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An L2 Study on the Production and Perception of Stress Patterns in English: Second Language Acquisition of Compound Words

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Hwaszcz K.

Anglica Wratislaviensia

2016

issue 54

67-85

As compounding in English is a very productive process, a number of constructions emerged which can have multiple meanings. This paper aims to investigate the extent to which promiscuous compound nouns can be problematic for L2 English learners. The central questions which are addressed here are as follows: (i) What strategies do Polish speakers use to overcome the production and comprehension difficulties when processing English compounds? (ii) To what extent can Polish learners acquire the ability to produce and comprehend English compounds effectively? We compare the production and perception of stress patterns in various types of English compounds by L1 and L2 speakers of English on the basis of a reading protocol and a lexical decision experiment. One of the striking observations is that L1s are not always more accurate than L2s. This concerns stress-recognition in Adjective–Noun (A–N) phrases (which are juxtaposed with A–N compounds). Elsewhere, natives lead in terms of stress-placement. On the other hand, the results obtained by L1s show no difference in stress-production and stress-recognition in Noun–Noun (N–N) attributive compounds, whereas L2s are more accurate in understanding than producing this type of compounds. A similar situation, in the case of L1s, concerns A–N opaque and N–N argument-head compounds but it is less prominent. As for L2s, A–N opaque compounds elicit relatively comparable results, but N–N argument-head compounds are responded to more accurately in the production experiment. A–N phrases, on the other hand, elicit a huge disproportion of accuracy between production and perception among L1s: although almost flawless in production, two-thirds of responses are inaccurate in perception. As for non-natives, they are more or less equally accurate in the case of A–N opaque compounds (less than half correct renditions), but they adopt a strong tendency to produce and perceive fore-stress patterns across the board. Our experiments showed certain regularities in both accuracy and inaccuracy of stress placement by L2s. These regularities can be applied in methodology as to the order of teaching different types of compounds and phrases to Polish learners of English.

Additional Language Learning in Montessori settings: insights from the implementation process of a Second Language Programme in a Scottish Montessori school

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Rosales Chavarría R.

Problemy Wczesnej Edukacji

2024

vol. 58

issue 1

93-106

Very little has been published academically on language learning within Montessori education. This is a field that has grown and evolved from the ground as schools face the need to include additional language learning and develop bilingual programmes as part of their curricula. This article reports on the research findings of an action research exploratory study in a Montessori school in Scotland, which was a follow-up to a three-year action research inquiry in Mexico into the development of a second language programme in a Montessori setting. It shows how another target language in a different national context influences how an implementation process is shaped and some of the factors that come into play. Results are presented considering four phases spread in four school years with the experimentation and strategies used and trialled during this time across school levels. It shows different ways to integrate additional languages into the Montessori learning environment that correspond to strong and weak bilingual programmes (Baker 2001) and some of the factors that influence an effective implementation such as continuity, consistency, and alignment with a school’s needs and priorities among others. Language Learning programmes in Montessori settings need to be considered from the perspective of the child, the teachers, the parents and the school as they all integrate to create tailor made bilingual programmes that respond to the context, characteristic and resources of the school.

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1 Anglica Wratislaviensia

1 Problemy Wczesnej Edukacji

1 Hwaszcz K.

1 Rosales Chavarría R.

1 2024

1 2016

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An L2 Study on the Production and Perception of Stress Patterns in English: Second Language Acquisition of Compound Words

Additional Language Learning in Montessori settings: insights from the implementation process of a Second Language Programme in a Scottish Montessori school