LINGUIST List 13.2971

Fri Nov 15 2002

Diss: Lang Acquisition: Lin "Interlanguage..."

Editor for this issue: Karolina Owczarzak <karolinalinguistlist.org>

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1. yhl, Lang Acquisition: Lin "Interlanguage Variability..."

New Dissertation Abstract

Institution: National Tsing Hua University
Program: Linguistics
Dissertation Status: Completed
Degree Date: 2001

Author: Yuh-Huey Gladys Lin 

Dissertation Title: 
Interlanguage Variability: Studies on L2 Consonant Cluster Simplification

Linguistic Field: 
Language Acquisition 
Dissertation Director 1: Feng-Fu Tsao
Dissertation Director 2: Hsu Samuel Wang


Dissertation Abstract: 

This thesis consists of three individual experimental studies each of
which investigates certain factor(s) that might play some role in
constraining L2 learners' consonant cluster simplification. Study I
examines the effect of word-length on Chinese learnersâEuro(tm)
choice of the two strategies vowel epenthesis and consonant deletion,
Study II explores the effect of style or task formality on the
learners' use of the three simplification strategies vowel epenthesis,
consonant deletion, and consonant replacement, and Study III is an
even more comprehensive study, investigating a wider range of
extra-linguistic factors such as gender, proficiency, and interlocutor
on the epenthesis/deletion ratio. Results showed that (1) unlike
'cluster length', 'word length' did not play a role in determining
consonant cluster simplification; rather, the Chinese EFL learners'
choice of simplification strategies revealed the same preference for
disyllabicity as demonstrated in previous studies on Chinese EFL
word-final obstruents (Study I), (2) the proportion of epenthesis
increased with increasing formality of the tasks (Study II), and (3)
higher epenthesis/deletion ratio was obtained from more formal styles,
female students, students of higher proficiency, and females'
conversation with their NNS peer. The results of the three studies
not only contribute to the understanding of interlanguage syllable
structures, build the bridge between SLA and sociolinguistic research,
but also provide implications for EFL teachers and SLA researchers in
their treatment of learners' errors as well as formulation of
hypotheses for future studies