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Phonological awareness in Cantonese ESL students
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 1998 |
| Abstract | According to the Contrastive Analysis, Difierential Markedness and the Feature Compeütion hypoüieses, specific features disparate between L1 and L2 may engender negative transfer in L2 leamers, often instantiated as emrs in their perception and produdion. In ESL leamers, L I interference would occur specifically in acquiring disparate features in L2, or positive transfer would ocarr for equivalent and similar features. The resulting developrnental process in L2 phonology in ESL leamers will thus be disparate from that of L I English speakers. Diierent performances on phonological tasks by L I and L2 children at difierent times in the prasent study provide support for different developmental patterns of awareness of English phonology. Evidence of an L I effect was found in the positive transfer on rhyrne discrimination and negative transfer on phoneme alliteration and blending in the L2 group. Theoretical implications as well as implications for programming, teaching and assessrnent for ESL students are diswssed. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://tspace.library.utoronto.ca/bitstream/1807/16345/1/MQ40652.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
