Tesis doctoral en la redInfoling 7.21 (2017)

Autor/ra:Sakai, Mari
Fecha de lectura o defensa:2016
Título de la tesis:(Dis)Connecting perception and production: Training native speakers of Spanish on the English /i/-/ɪ/ distinction
Director/a de la tesis:Lourdes Ortega
Codirección:Tracey Derwing, Jennifer Nycz
Universidad:Georgetown University
Departamento:Department of Linguistics
País:Estados Unidos
Descripción de la tesisThis dissertation features three experiments that investigated how perception and production are connected in the acquisition of second language (L2) phones by comparing the effectiveness of two modality-specific trainings and their respective potential for cross-modality gains. Participants were native speakers of Spanish with advanced English proficiency, and the targets were the English vowels /i/ and /ɪ/.

In Experiment 1, participants (n=15) received perception-only training; they heard auditory exemplars of the target phonemes but never produced the sounds. In Experiment 2, two variations of a production-only training were compared that either allowed or denied access to the auditory feedback loop. A first group (n=14) underwent training using a computer program that provided real-time visual representations of spoken vowels. They never heard any other-produced auditory tokens of the target sounds, although they could hear the sound of their own voices. A second group (n=15) underwent the same training, but wore noise-cancelling headphones and listened to white noise. This ensured that they never heard other- or self-generated tokens of the target phonemes, for the first time in the literature truly isolating production from all auditory influence. All participants in both experiments completed a battery of pre- and posttests in perception and production, and they were also compared against a control group (n=15) and two baselines: a group of native speakers of English (n=20), and a bilingual group (n=16) who was deemed to have acquired /i/ and /ɪ/. In Experiment 3, the two baselines were directly compared in order to test their efficacy as benchmarks for phonetic training experiments.

Results revealed that: (1) perception-only training led to large gains in perception and no sizeable improvements in production; (2) production-only training led to variable results for production, and medium-sized improvements in perception; (3) access to the auditory feedback loop provided a benefit to production; (4) access to or denial of the auditory feedback loop did not affect cross-modal learning in perception; and (5) bilinguals are a fitting, and for many purposes likely sufficient, comparison baseline group in L2 speech training experiments.

The dissertation contributes novel theoretical, methodological, and educational insights to the L2 speech training literature.
Área temática:Español como lengua extranjera (ELE), Español como segunda lengua (EL2), Fonética, Fonología, Otras especialidades
ÍndiceChapter 1: Introduction

Chapter 2: Understanding Speech Perception and Production through the Lens of Second Language Acquisition
2.1. What theory predicts
2.1.1. The Speech Learning Model
2.2. Behavioral evidence
2.2.1. Correlation studies
2.2.2. Perception training
2.2.3. Production training
2.3. Second language vowel development of native speakers of Spanish learning English

Chapter 3: Interdisciplinary Contributions to the Perception-Production Conversation
3.1. Deaf and hard-of-hearing populations
3.2. Neurocognition

Chapter 4: Research Questions

Chapter 5: Method
5.1. Participants
5.2. Materials
5.2.1. Target vowels and auditory stimuli
5.2.2. Pre- and post-tests
5.2.3. Native speaker identifications of productions
5.2.4. Other data collection instruments
5.3. Coding and analysis of test performances
5.4. Experiment 1
5.4.1. Perception-only training
5.4.2. Procedure
5.5. Experiment 2
5.5.1. Production-only training task
5.5.2. Procedure
5.6. Experiment 3
5.6.1. Procedures
5.6.2. Coding and analysis

Chapter 6: Results
6.1. Experiment 1
6.1.1. Research Question 1: Does perception-only training of two second language vowels improve perception of the same sounds?
6.1.2. Research Question 2: Does perception-only training of two second language vowels improve the production of the same sounds?
6.2. Experiment 2
6.2.1. Research Question 1: Does production-only training of two second language vowels improve production of the same sounds?
6.2.2. Research Question 2: Does production-only training improve the perception of two target second language vowels?
6.2.3. Research Question 3: Does access to the auditory feedback loop (for the Production-Only group) versus no access (for the Production-Only, No Sound group) influence the development of second language speech perception and production after production-only training?
6.3. Experiment 3
6.3.1. Research Question 1: How comparable and useful are bilingual and native speaker baseline groups?

Chapter 7: Discussion and Conclusion
7.1. Summary of the main results
7.2. Speech training leads to same-modality gains
7.3. Speech training can support cross-modal benefits
7.4. Understanding production to perception learning
7.5. Do the findings support the Speech Learning Model?
7.6. A look at advanced learners who are motivated to overcome pronunciation difficulties
7.7. What baselines do we want for speech training studies?
7.8. Methodological lessons learned
7.9. Study limitations
7.10. Pedagogical implications

Appendix A. Recruitment flyer
Appendix B. Stimuli words and images
Appendix C. Illustrations used for a production task
Appendix D. Embedded words in a production task
Appendix E. Passages used in a production task
Appendix F. Instructions for the production training program
Appendix G. Articulatory information used in the production training
Appendix H. Compiled scores for all groups

Número de págs.:209
Correo-e: <infolinginfoling.org>
Fecha de publicación en Infoling:9 de julio de 2017

Tesis doctorales: desde 2010