Perception of English phonetic contrasts by Dutch children: How bilingual are early-English learners?
Perception of English phonetic contrasts by Dutch children: How bilingual are early-English learners?
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DOI：
10.1371/journal.pone.0229902
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发表时间：
2020-03-11
期刊：
影响因子：
3.7
通讯作者：
Broersma, Mirjam
中科院分区：
文献类型：
--
作者：
Goriot, Claire;McQueen, James M.;Broersma, Mirjam
本研究的目的是调查早期英语教育是否有利于英语语音对比的感知，这是已知的荷兰语母语者在感知上容易混淆，比较荷兰学生谁是在学校注册的早期英语课程，从4岁的学生在一个主流方案与英语教学从11岁，和英语荷兰早期双语儿童。儿童为4-5岁（小学开始）、8-9岁或11-12岁（小学结束）。孩子们被测试了四个难度不同的对比：/B/-/s/（容易），/k/-/g/（中等），/f/-/theta/（困难），/f/-/ae/（非常困难）。除了/B/-/s/之外，双语儿童在所有对比中的表现都优于其他两组。早期英语的学生在任何对比中都没有超过主流学生。这表明，目前实施的早期英语教育不利于学生对非母语对比的感知。
The aim of this study was to investigate whether early-English education benefits the perception of English phonetic contrasts that are known to be perceptually confusable for Dutch native speakers, comparing Dutch pupils who were enrolled in an early-English programme at school from the age of four with pupils in a mainstream programme with English instruction from the age of 11, and English-Dutch early bilingual children. Children were 4-5-year-olds (start of primary school), 8-9-year-olds, or 11-12-year-olds (end of primary school). Children were tested on four contrasts that varied in difficulty: /b/-/s/ (easy), /k/-/g/ (intermediate), /f/-/theta/ (difficult), /epsilon/-/ae/ (very difficult). Bilingual children outperformed the two other groups on all contrasts except /b/-/s/. Early-English pupils did not outperform mainstream pupils on any of the contrasts. This shows that early-English education as it is currently implemented is not beneficial for pupils' perception of non-native contrasts.