学习目标和教学形式在听觉精准度对二语言语学习的影响中起部分中介作用

IF 5.6 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xuanda Chen , Lei Zeng , Yalei Li
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引用次数: 0

摘要

学习第二语言(L2)的能力,尤其是学习新语音的能力,因人而异。以往的研究强调了听觉加工技能在二语习得中的重要性。然而,听觉精度与学习目标(声音的声学差异)和教学形式(教学类型和反馈)等因素的相互作用方式仍有待进一步研究。为了探索这一点,我们对80名说普通话的成年人进行了为期四天的课堂实验,学习俄语喉音对比:顿音和摩擦音。参与者被分为两组,接受不同的指导。一组收到的反馈集中在单词的意义上,而另一组收到的指导是通过明确的指导强调意义和语音形式。我们的研究结果揭示了听觉精度、学习目标和教学形式之间复杂的相互作用。一般来说,在两种类型的教学和学习目标中,卓越的听觉精确度与更好的语言学习结果有关。然而,三方互动呈现了一个微妙的视角。结果表明,显性教学对听觉精度高的学习者顿音感知能力的影响更大;那些听觉精度较低的人也受益,但程度较低。在学习摩擦音时没有观察到这种效应。这些结果强调了听觉加工在第二语言学习中的关键作用,并建议教学形式可以针对学习者面临的特定语音挑战进行定制。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of auditory precision on L2 speech learning is partially mediated by learning target and instruction form
The ability to learn a second language (L2), particularly novel speech sounds, varies significantly among individuals. Previous studies highlight the importance of auditory processing skills in L2 acquisition. However, the way auditory precision interacts with factors, such as the learning target (acoustic differences in sounds) and instruction form (types of instruction and feedback), remains to be further investigated. To explore this, we conducted a four-day classroom experiment with 80 adult Mandarin speakers learning Russian laryngeal contrasts: stops vs. fricatives. Participants were assigned to two groups receiving different instructions. One group received feedback focusing on word meaning, while the other group received instruction that emphasized both meaning and phonetic form with explicit instruction. Our findings reveal a complex interplay between auditory precision, learning target, and instruction form. Generally, superior auditory precision was associated with better speech learning outcomes across both types of instruction and consistently across learning targets. However, the three-way interaction presented a nuanced perspective. Results showed that learners with higher auditory precision benefited more from explicit instruction in their ability to perceive stop consonants; those with lower auditory precision also benefited, but to a lesser extent. This effect was not observed in the learning of fricatives. These results highlight the critical role of auditory processing in L2 learning, and suggest that instruction form may be tailored to the specific phonetic challenges faced by learners.
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来源期刊
System
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.
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