Effects of Identification and Pronunciation Training Methods on L2 Speech Perception and Production: Training Adult Japanese Speakers to Perceive and Produce English /r/-/l/

Autor/in	Feng, Zeyu
Titel	Effects of Identification and Pronunciation Training Methods on L2 Speech Perception and Production: Training Adult Japanese Speakers to Perceive and Produce English /r/-/l/
Quelle	In: Studies in Applied Linguistics & TESOL, 20 (2020) 2, S.57-83 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	Teaching Methods; Pronunciation Instruction; Japanese; Native Language; Second Language Learning; Second Language Instruction; English (Second Language); Articulation (Speech); Phonetics; Auditory Perception; Identification; Instructional Effectiveness; Generalization; Learning Processes; Speech Communication; Foreign Countries; Community Programs; Adult Education; Difficulty Level; New York (New York) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Japaner; Japanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Phonetik; Fonetik; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Identifikation; Identifizierung; Unterrichtserfolg; Learning process; Lernprozess; Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Schwierigkeitsgrad
Abstract	Adult Japanese speakers often experience difficulty learning English /r/-/l/. Previous research has reported the effectiveness of using perception-based high-variability identification training with natural speech stimuli on improving Japanese speakers' perception and production of /r/-/l/. Recent studies have also shown the effectiveness of using production-based multipronged pronunciation training with explicit instruction on articulatory movements and visualized spectrograms showing F3 frequencies of English /r/-/l/. The proposed study will compare the effects of identification training and pronunciation training on Japanese speakers' English /r/-/l/ learning, as well as the generalization of learning gains to novel phonetic environments. Further, the proposed study will contribute to speech perception and production research by exploring the relationship between perceptual learning and production learning. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01