Articulatory and Perceptual Cues to Non-Native Phoneme Perception: Cross-Modal Training for Early Learners

Autor/in	Cibelli, Emily
Titel	Articulatory and Perceptual Cues to Non-Native Phoneme Perception: Cross-Modal Training for Early Learners
Quelle	In: Second Language Research, 38 (2022) 1, S.117-147 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cibelli, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658320921217
Schlagwörter	Phonemes; Auditory Perception; Second Language Learning; Second Language Instruction; Teaching Methods; Articulation (Speech); Transfer of Training; Auditory Discrimination; Longitudinal Studies; Cognitive Style; Instructional Effectiveness; English; Native Language; Indo European Languages; Universities; Undergraduate Students; Language Classification; Vowels; Pretests Posttests; Accuracy; Feedback (Response); California (Berkeley) + Suchen Sie Ihr Suchwort? Fonem; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Cognitive styles; Kognitiver Stil; Unterrichtserfolg; English language; Englisch; Indoeuropäisch; University; Universität; Sprachtypologie
Abstract	Non-native phoneme perception can be challenging for adult learners. This article explores two routes to strengthening early representations of non-native targets: perceptual training, which focuses on auditory discrimination of novel contrasts, and articulatory training, which highlights the articulatory gestures of non-native categories. Of particular interest is whether cross-modal transfer from production to perception is beneficial to improving discrimination. A longitudinal experiment integrating both training types found that articulatory training did not improve discrimination once perceptual learning had taken place. However, a follow-up experiment found an equivalent benefit for perceptual and articulatory training when each was presented as the only learning style to separate groups of learners. These findings suggest that articulatory learning can 'cross over' to assist acquisition in the perceptual domain, and may play a key role for second language (L2) learners struggling with both perception and production of novel phoneme categories. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11