International Review of Applied Linguistics in Language Teaching最新文献_第9页

General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning 一般听觉处理、普通话 L1 的拟声和语音意识以及英语 L2 的单词学习

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0168

W. Chung

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引用次数: 0

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers 为什么 L2 语用学在 EFL 教学中仍然是一个被忽视的领域？越南英语教师的故事

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0172

Anh T. Ton-Nu

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引用次数: 0

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers 为什么 L2 语用学在 EFL 教学中仍然是一个被忽视的领域？越南英语教师的故事

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0172

Anh T. Ton-Nu

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引用次数: 0

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers 为什么 L2 语用学在 EFL 教学中仍然是一个被忽视的领域？越南英语教师的故事

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0172

Anh T. Ton-Nu

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引用次数: 0

General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning 一般听觉处理、普通话 L1 的拟声和语音意识以及英语 L2 的单词学习

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0168

W. Chung

{"title":"General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning","authors":"W. Chung","doi":"10.1515/iral-2023-0168","DOIUrl":"https://doi.org/10.1515/iral-2023-0168","url":null,"abstract":"Abstract This study examined general auditory processing, Mandarin L1 prosodic and phonological awareness, and the relations with English L2 word learning. Participants were 61 Mandarin-speaking children who learned English as an L2 in Taiwan. They received the following tasks: general auditory processing (i.e., amplitude envelope rise time, pitch contour and interval), Mandarin L1 prosodic and phonological awareness, and English L2 word learning (at Time 1 and 2). The results revealed that (1) only amplitude envelope rise time discrimination, independent of years of English learning, predicted English L2 word learning at Time 1, (2) Mandarin L1 phonological awareness, relative to Mandarin L1 prosodic awareness, made more contributions to English L2 word learning after controlling amplitude envelope rise time discrimination, and (3) successful English learners outperformed their unsuccessful peers on Mandarin L1 phonological awareness. Taken together, beginning English learners might use amplitude envelop rise time cuing syllable boundaries and rely on L1 prosodic and phonological awareness for English L2 word learning.","PeriodicalId":507656,"journal":{"name":"International Review of Applied Linguistics in Language Teaching","volume":"54 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139120554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning 一般听觉处理、普通话 L1 的拟声和语音意识以及英语 L2 的单词学习

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0168

W. Chung

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引用次数: 0

General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning 一般听觉处理、普通话 L1 的拟声和语音意识以及英语 L2 的单词学习

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0168

W. Chung

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引用次数: 0

Which approach best promoted low-proficiency learners’ listening performance: metacognitive, bottom-up or a combination of both? 哪种方法最能促进低水平学习者的听力表现：元认知法、自下而上法还是二者的结合？

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0142

Xin Yuan, Xuan Tang

引用次数: 0

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers 为什么 L2 语用学在 EFL 教学中仍然是一个被忽视的领域？越南英语教师的故事

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0172

Anh T. Ton-Nu

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引用次数: 0

Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers 为什么 L2 语用学在 EFL 教学中仍然是一个被忽视的领域？越南英语教师的故事

International Review of Applied Linguistics in Language Teaching Pub Date : 2024-01-04 DOI: 10.1515/iral-2023-0172

Anh T. Ton-Nu

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引用次数: 0