Input or Intimacy

Autor/in	Navracsics, Judit
Titel	Input or Intimacy
Quelle	In: Studies in Second Language Learning and Teaching, 4 (2014) 3, S.485-506 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Linguistic Input; Linguistic Theory; Second Language Learning; Developmental Stages; Age Differences; Brain; Phonetics; Pronunciation; Native Speakers; Language Proficiency; Puberty; Transfer of Training; Multilingualism; Language Dominance; English (Second Language); Siblings; Indo European Languages; Hungarian; Preschool Children; Language Research; Language Usage; Family Environment; Parent Child Relationship; Foreign Countries; Statistical Analysis; Code Switching (Language); Canada; Hungary + Suchen Sie Ihr Suchwort? Sprachbildung; Linguistische Theorie; Zweitsprachenerwerb; Age; Difference; Age difference; Altersunterschied; Gehirn; Phonetik; Fonetik; Aussprache; Muttersprachler; Language skill; Language skills; Sprachkompetenz; Pubertät; Training; Transfer; Ausbildung; Mehrsprachigkeit; Multilingualismus; Sprachliche Dominanz; English as second language; English; Second Language; Englisch als Zweitsprache; Sibling; Geschwister; Indoeuropäisch; Ungar; Ungarisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachforschung; Sprachgebrauch; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Statistische Analyse; Kanada; Ungarn
Abstract	According to the critical period hypothesis, the earlier the acquisition of a second language starts, the better. Owing to the plasticity of the brain, up until a certain age a second language can be acquired successfully according to this view. Early second language learners are commonly said to have an advantage over later ones especially in phonetic/phonological acquisition. Native-like pronunciation is said to be most likely to be achieved by young learners. However, there is evidence of accent-free speech in second languages learnt after puberty as well. Occasionally, on the other hand, a nonnative accent may appear even in early second (or third) language acquisition. Cross-linguistic influences are natural in multilingual development, and we would expect the dominant language to have an impact on the weaker one(s). The dominant language is usually the one that provides the largest amount of input for the child. But is it always the amount that counts? Perhaps sometimes other factors, such as emotions, come into play? In this paper, data obtained from an English-Persian-Hungarian trilingual pair of siblings (under age 4 and 3 respectively) is analyzed, with a special focus on cross-linguistic influences at the phonetic/phonological levels. It will be shown that beyond the amount of input there are more important factors that trigger interference in multilingual development. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01