2ND LANGUAGE PROCESSING AT DIFFERENT AGES - DO YOUNGER LEARNERS PAY MORE ATTENTION TO PROSODIC CUES TO SENTENCE STRUCTURE
2ND LANGUAGE PROCESSING AT DIFFERENT AGES - DO YOUNGER LEARNERS PAY MORE ATTENTION TO PROSODIC CUES TO SENTENCE STRUCTURE
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DOI：
10.1111/j.1467-1770.1995.tb00962.x
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发表时间：
1995-03-01
影响因子：
4.4
通讯作者：
HART, D
中科院分区：
文献类型：
--
作者：
HARLEY, B;HOWARD, J;HART, D
为了寻求对早期接触第二语言使用的语音优点的处理解释，本研究调查了进入第二语言环境的年龄与对英语句子解释的韵律线索和句法线索的偏好之间的关系。学习者是加拿大学校的粤语 ESL 学生：二年级 13 名学生、7/8 年级 27 名学生和 11/12 年级 16 名学生。所有人都在加拿大呆了 1 到 4 年。学生们被要求解释具有冲突的韵律和句法线索的模棱两可的句子。与同一年级的母语为英语的学生的模式相反，也与预测相反，年龄较大的 ESL 学习者被发现与年轻的学生一样关注韵律而不是语法。
Seeking a processing explanation for the phonological merits of early age exposure to second language use, this study investigates the relationship between age of arrival in the L2 environment and a preference for prosodic versus syntactic cues to sentence interpretation in English. The learners were Cantonese-speaking ESL students at Canadian schools: 13 students in Grade 2, 27 students in Grades 7/8, and 16 in Grades 11/12. All had been in Canada for between 1 and 4 years. The students were asked to interpret ambiguous sentences with conflicting prosodic and syntactic cues to structure. In contrast to the pattern found for native English-speaking students at the same grade levels, and contrary to predictions, the older ESL learners were found to be just as likely as the younger ones to attend to prosody rather than syntax.