Results 141 to 150 of about 1,429 (197)

THE EFFECTS OF L1–L2 PHONOLOGICAL MAPPINGS ON L2 PHONOLOGICAL SENSITIVITY

Studies in Second Language Acquisition, 2020
AbstractThis study examines the effects of asymmetrical mappings of L2 sounds to L1 sounds on real-time processing of L2 phonology. L1-Korean participants completed a self-paced listening (SPL) task paired with a picture verification (PV) task, in which an English sentence was presented word by word along with a picture that matched or mismatched the ...
Jeong-eun Kim, Yejin Cho, Youngsun Cho, Yeonjung Hong, Seohyun Kim, Hosung Nam   +5 more
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Phonological Bases for L2 Morphological Learning

Journal of Psycholinguistic Research, 2009
Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g., inflate ...
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ULTIMATE ATTAINMENT IN L2 PHONOLOGY

Studies in Second Language Acquisition, 1999
Within both first and second language acquisition research, a critical or sensitive period for complete attainment has largely been substantiated in phonological studies, although it is questionable whether age should be examined in isolation from sociopsychological influences and the extent of exposure to the second language.
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Refining representations for L2 phonology

Second Language Research, 2019
This article discusses the implications of phonological representation for the study of L2 speech acquisition. It is argued, on the basis of empirical findings from diverse phenomena in L2 phonology, that refined representations in which ‘segments’ have internal prosodic structure offer a more insightful view of cross-linguistic phonetic interaction ...
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Syntax and Phonology in L2 Attrition

2019
This chapter asks to what degree syntax and phonology appear to be impervious to second language (L2) attrition and examine the related question of whether there is a critical period for either acquisition or attrition in these domains. Previous research has indicated a critical juncture in development at around 8 to 10 years old, after which target ...
Kathleen Bardovi-Harlig, David Stringer
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Mimicking accented speech as L2 phonological awareness

Language Awareness, 2013
This study investigated Spanish-speaking learners’ awareness of a non-distinctive phonetic difference between Spanish and English through a delayed mimicry paradigm. We assessed learners' speech production accuracy through voice onset time (VOT) duration measures in word-initial pre-vocalic /p t k/ in Spanish and English words, and in Spanish words ...
Joan C. Mora, Youssef Rochdi, Hanna Kivistö-de Souza   +2 more
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French phonology and L2 acquisition

2007
The chapter surveys some of the most salient aspects of French phonology which have figured in both the theoretical literature and, more recently, in acquisition studies. Among the issues discussed are segmental inventories and acquisition, voice onset time (VOT), stress/rhythm, syllables and syllable structure, liaison, latent consonants and schwa ...
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What is phonological awareness in L2?

Journal of Neurolinguistics, 2019
Abstract Phonological awareness is widely recognized as an important component of L2 reading. Phonological awareness is also considered a primarily metalinguistic skill not affected by the individual's L2 language proficiency, or by L1-L2 linguistic distance. The current paper takes a different perspective on L2 phonological awareness. It argues that
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Phonological Awareness and Literacy in L2

2020
Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading.
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Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

Journal of Psycholinguistic Research, 2013
An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning.
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