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Do a Learner’s Background Languages Change with Increasing Exposure to L3? Comparing the Multilingual Phonological Development of Adolescents and Adults
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In: Languages; Volume 7; Issue 2; Pages: 78 (2022)
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| 82 |
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
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In: Education Sciences; Volume 12; Issue 4; Pages: 282 (2022)
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| 83 |
Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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In: Languages; Volume 7; Issue 2; Pages: 100 (2022)
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| 84 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 85 |
Examining Comprehension of Prosodic Contrasts in 7-12 Year Old Children
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Abstract:
Second Place, CogFest Undergraduate Poster Session ; Previous work has indicated that although children can often produce appropriate prosody at an early age, their comprehension of its use for some functions does not become adultlike un- til middle to late childhood (Wells et al., 2004; Cruttenden, 1985; Cutler & Swinney, 1987; Vogel & Raimy, 2002; Atkinson-King, 1973). This study asks whether 7-12 year old children show age- related developments in their ability to use prosody to 1) distinguish compound nouns from adjective-noun phrases and 2) identify contrastive focus. Study participants (n=61) performed two forced-choice picture selection tasks to test their comprehension. For the compound-phrase disambiguation task, the Old (11-12) age group was found to differ significantly from the Young (7-8) age group, supporting the claim of Vogel and Raimy (2002) and Atkinson-King (1973) that this ability in children does not become adultlike until age 11. Subjects exhibited a bias toward selecting the compound interpretation in both stress conditions, though the stress pattern heard did influence their selections, and this bias increased between the youngest and oldest subjects. For the focus task, no age-related effects were found. Subjects were significantly more accurate when focus was on an adjective than on a noun. ; Undergraduate Research Scholarship, College of Arts and Science Honors Program ; No embargo ; Academic Major: Linguistics
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Keyword:
child language; intonation; language acquisition; language development; prosody; stress
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URL: http://hdl.handle.net/1811/101394
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| 86 |
Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector
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| 89 |
CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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| 90 |
CONDITIONS OF INDEPENDENT STUDY IN TEACHING STUDENTS FOREIGN LANGUAGES ...
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| 91 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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| 92 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 93 |
Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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| 94 |
Emotion, discourse, and linguistic diversity: Emotions in grammar and discourse in northern Australia ...
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| 100 |
Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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