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Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study

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Title: Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study
Language: English
Authors: Saito, Kazuya (ORCID 0000-0002-4718-2943), Suzukida, Yui (ORCID 0000-0002-1352-2022), Tran, Mai, Tierney, Adam
Source: Language Learning. Sep 2021 71(3):669-715.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 47
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Usage, Language Fluency, Language Processing, Grammar, Foreign Countries, Auditory Perception, Language Proficiency, Speech Communication, Pronunciation, Psychomotor Skills, Phonology, Auditory Discrimination, Correlation, Profiles, Vietnamese, Native Language, Accuracy, Vocabulary Development
Geographic Terms: Vietnam
DOI: 10.1111/lang.12447
ISSN: 0023-8333
Abstract: To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants' accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1304081
Database: ERIC
FullText Text:
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  Data: Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study
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  Data: <searchLink fieldCode="AR" term="%22Saito%2C+Kazuya%22">Saito, Kazuya</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4718-2943">0000-0002-4718-2943</externalLink>)<br /><searchLink fieldCode="AR" term="%22Suzukida%2C+Yui%22">Suzukida, Yui</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1352-2022">0000-0002-1352-2022</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tran%2C+Mai%22">Tran, Mai</searchLink><br /><searchLink fieldCode="AR" term="%22Tierney%2C+Adam%22">Tierney, Adam</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning%22"><i>Language Learning</i></searchLink>. Sep 2021 71(3):669-715.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 47
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Auditory+Discrimination%22">Auditory Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnamese%22">Vietnamese</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: DOI
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  Data: 10.1111/lang.12447
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  Data: 0023-8333
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: To date, a growing number of studies have shown that domain-general auditory processing, which prior work has linked to L1 acquisition, could explain various dimensions of naturalistic L2 speech proficiency. The current study examined the generalizability of this topic to L2 speech learning in classroom settings. The spontaneous speech samples of 39 Vietnamese English-as-a-foreign-language learners were analyzed for fluent and accurate use of pronunciation and lexicogrammar and linked to a range of variables in their auditory processing profiles. The results identified moderate-to-strong correlations between the participants' accurate use of lexicogrammar and audio-motor sequence integration scores (i.e., the ability to reproduce melodic/rhythmic information). However, the relationship between phonological proficiency and auditory acuity (i.e., the ability to encode acoustic details of sounds) was nonsignificant. Although the findings support the audition-acquisition link to classroom L2 speech learning to some degree, they only suggest that this link is robust for the acquisition of lexicogrammar information.
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  Data: 2021
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  Data: EJ1304081
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        Value: 10.1111/lang.12447
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        PageCount: 47
        StartPage: 669
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Vietnam
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      – TitleFull: Domain-General Auditory Processing Partially Explains Second Language Speech Learning in Classroom Settings: A Review and Generalization Study
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