Improving L2 Listeners' Perception of English Vowels: A Computer-Mediated Approach

Autor/in	Thomson, Ron I.
Titel	Improving L2 Listeners' Perception of English Vowels: A Computer-Mediated Approach
Quelle	In: Language Learning, 62 (2012) 4, S.1231-1258 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2012.00724.x
Schlagwörter	Pronunciation; Tests; Phonetics; Native Speakers; Vowels; Training Methods; Mandarin Chinese; Auditory Perception; English (Second Language); Second Language Learning; Teaching Methods; Listening Skills; Computer Assisted Instruction; Second Language Instruction; Interlanguage; Linguistic Input + Suchen Sie Ihr Suchwort? Aussprache; Examination; Prüfung; Examen; Phonetik; Fonetik; Muttersprachler; Didaktik; Trainingsmaßnahme; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Zielsprache; Sprachbildung
Abstract	A high variability phonetic training technique was employed to train 26 Mandarin speakers to better perceive ten English vowels. In eight short training sessions, learners identified 200 English vowel tokens, produced in a post bilabial stop context by 20 native speakers. Learners' ability to identify English vowels significantly improved in the training context and in one novel phonetic context. Training did not transfer to a third phonetic context. A delayed posttest indicated that improvement was maintained for one month after training was completed, although in the absence of training, no further improvement was found. Learners' scalar judgments regarding the certainty of their choices on identification tests indicated a significant increase in confidence after training. (Contains 1 table, 2 notes and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10