Universität zu Köln

Young-Scholten, Martha and Langer, Monika (2015). The role of orthographic input in second language German: Evidence from naturalistic adult learners' production. Appl. Psycholinguist., 36 (1). S. 93 - 115. NEW YORK: CAMBRIDGE UNIV PRESS. ISSN 1469-1817

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Abstract

A yearlong study of the acquisition of German by three American secondary school students reveals influence of orthographic input on their segmental development in phonology. The three had not been exposed to German prior to the year they spent in Germany, they received little explicit instruction on German, and they were the only native English speakers in their communities. Examination of their production ofword-initial <s>, which is realized as [z] in German but [s] in English, points to influence of the orthographic input they received while interacting with written text as fully matriculated students in German secondary schools. Despite considerable aural input from their standard German-speaking peers, teachers, and host family members over the 12 months of their stay in Germany, the three learners' production of word-initial <s> was typically [s]. Finer-grained analysis using Praat shows variation in voicing, suggesting these learners were also responding to the aural input.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Young-Scholten, Martha UNSPECIFIED UNSPECIFIED UNSPECIFIED Langer, Monika UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-417292
DOI:	10.1017/S0142716414000447
Journal or Publication Title:	Appl. Psycholinguist.
Volume:	36
Number:	1
Page Range:	S. 93 - 115
Date:	2015
Publisher:	CAMBRIDGE UNIV PRESS
Place of Publication:	NEW YORK
ISSN:	1469-1817
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language WORDS; PRONUNCIATION; ACQUISITION; FORMS Multiple languages Linguistics; Psychology, Experimental Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/41729