Literaturnachweis - Detailanzeige
| Autor/inn/en | Kalashnikova, Marina; Onsuwan, Chutamanee; Burnham, Denis |
|---|---|
| Titel | Infants' Sensitivity to Lexical Tone and Word Stress in Their First Year: A Thai and English Cross-Language Study |
| Quelle | In: Language Learning and Development, 18 (2022) 3, S.278-293 (16 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Kalashnikova, Marina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-5441 |
| DOI | 10.1080/15475441.2021.1954928 |
| Schlagwörter | Intonation; Phonology; Tone Languages; Language Acquisition; Infants; Preferences; Thai; Cues; Phonemes; Suprasegmentals; Native Language; Identification; Contrastive Linguistics; English; Cross Cultural Studies; Foreign Countries; Second Languages; Thailand (Bangkok); Australia |
| Abstract | Non-tone language infants' native language recognition is based first on supra-segmental then segmental cues, but this trajectory is unknown for tone-language infants. This study investigated non-tone (English) and tone (Thai) language 6- to 10-month-old infants' preference for English vs. Thai one-syllable words (containing segmental and tone cues) and two-syllable words (additionally containing stress cues). A preference for their native one-syllable words was observed in each of the two groups of infants, but this was not the case for two-syllable words where Thai-learning infants showed no native-language preference. These findings indicate that as early as six months of age, infants acquiring tone- and non-tone languages identify their native language by relying solely on lexical tone cues, but tone language infants no longer show successful identification of their native language when two pitch-based cues co-occur in the signal. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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