Role of Visual Speech Cues (Cued Speech) in Foreign Language Learning by Hearing School-Age Children

Q4 Psychology

Roczniki Psychologiczne Pub Date : 2023-10-09 DOI:10.18290/rpsych2023.0013

Olga Grabowska-Chenczke, Piotr Francuz, Bibianna Bałaj

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引用次数: 0

Abstract

In this study, we aimed to determine the role of visual speech cues in the process of foreign ‎language learning by hearing school-age children. Our experiments used Cued Speech, a method ‎designed for people who are deaf or hard of hearing. We expected that the principles of the ‎method might also be beneficial for people with normal hearing because they may help distinguish ‎the sounds of foreign speech that are difficult to hear. This study mainly focused on the effects ‎of speech perception. We tested 126 Polish junior high school students (66 girls and 60 boys) ‎with a normal range of phonemic hearing and language aptitude. We envisaged that foreign ‎language learners using visual speech cues would achieve a higher score on a test of foreign ‎language than learners who had studied the language in the traditional manner. We also ‎formulated a hypothesis concerning the interaction of training type and training conditions on the ‎effectiveness of foreign language learning: that the difference in the effects of foreign language ‎learning between participants who received visual or executive training and typical training would ‎be more significant in the presence of auditory distractors than in their absence. We observed ‎interactions between conditions and types of training for speech sound identification. Under ‎conditions of auditory distraction, foreign language learners using Cued Speech scored ‎significantly higher than learners who had traditional training.‎

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视觉言语线索在学龄期听力儿童外语学习中的作用

在本研究中，我们旨在确定视觉语言线索在听力学龄期儿童外语学习过程中的作用。我们的实验使用了提示语音，这是一种为聋哑人或听力障碍者设计的方法。我们预计该方法的原理也可能对听力正常的人有益，因为它们可以帮助区分难以听到的外国语言的声音。本研究主要关注语音感知的影响。我们测试了126名波兰初中生(66名女生和60名男生)，他们的音位听力和语言能力都在正常范围内。我们设想使用视觉语言线索的外语学习者在外语测试中比用传统方式学习语言的学习者取得更高的分数。我们还提出了一个关于培训类型和培训条件对外语学习效果的相互作用的假设:接受视觉或执行培训和典型培训的参与者在有听觉干扰物时外语学习效果的差异比没有听觉干扰物时更为显著。我们观察到语音识别的条件和训练类型之间的相互作用。在听觉分散的情况下，使用提示语音的外语学习者得分明显高于接受传统训练的学习者

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来源期刊

Roczniki Psychologiczne Psychology-Psychology (all)

CiteScore

0.80

自引率

0.00%

发文量

期刊介绍： Roczniki Psychologiczne / Annals of Psychology, the continuation of Annals of Philosophy: Psychology, is an academic journal edited by The Scientific Society of the John Paul II Catholic University of Lublin [Towarzystwo Naukowe KUL]. It aims to present up-to-date and original empirical results and influential theoretical considerations in various areas of psychology as well as to promote new and creative ideas in research and psychological methods. The Journal accepts contributions of three kinds: 1) original peer reviewed articles on both empirical and conceptual topics, 2) short communications, and 3) polemics, which consist of a focus article followed by peer commentaries and a response by the author of the focus article.