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Item Investigating factors that influence English L2+ perceptual vowel acquisition(2025) Jones, Marc; Blume, Carolyn; Gut, UlrikeThis thesis is based upon a selected 5 papers and articles themed around perceptual phonology acquisition and listening for English as a second/additional language (L2+). The articles are focused upon the use of Global Englishes and prestige varieties as a source of vowel acquisition (Jones & Blume, 2022) and as potential factors in listening difficulty (Jones 2024d); visual salience as a factor in vowel acquisition (Jones, 2024c), and the effect of feedback timing on vowel acquisition (Jones, 2024e). Additionally, a conference paper discusses potential methods for small sample analysis, particularly Bayesian methods (Jones 2024a), which uses Jones and Blume (2022) as an example, but which is also a rationale for the analysis methods in all three of the quantitative articles (Jones & Blume, 2022; Jones 2024c and 2024e). The rationale behind the studies is that L2+ listening is a difficult skill and partly this is due to many learners having incomplete English phonology development. This is particularly the case in the author's context, English for Academic Purposes (EAP) for English Medium Instruction (EMI) in Japanese higher education. Many L1 Japanese, and other L1 Asian language learners of English, experience problems due to the larger vowel inventory of English. Such a difference in vowel inventory means that vowels are likely categorised as L1 equivalents, which may cause difficulties when two different English vowels are categorised as examples of the same L1 vowel. An overview is given of the different models that inform the theoretical scaffold of the dissertation. The Perceptual assimilation Model (PAM; Best 1995) and PAM-L2 (Best & Tyler, 2007) are discussed, with their relevance for L2+ learners of English, as well as being a model which assumes all language categorisation occurs within the same template, i.e. all language categories are stored centrally and used across all languages. The Speech Learning Model (SLM; Flege, 1995) and its revision, SLM-r (Flege & Bohn, 2021) is discussed as an example of what occurs with regard to high achieving learners; additionally, the SLM and SLM-r are of interest because they are models of phonetic rather than phonemic based learning. A further point of interest is that the SLM claims that first and second languages affect one another over time, with phonetic categories of L1 and L2 blurring. The Second Language Linguistic Perception model (L2LP; Escudero, 2005) examines the L2 state as it develops over time with exposure to L2 learning activities, ultimately culminating in an end state, and being able to be compared to the optimal state of language learning the L2(+). A further model, the Natural Referent Vowel framework (NRV; Polka and Bohn, 2011) explains why some vowels, in particular vowels with extremes of openness, closedness, and tongue protrusion/extrusion, are more readily learned than others. A description of the methodologies of the studies used in producing the included articles is given: essentially following a pretest-post-test structure, although one study used a pretest-post-test-delayed post-test structure. As mentioned above, Bayesian analysis methods were used to analyse the data obtained. The reason for Bayesian methods, as opposed to more commonly used frequentist statistical analyses, is that Bayesian methods are more suited to the smaller sample sizes that are common in applied linguistics, and particularly classroom-based research. It is noted that the nature of all of this research is exploratory, and the case is made that this should be the default state of applied linguistics research, particularly classroom-based research, and that null hypothesis statistical testing is an ill-advised process with novel research (see also Trafimow, 2024). General findings are that the use of Global Englishes as opposed to prestige varieties has no effect on phonology acquisition (Jones & Blume, 2022) or listening difficulty (Jones, 2024d). Additionally, preliminary evidence is found that suggests a link between visual salience and perceptual vowel acquisition (Jones, 2024c). However, the Bayes Factors in the statistical analysis do not suggest strong evidence of a connection, therefore it is suggested that further research is required. Feedback timing is found to have a role in acquisition of L2+ vowels (Jones, 2024e), with delayed feedback being more beneficial for learning. Furthermore, a coincidental finding across the studies is that crammed learning appears to affect vowel acquisition, and has an interaction with learning of all target vowels and certain vowels depending upon the learning interventions. The findings above are used to construct and/or support theories, such as a Bayesian model of phonology learning, where prior input is used as a reference when L2+ listening takes place. Such prior input is constantly revised, and thus parsing and listening skills develop. The dissertation concludes with the contributions to research and language teaching pedagogy and avenues for further research based upon the findings within the dissertation, some of which the author is undertaking as the dissertation goes to press.Item Orthographic influences on L2 auditory word processing(2012-09-26) Dornbusch, Thomas; Peters, Hans; Belke, EvaAn increasing number of studies has demonstrated that learning to read and write influences the way spoken language is processed. While previous research on this field of study almost exclusively investigated orthographic effects on L1 spoken word processing, the present thesis is aimed at extending previous findings to L2 spoken word processing. In the first part of the thesis, a working model of bilingual word recognition is developed, which is able to explain orthographic and phonological interactions during L2 word processing. The architecture of the working model is based on previous outcomes of research on auditory and visual word recognition as well as current findings on orthographic influences during spoken auditory word recognition. In the second part of the thesis, the working model is tested in three psycholinguistic experiments on auditory word recognition (rhyme judgement, phoneme deletion and lexical decision). Special emphasis of the investigation lies on a cross-linguistic comparison between native and non-native speakers of English as well as between two groups of non-native speakers of English with different orthographic backgrounds, i.e. a shallow orthography (German) and a deep orthography (Danish). The results of the experiments show that orthographic information is activated during L2 auditory word processing. However, differences exist between L2 participants from a shallow and a deep L1 orthographic system. These results are discussed with reference to the working model of bilingual word recognition.Item Bilingual Instruction of Commercial Subjects in the Context of Teaching Business English(2010-03-12T08:08:13Z) Trampus, Sonja; Nold, Günter; Kramer, JürgenThe book compares bilingual and non-bilingual students of international management and marketing at the business school HAK 1 Salzburg. The business students whose performance was assessed were all bilingual as they had studied English as a foreign language for 7 years prior to this research. The term ‘bilingual’ in this book refers solely to the students who attended the bilingual track or studied business subjects in English, their first foreign language. On the other hand, non-bilingual students studied the business subjects in German, their native language. The purpose of this research was to find out in what ways bilingual students were better than non-bilingual students. In other words, the results would reveal the biggest differences and similarities between the two groups of business students. For this purpose, the communicative tests were designed to assess the students’ general language proficiency, and their speaking and writing skills. In addition, the students’ social background was assessed by using the questionnaires designed for this study. The findings proved that bilingual students excelled non-bilingual students in all tests. The biggest differences between the two groups of students were found in the use of grammar and vocabulary. The slightest difference between them was revealed in the ‘fluency’ criterion of the speaking test.Item Bildende Kunst im Fremdsprachenunterricht der gymnasialen Oberstufe(Universität Dortmund, 2000-10-25) Kampelmann, TheklaDie Beantwortung zweier Kernfragen steht im Zentrum dieser Dissertation: a) Kann ein Kunstwerk z. B. ein Gemälde als selbständiger Unterrichtsgegenstand (d. h. als ein zielkulturell - authentisch - außersprachliches Zeichen im Gegensatz zum didaktischen Bild) einen Beitrag zum landeskundlich/interkulturell orientierten Fremdsprachenunterricht leisten? b) Warum sind gerade Beispiele künstlerischer Werke aus Indien für den Englischunterricht der Sekundarstufe II relevant? Die Arbeit geht davon aus, daß im Fremdsprachenunterricht nicht nur das Verstehen und die Sprachanwendung einer fremden Sprache angestrebt werden, sondern daß mit den VertreterInnen in ihrer Sprache Verständigung erfolgen soll, d. h. im Prozeß der Kommunikation sprachliche und kulturelle Differenzen auszuhandeln sind. Wird das Englische als erste und häufig als einzige Fremdsprache erlernt, kommt der Kulturspezifik des Englischen als Nationalsprache zwar Bedeutung zu, die jedoch der Ergänzung einer interkulturellen Orientierung bedarf. Denn in unseren modernen multikulturellen Gesellschaften werden interkulturelles Lernen und Handeln, die eine Sensibilisierung für Fremdverstehen und Toleranz ins Zentrum stellen, zu einer Notwendigkeit. Es ist fraglich, inwieweit der Englischunterricht dieses leisten kann. Andererseits kann eine interkulturelle Orientierung innerhalb des Englischunterrichts durch eine vertiefte Beschäftigung mit einer (nicht-weißen) Drittkultur wie z. B. Indien gefördert werden, um eine europa- und nordamerikanisch-orientierte Sichtweise bewußt zu machen und zu relativieren. Da Sprache jedoch nur eine Komponente von Kultur und im Falle einer Drittkultur wie Indien nicht kulturidentisch ist, stellt die zusätzliche Berücksichtigung zielkulturell - authentisch - außersprachlicher Zeichen (wie denen der bildenden Kunst) für den direkten Zugang zur Fremdkultur eine, wenn im fremdsprachlichen Unterricht auch zeitlich begrenzte, notwendige Ergänzung dar. Um einen Ansatz zur Integration künstlerischer Werke in den Prozess des landeskundlichen Lernens zu entwickeln, ergeben sich zunächst folgende grundlegende Fragestellungen, um deren Beantwortung sich der theoretische Teil der Arbeit bemüht (Kapitel 2 -5): - Welche Funktionen erfüllen Bilder, insbesondere authentische Kunstbilder im didaktischen Geflecht des Fremdsprachenunterrichts? - Welcher Kulturbegriff/welche Kulturdefinition liegt dem modernen Fremdsprachenunterricht mit interkultureller Orientierung zugrunde? - Nach welchen Kriterien lassen sich visuelle authentische Kunstwerke für didaktische Zwecke auswählen, insbesondere für landeskundliche/interkulturelle Zielsetzungen? Um diese Frage beantworten zu können, ist es wichtig zu klären, a) welche Ziele von Ansätzen zur Landeskunde, zur interkulturellen Kommunikation und zum interkulturellen Lernen verfolgt werden, b) anhand welcher Inhalte, c) in wieweit Werke der bildenden Kunst als selbständige Unterrichtsgegenstände zur Erreichung dieser Ziele einen Beitrag leisten können, d) wie sich der Fremdgegenstand der bildenden Kunst in einen landeskundlich bzw. interkulturell orientierten Fremdsprachenunterricht integrieren läßt, d. h. inwieweit durch sie landeskundliches Wissen vermittelt werden kann und durch die Auseinandersetzung mit der Zeichenwelt einer fremden Kultur der Verstehens- und Verständigungsprozeß gefördert werden kann, e) welche Funktion von außersprachlichen Zeichen wie z. B. Werken der bildenden Kunst in diesem Zusammenhang erfüllt werden kann, wobei sich Parallelen beim Einsatz von Literatur und Werken der bildenden Kunst ergeben und, f) warum die Beschäftigung mit Werken der bildenden Kunst in Indien besonders geeignet ist, einen Beitrag zum landeskundlich/interkulturell orientierten Fremdsprachenunterricht zu leisten. Im praxisorientierten Teil (Kapitel 6-9) soll anhand von Beispielen für die Unterrichtspraxis (insbesondere in Kapitel 9) deutlich werden, welche kunstdidaktischen und fremdsprachendidaktischen Vorgehensweisen eine Integration dieser Werke der bildenden Kunst unter gleichzeitiger Berücksichtigung eines sachgerechten Umgangs mit ihnen in den landeskundlich/interkulturell orientierten Fremdsprachenunterricht ermöglichen.