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    Bricks or mortar: which parts of the input does a second language listener rely on?

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    Authors
    Field, John
    Issue Date
    2008-09
    
    Metadata
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    Abstract
    There is considerable evidence from psycholinguistics that first language listeners handle function words differently from content words. This makes intuitive sense because content words require the listener to access a lexical meaning representation whereas function words do not. A separate channel of processing for functors would enable them to be detected faster. The question is of importance to our understanding of second language (L2) listening. Because what is extracted from the input by L2 listeners is generally less than complete, it is useful for the instructor to know which parts of the signal they are likely to recognize, and which parts are likely to be lost to them. On the one hand, L2 listeners might rely heavily on function words because high frequency renders them familiar. On the other, they might have difficulty identifying function words confidently within a piece of connected speech because functors in English are usually brief and of low perceptual prominence. The current study investigated intake by intermediate-level L2 listeners to establish whether function or content words are processed more accurately and reported more frequently. It found that the recognition of functors fell significantly behind that of lexical words. The finding was remarkably robust across first languages and across levels of proficiency, suggesting that it may reflect the way in which L2 listeners choose to distribute their attention.
    Citation
    Field, J. (2008) 'Bricks or mortar: Which parts of the input does a second language listener rely on?' TESOL Quarterly.42 (3) Pp: 411-432
    Publisher
    TESOL
    Journal
    TESOL Quarterly
    URI
    http://hdl.handle.net/10547/225497
    DOI
    10.1002/j.1545-7249.2008.tb00139.x
    Additional Links
    http://onlinelibrary.wiley.com/doi/10.1002/j.1545-7249.2008.tb00139.x/abstract
    Language
    en
    ISSN
    0039-8322
    ae974a485f413a2113503eed53cd6c53
    10.1002/j.1545-7249.2008.tb00139.x
    Scopus Count
    Collections
    CRELLA Centre for Research in English Language Learning and Assessment

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