Task-based pronunciation teaching: Lack of auditory precision but not memory hinders learning

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2024-11-08 DOI:10.1016/j.system.2024.103532

Jiying Xu , Kazuya Saito , Ingrid Mora-Plaza

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Abstract

This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e.g., “set” vs. “sat”) and [ɪ]-[i] (e.g., “sit” vs. “seat”). Participants’ learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.

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基于任务的发音教学：缺乏听觉精确度而非记忆阻碍学习

本研究探讨了感知和认知方面的个体差异对任务型发音教学（TBPT）效果的影响。70名年轻的成年汉语使用者被随机分配到实验组或对照组。实验组参加了 30 分钟的任务型发音教学法（TBPT）课程，参与了以意义为导向的任务，旨在帮助他们注意并练习两种英语发声对比：[ɛ]-[æ]（如 "set "与 "sat"）和[ɪ]-[i]（如 "sit "与 "seat"）。然后，根据参与者在感知（听觉处理）和认知（工作记忆）层面的能力，对他们的学习模式进行评估。通过强制选择识别任务对测试前后的结果进行分析后发现，元音成绩有了显著提高（大约提高了 10%），尤其是听觉精确度符合标准的参与者。然而，在听觉精确度较低的学员中，TBPT 的效果有限。这些发现凸显了低阶能力（尤其是听觉处理能力）对 TBPT 效果的负面影响。

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

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.