Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Audio Books | 1 |
| Chinese | 1 |
| Dialects | 1 |
| Elementary School Students | 1 |
| English (Second Language) | 1 |
| Foreign Countries | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Instructional Effectiveness | 1 |
| Instructional Materials | 1 |
| Linguistic Input | 1 |
| More ▼ | |
Source
| Journal of Child Language | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
| Hong Kong | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAu, Terry Kit-fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S.; Tso, Ricky Van Yip – Journal of Child Language, 2015
To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible--e.g. for children learning a second language that is not the societal language--audios are commonly used as an affordable substitute. But does such non-interactive input…
Descriptors: Linguistic Input, Audio Books, Second Language Learning, Grade 1
