Acculturation in Relation to the Acquisition of a Second Language

Autor/inn/en	Jiang, Mei; Green, Raymond J.; Henley, Tracy B.; Masten, William G.
Titel	Acculturation in Relation to the Acquisition of a Second Language
Quelle	In: Journal of Multilingual and Multicultural Development, 30 (2009) 6, S.481-492 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
Schlagwörter	Speech Communication; Second Language Learning; Acculturation; Puberty; Native Speakers; Pronunciation; Language Proficiency; English (Second Language); Chinese; Interviews; Task Analysis; Measures (Individuals); Reading Skills; Foreign Students; Graduate Students; Linguistic Theory; Texas + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Akkulturation; Pubertät; Muttersprachler; Aussprache; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Interviewing; Interviewtechnik; Aufgabenanalyse; Messdaten; Reading skill; Lesefertigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Linguistische Theorie
Abstract	Learners who begin to acquire a second language (L2) in a naturalistic environment after puberty are thought to be constrained by biological age factors and to have greater difficulty obtaining native-like L2. However, the extant literature suggests that L2 acquisition may be positively affected by post-maturational factors, such as acculturation. This exploratory study examined the relationship between acculturation and L2 acquisition on Chinese-English late learners. Chinese students who arrived in the USA after puberty were examined to see whether the acculturation process towards US society was associated with higher speaking proficiency levels and more native-like pronunciation of English language. The results suggest that acculturation relates to speaking proficiency but not pronunciation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10