This thesis examines the specific phonological difficulties encountered by Polish learners of Dutch, focusing on their ability to produce the short /ɑ/ and long /aː/ vowels. Given that the Polish...Show moreThis thesis examines the specific phonological difficulties encountered by Polish learners of Dutch, focusing on their ability to produce the short /ɑ/ and long /aː/ vowels. Given that the Polish language does not phonemically distinguish between vowel lengths, Polish learners often struggle to accurately perceive and reproduce these distinctions in Dutch. The study employs a mixed-methods approach, including quantitative analysis of vowel length, F1, and F2 frequencies, gathered from recorded speech samples of Polish learners at varying proficiency levels (beginner, intermediate, advanced) and native Dutch speakers. Results reveal that Polish learners consistently have higher F2 frequencies, particularly for the short /ɑ/ vowel, indicating a more fronted articulation compared to native speakers. While advanced learners demonstrate better vowel length differentiation, they still fall short of native norms, especially with the short /ɑ/. The study also investigates the impact of explicit phonological awareness, finding that while such awareness marginally improves vowel length production, it does not significantly affect the F2 frequency alignment with native speaker norms. These findings underscore the persistent influence of L1 phonological structures on L2 vowel production and suggest that more targeted phonetic training is necessary to overcome these challenges. The research contributes to the broader field of second language phonology, offering practical implications for the teaching of Dutch to Polish speakers.Show less
