Task-based pronunciation teaching : Lack of auditory precision but not memory hinders learning
Xu, Jiying (University College London)
Saito, Kazuya (University College London)
Mora-Plaza, Ingrid (Universitat de Barcelona)
Universitat Autònoma de Barcelona. Departament de Filologia Anglesa i de Germanística

Fecha:	2024
Descripción:	14 pàg.
Resumen:	This study examined the impact of individual differences in perception and cognition on the effectiveness of task-based pronunciation teaching (TBPT). Seventy young adult Chinese speakers were randomly assigned to either an experimental or control group. The experimental group participated in a 30-min TBPT session, engaging in meaning-oriented tasks designed to help them notice and practice two English vocalic contrasts: [ɛ]-[æ] (e. g. , "set" vs. "sat") and [ɪ]-[i] (e. g. , "sit" vs. "seat"). Participants' learning patterns were then assessed based on their aptitude on perceptual (auditory processing) and cognitive (working memory) levels. Analysis of pre- and post-test results, conducted through forced-choice identification tasks, revealed significant improvements in vowel performance (approximately 10% gain), particularly among participants with normative auditory precision. However, the effectiveness of TBPT was limited among those with lower auditory precision. These findings highlight the negative impact of lower-order aptitude, specifically auditory processing, on the efficacy of TBPT.
Nota:	La Ingrid Mora-Plaza és personal acadèmic del Departament de Filologia Anglesa i de Germanística de la UAB.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Auditory processing ; Individual differences ; Phonetic instruction ; Second language speech ; Task-based language teaching ; Working memory
Publicado en:	System, Vol. 127 (2024) , p. 103532, ISSN 0346-251X

DOI: 10.1016/j.system.2024.103532

14 p, 1.7 MB

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