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Languages : en
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Author: Emily Suzanne Cibelli
Publisher:
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Languages : en
Pages : 151
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In this dissertation, I describe three related experiments which explore the relationship between perceptual and articulatory learning during the process of second language phoneme acquisition. Novel phoneme acquisition is a well-documented challenge for adult learners which can persist even after extensive experience with the target language. The perceptual challenge typically manifests as an inability to distinguish between two or more target categories. Articulation performance often reveals a significant effect of the native language on pronunciation. While these problems have been extensively studied as independent phenomena, there is less work relating the joint development of articulatory and perceptual categories in second language acquisition. As a result, questions remain about the effects of cross-modal training - the extent to which learning in one domain can support development in the other. This dissertation contributes to that body of literature with experiments that compare the effects of perceptual and articulatory training on the perception and production of Hindi coronal stop consonants by native English speakers. It focuses on adult learners who have no prior exposure to Hindi to explore patterns of learning at the earliest stages, before stable second language targets have formed. Of particular interest is the transfer of articulatory learning to perceptual categorization, a trajectory which has been explored in only a small handful of studies. In experiment 1 (chapter 2), the joint contributions of perceptual and articulatory learning on category acquisition were assessed with a multi-day training experiment. Benefits were found for within-mode learning - perceptual training aided discrimination, and pronunciation was improved during articulatory training. However, cross-modal learning did not have an effect - pronunciation was not significantly improved by perceptual learning, and articulatory learning did not have an additional benefit on discrimination performance. Experiment 2 (chapter 3) sought an explanation for the lack of a cross-modal effect in experiment 1. New learners who received only a single session of training showed discrimination improvement whether they received articulatory or perceptual training. This finding suggests that learners in experiment 1 failed to show an improvement from cross-modal learning not because of general inefficacy, but because they had already received prior training during perceptual learning. This result is taken as evidence that completely novice learners benefit from instruction about category targets regardless of the mode of training, but that within-mode learning may be more beneficial once some experience is gained. In experiment 3 (chapter 4), the neural correlates of category learning were tested. The mismatch negativity response, a component of the electrophysiological response to auditory stimuli, was used to test pre-attentive categorization of selected target categories. The findings from this study indicate that learners are able to detect category differences both before and after training - a contrast to the behavioral results reported in experiments 1 and 2. This study suggests that pre-attentive auditory detection of non-native contrasts is possible even when behavior indicates an inability to categorize targets. Taken together, these results provide some evidence for the efficacy of cross-modal training, but the effect is restricted to certain conditions. I argue that cross-modal learning may be most effective for purely novice learners; when a learner has not been introduced to a category paradigm before, it may be that any cue to category identity can be leveraged to begin to detect contrasts. This is provided that detection is undertaken as a conscious categorical task, and not a pre-attentive response. After some learning has taken place, within-mode training becomes more important to continued development of category representations. This work supports arguments that acoustic and perceptual processes may be the primary source of robust perceptual phonetic categories, while simultaneously supporting the involvement of motor representations as a secondary mechanism to support those categories. The dissertation concludes with predictions about the trajectory of learning beyond the novice stage, and suggestions for future avenues of behavioral and neural studies of non-native phonetic category representations.
Author: John M. Levis
Publisher: Cambridge University Press
ISBN: 1108416624
Category : Foreign Language Study
Languages : en
Pages : 319
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Book Description
An intelligibility-based approach to teaching that presents pronunciation as critical, yet neglected, in communicative language teaching.
Author: John Archibald
Publisher: Frontiers Media SA
ISBN: 2889740617
Category : Science
Languages : en
Pages : 186
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Book Description
Author: Barbara O. Baptista
Publisher: Cambridge Scholars Publishing
ISBN: 1443815144
Category : Language Arts & Disciplines
Languages : en
Pages : 335
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Book Description
Recent Research in Second Language Phonetics/Phonology: Perception and Production reports the findings of seventeen interphonology studies on perception/production of sounds by different first language speakers. All the papers describe careful empirical research, and as such will be of great interest to anyone working, or intending to work, in the specific field of second language phonological acquisition. However, given that speech production and perception are highly complex skills, the research findings in this volume will also be relevant to those with a broader interest in language learning or cognition in general.
Author: Nadia Karina Ruhmke Ramos
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Languages : en
Pages :
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The present study investigated the effect of training and instruction on the perception of English interdental fricatives by Brazilian EFL learners. The main objectives of the present study were to investigate (a) the extent to which (1) training and instruction and (2) training would enhance participants# perception of the interdental fricatives in word-initial position, and (b) the procedure which would be more effective in promoting change on the perception of the target sounds. The 53 participants enrolled at level three of English extracurricular course at UFSC were organized in TrainingGroup (TG), Instruction-Training Group (ITG), and Control Group (CG). The researcher was in charge of the experimental groups (TG and ITG), and the treatment was organized in seven sessions of 30 minutes each throughout the first semester of 2008 when the data were collected. The TG received only perceptual training whereas the ITG received perceptual training and explicit instruction on the perception of the English interdental fricatives. All participants answered a profile questionnaire and viii took a categorial discrimination test before and after the treatment period. The findings suggest that the procedures affected participants# perception even though a statistically significant result was found only for the contrast ZS\, Zr\ in the ITG. These results suggest that (1) training and instruction and (2) training seem to be effective tools to improve learners# perception of these sounds in pronunciation classes. Long term goals are necessary in order to nvestigate the effects of treatment. Thus, longitudinal studies and long term goals should be carried out in order to investigate the effectiveness of pronunciation training and instruction.
Author: Hossein Nassaji
Publisher: Cambridge University Press
ISBN: 110866203X
Category : Language Arts & Disciplines
Languages : en
Pages : 979
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Book Description
Bringing together state-of-the-art chapters written by leading scholars, this volume provides a comprehensive reference on theory and research of corrective feedback. It will be a key resource for researchers, graduate students, teachers and teacher educators who are interested in the role of feedback in second language teaching and learning.
Author: Ubiratã Kickhöfel Alves
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110736128
Category : Language Arts & Disciplines
Languages : en
Pages : 430
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Book Description
In the field of second language (L2) acquisition, the number of studies focusing on L2 pronunciation instruction and perceptual/production training has increased as new classroom methodologies have been proposed and new goals for L2 pronunciation have been set. This book brings together different approaches to L2 pronunciation research in the classroom or in the language laboratory. 13 chapters, written by well-known researchers focusing on a variety of first and target languages, are divided into four parts: Pronunciation development and intelligibility: implications for teaching and training studies; L2 pronunciation teaching; L2 pronunciation training: implications for the classroom; and Pronunciation in the laboratory: High Variability Phonetic Training. Intended for researchers in the fields of second language acquisition, phonetics, phonology, psycholinguistics, speech therapies, speech technology, as well as second language teaching, this book not only summarizes the current research questions on L2 pronunciation teaching and training, but also predicts future scenarios for both researchers and practitioners in the field.
Author: Veronica G. Sardegna
Publisher: Channel View Publications
ISBN: 1800410514
Category : Language Arts & Disciplines
Languages : en
Pages : 262
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Book Description
This book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors’ empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.
Author: Jose A. Mompean
Publisher: Springer
ISBN: 1137509430
Category : Education
Languages : en
Pages : 350
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Book Description
This book updates the latest research in the field of 'English pronunciation', providing readers with a number of original contributions that represent trends in the field. Topics include sociophonetic or sound-symbolic aspects of pronunciation English pronunciation teaching and learning.
