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|Other Titles:||Adapting to Atypical Word Forms in Young EFL Learners|
Department of English, NTNU
This study investigated young EFL learners’ flexibility in adapting to atypical word forms in a referential context. In a pretest-exposureposttest paradigm, 120 fourth graders of Mandarin Chinese were randomly assigned to one of two exposure groups, listening to a story containing six novel forms. The form-shifted group heard the novel forms (e.g., ging) referring to name-alike known objects (e.g., king). The novel forms were thus manipulated as novel, atypical forms of known words in the story. The control group heard the novel forms referring to novel objects with unknown names (e.g., an alien with a horn). Although both groups of children avoided selecting name-known objects as referents of novel forms in the pretest, children in the formshifted group chose more name-known objects as referents of novel forms produced by the story teller in the posttest than the control group, indicating that they were adaptive to atypical word forms evidenced in the story. Children who made adjustments to atypical forms were those manifesting better performances in phonological memory, phonological awareness, and English vocabulary. The results are discussed in terms of EFL learners’ adaptation to novel/atypical forms that do not match the existing word representations in the mental lexicon.
|Appears in Collections:||英語教學|
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