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Lexical stress assignment preferences in L2 German.
Mary Grantham O'Brien1, Ross Sundberg2
1School of Languages, Linguistics, Literatures and Cultures, University of Calgary, Calgary, Canada.
IRAL, International Review of Applied Linguistics in Language Teaching : Revue Internationale De Linguistique Appliquee Enseignement Des Langues. Internationale Zeitschrift Fur Angewandte Linguistik in Der Spracherziehung
|June 2, 2023
Summary
First language (L1) and word analogy influence second language (L2) German lexical stress assignment. English-speaking learners more closely resemble native German speakers, unlike French-speaking learners.
Area of Science:
- Linguistics
- Phonetics
- Second Language Acquisition
Background:
- Accurate syllable stress is crucial for L2 comprehension.
- L2 stress assignment is often influenced by the learner's L1 and lexical analogy.
- German lexical stress is variable, unlike French.
Purpose of the Study:
- Investigate the roles of L1 (English, French) and analogy in L2 German lexical stress assignment.
- Compare stress assignment in English-speaking and French-speaking L2 German learners.
Main Methods:
- Participants: English- and French-speaking L2 German learners.
- Tasks: Perceptual preference and production of German nonsense words.
- Analysis: Assessed L1 influence and analogical reasoning.
Main Results:
- L1 plays a role; English-speaking learners showed more native-like stress patterns.
- L2 German proficiency and analogical ability predicted production performance in English speakers.
- No specific predictors identified for French-speaking learners' performance.
Conclusions:
- L1 background significantly impacts L2 German stress assignment.
- Lexical analogy and proficiency are key factors for L2 learners, particularly those with variable-stress L1s.
- Further research needed for learners with non-variable stress L1s.
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