A Frequency-Based Approach to L2 Phonological Learning: Teacher Input and Student Output in an Intensive ESL Context

Autor/inn/en	Trofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise
Titel	A Frequency-Based Approach to L2 Phonological Learning: Teacher Input and Student Output in an Intensive ESL Context
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 46 (2012) 1, S.176-186 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.9
Schlagwörter	Phonology; Native Speakers; English (Second Language); Teaching Methods; Second Language Learning; Linguistic Input; Role; Language Processing; French; Teacher Student Relationship; Second Language Instruction; Language Usage; Longitudinal Studies; Foreign Countries; Pronunciation; Grade 6; Canada + Suchen Sie Ihr Suchwort? Fonologie; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Sprachbildung; Rollen; Sprachverarbeitung; Französisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Fremdsprachenunterricht; Sprachgebrauch; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Aussprache; School year 06; 6. Schuljahr; Schuljahr 06; Kanada
Abstract	Most second language (L2) researchers and teachers would agree that input, often defined as the language a learner hears or reads, plays an important role in L2 learning. There is a great deal of research investigating which types of input are most beneficial for learning, how learners process and internalize input (e.g., Schmidt, 2001), and how input relates to language learning outcomes. However, research investigating the role of input in learning L2 phonology, particularly in instructed settings, is conspicuous by its absence (although research in this vein with native speakers has proved fruitful, as shown by Bybee, 2002). In this study, the authors extend their research to the domain of phonology by investigating the relationship between teacher input and student output with respect to the voiced interdental fricative, a difficult target for French learners of English. Their analyses of the input-output relationship were informed by frequency-based approaches to language learning and use. (Contains 3 figures and 3 footnotes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10