Aptitude, Experience, and Second Language Pronunciation Proficiency Development in Classroom Settings: A Longitudinal Study

Autor/inn/en	Saito, Kazuya; Suzukida, Yui; Sun, Hui
Titel	Aptitude, Experience, and Second Language Pronunciation Proficiency Development in Classroom Settings: A Longitudinal Study
Quelle	In: Studies in Second Language Acquisition, 41 (2019) 1, S.201-225 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263117000432
Schlagwörter	Second Language Learning; Second Language Instruction; Pronunciation; Pronunciation Instruction; Longitudinal Studies; Language Aptitude; English (Second Language); Japanese; Native Language; Teaching Methods; Profiles; Intonation; Suprasegmentals; Foreign Countries; Speech Communication; Incidental Learning; Language Proficiency; Phonemics; Language Fluency; Memory; Predictor Variables; Accuracy; Learning Experience; Language Tests; Evaluators; Individual Differences; Associative Learning; Aptitude Tests; College Students; Error Patterns; Interrater Reliability; Modern Language Aptitude Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Aussprache; Ausspracheübung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sprachbegabung; Spracheignung; English as second language; English; Second Language; Englisch als Zweitsprache; Japaner; Japanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Charakterisierung; Profilanalyse; Ausland; Inzidentelles Lernen; Language skill; Language skills; Sprachkompetenz; Fonemsystem; Gedächtnis; Prädiktor; Lernerfahrung; Language test; Sprachtest; Individueller Unterschied; Aptitude test; Eignungsprüfung; Eignungstest; Collegestudent; Fehlertyp; Interrater-Reliabilität
Abstract	The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle, and end points of the project, analyzed for global, segmental, syllabic, prosodic, and temporal aspects of L2 pronunciation, and linked to their aptitude and experience profiles. Results indicated that the participants generally enhanced the global comprehensibility of their speech (through reducing vowel insertion errors in complex syllables) as a function of increased classroom experience during their first semester, and explicit learning aptitude (associative memory, phonemic coding) appeared to help certain learners further enhance their pronunciation proficiency through the development of fluency and prosody. In the second semester, incidental learning ability (sound sequence recognition) was shown to be a significant predictor of the extent to which certain learners continued to improve and ultimately attain advanced-level L2 comprehensibility, largely thanks to improved segmental accuracy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01