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Table 3 (21) Participants’ background information (control group) 4.3 Experimental stimuli The contro! group’s background information is presented in detail in (21) interactions. Both baseline participants have two children with whom they communicate in Gree (Alma reports some code-switching, sometimes using SA too with her children). They both report the their youngest children have low proficiency in SA, describing the proficiency level of overhearer: while their eldest have a better level of receptive and productive skills. Evelina’s eldest can speak i SA, but her proficiency is low, while Alma’s eldest has an advanced proficiency in SA, which she ascribe to longer visits to the homeland and, consequently, longest exposure to the language. At the time c the experiment, both baseline participants had undergone some formal teaching in Greek language Alma had Greek classes organized by a Non-Governmental Organization (Arsis), for one semeste while Evelina had 3 weeks of private tutoring with a SMG teacher, at the time of the experimen Evelina reports heavy attrition, forgetting words and not being able to pronounce SA phonemes th way she would like to. She also reported people commenting on her foreign accent during her visit to Albania. Alma (who lives closer to the border and visits family in Albania at least once a year) als reports little attrition. She affirms she forgets words, but her pronunciation is perceived as native b people in her homeland and does not report any comments on her accent. 38 As there are only two timing units in a syllable onset, in a C1C2C3 consonant sequence, C1 is attached to the syllable node as appendix (cf. 3.1), thus it cannot be part of the cluster. C2 and C3 form an onset cluster when there is rising sonority between them. For short, when referring to clusters in this thesis, all consonant sequences under the same syllable will be included.
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