Literaturnachweis - Detailanzeige
| Autor/in | Lord, Gillian |
|---|---|
| Titel | The Role of the Lexicon in Learning Second Language Stress Patterns. |
| Quelle | In: Applied language learning, 17 (2007) 1-2, S. 1-14 |
| Beigaben | Anmerkungen 3; Literaturangaben; Tabellen 4 |
| Sprache | englisch; spanische Zitate |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1041-679X |
| Schlagwörter | Empirische Forschung; Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Englisch; Spanisch; Spanischunterricht |
| Abstract | Within the field of second language acquisition, the acquisition of phonetics and phonology has generally taken a back seat to studies of morphological and syntactical acquisition. Although the lacuna is slowly being remedied by a growing interest in the phenomena of second language (L2) phonology, investigations into the acquisition of suprasegmental features such as stress, pitch and rhythm are scarce. The reported study investigates the second language acquisition of Spanish stress by English speakers in order to provide insights into the role of the lexicon and issues of learnability. By analyzing the oral production data of three proficiency levels of English-speaking learners of Spanish, as well as those of native Spanish speakers, the author shows that the Spanish stress system relies more heavily on the lexicon than accounted for in previous studies. Stress production involves lexical storage and analogy, and these processes are shown to be utilized by native speakers and language learners alike. These findings are important to language teachers and learners and additionally hold potential pedagogical implications. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/3 |
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