Phonetic Vowel Training for Child Second Language Learners: the Role of Input Variability and Training Task
Phonetic vowel training for child second language learners: the role of input variability and training task Gwen Brekelmans A thesis submitted for the degree of Doctor of Philosophy Department of Language & Cognition Division of Psychology and Language Sciences University College London 2020 1 Declaration I, Gwen Brekelmans confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Acknowledgements First and foremost, thank you so much to Liz Wonnacott for being an amazing supervisor. Thank you for your help with pretty much anything, for all your hard work, and your statistical knowledge; I’ve learnt so much over the past four years. Thanks also for littering my writing drafts with helpful comments and restructuring suggestions, which have made this thesis a lot easier to follow. Any remaining structural randomness is entirely my own, and any typos have earned their right to be printed by managing to slip under the radar. Many thanks as well to Bronwen Evans for being a fantastic second supervisor: thank you for all your phonetic wisdom, helpful advice, inspiration, and incredible kindness. I’m eternally grateful to all the participants, adults and children alike, with extra thanks to the clever and wonderful children for all the hair I braided, laces I tied, stickers I got to hand out, and stories I was told, making testing anything but boring. Particular thanks also to all the teachers and head teachers at the schools I tested at, who let me wreak havoc on their schedule by taking children out of class in between sports days, Roman History projects, and play performances of Matilda.
[Show full text]