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Individual Differences and Linguisti...

Moorman, Colleen Marissa.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners: A Longitudinal Study./
Author:	Moorman, Colleen Marissa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	444 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10684802
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. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 444 p.

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

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

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.

ISBN: 9780355544343Subjects--Topical Terms:

524476
Linguistics.

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. $0 (orcid)0000-0002-5871-2559 $3 3347223
245 1 0 $a Individual Differences and Linguistic Factors in the Development of Mid Vowels in L2 Spanish Learners: A Longitudinal Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 444 p.
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.
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.
590 $a School code: 0076.
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language education. $3 3172512
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690 $a 0444
710 2 $a Georgetown University. $b Spanish & Portuguese. $3 1037986
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0076
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10684802