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Stress typicality effect in Chinese advanced and intermediate ESL learners
Zhang,Juan1; Meng,Yaxuan1; Fan,Xitao2; Ortega-Llebaria,Marta3; Ieong,Sao Leng1
2018-05-28
Source PublicationEducational Psychology
ISSN0144-3410
Volume38Issue:5Pages:617-632
Abstract

In English, positions of lexical stress in disyllabic words are associated with word categories; that is, nouns tend to be stressed more often on the first syllable, whereas verbs are more likely to be stressed on the second syllable (i.e. subject (noun) vs. subject (verb)). This phenomenon, which is called the stress typicality effect, has been shown to facilitate word recognition to native English speakers. However, there is little research on whether it also facilitates word recognition to non-native speakers of English, in particular, to English learners with a tonal first language. To fill this research gap, the present study investigated whether the stress typicality effect modulated word recognition in native speakers of Chinese who learned English as a second language. Both visual grammatical classification and lexical decision tasks were administered to ESL learners with intermediate and advanced English proficiency. The results revealed that Chinese intermediate ESL learners were not sensitive to stress typicality in English; however, the advanced learners were. The findings suggest that different performances in stress assignment among Chinese ESL learners were influenced by their English proficiency levels.

KeywordGrammatical Category Lexical Stress Orthography Stress Typicality Effect
DOI10.1080/01443410.2017.1380169
URLView the original
Indexed BySSCI
Language英語English
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Educational
WOS IDWOS:000432155600005
PublisherROUTLEDGE JOURNALS
Fulltext Access
Citation statistics
Cited Times [WOS]:2   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorMeng,Yaxuan
Affiliation1.Faculty of Education, University of Macau, Taipa, Macao
2.The Chinese University of Hong Kong (Shenzhen), Shenzhen, China
3.Department of Linguistics, University of Pittsburgh, Pittsburgh, United States
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Zhang,Juan,Meng,Yaxuan,Fan,Xitao,et al. Stress typicality effect in Chinese advanced and intermediate ESL learners[J]. Educational Psychology,2018,38(5):617-632.
APA Zhang,Juan,Meng,Yaxuan,Fan,Xitao,Ortega-Llebaria,Marta,&Ieong,Sao Leng.(2018).Stress typicality effect in Chinese advanced and intermediate ESL learners.Educational Psychology,38(5),617-632.
MLA Zhang,Juan,et al."Stress typicality effect in Chinese advanced and intermediate ESL learners".Educational Psychology 38.5(2018):617-632.
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