It is the purpose of this thesis to contribute a small part to the large picture of Texas dialect by describing the use of certain stressed sounds in one locality, Parker County, Texas, which lies in the General American speech division of the United States.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-21T08:57:05Z No. of bitstreams: 1 Aline Cristina Sacchi.pdf: 2435842 bytes, checksum: 661f9992c5fb64594719905dd71601f8 (MD5) / Made available in DSpace on 2018-11-21T08:57:05Z (GMT). No. of bitstreams: 1 Aline Cristina Sacchi.pdf: 2435842 bytes, checksum: 661f9992c5fb64594719905dd71601f8 (MD5) Previous issue date: 2018-09-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This dissertation aims to study how bilinguals perceive English vowels. The subjects are students from a Canadian school in Sao Paulo who speak both English and Brazilian Portuguese fluently. The English language will be considered a foreign language (FL) in this context, because the subjects learn and use the language within a country in which English is not the first language. In the process of learning a new language some differences in terms of (FL) foreign language sounds may not be perceived due to interference of the first language (L1). Assimilation of L2 to L1 sounds may occur as the Speech Learning Model states, which explains the importance of formal teaching to train students to improve their fluency and intelligibility. The goal of this project is to investigate how bilingual speakers perceive English vowels using perception identification and discrimination tests. The judges are 27 students who study at a Canadian school in Sao Paulo, and whose L1 is Brazilian Portuguese and FL is English, and their average age is 9 years old. A Canadian native speaker of English at the age of 50 recorded the stimuli for the perception test containing the English vowels analyzed in this study. The hypothesis is that the subjects will not be able to discriminate between some sounds contrasts and will associate different sound pairs to only one Portuguese sound (Speech Learning Model, Flege). We conducted an experiment and analyzed the stimuli acoustic-articulatory characteristics based on acoustic inspection, formants and durations of the vowels were measured. The software PRAAT developed by Paul Boersma and Weenink from Amsterdam University was used to analyze the data collected. The results indicated that the identification task showed more accuracy compared with the discrimination task. The assimilation of two sounds in English (med-low and low vowels) to one sound in Portuguese (med-low vowel) confirmed the hypothesis that the absence of perceptual targets confers difficulties to the speakers in the production of sounds in a foreign language. The results confirmed the Speech Learning Model hypothesis. This research aims to contribute to the pronunciation teaching in a FL, because an accurate sound production may prevent communication problem, and it is essential for learner’s development in terms of oral communication and fluency / Esta dissertação tem como objetivo investigar a percepção de sons vocálicos da língua inglesa, variante canadense, por estudantes de uma escola bilíngue canadense da cidade de São Paulo em contexto de Inglês como Língua Estrangeira (LE). Ao sermos expostos a uma LE, segundo o Speech Learning Model, certas características dessa língua podem não ser percebidas devido à interferência da L1 (Primeira Língua, Língua Nativa ou Língua Materna) na LE. Dado isso, destaca-se a importância do trabalho com contrastes sonoros para que aprendizes possam melhorar a percepção e consequentemente a produção dos sons da LE. Como hipótese de pesquisa postulamos que os aprendizes não discriminam certos contrastes e assimilam pares de sons distintivos do Inglês a um som do Português. A investigação da percepção de sons vocálicos da língua inglesa nesta pesquisa foi realizada por meio de testes de discriminação e identificação, tendo, como juízes da pesquisa, 27 alunos de uma escola canadense em São Paulo com idade média de 9 anos, os quais possuem o Português Brasileiro (PB) como L1 e Inglês como LE. Os estímulos que contêm as vogais, utilizadas nesta pesquisa para a construção do teste de percepção, foram gravados por uma canadense, falante nativa de Inglês, com 50 anos de idade. Medições das frequências dos formantes (F1, F2 e F3) em Hz e de duração em ms das vogais dos estímulos dos testes de percepção foram efetuadas com o auxílio do software PRAAT e os resultados do teste de percepção submetidos à análise estatística multidimensional. Os resultados mostraram que a tarefa de identificação apresentou um nível de acerto maior do que a de discriminação. O contraste entre as vogais anteriores média-baixa e a baixa do Inglês foi o que causou maior dificuldade de discriminação aos juízes do teste de percepção. Os resultados confirmam a hipótese do Speech Learning Model sobre a assimilação de sons da LE a sons da L1. Diante do apresentado, esta pesquisa contribuiu com subsídios para o ensino de pronúncia em língua estrangeira, pois dificuldades de percepção levam comumente à produção dos sons de uma língua de forma inadequada e podem causar problemas de comunicação. Consideramos que o desenvolvimento da percepção de contrastes sonoros da LE tem repercussões positivas para a evolução dos aprendizes em termos de compreensão, comunicação oral e fluência na LE

Wong, Wing Sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 215-241). / Abstracts in English and Chinese; some appendixes include Chinese. / Title Page --- p.i / Acknowledgments --- p.ii / Abstract --- p.iv / Table of Contents --- p.viii / List of Tables --- p.xiii / List of Figures --- p.xvii / Chapter Chapter1 --- Introduction --- p.1 / Chapter Chapter2 --- Literature Review --- p.5 / Chapter 2.1 --- Phonology in Second Language Acquisition --- p.8 / Chapter 2.2 --- Modeling Speech Perception --- p.8 / Chapter 2.2.1 --- Speech Learning Model --- p.8 / Chapter 2.2.2 --- Perceptual Assimilation Model --- p.11 / Chapter 2.2.3 --- Native Language Magnet Model --- p.13 / Chapter 2.3 --- Linking Up Speech Perception and Production --- p.16 / Chapter 2.3.1 --- The Motor Theory --- p.17 / Chapter 2.3.2 --- The Direct Realist Approach to Speech Perception --- p.18 / Chapter 2.3.3 --- General Approach to Speech Perception --- p.20 / Chapter 2.4 --- Training in the Laboratory --- p.21 / Chapter 2.4.1 --- Discrimination vs. Identification Training --- p.22 / Chapter 2.4.2 --- High-Variability Phonetic Training (HVPT) --- p.25 / Chapter 2.4.3 --- Vowel Training Studies --- p.30 / Chapter 2.4.4 --- Perceptual Training on Production --- p.34 / Chapter 2.4.5 --- Summary of Previous Research --- p.38 / Chapter 2.5 --- Current Research Background --- p.38 / Chapter 2.5.1 --- Cantonese Vowel System vs. English Vowel System --- p.39 / Chapter 2.5.2 --- Cantonese Learners' Difficulties --- p.42 / Chapter 2.5.3 --- The Present Research --- p.44 / Chapter 2.6 --- Pilot Study --- p.45 / Chapter 2.6.1 --- Purpose --- p.45 / Chapter 2.6.2 --- Participants --- p.45 / Chapter 2.6.3 --- Procedures --- p.46 / Chapter 2.6.4 --- Results --- p.47 / Chapter 2.6.4.1 --- Perceptual Performance --- p.47 / Chapter 2.6.4.2 --- Production Performance --- p.49 / Chapter 2.6.5 --- Discussions & Suggestions --- p.50 / Chapter 2.7 --- Research Questions --- p.53 / Chapter Chapter3 --- Research Methodology --- p.54 / Chapter 3.1 --- Research Subjects --- p.54 / Chapter 3.2 --- Research Design and Procedures --- p.57 / Chapter 3.2.1 --- The Research Setting --- p.57 / Chapter 3.2.2 --- The Design in Details --- p.58 / Chapter 3.2.2.1 --- Before the Experiment: Preparation --- p.60 / Chapter 3.2.2.2 --- Phase 1: Pretest Phase --- p.61 / Chapter 3.2.2.2.1 --- Production Pretest: Word List Reading --- p.61 / Chapter 3.2.2.2.2 --- Perception Pretest: Identification test --- p.62 / Chapter 3.2.2.3 --- Phase 2: Training Phase --- p.65 / Chapter 3.2.2.3.1 --- The HVPT --- p.65 / Chapter 3.2.2.3.2 --- The LVPT --- p.67 / Chapter 3.2.2.3.3 --- Control --- p.67 / Chapter 3.2.2.4 --- Phase 3: Posttest Phase --- p.68 / Chapter 3.2.2.4.1 --- Production --- p.68 / Chapter 3.2.2.4.1.1 --- Production Post-test: Word List Reading --- p.68 / Chapter 3.2.2.4.1.2 --- Test of Contextualization (TC): Passage Reading --- p.68 / Chapter 3.2.2.4.2 --- Perception --- p.69 / Chapter 3.2.2.4.2.1 --- Perception Posttest: Identification Test --- p.69 / Chapter 3.2.2.4.2.1.1 --- Test of Generalization 1 (TG1): Identification Test --- p.69 / Chapter 3.2.2.4.2.1.2 --- Test of Generalization 2 (TG2): Identification Test --- p.69 / Chapter 3.2.3 --- Materials --- p.70 / Chapter 3.2.3.1 --- Stimuli --- p.70 / Chapter 3.2.3.2 --- Computer Training Programme --- p.73 / Chapter 3.2.3.3 --- Word Lists for Reading --- p.73 / Chapter 3.2.3.4 --- Technological Equipment --- p.74 / Chapter 3.2.3.5 --- Survey Forms --- p.74 / Chapter 3.2.4 --- Data Processing --- p.75 / Chapter 3.2.4.1 --- Data Transcription --- p.75 / Chapter 3.2.4.1.1 --- Procedures --- p.75 / Chapter 3.2.4.1.2 --- Reliability Checking --- p.76 / Chapter 3.2.4.1.2.1 --- Aim --- p.76 / Chapter 3.2.4.1.2.2 --- Intra-rater Reliability --- p.76 / Chapter 3.2.4.1.2.3 --- Inter-rater Reliability --- p.77 / Chapter 3.2.4.2 --- Data Scoring --- p.77 / Chapter 3.2.5 --- Data Analysis --- p.78 / Chapter Chapter4 --- Results --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Perceptual Performance --- p.80 / Chapter 4.2.1 --- Overall Performance --- p.80 / Chapter 4.2.2 --- Effects of the Training Approaches --- p.82 / Chapter 4.2.2.1 --- General Overview --- p.82 / Chapter 4.2.2.2 --- Statistical Analysis --- p.84 / Chapter 4.2.3 --- Effects of the Proficiency Level and Vowel Difference --- p.87 / Chapter 4.2.3.1 --- General Overview --- p.87 / Chapter 4.2.3.2 --- Statistical Analysis --- p.88 / Chapter 4.2.3.2.1 --- The HVPT Group --- p.88 / Chapter 4.2.3.2.2 --- The LVPT Group --- p.92 / Chapter 4.2.3.3 --- Summary --- p.94 / Chapter 4.2.4 --- Generalizability of the Training --- p.95 / Chapter 4.2.4.1 --- Test of Generalization 1 --- p.96 / Chapter 4.2.4.2 --- Test of Generalization 2 --- p.98 / Chapter 4.2.4.3 --- Summary --- p.100 / Chapter 4.2.5 --- Summing up the Results in Perceptual Identification Tests --- p.101 / Chapter 4.3 --- Production Performance --- p.102 / Chapter 4.3.1 --- Overall Performance --- p.102 / Chapter 4.3.2 --- Effects of the Training Approaches --- p.108 / Chapter 4.3.2.1 --- General Overview --- p.108 / Chapter 4.3.2.2 --- Statistical Analysis --- p.110 / Chapter 4.3.3 --- Effects of the Proficiency Level and Vowel Difference --- p.112 / Chapter 4.3.3.1 --- General Overview --- p.112 / Chapter 4.3.3.2 --- Statistical Analysis --- p.113 / Chapter 4.3.3.2.1 --- The HVPT Group..： --- p.113 / Chapter 4.3.3.2.2 --- The LVPT Group --- p.115 / Chapter 4.3.3.3 --- Summary --- p.119 / Chapter 4.3.4 --- Contextualizability of the Training --- p.120 / Chapter 4.3.5 --- Follow-up Acoustic Analysis for Production Posttest --- p.123 / Chapter 4.3.6 --- Summing up the Results in Production Tests --- p.130 / Chapter 4.4 --- Summary of the Chapter --- p.130 / Chapter Chapter5 --- Discussions --- p.132 / Chapter 5.1 --- Introduction --- p.132 / Chapter 5.2 --- Evaluation of the Training Approaches 一 Research Question 1 & 2 --- p.133 / Chapter 5.2.1 --- Review of Research Question 1 & 2 --- p.133 / Chapter 5.2.2. --- Perceptual Domain --- p.134 / Chapter 5.2.2.1 --- General Success of the HVPT and the LVPT Groupsin the Perceptual Learning --- p.135 / Chapter 5.2.2.1.1 --- Consistent Use of the Same Task --- p.135 / Chapter 5.2.2.1.2 --- Nature of the Training Tasks --- p.136 / Chapter 5.2.2.1.3 --- Use of Identification Tasks --- p.136 / Chapter 5.2.2.1.4 --- Adoption of Feedback --- p.137 / Chapter 5.2.2.2 --- Effectiveness of the HVPT over the LVPT --- p.138 / Chapter 5.2.2.2.1 --- Promotion of Selective Attention ´ؤ Supporting an Exemplar-based approach to Speech Perception --- p.139 / Chapter 5.2.2.2.2 --- Simulation of Real-life Experience --- p.141 / Chapter 5.2.3 --- Production Result --- p.142 / Chapter 5.2.3.1 --- The Relationship between Perception and Production --- p.143 / Chapter 5.2.3.1.1 --- The Motor Theory --- p.147 / Chapter 5.2.3.1.2 --- The Direct Realist Theory --- p.148 / Chapter 5.2.3.1.3 --- General Approach to Speech Perception --- p.149 / Chapter 5.2.4 --- Summary --- p.149 / Chapter 5.3 --- Generalizability of the Training Effects - Research Question 3 --- p.150 / Chapter 5.3.1 --- Review of Research Question 3 --- p.150 / Chapter 5.3.2. --- Perceptual Result --- p.151 / Chapter 5.3.2.1 --- Discussion of the Generalizability of the Training Effects --- p.152 / Chapter 5.3.3 --- Production Result --- p.156 / Chapter 5.3.3.1 --- Discussion of the results in Test of Contextualization --- p.157 / Chapter 5.3.4 --- Summary --- p.159 / Chapter 5.4 --- The Effect of Proficiency Groups - Research Question 4 --- p.160 / Chapter 5.4.1 --- Review of Research Question 4 --- p.160 / Chapter 5.4.2 --- Perceptual Aspect --- p.160 / Chapter 5.4.3 --- Production Aspect --- p.161 / Chapter 5.4.4 --- Discussion of the Effect of Proficiency Groups --- p.162 / Chapter 5.4.4.1 --- Perception and Production as a Process --- p.163 / Chapter 5.4.4.2 --- Indistinguishable Proficiency Levels of the Subjects --- p.165 / Chapter 5.4.5 --- Summary --- p.166 / Chapter 5.5 --- The Effect of Vowels - Research Question 5 --- p.166 / Chapter 5.5.1 --- Review of Research Question 5 --- p.166 / Chapter 5.5.2 --- Perceptual Aspect --- p.167 / Chapter 5.5.2.1 --- Discussion of the Effect of Vowels on Perceptual Learning --- p.168 / Chapter 5.5.2.2 --- Speech Learning Model --- p.169 / Chapter 5.5.2.3 --- Perceptual Assimilation Model --- p.170 / Chapter 5.5.3 --- Production Aspect --- p.172 / Chapter 5.5.3.1 --- Discussion of the Effect of Vowel on Production --- p.173 / Chapter 5.5.4 --- Summary --- p.175 / Chapter 5.6 --- Summary of the Chapter --- p.176 / Chapter Chapter6 --- Conclusion --- p.178 / Chapter 6.1 --- An Overview of the Current Study --- p.178 / Chapter 6.2 --- Contributions of the Current Study --- p.180 / Chapter 6.3 --- Limitations of the Current Study --- p.183 / Chapter 6.4 --- Future Research Directions and Implications --- p.185 / Appendices / Appendix A Consent Form & Survey Form --- p.188 / Appendix B Language Background of the Subjects --- p.191 / Appendix C Production Word List & Reading Passage --- p.193 / Appendix D Perceptual Training Tokens --- p.196 / Appendix E Perceptual Performance in all Tests --- p.199 / Appendix F Perceptual Performance in the Pretest and the Posttest --- p.201 / Appendix G Perceptual Performance in two Tests of Generalization --- p.203 / Appendix H Production Performance in all Tests --- p.207 / Appendix I Production Performance in the Pretest and the Posttest --- p.209 / Appendix J Production Performance in Test of Contextualization --- p.211 / Appendix K Perception and Production Performance in contrast --- p.213 / References --- p.215