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A Longitudinal Investigation of Explicit and Implicit Auditory Processing in L2 Segmental and Suprasegmental Acquisition

Sun, H; Saito, K; Tierney, A; (2021) A Longitudinal Investigation of Explicit and Implicit Auditory Processing in L2 Segmental and Suprasegmental Acquisition. Studies in Second Language Acquisition 10.1017/S0272263120000649. (In press). Green open access

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Abstract

Precise auditory perception at a subcortical level (neural representation and encoding of sound) has been suggested as a form of implicit L2 aptitude in naturalistic settings. Emerging evidence suggests that such implicit aptitude explains some variance in L2 speech perception and production among adult learners with different first language backgrounds and immersion experience. By examining 46 Chinese learners of English, the current study longitudinally investigated the extent to which explicit and implicit auditory processing ability could predict L2 segmental and prosody acquisition over a 5-month early immersion. According to the results, participants' L2 gains were associated with more explicit and integrative auditory processing ability (remembering and reproducing music sequences), while the role of implicit, preconscious perception appeared to be negligible at the initial stage of postpubertal L2 speech learning.

Type: Article
Title: A Longitudinal Investigation of Explicit and Implicit Auditory Processing in L2 Segmental and Suprasegmental Acquisition
Open access status: An open access version is available from UCL Discovery
DOI: 10.1017/S0272263120000649
Publisher version: https://doi.org/10.1017/S0272263120000649
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.
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/10125955
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