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ERIC Number: EJ1062126
Record Type: Journal
Publication Date: 2015-Mar
Pages: 28
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0305-0009
Can Non-Interactive Language Input Benefit Young Second-Language Learners?
Au, Terry Kit-fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S.; Tso, Ricky Van Yip
Journal of Child Language, v42 n2 p323-350 Mar 2015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong