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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Acoustic characteristics and learner profiles of low, mid and high-level second language fluency
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The perception-production link revisited: the case of Japanese learners' English /r/ performance
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Advanced second language segmental and suprasegmental acquisition
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Linguistic dimensions of l2 accentedness and comprehensibility vary across speaking tasks
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The role of aptitude in second language segmental learning: the case of Japanese learners’ English /r/ pronunciation attainment in classroom settings
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Explicit and implicit aptitude effects on second language speech learning: scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures
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Abstract:
The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.
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Keyword:
Applied Linguistics and Communication (to 2020); Psychological Sciences
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URL: https://eprints.bbk.ac.uk/id/eprint/22942/1/BLC2018.pdf https://eprints.bbk.ac.uk/id/eprint/22942/ https://www.cambridge.org/core/journals/bilingualism-language-and-cognition
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Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study
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Advanced second language segmental and suprasegmental acquisition
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Effects of video-based interaction on the development of second language listening comprehension ability: a longitudinal study
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Acoustic characteristics and learner profiles of low-, mid- and high-level second language fluency
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Video-based interaction, negotiation for comprehensibility, and second language speech learning: a longitudinal study
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Effects of sound, vocabulary and grammar learning aptitude on adult second language oral ability in foreign language classrooms
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Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: a validation and generalization study
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Linguistic correlates of comprehensibility in second language Japanese speech
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A longitudinal investigation of the relationship between motivation and late second language speech learning in classroom settings
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