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Training auditory processing promotes second language speech acquisition

Saito, Kazuya; Petrova, Katya; Kachlicka, Magdalena; Suzukida, Yui; Tierney, Adam; (2022) Training auditory processing promotes second language speech acquisition. Journal of Experimental Psychology: Human Perception and Performance. 10.1037/xhp0001042.supp. (In press). Green open access

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Abstract

Recent evidence suggests that domain-general auditory processing (sensitivity to the spectro-temporal characteristics of sounds) helps determine individual differences in L2 speech acquisition outcomes. The current study examined the extent to which focused training could enhance auditory processing ability, and whether this had a concomitant impact on L2 vowel proficiency. A total of 98 Japanese learners of English were divided into four groups: (1) Auditory-Only (F2 discrimination training); (2) Phonetic-Only (English [æ] and [ʌ] identification training); (3) Auditory-Phonetic (a combination of auditory and phonetic training); and (4) Control training. The results showed that the Phonetic-Only group improved only their English[æ] and [ʌ] identification, while the Auditory-Only and Auditory-Phonetic groups enhanced both auditory and phonetic skills. The results suggest that a learner’s auditory acuity to key, domain-general acoustic cues (F2 = 1200-1600 Hz) promotes the acquisition of knowledge about speech categories (English [æ] vs. [ʌ]).

Type: Article
Title: Training auditory processing promotes second language speech acquisition
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/xhp0001042.supp
Publisher version: https://doi.org/10.1037/xhp0001042.supp
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: Auditory processing; second language acquisition; second language speech; phonetic training; auditory training
UCL classification: 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
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10154987
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