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    Wyświetlanie 1-4 z 4
    Tytuł:
    The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions
    Autorzy:
    Garton, Rachel
    Powiązania:
    https://bibliotekanauki.pl/articles/22446739.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    phonology
    orthography
    L2 literacy
    literacy acquisition
    learner perceptions
    grapholinguistics
    Opis:
    While there is substantial research on literacy in the L1, factors impacting literacy in the L2 remain understudied. Preliminary research indicates that orthographic accuracy and typology influence literacy acquisition, indicating these aspects of linguistic representation need further exploration within the context of second-language acquisition (SLA). Additionally, SLA research on individual learner differences highlights emotional factors such as attitude and motivation, which are widely considered critical indicators of L2 success. Motivation is closely linked to perceptions towards the L2, which indicates learner perceptions of L2 literacy could impact success in learning to read and write. As such, this paper presents a cross-lingual, mixed-methods study that compares the orthographic transparency and typologies of 26 languages against learners’ (n = 217) perceptions of L2 literacy acquisition, such as perceived difficulty of the orthography and a self-assessment of literacy skills. Results indicated that orthographic transparency has a greater impact on learners’ perceptions compared to typology alone.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-25
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Exploring L1 Transfer in German Learners of English: High Front Vowels, High Back Vowels and the BED/BAD Distinction
    Autorzy:
    Kautzsch, Alexander
    Powiązania:
    https://bibliotekanauki.pl/articles/620568.pdf
    Data publikacji:
    2010-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    L1 transfer English/German
    vowels
    acoustic analyses
    L2 acquisition
    phonology
    Opis:
    Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English, and even more so due to formal instruction, which appears to accelerate the acquisition process
    Źródło:
    Research in Language; 2010, 8; 1-22
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Coalescent Assimilation Across Wordboundaries in American English and in Polish English
    Autorzy:
    Kaźmierski, Kamil
    Wojtkowiak, Ewelina
    Baumann, Andreas
    Powiązania:
    https://bibliotekanauki.pl/articles/620705.pdf
    Data publikacji:
    2016-09-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    casual speech phonology
    corpus phonology
    foreign language acquisition
    coalescent assimilation
    glottalization
    Opis:
    Coalescent assimilation (CA), where alveolar obstruents /t, d, s, z/ in word-final position merge with word-initial /j/ to produce postalveolar /tʃ, dʒ, ʃ, ʒ/, is one of the most wellknown connected speech processes in English. Due to its commonness, CA has been discussed in numerous textbook descriptions of English pronunciation, and yet, upon comparing them it is difficult to get a clear picture of what factors make its application likely. This paper aims to investigate the application of CA in American English to see a) what factors increase the likelihood of its application for each of the four alveolar obstruents, and b) what is the allophonic realization of plosives /t, d/ if the CA does not apply. To do so, the Buckeye Corpus (Pitt et al. 2007) of spoken American English is analyzed quantitatively. As a second step, these results are compared with Polish English; statistics analogous to the ones listed above for American English are gathered for Polish English based on the PLEC corpus (Pęzik 2012). The last section focuses on what consequences for teaching based on a native speaker model the findings have. It is argued that a description of the phenomenon that reflects the behavior of speakers of American English more accurately than extant textbook accounts could be beneficial to the acquisition of these patterns.
    Źródło:
    Research in Language; 2016, 14, 3; 235-262
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Whats age got to do with it? Accounting for individual factors in second language accent
    Autorzy:
    Moyer, Alene
    Powiązania:
    https://bibliotekanauki.pl/articles/780941.pdf
    Data publikacji:
    2014-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    critical period hypothesis
    individual differences
    second language acquisition
    phonology acquisition
    motivation
    Opis:
    Empirical research conducted over the past few decades suggests that the age at which an individual is first exposed to a second language affects long-term outcomes, in particular for phonology. The question that has occupied scholars of various bents is what, exactly, underlies the robust age effects observed. Does age imply immutable changes in one’s ability to ever sound native-like? Are these changes neurological, cognitive, or socio-psychological in nature? What role do L2 use and contact play? Do age-related influences apply to all individuals, or can language learners actually chart their own course when it comes to accent? This paper will outline basic assumptions of the critical period for phonology while suggesting a different approach to the age question that highlights the individual’s role in both process and outcome. Constructs such as L2 experience, motivation, self-concept, learning approach, and willingness to communicate are discussed in depth in order to show the fundamental connection between cognition and affect so critical for late phonological learning. A re-orientation of the age research is suggested as a result, to prioritize contextual understandings of language use and learner agency.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 3; 443-464
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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