Sensitivity to Subphonemic Differences in First Language Predicts Vocabulary Size in a Foreign Language

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-05-07 DOI:10.1111/lang.12650

Efthymia C. Kapnoula, Arthur G. Samuel

引用次数: 0

Abstract

Some listeners exhibit higher sensitivity to subphonemic acoustic differences (i.e., higher speech gradiency). Here, we asked whether higher gradiency in a listener's first language (L1) facilitates foreign language learning and explored the possible sources of individual differences in L1 gradiency. To address these questions, we tested 164 native Spanish speakers with different linguistic profiles. Speech gradiency was assessed via a Visual Analogue Scale task, and foreign language proficiency was assessed via an English vocabulary test. Possible sources of gradiency included domain‐general auditory acuity, overall exposure to spoken language (indexed by age), and exposure to phonological diversity. Control measures were collected to account for variables such as phoneme categorization consistency, working memory, and musical training. The results revealed a positive link between L1 speech gradiency and vocabulary acquisition in a foreign language over and above all other variables. L1 speech gradiency itself was predicted by domain‐general auditory acuity and overall exposure to spoken language.

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对母语副音位差异的敏感性可预测外语词汇量的大小

有些听者对次音位声学差异表现出更高的敏感度（即更高的语音渐变）。在此，我们询问听者第一语言（L1）中较高的渐变性是否有助于外语学习，并探讨了 L1 渐变性个体差异的可能来源。为了解决这些问题，我们对 164 名母语为西班牙语的不同语言背景的人进行了测试。语音渐变通过视觉模拟量表任务进行评估，外语水平通过英语词汇测试进行评估。梯度的可能来源包括领域总体听觉敏锐度、对口语的总体接触（以年龄为指标）以及对语音多样性的接触。此外，还收集了控制测量，以考虑音素分类一致性、工作记忆和音乐训练等变量。研究结果表明，在所有其他变量之上，L1语音渐变与外语词汇掌握之间存在正向联系。L1 语音渐变性本身受领域总体听觉敏锐度和口语总体接触程度的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.