View in EDS

The Effect of Diacritic-Enhancement on L2 Pronunciation of Shared L1/L2 Graphemes

Saved in:
Bibliographic Details
Title: The Effect of Diacritic-Enhancement on L2 Pronunciation of Shared L1/L2 Graphemes
Language: English
Authors: Paul Dion Grosse
Source: ProQuest LLC. 2023Ph.D. Dissertation, The University of Wisconsin - Madison.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 172
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Pronunciation, Second Language Learning, Second Language Instruction, Transfer of Training, Linguistic Input, Native Speakers, Speech Communication, Native Language, Phonology, Written Language, Phoneme Grapheme Correspondence, Spanish, English, Pronunciation Instruction, College Students, Teaching Methods, Distinctive Features (Language), Reading Processes, Task Analysis, Graphemes
ISBN: 979-83-8015-729-2
Abstract: Within the field of linguistics, whether considering language contact situations (Weinreich, 1979) or foreign language education (Lado, 1957), the topic of language transfer, especially as it relates to pronunciation, has always been an item of particular interest. While research on such transfer has mostly focused on various phenomena of the L1 and L2 phonological systems (Flege, 1987; Flege & Bohn, 2021), in the past number of decades a number of studies have highlighted the effects caused by a shared orthographic system, whenever language pairs share such a system (Vokic, 2011; Young-Scholten and Langer, 2015). Such effects have been found to be persistent, not disappearing even after years of residence in the L2-speaking environment, even though the pronunciation issue itself is not problematic for the learner at all. Because this effect is embedded in the orthography itself, the present study sought to explore the possible benefits of manipulating the visual information provided to L2 learners in their orthographic input in order to assist them in their acquisition of a more native-like L2 pronunciation. Looking at a small, homogenous group (n = 25) of university-level, English-speaking learners of L2 Spanish, an experiment was designed focusing on the pronunciation of Spanish intervocalic as [ð], which should not be a problematic sound for these learners phonologically speaking. Participants were divided between three groups in order to test for changes in pronunciation behavior over a 6-week period, either: by normal classroom experience alone, by the help of a brief pronunciation lesson on the target sound, or by combining a pronunciation lesson with the use of a diacritic-enhanced both in the lesson as well as in subsequent paragraph-reading tasks. It was discovered that a brief pronunciation lesson alone was unable to make lasting differences in students' pronunciation as measured by a paragraph-reading posttest, but the group who interacted with diacritic-enhanced text showed substantial improvement in pronunciation of the item. These improvements were found to still be intact in a paragraph-reading task after the diacritics were removed, suggesting that learners had associated the target-like [ð] pronunciation with the authentic itself. Because the results of the present study were obtained using a relatively small sample size, some caution should be exercised in the interpretation of these results, and further study of this particular effect must be carried out in order to corroborate what was found here. Nonetheless, the results of this study indicate the potential for real benefits to incorporating diacritic-enhancement in L1/L2 learning situations where the two languages share an orthographic system but have diverging phonetic realizations of graphemes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30638013
Accession Number: ED637899
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED637899
AccessLevel: 3
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Diacritic-Enhancement on L2 Pronunciation of Shared L1/L2 Graphemes
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Paul+Dion+Grosse%22">Paul Dion Grosse</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2023Ph.D. Dissertation, The University of Wisconsin - Madison.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 172
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Dissertations/Theses - Doctoral Dissertations
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Speakers%22">Native Speakers</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Phoneme+Grapheme+Correspondence%22">Phoneme Grapheme Correspondence</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation+Instruction%22">Pronunciation Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Distinctive+Features+%28Language%29%22">Distinctive Features (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Processes%22">Reading Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Graphemes%22">Graphemes</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 979-83-8015-729-2
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Within the field of linguistics, whether considering language contact situations (Weinreich, 1979) or foreign language education (Lado, 1957), the topic of language transfer, especially as it relates to pronunciation, has always been an item of particular interest. While research on such transfer has mostly focused on various phenomena of the L1 and L2 phonological systems (Flege, 1987; Flege & Bohn, 2021), in the past number of decades a number of studies have highlighted the effects caused by a shared orthographic system, whenever language pairs share such a system (Vokic, 2011; Young-Scholten and Langer, 2015). Such effects have been found to be persistent, not disappearing even after years of residence in the L2-speaking environment, even though the pronunciation issue itself is not problematic for the learner at all. Because this effect is embedded in the orthography itself, the present study sought to explore the possible benefits of manipulating the visual information provided to L2 learners in their orthographic input in order to assist them in their acquisition of a more native-like L2 pronunciation. Looking at a small, homogenous group (n = 25) of university-level, English-speaking learners of L2 Spanish, an experiment was designed focusing on the pronunciation of Spanish intervocalic <d> as [ð], which should not be a problematic sound for these learners phonologically speaking. Participants were divided between three groups in order to test for changes in pronunciation behavior over a 6-week period, either: by normal classroom experience alone, by the help of a brief pronunciation lesson on the target sound, or by combining a pronunciation lesson with the use of a diacritic-enhanced <d> both in the lesson as well as in subsequent paragraph-reading tasks. It was discovered that a brief pronunciation lesson alone was unable to make lasting differences in students' pronunciation as measured by a paragraph-reading posttest, but the group who interacted with diacritic-enhanced text showed substantial improvement in pronunciation of the item. These improvements were found to still be intact in a paragraph-reading task after the diacritics were removed, suggesting that learners had associated the target-like [ð] pronunciation with the authentic <d> itself. Because the results of the present study were obtained using a relatively small sample size, some caution should be exercised in the interpretation of these results, and further study of this particular effect must be carried out in order to corroborate what was found here. Nonetheless, the results of this study indicate the potential for real benefits to incorporating diacritic-enhancement in L1/L2 learning situations where the two languages share an orthographic system but have diverging phonetic realizations of graphemes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30638013" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30638013</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED637899
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED637899
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 172
    Subjects:
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
      – SubjectFull: Linguistic Input
        Type: general
      – SubjectFull: Native Speakers
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Native Language
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Phoneme Grapheme Correspondence
        Type: general
      – SubjectFull: Spanish
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Pronunciation Instruction
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Distinctive Features (Language)
        Type: general
      – SubjectFull: Reading Processes
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Graphemes
        Type: general
    Titles:
      – TitleFull: The Effect of Diacritic-Enhancement on L2 Pronunciation of Shared L1/L2 Graphemes
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Paul Dion Grosse
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: isbn-print
              Value: 979-83-8015-729-2
          Titles:
            – TitleFull: ProQuest LLC
              Type: main
ResultId 1