Conceptually Cued Perceptual Categorization in Adult L2 Learners

Autor/inn/en	Lozano-Argüelles, Cristina; Fernández Arroyo, Laura; Rodríguez, Nicole; Durand López, Ezequiel M.; Garrido Pozú, Juan J.; Markovits, Jennifer; Varela, Jessica P.; de Rocafiguera, Núria; Casillas, Joseph V.
Titel	Conceptually Cued Perceptual Categorization in Adult L2 Learners
Quelle	In: Studies in Second Language Acquisition, 43 (2021) 1, S.204-219 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lozano-Argüelles, Cristina) ORCID (Fernández Arroyo, Laura) ORCID (Rodríguez, Nicole) ORCID (Durand López, Ezequiel M.) ORCID (Garrido Pozú, Juan J.) ORCID (de Rocafiguera, Núria) ORCID (Casillas, Joseph V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263120000273
Schlagwörter	Adults; Second Language Learning; Spanish; Cues; Phonemes; Learning Processes; Language Proficiency; Grammar + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Spanisch; Stichwort; Fonem; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Grammatik
Abstract	Previous studies attest that early bilinguals can modify their perceptual identification according to the fine-grained phonetic detail of the language they believe they are hearing. Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced choice identification task to 169 native English adult learners of Spanish in two sessions. In both sessions, participants identified the same /b/-/p/ voicing continuum, but language context was cued conceptually using the instructions. The data were analyzed using Bayesian multilevel regression. Learners categorized the continuum in a similar manner when they believed they were hearing English. However, when they believed they were hearing Spanish, "voiceless" responses increased as a function of L2 proficiency. This research demonstrates the double phonemic boundary effect can be conceptually cued in LBs and supports accounts positing selective activation of independent perception grammars in L2 learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01