Research indicates that adult Second Language (L2) learners typically do not become native-like in their perception or production of their L2, likely as a result of interference from their native language (L1). Research also indicates that L2 perception and production nonetheless improves with increased experience with the L2. Until recently, however, theories of L2 acquisition (e.g., SLM: Flege, 1995; PAM: Best, 1994) have been vague in their account of the processes underlying this improvement. The recent PAM-L2 (Best and Tyler, 2007), however, opens up new ways to understand experiential change in L2 perception and production. Centrally, PAM-L2 suggests that a large L2 vocabulary curtails change in L2 perception and production because it forces the learner to settle on an accented version of the L2 phonology. The present thesis introduces the Vocabulary-Tuning Model of L2 Rephonologisation (Vocab Model). This model extends PAM-L2 by highlighting the facilitating effect of L2 vocabulary expansion, in early L2 immersion when the L2 vocabulary is still small, on the perception and production of an L2. It is further argued that the processes underpinning this improvement are analogous to those that underpin L1 acquisition in infants and toddlers. The thesis tests the Vocab Model in a series of studies (cross-sectional as well as longitudinal) of the perception and production of Australian English vowels by native speakers of Japanese, who have recently arrived in Australia for the purpose of acquiring English. The results show that L2 vocabulary size is indeed associated with L2 vowel perception and production and thus support the predictions of the Vocab Model. The thesis examines the usefulness of different criteria for L2-L1 vowel assimilation and discusses the findings in relation to results from L1-vowel perception research. The research design also pioneers a ‘whole system’ approach to cross-language vowel perception research that allows the learners to use all native vowels and all native vowel combinations (all three thesis studies), and to apply them to the full inventory of L2 vowels (Study 1). It is argued that results from such an approach more appropriately reflect the actual perceptual flexibility of the learners in a natural L2-immersion context than would a smaller subset of L1 and/or L2 vowels. This ‘whole system’ approach further suggests that L1 phonotactics is worthwhile to consider in future studies of L2 segmental perception and production. / Doctor of Philosophy (PhD)

The study aims to contribute to a debate on the benefits of exposing children to early second language acquisition and maintenance of their mother tongue in early childhood settings. The study uses a qualitative interpretative approach, using a case-study method. Quantitative and qualitative methods were used, and data collected were thematically analyzed.

Second language enrolments, especially among boys, have declined markedly in our secondary schools over the last thirty years. Most research into this decline has been concerned with understanding what students do not like about language study. The present study took a different perspective, looking at classes in two schools where second language learning is popular and enrolments were high for both genders. The study sought to find which aspects of learning styles and strategies each gender enjoyed as a way to provide information to improve classroom language study and enrolment, particularly among boys. The study involved two, private schools, one boys’ and one girls’ — from the same socio-economic background. The schools were chosen because they had high enrolments in second languages, allowing meaningful amounts of data to be obtained. The single gender classes also permitted clear analysis of which classroom behaviours and activities suited each gender. A mixture of quantitative and qualitative methods was used. Data were collected using a student questionnaire, classroom observations and teacher interviews. Gender differences were found in a number of aspects of learning styles and strategies. Girls favoured collaborative learning styles that emphasised experience and support. Boys favoured a learning style emphasising clear parameters and expectations and opportunities to produce comprehensible output in the target language. The study found that teachers matched speaking activities to the preferred learning styles of the gender being taught. Further, it was found that while girls generally enjoyed groups of all sizes, boys preferred to practise speaking activities in pairs. Boys were found to be more confident about speaking activities than girls and both genders’ use of the target language reflected gender differences in communication in the first language

Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed October 16, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1980. / Abstracted in DAI-A 41/07, p. 2975, Jan 1981. Vita. Includes bibliographical references (leaves 108-124).

Thesis (M. A.(Afrikaans))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Newcastle, 1999. / Department of Modern Languages. Includes bibliographical references (leaves 309-390). Also available online.

Thesis (Ph.D) -- University of Western Sydney, 2008. / A thesis submitted to the University of Western Sydney, College of Arts, MARCS Auditory Laboratories, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographical references.

Thesis (Ph.D.)--Edith Cowan University, 2007. / Submitted to the Faculty of Regional Professional Studies. Includes bibliographical references.