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Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental, prosodic and temporal sensitivity and performance via behavioral and neurophysiological measures

Saito, K; Tierney, A; Sun, H; (2019) Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental, prosodic and temporal sensitivity and performance via behavioral and neurophysiological measures. Bilingualism: Language and Cognition , 22 (5) 1123 -1140. 10.1017/S1366728918000895. Green open access

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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.

Type: Article
Title: Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental, prosodic and temporal sensitivity and performance via behavioral and neurophysiological measures
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/S1366728918000895
Publisher version: https://doi.org/10.1017/S1366728918000895
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Cognitive individual differences, second language speech, pronunciation, explicit aptitude, implicit aptitude
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10066320
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