The twofold role of reading in enriching L2 phonetic input
scaffolding learning from storytelling to independent reading
DOI:
https://doi.org/10.23925/2318-7115.2024v45i5e65657Keywords:
Reading, Storytelling, Phonetic Input, Sound Acquisition, L2Abstract
This paper delves into the multifaceted role of reading in the acquisition of second language (L2) sounds, focusing on the dual engagement of learners as listeners and readers. It underscores the importance of auditory and written input in facilitating L2 sound acquisition and consolidation. By examining empirical studies and theoretical frameworks, the paper highlights how storytelling is a pivotal strategy in enriching learners' phonetic input, thereby influencing their oral production and comprehension skills. It discusses how storytelling captivates young learners' attention and enhances their engagement, providing them with a rich phonetic environment essential for the successful acquisition of L2 sounds. Additionally, the article explores the journey of L2 reading development, emphasizing the synergy between L1 and L2 proficiencies and the significant role of written texts in advancing reading skills, speed, and comprehension. It further examines the impact of attention and memory in learning, illustrating how focused engagement with linguistic input supports the development of phonetic categories and the overall L2 sound acquisition process. The challenges and strategies in teaching segmental and prosodic features of English to speakers of Brazilian Portuguese (BP) are also detailed, offering insights into the complexities of L2 sound development. The paper underscores the instrumental role of teachers in scaffolding L2 sound acquisition through reading, advocating for pedagogical practices that integrate storytelling, reading, and attention to phonetic details to facilitate a comprehensive and effective language learning experience. Finally, this paper claims that reading is a remarkable tool for fostering L2 sound acquisition as it combines the work with memory and attention and the possibility to enrich phonetic input throughout its process.
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