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Ultimate attainment in second langua...

Moyer, Alene.

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Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German./
Author:	Moyer, Alene.
Description:	203 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3938.
Contained By:	Dissertation Abstracts International56-10A.
Subject:	Literature, Germanic. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9603922

Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German.
Moyer, Alene.

Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German. - 203 p.

Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3938.

Thesis (Ph.D.)--The University of Texas at Austin, 1995.

Within both first and second language acquisition research, a "critical period" has been proposed, beyond which language learning will be incomplete or will fossilize at non-native levels. Studies based on post-pubertal learning have found results which largely support this hypothesis, although it is not clear whether age can be reasonably separated from other confounding influences of a socio-psychological or instructional nature. This study gathered recorded data from non-native speakers who learned German past the age of ten, and who were graduate students and teachers of German, presumably at an "end-state" in the learning process. It was predicted that the prevalence of such factors as personal and professional motivation, immersion in the target culture, extensive instruction, and phonological feedback would contribute to native-level pronunciation for these subjects. Tasks included several modes of reading and free speech, and questionnaires gathered information on individual learner variables. Such data offer a more complete picture of influences on attainment, and point to specific factors which correlate to outcome. Speech samples were rated by native speakers of German for degree of foreign accent. When mean ratings were averaged across all tasks, non-native speakers did not perform at levels within the native speaker range, thus demonstrating limited attainment as predicted by the critical period hypothesis. However, several variables correlated significantly with outcome, including age of instruction as well as age of immersion, professional motivation, and the presence of suprasegmental and segmental feedback. In this study, then, the impact of age offered a minimum unique explanation of outcome, particularly when factored into regression analyses after other variables. This suggests the overlap, or dependence, of age with other factors in this analysis, which should be further examined in subsequent studies. Secondly, professional motivation demonstrated significant correlation to outcome, but was not indicative of native-level pronunciation (which had been originally predicted). Thirdly, the significance of suprasegmental feedback clearly indicated ratings closer to native-level. The influence of this variable has thus far received no empirical support. Therefore, a re-evaluation of current phonological training is recommended to include stress, pitch and intonation.Subjects--Topical Terms:

1019072
Literature, Germanic.

Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German.
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245 1 0 $a Ultimate attainment in second language phonological acquisition: Evidence from adult learners of German.
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500 $a Source: Dissertation Abstracts International, Volume: 56-10, Section: A, page: 3938.
500 $a Supervisor: Frank E. Donahue.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1995.
520 $a Within both first and second language acquisition research, a "critical period" has been proposed, beyond which language learning will be incomplete or will fossilize at non-native levels. Studies based on post-pubertal learning have found results which largely support this hypothesis, although it is not clear whether age can be reasonably separated from other confounding influences of a socio-psychological or instructional nature. This study gathered recorded data from non-native speakers who learned German past the age of ten, and who were graduate students and teachers of German, presumably at an "end-state" in the learning process. It was predicted that the prevalence of such factors as personal and professional motivation, immersion in the target culture, extensive instruction, and phonological feedback would contribute to native-level pronunciation for these subjects. Tasks included several modes of reading and free speech, and questionnaires gathered information on individual learner variables. Such data offer a more complete picture of influences on attainment, and point to specific factors which correlate to outcome. Speech samples were rated by native speakers of German for degree of foreign accent. When mean ratings were averaged across all tasks, non-native speakers did not perform at levels within the native speaker range, thus demonstrating limited attainment as predicted by the critical period hypothesis. However, several variables correlated significantly with outcome, including age of instruction as well as age of immersion, professional motivation, and the presence of suprasegmental and segmental feedback. In this study, then, the impact of age offered a minimum unique explanation of outcome, particularly when factored into regression analyses after other variables. This suggests the overlap, or dependence, of age with other factors in this analysis, which should be further examined in subsequent studies. Secondly, professional motivation demonstrated significant correlation to outcome, but was not indicative of native-level pronunciation (which had been originally predicted). Thirdly, the significance of suprasegmental feedback clearly indicated ratings closer to native-level. The influence of this variable has thus far received no empirical support. Therefore, a re-evaluation of current phonological training is recommended to include stress, pitch and intonation.
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