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- Publisher Website: 10.1017/S0305000913000627
- Scopus: eid_2-s2.0-84922436741
- PMID: 24703202
- WOS: WOS:000349533200012
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Article: Can non-interactive language input benefit young second-language learners?
Title | Can non-interactive language input benefit young second-language learners? |
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Authors | |
Issue Date | 2015 |
Publisher | Cambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=JCL |
Citation | Journal of Child Language, 2015, v. 42 n. 2, p. 323-350 How to Cite? |
Abstract | To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/204906 |
ISSN | 2023 Impact Factor: 1.7 2023 SCImago Journal Rankings: 0.990 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Au, TKF | - |
dc.contributor.author | Chan, WWL | - |
dc.contributor.author | Cheng, L | - |
dc.contributor.author | Siegel, LS | - |
dc.contributor.author | Tso, RVY | - |
dc.date.accessioned | 2014-09-20T01:04:39Z | - |
dc.date.available | 2014-09-20T01:04:39Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Journal of Child Language, 2015, v. 42 n. 2, p. 323-350 | - |
dc.identifier.issn | 0305-0009 | - |
dc.identifier.uri | http://hdl.handle.net/10722/204906 | - |
dc.description.abstract | To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed. | - |
dc.language | eng | - |
dc.publisher | Cambridge University Press. The Journal's web site is located at http://journals.cambridge.org/action/displayJournal?jid=JCL | - |
dc.relation.ispartof | Journal of Child Language | - |
dc.rights | Journal of Child Language. Copyright © Cambridge University Press. | - |
dc.title | Can non-interactive language input benefit young second-language learners? | - |
dc.type | Article | - |
dc.identifier.email | Au, TKF: terryau@hku.hk | - |
dc.identifier.authority | Au, TKF=rp00580 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1017/S0305000913000627 | - |
dc.identifier.pmid | 24703202 | - |
dc.identifier.scopus | eid_2-s2.0-84922436741 | - |
dc.identifier.hkuros | 236934 | - |
dc.identifier.hkuros | 246172 | - |
dc.identifier.volume | 42 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 323 | - |
dc.identifier.epage | 350 | - |
dc.identifier.isi | WOS:000349533200012 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0305-0009 | - |