Portland State University. Department of Applied Linguistics
John K. Hellerman
Date of Award
Master of Arts (M.A.) in Teaching English to Speakers of Other Languages
1 online resource (iv, 62 pages)
English language -- Study and teaching -- Russian speakers -- Longitudinal studies, Adult education -- Study and teaching -- Longitudinal studies, English language -- Intonation -- Study and teaching -- Longitudinal studies
This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.
Crosby, Christiane Fleur, "L1 Influence on L2 Intonation in Russian Speakers of English" (2013). Dissertations and Theses. Paper 1070.