Charles B. Chang

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In previous studies of homework in core academic subjects, positive student attitudes toward homework were linked to higher achievement, whereas time spent on homework showed an inconsistent relationship with achievement. This study examined the generalizability of these findings to foreign language learning by analyzing 2,342 adult students’ attitudes(More)
Phonological transfer from the native language is a common problem for non-native speakers that has repeatedly been shown to result in perceptual deficits vis-à-vis native speakers. It was hypothesized, however, that transfer could help, rather than hurt, if it resulted in a beneficial bias. Due to differences in pronunciation norms between Korean and(More)
Heritage speakers – that is, speakers who have had exposure to a particular language as a child, but who have shifted to another language for the majority of their communication needs – have begun to draw attention in the field of phonological learning. Au, Jun, Knightly, and Oh have jointly explored the phonological competence of heritage speakers in both(More)
This study tested the hypothesis that heritage speakers of a minority language, due to their childhood experience with two languages, would outperform late learners in producing contrast: language-internal phonological contrast, as well as cross-linguistic phonetic contrast between similar, yet acoustically distinct, categories of different languages. To(More)
Studies of proficient second-language (L2) learners have often noted phonetic drift of their native language (L1) vis-à-vis monolingual norms. Such drift has been attributed to perceptual linkage between similar sounds in L1 and L2. This study provides evidence that L1 phonetic drift is limited neither to advanced L2 learners, nor to crosslanguage influence(More)
This paper investigates the nature and time course of phonetic drift in L1 by examining the very first weeks of 20 L1 English speakers’ acquisition of Korean as L2. Acoustic analyses of these learners’ L1 and L2 production over time indicate that learning L2 stops affects the production of L1 stops (in terms of VOT and/or f0 onset) in as little as one week,(More)
Studies of lexical tone  learning generally focus on monosyllabic contexts, while reports of phonetic learning benefits associated with input variability are based largely on experienced learners. This study trained inexperienced learners on Mandarin tonal contrasts to test two hypotheses regarding the influence of context and variability on tone  learning.(More)
This paper is concerned with the nature and time course of phonetic drift in one’s first language during acquisition of a second language. In a longitudinal study of native English speakers’ acquisition of Korean, 20 late learners produced the same English and Korean items at weekly intervals over the course of intensive beginning Korean language classes.(More)