published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

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