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1.
Testing pronunciation varieties of English in primary school through pictorial and textual input
Mejade Tomažič, 2016, undergraduate thesis

Abstract: We are surrounded with different varieties of English language. We listen to English music or radio shows, watch English movies and shows and watch English videos on the internet. The most common varieties that we encounter are British English and American English, which have distinctive differences in stress and pronunciation. Because we encounter both varieties daily, we have found it interesting to see which one prevails in our primary schools. The British English variety is primarily taught in school and the American variety is all around us and is thus more likely to be acquired. Children acquire a foreign language very easily if they are in contact with it on a regular basis. This is as nowadays, as we all hear English lyrics on the radio or hear English conversations on TV. The thesis focuses on the factors that might influence the choice of the English variety. It explores if the input, whether it is pictorial with pictures or textual with words, influences the choice of variety. It also presents connections between the pronunciation of more frequent and less frequent words with choice of variety, the influence of the pupils’ backgrounds, and way of learning English.
Keywords: word recognition, working and long-term memory, second language, language acquisition, language learning, British and American English pronunciation.
Published in DKUM: 15.11.2016; Views: 1886; Downloads: 73
.pdf Full text (1,13 MB)

2.
Euro-English in the European Commission: Language Use and Attitudes
Tina Balič, 2016, doctoral dissertation

Abstract: This dissertation deals with a sociolinguistic analysis of attitudes towards Euro-English (E-E), denoting a specific variety of the English language as is primarily used within the multicultural and multilingual professional contexts of the European Union (EU) institutions. Particularly within the European Commission (EC) English has acquired the role of the primary working language. This is apparent from the most recent figures provided by its translation service, according to which as many as 81.3% of source documents were written in English in 2014 (as compared to 77.6% in 2012 and 62% in 2004), followed by French with only 5%. Consequently, 285 EC representatives from different EU member states were surveyed on their attitudes towards E-E, primarily focusing on those respondents whose mother tongues are not English. Crucially, they were asked to evaluate several sentences that deviated from Standard English according to their perceptions of what is acceptable English usage and what is not. Beforehand, a corpus-based analysis was conducted in order to determine which potentially E-E features to integrate within the acceptability test. Importantly, the authors of the examined EU material are deemed congruent as much as possible with the participants of the attitudinal analysis, as they all work for one of the main EU institutions. The main findings reveal that the high acceptability rates of the proposed deviant sentences among the surveyed non-native English-speaking EC representatives were primarily related to their lower proficiency in the English language and/or mother tongue interference, whereas we argue that the surveyed native speakers accepted most of them because they failed to apply a known language system accurately. Accordingly, we found out that the participants as a whole generally adhere to native models of English, i.e. British English, and thus do not personally endorse a European variety of English as a standard of linguistic correctness in their minds. Although specific usage that differs from the standard use of English has to an extent been developed within the EU institutions, the identified features must be regarded as EU jargon; which may be more or less obvious; rather than a particular E-E variety already expressing common EU culture and identity. We conclude that an independent variety of English, comparable to the Inner or Outer Circle Englishes, neither exists to date nor is in its earliest stage of development within the EU institutions.
Keywords: sociolinguistics, attitudes towards language, Euro-English, lingua franca, European Commission, working language, corpus linguistics, linguistic features, competence in English.
Published in DKUM: 13.06.2016; Views: 1623; Downloads: 179
.pdf Full text (5,78 MB)

3.
VERBAL WORKING MEMORY IN NATIVE AND FOREIGN LANGUAGE
David Satler, 2013, master's thesis

Abstract: The main aim of this thesis was to examine verbal working memory in native and foreign language. In the theoretical part we mainly focused on the Baddeley’s (2002) multicomponent model of working memory. We also reviewed several studies that had aims similar to ours. Finally, we briefly discussed the importance of working memory for scholastic attainment and effectiveness of working memory training. For the empirical part, two versions of an experiment were designed. One version was in Slovene and the other in English. We tested verbal working memory of 76 participants which we divided into four groups. Two groups were tested in their native (Slovene) language, and two in foreign (English) language. The experiment consisted of twelve word sequences, each containing five words. English words were matched with their Slovene equivalents in meaning, frequency and number of syllables. The participants had to recall each word in a sequence in order in which it appeared. The groups were matched for age and level of education, but differed in language proficiency. Results of the experiments strongly support the view that verbal working memory interacts with language proficiency and that it is superior in native language. Furthermore, similar phenomena showed in both languages, suggesting universal nature of verbal working memory.
Keywords: working memory, verbal working memory, foreign language, native language, language proficiency
Published in DKUM: 07.10.2013; Views: 2287; Downloads: 240
.pdf Full text (1,37 MB)

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