東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

English Prosodic Marking of Informat...

Takeda, Aya.

FindBook

Google Book

Amazon

博客來

English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners./
作者:	Takeda, Aya.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	224 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
Contained By:	Dissertations Abstracts International80-09A.
標題:	Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424063
ISBN:	9780438905696

English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners.
Takeda, Aya.

English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 224 p.

Source: Dissertations Abstracts International, Volume: 80-09, Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2018.

This item must not be sold to any third party vendors.

This dissertation examines second language (L2) use of prosody to convey and comprehend Information Structure. In English, contrastive information and new information are typically higher in pitch and longer in duration, whereas given information is often deaccented. Contrastive information and new information are often differentiated by distinct types of pitch accents: the former marked with L+H*, the latter with H*. Tokyo Japanese, by contrast, uses pitch accent primarily to express lexical meaning rather than information status, but contrastive information can be indicated by expanded pitch range, similar to English L+H*, without a change in either duration or lexically-determined pitch accent type. In light of such differences between English and Japanese, this study investigates how L2 learners develop target-language prosodic marking of Information Structure, attending in particular to whether this is initially modulated by native language (L1) properties. L1-Japanese L2 learners of English were tested on three prosodic patterns-deaccentuation, a regular high pitch accent (H*), and a contrastive pitch accent (L+H*)-and their link to Information Structure via three tasks: a prosody-in-context naturalness rating task, an eye-tracking listening comprehension task, and a production task. It was found that native English speakers associate given information with deaccentuation, contrastive information with L+H*, and new information with accentuation (both H* and L+H*) in all three tasks. Advanced L2 learners could map given information with deaccentuation and contrastive information with L+H* in the rating and production tasks, but only the mapping between given information and deaccentuation was demonstrated in the eye-tracking listening task. Less proficient L2 learners were able to associate given information with deaccentuation and contrastive information with L+H* in the rating task, but no evidence for prosody-discourse association emerged in the production or eye-tracking listening tasks. The outcomes of the study suggest that L2 learners do not necessarily transfer their L1 prosody-discourse mappings (for all tasks), and that they can master target-language prosodic marking of Information Structure that is not instantiated in the L1. Furthermore, how successfully they map prosody to information status depends on several factors: learners' language proficiency, processing difficulty of particular mappings, task difficulty, and whether learners' attention is explicitly drawn to prosody.

ISBN: 9780438905696Subjects--Topical Terms:

524476
Linguistics.

English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners.
LDR:03660nmm a2200337 4500 001 2208504
005 20191021073452.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438905696
035 $a (MiAaPQ)AAI13424063
035 $a (MiAaPQ)hawii:10114
035 $a AAI13424063
040 $a MiAaPQ $c MiAaPQ
100 1 $a Takeda, Aya. $3 3435540
245 1 0 $a English Prosodic Marking of Information Structure by L1-Japanese Second Language Learners.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 224 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-09, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Schwartz, Bonnie D.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation examines second language (L2) use of prosody to convey and comprehend Information Structure. In English, contrastive information and new information are typically higher in pitch and longer in duration, whereas given information is often deaccented. Contrastive information and new information are often differentiated by distinct types of pitch accents: the former marked with L+H*, the latter with H*. Tokyo Japanese, by contrast, uses pitch accent primarily to express lexical meaning rather than information status, but contrastive information can be indicated by expanded pitch range, similar to English L+H*, without a change in either duration or lexically-determined pitch accent type. In light of such differences between English and Japanese, this study investigates how L2 learners develop target-language prosodic marking of Information Structure, attending in particular to whether this is initially modulated by native language (L1) properties. L1-Japanese L2 learners of English were tested on three prosodic patterns-deaccentuation, a regular high pitch accent (H*), and a contrastive pitch accent (L+H*)-and their link to Information Structure via three tasks: a prosody-in-context naturalness rating task, an eye-tracking listening comprehension task, and a production task. It was found that native English speakers associate given information with deaccentuation, contrastive information with L+H*, and new information with accentuation (both H* and L+H*) in all three tasks. Advanced L2 learners could map given information with deaccentuation and contrastive information with L+H* in the rating and production tasks, but only the mapping between given information and deaccentuation was demonstrated in the eye-tracking listening task. Less proficient L2 learners were able to associate given information with deaccentuation and contrastive information with L+H* in the rating task, but no evidence for prosody-discourse association emerged in the production or eye-tracking listening tasks. The outcomes of the study suggest that L2 learners do not necessarily transfer their L1 prosody-discourse mappings (for all tasks), and that they can master target-language prosodic marking of Information Structure that is not instantiated in the L1. Furthermore, how successfully they map prosody to information status depends on several factors: learners' language proficiency, processing difficulty of particular mappings, task difficulty, and whether learners' attention is explicitly drawn to prosody.
590 $a School code: 0085.
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language education. $3 3172512
650 4 $a Language. $3 643551
690 $a 0290
690 $a 0444
690 $a 0679
710 2 $a University of Hawai'i at Manoa. $b Second Language Studies. $3 2098785
773 0 $t Dissertations Abstracts International $g 80-09A.
790 $a 0085
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13424063