The influence of motivation on second language proficiency: the implementation of the fortis/lenis contrast by vowel length

This thesis set out to identify how motivation as a factor in second language acquisition influences the proficiency in signaling the fortis/lenis contrast by vowel length. Although earlier research on the influence of motivation on (oral) second language proficiency has already been performed, the connection between motivation and vowel length in particular has not yet been made and is therefore innovative. In a phonetic study, vowel durations in the speech of 10 Dutch students of English Language & Culture were acoustically measured. Thereafter, the same participants expressed their motivation for learning English as a second language in a motivation questionnaire. Results showed that, generally, speakers cued the contrast by vowel length, as they all produced longer durations for pre-lenis than pre-fortis vowels. However, variations in proficiency could be observed, with some participants realising a greater contrast than others. The results also showed that the speakers were...Show moreThis thesis set out to identify how motivation as a factor in second language acquisition influences the proficiency in signaling the fortis/lenis contrast by vowel length. Although earlier research on the influence of motivation on (oral) second language proficiency has already been performed, the connection between motivation and vowel length in particular has not yet been made and is therefore innovative. In a phonetic study, vowel durations in the speech of 10 Dutch students of English Language & Culture were acoustically measured. Thereafter, the same participants expressed their motivation for learning English as a second language in a motivation questionnaire. Results showed that, generally, speakers cued the contrast by vowel length, as they all produced longer durations for pre-lenis than pre-fortis vowels. However, variations in proficiency could be observed, with some participants realising a greater contrast than others. The results also showed that the speakers were motivated to learn English for different reasons, some of them being more or equally integratively and/or instrumentally motivated. Finally, no obvious relationships were found between proficiency in the implementation of the contrast by vowel length and the two types of motivation. Further research could possibly expose possible evident connections, and therefore proves fruitful.Show less

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The influence of motivation on second language proficiency: the implementation of the fortis/lenis contrast by vowel length