- Archibald, J. (2011). Phonology and second language acquisition. Studies in Second Language Acquisition, 33, 127-128.
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关键词:applied linguistics, non-native language learning languages other than English, phonology, phonology
- Grosbois, M. (2011). CMC-based projects and L2 learning: Confirming the importance of nativisation. Recall, 23(3), 294-310.
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摘要:Despite the spread of reliable desktop audio and videoconferencing facilities, some CMC-based projects still rely on asynchronous written environments, if only because of the temporal constraints of synchronicity (Guichon, 2009; Develotte, Guichon & Vincent, 2010). Yet speaking is usually the skill students most need to improve when learning a second language (L2). This paper therefore sets out to measure the impact of distant written exchanges between Native Speakers (NS) and Non Native Speakers (NNS) on the development of NNS L2 oral output, focusing specifically on the effect of phonological nativisation. The context of this study is a teacher training programme for future primary school teachers in France. During their L2 course aiming to help them improve their mastery of English, they were given the opportunity to take part in a CMC-based project with PGCE (Postgraduate Certificate in Education) students from King's College, London. Action research was thus carried out to examine the potential of this project in the development of the participants' L2 oral output. The L2 course being task-oriented, the trainee teachers' L2 oral output was evaluated by means of pre- and post-tests based on tasks. The results show that stability prevails over progress, which is in keeping with the fact that interlanguage development is a long process (Chapelle, 2003: 119). The results also confirm the importance of phonological nativisation when learners have access only to written authentic input. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, interpersonal behavior and communication, technology and communication, Computer Mediated Communication, Phonology, Native Nonnative Speaker Communication, English as a Second Language Instruction, English as a Second Language Learning, Teacher Education, Second Language Teachers, Oral Language
- Vincent-Durroux, L., Poussard, C., Lavaur J., & Aparicio, X. (2011). Using CALL in A Formal Learning Context to Develop Oral Language Awareness in ESL: An Assessment. Recall, 23(2), 86-97.
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摘要:French learners at university meet difficulties in the comprehension of oral English. Being in a formal context of language learning, they need to develop language awareness to compensate for insufficient exposure to the English language. To meet the students' needs, data was collected in order to pinpoint the main errors made by French learners in listening tasks. The errors were then analyzed and put into perspective with the system of oral English; a connection clearly appeared between the errors and what is barely heard or cannot be heard in reference to written English, hinting at what could cause poor oral comprehension. Three areas of knowledge appeared to be missing in the students' background: the links between morpho-syntax and phonology, the mastery of phonological data found in dictionaries and the possible recourse to strategies in order to compensate for what has not been heard properly. These issues were addressed in an on-line program designed for non-beginners of English at university. This paper deals with the assessment of the progress made by users of the program in a formal learning situation. Two groups of learners were considered: students whose major is English, and students for whom the study of English is optional. Two series of tests were implemented, before and after the use of the program. The tests focused on the ability of learners to read IPA transcription, to count syllables in oral English, and to pronounce auxiliaries and prepositions in different contexts. The results to be discussed establish that the two groups of learners significantly improved their knowledge of oral English. Of particular interest is the fact that, even if the two groups had significantly different knowledge of oral English before using the program, with non-specialists of English having poorer knowledge, the two groups obtain similar results on the post-test, showing greater progress on the part of the non-specialists. All learners appear to improve dramatically their knowledge of IPA and their ability to use it. The progress measured by the tests was corroborated by other modes of assessment: a survey on the students' judgment as regards the usefulness of the program, and individual interviews focusing on what the students recall from the content of the program. In the latter, the students used relevant meta-linguistic and meta-cognitive expressions, showing their ability for further progress in developing listening abilities in English as a Second Language (ESL). Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, English as a Second Language Learning, Oral Language, Computer Assisted Language Learning, College Students, Morphology Syntax Relationship, Phonology, Listening Comprehension
- Brooks, P. J., Kempe, V., & Donachie, A. (2011). Second language learning benefits from similarity in word endings: Evidence from Russian. Language Learning, 61, 1142-1172.
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摘要:Diminutive derivations (e.g., froggy, bootie) constitute morphophonologically similar clusters of words in child-directed speech and serve as low-level schema for learning morphological regularities. Previous research has demonstrated that by regularizing noun endings, diminutives (e.g., Russian:domik,svechka) facilitate word-boundary identification and the acquisition of inflectional morphology. In this study, adult native speakers of English (N= 77) were exposed to diminutive and simplex transparently gender-marked nouns instantiating Russian case-marking and adjective-noun gender-agreement patterns, over six 1-hour language-learning sessions. They were subsequently tested on their ability to extend grammatical patterns to new items and vocabulary recall. Learners showed equivalent learning of the trained phrases containing diminutive and simplex nouns but were more accurate in generalizing morphological patterns to diminutive nouns. Furthermore, learners showed a diminutive advantage in vocabulary retention. By increasing the invariant parts of words, diminutive derivations may reduce the amount of phonological material to be memorized and, subsequently, enhance word learning.
关键词:applied linguistics, non-native language learning languages other than English, phonology, phonology-morphology interaction, Second Language Learning, Russian, Morphophonemics, Vocabulary Learning, Diminutives and Augmentatives, Derivation Morphology, English
- Edwards, J. G. H. (2011). Deletion of /t, d/ and the acquisition of linguistic variation by second language learners of English. Language Learning, 61, 1256-1301.
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摘要:This study investigated second language (L2) learners' acquisition of English /t, d/ deletion patterns in word-final consonant clusters, (a) focusing on how constraints such as grammatical conditioning and phonological environment affect deletion of /t, d/ in L2 acquisition and (b) determining the extent to which these L2 learners had acquired native-speaker-like patterns of deletion in ways that may be similar to patterns attested for first and second language acquisition in previous research. Seven native speakers of Mandarin Chinese, all graduate students at a Midwestern university in the United States, participated in the study. Findings indicate that the participants had not yet acquired targetlike use of /-t, -d/ deletion patterns for all constraints. Following the linguistic environment, possibly due to the influence of sonority, appeared to be the easiest constraint to acquire. Other linguistic constraints, such as preceding linguistic environment and grammatical conditioning, appeared to be more difficult to acquire, probably due to the effects of first language transfer. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, phonology, phonology, English as a Second Language Learning, Phonological Rules, Transfer Learning, Conditioning, Consonant Clusters, Mandarin, Pronunciation, College Students
- Moyer, A. (2011). An investigation of experience in L2 phonology: Does quality matter more than quantity?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(2), 191-216.
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摘要:This study examines the significance of language use for second language (L2) accent and tests it against factors such as length of residence (LOR) and age of onset (AO). Participants include 42 non-native speakers of English and 8 native speaker controls. Read-aloud items and guided free-speaking tasks are rated on a 5-point scale. Correlation analyses confirm the significance of AO, LOR, and experiential factors such as first language (L1) use, breadth of L2 use across multiple modes, and especially domain-based L2 use, such as personal, interactive contact with native speakers of the target language. Results suggest that experiential quality has a more significant impact on accent than experiential quantity and that, according to multiple regression models, experience is independent of the influences of AO and LOR. Based on these analyses, closer investigations of language experience and its connections to LOR are recommended. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Nonnative Speakers, Phonology, Pronunciation, Foreign Accent, Age of Onset, Length of Residency, English as a Second Language Learning
- Bundgaard-Nielsen, R. L., Best, C. T., & Tyler M. D. (2011). Vocabulary size matters: The assimilation of second-language Australian English vowels to first-language Japanese vowel categories. Applied Psycholinguistics, 32(1), 51-67.
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摘要:Adult second-language (L2) learners' perception of L2 phonetic segments is influenced by first-language phonological and phonetic properties. It was recently proposed that L2 vocabulary size in adult learners is related to changes in L2 perception (perceptual assimilation model), analogous to the emergence of first-language phonological function (i.e., attunement to the phonological identity of words) associated with the "vocabulary explosion" at 18 months. In a preliminary investigation of the relationship between L2 perception and vocabulary size, Japanese learners of Australian English identified Australian English vowels, provided goodness of fit ratings, and completed a vocabulary size questionnaire. We adopted a "whole-system" approach, allowing learners to apply all native vowel system possibilities to the full L2 vowel system. Learners with a larger L2 vocabulary were more consistent in their vowel assimilation patterns, compatible with the L2 perceptual assimilation model. Adapted from the source document
关键词:psycholinguistics, psychoacoustics/speech perception, Vocabulary Size, English as a Second Language, Vowels, Speech Perception, Segmentation, Phonology, Phonetics, Assimilation Synchronic, Japanese, Australian English
- Gatbonton, E., Trofimovich, P., & Segalowi, N. (2011). Ethnic group affiliation and patterns of development of a phonological variable. The Modern Language Journal, 95, 188-204.
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摘要:In today's increasingly multicultural and multilingual world, having the ability to use a variety of second (L2) or foreign languages is no longer just a luxury but a socioeconomic necessity. This situation has given rise to an urgency to understand more deeply the relationship between L2 learning and use and factors arising from membership in social groups. In this study, we examined the association between a group of Quebec Francophones' sense of belonging to their ethnic group (ethnic group affiliation, or EGA) and their English pronunciation accuracy. The results revealed that certain component dimensions of EGA were negatively associated with participants' pronunciation accuracy of the English voiced interdental fricative (e.g., / in other), an important marker of ethnolinguistic identity. The stronger the EGA, the less native-like the L2 pronunciation accuracy. This EGA-pronunciation accuracy link, however, was mediated by the amount of self-reported L2 use. The findings are discussed in terms of their implications for L2 and foreign language learning in contexts in which ethnolinguistic identity issues are important. Adapted from the source document
关键词:phonology, phonology, applied linguistics, English as a second/foreign language learning, Pronunciation Accuracy, English, Ethnolinguistics, English as a Second Language Learning, Phonology, Quebec, Language Culture Relationship
- Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. The Modern Language Journal, 95, 217-235.
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摘要:This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n= 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading comprehension, metacognitive reading awareness, and morphological awareness. A series of 10 sequential regression analyses were conducted to determine the unique reading variance accounted for by each of the 2 morphological awareness tests included in this study (i.e., the Test of Morphological Structure-Revised [TMS-R], the Verbal Suffix Knowledge Test-Revised [VSKT-R]). The result revealed that morphological awareness was a significant predictor of L2 reading comprehension when other variables were controlled. Of the 2 tests, the TMS-R-a measure that primarily tested derivational morphological knowledge-showed stronger predictability. This provides evidence that morphological awareness, especially derivational morphological knowledge, is an important variable to be considered in explaining L2 reading comprehension among older readers. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Comprehension, South Korea, Metacognition, Morphological Processing, Phonology, Second Language Reading
- Von Pein, M., & Altarriba, J. (2011). Testing the development of linguistic knowledge in adult naive learners of American sign language. The Modern Language Journal, 95, 205-216.
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摘要:The present study was designed to investigate the ways in which notions of semantics and phonology are acquired by adult naive learners of American Sign Language (ASL) when they are first exposed to a set of simple signs. First, a set of ASL signs was tested for nontransparency and a set of signs was selected for subsequent use. Next, a set of semantically related English words and a set of phonologically related English words were generated and paired with each of the signs selected earlier. In the experiment reported here, participants were taught pairs of sign-English word translations. Subsequently, they were then engaged in a translation recognition task in which foils were semantically related, phonologically related, or completely unrelated to the corresponding translations. Interference in performing the recognition task (i.e., the foil conditions) indicated that participants had encoded various features of the sign-word combinations after a single learning session. Results are discussed with regard to bilingual memory representations as well as to ASL acquisition. Adapted from the source document
关键词:nonverbal communication, sign language, psycholinguistics, bilingual language processing, American Sign Language, English, Language Acquisition, Phonology, Semantics, Semantics Phonology Relationship
- Alarcon, I. (2011). Critical period hypothesis revisited: The impact of age on ultimate attainment in the pronunciation of a foreign language. The Modern Language Journal, 95, 144-146.
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关键词:applied linguistics, non-native language learning languages other than English, phonology, phonology
- Aski, J. M. (2011). The phonology of Italian. The Modern Language Journal, 95, 158-159.
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关键词:descriptive linguistics, descriptive linguistics, phonology, phonology
- Kennedy, S. (2011). No, they won't 'just sound like each other': NNS-NNS negotiated interaction and attention to phonological form on targeted L2 pronunciations tasks. The Modern Language Journal, 95, 151-152.
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摘要:无可用选项。
关键词:applied linguistics, non-native language learning languages other than English, phonology, phonology