Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

Autor/inn/en	Saito, Kazuya; Suzukida, Yui; Tran, Mai; Tierney, Adam
Titel	Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study
Quelle	In: Language Learning, 71 (2021) 3, S.669-715 (47 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Saito, Kazuya) ORCID (Suzukida, Yui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12447
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Language Fluency; Language Processing; Grammar; Foreign Countries; Auditory Perception; Language Proficiency; Speech Communication; Pronunciation; Psychomotor Skills; Phonology; Auditory Discrimination; Correlation; Profiles; Vietnamese; Native Language; Accuracy; Vocabulary Development + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Sprachverarbeitung; Grammatik; Ausland; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Aussprache; Psychomotorische Aktivität; Fonologie; Korrelation; Charakterisierung; Profilanalyse; Wortschatzarbeit
Abstract	To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants' accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01