Implicit Learning of L2 Word Stress Regularities

Autor/inn/en	Chan, Ricky K. W.; Leung, Janny H. C.
Titel	Implicit Learning of L2 Word Stress Regularities
Quelle	In: Second Language Research, 30 (2014) 4, S.463-484 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658313510169
Schlagwörter	Second Language Learning; Pronunciation; Phonology; Spanish; Sino Tibetan Languages; Native Language; Metalinguistics; Task Analysis; Oral Language; Identification; Learning Processes; Second Language Instruction; Teaching Methods; Intonation; College Students; Verbs; Experimental Groups; Control Groups; Foreign Countries; Tone Languages; English (Second Language); Questionnaires; Hong Kong + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Aussprache; Fonologie; Spanisch; Metalanguage; Metasprache; Aufgabenanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Identifikation; Identifizierung; Learning process; Lernprozess; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Ausland; Tonsprache; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Hongkong
Abstract	This article reports an experiment on the implicit learning of second language stress regularities, and presents a methodological innovation on awareness measurement. After practising two-syllable Spanish words, native Cantonese speakers with English as a second language (L2) completed a judgement task. Critical items differed only in placement of stress. We assessed participants' awareness of the hidden stress regularities by verbal reports and a novel methodology: inclusion-exclusion production tasks adapted from Jacoby (1991) and from Destrebecqz and Cleeremans (2001). Participants who remained unaware of the underlying regularities nevertheless performed significantly above chance in identifying correctly pronounced novel words. We conclude that L2 word stress regularities may be learnt implicitly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10