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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 30 1 Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance Pownall Graumann, James William. - : Universitat de Barcelona, 2016 In: TDX (Tesis Doctorals en Xarxa) (2016) BASE Show details 2 Second Language Anxiety and Task Complexity Brennan, Kerry Anne. - : Universitat de Barcelona, 2016 In: TDX (Tesis Doctorals en Xarxa) (2016) BASE Show details 3 Second Language Anxiety and Task Complexity Brennan, Kerry Anne. - : Universitat de Barcelona, 2016 BASE Show details 4 Task complexity as mediated by proficiency, working memory, and attention: Competition for cognitive resources during L2 oral task performance Pownall Graumann, James William. - : Universitat de Barcelona, 2016 BASE Show details 5 Phonological awareness and pronunciation in a second language Kivistö de Souza, Hanna. - : Universitat de Barcelona, 2015 In: TDX (Tesis Doctorals en Xarxa) (2015) BASE Show details 6 Factors affecting second language communication strategies use and development Montero Micharet, Lidia. - : Universitat de Barcelona, 2015 In: TDX (Tesis Doctorals en Xarxa) (2015) BASE Show details 7 Factors affecting second language communication strategies use and development Montero Micharet, Lidia. - : Universitat de Barcelona, 2015 BASE Show details 8 Phonological awareness and pronunciation in a second language Kivistö de Souza, Hanna. - : Universitat de Barcelona, 2015 Abstract: [spa] El propósito de esta tesis es incrementar el conocimiento de la consciencia fonológica en L2 a través de tres objetivos: estudiar la naturaleza de la consciencia fonológica en L2 y su relación con diferencias individuales, examinar la relación entre la consciencia fonológica y la pronunciación en L2, y desarrollar instrumentos para medir eficazmente consciencia fonológica en L2. La investigación previa sobre consciencia fonológica se ha centrado en la adquisición literaria de Ll. En el ámbito de SLA, consciencia fonológica ha sido examinada en su dimensión explícita. No obstante, aprendices de L2 rara vez son capaces de explicar aspectos de la pronunciación. En consecuencia, el presente estudio postula que la consciencia fonológica en L2 consiste mayoritariamente de conocimiento procedimental. Testamos la consciencia fonológica en L2 de 71 aprendices brasileños del inglés a través de tres tests específicos (fonémico, prosódico y fonotáctico). El rendimiento en estos tests fue relacionado con la pronunciación en L2 (medida como el grado de acento extranjero) y con experiencia y uso de L2 y competencia lingüística en L2. Además, 19 hablantes nativos de inglés realizaron los mismos tests de consciencia fonológica, posibilitando la comparativa de consciencia fonológica entre Ll y L2. Los resultados revelaron que los aprendices de L2 manifestaron un grado de consciencia fonológica significativamente menor que los hablantes nativos. Además, la consciencia fonológica en L2 explicó 32.8% de la varianza en la pronunciación en L2. Con respecto a las diferencias individuales, la competencia lingüística en L2 explicó variación única en consciencia fonológica en L2, mientras que el rol de la experiencia y uso de L2 resultaron inconclusos. Aparte de contribuir al conocimiento de la naturaleza de la consciencia fonológica en L2, los resultados tienen implicaciones pedagógicas importantes. El conocimiento de las lagunas en la consciencia fonológica de un aprendiz de L2 posibilita al profesor atraerlas hacia su atención, lo que podría reflejarse en la mejora de la pronunciación. Por último, se espera que los instrumentos desarrollados guíen futuros estudios en consciencia fonológica en L2. ; [eng] The objective of this dissertation is to increase knowledge about L2 phonological awareness through three research agendas: to investigate the nature of L2 phonological awareness in adult language learners and its relation to some individual differences, to examine the relationship between L2 phonological awareness and L2 pronunciation, and to create novel language-specific instruments to measure L2 phonological awareness reliably. Research on phonological awareness has focused on L1 literacy acquisition, where it has been understood as the ability to manipulate speech segments. In SLA, phonological awareness has been examined in its explicit dimension. Nevertheless, due to the special nature of L2 speech acquisition, L2 learners are rarely able to elaborate explicitly on aspects of pronunciation. Consequently, the present study advocates that L2 phonological awareness mainly consists of proceduralized knowledge. L1 BraziIian Portuguese learners of English (n=71) were tested on their awareness about the L2 phonological system through three domain-specific (segmental, suprasegmental and phonotactic) tasks. Performance in the L2 phonological awareness tasks was related to the participants' L2 pronunciation (measured with a Foreign Accent Rating Task) and to individual differences in the amount of L2 experience, L2 use and L2 proficiency. Additionally, 19 L1 American English speakers performed the same phonological awareness tasks, enabling comparison between L1 and L2 phonological awareness. The results revealed that L2 learners manifested significantly lower degrees of phonological awareness than L1 speakers. Moreover, L2 phonological awareness explained 32.8% of the variance in L2 pronunciation. As for the individual differences, L2 proficiency explained unique variance in L2 phonological awareness, whereas the role of L2 experience and use remained unsettled. Apart from contributing to our understanding of the nature of L2 phonological awareness, the findings of the present study have important pedagogical implications. Knowing the gaps in a language learner's L2 phonological awareness enables the instructor to bring them to the learner's attention, which in turn could be positively reflected in improved L2 pronunciation. Finally, the instruments developed for the present study are expected to guide further studies on L2 phonological awareness. Keyword: Adquisició d'una segona llengua; Fonologia; Phonology; Pronunciació; Pronunciation; Second language acquisition URL: http://hdl.handle.net/2445/101783 http://hdl.handle.net/10803/393726 BASE Hide details 9 The role of task sequencing in L2 development as mediated by working memory capacity Levkina, Mayya. - : Universitat de Barcelona, 2014 In: TDX (Tesis Doctorals en Xarxa) (2014) BASE Show details 10 Individual Differences in Adult Learners of English as a Foreign Language at Two Levels of Proficiency Artieda Gutiérrez, Gemma. - : Universitat de Barcelona, 2014 In: TDX (Tesis Doctorals en Xarxa) (2014) BASE Show details 11 The Acquisition of English by Immigrant School Learners in Catalonia: Affective Variables and Cross-linguistic Influence Ciruela Castillo, Carmen. - : Universitat de Barcelona, 2014 In: TDX (Tesis Doctorals en Xarxa) (2014) BASE Show details 12 Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad Andria, Maria. - : Universitat de Barcelona, 2014 In: TDX (Tesis Doctorals en Xarxa) (2014) BASE Show details 13 Crosslinguistic influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners: The role of proficiency and stays abroad Andria, María. - : Universitat de Barcelona, 2014 BASE Show details 14 The role of task sequencing in L2 development as mediated by working memory capacity Levkina, Mayya. - : Universitat de Barcelona, 2014 BASE Show details 15 Individual differences in adult learners of english as a foreign language at two levels of proficiency Artieda Gutiérrez, Gemma. - : Universitat de Barcelona, 2014 BASE Show details 16 The Acquisition of English by Immigrant School Learners in Catalonia: Affective Variables and Cross-linguistic Influence Ciruela Castillo, Carmen. - : Universitat de Barcelona, 2014 BASE Show details 17 Language learning motivation: the palestinian context. Attitudes, motivation, and orientations Musleh, Rana Yaser. - : Universitat de Barcelona, 2011 BASE Show details 18 Learning from the input: syntactic, semantic and phonological cues to the noun category in English Feijóo Antolín, Sara. - : Universitat de Barcelona, 2010 In: TDX (Tesis Doctorals en Xarxa) (2010) BASE Show details 19 Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan Suárez, Maria del Mar. - : Universitat de Barcelona, 2010 BASE Show details 20 Teachers' Reactions to Foreign Language Learner Output Vicente-Rasoamalala, Leticia. - : Universitat de Barcelona, 2009 BASE Show details Page: 1 2

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