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Proquest Dissertations INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMÏ SOCIAL AND LINGUISTIC CONSTRAINTS ON THE ACQUISITION OF AN L2 PHONOLOGY: A CASE STUDY DISSERTAHON Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jette G. Hansen, B.A., M.A. ***** The Ohio State University 2000 Dissertation Committee: Approved by Professor Keiko Samimy, Advisor Professor Deborah Robinson Adviso: Professor Donald Winford College of Educatio: UMI Number: 9994872 Copyright 2000 by Hansen, Jette Gjaldbaek All rights reserved. UMI UMI Microform 9994872 Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition Is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Copyright by Jette Gjaldbaek Hansen 2000 ABSTRACT Although the study of the acquisition of an L2 English phonology, specifically the acquisition of English syllable-final codas, has received attention from second language acquisition researchers, the research in this area has been mostly one-time rather than longitudinal, and thus has examined production, rather than the process of acquisition. In addition, research has typically focused only on one linguistic constraint even though more than one process can affect the acquisition and production of a single segment. Furthermore, there has been very little research on how social factors constrain L2 acquisition, and how social factors and linguistic factors interact in the acquisition of a second language. The overall purpose of this study is three-fold: l)Describe and analyze Vietnamese learners' acquisition of English syllable-final codas over a longer period of time , examining acquisition orders, and similarities and differences between the learners; 2)Examine the effect of data type (i.e., word list vs. reading passage vs. interview data) on production; and 3)Examine how different linguistic and social factors constrain the acquisition of L2 syllable- final codas and how these constraints change over the duration of the study for each learner. Results of the phonological and social data collected via weekly interviews for a duration of ten months indicate that primary linguistic constraints, which include the effects of LI interference, developmental processes, and markedness, constrain the sequence of development of syllable codas both within and across stages as well as how consonants are modified. Secondary constraints, i.e., data type and Linguistic environment, appear to affect production accuracy. Finally, social constraints in terms of the language use environment provides opportunities for and investment in meaningful L2 use, which may be necessary to push learners through the stages of development and minimize LI retention. Social constraints also provide learners with the rich input necessary for L2 development. Without this input they may not move through the stages of L2 acquisition, as well as potentially increasing the effect and duration of LI interference effects if the language use environments of the learner are primarily LI. m This dissertation is dedicated to my mother, Birthe M. Hansen, and my sister, Lene G. Hansen IV ACKNOWLEDGMENTS î wish to thank my adviser. Dr. Keiko Samimy, for her intellectual support, professional guidance, and encouragement throughout my entire Ph.D. career. Without her advice and inspiration, this dissertation would not have been possible. I am indebted Dr. Donald Winford for his unwavering support and encouragement of this project as well as his sage advice during my Ph.D. career. His challenging questions and critiques of this project as well as others has pushed me to refine my thinking and become a better scholar, for which I am grateful. I am also grateful to Dr. Deborah Robinson not only for her professional but also her personal support. This dissertation could not have been completed without her help. This dissertation would not have been possible without the help of a number of very special individuals. My mother, Birthe M. Hansen, and my sister, Lene G. Hansen, provided me with unwavering emotional and financial support during my entire Ph.D. career. Without their encouragement and enthusiasm, I would not have been able to pursue my dreams. A very special thank you goes to Dr. Jun Liu, who has been my mentor, colleague, and friend for the past five years. Words alone are not enough to express my deep appreciation to him. Thank you, Jun. There are a number of people at The Ohio State University who I would like to thank for their support and encouragement over the past five years: Susan Sarwark, Dr. Diane Belcher, Dr. Alan Hirvela, and Kathi Cennamo. A very special thanks also goes to Suzanne Panferov, whose tremendous helped made it possible for me to complete this project from far away. Finally, I wish to thank the Tran family, who not only welcomed me into their home and lives, but shared their experiences, stories, and language with me, and allowed me to share their lives with others. I deeply appreciate and respect their support of my work. VI VITA January 25, 1967 ..................................... Bom - Frederida, Denmark 1989 .......................................................... B.A. English, University of Wisconsii 1990-1992 .................................................Graduate Teaching Assistant, Purdue University 1992 .......................................................... M.A. English, Purdue University 1995-1998 .................................................Graduate Teaching Associate, The Ohio State University 1998-2000 ....................................................Instructor, University of Arizona Pima Community College 2000-Present............................................Visiting Assistant Professor, University of Texas at San Antonio PUBLICATIONS 1. Hansen, J. (2000). "Interactional conflicts among audience, purpose, and content knowledge in the acquisition of academic literacy in an EAP dass." Written Communication 27(1),27-52. 2. Hansen, J., & Liu, J. (1997). "Sodal identity and language: Theoretical and methodological issues." TESOL Quarterly 32(3), 567-576. 3. Hansen, J. (1997). Book review of McKay, S. and Homberger, N. (Eds.), Sociolinguistics and language teaching. Cambridge University Press. TESOL Journal 7(1), 51-52. 4. Hansen, J. (1992). Book notice of Hunter, L., and Swanson Hofbauer, C., Adventures in conversation: Exercises in achieving oral fluency and developing vocabulary in English. TESOL Quarterly 26(1), 156-157. vii FIELDS OF STUDY Major field: Education Minor fields: ESL Literacy Development, Sociolinguistics vui TABLE OF CONTENTS Eags Abstract............................................................................................................................ ii Dedication ........................................................................................................................iv Acknowledgments ...........................................................................................................v Vita..................................................................................................................................vii List of Tables ..................................................................................................................xii List of Figures ................................................................................................................ xiv Chapter 1: Introduction ................................................................................................. 1 Problem description ............................................................................................ 1 Purpose, objectives, and research questions ...................................................3 Rationale for the study ....................................................................................... 4 Significance of the study .................................................................................... 7 Methodological framework ................................................................................7
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