Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables
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Pavel Trofimovich
Abstract
The goal of this paper is to discuss language experience in second language (L2) phonological learning, with a particular focus on lexical frequency, attention to form, and ethnic identity as factors that influence the role of language experience. First, several difficulties associated with the study of language experience are discussed. Then, evidence is presented that lexical frequency, attention to form, and ethnic identity interact with measures of language experience, thereby shaping positive and negative effects of experience on L2 phonological learning. Next, it is argued that language experience and L2 learning outcomes are linked through bi-directional, reciprocal relationships. The paper concludes with a discussion of several avenues of future research for the study of language experience in L2 phonological learning.
© Walter de Gruyter
Articles in the same Issue
- Acknowledgements
- Input perspectives on the role of learning context in Second Language Acquisition. An introduction to the special issue
- Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence
- Input and long-term effects of starting age in foreign language learning
- Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables
- The effect of context and input conditions on oral and written development: A Study Abroad perspective
- Context matters: A brief commentary on the papers by Housen et al. and Muñoz
- Context matters: A brief commentary on the paper by Trofimovich
- Context matters: A brief commentary on the paper by Pérez-Vidal and Juan-Garau
Articles in the same Issue
- Acknowledgements
- Input perspectives on the role of learning context in Second Language Acquisition. An introduction to the special issue
- Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence
- Input and long-term effects of starting age in foreign language learning
- Language experience in L2 phonological learning: Effects of psycholinguistic and sociolinguistic variables
- The effect of context and input conditions on oral and written development: A Study Abroad perspective
- Context matters: A brief commentary on the papers by Housen et al. and Muñoz
- Context matters: A brief commentary on the paper by Trofimovich
- Context matters: A brief commentary on the paper by Pérez-Vidal and Juan-Garau
