Acquisition of non-native vowel duration contrasts through classroom education

IF 1.6
Antti Saloranta, Leena Maria Heikkola
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引用次数: 0

Abstract

In quantity languages, the durations of segments affect the meanings of words. This can present problems for second language (L2) learners who do not already have this feature in their native language. This study examines the effects of an intensive, four-week language course with a communicative focus on the perception and production of non-native vowel duration contrasts. A total of 68 students of Finnish, divided into speakers of quantity or non-quantity languages, took part in identification and production tests before and after taking part in the course. The course produced a significant improvement on identification, but not production. Furthermore, a slight advantage was found for speakers of quantity languages in the identification task. Comparison to native control groups revealed significant differences between groups in both tasks. The results are discussed in relation to the interaction of perception and production, L2 learning models and relevance to L2 teaching.
课堂教学中非母语元音时长的习得对比
在数量语言中,词段的持续时间影响着词的意义。这可能会给第二语言(L2)学习者带来问题,因为他们的母语还没有这个功能。本研究考察了为期四周的强化语言课程的效果,该课程侧重于非母语元音持续时间对比的感知和产生。共有68名芬兰语学生,分为讲数量语言和讲非数量语言的两组,在参加课程前后参加了识别和生产测试。该课程在识别方面产生了显著的改进,但在生产方面却没有。此外,使用数量语言的人在识别任务中有轻微的优势。与本地对照组相比,两组之间在这两项任务上存在显著差异。研究结果讨论了感知和产生的相互作用、二语学习模式以及与二语教学的相关性。
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CiteScore
2.60
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