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| Autor/inn/en | Arteaga, Deborah; Herschensohn, Julia; Gess, Randall |
|---|---|
| Titel | Focusing on phonology to teach morphological form in French. |
| Quelle | In: The modern language journal, 87 (2003) 1, S. 58-70 |
| Beigaben | Anhang; Anmerkungen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0026-7902 |
| Schlagwörter | Empirische Forschung; Adjektiv; Französischunterricht; Fremdsprachenunterricht; Morphologie; Hochschule; Empirische Forschung; Methodik; Audiolinguale Methode; Adjektiv; Morphologie; Fremdsprachenunterricht; Französischunterricht; Diskrimination; Hochschule |
| Abstract | Much recent research in language pedagogy has advocated a form-focused approach, noting that input can be tailored to promote acquisition of specific phenomena (R. Ellis, 1990; Harley, 1993; Herschensohn, 1990; Lee & Valdman, 2000; Leeman, Arteagoitia, Fridman & Doughty, 1995; VanPatten, 1996). In the article, the authors argue for the importance of phonological form in the second language (L2) classroom, proposing that a thorough grounding in L2 phonological patterns is essential for language learners; they use as evidence for their position the importance of phonological information for the auditory detection of morphological form in French. They offer a pedagogical means by which the morphological rule of gender agreement for adjectives, which involves final consonant alternation, can be imitated in a L2 context through a context-based focus on phonological form. They present empirical evidence that such a focus produces statistically significant results in a classroom experiment that tests listening discrimination of gender alternation in adjectives. Their results also have implications for the effectiveness of an explicit, meaning-oriented focus on form for listening comprehension, inasmuch as the auditory discrimination of contrasts contributes to that process. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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