Domain-general auditory processing as an anchor of post-pubertal second language pronunciation learning: Behavioural and neurophysiological investigations of perceptual acuity, age, experience, development, and attainment

2020 ◽  
Vol 115 ◽  
pp. 104168 ◽  
Author(s):  
Kazuya Saito ◽  
Magdalena Kachlicka ◽  
Hui Sun ◽  
Adam Tierney
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
Perceptual Acuity

How L2-learners’ brains react to code-switches: An ERP study with Russian learners of German

2015 ◽  
Vol 32 (2) ◽  
pp. 197-223 ◽  
Author(s):  
Esther Ruigendijk ◽  
Gerd Hentschel ◽  
Jan Patrick Zeller
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
First Language ◽  
Event Related Potentials ◽  
Good Method ◽  
Group Code ◽  
Late Positive Component ◽  
Russian Speakers ◽  
Processing Cost ◽  
Related Potentials

This Event Related Potentials (ERP) study investigates auditory processing of sentences with so-called code-switches in Russian learners of German. It has often been argued that switching between two languages results in extra processing cost, although it is not completely clear yet what exactly causes these costs. ERP presents a good method to (start to) answer this question, since different ERP effects provide insight in the underlying processes that take place. We presented three groups of speakers (German first-language speakers, Russian speakers with intermediate and Russian speakers with very good knowledge of German as a second language) with German sentences that either ended ‘normally’ i.e. with a word that fitted the meaning of the sentence, or with a semantically unexpected word, or with the Russian translation of the semantically normal German word. Comparing the two groups of Russian speakers allows for examining the influence of proficiency on the processing of code-switches. The results showed that the semantically unexpected word elicited an N400 in both the first language (L1) and the more proficient second language (L2) group, but not in the less proficient L2 group. Code-switches resulted in an N400-like pattern in all three groups, and also in a Late Positive Component (LPC), which was most pronounced in the less proficient L2 group. This positivity is, although somewhat later, quite similar to the well-known P300 effect that is found with stimuli with unexpected external properties.

Multi-Sensory Learning Strategies to Support Spelling Development: a Case Study of Second-Language Learners with Auditory Processing Difficulties

2016 ◽  
Vol 3 (1) ◽  
pp. 40-61 ◽  
Author(s):  
Annalene van Staden ◽  
Nicole Purcell
Keyword(s):  
Second Language ◽  
Academic Success ◽  
Phonological Awareness ◽  
Learning Strategies ◽  
Auditory Processing ◽  
Short Term Memory ◽  
Semantic Knowledge ◽  
Intervention Programme ◽  
Spelling Development ◽  
Term Memory

Abstract Research confirms the multifaceted nature of spelling development and emphasizes the importance of both cognitive and linguistic skills (such as working and long-term memory, phonological processing, rapid automatized naming, orthographic awareness, mental orthographic images, semantic knowledge and morphological awareness) that affect spelling development. This has clear implications for many second-language spellers (L2) with auditory processing difficulties because writing systems are graphic representations of spoken language, and literacy development involves learning the association between the printed and oral forms of language (also known as phonological awareness and processing). In the present investigation, the researchers sampled second-language spellers (n = 22) with significant auditory processing delays and implemented an intervention programme that utilized visual and tactile coding strategies as part of the multi-sensory intervention therapy programme (for a period of six months). Post-test results were very promising and showed that L2 English-language spellers significantly improved in both short-term memory processing, phonological awareness and spelling performances. Considering this investigation’s contribution to effectively supporting the spelling development of children with auditory processing delays, the researchers are confident that it will expand and improve existing theoretical accounts of literacy (and spelling) acquisition in the field of psycholinguistics, whilst also facilitating the academic success of the growing L2 learner population in South Africa (and internationally).

scholarly journals How Do Speakers of a Language with a Transparent Orthographic System Perceive the L2 Vowels of a Language with an Opaque Orthographic System? An Analysis through a Battery of Behavioral Tests

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 118
Author(s):  
Georgios P. Georgiou
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
First Language ◽  
Auditory Stimuli ◽  
Behavioral Tests ◽  
Lexical Effect ◽  
The Third ◽  
Orthographic Representations ◽  
Vowel Contrast

Background: The present study aims to investigate the effect of the first language (L1) orthography on the perception of the second language (L2) vowel contrasts and whether orthographic effects occur at the sublexical level. Methods: Fourteen adult Greek learners of English participated in two AXB discrimination tests: one auditory and one orthography test. In the auditory test, participants listened to triads of auditory stimuli that targeted specific English vowel contrasts embedded in nonsense words and were asked to decide if the middle vowel was the same as the first or the third vowel by clicking on the corresponding labels. The orthography test followed the same procedure as the auditory test, but instead, the two labels contained grapheme representations of the target vowel contrasts. Results: All but one vowel contrast could be more accurately discriminated in the auditory than in the orthography test. The use of nonsense words in the elicitation task eradicated the possibility of a lexical effect of orthography on auditory processing, leaving space for the interpretation of this effect on a sublexical basis, primarily prelexical and secondarily postlexical. Conclusions: L2 auditory processing is subject to L1 orthography influence. Speakers of languages with transparent orthographies such as Greek may rely on the grapheme–phoneme correspondence to decode orthographic representations of sounds coming from languages with an opaque orthographic system such as English.

scholarly journals Successful second language pronunciation learning is linked to domain-general auditory processing rather than music aptitude

2020 ◽  
pp. 026765832097849
Author(s):  
Chaoqun Zheng ◽  
Kazuya Saito ◽  
Adam Tierney
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Auditory Processing ◽  
Learning Experience ◽  
Music Aptitude ◽  
Cognitive Aptitude ◽  
Chinese Learners ◽  
One Year ◽  
The Uk ◽  
L2 Pronunciation

Whereas a growing amount of attention has been directed to the role of perceptual-cognitive aptitude in successful second language (L2) lexicogrammar learning, scholars have begun to investigate the same topic in the context of L2 pronunciation learning. To date, there is ongoing discussion on the mechanism underlying L2 speech learning in relation to music aptitude and domain-general auditory processing ability. Situated within 48 moderately experienced Chinese learners of English in the UK (length of residence = one year), the current study examined the relationship between music aptitude, auditory perception, and L2 pronunciation proficiency. Results revealed that music aptitude and auditory processing were partially overlapping, whereas both abilities were independent of participants’ past and current L2 language learning experience. Whereas individual differences in auditory processing demonstrated significant associations with various dimensions of L2 pronunciation proficiency, music aptitude was only weakly predictive of prosodic aspects of L2 pronunciation proficiency. Comparatively, none of the experience variables were related to acquisition within the current dataset.

scholarly journals Domain-general auditory processing determines success in second language pronunciation learning in adulthood: A longitudinal study

2020 ◽  
Vol 41 (5) ◽  
pp. 1083-1112 ◽  
Author(s):  
Kazuya Saito ◽  
Hui Sun ◽  
Adam Tierney
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Learners ◽  
Auditory Processing ◽  
Duration Discrimination ◽  
Processing Ability ◽  
Processing Abilities ◽  
Correct Pronunciation ◽  
High Level ◽  
L2 Pronunciation

AbstractIn this study, we propose a hypothesis that domain-general auditory processing, a perceptual–cognitive anchor of first language (L1) acquisition, can serve as an important deciding factor for successful postpubertal second language (L2) pronunciation learning. To examine this hypothesis, samples of spontaneous speech were elicited from a total of 30 L1 Chinese L2 English learners at two points (outset and endpoint) during an 8-month study-abroad period in the United Kingdom. The participants were tested on three different components of auditory processing ability (formant, pitch, and duration discrimination) using behavioral instruments. The auditory processing scores were then linked to the segmental, prosodic, and fluency dimensions of their L2 pronunciation proficiency development throughout the project. Overall, most learners’ speech became smoother, faster, and more fluent (fewer pauses, faster articulation rate, and more optimal perceived tempo). Certain learners with high-level auditory processing ability (more precise formant discrimination) appeared to further attain more correct pronunciation of individual sounds and words (greater segmental and word stress accuracy), leading to more advanced L2 phonological skills (fluent and accurate). The findings suggest that auditory processing abilities can be a root of language learning throughout the life span and may apply to the initial- to midphase of naturalistic L2 pronunciation learning in adulthood.

The performance of South African English first and second adult speakers on a "low linguistically loaded" central auditory processing test protocol

2003 ◽  
Vol 50 (1) ◽  
Author(s):  
Safia Saleh ◽  
Nicole G. Campbell ◽  
Wayne J. Wilson
Keyword(s):  
Second Language ◽  
Auditory Processing ◽  
Normative Data ◽  
Central Auditory Processing ◽  
Test Protocol ◽  
Speech Test ◽  
Second Language Speakers ◽  
Masking Level Difference ◽  
Low Pass ◽  
Perceptual Assessment

The lack of standardized tests of central auditory processing disorder (CAPD) in South Africa (SA) led to the formation of a SA CAPD Taskforce, and the interim development of a 'low linguistically loaded' CAPD test protocol using test recordings from the 'Tonal and Speech Materials for Auditory Perceptual Assessment Disc 2.0'. This study inferentially compared the performance of 16 SA English first, and 16 SA English second, language adult speakers on this test protocol, and descriptively compared their performances to previously published American normative data. Comparisons between the SA English first and second language speakers showed a poorer right ear performance (p < .05) by the second language speakers on the two-pair dichotic digits test only. Equivalent performances (p < .05) were observed on the left ear performance on the two pair dichotic digits test, and the frequency patterns test,the duration patterns test, the low-pass filtered speech test, the 45% time compressed speech test, the speech masking level difference test, and the consonant vowel consonant (CVC) binaural fusion test. Comparisons between the SA English and the American normative data showed many large differences (up to 37.1% with respect to predicted pass criteria as calculated by mean-2SD cutoffs), with the SA English speakers performing both better and worse depending on the test involved. As a result, the American normative data was not considered appropriate for immediate use as normative data in SA. Instead, the preliminary data provided in this study was recommended as interim normative data for both SA English first and second language adult speakers, until larger scale SA normative data can be obtained.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Sensory and Cognitive Components of Auditory Processing in Individuals With Tinnitus

2019 ◽  
Vol 28 (4) ◽  
pp. 834-842
Author(s):  
Harini Vasudevan ◽  
Hari Prakash Palaniswamy ◽  
Ramaswamy Balakrishnan
Keyword(s):  
Selective Attention ◽  
Auditory Processing ◽  
Function Analysis ◽  
Event Related Potential ◽  
Oscillatory Activity ◽  
Default Mode ◽  
Auditory Selective Attention ◽  
Cognitive Components ◽  
Mode Function ◽  
Related Potentials

Purpose The main purpose of the study is to explore the auditory selective attention abilities (using event-related potentials) and the neuronal oscillatory activity in the default mode network sites (using electroencephalogram [EEG]) in individuals with tinnitus. Method Auditory selective attention was measured using P300, and the resting state EEG was assessed using the default mode function analysis. Ten individuals with continuous and bothersome tinnitus along with 10 age- and gender-matched control participants underwent event-related potential testing and 5 min of EEG recording (at wakeful rest). Results Individuals with tinnitus were observed to have larger N1 and P3 amplitudes along with prolonged P3 latency. The default mode function analysis revealed no significant oscillatory differences between the groups. Conclusion The current study shows changes in both the early sensory and late cognitive components of auditory processing. The change in the P3 component is suggestive of selective auditory attention deficit, and the sensory component (N1) suggests an altered bottom-up processing in individuals with tinnitus.

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