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...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
This thesis is focussed on the pronunciation and acquisition of second language phonology. More specifically, the acquisition of Dutch vowels in native Japanese speakers. A lot of research on...Show moreThis thesis is focussed on the pronunciation and acquisition of second language phonology. More specifically, the acquisition of Dutch vowels in native Japanese speakers. A lot of research on phonology acquisition, especially with Japanese, tends to look at consonants. However, in this paper vowel acquisition is addressed. Dutch has an extensive vowel system with twelve monophthongs and three diphthongs while Japanese has only five vowels. Japanese learners of Dutch were recorded and formant analysis was used to determine which phonological processes influence the pronunciation of target language phonemes.Show less
The processes involved in second language phonology have been long researched, yet the research is not always easy to apply in real-life teaching situations. Considering the dynamics of learning a...Show moreThe processes involved in second language phonology have been long researched, yet the research is not always easy to apply in real-life teaching situations. Considering the dynamics of learning a second language and respecting the innate processes that are involved in phonology acquisition the method of this thesis steps away from a traditional lengthy formal instruction: participants were given a very short instruction on their pronunciation. The differences before and after instruction were measured both phonetically (in F1 and F2 frequencies) and audibly (survey). One participant is successful at changing his output both phonetically and audibly, while the others are less successful. Their results, however, inform us about learners’ aptitude, the interconnectedness between vowel output and learner proficiency, transfer processes, and draws comparisons with dynamic systems theory and the effect that psychological tension may have on language output.Show less
