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Acquiring a Non-Native Phonology
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Table of Contents

1. Introduction; 2. Investigating L2 Phonology; 3. Researching the Nguyan Family; 4. Acquiring a Non-Native Syllable Structure; 5. Linguistic and Task Constraints; 6. Social Barriers; 7. A Unified Approach; 8. Conclusions; References; Appendices; Index; Appendices.

About the Author

Jette Hansen is Assistant Professor in the Department of English, Chinese University of Hong Kong, Hong Kong.

Reviews

..".Hansen describes timely and ambitious objectives for the volume: to integrate linguistic and social factors in an examination of the phonological acquisition of English of a Vietnamese family who recently immigrated to the United States. Hansen has chosen Vietnamese hoping to observe the developmental process from the starting point of a language known for syllable onsets and codas that are restricted in relation to the second language (L2) in terms of numbers and combinations of consonants allowed in both syllabic positions. With the goal of closely observing the process of early phonological acquisition vis-a-vis social factors such as identity formation, gender, language maintenance, and language use, each chapter outlines the predictable linguistic constraints (developmental preferences, markedness, transfer), ending with a call in the final two chapters to consider the social context for second language acquisition (SLA)... it is noteworthy that Hansen has chosen a longitudina "Hansen's monograph concerns the phonological development of two Vietnamese adults acquiring English as a second language (L2). Data collection began 1 year after the couple's immigration to the United States and continued for a period of 1 year...Although this study was limited to two individuals, the extended period of data collection allowed a greater emphasis on the process of acquisition, not solely on the product. It contributes to a scant body of L2 literature that involves longitudinal research (Ortega & iberri-Shea, 2005). The study is also unique in its integration of the linguistic and social perspectives of L2 phonological development in context. Valuable appendixes include the English reading passage and word list used to elicit some of the production data, the detailed initial questionnaire administered in the form of an interview, sample interview questions, and an outline of the participants' log to record the amounts and functions of daily language use. This volume will be of interest to researchers in the fields of L2 phonology and sociolinguistics as well as to current and future teachers of English as a L2. " Debra M. Hardison, Michigan State University, Studies in Second Language Acquisition, March 2008 (Issue 30:1) --Sanford Lakoff ."..Hansen describes timely and ambitious objectives for the volume: to integrate linguistic and social factors in an examination of the phonological acquisition of English of a Vietnamese family who recently immigrated to the United States. Hansen has chosen Vietnamese hoping to observe the developmental process from the starting point of a language known for syllable onsets and codas that are restricted in relation to the second language (L2) in terms of numbers and combinations of consonants allowed in both syllabic positions. With the goal of closely observing the process of early phonological acquisition vis-a-vis social factors such as identity formation, gender, language maintenance, and language use, each chapter outlines the predictable linguistic constraints (developmental preferences, markedness, transfer), ending with a call in the final two chapters to consider the social context for second language acquisition (SLA)... it is noteworthy that Hansen has chosen a longitudinal approach, allowing insight into developmental processes... Hansen's research objectives are timely and relevant for understanding phonological acquisition within an immigration context." - Alene Moyer, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 1, 2008--Sanford Lakoff "Greater reliability is needed, however, to solidify these findings and enhance their generalizability. Two learners are bound to differ to some extent (and here they do in terms of accuracy for a number of feature types); thus, real evidence for universal variation patterns cannot be expected. A follow-up study could pull in larger numbers of Vietnamese participants, possibly comparing their data with those from other first-language groups, particularly languages typologically close to English, to potentially tease apart markedness effects from other patterns of interlanguage performance." -Alene Moyer, MLJ Reviews, (Modern Language Journal), Vol. 92 No. 1, 2008--Sanford Lakoff

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