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Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners : = A Longitudinal Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners :/
Reminder of title:	A Longitudinal Study.
Author:	Moorman, Colleen Marissa.
Description:	1 online resource (444 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9780355544343

Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners : = A Longitudinal Study.
Moorman, Colleen Marissa.

Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners :A Longitudinal Study. - 1 online resource (444 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Georgetown University, 2017.

Includes bibliographical references

This study was a longitudinal investigation into how learner individual differences (IDs) and linguistic factors shape developmental trajectories of second language (L2) production of the Spanish mid vowels /e/ and /o/. Adult English-speaking learners enrolled in 2nd semester (Intro II, N = 13) and 6th semester (Advanced II, N = 31) university-level Spanish courses completed a written elicitation production task three times over the course of a semester and measures of ID variables (i.e., L2 aptitude, working memory capacity, phonological short-term memory, L2 motivation, and L2 proficiency level) once during the semester. The production measure elicited /e/ and /o/ in tonic syllables of Spanish target words.

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

Mode of access: World Wide Web

ISBN: 9780355544343Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners : = A Longitudinal Study.
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100 1 $a Moorman, Colleen Marissa. $3 1186879
245 1 0 $a Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners : $b A Longitudinal Study.
264 0 $c 2017
300 $a 1 online resource (444 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Advisers: Alfonso Morales-Front; Cristina Sanz.
502 $a Thesis (Ph.D.)--Georgetown University, 2017.
504 $a Includes bibliographical references
520 $a This study was a longitudinal investigation into how learner individual differences (IDs) and linguistic factors shape developmental trajectories of second language (L2) production of the Spanish mid vowels /e/ and /o/. Adult English-speaking learners enrolled in 2nd semester (Intro II, N = 13) and 6th semester (Advanced II, N = 31) university-level Spanish courses completed a written elicitation production task three times over the course of a semester and measures of ID variables (i.e., L2 aptitude, working memory capacity, phonological short-term memory, L2 motivation, and L2 proficiency level) once during the semester. The production measure elicited /e/ and /o/ in tonic syllables of Spanish target words.
520 $a Acoustic analysis was used to measure vowel duration and normalized F1 and F2 formant values (Bark units) for each vowel. Since even native and bilingual speakers produce vowels within a range of acceptable values, development was operationalized as movement toward the mean duration and mean F1 and F2 Bark values of bilingual speakers, as well as minimization of the dispersion of these values.
520 $a Findings demonstrated that over the course of the semester, Intro II learners exhibited more movement toward the bilingual means than Advanced II learners. Statistical improvements were largely related to vowel duration, with less statistical change observed for F1 and F2 formant measures. The results also suggest that learners acquire accurate production of /e/ before /o/.
520 $a With regard to learner IDs, multiple regressions indicated a role for WMC, PSTM, and L2 proficiency level with the overall learner sample, yet the directionality of these correlations was mixed depending upon the production variable examined. L2 aptitude (LLAMA D) also emerged as a predictor of development in course level regressions. Most statistical correlations were observed at the Advanced II level, suggesting that cognitive IDs are more important at later stages of development for L2 phonology. This contrasts with Serafini & Sanz (2015), who found cognitive IDs to be important at earlier stages of development for morphosyntax.
520 $a These findings contribute to our understanding of L2 phonological development trajectories for Spanish vowels at different stages of acquisition and the role that learner IDs play in that development.
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 Foreign language education. $3 1148430
655 7 $a Electronic books. $2 local $3 554714
690 $a 0290
690 $a 0444
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Georgetown University. $b Spanish & Portuguese. $3 1186880
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