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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."

New from Oxford University Press!


Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."

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Dissertation Information

Title: Cognitive and Interactive Aspects of Task-based Performance in Dutch as a Second Language Add Dissertation
Author: Marije Michel Update Dissertation
Email: click here to access email
Institution: University of Amsterdam, Amsterdam Center for Language and Communication
Completed in: 2011
Linguistic Subfield(s): Applied Linguistics; Language Acquisition;
Director(s): Folkert Kuiken
Peter Robinson
Ineke Vedder

Abstract: Within the framework of task-based language pedagogy this research
investigated the oral performance of Turkish and Moroccan learners of Dutch
as a second language (L2). Three empirical studies investigate the claims
of the Cognition Hypothesis (Robinson 2005, 2007, 2010) that a higher task
complexity would induce more accurate and more complex linguistic
performance. Furthermore, the research manipulated interaction, that is
participants performed simple and complex tasks either on their own or in
pairs. As hardly any effects of an increased task complexity on L2
performance was attested, the research does not give support for Robinson's
hypothesis. In contrast, learners showed more complex, accurate, and more
fluent performances in dialogic tasks than when acting on their own. This
finding holds for a pair of L2 learners who both are at an intermediate
level of their second language. An important practical implication of this
research is related to language testing. Most of the time, L2 learners are
tested individually. This research suggests, however, that testing in pairs
may give second language learners more chances to show their L2 competence.