Chieh-Fang Hu
Biographic Data
| ID | 3839354 |
|---|---|
| NAME | Chieh-Fang Hu |
| GIVEN NAMES | Chieh-Fang |
| FAMILY NAME | Hu |
| SIGNATURE | HU C |
| AFFILIATIONS | University of Taipei |
| ORCID | 0000-0003-2320-1238 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Accent preferences in child L2 learners
This study explores school-aged children’s preferences and biases towards second language (L2) English accents in Taiwan, where exposure to diverse English accents is increasing due to the integration of international non-native English-speaking teachers. Two experiments examined how accent familiarity and ethnicity cues influence children’s preferences when listening to pairs of accented voices. A teacher preference task was used, featuring a ve…
More is sometimes less
This study examines how two aspects of linguistic context, semantic richness and object novelty, impact verb-action mapping. Third-grade Mandarin-speaking children (N = 222) heard exemplars of novel English verbs while observing action scenes under four conditions: a rich semantic context with or without a novel object (e.g. “The cat is terjecking the pig/the doron.”); a sparse semantic context with or without a novel object (e.g. “He is terjecki…
Construction Learning by Child Learners of Foreign Language
Two studies examined the role of input distribution in English construction learning, by child learners from a Mandarin first‐language background, and the extent to which phonological short‐term memory and awareness predicted such learning. In the first study, 4th‐grade students of Mandarin Chinese ( N = 121) learned the English object‐cleft construction under skewed or balanced input conditions. In the skewed condition, the construction was inst…
Adaptation to an Unfamiliar Accent by Child L2 Listeners
The study examines school-aged L2 listeners’ adaptation to an unfamiliar L2 accent and learner variables predicting such adaptation. Fourth-grade Mandarin L1 learners of English as a foreign language ( N = 117) listened to a story twice in one of three accent conditions. In the single-talker condition, the story was produced by an Indian English (IE) speaker. In the multi-talker condition, the story was produced by two IE speakers. In the control…
Extracting Phonological Patterns for L2 Word Learning
Phonological Bases for L2 Morphological Learning
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
The role of phonological memory and phonological awareness in foreign language (FL) word learning was examined. Measures of phonological memory and phonological awareness were administered to 58 Chinese-speaking 4-year-olds 4 times (T1 to T4) across 2 years. FL (English) word learning was assessed at T3, and children's ability to relearn the words was assessed at T4. Phonological memory was related to FL word learning at T3, whereas phonological …
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
The role of phonological memory and phonological awareness in foreign language (FL) word learning was examined. Measures of phonological memory and phonological awareness were administered to 58 Chinese-speaking 4-year-olds 4 times (T1 to T4) across 2 years. FL (English) word learning was assessed at T3, and children's ability to relearn the words was assessed at T4. Phonological memory was related to FL word learning at T3, whereas phonological …
Adaptation to an Unfamiliar Accent by Child L2 Listeners
The study examines school-aged L2 listeners’ adaptation to an unfamiliar L2 accent and learner variables predicting such adaptation. Fourth-grade Mandarin L1 learners of English as a foreign language ( N = 117) listened to a story twice in one of three accent conditions. In the single-talker condition, the story was produced by an Indian English (IE) speaker. In the multi-talker condition, the story was produced by two IE speakers. In the control…
Extracting Phonological Patterns for L2 Word Learning
Phonological Bases for L2 Morphological Learning
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
The role of phonological memory and phonological awareness in foreign language (FL) word learning was examined. Measures of phonological memory and phonological awareness were administered to 58 Chinese-speaking 4-year-olds 4 times (T1 to T4) across 2 years. FL (English) word learning was assessed at T3, and children's ability to relearn the words was assessed at T4. Phonological memory was related to FL word learning at T3, whereas phonological …
Phonological Bases for L2 Morphological Learning
Extracting Phonological Patterns for L2 Word Learning
Construction Learning by Child Learners of Foreign Language
Two studies examined the role of input distribution in English construction learning, by child learners from a Mandarin first‐language background, and the extent to which phonological short‐term memory and awareness predicted such learning. In the first study, 4th‐grade students of Mandarin Chinese ( N = 121) learned the English object‐cleft construction under skewed or balanced input conditions. In the skewed condition, the construction was inst…
Adaptation to an Unfamiliar Accent by Child L2 Listeners
The study examines school-aged L2 listeners’ adaptation to an unfamiliar L2 accent and learner variables predicting such adaptation. Fourth-grade Mandarin L1 learners of English as a foreign language ( N = 117) listened to a story twice in one of three accent conditions. In the single-talker condition, the story was produced by an Indian English (IE) speaker. In the multi-talker condition, the story was produced by two IE speakers. In the control…
More is sometimes less
This study examines how two aspects of linguistic context, semantic richness and object novelty, impact verb-action mapping. Third-grade Mandarin-speaking children (N = 222) heard exemplars of novel English verbs while observing action scenes under four conditions: a rich semantic context with or without a novel object (e.g. “The cat is terjecking the pig/the doron.”); a sparse semantic context with or without a novel object (e.g. “He is terjecki…
Accent preferences in child L2 learners
This study explores school-aged children’s preferences and biases towards second language (L2) English accents in Taiwan, where exposure to diverse English accents is increasing due to the integration of international non-native English-speaking teachers. Two experiments examined how accent familiarity and ethnicity cues influence children’s preferences when listening to pairs of accented voices. A teacher preference task was used, featuring a ve…
Language Development and Disorders (6 works) · Linguistics (6 works) · Psychology (6 works) · Reading and Literacy Development (5 works) · Cognitive psychology (4 works) · Computer Science (4 works) · Natural language processing (4 works) · Artificial Intelligence (3 works) · Cognition (3 works) · Neurobiology of Language and Bilingualism (3 works)