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Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers./
作者:	Guigelaar, Ellen R.
面頁冊數:	1 online resource (164 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
標題:	Linguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9780355492880

Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers.
Guigelaar, Ellen R.

Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers. - 1 online resource (164 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--State University of New York at Stony Brook, 2017.

Includes bibliographical references

Late second language (L2) learners often struggle with L2 prosody, both in perception and production. This may result from first language (L1) interference or some property of how a second language functions in a late learner independent of what their L1 might be. Here we investigate prosody's role in determining information structure through focal stress. In particular, this thesis compares L1-Mandarin/L2-English and native/L1-English speakers' perception and production of English focal stress, namely how both groups process focal stress, how that processing affects eye movements, and how the various aspects of focal stress production between groups.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355492880Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers.
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100 1 $a Guigelaar, Ellen R. $3 1186858
245 1 0 $a Processing of English Focal Stress by L1-English and L1-Mandarin/L2-English Speakers.
264 0 $c 2017
300 $a 1 online resource (164 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: John E. Drury.
502 $a Thesis (Ph.D.)--State University of New York at Stony Brook, 2017.
504 $a Includes bibliographical references
520 $a Late second language (L2) learners often struggle with L2 prosody, both in perception and production. This may result from first language (L1) interference or some property of how a second language functions in a late learner independent of what their L1 might be. Here we investigate prosody's role in determining information structure through focal stress. In particular, this thesis compares L1-Mandarin/L2-English and native/L1-English speakers' perception and production of English focal stress, namely how both groups process focal stress, how that processing affects eye movements, and how the various aspects of focal stress production between groups.
520 $a Our first two experiments targeted the perception of prosody, and the third targeted production. The two perception studies used high temporal resolution experimental methodologies---event related potentials (Exp. 1) and eye-tracking (Exp. 2). The ERP experiment probed question-induced focus and prosodic marking of accent, monitoring brain responses during detection of question/answer incongruities. The eye-tracking experiment targeted accent marking in the scope of the focus-sensitive element only. Eye movements were monitored while participants performed an auditory/visual truth value judgment task. In a related production experiment (Exp. 3), participants were given a written sentence whose meaning hinged on focal stress. Their attention was then directed to a picture which depicted one of two possible interpretations, and they were tasked with producing the sentence so it would describe/match the picture.
520 $a Though L2 learners exhibited poorer performance comprehending and producing focal stress, they could nonetheless perform at advanced levels. However, online (ERP/eye-tracking) measures show a delay in processing of focal stress and a lack of interaction effects between Focus and Accent that obtains in native speakers. In production, L2 learners produced weaker, but in several ways "native-like", focal stress, including an L1 pattern of not distinguishing nominals in the second position of ditransitives ("Steve only gave Boris the bulldog."/"Steve only gave the bulldog to Boris.") via prosody independent of expected focus (i.e., an interaction between focus-marking and word order). The combined findings show that though late L2 learners can perceive and utilize prosodic accent, they have difficulty integrating that information in incremental/real-time processing. Further, effects of Age of Acquisition, but not proficiency, on some of our observed response profiles are discussed in the context of Critical/Sensitive Periods in second language acquisition.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Linguistics. $3 557829
650 4 $a English as a second language. $3 1148422
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0441
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Stony Brook. $b Linguistics. $3 1184002
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10622654 $z click for full text (PQDT)