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    • Australasian International Conference on Speech Science and Technology (Event place) (7)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 L2 phonological category formation and discrimination in learners varying in L2 experience Faris, Mona M. (S30979); Best, Catherine T. (R11322); Tyler, Michael D. (R11374). - : Canberra, A.C.T., Australian Speech Science & Technology Association, 2016 BASE Show details 2 “She has many. cat?” : on-line processing of L2 morphophonology by Mandarin learners of English Peretokina, Valeria (S31258); Best, Catherine T. (R11322); Tyler, Michael D. (R11374). - : Canberra, A.C.T., Australian Speech Science & Technology Association, 2016 BASE Show details 3 Can Australian English listeners learn non-native vowels via distributional learning? Ong, Jia (S31400); Terry, Josephine A. (R18636); Escudero, Paola (R16636). - : Canberra, A.C.T., Australasian Speech Science & Technology Association, 2016 BASE Show details 4 Monolingual and bilingual adults can learn foreign language words implicitly Zjakic, Hana (S33032); Tuninetti, Alba (R18465); Escudero, Paola (R16636). - : Canberra, A.C.T., Australasian Speech Science & Technology Association, 2016 Abstract: Assessing word learning methods has important implications for classroom settings and developing language learning programs. Previous research has shown that adults can learn native-language words implicitly [1] and second-language (L2) words explicitly [2]. We tested whether adults could learn L2 words and attend to phonetic detail implicitly using cross-situational word learning, where participants make word-object associations by tracking word-object co-occurrences across learning trials. Results show that participants learned L2 words implicitly with above-chance accuracy, and that the amount of phonetic detail needed to distinguish words determined their accuracy levels. We discuss how these results compare to explicit L2 word learning. Keyword: 170204 - Linguistic Processes (incl. Speech Production and Comprehension); 970117 - Expanding Knowledge in Psychology and Cognitive Sciences; language and languages; learning; second language acquisition URL: http://handle.westernsydney.edu.au:8081/1959.7/uws:39971 https://assta.org/wp-content/uploads/2019/09/SST2016_Proceedings.pdf BASE Hide details 5 The role of affect processing on infant word learning Bazouni, Jessica (S32446); Liu, Liquan (R18335); Weidemann, Gabrielle (R15297). - : Canberra, A.C.T., Australasian Speech Science & Technology Association, 2016 BASE Show details 6 Child Kriol has stop distinctions based on VOT and constriction duration Bundgaard-Nielsen, Rikke L. (R14172); Baker, Brett J.; Bell, Elise A.. - : Canberra, A.C.T., Australasian Speech Science & Technology Association, 2016 BASE Show details 7 Exploring quantitative differences in mothers' and fathers' infant-directed speech to Australian 6-month-olds Lam-Cassettari, Christa (R17152); Noble, Paige (S33081). - : Canberra, A.C.T., Australasian Speech Science & Technology Association, 2016 BASE Show details

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