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Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish
Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103624
- ISBN
- 9798315767237
- DDC
- 401
- 서명/저자
- Rhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish
- 발행사항
- [Sl] : University of California, Los Angeles, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 228 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
- 주기사항
- Advisor: Kim, Ji Young.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2025.
- 초록/해제
- 요약Although explicit phonetic instruction may improve L2 pronunciation, it contradicts the implicit instructional paradigm in most U.S. L2 courses. Because musicality can correlate with better L2 pronunciation acquisition, musical training could be a useful form of phonetic instruction within an L2 curriculum. This study evaluates the effectiveness of musical training on the acquisition of rising diphthongs (e.g., "ie" and "ue") by English speakers learning Spanish. These sequences are often cued by duration, and such temporal aspects of speech may be more positively impacted by musicianship (Sadakata & Sekiyama, 2011). Although many scholars argue that L2 speakers struggle with these sequences, there is phonetic evidence against this notion (MacLeod, 2008). Furthermore, it is unclear how phonological context (i.e., the preceding consonant) may impact production of these diphthongs for L2 speakers.To clarify the nature of L2 rising diphthong production and evaluate the effectiveness of novel training on these sounds, we conducted a production experiment with treatment groups (music, explicit instruction, and implicit instruction), a control group, and a native-speaker group. The first session included a pretest, training, and posttest, and the second (two weeks later) was a delayed posttest. Participants read words containing [je] and [we] for all tests. Music training involved chanting on a beat to force the diphthong into one syllable. Diphthongs were analyzed for several acoustic cues. Additionally, a perception experiment used extracted audio from the production task to see if changes in acoustic cues for diphthongs (i.e., speech-rate normalized duration and earliness of F2 transition) yielded more positive judgments. Native speakers rated pretest and delayed posttest words for comprehensibility and accentedness.Pretest results showed that L2 learners rarely differed from native speakers, except in conditions where L2 productions were more diphthong-like. Upon longitudinally comparing training effects, we found that musical training yielded the most phonetic change across all measurements. However, improvements in acoustic measurements were not associated with better ratings in the perception task. This study suggests musical training can be a resource in L2 courses, but implementation of any pronunciation instruction requires thorough evaluation of reported phonetic divergence.
- 일반주제명
- Linguistics
- 일반주제명
- Music
- 일반주제명
- Music education
- 키워드
- Diphthongs
- 키워드
- Phonetics
- 키워드
- Spanish
- 키워드
- Musicianship
- 기타저자
- University of California, Los Angeles Hispanic Languages and Literatures 0426
- 기본자료저록
- Dissertations Abstracts International. 86-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798315767237
■035 ▼a(MiAaPQ)AAI32046105
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a401
■1001 ▼aCarter, John Durbin Neal.
■24510▼aRhythmic Training for L2 Phonetic Acquisition: Rising Diphthongs in Spanish
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a228 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-11, Section: A.
■500 ▼aAdvisor: Kim, Ji Young.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2025.
■520 ▼aAlthough explicit phonetic instruction may improve L2 pronunciation, it contradicts the implicit instructional paradigm in most U.S. L2 courses. Because musicality can correlate with better L2 pronunciation acquisition, musical training could be a useful form of phonetic instruction within an L2 curriculum. This study evaluates the effectiveness of musical training on the acquisition of rising diphthongs (e.g., "ie" and "ue") by English speakers learning Spanish. These sequences are often cued by duration, and such temporal aspects of speech may be more positively impacted by musicianship (Sadakata & Sekiyama, 2011). Although many scholars argue that L2 speakers struggle with these sequences, there is phonetic evidence against this notion (MacLeod, 2008). Furthermore, it is unclear how phonological context (i.e., the preceding consonant) may impact production of these diphthongs for L2 speakers.To clarify the nature of L2 rising diphthong production and evaluate the effectiveness of novel training on these sounds, we conducted a production experiment with treatment groups (music, explicit instruction, and implicit instruction), a control group, and a native-speaker group. The first session included a pretest, training, and posttest, and the second (two weeks later) was a delayed posttest. Participants read words containing [je] and [we] for all tests. Music training involved chanting on a beat to force the diphthong into one syllable. Diphthongs were analyzed for several acoustic cues. Additionally, a perception experiment used extracted audio from the production task to see if changes in acoustic cues for diphthongs (i.e., speech-rate normalized duration and earliness of F2 transition) yielded more positive judgments. Native speakers rated pretest and delayed posttest words for comprehensibility and accentedness.Pretest results showed that L2 learners rarely differed from native speakers, except in conditions where L2 productions were more diphthong-like. Upon longitudinally comparing training effects, we found that musical training yielded the most phonetic change across all measurements. However, improvements in acoustic measurements were not associated with better ratings in the perception task. This study suggests musical training can be a resource in L2 courses, but implementation of any pronunciation instruction requires thorough evaluation of reported phonetic divergence.
■590 ▼aSchool code: 0031.
■650 4▼aLinguistics
■650 4▼aForeign language instruction
■650 4▼aMusic
■650 4▼aMusic education
■653 ▼aDiphthongs
■653 ▼aPhonetics
■653 ▼aSecond language acquisition
■653 ▼aSpanish
■653 ▼aMusicianship
■690 ▼a0290
■690 ▼a0444
■690 ▼a0522
■690 ▼a0413
■71020▼aUniversity of California, Los Angeles▼bHispanic Languages and Literatures 0426.
■7730 ▼tDissertations Abstracts International▼g86-11A.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357965▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
