Browsing by Author "Wrembel, Magdalena"
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Item Cross-linguistic Influence in Third Language Acquisition of Voice Onset Time(2011) Wrembel, MagdalenaThe paper aims to investigate the sources of cross-linguistic influence in the acquisition of voice onset time patterns in third language phonology. Thirty two learners of L3 French with L1 Polish and L2 English were recorded reading lists of words in carrier phrases in the three respective languages. The recordings were analyzed for the degree of aspiration of voiceless stops in stressed onset positions. The results revealed interlanguage VOT patterns, including compromise values for L3 VOT that could be attributed to a combined influence of L1 and L2, thus substantiating the existence of both native and non-native cross-linguistic influence in L3 phonology.Item Cross-modal Reinforcements in Phonetics Teaching and Learning: An Overview of Innovative Trends in Pronunciation Pedagogy(2011) Wrembel, MagdalenaThe present contribution provides an overview of some innovative approaches to pronunciation pedagogy, focusing on cross-modal reinforcements aimed at facilitating the process of L2 phonological perception and production. The paper starts with a brief introduction into recent theories of multisensory integration and proceeds with practical suggestions for multimodal reinforcements integrating visual, auditory, kinaesthetic and metacognitive domains of L2 pronunciation teaching and learning. The proposal includes sensory stimulations in the form of articulatory warm-up exercises, assigning vivid symbolic characteristics to target language sounds, phonetic colour coding and the development of conscious metacognitive phonetic strategies.Item In search of a new perspective: Cross-linguistic influence in the acquisition of third language phonology(Wydawnictwo Naukowe UAM, 2015) Wrembel, MagdalenaThe books explores the phenomenon of cross-linguistic influence (CLI) in phonological acquisition from a multilingual perspective. A distinction is made between second vs. third language acquisition and the complexity of the latter process as well as its conditioning factors are elaborated on. The contribution aims to test the tenets of the current theoretical models of multilingual acquisition including the L2 Status Model, the Cumulative Enhancement Model and the Typological Primacy Model. To this end, three studies were conducted in parallel on four groups of participants with varying language combinations (i.e. mirrored L2 and L3 sets). The studies involved (1) accentedness, comprehensibility and accuracy ratings assessing the perceived phonetic performance in the L3, (2) acoustic measurements of voice onset time (VOT) in the L1, L2 and L3 as a correlate of foreign accentedness, and (3) the degree of metaphonological awareness generated from oral protocols. The results were analysed separately for each study as well as globally by means of across groups and across studies comparisons. The findings indicate that CLI in the L3 phonological acquisition may have multiple sources including both the native and non-native languages, that it's gradual and structure dependent and that the proposed models can account only partially for its specificity.Item L2-accented speech in L3 production(Taylor & Francis, 2010) Wrembel, MagdalenaThe paper is aimed at investigating the sources of cross-linguistic influence in the third language (L3) phonology, and, particularly, the impact of the second language (L2) on the phonological acquisition of another foreign language. The study consisted in foreign accent judgements performed by a group of expert judges who were presented with recorded samples of L3 English. The findings confirm the results of some previous studies on the phenomenon of 'L2 status' and demonstrate a tendency for the L2 phonological transfer in L3 production at the initial stages of acquisition that decreases with growing third language proficiency.Item ON HEARING COLOURS – CROSS-MODAL ASSOCIATIONS IN VOWEL PERCEPTION IN A NON-SYNAESTHETIC POPULATION(Versita Ltd., de Gruyter, 2009) Wrembel, MagdalenaThe present study is a continuation of previous investigations into the nature of sound−colour as- sociations in a non-synaesthetic population conducted on English and Polish vowel sound sys- tems and it aims at providing further evidence for the non-arbitrary nature of cross-modal map- pings. The experiment1 was run on a specially designed computer program and involved 90 par- ticipants who were asked to match randomised auditory stimuli (12 English vowel sounds re- corded in 2 conditions: in isolation and in a CVC context) with one of 11 basic colours (red, yel- low, green, blue, brown, purple, pink, orange, black, white and grey) presented as coloured rec- tangles on a computer screen. The program kept record of the colour choice and reaction time of the participants, who fell into 2 groups with respect to the level of their language proficiency and phonetic awareness. An analysis of the results revealed statistically significant interactions between specific col- ours and individual vowel sounds for all 12 English vowels examined in the combined analysis; for 10 vowels in Condition 1 (isolated auditory stimuli) and for 7 vowels in Condition 2 (stimuli in the CVC context). A group effect was not found to be significant as far as the quality of map- pings was concerned; however, in the case of reaction times the less advanced learners took sig- nificantly longer to assign colours to sounds in context. The findings indicate that vowel−sound mappings in non-synaesthetic perception appear non-arbitrary and follow the general tendencies in which bright colours (yellow, green) are associated with high front vowel sounds, whereas dark colours (brown, blue, black) are attributed to back vowels, while open sounds tend to be perceived as red and central vowels are mapped onto achromatic grey.Item Teaching to suppress Polglish processes(Springer, 2015) Dziubalska-Kołaczyk, Katarzyna; Balas, Anna; Schwartz, Geoffrey; Rojczyk, Arkadiusz; Wrembel, MagdalenaAdvanced second language (henceforth L2) learners in a formal setting can suppress many first language (henceforth L1) processes in L2 pronunciation when provided with sufficient exposure to L2 and meta competence (see Sect. 4 for a definition of this term). This paper shows how imitation in L2 teaching can be enhanced on the basis of current phonetic research and how complex allophonic processes such as nasal vocalization and glottal stop insertion can be suppressed using “repair”—a method of providing learners with adequate input, so that they can use the L1 processes to improve L2 pronunciation.Item VOT Patterns in the Acquisition of Third Language Phonology(2014) Wrembel, MagdalenaThe paper aims at investigating the phenomenon of cross-linguistic influence in the acquisition of third language phonology by exploring the interaction between three phonological systems of multilingual subjects based on their productions of voice onset time patterns. It presents the results of two parallel studies involving different language combinations; (1) L1 Polish, L2 English, and L3 French; (2) L1 Polish, L2 English, and L3 German.. The participants (N=64) were recorded reading lists of words in carrier phrases in the three respective languages (L1, L2 and L3) and the recordings were subsequently analyzed for the degree of aspiration of voiceless stops in stressed onset positions. The results revealed unique interlanguage VOT patterns as the multilingual subjects contrasted between VOT length in all three language systems. The L3 values corresponded to compromise VOT values and were intermediate between the L1 and L2 mean VOT. The findings corroborated the co-existence of the L1 and L2 effect, and substantiated the assumption of a combined cross-linguistic influence in L3 acquisition.