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    Can print literacy impact upon learning to speak Standard Australian English?

    Access Status
    Fulltext not available
    Authors
    Steele, Carly
    Oliver, Rhonda
    Date
    2019
    Type
    Book Chapter
    
    Metadata
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    Source Title
    Widening Contexts for Processability Theory: Theories and issues
    DOI
    10.1075/palart.7.15ste
    ISBN
    9789027262189
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/82993
    Collection
    • Curtin Research Publications
    Abstract

    © 2019 - John Benjamins B.V. Second language learning research mostly investigates literate learners. Based on studies by Tarone, Bigelow and colleagues (2004, 2005, 2006, 2006) this small scale study focuses on low level literacy learners who are acquiring Standard Australian English as their second dialect. It explores whether literacy levels impact upon the processing of language when engaging in oral interaction tasks. Utilising Pienemann's (1998, 2005) stages of question formation, feedback given to the learners targeted questions within the learners' developmental stage. Participants were asked to identify whether the language used differed from their own, and if so, to attempt to reproduce it. The findings show that feedback was often noticed, but no significant relationship was found between literacy level and noticing. However, there was a significant relationship between literacy level and the reproduction of targeted forms. This study, like the others contained within this section, is concerned with the developmental readiness of second language learners to acquire target forms and the approach is closely aligned with that of Li and Iwashita (this volume). However, it does differ in that its participants are learners of a second dialect with low literacy levels, representing an under-studied population.

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