24.1657, Diss: Lang Acq/Phonetics/Phonology/Arabic, Standard/English: Almbark: 'The Perception and Production of SSBE Vowels by Syrian Arabic learners...'

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LINGUIST List: Vol-24-1657. Fri Apr 12 2013. ISSN: 1069 - 4875.

Subject: 24.1657, Diss: Lang Acq/Phonetics/Phonology/Arabic, Standard/English: Almbark: 'The Perception and Production of SSBE Vowels by Syrian Arabic learners...'

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Date: Fri, 12 Apr 2013 14:46:29
From: Rana Alhussein Almbark [rana.alhusseinalmbark at york.ac.uk]
Subject: The Perception and Production of SSBE Vowels by Syrian Arabic learners:The foreign language model

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Institution: University of York 
Program: Department of Language and Linguistic Science 
Dissertation Status: Completed 
Degree Date: 2012 

Author: Rana Alhussein Almbark

Dissertation Title: The Perception and Production of SSBE Vowels by Syrian
Arabic learners:The foreign language model 

Linguistic Field(s): Language Acquisition
                     Phonetics
                     Phonology

Subject Language(s): Arabic, Standard (arb)
                     English (eng)


Dissertation Director(s):
Sam Hellmuth

Dissertation Abstract:

This thesis presents an examination of the perception and production 
of Standard Southern British English (SSBE) vowels by Syrian Arabic 
(SA) Foreign language (FL) learners. The focus of this thesis is the FL 
learners who learned their English in their country and mostly by non-
native teachers. Thus, by definition, the FL learners do not have native 
English input on a daily basis. This thesis reports on an empirical 
investigation of the Second Language (L2) perceptual and production 
patterns of a group of FL learners, which has received little interest in 
the literature, combining insights from current cross-language speech 
perception (Perceptual Assimilation Model) (Best 1994, 1995, 1999) 
and L2 learning models (Speech Learning Model) (Flege 1995). These 
models were mainly developed to account for early and advanced L2 
learners, respectively. Thus, this study aims to develop an account for 
the perception and production of FL learners based on current L2 
models. 
  
Results indicate that the specific learning context of FL learners is 
reflected in their perception and production patterns. For example, 
these learners live in a predominantly L1 environment, and their L2 
input is mainly taken in a classroom and mostly by local teachers. 
However, this study argues that though FL learners lack native L2 
input, they do have access to the phonology, syntax, and structures of 
the L2 via direct teaching. It is also shown that the perceptual patterns 
of the learners succeeded in predicting their production patterns, which 
has implications on the perception-production link for L2 learners, in 
general, and for FL learners in particular.

The main outcome of the present thesis is that it develops an account 
of the perception and production of FL learners. It outlines the main 
principles for a proposed Foreign Language Model, in which the 
peculiarities of FL learners are taken into consideration compared to 
other groups of learners.






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