Stress Typicality Effect in Chinese Advanced and Intermediate ESL Learners

Autor/inn/en	Zhang, Juan; Meng, Yaxuan; Fan, Xitao; Ortega-Llebaria, Marta; Ieong, Sao Leng
Titel	Stress Typicality Effect in Chinese Advanced and Intermediate ESL Learners
Quelle	In: Educational Psychology, 38 (2018) 5, S.617-632 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meng, Yaxuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1380169
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Phonology; Word Recognition; Tone Languages; Chinese; Native Speakers; Grammar; Classification; Decision Making; Advanced Students; Language Proficiency; College Students; Computer Software; Task Analysis; Statistical Analysis; Reaction Time; Junior High School Students; Nouns; Verbs; Language Tests; Foreign Countries; Oral Language; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Fonologie; Worterkennung; Tonsprache; China; Chinesen; Muttersprachler; Grammatik; Classification system; Klassifikation; Klassifikationssystem; Decision-making; Entscheidungsfindung; Fortgeschrittener; Language skill; Language skills; Sprachkompetenz; Collegestudent; Aufgabenanalyse; Statistische Analyse; Reaktionsvermögen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Language test; Sprachtest; Ausland; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. "sub"ject (noun) vs. sub"ject" (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01