Attending to Second Language Lexical Stress: Exploring the Roles of Metalinguistic Awareness and Self-Assessment

Autor/in	O'Brien, Mary Grantham
Titel	Attending to Second Language Lexical Stress: Exploring the Roles of Metalinguistic Awareness and Self-Assessment
Quelle	In: Language Awareness, 28 (2019) 4, S.310-328 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2019.1625912
Schlagwörter	Phonology; Second Language Learning; German; Second Language Instruction; French; English; Language Proficiency; Adult Students; Metalinguistics; Pronunciation Instruction; Accuracy; Native Language; Oral Language; Self Evaluation (Individuals); Foreign Countries; Oral Reading; Task Analysis; Intonation; Suprasegmentals; Role; Canada + Suchen Sie Ihr Suchwort? Fonologie; Zweitsprachenerwerb; Deutscher; Fremdsprachenunterricht; Französisch; English language; Englisch; Language skill; Language skills; Sprachkompetenz; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Metalanguage; Metasprache; Ausspracheübung; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Aufgabenanalyse; Rollen; Kanada
Abstract	This study examines the relationship between German second language (L2) learners' awareness of the German lexical stress assignment system and their ability to accurately assign stress to cognate words with predictable lexical stress. Participants were 31 adult L2 German learners from three groups: native English speakers with a range of German proficiency levels (N = 10), native French speakers with intermediate German proficiency (N = 10), and native French speakers with advanced German proficiency (N = 11). They produced target items in a carrier phrase and then indicated both which syllable they stressed and where stress is supposed to fall. Finally, they provided a rule for assigning stress to each word. Stress production accuracy was similar across the groups, regardless of L1 or L2 proficiency. Participants' ability to verbalize where they had placed stress was a significant predictor of stress assignment accuracy. They produced relatively few rules overall, and the rules they produced were mostly inaccurate. The results point to the greater importance of self-assessment over the ability to produce discrete rules in accurate lexical stress assignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01