22.3858, Diss: Lang Acq/Phonetics: Tsiartsioni: 'The Acquisition of Speech ...'

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Subject: 22.3858, Diss: Lang Acq/Phonetics: Tsiartsioni: 'The Acquisition of Speech ...'

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1)
Date: 28-Sep-2011
From: ELENI TSIARTSIONI [eltsiartsioni at yahoo.gr]
Subject: The Acquisition of Speech Rhythm and Stop Voicing by Greek Learners of English: A pedagogical and linguistic approach


-------------------------Message 1 ---------------------------------- 
Date: Tue, 04 Oct 2011 14:14:28
From: ELENI TSIARTSIONI [eltsiartsioni at yahoo.gr]
Subject: The Acquisition of Speech Rhythm and Stop Voicing by Greek Learners of English: A pedagogical and linguistic approach

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 Institution: Aristotle University of Thessaloniki 
Program: PhD in Linguistics 
Dissertation Status: Completed 
Degree Date: 2011 

Author: Eleni Tsiartsioni

Dissertation Title: The Acquisition of Speech Rhythm and Stop Voicing by Greek
Learners of English: A pedagogical and linguistic approach 

Linguistic Field(s): Applied Linguistics
                     Language Acquisition
                     Phonetics

Subject Language(s): English (eng)
                     Greek, Modern (ell)


Dissertation Director(s):
Katerina Nicolaidis
Christos Nakas
Marina Mattheoudakis

Dissertation Abstract:

L2 phonological acquisition constitutes a challenging area of research, as 
previous studies have reported that mastery of the L2 phonological system is a 
rare occurrence among L2 learners. Constraints in pronunciation accuracy 
appear to be related to a number of parameters, for example, to interference 
from speakers' L1, universal tendencies of language, learners' age of onset of 
language learning, the quality and quantity of exposure to L2, as well to social 
and psychological factors. A central question is whether L2 pronunciation can be 
taught and to what extent pronunciation teaching intervention can be effective.

The aim of the present study is to investigate the production of L2 speech rhythm 
and selected features of the stop voicing system among Greek learners of 
English before and after pronunciation teaching intervention that occurs in a 
foreign formal language context of acquisition. For the purposes of the present 
study two groups of speakers were examined, an experimental group who 
received a pronunciation teaching intervention and a control group, who followed 
the regular classes at school without special pronunciation teaching intervention. 
Each group comprised students of three different ages (10-, 13- and 16-years 
old) in order to investigate the potential role of learners' age in relation to L2 
phonological acquisition. Data on L1 Greek and English were also obtained. The 
pronunciation teaching included 51 pronunciation mini-lessons embedded in the 
regular English language course, following the methodology of Celce-Murcia, 
Brinton and Goodwin (1996), who proposed five stages of pronunciation teaching 
that range from controlled to free activities. Rhythm was quantified with the use 
of the PVI measure (Low, Grabe and Nolan 2000, Grabe and Low 2002), which 
examines the vocalic and intervocalic duration variability in a long stretch of 
speech. The acquisition of the durational correlates of voicing was measured 
with the use of waveform and spectrographic analysis of features in word initial 
and final stops.  Individual variability was also explored through the 
implementation of the 'native-likeness criterion' (Birdsong 2007, Flege, Munro 
and Skelton 1992).

The results indicated that, generally before teaching, speakers resorted to L1 
interference or to universal tendencies of language. After teaching a change was 
reported for speakers of the experimental, but not of the control groups. Great 
inter- and intra-speaker variability was reported, especially after instruction. 
Generally, improvement was found for the experimental groups, however, 
systematic target-like production was difficult to achieve. Also no clear global 
effect of learners' age was reported. A detailed analysis of the possible 
constraints in pronunciation accuracy, as well as the pedagogical implications of 
the findings are presented. The results are evaluated in relation to theoretical 
frameworks of L2 phonological acquisition.


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