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How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training

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Title: How Does Having a Good Ear Promote Instructed Second Language Pronunciation Development? Roles of Domain-General Auditory Processing in Choral Repetition Training
Language: English
Authors: Shao, Yujie, Saito, Kazuya (ORCID 0000-0002-4718-2943), Tierney, Adam
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. Mar 2023 57(1):33-63.
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: 31
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Pronunciation, Pronunciation Instruction, Auditory Stimuli, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Language Processing, Psychomotor Skills, Intelligibility, Language Proficiency, Native Speakers, Speech Communication, Chinese
DOI: 10.1002/tesq.3120
ISSN: 0039-8322
1545-7249
Abstract: Growing evidence suggests that auditory processing ability may be a crucial determinant of language learning, including adult second language (L2) speech learning. The current study tested 47 Chinese English-as-a-Foreign-Language students to examine the extent to which two types of auditory processing, i.e., perceptual acuity and audio-motor integration, related to improvements in the comprehensibility and nativelikeness of L2 speech following two weeks of choral repetition training (i.e., shadowing). All participants' pronunciation proficiency became significantly more comprehensible over time, and the degree of improvement in the nativelikeness of pronunciation was tied to the ability to remember and reproduce sounds (i.e., audio-motor integration). The findings suggest that robust auditory-motor integration may play a key role in the acquisition of advanced-level L2 pronunciation proficiency (i.e., comprehensible and nativelike speech).
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1368455
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Shao%2C+Yujie%22">Shao, Yujie</searchLink><br /><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="%22Tierney%2C+Adam%22">Tierney, Adam</searchLink>
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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: 10.1002/tesq.3120
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  Data: 0039-8322<br />1545-7249
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  Label: Abstract
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  Data: Growing evidence suggests that auditory processing ability may be a crucial determinant of language learning, including adult second language (L2) speech learning. The current study tested 47 Chinese English-as-a-Foreign-Language students to examine the extent to which two types of auditory processing, i.e., perceptual acuity and audio-motor integration, related to improvements in the comprehensibility and nativelikeness of L2 speech following two weeks of choral repetition training (i.e., shadowing). All participants' pronunciation proficiency became significantly more comprehensible over time, and the degree of improvement in the nativelikeness of pronunciation was tied to the ability to remember and reproduce sounds (i.e., audio-motor integration). The findings suggest that robust auditory-motor integration may play a key role in the acquisition of advanced-level L2 pronunciation proficiency (i.e., comprehensible and nativelike speech).
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      – SubjectFull: Pronunciation
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      – SubjectFull: Pronunciation Instruction
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