This paper explores the McCune-Reischauer, Revised, and Yale Romanizations to establish whether the Yale Romanization of Korean, the current standard in linguistics, is truly suitable for this...Show moreThis paper explores the McCune-Reischauer, Revised, and Yale Romanizations to establish whether the Yale Romanization of Korean, the current standard in linguistics, is truly suitable for this field in the Netherlands. The author looks at this issue from a pronunciation accuracy perspective, by having linguistics students and professionals at Leiden University read out phrases in the three transcription systems and quantifying their struggles in pronouncing the different romanizations. Additionally, a survey has been conducted, which asked participants from 3 Dutch universities to choose a preferred transcription system after listening to a Korean word. Both methods found that McCune-Reischauer was pronounced the most accurately and was most preferred by linguistic students. Yale Romanization was the least accurate and least preferred. The author thus argues that while Yale Romanization certainly has its distinct benefits, it is critically lacking in pronounceability and legibility, and is therefore not suitable for all parts of linguistics in its current state.Show less
This thesis examines whether native speakers of Dutch can aspirate unvoiced word-initial plosives in English as a second language and if they are able to do so to the same degree as native speakers...Show moreThis thesis examines whether native speakers of Dutch can aspirate unvoiced word-initial plosives in English as a second language and if they are able to do so to the same degree as native speakers of English. Aspiration was measured in word-initial unvoiced plosives /p, t, k/ using Voice Onset Time (VOT). Influence of sex, age, age of onset of the second language, and self-reported general pronunciation ability in English were also examined. Native Dutch VOT generally lies between 0-20ms, while native English VOT is anywhere between 50-100 ms. Using recordings from 19 participants who read both Dutch and English sentences out loud, it was found that participants increased their aspiration with an average of 10 ms when switching from Dutch to English. The analysis also shows that two participants out of 19 had an average VOT at a native-like level (>50 ms). Further investigation showed that sex, age, and age of onset did not influence VOT. Participants who graded their general pronunciation abilities with an 8 or higher did show a bigger increase in VOT, but there was no correlation to higher VOT in English when compared to other speakers. Other results showed that /p, t, k/ were not aspirated to the same extent, with /t/ being aspirated significantly more and /p/ significantly less. Lastly, the co-existence of words in both English and Dutch did not significantly alter the VOT, only when words started with /k/ did aspiration significantly improve when the exact word also existed in Dutch. These results conclude that native speakers of Dutch increase aspiration and can aspirate to a native-like degree while speaking English. Any defining factors of the participants who were able to do so are not available due to the limited sample size.Show less
The current research project has employed qualitative methods to conduct a language attitude study that gauges the inter-generational perspectives of South Africans about the variety of English...Show moreThe current research project has employed qualitative methods to conduct a language attitude study that gauges the inter-generational perspectives of South Africans about the variety of English spoken in the country and its accents. The objective of this research project is to evaluate how South Africans feel about English, 26 years since the inception of democracy in the country, its role in education, governance and business, and the value they assign to language status. Ten South Africans between the ages of 17 and 65 from the main ethnicities in the country (Black, White, Coloured, Indian, Muslim) have been interviewed according to a semi-structured Interview Protocol. The attitudes of the younger speakers were compared to those that were born in previous generations, before democracy. The phonological properties of the participants’ speech were recorded within the BATH, KIT and GOOSE vowel spaces which have been identified as important social markers in South Africa and the South African English (SAE) sound. The participants pronunciations across the ethnic and social class spectrum were evaluated. The interviews and phonological recordings were conducted according to an elicited communications methodology (computer-mediated) using WhatsApp, Skype and Facebook. The participant attitudes were coded into six categories, i.e. positive, negative, perceptiveness, awareness, overcompensation, political correctness. Their vowel recordings were analysed according to its place of articulation and the presence of fronting. The participants displayed an innate positive attitude toward SAE and its role in stimulating future progress in the country.Show less
This study aimed to provide a clearer understanding of the phonetic influence a native speaker of Arabic can experience during the acquisition of English as a second language (ESL), specifically...Show moreThis study aimed to provide a clearer understanding of the phonetic influence a native speaker of Arabic can experience during the acquisition of English as a second language (ESL), specifically for the consonants /p/ and /v/ in spelling and pronunciation. In a small-scale experiment, Arabic speakers of English were asked to translate an Arabic story to English by hand to create an authentic product of their spelling abilities. Afterwards, the same participants read a short story in English, which was recorded with audio equipment to later evaluate their pronunciation through the program PRAAT. Contrary to existing literature, the small-scale experiment conducted for this study found no significant effect for the influence of Arabic on English spelling despite this being hypothesised and proven in previous research. Along with this, no effect was found for the experiment based on the pronunciation of /p/ and /v/. Whereas the results did show that Arabic speakers of English had a Voice Onset Time (VOT) of /p/ that was considerably lower, they did not realise a [b] instead of the target [ph] as hypothesised. Speakers did not significantly devoice their /v/ to an [f], which does not directly coincide with the literature that has hypothesised the influence of native language phonology on the pronunciation of English as a second language. When evaluating the results as a whole, two things are implied: (1) there is a possible focus in ESL learning on spelling and therefore no issues were found, and (2) pronunciation is a difficult aspect of ESL learning due to the unfamiliar articulatory processes involved and Arabic learners experience difficulties when faced with the unfamiliar /p/ and to a lesser degree also /v/. However, they are able to make the distinction between the phoneme pairs. These implications may help ESL learners in the future to focus on problem areas, further improve their skills, while simultaneously providing the research niche of phonology with new material to investigate.Show less
This thesis aims to research the way L1 pronunciation transfer occurs and how this could potentially be employed in order to improve pronunciation teaching. Dutch ESL learners were chosen for the...Show moreThis thesis aims to research the way L1 pronunciation transfer occurs and how this could potentially be employed in order to improve pronunciation teaching. Dutch ESL learners were chosen for the research and their pronunciation errors were analysed. Afterwards, the learners were offered two ways of instruction, one that explained how English sounds are made and one that compared Dutch sounds to English sounds. Finally, the learners were asked to explain which instruction type they ought to be more beneficial and their pronunciation was examined once more.Show less
In a pronunciation evaluation task, 30 Dutch students of English Language & Culture responded to questions about the ‘correctness’ in pronunciation of 4 speakers of global Englishes. This...Show moreIn a pronunciation evaluation task, 30 Dutch students of English Language & Culture responded to questions about the ‘correctness’ in pronunciation of 4 speakers of global Englishes. This included two L1 speakers (from London and New Delhi), and two L2 speakers (from Groningen and Zhengzhou). Follow-up interviews were conducted with 10 participants for further insight. Results showed that the pronunciations were ranked as most to least correct in regard to their similarity to RP. However, three factors were highly influential in participants’ evaluations. Firstly, prosodic features were found to be the defining feature of ‘good’ pronunciation. Secondly, identification of a speaker’s accent affected participants’ overall evaluations. Finally, a speaker was thought to have a lower standard of pronunciation if they did not have an RP accent, regardless of how easy they were to understand. Overall, English was found to be indexical of the UK or USA due to RP and GA being the standard pronunciation models, and if these teaching models are to continue to be the norm, there is an overwhelming need to increase the use of other pronunciation models as stimuli in the classroom to address the practical realities of using English today.Show less
In a threefold study linking sociolinguistics to the field of second language acquisition, I investigated what values students indexed through their L2 English accent. I related this to their...Show moreIn a threefold study linking sociolinguistics to the field of second language acquisition, I investigated what values students indexed through their L2 English accent. I related this to their identity. Indexicality is a framework that attatches linguistic variables to social meanings (e.g. Eckert, 2008, Trousdale, 2010, p. 48). The social meanings attached to speech are valued unequally across social groups, and therefore, some language is more likely to be heard and respected than others in a construct termed the ‘linguistic marketplace’ by Bourdieu and Boltanski (Eckert, 2000, p. 13). This study involved questionnaires (n=99), interviews (n=4), and investigations into students’ sound files (n=18). The majority of the students (71%) aspired to a British accent, which could be related to findings in the questionnaire: namely that students rated sounding native and intelligent highly. When interviewed, students stated that a British accent, and specifically Received Pronunciation (RP), sounded more intelligent, and had more prestige attached to it. Investigation by Edwards (2016) reveals that the British accent is still considered the default model in the Netherlands. Thus it appears they have appropriated this norm, and thereby maximise the value of their speech on the linguistic marketplace. Moreover, students likely wish to signal their intelligence and expertise by emulating the British ideal. In general, students sounded predominantly British in their sound files (52% on average), though they had 40% Dutch influence on average, and also traces of American influences, like t-flapping and rhoticity. Besides L1 interference this showed students also incorporated aspects of speech which likely had covert prestige for them. In general, students’ accent preferences signal their academic, professional identity, but do not seem to index all aspects of their identity. When applied to the wider L2 acquisition field, this study illustrates identity expression may not be a priority of learners; instead, they may wish to appropriate a most standard and accepted accent.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
Abstract Nowadays, early foreign language learning in the Netherlands is booming and generally preferred over language learning starting at a later stage due to its presumed positive effects on...Show moreAbstract Nowadays, early foreign language learning in the Netherlands is booming and generally preferred over language learning starting at a later stage due to its presumed positive effects on pronunciation, vocabulary, and grammar acquisition (Groot & Deelder, 2014). In (early) second language acquisition classrooms, native speaker teachers are often preferred over non-native speaker teachers due the model of language they can present; native speakers have reached the so-called target L2 learners try to obtain (Cook, 2008, p. 185). Furthermore, in the Netherlands, it is generally assumed that learners who are taught by a native speaker will become more proficient in the target language than learners who are taught by a non-native speaker, especially in terms of pronunciation (SLO, 2011). However, hardly any research has focused on whether this assumption is true. This research attempts to fill this gap by examining whether early English language learners taught by a native speaker attain a more native-like pronunciation than learners taught by a non-native speaker. Pupils of two Dutch primary schools were tested on their English pronunciation (segmentals), with one group following an early learning programme in which they were (partly) taught by a native speaker teacher, and another group following such a programme during which they were taught by a non-native speaker. Results show that learners taught by a non-native speaker produce more native-like consonants than speakers taught by a native speaker. In addition, learners taught by a non-native speaker produce fewer Dutch-like vowels than learners taught by a native speaker. However, it cannot be concluded with certainty that, therefore, the learners taught by a non-native speaker also produced more native-like vowels. Yet, based on the results of this research, it can be concluded that, in terms of pronunciation, learners taught by a native speaker teacher are not more native-like than learners taught by a non-native speaker. It is arguable that being taught by a native speaker teacher does not lead to better pronunciation results.Show less
This study focuses on the variation in pronunciation of 18 Dutch loanwords. These loanwords know variation in a vowel or consonant, or in their stress pattern. With the help of a questionnaire and...Show moreThis study focuses on the variation in pronunciation of 18 Dutch loanwords. These loanwords know variation in a vowel or consonant, or in their stress pattern. With the help of a questionnaire and wordlist, the varying pronunciation forms of these Dutch loanwords were analysed. By studying the origin of these loanwords, it became evident whether the donor language influenced the pronunciation. It became clear that French is the most influential donor language with regards to the pronunciation. Correlations with sex, age, region, educational level, and dialect proficiency were also studied to find any patterns. The social variables sex and educational level influenced the choices speakers made for a certain pronunciation form the most.Show less
