The vocal tract shape is crucial to voice production. Its lower part seems particularly relevant for voice timbre. This study analyzes the detailed morphology of parts of the epilaryngeal tube and the hypopharynx for the sustained German vowels /a/, /e/, /i/, /o/, and /u/ by thirteen male singer subjects who were at the beginning of their academic singing studies. Analysis was based on two different phonatory conditions: a natural, speech-like phonation and a singing phonation, like in classical singing. 3D models of the vocal tract were derived from magnetic resonance imaging and compared with long-term average spectrum analysis of audio recordings from the same subjects. Comparison of singing to the speech-like phonation, which served as reference, showed significant adjustments of the lower vocal tract: an average lowering of the larynx by 8 mm and an increase of the hypopharyngeal cross-sectional area (+ 21.9%) and volume (+ 16.8%). Changes in the analyzed epilaryngeal portion of the vocal tract were not significant. Consequently, lower larynx-to-hypopharynx area and volume ratios were found in singing compared to the speech-like phonation. All evaluated measures of the lower vocal tract varied significantly with vowel quality. Acoustically, an increase of high frequency energy in singing correlated with a wider hypopharyngeal area. The findings offer an explanation how classical male singers might succeed in producing a voice timbre with increased high frequency energy, creating a singer‘s formant cluster.

In the theoretical part of the thesis, we will describe word-formation in Czech from the traditional point of view. Then we will dwell on automation of word formation based on derivational rules, which we will generate from a~given dictionary. The quality of new-found words will be evaluated using four different estimations. Finally, we will review achieved results.

Die vorliegende Studie untersucht die zugrunde liegende Frage, ob die Sprechapraxie und die aphasisch-phonologische Störung anhand phonetischer Entstellungen und phonematischer Paraphasien bei Diphthongen und Monophthongen voneinander unterschieden werden können. Ergänzend werden messphonetische Daten wie Vokal- und Wortdauern, der erste und zweite Vokalformant und die Voice Onset Time bei stimmlosen Plosiven im Silbenanlaut vergleichend herangezogen. Dazu werden drei Gruppen à vier Probanden untersucht: Gruppe SAX (mit Sprechapraxie), Gruppe APH (mit aphasisch-phonologischer Störung) und Gruppe NOM (sprachgesunde Kontrollgruppe). Es wird ein Nachsprechtest von 104 deutschen, meist monomorphematischen, einsilbigen Nomina, 52 einfache (CVC) und 52 komplexe (CCVC und CVCC) Silben, durchgeführt. Jeder Vokal wird durch acht meist unterschiedliche Wörter überprüft. Die Reaktionen werden mit dem phonetischen Analyseprogramm „Praat“ (Version 5.2.22, Boersma & Weenink, 1992–2011) segmentiert sowie ohren- und messphonetisch analysiert. Die statistische Auswertung erfolgt mit R (R Foundation) und R Studio (Version 0.98.1103, 2009–2014). Die Ergebnisse liefern Hinweise auf störungsspezifische Fehler bzw. Pathomechanismen der Sprechapraxie. Die Gruppe SAX produziert signifikant mehr phonetische Entstellungen bei Monophthongen und Diphthongen sowie signifikant längere Wortdauern als die Gruppe APH. In der Gruppe SAX sind einige Vokale nur teilweise entstellt, wie z. B. initial atypisch behauchte oder gerundete Vokale. Auch zeigen sich die Formantwerte in der Gruppe SAX variabler als in der Gruppe APH und der Gruppe NOM. Die Ergebnisse verweisen auf ein angenommenes Timing-Defizit bei der Planung und Kontrolle sprechmotorischer Bewegungen der Sprechapraxie. / This study analyses the underlying question if it is possible to distinguish apraxia of speech (SAX) and phonemic aphasia (APH) by phonetic distortions and phonological paraphasia of monophthongs and diphthongs. Phonetic measurements like the duration of vowels and words, the Voice Onset Time of voiceless plosives in the onset of syllables and the first and second formant will be analyzed as well. Three groups of four subjects are studied: Group SAX (no/mild aphasia), group APH (without apraxia of speech), group NOM (without any speech disorder). A repetition task comprising 104 German mostly monomorphemic, monosyllabic nouns, 52 simple (CVC) and 52 complex (CCVC and CVCC) syllables, is performed. Each of the vowels is tested in eight mostly different words. The reactions will be segmented, phonetically measured, and analyzed by ear with the help of the program “Praat” (Version 5.2.22, Boersma & Weenink, 1992–2011). The statistical analysis is conducted with R (The R Foundation), within the “R-Studio” software suite (Version 0.98.1103, 2009–2014). The results show some indications of failures and pathological mechanisms of apraxia of speech. Group SAX produces significantly more phonetic distorted monophthongs and diphthongs and significantly longer word durations than group APH. Some vowels are just partly distorted, for example, in form of atypical initial aspirated or rounded monophthongs. Also the formants show greater variability in group SAX than in groups APH and NOM. The results suggest a timing deficit during planning and control of speech movements in apraxia of speech.

This thesis focuses on the realization of high front vowel in Czech and Spanish, with respect to second language acquisition. In the first part, general theoretical concepts are explained, such as fossilization, SLA, critical period, and SLA model designed by Flege (1995) and also a comparison of the Spanish and Czech vowel is given. As Czech and Spanish vocalic systems are very similar, the subtile phonetic differences are to be detected in the second part where realizations of these two vowels in selected consonantal contexts are analysed. Key words: Second Language Acquisition, Phonetics, Interlanguage, Spanish, high front vowel.

Consonnes et voyelles sont les deux catégories de sons qui composent la parole. Elles se distinguent à divers niveaux et notamment servent des fonctions linguistiques différentes. Cette asymétrie consonne/voyelle établie chez les adultes, a conduit Nespor, Peña et Mehler (2003) à suggérer un partage du travail dès la naissance, les consonnes facilitant l'acquisition des mots tandis que les voyelles aideraient à apprendre les règles de grammaire. La validité développementale de cette hypothèse est explorée par l'étude de ses origines chez les bébés français. Premièrement, nos études d'imagerie cérébrale optique montrent que consonnes et voyelles sont également traitées par les mécanismes précurseurs de l'apprentissage syntaxique à la naissance (Exp. 1 - 3). Deuxièmement, nos études sur la reconnaissance du prénom chez les enfants de 5 mois montrent une sensibilité à une modification vocalique (Alix/Elix) chez les bébés monolingues, mais pas à une modification consonantique en position initiale (Victor/Zictor) chez les bébés monolingues et bilingues, ou finale chez les monolingues (Luca/Luga; Exp. 4 - 9). Au stade des premiers mots, le traitement lexical privilégie donc les voyelles. Nos résultats contribuent à la compréhension des origines développementales de l'asymétrie fonctionnelle consonne/voyelle, et du rôle spécifique de la langue native dans son émergence. / Speech is composed of two categories of sound, i.e. consonants and vowels, which have different properties and serve different linguistic functions. This consonant/vowel asymmetry, which is established in adults, has led Nespor, Peña and Mehler (2003) to suggest a division of labor present from birth, whereby consonants would facilitate lexical acquisition while vowels would help to learn grammatical rules of language. We have explored the developmental validity of this hypothesis by studying its origins in French-learning infants. First, our optical brain imaging studies show that both consonants and vowels provide input for precursory mechanisms of syntax processing (Exp. 1 - 3). Secondly, our studies on own-name recognition at 5 months demonstrate sensitivity to a vowel mispronunciation in monolingual infants (Alix/Elix), but fail to show a reaction to a consonant mispronunciation in initial position (Victor/Zictor) for monolinguals and bilinguals, or in final position (Luca/Luga) for monolinguals (Exp. 4 - 9). Thus, vowels are a better input for lexical processing in first familiar words. Our results contribute to the understanding of the developmental origin of consonant/vowel functional asymmetry, hence the influence of the native input on its emergence.

This thesis examines the difficulties that beginning and advanced American learners of Portuguese have correctly perceiving and producing the Portuguese mid-vowels {o} and {e}. The beginning learners were enrolled in their second semester of Portuguese and had rudimentary knowledge of Portuguese. The advanced learners had all lived in Brazil for nearly two years and were enrolled in a more advanced Portuguese course. To test for production, informants were asked to read a group of sentences that contained one hundred occurrences of the Portuguese mid-vowels. Each production occurrence was evaluated as being correct or incorrect by linguistically trained native Brazilians. To test for perception, informants were evaluated on their ability to distinguish between tokens (individual vowel sounds) spoken in context by native Brazilian speakers. These tokens used to test perception were recorded in a professional recording studio in Brazil. The study found that beginning and advanced learners had difficulty perceiving and correctly producing the Portuguese mid-vowels. In the perception study, beginners scored 70% on the {o} section and 68% on the {e} section, for a combined score of 69%. The advanced learners scored 78% on the {o} section and 78% on {e} section, for an average score of 78%. In the production study, the advanced learners scored an average of 42% on the open vowels and 84% on the closed vowels. The beginners scored 23% on the open vowels and 97% on the closed vowels. The most striking finding in the study was that advanced learners scored lower on the closed vowel production section than did the beginners. This was due to a hypercorrection phenomenon in the advanced learners. The advanced learners, once they learned that open vowels exist in Portuguese, seemed to produce them sporadically in their speech. They tended to open many vowels that should have been closed. Beginners, however, rarely used any open vowels in their speech. Beginners showed a strong correlation between perception and production capabilities. Advanced learners, however, did not demonstrate a strong perception-production correlation. The author of this thesis can be contacted at richard@medlar.com

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Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2017-05-05T23:23:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - SILVA-PINTO (2016).pdf: 21201769 bytes, checksum: 9aa83582fd61c6b36c3b56e9436a66ca (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-05-05T23:24:42Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - SILVA-PINTO (2016).pdf: 21201769 bytes, checksum: 9aa83582fd61c6b36c3b56e9436a66ca (MD5) / Made available in DSpace on 2017-05-05T23:24:52Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação - SILVA-PINTO (2016).pdf: 21201769 bytes, checksum: 9aa83582fd61c6b36c3b56e9436a66ca (MD5) Previous issue date: 2016-09-16 / Sem bolsa / Este estudo investiga a aquisição das vogais anteriores arredondadas [y], [q] e [E] do francês por locutoras brasileiras adultas, proficientes em francês (L2). De acordo com a literatura (ALCÂNTARA, 1998; RESTREPO, 2011), a aquisição das vogais anteriores arredondadas do francês por aprendizes adultos brasileiros mostra-se uma tarefa complexa, tanto em termos de percepção quanto de produção. Diante disso, neste trabalho, procuramos contribuir ao entendimento dessa complexidade e fomentar os poucos estudos brasileiros envolvendo sujeitos proficientes em francês (L2) e a aquisição dos referidos sons. Desse modo, buscamos responder de que maneira os locutores brasileiros adultos, proficientes em francês (L2), lidam com sons alheios à fonologia da sua LM, no que concerne à sua percepção e produção. Para tanto, objetivamos, especificamente, detectar o grau de acuidade com o qual as vogais-alvo são identificadas e discriminadas pelas participantes avaliadas, bem como definir o comportamento acústico desses sons em sua fala, de modo que seja possível explicar uma provável produção autêntica dos segmentos franceses investigados em função de as informantes os identificarem, discriminarem e articularem. Diante disso, dois grupos de informantes participam desta pesquisa: o composto pelas brasileiras, três professoras-pesquisadoras de FLE no ensino superior público brasileiro, residentes em Pelotas/RS, e o formado por uma locutora francesa nativa, da região parisiense, a qual constitui o grupo controle e cujos dados se somam aos disponíveis na literatura. Para a coleta dos dados de produção em ambos os grupos, foram elaborados quatro experimentos, três envolvendo vogais orais francesas e o outro vogais orais do PB, as quais se encontravam em palavras e logatomas do francês e do PB, produzidos dentro de frases-veículo. Para a coleta dos dados de percepção relativos às vogais do francês, foram construídos quatro experimentos, dois testes de identificação e dois testes de discriminação. A metodologia utilizada na construção desses experimentos foi baseada, em parte, naquela elaborada por Restrepo (2011), com adaptações para atender aos objetivos específicos deste trabalho. As coletas ocorreram em ambiente acústico controlado (cabine acústica), com a utilização de um gravador digital Zoom H4N e de um par de fones de ouvido modelo AKG K 44. Os dados coletados foram analisados acústica e estatisticamente, por meio dos softwares Praat (versões 6.0.08 e 6.0.19) e SPSS Statistics (versão 17.0), respectivamente. Os resultados obtidos, interpretados à luz do modelo HipCort (MCCLELLAND et al.,1995), um modelo dinâmico de formação da memória e do aprendizado, confirmam nossa tese do potencial êxito de nossas informantes na aquisição dos sons investigados, pois identificam, discriminam e produzem acuradamente as vogais anteriores arredondadas do francês, demonstrando terem se distanciado de uma possível influência de sua LM. Os resultados alcançados contribuem, portanto, para se refutar a existência da atuação de restrições biológicas ligadas a uma concepção de aquisição da linguagem calcada nos pressupostos do paradigma simbólico, indo ao encontro de estudos que evidenciam a possibilidade de aprendizes tardios apresentarem um nível de competência fonético-fonológica em L2 comparável àquele do falante nativo. / This study investigates the acquisition of front rounded vowels [y], [q], and [E] of French by adult female speakers who are proficient in French (L2). According to the literature (ALCÂNTARA, 1998; RESTREPO, 2011), the acquisition of front rounded vowels of French by Brazilian adult learners is a complex challenge, either in terms of perception or in terms of production. From this point, in this study we sought to contribute to the understanding of this complexity and develop the not many Brazilian studies involving individuals with proficiency in French language (L2) and the acquisition of its sounds. Thus, our challenge was to answer in what way adult Brazilian speakers, with proficiency in French (L2), deal with foreign sounds, different from the ones of their ML phonology, when it comes to their perception and production. Therefore, we aimed to detect, specifically, the level of perceptiveness with which the target vowels are identified and distinguished by the considered participants, as well as defining the acoustic behaviour of these sounds in their speaking, in a possible way to explain a probable authentic production of the investigated French segments according to the identification, distinction, and articulation of the participants. Then, two groups of volunteers participated in this research: one counts with the presence of three Brazilian women, professors and researchers of FFL in superior public education, residents in Pelotas/RS; the second group is formed by a native French speaker from Parisian region, who participates of the control group, which data is added to the one available in literature. For the collecting of data of production in both groups, four experiments were elaborated, three involving French oral vowels, and the last one involving oral vowels of BP, which were found in words and non-words from French and BP, produced inside of carrier sentences. For the collecting of information of perception related to the French vowels, four experiments were formed, two tests of identification, and two tests of distinction. The methodology used in the construction of these experiments was based on the one elaborated by Restrepo (2011), with adaptions to attend to the specific objectives of this study. The collection of the material occurred in a controlled acoustic environment (acoustic compartment), with the use of a digital recorder Zoom H4N and a pair of earphones model AKG K 44. The collected data was analysed acoustically and statistically with the softwares Praat (6.0.08 and 6.0.10 versions) and SPSS Statistics (17.0 version), respectively. The results achieved were interpreted with the HipCort model (MCCLELLAND et al, 1995), a dynamic model of formation of memory and learning. They confirmed our thesis of the potential outcome of our participants in the acquisition of the investigated sounds, because they could identify, distinguish, and produce accurately the front rounded vowels of French, demonstrating the distance of a possible influence from their ML. The results contribute, so, to refute the existence of an operation of biological restrictions connected to a conception of acquisition of language based on the presupposition of the symbolic paradigm, which meets the studies that evince the possibility of late learners to present a level of phonetic and phonologic competences in L2 comparable to the native speaker.

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

Language adaptation of foreigners is always accompanied by a number of problems connected to the acquisition and the use of the language which becomes the primary communicative tool in the new environment. Ignoring and underestimating these problems typical of a particular language community can result in a failure to master the target language and consequently in the unsuccessful integration in the new society. This thesis is aimed at specific problems in the area of morphosyntax and phonetics, characteristic of Russian-speaking students of Czech. At the same time, it warns about the danger of overestimating positive transfer from Russian and emphasizes the necessity of using special didactic approach in teaching this group of foreign-language speakers. The analysis of the chosen language phenomena is based on the data from the Database of the voice recordings of spoken Czech by native speakers of Russian and the Database of language mistakes in Czech made by speakers whose native language is another Slavic language, which were created, among others, for the purpose of this thesis. The attention is specifically focused on the use of the reflexive se/si, forms of the auxiliary verb to be in the past tense, short forms of personal pronouns in spoken and written production of Russian-speaking...