Effects of Speaker Variability on Learning Foreign-Accented English for EFL Learners

Autor/inn/en	Gao, Yuan; Low, Renae; Jin, Putai; Sweller, John
Titel	Effects of Speaker Variability on Learning Foreign-Accented English for EFL Learners
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.649-665 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0033024
Schlagwörter	Language Variation; English (Second Language); Second Language Learning; Indians; Pronunciation; Scores; Language Proficiency; Translation; Accuracy; Teaching Methods; Cognitive Ability; Expertise; Asians; Undergraduate Students; Sentences; Statistical Analysis; Foreign Countries; Questionnaires; Pretests Posttests; China + Suchen Sie Ihr Suchwort? Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Inder; Aussprache; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Expert appraisal; Asian; Asiat; Asiatin; Asiaten; Asiate; Sentence analysis; Satzanalyse; Statistische Analyse; Ausland; Fragebogen
Abstract	Using a cognitive load theory approach, we investigated the effects of speaker variability when individuals are learning to understand English as a foreign language (EFL) spoken by foreign-accented speakers. The use of multiple, Indian-accented speakers was compared to that of a single speaker for Chinese EFL learners with a higher or lower English language proficiency. Translation accuracy scores and cognitive load self-rating scales were used to measure differences between various acquisition conditions. After 3 consecutive days of acquisition, contrasting effects were found depending on levels of expertise. Analyses revealed that multiple-speaker acquisition conditions facilitated perceptual learning of foreign-accented English for higher expertise EFL learners, whereas single-speaker acquisition facilitated learning for lower expertise EFL learners. These results suggest that effective learning of foreign language in spoken form should take into account both the instructional format and learners' expertise levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01