Phonological bases for L2 morphological learning

University of Taipei > 人文藝術學院 > 英語教學系 > 期刊論文 > Item 987654321/14354

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題名:	Phonological bases for L2 morphological learning
作者:	胡潔芳;Hu, Chieh-fang
貢獻者:	臺北市立大學英語教學系暨碩士班
關鍵詞:	Phonological awareness;Morphological awareness;Second language acquisition;Vocabulary learning;Foreign language learning difficulties
日期:	2010-00
上傳時間:	2015-07-27 15:55:10 (UTC+8)
摘要:	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 – inflation) from multiple exposures. Experiment 2 further assessed children’s ability to use morphological cues for syntactic categorization through exposures to novel morphologically varying forms (e.g., lutate vs. lutant) presented in the corresponding sentential positions (noun vs. verb). The third-grade EFL learners revealed emergent sensitivity to the morphological cues in the input but failed in fully processing intraword variations. The learners with poorer L1 PA were likely to encounter difficulties in identifying morphological alternation rules and in discovering the syntactic properties of L2 morphology. In addition to L1 PA, L2 vocabulary knowledge also contributed significantly to L2 morphological learning.
關聯:	Journal of Psycholinguistic Research，Vol. 39，p305-322
顯示於類別:	[英語教學系] 期刊論文

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