Prosody facilitates memory recall in l1 but not in l2 in highly proficient listeners

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F20%3A10424234" target="_blank" >RIV/00216208:11210/20:10424234 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jzEyL7Q8uo" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jzEyL7Q8uo</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1017/S0272263119000433" target="_blank" >10.1017/S0272263119000433</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Prosody facilitates memory recall in l1 but not in l2 in highly proficient listeners

Popis výsledku v původním jazyce

Prosody is crucial for language comprehension because it highlights underlying structures. This study explores whether prosody facilitates memory recall to the same extent in L1 and L2, and whether memory recall is poorer in L2 or whether language-specific differences can mitigate L2 processing difficulties. Nineteen Greek learners of English, and a monolingual English baseline, repeated three-digit chunks with and without prosodic cues in L1 and L2. Prosody was a major facilitator of memory recall only in L1 despite the high proficiency of learners. This indicates that L2 mastery of prosody perception is hard to attain, mirroring production studies. However, when prosodic boundary cues were absent, memory recall in L2 was comparable to L1. This demonstrates that language-specific differences can attenuate more general processing difficulties in L2. This study is the first to demonstrate differences in prosodic processing in L1 and L2 resulting in poorer memory recall in L2.

Název v anglickém jazyce

Prosody facilitates memory recall in l1 but not in l2 in highly proficient listeners

Popis výsledku anglicky

Prosody is crucial for language comprehension because it highlights underlying structures. This study explores whether prosody facilitates memory recall to the same extent in L1 and L2, and whether memory recall is poorer in L2 or whether language-specific differences can mitigate L2 processing difficulties. Nineteen Greek learners of English, and a monolingual English baseline, repeated three-digit chunks with and without prosodic cues in L1 and L2. Prosody was a major facilitator of memory recall only in L1 despite the high proficiency of learners. This indicates that L2 mastery of prosody perception is hard to attain, mirroring production studies. However, when prosodic boundary cues were absent, memory recall in L2 was comparable to L1. This demonstrates that language-specific differences can attenuate more general processing difficulties in L2. This study is the first to demonstrate differences in prosodic processing in L1 and L2 resulting in poorer memory recall in L2.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

60203 - Linguistics

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studies in Second Language Acquisition

ISSN

0272-2631

e-ISSN

—

Svazek periodika

42

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

223-238

Kód UT WoS článku

000514167300009

EID výsledku v databázi Scopus

2-s2.0-85071932010