Chapter 5. When three equals tree
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Pavel Trofimovich
Abstract
In this study, we used auditory priming to examine the phonological content of lexical entries for adult second language speakers. In particular, we investigated whether, for native speakers of Quebec French, words like they and day as well as three and tree have identical (i.e., homophonous) phonological forms in these speakers’ lexicons, which would explain these speakers’ difficulty producing and perceiving words containing difficult /ð/ and /θ/ consonants. We found that our participants did not distinguish between these pairs of words in their lexicons, but were able to produce at least some of the words containing English /ð/ and /θ/ accurately. We discuss both theoretical and pedagogical implications of these findings.
Abstract
In this study, we used auditory priming to examine the phonological content of lexical entries for adult second language speakers. In particular, we investigated whether, for native speakers of Quebec French, words like they and day as well as three and tree have identical (i.e., homophonous) phonological forms in these speakers’ lexicons, which would explain these speakers’ difficulty producing and perceiving words containing difficult /ð/ and /θ/ consonants. We found that our participants did not distinguish between these pairs of words in their lexicons, but were able to produce at least some of the words containing English /ð/ and /θ/ accurately. We discuss both theoretical and pedagogical implications of these findings.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
-
Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
-
Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
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Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
-
Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
-
Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
-
Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
