Abstract

A key learning outcome for undergraduate linguistics courses is for students to learn to reason scientifically about language. This article presents the findings from a think-aloud study of undergraduates in an introductory linguistics course who were in the process of learning linguistic reasoning about phonology. I describe the students’ developing concepts and make recommendations for instructors to help students develop fully formed linguistics concepts and the ability to think scientifically about language.

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Additional Information

ISSN
1535-0665
Print ISSN
0097-8507
Pages
pp. e274-e291
Launched on MUSE
2016-12-20
Open Access
No
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