The Influence of Prosodic Input in the Second Language Classroom: Does It Stimulate Child Acquisition of Word Order and Function Words?

Autor/inn/en	Campfield, Dorota E.; Murphy, Victoria A.
Titel	The Influence of Prosodic Input in the Second Language Classroom: Does It Stimulate Child Acquisition of Word Order and Function Words?
Quelle	In: Language Learning Journal, 45 (2017) 1, S.81-99 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2013.807864
Schlagwörter	Linguistic Input; Second Language Learning; Suprasegmentals; Teaching Methods; Instructional Materials; Linguistic Theory; Metalinguistics; Intervention; Control Groups; English (Second Language); Polish; Native Language; Language Rhythm; Elementary School Students; Second Language Instruction; Word Order; Foreign Countries; Grammar; Mixed Methods Research; Poland + Suchen Sie Ihr Suchwort? Sprachbildung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Linguistische Theorie; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Polnisch; Sprachrhythmus; Fremdsprachenunterricht; Wortfolge; Ausland; Grammatik; Polen
Abstract	This paper reports on an intervention study with young Polish beginners (mean age: 8 years, 3 months) learning English at school. It seeks to identify whether exposure to rhythmic input improves knowledge of word order and function words. The "prosodic bootstrapping hypothesis", relevant in developmental psycholinguistics, provided the theoretical framework for the study. Eighty-seven children were randomly assigned to a treatment group exposed to rhythm-salient input in the form of nursery rhymes, a comparison group exposed to prose input, or a control group with no extra input. Results established that prosody can be an important factor in second language acquisition, as in first language acquisition. Children in the treatment group showed improvement in metalinguistic knowledge of English word order but not of function words. This has implications for teaching methods and classroom materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01