Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables. Trofimovich, P. IRAL. International Review of Applied Linguistics in Language Teaching, 49(2):135-156, January.
Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables [link]Paper  doi  abstract   bibtex   
Abstract The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.Abstract The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.
@article{trofimovich_language_2011,
	Author = {Trofimovich, Pavel},
	Date = {2011},
	Date-Modified = {2017-04-19 08:04:09 +0000},
	Doi = {10.1515/iral.2011.007},
	Issn = {0019-042X},
	Journal = {IRAL. International Review of Applied Linguistics in Language Teaching},
	Keywords = {L2, phonetics},
	Month = jan,
	Number = {2},
	Pages = {135-156},
	Title = {Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables},
	Url = {http://www.degruyter.com/view/j/iral.2011.49.issue-2/iral.2011.007/iral.2011.007.xml},
	Volume = {49},
	Abstract = {Abstract The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.Abstract The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.},
	Bdsk-Url-1 = {http://www.degruyter.com/view/j/iral.2011.49.issue-2/iral.2011.007/iral.2011.007.xml},
	Bdsk-Url-2 = {http://dx.doi.org/10.1515/iral.2011.007}}
Downloads: 0