Contending with foreign accent in early word learning

Dados Bibliográficos

ID20368404
AutoresRachel Schmale (North Park University, autor correspondente), George Hollich (Purdue University West Lafayette), Amanda Seidl (0000-0001-9825-1462, Purdue University West Lafayette)
Ano2011
Volume38
Fascículo5
Páginas1096-1108
Data de publicação2011-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Child Language (JOURNAL)
Identificadores do periódicoISSN: 0305-0009 • E-ISSN: 1469-7602
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000910000619
PMID21310097
OpenAlexW2137251210
IdiomaEN
Citações recebidas17
Referências citadas27

By their second birthday, children are beginning to map meaning to form with relative ease. One challenge for these developing abilities is separating information relevant to word identity (i.e. phonemic information) from irrelevant information (e.g. voice and foreign accent). Nevertheless, little is known about toddlers' abilities to ignore irrelevant phonetic detail when faced with the demanding task of word learning. In an experiment with English-learning toddlers, we examined the impact of foreign accent on word learning. Findings revealed that while toddlers aged 2 ; 6 successfully generalized newly learned words spoken by a Spanish-accented speaker and a native English speaker, success of those aged 2 ; 0 was restricted. Specifically, toddlers aged 2 ; 0 failed to generalize words when trained by the native English speaker and tested by the Spanish-accented speaker. Data suggest that exposure to foreign accent in training may promote generalization of newly learned forms. These findings are considered in the context of developmental changes in early word representations

Foreign language · Language acquisition · Linguistics · Mathematics education · Teaching method · Vocabulary · Vocabulary development · Word learning · Language Development and Disorders · Phonetics and Phonology Research · Psychology · Reading and Literacy Development