Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Pub Date : 2024-09-25 DOI:10.1111/lang.12677

Gwen Brekelmans, Bronwen G. Evans, Elizabeth Wonnacott

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引用次数: 0

Abstract

Substantial research suggests that high variability (multitalker) phonetic training helps second language (L2) adults improve differentiation of challenging nonnative speech sounds. Is such training also useful for L2 children? Existing studies have mixed findings and important limitations. We investigate the potential benefits of computerized phonetic training for 50 Dutch 7‐year‐olds and 39 11‐year‐olds trained on English vowel contrasts in a 2‐week study in a classroom setting. Half received multitalker, and half received single‐talker input (i.e., high variability vs. low variability; HV vs. LV), with learning evaluated by a battery of tests. Both groups improved in training; however, 11‐year‐olds improved more. Moreover, 11‐year‐olds showed generalization to novel talkers, and 7‐year‐olds did not, with Bayes factor analyses providing evidence for the null. Generalisation in 11‐year‐olds was no greater following HV than LV input, with evidence for the null on one of two tasks where generalization was found. Results are discussed in terms of the interplay between age, task demands, and talker variability.

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通过语音训练让儿童学习非母语元音对比：任务和可变性的作用

大量研究表明，高变异性（多语者）语音训练有助于第二语言（L2）成人提高对具有挑战性的非母语语音的分辨能力。这种训练对第二语言儿童是否也有用？现有的研究结果不一，而且存在很大的局限性。我们对 50 名 7 岁荷兰儿童和 39 名 11 岁儿童进行了为期两周的计算机语音训练，在课堂环境中进行了英语元音对比训练。半数接受多元音输入，半数接受单元音输入（即高变异性与低变异性；HV 与 LV），并通过一系列测试评估学习效果。两组儿童在训练中都有进步，但 11 岁儿童的进步更大。此外，11 岁儿童对新的说话者表现出了泛化能力，而 7 岁儿童则没有，贝叶斯因子分析提供了无效的证据。11 岁儿童在接受高频输入后的泛化程度并不比低频输入高，在发现泛化的两项任务中，有一项任务的泛化程度为零。本文从年龄、任务要求和说话者变异性之间的相互作用角度对结果进行了讨论。

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.