The twofold role of reading in enriching L2 phonetic input
scaffolding learning from storytelling to independent reading
DOI:
https://doi.org/10.23925/2318-7115.2024v45i5e65657Palabras clave:
Reading, Storytelling, Phonetic Input, Sound Acquisition, L2Resumen
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.
Métricas
Citas
AJIBADE, Y.; NDUBUBA, K. Effects of word games, culturally relevant songs, and stories on students’ motivation in a Nigerian English language class. TESL Canada Journal/Revue TESL Du Canada 27, v. 25, n. 2, p. 27-48, 2008.
ALDERSON, C. Assessing reading. Cambridge: Cambridge University Press, 2000.
ALDERSON, C. Reading in a foreign language: A reading problem or a language problem? In J. C. Alderson; A. H. Urquhart (Eds.). Reading in a Foreign Language (pp. 1–27). London: Longman, 1984.
ALVES, U.; ZIMMER, M.C. Percepção e produção dos padrões de VOT do inglês por aprendizes brasileiros: o papel de múltiplas pistas acústicas sob uma perspectiva dinâmica. Alfa, rev. linguíst. São José Rio Preto, v. 59, no. 1, pp. 157–180, 2015.
ASHER, J; GARCÍA, R. The Optimal Age to Learn a Foreign Language. The Modern Language Journal, n. 53, p. 334-341, 1969.
ATTA-ALLA, M. Integrating language skills through storytelling. English Language Teaching, v. 5, n. 12, p. 1-13, 2012.
BARROS, T. O input fonético na aquisição dos sons em L2 por crianças em contexto bilíngue: uma proposta de mediação. Dissertação (Mestrado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
BEAKEN, M. Teaching discourse intonation with narrative. ELT Journal, Oxford University Press, v. 63, n. 4, p. 342-352, 2009.
BERNHARDT, E. B.; KAMIL, M. L. Interpreting relationships between L1 and L2 reading: Consolidating the linguistic threshold and the linguistic interdependence hypotheses. Applied Linguistics, 16, 15–34, 1995. DOI: http://10.1093/applin/16.1.15
BEST, C.; TYLER, M. Nonnative and second-language speech perception: Commonalities and complementarities. In: MUNRO, M. J.; BOHN, O. S. Language experience in second language speech learning: In honor of James Emil Flege. Amsterdam: John Benjamins Publishing, 2007. p. 13-34.
BRÅTEN, I. Leseforståelse – komponenter, vansker og tiltak. In I. Bråten (Ed.), 180 Leseforståelse. Lesing i kunnskapssamfunnet - teori og praksis (pp. 45–81). Oslo, Norway: CappelenAkademisk, 2007.
COLE, J.; VANDERPLANK, R. Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System 61 (2016) p. 31-42.
CHOMSKY, N. Lectures on Government and Binding: The Pisa Lectures. Dordrecht: Foris, 1981.
CUMMINS, J. 'Linguistic interdependence and the educational development of bilingual children'. Review of Educational Research 49 222-51, 1979.
DEHAENE, S. How we learn: Why brains learn better than any machine... for now. London: Penguin Books, 2021.
FLEGE, J.E. The role of input in the acquisition of L2 stops. SICSS 2017: 2017. Seoul International Conference on Speech Sciences, 10–11. Nov. 2017, Seoul National University, Korea.
FLEGE, J. Perception and production: The relevance of phonetic input to L2 phonological learning. In: HEUBNER, T.; FERGUSON, C. (ed.). Crosscurrents in Second Language Acquisition and Linguistic Theory. Philadelphia: John Benjamins, 1991. p. 249-289.
FLEGE, J. Second Language Speech Learning: Theory, findings, and problems. In: STRANGE, W. (ed.). Speech perception and linguistic experience: Issues in crosslanguage research. Timonium, MD: York Press, 1995. p. 233-277.
FLEGE, J. Age of Learning and Second Language Speech. In: BIRDSONS, D. (ed.) Second Language Acquisition and the Critical Period Hypothesis. Mahwah: Lawrence Erlbaum Associates, 1999. p. 101-131.
FLEGE, J. The production and perception of speech sounds of foreign languages speech sounds. In: WINITZ, H. (ed). Human Communication and Its Disorders, A Review 1988. Norwood, N.J.: Ablex, 1988. p. 224-401.
FLEGE, J. A Critical Period for Learning to Pronounce Foreign Languages? Applied Linguistics, v. 8, n. 2, p. 162-177, 1987.
FLEGE, J.; BOHN, O. The Revised Speech Learning Model (SLM-r). In: WAYLAND, R. (ed.). Second Language Speech Learning: theoretical and empirical progress. Cambridge: Cambridge University Press, 2021. p. 3-83.
FLEGE, J.; FRIEDA, E.; NOZAWA, T. Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, v. 25, n. 2, p. 169-186, 1997.
FLEGE, J.; MACKAY, R. What accounts for “age” effects on overall degree of foreign accent? In: WREMBEL, M. et al. (ed.). Achievements and Perspectives in the Acquisition of Second Language Speech. New Sounds 2010, vol. 2. Bern: Peter Lang, 2011, p. 65-82.
FLEGE, J.; MUNRO, M.; MACKAY, I. Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, n. 97, p. 3125-3134, 1995.
GILBERT, J.B. Pronunciation and listening comprehension. In: MORLEY, J. (ed.). Current perspectives on pronunciation: Practices anchoredin theory, (p. 29-39). Washington, D.C.: TESOL, 1987.
GRABE, W. Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press, 2009.
GROSJEAN, F.; GEE, J. P. Prosodic structure and spoken work recognition. In: FRAUENFELDER, U. H.; TYLER, L. K. (eds). Spoken Word Recognition. Amsterdam: Elsevier Science Publishers, 1987.
GROSJEAN, F.; BYERS-HEINLEIN, K. Speech perception and comprehension. In: GROSJEAN, F.; BYERS-HEINLEIN, K. (Eds.). The listening bilingual: Speech perception, comprehension, and bilingualism (pp. 25-40). Hoboken, NJ: John Wiley & Sons, 2018.
HEWLETT, N.; BECK, J.M. An Introduction to the Science of Phonetics, 0 ed. Routledge, 2013.
HSU, Y. The influence of English Storytelling on the Oral language complexity of EFL primary students. National Yunlin University of Science & Technology, Yunlin, 2010.
ISBELL, R.; SOBOL, J.; LOWRANCE; A.; LINDAUER, L. The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children. Early Childhood Education Journal, v. 32, n. 3, p. 157-163, 2004.
IVERSON, P.; KUHL, P. K. Mapping the perceptual magnet effect for speech using signal detection theory and multidimensional scaling. Journal of the Acoustical Society of America, 97(1), 553–562, 1996.
KODA, K. Insights into second language reading. Cambridge, England: Cambridge University Press, 2005.
KUHL, P. Early Language Learning and Literacy: Neuroscience Implications for Education. Mind, brain and education: the official journal of the International Mind Brain, and Education Society, v. 5, n. 3, p. 128-142, 2011.
LEE, J.; JANG, J.; PLONSKY, L. The Effectiveness of Second Language Pronunciation Instruction: A Meta-Analysis, Applied Linguistics, Vol. 36, Issue 3, July 2014, p. 345–366.
LENNEBERG, E. Biological Foundations of Language. New York: John Wiley & Sons, 1967.
LEVIS, J. The interaction of research and pedagogy. Journal of Second Language Pronunciation, v. 2, n. 1, p. 1-7, 2015.
LIGHTBOWN, P.; SPADA, N. How languages are learned. Oxford: Oxford University Press, 1999.
LONG, M. Maturational Constraints on Language Development. Studies in Second Language Acquisition, 12 (3), 251-285, 1990.
LUCAREVSCHI, C. R. The role of storytelling on language learning: A literature review. Working Papers of the Linguistics Circle of the University of Victoria, v. 26, n. 1, p. 24-44, 2016.
MADUREIRA, S.; BARZAGHI, L.; MENDES, B. Voicing contrasts and the deaf: production and perception issues. In: Windsor, F.; Kelly, L.; Hewlett, N. (ed.). Themes in clinical phonetics. 1st ed. Mahwah: Lawrence Erlbaum Associates. pp. 417-428, 2002.
MALUCH, J.T.; SACHSE, K.A. Reading in Developing L2 Learners: The Interrelated Factors of Speed, Comprehension and Efficiency across Proficiency Levels. TESL-EJ, v24 n1 May 2020.
MARCELINO, M. O desenvolvimento linguístico de crianças bilíngues. In: MEGALE, A. (Org.). Educação Bilíngue no Brasil (pp. 57-71). São Paulo: Fundação Santillana, 2019.
MARCELINO, M. Considerations on the role of input in l2 acquisition: Elt and bilingual contexts. Revista Intercâmbio, v. XXXVII, 76-97. São Paulo, 2018.
MARULIS, L.; NEUMAN, S. The Effects of Vocabulary Intervention on Young Children’s Word Learning A Meta-Analysis. Review of Educational Research, 2010.
MATTHEOUDAKIS, M.; DVORAKOVA, K.; LÁNG, K. Story-based language teaching: an experimental study on the implementation of a module in three European countries. In: NIKOLOV, M. et al. (ed.). Teaching Modern Languages to Young Learners: Teachers, Curricula and Materials. [Áustria]: European Centre for Modern Languages, 2008. p. 59- 76.
MIRFATEMI, F.; SADEGHI, A.; NIYAZI, M. P. Impact of Supra-Segmental Features on Reading Comprehension in First and Second Language: A Comparative Study of Iranian EFL Learners. Language Teaching Research Quarterly, v20 p. 19-42, 2020.
MUNRO, M.; DERWING, T. A prospectus for pronunciation research in the 21st century: A point of view. Journal of Second Language Pronunciation, v. 1, n. 1, p. 11-42, 2015.
MOYER, A. Input as a critical means to an end: quantity and quality of experience in L2 phonological attainment. In: YOUNG-SCHOLTEN, M.; PISKE, T. (Eds.). Input matters in SLA (pp. 159-174). Bristol: Multilingual Matters, 2009.
MONTESSORI, M. The absorbent mind. New York: Holt, Rinehart and Winston, 1967.
POLIVANOV, E. A percepção dos sons de uma língua estrangeira. In: TOLEDO, D. (org.) Círculo Linguístico de Praga: estruturalismo e semiologia. Porto Alegre: Editora Globo, 1978 [1931]. p. 113-128.
ROCHET, B. L. Perception and production of second-language speech sounds by adults. In: STRANGE, W. (Ed.). Speech Perception and Linguistic Experience: Issues in Cross-Language Research. Baltimore: York Press, 1995, p. 379-410.
SAVILLE-TROIKE, M. Introducing Second Language Acquisition. Cambridge: Cambridge University Press, 2012.
SCHMITT, N. Size and Depth of Vocabulary Knowledge?: What the Research Shows. Language Learning, 64, 913-951, 2014.
SILVA, A. Percepção de reduções em inglês como L2. 2016. 201 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) – Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.
STEINLEN, A. E. Phonetic input in second language acquisition: contrastive analysis of native and non-native sounds. In: PISKE, T.; YOUNG-SCHOLTEN, M. (Eds.). Input matters in SLA (pp. 219-237). Clevedon: Multilingual Matters, 2009.
TRUBETZKOY, N. Principles of Phonology. Berkeley; Los Angeles: University of California Press, 1969 [1939].
WAJNRYB, R. Stories: Narrative activities in the language classroom. Cambridge Handbooks for Language Teachers. Cambridge: Cambridge University Press, 2003.
WRIGHT, A. Stories and who we think we are. In: RUBIO, F. (Ed.). Self- esteem and foreign language learning. Cambridge: Cambridge University Press, 2007.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 The ESPecialist
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
The authors grant the journal all copyrights relating to the published works. The concepts issued in signed articles are the absolute and exclusive responsibility of their authors.
Esta obra está licenciada com uma Licença 