| Autor: |
Hayes-Harb, Rachel, Barrios, Shannon L., Tripp, Alayo |
| Zdroj: |
Journal of Second Language Pronunciation; 2023, Vol. 9 Issue 3, p363-388, 26p |
| Abstrakt: |
Input is a necessary condition for language acquisition. In the language classroom, input may come from a variety of sources, including the teacher and student peers. Here we ask whether adult Lx learners are sensitive to the social roles of teachers and students such that they exhibit a preference for input from the teacher. We conducted an experiment wherein adult English speakers heard words in an artificial language. During an exposure phase, in one condition a "teacher" produced words with 25 ms of VOT on initial stop segments and a "student" produced the same words with 125 msec of VOT; in another condition the VOT durations were reversed. At test, participants judged productions by a different "student" and demonstrated a preference for the productions that matched the VOT durations of the teacher during exposure, providing evidence for an influence of social factors in differentiating input in Lx acquisition. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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