquisition and Development of Emerging Aided Communicators." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/education_dissertations/4.
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This dissertation discusses the convergence of aided augmentative and alternative communication (AAC) systems, the language acquisition and development of young children who are minimally verbal or nonverbal who acquire their native language while simultaneously learning to use an aided AAC system, and explicit and implicit elements that influence language outcomes. Factors investigated include those related to language acquisition universals, the AAC system, the young aided AAC user, and practices, philosophies, and beliefs of speech-language pathologists (SLPs). Further examined were: (a) language acquisition parallels in atypical populations who do not possess the full range of senses who have been shown to develop language, and (b) analogies between the linguistic structures of pidgins, interlanguages, and the syntax of young aided AAC users. This dissertation employed a survey methodology to capture the practices and beliefs of SLPs as a means of identifying potential contributing factors to the reduced linguistic outcomes of these children. Quantitative findings revealed statistically significant differences in SLPs’ perceptions of confidence and qualification with the two populations of children with language impairments who use an oral modality and young aided AAC users. Descriptive trends across all constructs measured suggested differences in SLPs’ practices, belifes, and perspectives in their work with these two populations. The analysis of the syntactic structures of the language of young aided AAC users revealed definitive parallels with the construct of interlanguages.
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Jenison, Priscilla Beth. "The role of motivation within an activity system for adults learning English as a second language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/46.
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This project attempts to conceptualize the relationship between the language learner and the social world, developing a comprehensive theory of identity that integrates the language learner and the language learning context, while trying to keep motivation high.
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Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.
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Kulesza, Daniel. "Zum Einsatz und Nutzen suggestopadischer Unterrichtselemente in Integrationskursen am Beispiel des Handlungsfeldes medizinische Versorgung." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86300.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The following study focuses on communication problems which arise during medical consultation in Germany between immigrants with an inadequate language proficiency level and physicians, and on the negative effects of such miscommunication on the quality of health care. The study proposes the application of alternative teaching methods in integration courses – in particular suggestopaedia – to resolve these problems. As immigrants often suffer from acculturative stress suggestopaedic methods seem particularly appropriate because they help reducing negative mental attitudes (negative “suggestions”) by a multi-sensory preparation of learning materials. A didactised concept aiming to improve the overall ability of immigrants lacking language proficiency to interact in “Physician-Patient-Communication” is put forward in this study for the use in integration courses. It is assumed that enhancing the ability to ex-press oneself in the field of healthcare provision will reduce communication hindrances by reducing the fear of speaking during medical consultation and thus will lead to a better overall state of health among immigrants with an inadequate language proficiency level. The sug-gestopaedic methods implemented in the didactisation range from a suggestopaedic language text to a wide variety of exercises, which take into account the different channels of learning. A critical examination of the “can do” statements developed by the German “Goethe-Institut”, within the Framework “Curriculum for Integration Courses – German as a Second Language”, forms an important background for the didactisation presented in this study. The section on “Physician-Patient-Conversation” and its practical application in the textbook “Menschen” published by Hueber Verlag and used in integration courses are also closely considered.
AFRIKAANSE OPSOMMING: Die studie fokus op kommunikasieprobleme wat tydens mediese konsultasies in Duitsland ontstaan tussen immigrante met ontoereikende taalvaardigheid in Duits en doktors, en op die negatiewe gevolge van sulke wankommunikasie op die kwaliteit van gesondheidsorg. Die studie stel voor dat alternatiew onderrigmetodes in integrasiekursusse ingespan word, veral suggestopedagogiek, om dié problem die hoof te bied. Aangsien immigrante dikwels aan akkulturasiestres lei, word metodes wat op die suggesopedagogiek basseer as uiters toepaslik gesien deurdat negatiewe ingesteldhede met `n multisensoriese toepassing van leermateriaal bekamp kan word. `n Gedidaktiseerde konsep wat daarop gemik is om immigrante se algemene taalvaardighede te verbeter met betrekking tot dokter-pasient-kommunikasie word voorgestel vir gebruik in integrasiekursusse. Dit word veronderstel dat as die uitdrukvermoeë op die gebied van gesondheidsorg verbeter word, sal kommunikasiestruikelblokke verminder terwyl die die vrees om tydens `n mediese ondersoek te praat tot `n algemene verbetering in die gesondheidstoestand van immigrante met onvoldoiende taalvaardighede sal lei. Die metodes uit die suggestopedagogiek wat geïmplementeer word, strek van `n suggestopediese teks tot `n wye verskeidenheid oefeninge wat met verskillende leerstyle rekening hou. `n Kritiese ondersoek van die "kan“ beskrywings wat vir die "Kurrikulum vir Integrasiekursusse – Duits as Tweede Taal“ deur die Goethe Instituut ontwikkel is, maak deel uit van die belangrike agtergrond vir die didaktiese implementeringsvoorstelle van hierdie studie. Die afdeling "Dokter-Pasient-Gesprek“ en die praktiese toepassing daarvan in die teksboek "Menschen" wat deur die Hueber Verlag uitgegee is en in integrasiekursusse gebruik word, is ook onder die loep geneem.
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Dagoon, Jinky Lunaspe. "Reading fluency instruction in upper elementary international school classrooms." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2624.
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This project focuses on the importance of reading fluency, emphasizing its role in the construction of meaning and aiding in the overall comprehension process. Its components: accuracy, automaticity, and prosody are examined in relation to various activities that enhance each component. A sample curriculum is discussed.
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Goss, Seth Joshua. "The Effects of Internal and Experience-Based Factors on the Perception of Lexical Pitch Accent by Native and Nonnative Japanese Listeners." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429657750.
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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.
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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.
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Kim, Backyoung. "Autonomous elementary English learning in Korea using mediated structures." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2449.
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Viana, dos Santos Gabriela. "Représentations et schémas sociolinguistiques en langue étrangère : l'exemple d'apprenants sinophones et anglophones du FLE." Thesis, Université Grenoble Alpes, 2021. http://www.theses.fr/2021GRALL003.
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L’une des particularités du processus d’acquisition sociolinguistique en langue étrangère porte sur la difficulté des apprenants à intégrer les normes sociolinguistiques de la langue cible. Si dans leur culture native, les apprenants construisent un réseau d’associations entre connaissances linguistiques et connaissances sociales, en langue étrangère ils doivent développer cette capacité. Notre préoccupation centrale dans ce travail était de comprendre d’une part si les apprenants développent des schémas qui associent des variantes sociolinguistiques avec des paramètres sociaux et d’autre part quelles valeurs socio-indexicales des apprenants attribuent aux variétés. Nous avons donc mené deux études auprès d’apprenants de FLE en séjour d’étude en France. Pour la première étude, nous avons fait passer une tâche de répétition auprès de 24 étudiants anglophones et de 42 étudiants sinophones. La deuxième étude, un test de réaction subjective, a été menée auprès de 40 étudiants anglophones, de 41 étudiants sinophones et de 88 francophones natifs. Notre analyse met en évidence la tendance des apprenants à rendre homogènes des énoncés non homogènes sur le plan sociolinguistique. Ce résultat suggère que les apprenants construisent des schémas sociolinguistiques des variétés standard et non standard en langue étrangère. Nous avons également constaté que les apprenants sont sensibles aux variations sociolinguistiques en langue cible. En effet, ils ont jugé de façon différente des énoncés standard et non standard du français. En outre, notre analyse fait émerger des différences dans la construction des schémas sociolinguistiques et dans les jugements des variétés entre les deux nationalités de notre étudeOne of the particularities of the process of sociolinguistic acquisition in a foreign language concerns the difficulty of learners to integrate the sociolinguistic norms of the target language. If in their native culture, the learners build a network of associations between linguistic knowledge and social knowledge, in a foreign language, they must develop this capacity. The main objectives of this work are to understand how learners develop schemas that associate sociolinguistic variants with social parameters and how they associate socio-indexical values to varieties. We carried out two studies with FLE learners studying in France. For the first study, we did a repetition task with 24 English-speaking students and 42 Chinese-speaking students. The second study, a subjective reaction test, was conducted among 40 English-speaking students, 41 Chinese-speaking students, and 88 native French-speaking students. Our analysis highlights the tendency of learners to make homogeneous statements that are not homogeneous at the sociolinguistic level. This result suggests that learners construct sociolinguistic schemas of standard and non-standard varieties in a foreign language. We have also found that learners are sensitive to sociolinguistic variations in the target language. Indeed, they judged standard and non-standard French statements differently. Our analysis also reveals differences in the construction of sociolinguistic schemas and in the judgments of varieties between the two nationalities of our study
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Weil, Shawn Aaron. "The impact of perceptual dissimilarity on the perception of foreign accented speech." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1068481600.
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Wang, Yuqing. "Bicultural identity and emergent/developmental reading strategies in English as a foreign language in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2689.
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Wiener, Seth. "The Representation, Organization and Access of Lexical Tone by Native and Non-NativeMandarin Speakers." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429827661.
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Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.
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The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.
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Harnois-Delpiano, Mylene. "Le kaléidoscope de la liaison en français : étude comparée de son appropriation par des apprenants adultes de FLE et des enfants natifs." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL003/document.
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La liaison en français consiste en l’apparition d’une consonne de liaison entre deux mots dans des contextes précis de la chaîne parlée qui sont divisés en trois catégories : les contextes où la liaison est catégorique (un /n/ enfant), ceux où elle est variable (un gros /z/ avion) et ceux où elle est erratique (une chanson // anglaise). L’objectif de cette recherche est double : dans la première partie, nous exposons une analyse de chaque dimension linguistique et sociolinguistique impliquée dans le phénomène de la liaison. Chacune d’entre elles permet d’éclairer les études qui ont été réalisées ces dernières années auprès d’apprenants de FLE de niveau intermédiaire à avancé, afin de découvrir dans quelle mesure ils parviennent à s’approprier la liaison, en perception comme en production. Dans la seconde partie, nous présentons une étude expérimentale de l’appropriation de la liaison en français suivie par 17 apprenants coréens de FLE de niveau A1-A2 du CECRL enregistrés trois fois sur une durée d’un an, ainsi que par 165 enfants francophones natifs de deux à six ans. Comme il est impossible de comparer les deux groupes de participants du fait de conditions environnementales et de compétences cognitives non alignables, nous avons élaboré une méthode innovante d’appariement sur la base de données factuelles. Nos résultats nous permettent non seulement d’étayer le modèle constructionniste de l’acquisition de la liaison L1 (Chevrot, Dugua, & Fayol, 2009; Chevrot, Dugua, Harnois-Delpiano, Siccardi, & Spinelli, 2013) mais aussi d’esquisser le processus d’appropriation de la liaison L2, très influencé par la graphie apprise dès les premiers cours de FLE. Nous concluons par une mise en perspective didactique prenant en compte l’ensemble des prismes de ce kaléidoscope linguistique de la liaison en français car sans une perception claire de chacun d’entre eux, les apprenants de FLE ne peuvent qu’avoir une vision floue du phénomèneFrench liaison is the appearance of a liaison consonant between two words in specific contexts within the spoken word chain. These contexts are divided into three categories : those where the liaison is categorical (e.g. “a child” : un /n/ enfant ), those where it is variable (e.g. “a big plane” : un gros /z/ avion) and those where it is forbidden (e.g. “an english song” : une chanson // anglaise ).The aim of this research is twofold. In the first part, we present an analysis of each linguistic and sociolinguistic sub-field involved in the phenomenon of French liaison. Each of them will allow to shed light on studies of the acquisition of French liaison that have been conducted with learners of FFL (intermediate to advanced level) in recent years. In the second part, we present a comparative study of the acquisition of French liaison based on experimental tasks performed by 17 Korean learners of FFL (level A1-A2 of the CEFR) recorded three times over a one-year and by 165 native children aged two to six. As it is impossible to compare the two groups of participants due to environmental conditions and to different cognitive skills, we have developed an innovative matching method based on factual data. On the one hand, this supports the constructionist model of the acquisition of the liaison L1 (Chevrot, Dugua, & Fayol, 2009; Chevrot, Dugua, Harnois-Delpiano, Siccardi, & Spinelli, 2013). On the other hand, this enables us to sketch the acquisition process of the liaison L2, very influenced by the spelling which is learned from the first FFL course. We conclude with a didactic perspective layout taking into account all the prisms of this linguistic kaleidoscope of French liaison because without a clear perception of each one, FFL learners are bound to have a partial and unfocused interpretation of this phenomenon
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Melnik, Gerda Ana. "Issues in L2 phonological processing." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEE007/document.
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L’apprentissage d’une langue étrangère nécessite une quantité considérable de temps et d’efforts. Les apprenants doivent faire face à de nombreux défis dans cet apprentissage, dont le traitement des sons qui n'existent pas dans leur langue maternelle. La différence entre les propriétés de la langue maternelle et de la langue étrangère entraîne des distorsions dans la perception et un accent dans la production des sons non-natifs. De plus, ces difficultés persistent à tous les niveaux de traitement, car les problèmes de perception et de production d’un son influencent le traitement des mots contenant ces sons. Heureusement, la capacité à percevoir et à produire les sons de la L2 (langue seconde) s’améliore progressivement. Cette thèse porte sur le traitement phonologique de la L2 et son développement à travers les modalités (perception vs. production) et les niveaux de traitement (niveau prélexical vs. lexical). Dans la première partie de la thèse, nous étudions la relation entre la perception et la production en L2. Les résultats des études précédentes ont souvent été contradictoires et nous suggérons que plusieurs limitations méthodologiques aient pu y créer des confusions. Nous avons donc pris en compte ces limitations méthodologiques et nous avons développé un paradigme expérimental afin de tester la perception et la production du contraste français /u/-/y/ par des apprenants anglophones. Nous avons utilisé des tâches qui visent le traitement prélexical et lexical afin d'examiner si le lien entre les deux modalités, s’il en existe un, est maintenu à travers les niveaux de traitement. Les résultats ont montré que la perception et la production sont corrélées, mais uniquement au niveau prélexical. De plus, nous avons trouvé que le développement de la perception précède celui de la production car il faut d’abord bien percevoir un son non-natif afin de le produire correctement. Dans la deuxième partie, nous avons poursuivi l’étude du traitement phonologique à travers les niveaux de traitement en nous concentrant sur la perception du son anglais /h/ par des apprenants francophones. Nous avons d’abord examiné si les difficultés à percevoir ce son précédemment signalées au niveau prélexical posaient également problème au niveau lexical. De plus, nous avons examiné si l’asymétrie observée dans la production (les francophones omettent le /h/ plus souvent qu’il ne l’insèrent) était présente dans la perception. Les résultats ont révélé que les apprenants francophones ont du mal à percevoir des mots et des non-mots contenant le /h/. De plus, une performance asymétrique a été observée. Nous avons interprété ceci comme une indication que les représentations phonologiques des mots anglais contenant le /h/ sont imprécises chez les apprenants francophones. Dans un second temps, nous avons examiné si un entraînement phonétique pouvait améliorer la perception du /h/ non seulement au niveau prélexical, mais également au niveau lexical. Nous avons démontré que l’entraînement phonétique améliorait la perception du /h/ dans les deux niveaux de traitement. De plus, cet effet positif a été maintenu quatre mois après l’entraînement. Enfin, nous avons examiné si les asymétries dans la perception du /h/ au niveau lexical pouvaient s'expliquer par des asymétries au niveau prélexical. Un tel lien n’a cependant pas été observé dans les résultats. Dans l’ensemble, cette thèse démontre que les mécanismes sous-jacents au traitement de la parole en L2 sont complexes et dynamiques, et influencent ainsi la perception et la production tant à travers les modalités qu’à travers les niveaux de traitement. Enfin, des pistes pour les recherches futures, qui permettraient d’explorer davantage les liens entre ces éléments du traitement phonologique, sont proposées. Cela mènerait à une compréhension plus approfondie des processus impliqués dans l’acquisition de la L2Learning a foreign language (L2) is a difficult task, requiring considerable amounts of time and effort. One of the challenges learners must face is the processing of sounds that do not exist or are not used contrastively in their native language. The mismatch between the properties of the native language and the foreign one leads to distortions in the perception of non-native sounds and to foreign accent in their production. Moreover, these difficulties persist across levels of processing as problems in prelexical L2 sound perception and production influence the processing of words containing these sounds. Fortunately, with growing proficiency the abilities to perceive and produce L2 sounds gradually improve, although they might never attain native-like levels. This thesis focuses on L2 phonological processing and its development across modalities (perception vs. production) and across levels of processing (prelexical vs. lexical). In the first part of the thesis, we investigate the relationship between perception and production in L2. Previous literature has provided contradictory evidence as to whether perception and production develop in parallel. We hypothesized that several methodological limitations could have brought confounds in some of these previous studies. We therefore designed an experiment that addressed these methodological issues and tested proficient English learners of French on their perception and production of the French contrast /u/-/y/ that does not exist in English. We included tasks that tap into both prelexical and lexical levels of processing in order to examine whether the link between the two modalities, if any, holds across levels of processing. Results showed that perception and production were correlated, but only when tested with tasks that tap into the same level of processing. We next explored if the developments in one modality precede developments in the other and found that good perception is indeed a prerequisite for good production. In the second part of the thesis, we continue to investigate the phonological processing of L2 across levels by focusing on the perception of the English sound /h/ by intermediate to proficient French learners of English. We first studied if the poor perception of this sound previously reported at the prelexical level also causes problems at the lexical level. We also looked at whether asymmetries found in production (i.e. more deletions than insertions) are reflected in perception. The results revealed that French learners of English have difficulty in perceiving /h/-initial words and non-words at the lexical level. Moreover, an asymmetry was indeed observed in their performance, which was interpreted as an indication that French learners of English have imprecise phonological representations of /h/-initial but not of vowel-initial words. Second, we carried out a training study to test if phonetic training could improve the perception of /h/ not only at the prelexical, but at the lexical level as well. We found that the High Phonetic Variability training did improve the perception of /h/ both at the prelexical and lexical levels, and that this positive effect was retained four months after training. Finally, we examined if asymmetries in the perception of /h/ at the lexical level could be explained by asymmetries at the prelexical level. The results revealed no such relationship. Overall, this thesis demonstrates the complex and dynamic nature of the mechanisms underlying non-native speech processing and its development during learning both across modalities and across levels of processing. We discuss how future research could further explore the links between these elements of the phonological processing apparatus to get a better understanding of L2 acquisition
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Reichle, Robert Vincent. "Syntactic focus structure processing : behavioral and electrophysiological evidence from L1 and L2 French." 2008. http://hdl.handle.net/2152/18288.
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This dissertation presents results from three experiments to address two research questions: What do the acquisition and processing of information structure tell us about the acquisition and processing of language in general, and what do the acquisition and processing of information structure tell us about the nature of information structure as a syntactic and pragmatic phenomenon? The first two experiments were behavioral studies of native and L2 speakers of French in which subjects made acceptability judgments of sentences containing felicitous or infelicitous information structure. In Experiment 1, there was evidence of a postmaturational effect of age of arrival on judgment task scores; the geometry of this age effect did not show evidence of leveling off over time, contrary to the predictions of some formulations of the critical period hypothesis for second language acquisition (e.g. Newport, 1990; cf. Birdsong & Molis, 2001). The results of this experiment are interpreted as evidence against the presence of a critical period for the acquisition of information structure in a second language. In Experiment 2, L2 learners in low- and high-proficiency groups performed a similar judgment task. Low-proficiency L2 learners exhibited lower scores on the information structure anomaly judgment task than did high-proficiency L2 learners and L1 speakers. The behavioral results from this experiment, in conjunction with electrophysiological data from Experiment 3, suggest that many subjects judged the target sentences based on truth value, rather than information structure. In Experiment 3, subjects were presented with sentences containing felicitous and infelicitous information structure while a 14-channel electroencephalogram (EEG) was recorded. Results from this experiment suggest the presence of an N400 and P600 effect indexed with the processing of information structure anomalies in native-speaking subjects. L2 subjects of both high- and low-proficiency also exhibited a late positivity; however, results for the two groups diverged in the earlier time window, suggesting that high-proficiency speakers exhibit a P600 but low-proficiency speakers exhibit a P3 effect reflecting the processing of oddball stimuli. Taken together, the results from these experiments suggest that L2 speakers can acquire aspects of information structure processing to a nativelike degree.text
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Hay, Jessica Sari Fleming Diehl Randy L. "How auditory discontinuities and linguistic experience affect the perception of speech and non-speech in English- and Spanish-speaking listeners." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1935/hayj47334.pdf.
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Hay, Jessica Sari Fleming. "How auditory discontinuities and linguistic experience affect the perception of speech and non-speech in English- and Spanish-speaking listeners." Thesis, 2005. http://hdl.handle.net/2152/1935.
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"Towards a Sensorimotor Approach to L2 Phonological Acquisition." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.36459.
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abstract: Studies in Second Language Acquisition and Neurolinguistics have argued that adult learners when dealing with certain phonological features of L2, such as segmental and suprasegmental ones, face problems of articulatory placement (Esling, 2006; Abercrombie, 1967) and somatosensory stimulation (Guenther, Ghosh, & Tourville, 2006; Waldron, 2010). These studies have argued that adult phonological acquisition is a complex matter that needs to be informed by a specialized sensorimotor theory of speech acquisition. They further suggested that traditional pronunciation pedagogy needs to be enhanced by an approach to learning offering learners fundamental and practical sensorimotor tools to advance the quality of L2 speech acquisition.
This foundational study designs a sensorimotor approach to pronunciation pedagogy and tests its effect on the L2 speech of five adult (late) learners of American English. Throughout an eight week classroom experiment, participants from different first language backgrounds received instruction on Articulatory Settings (Honickman, 1964) and the sensorimotor mechanism of speech acquisition (Waldron 2010; Guenther et al., 2006). In addition, they attended five adapted lessons of the Feldenkrais technique (Feldenkrais, 1972) designed to develop sensorimotor awareness of the vocal apparatus and improve the quality of L2 speech movement. I hypothesize that such sensorimotor learning triggers overall positive changes in the way L2 learners deal with speech articulators for L2 and that over time they develop better pronunciation.
After approximately eight hours of intervention, analysis of results shows participants’ improvement in speech rate, degree of accentedness, and speaking confidence, but mixed changes in word intelligibility and vowel space area. Albeit not statistically significant (p >.05), these results suggest that such a sensorimotor approach to L2 phonological acquisition warrants further consideration and investigation for use in the L2 classroom.Dissertation/Thesis
Doctoral Dissertation English 2015
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Lenchuk, Iryna Vasylivna. "Languaging as a mediator of positive cognitive and affective change: A case study of Jane's small stories." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=968280&T=F.
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Heinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German." Diss., 1999. http://hdl.handle.net/1959.13/24814.
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This thesis is placed in the context of the ongoing debate on the issue whether second language acquisition occurs on the basis of innate language-specific learning mechanisms or general learning mechanisms. The author shares the view of scholars who propose that an innate knowledge base underlying first language acquisition does not extend to second language acquisition due to the lack of uniform success in the acquisition of native speaker competence, the possibility of fossilisation and the facilitative potential of form-focused instruction. It is, thus, assumed that the sequential second language acquisition process can be accounted for by general learning mechanisms. The key to these learning mechanisms is, firstly, the investigation of the nature of the knowledge underlying the grammatical encoding procedures for speech production in the context of M. Pienemann’s (1998a) Processability Theory and, secondly, the investigation of the nature of its acquisition process. Pienemann’s Processability Theory explains and predicts the sequential acquisition process of a second language as the result of the hierarchically ordered development of the processing procedures of the grammatical processor to grammatically encode conceptual information. It shares with Levelt’s (1989) theory of speech production the assumptions concerning the nature of the knowledge underlying the grammatical encoding procedures, which require further investigations for verification. Since the Processability Theory does not specify how the assumed knowledge underlying grammatical encoding is acquired, an investigation of the nature of its acquisition process is necessary. This investigation highlights the interdependence between the nature of the knowledge to be acquired and the nature of its acquisition process by demonstrating that the knowledge underlying grammatical encoding is predominantly implicit and, consequently, determines the implicit nature of its acquisition process. Such implicit knowledge is dissociated from explicit knowledge, which determines the explicit nature of its acquisition process. This investigation also demonstrates that explicit grammar teaching and practice in the context of the manipulation of the learners’ attentional orientation mediated by alertness may contribute to the implicit learning process under certain conditions. In conjunction with the provision of guidance by the Processability Theory in regard to the achievement of instructional focus and the independent finding that comprehensible input is needed in order for second language acquisition to occur, these results constitute the basis for the formulation of detailed instructional measures for the effective organisation of the sequential second language acquisition process. These measures are exemplified by their implementation for the initial stages of the acquisition of German as a second language.PhD Doctorate
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September, Lynette Ruth. "Cognitive demands and second language proficiency in the foundation phase : a neuro-linguistic perspective and multilingualism." Diss., 2010. http://hdl.handle.net/10500/4896.
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This study focused on multilingualism as the primary linguistic cognitive objective of investigation. An integrative approach focused on second language linguistics in order to acquire a background in the cognitive foundations of language and research methodology and theoretical models for the study of phenomena, such as language planning in multicultural societies and language and ethnic diversity. To design cognitive reading methods, a literature survey was conducted regarding the latest developments in the theories pertaining to cognitive formulas of the second language learner. A quantitative experimental study was conducted, data gathered was scrutinised and a cognitive reading programme was experimentally administered to twenty primary school learners. The responses were coded, the data captured and statistically computed. Conclusions indicated that cognitive reading materials were practical, valid and reliable. Cognitive formulas hold the potential of contributing to the understanding of cognitive reading development in second language proficiency in the Foundation Phase of schooling.Teacher Education
M. Ed. (Didactics)
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(10725957), Daniela Marinho Ribeiro. "THIRD LANGUAGE ACQUISITION: A STUDY OF UNSTRESSED VOWEL REDUCTION." Thesis, 2021.
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A great deal of the research on cross-linguistic phonetic influence demonstrates that a speaker’s knowledge of their first language (L1) significantly affects their ability to perceive and produce sounds in any other language. While current studies show that cross-linguistic transfer occurs at the L3 level, some research suggests that properties of both L1 and L2 are present in the production of L3 (Ionin, Montrul & Santos, 2011). Many studies have addressed perception, production and factors that influence foreign speech in Second Language Acquisition (SLA) (Watkins, Rauber & Baptista, 2009). As the number of multilingual individuals rises, so does the need for studies that investigate not only SLA but also that of additional languages (i.e., Third Language Acquisition). This dissertation examines how cross-linguistic influence (CLI) occurs among English, Spanish, and Brazilian Portuguese (BP), examining instances of vowel reduction, an aspect of phonological production. English and BP are assumed as vowel reducing languages, whereas Spanish displays negligible vowel reduction in comparison. The vowel productions in L3 BP of two multilingual groups, L1English-L2Spanish-L3BP (ESP) and L1 Spanish-L2 English-BP (SEP) were investigated in two tasks: a paragraph reading task (PRT) and a carrier phrase task (CPT). The study sought to determine whether i) a native speaker of a vowel reducing L1 and a non-vowel reducing L2 displays more or less vowel reduction in a vowel reducing L3 than a native speaker of a non-vowel reducing L1 and vowel reducing L2 and ii) how length of exposure to an L3 affects phonological production. Three fixed effects were considered: duration ratio, intensity ratio and height (F1). The goal was to ascertain whether the Typological Primacy Model (TPM) (Rothman 2011, 2015) or the L2 Status Factor Model (Bardel & Falk 2007, 2012; Hammarberg, 2001) would be a better predictor for how vowel reduction would occur in the L3. Results for duration ratio and vowel height showed no significant difference between groups ESP and SEP. Results for intensity ratio suggest L2 Status as a better predictor, as group SEP displayed more phonological transfer than the ESP group. A hybrid approach to L3 acquisition models is proposed.
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Dronjic, Vedran. "Concurrent Memory Load, Working Memory Span, and Morphological Processing in L1 and L2 English." Thesis, 2013. http://hdl.handle.net/1807/43536.
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This study utilized the moving-window self-paced reading paradigm to investigate the processing of English morphemes by native speakers of English, Chinese, and Korean. The morphemes belonged to three distinct theoretical types: Stratum 1 derivation ({-ALADJ}, {-ITY}, and {-OUSADJ}), Stratum 2 derivation ({-NESS}, {-FULADJ}, and {-ERAGENT}), and inflection ({-SPL}, {-EDPAST}, and {-S3RDSGPRES}). Participants were presented with either (1) fully grammatical sentences which contained words featuring these morphemes or (2) ungrammatical sentences in which one word form lacked one of the morphemes when it was obligatory (e.g., Canada is one of the most *prosper and developed countries in the world). Half the sentences were presented with a concurrent working memory load, which consisted of remembering the result of a simple calculation (e.g., subtracting 3 from 95) while processing a sentence and reporting the number immediately thereafter. Reading times for the target word and the three words immediately following it were used as the main dependent variable. The background measures included a C-Test of English proficiency, a reading span task, a digits-forward task, a digits-backward task, and a detailed background questionnaire.
In agreement with previous research, it was found that morphological violations tended to cause slowdowns in processing. Conversely, the presence of a concurrent memory load tended to cause speedups. Native speakers differed from non-native speakers by: (1) showing an early sensitivity to violations of Stratum 2 derivational morphology; (2) exhibiting a delayed response to violations of Stratum 1 derivation; and (3) not slowing down after violations of inflectional morphology. In addition, native speakers were the only group exhibiting no relationship between morphological processing on one side and short term-memory, working memory, and C-Test scores on the other. Overall, the similarity between native and non-native speakers was the greatest in the processing of Stratum 1 derivation. Crucially, the temporal pattern of the Korean participants’ responses to morphological violations in English placed them in an intermediate position between the English and Chinese native speakers, which was interpreted as evidence of L1 – L2 transfer in morphological processing. Notably, this transfer occurred between an agglutinative L1 and an unrelated mixed-type L2.
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BALOUNOVÁ, Romana. "K obecným principům osvojování cizího jazyka dítětem." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252603.
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The submitted M.A. thesis builds on the B.A. thesis entitled On general questions of psycholinguistics and develops factual points of departure related to the topic of adoption of a foreign language by a child. A part of the theoretical section is the definition of basic concepts in the field of psycholinguistics, in particular developmental psycholinguistics, and the design of the notion of adoption of a foreign language by a child. The primary goal of the study is to provide a comparative listing of the individual theories of adoption of a foreign language by a child, not only at the level of the mother tongue, but at the level of a second language as well. The basic theoretical concepts of adoption of a foreign language are based on linguistic, psychological and especially psycholinguistic scientific research. The other goals of the thesis include the definition of extensive variable determinants which participate in the process of adoption of a foreign language by a child and also influence the resultant level of adoption of a non-native language. In the concluding part of the theoretical compilation, space is provided for the psycholinguistic aspects of adoption, such as enunciative, speech and written displays of a foreign language. The empirical part is built up in a way so that it highlights the applicability of the process of adoption of a foreign language by a child in a natural environment, i.e. in a bilingual family environment where the resultant process is the most effective and verifiable. For this reason, it is not possible to talk about learning a foreign language but rather about the adoption of a second language.
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Lopatová, Lucie. "Osvojovování cizího jazyka (angličtiny) na základě mateřského jazyka (češtiny) - souvislosti s teorií dětského jazykového obrazu světa." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-309706.
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This thesis engages in the language acquistion of the mother tongue (czech) and the second language (English) in preschool age and discribes the development of child language competence in both languages based on available theories, results of illustrative research and one-year observation in kindergarten with bilingual education program. In the beginning, there are defined theories which engaged in past and engage today (from 20th century till the present day) in study of language acquisition. In addition of these theories we focus factors which influence on the language development of children and consideration even theory of children's linguistic picture of the world. We compare the development of language competence (phonetic-phonological, semantic, grammatical, communication, pragmatic and vocabulary) in first language (czech) which are defined in agreement with available theories with empirical discoveries which indicate the development of those competence in second language (English) and we discribe partial methodological processes.
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De, Wit Veronica Diane. "Fossilization : a case study of an adult learner." Diss., 2007. http://hdl.handle.net/10500/3083.
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Linguistic fossilization is a prevalent phenomenon in adult ESLA and presents a perpetual
pedagogical challenge to teachers. Despite controversy about the theoretical concept, research is
increasingly showing that persistent erroneousness cannot be attributed to single causal factors.
This single case study examines controversial aspects surrounding the concept and formulates
criteria for identifying fossilization. The study investigates the conversational output of an
independent adult learner over a period of nine months and presents a holistic exploration of
causal influences. The findings substantiate that fossilization arises from changing combinations
of factors, and that such combinations are unique to the situation of each adult learner. The key
to the successful treatment of fossilized errors may lie in identifying their roots, which can be
achieved by analyzing output and through discussion with learners in order to gain insight into
their experience of the learning process. Results also suggest that a critical perspective on the
theoretical construct is needed in order to investigate the phenomenon in adult second language acquisition.Linguistics
M.A. (Teaching English to Speakers of Other Languages (TESOL))
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Allie, Jane Jennifer. "Die inskakeling van moedertaalsprekers van Afrikatale in laerskole in Eldoradopark." Thesis, 2012. http://hdl.handle.net/10210/6346.
Full textAbstract:
M.A.South Africa is going through a transitional phase and urbanization, which among other things, has caused many families to resettle. The education system is no longer based on bilingualism with English and Afrikaans as the languages used in the senior primary phase. Our multicultural, multilingual society requires that children from different backgrounds be taught in the same classes. Schools in Eldorado Park have experienced an influx of learners with other mother tongues than English and Afrikaans into the schools. This influx has brought with it challenges for both learners and teachers. Teachers had to adapt their teaching methods to accommodate these challenges. Coupled with this is the rationalisation and redeployment process of teachers which is currently taking place. This has resulted in big classes with some catering for as many as fifty learners. Mother tongue speakers of African languages, with or without the necessary language background in English and Afrikaans, are admitted to the schools in different grades and find themselves in classes with learners who are fluent in English and Afrikaans. In this study some of the problems that teachers and learners experience are identified, the participation of parents in the education process is emphasised and the importance of language planning with regard to the child's medium of instruction and the school's first and second languages stressed. The research has touched on the implications of various aspects of language acquisition and learning (amongst other important findings). It was found that teachers need continual support from the government, the parents and the school's governing body.
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Kříž, Adam. "Jazykové chování slovenských rodilých mluvčích v Čechách." Doctoral thesis, 2020. http://www.nusl.cz/ntk/nusl-437546.
Full textAbstract:
The thesis covers sociolinguistic and psycholinguistic aspects of Czech and Slovak language relations. To both fields, it contributes in the form of own empirical research. At the centre of attention are native speakers of Slovak living long-term in Czechia and their language behaviour under this setting in relation to Czech and Slovak. Given that two languages in question are genetically very close and mutual intelligible, the actual language behaviour of the described population is not strictly predetermined by the social norms (Dickins, 2009). However, there are also conditions supporting the accommodation to Czech (Sloboda, 2005). The thesis focuses on the identification of factors influencing language choice and on the impacts of such factors on the psychlinguistic processing of Slovak and Czech words. The sociolinguistic part builds on questionnaire-based surveys, such as those conducted by Sloboda (2006). The own questionnaire survey was carried out via web. The data from 651 respondents were assessed, all from native speakers of Slovak having grown up in Slovakia and commencing their stay in Czechia after the age of 18. The data revealed that Slovak is used more than Czech, that Czech is more often perceived, that the use of Czech is more common in the communication with strangers or in...