The Processing of L2 Internal Syllabic Constituents: Cross-Linguistic Difference and Input Frequency

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Autor/in	Seong, Jihye
Titel	The Processing of L2 Internal Syllabic Constituents: Cross-Linguistic Difference and Input Frequency
Quelle	(2023), (195 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-4302-4
Schlagwörter	Hochschulschrift; Dissertation; Language Processing; Second Language Learning; Second Language Instruction; English (Second Language); Linguistic Input; Monolingualism; Korean; Native Language; Comparative Analysis; Syllables; Contrastive Linguistics; Decision Making; Auditory Perception; Phonemes; Units of Study; Language Patterns; Interlanguage; Phonology; Human Body + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sprachverarbeitung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachbildung; Koreanisch; Silbe; Linguistics; Kontrastive Linguistik; Decision-making; Entscheidungsfindung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Fonem; Lerneinheit; Sprachmodell; Sprachstruktur; Zielsprache; Fonologie; Menschlicher Körper
Abstract	This dissertation examines the development of the internal structure of the Korean syllable by adult Korean learners whose native language is English. Prior research has identified the prominence of the body constituent in Korean and the rime constituent in English. The current study focuses on the acquisition of the body unit by English speakers learning Korean as their second language. Two contrasting views regarding the acquisition of sub-syllable structures are investigated. One perspective supports the constituency-based account, which suggests that a language's grammatical structure influences the sub-syllable structure. The other perspective proposes that learners perceive adjacent phonemes as a unit based on statistical probabilities of segment sequences. To address these issues, sound judgment and word game paradigms were employed. Twenty-five L2 Korean learners, consisting of 13 beginners and 12 intermediate learners, were recruited. Additionally, twenty-six monolingual Korean speakers and twenty-four monolingual English speakers participated as control groups. Experiment 1 utilized a sound similarity judgment task to assess the saliency of potential sub-syllabic constituents. The L2 Korean learners exhibited a more distinct perception of the body unit, with the intermediate group demonstrating higher perceptual saliency in the body unit compared to the beginner group. Experiments 2 and 3 employed word reduplication tasks to investigate the factors influencing the development of intrasyllabic units. These tasks examined the relative influence of linguistic patterns (body prominence in Korean and rime saliency in English) versus statistical probabilities (C[subscript 1]V > VC[subscript 2], C[subscript 1]V = VC[subscript 2], C[subscript 1]V < VC[subscript 2]) on subsyllabic representations. Participants were instructed to repeat a part of words (body or rime) in monosyllabic C[subscript 1]VC[subscript 2] words. The results revealed that L2 Korean learners performed better in rime reduplication tasks compared to body tasks in both experiments, indicating the influence of their native language. However, in the Korean word reduplication task, the intermediate group demonstrated a stronger representation of the body unit compared to the beginner group. The findings suggest that language experience alters learners' mental representation of interlanguage phonological structure, particularly in the context of explicit rule-based learning in L2 instruction. Overall, the findings support the language-inherent constituency model rather than the statistical approach. [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.] (As Provided).
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Update	2024/1/01