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ERIC Number: EJ976227
Record Type: Journal
Publication Date: 2012-Mar
Pages: 11
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0039-8322
A Frequency-Based Approach to L2 Phonological Learning: Teacher Input and Student Output in an Intensive ESL Context
Trofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v46 n1 p176-186 Mar 2012
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.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada