Vowel Accommodation Strategies Used by ESL Teachers in Foreigner-Directed Speech Public Deposited

Downloadable Content

Download PDF
Last Modified
  • March 19, 2019
Creator
  • Barnes, Laura
    • Affiliation: College of Arts and Sciences, Department of Linguistics
Abstract
  • In this study, features of Foreigner-Directed Speech (FDS) are investigated by measuring the durations of tense and lax vowels in the speech of ESL teachers to both a nonnative speaker of English and a native speaker of English. Comparing tense and lax vowel pairs within subjects from both a group of ESL teachers and a control group of native English speakers (with no experience teaching ESL), it is investigated whether vowel duration is lengthened in both tense and lax vowels, or whether vowel duration is hyperarticulated in tense and lax pairs—lax vowels shorter, tense vowels longer—to see if duration is key in aiding L2 English speakers. It was found that the ESL teacher group did not display any significant features of FDS when compared to the control subject group, and that both groups showed greater durational distance within the tense-lax pair /e/-/ɛ/ than within /i/-/ɪ/. Other patterns were found that could be attributed to FDS, though the statistical significance of these patterns could not be established to confirm this conclusively.
Date of publication
Keyword
Subject
DOI
Identifier
Resource type
Rights statement
  • In Copyright
Advisor
  • Becker, Misha
  • Wolfram, Walt
  • Smith, Jennifer L.
Degree
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2015
Language
Publisher
Place of publication
  • Chapel Hill, NC
Access
  • There are no restrictions to this item.
Parents:

This work has no parents.

Items