Rhythm is an organizational device in language and in music. In both domains, rhythm helps to structure the sound stream (speech or music), by grouping auditory events, that is, sounds and pauses,...Show moreRhythm is an organizational device in language and in music. In both domains, rhythm helps to structure the sound stream (speech or music), by grouping auditory events, that is, sounds and pauses, into meaningful units together in a hierarchical manner. In language, speech rhythm is of importance because it helps speech segmentation and intelligibility and it belongs to the linguistic inventory of a language. Mastering the rhythmic properties of a language is just as important as mastering any relevant linguistic information. When learning a second language (L2), together with its vocabulary and grammar, second language learners must also master a set of rhythmic properties that are either in partial or in complete overlap with their first language or that are completely different. This is the case because languages of the world diverge in terms of their use of rhyhtmic properties and metric preferences. Previous research has described the world' s languages as being stress-timed, syllable-timed or mora-timed languages. Stress-timed languages, from which English is the exemplary item, have the metric foot as their unit of speech perception and production. The metric foot is a combination of one stressed syllable dominating zero or more unstressed ones. In syllable-timed languages, is the syllable, regardless of stress that functions as unit of speech production and perception. In mora-timed languages, it is the mora, a sub-unit of the syllable. Being sensitive to different sets of rhythmic properties may present an advantage to L2 learners, as these could help them more promptly identify and select the target language. Previous research has shown that individuals who master languages with different rhythmic properties are more sensitive to music rhythmic variation than individuals who master languages with similar rhythmic preferences or with very low-proficiency in an L2. The current thesis addresses two of these claims, namely, that learning languages with similar rhythmic properties does not present such an advantage to rhythmic perception as mastering languages with distinct use of rhythm; and that learning a second language, regardless of its rhythmic similarities to or differences from one's first language, enhances individuals' rhythmic perception. This thesis does so by conducting two meta-analyses, using data from two different studies by Roncaglia-Denissen and colleagues (2016; 2013). The results support both claims, namely that learning a second language with similar rhythmic properties as one's first language does not present such a great advantage as mastering languages with different rhythmic properties and that proficiency in a second language is positively associated with individuals' music rhythmic perception. The implication of these findings is that speech rhythm seems to be part of a domain-general skill, which is used in and transferred to different cognitive domains, whenever acoustic similarities between domains are encountered.Show less
Queen Wilhelmina of the Netherlands had an English governess, Miss Winter, from when she was six years old. Because of this, Wilhelmina quickly acquired the English language at a young age. Her...Show moreQueen Wilhelmina of the Netherlands had an English governess, Miss Winter, from when she was six years old. Because of this, Wilhelmina quickly acquired the English language at a young age. Her progress in learning English, is clearly visible in the many letters that she wrote to Miss Winter from 1886 to 1936. Most of these letters were transcribed by me, and were studied in order to determine to what degree Wilhelmina learned to master the English language, and how her acquisition of English progressed over time, which is the leading intention of this study. The letters were studied on several points: spelling, lexis and grammar, in which a distinction was made between various phases of the language learning process. The letters that Wilhelmina wrote were divided into three periods: 18881892, 18931896 and 18971898. In this situation, the communicative approach that was used to teach Wilhelmina English was very effective when it comes to learning grammar and vocabulary. It appears that only by regular contact with native speakers a person can improve his proficiency in a second language the way Wilhelmina did in such a short time. Even though spelling is only fully acquired somewhat later, proper instruction can quickly cause this to catch up. Thus, in this thesis I demonstrated the positive effect of teaching methods focused on communication rather than on grammar and writing, such as the Communicative method and the Task-based approach.Show less
