By Jette G. Hansen Edwards
It is a examine of the phonological improvement of a family members of L2 English freshmen. it's the first full-length booklet that specializes in a tightly-knit crew of newcomers' acquisition of phonology over a longitudinal time frame, and the 1st booklet to check either social and linguistic components throughout that point interval. Jette G. Hansen analyses this knowledge accrued from genuine language inexperienced persons within the gentle of modern conception, in addition to demanding facets of present pondering almost about moment language acquisition. buying a Non-Native Phonology accordingly makes a tremendous and unique contribution to the sphere and offers an in-depth research and dialogue of the developmental strategies in buying a non-native sound approach which has now not formerly been provided. The ebook is geared toward teachers drawn to moment language acquisition, and researchers learning phonology mostly
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Additional info for Acquiring a Non-Native Phonology
Tahta, Wood and Loewenthal (1981) researched the transfer of accent from Ll to L2, and found that after age of L2 acquisition, the top predictor of nonaccentedness was use of English at home and exposure to English models outside of school. In his research on the /t d/ production of Mandarin speakers, Bayley (1996) included social interactions in the VARBRUL analysis (see Chapter 3 for further explanation) of factors influencing production and absence of /t d/. Participants were categorized into two types of social networks: a) mixed Chinese and American, and b) exclusively Chinese.
Additionally, I created a list of follow-up questions based on the participants' answers to the questions about their perceived levels and desired levels of acculturation, access to and opportunities for LI and L2 use, identity, motivation in learning English and becoming American and Americanized, and attitudes towards Americans and other Vietnamese in Tucson, etc. (see Appendix D for examples of follow-up questions). While these questions were discussed throughout the duration of the study, they were a focus for more intensive probing during each of the three phonological data collection times in order to gather a more complete picture of the participants' language use contexts during each of the three data collection times.
The dependent variable was classified into five categories: a) accurate production; b) absence (of one or more members); c) epenthesis; d) feature change; e) two types of modification. Two types of independent factor groups were investigated: internal (linguistic) factors (based on Bayley 1996 and Guy 1980) and external (extralinguistic) factors. These factors are outlined in detail below. One important note is that since Vietnamese does not allow a coda following a diphthong, and as this has been found to promote absence in prior research on Vietnamese learners of English (Osburne 1996), diphthong and vowel were selected as factors for preceding linguistic environment for codas and preceding linguistic environment for onsets.