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The Acquisition of English Focus Mar...

Baker, Rachel Elizabeth.

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The Acquisition of English Focus Marking by Non-Native Speakers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The Acquisition of English Focus Marking by Non-Native Speakers./
Author:	Baker, Rachel Elizabeth.
Description:	265 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0580.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Language, Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433557
ISBN:	9781124393162

The Acquisition of English Focus Marking by Non-Native Speakers.
Baker, Rachel Elizabeth.

The Acquisition of English Focus Marking by Non-Native Speakers. - 265 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0580.

Thesis (Ph.D.)--Northwestern University, 2010.

This dissertation examines Mandarin and Korean speakers' acquisition of English focus marking, which is realized by accenting particular words within a focused constituent. It is important for non-native speakers to learn how accent placement relates to focus in English because appropriate accent placement and realization makes a learner's English more native-like and easier to understand. Such knowledge may also improve their English comprehension skills.

ISBN: 9781124393162Subjects--Topical Terms:

1018079
Language, Linguistics.

The Acquisition of English Focus Marking by Non-Native Speakers.
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020 $a 9781124393162
035 $a (UMI)AAI3433557
035 $a AAI3433557
040 $a UMI $c UMI
100 1 $a Baker, Rachel Elizabeth. $3 1678746
245 1 4 $a The Acquisition of English Focus Marking by Non-Native Speakers.
300 $a 265 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0580.
500 $a Adviser: Ann R. Bradlow.
502 $a Thesis (Ph.D.)--Northwestern University, 2010.
520 $a This dissertation examines Mandarin and Korean speakers' acquisition of English focus marking, which is realized by accenting particular words within a focused constituent. It is important for non-native speakers to learn how accent placement relates to focus in English because appropriate accent placement and realization makes a learner's English more native-like and easier to understand. Such knowledge may also improve their English comprehension skills.
520 $a In this study, 20 native English speakers, 20 native Mandarin speakers, and 20 native Korean speakers participated in four experiments: (1) a production experiment, in which they were recorded reading the answers to questions, (2) a perception experiment, in which they were asked to determine which word in a recording was the last prominent word, (3) an understanding experiment, in which they were asked whether the answers in recorded question-answer pairs had context-appropriate prosody, and (4) an accent placement experiment, in which they were asked which word they would make prominent in a particular context. Finally, a new group of native English speakers listened to utterances produced in the production experiment, and determined whether the prosody of each utterance was appropriate for its context.
520 $a The results of the five experiments support a novel predictive model for second language prosodic focus marking acquisition. This model holds that both transfer of linguistic features from a learner's native language (L1) and features of their second language (L2) affect learners' acquisition of prosodic focus marking. As a result, the model includes two complementary components: the Transfer Component and the L2 Challenge Component. The Transfer Component predicts that prosodic structures in the L2 will be more easily acquired by language learners that have similar structures in their L1 than those who do not, even if there are differences between the L1 and L2 in how the structures are realized. The L2 Challenge Component predicts that for difficult tasks, language learners will rely on widely-applied prosodic patterns, making them more successful at prosodically marking broad focus than narrow focus. However, for easy tasks, language learners will more successfully mark information structures that have a more direct relationship between focus and accent placement.
590 $a School code: 0163.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Physics, Acoustics. $3 1019086
690 $a 0290
690 $a 0441
690 $a 0444
690 $a 0986
710 2 $a Northwestern University. $b Linguistics. $3 1018143
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Bradlow, Ann R., $e advisor
790 1 0 $a Pierrehumbert, Janet B. $e committee member
790 1 0 $a Clark, Brady Z. $e committee member
790 $a 0163
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433557