Leung, Ming Ming Grace. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 265-277). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

Every Japanese high school student studies English for at least six years. However, the results of this study, especially in speaking, are poor. In the present study, educational, sociocultural, and linguistic obstacles to learning for the Japanese student are considered. An educational system oriented toward passing college and university entrance examinations has distorted English curriculum. Furthermore, English teachers in Japan lack proficiency in the language. The teaching staffs and materials of language schools are poorly regulated. Concern with relative status, group identification, and loss of face acts as a deterrent to learning. For many learners the wrong type of motivation may exist. Consideration of phonological obstacles was limited to the area of rhythm (speed, stress, word grouping, pausing). An error analysis of the speech of twenty-five Japanese students of college age was carried out using recordings of an accent inventory. Speech was recorded both aurally and visually. No comparison of English and Japanese rhythm was made either aurally or visually. The students' speech was also rated by three native speakers for the amount of foreign accent in the area of rhythm. Three possible causes of errors were considered: language transfer, intralingual interference, and the universal hierarchy of difficulty. The source of the majority of errors was found to be due to interference. The Japanese were found to have problems in segmentation and stressing due primarily to the fact that English is a stress-timed language and Japanese is a syllable-timed one. The number of types of errors and total phonation and pause time correlated with the foreign accent rating. The best solution to the educational obstacles facing the Japanese English learner would be the divorcement of English from the entrance examinations and a reeducation of English teachers. Native-speaking English teachers should be made aware of the cultural constraints which limit the Japanese student's learning. Future teaching programs and materials should place more emphasis on intonation and rhythm for the Japanese English learner, particularly in the grouping of words.

The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre- and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English."

Worldwide, mariners use a variety of English as an International Language known as Maritime English regardless of the first language spoken by the crew or port in which they enter. English knowledge and ability is therefore critical to a mariner's livelihood at sea and is also mandated by the International Maritime Organization. The ability to understand and be understood is paramount to safety at sea. This study investigated which accents of English a subset of Chinese mariners found easy or difficult to understand. The data from 39 Chinese mariners who listened to 8 Standard Marine Communications phrases was analyzed. The phrases were spoken in English by native speakers of Japanese, Russian, Chinese, and English. The participants provided verbatim responses followed by their assessment of the speakers' intelligibility and accent. Results indicated that participant position on board the vessel had a statistically significant effect on the intelligibility rating of the phrase heard and the overall understandability assessed of the speaker's accent. Moreover, participants reported that the phrases were deck commands. For deck officers who participated in the study, the phrases were easy to understand, for engineers, they were more difficult. These findings suggest that within the field of Maritime English, further specification of English training is warranted and necessary to provide all mariners with authentic language relevant to their jobs. Initial Maritime English instruction at Maritime Education and Training (MET) institutions must include reading, writing, listening, and speaking which includes the spectrum of scenarios which all cadets may find themselves. Follow-on English classes for mariners beyond the academies or maritime universities must necessarily be situated in the context of the mariner and be flexible enough to adjust to the needs of the mariners. Finally, assessment of the mariner's Maritime English language abilities must also strive to test authentic use of the language as indicated by the position.

This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.

How to improve the skill of speaking English is a major challenge for English learners in Taiwan nowadays. This project focuses on issues of pronunciation as the starting point to examine the problems of learning English, and issues of identity transformation in the language-learning process. Then it addresses the concept of enunciation as a way to facilitate English learners to establish their confidence in, and ownership of, the target language. This project is designed not only for discussing issues of improving the teaching and learning of English pronunciation, but also for explicating how students can gain their own voices and define their subjectivity during their English-learning process.

The purpose of this study was (1) the selection of consonant clusters of both English and Japanese; (2) the comparison and analysis of the clusters on the phonemic as well as phonetic level; and (3) the formulation of a hierarchy of difficulties encountered by the Japanese students in learning English consonant clusters.

published_or_final_version / Education / Master / Master of Education

by Yam Pui Suen, Josephine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 96-102). / Abstracts in English and Chinese. / Acknowledgement --- p.iii / Abstract --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Second language phonological acquisition --- p.1 / Chapter 1.2 --- The application of Optimality Theory --- p.3 / Chapter 1.3 --- Objectives --- p.5 / Chapter 1.4 --- Research issues --- p.7 / Chapter Chapter 2 --- Second Language Acquisition --- p.9 / Chapter 2.1 --- Interlanguage --- p.9 / Chapter 2.2 --- Studies in second language acquisition: language transfer and developmental factors --- p.10 / Chapter 2.3 --- Studies on the effects of language transfer on second language phonology --- p.12 / Chapter 2.4 --- Studies on the effects of developmental factors on second language phonology --- p.14 / Chapter 2.4.1 --- Markedness Differential Hypothesis --- p.15 / Chapter 2.4.2 --- Marked Cluster Constraints --- p.15 / Chapter 2.4.3 --- Interlanguage Structure Conformity Hypothesis --- p.17 / Chapter 2.5 --- The Critical Period Hypothesis --- p.19 / Chapter 2.6 --- The age factor in first language acquisition --- p.21 / Chapter 2.7 --- The age factor in second language acquisition --- p.22 / Chapter 2.7.1 --- Supporting evidence in phonological research --- p.23 / Chapter 2.7.2 --- Counter evidence in phonological research --- p.24 / Chapter 2.7.3 --- Summary --- p.26 / Chapter Chapter 3 --- The Theoretical Framework of Optimality Theory --- p.28 / Chapter 3.1 --- Transformational Grammar and Optimality Theory --- p.28 / Chapter 3.2 --- Optimality Theory --- p.30 / Chapter 3.3 --- Constraints under Optimality Theory --- p.34 / Chapter 3.4 --- Optimality Theory and second language acquisition studies --- p.36 / Chapter Chapter 4 --- "The syllable structure of English, Mandarin and Cantonese" --- p.41 / Chapter 4.1 --- The syllable structure of English --- p.42 / Chapter 4.2 --- The syllable structure of Mandarin --- p.44 / Chapter 4.3 --- The syllable structure of Cantonese --- p.45 / Chapter 4.4 --- "Constraints in coda position of English, Mandarin and Cantonese" --- p.49 / Chapter Chapter 5 --- Methodology and Findings --- p.51 / Chapter 5.1 --- Methodology --- p.51 / Chapter 5.1.1 --- The subjects --- p.51 / Chapter 5.1.2 --- Material for data collection --- p.54 / Chapter 5.1.3 --- Procedures --- p.56 / Chapter 5.2 --- Findings --- p.57 / Chapter 5.2.1 --- Young Mandarin and Cantonese learners --- p.58 / Chapter 5.2.2 --- Adult Mandarin and Cantonese learners --- p.66 / Chapter 5.2.3 --- Summary of the Mandarin and Cantonese learners' production --- p.72 / Chapter Chapter 6 --- Discussion and Conclusion --- p.75 / Chapter 6.1 --- Constraint ranking --- p.76 / Chapter 6.2 --- Epenthesis and unreleased plosive: words with singleton coda --- p.79 / Chapter 6.3 --- Epenthesis and unreleased plosive: words with biliteral coda --- p.81 / Chapter 6.3.1 --- Nasal-Plosive' coda --- p.81 / Chapter 6.3.2 --- Plosive-plosive' coda --- p.83 / Chapter 6.4 --- Standard pronunciation --- p.89 / Chapter 6.5 --- The age factor --- p.91 / Chapter 6.6 --- Conclusion --- p.93 / Chapter 6.7 --- Future research --- p.95 / References --- p.96 / Appendix