Focusing on Phonology to Teach Morphological Form in French.  

Oleh:

Arteaga, Deborah L. ; HERSCHENSOHN, JULIA ; Gess, Randall

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 87 no. 1 (Jan. 2003), page 58-70.
Topik: Phonology; Teaching Morphological Form; French
Fulltext: Vol 87 no 1 pp.58-70.pdf (426.53KB)

Isi artikel

Much recent research in language pedagogy has advocated a form-focused approach, noting that input can be tailored to promote acquisition of specific phenomena (R. Ellis, 1990; Harley, 1993; Herschensohn, 1990; Lee & Valdman, 2000; Leeman, Arteagoitia, Fridman, & Doughty, 1995; VanPatten, 1996). In this article, we argue for the importance of phonological form in the second language (L2) classroom, proposing that a thorough grounding in L2 phonologi- cal patterns is essential for language learners; we use as evidence for our position the impor- tance of phonological information for the auditory detection of morphological form in French. We offer a pedagogical means by which the morphological rule of gender agreement for adjectives, which involves final consonant alternation, can be imitated in a L2 context through a context-based focus on phonological form. We present empirical evidence that such a focus produces statistically significant results in a classroom experiment that tests listening discrimination of gender alternation in adjectives. Our results also have implications for the effectiveness of an explicit, meaning-oriented focus on form for listening comprehension, inasmuch as the auditory discrimination of contrasts contributes to that process.

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