ERIC Number: EJ1129049
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Influence of Prosodic Input in the Second Language Classroom: Does It Stimulate Child Acquisition of Word Order and Function Words?
Campfield, Dorota E.; Murphy, Victoria A.
Language Learning Journal, v45 n1 p81-99 2017
This paper reports on an intervention study with young Polish beginners (mean age: 8 years, 3 months) learning English at school. It seeks to identify whether exposure to rhythmic input improves knowledge of word order and function words. The "prosodic bootstrapping hypothesis", relevant in developmental psycholinguistics, provided the theoretical framework for the study. Eighty-seven children were randomly assigned to a treatment group exposed to rhythm-salient input in the form of nursery rhymes, a comparison group exposed to prose input, or a control group with no extra input. Results established that prosody can be an important factor in second language acquisition, as in first language acquisition. Children in the treatment group showed improvement in metalinguistic knowledge of English word order but not of function words. This has implications for teaching methods and classroom materials.
Descriptors: Linguistic Input, Second Language Learning, Suprasegmentals, Teaching Methods, Instructional Materials, Linguistic Theory, Metalinguistics, Intervention, Control Groups, English (Second Language), Polish, Native Language, Language Rhythm, Elementary School Students, Second Language Instruction, Word Order, Foreign Countries, Grammar, Mixed Methods Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Poland
Grant or Contract Numbers: N/A