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Roles of Domain‐General Auditory Processing in Second Language Speech Learning Revisited: What Degree of Precision Makes a Difference?

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Title: Roles of Domain‐General Auditory Processing in Second Language Speech Learning Revisited: What Degree of Precision Makes a Difference?
Authors: Saito, Kazuya1,2 k.saito@ucl.ac.uk, Tierney, Adam3
Source: Language Learning. Sep2025 Supplement 1, Vol. 75, p97-138. 42p.
Subject Terms: *Second language acquisition, *Individual differences, *Ability, Speech, Auditory processing disorder, Versification
Abstract: This study expands on the practical application of the critical role of auditory processing in the rate of naturalistic L2 speech acquisition. In Study 1, the prosodic production of English by 46 Chinese college students was tracked over a five‐month study abroad program in the UK. Learners with extensive L2 input opportunities demonstrated improvements in prosodic accuracy; however, those with pitch acuity below a certain threshold showed regression, potentially reinforcing L1 interference. To determine what percentage of participants fell below the auditory processing threshold determined in Study 1, Study 2 administered pitch processing tests to 400 Chinese college students learning English, all with normal hearing, and developed a provisional corpus to assess pitch acuity variation within this cohort. The comparison of findings from Studies 1 and 2 suggests that insufficient auditory precision hampers naturalistic L2 learning. Approximately the bottom 1.5 quartiles of the population (35%) may fall below this threshold. These learners could benefit from remedial strategies (e.g., explicit phonetic instruction, auditory training) to fully capitalize on their naturalistic L2 learning opportunities. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning%22">Language Learning</searchLink>. Sep2025 Supplement 1, Vol. 75, p97-138. 42p.
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  Data: *<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Individual+differences%22">Individual differences</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+processing+disorder%22">Auditory processing disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Versification%22">Versification</searchLink>
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  Data: This study expands on the practical application of the critical role of auditory processing in the rate of naturalistic L2 speech acquisition. In Study 1, the prosodic production of English by 46 Chinese college students was tracked over a five‐month study abroad program in the UK. Learners with extensive L2 input opportunities demonstrated improvements in prosodic accuracy; however, those with pitch acuity below a certain threshold showed regression, potentially reinforcing L1 interference. To determine what percentage of participants fell below the auditory processing threshold determined in Study 1, Study 2 administered pitch processing tests to 400 Chinese college students learning English, all with normal hearing, and developed a provisional corpus to assess pitch acuity variation within this cohort. The comparison of findings from Studies 1 and 2 suggests that insufficient auditory precision hampers naturalistic L2 learning. Approximately the bottom 1.5 quartiles of the population (35%) may fall below this threshold. These learners could benefit from remedial strategies (e.g., explicit phonetic instruction, auditory training) to fully capitalize on their naturalistic L2 learning opportunities. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2025 Supplement 1
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