Adaptation to an Unfamiliar Accent by Child L2 Listeners

2020 ◽  
pp. 002383092093632
Author(s):  
Chieh-Fang Hu
Keyword(s):  
Word Recognition ◽  
Foreign Language ◽  
Indian English ◽  
Additional Advantage ◽  
Lexical Representations ◽  
Accented Speech ◽  
Referent Selection ◽  
Phonological Categories ◽  
Before And After ◽  
Acceptability Criteria

The study examines school-aged L2 listeners’ adaptation to an unfamiliar L2 accent and learner variables predicting such adaptation. Fourth-grade Mandarin L1 learners of English as a foreign language ( N = 117) listened to a story twice in one of three accent conditions. In the single-talker condition, the story was produced by an Indian English (IE) speaker. In the multi-talker condition, the story was produced by two IE speakers. In the control condition, the story was produced by a Mandarin-accented speaker. Children’s (re)interpretation of IE words/nonwords was assessed by referent selection tests administered before and after the first and the second exposures to the story. Repeated exposure to IE-accented speech forms influenced performance: the participants demonstrated better recognition of IE words across the referent selection tests but worse (re)interpretation of IE nonwords sounding similar to existing lexical items. Exposure to an IE-accented story yielded an additional advantage in word recognition, but the advantage was limited to words heard in the story. Furthermore, children’s English phonological awareness, phonological memory, and vocabulary predicted their reinterpretation performance of the accented forms. These results suggest that school-aged L2 listeners with better phono-lexical representations develop better capacity in adapting to an unfamiliar accent of a foreign language by loosening their acceptability criteria for word recognition but the adaptation does not necessarily entail perceptual tuning to the specific phonological categories of the accent.

More Alike Than Unalike: Cross-language Similarity Influences Novel Word Lexicalization in Bilingual Individuals

2020 ◽  
Author(s):  
Pauline Palma ◽  
Marie-France Marin ◽  
k onishi ◽  
Debra Titone
Keyword(s):  
Lexical Decision ◽  
Lexical Decision Task ◽  
Decision Task ◽  
The Novel ◽  
Lexical Representations ◽  
Before And After ◽  
Word Forms ◽  
Explicit Recognition ◽  
Novel Word Learning ◽  
Cross Language

Although several studies have focused on novel word learning and consolidation in native (presumably monolingual) speakers, less is know about how bilinguals add novel words to their mental lexicon. Here, we trained 33 English-French bilinguals on novel word-forms that were neighbors to “hermit” English words (i.e., words with no existing neighbors). Importantly, these English words varied in terms of orthographic overlap with their French translation equivalent (i.e., cognates vs. noncognates). We measured explicit recognition of the novel neighbors and the interaction between novel neighbors and English words through a lexical decision task, both before and after a sleep interval. In the lexical decision task, we found evidence of immediate facilitation for English words with novel neighbors, and evidence of competition after a sleep interval for cognate words only. These results suggest that higher quality of existing lexical representations predicts an earlier onset for novel word lexicalization.

Improving Communicative Competence Levels of Pre-Service Teachers Through Spoken-Based Reflection Instruction

2021 ◽  
pp. 002205742110445
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching Method ◽  
Communicative Competence ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Before And After ◽  
Listening And Speaking ◽  
Speaking Skills

This study investigated the use of spoken-reflection instruction to improve the communicative competence level of English as Foreign Language learners in a second language acquisition classroom. A listening and speaking test was administered before and after the study to determine the participants’ level of speaking competence. A quantitative research design was adopted for the study. A 3-credit unit language course was designed and implemented for the study. The course was built on the core principles of reflective practice. Participants were taught using the normal language teaching method and spoken-based reflection instruction. Purposive sampling technique was used to select 65 English as Foreign Language learners who willingly participated in the study. At the end of the course, a questionnaire was used to obtain information from the participants about their perceptions of using spoken-based reflection instruction to improve their speaking skills. In addition, participants were administered a Reflection-Listening, and Speaking Skills Test before and after each experimental phase to determine whether their listening and speaking skills had improved. Most learners found the use of spoken reflections to be a fun way to learn. However, they expressed anxiety about doing teacher-student reflection because they felt intimidated by the presence of their language teacher, although sending recordings of their reflections to their teachers was more convenient than interacting with them on a one-to-one basis.

scholarly journals Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates’ Essay Writing

2017 ◽  
Vol 19 (2) ◽  
pp. 87-100
Author(s):  
Claudio Díaz Larenas ◽  
Lucía Ramos Leiva ◽  
Mabel Ortiz Navarrete
Keyword(s):  
Foreign Language ◽  
Teacher Candidates ◽  
Cognitive Strategies ◽  
Think Aloud ◽  
Writing Intervention ◽  
Writing Program ◽  
Post Intervention ◽  
Essay Writing ◽  
Think Aloud Protocols ◽  
Before And After

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an essay task. The findings show that strategies such as summarizing, reaffirming, and selecting ideas were only evidenced during the post intervention essay, without the use of communication and socio-affective strategies in either of the two essays. All in all, a process-based writing intervention does not only influence the number of times a strategy is used, but also the number of students who employs strategies when writing an essay—two key considerations for the devising of any writing program.

Developing Intercultural Awareness and Language Speaking Proficiency for Foreign Language Learners through Cross–Cultural Voicemail Exchange

2011 ◽  
Vol 1 (4) ◽  
pp. 17-32 ◽  
Author(s):  
Amber Yayin Wang ◽  
Wan-Jeng Chang
Keyword(s):  
Foreign Language ◽  
Online Communication ◽  
The United States ◽  
Cross Cultural ◽  
Intercultural Awareness ◽  
Foreign Language Learners ◽  
Speaking Proficiency ◽  
Before And After ◽  
Efl Students ◽  
English Speaking

To expand global and intercultural communication, the effectiveness of asynchronous online communication devices, especially email, have been discussed in the area of foreign language teaching. A lack of specific research exists that addresses the application of online voicemail. This paper reports on a five month period of voicemail exchanges between 53 EFL learners in Taiwan and 56 CFL learners in the United States. The authors examine the responses of EFL students to this cross–cultural voicemail project and assess their progress in intercultural awareness and English speaking proficiency before and after the project. This study concludes that the use of voicemail creates an impact on the English speaking performance and intercultural awareness of EFL students and increases the motivation of EFL students in using English to express ideas. Further implications for teaching are discussed.

scholarly journals Students’ willingness to participate in speaking activities through the use of scripted role-plays

2019 ◽  
Vol 28 (2-2019) ◽  
pp. 71-89
Author(s):  
Jonathan Antonio Lara Castro ◽  
Claudio Díaz Larenas
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Foreign Language ◽  
Role Play ◽  
Social Risk ◽  
Willingness To Participate ◽  
Seventh Grade ◽  
English Class ◽  
Language Class ◽  
Before And After

The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play. The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention.

scholarly journals TEFL and COVID-19: use of digital materials and their impact on efl learners' speaking accuracy and fluency

2021 ◽  
Vol 7 (3B) ◽  
pp. 729-741
Author(s):  
Mohammad Hossein Besharati ◽  
Golnar Mazdayasna ◽  
Ali Akbar Jabbari
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Digital Storytelling ◽  
Comparison Group ◽  
Language Skills ◽  
Placement Test ◽  
Promising Technique ◽  
Efl Learners ◽  
Before And After ◽  
Quasi Experimental

Digital storytelling has been around in foreign language contexts for at least two decades and showed to be a promising technique for teaching different language skills. This study aimed at investigating the effect of using two types of digital storytelling, i.e. asynchronous and synchronous digital storytelling, on the EFL learners' speaking performance in terms of accuracy and fluency. To this end, a quasi-experimental design with an experimental and a comparison group was devised. Sixty-five intermediate EFL learners were conveniently selected based on their scores on Oxford Placement Test. The speaking module of Preliminary English Test (PET) was used to measure the participants' speaking accuracy and fluency before and after the intervention. The results of the study indicated that both groups made a significant improvement after the course. Nevertheless, the asynchronous digital storytelling group outperformed the synchronous one after the intervention.

scholarly journals The effect of microteaching lesson study on the beliefs of EFL student teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Fitri Budi Suryani ◽  
Rismiyanto Rismiyanto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
Lesson Study ◽  
Influential Factors ◽  
Education Programs ◽  
Teaching Experiences ◽  
Teachers Beliefs ◽  
Fertile Ground ◽  
Before And After

Microteaching lesson study, that is a variation of lesson study applied by student teachers in microteaching course, provides the environment for EFL student teachers to collaborate, engage, and reflect on their ideas, beliefs, and teaching experiences. Such condition is a fertile ground that enables the student teachers' beliefs of language learning to change. Recent studies show that some education programs have changed the beliefs of student teachers. However, no studies have discussed the changes of beliefs of English as a Foreign Language (EFL) student teachers experienced in microteaching lesson study. This present study aims to investigate the effect of microteaching lesson study on EFL student teachers� beliefs. The data were collected using a questionnaire on Beliefs About Language Learning Inventory (BALLI) adapted from Horwitz administered before and after microteaching lesson study. The participants were the EFL student teachers enrolling in a microteaching lesson study class at Universitas Muria Kudus. The study reveals that the beliefs of EFL student teachers did not change significantly after they experienced microteaching lesson study. Time seems to be one of the most influential factors in hindering the changes of beliefs of the EFL student teachers. Therefore, this study suggests that EFL student teachers be given more time to practise teaching in the microteaching course.

scholarly journals A Study on the Preferred Real-Ear Insertion Gain of Multi-Channel Hearing Aid for the Korean with Sensorineural Hearing Loss

2020 ◽  
Vol 16 (2) ◽  
pp. 85-94
Author(s):  
Eojini Bang ◽  
Kyoungwon Lee
Keyword(s):  
Word Recognition ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Hearing Aid Fitting ◽  
High Frequencies ◽  
Frequency Bands ◽  
Before And After ◽  
Fitting Procedures ◽  
Linear Version ◽  
Gain Adjustment

Purpose: This study aimed to compare the preferred real-ear insertion gain for Korean (PREIG-K) wearing multi-channel hearing aid with the National Acoustics Laboratories-Non-Linear version 2 (NAL-NL2; National Acoustic Laboratories) gains in order to develop Korean hearing aid fitting formula.Methods: A total of thirty one (62 ears) Korean hearing aid users were included in this study. All subjects wore in-the-canal or custom hearing aids in both ears. Individual hearing aid fitting procedures involved to adjust the gains for 50, 65, and 80 dB sound pressure level of speech across low, high, and wideband frequency bands based on participant’s subjective responses. In addition, only the high frequency bands of 1 kHz or more of the PREIG-K were re-adjusted to be the same as NAL-NL2 gain and then the word recognition scores (WRSs) were compared before and after the adjusting gain. Results: The results showed that the PREIG-K increased up to 1.5 kHz with the maximum amount, then the PREIG-K decreased across the frequencies. For all half octave frequencies, the PREIG-Ks were substantially less than the NAL-NL2. When the PREIG-K of high frequencies were re-adjusted same as the NAL-NL2 gains, the WRSs of the PREIG-K were not significantly different before and after gain adjustment. The slopes up to 1.5 kHz frequencies of the PREIG-K were steeper than the slopes of NAL-NL2 gain, however similar to the slope of manufactures’ fitting formulae.Conclusion: The development of an effective hearing aid fitting formula for improving the communication abilities of hearing-impaired Korean will require further experiments considering the language, physical characteristics, and word recognition used by Koreans.

scholarly journals Unstressed Vowel Reduction Across Majorcan Catalan Dialects: Production and Spoken Word Recognition

2017 ◽  
Vol 61 (3) ◽  
pp. 430-465 ◽  
Author(s):  
Miquel Llompart ◽  
Miquel Simonet
Keyword(s):  
Word Recognition ◽  
Lexical Processing ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Decision Task ◽  
Vowel Duration ◽  
Lexical Representations ◽  
Production Study ◽  
Speech Performance

This study investigates the production and auditory lexical processing of words involved in a patterned phonological alternation in two dialects of Catalan spoken on the island of Majorca, Spain. One of these dialects, that of Palma, merges /ɔ/ and /o/ as [o] in unstressed position, and it maintains /u/ as an independent category, [u]. In the dialect of Sóller, a small village, speakers merge unstressed /ɔ/, /o/, and /u/ to [u]. First, a production study asks whether the discrete, rule-based descriptions of the vowel alternations provided in the dialectological literature are able to account adequately for these processes: are mergers complete? Results show that mergers are complete with regards to the main acoustic cue to these vowel contrasts, that is, F1. However, minor differences are maintained for F2 and vowel duration. Second, a lexical decision task using cross-modal priming investigates the strength with which words produced in the phonetic form of the neighboring (versus one’s own) dialect activate the listeners’ lexical representations during spoken word recognition: are words within and across dialects accessed efficiently? The study finds that listeners from one of these dialects, Sóller, process their own and the neighboring forms equally efficiently, while listeners from the other one, Palma, process their own forms more efficiently than those of the neighboring dialect. This study has implications for our understanding of the role of lifelong linguistic experience on speech performance.

Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students)

Dyslexia ◽  
2020 ◽  
Vol 26 (1) ◽  
pp. 18-35
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska ◽  
Angela Fawcett
Keyword(s):  
Word Recognition ◽  
Foreign Language
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