<div dir="ltr">------------------------------------------------------------------------<br>Arabic-L: Mon 15 Apr 2013<br>Moderator: Dilworth Parkinson <<a href="mailto:dilworth_parkinson@byu.edu" target="_blank">dilworth_parkinson@byu.edu</a>><br>
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unsubscribe arabic-l ]<br><br>-------------------------Directory------------------------------------<br><br>1) Subject:English Vowel perception by Syrian Arabic learners<br>
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1)<br>Date: 15 Apr 2013<br>From:reposted from LINGUIST<br>Subject:English Vowel perception by Syrian Arabic learners<br><br><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Date: Fri, 12 Apr 2013 14:46:29</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">From: Rana Alhussein Almbark [</span><a href="mailto:rana.alhusseinalmbark@york.ac.uk" style="font-family:arial,sans-serif;font-size:13.333333969116211px" target="_blank">rana.alhusseinalmbark@york.ac.uk</a><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">]</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Subject: The Perception and Production of SSBE Vowels by Syrian Arabic learners:The foreign language model</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<br><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Institution: University of York</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Program: Department of Language and Linguistic Science</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Dissertation Status: Completed</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Degree Date: 2012</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Author: Rana Alhussein Almbark</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Dissertation Title: The Perception and Production of SSBE Vowels by Syrian</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Arabic learners:The foreign language model</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><br><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Dissertation Director(s):</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Sam Hellmuth</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Dissertation Abstract:</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">This thesis presents an examination of the perception and production</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">of Standard Southern British English (SSBE) vowels by Syrian Arabic</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">(SA) Foreign language (FL) learners. The focus of this thesis is the FL</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">learners who learned their English in their country and mostly by non-</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">native teachers. Thus, by definition, the FL learners do not have native</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">English input on a daily basis. This thesis reports on an empirical</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">investigation of the Second Language (L2) perceptual and production</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">patterns of a group of FL learners, which has received little interest in</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">the literature, combining insights from current cross-language speech</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">perception (Perceptual Assimilation Model) (Best 1994, 1995, 1999)</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">and L2 learning models (Speech Learning Model) (Flege 1995). These</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">models were mainly developed to account for early and advanced L2</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">learners, respectively. Thus, this study aims to develop an account for</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">the perception and production of FL learners based on current L2</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">models.</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">Results indicate that the specific learning context of FL learners is</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">reflected in their perception and production patterns. For example,</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">these learners live in a predominantly L1 environment, and their L2</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">input is mainly taken in a classroom and mostly by local teachers.</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">However, this study argues that though FL learners lack native L2</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">input, they do have access to the phonology, syntax, and structures of</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">the L2 via direct teaching. It is also shown that the perceptual patterns</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">of the learners succeeded in predicting their production patterns, which</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">has implications on the perception-production link for L2 learners, in</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">general, and for FL learners in particular.</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">The main outcome of the present thesis is that it develops an account</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">of the perception and production of FL learners. It outlines the main</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">principles for a proposed Foreign Language Model, in which the</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><span style="font-family:arial,sans-serif;font-size:13.333333969116211px">peculiarities of FL learners are taken into consideration compared to</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px">
<span style="font-family:arial,sans-serif;font-size:13.333333969116211px">other groups of learners.</span><br style="font-family:arial,sans-serif;font-size:13.333333969116211px"><br>--------------------------------------------------------------------------<br>
End of Arabic-L: 15 Apr 2013<br></div>